Introduction to quantitative and qualitative researchLiz FitzGerald
This presentation, delivered in an Open University CALRG Building Knowledge session, gives a preliminary introduction to both quantitative and qualitative research approaches. There has been widespread debate when considering the relative merits of quantitative and qualitative strategies for research. Positions taken by individual researchers vary considerably, from those who see the two strategies as entirely separate, polar opposites that are based upon alternative views of the world, to those who are happy to mix these strategies within their research projects. We consider the different strengths, weaknesses and suitability of different approaches and draw upon some examples to highlight their use within educational technology.
In the research, defining the population for the study & to select a sample is a very important step. There are different methods of sampling One has to use the most appropriate from those. The information regarding these two concepts is described in this presentation.
Introduction to quantitative and qualitative researchLiz FitzGerald
This presentation, delivered in an Open University CALRG Building Knowledge session, gives a preliminary introduction to both quantitative and qualitative research approaches. There has been widespread debate when considering the relative merits of quantitative and qualitative strategies for research. Positions taken by individual researchers vary considerably, from those who see the two strategies as entirely separate, polar opposites that are based upon alternative views of the world, to those who are happy to mix these strategies within their research projects. We consider the different strengths, weaknesses and suitability of different approaches and draw upon some examples to highlight their use within educational technology.
In the research, defining the population for the study & to select a sample is a very important step. There are different methods of sampling One has to use the most appropriate from those. The information regarding these two concepts is described in this presentation.
A comprehensive presentation based on a qualitative research methodology 'Grounded Theory, presented at Government College University Lahore, Pakistan.
This presentation educates you about Non-Probability Sampling, Types of non-probability sampling, When to use non-probability sampling?, Advantages of non-probability sampling and difference.
For topics stay tuned with Learnbay.
simplest way of explanation from a smart study.Sample techniques used in sampling. there are two types of techniques used in the process of sampling such as probability sampling and non probability sampling and here i have explained only Non- probability sampling.
Research methodology at students of university
OBJECTIVE
To explain the concept of Educational Research
To describe the scope of Educational Research
To Identity fundamental research
A comprehensive presentation based on a qualitative research methodology 'Grounded Theory, presented at Government College University Lahore, Pakistan.
This presentation educates you about Non-Probability Sampling, Types of non-probability sampling, When to use non-probability sampling?, Advantages of non-probability sampling and difference.
For topics stay tuned with Learnbay.
simplest way of explanation from a smart study.Sample techniques used in sampling. there are two types of techniques used in the process of sampling such as probability sampling and non probability sampling and here i have explained only Non- probability sampling.
Research methodology at students of university
OBJECTIVE
To explain the concept of Educational Research
To describe the scope of Educational Research
To Identity fundamental research
Walden University
NURS 6050 Policy and Advocacy for Improving Population Health
Module 3
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NURS 6050 Policy and Advocacy for Improving Population Health | Module 3
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NURS 6050 Policy and Advocacy for Improving Population Health
Module 3
IntroductionResourcesDiscussionAssignmentMy Progress Tracker
NURS 6050 Policy and Advocacy for Improving Population Health | Module 3
IntroductionResourcesDiscussionAssignment☰Menu× NURS 6050 Policy and Advocacy for Improving Population Health Back to Course Home Course Calendar Syllabus Course Information Resource List Support, Guidelines, and Policies Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
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Photo Credit: Getty Images/iStockphotoModule 3: Regulation (Weeks 5-6)
Laureate Education (Producer). (2018). Regulation [Video file]. Baltimore, MD: Author.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsLDR-463LDR-463-O501Topic 5 Journal Entry30.0CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (65.00%)Satisfactory (75.00%)Good (85.00%)Excellent (100.00%)CommentsPoints EarnedContent100.0%Response to Journal Entry Prompt80.0%Response to the journal entry prompt is not present.Response to the journal entry prompt is incomplete or incorrect.Response to the journal entry prompt is complete but lacks relevant detail.Response to the journal entry prompt is thorough and contains substantial supporting details.Response to the journal entry prompt is complete and contains relevant supporting details.Mechanics of Writing includes spelling, punctuation, grammar, and language use.20.0%Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.Writer is clearly in command of standard, written, academic English.Total Weightage100%
Walden University
NURS 6050 Policy and Advocacy for Improving Population Health ...
Overview of Evidence-basedPractice and the Research Pro.docxLacieKlineeb
Overview of Evidence-based
Practice and the Research Process
What is EVIDENCE BASED PRACTICE?
A systematic review of critical appraisal and synthesis of the most relevant research.
