Think about how you felt at the beginning and now at the end of this course. Use the worksheet provided below to document your thoughts on your personal growth in each of the key competency areas.
For this Assignment, think about how you felt at the beginning and now at the end of this course. Use the worksheet provided below to document your thoughts on your personal growth in each of the key competency areas.
Based on the course content, you may find that you have experienced more growth in some competency areas than others. That’s okay. The key is to continue challenging yourself to achieve growth in each area during the Coursework Phase of your journey so that you are prepared once you reach the Capstone Phase.
Here are the competencies again. Review them and think about your skills and growth in each area prior to completing this Assignment.
What you need to do… By when…
Using the provided worksheet, reflect on what you have discovered about each of the following competency areas:
Competency Area 1: Scholarly Process & Identity
Competency Area 2: Technology
Competency Area 3: Library/Reading
Competency Area 4: Scholarly Writing
Competency Area 5: Research/Capstone
Competency Area 6: Career/Professional
Competency Area 7: Dispositions
In which areas do you feel confident? In which areas do you need to continue developing your skills? What steps might you take to ensure continued development in each growth area?
Requirements: 3 days
Competency Development Tracker
For this Assignment, take some time to reflect on your growth in the key doctoral competency areas. Think about how you felt at the beginning of this course and how you feel now. Use this worksheet to document your thoughts on your personal growth in each competency area.
Competency Area 1: Scholarly Process & Identity
Competency Area 2: Technology
Competency Area 3: Library/Reading
Competency Area 4: Scholarly Writing
Competency Area 5: Research/Capstone
Competency Area 6: Career/Professional
Competency Area 7: Dispositions
Doctoral Competencies ©2021 Walden University, LLC Doctoral Competencies Media Transcript This media is an infographic featuring seven competencies, each comprised of a list of attributes, activities, and offices a doctoral student would interact with. 1 Scholarly Process & identity Doctoral Journey Residencies Plan of Study/ Timeline Time, Task, Organization Staff and Resources Area of Research Interest Capstone Committee 2 Technology Productivity Tools Classroom Navigation Online Forms Document Management Citation Management Data Analysis Requirements Compliance Doctoral Degree Coach 3 Library / Reading Critical Reading Skills Quality of Sources Search Strategies Library Catalogues Reading Comprehension Lit. Review Strategies Relevance of Resources Gaps in Literature 4 Scholarly Writing Writing Assessment APA Style Discussion Posts Organization & Cohesion Persuasive Writing Synthesis
Doctoral Competencies ©2021 Walden University, LLC Scholarly Voice Critical Feedback 5 Research / Capstone Research Training Research Guiding Practice Research Ethics Design and Methods Capstone Project Ideas Research Study Design Self-Efficacy IRB 6 Career / Professional POS – Goals Alignment Financial Resources Professional Development Plan Professional Communities CV Skills Presentation Dissemination 7 Dispositions Willing to ask for help Intellectually curious Analytical Resilient Organized Thick skinned – able to accept feedback Growth mindset Flexible and good with ambiguity (able to change topics) Motivated as a scholar
DrPH Prospectus Form
Students | Complete your within this form. Write your responses in the white spaces using a scholarly tone and include in-text citations and APA reference entries, where appropriate. You can click on underlined terms and headings for descriptions, resource links, and examples located in the . For additional prospectus information and resources, refer to the . Complete the within this form using the information from earlier sections and self-assess your research design alignment. Submit this completed form into for formal evaluation and feedback when your committee chair indicates that you are ready to do so.
Student’s Name | Student ID |
Program and Specialization* | Submission Date |
*Remember that your study focus must be within the realm of your program and specialization area.
Evaluators Only | Complete this section and provide feedback on responses and rubric scores in the form where noted.
Committee Chairperson Name: Overall Assessment:
Second Committee Member Name: Overall Assessment:
PhD Program Director or Designee: Overall Assessment:
Research Design Alignment Table | Using an alignment table can assist with ensuring the alignment of your research design.
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Note. At the prospectus stage, not all items in the table below can be identified (e.g., data points, data analysis). Please complete the items that you have identified in this form. During proposal development, you will revisit this plan to adjust, as needed, and finalize your research design.
