Reflect on the Learning Resources focusing on the use of quantitative and qualitative research in health care.
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NURS 8200 NURSING RESEARCH METHODS

NURS 8200 Week 1 Discussion: Quantitative and Qualitative Research in Clinical Settings

Quantitative and Qualitative Research in Clinical Settings

Some people consider the difference between the terms “quantitative” and “qualitative” to be similar to the difference between facts and feelings. These individuals might argue that quantitative approaches are better or more appropriate than qualitative approaches, particularly in health care. They might support this argument by saying that quantitative approaches are based on numbers and concrete evidence rather than on subjective observations and opinions.

Based on the information presented in this week’s Learning Resources and Media, do you think this an accurate way of distinguishing quantitative and qualitative methods of research? Is one method inherently superior to the other? How would you describe the difference between quantitative and qualitative research to someone who was completely unfamiliar with these concepts?

This Discussion explores the characteristics of quantitative and qualitative research methods as well as the application of each in the practice setting. You examine the suitability of each method to evidence-based practice. You are encouraged to make connections between general characteristics and abstract research concepts to realistic scenarios and actual experiences in your responses to this week’s Discussion prompts.

Note: This Discussion takes place in small groups, which should have been assigned by your Instructor.

NURS 8200 NURSING RESEARCH METHODS

To prepare for Quantitative and Qualitative Research in Clinical Settings:
Review Dr. Shi’s comparison of the characteristics of quantitative and qualitative research presented in this week’s media presentation and in the “Overview of Qualitative Research Methods” tutorial.
Reflect on the Learning Resources focusing on the use of quantitative and qualitative research in health care.
With the two articles you reviewed in mind (one quantitative and one qualitative), think about how those types of research projects influence, or support, evidence-based nursing practice. Ask yourself: Which methodology is most appropriate for supporting evidence-based practice? What characteristics of that methodology support my conclusion?
NURS 8200 NURSING RESEARCH METHODS

By Day 3
Post a cohesive response in your small group that addresses the following:

Analyze how quantitative and qualitative research projects can be applied to evidence-based nursing practice.
What characteristics of quantitative or qualitative research make it the most appropriate for addressing evidence-based practice problems? Support your position.
Read a selection of your colleagues’ postings in your small group.

By Day 6
Respond to two of your colleagues in your small group in one or more of the following ways:

Ask a probing question, substantiated with additional background information, evidence, or research.
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
Validate an idea with your own experience and additional research.
Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on reading.s and evidence.
Note: Please see the Course Syllabus and Discussion Posting and Response Rubric for formal Discussion question posting and response evaluation criteria.

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 Small Group 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).

NURS 8200 Week 1 Discussion: Quantitative and Qualitative Research in Clinical Settings

NURS 8200 NURSING RESEARCH METHODS

NURS 8200 NURSING RESEARCH METHODS

NURS 8200 Week 1: Introduction to Research Methods
What is evidence-based practice? How does it relate to research? What is the significance of evidence-based practice and research in nursing and health care in general? These are questions you may have asked yourself as you prepared for this course.

Evidence-based practice is a term used to describe the integration of individual clinician experience and knowledge with external information from reputable studies and data sets. Research is an integral component of evidence-based practice; it can support or offer other options for the opinions of clinicians (including doctors, nurses, specialists, and other health care professionals) regarding patient care, and it allows clinicians to make informed decisions.

In order to utilize evidence for practice, health care professionals need to be familiar with key research concepts and statistical principles necessary to evaluate data. The first week of this course introduces you to the fundamental concepts of research as they relate to nursing and evidence-based practice. You explore the two major methods of research, quantitative and qualitative, and consider the characteristics of each method. You also consider how each method can be applied to evidence-based nursing practice.NURS 8200 Week 1 Discussion: Quantitative and Qualitative Research in Clinical Settings

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: Introduction to research and analysis. Baltimore, MD: Author.

Note: The approximate length of this media piece is 10 minutes.

In this week’s video, the presenters discuss the use of research in health care and how health care professionals can select appropriate research topics. The video also discusses how to identify organizational sources of data for health care research.

Accessible player

Tutorials
Walden University. (n.d.). Overview of quantitative research methods. Retrieved August 1, 2011, from http://streaming.waldenu.edu/hdp/researchtutorials/qualitative/index.html

This tutorial provides an overview of qualitative research design and methods, including the key questions to consider when using a qualitative methodology.