Clinical Expertise
Patient Preferences and Values
Initiatives to Advance EBP
To Err is Human: Institute of Medicine (IOM): Building a Safer Health System
Initiatives driving the movement
IOM’s goal: By 2020, 90% health care will be evidence-based
US Preventive Services Task Force (sponsored by AHRQ): analyzing evidence and publishing guidelines (Guide to Preventive Clinical Services)
Magnet Recognition Program (ANA): mandate nursing research and use of EBP
Goal of EBP
OPTIMUM PATIENT OUTCOMES
Once you begin to look for
evidence-based projects,
you’ll start to see them everywhere!
SOURCES OF EVIDENCE
Research Findings
Agency quality monitoring data
Data from national databases
Expert opinions
Scientific principles
Research prOCESS
Conducting Research:
Steps of the Research Process
1. Identify issue or question
2. Formulate research question
3. Review the literature
If further research is needed:
4. Determine theoretical framework
5. Design the study
6. Select the sample
7. Collect data
8. Analyze data
9. Interpret results
If indicated, change practice!
Step ONE: Identify issue
Step Two: formulate Research Question
Conducting Research: Formulating the research question
Research Questions (quantitative):
Identify the target population
State an intervention or treatment (independent variable)
List the variables to be measured/outcomes (dependent variables)
Sample Research Question
Do pediatric patients who are given a
reward when they cooperate during
nursing procedures tend to be more
cooperative during those procedures
than unrewarded peers?
12
Sample Research Question
What are the relationships among spiritual well-being, sleep quality, and health status in HIV-infected men and women?
13
Conducting Research: Formulating the research question
Research Question:
What are the effects of weekly quizzes on the grades of nursing students?
What is the target audience?
What is the independent variable?
What is the dependent variable?
Conducting Research: Formulating the research question
Research Question:
Do nursing students who participate in study groups earn higher grades on final exams?
What is the target audience?
What is the independent variable?
What is the dependent variable?
Conducting Research: Formulating the research question
Research Question:
Is there a difference in patient satisfaction scores between patients who have had nursing students care for them and patients who have not had nursing students assigned to them?
What is the target audience?
What is the independent variable?
What is the dependent variable?
Avoid “Yes” or “No” Question Formats
.
CRITIQUE OF NURSING RESEARCH STUDIES by delphy.pptxDelphyVarghese
CRITIQUE OF NURSING RESEARCH STUDIES by delphy.Effectiveness of video assisted structured teaching programme on postnatal exercise in terms of knowledge and attitude among postnatal mothers
Manuel Cabrera Discussion 7 Manuel M CabreraCOLLAPSETop of .docxalfredacavx97
Manuel Cabrera
Discussion 7: Manuel M Cabrera
COLLAPSE
Top of Form
Discussion 7
Szeto et al. (2010) conducted a pilot study focused on the investigation of the effectiveness of multifaceted ergonomic interventions aimed at community nurses (p. 1022). The results of the pilot study indicate that such interventions improved symptoms and functional outcomes. Pilot studies are typically conducted to evaluate the possibility of a large study and identify complications that may occur. One of the issues that could be considered problematic is that the authors emphasize the importance of statistical significance while overlooking the importance of feasibility. Nevertheless, one may argue that the discussed study is aligned with the definition of a pilot study because it focused on a specific population, and the authors relied on a small sample. Differently put, it would be inappropriate to generalize the results of the study, but it has helped the researchers to assess whether research in this area is feasible. Therefore, a larger study focused on this issue was conducted at a later rate. Szeto et al. (2013) attempted to evaluate the effectiveness of multifaceted ergonomic interventions in four local hospitals aimed at community nurses (p. 414). One of the unique aspects of the study is that the participants involved in the pilot study agreed to continue to participate in research in this area. Therefore, researchers were able to keep track of their progress and evaluated the impact of interventions in the long-term. Moreover, they expanded the explanatory power of the study by increasing the sample size and introducing a self-control group. The results of the study indicate that multifaceted ergonomic interventions designed based on the needs of community nurses decrease symptoms and improve functional outcomes. One has to acknowledge the fact that this study has a set of limitations because researchers focused on local hospitals, and it may be inappropriate to generalize the results. Therefore, it would be appropriate to conduct large-scale studies in this area to establish the overall effectiveness of multifaceted ergonomic interventions.
