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Villelixe Soto
Nursing Research
To draw conclusions about a study population, the researcher uses samples that they assume truly represent the population. The confidence interval (CI) is among the most reliable indicators of the soundness of their assumption. A CI is the range of values within which the population value being studied is believed to fall. CIs are reported in the results section of published research and are often calculated either for mean or proportion data (calculation details are beyond the scope of this article) (Patino & Ferreira, 2015). A 95% CI, which is the most common level used (others are 90% and 99%), means that if researchers were to sample numerous times from the same population and calculate a range of estimates for these samples, 95% of the intervals within the lower and upper limits of this range will include the population value.
Assessing the reliability of study findings requires researchers and health professionals to make judgements about the ‘soundness’ of the research in relation to the application and appropriateness of the methods undertaken and the integrity of the final conclusions. Qualitative research is frequently criticized for lacking scientific rigor with poor justification of the methods adopted, lack of transparency in the analytical procedures and the findings being merely a collection of personal opinions subject to researcher bias. For the novice researcher, demonstrating rigor when undertaking qualitative research is challenging because there is no of accepted consensus about the standards by which such research should be judged.
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Amniellys
Nursing Research
Reliability and validity can be measured with an instrument and quantified through statistical analysis. In qualitative research one must rely on the trustworthiness of the information collected. Trustworthy information is credible and authentic. Reliability strengthens or weakens the evidence found in the research. Validity and applicability also add to the evidence elements. These three elements are necessary in criticizing the evidence (Melnyk, 2015). The reliability compared in quantitative and qualitative research will be examined.
Quantitative research reliability is defined by effect size and estimation of precision effect (Melnyk, 2015). This means if another person recreated the study research the same outcome would occur. The reliability is evaluated by answering if the results in the study were statistical significant, if there was clinical significance, and if safety was described (Melnyk, 2015). An example of reliability was if the adverse events were described even though the researcher was not expecting them. The difference in qualitative research is trustworthiness. One element of trustworthiness is dependability. The other three elements are credibility, transferability, and confirmability (Melnyk, 2015).
Gioconda
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Validity and Trustworthiness of Qualitative Research
Validity of any research findings refers to the practical applicability and robustness of examining the phenomenon of concern. The source of doubt for any study is the proper use of data and the possible emergence of errors in measurement (Noble & Smith, 2015). Chosen methods, resources, and the design of a study can affect the severity of mistakes and their impact throughout the process of investigation of a health issue. Perceived challenges that I expect to find with validity when performing qualitative research covering childhood obesity include lacking scientific rigor, poor justification of adopted methods, lack of transparency in the analytical procedure, researcher bias, and the lack of accepted consensus about the standards by which qualitative research on childhood obesity can be judged.
Perceived challenges that I expect to find with trustworthiness when conducting qualitative research covering childhood obesity are the articulation of solutions using various methods and techniques, the trustworthiness of method of information collection, sampling strategy, the selection of a suitable unit of analysis, description of concepts and the way they are operationalized in the clinical practice (it may hinder a complete analysis ), lack self-criticism and appropriate analysis skills (Elo et al., 2014).
Reliability can be achieved through adopting established research methods, including random sampling, iterative questioning, frequent patient debriefing, and ensuring the methodological soundness of work and clients’ reliance on findings (Tappen, 2015). Reliability tests for qualitative research on childhood obesity can be established through such techniques as inclusive of deviant cases, utilization of tables to record data, constant testing, and data comparison, use of comprehensive data, and the implementation of refutational analysis. These techniques allow subject-matter experts, including researchers and scholars, to support the data presentation process of research, data sourcing, and validation and support reliability in context and form when conducting qualitative research covering childhood obesity.
References
Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014).
Qualitative content analysis: A focus on trustworthiness. SAGE Open, 4(1),
2158244014522633. https://doi.org/10.1177/2158244014522633
Noble, H., & Smith, J. (2015). Issues of validity and reliability in qualitative research.
Evidence-Based Nursing, 18(2), 34-35.
https://ebn.bmj.com/content/ebnurs/18/2/34.full.pdf
Luanda
The validity and trustworthiness of a qualitative research is faced with diverse perceived challenges such as reactivity and bias that emanate from the respondent and the researcher. In a bid to ensure that specific measures gauge what they are supposed to measure, there are specific challenges that may arise since the data is based on the people’s opinion, which sometimes can be faced by usual human traits such as bias (Tappen, 2015). The researcher bias is one among the common challenges whereby this can happen if the researcher fails to be thorough, honest, and careful. For example, this can involve how the researcher frames the interview questions to avoid skewing respondents to provide specific responses instead of allowing for their independence. To overcome this, the research should ensure that he/she establishes a “power relationship” with the respondents in an interview (Sullivan, 2011). He/she should establish a rapport between the respondents and the interviewer in the manner of the wordings that are used to frame the questions. To avoid the trustworthiness and validity issues, the researcher has to work on respondent bias, reactivity, and researcher bias influences. In this regard, the researcher should avoid giving any negative influence in the research process from the perspective of how he/she interacts with the interviewees. An assumption of the design should not be made to ensure that the interviewees provide specific responses since this is an open-ended interview process (Shenton, 2004). The sampling strategy should be done randomly to ensure that the researcher does not influence specific outcome. His/her influence on the studied sample should be alleviated. On the part of the respondents, they need to provide honest. They should avoid providing responses that please the researcher, but instead focus on the independent knowledge and thought for an issue. To achieve this, participant education should be done and ensure that respondents are free to provide their independent opinions without fearing because of threats that may be associated with the research.
