Reference no: EM132309221

Assignment

Assessment 1  (1500 words)

Assignment topic

The student is required to select a peer reviewed nursing journal article and appraise the research paper, including the title, abstract, background, the research paradigm and the philosophical principles it followed, methodology, methods used to collect data and sampling,
data analysis process, discussion and literature review. The student is required to identify the strengths and weaknesses of the abovementioned research steps.

Assessment 2 – Two Online Quiz

Outline for Quiz

Make declarations that your work does not involve plagiarism or collusion, and, adheres to the principles of academic honesty Academic Honesty IHM expects all students to act with honesty and integrity in all matters, not only those related to assessment.

The tests will be conducted under strict conditions and must be entirely your own work. Unauthorized collaboration is a form of cheating. It involves working with others with the intention of deceiving your markers about who actually completed the work.

Thus, when accessing the test, students must first review and answer a declaration asking if this is their own work, that it conforms to all expectations of academic honesty, and does not entail any form of cheating. Without an affirmative reply to this declaration, students will not be able to access the individual tests. Any form of suspected academic dishonesty will be reported to the IHM Disciplinary Committee.

Assessment 3 - (2500 words)

Assignment topic

Students will submit a research proposal for a nursing clinical issue in their specialty practice area and apply the research steps learnt from this unit in their proposal presentation.

Required reading

Schneider, Z., Whitehead, D., LoBiondo-Wood, G., & Haber, J. (2016). Nursing and Midwifery Research: Methods and appraisal for evidence-based practice. (5th ed.). Chatswood, NSW: Elsevier. Chapters 18, 19, 20, 21.

Part 1 – Introduction to research

Introduction

This Partaddresses the origins of knowledge in nursing and the relationship of science, theory and research, philosophical underpinnings of research. We will also discuss how research knowledge influences and guides our nursing practice. The introduction will also provide a brief
overview of the research paradigms and the research processes. This introduction will briefly outline similarities and differences between qualitative and quantitative research

Tutorial activities

1. What do you think about Research?

2. How is research relevant to the practice of nursing?

3. What knowledge is generated by research?

4. Discuss the research paradigms with some examples. Locate an article for each of the above paradigms and discuss what argument the author of each article has presented for the choice of paradigm used

Part 2- Theories and Research and the Research Process

Theories and Quantitative Research:

Theories, models and conceptual frameworks.

Theories and Qualitative Research:

Testing, utilising and developing a theory or framework

Quantitative Research Process:

Selecting a topic and narrowing the topic, significance of topic, formulating the research problem, reviewing literature, defining the framework, selecting a research design, developing protocols, identifying the population and sampling plan, specifying methods of measurement of variables, safeguarding human rights, collecting data, analysing data, Interpretation of findings, dissemination of findings.

Qualitative Research Process

Identifying research problem, literature reviews, selecting a research setting and population, role of researcher, safeguarding participants, observations, themes, data saturation, ongoing interpretation and analysis, an emergent theory, dissemination of findings.

Tutorial Activities

1. What is the difference between a theoretical framework and a conceptual framework?

2. Describe quantitative research process

3. Describe qualitative research process

Part 3 A Literature Reviews

Topic Review of the literature

This topic addresses the literature review process.

A literature review is an evaluative report of information found in the literature related to your selected area of study. The review should describe, summarise, evaluate and clarify this literature. It should provide a theoretical base for the research and help you determine the nature of your research. Works which are irrelevant should be discarded and those which are peripheral should be looked at critically.

A literature review is more than the search for information and extends beyond being simply a description of the literature. All literature included in the review must be read, evaluated and analysed. Relationships between the literature must also be identified and articulated in relation to your topic of research.

"In writing the literature review, the purpose is to convey to the reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. The literature review must be defined by a guiding concept (e.g. your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries" (University of Toronto, n.d.) University of Toronto. (n.d.). The literature review: A few tips on conducting it.

Tutorial Activities

1. Why is it important to review the literature before commencing a research project?

2. What are the critical steps in undertaking a critical review of identified literature?

3. How does a literature review facilitate research?

4. What is the difference between a research problem and a question?

Part 3b Research Designs

Topic: Research Designs

This topic will cover the 2 research paradigms

A paradigm is a world view, a general perspective on the complexities of the real world. Paradigms for human inquiry are often characterised in terms of the ways in which they respond to basic philosophical questions. Disciplined inquiry in the field of nursing is conducted mainly within two broad paradigms, both of which have legitimacy for nursing research. This week, we will discuss the two alternative paradigms.

The positivist paradigm reflects the broader cultural phenomenon which emphasises the rational and scientific. The fundamental assumption of positivists is that there is a reality out there and can be studied and known. Quantitative research is most closely aligned with the positivist tradition.

The naturalistic (constructivist) paradigm represents a major alternative system for conducting disciplined research in nursing. Reality is not a fixed entity but rather a construction of the individuals participating in the research. Qualitative research is most often associated with naturalistic inquiry.

