NUR 504 WEEK 2 COMPLETE DISCUSSION NUR 504 WEEK 2 COMPLETE DISCUSSION NUR504 NUR 504 Week 2 Discussions 1 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? CLICK HERE TO ORDER YOUR NUR 504 WEEK 2 COMPLETE DISCUSSION NUR 504 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. 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 a) Choose one member totransfer the CLC Agreement to the CLC forum, input the CLCs responses for all sections of the Agreement, and submit the CLC Agreement. 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. 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. 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. Topic 2: Collaborative Learning Community: EBP Agreement. Brainstorm: Initiate conversation regarding potential topics of interest. 1) This should be a nursing related problem, that is, a problem related to nursing practice, advance practice, leadership, or education. . 2) Identify several topics of interest and have individual group members do a quick survey of the literature to be sure that there is evidence available. 3) In order to develop a guideline/protocol, you will need credible resources. Read pages 29-34 for guidance in identifying sources of evidence. a) The course readings include all of the information needed to complete this project. Chapters 1 and 2 provided the necessary information regarding EBP and how to find evidence. Chapter 5 provides strategies for locating credible information. The sooner these chapters are read carefully, with the project in mind, the easier it will be. 4) Record all communication in the CLC Forum. Topic 3: Collaborative Learning Community: EBP Identification of Clinical Question 1) Refer to Figure 2.2 in the textbook for the model you will use to complete this project. Note that you will not complete the entire process in this model, you will reach the step entitled,Pilot the change in practice. 2) As a group, finalize your choice of topic. Review the literature regarding clinical problems presented in the previous topic in order to ensure that there is adequate evidence for your choice. State your topic in the form of a problem statement and a foreground question. The course readings include all of the information you need to complete this project. Record all communication in the CLC Forum. 3) Choose one team member to submit the completed assignment and initial reference list to the instructor by the end of Topic4. Topic 4: Collaborative Learning Community: EBP Literature Search/Appraisal of Evidence 1) UseFigure 2.1, Evidence hierarchy pyramid, inthe textbook as your guide for the levels of evidence in your reference list. 2) Locate case studies, relevant clinical articles written by experts, research articles,, evidence based guidelines and protocolsand theory that may guide the identification of appropriate solutions. This can include the articles reviewed from topic 3. Note, not all theories will have research that allows them to have a level assigned to them. This does not mean they are not good theories. 3) Appraise the evidence using the guidelines provided on pages 37-40 in the textbook. Use these guidelines to discard references that are untrustworthy or irrelevant. Use Box 2.2 to help with this decision-making process. 4) Use the following to organize the evidence by commonalities and/or contrary findings: Chapter 5in the textbook provides information regarding how to synthesize the article findings. Use the EBP Project Evaluation tool located in resources to consolidate and present the findings 5) Record all communication in the CLC Forum. Topic 5: Collaborative Learning Community: EBP Literature Search/Appraisal of Evidence 1) Continue with the articles used inTopic 4. 2) Complete the Synthesis Table for the evidence and variables for the guideline. Limit the articles to no more than ten; two per student in the CLC group would be reasonable. A true proposal would require a comprehensive review of the literature and inclusion of all relevant works. 3) Record all communications in the CLC Forum. Topic 6: Collaborative Learning Community: EBP Develop Clinical Guideline and Implementation Plan 1) Initiate work on developing a guideline or protocol based on your search of the literature. 2) Consider how to implement the intervention to test the protocol. 3) Identify potential barriers and describe strategies to gain cooperation from individuals who will be implementing the change. 4) Record all communication in the CLC Forum. Topic 7: Collaborative Learning Community: EBP Development Guidelines and Implementation Plan Complete the protocol and write the plan to pilot the change in practice. The Clinical Guidelines should include the problem statement, EBP question, literature review, along with all the tables used to arrive at the conclusion (can be appendices), the clinical protocol, and the implementation plan.. There is no specific template for this guideline/assignment. The Implementation Plan for the protocol should include a timeline with criteria for evaluating the outcomes. Use APA style headings for each section with subheadings as appropriate. References should include all documents used for literature review along with sources used to guide the process. Record all communication in the CLC Forum. Submit the completed assignment to the instructor on the last day of Topic 7 and have one CLC member post the completed assignment all together in Topic 8 discussion forum. CLICK HERE TO ORDER YOUR NUR 504 WEEK 2 COMPLETE DISCUSSION NUR 504 Quantitative and Qualitative Research NUR504 Week 2 Quantitative and Qualitative Research Review Latest Choose two scholarly, peer-reviewed articles about research studies. The articles can be found using the GCU Library or any of the sources recommended in the readings. Address the following: One article must be an example of a qualitative research study; the other must be a quantitative example. These articles will be utilized for assignments in Modules 3, 4, 6 and 8. Write a 350-500-word statement which includes: A description of why each research study is categorized as quantitative or qualitative. A justification for your selections. The journal page reference for the research study selected and the reasons why it was selected. A link to the selected articles or an attached copy of each article. APA format is not required, but solid academic writing is expected. You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

