Discussion: Formulating a Qualitative Research Study ORDER NOW FOR ORIGINAL PAPER
NURS 8200 Week 9: Methods of Qualitative Research
NURS 8200 Week 9 Discussion: Formulating a Qualitative Research Study
Discussion: Formulating a Qualitative Research Study
The process of formulating a qualitative research study is very similar to that of a quantitative research study. A qualitative research study, like its quantitative counterpart, begins with a broad topic of interest, which is then narrowed down to a specific research question or set of questions about which the researcher would like to gather data. As with all research, it is important for the researcher to identify an appropriate methodology to provide a focus for the procedures of gathering data in a qualitative study.
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To prepare for Discussion: Formulating a Qualitative Research Study:
- Using the Learning Resources as a guide, determine a qualitative research topic that is of interest to you and applies to a clinical practice area.
- With your selected topic, formulate at least one research question that could serve as the basis for a qualitative research study.
- Consider which of the following qualitative research methods would best address your selected research question: phenomenology, ethnography, or grounded theory. Why is that method appropriate?
- Anticipate any issues (related to ethics, credibility, management, funding, etc.) you might encounter if you were to engage in this research project, and consider how you would handle them.
- Ask yourself: What other qualitative methods could be used to address my selected qualitative research topic? What are the strengths and weaknesses of these methods?
By Day 3 of Discussion: Formulating a Qualitative Research Study
Post a cohesive response that addresses the following:
- Summarize your selected qualitative research topic and research question(s) and identify your selected methodology for gathering data about the question(s). Explain why you chose that particular methodology and how it would be useful to the qualitative research topic you selected.
- Identify and elaborate on the challenges (related to ethics, credibility, management, funding, etc.) you might encounter if you were to engage in this research project.
- Describe the strengths and weaknesses of your selected research method (phenomenology, ethnography, and grounded theory) in terms of the research project you selected.
- Discuss at least one other qualitative method that could be used to research your selected topic.
Read a selection of your colleagues’ postings.
By Day 6
Respond to at least two of your colleagues 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 Small Group Discussion based on the course requirements.
Your Discussion: Formulating a Qualitative Research Study 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).
SAMPLE RESPONSE TO A DISCUSSION POST
This is a very important subject to review and to research. Novice educators face many challenges and barriers to transitioning and will benefit from your findings. Even though todays nurse educators have many new technological aids, models and frameworks, challenges still ensue. Hezaveh, Rafii, & Seyedfatemi (2013), conducted a study to investigate the experiences of the unpreparedness of novice nurses. The authors found that three themes emerged; “functional disability”, “communicative problems”, and “managerial challenges”, which denoted the novice nurse educator’s failure to impart the knowledge they gained to their students effectively. Do you support or disprove this position? Thank you for a very interesting post.
References
Hezaveh, M. S., Rafii, F., & Seyedfatemi, N. (2013). Novice nurses’ experiences of unpreparedness at the beginning of the work. Global journal of health science, 6(1), 215-22. doi:10.5539/gjhs. v6n1p215
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8200_ Week9_Discussion_Rubric
| 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. |
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| Total Points: 4 | |||||
Name: NURS_8200_ Week9_Discussion_Rubric
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