Quantitative Research

a. Quantitative Research Designs

i) Experimental

ii) Non-experimental

Part 4- Quantitative Research Methodology

Quantitative Research Methodology

Quantitative research is concerned with measurement and numbers, while qualitative research is concerned with understanding and words. Quantitative methods require the use of standardized measures in order to fit the different perspectives and experiences of people into a limited number of predetermined response categories to which numbers are assigned.

While quantitative research values control, qualitative research values openness and flexibility. The quantitative researcher maintains an objective, detached stance, but the qualitative researcher is considered to be the key instrument involved closely with the data collection and analysis. The data collection tools for a quantitative research are surveys and  experiments. Experiments can provide specific results regarding the cause-and-effect relationship of several independent or interdependent factors related to a particular problem.

The statistical data of quantitative methods obtained from a great many people results in a broad, generalizable set of findings that are succinct and said to be parsimonious. In contrast qualitative methods produce a large amount of detailed information about a smaller number of people that results in rich understanding but reduces generalizability.

Qualitative and quantitative methods involve differing strengths and weaknesses and, therefore, should be seen as alternative but not mutually exclusive strategies for research.

a. Research Samples

b. Methods of Data Collection

c. Validity and reliability

Quantitative Research Tutorial

Tutorial Activities

1. Discuss why a statement of aim or purpose is necessary at the beginning of a project.

2. How do people, literature, professional trends and research priorities help you to decide on a research problem/area.

3. What research instruments are used to obtain and record data?

4. What is the purpose of hypothesis testing in statistical analysis?

5. Describe the different scales and levels of measurement.

6. What is meant by statistical significance?

7. What are the commonly used descriptive statistics?

8. How do statistically significant and non-significant findings differ.

9. Why is it important to search for the meaning behind the findings and the relationships between the findings?

Part 5- Qualitative Research Methodology

This topic addresses qualitative research methodologies

Qualitative research is a process of naturalistic inquiry that seeks in-depth understanding of social phenomena within their natural setting. It focuses on the "why" rather than the "what" of social phenomena and relies on the direct experiences of human beings as meaning-making
agents in their everyday lives. Rather than by logical and statistical procedures, qualitative researchers use multiple systems of inquiry for the study of human phenomena including biography, case study, historical analysis, discourse analysis, ethnography, grounded theory and phenomenology.

Qualitative methods allow the researcher to study selected issues in depth and detail without being constrained by pre-determined categories of analysis. While many qualitative researchers do not believe that the standards used to judge quantitative methods are appropriate for evaluating qualitative research methods, they do believe that the systemic protocol of "good science" should be retained.

In qualitative research the conventional standards of reliability and internal and external validity do not apply. However, there are distinct but related aspects of inquiry on which credibility depends and any credible qualitative study need to be addressed to ensure credibility and rigor of findings.

Tutorial activity

1. Appraise the following qualitative articles:

A qualitative assessment of perceived barriers to effective therapeutic communication among nurses and patients By Vida Maame Kissiwaa Amoah and Reindolf Anokye.

Patient’s Decision to Disclose the Use of Traditional and Complementary Medicine to Medical Doctor: A Descriptive Phenomenology Study By Johny Anak Kelak and Whye Lian Cheah.

2. What are the main philosophical features of critical methodologies?

3. How do the four qualitative interpretive methodologies differ in terms of their methodologies?

Part 6 – Introduction to quantitative data and analysis

This topic introduces quantitative data analysis.

In quantitative data analysis, the researcher is expected to turn raw numbers into meaningful data through the application of rational and critical thinking. It is a systematic approach to investigations during which numerical data is collected and/or the researcher transforms what is collected or observed into numerical data. It often describes a situation or event, answering the 'what' and 'how many' questions you may have about something. This is research which involves measuring or counting attributes (i.e. quantities).

After data collection, another step is the data analysis process. The analysis of statistical data requires systematic tools and processes to be conducted. Many analytical tools exist such as independent sample t-tests, correlated t-tests, variance calculations, and regression analysis that can be used to derive results from the data.

Tutorial Activities

Appraise the following articles

Cancer Impact, Complementary/Alternative Medicine Beliefs, and Quality of Life in Cancer Patients By Ya-hui Kuo, RN, MS,Shiow-Luan Tsay.

Cognitive Behavioral Therapy for Depression and Anxiety in an Interdisciplinary Rehabilitation Program for Chronic Pain: a Randomized Controlled Trial with a 3-Year Follow-up By Magnús Ólason & Rúnar H. Andrason.

Personality in multiple sclerosis (MS): impact on health, psychological well-being, coping, and overall quality of life By L. B. Strober.

Required reading

Schneider, Z., Whitehead, D., LoBiondo-Wood, G., & Haber, J. (2016). Nursing and Midwifery Research: Methods and appraisal for evidence-based practice. (5th ed.). Chatswood, NSW: Elsevier. Chapter 13.

