Stakeholders

stateholders.docx

When involving stakeholders in the data collection and analysis process, it is essential for them to understand the difference between validated data versus basic data points. It is important to assure the stakeholders that the quantitative data are quality information that has been looked at multiple ways, such as tracking the data by hand, using grid organizers to examine the data, reconciliation reports, and/or verifying data relevant to the benchmarks set. These efforts are driven by a desire to validate the numbers being put into recording spaces (e.g., computers, Excel spreadsheets) and to make sure the numbers look correct, as much as possible. Likewise, when examining qualitative data, you want to validate the information/data that subjects are giving you.

For example, you may have the subjects look at and verify the accuracy of transcripts and/or you may read back to them what they said and ask them to confirm, deny, and/or clarify that the information gathered is accurately represented. Another method of validation is triangulation of data in research studies whereby multiple sources of data or multiple approaches to analyzing the data are employed as well as multiple people looking at outcomes to make sure the data look correct.

Validated data are generated using data collection and analysis processes that can be replicated and yield similar results in other contexts. A primary intent of involving stakeholders in the use of validated data is to generate trust in the process. Therefore, involving stakeholders in data collection and analysis requires educating them about the related process(es) as simply and precisely as possible, whether they are part of the data being collected or consumers of the reported data.

For this Discussion, you will assume the role of a consultant and provide an evidence-based approach for an organization regarding getting stakeholders involved to help with data collection and analysis.

RESOURCES

Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.

WEEKLY RESOURCES

TO PREPARE

· Consider the following scenario: You are a consultant coming into an organization to help with data collection and analysis. How will you get the stakeholders involved in the process so that they understand the importance of validated data use, versus nonvalidated data, for the organization?

· Select two scholarly articles that validate your approach with the stakeholders in the scenario.

· Review your Levels of Evidence table, consider where and why the articles fit in the table. ( Note: You will include the Levels of Evidence table in your post.)

BY DAY 3

Post your response to the consultant scenario.

· Part 1: How will you get the stakeholders involved in the process so that they understand the importance of validated data use, versus nonvalidated data, for the organization? State your opinion and validate with two peer-reviewed, scholarly resource(s). (150 words: Keep word count consistent for all Discussions.)

· Part 2: Using your Levels of Evidence table, explain what level the articles are in and why. Post the Levels of Evidence table you are creating.

stateholders.docx

When involving stakeholders in the data collection and analysis process, it is essential for them to understand the difference between validated data versus basic data points. It is important to assure the stakeholders that the quantitative data are quality information that has been looked at multiple ways, such as tracking the data by hand, using grid organizers to examine the data, reconciliation reports, and/or verifying data relevant to the benchmarks set. These efforts are driven by a desire to validate the numbers being put into recording spaces (e.g., computers, Excel spreadsheets) and to make sure the numbers look correct, as much as possible. Likewise, when examining qualitative data, you want to validate the information/data that subjects are giving you.

For example, you may have the subjects look at and verify the accuracy of transcripts and/or you may read back to them what they said and ask them to confirm, deny, and/or clarify that the information gathered is accurately represented. Another method of validation is triangulation of data in research studies whereby multiple sources of data or multiple approaches to analyzing the data are employed as well as multiple people looking at outcomes to make sure the data look correct.

Validated data are generated using data collection and analysis processes that can be replicated and yield similar results in other contexts. A primary intent of involving stakeholders in the use of validated data is to generate trust in the process. Therefore, involving stakeholders in data collection and analysis requires educating them about the related process(es) as simply and precisely as possible, whether they are part of the data being collected or consumers of the reported data.

For this Discussion, you will assume the role of a consultant and provide an evidence-based approach for an organization regarding getting stakeholders involved to help with data collection and analysis.

RESOURCES

Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.

WEEKLY RESOURCES

TO PREPARE

· Consider the following scenario: You are a consultant coming into an organization to help with data collection and analysis. How will you get the stakeholders involved in the process so that they understand the importance of validated data use, versus nonvalidated data, for the organization?

· Select two scholarly articles that validate your approach with the stakeholders in the scenario.

· Review your Levels of Evidence table, consider where and why the articles fit in the table. ( Note: You will include the Levels of Evidence table in your post.)

BY DAY 3

Post your response to the consultant scenario.

· Part 1: How will you get the stakeholders involved in the process so that they understand the importance of validated data use, versus nonvalidated data, for the organization? State your opinion and validate with two peer-reviewed, scholarly resource(s). (150 words: Keep word count consistent for all Discussions.)

· Part 2: Using your Levels of Evidence table, explain what level the articles are in and why. Post the Levels of Evidence table you are creating.