ADDITIONAL INFORMATION;

Discuss sources of bias for both quantitative and qualitative research.

Introduction

Introduction

In order to avoid bias in your research, you have to make sure that you use a large sample size and a reliable instrument. You also need to make sure that you are using random sampling, which is the best way to ensure that the results of your study are not skewed by any preconceived notions or biases on the part of the researcher.

Discuss sources of bias for both quantitative and qualitative research.

Bias is a problem in research. It can come from the researcher, the research instrument or the sample. Research bias can result in inaccurate results and conclusions, and to avoid it you must be aware of your own biases.

There are several ways to reduce bias in research. The most important is to use an objective approach, which means that you should try to avoid letting your own biases influence the way you collect and analyze data. For example, if the topic of your study is controversial, it can be difficult not to have preconceived notions about what will happen when you begin collecting data.

One source of bias in quantitative research is the sample size.

Sample size is one source of bias in quantitative research. The sample size refers to the number of people you are studying. If your sample is too small, it can lead to a biased outcome because not all participants have been included in your study and some data may be missing or not reported accurately.

If your sample is too large, it can also lead to a biased outcome because there may be more than one cause for the phenomenon you are studying. A large sample size will not help you narrow down on the specific cause of your problem.

A survey is one example of a quantitative research method.

Surveys are used to collect data. Survey data is quantitative data, because it can be measured and quantified. Surveys are one type of quantitative research method, but they’re also used in marketing research, political polling and market research.

Surveys are used to collect data about a population and can be used for many different purposes. A survey can be conducted by phone, mail or online, depending on the purpose of the research and who needs to be surveyed. For example, if you want to know how people feel about a new product or service, they may not all have access to computers or smartphones.

Another source of bias has to do with the research instrument.

Another source of bias has to do with the research instrument. A good example of a biased instrument is one that asks you to rank order your preferences, such as a survey asking you to rank all candidates on a scale from 1-10. In this case, there is no reason why someone would give their top choice an advantage over other candidates since they are all equally qualified and have equal chances at winning. However, if we asked people who had never heard of any candidate before (or perhaps only some) then this could change things significantly because it would mean that those who were already familiar with them would be able to give higher ranks than others who didn’t know much about them yet!

Another example might be when we ask participants how much money someone should make per hour depending on whether or not they are working 40 hours each week instead of 40/50/60 hours per week depending on whether or not the person works full time or part time.

In qualitative research, bias can creep in when you have a small sample size or with the researcher might have prior beliefs or theories.

In qualitative research, bias can creep in when you have a small sample size or with the researcher might have prior beliefs or theories. To avoid this, try to follow a systematic approach to data collection, analysis and reporting:

• Only collect data that is relevant to your research topic

• Choose diverse participants by using different methods for selecting who will participate (e.g., random sampling) and ensuring that they are representative of their population (e.g., demographics).

When you’re collecting data, try to collect as many different types of data as possible (e.g., quantitative and qualitative). This will allow you to triangulate your findings and help identify potential biases in your research.

You should make sure to use random sampling, a large sample size and reliable instruments in order to avoid bias in quantitative research.

Random sampling, a large sample size and reliable instruments are important in quantitative research to avoid bias.

Qualitative research is used to explain why something happened or how people feel about a certain topic. This type of research helps identify patterns and relationships in data, but it cannot be used to make generalizations about populations.

Qualitative research is often used to identify problems, develop solutions and evaluate different approaches to a problem. This type of research can be conducted in any number of ways, including interviews, focus groups and observation.

Conclusion

In conclusion, the use of a reliable instrument and the use of a large sample size helps to eliminate bias in quantitative research. However, there are several sources of bias that can make qualitative research less reliable than its quantitative counterpart. The researcher must be aware of these potential problems so that they can take steps to minimize or neutralize them before any data collection begins.