NURS 8201 Week 11 Discussion Using Qualitative and Quantitative Methods to Inform Evidence-Based Practice ANSWERS

NURS 8201 Week 11 Discussion Using Qualitative and Quantitative Methods to Inform Evidence-Based Practice ANSWERS

Sample Answer for NURS 8201 Week 11 Discussion Using Qualitative and Quantitative Methods to Inform Evidence-Based Practice ANSWERS Included After Question

Week 11: Mixed Methods and Research Reviews

What does it mean to use a mixed method approach in research studies? Why might both qualitative and quantitative methods be necessary to fully explore a research problem or issue in healthcare?

A mixed methods approach allows a researcher to utilize the strengths of each study design to develop a more complex understanding of the issue or problem. “Using mixed methods offers researchers the ability to use the strengths of both qualitative and quantitative research designs to answer different stages or parts of a complex research question” (Gray & Grove, 2020). While this approach is not without its challenges, the use of mixed methods is gaining traction amongst researchers.

This week, you will examine the use of both qualitative and quantitative research methods. You will explore instances in which mixed methods may be useful in a research study, and you will consider how all forms of research support evidence-based practice.

Reference: Gray, J. R., & Grove, S. K. (2020). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier.

Learning Objectives

Students will:

  • Evaluate mixed methods for obtaining qualitative and quantitative evidence for research studies
  • Analyze the use of mixed methods in systematic reviews to support evidence-based practice

Learning Resources

Required Readings (click to expand/reduce)

 

Gray, J. R., & Grove, S. K. (2020). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier.

  • Chapter 14, “Mixed Methods Research” (pp. 386–409)
  • Chapter 19, “Evidence Synthesis and Strategies for Implementing Evidence-Based Practice” (pp. 551–606)

Agency for Healthcare Research and Quality. (2015). Methods guide for effectiveness and comparative effectiveness reviews. https://effectivehealthcare.ahrq.gov/products/cer-methods-guide/overview/

Dreyfoos, N. (2020). Evaluating the impact of a depression care management program.  https://scholarworks.seattleu.edu/cgi/viewcontent.cgi?article=1007&context=dnp-projects

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Systematic Reviews, 10(89), 1–11. doi:10.1186/s13643-021-01626-4

Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. Annual Review of Psychology, 70, 747–770. doi:10.1146/annurev-psych-010418-102803

Discussion: Using Qualitative and Quantitative Methods to Inform Evidence-Based Practice

Chronic pain affects millions of Americans. Diagnosing, treating, and understanding chronic pain creates many challenges for healthcare. Is the challenge on how  to properly diagnose and manage a patient’s pain? Or is the challenge on whether or not to prescribe pain medications given the concerns with addiction as a result of the opioid epidemic?

Photo Credit: Getty Images

Consider the questions posed above. How might the use of qualitative and quantitative methods serve to provide answers for researchers regarding the challenges associated with chronic pain? What can qualitative data provide that quantitative data cannot, and vice versa? How might a mixed methods approach fill in the gaps to provide a clearer understanding of the problem and potential solutions?

For this Discussion, reflect on an issue or problem in healthcare that may benefit from a mixed methods approach. Think about the differences between qualitative and quantitative research methods and designs, as well as how these two methods might work well together. Consider how a mixed methods approach supports evidence-based practice.

To Prepare:

  • Review the Learning Resources for this week and consider the differences between qualitative and quantitative research designs and methods.
  • Consider an example of a topic or issue in nursing in which both qualitative and quantitative research approaches might be necessary,
  • Reflect on how a mixed methods approach lends itself to evidence-based practice.

By Day 3 of Week 11

Post an explanation of when it might be most useful to use both qualitative and quantitative approaches or mixed methods to support a research design. Be specific and provide examples. Then, explain whether a combination of qualitative and quantitative approaches are used in systematic reviews to support evidence-based practice. Be specific.

