Research for Evidence Based Practice

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DISCUSSION RESPONSE : USING QUALITATIVE AND QUANTITATIVE METHODS TO INFORM EVIDENCE-BASED PRACTICE

Read a selection of your colleagues’ responses and  respond to  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.

· Suggest an alternative perspective 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.

Collapse Subdiscussion Penny Pope

PEER # 1

Penny Pope

YesterdayFeb 5 at 12:01pm

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MAIN POST – Week 11 Discussion - Using Qualitative and Quantitative Methods to Inform Evidence Based Practice

An Issue or Problem in Healthcare That May Benefit From a Mixed Methods Approach.

Based on my reflection, chronic pain management is a complex healthcare issue that can benefit significantly from a mixed methods approach (Hylands-White et al., 2017). Both qualitative and quantitative methods offer unique insights into different "aspects of chronic pain," and combining them can give a more comprehensive understanding of the challenges associated with diagnosis, treatment, and the use of pain medications (Yong et al., 2022).

Qualitative Methods

"Qualitative research methods, such as interviews, focus groups, and observations, can help explore the subjective experiences of individuals living with chronic pain" (Hennink et al., 2020). They can uncover the emotional and psychological aspects of pain, its impact on daily life, and patients' perspectives on various treatment modalities. For example, qualitative data might reveal the fear of addiction as a barrier to seeking appropriate pain management or shed light on alternative therapies that patients find effective but are not commonly integrated into mainstream healthcare (Byrd, 2020).

Quantitative Methods

"Quantitative research, on the other hand, can provide numerical data on the prevalence of chronic pain, the effectiveness of different treatment approaches, and measurable outcomes" (Bruce et al., 2018). Surveys and standardized assessments can quantify pain intensity, functional limitations, and the frequency of medication use. For instance, quantitative data may highlight trends in opioid prescription rates, helping identify areas where overprescribing or under prescribing might be occurring.

Mixed Methods Approach

"A mixed methods approach integrates both qualitative and quantitative data collection and analysis" (Plano, 2017). By combining these approaches, researchers can leverage the strengths of each method and compensate for their respective weaknesses (McKim, 2017). In the context of chronic pain, a mixed methods study might involve collecting quantitative data on the prevalence of chronic pain and patterns of medication use while also conducting qualitative interviews to explore the personal experiences and perceptions of individuals with chronic pain.

Supporting Evidence-Based Practice

A mixed methods approach supports evidence-based practice by providing a more holistic view of the research question. It allows researchers to triangulate findings, corroborating qualitative insights with quantitative data and vice versa. In chronic pain management, this could mean using qualitative data to understand patient preferences and concerns and quantitative data to assess the effectiveness of various interventions.

Systematic Reviews

In systematic reviews, a combination of qualitative and quantitative studies is often included to provide a comprehensive overview of the existing evidence. Qualitative studies may contribute to understanding the lived experiences of patients, while quantitative studies provide statistical summaries of treatment outcomes. By including both types of studies, systematic reviews aim to offer a  robust and comprehensive synthesis of the available evidence, boosting the overall standard and applicability of the findings.

In conclusion, a mixed methods approach is particularly valuable in addressing the multifaceted nature of chronic pain in healthcare. Through "the integration of qualitative and quantitative methodologies," scholars can acquire a more comprehensive comprehension of the obstacles linked to persistent pain and formulate evidence-based interventions that consider the quantitative measurements and qualitative subtleties of the patient encounter.

References

Bruce, N., Pope, D., & Stanistreet, D. (2018). Quantitative methods for health research: a practical interactive guide to epidemiology and statistics. John Wiley & Sons.

Byrd, R. (2020). Qualitative research methods. Virtual Class, Memphis. Recuperado em, 17.

Hennink, M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. Sage.

Hylands-White, N., Duarte, R. V., & Raphael, J. H. (2017). An overview of treatment approaches for chronic pain management. Rheumatology international, 37, 29-42.

McKim, C. A. (2017). The value of mixed methods research: A mixed methods study. Journal of mixed methods research, 11(2), 202-222.

