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Plastic Surgical Nursing, April / June 2009
Clinical Topic: Clinical
Research Topic: Research
Expires : 06/30/2011
Abstract
Qualitative, quantitative and mixed methods framework Provide a foundation for research premises, ideas, and theories. Qualitative, quantitative and mixed methods framework provides the basis for local research, ideas and theories. This article provides a basic overview of the underlying principles and describes the benefits and limitations of qualitative, quantitative and mixed research framework. This article provides an overview of underlying principles and describes the advantages and limitations of qualitative research, quantitative and mixed-frame. Additional information is discussed to analyze the advantages and disadvantages of each approach for conducting research on critical thinking in nursing education. Additional information is reviewed to analyze the advantages and disadvantages of each approach to research on critical thinking in nursing education.
Qualitative, quantitative and mixed methods framework of research are used by educational researchers seeking to describe, predict, improve, and explain phenomena related to both teaching and learning (Gall, Gall & Borg, 2003). Qualitative, quantitative and mixed methods framework of the research are used by educational researchers seeking to describe, predict, improve, and explain phenomena related to both teaching and learning (Gall, Gall & Borg, 2003). Many nursing educational researchers are intrigued with both the science and the art associated with teaching, learning, and the nursing phenomena associated with critical thinking during the educational process and in practice. Many researchers in nursing education are intrigued with both science and art associated with teaching, learning, and nursing phenomena related to critical thinking in the educational process and the practice. As nursing research continues to contribute toward the validity of nursing theories, educational program outcomes, and nursing knowledge, so will research issues involving application to practice continues to encourage the search for different or additional methods to conduct research studies within the nursing profession and nursing education (Fontana, 2004). As the search for nurses continues to contribute to the validity of theories of nursing, the results of educational programs and nursing knowledge, so will the issues involving the application of research to practice continues to encourage research or different methods for conducting research studies in nursing and nursing education (Fontana, 2004).
Qualitative, quantitative and mixed methods framework that are explored in nursing research Provide an opportunity to expand on the variety of situations presented within the complex profession of nursing and the nursing education process that Involve critical thinking. Qualitative, quantitative and mixed methods framework are studied in nursing research provide an opportunity to expand the variety of situations presented in the nursing profession and the complex process of nursing education that involve critical thinking. To understand the various research contributions and distinctive characteristics of qualitative, quantitative and mixed methods research framework, an overview of the underlying principles is discussed, along with a description of the benefits and limitations, followed by an analysis of the advantages and disadvantages of each approach in relation to research on critical thinking in nursing education. To understand the contributions to research and the distinctive characteristics of different methods through qualitative, quantitative and mixed research, an overview of underlying principles is discussed, and a description of advantages and limitations, followed by an analysis advantages and disadvantages of each approach in research on critical thinking in nursing education.
UNDERLYING PRINCIPLES OF QUALITATIVE, QUANTITATIVE AND MIXED FRAMEWORK OF BASIC PRINCIPLES OF qualitative, quantitative and mixed FRAMEWORK
Gall et al. Gall et al. (2003) explain the unique differences between qualitative and quantitative framework in relation to how, why, and what data are collected to reach the outcome of the research assumption. (2003) explain the differences between the unique qualitative and quantitative information regarding how, why, and what data are collected to achieve the result of the research hypothesis. The Principles on Which qualitative research is based contain the aspects of phenomenology, while quantitative research is based on the principles from logical positivism. The principles of qualitative research is based contains aspects of phenomenology, while quantitative research is based on the principles of logical positivism. Phenomenological research seeks to appreciate the distinctive qualities and experiences of each individual, while exploring human responses and societal influences on personal perception. Phenomenological research is to experience and appreciate the distinctive qualities of each individual, while exploring the responses of human and societal influences on personal perception. Logical positivism aims to conduct research from an objective and measurable basis Establish a cause-effect relationship between variables, and Develop a direction for a hypothesis. Logical positivism aims to conduct research from an objective and measurable basis, establish a relationship of cause and effect between variables, and develop guidelines for an event. Mixed framework principles for research uses a multidimensional perception, such as qualitative and quantitative, to examine a phenomenon, question, or subject it several different levels (Blenis, 1995). Mixed research framework uses the principles for a multidimensional perception, such as qualitative and quantitative, to examine a phenomenon, question or topic on several different levels (Blenis, 1995).
Some of the benefits of qualitative research result from exploring the unique experiences of individuals as they interact within their personal or larger social systems as well as Providing very detailed and holistic accounts of the particular phenomena in question (Ghesquiere, Maes & Vandenberghe, 2004) . Some advantages of qualitative research results of the study unique experiences of individuals interact in their personal systems or broader social and accounts provide very detailed and comprehensive phenomenon in question (Ghesquiere, Maes & Vandenberghe, 2004). Qualitative research is subjective and unique to the individual's share of the research agenda, while Encouraging an environment that is nonjudgmental and holistic. Qualitative research is subjective and specific to the individual part of the research agenda, while fostering an environment non-judgmental and holistic. This provides an opportunity for participants to openly express feelings and perceptions. This provides an opportunity for participants to openly express feelings and perceptions. Qualitative research provides a valuable connection between phenomena and participants' perceptions of phenomena being studied (Burns & Grove, 1997). Qualitative research provides a valuable link between the phenomena and perceptions of participants of the phenomena studied (Burns & Grove, 1997).
