PICOT, Problem Statement, Research Question, Hypothesis
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On Becoming a Pragmatic Researcher: the Importance of Combining Quantitative and Qualitative Research Methodologies
DOCUMENT RESUME ED 482 462 TM 035 389 AUTHOR Onwuegbuzie, Anthony J.; Leech, Nancy L. TITLE On Becoming a Pragmatic Researcher: The Importance of Combining Quantitative and Qualitative Research Methodologies. PUB DATE 2003-11-00 NOTE 25p.; Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003). PUB TYPE Reports Descriptive (141) Speeches/Meeting Papers (150) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS *Pragmatics; *Qualitative Research; *Research Methodology; *Researchers ABSTRACT The last 100 years have witnessed a fervent debate in the United States about quantitative and qualitative research paradigms. Unfortunately, this has led to a great divide between quantitative and qualitative researchers, who often view themselves in competition with each other. Clearly, this polarization has promoted purists, i.e., researchers who restrict themselves exclusively to either quantitative or qualitative research methods. Mono-method research is the biggest threat to the advancement of the social sciences. As long as researchers stay polarized in research they cannot expect stakeholders who rely on their research findings to take their work seriously. The purpose of this paper is to explore how the debate between quantitative and qualitative is divisive, and thus counterproductive for advancing the social and behavioral science field. This paper advocates that all graduate students learn to use and appreciate both quantitative and qualitative research. In so doing, students will develop into what is termed "pragmatic researchers." (Contains 41 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document. On Becoming a Pragmatic Researcher 1 Running head: ON BECOMING A PRAGMATIC RESEARCHER U.S. -
Nursing Students' Perspectives on Telenursing in Patient Care After
Clinical Simulation in Nursing (2015) 11, 244-250 www.elsevier.com/locate/ecsn Featured Article Nursing Students’ Perspectives on Telenursing in Patient Care After Simulation Inger Ase Reierson, RN, MNSca,*, Hilde Solli, RN, MNSc, CCNa, Ida Torunn Bjørk, RN, MNSc, Dr.polit.a,b aFaculty of Health and Social Studies, Institute of Health Studies, Telemark University College, 3901 Porsgrunn, Norway bFaculty of Medicine, Institute of Health and Society, Department of Nursing Science, University of Oslo, 0318 Oslo, Norway KEYWORDS Abstract telenursing; Background: This article presents the perspectives of undergraduate nursing students on telenursing simulation; in patient care after simulating three telenursing scenarios using real-time video and audio nursing education; technology. information and Methods: An exploratory design using focus group interviews was performed; data were analyzed us- communication ing qualitative content analysis. technology; Results: Five main categories arose: learning a different nursing role, influence on nursing assessment qualitative content and decision making, reflections on the quality of remote comforting and care, empowering the pa- analysis tient, and ethical and economic reflections. Conclusions: Delivering telenursing care was regarded as important yet complex activity. Telenursing simulation should be integrated into undergraduate nursing education. Cite this article: Reierson, I. A., Solli, H., & Bjørk, I. T. (2015, April). Nursing students’ perspectives on telenursing in patient care after simulation. Clinical Simulation in Nursing, 11(4), 244-250. http://dx.doi.org/ 10.1016/j.ecns.2015.02.003. Ó 2015 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/ by-nc-nd/4.0/). -
Survey Experiments
IU Workshop in Methods – 2019 Survey Experiments Testing Causality in Diverse Samples Trenton D. Mize Department of Sociology & Advanced Methodologies (AMAP) Purdue University Survey Experiments Page 1 Survey Experiments Page 2 Contents INTRODUCTION ............................................................................................................................................................................ 8 Overview .............................................................................................................................................................................. 8 What is a survey experiment? .................................................................................................................................... 9 What is an experiment?.............................................................................................................................................. 10 Independent and dependent variables ................................................................................................................. 11 Experimental Conditions ............................................................................................................................................. 12 WHY CONDUCT A SURVEY EXPERIMENT? ........................................................................................................................... 13 Internal, external, and construct validity .......................................................................................................... -
