NUR 590 Topic 4 DQ 1 Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal

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NUR 590 Topic 4 DQ 1

Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal. Identify which data collection tool you would specifically use and explain why this design is best for your evidence-based practice project proposal.

A Sample Answer For the Assignment: NUR 590 Topic 4 DQ 1 Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal

Title: NUR 590 Topic 4 DQ 1 Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal

My PICOT: In patients with a central line (P), does use of a central line care bundle (I), when compared to no use of a central line care bundle (C), lead to lower central line associated blood infection (CLABSI) rates (O), over the course of three months (T)?

Careful identification of study intentions and meaningful data collection is an essential piece in the evidence-based practice study design process. Though daunting, statistics “play a key role in health and human related research… statistical analysis assists in arriving at right conclusions which then promotes generalization or application of findings to the whole population of interest in the study,” (Rebekah & Ravindran, 2021, p 62). My PICOT intervention aims to reduce the rate of CLABSI occurrence over the course of three months. This quantitative evaluation leads me to design a quantitative evidence-based practice study that considers the numbers and rates of CLABSI occurrence and whether or not implementing a standard bundle will effectively reduce these. Additionally, statistical analysis is essential to give meaning and a story behind a great deal of numbers, with ultimate positive impact on patient popultaion outcomes (Rebekah & Ravindran, 2021). Inferential statistics allow for statistical analysis of data collected to then draw conclusions from specific interventions or scenarios.

My PICOT data collection does not require an intermediate or advanced statistical software. Instead, I would use an Excel document to collect information on a randomized control trial approach to patient information, whether or not the intervention of a central line care bundle was implemented or not, and if CLABSI rates were seen to be decreased compared to those without use of a central line care bundle. This would need to be done with access to patient health records in EPIC, to review documentation as well as nurse interventions actually being performed with this patient group. Using basic excel formulas, analysis is able to be performed on this somewhat simple comparison (Rebekah & Ravindran, 2021). I anticipate the largest challenge will be identifying those who will participate in the study, and if it can be done in a randomized fashion.

References NUR 590 Topic 4 DQ 1 Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal

Rebekah, G. & Ravindran, V. (2021). Statistical analysis in nursing research. Indian Journal of Continuing Nursing Education, 19(1), p 62-69.

In the evidence based research project I am proposing, observing the effect that education has on physical health changes such as weight loss in order to decrease obesity rates may be best suited in a quantitative research design. This is because collecting body measurements would include physical number categorizing as well as identifying nutritional amounts in meals could be an important factor in evaluating if certain types of educational content are more effective than others (Metzgar & Nickols-Richardson, 2016). In order to collect quantitative data for the research project, the best data collection tool I believe would provide sufficient data for evidence based practice would be through survey. Surveys would be the most realistic option as my project setting would be set within the education department working with outpatient and public avenues (Lallukka, Pietilaeinen, Jaeppinen, Laaksonen, Lahti & Rahkonen, 2020). Controlled environments would cost too much resources to sustain and surveys that would include questions about changes in measurements what what type of foods being consumed within the time frame would provide data that can show direct correlation with less cost making them more efficient. However I would only distribute surveys for evaluation for those who have actively been contacted to participate in the project instead of using national surveys or general public ones.

References: NUR 590 Topic 4 DQ 1 Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal

Lallukka, T., Pietilaeinen, O., Jaeppinen, S., Laaksonen, M., Lahti, J., & Rahkonen, O. (2020). Factors associated with health survey response among young employees: a register-based study using online, mailed and telephone interview data collection methods. BMC PUBLIC HEALTH, 20(1). https://doi-org.lopes.idm.oclc.org/10.1186/s12889-020-8241-8

Metzgar, C. J., & Nickols-Richardson, S. M. (2016). Effects of nutrition education on weight gain prevention: a randomized controlled trial. Nutrition Journal, 15, 1–13. https://doi-org.lopes.idm.oclc.org/10.1186/s12937-016-0150-4

References NUR 590 Topic 4 DQ 1 Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal

Rebekah, G. & Ravindran, V. (2021). Statistical analysis in nursing research. Indian Journal of Continuing Nursing Education, 19(1), p 62-69.

Data Collection

For my evidence-based practice proposal there are several different ways I would like to collect data all utilizing quantitative research. For the first stage of my proposal, I would like to implement teaching select members of the staff the evidence and intervention for this project. The next stage is then to have those select members teach the rest of the staff utilizing pre/post test data collection like in the research done in Ceylan et al. (2021) study. By utilizing the ARCC model these key staff members will then become the EBP monitors and will watch the rest of the study and help collect the quantitative data (Technologies, n.d.). The next stage of this evidence-based practice project will implement surveys to the patients, to quantify how many of the patients fill them out and how many are followed through by the staff. This survey will ask things like: Are you sexually active? What is your preferred partner M, F, Both? And finally, Would you like to be STD tested today? Inspiration for this step was pulled from the study by Romo et al. (2019). The next step is with the nurses- for them to ask the hard-hitting questions to find out who all the patients’ partners are, and contacting them to get tested. My hope for this last step is that there will be a place within the EMR for the nurse to document the conversation in the easiest way possible. Collecting the data for that will be mined from the EMR itself. The last bit of information will be the proof we need that this all works together to get more syphilis tests complete. Whether this be local/county data or just within this specific clinic is yet to be determined.

