NRS-433V Topic 5: Characteristics of Nursing Research Utilization and Evidence-Based Practice
NRS-433V Topic 5: Characteristics of Nursing Research Utilization and Evidence-Based Practice
The specific purposes of nursing research include identification, description, exploration, explanation, prediction, and control. A good examination must have some essential characteristics such as being scientific, evidence-based, replicable, and systematic. Further, research must have the accuracy, empirical, logic, the element of problem-solving, the theory of development, and the general knowledge (Chien, 2019). The purpose of this essay is to discuss the advantages of using both quantitative and qualitative research methods in a nursing study.
The Advantages of Using Both Quantitative and Qualitative Methods in a Nursing Study
First, it is essential to understand the difference between qualitative and quantitative research. Qualitative research is fundamentally exploratory and helps a researcher better understand motivations, needs, processes, and rationale for behaviors, among other things. It avails the nurse researcher the deep insights into a situation and aids form ideas or hypotheses for potential quantitative research. Quantitative research comprises information that operates with quantities and numerals as opposed to the qualitative approach, which is informed by observation and description critical in the nursing study (Kang & Evans, 2020).
Using both methods in nurse research has added merits, i.e., qualitative research can be beneficial when designing a quantitative research project. It also helps learn about the consideration process and the best insights and results. In addition, it avails comprehension of the holistic experiences of the respondents in the study. Moreover, adding a quantitative approach to qualitative research can provide a more holistic and quantifiable view of the subject matter. Similarly, quantitative research tends to be more numbers-oriented and can aid in assessing hypotheses from qualitative research (Guetterman et al., 2019).
During data collection, quantitative data can provide baseline information to help researchers select patients to interview. In contrast, qualitative data can help researchers comprehend the barriers and facilitators to patient recruitment and retention. Furthermore, using an amalgamation of qualitative and quantitative data can enhance an evaluation by ensuring that the strengths of another balance the limitations of one type of data (Guetterman et al., 2019). This will ensure that understanding is enhanced by integrating different ways of knowing in the study.
One of the significant advantages of the qualitative research method is that it creates many potential data points usable to the social scientists. This process also creates a disadvantage that must be considered by nurse researchers too. Quantitative and qualitative research are complementary methods that work well together to provide thorough insights (Richardson, 2019). In using both qualitative and quantitative approaches in a nursing study, the researcher can apply both to formulate a hypothesis and validate respectively at the same time. Drawing from the merits of the approaches, the nurse researcher can comprehend how and why behavior happens. In addition, the researcher will be able to understand the frequency of the occurrences (Guetterman et al., 2019).
The qualitative study allows observation of population or subsets of population, while the quantitative research gives room for quantifying their behaviors. Additionally, using qualitative and quantitative research provides feedback on the diverse nursing studies while the prevalence of such feedback can also be quantified; hence confirmatory analysis validates the study’s conclusion. Therefore, adding a quantitative approach to qualitative research can provide a more holistic and quantifiable view of the subject matter under investigation (Guetterman et al., 2019).
Conclusion
Quantitative and qualitative research methods inform the nursing study. Therefore, using both quantitative and qualitative approaches in nursing research can provide a more holistic and quantifiable view of the subject matter under investigation. Furthermore, using an amalgamation of qualitative and quantitative data can enhance an evaluation by ensuring that the strengths of another balance the limitations of one type of data.
References
Chien, L. Y. (2019). Evidence-based practice and nursing research. The Journal of Nursing Research, 27(4), e29. https://doi.org/10.1097%2Fjnr.0000000000000346.
Guetterman, T. C., Babchuk, W. A., Howell Smith, M. C., & Stevens, J. (2019). Contemporary approaches to mixed methods–grounded theory research: A field-based analysis. Journal of Mixed Methods Research, 13(2), 179-195. https://doi.org/10.1177%2F1558689817710877
Kang, D., & Evans, J. (2020). Against method: Exploding the boundary between qualitative and quantitative studies of science. Quantitative Science Studies, 1(3), 930-944. https://doi.org/10.1162/qss_a_00056
Richardson, J. (2019). Evidence-based complementary medicine: Rigour, relevance, and the swampy lowlands. In Perspectives on Complementary and Alternative Medicine (pp. 287-291). Routledge.
Description
Objectives:
Create strategies for integrating evidence-based research into professional practice using the PICOT technique.
Discuss how evidence from research is applied in nursing practice.
Discuss the advantages and disadvantages of qualitative and quantitative studies when applied to nursing research.
Study Materials
Nursing Research: Understanding Methods for Best Practice
Description:
Read Chapter 5 in Nursing Research: Understanding Methods for Best Practice.
Plagiarism
Description:
Review “Plagiarism,” located in the Student Success Center, for information on how to avoid plagiarism.
How to Implement a Change in Practice
Description:
Read “How to Implement a Change in Practice,” by Gesme and Wiseman, from Journal of Oncology Practice(2010).
