NUR 513 Discussion Critiquing Quantitative and Qualitative Research Part II Excelsior

NUR 513 Discussion Critiquing Quantitative and Qualitative Research Part II Excelsior

Graphic image of a detective with magnifying glass. (Ingram Publishing, n.d.).“Critical feedback shared in good faith is inherently a constructive dialogue. A ‘critique,’ a term that is both a noun and a verb, represents the systematical application of critical thought, a disciplined method of analysis, expressing of opinions, and rendering judgments.”

? Kilroy J. Oldster, Dead Toad Scrolls

(Goodreads, n.d.c)

This activity will address the following module outcome:

MO 1: Analyze the methodology in quantitative and qualitative studies (EPSLO 2; SLO 5).

In this discussion, you will again critique a quantitativePreview the document [XLSX, file size 21 KB] and qualitativePreview the document [XLSX, file size 21 KB] research study using the provided score cards. Research Score Card exemplars on both quantitativePreview the document [DOCX, file size 25 KB] and qualitativePreview the document [DOCX, file size 25 KB] research are provided for guidance.

To give everyone in class an opportunity to critique both types of research, please follow the instructions below. The articles chosen for this discussion are listed below.

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NUR 513 Discussion Critiquing Quantitative and Qualitative Research Part II Excelsior
NUR 513 Discussion Critiquing Quantitative and Qualitative Research Part II Excelsior

Vedana, K. G., Magrini, D. F., Miasso, A. I., Zanetti, A. G., de Souza, J., & Borges, T. L. (2017). Emergency nursing experiences in assisting people with suicidal behavior: A Grounded Theory study (Links to an external site.). Archives of Psychiatric Nursing, 31345-351. doi:10.1016/j.apnu.2017.04.003. Retrieved from http://www.sciencedirect.com.vlib.excelsior.edu/science/article/pii/S0883941716301984?

McCarthy, M. S., Elshaw, E. B., Szekely, B. M., & Hobbs, C. (2017). A randomized controlled trial of nurse coaching vs. herbal supplementation for weight reduction in soldiers. (Links to an external site.) Military Medicine, 182274-280. Retrieved from http://dx.doi.org.vlib.excelsior.edu/10.7205/MILMED-D-16-00237

If your last name begins with A-M:

Read the study by Vedana, et al. (2017). Select and complete the appropriate score card (discussion board) as you review the study. Use Chapters 5 & 6 in Melnyk & Fineout-Overholt (2019) as a resource.

Post a brief summary (1-2 paragraphs) of all components listed on the Research Score Card. Please entitle your initial discussion post: Critique of Vedana, et al. (2017).

Reflect on your current level of skill in appraising evidence.

1. Are you feeling more confident as the course progresses?

2. Was this article easier to critique now that you have more knowledge?

3. Or, was it harder to critique because you are aware of the complex components of research design?

Read the study by McCarthy, et al. (2017).

Reply to a minimum of two other classmates who have posted a Critique of Mc Carthy et al. (2017) for their initial discussion.

If your last name begins with N-Z:

Read the study by McCarthy, et al. (2017). Select and complete the Research Score Card (discussion board) as you review the study. Use Chapters 5 & 6 in Melnyk & Fineout-Overholt (2019) as a resource.

Post a brief summary (1-2 paragraphs) of all components listed on the Research Score Card. Please entitle your initial discussion post: Critique of Mc Carthy et al. (2017).

Reflect on your current level of skill in appraising evidence.

Are you feeling more confident as the course progresses?

Was this article easier to critique now that you have more knowledge?

Or, was it harder to critique because you are aware of the complex components of research design?

Read the study Vedana, et al. (2017).

Reply to a minimum of two other two other classmates who have posted a Critique of Vedana et al. (2017) for their initial discussion.

DQ2 Crafting a Research Proposal

Image of a nurse and elderly patient. (Science Photo Library, n.d.)The way to do research is to attack the facts at the point of greatest astonishment.”

? Celia Green, author

(Goodreads.com, n.d.c)

This activity will address the following module outcome:

MO 4: Propose a tentative research proposal on a topic of interest. (EPSLO 6; SLO 3)

The purpose of this discussion is to envision yourself in the role of a novice researcher, and look at potentials for research opportunities in your practice environment. In this module, you have continued to explore methods of qualitative and quantitative research design and further refined your skills in the critical appraisal of existing research. Now, let’s practice writing a research proposal that will generate new knowledge. This is a very brief, preliminary proposal, as you probably have not finished your literature review yet, and may not have encountered a gap in the evidence. Consider it a hypothetical exercise that may lead to a study in the future.

In your discussion posting,

State your research question. You approach can be qualitative or quantitative. Choose only one method.

If your study is quantitative, discuss:

Significance of the problem

A summary of current evidence you have gathered so far

A theoretical or conceptual framework that could guide the study

Hypothesis, independent, and dependent variable

An appropriate research design

Sample population

If your study is qualitative, discuss:

Purpose of the Study

A summary of current evidence you have gathered so far

A theoretical perspective

An appropriate research design

Significance of the study

Sample population