Blog, F. (2019, July 23). 7 Data Collection Methods & Tools For Research. Www.Formpl.Us. https://www.formpl.us/blog/data-collection-method

Ceylan, E., & Koç, A. (2021). Effect of peer education model on nursing students’ knowledge and attitudes towards HIV/AIDS. Nurse Education Today, 99, 104808. https://doi-org.lopes.idm.oclc.org/10.1016/j.nedt.2021.104808

Technologies, O. O. I. (n.d.). University of Maryland School of Nursing. Cf.Son.Umaryland.Edu. Retrieved August 29, 2021, from https://cf.son.umaryland.edu/NDNP804/module8/subtopic4.htm

Romo, D., Nagendra, G., Schechter, S., Pavlish, A., Cohall, A., & Neu, N. (2019). An educational intervention to improve provider screening for syphilis among men who have sex with men utilizing an urban urgent care center. Journal of Community Health: The Publication for Health Promotion and Disease Prevention, 44(4), 822–827. https://doi-org.lopes.idm.oclc.org/10.1007/s10900-019-0064

While the data can be complex, understanding what the data means requires advanced tools (Rebekah & Ravindran, 2018). Selection for this project would use quantitative research, with characteristics of those diagnosed without PGS would be measured. The measurement expressed in numbers and called quantitative data would be categorized or observed. PAWS (Predictive Analytics Software) is considered for use for this evidence-based practice proposal (EBP). Predictive scores assigned to each patient use both new and historical data to forecast activity, behavior, or trends. (Biscobing & Burns, 2020). Predictive models place a numerical score or value on the likelihood of a particular event happening. Correlations between different data elements produce results once data is collected, and the information is then run against selected data to generate predictions.

References NUR 590 Topic 4 DQ 1 Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal

NUR 590 Topic 4 DQ 1 Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal

Biscobing, J., & Burns, E. (2020, September 24). What is predictive analytics? – Definition from whatis.com. SearchBusinessAnalytics. https://searchbusinessanalytics.techtarget.com/definition/predictive-analytics.

Rebekah, G., & Ravindran, V. (2018). Statistical analysis in nursing research. Indian Journal of Continuing Nursing Education, 19(1), 62–70. https://doi.org/https://www.ijcne.org/temp/IndianJContNsgEdn19162-4158908_010918.pdf

Qualitative Research Design

While quantitative research confers accurate and precise measures, the most suitable framework for the bedside shift report is the qualitative design. This is mainly because the goal is to establish the intervention effects on patient satisfaction, which is highly subjective and contextual. This design offers a deeper understanding of patients’ experience with the tool. It focuses on multiple realities of patients and may help increase knowledge about the effectiveness of the BSR framework (Dorvil, 2018). Because the study focuses on social interactions and experiences during clinical handovers, the qualitative approach may help gain new insights on how to improve the processes across the continuum of care, which is essential in attaining sustainable improvements. In this case, the most suitable instrument for data collection would be a focus group interview using semi-structured questionnaire tools. The goal is to obtain information about patient involvement.

Notably, clinical handovers often operate in a complex environment and involve patients with different needs. Because these experiences are not constant, different patients may harbor unique views about the impact of the BSR intervention. In this case, asking predefined questions helps elicit appropriate responses that show the level of patient satisfaction. Besides, semi-structured questions also help collect new insights about the intervention. According to Bressan et al. (2019), a key feature in past studies about BSR involves qualitative research. This observation corresponds with the preferred method in this study.

In summary, qualitative design is the most suitable method for this research because it hopes to interpret subjective experiences. The semi-structured interview would help elicit suitable responses that reflect the level of satisfaction. The goal is to ensure appropriate data is collected during the intervention. Doing so will help obtain common themes about patient satisfaction following the intervention.

References NUR 590 Topic 4 DQ 1 Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal

Bressan, V., Cadorin, L., Pellegrinet, D., Bulfone, G., Stevanin, S., & Palese, A. (2019). Bedside shift handover implementation quantitative evidence: Findings from a scoping review. Journal of nursing management, 27(4), 815-832.

Dorvil, B. (2018). The secrets to successful nurse bedside shift report implementation and sustainability. Nursing Management, 49(6), 20.

NUR 590 Topic 4 DQ 1 Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal 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.

Also Read: NUR 590 Topic 5 DQ 1 Identify two stakeholder barriers you might experience during the implementation phase of your evidence-based practice project