NURS 8200 Week 3 Discussion: Sampling and Assignment 1: Article Critique [Major Assessment 4]
NURS 8200 Week 3: Quantitative Methods: Collecting Quantitative Data
NURS 8200 Week 3 Discussion: Sampling
The temptation to form premature theories upon insufficient data is the bane of our profession.
—Sherlock Holmes (from The Valley of Fear, by Sir Arthur Conan Doyle)
Sherlock Holmes, the great fictional logician, may have made this reprimand in reference to the science of criminal investigation, but the underlying principle holds true for all branches of research. Now that you have identified a research problem and developed hypotheses, the next step is to identify your sample and begin gathering data that will answer your research questions. The process of sampling to gather data is a crucial step in the research process in that you must be sure that the instruments and sample population mesh well with the study’s goals and objectives so that they will produce valid and reliable results.
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For this NURS 8200 Week 3 Discussion Discussion, you identify a target population and sample appropriate for addressing the research problem you formulated in the Week 2 Discussion.
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To prepare for NURS 8200 Week 3 Discussion:
- Review this week’s media presentation and consider Dr. Pothoff’s comments on sampling.
- Recall the research problem, question, and hypothesis you developed in Week 2’s Discussion. With this in mind, ask yourself: What population is most relevant, and accessible, for exploring my research problem?
- Consider how you could reach this target population to gather data. What are some challenges you might encounter?
- Determine a data collection approach for your target population. Develop an informed rationale for selecting that approach.
By Day 3 of NURS 8200 Week 3 Discussion
Post a cohesive response that addresses the following questions:
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- What are the researchable populations in your area of practice? Which would be most appropriate for use in your research study?
- What are the challenges of obtaining a sample from this population? How could you address those challenges?
- What approach would you use to collect data from the sample? Provide a rationale for the approach you choose based on this week’s Learning Resources.
Read a selection of your colleague’s postings.
By Day 6 of NURS 8200 Week 3 Discussion
Respond to two of your colleagues 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
Return to this NURS 8200 Week 3 Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.
Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.
Post your responses to the Discussion based on the course requirements.>
Your Discussion postings should be written in standard edited English and follow APA guidelines as closely as possible given the constraints of the online platform. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct. Initial postings must be 250–350 words (not including references).
Assignment 1: Article Critique [Major Assessment 4]
By Day 7 of Week 9
Continue to work on your article critique, assigned in Week 2 and due in Week 9. This week, analyze the sampling and data collection methods utilized in your selected article. Were these methods a strength or a weakness of the research study? Justify your analysis.
You are not required to submit this assignment this week.
NURS 8200 Week 3: Quantitative Methods: Collecting Quantitative Data
How is quantitative research conducted? What issues are important for researchers to keep in mind as they conduct a study? One of the most important considerations in quantitative research is how to select an appropriate subset, or sample, of a population to study, so that inferences using the data can be made about the overall population. The measurement process is also critical, as researchers must determine how to describe and measure concepts in ways that produce valid and reliable results. As a health care professional, it is vital that you understand how these key issues affect the collection of data that may be used to inform evidence-based practice.
This week focuses on sampling methods and data collection, two critical components of the research process. You continue to develop your article critique by evaluating the sampling and data collection methods used in your selected study.
NURS 8200 Week 3 Discussion Learning Objectives
Students will:
- Describe the target population and sampling strategy using the research question identified in Week 2>
- Formulate an appropriate approach for collecting data from a selected sample
Photo Credit: Tetra Images / Getty Images / Getty Images
Learning Resources for NURS 8200 Week 3 Discussion
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Quantitative research: Sampling.Baltimore, MD: Author.
Note: The approximate length of this media piece is 7 minutes.
In this week’s video, the presenter explores some key considerations in health care research for the sampling process.
Required Readings for NURS 8200 Week 3 Discussion
Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.
- Chapter 15, “Sampling”Chapter 15 introduces key concepts and components of sampling theory and the sampling process. The chapter discusses several important sampling considerations, including target population, hypothetical population, accessible population, elements, subjects, participants, and generalizability of research findings based on sampling methods.
- Chapter 20, “Collecting and Managing Data”Chapter 20 explains how data collection is an integral part of research and presents methods for collecting and managing data.