Plano Clark, V. L. (2017). Mixed methods research. The Journal of Positive Psychology, 12(3), 305-306.

Yong, R. J., Mullins, P. M., & Bhattacharyya, N. (2022). Prevalence of chronic pain among adults in the United States. Pain, 163(2), e328-e332

PEER # 2

Kendra Kendrick

YesterdayFeb 5 at 4:39pm

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Week 11–Main Post

Mixed Methods and Research Reviews

Introduction

When I think of research, I see it as a deliberate exploration of the unknown, leading to the discovery of new knowledge. It's like embarking on a journey, equipped with curiosity and a magnifying glass, peering into the intricate details of the world, healthcare, processes, or situations., Researchers are like detectives, sifting through data, literature, processes, procedures, problems, and experiments to find elusive answers, unravel mysteries, and push the boundaries of human understanding. According to Gray and Grove 2020, pursuing knowledge is an intricate and exciting process that takes questions and transforms them into insights and hypotheses into discoveries. The pursuit of knowledge characterizes the serene sounds of laboratories, the gentle rustling of pages in books and journals, and the luminous glow of computer screens that burn late into the night. Research is the driving force behind progress, whether it is revealing the mysteries of the universe, deciphering procedures, or delving into the intricate workings of cells. It is the persistent effort to uncover new knowledge, forge alternative paths, and foster new opportunities.

Research weaves together facts, theories, and breakthroughs in the vast network of human knowledge. It acts as a catalyst for innovation and guides us towards new horizons.

Significance of Evidence-Based Practice

Evidence-based practice (EBP) is essential in nursing for various exciting reasons. The following are some reasons it is crucial:

1. Nurses can make informed decisions based on the latest research and evidence by using Evidence-Based Practice (EBP). This helps in ensuring patient safety and quality care. When nurses rely on current research evidence, they can provide safe, effective, high-quality patient care while minimizing medical errors and improving patient outcomes.

2. EBP empowers healthcare professionals to make informed decisions based on the latest research findings rather than relying on traditional methods, advice from colleagues, or personal beliefs.

3. Implementing evidence-based practices helps standardize care procedures, leading to better patient outcomes and reduced variations in care.

4. By adhering to evidence-based practice (EBP), nurses can enhance the credibility of the nursing profession and contribute to the growth of nursing science. EBP shows a commitment to staying current and continuously improving patient care.

EBP combines research, clinical expertise, and patient preferences in nursing to enhance care delivery and improve health outcomes.

Reflection of Quantitative and Qualitative Research

A future Doctor of Nursing Practice (DNP) must understand quantitative and qualitative research methods for evidence-based practice in nursing.

Quantitative research involves using numerical data to measure and quantify phenomena. It focuses on the purpose of objective and measurable variables. Three primary methods are used in research: experimental studies, observational studies, and surveys and questionnaires. Experimental studies involve controlled interventions to assess cause-and-effect relationships, while observational studies analyze existing data without intervention. Surveys and questionnaires enable researchers to collect data from a large sample, which they can generalize to make findings. These methods contribute to Evidence-Based Practice (EBP) by providing statistical evidence for clinical decision-making, helping evaluate the effectiveness of interventions, and supporting the development of clinical guidelines and protocols.

Qualitative research explores human experiences, behaviors, and social contexts. Methods include interviews, focus groups, observations, and content analysis. By providing rich context and understanding, it complements quantitative research. It identifies patient preferences, cultural factors, and barriers to care. It generates hypotheses for further investigation and helps develop patient-centered interventions.

Integration of both methods: Triangulation combines quantitative and qualitative data to enhance validity, while mixed-methods research uses both approaches to address complex healthcare questions simultaneously.

Evidence-based practice involves a well-rounded approach, where quantitative research offers empirical evidence, and qualitative research provides a deeper insight into the human experience. The ability of a nurse with a DNP degree to assess and apply research findings critically will positively affect patient outcomes, as well as healthcare practices.