Hover over bold font for Instructions and click links for resources.
Note. The information in the first column must align with all rows, and each individual RQ row must show alignment across the columns for that row.
Once your Research Design Alignment Table is completed, reflect on your design alignment. Ask yourself:
Is there a logical progression from the research problem to the purpose of the study?
Does the identified framework ground the investigation into the stated problem?
Do the problem, purpose, and framework in the left-hand column align with the RQ(s) (all rows)?
Does each RQ address the problem and align with the purpose of the study?
Does the information across each individual row match/align with the RQ listed for that row?
By row, will the variables listed address the RQ?
By row, will the analysis address the RQ?
By row, can the analysis be completed with the data points that will be collected?
Appendix
The Doctoral Prospectus
The Doctoral Prospectus is a brief document that provides preliminary information about your doctoral study research and is used in two ways:
It serves as the tentative plan for developing the proposal and is evaluated to ensure doctoral-level work (e.g., feasibility, alignment, etc.).
It provides information used to assign the committee University Research Reviewer.
Prospectus milestone approval from the committee chair, second committee member, and a program-level designee is required for you to move forward and work on your proposal. The plan is subject to change, and parts of your research design may need to be adjusted after you complete your exhaustive review of the literature during proposal development. The following sections includes sample prospectus form responses for both a quantitative and a qualitative study.
Green underlined text are the examples. The form text should be black, single spaced, and not underlined.
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Title
Titles should be concise (aim for 15 words or fewer), be a statement, not a question, and no colons please. The title should indicate the main topic and the variables/concepts under study and the relationship between them. A title should be fully explanatory when standing alone and include the most critical key words (a searchable statement of what the manuscript contains). Avoid words that serve no purpose (such as methods, results, a study of…, or investigation of…), use full terms (avoid abbreviations), and capitalize any word of four or more letters, and all parts of a verb. For more information, see the .
Quantitative (QN) Example
Perspectives of Self-management Practices of Adult Diabetics in Grenada During the COVID-19 Pandemic
Qualitative (QL) Example
How Adults Diagnosed with Diabetes in Grenada Self-Managed their Disease During the COVID-19 Pandemic
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Supporting Literature
Probably the most important step in the research process is and reading articles related to the general area you want to investigate. The area is based on an identified . As you read and learn, you will narrow your focus. This is how you will identify a discipline-specific research problem.
[Note: articles and .]
First, you’ll need to determine your search terms or and the you should search. As you conduct your search of the literature, stay organized by keeping a .
Example for this Form
The keywords and databases searched included diabetes self-management, chronic disease management during disasters, and diabetes management during disasters, dietary behaviors and COVID-19, physical activity and COVID-19, and COVID-19 and diabetes, COVID-19 and Grenada in the PubMed database as well as a multi-database search.
As you , you also need to organize your research. A is one way to help you visualize what has and hasn’t been done in your field. It will help you understand the scholarly works related to your area of interest. The importance of organizing and recording your review of literature cannot be overstated. You will refer to your notes as you write, so start on the right track from the beginning!
[Suggestion: If you keep your search log in an Excel workbook, use the second tab in the same workbook for your literature review matrix.]
For this form, include the complete, APA reference entry and (a) an in-text citation; (b) what they studied; (c) what they found; and (d) why this is important in relation to your study. This evidence provides the justification for your research problem. These sources provide justification that this problem is meaningful to the discipline or professional field. These references should ideally be from the past 5 years. Reference entries related to the framework should be included here, too. [Note: During proposal development, you will conduct an review and your sources, rather than summarize.]
Examples included for articles cited (at least 10 brief summaries are required, as well as APA references for any in-text citations)
Arrieta, M. I., Foreman, R. D., Crook, E. D., & Icenogle, M. L. (2008). Insuring continuity of care for chronic disease patients after a disaster: Key preparedness elements. The American Journal of the Medical Sciences, 336(2), 128-133. https://doi.org/10.1097/MAJ.0b013e318180f209
Arrieta et al., (2008); (b) studied challenges after Hurricane Katrina for individuals with chronic diseases; (c) they found Predisaster issues were patient education and preparedness, evacuation, special needs shelters, and health care provider preparedness. Postdisaster issues were communication, volunteer coordination, and donation management; and (d) this is important for my study because diabetes is a chronic disease and knowing what the challenges were related to Hurricane Katrina may inform my research study.
