NURS 8201 Week 10 Assignment 3: Qualitative Research Approaches to Support Nursing Practice

NURS 8201 Week 10 Assignment 3: Qualitative Research Approaches to Support Nursing Practice

The chosen nursing practice topic of interest is nurse burnout. Nurse burnout is an increasing problem impacting both nurses and their patients. Chronic professional stress results in mental and physical tiredness, detachment from work, cynicism, and decreased effectiveness. Nurses often work extended shifts, carrying out strenuous and emotionally challenging duties that may significantly impact patients’ lives. Factors contributing to burnout include employment requirements like providing compassionate care, working long hours, and dealing with fluctuating schedules, as well as broader issues like the aging population and the impact of the pandemic (Santos, 2020). This paper aims to demonstrate qualitative research techniques to investigate nurse burnout and provide evidence-based ways to address it.

Qualitative Research Design Approach

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This qualitative study will use interview-based grounded theory, a research methodology that carefully gathers and analyzes data to develop a theory. Interviews in grounded theory investigations include ongoing data gathering and analysis. Researchers begin analyzing transcripts from the first interviews (Flowers et al., 2024). They ask incisive inquiries to pinpoint data that need further explanation. They enhance their method by using additional follow-up inquiries and probes to investigate concepts. The process continues as further data is gathered and analyzed.

Justification

The selection of interview-based grounded theory for this study was driven by the objective of analyzing and constructing a comprehensive theory that explains the impact of social processes on nurses’ experience of burnout within their work environment (Morris et al., 2021). Grounded theory necessitates an iterative methodology in research design, including gaps in data acquisition for simultaneous analysis. Researchers must prepare for iteration and consistently reflect on data-gathering modifications to investigate essential concepts. Analysis should start promptly, and researchers should establish a timetable that fosters ongoing contemplation of the significance of findings right from the beginning. For instance, research on nurse burnout conducted within a week may have hindered the chance for the iterative process necessary in grounded theory (Friganović et al., 2020).

The ultimate objective is to establish a thorough theory that may direct the creation of interventions to enhance the mental health outcomes of students and future nurses in training programs. This will contribute to advancing evidence-based practice in nursing, ensuring that the field remains current and connected to the individuals driving its progress (Jelen et al., 2024). Considering the inductive foundation of grounded theory, the objective is to create an all-encompassing framework that groups ideas into categories. As a result, predicting an outcome can be pretty challenging.

DNP-prepared nurse

The Doctor of Nursing Practice (DNP) is an advanced nursing degree that improves practitioners in clinical nursing and indirect patient care systems. It leverages existing knowledge and enables nurses to allocate resources towards staff development for high-quality treatment. DNP-prepared nurses must comprehend qualitative research methodologies for nursing practice since qualitative research forms the basis for delivering top-notch, evidence-based nursing care (Hampton & Chafetz, 2020). There is a deficiency in the direct transfer of information from research to practical application. Nurses are curious, analytical individuals who want to discover the most effective therapies for their patients, making them well-suited for research.

 

Conclusion

For a complete integration of research into nursing practice, it is essential to address three main questions: how to get high-quality research beyond randomized controlled trials, the hurdles and difficulties of participating in research, and how to engage nurses with different education levels (Morris et al., 2021). Nurses can transform several quality improvement initiatives into research endeavors since research is considered a continuous process that benefits from enhanced comprehension and institutional backing.

 

 

References

Flowers, S. D., Guillén‐Solà, M., Sansó, N., & Galiana, L. (2024). Compassionate Care: a qualitative exploration of nurses’ inner resources in the face of burnout. Nursing Reports, 14(1), 66–77. https://doi.org/10.3390/nursrep14010006

Friganović, A., Kurtović, B., & Selič, P. (2020). A cross-sectional multicentre qualitative study exploring attitudes and burnout knowledge in intensive care nurses with burnout. Zdravstveno Varstvo/Slovenian Journal of Public Health, 60(1), 46–54. https://doi.org/10.2478/sjph-2021-0008

Hampton, M. D., & Chafetz, L. (2020). Evaluating scientific writing skills in DNP program students. Nurse Educator, 46(3), 164–169. https://doi.org/10.1097/nne.0000000000000883

Jelen, A., Goldfarb, R., Rosart, J., Graham, L., & Rubin, B. B. (2024). A qualitative co-design-based approach to identify sources of workplace-related distress and develop well-being strategies for cardiovascular nurses, allied health professionals, and physicians. BMC Health Services Research, 24(1). https://doi.org/10.1186/s12913-024-10669-x

