NURS 8201 WEEK 10 ASSIGNMENT 3: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE

Walden University NURS 8201 WEEK 10 ASSIGNMENT 3: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE– Step-By-Step Guide

This guide will demonstrate how to complete the Walden University NURS 8201 WEEK 10 ASSIGNMENT 3: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NURS 8201 WEEK 10 ASSIGNMENT 3: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE

Whether one passes or fails an academic assignment such as the Walden University NURS 8201 WEEK 10 ASSIGNMENT 3: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NURS 8201 WEEK 10 ASSIGNMENT 3: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE

The introduction for the Walden University NURS 8201 WEEK 10 ASSIGNMENT 3: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NURS 8201 WEEK 10 ASSIGNMENT 3: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE

After the introduction, move into the main part of the NURS 8201 WEEK 10 ASSIGNMENT 3: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NURS 8201 WEEK 10 ASSIGNMENT 3: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NURS 8201 WEEK 10 ASSIGNMENT 3: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NURS 8201 WEEK 10 ASSIGNMENT 3: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE

Research plays a significant role in every field, nursing included. There are different types of research designs that can be used to achieve research goals. As such, based on the goals and focus of some research efforts, a researcher would choose a certain type of research over the other. One of the research strategies or methods is qualitative research, which is inquiry-based research used to explore and understand the behaviors, attitudes, opinions, and motivations of groups or individuals (Gray & Grove, 2020). As such, various approaches are usually used or applied in qualitative research. They include aspects such as focus groups, group interviews, and individual interviews. Therefore, the purpose of this assignment is to explore a qualitative research design, interviews, or focus groups that can be most appropriate for the topic of interest.

The Topic In Nursing Practice Selected

The selected topic is ensuring patient safety through proper medication education to avoid medication errors. Medication errors are known to have serious consequences for patients, which may range from mild side effects to severe impacts, harm, or death. This topic was chosen for various reasons. One of them is that, as already highlighted, medication errors may lead to significant adverse effects. Insufficient understanding of medication aspects such as timing, purpose, dosage, and reconciliation can lead to incorrect doses and wrong medication, which puts patients’ lives at risk (Killin et al.,2021). Pursuing this topic can help reduce such risks.

The Qualitative Research Design Approach Selected

The qualitative research design that can be used to explore this topic is phenomenological research design, which is a qualitative research method that focuses on exploring and understanding the lived experiences of study subjects concerning a particular phenomenon (Shorey & Ng, 2022). This design can be used to gain a deeper understanding of how patients experience the transition of care and medication education and the impacts on their safety. The participating individuals would be veterans getting care from the VA outpatient clinic. Data can be collected through observations and in-depth interviews.

Justification Why the Chosen Research Design Is The Best

One of the reasons for choosing this design is that it focuses on the lived experiences of the research subjects. It is important to understand the experiences and perceptions of healthcare providers and patients regarding medication education. The use of in-depth interviews can help in capturing the subjective experiences with medication education during care transitions, for instance, aspects of clarity of information offered as well as the impact that the education may have on medication adherence (Williams, 2021).

Why DNP-Prepared Nurse to Understand Qualitative Research Approaches For Nursing Practice.

DNP-prepared nurses are expected, among other things, to offer leadership and lead research initiatives in the care environments and other healthcare and training institutions. Indeed, they should be able to lead any kind of research, be it qualitative or quantitative (Giardino & Hickey, 2020). Therefore, understanding qualitative research approaches for nursing practice should be a major goal. Qualitative research enables DNP-prepared nurses to explore the subjective emotions, perspectives, and experiences of their patients. As such, such knowledge can enhance their ability to deliver patient-centered care, which then improves patient outcomes. DNP-prepared nurses are also required to undertake EBP and decision-making. As such, knowledge of qualitative research enables them to gain insights into aspects of healthcare and make informed decisions to boost patient outcomes. It also enables them to engage in quality improvement initiatives and interdisciplinary collaboration, which lead to better patient outcomes and professional growth.

Conclusion

Qualitative research has a big role to play in the patient care settings. Therefore, DNP-prepared nurses should be equipped with the skills and knowledge of qualitative research. A phenomenological research design has been chosen to help study the topic of interest.

References

Giardino, E. R., & Hickey, J. V. (2020). Doctor of nursing practice students’ perceptions of professional change through the DNP program. Journal of Professional Nursing, 36(6), 595-603. https://doi.org/10.1016/j.profnurs.2020.08.012

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.

