NURS 8201 Week 9 Assignment 1 CITI Program Training

NURS 8201 Week 9 Assignment 1 CITI Program Training

NURS 8201 Week 9 Assignment 1 CITI Program Training

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Week 9: Qualitative Methods

What is the lived experience of nurses working in healthcare during the year 2020?

What is the experience of patients when nurses utilize evidence-based practice (EBP)?

The above questions are examples of qualitative research questions. Qualitative studies allow for a broader, more complex study of individuals and factors, than that of quantitative studies. These studies provide a depth to the research beyond the data provided in quantitative research.

For example, consider the use of quantitative data in the study of end-of-life care. While quantitative data may certainly provide important data concerning patients, facilities, and caregivers, the data would certainly be missing the complexity of the human experience that qualitative research could offer through interviewing those in the experience.

This week, you will begin your analysis of qualitative research methods. You will consider how you might approach a qualitative study and evaluate the methods and considerations used in qualitative research. You will complete your CITI Program Training and will also continue working on your Article Critique Assignment.

Learning Objectives

Students will:

  • Formulate a research question for a qualitative research study
  • Analyze methods of qualitative research
  • Analyze ethical considerations for qualitative research questions
  • Complete human protection and ethics in research training program
  • Analyze strengths and weaknesses of research studies*
  • Analyze impact of research studies on nursing practice*
  • Recommend changes to study designs and methodologies to support research studies*

*Assigned in Week 7 of Module 3 and submitted in Week 10 of Module 4

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 4, “Introduction to Qualitative Research” (pp. 46–74)
  • Chapter 12, “Qualitative Research Methods” (pp. 314–357)

Cypress, B. S. (2019). Qualitative research: Challenges and dilemmas. Dimensions of Critical Care Nursing, 38(5), 264–270. doi:10.1097/DCC.0000000000000374

Firnhaber, G. C., Roberson, D. W., & Kolasa, K. M. (2020). Nursing staff participation in end‐of‐life nutrition and hydration decision‐making in a nursing home: A qualitative study. Journal of Advanced Nursing76(11), 3059–3068. doi:10.1111/jan.14491

Recine, A. G., Recine, L., & Paldon, T. (2020). How people forgive: A systematic review of nurse-authored qualitative research. Journal of Holistic Nursing38(2), 233–251. doi:10.1177/0898010119828080

Document: CITI Program Learner Registration Guide (PDF)

 

Discussion: Using Qualitative Research to Inform Evidence-Based Practice

“Qualitative researchers are motivated to know more about a phenomenon, a social process, or a culture from the perspectives of the people who are experiencing the phenomenon, involved in the social process, or living in the culture (Gray & Grove, 2020).

Qualitative research requires extensive time commitment and dedication. While all research can be rigorous and time consuming, by nature, the qualitative researcher seeks to build connections and trust with participants, which adds an additional layer of dedication. However, before research can even begin, researchers must first develop a research question.

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Qualitative research questions tend to be broader than quantitative research questions.  In a qualitative study, the researcher seeks to describe an experience or a phenomenon, so the questions are typically more global in scope. Additionally, many research questions describe and guide the research purpose, versus state it directly.  Oftentimes phrases such as, “lived experience, framework or theoretical development, society, culture, or narrative” are used to describe the purpose (Gray & Grove, 2020).

For this Discussion, reflect on an area of interest and develop your own qualitative research question. How might you approach this topic and purpose? What types of research methods and design might you employ to address your qualitative research question?

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 qualitative research methods and designs.
  • Select a topic or issue in nursing practice to focus on for this Discussion.
  • Consider a qualitative research question that you might develop to address the topic or issue in nursing practice that you selected.
  • Reflect on how a qualitative research design might best support a research study to address your research question.

By Day 3 of Week 9

Post a qualitative research question in relation to your topic or issue of interest. Explain why a qualitative research design is best suited to support this research question. Then, describe potential ethical considerations you should keep in mind in relation to your qualitative research question. Be specific and provide examples.

By Day 6 of Week 9

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 9 Discussion Rubric

 

Post by Day 3 of Week 9 and Respond by Day 6 of Week 9

To Participate in this Discussion:

Week 9 Discussion

 

Assignment 1: CITI Program Training

As a doctorally-prepared nurse, you may have opportunities to collaborate in research activities in your practice. The Collaborative Institutional Training Initiative (CITI Program) provides education on protection of human subjects. In the United States, the CITI Program is the training module that most research institutions use. Therefore, as a part of this course, you are required to successfully complete the CITI Program training by Day 7 of Week 9.

Photo Credit: Андрей Яланский / Adobe Stock

This online course may take up to 8 hours to complete. You will receive an electronic Certificate of Completion upon successfully passing the training. You will submit this Certificate of Completion to the Walden University Institutional Review Board office when you submit an application to conduct research.

To Prepare:

  • Follow the instructions on the CITI Program Learner Registration webpage to create your account (https://www.citiprogram.org/index.cfm?pageID=154&icat=0&clear=1).
    • Review the CITI Program Learner Registration Guide for step-by-step instructions on completing the registration process.
    • Be sure to select Walden University under the “Select Your Organization Affiliation” section. If you do not select Walden University, you will not be able to access the training at no cost.
  • Create and record your CITI Program User Name and Password for future reference.

To complete:

By Day 7 of Week 9

  • Complete the five required Citi Program training modules as well as the two elective modules.
  • Copy and paste the Certificate of Completion into a Word document and save the file as a “.doc” or “.rtf” file.

By Day 7

Submit your Assignment by Day 7 of Week 9.

Note: This Assignment must be completed by Day 7 of Week 9 in order for you to successfully complete this course.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK9Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 9 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 9 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK9Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 9 Assignment Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 9 Assignment draft and review the originality report.

 

Submit Your Assignment by Day 7 of Week 9

To participate in this Assignment:

Week 9 Assignment

 

Assignment 2: Article Critique

Continue to work on your article critique, assigned in Week 7 and due in Week 10. Continue evaluating your selected research article and developing the required sections of your paper.

You are not required to submit this Assignment this week. Your article critique is due by Day 7 of Week 10.

NURS 8201 Week 9 Assignment 1 CITI Program Training
NURS 8201 Week 9 Assignment 1 CITI Program Training

What’s Coming Up in Week 10?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

Next week, you will continue your exploration of qualitative research. You will complete your Article Critique Assignment submission. You will also analyze and interpret the use of qualitative research methods and evaluate results derived from conducting qualitative research.

Next Week

To go to the next week:

Week 10

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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.

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