Morris, K., Reese, C., Hale, R. D., & Wendler, M. C. (2021). Journeying through the DNP project: A qualitative, descriptive study. Journal of Professional Nursing, 37(5), 1004–1010. https://doi.org/10.1016/j.profnurs.2021.07.017

Santos, L. M. D. (2020). Stress, Burnout, and Low Self-Efficacy of Nursing Professionals: A Qualitative Inquiry. Healthcare, 8(4), 424. https://doi.org/10.3390/healthcare8040424

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When researchers want to seek group interaction, a focus group may be utilized in a qualitative research study. “Focus groups, or groups interviews, are composed of similar participants to encourage interaction among the participants” (Gray & Grove, 2020).These interactions cannot be evaluated in a traditional  one-on-one interview, but in a group setting, researchers have the opportunity to explore perceptions, attitudes, and positioning within a group.

Interviews and focus groups are often used for collecting qualitative data about people’s experiences, opinions, attitudes, and motivations.

  • Focus groups are a specific form of group interview. The person conducting a focus group serves as a facilitator  and encourages discussion.
  • Interviewing involves asking individuals or small groups questions about a topic.

Reference: NSW Government-Education, 2021, https://education.nsw.gov.au/teaching-and-learning/professional-learning/pl-resources/evaluation-resource-hub/collecting-data/interviews-and-focus-groups#:~:text=Interviewing%20involves%20asking%20individuals%20or,interaction%20between%20participants%20is%20encouraged.

Take for example, a researcher exploring why women report inadequate care from medical professionals versus their male counterparts. A focus group might illicit responses more detailed and complex versus simply in a traditional interview, especially if the women in the group all report a similar experience in their care. In a focus group setting, individuals may be able to find connection in meaning to share an experience that might be missed in a different format.

For this Assignment, explore the use of focus groups or interviews in qualitative research. Consider the effectiveness of the method and examine how this approach might lend itself to a mixed method of study.

Reference: Gray, J. R., & Grove, S. K. (2020). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier.

RESOURCES

 

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

TO PREPARE:

  • Review the Learning Resources for this week and reflect on the use of focus groups and interviews in qualitative research designs.
  • Select a topic or issue in nursing practice to focus on for this Discussion.
  • Consider which type of qualitative research design, focus groups or interviews, might be most appropriate for the topic or issue in nursing practice and why. How will this type of qualitative research design support the aims of addressing the topic or issue for nursing practice?

THE ASSIGNMENT: (1–2 PAGES)

  • Describe the topic or issue in nursing practice that you selected and explain why.
  • Explain which qualitative research design approach that you selected to address this topic or issue and describe the method you chose. Be specific.
  • Justify why this qualitative research design approach would be best suited for this topic or issue and explain how this approach will better inform improvements for nursing practice for the topic or issue that you selected. Be specific and provide examples.
  • Explain why it is important for the DNP-prepared nurse to understand qualitative research approaches for nursing practice.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632Links to an external site.). All papers submitted must use this formatting.

BY DAY 7

Submit your Assignment by Day 7 of Week 10.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

  1. To submit your completed assignment, save your Assignment as WK10Assgn3+last name+first initial.
  2. Then, click on Start Assignment near the top of the page.
  3. Next, click on Upload File and select Submit Assignment for review.

 

 

Rubric

NURS_8201_Week10_Assignment3_Rubric

NURS_8201_Week10_Assignment3_Rubric

Criteria Ratings Pts
This criterion is linked to a Learning OutcomeDescribe the topic or issue in nursing practice that you selected and explain why.
20 to >17.0 ptsExcellent

The response comprehensively and clearly describes in detail the selected topic or issue in nursing practice. … The response includes relevant, specific, and appropriate examples that fully support the selection of the topic or issue.

17 to >15.0 ptsGood

The response clearly describes the selected topic or issue in nursing practice. … The response includes relevant, specific, and accurate examples that support the selection of the topic or issue.

15 to >13.0 ptsFair

The response inaccurately or vaguely describes the selected topic or issue in nursing practice. … The response includes inaccurate and irrelevant examples that may support the selection of the topic or issue.

13 to >0 ptsPoor

The response inaccurately and vaguely describes the selected topic or issue in nursing practice, or it is missing…. The response includes inaccurate and vague examples that do not support selection of the topic or issue, or it is missing.

