Week 1 discussion
Discuss the differences between research, research
utilization, and evidence-based practice. You may want to link this to the
historical evolution of research in nursing.
Identify and discuss two major ways in which qualitative
research differs from quantitative research. Is one better than the other?
Week 2 discussion
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.
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?
Week 3 discussion
Describe the quantitative design of the article you
selected. Present the strengths and limitations of this type of design according
to the textbook and how these are reflected in your study. In one of your
responses, contrast the design you have selected with at least one design
presented by a classmate in one of your responses.
Describe the qualitative design (or methodology) of the
article you selected. Present the strengths and limitations of this type of
design according to the textbook, and explain how these strengths and
limitations are reflected in your study. In one of your responses, contrast the
design you have selected with at least one design presented by a classmate.
Week 4 discussion
Read the section Questionnaires Versus Interviews in the
textbook. How are these guidelines similar and different from data collected by
nurses when giving care? What principles did you identify that are new to you
but could be important in improving your collection of clinical data?
You are interested in nurses’ attitudes toward EBP. Which
method do you think would work best to obtain this information: a
questionnaire, a face-to-face interview, or a group interview? Defend your
Week 5 discussion
Demographic data are collected for every study. What is the
purpose of describing the demographic data?
There is a tendency for novice researchers to develop their own
instrument if they cannot readily find one. How might you respond to a peer or
manager who asks you to help develop a new tool to collect patient data on
anxiety prior to cardiac catheterization?
Week 6 discussion
State in your own words what is meant by Type I and Type II
errors. Why are these important? Name one thing that can be done to improve
internal validity of a study.
An example of a multivariate procedure is analysis of
covariance (ANCOVA). Explain what is meant by the following statement: ANCOVA
offers post hoc statistical control. Provide an example.
Week 7 discussion
In the final section of study reports, there is a section on
implications and recommendations. Describe the difference between these terms.
Provide examples from one of the studies that you critiqued.
Researchers have a responsibility to identify the
limitations of a study. What is meant by limitation? Provide examples from one
of the studies that you critiqued.
Week 8 discussion
Post your group’s CLC EBP Project. Critically read two CLC
EBP Projects (other than your own). Name one barrier for each that could impact
the implementation of the guideline in practice, and explain how you would work
through this issue.
Discuss what is meant by mixed-methods designs. What are the
limitations of mixed-methods designs.