Research for Evidence Based Practice

WK.9.RESPOND.ResearchforEvidenceBasedPractic3.docx

Home >Nursing homework help >Research for Evidence Based Practice

Research for Evidence Based Practice

DISCUSSION RESPONSE: USING QUALITATIVE RESEARCH TO INFORM EVIDENCE-BASED PRACTICE

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

PEER #1

Kendra Kendrick

Main Post

Continued exploration

The principal aim of the assignment for this week is to explore and analyze qualitative research methods. I will examine methods and analysis related to healthcare and the student's particular area of nursing practice - healthcare overcrowding. As a nurse with a doctoral degree, I may take part in research activities in your practice. The CITI Program is an educational program for protecting human subjects in research in the United States. The training program covers the historical development of human subject protections, ethical issues, and current regulatory information.

I am eager to delve into qualitative research methods, particularly in healthcare and nursing practice, focusing on addressing healthcare overcrowding. Qualitative research is a valuable approach that seeks to gain insight into individuals' experiences, viewpoints, and actions in their authentic environments. It is a valuable tool for examining intricate phenomena that are not easily measurable, including social dynamics, emotions, and attitudes.

One way of conducting qualitative research is by interviewing healthcare professionals, patients, and other stakeholders. This can provide valuable insights into their experiences with healthcare overcrowding. Another method is to observe healthcare settings to understand how overcrowding affects care delivery. Qualitative research can also involve analyzing patient movement and diversion times. Documents such as medical records, policies, and reports to identify patterns and themes related to healthcare overcrowding.

For those interested in nursing practice, I recommend delving into the firsthand accounts of nurses working in overcrowded healthcare settings. These professionals can provide valuable insights into their experiences and perspectives on healthcare overcrowding through interviews or facilitated focus groups. Analyzing nursing policies and procedures about healthcare overcrowding can pinpoint areas needing improvement.

Qualitative research is a type of research that aims to gain an understanding of individuals' experiences, perspectives, and behaviors in their natural setting. One approach to qualitative research is identifying themes that emerge from the data. Themes are patterns of meaning recognized across multiple data sources, such as interviews, observations, or documents. They can describe the experiences, perspectives, and behaviors of the people being studied.

Qualitative research allows for the identification of different themes. Some common themes include:

· Historical Content: This theme centers on grasping the historical context of the research. Including factors like the physical environment, social norms, and cultural values is essential for understanding the historical context.

· Identity: This theme explores how individuals define themselves and their relationships with others, including gender, race, ethnicity, and social class.

· Stakeholders and community: This theme examines power and control distribution within a context, including hierarchies, structures, and relationships to the problem or process inquiry for improvement.

· Emotions: This theme involves exploring the emotional experiences of the people being studied, which can range from joy to sadness, anger, or fear.

· Change: This theme explores how people adapt to changes in their environment or circumstances, encompassing coping strategies, resilience, and personal growth.

Qualitative research can yield various themes depending on the research question, data sources, and analytical approach.

Here are some examples of quantitative research questions on hospital overcrowding:

1. What is the relationship between the number of patients admitted to a hospital and the time they spend in the emergency department?

1. How does the availability of hospital beds affect the rate of hospital readmissions?

1. How do staffing levels impact patient outcomes in overcrowded hospitals?

1. How does the use of telemedicine affect the length of stay for patients in the emergency department?

1. What is the relationship between the number of patients in the emergency department and the time to receive treatment?

1. What factors contribute to hospital overcrowding from the perspective of healthcare professionals?

1. How do healthcare professionals manage the challenges of overcrowding in hospitals?

1. What are the ethical implications of overcrowding in hospitals?

I have highlighted the research questions that interest me the most and will explore them further.

References

Andrea Strada, Francesca Bravi, Giorgia Valpiani, Roberto Bentivegna, & Tiziano Carradori. (2019). Do healthcare professionals' perceptions help to measure the degree of overcrowding in the emergency department? A pilot study in an Italian University hospital. BMC Emergency Medicine, 19(1), 1–9. https://doi.org/10.1186/s12873-019-0259-9Links to an external site.

