QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE NURS 8201

Sample Answer for QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE NURS 8201 Included After Question

When researchers want to seek group interaction, a focus group may be utilized in a qualitative research study. “Focus groups, or groups interviews, are composed of similar participants to encourage interaction among the participants” (Gray & Grove, 2020).These interactions cannot be evaluated in a traditional one-on-one interview, but in a group setting, researchers have the opportunity to explore perceptions, attitudes, and positioning within a group.

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Take for example, a researcher exploring why women report inadequate care from medical professionals versus their male counterparts. A focus group might illicit responses more detailed and complex versus simply in a traditional interview, especially if the women in the group all report a similar experience in their care. In a focus group setting, individuals may be able to find connection in meaning to share an experience that might be missed in a different format.

For this Assignment, explore the use of focus groups in qualitative research. Consider the effectiveness of the method and examine how this approach might lend itself to a mixed method of study.

_{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 the use of focus groups and interviews in qualitative research designs.
Select a topic or issue in nursing practice to focus on for this Discussion.
Consider which type of qualitative research design, focus groups or interviews, might be most appropriate for the topic or issue in nursing practice and why. How will this type of qualitative research design support the aims of addressing the topic or issue for nursing practice?

The Assignment: (1–2 pages)

Describe the topic or issue in nursing practice that you selected and explain why.
Explain which qualitative research design approach that you selected to address this topic or issue and describe the method you chose. Be specific.
Justify why this qualitative research design approach would be best suited for this topic or issue and explain how this approach will better inform improvements for nursing practice for the topic or issue that you selected. Be specific and provide examples.
Explain why it is important for the DNP-prepared nurse to understand qualitative research approaches for nursing practice.
QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE NURS 8201

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.

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QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE NURS 8201

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A Sample Answer For the Assignment: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE NURS 8201

Title: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE NURS 8201

Research plays a significant role in every field, nursing included. There are different types of research designs that can be used to achieve research goals. As such, based on the goals and focus of some research efforts, a researcher would choose a certain type of research over the other. One of the research strategies or methods is qualitative research, which is inquiry-based research used to explore and understand the behaviors, attitudes, opinions, and motivations of groups or individuals (Gray & Grove, 2020). As such, various approaches are usually used or applied in qualitative research. They include aspects such as focus groups, group interviews, and individual interviews. Therefore, the purpose of this assignment is to explore a qualitative research design, interviews, or focus groups that can be most appropriate for the topic of interest.

The Topic In Nursing Practice Selected

The selected topic is ensuring patient safety through proper medication education to avoid medication errors. Medication errors are known to have serious consequences for patients, which may range from mild side effects to severe impacts, harm, or death. This topic was chosen for various reasons. One of them is that, as already highlighted, medication errors may lead to significant adverse effects. Insufficient understanding of medication aspects such as timing, purpose, dosage, and reconciliation can lead to incorrect doses and wrong medication, which puts patients’ lives at risk (Killin et al.,2021). Pursuing this topic can help reduce such risks.

The Qualitative Research Design Approach Selected

The qualitative research design that can be used to explore this topic is phenomenological research design, which is a qualitative research method that focuses on exploring and understanding the lived experiences of study subjects concerning a particular phenomenon (Shorey & Ng, 2022). This design can be used to gain a deeper understanding of how patients experience the transition of care and medication education and the impacts on their safety. The participating individuals would be veterans getting care from the VA outpatient clinic. Data can be collected through observations and in-depth interviews.

Justification Why the Chosen Research Design Is The Best

One of the reasons for choosing this design is that it focuses on the lived experiences of the research subjects. It is important to understand the experiences and perceptions of healthcare providers and patients regarding medication education. The use of in-depth interviews can help in capturing the subjective experiences with medication education during care transitions, for instance, aspects of clarity of information offered as well as the impact that the education may have on medication adherence (Williams, 2021).

Why DNP-Prepared Nurse to Understand Qualitative Research Approaches For Nursing Practice.