References
Szeto, G. P., Law, K. Y., Lee, E., Lau, T., Chan, S. Y., & Law, S. (2010). Multifaceted ergonomic intervention programme for community nurses: Pilot study. Journal of Advanced Nursing, 66(5), 1022–1034. doi:10.1111/j.1365-2648.2009.05255.x
Szeto, G. P., Wong, T. K., Law, R. K., Lee, E. W., Lau, T., So, B. C., & Law, S. W. (2013). The impact of a multifaceted ergonomic intervention program on promoting occupational health in community nurses. Applied Ergonomics, 44(3), 414–422. doi:10.1016/j.apergo.2012.10.004
Bottom of Form
Euclides Munoz Perez
Discussion # 7
A pilot study is a preliminary study that is done as a pretest for research tools and instruments that will be used in the main study project. It assesses the resources which include the time and costs and forese.
How to Navigate the Residency Selection Processfnuthalapaty
The final gauntlet in the medical school experience is selection of a residency. Many students go through this process inadequately prepared due to limited advising or misinformation from both faculty and fellow students. This presentation is designed to provide students with a framework for how to approach the residency selection process and highlights specific resources that can be used in improving the quality of student decision-making.
An introduction to a study of Jesus' Parables. Literary tools such as metaphors, similes and allegory are defined and distinguished from a parable itself. Jesus purpose for using parables is also discussed along with a 5 step approach to analyzing a parable.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Educational Research 102: Selecting the Best Study Design for your Research Question
1. Educational Research 102:Selecting the Best Study Design for your Research Question Francis S. Nuthalapaty, MD 2010 APGO Faculty Development Seminar
3. Learning Objectives Describe types of research and study designs Understand the characteristics of a good research question Understand how to convert the research question into a hypothesis Understand how to select the most appropriate study design to test the hypothesis
4. What do we already know? TRUE FALSE 1. Issenberg SB, McGaghie WC, Petrusa ER, Gordon DL and Scalese RJ (2005) Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher 27, 2, pp 10-28. 2. Fletcher KE, Davis SQ, Underwood W, Mangrulkar RS, McMahon LF Jr, Saint S. Systematic review: effects of resident work hours on patient safety. Ann Intern Med. 2004 Dec 7;141(11):851-7.
7. Empirical vs. Non-Empirical Research Empirical Involves collection of data first hand Non-Empirical No first hand data collection
8. Example: Empirical or Non-empirical? The Effect of House Staff Working Hours on the Quality of Obstetric and Gynecologic Care Bailit, J et al, Obstet Gynecol 2009 OBJECTIVE: To measure the effect of house staff working hours reforms on the quality of obstetric and gynecologic care.
9. Example: Empirical or Non-Empirical? Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Issenberg SB et al, Med Teach 2005 OBJECTIVE: Review and synthesize existing evidence in educational science that addresses the question, 'What are the features and uses of high-fidelity medical simulations that lead to most effective learning?'.
11. Basic vs. Applied Research Basic Results apply to a great many people and situations Results are related to general theory or to a general field of knowledge Results need not have immediate or even clear implications Applied Results are applicable only to a specific group of people in a particular situation. Results are not necessarily related to a broader field of knowledge Results must have immediate and clear implications for practice
12. Example: Basic or Applied? Assessing Vaginal Surgical Skills Using Video Motion Analysis Diwadkar G et al, Obstet Gynecol 2009 OBJECTIVE: To demonstrate the feasibility of using video motion analysis to quantitate a key step of vaginal hysterectomy and define measurable differences between novice and experienced surgical trainees during vaginal hysterectomy.
13. Example: Basic or Applied? Effects of a Depression Education Program on Residents’ Knowledge, Attitudes, and Clinical Skills LearmanL et al, Obstet Gynecol 2003 OBJECTIVE: To determine whether an interactive educational program would improve obstetrics and gynecology Residents' knowledge, attitudes, confidence, and skills in caring for depressed patients.