Corrigan, P. W., Tsang, H. H., Shi, K., Lam, C. S., & Larson, J. (2010). Chinese and American employers’ perspectives regarding hiring people with behaviorally driven health conditions: The role of stigma. Social Science & Medicine, 71(12), 2162–2169. doi:10.1016/j.socscimed.2010.08.025
Note: You will access this article from the Walden Library databases.
This article discusses a mixed-method study of the work opportunities for people with behaviorally driven health conditions such as HIV/AIDS and drug and alcohol abuse. The article describes the results of qualitative interviews and quantitative surveys of employers in China and the United States in an effort to analyze employer perspectives, stigma, and the possibility for stigma change.
Williams, H., Harris, R., & Turner-Strokes, L. (2009). Work sampling: A quantitative analysis of nursing activity in a neuro-rehabilitation setting. Journal of Advanced Nursing, 65(10), 2097–2107.
Note: You will access this article from the Walden Library databases.
This article describes a quantitative research study on the amount of time nurses spend on direct patient care in a neuro-rehabilitation setting. The article offers suggestions for future studies that focus on work sampling and discusses how staffing requirement estimates should consider indirect care and non-patient activities in addition to direct patient care needs.
Optional Resources for NURS 8200 Week 3 Discussion
Fawcett, J., & Garity, J. (2009). Evaluation of samples. In Evaluating research for evidence-based nursing (pp. 91–131). Philadelphia, PA: F. A. Davis. Retrieved from http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2010424062&site=ehost-live&scope=site
Walden University. (n.d.). Collecting quantitative data. Retrieved August 1, 2011, from http://streaming.waldenu.edu/hdp/researchtutorials/educ8106_player/educ8106_collecting_quantative_data.html
Rubric Detail for NURS 8200 Week 3 Discussion
Select Grid View or List View to change the rubric’s layout.
| Exemplary | Proficient | Sufficient | Developing | |
|---|---|---|---|---|
| Discussion Postings and Responses |
4 (100%) – 4 (100%)
• Discussion postings and responses are responsive to the requirements of the Discussion instructions and are posted by the due date. • Discussion postings and responses significantly contribute to the quality of interaction by providing rich and relevant examples, applicable research support, discerning ideas, and/or stimulating thoughts/probes and are respectful when offering suggestions, constructive feedback, or opposing viewpoints. • Discussion postings and responses demonstrate an in-depth understanding of concepts and issues presented in the course (e.g., insightful interpretations or analyses, accurate and perceptive parallels, and well-supported opinions) and are well supported, when appropriate, by pertinent research. • Discussion postings and responses provide evidence that the student has read and considered a sampling of colleagues’ postings and synthesized key comments and ideas, as applicable.
|
3 (75%) – 3 (75%)
• Discussion postings and responses are responsive to the requirements of the Discussion instructions and are posted by the due date. • Discussion postings and responses contribute to the quality of interaction by providing examples, research support when appropriate, ideas, and/or thoughts/probes, and are respectful when offering suggestions, constructive feedback, or opposing viewpoints. • Discussion postings and responses demonstrate some depth of understanding of the issues and show that the student has absorbed the general principles and ideas presented in the course, although viewpoints and interpretations are not always thoroughly supported. • Discussion postings and responses provide evidence that the student has considered at least some colleagues’ postings and synthesized some key comments and ideas, as applicable.
|
2 (50%) – 2 (50%)
• Discussion postings and responses are posted by the due date but are not always responsive to the requirements of the Discussion instructions. • Discussion postings and responses do little to contribute to the quality of interaction or to stimulate thinking and learning. • Discussion postings and responses demonstrate a minimal understanding of concepts presented, tend to address peripheral issues, and, although generally accurate, display some omissions and/or errors. • Discussion postings and responses do not provide evidence that the student has considered at least some colleagues’ postings or synthesized at least some key comments and ideas, as applicable.
|
0 (0%) – 1 (25%)
• Discussion postings and responses are posted past the late deadline, defined as 11:59 p.m. on the due date, and/or do not address the requirements of the Discussion instructions. • Discussion postings and responses do not contribute to the quality of interaction or stimulate thinking and learning. • Discussion postings and responses do not demonstrate an understanding of the concepts presented in the course, and/or do not address relevant issues, and/or are inaccurate and contain many omissions and/or errors. • Discussion postings and responses do not provide evidence that the student has read or considered colleagues’ postings, as applicable.
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| Total Points: 4 |
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