By Day 6 of Week 11

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days in one or more of the following ways:

  • Ask a probing question, substantiated with additional background information, evidence, or research.
  • Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
  • Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
  • Validate an idea with your own experience and additional research.
  • Suggest an alternative perspective based on additional evidence drawn from readings or after synthesizing multiple postings.
  • Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 11 Discussion Rubric

 

Post by Day 3 of Week 11 and Respond by Day 6 of Week 11

To Participate in this Discussion:

Week 11 Discussion

What’s Coming Up?

Congratulations! After you have finished all of the assignments for this week, you have completed the course. Please submit your Course Evaluation by Day 7.

A Sample Answer For the Assignment: NURS 8201 Week 11 Discussion Using Qualitative and Quantitative Methods to Inform Evidence-Based Practice ANSWERS

Title:  NURS 8201 Week 11 Discussion Using Qualitative and Quantitative Methods to Inform Evidence-Based Practice ANSWERS

The mixed-method encompasses both qualitative and quantitative methods. The mixed-method has become common in recent times due to the growing complexity of nursing (Campbell, Tam-Tham, Dhaliwal, Manns, Hemmelgarn, Sanmartin, & King-Shier, 2017). An example of a mixed-method can be demonstrated by research conducted to determine the stress levels of nurses in a psychiatric ward. The research would first involve a quantitative approach, which will entail the collection of data based on the level of stress of the participants. A 5-point Likert scale could be deployed to measure the level of stress. The data could then be analyzed using quantitative statistical methods such as mean, mode, standard deviation, and t-test to determine whether the stress levels are normal. Once the quantitative study has been completed, a qualitative study could be carried out to assess nurses’ experiences in the psychiatric ward that could result in escalated stress levels. Data could be collected using interviews. The data analysis could involve determining topics and drawing relevant themes (Campbell et al., 2017).

The mixed method has several advantages in research. First, the research can quantify data and further explore other relevant themes that a quantitative study cannot determine. This results in better enrichment of evidence and a comprehensive understanding of the research question (Oliveira, Magalhães, & MisueMatsuda, 2018). The other advantage is that participants can give more details in a mixed-method hence more accurate research. The mixed method also has several limitations. The first limitation is its complexity. The method requires thorough training to ensure researchers conduct the exercise effectively. The other limitation is that it might require more resources. Additional personnel and lengthy research periods could be witnessed in the mixed method compared to the single methods. A multidisciplinary team might also be required to conduct the research. The multidisciplinary team might not be readily available.

References

NURS 8201 Week 11 Discussion Using Qualitative and Quantitative Methods to Inform Evidence-Based Practice ANSWERS
NURS 8201 Week 11 Discussion Using Qualitative and Quantitative Methods to Inform Evidence-Based Practice ANSWERS

Campbell, D. J., Tam-Tham, H., Dhaliwal, K. K., Manns, B. J., Hemmelgarn, B. R., Sanmartin, C., & King-Shier, K. (2017). Use of mixed methods research in research on coronary artery disease, diabetes mellitus, and hypertension: a scoping review. Circulation: Cardiovascular Quality and Outcomes10(1), e003310.

Oliveira, J. L. C. D., Magalhães, A. M. M. D., & MisueMatsuda, L. (2018). Métodos mistos na pesquisa em enfermagem: possibilidades de aplicação à luz de Creswell. Texto & Contexto-Enfermagem27(2).

A Sample Answer 2 For the Assignment: NURS 8201 Week 11 Discussion Using Qualitative and Quantitative Methods to Inform Evidence-Based Practice ANSWERS

Title:  NURS 8201 Week 11 Discussion Using Qualitative and Quantitative Methods to Inform Evidence-Based Practice ANSWERS

Integrating homeopathic medicine in the ICU

For as long as I can remember, working here in the government hospital that provides a multidisciplinary centered care towards a multicultural population (i.e. Micronesians, Asians, etc.), I can safely say that most nurses are well representing their patient when it comes to homeopathic medication regimens. I have noticed that some patients have asked the nurses and the physicians about the incorporation of homeopathic medications into their regimen and most physicians are not well adapted into accepting into their current practice. In addition, about 50% of the nurse ratios understand the importance of accepting the incorporation of homeopathic medications into their regimen, just as along as it does not complication or provide an adverse reaction with their current plan of care. Overall, I wanted to understand the importance of combining conventional therapies alongside alternative practices to help control uncomfortable symptoms and understand why most healthcare physicians are not susceptive to accepting integrative medicine.