Repko Research Process (Study Guide)
Beginning the Interdisciplinary Research Process Repko (6‐7) StudyGuide Interdisciplinary Research is • A decision‐making process – a deliberate choice • A decision‐making process – a movement, a motion • Heuristic – tool for finding out – process of searching rather than an emphasis on finding • Iterative – procedurally repetitive – messy, not linear – fluid • Reflexive – self‐conscious or aware of disciplinary or personal bias – what influences your work (auto) Integrated Model (p.141) Problem – Insights – Integration – Understanding fine the problem The Steps include: A. Drawing on disciplinary insights 1. Define the problem 2. Justify using an id approach 3. Identify relevant disciplines 4. Conduct a literature search 5. Develop adequacy in each relevant discipline 6. Analyze the problem and evaluate each insight into it B. Integrate insights to produce id understanding 7. Identify conflicts between insights and their sources 8. Create or discover common ground 9. Integrate insights 10. Produce an id understanding of the problem (and test it) Cautions and concerns (1) Fluid steps (2) Feedback loops – not a ladder Beginning the Interdisciplinary Research Process Repko (6‐7) StudyGuide (3) Don’t skip steps – be patient (4) Integrate as you go STEP ONE: Define the Problem • Researchable in an ID sense? • What is the SCOPE (parameters; disclaimers; what to include, exclude; what’s your focus – the causes, prevention, treatment, effects, etc. • Is it open‐ended • Too complex for one discipline to solve? Writing CHECK – Craft a well‐composed -
Research Questions in Design-Based Research Arthur Bakker
Research Questions in Design-Based Research Arthur Bakker Freudenthal Institute Utrecht University [email protected] August 25, 2014 Design-based research (DBR) is a relatively new method in the learning sciences (Anderson & Shattuck, 2012; Brown, 1992; also see special issues in Educational Researcher, 2003; Educational Psychologist, 2004; Journal of the Learning Sciences, 2004). For older and more established methods such as randomized controlled trials (RCTs), the argumentative logic has already been worked out more clearly (Cobb et al., in press). Several predominantly qualitative approaches such as ethnography, case studies and action research have been around so long that they are discussed in most research methods books (Creswell, 2007; Denscombe, 2007), but DBR has not yet reached this stage. Despite its potential and importance for the improvement of education and educational research (Plomp & Nieveen, 2007; Van den Akker et al., 2006), there is thus still some way to go. In this document I focus on the topic of research questions. Many design-based researchers struggle with formulating good research questions, and in many cases the debate on formulations continues until the end of a project. To some extent this inherent in qualitative research approaches, but in DBR the situation seems more poignant. I address the issue of what counts as a good research question, summarize some of the discussion points and propose an argumentative structure that seems to work for the type of DBR that our students in mathematics and science education do. I do not rehearse the main characteristics of DBR (see Bakker & van Eerde, 2014; Cobb et al., 2003). -
How to Write a Systematic Review Article and Meta-Analysis Lenka Čablová, Richard Pates, Michal Miovský and Jonathan Noel
CHAPTER 9 How to Write a Systematic Review Article and Meta-Analysis Lenka Čablová, Richard Pates, Michal Miovský and Jonathan Noel Introduction In science, a review article refers to work that provides a comprehensive and systematic summary of results available in a given field while making it pos- sible to see the topic under consideration from a new perspective. Drawing on recent studies by other researchers, the authors of a review article make a critical analysis and summarize, appraise, and classify available data to offer a synthesis of the latest research in a specific subject area, ultimately arriving at new cumulative conclusions. According to Baumeister and Leary (1997), the goal of such synthesis may include (a) theory development, (b) theory evalu- ation, (c) a survey of the state of knowledge on a particular topic, (d) problem identification, and (e) provision of a historical account of the development of theory and research on a particular topic. A review can also be useful in science and practical life for many other reasons, such as in policy making (Bero & Jadad, 1997). Review articles have become necessary to advance addiction sci- ence, but providing a systematic summary of existing evidence while coming up with new ideas and pointing out the unique contribution of the work may pose the greatest challenge for inexperienced authors. How to cite this book chapter: Čablová, L, Pates, R, Miovský, M and Noel, J. 2017. How to Write a Systematic Review Article and Meta-Analysis. In: Babor, T F, Stenius, K, Pates, R, Miovský, M, O’Reilly, J and Candon, P. -
The Role of the Clinical Nurse Specialist in the Future of Health Care in the United States
