Write an explanation of two criteria for evaluating the quality of qualitative research designs.

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Typically, when speaking of validity, qualitative researchers are referring to research that is credible and trustworthy, i.e., the extent to which one can have confidence in the study’s findings (Lincoln & Guba, 1985). Generalizability, a marker of reliability, is typically not a main purpose of qualitative research because the researcher rarely selects a random sample with a goal to generalize to a population or to other settings and groups. Rather, a qualitative researcher’s goal is often to understand a unique event or a purposively selected group of individuals. Therefore, when speaking of reliability, qualitative researchers are typically referring to research that is consistent or dependable (Lincoln & Guba, 1985), i.e., the extent to which the findings of the study are consistent with the data that was collected.

References

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.

For this Discussion, you will explain criteria for evaluating the quality of qualitative research and consider the connection of such criteria to philosophical orientations. You will also consider the ethical implications of designing qualitative research.

With these thoughts in mind:

Write an explanation of two criteria for evaluating the quality of qualitative research designs. Next, explain how these criteria are tied to epistemological and ontological assumptions underlying philosophical orientations and the standards of your discipline (Healthcare Science). Then, identify a potential ethical issue in qualitative research and explain how it might influence design decisions. Finally, explain what it means for a research topic to be amenable to scientific study using a qualitative approach.

Explain in 1-2 pages. Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

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Trustworthiness (Lincoln & Guba, 1985)

Trustworthiness is 1. The extent to which one can have confidence in the study’s findings 2. Parallel of reliability, validity, and objectivity in traditional “quantitative”

research Trustworthiness Criteria Credibility

Findings and interpretations are plausible to the “researched” (the participants) Do findings accurately reflect reality as seen by participants?

Transferability

Applicability of findings based on comparability of contexts Are conditions similar enough to make findings applicable?

Dependability

Account for factors of instability and change within the natural context Document naturally occurring phenomena (stability and change)

Confirmability

Capacity to authenticate the internal coherence of data, findings, interpretations, and recommendations Document “researcher as instrument” and potential sources of bias

 

 

 

Research Theory, Design, and Methods Walden University

© 2016 Laureate Education, Inc. Page 2 of 3

Insuring Trustworthiness Action Description Insures Prolonged engagement

Investing sufficient time to learn the culture, build trust with stakeholders, understand the scope of target phenomena, and test for misinformation/misinterpretation due to distortion by the researcher or informant

Credibility (internal validity)

Persistent observation

Continuing data collection process to permit identification and assessment of salient factors, and investigation in sufficient detail to separate relevant (typical) from irrelevant (atypical)

Credibility (internal validity)

Triangulation

Data collection and analysis interpretation based on multiple sources, methods, investigators, and theories

Credibility (internal validity)

Peer debriefing

Engage in analytic discussions with neutral peer (e.g., colleague not involved in the project)

Credibility (internal validity)

Member checks

Test veracity of the data, analytic categories (e.g., codes), interpretations, and conclusions with stakeholders to ensure accurate representation of emic perspectives

Credibility (internal validity)

Thick description

Describe procedures, context, and participants in sufficient detail to permit judgment by others of the similarity to potential application sites; specify minimum elements necessary to “recreate” findings

Transferability (external validity)

Audit trail

Records that include raw data; documentation of process and products of data reduction, analysis, and synthesis; methodological process notes; reflexive notes; and instrument development/piloting techniques

Dependability Confirmability (reliability and objectivity)

Negative case analysis

Investigate “disconfirming” instance or outlier; continue investigation until all known cases are accounted for so that data reflects range of variation (vs. normative portrayal)

Credibility (internal validity)

 

 

Research Theory, Design, and Methods Walden University

© 2016 Laureate Education, Inc. Page 3 of 3

Action Description Insures Reflexive journal

Researcher’s personal notes; documentation of researcher’s thinking throughout the research process

Credibility (internal validity) Transferability (external validity) Dependability Confirmability (reliability and objectivity)

Referential adequacy

Archiving of a portion of the raw data for subsequent analysis and interpretation, for verification of initial findings and conclusions

Credibility (internal validity)

 

References Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA:

Sage.

 

 

  • Trustworthiness
    • Trustworthiness is
    • Trustworthiness Criteria
    • Insuring Trustworthiness
      • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.

Discussion: Building A Health History

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Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.

For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.

