SAMPLING NURS 8201

Sample Answer for SAMPLING NURS 8201 Included After Question

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.

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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

 

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

To Participate in this Discussion:

SAMPLING NURS 8201

A Sample Answer For the Assignment: SAMPLING NURS 8201

Title: SAMPLING NURS 8201

The research problem from my last week discussion is that many immigrants in the United States of America do not subscribe to believing in mental health due to cultural beliefs and as a result do not seek needed help for their children or themselves. The immigrant population would be my research focus group.

Research involves getting information and analyzing the information carefully before writing up the results. While methods and aims may differ between fields, the overall process of data collection remains largely the same (Bruce, Pope, & Stanistreet, 2018). More so, the method of data analysis will vary according to the method of data collection. My research for example, will be focus group research. In focus group, discussions or interviews are transcribed verbatim and analyzed using various analytical methods such as the grounded theory analysis. Focus groups are less threatening to many research participants and this environment is helpful for participants to discuss perceptions, beliefs, opinions, and thoughts (Adler, Salanterä & Zumstein, 2019). To explore the credibility of my research, my mode of analysis will need to enable a clear exploration of the dialogue between the interviewer and the interviewee.

According to Adler, Salanterä and Zumstein, (2019), focus-group interviews in recent years as a means of qualitative data collection, have gained popularity amongst professionals within the health and social care arena. Despite this popularity, however, focus-group still poses challenges to researchers. First thing to consider is the ethical challenges that might arise. Adler, Salanterä and Zumstein, (2019) noted that ethical considerations in conducting focus groups with youths and parents do not differ from guidelines in other qualitative research. Consent would have to be obtained from participants. Moreover, focus groups need the approval from an institutional review board. That means that the proposal including the details of the study must be submitted for review to ensure that the standards of human subject research are met. The biggest challenges I am anticipating with this focus group is finding participants that will want to participate as some from this population do not believe that mental health is a condition that requires intervention and treatment.

The strategies I intend to use to address data collection in obtaining data samples are to first provide education in such a way that the participant understands the research. More so, I would ensure that the questions are not designed to find fault or blame the participant for their beliefs. Luke and Goodrich (2019) noted that the research question and research design ultimately guide how the focus group is constructed. I would then analyze the data to identify common themes and patterns. Use qualitative research and analysis techniques to interpret the data and extract meaningful findings.

 

References

Adler, K., Salanterä, S., & Zumstein,S, M. (2019). Focus Group Interviews in Child, Youth, and Parent Research: An Integrative Literature Review. International Journal of Qualitative Methods, 18. https://doi.org/10.1177/1609406919887274Links to an external site.

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

Luke, M., & Goodrich, K. M. (2019). Focus Group Research: An Intentional Strategy for Applied Group Research? Journal for Specialists in Group Work, 44(2), 77–81. https://doi.org/10.1080/01933922.2019.1603741Links to an external site.

A Sample Answer 2 For the Assignment: SAMPLING NURS 8201

Title: SAMPLING NURS 8201

The insight gained from the research will describe why the problem is happening. Through analysis and synthesis of the data gathered in the research, the insight gained would help connect the dots and provide an additional layer of understanding. The insight gained would necessitates the engagement of the immigrant communities, healthcare providers and school authorities. A way to apply the insight gained from the research is to publish the research findings.

Specific intervention to consider would be to educate the population and emphasis on what MH is. More so, have open section or forum with community leaders where immigrants can speak freely of their experiences and beliefs without being judged. Make MH educational materials available in the simplest terms and in multiple languages.

Given the complexity of cultural competency as a learned skill to be continually developed, the research team must understand that immigrants like any other groups are to be respected and their culture and experiences are not to be minimized or dismissed.

To help protect the participants confidentiality, research team must ensure not to reveal who participated in their study nor link ideas or comments to specific respondents. Kamanzi and Romania (2019) noted that the researcher team has an obligation to ensure that no harm befalls any participant. It is also important that the participants are informed of the limits of confidentiality and of how and when such limits come into play. For example, participant must be informed that the findings in the research could be made public for a better understanding of the research problem.

