NURS 8201 Week 3: Discussion Quantitative Methods: Collecting Quantitative Data

Sample Answer for NURS 8201 Week 3: Discussion Quantitative Methods: Collecting Quantitative Data Included After Question

Week 3: Quantitative Methods: Collecting Quantitative Data

You have finally decided on a research topic, and you are eager to begin. You have determined your focus, your purpose, and your plan, so what happens next?
For quantitative research, the next step is more preparation. This preparation revolves around the data that you intend to collect, how you will collect it, and how you will record it.
“Data collection is the process of selecting subjects and gathering data from them” (Gray & Grove, 2020). Data collection is the “active” part of the research process and is integral in determining the validity and credibility of the research results. Depending on the study, data collection will look different for each researcher, and the methods may vary based on the approach. Therefore, you will explore how to analyze and identify the components of data collection.
This week, you will explore and analyze the different approaches of data collection and analysis. You will consider the importance of data collection through various means of study. How might you collect data, and how will you analyze the results? Through your reading and Discussion, you will explore data collection and the use of sampling.
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:
• Analyze researchable populations in areas of practice
• Evaluate selection of appropriate populations in a research study
• Analyze challenges in obtaining data samples from research populations
• Recommend strategies to address data collection challenges in obtaining data samples from research populations
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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 15, “Sampling” (pp. 410–449)
• Chapter 20, “Collecting and Managing Data” (pp. 607–634)

Bruce, N., Pope, D., & Stanistreet, D. (2018). Quantitative methods for health research : A practical interactive guide to epidemiology and statistics (2nd ed.). Wiley.

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Discussion: Sampling
Have you ever watched a commercial that touts “four out of five doctors recommend a particular product”? Have you ever wondered how the company is able to make such claims? These types of claims are created using the research method of sampling. Sampling, “involves selecting a group of people, events, behaviors, or other elements with which to conduct a study” (Gray & Grove, 2020).
There are different sampling methods and techniques, with ranging validity outcomes. Therefore, it is important to determine the technique that is most valid. Much of the outcome will be dependent on the particular group sampled (or the population), so a sampling plan will be integral before sampling occurs.

Photo Credit: natali_mis / Adobe Stock
For this Discussion, reflect on the population in your area of practice. Consider the most appropriate use for this population and potential challenges that may affect sampling in this population. Then, think about how you might address these challenges and what strategies you might implement. How might a different population yield similar or conflicting results?
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
To Prepare:
• Review the Learning Resources for this week and reflect on a population in your area of practice. How might you sample this population, and what challenges might you experience? Consider the use of strategies, or perhaps a different population, to mitigate these challenges.
• After considering the sampling of a specific population, consider the importance of data collection. How might sampling be used in research, and what benefits might be derived from sampling in a study? Conversely, consider how a different approach might be useful.
By Day 3 of Week 3
Post an explanation of the researchable populations that may be present in your area of practice. Describe which would be most appropriate for use in your research study and explain why. Then, describe the challenges of obtaining a sample from this population. How might you address those challenges? Be specific and provide examples. Be sure to also include the approach you would recommend to collect data from the sample that you described. Provide a rationale for the approach that you choose based on this week’s Learning Resources.
By Day 6 of Week 3
Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days in one of the following ways:
• Provide additional strategies for addressing challenges to obtaining a sample from the identified population.
• Suggest a different population that may be appropriate for addressing the research problem.
• Summarize the strengths of the data collection method identified in the post.
• Share any problems or concerns over the identified data collection method.
• Suggest an alternative data collection method and provide your rationale.
Submission and Grading Information
Grading Criteria

To access your rubric:
Week 3 Discussion Rubric

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

To Participate in this Discussion:
Week 3 Discussion

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Next week, you will analyze the purpose and use of quantitative research data. You will continue to explore and analyze data, specifically looking at independent and dependent variables and interpreting statistics.
Next Week

To go to the next week:
Week 4

4 months ago
Discussion – Week 3 TOPIC **
COLLAPSE
This week we will be talking about the population you are choosing to do your project on. Think about the challenges that might come up in regards to this population.
• How would you obtain a sample?
• How would you select your population?
Class,
Make sure that you provide a scholarly response on how you would address each issue. A minimum of 2 to 3 issues should be identified in your initial post. Remember that you are required to have resources in all of your posts and review the helpful hints in the announcements for gaining four points for your discussion boards. This discussion board closes on Saturday DAY 6 of the course week. Post on DAY 7, SUNDAY, will be considered “LATE”. A total of THREE post are required this week. Email with any questions…

A Sample Answer For the Assignment: NURS 8201 Week 3: Discussion Quantitative Methods: Collecting Quantitative Data

Title: NURS 8201 Week 3: Discussion Quantitative Methods: Collecting Quantitative Data

Using a Systematic Approach to Treat Drug Dependency

In conducting a research study on the prevalence of addiction, I would apply the systematic sampling and data collection approach. The systematic method of data analysis organizes data in a methodical manner (Winsett & Cshion, 2013). For example, studying the rate of heroin addiction among students in a particular university would be necessary to use questionnaires in data collection. Confidential ways of collecting feedback from the questionnaires are used to ensure the answers given are accurate. Systematic counsellors understand that the victims of drug addiction are autonomous and competent persons. The behavior of addicts makes perfect sense to them from their point of view. This humane ideology of the study population lays the basis for rehabilitation (Lempp, 2020).
Ethical challenges may be encountered during the study on addiction. Such challenges manifest as researchers compare studies of drug use across a different population with inhabitants from diverse backgrounds. This challenge is common when forming an exotic capacity for ethical analysis and apparatus for oversight and confidentiality of participants. The susceptibility of participants, communication on freedoms during the study, problems with disclosure, and authentication issues are some of the study’s challenges. Race and language barrier is other obstacles that researchers may encounter in obtaining a sample from this population (United Nations, 2004).
In addressing these challenges, I would draft highly confidential questionnaires. For example, a dropbox may be used by the study population in an institution to drop questionnaires once they have recorded responses. In addition, the questionnaires should not require the participant to fill in their details to maintain anonymity. Before undertaking the study, it would be advisable to explain their rights to privacy and discretion to the participants. In this way, any infringement can lead to legal action. Lastly, the researchers may post the questionnaires in different languages according to the population that is being studied. Another step may involve hiring translators to help the researchers break the language obstacle with participants.

In conclusion, it is essential to understand that systematic counseling is more effective than other methods because it creates a calm environment. Drug dependency victims do not feel the pressure to quit immediately. As a result, its success is attributed to rational decision-making by clients and willingness to change on one’s terms.

References

Lempp, H.P. 2020. Drug Addiction, the Systemic Approach, and the Concept of “Acceptance.” published in Journal of Systemic Therapies Vol. 15, 2/1996, p. 24-35. https://www.researchgate.net/publication/305187577_Drug_Addiction_the_Systemic_Approach_and_the_Concept_of_Acceptance
United Nations. 2004. Ethical Challenges in Drug Epidemiology: Issues, Principles, and Guidelines. https://www.unodc.org/pdf/gap_toolkit_module7.pdf
Winsett, P.R. & Cashion, K.A. 2013. The Nursing Research Process. https://www.researchgate.net/publication/5647190_The_nursing_research_process

NURS 8201 Week 3 Discussion Quantitative Methods Collecting Quantitative Data
NURS 8201 Week 3 Discussion Quantitative Methods Collecting Quantitative Data

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NURS 8201 Week 3: Discussion Quantitative Methods: Collecting Quantitative Data 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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