Banerjee, M., Chakraborty, S., & Palc, R. (2020). Diabetes self-management amid COVID-19 pandemic. Diabetology & Metabolic Syndrome, 14(4), 351–354. https://doi.org/10.1016/j.dsx.2020.04.013
(a) Banerjee et al., (2020); (b) conducted a literature review to look at physician-centered care versus diabetes self-management and education during COVID-19; (c) they found multiple barriers to diabetes self-management in India and a need to address these, improve patient education during the pandemic to improve diabetes self-management; and (d) this is important to my study because it is clear there are challenges with diabetes self-management in other countries, therefore, there is a need to understand what is going on in the United States.
Department of Health and Human Resources. (2020). Disasters and chronic disease. https://dhhr.wv.gov/hpcd/Pages/Disasters-and-Chronic-Disease.aspx
Madden, T.J., Ellen, P.S., Ajzen, I. (1992). A comparison of the theory of planned behavior and the theory of reasoned action. Personality and Social Psychology Bulletin (18) 1. https://doi.org/10.1177/0146167292181001
(a) Madden et al., (1992); (b) compared the theory of reasoned action to the theory of planned behavior; (c) they found that the theory of planned behavior stemmed from the theory of reasoned action and includes the perceived control of behavior; and (d) why this is important for my study because it is the perceived control portion of the theory that I am most interested in as adults with diabetes may lose their perceived behavioral control with the lockdown during COVID-19.
Ministry of Health Grenada. (2020). Emergency powers (COVID-19) (No. 4) regulations, 2020. https://covid19.gov.gd/emergency-powers-covid-19-no-4-regulations-2020/
Owens, J. K., & Martsolf, D. S. (2014). Chronic illness and disasters: Development of a theoretical framework. Qualitative Report, 19(22), 1–23. https://nsuworks.nova.edu/tqr/vol19/iss22/1/
(a) Owens and Martsolf, (2014); (b) studied individuals with chronic illness during disasters; (c) they developed the backburnering theory based on five constructs, media impact, 2) evacuation, 3) preparation, 4) focus of attention, and 5 ) recovery.; and (d) this is important to my study because it provides a different lens through which to view how individuals address their chronic illness during a disaster, which informs my study.
Ranscombe, P. (2020). How diabetes management is adapting amid the COVID-19 pandemic. The Lancet, 8(7), 571. https://doi.org/10.1016/S2213-8587(20)30181-9
(a) Ranscombe, (2020); (b) studied how physicians in the U.K. were managing their diabetic patients during the COVID-19 lockdown.; (c) found some were using technology, patient education continued but in different formats; and (d) this is important to understand the ways in which adults diagnosed with diabetes can be supported to self-manage during a pandemic.
Wongrith, P. (2019). Predicting diabetic self-care management based on the theory of planned behavior among elderly with type 2 diabetes in Thailand. Diabetes Mellitus, 22(4), 367-376. https://doi.org/10.14341/DM10290
(a) Wongrith, (2019); (b) studied treatment outcome and factors predicting diabetes self-care behaviors among elderly in Thailand; (c) found most people controlled their glycemic index through self-care behaviors. Perceived behavioral control was the most important factor predicting self-care management behavior; and (d) this study uses the theory of planned behavior, which is the theory I plan to use in
Rubric Standard | Justified > Is presented that this problem is significant to the discipline and/or professional field?
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Problem
Social Problem
The situation or issue being experienced by a population or within your discipline that prompted you to search the literature to find out more is sometimes called a social problem. It is the issue that students see “on the ground” so to speak. The social problem is often what prompts students to think about a topic of interest. Usually such a topic is one that students identify with, sometimes having personally experienced some aspect of the problem as it exists in the world.