Mixed Method Approach

Mixed methods research is a powerful healthcare approach that combines quantitative and qualitative data to address complex issues. There are some scenarios where a mixed methods approach can be beneficial:

1. Patient-Provider Interactions: To fully comprehend the relationship between patients and healthcare providers, we need to consider measurable results, such as treatment adherence, and more subtle factors, such as emotions, communication patterns, and experiences. A mixed methods study could combine quantitative aspects, such as patient satisfaction scores, with qualitative insights, such as patient narratives, to improve our understanding of how healthcare interactions can be more effective.

2. Healthcare Performance Assessment: Evaluating healthcare programs, policies, or quality improvement initiatives benefits from quantitative metrics (e.g., readmission rates, cost-effectiveness) and qualitative insights (e.g., stakeholder perspectives, organizational culture). Combining these approaches provides a comprehensive evaluation.

To summarize, mixed methods research can help connect numerical data with real-life stories and situations, providing a more comprehensive understanding of healthcare issues and workable solutions. By combining quantitative accuracy and qualitative richness, researchers can tackle intricate issues with greater effectiveness.

References:

Blanca, M. J., Arnau, J., García-Castro, F. J., Alarcón, R., & Bono, R. (2023). Non-normal data in repeated measures ANOVA: Impact on type I error and power.  Psicothema35(1), 21–29.  Non-normal data in repeated measures ANOVA: Impact on type I error and power...: @ Walden University Library (ebscohost.com)Links to an external site.

Gray, J. R., & Grove, S. K. (2020).  Burns and Grove's the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier.  Burns and Grove's The Practice of Nursing Research - E-Book, Appraisal, Synthesis, and Generation of Evidence - Google Play BooksLinks to an external site.

SPS  Output Analysis Exercise Walden  Week 6: Learning Resources: Research Evidence-Based Practice-Winter 2023 (instructure.com) . Week_6_ANOVA_SPSS_ Output.

Walden University. Office of Research and Doctoral Services. Quantitative, SPSS, and Statistics Support  https://academicguides.waldenu.edu/research-center/student-research/spss-statisticsLinks to an external site.  

Discussion_Rubric

NURS_8201_Week11_Discussion_Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeMain Posting: Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current scholarly sources.

44 to >39.0 pts

Excellent 90%–100%

Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current scholarly sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current scholarly sources that are correctly cited and formatted.

39 to >34.0 pts

Good 80%–89%

Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three scholarly sources that are correctly cited and formatted.

34 to >30.0 pts

Fair 70%–79%

Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Supported by fewer than two scholarly sources that are correctly cited and formatted.

30 to >0 pts

Poor 0%–69%

Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no scholarly sources.

44 pts

This criterion is linked to a Learning OutcomeMain Posting: Writing

6 to >5.0 pts

Excellent 90%–100%

Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style. Response is effectively written in Standard Academic English.

5 to >4.0 pts

Good 80%–89%

Written clearly and concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. Response is effectively written in Standard Academic English.

4 to >3.0 pts

Fair 70%–79%

Written somewhat clearly and concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. Edits are needed to follow standards for Standard Academic English.

3 to >0 pts

Poor 0%–69%

Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Does not follow Standard Academic English for most of the post.

6 pts

This criterion is linked to a Learning OutcomeMain Posting: Timely and full participation

10 to >8.0 pts

Excellent 90%–100%

Meets requirements for timely, full, and active participation. ... Posts main Discussion by due date.

8 to >7.0 pts

Good 80%–89%

Meets requirements for full participation. ... Posts main Discussion by due date.

7 to >6.0 pts

Fair 70%–79%

Posts main Discussion by due date.

6 to >0 pts

Poor 0%–69%

Does not meet requirements for full participation. ... Does not post main Discussion by due date.

10 pts

This criterion is linked to a Learning OutcomeFirst Response: Post to colleague's main post that is reflective and justified with scholarly sources.

9 to >8.0 pts

Excellent 90%–100%

Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. Uses scholarly sources to support ideas. Demonstrates synthesis and understanding of learning objectives. Scholarly sources are correctly cited and formatted.