DNP-prepared nurses are expected, among other things, to offer leadership and lead research initiatives in the care environments and other healthcare and training institutions. Indeed, they should be able to lead any kind of research, be it qualitative or quantitative (Giardino & Hickey, 2020). Therefore, understanding qualitative research approaches for nursing practice should be a major goal. Qualitative research enables DNP-prepared nurses to explore the subjective emotions, perspectives, and experiences of their patients. As such, such knowledge can enhance their ability to deliver patient-centered care, which then improves patient outcomes. DNP-prepared nurses are also required to undertake EBP and decision-making. As such, knowledge of qualitative research enables them to gain insights into aspects of healthcare and make informed decisions to boost patient outcomes. It also enables them to engage in quality improvement initiatives and interdisciplinary collaboration, which lead to better patient outcomes and professional growth.

Conclusion

Qualitative research has a big role to play in the patient care settings. Therefore, DNP-prepared nurses should be equipped with the skills and knowledge of qualitative research. A phenomenological research design has been chosen to help study the topic of interest.

References

Giardino, E. R., & Hickey, J. V. (2020). Doctor of nursing practice students’ perceptions of professional change through the DNP program. Journal of Professional Nursing, 36(6), 595-603. https://doi.org/10.1016/j.profnurs.2020.08.012

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.

Killin, L., Hezam, A., Anderson, K. K., & Welk, B. (2021). Advanced medication reconciliation: a systematic review of the impact on medication errors and adverse drug events associated with transitions of care. The Joint Commission Journal on Quality and Patient Safety, 47(7), 438-451. https://doi.org/10.1016/j.jcjq.2021.03.011

Shorey, S., & Ng, E. D. (2022). Examining characteristics of descriptive phenomenological nursing studies: A scoping review. Journal of Advanced Nursing, 78(7), 1968-1979. https://doi.org/10.1111/jan.15244

Williams, H. (2021). The meaning of “Phenomenology”: Qualitative and philosophical phenomenological research methods. The Qualitative Report, 26(2), 366–385. https://doi.org/10.46743/2160-3715/2021.4587

A Sample Answer 2 For the Assignment: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE NURS 8201

Title: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE NURS 8201

Childhood obesity is one of the issues that parents, researchers, and health care institutions have been facing for the longest time in history. The increase in the rate of childhood obesity in the recent past has been calling for more stringent measures that can aid in curbing the menace among children. The qualitative research approach to the topic has been giving essential insights that would assist in finding data that can lead to the practical solution of the problem among children (Quinn & Fantasia, 2018). The purpose of this paper is to address the significance of focus groups in the qualitative research approach to childhood obesity.

Childhood obesity is a multifaceted problem that keeps on changing with time. This variation implies that empirical studies done by authors in the last five or ten years cannot be effective in solving the current problem of childhood obesity (Quinn & Fantasia, 2018). The nature of the problem calls for new research studies that would use the current data in examining the problem in real-time. Therefore, conducting focus group discussions with parents of obese children would be important in developing a new line of practice that solves the current problem.

A Focus group is a qualitative research approach with ten or fewer individuals who converge in a room to discuss an issue. The groups aim at finding out different attitudes, responses, and experiences about the topic of discussion. The group can either react or discuss various survey questions to share their opinions (Maddison & Strang, 2018). The deep insights provided by the participants through their body language also play an important role in examining the problem. These groups act as a rich source of information based on the experience and the current feeling and what they might be undergoing concerning childhood obesity.

Focus group discussion would be effective in analyzing the topic. The focus groups consist of participants with similar traits. The group encourages each participant to talk and discuss the topic effectively (Glerean et al., 2019). The evaluation of the interaction between the participants is effective through a group setting as compared to the traditional one-on-one interview with the participants. Applying the focus group design in collecting data on childhood obesity would give more detailed and complex responses that researchers cannot achieve through the traditional interview method.

The focus group design allows participants to connect the meaning of sharing information and experiences that might be missed using a different design. This approach would allow the research to examine the respondents’ feelings and the journey that many parents have been going through to maintain their children’s health. Besides, the focus groups would as well aid the researcher in collecting data on the current behaviors of parents that might have been leading to childhood obesity (Glerean et al., 2019). The data collected from this design would be important in developing a practice that parents could adopt in examining their children’s diet and reducing their risks of becoming obese.

DNP nurses need to understand the qualitative research approach for nursing practice as it forms one of the reaches sources of health information in health care. The information provided by the participants in a discussion allows the nurses to understand the perception of the participants on the topic and examine various causes of the issue discussed (Maddison & Strang, 2018). The need for improvement and practices to solve a nursing problem stems from the quality of data collected from the respondents.

