USING QUALITATIVE RESEARCH TO INFORM EVIDENCE-BASED PRACTICE NURS 8201

Sample Answer for USING QUALITATIVE RESEARCH TO INFORM EVIDENCE-BASED PRACTICE NURS 8201 Included After Question

“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.

Photo Credit: Getty Images/iStockphoto

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.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: USING QUALITATIVE RESEARCH TO INFORM EVIDENCE-BASED PRACTICE NURS 8201

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

USING QUALITATIVE RESEARCH TO INFORM EVIDENCE-BASED PRACTICE NURS 8201

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

A Sample Answer For the Assignment: USING QUALITATIVE RESEARCH TO INFORM EVIDENCE-BASED PRACTICE NURS 8201

Title: USING QUALITATIVE RESEARCH TO INFORM EVIDENCE-BASED PRACTICE NURS 8201

Qualitative research (QR) is a type of research that explores and provides deeper insights into real-world problems. QR conducted thoughtfully can help answer important questions about people and their lives. According to Tomaszewski, Zarestky and Gonzalez (2020), qualitative research draws from interpretivist and constructivist paradigms, seeking to deeply understand a research subject rather than predict outcomes. QR values people’s lived experiences and is inherently subjective and sensitive to the biases of both researchers and participants (Tomaszewski, Zarestky & Gonzalez, 2020). QR at its core, ask open-ended questions whose answers are not easily put into numbers. QR should have a clear and justified research question that implies that the study is timely, original, rigorous and relevant and it is often not linear in the same way quantitative design is (Stenfors, Kajamaa & Bennett, 2020). One of the strengths of qualitative research is its ability to explain processes and patterns of human behavior that can be difficult to quantify. A limitation of this method of study is the possibility of bias which could create complexities in interpreting findings. Strategies to avoid or limit bias included techniques for introducing the study, establishing rapport, and asking questions (Bergen & Labonté, 2020).

Issue in Nursing Practice

Not having enough nurses to care for patients is, simply stated, a public health crisis (Sanborn, 2023). The inability of hospitals to retain staff nurses threatens the adequacy of healthcare delivery and increases personnel and patient care cost. Effective nursing leadership is associated with greater work satisfaction among staff nurses and is a key factor in staff nurse retention. The question formulated to better conduct a rigorous QR is: “What activities of nurse managers are associated with nurse turnover?”

How a Qualitative Research Design Might Best Support this Research Study

According to the week 9 discussion introductory, QR 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. Nursing shortages are common in most hospitals, and it is affecting the morals of nurses and patient outcomes. Using QR would help gather in-depth information on the association, reasons, experiences and circumstances that contribute to nurse turnover from bedside nursing or from the nursing profession altogether. In using a QR in their study, ten Hoeve, Brouwer and Kunnen, (2020) noted the importance of a supportive role of supervisors and nurse managers to improve the work environment because it could increase nurses’ commitment and retention. Most important also is getting the perspective of managers that have been successful in nurses’ retention and understand the manager’s leadership style and how the manager cope with stressor of nurses’ turnover.

References

Sanborn, H. (2023). Numbers Don’t Lie: Interpreting Recent Nursing Workforce Data. Nursing Economic$, 41(5), 251–255.

Bergen N., & Labonté R. (2020). Everything Is Perfect, and We Have No Problems: Detecting and Limiting Social Desirability Bias in Qualitative Research. Qualitative Health Research. 30(5):783-792. doi:10.1177/1049732319889354Links to an external site.

Stenfors, T., Kajamaa, A., & Bennett, D. (2020). How to … Assess the Quality of Qualitative Research. Clinical Teacher, 17(6), 596–599. https://doi.org/10.1111/tct.13242Links to an external site.

ten Hoeve, Y., Brouwer, J., & Kunnen, S. (2020). Turnover Prevention: The Direct and Indirect Association Between Organizational Job Stressors, Negative Emotions and Professional Commitment in Novice Nurses. Journal of Advanced Nursing, 76(3), 836–845. https://doi.org/10.1111/jan.14281

Tomaszewski, L. E., Zarestky, J., & Gonzalez, E. (2020). Planning Qualitative Research: Design and Decision Making for New Researchers. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406920967174Links to an external site.

A Sample Answer 2 For the Assignment: USING QUALITATIVE RESEARCH TO INFORM EVIDENCE-BASED PRACTICE NURS 8201

Title: USING QUALITATIVE RESEARCH TO INFORM EVIDENCE-BASED PRACTICE NURS 8201

Your approach to qualitative research (QR) and its use for understanding actual world problems, specifically regarding nursing shortages as well as nurse turnover is insightfully gained from deep concepts. Your research concern is topical and relevant as it focuses on an important problem in the nursing profession. As a result of its emphasis on nurse insights as well as those from nurses’ managers, qualitative research provides an in-depth understanding of all aspects contributing to the phenomenon under investigation. I appreciate the emphasis you put on examining the supporting role of supervisors and nurse managers in enhancing the work environment as Hoeve et al. (2020) indicated. It is learning the managerial leadership styles, more effective coping mechanisms for some nurse turnover stressors as well retention success stories that can be highly beneficial for improving nurses’ satisfaction and rates of retainment.

Addressing ethical issues with your qualitative research study includes a focus on transparency and confidentiality along the way, according to Grove and Gray (2020). Moreover, issues of reflexivity regarding researchers’ biases and power dynamics between the participants and researchers should be considered with caution to maintain the validity and credibility of data. In general, your contemplative approach to implementing qualitative research methods in addressing the timely problem of nurse turnover reveals a need for examining lived experiences and situational influences that shape nursing practice.

References

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.

Hoeve, T. Y., Brouwer, J., & Kunnen, S. (2020). Turnover prevention: The direct and indirect association between organizational job stressors, negative emotions and professional commitment in novice nurses. Journal of Advanced Nursing, 76(3), 836-845.

A Sample Answer 3 For the Assignment: USING QUALITATIVE RESEARCH TO INFORM EVIDENCE-BASED PRACTICE NURS 8201

Title: USING QUALITATIVE RESEARCH TO INFORM EVIDENCE-BASED PRACTICE NURS 8201

Considering the critical role of nurse managers in influencing nurse retention, QR can be used to identify leadership practices and develop actionable strategies to improve nurse satisfaction and retention rates. One such strategy is nurse leaders engaging in reflective practice of their own leadership practices (Cunningham et al., 2021). For example, nurse leaders can solicit their staff feedback, build a stronger relationship with staff and create supportive work environment.

QR provides rich nuanced insights into the experiences and perspectives of healthcare professionals, patients, and other stakeholders. To translate these insights into policy changes or organizational reforms collaborative approach is needed by engaging stakeholders, policy makers and frontline staff in research process and results interpretation. When frontline staffs for example, are included in the process and policies that would affect them in general, it fosters ownership and commitment and could increase nurses’ job satisfaction and retention rate (Collins et al., 2020).

References

Cunningham, T., & Çayir, E. (2021). Nurse Leaders Employ Contemplative Practices to Promote Healthcare Professional Well-being and Decrease Anxiety. JONA: The Journal of Nursing Administration, 51(3), 156–161. https://doi.org/10.1097/NNA.0000000000000987Links to an external site.

Collins, E., Owen, P., Digan, J., & Dunn, F. (2020). Applying Transformational Leadership in Nursing Practice. Nursing Standard (Royal College of Nursing (Great Britain) : 1987), 35(5), 59–66. https://doi.org/10.7748/ns.2019.e11408Links to an external site.

Grid View
List View

	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.	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

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.

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