Liedes-Kauppila, M., Heikkinen, A. M., Rahkonen, O., Lehto, M., Mustonen, K., Raina, M., & Kauppila, T. (2022). Development of the use of primary health care emergency departments after interventions aimed at decreasing overcrowding: a longitudinal follow-up study. BMC Emergency Medicine, 22(1), 1–9. https://doi.org/10.1186/s12873-022-00667-9

Marja Liedes-Kauppila, Anna M. Heikkinen, Ossi Rahkonen, Mika Lehto, Katri Mustonen, Marko Raina, & Timo Kauppila. (2022). Development of the use of primary health care emergency departments after interventions aimed at decreasing overcrowding: a longitudinal follow-up study. BMC Emergency Medicine, 22(1), 1–9. https://doi.org/10.1186/s12873-022-00667-9

PEER #2

Roslyn Stewart

Research Question

For elderly patients with depression who live in skilled care nursing facilities does spiritual health promotion, when compared to antidepressant medication therapy alone, improve quality of life?

Qualitative Design

A qualitative design will work best for this research question. Quality of life is subjective and not easily quantified. Understanding the subjective lived experience of these patients is important in determining the effectiveness of the intervention (Gray & Grove, 2020).

Potential Ethical Considerations

When asking about spiritual health, some may think this is only related to religious practices. This can become an ethical concern if clients from various religious backgrounds misinterpret the essence of spiritual health. This ethical consideration can be addressed by clearly defining spiritual health. Clarification will help both patients and nurse understand and become more comfortable with implementing spiritual care into practice. Heidari et. al. (2019) emphasizes the importance of spiritual health as a needful and unique aspect of holistic care. Spiritual care cannot be replaced by psychological, social, or religious care (Heidari et. al., 2019). According to Pourghayoumi et. al. (2023), there is a difference between religion and spirituality. Spirituality is defined as a set of values and beliefs about self and the world. This involves knowing one’s inner self, identifying one’s perceptions, and developing insight into meaning in one’s life. (Pourghayoumi et. al., 2023).

Another ethical consideration is maintaining privacy when accessing protecting health information. Taquette et la. (2022) agrees that disregard for confidentiality and anonymity is an ethical consideration. Ensuring confidentiality and protecting records is important with any population, but especially with vulnerable populations such as the elderly. Avoiding use of unnecessary personal information when possible will help. Personal information such as social security number or medical record number may be excluded from the data. However, some data is necessary such as demographic data. Excluding the unnecessary data and securing the necessary data is imperative to reduce risk of data breach.

A third consideration is related to challenges obtaining informed consent. Consent is needed to observe and provide interventions. According to Syed Elias et al. (2019), informed consent involves ensuring participants are informed of the research topic, objectives, duration, and instruments being used to collect the data. The researchers met this consideration by obtaining informed consent and excluding any patients who were incapable of providing consent. This included patients with altered mental status due to dementia, Alzheimer’s, or other conditions (Syed Elias et al., 2019).

References

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.

Heidari, M., Borujeni, M.G., Abyaneh, S.K., & Rezaei, P. (2019). The effect of spiritual care on perceived stress and mental health among the elderlies living in nursing home. Journal of Religion and Health 58, 1328-1339. https://doi.org/10.1007/s10943-019-00782-1Links to an external site.

Pourghayoumi, M., Marzban, M., Farhadi, A., Ravanipour, M., & Keshvari, Z. (2023). The relationship of spiritual well-being and aging perceptions with depression in Iranian older adults: A cross-sectional study. Mental Health, Religion & Culture, 26(3), 261–275. https://doi.org/10.1080/13674676.2023.2180496Links to an external site.

Syed Elias, S. M., Petriwskyj, A., Scott, T., & Neville, C. (2019). Spiritual reminiscence therapy for older people with loneliness, anxiety and depression living in a residential aged care facility, Malaysia: A qualitative approach. Australasian Journal on Ageing, 38(1), E25–E30. https://doi.org/10.1111/ajag.12598Links to an external site.

Taquette, S. R., & Borges da Matta Souza, L. M. (2022). Ethical dilemmas in qualitative research: A critical literature review. International Journal of Qualitative Methods. https://doi.org/10.1177/16094069221078731Links to an external site.

Assignment Rubric Details Close

Rubric

NURS_8201_Week9_Discussion_Rubric

NURS_8201_Week9_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%

8 to >7.0 pts

Good 80%–89%

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%

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