Killin, L., Hezam, A., Anderson, K. K., & Welk, B. (2021). Advanced medication reconciliation: a systematic review of the impact on medication errors and adverse drug events associated with transitions of care. The Joint Commission Journal on Quality and Patient Safety, 47(7), 438-451. https://doi.org/10.1016/j.jcjq.2021.03.011

Shorey, S., & Ng, E. D. (2022). Examining characteristics of descriptive phenomenological nursing studies: A scoping review. Journal of Advanced Nursing, 78(7), 1968-1979. https://doi.org/10.1111/jan.15244

Williams, H. (2021). The meaning of “Phenomenology”: Qualitative and philosophical phenomenological research methods. The Qualitative Report, 26(2), 366–385. https://doi.org/10.46743/2160-3715/2021.4587

Sample Answer 2 for NURS 8201 WEEK 10 ASSIGNMENT 3: QUALITATIVE RESEARCH APPROACHES TO SUPPORT NURSING PRACTICE

Childhood obesity is one of the issues that parents, researchers, and health care institutions have been facing for the longest time in history. The increase in the rate of childhood obesity in the recent past has been calling for more stringent measures that can aid in curbing the menace among children. The qualitative research approach to the topic has been giving essential insights that would assist in finding data that can lead to the practical solution of the problem among children (Quinn & Fantasia, 2018). The purpose of this paper is to address the significance of focus groups in the qualitative research approach to childhood obesity.

Childhood obesity is a multifaceted problem that keeps on changing with time. This variation implies that empirical studies done by authors in the last five or ten years cannot be effective in solving the current problem of childhood obesity (Quinn & Fantasia, 2018). The nature of the problem calls for new research studies that would use the current data in examining the problem in real-time. Therefore, conducting focus group discussions with parents of obese children would be important in developing a new line of practice that solves the current problem.

A Focus group is a qualitative research approach with ten or fewer individuals who converge in a room to discuss an issue. The groups aim at finding out different attitudes, responses, and experiences about the topic of discussion. The group can either react or discuss various survey questions to share their opinions (Maddison & Strang, 2018). The deep insights provided by the participants through their body language also play an important role in examining the problem. These groups act as a rich source of information based on the experience and the current feeling and what they might be undergoing concerning childhood obesity.

Focus group discussion would be effective in analyzing the topic. The focus groups consist of participants with similar traits. The group encourages each participant to talk and discuss the topic effectively (Glerean et al., 2019). The evaluation of the interaction between the participants is effective through a group setting as compared to the traditional one-on-one interview with the participants. Applying the focus group design in collecting data on childhood obesity would give more detailed and complex responses that researchers cannot achieve through the traditional interview method.

The focus group design allows participants to connect the meaning of sharing information and experiences that might be missed using a different design. This approach would allow the research to examine the respondents’ feelings and the journey that many parents have been going through to maintain their children’s health. Besides, the focus groups would as well aid the researcher in collecting data on the current behaviors of parents that might have been leading to childhood obesity (Glerean et al., 2019). The data collected from this design would be important in developing a practice that parents could adopt in examining their children’s diet and reducing their risks of becoming obese.

DNP nurses need to understand the qualitative research approach for nursing practice as it forms one of the reaches sources of health information in health care. The information provided by the participants in a discussion allows the nurses to understand the perception of the participants on the topic and examine various causes of the issue discussed (Maddison & Strang, 2018). The need for improvement and practices to solve a nursing problem stems from the quality of data collected from the respondents.

Conclusion

The qualitative research approach is effective in examining the attitudes and feelings of the respondents on the topic of discussion. The focus groups allow the researchers to analyze each participant’s attitude on the problem and record their opinions on the measures they have been taking to solve the problem in the past. Therefore, focus group discussion allows researchers to to collect quality information that aids in a study.

References

Glerean, N., Hupli, M., Talman, K., & Haavisto, E. (2019). Perception of nursing profession–focus group interview among applicants to nursing education. Scandinavian journal of caring sciences, 33(2), 390-399. https://doi.org/10.1111/scs.12635

Maddison, C., & Strang, G. (2018). Do action learning sets facilitate collaborative, deliberative learning?: a focus group evaluation of graduate entry pre-registration nursing (GEN) students’ experience. Nurse education in practice, 28, 285-291. https://doi.org/10.1016/j.nepr.2017.10.023

Quinn, B. L., & Fantasia, H. C. (2018). Forming focus groups for pediatric pain research in nursing: a review of methods. Pain Management Nursing, 19(3), 303-312. https://doi.org/10.1016/j.pmn.2017.07.002