Photo Credit: Getty Images/Caiaimage

To prepare:

With the information presented in Chapter 1 of Ball et al. in mind, consider the following:

  • By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
  1. Case study : 16-year-old white pregnant female living in an inner-city neighborhood
  • How would your communication and interview techniques for building a health history differ with each patient?
  • How might you target your questions for building a health history based on the patient’s social determinants of health?
  • What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
  • Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
  • Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
  • Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient. at least four references

How does the theory of expanding consciousness apply to our healthcare society today?

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How does the theory of expanding consciousness apply to our healthcare society today? Our nursing population to provide care to a diverse population of patients. Please choose either Madeleine Leininger’s or Jean Watson’s theory and explain how their theory would apply closely to the patient population or working environment that you currently serve or work with.

APA Style 6th Edition

Turnitin Assignment

250-300 words

Nursing

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Week 4: Analyzing Forms of Nursing Inquiry Presentation Part 1

 

The purpose of this assignment is to analyze the differences and similarities between the three forms of nursing inquiry: quality improvement (QI), research, and evidence-based practice (EBP). This assignment will allow for a discovery into the aim, methods and outcomes associated with each type of inquiry, including how these forms of inquiry are distinct yet similar in addressing a nursing practice problem. Peer review is integral to the evaluation process of academic work.  Formulation of a PowerPoint presentation which is inclusive of comprehensive speaker notes that supports professional formation, communication, and dissemination skills relevant to the DNP practice scholar.

This assignment has three components:

first, three selected forms of nursing inquiry (QI, research, and EBP) are compared and contrasted in a PowerPoint presentation to address a nursing practice problem;

second, a peer review of the PowerPoint presentation is conducted;

and, third, feedback from the peer review is incorporated into a professional PowerPoint presentation where comprehensive speaker notes are added.  This will reflect student understanding and presentation of the communication of the information on the professional slides.

Preparing the Assignment

Follow these guidelines when completing each component of this assignment. Contact your course faculty if you have questions.

Complete sections 1-4 (a-f) for the first component of the assignment: The PowerPoint presentation.

Choose one of the selected nursing practice problems provided below and read the three associated articles:

Nursing Practice Problems Articles
Breastfeeding Breastfeeding Article 1 (Links to an external site.)

Breastfeeding Article 2 (Links to an external site.)

Breastfeeding Article 3 (Links to an external site.)
Diabetes Diabetes Article 1 (Links to an external site.)

Diabetes Article 2 (Links to an external site.)

Diabetes Article 3 (Links to an external site.)
Anticoagulation with Heparin Heparin Article 1 (Links to an external site.)

Heparin Article 2 (Links to an external site.)

Heparin Article 3 (Links to an external site.)
Substance Abuse Substance Abuse Article 1 (Links to an external site.)

Substance Abuse Article 2 (Links to an external site.)

Substance Abuse Article 3 (Links to an external site.)

Read the selected evidence representing the three forms of nursing inquiry (QI, research, and EBP) that address the chosen nursing practice problem. Analyze the aim, methods used, and outcomes sought for each type of inquiry. Determine how teamwork and critical thinking processes were implemented.

Create a PowerPoint presentation using Microsoft PowerPoint.

Include the following sections addressing the three forms of nursing inquiry (detailed criteria listed below and in the Grading Rubric).

Introduction (1-2 slides)

Describes purpose of the presentation

Identifies selected nursing problem

Includes significance and scope of the practice problem (including citation)

Differentiation of the three forms of nursing inquiry (2-4 slides)

Compares and contrasts QI, research, and EBP as forms of nursing inquiry

Discusses the impact of each form of inquiry on nursing practice

Describes how the DNP practice scholar applies each form of inquiry

Analyses of the evidence representing the three forms of nursing inquiry (5-7 slides)

Identifies selected evidence representing the three forms of nursing inquiry (including citations)

Compares and contrasts the aims of the selected evidence in addressing the practice problem

Compares and contrasts the methods used in the selected evidence

Examines impact of teamwork, when used, in the selected evidence

Compares outcomes in the selected evidence

Conclusion (2-3 slides)

Includes an evaluation of the impact of the three forms of evidence on the selected nursing practice problem /

Includes a summative statement of the impact of the forms of inquiry on nursing

Includes a summative statement of the impact of the forms of inquiry on the role of the DNP practice scholar

References (1-2 slides)

Includes all references cited in presentation

Uses appropriate APA format (6th ed.) and is free of errors

PowerPoint Requirements

Includes 10-18 PowerPoint slides

Maintains the 6×6 rule for a professional PowerPoint presentation: no more than 6 lines per slide, 6 words per line

Grammar and mechanics are free of errors