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln US Army Research U.S. Department of Defense 2012 The Role of the Clinical Nurse Specialist in the Future of Health Care in the United States Jacqueline M. Gordon Penn State Hershey Medical Center Jennifer D. Lorilla Tripler Army Medical Center Cheryl A. Lehman University of Texas Health Science Center, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/usarmyresearch Gordon, Jacqueline M.; Lorilla, Jennifer D.; and Lehman, Cheryl A., "The Role of the Clinical Nurse Specialist in the Future of Health Care in the United States" (2012). US Army Research. 196. https://digitalcommons.unl.edu/usarmyresearch/196 This Article is brought to you for free and open access by the U.S. Department of Defense at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in US Army Research by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. The Role of the Clinical Nurse Specialist in the Future of Health Care in the United States a Jacqueline M. Gordon, MSN, RN, CCNS, CCRN , b Jennifer D. Lorilla, MSN, RN, United States Army Nurse Corps , c, Cheryl A. Lehman, PhD, RN, CNS-BC, RN-BC, CRRN * KEYWORDS Clinical nurse specialist CNS APRN Licensed independent practitioner Licensed independent provider KEY POINTS The needs of the health care system and expectations of health care consumers can be met by an exceptionally trained Advanced Practice Registered Nurse (APRN): the clinical nurse specialist (CNS). However, role confusion related to the CNS, by developing competing roles that do not have APRN privileges, has created challenges for current and future CNSs to overcome. -
The Research Project “CINTERA” and the Study of Marine Eutrophication
Sustainability 2015, 7, 9118-9139; doi:10.3390/su7079118 OPEN ACCESS sustainability ISSN 2071-1050 www.mdpi.com/journal/sustainability Article Interdisciplinarity as an Emergent Property: The Research Project “CINTERA” and the Study of Marine Eutrophication Jennifer Bailey 1,*, Murat Van Ardelan 2, Klaudia L. Hernández 3, Humberto E. González 4,5,6, José Luis Iriarte 4,5,7, Lasse Mork Olsen 1, Hugo Salgado 8,9 and Rachel Tiller 10 1 Department of Sociology and Political Science, Norwegian University of Science and Technology, 7491 Trondheim, Norway; E-Mail: [email protected] 2 Department of Chemistry, Norwegian University of Science and Technology, 7491 Trondheim, Norway; E-Mail: [email protected] 3 Centro de Investigaciones Marinas Quintay CIMARQ, Facultad de Ecologia y Recursos Naturales, Universidad Andres Bello, 2340000 Valparaiso, Chile; E-Mail: [email protected] 4 Programa de Financiamiento Basal, COPAS Sur Austral, 4030000 Concepción, Chile; E-Mails: [email protected] (H.E.G.); [email protected] (J.L.I.) 5 Centro de Investigaciones di Ecosistemas de la Patagonia (CIEP), Coyhaique 5950000, Chile 6 Instituto de Ciencias Marinas y Limnológicas, Universidad Austral de Chile, 5090000 Valdivia, Chile 7 Instituto de Acuicultura, Universidad Austral de Chile and Centro de Investigación en Ecosistemas de la Patagonia-CIEP, 5480000 Puerto Montt, Chile 8 Facultad de Economía y Negocios, Research Nucleus on Environmental and Resource Economics (NENRE), Universidad de Talca, 2 Norte 685 Talca, Chile; E-Mail: [email protected] 9 Interdisciplinary Center in Aquaculture Research (INCAR), Universidad de Talca; 2 Norte 685 Talca, Chile 10 SINTEF, Aquaculture and Fisheries, P.O. -
Clinical Instruction in Prelicensure Nursing Programs
Clinical Instruction in Prelicensure Nursing Programs National Council of State Boards of Nursing (NCSBN) Position Paper August 2005 NCSBN Practice, Regulation and Education Committee Gino Chisari Connie Brown Mary Calkins Marcy Echternacht Rose Kearney-Nunnery Barbara Knopp Therese Shipps Robin Vogt Mary Blubaugh Nancy Spector Executive Summary Since the mission of the boards of nursing is to protect the public, the boards of nursing have the responsibility of making sure that new graduate nurses are prepared to practice safely. Therefore, the National Council of State Boards of Nursing (NCSBN) presents this Position Paper to provide guidance to the boards of nursing for evaluating the clinical experience component of prelicensure programs. NCSBN’s Practice, Regulation and Education (PR&E) Committee members reviewed the available literature, surveyed the boards of nursing and nursing education organizations, sought stakeholder input, consulted with experts and participated in simulated experiences to provide the rationale for this Paper. The PR&E Committee members realize that there is the need for more research of clinical education in nursing. The recommendations, therefore, are based on the best available evidence at this point in time. The PR&E Committee recommends the following positions: Prelicensure nursing educational experiences should be across the lifespan. Prelicensure nursing education programs shall include clinical experiences with actual patients; they might also include innovative teaching strategies that complement clinical experiences for entry into practice competency. Prelicensure clinical education should be supervised by qualified faculty who provide feedback and facilitate reflection. Faculty members retain the responsibility to demonstrate that programs have clinical experiences with actual patients that are sufficient to meet program outcomes. -
STANDARDS and GUIDELINES for STATISTICAL SURVEYS September 2006
