NUR 504 Week 2 Discussions 1 Discussion: sources of bias for both quantitative and qualitative research

Discuss sources of bias for both quantitative and qualitative research. For quantitative research, be sure to address both random and systematic bias. You may use examples from the articles you selected as illustrations of bias and/or preventing bias.

NUR 504 Week 2 Discussions 2

Researchers often identify the research problem and then go in search of a theory. Discuss the disadvantages of doing this. What does the textbook recommend that researchers do to assure a true fit between theory and designing the study?

NUR 504 Week 2 Collaborative Learning Community

NUR504 Week 2 Collaborative Learning Community (CLC): EBP Agreement Latest

This is a CLC Assignment.

You will be assigned to a CLC group by the instructor.

Within your group, follow the instructions provided in the CLC Assignment: Evidence-Based Practice Project (EBP).

Finalize the CLC Agreement.

CLC Assignment: Evidence-Based Project (EBP)

Group work has benefits and liabilities. Everyone assigned to a CLC is expected to equally participate in the work in terms of time and quality of effort. The assignment should be apportioned to make the best use of the strengths of individual team members. Some of you are natural leaders. Your strengths can be your greatest liabilities. No one wants to be bossed around no matter how skilled the boss. Honest communication is critical to effective group work. The best way to avoid conflict is to set very clear expectations. Then, if someone does not do what is expected, he or she can be referred to the original agreement rather than have the confrontation become personal.

At the end of the project, students will have an opportunity to evaluate each other. These evaluations will be taken into consideration when grading individuals within the group. The grade will be given for the project as compared to the rubric for evaluation. Depending on your evaluations, individual grades will be equal to or less than the overall grade. Course faculty are able to observe the process in the CLC forum. If your work takes place outside the forum, this information will be absent. Be certain, even if you communicate via e-mail, phone, or face-to-face, to record the communication in the CLC forum.

NOTE: The final course of your program will require you to develop and implement an EBP guideline. This is your opportunity to learn the process and perhaps even identify an area of interest. Your choice of a topic for the capstone course should be related to your area of specialty. Each course you take will provide you with the opportunity to investigate theory and empirical literature to identify the relevant evidence you will need to complete this project. The more effort you expend now to learn this process, the easier it will be for you to complete the program efficiently.

Topic 1:

Collaborative Learning Community: EBP Agreement

1) Check into your CLC group.

1. a) Describe your prior experience with evidence-based practice (EBP) includingparticipation in developing EBP guidelines or protocols for changing practice.

CLC Agreement

1) Review the CLC Agreement

1. a) Choose one member totransfer the CLC Agreement to the CLC forum, input the CLC’s responses for all sections of the Agreement, and submit the CLC Agreement.
2. b) Each member should provide their contact information on the CLC Agreement and decide what tasks in the Project Management Specifics section they will be responsible for.
3. c) In the CLC Forum, discuss and provide responses for each component of the CLC Agreement. The CLC Group Review Process will be completed at the end of your project.
4. d) Discuss the advantages and disadvantages of working in a team environment.

2) Record all communication in the CLC Forum.

3) Complete the CLC agreement, except for the CLC Group Review Process.

4) Submit the completed CLC Agreement to the instructor at the end of Topic 2.

 

MORE INFO 

sources of bias for both quantitative and qualitative research

Introduction

This post will outline the many sources of bias inherent in qualitative and quantitative research, as well as provide a brief overview of each.

Sampling bias

When you’re selecting a sample, it’s important to understand the potential sources of bias. The best way to do this is by looking at your own research and seeing what kind of biases might affect your work.

• Sampling bias: The sample isn’t representative of the population (or population) because it doesn’t have enough members or they aren’t random.

• Non-random selection: The participants were chosen based on some other aspect of their lives—for example, if I wanted to find out what people who live in rural areas think about vaccines, then I would need more than just my friends who live in cities; instead I could interview people from different parts of the country who don’t know each other personally but share similar interests and backgrounds (such as being religious). This method would ensure that everyone has an equal chance at being selected into my study group!

Selection bias

Selection bias is a systematic error in the selection of individuals, groups or data for analysis. For example, if you’re studying how many people are affected by an illness and you ask just one person instead of asking everyone who has it, then your study will be biased because it doesn’t represent all people who have the illness.

Selection bias can occur when the researcher does not take into account a factor that affects the outcome of their study. This means that they didn’t include certain people/groups/datasets in their research design and this could lead to a lack of representation within your sample population which results in inaccurate findings based on your sample size (e.g., too few participants).

Information bias

Information bias is the tendency to collect or interpret information systematically, leading to a distortion in the research findings. Information bias can lead to incorrect conclusions and can be overcome by using multiple sources of data and methods.

Information bias is a type of selection bias where researchers select certain types of information over others based on their personal preferences or beliefs. This means that if you don’t want your results skewed towards one particular issue, you’ll need some way for outsiders (e.g., participants) to provide their own views about an issue before collecting data from them

Observer’s bias

Observer’s bias is a form of bias that occurs when an observer affects the behavior of the participant. This can occur when:

• The observer is present during the participant’s performance of the task.

• The observer has some prior knowledge about what will happen, or how it should be done, and therefore influences their observations based on this knowledge.

Cognitive bias

Cognitive bias is an unconscious tendency to interpret information in a way that confirms our preexisting beliefs. It’s also known as the “bias blindness” effect, which means we can’t see what’s really going on around us when we’re seeing through our own biases.

Cognitive biases are so common that they affect nearly every decision making process—from how we vote to our choice of career paths, even down to whether or not we eat fast food on a daily basis. They’re so pervasive, in fact, that cognitive psychologists have developed checklists for identifying potential cognitive biases and strategies for overcoming them (see here).

Takeaway:

• The takeaway should be a summary of the article.

• The takeaways should be a call to action, or something that will help you use this information in your own research.

• You can also include statements about how to use these results and/or what implications they have for your own work.

Conclusion

So, there you have it. The five most common sources of bias in quantitative and qualitative research. We hope this article has given you a better understanding of how these biases can affect your study and the results that come out of it. We also hope that you now know what to do if we find ourselves with one or more of these problems when conducting our own research!