Yara Nieves Methodologies In Nursing Research
Text 1yara Nievesmethodologies In Nursingresearch Methods Used In Nur
Text 1yara Nievesmethodologies In Nursingresearch Methods Used In Nur
Text #1 Yara Nieves Methodologies in Nursing Research methods used in nursing can be broadly classified into quantitative and qualitative approaches. Quantitative methods utilize experimental designs, surveys, and other empirical strategies to collect numerical data that can be statistically analyzed (Polit & Beck, 2021). Common quantitative designs include randomized controlled trials (RCTs), which are considered the gold standard for testing interventions. RCTs randomly assign participants to experimental and control groups to determine if a cause-and-effect relationship exists between the intervention and outcomes. Cohort studies prospectively follow groups of individuals over time to investigate how exposures impact outcomes.
Case-control studies compare people with a condition (cases) to similar people without the condition (controls) to identify potential risk factors. Cross-sectional surveys collect data at a single point in time to examine relationships between variables. While unable to prove causation, these observational designs are useful for exploratory research. Quantitative analysis involves descriptive and inferential statistics. Qualitative research employs non-numerical techniques like interviews, focus groups, participant observation, and document review to understand human experiences, behaviors, and social contexts (Sandelowski, 2019).
Approaches seen in nursing research include phenomenology, which explores the lived experiences of a specific phenomenon. Grounded theory aims to generate a theory grounded in data from the field to explain a process or action. Ethnography provides a rich cultural description of a group through prolonged engagement. Narrative inquiry collects and analyzes participants' stories. Qualitative analysis relies on thematic coding and interpretation.
Examples of qualitative approaches seen in nursing include phenomenology, grounded theory, ethnography, and narrative inquiry. Another categorization is by level of inquiry (Burns & Grove, 2020). Descriptive studies observe and document aspects of a situation as it naturally occurs. Conceptual/theoretical research develops and tests mid-range theories. Methodological research focuses on refining methods.
Applied research investigates interventions to solve practical problems. Overall, nursing utilizes diverse quantitative and qualitative methodologies spanning multiple levels of inquiry to build the evidence base and advance the discipline (Melnyk & Fineout-Overholt, 2019). References Burns, N., & Grove, S. K. (2020). Understanding nursing research: Building an evidence-based practice (7th ed.).
Elsevier. Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.
Polit, D. F., & Beck, C. T. (2021). Nursing research: Generating and assessing evidence for nursing practice (11th ed.). Wolters Kluwer.
Sandelowski, M. (2019). Rigor or rigor mortis? The problem(s) of rigor in qualitative research revisited. Advances in Nursing Science, 42(2), 107–115. words Text #2 Tania Cesar Nursing Research Methodologies Classification Research approaches used in nursing research can be categorized according to their goals, strategies, and techniques for gathering data in a number of ways. I'll go over a categorization of popular research approaches in nursing research here: Quantitative Research: Experimentation: In this kind of study, one or more variables are changed in order to see the results (Polit & Beck, 2021).
In nursing research, randomized controlled trials (RCTs) are a popular example of an intervention's effect on patient outcomes being investigated. Research Without Experiments: Studies that do not involve human subjects, like cross-sectional studies or cohort studies, concentrate on observing and evaluating the associations between variables without making any changes to them. Qualitative Research: Phenomenological Research: This method seeks to characterize and comprehend people's actual experiences. In the nursing profession, this may entail learning about the experiences of patients, carers, or medical professionals. Grounded Theory Research: Grounded theory aims to create hypotheses or conceptions based on actual facts.
In nursing, it is frequently employed to develop theories based on participant experiences and views. Ethnographic Research: To obtain a thorough grasp of the people, practices, and concerns within a particular cultural or healthcare environment, ethnographers immerse themselves in the milieu. This is helpful to nurses who are researching how culture affects healthcare. Analysis of textual, visual, or audio data—typically from documents or interviews—is done through content analysis. It can be used in nursing to examine interview transcripts, nursing notes, and patient records.