20 pts
This criterion is linked to a Learning OutcomeExplain which qualitative research design approach you selected to address this topic or issue and describe the method that you chose. Be specific.
20 to >17.0 ptsExcellent

The response comprehensively and clearly explains in detail the selected qualitative research design approach. … The response comprehensively and clearly describes, in detail, the selected method …. The response includes relevant, specific, and appropriate examples that fully support the selection of the research design approach.

17 to >15.0 ptsGood

The response clearly explains the selected qualitative research design approach…. The response clearly describes the selected method chosen…. The response includes relevant, specific, and accurate examples that support the selection of the research design approach.

15 to >13.0 ptsFair

The response inaccurately or vaguely explains the selected qualitative research design approach…. The response inaccurately or vaguely describes the selected method chosen…. The response includes inaccurate and irrelevant examples that may support the selection of research design approach.

13 to >0 ptsPoor

The response inaccurately and vaguely explains the selected qualitative research design approach, or it is missing…. The response inaccurately and vaguely describes the selected topic or issue in nursing practice, or it is missing…. The response includes inaccurate and vague examples that do not support selection of the research design approach, or it is missing.

20 pts
This criterion is linked to a Learning OutcomeJustify why this qualitative research design approach would be best suited for this topic or issue and explain how this approach will better inform improvements for nursing practice for the topic or issue that you selected. Be specific and provide examples.
25 to >22.0 ptsExcellent

The response comprehensively and fully justifies in detail the use of the selected research design approach…. The response comprehensively and clearly explains in detail how the research design approach will better inform improvements for nursing practice for the selected topic or issue…. The response includes relevant, specific, and appropriate examples that fully support the use of the research design approach.

22 to >19.0 ptsGood

The response clearly justifies the use of the selected research design approach…. The response clearly explains how the research design approach will better inform improvements for nursing practice for the selected topic or issue…. The response includes relevant, specific, and accurate examples that support the use of the research design approach.

19 to >17.0 ptsFair

The response inaccurately or vaguely justifies the use of the selected research design approach…. The response inaccurately or vaguely explains how the research design approach will better inform improvements for nursing practice for the selected topic or issue…. The response includes inaccurate and irrelevant examples that may support the use of research design approach.

17 to >0 ptsPoor

The response inaccurately and vaguely justifies the use of the selected research design approach, or it is missing…. The response inaccurately and vaguely explains how the research design approach will better inform improvements for nursing practice for the selected topic or issue, or it is missing…. The response includes inaccurate and vague examples that do not support use of the research design approach, or it is missing.

25 pts
This criterion is linked to a Learning OutcomeExplain why it is important for the DNP-prepared nurse to understand qualitative research approaches for nursing practice.
20 to >17.0 ptsExcellent

The response accurately and clearly explains in detail the importance of a DNP-prepared nurse understanding qualitative research approaches for nursing practice…. The response includes relevant, specific, and appropriate examples that fully support the explanation.

17 to >15.0 ptsGood

The response accurately explains the importance of a DNP-prepared nurse understanding qualitative research approaches for nursing practice…. The response includes relevant, specific, and accurate examples that support the explanation.

15 to >13.0 ptsFair

The response inaccurately or vaguely explains the importance of a DNP-prepared nurse understanding qualitative research approaches for nursing practice…. The response includes inaccurate and irrelevant examples that may support the explanation.

13 to >0 ptsPoor

The response inaccurately and vaguely explains the importance of a DNP-prepared nurse understanding qualitative research approaches for nursing practice, or it is missing…. The response includes inaccurate and vague examples that do not support the explanation, or it is missing.

20 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 to >4.0 ptsExcellent

Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 to >3.5 ptsGood

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3.5 to >3.0 ptsFair

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. … Purpose, introduction, and conclusion of the assignment is vague or off topic.

3 to >0 ptsPoor

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time…. No purpose statement, introduction, or conclusion was provided.

5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation
5 to >4.0 ptsExcellent

Uses correct grammar, spelling, and punctuation with no errors.

4 to >3.5 ptsGood

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3.5 to >3.0 ptsFair

Contains several (3 or 4) grammar, spelling, and punctuation errors.

3 to >0 ptsPoor

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
5 to >4.0 ptsExcellent

Uses correct APA format with no errors.

4 to >3.5 ptsGood

Contains a few (1 or 2) APA format errors.

3.5 to >3.0 ptsFair

Contains several (3 or 4) APA format errors.

3 to >0 ptsPoor

Contains many (≥ 5) APA format errors.

5 pts
Total Points: 100

 

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