OFFICE OF MANAGEMENT AND BUDGET STANDARDS AND GUIDELINES FOR STATISTICAL SURVEYS September 2006 Table of Contents LIST OF STANDARDS FOR STATISTICAL SURVEYS ....................................................... i INTRODUCTION......................................................................................................................... 1 SECTION 1 DEVELOPMENT OF CONCEPTS, METHODS, AND DESIGN .................. 5 Section 1.1 Survey Planning..................................................................................................... 5 Section 1.2 Survey Design........................................................................................................ 7 Section 1.3 Survey Response Rates.......................................................................................... 8 Section 1.4 Pretesting Survey Systems..................................................................................... 9 SECTION 2 COLLECTION OF DATA................................................................................... 9 Section 2.1 Developing Sampling Frames................................................................................ 9 Section 2.2 Required Notifications to Potential Survey Respondents.................................... 10 Section 2.3 Data Collection Methodology.............................................................................. 11 SECTION 3 PROCESSING AND EDITING OF DATA...................................................... 13 Section 3.1 Data Editing ........................................................................................................ -
Research Questions and Hypotheses
07-Creswell (RD)-45593:07-Creswell (RD)-45593.qxd 6/20/2008 4:37 PM Page 129 CHAPTER SEVEN Research Questions and Hypotheses nvestigators place signposts to carry the reader through a plan for a study. The first signpost is the purpose statement, which establishes the Icentral direction for the study. From the broad, general purpose state- ment, the researcher narrows the focus to specific questions to be answered or predictions based on hypotheses to be tested. This chapter begins by advancing several principles in designing and scripts for writing qualitative research questions; quantitative research questions, objectives, and hypotheses; and mixed methods research questions. QUALITATIVE RESEARCH QUESTIONS In a qualitative study, inquirers state research questions, not objectives (i.e., specific goals for the research) or hypotheses (i.e., predictions that involve variables and statistical tests). These research questions assume two forms: a central question and associated subquestions. The central question is a broad question that asks for an exploration of the central phenomenon or concept in a study. The inquirer poses this question, consistent with the emerging methodology of qualitative research, as a general issue so as to not limit the inquiry. To arrive at this question, ask, “What is the broadest question that I can ask in the study?” Beginning researchers trained in quantitative research might struggle with this approach because they are accustomed to the reverse approach: iden- tifying specific, narrow questions or hypotheses based on a few variables. In qualitative research, the intent is to explore the complex set of factors surrounding the central phenomenon and present the varied perspectives or meanings that participants hold. -
The Human Responses and Nursing Diagnoses of Head and Neck Cancer Patients: Literature Review and Synthesis of Evidence
Cadernos de Saúde Vol. 11 Número 1 2019 pp. 19-29 https://doi.org/10.34632/cadernosdesaude.2019.5274 19 The human responses and nursing diagnoses of head and neck cancer patients: literature review and synthesis of evidence As respostas humanas e diagnósticos de enfermagem em pessoas com cancro de cabeça e pescoço: revisão de literatura e síntese de evidência Susana Miguel1, Cristina Mara Zamarioli2, Emília Campos de Carvalho3, Sílvia Caldeira4 1 Universidade Católica Portuguesa, Instituto de Ciências da Saúde, Centro de Investigação Interdisciplinar em Saúde (CIIS), Portugal 2 Universidade de São Paulo – Ribeirão Preto, Escola de Enfermagem, Grupo de Pesquisa sobre Comunicação em Enfermagem e Saúde, Brasil 3 Universidade de São Paulo – Ribeirão Preto, Escola de Enfermagem, Grupo de Pesquisa sobre Comunicação em Enfermagem e Saúde, Brasil 4 Centro Interdisciplinar de Investigação em Saúde, Instituto de Ciências da Saúde, Universidade Católica Portuguesa, Portugal Abstract Keywords nursing diagnosis, head Introduction: Head and neck cancer is relatively common with a high morbidity rate due to the and neck cancer, human anatomical sites that surround and may result in psychosocial, physical, or functional effects. responses Knowledge about the human responses and the corresponding nursing diagnoses of head and neck cancer patients undergoing surgery, as listed on NANDA-I, seems scarce. Aim: Review the literature on knowledge about the human responses and the corresponding nursing diagnoses of head and neck cancer patients undergoing surgery Material and Methods: Integrative literature review with a search on electronic databases: CINALH®, MEDLINE®, Nursing & Allied Health®, and Scopus®. Results: A total of 31 papers were included in this review and 72 human responses, categorized in 29 diagnoses.