Example
The issue that prompted me to search the literature is that disasters, like pandemics, can adversely affect people’s ability to manage their condition. There is strong evidence that during a disaster, persons with diabetes are particularly vulnerable and face several challenges to their disease management, such as medication and diet needs, physical activity, and other aspects of self-management (Arrieta et al., 2008; Department of Health and Human Resources, 2020; Owens & Martsolf, 2014). Consequently, diabetic patients are at risk for serious health complications, which presents additional challenges to both the patients and the country’s health system. From March 2020 to May 2020, the government of Grenada enforced a lockdown with several regulations, which included a curfew that restricted movement, closure of businesses, physical distancing protocols, restrictions on social and religious activities, and restrictions on transportation (Ministry of Health Grenada, 2020). Banerjee et al. (2020) and Ranscombe (2020) explained that the restrictions raise questions about how persons with diabetes can get advice, appropriately monitor their health, and continue to manage their condition. These restrictions can adversely affect how persons can manage the disease effectively.
Gap
The need to address an identified must be clear and there must be current relevance to the discipline and area of practice. Keep in mind that a gap in the research is not, in and of itself, a reason to conduct research.
Example
Although researchers have investigated this issue, the topic has not been explored in this way: how the pandemic impacted the self-management behaviors of adults with diabetes in Grenada.
Rubric Standard | Meaningful > Has a meaningful problem and gap in the research literature been identified?
Research Problem
A research problem is a focused topic of concern, a condition to be improved upon, or troubling question that is supported in scholarly literature or theory that you study to understand in more detail, and that can lead to recommendations for resolutions. It is the research problem that drives the rest of the doctoral study: the purpose, the research questions, and the methodology.
QN Example
In one sentence, the specific research problem is that it is not known whether individuals diagnosed with diabetes were able to manage their diabetes effectively during the COVID-19 lockdown in Grenada. The dependent variable will be glycemic index and the independent variables will be age, race, geographic location, income, educational level, visits to primary care provider, and participation in educational programs.
QL Example
In one sentence, the specific research problem is that there is a lack of information on how restrictions that are in place during a lockdown, such as during the COVID-19 pandemic, impact the ability of individuals diagnosed with diabetes to self-manage their disease.
Rubric Standard | Meaningful > Has a meaningful problem and gap in the research literature been identified?
Rubric Standard | Original > Does this project have potential to make an original contribution?
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Purpose
To address your stated research problem, what is the purpose of your study? Will you describe, compare, explore, examine, etc.? Be sure to clarify your variables/concepts of interest. For example:
In quantitative studies, state what needs be studied by describing two or more factors (variables) and a conjectured relationship among them related to the identified gap or problem.
In qualitative studies, describe the need for increased understanding about the issue to be studied, based on the identified gap or problem.
In mixed-methods studies, with both quantitative and qualitative aspects, clarify how the two approaches will be used together to inform the study.
QN Example
The purpose of this quantitative study is to examine level of glycemic control for individuals diagnosed with diabetes who self-managed during the lockdown for COVID-19 in Grenada.
QL Example
The purpose of this qualitative study is to understand the self-management practices during the COVID-19 pandemic through the perspective of adult diabetics in Grenada.
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Framework
The framework includes the relevant to your topic. Align the framework with the problem, purpose, research questions, and background of your study. This theoretical or conceptual framework is the basis for understanding, designing, and analyzing ways to investigate your research problem (data collection and analysis). Provide the original scholarly literature (citing original authors) on the theory and/or concepts, even if it is more than 5 years old. Please do not cite secondary sources.
Example Framework
The theories and/or concepts that ground this study include Ajzen’s theory of planned behavior.
Next, explain how these theories and/or concepts relate to your research problem, purpose, and the nature of your study. Your topic/approach should align with the identified framework so that you will either build upon or counter the previously published findings on the topic.
QN Example Framework
The theories and/or concepts that ground this study include Ajzen’s theory of planned behavior, focusing specifically on the theory that the more resources and opportunities someone possesses, the greater perceived control they have over their behavior (Madden et al., 1992). This theory stems from the theory of reasoned action, which posited that belief (intention and information) about performing a behavior led to a specific behavioral outcome (Madden et al., 1992). The theory of planned behavior expanded on the theory of reasoned action by including the concept of perceived behavior control (Madden et al., 1992).
Reference entry for the work on which this research design is based:
Madden, T.J., Ellen, P.S., Ajzen, I. (1992). A comparison of the theory of planned behavior and the theory of reasoned action. Personality and Social Psychology Bulletin (18) 1.
