Polish graded work

Select one learning outcome from your program of study. Then, select two graded artifacts (i.e., written assignments, projects, papers, discussion posts, or responses) that you feel best demonstrate your mastery of the selected program outcome.

Learning outcome selected: Utilize a comprehensive knowledge base grounded in theoretical models, evidence-based methods, and research in the discipline;

Utilizing the feedback you received on these artifacts from your instructor as well as the things you have learned since submitting this work, revise and expand on these artifacts to create polished and corrected examples that you can add to your portfolio.

Utilize track changes to make additions, corrections, and changes to your work in order for the instructor to review the changes that were made.

Add two additional professional and current resources to support and improve your artifacts.

Graded artifact one:

TOPIC: Research Designs Part I

In your initial post, due on Day 3, choose two different research designs from the list below, analyze how each design works, and summarize the characteristics of the design.  (Note that the first four research designs are purely qualitative in nature and the other three designs can employ either quantitative or qualitative data-collection methodologies.)  Include in your analysis the kind of sample typically used in each design, the methodology typically used to collect data (i.e., interviews, questionnaires, etc.), the type of data typically collected, and the types of phenomena that are typically studied using the research design. Reference at least three different academic sources in describing the two research designs.

· Narrative Design

· Phenomenology

· Case Study

· Grounded Theory Design

· Delphi Technique

· Action Research

· Program Evaluation

RESPONSE:

Research Designs

Narrative design

A narrative design is a collection of writing methods that tell a story. A researcher using a narrative research approach is telling the stories of specific persons by "narrating" their stories (Creswell et al, 2018). This is done by compiling a collection of personal tales and writing them down. The thing being examined, such as a disease or a treatment, is called a narrative.Autoethnography and the life story are two examples of narratives that narrative scholars look at. After determining whether the study issue would benefit from the narrative research design, this strategy may be applied. After determining that a narrative research design is most suited to the issue and questions at hand, the researcher must select who will be the subject of the design in order to collect the right tales. While collecting data, it's a good idea to think about how the data will look and how vital information may be included into the data analysis at the same time (Creswell et al., 2018). Data in this research is mostly collected through asking questions and then recording the answers to develop the narrative. Nursing researchers may use narratives to better understand patients, nurse–patient interactions, and other nursing challenges including personality.

Grounded theory design

A grounded theory design is a collection of processes for creating a theory that systematically describes a process regarding a substantive issue at a wide conceptual level. When you need to create a theory since none is accessible or adequate, you utilize grounded theory (Singh, 2018). It may also be used to investigate a process, activity, or interaction. For the novice researcher, it provides a step-by-step, methodical process. A researcher may remain close to the data at all times throughout the analysis while employing grounded theory. In the late 1960s, sociologists Barney Glaser and Anselm Strauss devised this design at the University of California, San Francisco. This design is used by grounded theorists to investigate a process related to a substantive issue. They sample conceptually by collecting and analyzing data at the same time. Grounded theorists use ongoing comparison techniques and ask questions about their data to look for rising degrees of abstraction in their data. Grounded theorists select a core category or key phenomena that will "process out" into a theory when analyzing evidence for categories (Kang and Jeong, 2018). To create a theory, grounded theorists investigate this process. Grounded theorists create notes to themselves during the grounded theory process.

References

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design (international student edition): Choosing among five approaches. Language, 25(459p), 23cm. https://www.amazon.com/Qualitative-Inquiry-Research-Design-Approaches/dp/1506330207 (Links to an external site.)

Kang, J., & Jeong, Y. J. (2018). Embracing the new vulnerable self: A grounded theory approach on critical care survivors’ post-intensive care syndrome. Intensive and Critical Care Nursing, 49, 44-50. https://www.sciencedirect.com/science/article/pii/S0964339718301435 (Links to an external site.)

Singh, S., & Estefan, A. (2018). Selecting a grounded theory approach for nursing research. Global qualitative nursing research, 5, 2333393618799571. https://journals.sagepub.com/doi/abs/10.1177/2333393618799571

FEEDBACK FOR GRADED ARTIFACT ONE:

Thank you for discussing grounded theory and narrative research. I appreciate your descriptions as both designs tend to be used for very specific purposes, as you point out well. You provide a good example of use for each design. Thank you for helping us understand both better. 

If having to choose between the two, which one do you think could be used for studying you topic?