Levels of Evidence	Type of Evidence for Each Level	Definition
Level I	Systematic or Meta-Analysis	A systematic analysis is the summary of empirical evidence that is defined by specific criteria. A meta-analysis uses statistical concepts to summarize the study results.
Level II	Randomized Control Trials (RCT)	A randomized control trial uses two groups to compare results, an experimental group and a control group. Participants are randomly assigned to these groups.
Level III	Quantitative Study	A quantitative study is based in the use of quantitative data with statistical analysis of results.
Level IV	Qualitative Study	A qualitative study explores the human perspective using narrative and observational data and employs qualitative methods for the analysis of results.
Level V	Expert Opinion or Performance/Quality Improvement	Expert opinions are gathered from individuals who are considered experts in their fields. Performance and quality improvement projects use interventions that are evidence-based concepts originating from research then translated into practice.

Level of Evidence	Reference List Citation	Conceptual Framework/Model or Theory Supporting the Study or Intervention	Research Method & Design or Performance Improvement Intervention	Setting & Participants’ Demographic and Size of the Participant Sample	Major Variables Studied and Their Definitions: Independent Versus Dependent Variable	Data Measurement: What Was Measured and What Was the Frequency of Measure?	Data Analysis: Statistical Analysis (Quantitative) or Thematic Coding (Qualitative)	Findings: Data Evidence
*See example below:*
IV	Forsythe, L. L. (2021). Exploring an orthopedic case with action research. Journal of Qualitative Explorations, 1(2), 12–20.	Coordinated Management of Meaning	Qualitative Method/ Action Research Framework	Trauma Center Operating Room/20 participants of nurses, MDs, technologists	Orthopedic surgical case/discussion and change	Conversation of process change	Thematic Coding	Themes

Levels of Evidence	Type of Evidence for Each Level	Definition
Level I	Systematic or Meta-Analysis	A systematic analysis is the summary of empirical evidence that is defined by specific criteria. A meta-analysis uses statistical concepts to summarize the study results.
Level II	Randomized Control Trials (RCT)	A randomized control trial uses two groups to compare results, an experimental group and a control group. Participants are randomly assigned to these groups.
Level III	Quantitative Study	A quantitative study is based in the use of quantitative data with statistical analysis of results.
Level IV	Qualitative Study	A qualitative study explores the human perspective using narrative and observational data and employs qualitative methods for the analysis of results.
Level V	Expert Opinion or Performance/Quality Improvement	Expert opinions are gathered from individuals who are considered experts in their fields. Performance and quality improvement projects use interventions that are evidence-based concepts originating from research then translated into practice.

Level of Evidence	Reference List Citation	Conceptual Framework/Model or Theory Supporting the Study or Intervention	Research Method & Design or Performance Improvement Intervention	Setting & Participants’ Demographic and Size of the Participant Sample	Major Variables Studied and Their Definitions: Independent Versus Dependent Variable	Data Measurement: What Was Measured and What Was the Frequency of Measure?	Data Analysis: Statistical Analysis (Quantitative) or Thematic Coding (Qualitative)	Findings: Data Evidence
*See example below:*
IV	Forsythe, L. L. (2021). Exploring an orthopedic case with action research. Journal of Qualitative Explorations, 1(2), 12–20.	Coordinated Management of Meaning	Qualitative Method/ Action Research Framework	Trauma Center Operating Room/20 participants of nurses, MDs, technologists	Orthopedic surgical case/discussion and change	Conversation of process change	Thematic Coding	Themes

Levels of Evidence	Type of Evidence for Each Level	Definition
Level I	Systematic or Meta-Analysis	A systematic analysis is the summary of empirical evidence that is defined by specific criteria. A meta-analysis uses statistical concepts to summarize the study results.
Level II	Randomized Control Trials (RCT)	A randomized control trial uses two groups to compare results, an experimental group and a control group. Participants are randomly assigned to these groups.
Level III	Quantitative Study	A quantitative study is based in the use of quantitative data with statistical analysis of results.
Level IV	Qualitative Study	A qualitative study explores the human perspective using narrative and observational data and employs qualitative methods for the analysis of results.
Level V	Expert Opinion or Performance/Quality Improvement	Expert opinions are gathered from individuals who are considered experts in their fields. Performance and quality improvement projects use interventions that are evidence-based concepts originating from research then translated into practice.

stateholders.docx

MMPA6480_LevelsofEvidenceTable.docx

stateholders.docx

MMPA6480_LevelsofEvidenceTable.docx

MMPA6480_LevelsofEvidenceTable.docx

stateholders.docx

MMPA6480_LevelsofEvidenceTable.docx

stateholders.docx

MMPA6480_LevelsofEvidenceTable.docx