QL Example Framework
The logical connections between the framework presented and my study approach include Ajzen’s theoretical work, which has been used extensively in public health research to understand self-management behaviors of adults with diabetes (Wongrith, 2019). This research study will focus on the use of the concept of perceived control as it relates to the lockdown during COVID-19 and the impact this had on adults diagnosed with diabetes and their ability to self-manage their disease.
Reference entry for the work on which this research design is based:
Wongrith, P. (2019). Predicting diabetic self-care management based on the theory of planned behavior among elderly with type 2 diabetes in Thailand. Diabetes Mellitus, 22(4), 367-376. https://doi.org/10.14341/DM10290
Rubric Standard | Grounded > Is the problem framed to enable the researcher to either build upon or counter the previously published findings on the topic?
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Research Question(s) and Hypotheses (if applicable)
List the overarching that are informed by the study purpose, that will be used to address the research problem. A research question informs the research design by providing a foundation for:
generation of null and alternative hypotheses in quantitative studies,
questions necessary to build the design structure for qualitative studies, and
a process by which different methods will work together in mixed-methods studies.
QN Example
QN Example
RQ1: What is the association between the glycemic index (the ability of individuals diagnosed with diabetes to self-manage) in March 2020 compared to May 2020 and age, race, geographic location, income, educational level, visits to primary care provider, participation in educational during the COVID-19 lockdown in Grenada.
H01— There is no statistically significant association between the glycemic (the ability of individuals diagnosed with diabetes to self-manage) in March 2020 compared to May 2020 and age, race, geographic location, income, educational level, visits to primary care provider, participation in educational during the COVID-19 lockdown in Grenada.
H1— There is a statistically significant association between the glycemic (the ability of individuals diagnosed with diabetes to self-manage) in March 2020 compared to May 2020 and age, race, geographic location, income, educational level, visits to primary care provider, participation in educational during the COVID-19 lockdown in Grenada.
RQ2: What is the association between the glycemic index (the ability of individuals diagnosed with diabetes to self-manage) in March 2020 compared to May 2020 and age, race, geographic location, income, educational level, and participation in educational programs during the COVID-19 lockdown in Grenada when moderated by visits to primary care provider?
H02— There is no statistically significant association between the glycemic (the ability of individuals diagnosed with diabetes to self-manage) in March 2020 compared to May 2020 and age, race, geographic location, income, educational level, and participation in educational programs during the COVID-19 lockdown in Grenada when moderated by visits to primary care provider?
H2— There is a statistically significant association between the glycemic (the ability of individuals diagnosed with diabetes to self-manage) in March 2020 compared to May 2020 and age, race, geographic location, income, educational level, and participation in educational programs during the COVID-19 lockdown in Grenada when moderated by visits to primary care provider?
RQ3: What is the association between the glycemic index (the ability of individuals diagnosed with diabetes to self-manage) in March 2020 compared to May 2020 and age, race, geographic location, income, educational level, and by visits to primary care provider during the COVID-19 lockdown in Grenada when moderated by participation in educational programs?
H03— There is no statistically significant association between the glycemic (the ability of individuals diagnosed with diabetes to self-manage) in March 2020 compared to May 2020 and age, race, geographic location, income, educational level, and by visits to primary care provider during the COVID-19 lockdown in Grenada when moderated by participation in educational programs?
H3— There is a statistically significant association between the glycemic (the ability of individuals diagnosed with diabetes to self-manage) in March 2020 compared to May 2020 and age, race, geographic location, income, educational level, visits to primary care provider, participation in educational during the COVID-19 lockdown in Grenada.
QL Example
1. What were the self-management experiences of adults with diabetes in Grenada during the COVID-19 lockdown period?
2. What were the attitudes, norms, and perceived behavior control of adults with diabetes in Grenada towards diabetes self-management, during the COVID-19 lockdown period?