Planning for Implementation of Evidence-Based Practice
Description:
Read “Planning for Implementation of Evidence-Based Practice,” by Cullen and Adams, from Journal of Nursing Administration(2012).
Changing Practice, Changing Lives: 10 Landmark Nursing Research Studies
Description:
Read “Changing Practice, Changing Lives: 10 Landmark Nursing Research Studies,” by the National Institute of Nursing Research(2012), located on the institute’s website.
Why Do Nurses Need Research?
Description:
Read “Why Do Nurses Need Research?” (2017), located on the Northeastern State University website.
The 2017 National Nursing Research Roundtable
Description:
Read “The 2017 National Nursing Research Roundtable” by National Institute of Nursing Research (2017).
Facilitating the Implementation of Evidence-Based Practice Through Contextual Support and Nursing Leadership
Description:
Read “Facilitating the Implementation of Evidence-Based Practice Through Contextual Support and Nursing Leadership,” by Kueny, Shever, Mackin, and Titler, from Journal of Healthcare Leadership (2015).
Translating Research Findings to Clinical Nursing Practice
Description:
Read “Translating Research Findings to Clinical Nursing Practice,” by Curtis, Fry, Shaban, and Considine, from Journal of Clinical Nursing (2016).
A Nurses’ Guide to the Hierarchy of Research Designs and Evidence
Description:
Read “A Nurses’ Guide to the Hierarchy of Research Designs and Evidence,” by Ingham-Broomfield, from Australian Journal of Advanced Nursing (2016).
Choosing the Best Evidence to Guide Clinical Practice: Application of AACN Levels of Evidence
Description:
Read “Choosing the Best Evidence to Guide Clinical Practice: Application of AACN Levels of Evidence,” by Peterson et al., from Critical Care Nurse (2014).
Enhancing Utility and Understanding of Evidence Based Practice Through Undergraduate Nurse Education
Description:
Read “Enhancing Utility and Understanding of Evidence Based Practice Through Undergraduate Nurse Education,” by Reid, Briggs, Carlisle, Scott, and Lewis, from BMC Nursing (2017).
Turning Knowledge Into Action at the Point-of-Care: The Collective Experience of Nurses Facilitating the Implementation of Evidence-Based Practice
Description:
Read “Turning Knowledge Into Action at the Point-of-Care: The Collective Experience of Nurses Facilitating the Implementation of Evidence-Based Practice,” by Dogherty, Harrison, Graham, Vandyk, and Keeping-Burke, from Windows on Evidence-Based Nursing (2013).
Searching Nursing Databases
Description:
Read the strategies and tips located on “Searching Nursing Databases” on the GCU Library website to assist you in searching the main nursing and health sciences databases. View the associated tutorials as needed.
APA Basics
Description:
Reference the “APA Basics” information, located on the GCU Library website, to assist with the APA format and documentation of sources required for the assignment.
GCU Library Research Guides: Citing Sources
Description:
Tasks
Grade Scale
Final Grade Column
Letter Grade
GPA Value
Minimum (%)
Maximum (%)
A
4.0
95.0
100.0
A-
3.7
92.0
94.99
B+
3.3
90.0
91.99
B
3.0
87.0
89.99
B-
2.7
84.0
86.99
C+
2.3
80.0
83.99
C
2.0
76.0
79.99
D
1.0
72.0
75.99
F
0.0
0.02
71.99
I
0.0
0.0
0.01
Grade Categories
Assignments (%)
Points
Percentile
Rough Draft Qualitative Research Critique and Ethical Considerations
200.0
—
Rough Draft Quantitative Research Critique and Ethical Considerations
200.0
—
Research Critiques and PICOT Statement Final Draft
300.0
—
PICOT Question and Literature Search
120.0
—
Discussion Question (%)
Points
Percentile
Topic 2 DQ 2
8.0
—
Topic 5 DQ 2
8.0
—
Topic 5 DQ 1
8.0
—
Topic 2 DQ 1
8.0
—
Topic 3 DQ 1
8.0
—
Topic 3 DQ 2
8.0
—
Topic 4 DQ 2
8.0
—
Topic 1 DQ 1
8.0
—
Topic 1 DQ 2
8.0
—
Topic 4 DQ 1
8.0
—
Participation (%) Points Percentile
20.0 —
Participation (%) Points Percentile
20.0 —
Participation (%) Points Percentile
20.0 —
Participation (%) Points Percentile
20.0 —
Participation (%) Points Percentile
20.0 —
Class Effective Start: May 25, 2020
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
Rough Draft Qualitative Research Critique and Ethical Considerations – Rubric
Rubric Criteria
|
Criterion |
1. 1: Unsatisfactory |
2. 2: Less Than Satisfactory |
3. 3: Satisfactory |
4. 4: Good |
5. 5: Excellent |
|---|---|---|---|---|---|
|
Ethical Considerations Ethical Considerations |
0 points Discussion of ethical considerations when conducting nursing research is incomplete. A discussion on ethical considerations of the two articles presented in the essay is incomplete. |
21.38 points Discussion of ethical considerations when conducting nursing research is included but lacks relevant details and explanation. A discussion on ethical considerations of the two articles used in the essay is summarized but there are significant inaccuracies or omissions. |
23.65 points Discussion of ethical considerations when conducting nursing research is partially complete and includes some relevant details and explanation. A discussion on ethical considerations of the two articles used in the essay is discussed but there are some inaccuracies, or some information is needed. |
26.79 points Discussion of ethical considerations when conducting nursing research is complete and includes relevant details and explanation. A discussion on ethical considerations of the two articles used in the essay is presented; some detail in needed for accuracy or clarity. |
28.5 points Discussion of ethical considerations associated with the conduct of nursing research is thorough with substantial relevant details and extensive explanation. A detailed discussion on ethical considerations of the two articles used in the essay is presented. |
|
Results of Study Results of Study |