References
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75.
Sullivan, G. M. (2011). A primer on the validity of assessment instruments. Journal of graduate medical education, 3(2), 119.
Tappen, R. M. (2015). Advanced nursing research: From theory to practice (2nd ed. Jones & Bartlett Publishers.
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Aymee
Validity regards the accuracy and truthfulness of findings in scientific research. In qualitative research, validity is measured in terms of credibility, transferability, dependability, and confirmability, while truthfulness represents the undistorted knowledge (Tappen, 2016). One of the perceived expected challenges with validity and trustworthiness is errors attached to measuring the data. Such errors may arise due to selection bias (Hayashi et al., 2019). The selection criteria or data frames in this research include nurses in active roles. The nurses should have practiced for three years, and they ought to be involved in a highly effective pediatric urology unit. However, this selection criteria may limit the accuracy of the data with regard to the phenomenon being researched. For instance, there might be a nurse with about two years of experience who have experienced significant compassion fatigue. Thus, the data collected in this case may not be accurate, thus jeopardizing the validity of the research. History is also a threat to the validity and truthfulness of the study. History regards unrelated events that affect the results of the study (Hayashi et al., 2019). For instance, history may arise when the nurses are informed that there may be layoffs due to economic reasons. If such data is conveyed just before or between the interviews, there is a high likelihood that it might cause stress and unrest, affecting a participant's performance.
To ensure the research is reliable, I would recognize sample biases and constantly reflect on methodologies to ensure that data collection and analysis are sufficiently deep and relevant. Apart from that, I would account for personal biases that may influence the outcome of the research. Further, to ensure that multiple views are reflected, there is a need to would a comparison case/look for similarities and contrasts between accounts (Cypress, 2017). Apart from that, to back up my conclusions, I would give thorough verbatim descriptions of participant testimonies. Finally, engaging other researchers to help supervise the data collection process and data management and analysis would be instrumental in ensuring reliability of this research.
References
Cypress, B. S. (2017). Rigor or reliability and validity in qualitative research. Dimensions of Critical Care Nursing, 36(4), 253–263.
Hayashi, P., Abib, G., & Hoppen, N. (2019). Validity in qualitative research: A processual approach. The Qualitative Report.
Tappen, R. M. (2016). Advanced nursing research: From theory to practice (2nd ed.). Jones & Bartlett Learning.
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Ana
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What are the perceived challenges do you expect to find with validity and trustworthiness in qualitative research?
Validity is the accuracy of the measurement. If the method is adequate, then the results will be accurate. It is divided on internal and external validity. Internal validity is when none external factor affects the results. External validity is the relationship between the conditions on the study and the outside of the study itself. Challengers on internal validity are: confounding factors (unexpected events), subjects of studies boring or tired, reaction to testing during time (second test result can differ from first), changes on the instrument’s collaboration, statical regression, comparison groups selected without randomization, and individuum leaves experiment. Among external validity the main issues are on reactive/ interactive effects of testing, wrong selection of participants (Noble, 2015). To improve trustworthiness is important to explain how the analysis will be done, the measures to use, and the assumptions made previously. All methods used must be plenty exposed and documented (ResearchArticles.com, 2020).
What steps will you implement to ensure that your research is reliable?
The research is reliable when is relevant, verifiable, and unbiased. Is relevant when the topic is up to date, and the type of research is corrected chosen to investigate the phenomena. A current, up to date information should be used in every moment. All sources must be verifiable in order to be true and accurate. And, of course all investigators must be capable to release the biases just to be real at the time of analysis and draw conclusions. On the other hand, a few steps can be taken into account: minimized the reactivity, motivation to participants, not too long time between test, avoid dropout rates, among other issues (Study.Com | Take Online Courses. Earn College Credit. Research Schools, Degrees & Careers, 2020)
References
Noble, H. (2015, April 1). Issues of validity and reliability in qualitative research. Evidence-Based Nursing. https://ebn.bmj.com/content/18/2/34
ResearchArticles.com. (2020, September 23). How to Achieve Trustworthiness in Qualitative Research. Helping Research Writing for Student & Professional Researchers. http://researcharticles.com/index.php/how-to-achieve-trustworthiness-in-qualitative-research/#:%7E:text=%20How%20to%20Achieve%20Trustworthiness%20in%20Qualitative%20Research,debriefing%20is%20very%20helpful%20in%20achieving. . .%20More%20
Study.com | Take Online Courses. Earn College Credit. Research Schools, Degrees & Careers. (2020). Study.Com. https://study.com/academy/lesson/reliable-research-how-to-determine-if-a-source-is-credible-accurate.html
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