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Nature of the Study
Explain the systematic approach/method and research design you plan to use to address your research question(s). Examples of study design are as follows:
Quantitative—for experimental, quasiexperimental, or nonexperimental designs; treatment-control; repeated measures; causal-comparative; single-subject; predictive studies; or other quantitative approaches
Qualitative—for basic/generic qualitative design, ethnography, case study, grounded theory, narrative inquiry, phenomenological research, policy analysis, or other qualitative traditions
Mixed methods, primarily quantitative—for sequential, concurrent, or transformative studies, with the focus on quantitative methods
Mixed methods, primarily qualitative—for sequential, concurrent, or transformative studies, with the focus on qualitative methods
Other—for another design, to be specified with a justification provided for its use
QN Example
To address the research questions in this quantitative study, the specific research design will include a cross-sectional design (Frankfort-Nachmias et al., 2008) with glycemic index examined at two points in time. This quantitative analysis should help pinpoint the difference in the diabetic control during the COVID-19 lockdown.
Reference entry for the work on which this research design is based:
Frankfort-Nachmias, C., Nachmias, D., & DeWaard, J. (2008). Research designs: Cross-sectional and quasi-experimental designs. Research Methods in the Social Sciences, 116.
QL Example
To address the research questions in this qualitative study, the specific research design will include a case study qualitative approach (Merriam & Tisdell, 2015) with interviews of adults diagnosed with diabetes who live in Grenada. This qualitative study will adopt an inductive and comparative approach as outlined by Merriam and Tisdell (2015). The inductive approach is used to consolidate the data from the interviews, then look for links between and within the data (Merriam & Tisdell, 2015). The comparative case study approach compares the data from the interviews; however, it will not be used in this study to develop theory as it would in grounded theory (Merriam & Tisdell, 2015).
Reference entry for the work on which this research design is based:
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. Wiley & Sons.
Then, for your planned research design, present the type of data you will need, and a list of possible data collection tools and sources that could be used to address the proposed research question(s), such as test scores from college students, employee surveys, observations of a phenomenon, interviews with practitioners, historical documents from state records, de-identified medical records, or information from a federal database. At this point, you should have an idea of the type of data needed to address your research question(s). Explain whether you will be collecting primary data (collected by the you, the researcher) or accessing secondary data (preexisting or public data collected by others). If you are collecting data, you should present the tentative plan for instrument(s) and potential participants. If using secondary data, identify the data source, how the data will be accessed. Possible , by program, are available on the Center for Research Quality website. [Note. This is your tentative plan, so keep in mind that things might need to be modified during the proposal stage—particularly after you have completed your exhaustive review of the literature.]
QN Primary Data Collection Example
For my planned research design, I will need to use a validated survey to obtain the data on glycemic index and the independent variables of age, race, geographic location, income, educational level, visits to primary care provider, participation in educational programs.
QN Secondary Data Example
For my planned research design, I will need to access the Pan American Health Organization (PAHO) database for 2020 data, it contains data on glycemic index and the independent variables of age, race, geographic location, income, educational level, visits to primary care provider, and participation in educational programs. This data was collected monthly, so a comparison is possible.
QL Example
For my planned research design, I will need to recruit adults diagnosed with diabetes for individual interviews. An interview protocol will be developed to address the problem and purpose of the study. The interview guide will be created using the Ajzen’s theory of planned behavior.
Next, provide the data points from these sources you plan to use to answer your research question(s). Data points are the specific variables or type of information that you will use in your analysis. For example, they may include items on a survey or types of interview questions (not the actual survey or interview questions). If using secondary data, you must ensure the data include the variables or data points that you need to address your research question.
QN Primary Data Example
As noted above, a validated survey will need to be used to gather the specific data points. The data will be anonymous and collected through an internet-based survey. A power analysis will be done to determine the number of participants needed for the study.
QN Secondary Data Example
As noted above the Pan American Health Organization (PAHO) database for 2020 contains data on glycemic index and the independent variables of age, race, geographic location, income, educational level, visits to primary care provider, and participation in educational programs. This data was collected monthly, so a comparison is possible.
QL Example
The data will include responses from adults diagnosed with diabetes who live in Grenada to the interview questions regarding how they self-managed their diabetes during the COVID-19 pandemic. The interview guide will be created using the Ajzen’s theory of planned behavior. Constructs included will be attitudes, subjective norms, and perceived behavioral control.