Research Using Mixed methodologies: This type of study integrates both qualitative and quantitative methodologies into one investigation. This can give a more thorough understanding of intricate nursing phenomena by including participant opinions and numerical data. Action Research: In action research, practitioners and researchers work together to pinpoint and resolve particular issues or difficulties in healthcare environments. It highlights workable alternatives and has the potential to enhance nursing practice. Descriptive Research: Descriptive studies are designed to give a thorough explanation of a particular nursing problem or phenomena.
This category includes surveys, case studies, and observational research. Systematic Reviews and Meta-Analyses: Although they are not research procedures in and of themselves, systematic reviews and meta-analyses are crucial to nursing research. Systematic reviews entail a thorough examination of all available research on a particular subject, whereas meta-analyses statistically integrate data from several studies to produce more reliable results. Survey Research: To gather information from a large number of respondents, surveys are frequently employed in the nursing field (Houser, 2018). They can be used to gauge the opinions of healthcare providers, acquire demographic data, or evaluate patient satisfaction.
Longitudinal Research: By gathering data over a protracted length of time, longitudinal studies enable researchers to monitor alterations or advancements in patient populations, interventions, or health outcomes. Secondary Data Analysis: To address nursing research concerns, researchers may examine already-existing datasets, such as national health surveys or electronic health records. This method can produce insightful results at a reasonable cost. These divisions offer a structure for comprehending the wide variety of research approaches applied in nursing research. The study topic, goals, resources at hand, and the characteristics of the phenomenon under study all influence the approach selection.
In order to guarantee the validity and reliability of their findings while meeting the unique requirements of the nursing sector, researchers frequently choose the most suitable methodology. References Polit, D. F., & Beck, C. T. (2021). Nursing research: Generating and assessing evidence for nursing practice (11th ed.).
Wolters Kluwer. Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Jones & Bartlett Learning. MSN-FNP Discussion Rubric 1 Criteria Does Not Meet (0%) Approaches (60%) Meets 80% Exceeds (100%) Total Initial Post relevance to the topic of discussion, applicability, and insight. (20%) 0 The student does not provide coverage of discussion topic (s); the student does not address the requirements of the weekly discussion.
Provide redundant information. The posting does not apply to the course concepts or no example provided from the material explored during the weekly reading or from other relevant examples from the clinical practice. The student does not show applied 12 The student provides partial coverage of discussion topic (s), does not provide clarity on the key concepts; the student does not address all of the requirements of the weekly discussion. Provide redundant information. The posting does not apply to the course concepts or no example provided from the material explored during the weekly reading or from other relevant examples from the 16 The student provides complete coverage of discussion topic (s), provide clarity on the key concepts, demonstrated in the information presented; the student addresses all of the requirements of the weekly discussion question with adequate attention to details with some redundancy.
The posting applies course concepts without examples learned from the material provided during the weekly reading or other relevant examples from the clinical practice. The student does not show applied 20 The student provides in-depth coverage of discussion topic (s), outstanding clarity, and explanation of concepts demonstrated in the information presented; approaches the weekly discussion with depth and breadth, without redundancy, using clear and focused details. The posting directly addresses key issues, questions, or problems related to the topic of discussion. The posting applies course concepts with MSN-FNP Discussion Rubric 2 knowledge and understanding of the discussion topic. The student's initial thread response does not reflect critical thinking. The student shows some applied knowledge and understanding of the discussion topic.
The student's initial thread response does not reflect critical thinking. The discussion topic is vaguely covered and does not adequately demonstrate an accurate understanding of concepts. weekly reading or other relevant examples from the clinical practice. The student is still showing applied knowledge and understanding of the topic. Also, the posting offers original and thoughtful insight, synthesis, or observation that demonstrates an understanding of the concepts and ideas pertaining to the discussion topic (no use of example). The student's initial thread response reflects critical thinking and contains thought, insight, and analysis. examples learned from the material provided during the weekly reading or other relevant examples from the clinical practice; the student is showing applied knowledge and understanding of the topic.