14. Research Methods What is the difference between Qualitative Research and Quantitative Research?
15. Qualitative vs. Quantitative Research Qualitative Descriptive and exploratory focus Used to gain insight into attitudes, behaviors, values Analysis of unstructured information Narrative reporting Quantitative Hypothesis driven Used to identify association and/or causation Analysis of discrete variables Statistical reporting
17. Quantitative Research Experimental & Quasi-experimental Assess effect of an independent variable on dependent variables Comparison of 2 or more groups Control over ‘treatment’ & measurement Randomization Control group
18. Quantitative Research Designs Experimental Treatment Measurement Study Population Randomize Control Measurement Post-test only Control Group
19. Quantitative Research Designs Experimental Treatment Measurement Measurement Study Population Randomize Control Measurement Measurement Pre-test/Post-test Control Group
20. Quantitative Research Designs Experimental Treatment Measurement Measurement Control Measurement Measurement Study Population Treatment Measurement Randomize Control Measurement Solomon Four Group
22. Quantitative Research Designs Quasi-Experimental Study Population Treatment Measurement Measurement One-group Pre-test/Post-test
23. Quantitative Research Designs Quasi-Experimental Study Group 1 Treatment 1 Measurement Study Group 2 Treatment 2 Measurement Static Group
24. Quantitative Research Designs Quasi-Experimental Study Group 1 Measurement Treatment 1 Measurement Matching Study Group 2 Measurement Treatment 2 Measurement Pre-test/Post-test Matched Subjects
26. Causal-Comparative Baseline differences are pre-existing Non-permutable: Ethnicity, Gender Permutable: Teaching style Determine the cause or consequences of differences Associations can be identified Causality cannot be determined
29. Quantitative Research Designs Causal-Comparative Exposure Outcome Group 1 Outcome Group 2 Exploration of Consequences
30. Correlational Research Single group of subjects Describe degree to which 2 or more quantitative variables are related Help explain important human behaviors Predict likely outcomes Identifies associations Causality cannot be determined
32. Correlational Research Correlation Coefficient Calculated by regression < .35 = only a slight relationship .40 - .60 = possible theoretical value .50 = minimum for crude predictions >.65 = reasonably accurate predictions >.85 = close relationship Positive correlation = direct association Negative correlation = inverse association
33. Threats to Internal Validity Subject characteristics Loss of subjects Maturation Repeated measures Statistical regression Investigator bias
34. External Validity Can the findings from the study be generalized to larger populations? Subject characteristics Environment (lab vs. natural setting) Did the subjects act differently b/c they were enrolled in a study (Hawthorne effect)?
36. The Research Process Define Research Question Hole in the literature No hole in the literature Conduct Literature Review Refine Research Question Obtain IRB Approval Design Study Disseminate Results Collect Analyze Data
38. FINER Research Questions Feasible: Can be investigated with available: Time Money Space Other resources
39. FINER Research Questions Interesting: Interesting to you Interesting to others in the field Novel: Will answers to the question advance knowledge in the field?
40. FINER Research Questions Ethical: Will any physical or psychological harm come to anyone as a result of the research? Protect participants from harm Ensure confidentiality of data Avoid knowing deception of participants Relevant: How might answers to this question improve educational practice?
41. What is a research hypothesis and how is it different from a research question?
42. Research Hypothesis A prediction regarding the possible outcomes of the study Wallen & Fraenkel. Educational Research: A Guide to the Process. 2nd Ed.
43. Research Hypothesis A statement which: Summarizes the elements of the study The sample The design The predictor and outcome variables Yoder E, MERC Workshop, 2009 AAMC Annual Meeting
44. Research Hypothesis Based upon a FINERresearch question Simple – one difference or relationship Specific – clearly stated, defined Stated in advance – before data collection Yoder E, MERC Workshop, 2009 AAMC Annual Meeting
45. Research Hypothesis May be stated: As the alternative hypothesis Non-directional The difference is unknown Directional hypothesis Existing studies/data suggest direction of relationships As the null hypothesis Yoder E, MERC Workshop, 2009 AAMC Annual Meeting
46. Research Hypothesis Ha: There is a difference between groups or variables Female medical students have a different IQ than male medical students μf ≠ μmorμf > μm H0: There is no difference between groups or variables Female medical students have a different IQ than male medical students μf = μm Yoder E, MERC Workshop, 2009 AAMC Annual Meeting
47. Example: Hypothesis Improving Resident Competency in the Management of Shoulder Dystocia With Simulation Training Deering S, et al, Obstet Gynecol 2004 METHODS: Residents from 2 training programs were randomized by year-group to a training session on shoulder dystocia (SD) management that used an obstetric birthing simulator or to a control group with no specific training. Both groups were subsequently tested on a standardized SD scenario, and a physician grader rated the resident's performance with a standardized evaluation sheet.
48. Example: Hypothesis What is the research question? What is the null hypothesis? What is the research study design? Basic or Applied? Qualitative or Quantitative? Experimental or Non-Experimental
49. Quantitative Research Designs Experimental Treatment Measurement Study Population Randomize Control Measurement Post-test only Control Group
50. Small Group Activity Share your research questions Select one research question to convert to a hypothesis Select the most appropriate study design
51. Give Your Research Impact Investigate important questions Connect your study to prior studies and help build the body of work Uses appropriate research design Consult with a biostatistician in the design phase Dissemenate your results
52.
53. Session content, including narrated MS Powerpoint slides available at: http://www.obgynknowledgebank.net