NRS 493 Topic 3 DQ 2 Name two different methods for evaluating evidence

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Topic 3 DQ 2

May 2-6, 2022

Name two different methods for evaluating evidence. Compare and contrast these two methods.

Raimol Joseph

Posted Date

May 6, 2022, 11:52 PM

There are various different methods for evaluating evidence. The two main methods are categorized as quantitative and qualitative methods of evaluating evidence. Quantitative methods involve the use of assessing and collecting data in numerical forms. This includes but is not restricted to calculating standard deviation, mean or average, Mann Whitney tests etc (Quantitative research and analysis: Quantitative methods overview, 2021). This form of data is measurable and is more easily able to use to predict a pattern or finding. Most research and experiments conducted in nursing, research, and other fields involve the collection of quantitative data and quantitative methods of research because it is more reliable and straight forward than qualitative tests. Qualitative methods and analyze data based on qualitative categories such as experiences, perceptions, observations, and processes rather than numerical data that shows cause and effect. This type of methos is useful when trying to find a correlation and especially important between a physician and patients. The patient presents qualitative data like how they’re feeling, where the pain is from, and what type of pain they are in along with other symptoms they are experiencing so that the physician can use these qualitative data points to match the disease that is typically linked with the symptoms that the patient is also exhibiting. Whereas, in the context of a patient and physician, the patients reporting of how many times they have went to the restroom, their caloric intake, and other information like weight, height, body mass index, blood pressure, heart rate etc. are all forms of quantitative data. The pros of qualitative research are that it allows for flexibility and creativity because the scope of the project is continuously changing as more data is collected. While there are benefits, cons of qualitative research include the fact that they are very open to interpretation and therefore very subjective. This allows for a greater amount of bias which includes participant bias and researcher bias which will compromise the reliability and accuracy of the experiment as a whole. Qualitative research is also conducted on smaller sample sizes because data collection is usually longer and more tedious with more costs. As for quantitative research, pros include the fact that data is objective, and bias is much more limited than in qualitative studies. Data collected from quantitative methods can also be collected a lot easier and communicated through data sheets, statistics, charts, and graphs which make it simpler to follow. Unlike qualitative data, new technology and software systems can easily compute data and manipulate it to isolated variables that the researcher is looking for to find a cause and effect. While there are benefits, the cons of quantitative research include that it is very restrictive and there is one clear answer rather than participants being allowed to elaborate on their answers for more context. Furthermore, analysis of statistics gathered in quantitative research calls for a much larger pool of participants. Both qualitative and quantitative research seek to find correlations in the collected data and both are significant in disproving existing theories, creating new ones, and elaborating on ones that already exist (Hoover, 2021).

Hoover, L. (2021). What is qualitative vs. Quantitative Study? GCU. Retrieved May 7, 2022, from https://www.gcu.edu/blog/doctoral-journey/what-qualitative-vs-quantitative-study

Quantitative research and analysis: Quantitative methods overview. LibGuides. (2021). Retrieved May 7, 2022, from https://lib-guides.letu.edu/quantresearch

Kitty Gay

Posted Date

May 6, 2022, 9:54 PM

Replies to Raimol Joseph

There are two main venues of research to assess information and/or data to in-turn be utilized to benefit the medical (or any) field and for the ultimate benefit of the patients and communities served. Quantitative, utilizes QUANTITIES: numbers, measurements, comparisons and may “include studies such as clinical trials, cohort studies and systematic reviews” per. Chambers and Cowdell (2021). Quantitative research seeks to answer the “what” yet vital aspect of a way to study. Wuhan, China compared medical data in a quantitative study including Covid-19 positive patients (191 recruited) and a randomly selected control group of 50 healthy persons (Yufei et al., 2020). This quantitative research provided information regarding an assessment of possible Covid-19 pneumonia and looking at the neutrophil-to-lymphocyte ratios (NLR) and C-reactive protein level (CRP) per Yufei et al., with findings of substantially elevated levels among Covid-19 patients compared to the healthy volunteers control group (2020). Chambers and Cowdell inform us a gold standard of research is considered the randomized controlled trial which looks at a randomly selected group (for example of patients with a particular disease or illness) that is either placed in the intervention group or the control group (2021). The results are reported via the quantitative research data, yet the value of the patient insight is not to be taken lightly and should be added (which would add the vital qualitative research aspect) (Chambers & Cowdell, 2021).

Qualitative research makes use of words with descriptions, life, color and insight and per Chambers and Cowdell may incorporate interviews and discussion groups to “explore participants’ perspectives” (2021). This venue of research takes into consideration, persons feelings, experiences or beliefs of the “how” and/or the “why” of the question being sought (Chambers & Cowdell, 2021). An example of a qualitative study is a study in Sao Paulo, seeking to gain understanding from health care professionals who provide direct observation treatment for persons with multidrug resistant tuberculosis (MDR TB) and the benefits derived for future medical professionals to have insight of interactions and care for the patients they served in the midst of Covid-19 (Souza et al., 2021).

If a comparison is needed regarding 2 different medications and their effectiveness, Chambers and Cowdell inform us, a quantitative study would provide the needed data; however if seeking to comprehend patients’/persons’ feelings and experiences with the medication ~ a qualitative study would be provided (2021).

Data, numbers and the “what” of research is vital to glean from, yet we must never forget why the data is being researched … it is for the individuals, families and communities we serve and their insight, information and voice is crucial to see the big and full picture and for us as medical professionals to be able to provide optimal and quality patient care. Care to patients.

References

NRS 493 Topic 3 DQ 2 Name two different methods for evaluating evidence

Chalmers, J., & Cowdell, F. (2021). What Are Quantitative and Qualitative Research Methods? A Brief Introduction. Dermatological Nursing, 20(2), 45–48.

Souza, L. L. L., Santos, F. L., dos, Crispim, J. de A., Fiorati, R. C., Dias, S., Bruce, A. T. I, Alves, Y. M. Ramos A.C V., Berra, T. Z., da Costa, F. B. P., Alves, L. S., Monroe, A. A., Fronteria, I. & Arcenio, R. A. (2021). Causes of multidrug-resistant tuberculosis from the perspectives of health providers: challenges and strategies for adherence to treatment during the COVID-19 pandemic in Brazil. BMS Health Services Research 21(1) 1-10. doi: 10.1186/s12913-021-07057-0. PMID: 34592970; PMCID: PMC8483800.

Yufei, Y., Mingli, L., Xuejiao, L., Xuemei, D., Yiming, J., Qin, Q., Hui, S., & Jie, G. (2020). Utility of the neutrophil-to-lymphocyte ratio and C-reactive protein level for coronavirus disease 2019 (COVID-19). Scandinavian Journal of Clinical & Laboratory Investigation, 80(7), 536–540. https://doi-org.lopes.idm.oclc.org/10.1080/00365513.2020.1803587

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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.

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