nr701 week 5 paper- Critique of Quantitative and Qualitative

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Critique of Quantitative and Qualitative

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Research Articles Guidelines

Purpose

The student will compare
quantitative and qualitative research articles to determine how theory and research
are linked, and how they are utilized for nursing science.

Course Outcomes

This assignment enables the student to meet the following
course outcomes:

CO 4: Compare and
contrast the difference and similarities with selected characteristics of quantitative
research designs. (PO#3)

CO 5: Evaluate
appropriateness of qualitative research design for a specific clinical practice
question. (PO#3)

CO 6: Evaluate
appropriateness of quantitative research design for a specific clinical
practice question. (PO#3)

Due Date:Submit by Sunday of the end Week 5 at 11:59 p.m. MT.

Points:This assignment is worth a total of 200 points.

Requirements

1. Review the three categories
below (highlighted), which include one quantitative and one qualitative
article. Select one category you are most interested in and use the
assigned articles under that category to complete your assignment.

Note the articles below may be found within the CCN library
by clicking on the links below each article.

If you need further instructions/help, visit the “Need
Help” or the “Ask a Librarian” sections of the library page associated with
NR-701 Application of Analytic Methods”.

Category
1: Pressure Ulcers

Coyer, F., Gardner, A., Doubrovsky, A., Cole, R., Ryan, F.,
Allen, C., & McNamara, G. (2015). Reducing pressure ulcer injuries in
critically ill patients by using a patient skin integrity care bundle
(InSPiRE). American Journal of Critical Care, 24(3), 199-209.http://dx.doi.org/10.4037/ajcc2015930

Roberts, S., McInnes, E., Wallis, M., Bucknall, T., Banks,
M., & Chaboyer, W. (2016). Nurses’ perceptions of a pressure ulcer
prevention care bundle: A qualitative descriptive study. BMC Nursing,
15, 1-10. doi:10.1186/s12912-016-0188-9

Category
2: Compassion Fatigue

Berg, G., Harshbarger, J., Ahlers-Schmidt, C., &
Lippoldt, D. (2016, January-February). Exposing compassion fatigue and burnout
syndrome in a trauma team: A qualitative study. Journal of Trauma Nursing,
23(1), 3-10. doi:10.1097/JTN.0000000000000172

Kelly, L., & Lefton, C. (2017, November). Effect of
meaningful recognition on critical care nurses’ compassion fatigue. American
Journal of Critical Care, 26(6), 438-444.https://doi.org/10.4037/ajcc2017471

Category
3: End- of-Life Care

Holms, N., Milligan, S., & Kydd, A. (2014). A study of
the lived experiences of registered nurses who have provided end-of-life care
within an intensive care unit. International Journal of Palliative Nursing,
20(11), 549-556. doi:10.12968/ijpn.2014.20.11.549

Potash, J., HY Ho, A., Chan, F., Wang, X., & Cheng, C.
(2014). Can art therapy reduce death anxiety and burnout in end-of-life care
workers? A quasi-experimental study. International Journal of Palliative
Nursing, 20(5), 233-240. doi:10.12968/ijpn.2014.20.5.233

2. Submit a 4-6 page
APA-formatted paper (note a template for this assignment can be found in Course
Resources):

a. Include
an Introduction section entitled, Critique of Quantitative and Qualitative
Articles (centered, not bolded), that indicates the purpose of your paper

b. Compare
and contrast the articles with respect to (headings should be centered and
bolded):

1. Research
Design

2. Research
Question(s)

3. Sampling
Process and Sample Size

4. Methods
for Data Analysis

5. Adhering
to Ethical Standards

6. Reliability
and Validity (Rigor)

7. Generalizability
and Transferability of Findings

c. Summarization
(centered and bolded);shareyour own thoughts regarding the
usefulness and value of quantitative vs. qualitative research. Provide a
rationale for your opinions and explain how each research methodology can be
used to support a change in practice. Be
sure to avoid the use of 1st person terminology by referring to
yourself as the DNP student or the DNP learner, etc.

Directions and Grading Criteria

Category

Points

%

Description

Introduction

10

5%

Introduction
paragraph is concise (approximately 5 sentences). A brief introduction is
provided for each article being critiqued. The purpose of the paper is clearly
conveyed/expressed through use of a formal purpose statement.

Research
Design

20

10%

Compare and contrast the research
designs from each article. Critique appropriateness of the design used in
relation to the research questions being asked in each article. Provide
evidence to support research design appropriateness.

Research Questions

20

10%

Compare and contrast the research
questions from the standpoint of a quantitative versus a qualitative
inquiry. How do they differ?

Sampling Process and Sample
Size

20

10%

Compare and contrast the sampling process and size for
each article. For example, what type of population was used? How were
subjects recruited? What were inclusion and exclusion criteria, if any? Were the sample sizes for each article
sufficient? Why or why not?

Methods for Data Analysis

25

12.5%

Compare and contrast the methods
for data analysis for each article. For example, what statistical tests were
performed by the quantitative researchers and for what purpose where they
used? How did the qualitative researchers analyze the data they collected?
Were the tests appropriate for the type of data collected?

Ethical standards

20

10%

Compare and contrast the ethical standards described or
implied in each article. For example, what were the protections put into
place to protect human subjects or personal demographic data? Did the
researchers adhere to the standards, or were there any potential ethical
considerations?

Reliability and validity
(rigor)

20

10%

Compare and
contrast the reliability/validity and rigor of the methods reported in each
article. For example, was the reliability/validity of the quantitative
instruments addressed? What did the qualitative researchers do to ensure
rigor in their study?

