NURS 8200 Week 11: Mixed Methods
NURS 8200 WEEK 11 Discussion: Using Both Quantitative and Qualitative Methods
Using Both Quantitative and Qualitative Methods: Many clinical practice issues are sufficiently complicated that neither a purely quantitative or qualitative approach can generate a comprehensive perspective of the issue. Particularly for investigating evaluative questions—such as the effectiveness of a program or treatment or the impact of a policy—some combination of quantitative and qualitative methods can be much more illuminating than relying on one method alone.
ORDER NOW FOR ORIGINAL PAPER
In this Discussion, you consider the use of a mixed-methods design in health care research studies.
To prepare:
- With the Learning Resources in mind, and reflecting on what you have explored throughout this course, consider the benefits of using a mixed-methods research approach.
- Brainstorm nursing practice situations in which using a mixed-methods design would be beneficial. Select one situation to focus on for the purposes of this Discussion. Consider how the quantitative and qualitative data would complement one another to provide a richer analysis and conclusion.
- Also consider the challenges you might encounter in using a mixed-methods approach: data collection, analysis, or synthesis of qualitative and quantitative findings.
By Day 3
Post a cohesive response to the following:
- Briefly explain your selected situation and why utilizing a mixed-methods approach would be beneficial.
- Evaluate how the quantitative and qualitative data would complement one another.
- Discuss the challenges you might encounter in using mixed methods for the situation you selected and how would you address these challenges.
Read a selection of your colleagues’ postings.
By Day 6
Respond to at least 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.
- Make a suggestion 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.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.
Be sure to support your work with specific citations from this week’s Learning Resources and any additional sources.
Post your responses to the Small Group Discussion based on the course requirements.
Your Discussion postings should be written in standard edited English and follow APA guidelines as closely as possible given the constraints of the online platform. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct. Initial postings must be 250–350 words (not including references).
Assignment 6: Completion of NIH Training
As a doctoral student at Walden University, you will engage in research activities as you execute your DNP project. Upon successful completion of the NIH training, you will receive an electronic Certificate of Completion. You will submit this Certificate of Completion with the Walden University Institional Review Board office before you can submit an assignment to conduct research.
To complete:
- Copy and paste the Certificate of Completion into a Word document and save the file as a “.doc” or “.rtf” file.
By Day 7
Submit this Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
- Please save your Assignment using the naming convention “WK11Assgn6+last name+first initial.(extension)” as the name.
- Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK11Assgn6+last name+first initial.(extension)” and click Open.
- If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
- Click on the Submit button to complete your submission.
ORDER NOW FOR ORIGINAL PAPER
Week 11: Mixed Methods
Imagine trying to paint a picture using only half of the color palette. There are many famous works of art that are monochromatic or use only a limited spectrum of colors, and there is no doubt that you can create a respectable picture using only blues, greens, and purples. However, it is sometimes useful and necessary to use the entire color spectrum to paint a richer, more vibrant masterpiece.
The same holds true for the two methods of research—quantitative and qualitative. There are many successful research studies that have employed only one of these two methods. However, researchers are increasingly turning to mixed methods of research, in which they employ both quantitative and qualitative methods to generate more thorough, comprehensive results and deeper analyses.
This week introduces the concepts and reasoning behind mixed methods research, which combines quantitative and qualitative methods to promote a stronger research design. You examine different models for mixed methods research and triangulation of data, and you consider the appropriate application of mixed methods. You also complete the NIH training.
Learning Objectives
Students will:
- Evaluate mixed methods for obtaining qualitative and quantitative evidence related to clinical practice
- Successfully complete the human protection in research training
Photo Credit: nmlfd/Creatas Video/Getty Images
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Mixed methods: An example. Baltimore, MD: Author.
Note: The approximate length of this media piece is 12 minutes.
In this week’s video, the presenter discusses the benefits of using mixed methods research and shares examples of studies she has conducted.
Required Readings
Chow, M. Y., Quine, S., & Li, M. (2010). The benefit of using a mixed methods approach—quantitative with qualitative—to identify client satisfaction and unmet needs in an HIV healthcare centre. AIDS Care, 22(4), 491–4
98.
Note: You will access this article from the Walden Library databases.
This article offers insight into a cross-sectional study that utilizes both quantitative and qualitative research to assess HIV client satisfaction with health care.
Esposito, D., Taylor E. F., & Gold, M. (2009). Using qualitative and quantitative methods to evaluate small-scale disease management pilot program. Population Health Management, 12(1), 3–15.
Note: You will access this article from the Walden Library databases.
This article describes a multi-method approach to stimulate interest in disease management programs by seeking to improve the quality of care for Medicaid beneficiaries with multiple chronic conditions.
Goboury, I., Boon, H., Verhoef, M., Bujold, M., Lapierre, L. M., & Moher, D. (2010). Practitioners’ validation of framework of team-oriented practice models in integrative health care: A mixed methods study. BMC Health Services Research, 10, 289.