GRADED ARTIFACT TWO:

TOPIC: Research Designs Part II

In your initial post, analyze the four major types of quantitative research designs listed below, and summarize the characteristics of each. Include in your analysis the kind of sample typically used in implementing each research design, the methodology typically used to collect data (i.e.. interviews, questionnaires, etc.), the type of data typically collected, and the types of phenomena that are typically studied using each research design. Reference at least three different academic sources in describing the research designs.

Descriptive

Correlational

Quasi-experimental

Experimental

Finally, provide an example of how two of the four quantitative research designs could be used to study your research question. For example, if you were interested in studying the impact of a mentoring program for nursing students, you could use a correlational design to measure the relationship between overall satisfaction with the mentoring program rated on a scale of 1 to 10 and several achievement variables, including clinical performance assessment exams, grade point average, and tests scores on qualifying examinations for licensure. Or, you could use an experimental design to randomly assign nursing students to one of two groups: an intervention group that would receive mentoring and a control group that would not be offered mentoring. You would then compare scholastic outcomes of the two groups to try to determine the effect that mentoring might have on a nursing student’s academic performance.

RESPONSE: Research designs Descriptive

Descriptive study aims to describe the current status of a newly found variable. The goal of this study is to employ statistical approaches to provide comprehensive data about a phenomenon. If you're doing research, you're more likely than not to begin with a hypothesis in mind. The hypothesis is tested on the basis of data analysis and synthesis (Siedlecki 2020). In order to acquire reliable data, it is important to choose the appropriate research units and to measure each variable with precision. Example Nursing home physical exercise routines, as well as the regularity with which they are carried out, are described below.

Correlational design

Correlational study makes use of statistical data to determine the degree to which two or more variables are linked. Connections between and among data are examined in this kind of design. These studies identify patterns in the data, but they don't explain why these patterns are there. There is no need for a causal link to be proven in observational research (Ledford et al., 2019). It's all about looking at data, relationships, and distributions of the many variables in more detail. There is no tampering with variables, just observation and identification in a real-world setting.

Quasi-experimental research

Qualitative research aims to uncover relationships between variables and their causes. A few key differences separate true experiments from these types of designs (Maciejewski, 2020). Rather of altering the dependent variable, the researcher just observes the effect the independent variable has on it. Rather of assigning groups arbitrarily, the researcher should employ naturally occurring or pre-existing categories. The researchers examine and analyze groups exposed to the treatment variable to those that were excluded. Researchers must use care when trying to pin down the exact causes of their results and studies' conclusions, since other, as yet unidentified, variables might have an impact. "The Case for $320,00 Kindergarten Teachers" in the New York Times explains how causation must be thoroughly studied before clear correlations can be made between variables.

Experimental

Scientific methods are employed in experimental research, or genuine experimentation, to determine the link between a group of components that make up a study. Some people mistakenly believe that true experiments take place in a laboratory setting, although this is not always true. Every other variable except for one is discovered and controlled in a genuine experiment. Changes are made to an independent variable to examine how it impacts the dependent variables (Van den Bergh, 2018). Random allocation of subjects to experimental treatments rather than identification in naturally occurring groups is used. An example of research is a look at how a new treatment strategy affects women with breast cancer.

References

Ledford, J. R., Barton, E. E., Severini, K. E., & Zimmerman, K. N. (2019). A primer on single-case research designs: Contemporary use and analysis. American Journal on Intellectual and Developmental Disabilities, 124(1), 35-56..https://meridian.allenpress.com/ajidd/article-abstract/124/1/35/1410 (Links to an external site.)

Maciejewski, M. L. (2020). Quasi-experimental design. Biostatistics & Epidemiology, 4(1), 38-47.https://www.tandfonline.com/doi/abs/10.1080/24709360.2018.1477468 (Links to an external site.)

Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist, 34(1), 8-12. https://journals.lww.com/cns-journal/Fulltext/2020/01000/Understanding_Descriptive_Research_Designs_and.4.aspx (Links to an external site.)

Van den Bergh, B., Swings, T., Fauvart, M., & Michiels, J. (2018). Experimental design, population dynamics, and diversity in microbial experimental evolution. Microbiology and Molecular Biology Reviews, 82(3), e00008-18.https://journals.asm.org/doi/abs/10.1128/MMBR.00008-18

FEEDBACK FOR GRADED ARTIFACT TWO:

Great overview of quantitative designs . With the descriptive design, you mention an example but I think forgot to continue it? Do you remember the variables being looked at and how the regularity of exercises was presented? Typical would be frequencies and/or means, just wondering if that was the case for whatever variables were being studied.