NRS 433V Topic 3 DQ 2 Describe sampling theory and provide examples to illustrate your definition

NRS 433V Topic 3 DQ 2 Describe sampling theory and provide examples to illustrate your definition

NRS 433V Topic 3 DQ 2 Describe sampling theory and provide examples to illustrate your definition

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 433V Topic 3 DQ 2 Describe sampling theory and provide examples to illustrate your definition

Topic 3 DQ 2

Aug 8-12, 2022

Describe sampling theory and provide examples to illustrate your definition. Discuss generalizability as it applies to nursing research.

Krishna Turner

Aug 12, 2022, 11:52 PM

Replies to Krishna Turner

A sampling theory is a set of data collected from the population of interest or target population. The samples are information that are accessible in units, such as people, events, or other subjects of interest. The purpose of the sampling is to target a larger population on characteristics relevant to the research questions. Example of sampling theory will be a study conducted by researcher collecting information from 600 people in a population of 6,000 people. There are two main type of sampling methods, probability sampling involves random selection, each person in the group or community has an equal chance of being chosen. Then there is non-probability sampling does not involve random selection and so cannot rely on probability theory to ensure that it is representative of the population of interest. (nim.nih.gov)

Generalizability as it applies to nursing research is evidence-based practice. This helps the nurses to make critical decisions when caring for patients. Example: in critical care nursing research involves assessment and intervention related to perioperative heart transplant population. (Kamper, 2020) Implementing treatments such as therapy, medications, will provide a better outcome for the patient and reduce the length of stay in the hospital.

 

Reference:

Kamper, S. J. (2020). Generalizability: Linking evidence to practice. Journal of Orthopaedic & Sports Physical Therapy, 50(1), 45–46. https://doi.org/10.2519/jospt.2020.0701

 

National Institutes of Health. (n.d.). Sampling. U.S. National Library of Medicine. Retrieved August 12, 2022, from https://www.nlm.nih.gov/nichsr/stats_tutorial/section2/mod1_sampling.html

 

 

 

 

 

Francis Umukoro

replied toKrishna Turner

Aug 13, 2022, 5:21 AM

  • Replies to Krishna Turner

Hello Krishna,

Generalizability is a very important concept in research, nursing research most especially because wrong generalizations of results across illnesses may result in life-threatening mistakes and/or permanent damages to health. In medical research, there is a lot more to consider as the situations are almost always very subjective and cases may differ drastically even if the patients are suffering from the same illness. For example, a patient’s allergies or even previous treatment may negate the general use of a good research result even though it may apply to the majority of patients who are suffering the same conditions as in the research result (Yarkoni, 2022).

Reference

Yarkoni, T. (2022). The generalizability crisis. Behavioral and Brain Sciences, 45.

 

 

  • Sheranda Fesler

replied toKrishna Turner

Aug 13, 2022, 6:05 AM

Replies to Krishna Turner

Thanks for your posting. In the example you provided on generalizability, how would those findings be spread to the larger population?

  • Krishna Turner

replied toSheranda Fesler

Aug 14, 2022, 11:42 PM

  • ·

Replies to Sheranda Fesler

Hi Dr. Fesler,

Generalizability ensure that the survey respondents include relevant groups from the larger population in the correct proportions by age, race, and gender. For instance, Covid 19 was/is a epidemic that affected a large population. In the United States it affected mainly those in Urban areas, non- hispanic black, asian, and hispanic, but a smaller percentage of non-hispanic white.(2022) Age of the individuals varied meaning from younger individuals to older individuals. The survey or study for groups tend focus on race, age, or gender pending on the focal point of the subject at hand.

Reference:

Centers for Disease Control and Prevention. (2022, August 10). Covid-19 provisional counts – health disparities. Centers for Disease Control and Prevention. Retrieved August 15, 2022, from https://www.cdc.gov/nchs/nvss/vsrr/covid19/health_disparities.htm#:~:text=Adjustments%20to%20the%20population%20distributions,that%20are%20non%2DHispanic%20white.

 

Generalizability. Institute for Work & Health. (2006, August). Retrieved August 15, 2022, from https://www.iwh.on.ca/what-researchers-mean-by/generalizability

 

 

  • Hannah Haywood

replied toKrishna Turner

Aug 13, 2022, 10:51 PM

  • Replies to Krishna Turner

Hello Krishna, I enjoyed reading your post. Since learning about generalizability, it has been interesting reading research studies due to them mentioning the generalizability of the study. I found an interesting study regarding open heart surgery and the potential for a “Erector Spinae Plane Block” that might help with pain control after surgery. The goal of the nerve block is to prevent the overuse of opioid medications after surgery. However, due to the limitations of the study, the generalizability was skewed due to “overemphasizing a positive result” (Noss, et al., 2019). The generalizability was thus inaccurate due to not enough information and lack of proper controls in the study.

References:

Noss, C., Anderson, K.J., & Gregory, A.J. (2019). Erector spinae plane block for open heart surgery: A potential tool for improved analgesia. Journal of cardiothoracic and vascular anesthesia. 33 (2). 376-377. https://doi.org/10.1053/j.jvca.2018.07.015

  • Misty Diaz

replied toKrishna Turner

Aug 13, 2022, 11:47 PM

  • Replies to Krishna Turner

Hello Krishna!

I just wanted to elaborate on the sampling theory. For the non-probability sampling, there are convenience sampling which is just that, convenience; there is quota sampling, which is like convenience sampling but you finish off the sampling in order to fill a “quota” of what the researcher stipulates the sample should be, and then there is purposive sampling where the entire sample is hand-picked in order to get the perspective or action that is the target of the study; and snow-ball sampling, where you get some, then get more by word of mouth and more by word of mouth, in essence, snow-ball, more followed by more, followed by more; lastly is theoretical sampling in which the sample parameters continue to evolve with the evolution of the theory the researcher is trying to research or develop.

 

Also interesting, is the fact that all these types of sampling can be subject to bias. The researcher goal is to avoid bias being, or thought of as being bias, as it can ruin the sample validity, and ruin the entire project, and possibly the researchers reputation and career.

NRS 433V Topic 3 DQ 2 Describe sampling theory and provide examples to illustrate your definition
NRS 433V Topic 3 DQ 2 Describe sampling theory and provide examples to illustrate your definition

 

OK, here is a question: is qualitative research the same, or different than descriptive statistics? Just wandering…

 

Reference

 

Colgrove-Curtis, A. & Keeler, C. (2021, March). Sampling design in nursing research. American Journal of Nursing, 121(3), 53-58. https://lopes.idm.oclc.org/login?url=https://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000446-202103000-00024&LSLINK=80&D=ovft

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 433V Topic 3 DQ 2 Describe sampling theory and provide examples to illustrate your definition

Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Read Also: NRS 433V Topic 1 DQ 2 Nursing research is used to study a dilemma or a problem in nursing