Generalizability,
Transferability of findings

25

12.5%

Examine the
generalizability of the findings from the quantitative article. Were they any
threats to external validity or internal validity? Were they acknowledged? For the qualitative article, address the
transferability of the findings. Are the findings credible? Why or why not?

Summarization

20

10%

Summarize your own thoughts
regarding the usefulness of quantitative and quantitative researchwhen
making a change in practice.

APA formatting, scholarly writing

20

10%

Adheres to
the rules of APA formatting, scholarly writing, spelling, and grammar.

Maintain paper within length requirements

Met/Not
Met (Up to 10 points deducted if not met)

Up
to 10% if Not Met

Adheres
to the minimum/maximum page requirements of 4-6 pages (excluding title and
reference pages). Note up to 10 points
can be deducted for going over or under the page requirements for the
assignment.

Total

200

100%

A quality paper
will meet or exceed all of the above requirements.

Grading Rubric

Assignment Criteria

A

Outstanding or highest level of performance

B

Very good or high level of performance

C

Competent or satisfactory level of performance

D/F

Poor or failing or unsatisfactory level of
performance

Introduction

10 points

Fully
introduces both articles. Remains clear and concise and includes formal
purpose statement.

9-10 points

Mostly
introduces both articles. Mostly remains clear and concise and includes
formal purpose statement.

8 points

Minimally
introduces both articles. Formal purpose statement is included.

7points

Fails to
introduce both articles. Introduction is unclear and formal purpose statement
is not included.

0-6 points

Research Design

20 points

Fully
compares and contrasts the research design for each article.

18-20 points

Mostly
compares and contrasts the research design for each article.

16-17 points

Minimally
compares and contrasts the research design for each article.

14-15points

Fails
to compare and contrast the research design for each article.

0-13 points

Research Questions

20 points

Fully compares
and contrasts the research questions for each article in the context of their
methodology.

18-20 points

Mostly compares
and contrasts the research questions for each article in the context of their
methodology.

16-17 points

Minimally
compares and contrasts research questions for each article in the context of
their methodology.

14-15points

Fails to
compare and contrast the research questions for each article in the context
of their methodology.

0-13 points

Sampling Process
and Sample Size

20 points

Fully
compares and contrasts the sample selection and size for each article.

18-20 points

Mostly
compares and contrasts the sample selection and size for each article.

16-17 points

Minimally
compares and contrasts the sample selection and size for each article.

14-15points

Fails
to compare and contrast the sample selection and size for each article.

0-13 points

Methods for Data Analysis

25 points

Fully compares
and contrasts the methods of data analysis for each article.

23 – 25 points

Mostly compares
and contrasts the methods of data analysis for each article.

21-22 points

Minimally
compares and contrasts the methods of data analysis for each article.

19-20points

Fails to
compare and contrast the methods of data analysis for each article.

0-18 points

Ethical standards

20 points

Fully
compares and contrasts the ethical standards for each article.

18-20 points

Mostly
compares and contrasts the ethical standards for each article.

16-17 points

Minimally
compares and contrasts the ethical standards for each article.

14-15points

Fails
to compare and contrast the ethical standards for each article.

0-13 points

Reliability and validity
(rigor)

20 points

Fully compares
and contrasts the reliability and validity (rigor) for each article.

18-20 points

Mostly compares
and contrasts the reliability and validity (rigor) for each article.

16-17 points

Minimally
compares and contrasts the reliability and validity (rigor) for each article.

14-15points

Fails to
compare and contrast the reliability and validity (rigor) for each article.

0-13 points

Generalizability,
Transferability of findings

25 points

Fully
compares and contrasts the generalizability and transferability of findings
for each article.

23-25 points

Mostly
compares and contrasts the generalizability and transferability of findings
for each article.

21-22 points

Minimally
compares and contrasts the generalizability and transferability of findings
for each article.

19-20points

Fails
to compare and contrast the generalizability and transferability of findings
for each article.

0-18 points

Summarization

20 points

Described in
detail thoughts regarding qualitative and quantitative research including
rationale.

18-20 points

Described
thoughts regarding qualitative and quantitative research but provides little
rationale.

16-17 points

Described
thoughts regarding research but does not discriminate between qualitative and
quantitative, or gives weak rationale.

14-15points

Failed to
describe thoughts regarding qualitative and quantitative research and gives
no rationale.

0-13 points

APA formatting, scholarly writing

20 points

Writes
in a scholarly manner with no grammar, spelling, or syntax errors. Follows
the rules of APA formatting.

18-20 points

Writes
in a scholarly manner with minimal grammar, spelling, or syntax errors.
Follows the rules of APA formatting.

16-17 points

Writes
in a scholarly manner with several grammar, spelling, or syntax errors.
Breaks minor rules of rules of APA formatting.

14-15points

Does
not write in a scholarly manner. Has many errors in grammar, spelling and
syntax. Does not follow rules for APA formatting.

0-13 points

Maintains paper within length requirements (Up to 10 points deducted if
not met)

Adheres to the minimum/maximum page requirements of 4-6
pages (excluding title and reference pages).

No point deduction

Met

Paper is up to 1 page under or over the minimum/maximum
page requirements of 4-6 pages (excluding title and reference pages).

4-5 point deduction
per faculty discretion

Not Met

Paper is 2 pages under or over the minimum/maximum page
requirements of 4-6 pages (excluding title and reference pages).

6-8 point deduction
per faculty discretion

Not Met

Paper is 3 pages under or over the minimum/maximum page
requirements of 4-6 pages (excluding title and reference pages).

9-10 point deduction per faculty
discretion

Not Met

Total Points Possible =
200 points

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