Discussion on this Learning Activity.Include specific examples and/or substantiating evidence from course readings and research Stay on topic and address the course objectives

Discussion on this Learning Activity.Include specific examples and/or substantiating evidence from course readings and research
Stay on topic and address the course objectives

Range 300 words
Include in-text citations and peer-reviewed references in APA format
Integrate theory, research, and/or professional experience
Include specific examples and/or substantiating evidence from course readings and research
Stay on topic and address the course objectives
Provide a new thought, idea, or perspective.
Demonstrate critical thinking skills and application of Bloom’s Taxonomy [Bloom’s Taxonomy for distinctions of writing that are expected: 1. Knowledge, 2. Comprehension, 3. Applications, 4.Analysis, 5. Synthesis, 6. Evaluation]
Cite a workplace application or organizational example of what we are learning.
Add a new twist or interpretation on a reference perspective.
Use critical thinking about an idea/concept or comparison and contrast.
Question or challenge a principle/perspective with sound rationale
Demonstrate proper spelling, grammar, and scholarly tone

W6DQ1: How do research questions frame and guide studies?

W6DQ2: What type of research questions would lead to a qualitative study? To a quantitative one? How would the wording differ? Discuss these questions relative to your field of study.

W6DQ3: How does a researcher determine how many research questions and hypotheses are needed for a particular study? Do all research studies require hypotheses?

W6DQ4: Why might a hypothesis be inappropriate for a qualitative study?

W6DQ5:* Is a quantitative study that has a research question but no hypothesis weaker than one with a hypothesis? Why or why not?

W6DQ6: How are research questions different from survey and/or interview questions?
TRIANGULATION
Surveyors and sailors measure distances between objects by taking observations from multiple positions. By observing the object from several different angles or viewpoints, the surveyors and sailors can obtain a good fix on an object’s true location (see Figure 6.1). Social researchers employ a similar process of triangulation. In social research, we build on the principle that we learn more by observing from multiple perspectives than by looking from only a single perspective.
Triangulation
The idea that looking at something from multiple points of view improves accuracy.
Social researchers use several types of triangulation (see Expansion Box 6.1, Example of Four Types of Triangulation). The most common type is triangulation of measure, meaning that we take multiple measures of the same phenomena. For example, you want to learn about a person’s health. First, you ask the person to complete a questionnaire with multiple-choice answers. Next you conduct an open-ended informal interview. You also ask a live-in partner/caregiver about the person’s health. You interview the individual’s physician and together examine his or her medical records and lab test results. Your confidence that you have an accurate picture grows from the multiple measures you used compared to relying on just one, especially if each measure offers a similar picture. Differences you see among the measures stimulates questions as well.
figure 6.1 Triangulation: Observing from Different Viewpoints

expansion box 6.1 Example of Four Types of Triangulation
TOPIC
The amount of violence in popular American films
Measures: Create three quantitative measures of violence: the frequency (e.g., number of killings, punches), intensity (e.g., volume and length of time screaming, amount of pain shown in face or body movement), and level of explicit, graphic display (e.g., showing a corpse with blood flowing, amputated body parts, close-ups of injury) in films.


 

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