Identifying Research Methodologies
Is there a difference between “common practice” and “best practice”?When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.To Prepare:Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.Below is the questionAfter reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:The full citation of each peer-reviewed article in APA format.A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.BELOW IS THE RESOURCESRequired ReadingsMelnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.Chapter 2, “Asking Compelling Clinical Questions” (pp. 33-54)Chapter 21, “Generating Evidence Through Quantitative and Qualitative Research” (pp. 607-653)Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26, 91-108. doi:10.1111/j.1471-1842.2009.00848.xHoare, Z., & Hoe, J. (2013). Understanding quantitative research: Part 2. Nursing Standard, 27(18), 48-55. doi:10.7748/ns2013.01.27.18.48.c9488Hoe, J., & Hoare, Z. (2012). Understanding quantitative research: Part 1. Nursing Standard, 27(15), 52-57. doi:10.7748/ns2012.12.27.15.52.c9485Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981Walden University Library. (n.d.-b). Evaluating resources: Primary & secondary sources. Retrieved January 22, 2020, from https://academicguides.waldenu.edu/library/evaluating/sourcesWalden University Library. (n.d.-f). Keyword searching: Finding articles on your topic: Boolean terms. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/booleanWalden University Library. (n.d.-g). Keyword searching: Finding articles on your topic: Introduction to keyword searching. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/searching-basicsWalden University Library. (n.d.-i). Quick Answers: What are filtered and unfiltered resources in nursing? Retrieved September 6, 2019, from https://academicanswers.waldenu.edu/faq/73299..BELOW IS THE REQUIRED MEDIARequired MediaCenters for Research Quality. (2015a, August 13). Overview of qualitative research methods [Video file]. Retrieved from https://youtu.be/IsAUNs-IoSQCenters for Research Quality. (2015b, August 13). Overview of quantitative research methods [Video file]. Retrieved from https://youtu.be/cwU8as9ZNlALaureate Education (Producer). (2018). Review of research: Anatomy of a research study [Mutlimedia file]. Baltimore, MD: Author.Schulich Library McGill. (2017, June 6). Types of reviews [Video file]. Retrieved from https://youtu.be/5Rv9z7Mp4kg.PLEASE MAKE SURE TO USE THE ATTACHED TEMPLATE TO ANSWER THE QUESTION: CORE SKILL: matching the research DESIGN to the research QUESTION, and knowing what each design can and cannot license you to conclude.
THE FUNDAMENTAL DIVIDE: QUANTITATIVE asks “how much / how many / is there a difference / is there an association” and seeks generalizability through measurement. QUALITATIVE asks “what is this like / how do people experience or make sense of this” and seeks depth and meaning. MIXED METHODS combines them (and the graded point is the RATIONALE for combining — sequential explanatory? convergent? — not merely doing both).
QUANTITATIVE DESIGNS, ranked by ability to support causal inference:
— RANDOMIZED CONTROLLED TRIAL: randomization controls for KNOWN AND UNKNOWN confounders, which is the entire reason it sits at the top. Blinding controls for expectation effects. Best for “does this intervention cause this outcome?”
— QUASI-EXPERIMENTAL: intervention but no randomization (pre/post, non-equivalent control group). Common in nursing because randomizing units or patients is often impractical or unethical. Weaker causal claim; vulnerable to selection bias and history effects.
— COHORT (prospective or retrospective): follows exposed and unexposed groups forward to outcome. Can establish TEMPORALITY. Yields RELATIVE RISK.
— CASE-CONTROL: starts with the outcome and looks BACKWARD for exposure. Efficient for RARE outcomes and long latency. Yields an ODDS RATIO (not relative risk — a distinction students get wrong). Vulnerable to RECALL BIAS.
— CROSS-SECTIONAL: a snapshot. Yields PREVALENCE and association. CANNOT ESTABLISH TEMPORALITY — the chicken-and-egg problem — so it cannot support a causal claim, no matter how strong the association.
QUALITATIVE DESIGNS — know which question each answers: PHENOMENOLOGY (the lived experience of a phenomenon); GROUNDED THEORY (generating a theory from data, with constant comparative analysis); ETHNOGRAPHY (culture of a group); CASE STUDY; NARRATIVE INQUIRY. Rigor in qualitative work is NOT called validity/reliability — use Lincoln & Guba’s TRUSTWORTHINESS criteria: CREDIBILITY, TRANSFERABILITY, DEPENDABILITY, CONFIRMABILITY (via member checking, audit trail, reflexivity, triangulation, thick description). Applying quantitative criteria to a qualitative study is a category error and graders notice.
THE COMMON-vs-BEST-PRACTICE FRAME: common practice is what we do because we have always done it (tradition, authority, “that’s how we were taught”); best practice is what the evidence supports. The gap between them is the reason EBP exists, and the research-practice gap is famously measured in years — the often-cited estimate is around 17 years from evidence to bedside. That statistic is the natural hook for this assignment.
FOR THE MATRIX: for each article, extract the design, sample, method, findings, limitations, and LEVEL OF EVIDENCE — then state which design would be BEST SUITED to your clinical question and defend it.
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