NURS 8200/NURS 8200F/NURS 8200M/NURS 8200C/NURS 8200A: Week 10: Qualitative Methods: Collecting, Analyzing, and Interpreting

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NURS 8200 Week 10: Qualitative Methods: Collecting, Analyzing, and Interpreting Essay Assignment Paper

NURS 8200/NURS 8200F/NURS 8200M/NURS 8200C/NURS 8200A: Research Methods for Evidence-Based Practice | Week 10

Consider the process of interviewing prospective candidates for a job position. The interviewer should have a good understanding of the job position—its duties, requirements, and dynamics. From that understanding, the interviewer can develop a strategy for questioning the candidates to determine their attributes, skills, and knowledge that are applicable to the job position. After the interviews have been conducted, the interviewer reviews his/her notes on each candidate, compares the candidates’ strengths and weaknesses, and finally makes a decision regarding who to hire.

You can consider this process as a form of qualitative research; the interviewer acts as the researcher and tries to answer the research question (“Who should I hire?”) by gathering descriptive data on the research subjects (the prospective candidates), analyzing that data, and drawing a conclusion (deciding who to hire). Just as an interviewer develops a strategy for gathering information about candidates and then making a hiring decision based on that information, qualitative researchers also formulate data collection tactics and employ strategic methods of analyzing the data after they have been collected.

This week, you delve into the methods of qualitative data collection, analysis, and interpretation. You consider how the various methods of data collection promote rigor and credibility in qualitative research studies. You also have the opportunity to apply the strategies of coding and analyzing the data in your classmates’ Introduction posts in the Class Café.

Learning Objectives

Students will:

• Evaluate the rigor of qualitative research and methods therein
• Apply the techniques of coding and analyzing qualitative data

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: Qualitative research. Baltimore, MD: Author.

Note: The approximate length of this media piece is 9 minutes.

In this week’s video, the presenter discusses the purpose of qualitative research and explains how it differs from, yet complements, quantitative research.

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 12, “Qualitative Research Methods” (pp. 251-274)This section of Chapter 12 details key qualitative research data collection and analysis methods.

Bradley, E. H., Curry, L. A., & Devers, K. J. (2007). Qualitative data analysis for health services research: Developing taxonomy, themes, and theory. Health Services Research, 42(4), 1758–1772. doi:10.1111/j.1475-6773.2006.00684.x

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This article outlines practical approaches to qualitative data with a specific emphasis on methods useful for generating taxonomy, themes, and theory with regard to the health care field.

Smith, J., & Firth, J. (2011). Qualitative data analysis: The framework approach. Nurse Researcher, 18(2), 52–62.

This article outlines the framework approach to qualitative data, in which researchers follow detailed objectives and goals to collect and manage data. This approach is in direct contrast to inductive approaches, including grounded theory, which allows for a more fluid qualitative research process governed by the nature of the data.

Optional Resources

Nicholls, D. (2009). Qualitative research: Part three—M ethods. International Journal of Therapy & Rehabilitation, 16(12), 638–647.

 

Noyes, J. (2012). Cochrane Qualitative and Implementation Methods Group. About The Cochrane Collaboration, (3).

Note: You will access this article from the Walden Library databases.

Taylor-Powell, E., & Renner, M. (2003). Analyzing qualitative data. University of Wisconsin-Extension, Cooperative Extension. Retrieved from http://learningstore.uwex.edu/assets/pdfs/g3658-12.pdf

Vander Putten, J., & Nolen, A. (2010). Comparing results from constant comparative and computer software methods: A reflection about qualitative data analysis. Journal of Ethnographic & Qualitative Research, 5(2), 99–112.

 

Walden University. (n.d.). Collecting qualitative data. Retrieved August 1, 2011, from http://streaming.waldenu.edu/hdp/researchtutorials/educ8106_player/educ8106_collecting_qualitative_data.html

Walden University. (n.d.). Analyzing and interpreting qualitative data. Retrieved August 1, 2011, from http://streaming.waldenu.edu/hdp/researchtutorials/educ8106_player/educ8106_analyzing_and_interpreting_qualitative_data.html

Discussion 1: Qualitative Research in Nursing Practice

Which method of research provides the best evidence for nursing practice? Is there a place for both quantitative and qualitative research in evidence-based practice? How do these research methods improve patient outcomes?

Return to and reflect on your thoughts and postings from Week 1’s Discussion on the respective characteristics, strengths, and limitations of quantitative and qualitative research. Consider the uses of each type of research in the health care field. Also reflect on the amount of quantitative versus qualitative research that exists in the health care field in particular. There is an impression among some researchers that qualitative research is inferior to, easier than, or not as rigorous as quantitative research.

In this Discussion, you consider the idea of rigor, or thoroughness and scope of study, with regard to qualitative research. You examine the methods of qualitative research outlined and recommended in this week’s Learning Resources and how they aim to create standards of rigor by which to assess qualitative studies. You also have the opportunity to assess an article of your choice in terms of rigor and recommended methods of qualitative data collection.

To prepare:

• Consider your readings about and understanding of quantitative and qualitative research. If you had to choose, which type of research (quantitative or qualitative) do you think is more rigorous and why? Do you think it is useful to make such generalizations and comparisons?
• Locate an article describing a qualitative research study related to a health care topic.
• Formulate a research question to address the problem and that would lead you to employ correlational statistics.
• With information from the Learning Resources in mind, critically analyze your selected study. Ask yourself: How rigorous was the study in terms of the researchers’ efforts, the data collected, and the conclusions drawn? What might the researchers have done to improve the rigor?

By Day 3

Post a cohesive response that addresses the following:

• Do you think there is one type of research (quantitative or qualitative) that is inherently more rigorous than the other? If so, identify which one and why. If not, discuss your reasoning.
• Post a brief summary of your research article analysis and the correct APA citation for the article.
• Outline how the study’s qualitative data collection and analysis did, or did not, promote rigor, provide scientific or systematic scaffolding, and/or generate a more thorough analysis of the research topic.

Read a selection of your colleagues’ postings.

By Day 5

Respond to at least one of your colleagues, critiquing their research question and hypotheses and pointing out factors that may influence the strength of the correlation of the variables. Be sure to provide a rationale for your responses 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 readings 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 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).

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