Also, the posting offers original and thoughtful insight, synthesis, or observation that demonstrates a strong understanding of the concepts and ideas pertaining to the discussion topic (use of examples). The student's initial thread response is rich in critical thinking and full of thought, insight, and analysis; MSN-FNP Discussion Rubric 3 the argument is clear and concise. Quality of Written Communication Appropriateness of audience and words choice is specific, purposeful, dynamic, and varied. Grammar, spelling, punctuation. (20%) 0 The student uses a style and voice inappropriate or does not address the given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific.
Inconsistent grammar, spelling, punctuation, and paragraphing (More than five grammatical errors). Surface errors are pervasive enough that they impede communication of meaning. 12 The student uses a style and voice that is somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd. Repetitive mechanical errors distract the reader (More than two grammatical errors).
Inconsistencies in language, sentence structure, and/or word choice are present. 16 The student uses a style and voice that are appropriate to the given audience and purpose. Word choice is specific and purposeful and somewhat varied throughout. Minimal mechanical or typographical errors are present but are not overly distracting to the reader (Less than two grammatical errors). Correct sentence structure and audience-appropriate language are used.
20 The student uses a style and voice that are not only appropriate to the given audience and purpose, but that also shows originality and creativity. Word choice is specific, purposeful, dynamic, and varied. Free of mechanical and typographical errors. A variety of sentence structures are used. The student is clearly in command of standard, written, academic English.
MSN-FNP Discussion Rubric 4 Inclusion of the student outcomes explored in the discussion as well as the role- specific competencies as applicable. (10%) 0 The student does not explain how the Student Learning Outcomes were explored or related to the weekly discussion topic. 6 The student does not explain how the Student Learning Outcomes were explored or related to the weekly discussion topic. The student only provides a list of the applicable Student Learning Outcome. 8 The student does not explain how the Student Learning Outcomes were explored or related to the weekly discussion topic. 10 The student provides an explanation of how the applicable Student Learning Outcomes were explored or related to the weekly discussion topic.
Rigor, currency, and relevance of the scholarly references. (20%) 0 The student does not provide any supporting scholarly references that are current or relevant to the weekly discussion topic. 12 The student provides supporting scholarly references that are not current but relevant to the weekly discussion topic. The student provides only one scholarly reference. 16 The student provides supporting scholarly references that are not current or but relevant to the weekly discussion topic. The student provides at least two scholarly references.
20 The student provides robust support from credible, current (less than five years old), and relevant scholarly references (at least two). The supporting evidence meets or exceeds the minimum number of required scholarly references. MSN-FNP Discussion Rubric 5 Peer & Professor Responses. Number of responses, quality of response posts. (20%) 0 The student did not make an effort to participate in the learning discussion board. The student did not meet the answer post requirements, and the posts, if submitted, are reflecting a lack of engagement or providing a vague answer to the weekly topic.
The student does not answer the professor's feedback/question. 12 The student does not provide substantive interaction relevant to the weekly topic or provide vague responses. The answer provided by the student does not build on the discussion question and ideas of others, utilizing course content with appropriate citation/references. The student does not motivate and encourage the group. The student does not respond to two peers.
The student does not answer the professor's feedback/question. 16 The student provides substantive interaction relevant to the weekly topic. The answer provided by the student builds on the discussion question and ideas of others, utilizing course content with appropriate citation/references. The student provides frequent attempts to motivate and encourage the group. The student responds to at least two peers.
The student does not answer the professor's feedback/question. 20 The student provides substantive interaction relevant to the weekly topic. The answer provided by the student builds on the discussion question and ideas of others, utilizing course content with appropriate citation/references. The student provides frequent attempts to motivate and encourage the group. The student responds to at least two peers and answers the professor's feedback/question.