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 2, “Evolution of Research in Building Evidence-Based Nursing Practice”This excerpt discusses methodologies for developing research evidence in nursing and compares quantitative and qualitative research methods. This section of Chapter 2 also introduces levels of evidence and how the various levels are used in evidence-based practice.
Chapter 3, “Introduction to Quantitative Research”Chapter 3 provides an overview of quantitative research methods, including sampling and research settings. The chapter also outlines the steps of quantitative research from the formulation of a research project to communicating research findings.
Chapter 4, “Introduction to Qualitative Research”Chapter 4 introduces qualitative research methods and examines the use of qualitative research in nursing.
Select and read one article that uses quantitative methodology and one article that uses qualitative methodology:

Bonner, L. M., Simons, C. E., Parker, L. E., Yano, E. M., & Kirchner, J. E. (2010). ‘To take care of the patients’: Qualitative analysis of Veterans Health Administration personnel experiences with a clinical informatics system. Implementation Science, 563–570. doi:10.1186/1748-5908-5-63

Note: Retrieved from the Walden Library using the Academic Search Complete database. [Qualitative]

This article presents a qualitative analysis of interview transcripts with Veteran Health Administration (VA) personnel and examines themes relating to participants’ interactions with and assessment of the VA electronic health record (EHR).

Fletcher, A., Cooper, J. R., Helms, P., Northington, L., & Winters, K. (2009). Stemming the tide of childhood obesity in an underserved urban African American population: A pilot study. ABNF Journal, 20(2), 44–48.

Note: Retrieved from the Walden Library using the Academic Search Complete database. [Quantitative]

This article presents the quantitative findings of a pilot weight control study performed by the Kids for Healthy Eating and Exercising (KHEE) club in Jackson, Mississippi. This program may be considered a model for successful methods of addressing the nationwide problem of childhood obesity.

Lavoie-Tremblay, M., Paquet, M., Duchesne, M., Santo, A., Gavrancic, A., Courcy, F., & Gagnon, S. (2010). Retaining nurses and other hospital workers: An intergenerational perspective of the work climate. Journal of Nursing Scholarship, 42(4), 414–422. doi:10.1111/j.1547-5069.2010.01370.x

Note: Retrieved from the Walden Library using the CINAHL Plus with Full Text database. [Quantitative]

This article outlines a quantitative study on work climate perceptions and intentions to quit among health care workers belonging to three distinct generations: baby boomers, Generation X, and Generation Y. The article offers suggestions for retention strategies based on the findings of this study: identifying areas of work climate improvement that are relevant to workers across the three generations in the study.

Watts, S., Gee, J., O’Day, M., Schaub, K., Lawrence, R., Aron, D., & Kirsh, S. (2009). Program evaluation. Nurse practitioner-led multidisciplinary teams to improve chronic illness care: The unique strengths of nurse practitioners applied to shared medical appointments/group visits. Journal of the American Academy of Nurse Practitioners, 21(3), 167–172.

Note: Retrieved from the Walden Library using the CINAHL Plus with Full Text database. [Qualitative]

This article offers a qualitative analysis of case studies of shared medical appointments (SMAs) or group visits for three different chronic diseases. Using the six criteria in a novel chronic care model (CCM), the article illustrates how nurse practitioners (NPs) play a variety of roles in the development, implementation, and sustainability of SMAs as a method of improving the quality of life and care for patients with chronic diseases.NURS 8200 Week 1 Discussion: Quantitative and Qualitative Research in Clinical Settings

Rubric Detail

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Name: NURS_8200_ Week1_Discussion_Rubric

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List View

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.

Discussions

Analyze how quantitative and qualitative research projects can be applied to evidence-based nursing practice. What characteristics of quantitative or qualitative research make it the most appropriate for addressing evidence-based practice problems? Support your position.

Quantitative and qualitative research projects serve to decrease the gap in nursing knowledge and practice and sustain the discipline. When applying quantitative and qualitative research to evidenced -based nursing practice, nursing theories are essential. This is so because theories inform the conversion of the knowledge derived from research and provide a framework for the implementation of evidenced-based practice (Curtis et al., 2017).

The need for practice changes has become apparent over the years to improve safety and quality in healthcare. Evidence based practice uses the best evidence to improve the patient care process, increase quality of care, patient safety, and to improve patient outcomes by standardizing health care practices and reducing variations is care. According to Stevens (2013), “the intended goal of evidence-based practice is to standardize healthcare practices to science and best evidence to reduce illogical variations in care, which is known to produce unpredictable outcomes”. Improving patient safety, quality care, and patient outcomes are the ultimate goals in any health care organization.

