NURS 3150 Week 4 Assignment 1 – Walden

NURS 3150 Week 4 Assignment 1

Product Description: NURS 3150 Week 4 Assignment 1 – Walden

Qualitative Research Methods: Sarvestani, R. S., Moattari, M., Nasrabadi, A. N., Momennasab, M., & Yektatalab, S. (2015). Article

NURS 3150 Week 4 Assignment 2 (Walden University)

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Qualitative Research Methods: Walsh, A., Meagher-Stewart, D., & Macdonald, M. (2015). Article

Sample Paper

Journal Club Template for Qualitative Research Article

The purpose of this assignment is to describe the research design and methodology. Please discuss the research design, the sample selection, the data collection methods and the plans for data analysis. Please do not focus on or include the results of the study.

Name: T R

Article: Walsh, A., Meagher-Stewart, D. & Macdonald, M. (2015). Persistent optimizing: How mothers make food choices for their preschool children. Qualitative Health Research, 25(4), 527-539.

Purpose of study: The author’s intention, with the guidance of her supervisors/co-authors, was to explore how mothers in a large municipal community in eastern Canada under the daily pressure of different levels of contextual influences determine food choices that are conducive in establishing healthy eating habits for their Preschool children’s assuring the chance of growing into a healthy weight.

Research Design	The authors used a constructivist grounded theory approach to collect and interpret qualitative research data based on real-world situations to better understand the challenges the mothers face when making healthy food choices as the study progress in development.
Sample Selection	Once the required approval was received from the research ethics board, 18 mothers at the average age of 30, ranging between 23 to 48 years old whose backgrounds vary between demographic area, expenditure restrictions, academic achievement, and cultivation – Sixteen mothers were White, and 2 were descendants of the First Nations people. The mothers had one preschooler 3 to 5 years old at home (with the exception of one mother who had preschool twins) without dietary restrictions. Participants were recruited from communities in a large municipality in eastern Canada that is perceived as a contributing factor in the accession of a serious public health issue – childhood obesity. Agencies associated with the communities contribute to public health services, early childhood development, and family resource centers providing services to children of pre-school age. Of the 18 mothers, eleven were in a relationship united in wedlock or through common-law. Fourteen represented an education equal to or beyond high school. Economically, twelve mothers did not have a job, 10 generated incomes below the Statistics Canada Low Income Cut-off (LICO) rate, and 8 earned enough money to be considered above the LICO rate. Geographically, Fourteen mothers were residents in a city or town and 4 lived in a rural area (Walsh, Meagher-Stewart, & Macdonald, 2015).
Data Collection Methods	The collection and analyzing of data began with the first interview consisting of broad and open-ended questions. The 18 subjects participated in 18 initial semi-structured face to face and 17 follow-up phone interviews, totaling 35 interviews over a 16-month period collecting narrative data about personal experiences and engagement. To gain a greater perspective of the constraints the mothers disclosed during their interviews, the researchers collected data by direct observation of local grocery stores and restaurants after feedback from the mothers piqued their interest. Theoretical sampling was used when additional questions were created to add to the interviews to analysis questions that rose from the observations and build their emerging theory. Additional data collections tools used include the 2004 age-/sex-specific body mass index (BMI) classification cut offs established by International Obesity Task Force (IOTF) and the 2007 World Health Organization (WHO) growth charts. The researchers used NVivo 8 qualitative software for coding and comparing needs – to break down the data to compare with other data. The initial interviews were typed up into transcripts and field notes were analyzed as part of the data collection using the method of grounded theory. A substantive theory was developed on the ability of mothers to choose food for their preschool children to develop healthy eating habits. In addition, field notes were analyzed.
Plans for Data Analysis	The researcher is able to adapt the inquiry methods using a systematic methodology of analysis, interpretation, identifying significant information, until the results are recognized as a substantive theory. Once the theoretical saturation is sought out from the data that can substantiate the concepts as a whole, the development of the substantive theory can be integrated into three main conceptual categories: 1) recognition of related constraints; 2) the extent of boundaries; and 3) guileful status in regards to unfavorable circumstances (Walsh et al., 2015).
Strengths	~ The participants were honest and provided feedback that allowed the researchers to modify the questions to gain clarity, test interpretations and build a theory. ~ Participants represented the personal and community circumstances contextual factors that limited and interfered with making food choices.
Weaknesses	~ The study focused on limited food choices for mothers in a low-income environment and/or situation; however, if the mother is educated about portion control, modeling healthy attitudes and behavior during infant and toddler years, can influence healthy dietary practices by the preschooler (Birch, Savage & Ventura, 2009). ~ The study focused on the mother food choices, even for participants who were married and how the couple can make choices together could influence healthier choices.

Birch, L., Savage, J. S., & Ventura, A. (2007). Influences on the Development of Children’s Eating Behaviours: From Infancy to Adolescence. Canadian Journal Of Dietetic Practice And Research: A Publication Of Dietitians Of Canada = Revue Canadienne De La Pratique Et De La Recherche En Dietetique: Une Publication Des Dietetistes Du Canada, 68(1), s1-s56.

Walsh, A., Meagher-Stewart, D. & Macdonald, M. (2015). Persistent optimizing: How mothers make food choices for their preschool children. Qualitative Health Research, 25(4), 527-539.

NURS 3150 Week 4 Discussion Topic (Walden University)

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Preview:

Developing a research study to maximize care for our patients and promote health and wellness within the community can be challenging. Choosing which type of research methodology to apply can be difficult if the researcher is unfamiliar with the characteristics of each type. Qualitative research is more difficult to analyze than quantitative research. With qualitative research it is impossible to precisely measure outcomes. It relates more to experiences and reasoning and involves an understanding of relationships between variables. Qualitative research may be described as somewhat of a starting point for further analysis of treatment or investigation of evidence based practices (EBP).

NURS 3150 Week 5 Assignment 1 Quantitative Analysis Assignment (Walden University)

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Week 5: Quantitative Analysis Assignment

Summary Data Analysis Form

This is the form you need to use to describe the findings (or results) of your quantitative analyses of the patient safety data set. For each finding, you are given specific instructions on how to use the Excel program to analyze the data that will give you the results you need for this Assignment. When you have completed the analyses and described your findings on this form, you then need to submit it using the Week 5 platform for assignments.

NURS 3150 Week 5 Assignment 2 Qualitative Analysis Assignment (Walden University)

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Week 5: Qualitative Analysis Assignment

Code Sheet: Student Pet Peeve Data

Qualitative Analyses: The analytic method you will use to analyze the narrative data for this Assignment is called content analysis. It requires you to read each student’s narrative and then code its content using the thematic categories on page 4 (Coding Scheme: Student Pet Peeve Data). Once you have completed the coding, you will need to describe the most common types of “pet peeves” that students have about their courses.

NURS 3150 Week 6 Assignment 1 (Walden University)

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Medication Administration Errors & Intervention

ADDITIONAL INSTRUCTIONS FOR THE CLASS –

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Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. NURS 3150 Week 4 Assignment 1 – Walden

APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. NURS 3150 Week 4 Assignment 1 – Walden

Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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NURS 3150 Week 4 Assignment 1 – Walden

NURS 3150 Week 4 Assignment 1 – Walden