8 to >7.0 pts

Good 80%–89%

Response has some depth and may exhibit critical thinking or application to practice setting. Uses scholarly sources to support ideas. Demonstrates a beginning synthesis and understanding of learning objectives. Scholarly sources are correctly cited and formatted.

7 to >6.0 pts

Fair 70%–79%

Response is on topic and may have some depth. Minimal or no scholarly sources provided.

6 to >0 pts

Poor 0%–69%

Response may not be on topic and lacks depth. No sources.

9 pts

This criterion is linked to a Learning OutcomeFirst Response: Writing

6 to >5.0 pts

Excellent 90%–100%

Communication is professional and respectful to colleagues. Response to faculty questions is fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more scholarly sources. Response is effectively written in Standard Academic English.

5 to >4.0 pts

Good 80%–89%

Communication is mostly professional and respectful to colleagues. Response to faculty questions is mostly answered, if posed. Provides opinions and ideas that are supported by at least two scholarly sources. Response is written in Academic English.

4 to >3.0 pts

Fair 70%–79%

Response posed in the Discussion may lack effective professional communication. Response to faculty questions is minimally addressed, if posed. Few or no scholarly sources are cited.

3 to >0 pts

Poor 0%–69%

Responses posted in the Discussion lack effective communication. Response to faculty questions is missing. No scholarly sources are cited.

6 pts

This criterion is linked to a Learning OutcomeFirst Response: Timely and full participation

5 to >4.0 pts

Excellent 90%–100%

Meets requirements for timely, full, and active participation. ... Posts by due date.

4 to >3.0 pts

Good 80%–89%

Meets requirements for full participation. ... Posts by due date.

3 to >2.0 pts

Fair 70%–79%

Posts by due date.

2 to >0 pts

Poor 0%–69%

Does not meet requirements for full participation. ... Does not post by due date.

5 pts

This criterion is linked to a Learning OutcomeSecond Response: Post to colleague's main post that is reflective and justified with scholarly sources.

9 to >8.0 pts

Excellent 90%–100%

Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. Uses scholarly sources to support ideas. Demonstrates synthesis and understanding of learning objectives. Scholarly sources are correctly cited and formatted.

8 to >7.0 pts

Good 80%–89%

Response has some depth and may exhibit critical thinking or application to practice setting. Uses scholarly sources to support ideas. Demonstrates a beginning synthesis and understanding of learning objectives. Scholarly sources are correctly cited and formatted.

7 to >6.0 pts

Fair 70%–79%

Response is on topic and may have some depth. Minimal or no scholarly sources provided.

6 to >0 pts

Poor 0%–69%

Response may not be on topic and lacks depth. No sources.

9 pts

This criterion is linked to a Learning OutcomeSecond Response: Writing

6 to >5.0 pts

Excellent 90%–100%

Communication is professional and respectful to colleagues. Response to faculty questions is fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more scholarly sources. Response is effectively written in Standard Academic English.

5 to >4.0 pts

Good 80%–89%

Communication is mostly professional and respectful to colleagues. Response to faculty questions is mostly answered, if posed. Provides opinions and ideas that are supported by few at least two scholarly sources.... Response is written in Standard Academic English.

4 to >3.0 pts

Fair 70%–79%

Response posed in the Discussion may lack effective professional communication. Response to faculty questions is minimally addressed, if posed. Few or no scholarly sources are cited.

3 to >0 pts

Poor 0%–69%

Responses posted in the Discussion lack effective communication. Response to faculty questions is missing. No scholarly sources are cited.

6 pts

This criterion is linked to a Learning OutcomeSecond Response: Timely and full participation

5 to >4.0 pts

Excellent 90%–100%

Meets requirements for timely, full, and active participation. Posts by due date.

4 to >3.0 pts

Good 80%–89%

Meets requirements for full participation. Posts by due date.

3 to >2.0 pts

Fair 70%–79%

Posts by due date.

2 to >0 pts

Poor 0%–69%

Does not meet requirements for full participation. Does not post by due date.

5 pts

Total Points: 100