The characteristics of quantitative or qualitative research that supports the need for evidenced-based practice implementation in clinical practice are complementary because they produce specific data. Gray, Grove, & Sutherland (2017), describe these specific data as “numerical, formal, objective, and systematic (Quantitative)” and “subjective, interactive, naturalistic, and systematic (qualitative)”. These characteristics are appropriate for EBP problems because they enable the researcher to understand the patient’s experience and to quantify and analyze that experience.

Curtis, K., Fry, M., Shaban, R. Z., & Considine, J. (2017). Translating research findings to clinical nursing practice. Journal of Clinical Nursing, 26(5-6), 862–872. http://doi.org/10.1111/jocn.13586

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.

Stevens, K., (May 31, 2013) “The Impact of Evidence-Based Practice in Nursing and the Next Big Ideas” OJIN: The Online Journal of Issues in Nursing Vol. 18, No. 2, Manuscript 4.

4 months ago

Mark Fuller

RE: Group 2 Discussion – Week 1

COLLAPSE

Qualitative and Quantitative Research

There are many types of research which can create, test, or help change evidence based practice in nursing. According to Grey et al (2017), “The best research evidence is a summary of the highest quality, current empirical knowledge in a specific area of health care that is developed from a synthesis of high-quality studies (quantitative, qualitative, mixed methods, and outcomes) in that area (p.34).” Quantitative research is a formal systematic study process that is concrete, objective, and can be repeated. This research style gives value to evidence based practice by providing statistical analysis of numerical data obtained in order to answer a research question. This can describe variables, connections between variables, and determine cause and effect. Essentially, if the ultimate goal of the study analysis is to provide a count or measurement, the research is quantitative. Qualitative research is the direct opposite. It is interactive, subjective, and situational. Qualitative research can be applied to evidence based practice by generating knowledge about meaning through discovery. This type of research is used to describe social processes and help improve our understanding of phenomenon from the view point of the patient (Grey et al, 2017).

Quantitative Research

Measuring the effect of different types of interventions help guide our practice as nurses. Qualitative studies provide us with the knowledge needed to know the effect of certain interventions and the affecters measured. An example of this type of study is Fletcher et al’s (2009) pilot study on the effect of The Kids for Health Eating and Exercising (KHEE) model on obesity and lifestyle changes on a targeted population in a town in Mississippi. This study showed a positive relationship of the implementation of the KHEE model and changed lifestyles of the participants of the study. This study motivates more KHEE model studies in other areas and with other ages of children to gain enough credibility for best practices. It is through this type of research that we gain knowledge and test our current evidence based practice.

Qualitative Research

We may understand what intervention is best for a patient and even know the risk of the intervention through quantitative studies, however we may not know the best way to deliver the intervention without qualitative studies. An example would be medication. We may know which medication is best for a specific disease through a series of quantitative studies, however if the patient refuses to take the medications it wouldn’t do much good. Qualitative studies might show the human element to delivering care. It could explain the experience from the patient perspective and might shed light on why the patient refused to take the medication. Another example is Bonner et al, 2010 article regarding the Veterans Health Administration personnel experiences with the implementation of an electronic health record (EHR). Bonner et al (2010), explains

that there has been proven value of EHR systems from recent research on their affect on quality and efficiency, however they have been hard for many companies to implement which impedes on the quantitative research results of their affect on cost effectiveness. In Bonner et al’s (2010) quantitative study, they identified that the Veterans Health Administration personnel identified both positive and negative effects of the EHR on their practice. They appreciated the EHR for the speed and ease of documentation, however they were concerned about time cost and the potential of detracting from interpersonal cares and interactions with the patient. Through this study, Bonner et al were able to propose an implementation method that might help the positive execution of the EHR system.

Characteristics

Both forms of research analysis has contributed to the knowledge of nursing and help guide us through the use of evidence based practice. Qualitative research really gives value to our practice by being objective and providing statistics and measures to the outcomes of the data. The nursing profession has only become more credible with this type of research. Quantitative research explains the phenomena of the world and try to make sense of social processes, life experiences, and cultures. Support for this position is given in my examples of the two types of studies above. The two compliment each other and provide opportunities for evolution of our nursing practice.

References

Bonner, L. M., Simons, C. E., Parker, L. E., Yano, E. M., & Kirchner, J. E. (2010). ‘To take care of the patients’: Qualitative analysis of Veterans Health Administration personnel experiences with a clinical informatics system. Implementation Science: IS, 563. doi:10.1186/1748-5908-5-63

Fletcher, A., Cooper, J., Helms, P., Northington, L., & Winters, K. (2009). Stemming the tide of childhood obesity in an underserved urban African American population: a pilot study. ABNF Journal,20(2), 44-48.

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.