NURS 8200 Week 2 Discussion: Starting the Research Process
NURS 8200 Week 2: Quantitative Research Designs
our exploration of the challenges nurses face in understanding and implementing Do-Not-Resuscitate (DNR) orders is a critical and sensitive topic in nursing practice. The way you’ve articulated the scenarios of patient recovery and the shift to decisions about end-of-life care provides real-world context to the issue.
You correctly point out that DNR orders are among the most common yet misunderstood directives in end-of-life care. Your emphasis on the confusion surrounding the initiation of DNR status, the actions required by nurses, and the personal biases that may influence care decisions is insightful. The complexity that various terminologies like DNAR, DNI, and POLST add to the situation makes it even more difficult for nursing staff.
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Your research question about whether more extensive educational practices or evidence-based research teaching would lead to better understanding of DNR among nurses is highly pertinent. It suggests a proactive approach to a significant gap in nursing education and practice.
The variables in your study are well-defined, with the independent variable being the nursing staff and the dependent variable being the type of learning about DNR code status. This approach seems appropriate for measuring the effectiveness of different educational strategies.
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Your hypothesis is thoughtful, proposing that in-depth training on code status and end-of-life care will enhance nurses’ understanding of DNR status. Addressing biases and fostering a learning environment that integrates evidence-based practice are key elements that could lead to improved implementation of DNR orders.
The ethical considerations you’ve outlined are crucial. Ensuring patient safety and respecting their wishes are fundamental to nursing practice. Not understanding or incorrectly implementing a DNR order can indeed lead to patient harm and ethical dilemmas for healthcare providers.
The potential positive practice changes you describe are significant. Better understanding of DNR code status will lead to improved patient care and respect for patient autonomy. Following evidence-based guidelines in implementing DNR status will not only align with the Code of Ethics for Nurses but also reduce stress and uncertainty among healthcare providers.
Your focus on this area indicates a deep understanding of the complexities involved in end-of-life care and the pivotal role nurses play. This research could lead to significant improvements in nursing education and practice, ultimately benefiting patients and healthcare providers alike.
NURS 8200 Week 2 Discussion: Starting the Research Process
NURS 8200 Week 2 Discussion – Formulating a specific, applicable research problem statement is an important step in beginning a research process. The problem statement defines the focus of the research study, dictates what methods and tools will be used, and sets the stage for all subsequent elements of the research process. Because of this, it is necessary to put a great deal of thought into the problem statement to ensure that the rest of the research process will be well planned and appropriate to the problem at hand.
This week’s Discussion asks you to identify evidence-based practice problems that can be addressed using quantitative research methods. Based on the practice problem you select, formulate a quantitative research problem statement. In this Discussion, you are also given the opportunity to evaluate your colleagues’ problem statements. Please refer to this week’s Learning Resources for appropriate and scholarly examples of research problem statements and how they inform the rest of the research process.
To prepare for NURS 8200 Week 2 Discussion: Starting the Research Process:
- Determine a nursing practice problem that is of interest to you and that is appropriate for a quantitative research study. Note: You will continue to use this problem in the Discussions over the next several weeks.
- Using the Walden Library and other credible sources, locate and read two or three articles that address your practice problem.
- With your practice problem in mind, review the Learning Resources and media presentations focusing on the strategies presented for generating a research problem statement.
- Ask yourself: What is the importance of my practice problem to nursing, research, and theory? How might addressing this problem bring about positive social change? How will investigating this problem support evidence-based practice?
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By Day 3 of NURS 8200 Week 2 Discussion: Starting the Research Process
Post a proposed research problem statement, including sufficient information to make your focus clear and explaining how addressing this problem may bring about positive social change.
Read a selection of your colleagues’ responses.
By Day 6 of NURS 8200 Week 2 Discussion: Starting the Research Process
Respond to at least two of your colleagues, providing specific feedback and critiquing their problem statement using the following criteria (Gray, Grove & Sutherland, 2017):
- Does the problem have professional significance?
- Does the problem have potential or actual significance for society?
- Does the problem have the potential to build or refine evidence-based practice?
Return to this 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 NURS 8200 Week 2 Discussion: Starting the Research Process 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).
Rubric Detail
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 |
|---|
NURS 8200 Week 2 Assignment 1: Article Critique [Major Assessment 4]
DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your ability to engage in this high level of nursing practice, you will analyze the strengths and weaknesses of a research study over the next several weeks using the concepts presented throughout Weeks 1 through 9 of the course. Your final analysis will be a 5- to 7-page paper that includes the following:
- Brief one to two paragraph overview of the study
- Two to three strengths of the study and support for your selection (i.e. why is this a strength)
- Two to three weaknesses of the study and support for your selection (i.e. why is this a weakness)
- Note: The strengths and weaknesses you identified should be in relation to design, sampling, data collection, statistical analysis, results and discussion of the study
- Proposed changes to improve the quality of the study, capitalizing on the strengths and improving on the weaknesses identified in the study
- Summary of the implications for nursing practice
The purpose of the analysis is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic, and to strengthen your ability to integrate research findings into evidence-based nursing practice. This assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project. Before you proceed, please review the rubric for this assignment, which is located in the Grading section in the left-hand navigation menu of this course. Keep in mind that you will be working on your article critique throughout Weeks 2 through 9 with your critique due by Day 7 of Week 9.
By Day 7 of Week 9
To prepare for this week’s assignment complete the following:
- Select one of the four research articles cited in this week’s required readings.