 

References

Kamanzi, A., & Romania, M. (2019). Rethinking confidentiality in qualitative research in the era of big data. American Behavioral Scientist, 63(6), 743–758. https://doi.org/10.1177/0002764219826222

A Sample Answer 3 For the Assignment: SAMPLING NURS 8201

Title: SAMPLING NURS 8201

Thanks for wonderful post. I really enjoyed reading your well organized discussion post. Your research, focused on understanding the attitudes of immigrants in the United States towards mental health due to cultural beliefs, is significantly valuable. To effectively engage with this culturally diverse group, you should consider cultural sensitivity training, which could enhance your understanding of the participants’ cultural nuances and improve communication (Liamputtong, 2020). Engaging community leaders and organizations in the recruitment strategy can lend credibility and foster trust, encouraging participation. Diversifying recruitment tactics, such as leveraging social media and community events, alongside offering culturally resonant incentives, can further widen your participant pool. Moreover, incorporating the perspectives of healthcare professionals who work with immigrant communities could add a valuable dimension to your research, highlighting systemic barriers to accessing mental health services (Stewart & Shamdasani, 2019).

The focus group method you have selected allows for dynamic and in-depth data collection, facilitating an environment where participants can comfortably express their opinions. This method effectively elicits rich qualitative data (Stewart & Shamdasani, 2019). However, it is important to be mindful of potential drawbacks, such as the influence of group dynamics on individual participation and the challenges in maintaining confidentiality in a group setting. Alternatively, individual in-depth interviews could offer a more conducive environment for discussing sensitive issues like mental health. This method provides a private and secure setting for participants to share their experiences without the influence of group dynamics, ensuring a deeper and more personalized understanding of their perspectives (Liamputtong, 2020). This approach is particularly beneficial for exploring the complex relationship between cultural beliefs and mental health practices among immigrants.

References:

Liamputtong, P. (2020). Performing Qualitative Cross-Cultural Research. Cambridge University Press.

 

Stewart, D. W., & Shamdasani, P. N. (2019). Focus Groups: Theory and Practice (3rd ed.). Sage Publications.

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		Excellent 90–100	Good 80–89	Fair 70–79	Poor 0–69
Main Posting: Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.		40 (40%) – 44 (44%) Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources.	35 (35%) – 39 (39%) Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references.	31 (31%) – 34 (34%) Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Cited with fewer than two credible references.	0 (0%) – 30 (30%) Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible references.
Main Posting: Writing		6 (6%) – 6 (6%) Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style.	5 (5%) – 5 (5%) Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style.	4 (4%) – 4 (4%) Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 3 (3%) Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Posting: Timely and full participation		9 (9%) – 10 (10%) Meets requirements for timely, full, and active participation. Posts main Discussion by due date.	8 (8%) – 8 (8%) Meets requirements for full participation. Posts main Discussion by due date.	7 (7%) – 7 (7%) Posts main Discussion by due date.	0 (0%) – 6 (6%) Does not meet requirements for full participation. Does not post main Discussion by due date.
First Response: Post to colleague’s main post that is reflective and justified with credible sources.		9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%) Response is on topic and may have some depth.	0 (0%) – 6 (6%) Response may not be on topic and lacks depth.
First Response: Writing		6 (6%) – 6 (6%) Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	5 (5%) – 5 (5%) Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	4 (4%) – 4 (4%) Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%) Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
First Response: Timely and full participation		5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	3 (3%) – 3 (3%) Posts by due date.	0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Second Response: Post to colleague’s main post that is reflective and justified with credible sources.		9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.SAMPLING NURS 8201	7 (7%) – 7 (7%) Response is on topic and may have some depth.	0 (0%) – 6 (6%) Response may not be on topic and lacks depth.
Second Response: Writing		6 (6%) – 6 (6%) Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	5 (5%) – 5 (5%) Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	4 (4%) – 4 (4%) Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%) Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
Second Response: Timely and full participation		5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	3 (3%) – 3 (3%) Posts by due date.	0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Total Points: 100