Note: You will access this article from the Walden Library databases.
This article discusses the methods and results of an empirical study attempting to validate the Models of Team Health Care Practice (MTHP) framework through the use of both qualitative and quantitative research techniques.
Onwuegbuzie, A. J., Johnson, R. B., & Collins, K. M. (2009). Call for mixed analysis: A philosophical framework for combining qualitative and quantitative approaches. International Journal of Multiple Research Approaches, 3(2), 114–139.
Note: You will access this article from the Walden Library databases.
This article provides a philosophical justification of the use of mixed methods in research studies. The article compares solely qualitative or quantitative works to mixed research approaches to illustrate how mixed methods promote richer results and deeper analyses.
Ostlund, U., Kidd, L., Wengstrom, Y., & Neneh, R. (2011). Combining qualitative and quantitative research within mixed method research designs: A methodological review. International Journal of Nursing Studies, 48(3), 369–383. doi:10.1016/j.ihnurstu.2010.10.005
Note: You will access this article from the Walden Library databases.
This study explores the many popular approaches to mixed methods of health care research studies. These approaches are used to bridge the gap between theory and empirical findings and include parallel analysis, concurrent analysis, and sequential analysis.
Polit, D. F., & Tatano-Beck, C. (2010). Generalization in quantitative and qualitative research: Myths and strategies. International Journal of Nursing Studies, 47(11), 1451–1458. doi:10.1016/j.inurstu.2010.06.004
Note: You will access this article from the Walden Library databases.
This article discusses three models of generalization in both quantitative and qualitative research, including classic sample-to-population, analytics generalization, and case-to-case transfer. The article also recommends other approaches, such as planned replication, systematic reviews, and thick description.
Uhlig, T., Fongen, C., Steen, E., Christie, A., & Odegard, S. (2010). Exploring Tai Chi in rheumatoid arthritis: A quantitative and qualitative study. BMC Musculoskeletal Disorders, 11, 43.
Retrieved from the Walden Library using the MEDLINE With Full Text database.
This article explains the results of a mixed-methods study on the results of Tai Chi on the overall health of female rheumatoid arthritis patients. The results indicated improved muscle function as well as increased confidence in moving and balance and less pain in daily life among the 15 subjects studied.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
- Grid View
- List View
| Exemplary | Proficient | Sufficient | Developing | |
|---|---|---|---|---|
| Discussion Postings and Responses |
4 (100%) – 4 (100%)
• Discussion postings and responses are responsive to the requirements of the Discussion instructions and are posted by the due date. • Discussion postings and responses significantly contribute to the quality of interaction by providing rich and relevant examples, applicable research support, discerning ideas, and/or stimulating thoughts/probes and are respectful when offering suggestions, constructive feedback, or opposing viewpoints. • Discussion postings and responses demonstrate an in-depth understanding of concepts and issues presented in the course (e.g., insightful interpretations or analyses, accurate and perceptive parallels, and well-supported opinions) and are well supported, when appropriate, by pertinent research. • Discussion postings and responses provide evidence that the student has read and considered a sampling of colleagues’ postings and synthesized key comments and ideas, as applicable.
|
3 (75%) – 3 (75%)
• Discussion postings and responses are responsive to the requirements of the Discussion instructions and are posted by the due date. • Discussion postings and responses contribute to the quality of interaction by providing examples, research support when appropriate, ideas, and/or thoughts/probes, and are respectful when offering suggestions, constructive feedback, or opposing viewpoints. • Discussion postings and responses demonstrate some depth of understanding of the issues and show that the student has absorbed the general principles and ideas presented in the course, although viewpoints and interpretations are not always thoroughly supported. • Discussion postings and responses provide evidence that the student has considered at least some colleagues’ postings and synthesized some key comments and ideas, as applicable.
|
2 (50%) – 2 (50%)
• Discussion postings and responses are posted by the due date but are not always responsive to the requirements of the Discussion instructions. • Discussion postings and responses do little to contribute to the quality of interaction or to stimulate thinking and learning. • Discussion postings and responses demonstrate a minimal understanding of concepts presented, tend to address peripheral issues, and, although generally accurate, display some omissions and/or errors. • Discussion postings and responses do not provide evidence that the student has considered at least some colleagues’ postings or synthesized at least some key comments and ideas, as applicable.
|
0 (0%) – 1 (25%)
• Discussion postings and responses are posted past the late deadline, defined as 11:59 p.m. on the due date, and/or do not address the requirements of the Discussion instructions. • Discussion postings and responses do not contribute to the quality of interaction or stimulate thinking and learning. • Discussion postings and responses do not demonstrate an understanding of the concepts presented in the course, and/or do not address relevant issues, and/or are inaccurate and contain many omissions and/or errors. • Discussion postings and responses do not provide evidence that the student has read or considered colleagues’ postings, as applicable.
|
| Total Points: 4 |
|---|