NUR646 Search the literature of a research study that uses an educational theory and how does the research contribute to understanding of the theory?

NUR646 Search the literature of a research study that uses an educational theory and how does the research contribute to understanding of the theory

Week 2 Discussion

DQ2 Search the literature and find an example of a research study that uses an educational theory in a nursing education study. Does the study appear to use the theory appropriately? How does the research contribute to understanding of the theory? Be sure to cite the article.

The purpose of this article is to examine and advance the role of the theory as a device in the qualitative toolbox—an admittedly pragmatic premise. We review the various ways in which theory has been considered in qualitative methodology publications and highlight the ways in which a central role for theory can be useful for a study. Our developmental perspective is most useful for those who may not have fully considered the value of theory. We present theory as symbiotic with our actions and dispositions. Each section of this article works to modestly clarify the role of theory while avoiding the perception of a methodological orthodoxy around the tool.

Theory, theoretical frameworks, theory of method, and conceptual frameworks are terms that have blurred lines within qualitative methods literature and either suffer or benefit from widespread nuanced differences. In general, a theory is a big idea that organizes many other ideas with a high degree of explanatory power. Theory of method (or methodology) provides guidance to make sense of what methods will actually help answer the research questions. A conceptual framework is loosely defined and best functions as a map of how all of the literature works together in a particular study. A theoretical framework is the use of a theory (or theories) in a study that simultaneously conveys the deepest values of the researcher(s) and provides a clearly articulated signpost or lens for how the study will process new knowledge. A theoretical framework is at the intersection of:

existing knowledge and previously formed ideas about complex phenomena,
the researcher’s epistemological dispositions, and
a lens and a methodically analytic approach

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Working through these three components renders theory a valuable tool to the coherence and depth of a study. Although there may be instances where the exploratory nature of a study overrules the benefits of a theoretical framework, theory-free research does not exist (Lincoln & Guba, 1994). A researcher who cannot articulate a theoretical framework may not have done the difficult and essential work to unearth their deepest operating principles and preconceptions about their study. The belief that preconceived notions do not exist or impact a study is, in fact, a theoretical disposition. This article maps the advantages of a theory-centric approach to qualitative research, while also considering the critiques and disadvantages of overreliance on a theory.
Theory and Knowledge Production

There are debates in all disciplines about the creation and use of theory and the degree to which starting from data (induction) or with a hypothesis (deduction) are more useful for knowledge production (cf. Hanson, 1958; Peirce, 1935). Consider a science that relies more upon inducting from data as opposed to generating a hypothesis. A potential lean away from deduction led Hanson (1958) to use physics to highlight the complexity of generating a hypothesis like universal gravity or acceleration even in the absence of evidence. The essential role of deductively formulating these ideas by Galileo and Newton were important in the knowledge production process. This poignant historical example was used to highlight the importance of balance between the role of theory and hypothesis and starting with data. Moving from natural science to social science and qualitative research, we acknowledge and take into account advanced discussions about how theory can be generated. For example, Timmermans and Tavory (2012) build on Peirce (1935) and Hanson (1958) to move beyond an inductive/deductive binary to consider abduction in grounded theory in order to enhance the potential ability for research to lead to innovative theories. Abduction is the creative process of generating new theories based on “surprising research evidence,” which ultimately leads a researcher away from old ideas to new insights coded into theory (Timmermans & Tavory, 2012, p. 170).

Even in traditional grounded theory there is a “reluctant engagement of theory” and the use of abduction advocates for a shift away from that hesitancy:

Abduction thus depends on the researcher’s cultivated position. The disposition to perceive the world and its surprises—including the very reflection on one’s positions in this world—is predicated on the researcher’s biography as well as on an affinity and familiarity with broader theoretical fields. Abductive analysis, consequently, rests for a large part on the scope and sophistication of the theoretical background a researcher brings to research. Unanticipated and surprising observations are strategic in the sense that they depend on a theoretically sensitized observer who recognizes their potential relevance. (Timmermans & Tavory, 2012, p. 173)
The pathway leading back to positionality is the net that captures the combination of epistemology, ontology, and methodology, which Guba (1990) calls a paradigm or interpretive framework, that is, a set of fundamental beliefs that guide action. Denzin and Lincoln (2011) offer the most comprehensive connections between paradigm/theory, criteria, form of theory, and corresponding method or type of narration (this arrangement builds upon previous work by Guba & Lincoln, 1994). A paradigm is an inclusive concept that captures the embodiment of theory and the necessity of reflexivity in researchers.

ASSIGNMENT RUBRIC

Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.