The homeopathic medications are considered alternative or complementary forms of therapy that some patients use. According to Eldridge (2021), homeopathic medicine are considered “like cures” in small amount may provide protection and/or reduce symptoms from their current illness. Some examples of homeopathic medications include the use of multivitamins, over the counter medications, immunity supplements, and the use of essential oils (Micronesian islands). Although, the ideas of implementing these homeopathic medications in their current medical regimen while being treated in an acute care setting can be frowned upon, as a DNP prepared nurse, it is our role to determine what may work best for our patients and would increase medical compliance.

Treatments of chronic diseases has become an enabling a holistic approach and improving the patient to physician relationship of therapy that would assist in chronic disease ailments. However, there is still little studies done on homeopathy in treatment of acute disease; often due to lack of study and a knowledge gap that is responsibility for the inability and fear in treating acute disease processes. I understand how physicians feel about incorporating homeopathic therapy in a fast paced environment that deals with life and death, with little time to act, however, what initially sparked my interest is that a physician that I worked with in the ICU is not opposed to incorporating homeopathic therapies that may help the patient feel comfortable. Also, there is now an increasing dissemination worldwide on various types of complementary and alternative medicine; ones that should and can be used as complementary treatment in all healthcare fields. As a nurses, we often are in the middle or representing our patients on their road to recovery, as long as their believed homeopathic treatments do not interfere with western medicine.

Appropriate research development in homeopathy and the nature of its existing research evidence needs to be examined objectively and with transparency. One way to approach this study is through a mix method approach. It is a type of research method in which researchers collect and analyze both quantitative and qualitative within the same study. According to Shorten & Smith (2022), mixed methods draw potential strengths on both qualitative and quantitative methods, both allowing to explore diverse perspectives and uncover relationships that exist between the intricate layers of multifaceted research question. This an essential step in the mixed method is the data linkage and integration at an appropriate stage in the research process.

In a mixed method systematic review done by Mathie et.al. (2017),  individualized homeopathic treatment versus placebo evaluation of interventions allocated to each participant. Quantitative studies were done using systematic literature of about 533 record search to identify different randomized control trials (RCT) that compared homeopathy with a placebo, for any clinical condition. The qualitative part of the study included two sub groups that included N=75 participants of random data including demographics: gender, age, and medical condition; in a six month trial. This study included 54 different randomized trials of homeopathic medication use and of the 31 continuous trials; none had an effect statistically significantly favoring homeopathy and no trials favored the placebo. In the 23 trials of dichotomous data, about six had an effect statistically significant favoring homeopathy. As a result, all subgroups favored homeopathy as an investment when dealing with their acute or chronic diseases.

 

Reference(s):

Eldridge, L. (2021). What homeopathic medicine? VeryWell Health. Retrieved from

https://www.verywellhealth.com/homeopathic-medicine-description-2249111

Mathie, R., Ramparasad, N., Legg, L., Clausen, J., Moss, S., Davidson, J…McConnachie, A.

(2017). Randomized, double-blind, placebo-controlled trials of non-individualized homeopathic treatment: Systematic review and meta-analysis. BMC Journal. 6(36). Retrieved from https://systematicreviewsjournal.biomedcentral.com/articles/10.1186/s13643-017-0445-3

Shorten, A. & Smith, J. (2022). Mixed methods research: Expanding the evidence base. BMJ

Journals. 20(3). Retrieved from https://ebn.bmj.com/content/20/3/74

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NURS 8201 Week 11 Discussion Using Qualitative and Quantitative Methods to Inform Evidence-Based Practice ANSWERS 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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