Part 7 – Introduction to qualitative data and analysis

This topic deals with qualitative data management Qualitative data are forms of information gathered in a nonnumeric form. Common examples of such data are: interview transcripts, field notes (notes taken in the field being studied), video, audio recordings, images, and documents (reports, meeting minutes, e-mails).

This data usually involves people and their activities, signs, symbols, artefacts and other objects that have meaning. The most common forms of qualitative data are what people have said or done.

Qualitative Data Analysis (QDA) is the range of processes and procedures whereby we move from the qualitative data that have been collected into some form of explanation, understanding or interpretation of the people and situations we are investigating. QDA is usually
based on an interpretative philosophy.

The idea is to examine the meaningful and symbolic content of qualitative data. The process of QDA usually involves two things, writing and the identification of themes. Writing of some kind is found in almost all forms of QDA.

Tutorial activity

Appraise the following qualitative articles: Life memories and the ability to act: the meaning of autonomy and participation for older people when living with chronic illness By Maria Hedman, Ulrika Poder and Annika Nilsson.

1. Discuss how qualitative interpretive and critical approaches differ in their research intentions?

2. Why does qualitative analysis usually precede interpretation?

3. Why is qualitative interpretation connected to assumptions about truth?

4. Given that words are the main form of qualitative data, how are they best collected and stored?

Reading

Schneider, Z., Whitehead, D., LoBiondo-Wood, G., & Haber, J. (2016). Research in Nursing, Midwifery and Allied Health Evidence for best practice. (5th ed.). Chatswood, NSW: Elsevier. Chapter 8.

Part 8- Mixed Method Research design and Ethical and cultural considerations in research

Introduction

A mixed method research design involves having both a quantitative design and qualitative design. Mixed methods design is the best approach if the study requires both quantitative and qualitative designs to address the problem statement.

Mixed design studies take significantly more time, more resources, and require the researcher to develop expertise in qualitative analysis techniques and quantitative analysis techniques. Qualitative studies can use numbers, counts and even descriptive statistics. Using numbers does not mean the study has to be quantitative or mixed methods.

Ethics and Cultural Considerations: This Partalso includes confidentiality, privacy of subjects, consent to participate in research.

Tutorial Activity

1. Appraise the following article: A CBT-based anxiety management workshop in first-episode psychosis By Alison Welfare-Wilson and Amy Jones.

2. How is the ethical appropriateness of a research proposal determined?

3. What is the importance of informed consent in human research projects?

4. Read the following publication from the Australian Government regarding ethical guideline for research involving Aboriginal and Torres Strait Islander Peoples and come prepared to discuss in this week’s tutorial.

5. How might mixed methods questions differ from qualitative and quantitative research questions?

Unit Aims

This unit aims to provide students with research knowledge and skills required to conduct research projects appropriate to their current professional practice. It will further enhance students’ knowledge and skills in nursing research paradigms and identify the significance of research findings to nursing practice.

The topics that will be included are: review of research methodologies; ethical considerations; examination and analysis of the research process; sampling techniques in qualitative and quantitative methodologies; analysis of research data; interpreting and critiquing reports; and developing a research proposal.

Unit Learning Outcomes

After satisfactorily completing this unit students will have developed the ability to:

• Identify the importance of research in nursing (8, 9);

• Develop a familiarity with research terminology (8, 9);

• Discuss the two major research paradigms – quantitative and qualitative;

• Critically appraise journal articles using an appropriate appraisal tool (8, 9);

• Interpret and critique research reports with a clinical focus (8, 9);

• Examine and analyse research design and sampling techniques relevant to qualitative and quantitative methodologies (8, 9); and

• Apply the research process to a relevant nursing problem (8, 9);

• Explore legal and ethical considerations in research (8, 9);

These numbers refer to the Expected Learning Outcomes for the course, listed in section 3.3.2 of the course curriculum

Overview of content

Section One:

• Introduction to research

a. Origins of knowledge in nursing and the relationship of science, theory and research

b. Philosophical underpinnings of the research paradigms

• Overview of research paradigms

a. Introduction to the differences and similarities between qualitative and quantitative approaches

• Frameworks for research and developing the research question/identifying the research problem

a. Research problem/purpose/question/hypothesis

b. Conceptual/theoretical frameworks

Section Two:

The Research Process

• Review of the literature

• Methods of data collection

Observation, interviews, questionnaires and biophysiological assessment methods

Section Three:

Data Analysis

• Introduction to qualitative data and analysis

• Introduction to quantitative data and analysis

• Application of research to nursing practice

Section Four:

Ethical and cultural considerations in research

• Social justice and equity principles

• Protecting the rights of individuals and groups

The Research Process

• Review of the literature

• Methods of data collection

Observation, interviews, questionnaires and biophysiological assessment methods