- Review the various quantitative research designs presented in the textbook readings and research articles and discussed in the “Musings: Aligning Research Question and Methodology” media.
- Consider the research design used in your selected article. Ask yourself the following questions. Is the design appropriate for the study? Would a different design provide better results?
You are not required to submit this assignment this week.
NURS 8200 Week 2: Quantitative Research Designs
In Week 1, you examined some fundamental differences between quantitative and qualitative research methods. This week beings the in-depth exploration of quantitative research, which will continue through Week 9. This is not to diminish the use of qualitative research methods, which have just as much merit as quantitative methods. Quantitative research, on the other hand, has at least one underlying commonality—some engagement with numerical values. Because of this, there are many general considerations and principles that can be applied to quantitative research.
This week, you consider the characteristics and uses of many different kinds of quantitative research study designs. You also explore various important components of quantitative research, including research problems and questions, hypotheses, and variables. You examine the purpose and significance of conducting a quantitative research study of your choice, formulate a research problem statement, and develop hypotheses related to the research study you selected. These skills in developing quantitative research designs will assist you in analyzing research studies. This week, you begin your article critique; this assignment will give you the opportunity to apply many of the concepts presented throughout Weeks 1 through 9 of the course.
Learning Objectives
Students will:
- Formulate a research question, testable hypothesis, and appropriate research design for a quantitative research study
- Identify independent and dependent variables
- Evaluate the purpose and significance of a proposed research study that applies to evidence-based practice
Photo Credit: nmlfd/Creatas Video/Getty Images
Learning Resources
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: Selecting a research topic and developing a hypothesis. Baltimore, MD: Author.
Note: The approximate length of this media piece is 13 minutes.
In this week’s video, Dr. Leiyu Shi discusses the characteristics of a good research hypothesis and details the steps in developing a hypothesis that can be tested through research.
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Musings: Aligning research question and methodology. Baltimore, MD: Author.
Note: The approximate length of this media piece is 6 minutes.
This video discusses the importance of having a well-defined research question, which informs the methodology that you use in creating a hypothesis for a research study.
Laureate Education. (2011). Important events in clinical research history. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/CLRA/6100/01/mm/timeline/index.html
This timeline identifies and describes key historical events related to the development of clinical research throughout the ages.
Required Readings
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 5, “Research Problem and Purpose”Chapter 5 outlines how to identify and develop a research problem statement, purpose, and research questions. The chapter also provides examples of both quantitative and qualitative research topics, problems, and purpose.
- Chapter 6, “Objectives, Questions, Variables, and Hypothesis”This chapter explains the different types of hypotheses and assesses how research variables can be used to formulate research objectives in both quantitative and qualitative studies.
- Chapter 10, “Quantitative Methodology: Noninterventional Designs and Methods”Chapter 10 describes the principles of research design and those foundational concepts that influence the selection of an appropriate quantitative design: causality, bias, manipulation, control, and validity.
- Chapter 11, “Quantitative Methodology: Interventional Designs and Methods”This chapter builds on the material presented in Chapter 10 and discusses how to select the most appropriate quantitative research design for addressing a particular research problem.
Select one of the following articles to use for this week’s Assignment:
Fouquier, K.F. (2011). The concept of motherhood among three generations of African American women. Journal of Nursing Scholarship, 43(2), 145–153.
Note: You will access this article from the Walden Library databases.
Grey, M., Whittemore, R., Jaser, S., Ambrosino, J., Lindemann, E., Liberti, L., Northrup, V., & Dziura, J. (2009). Effects of coping skills training in school-age children with Type 1 diabetes. Research in Nursing & Health, 32, 405–418.
Note: You will access this article from the Walden Library databases.
Methey, N.A., Davis-Jackson, J., & Stewart, B.J. (2010). Effectiveness of an aspiration risk-reduction protocol. Nursing Research, 59, 18–25.
Note: You will access this article from the Walden Library databases.
Newhouse, R.P., Morlock. L., Pronovost, P., & Breckenridge-Sproat, S. (2011). Rural hospital nursing: Results of a national survey of nurse executives. Journal of Nursing Administration, 41(3), 129–137.
Note: You will access this article from the Walden Library databases.
Handouts
Laureate Education. (2011). Litmus test for a doctoral-level research problem. Baltimore, MD: Author.
Optional Resources
Caress, A., Luker, K., & Chalmers, K. (2010). Promoting the health of people with chronic obstructive pulmonary disease: Patients’ and carers’ views. Journal of Clinical Nursing, 19(3–4), 564–573.
Note: You will access this article from the Walden Library databases.
Mbeba, M. M., N., Jere, D. L., Kachingwe, S. I., Crittenden, K. S., McCreary, L. L., … Norr, K. F. (2011). Peer group intervention reduces personal HIV risk for Malawian health workers. Journal of Nursing Scholarship, 43(1), 72–81.
Note: You will access this article from the Walden Library databases.
Miller, J., Gaboda, D., Nugent, C., Simpson, T., & Cantor, J. (2011). Parental eligibility and enrollment in state children’s health insurance program: The roles of parental health, employment, and family structure. American Journal of Public Health, 101(2), 274–277.
Note: You will access this article from the Walden Library databases.
Su, C., Lu, X., Chen, W., & Wang, T. (2009). Promoting self-management improves the health status of patients having peritoneal dialysis. Journal of Advanced Nursing, 65(7), 1381–1389.
Note: You will access this article from the Walden Library databases.