Model 3 Assignment:Nursing Theory and Research

Instructions

• Provide three example questions, one for each category that can be defined as a structured, semi-structured, and unstructured interview question. Provide a short justification for each choice.
• What are some issues you are likely to encounter with a study that focuses on childhood disease and illness? For example, what ethical and legal issues must you consider, and how can you cope with such issues as retention?
• Describe three techniques, methods, or recommendations you can use to promote retention in a study. Are there some additional personal examples you can lend that might not already be in the course materials? Please share.

Previous feedback on my papers

Assignment 3: Ebola assignment 

You did not give an introduction in the paper.  Your conclusion and flow to the paper was good.

Title page:  Running head:  RESEARCH DESIGN AND ETHICS (header).  The lines on the title page are not bolded.  The header after the title page should be:  RESEARCH DESIGN AND ETHICS.  Do not have the title “Introduction”.  The title to the paper goes there.  Reference in each paragraph where you use information from it.  Typically, only the first word or a reference is capitalized on the references page.

Assignment 2: The paper flowed very well and your introduction outstanding.  However, you did not complete your conclusion.  This is a requirement in an academic paper. Your last section – implications for nursing was a bit lacking in detail.   You were to pick one of the topics (hope, trust, teamwork or caring) and apply that particular topic to your practice.  Your academic writing skills are excellent.

Module 3 Assignment: Nursing Theory and Research

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Module 3 Assignment: Nursing Theory and Research

In nursing research, nursing theory is often used to guide the research process through the generation and testing of the phenomenon of interest. Besides, in nursing research, theory plays a critical role in improving nursing practice by positively influencing the health and quality of patients’ lives (Smith & Parker, 2015). The implication is that the relationship between nursing theory and implementation of nursing research is reciprocal. Notably, clinical implementation of any nursing research that is guided by theory must properly recruit participants, collect the desired data, and come up with an intervention to solve the nursing problem. During data collection, most surveys often indicate structured, semi-structure, or unstructured questionnaire tools. This paper assesses the three types of research interview questions and some of the issues likely to be encountered in various nursing research as well as the methods and techniques or recommendations that can be used to promote a given study.

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Examples of Research Questions

Structured Interview Question 

In structured interviews, questions are prepared in advance. Precisely, the interviewer often asked a specific set of predetermined closed-ended questions (Moser & Korstjens, 2018). The close-ended question consists of a pre-populated choice of answers that the respondents choose. All participants are asked the same questions and in the same order or manner. In nursing research, structured questions are seldom used. For instance: “Do you think the care providers communicated with you very well, fairly well or not very well during your stay in the ward?” In this question, the respondent must choose from the provided choices.

Unstructured Interview Question

Unlike the structured interview questions, the unstructured interview questions do not possess a particular set of predetermined questions and are always conversational (Moser & Korstjens, 2018). The unstructured questions are more free-flowing and open-ended as well. In some cases, closed-ended questions pop-up but with a conversational tone and, the focus may change at any moment. Respondents may be asked a different set of questions, and even if asked the same questions, the responses will vary. For example: In the fieldwork, the interviewer could be engaged in several conversations concerning different childhood diseases in the community.

Semi-structured interview question 

In a semi-structured interview question, the researcher asks respondents a few predetermined but open-ended questions with the majority of the questions not predetermined in advance (Moser & Korstjens, 2018). Open-ended questions require the respondents to offer feedback using their own words. The questions allow the interviewer to get prepared in advance and appear competent when conducting the interview. Besides, the questions also give the respondents the freedom to express their opinions in their own words. For example: “what is it like to be a nurse?” in this question, the respondent is free to share everything concerning nursing and how it feels to work as a nurse.

Issues to encounter with a Study that Focuses on Childhood disease and illness

Several ethical and legal issues are often encountered when a study focuses on childhood illness. Some of the issues include free and informed consent, confidentiality, and respect for privacy, respect for justice and inclusiveness, respect for vulnerable children (Podany, 2017). Notably, children are often vulnerable and, as a result, require special considerations of how the research is designed and conducted. Their privacy needs to be respected, and information concerning their illnesses only shared with their guardians. Besides, the guardians must give consent and not be coerced into forcing their children into participating in research. Children must also be treated with just and fairness without discrimination

How to cope with Retention

Even though many studies invest a lot in the recruitment of study participants, many trials still face challenges retaining research participants. As a result, attaining a desired level of patients and professional participants in nursing research has become a great hindrance to evidence-based nursing research (Hall et al., 2016). Therefore, coping with the issue of retention requires nursing researchers to pay close attention to recruitment and retention interventions to ensure that they retain as much as possible of the research participants. The researcher needs to implement various methods or technics to handle the issue of retention (Bower et al., 2014). According to Hall et al., (2016), technics and methods include the following:

1. Follow-up telephone interview with the participants every 18 months. Studies indicate that follow-up contacts are associated with the rate of retention. This technique expands the registry of participants in the short-run and increases the retention rate in the long-run.
2. Inviting the participants to free health learning sessions that are open to the public. This technic expands and strengthens community partnerships and helps in building trust and providing health information to the participants, thus, increasing the likelihood of retention.
3. Referrals of the research participants to health-related research studies of which they qualify. Being referred to research studies with a higher number of medical conditions encourages the participants to participate in the study, thereby increasing the rate of retention. Other additional personal example includes educating the participants concerning the importance of the research and how the study might benefit them in the short-run or long-run.

Overall, nursing research involves recruitment, data collection, and coming up with an intervention. Besides, in nursing research the research questions must be designed appropriately to help in collecting appropriate data. Various research interview questions can be used to collect data. The three primary research interviews include structured interview questions, unstructured interview questions, and semi-structured interview questions. Besides, research that involves children requires legal and ethical considerations. Lastly, retention has become an obstacle to many research studies. Various techniques and methods exist that can be used to promote retention.

References

Bower, P., Brueton, V., Gamble, C., Treweek, S., Smith, C. T., Young, B., & Williamson, P. (2014). Interventions to improve recruitment and retention in clinical trials: a survey and workshop to assess current practice and future priorities. Trials, 15(1), 399.

Hall, L. N., Ficker, L. J., Chadiha, L. A., Green, C. R., Jackson, J. S., & Lichtenberg, P. A. (2016). Promoting retention: African American older adults in a research volunteer registry. Gerontology and Geriatric Medicine, 2, 2333721416677469.

Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. European Journal of General Practice, 24(1), 9-18.

Podany, A. T. (2017). Ethical considerations in pediatric research.

Smith, M. C., & Parker, M. E. (2015). Nursing theories and nursing practice. FA Davis.