0 points Discussion of study results, including findings and implications for nursing practice, is incomplete. |
21.38 points A summary of the study results includes findings and implications for nursing practice but lacks relevant details and explanation. There are some omissions or inaccuracies. |
23.65 points Discussion of study results, including findings and implications for nursing practice, is generally presented. Overall, the discussion includes some relevant details and explanation. |
26.79 points Discussion of study results, including findings and implications for nursing practice, is complete and includes relevant details and explanation. |
28.5 points Discussion of study results, including findings and implications for nursing practice, is thorough with substantial relevant details and extensive explanation. |
|
Article Support of Nursing Practice Issue Article Support of Nursing Practice Issue |
0 points Discussion on how articles support the PICOT question is incomplete. |
21.38 points A summary of how articles support the PICOT question is presented. It is unclear how the articles can be used to answer the proposed PICOT question. Significant information and detail are required. |
23.65 points A general discussion on how articles support the PICOT question is presented. The articles demonstrate general support in answering the proposed PICOT question. It is unclear how the interventions and comparison groups in the articles compare to those identified in the PICOT question. Some rational or information is needed. |
26.79 points A discussion on how articles support the PICOT question is presented. The articles demonstrate support in answering the proposed PICOT question. The interventions and comparison groups in the articles compare to those identified in the PICOT question. Minor detail or rational is needed for clarity or support. |
28.5 points A clear discussion on how articles support the PICOT question is presented. The articles demonstrate strong support in answering the proposed PICOT question. The interventions and comparison groups in the articles strongly compare to those identified in the PICOT question. |
|
Mechanics of Writing (includes spelling, punctuation, grammar, language use) Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
0 points Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. |
7.13 points Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. |
7.89 points Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. |
8.93 points Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. |
9.5 points Writer is clearly in command of standard, written, academic English. |
|
Thesis Development and Purpose Thesis Development and Purpose |
0 points Paper lacks any discernible overall purpose or organizing claim. |
7.13 points Thesis is insufficiently developed or vague. Purpose is not clear. |
7.89 points Thesis is apparent and appropriate to purpose. |
8.93 points Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. |
9.5 points Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. |
|
Documentation of Sources Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) |
0 points Sources are not documented. |
7.13 points Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. |
7.89 points Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. |
8.93 points Sources are documented, as appropriate to assignment and style, and format is mostly correct. |
9.5 points Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
|
Qualitative Studies Qualitative Studies |
0 points Only one article is presented. Neither of the articles presented use qualitative research. |
7.13 points Two articles are presented. Of the articles presented, only one article is based on qualitative research. |
7.89 points N/A |
8.93 points N/A |
9.5 points Two articles are presented. Both articles are based on qualitative research. |
|
Argument Logic and Construction Argument Logic and Construction |
0 points Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. |
7.13 points Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. |
7.89 points Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. |
8.93 points Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. |
9.5 points Argument is clear and convincing and presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |
|
Method of Study Method of Study |
0 points Discussion on the method of study for each article is omitted. The comparison of study methods is omitted or incomplete. |
21.38 points A partial summary of the method of study for each article is presented. The comparison of study methods is incomplete. A benefit and a limitation of each method are omitted or incomplete. There are significant inaccuracies. |
23.65 points A general discussion on the method of study for each article is presented. The comparison of study methods is summarized. A benefit and a limitation of each method are summarized. There some inaccuracies or partial omissions. More information is needed. |
26.79 points A discussion on the method of study for each article is presented. The comparison of study methods is generally described. A benefit and a limitation of each method are presented. There minor are inaccuracies. Some detail is required for accuracy or clarity. |
28.5 points A thorough discussion on the method of study for each article is presented. The comparison of study methods is described in detail. A benefit and a limitation of each method are presented. The discussion demonstrates a solid understanding of research methods. |
|
Background of Study Background of Study |
0 points Background of study, including problem, significance to nursi PLACE THIS ORDER OR A SIMILAR ORDER WITH SUPERIOR NURSING PAPERS TODAY AND GET AN AMAZING DISCOUNT
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