NURS 7700 Quantitative Research Proposal

Sample Answer for NURS 7700 Quantitative Research Proposal Included After Question

NURS 7700 Quantitative Research Proposal

Quantitative_Research_Proposal.doc (95 KB)

II. Description

This course provides students with an overview of the
assumptions, methodological approaches, and data analysis of qualitative and
quantitative research. Qualitative and quantitative research studies are
critiqued to determine their quality, and findings are analyzed for application
to nursing practice. Ethical considerations related to the process of research
and the utilization of findings within both research methods are
discussed. Prerequisite: an
undergraduate course in statistics.

Polit, D.F. &
Becker, C.T. (2016). Nursing Research: Generating and assessing evidence for
nursing practice. (9th ed.). Philadelphia: Lippincott, Williams, & Wilkins.
ISBN-10: 1496313356

Quantitative Research Proposal

NURS 7700 Quantitative Research Proposal

Research Proposal

Research Proposal Outline and Guide

A research proposal must outline the purpose, specific research questions and methods (i.e., sampling, data collection and proposed
data analysis) for a quantitative nursing research study on a topic of your choice.

Although your proposal may not have a completely developed literature review / background, it should contain a theoretical framework /
theoretical rationale, a table of research relevant to the problem under study, and a summary of the research base including what gaps in the knowledge base the proposed study will fill.

The latest APA guidelines (6th edition, 2010) should be used when writing the proposal.

Use bullet format not full essay format. Phrases are okay in place of complete sentences. This is to show your idea not develop into a full document. This idea can be used to help plan your final project for the program. Maximum 10 pages in length excluding title page, references and literature tables. No abstract required. (Many students complete
this in 8 or so pages).

PROPOSAL OUTLINE

I. Statement of the Problem, Research Questions, Hypotheses, Definitions, Assumptions & Limitations

1. State the broad focal area the proposal addresses.

2. Describe
concisely and realistically:

a. Provide a PICO question (population,
intervention, comparison, outcome)

b. Definitions: theoretical and operational. This can be completed as a table.

c. Assumptions

d. Limitations

II. Significance

1.
State concisely the importance of the proposed project by clearly and
succinctly explaining what impact the results of this project (i.e., the answer
to the specific research questions) will have on knowledge in the field, other
relevant research and on the scientific base of nursing practice; and

2. Specifically identify the gaps this
research is intended to fill.

III Background (Relevant Review of Literature)

No complete literature review is required for this proposal.

1. Theoretical framework if one exists

2. Databases used to search; search terms used

3. Inclusion/exclusion criteria for the articles

4. Complete the table provided for 3 articles

IV. Research Methods

Specify the research design and procedures to be used to answer the research question(s) and/or test study hypotheses.

2. Describe the study population and describe procedures for selecting study participants (sample). Include an estimate of the proposed sample size with a specific rationale for the size, the characteristics of the sample, and inclusion and/or exclusion criteria.

3. Name the instruments that will be used to measure each study variable. How will each variable be operationalized? Each instrument must be briefly described and accompanying psychometrics must be specified and referenced from past research. Provide appropriate citations and references as needed.

4. Clearly describe the methods for data collection, including the method(s) for gaining access to the setting, what participants will be told and/or asked to do, and how attrition or non-participation will be handled.

5. Briefly specify how you will assure protection of human subjects in the proposed study.

6. Describe how data analysis will proceed to answer the research questions / test the study hypotheses. Include the specific statistical procedures and the reasons for their use in relation to the types of data anticipated.

7. Include a time frame for carrying out the data collection, data entry, analysis and interpretation, including preparation of the final research report.

V. References

Research Table (you will fill one of these out for each of
the 3 articles chosen for your proposal)

Reference

Hypothesis/variables

Sample/how chosen/ justification of size

Data collection methods/

Instruments used

Overall outcomes/findings

Research Proposal Grading Rubric

Please note: the what to include section is not
inclusive. Refer to the guidelines to
insure you have included everything needed.

Section

What to Include

Points

Earned

Broad area statement

What area of forensic nursing does this address?

PICO

Population, intervention, comparison, outcome

Provide the variables and/or concepts being investigated

Definitions

Both theoretical and operational for any variables or
concepts within your proposal

Assumptions

Anything assumed about the subject that affects the research

Limitations

Any limitations for this project (time, finances, sample
size, etc)

Significance

Why is this significant to nursing? To forensic nursing?

Gaps

Are there gaps in our knowledge that this could address?
How?

Framework

Is there a theoretical framework? If so, what is it? Provide a model if available

Search info

Databases, search terms, inclusion/exclusion criteria for
articles

Table

Provide 3 article charts (see provided sheet)

Design

What design will you use to design your project? Why?

Population

Who is the population? How will you recruit?
Inclusion/exclusion criteria? Sample size and justification?

Instruments

What instruments will you use to collect your data? How do you know they are reliable? Reference
any prior research that utilized them

Data collection

How will you collect the data? Who will? How often? What type of data?

Human rights

How will you protect the rights of the subjects of your
study?

Analysis

How will you analyze your data? Will you use any stats
software?

Time frame

What is your time frame?
When will you start getting your sample, move to data collection, go to
analysis, determine findings?

References

Faculty reserve the right to deduct up to 10 pts for APA,
grammar and formatting errors

Attachments area

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DISCUSSION RUBRIC

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.

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

Course Room Etiquette:

It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

Office Hours:

My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.

Late Policy and Grading Policy

Discussion questions:

I do not mark off for late DQ’s.
I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
Any activity or assignment submitted after the due date will be subject to GCU’s late policy
Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
No assignments can be accepted for grading after midnight on the final day of class.
All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
I do expect outside sources as well as class materials to formulate your post.
APA format is not necessary for DQ responses, but I do expect a proper citation for references.
Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
I will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
Please review your LopesWrite report prior to final submission.
Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

Representing the ideas, expressions, or materials of another without due credit.
Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
Failing to document direct quotations without proper citation and referencing.
Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

Please note that Microsoft Office is the software requirement at GCU.
I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.

NURS 7700 Quantitative Research Proposal