Finally, provide information on limitations, challenges, and/or barriers that may need to be addressed when conducting this study. These may include access to participants, access to data, separation of roles (researcher versus employee), instrumentation fees, etc. If you are thinking about collecting data on a sensitive topic or from a vulnerable population, an early consultation with the Institutional Review Board (IRB; [email protected]) during your prospectus process is recommended to gain ethics guidance that you can incorporate into your subsequent proposal drafts and research planning. [Note. Find more information on research ethics and potential “red flag” issues on the .]
QN Primary Data Example
A potential barrier when conducting a survey is recruiting enough participants to reach the power sample needed. Through recruiting via social media, snowball sampling, and local diabetic support and education groups, it is feasible to reach the needed sample size. A challenge in creating a survey is the need to test the survey for validity and reliability. I will attend IRB Office Hours to ask questions about these issues.
QN Secondary Data Example
Some of the limitations of this study include the use of secondary data and participant self-report. Without involvement in the research design and instrument selection, the data collected were not used to answer my specific research questions. Another potential barrier is that the survey was self-report, which could result in biased results.
QL Example
A potential challenge in the study is the ability to recruit participants during the COVID-19 pandemic because potential participants may feel uncomfortable participating in a research study. Another potential challenge is conducting one-on-one interviews under the COVID-19 regulations as stipulated by the Grenadian government, when in-person contact is no possible. A possible limitation of this qualitative study is response bias, as data collected would be based on the participants’ self-reports. Self-assessed behaviors might be biased based for several reasons like social-desirability or misunderstanding of proper behavior measurement.
Rubric Standard | Feasible > Can a systematic method of inquiry be used to address the problem; and does the approach have the potential to address the problem while considering potential risks and burdens placed on research participants?
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Significance
Here you explain how your study addresses the meaningful, discipline-specific issue that you identified and will therefore contribute to your field, discipline, professional practice, etc. contributing to positive social change. Detail how your findings might support professional practice or allow practical application (answer the So what? question).
QN Secondary and Primary Example
This study is significant in that findings from this study will provide vital insights to Grenada and the Caribbean region as to the challenges adults diagnosed with diabetes faced during the lockdown due to COVID-19. The findings will also contribute knowledge to Grenada’s public health organizations, practitioners, responders, and the general public regarding the preparedness and management of the virus. It will also inform policymakers and persons with diabetes with effective ways to manage the condition during a disaster. By filling a gap, public health professionals will be better equipped to address chronic disease disaster management by translating the information into action in the diabetic population.
The research also has the potential to impact positive social change in Grenada. The results can provide key information used for decision making and planning for adults diagnosed with diabetes and will also justify needed attention and resources towards the consideration of diabetes self-care and access to care in disaster planning. This is critical in improving the overall health of the diabetic population, decreasing mortality, and reducing the burden the disease can have on the small economy of Grenada.
QL Example
This study is significant in that findings from this study will provide vital insights to Grenada and the Caribbean region as to the challenges adults diagnosed with diabetes faced during the lockdown due to COVID-19. The findings will also contribute knowledge to Grenada’s public health organizations, practitioners, responders, and the general public regarding the preparedness and management of the virus. By filling a gap, public health professionals will be better equipped to understand chronic disease disaster management by individuals.
The research also has the potential to impact positive social change in Grenada. The results can provide key information used for the creation of larger comprehensive and cultural relevant questionnaires and data collection material. This is critical in improving the overall health of the diabetic population, decreasing mortality, and reducing the burden the disease can have on the small economy of Grenada.
Rubric Standard | Impact > Does this project have potential to affect positive social change?
Rubric Standard | Objective > Is the topic approached in an objective manner?
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My Doctoral Research (MyDR)
If you have not done so already, you should familiarize yourself with the system. The MyDR system was designed to assist you and your committee in navigating your doctoral research journey, from the very beginning through the final approval. The various landing pages in MyDR will track your progress and will serve as a central location for resources to support that progress. There is a process flow tool in which you exchange and store faculty evaluations of and feedback on your work as you progress along that journey.
You will be entered into the MyDR system when both your committee chair and second member nominees are approved by the academic program. At that point, you will be able to access MyDR from the homepage of your doctoral study completion course in Blackboard. The first document that you will submit for approval in MyDR will be your prospectus.
QN Sample Research Design Alignment Table
QL Sample Research Design Alignment Table
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