Conclusion

The qualitative research approach is effective in examining the attitudes and feelings of the respondents on the topic of discussion. The focus groups allow the researchers to analyze each participant’s attitude on the problem and record their opinions on the measures they have been taking to solve the problem in the past. Therefore, focus group discussion allows researchers to to collect quality information that aids in a study.

References

Glerean, N., Hupli, M., Talman, K., & Haavisto, E. (2019). Perception of nursing profession–focus group interview among applicants to nursing education. Scandinavian journal of caring sciences, 33(2), 390-399. https://doi.org/10.1111/scs.12635

Maddison, C., & Strang, G. (2018). Do action learning sets facilitate collaborative, deliberative learning?: a focus group evaluation of graduate entry pre-registration nursing (GEN) students’ experience. Nurse education in practice, 28, 285-291. https://doi.org/10.1016/j.nepr.2017.10.023

Quinn, B. L., & Fantasia, H. C. (2018). Forming focus groups for pediatric pain research in nursing: a review of methods. Pain Management Nursing, 19(3), 303-312. https://doi.org/10.1016/j.pmn.2017.07.002

Grid View
List View

	Excellent	Good	Fair	Poor
Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month.	32 (32%) – 35 (35%) The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented. The response accurately and clearly explains, in detail, the number of times the value occurs in the data. The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value. The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.	28 (28%) – 31 (31%) The response accurately summarizes the frequency distributions for the variables presented. The response accurately explains the number of times the value occurs in the data. The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value. The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.	25 (25%) – 27 (27%) The response inaccurately or vaguely summarizes the frequency distributions for the variables presented. The response inaccurately or vaguely explains the number of times the value occurs in the data. The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values. An analysis that may support the categorization of each variable value is inaccurate or vague. The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.	0 (0%) – 24 (24%) The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing. The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing. The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing. An analysis that does not support the categorization of each variable values is provided, or it is missing. The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.
Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month.	45 (45%) – 50 (50%) The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided. The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.	40 (40%) – 44 (44%) The response accurately summarizes the interpretation of the descriptive statistics provided. The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.	35 (35%) – 39 (39%) The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided. The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.	0 (0%) – 34 (34%) The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing. The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.	5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.	4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.	3 (3%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.	0 (0%) – 2 (2%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation	5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.	4 (4%) – 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors.	3 (3%) – 3 (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors.	0 (0%) – 2 (2%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.	5 (5%) – 5 (5%) Uses correct APA format with no errors.	4 (4%) – 4 (4%) Contains a few (1 or 2) APA format errors.	3 (3%) – 3 (3%) Contains several (3 or 4) APA format errors.	0 (0%) – 2 (2%) Contains many (≥ 5) APA format errors.
Total Points: 100

Excellent

Good

Fair

Poor

Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month.

32 (32%) – 35 (35%)

The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented.

The response accurately and clearly explains, in detail, the number of times the value occurs in the data.

The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value.

The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.

28 (28%) – 31 (31%)

The response accurately summarizes the frequency distributions for the variables presented.

The response accurately explains the number of times the value occurs in the data.

The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value.

The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.

25 (25%) – 27 (27%)

The response inaccurately or vaguely summarizes the frequency distributions for the variables presented.

The response inaccurately or vaguely explains the number of times the value occurs in the data.

The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values.

An analysis that may support the categorization of each variable value is inaccurate or vague.

The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.

0 (0%) – 24 (24%)

The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing.

The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing.

The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing.

An analysis that does not support the categorization of each variable values is provided, or it is missing.

The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.

Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month.

45 (45%) – 50 (50%)

The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided.

The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

40 (40%) – 44 (44%)

The response accurately summarizes the interpretation of the descriptive statistics provided.

The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

35 (35%) – 39 (39%)

The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided.

The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.

0 (0%) – 34 (34%)

The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing.

The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.

Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3 (3%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 2 (2%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.

Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) grammar, spelling, and punctuation errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.

5 (5%) – 5 (5%)

Uses correct APA format with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) APA format errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) APA format errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) APA format errors.

Total Points: 100