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NUR513 Module 2 Discussion Critique of Qualitative and Quantitative Research Studies
EXCELSIOR – NUR513 RESEARCH AND EVIDENCE-BASED PRACTICE
DQ2 Critique of Qualitative and Quantitative Research Studies: Part I
Image of hospital nurse using computer (Life in View, n.d.).Qualitative and quantitative research each have value in evidence-based practice and leading industry standards. In this discussion, you will critique research and respond to your peers’ evaluations for both types of research.
This activity will address the following module outcome:
MO 2: Assess evidence and analyze its usefulness for a clinical problem. (EPSLO 2; SLO 5)
In this discussion, you will critique a quantitative and qualitative research study. To give everyone in class an opportunity to critique both types of research, please follow the instructions below. Examples of how to use the quantitativePreview the document [DOCX, file size 25 KB] and qualitativePreview the document [DOCX, file size 28 KB] score card are provided for you.
If your last name begins with A-M:
Read the study by Spiva, et al. (2017). Complete the quantitative research score cardPreview the document [XLSX, file size 21 KB] as you review the study. Use Chapters 5 & 6 in Melnyk & Fineout-Overholt (2019) as a resource. Post a brief summary (1-2 paragraphs) of all components listed on the Research Critique Form. Please entitle your initial discussion post: Critique of Spiva, et al. (2017).
Read the study by Hundt, et al. (2018). Reply to a minimum of two other classmates who have posted a Critique of Hundt, et al. (2018) for their initial discussion.
If your last name begins with N-Z:
Read the study by Hundt, et al. (2018). Complete the qualitative research score cardPreview the document [XLSX, file size 21 KB] as you review the study. Use Chapters 5 & 6 in Melnyk & Fineout-Overholt (2019) as a resource. Post a brief summary (1-2 paragraphs) of all components listed on the Research Critique Form. Please entitle your initial discussion post: Critique of Hundt, et al. (2018).
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Read the study by Spiva, et al. (2017). Reply to a minimum of two other classmates who have posted a Critique of Spiva, et al. (2017).
Spiva, L., Hart, P. L., Patrick, S., Waggoner, J., Jackson, C., & Threatt, J. L. (2017). Effectiveness of an evidence-based practice nurse mentor training program (Links to an external site.). Worldviews on Evidence-Based Nursing, 14(3), 183–191. https://doi-org.vlib.excelsior.edu/10.1111/wvn.12219
Hundt, N. E., Helm, A., Smith, T. L., Lamkin, J., Cully, J. A., & Stanley, M. A. (2018). Failure to engage: A qualitative study of veterans who decline evidence-based psychotherapies for PTSD (Links to an external site.). Psychological Services, 15(4), 536–542. https://doi-org.vlib.excelsior.edu/10.1037/ser0000212
Submission Instructions
Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click “Reply.” Then copy/paste the text into the message field, and click “Post Reply.”
To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.
Evaluation
This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.
Grading Rubric Guidelines
Performance Category | 10 | 9 | 8 | 4 | 0 |
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
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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 |
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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) |
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Summarizes what was learned from the lesson, readings, and other student posts for the week. |
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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 |
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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. |