Hopwood (2004) describes some of the advantages of qualitative research in relation to the ability to remain open-minded and prepared to adjust or adapt to unforeseen obstacles or changes that occur during the study. Gall et al. Hopwood (2004) describes some of the advantages of qualitative research in relation to the ability to keep an open mind and ready to adjust or adapt to obstacles or unexpected changes that occur during the study. Gall et al. (2003) support Hopwood's claim by describing one of the advantages of using a qualitative approach as enabling the researcher to change the course of the study by developing new questions and Establishing other methods for data collection. Claim (2003) support Hopwood describing one of the advantages of using a qualitative approach allows the researcher to change the course of the study in developing new questions and to establish other methods of data collection. Gall et al. Gall et al. assert another advantage to include reflection of the researcher's perspective in order to Provide the reader with comparisons or contrasts in the findings that may reveal similarities or differences in thoughts about particular phenomena. forward another advantage to include reflection from the perspective of the researcher to provide the reader with comparisons or contrasts in the conclusions that may reveal similarities or differences in the reflections on particular phenomena. For example, Gall et al. For example, Gall et al. include ethnography or cultural studies in qualitative designs To provide the reader with detailed descriptions, insight, and documented experiences about a particular cultural group from the researcher's perspective. include ethnographic or qualitative studies in cultural beliefs provide the reader with a detailed description, insight and experience documented on a particular cultural group from the perspective of the researcher.
According to Keen and Packwood (1995), qualitative studies can provide real-life descriptions of how an individual or individuals relates to their environment and study interventions. According to Keen and Packwood (1995), qualitative studies can provide descriptions of the real life of how an individual or individuals are linked to their environment and intervention study. For example, a qualitative approach to research exploration may be beneficial in the healthcare environment when attempting to find out how a patient is responding emotionally to a treatment or holistically. For example, a qualitative approach to exploration research may be beneficial in the midst of health care in attempting to discover how a patient responds to treatment or emotionally holistically. Questions involving why a patient may not be responding well to treatment might be found in the missing elements in qualitative questioning. Questions involving why a patient may not respond well to treatment can be found in the missing elements in qualitative examination. Benefits using qualitative issues may also be applicable to various educational environments. Benefits to using qualitative questions may also be applicable to various educational environments. For example, issues involving how students are responding to a particular teaching technique or strategy can be explored through interviews or surveys using qualitative methodology. For example, issues involving how students respond to a teaching technique or strategy can be explored through interviews or surveys using qualitative methodology.
According to Hatcher and Brooks (2000), qualitative techniques in research studies have been Scrutinized Because of the uncertainty of collecting subjective data. According to Hatcher and Brooks (2000), qualitative techniques in research studies have been made due to uncertainty of collection of subjective data. Emotions, perceptions, opinions, or expressions of lived experiences are difficult to harness into facts or numerical values. Emotions, perceptions, opinions or expressions of experiences are difficult to use in practice or numerical values. Hatcher and Brooks also examines the credibility of a research study that is based purely on subjective data, while questioning the validity of the results. Hatcher and Brooks examine the credibility of a research study which is based solely on subjective data, but questioned the validity of results. For example, limitations to qualitative research may be found in the potential lack of logical reasoning or statistical rigor that is needed in a scientifically based field, such as healthcare. For example, limitations on qualitative research in May is the potential lack of logical reasoning or statistical rigor that is necessary in a scientifically based field, such as health care. Some medical researchers, due to the deficiency of Perceived solid scientific evidence, might dismiss conducting a Purely qualitative research approach (Shank & Villella, 2004). Some medical researchers, because of the perceived gap of solid scientific evidence, was dismissed for a purely qualitative research (Shank & Villella, 2004).
Although qualitative research studies Involve The researcher as the research instrument and part of the experience, the subjective nature of this approach presents potential limitations in response to the accuracy of the researcher's judgment. Although qualitative research studies involve the researcher as research tool and part of the experience, the subjective nature of this approach has potential limitations in response to the correctness of the trial investigator. The role of qualitative researchers includes collecting and analyzing the data Gathered from the research findings and then evaluating the overall results (Gall et al., 2003). The role of qualitative researchers include the collection and analysis of data from research results, and evaluation of overall results (Gall et al., 2003). Issues involving quality of the research report depends greatly on the reliability, reputation, and quality of the researcher and the researcher that relationship established with the participants in the study. Questions concerning the quality of the research report depends heavily on the reliability, reputation and quality of the researcher and the relationship established researcher with the study participants. The researcher maintains control of the project and can change components of the study during the research process. The researcher maintains control of the project and can change the components of the study during the research process. However, qualitative findings may change during the course of the study, presenting a shift in circumstances (Verschuren, 2001). However, the qualitative conclusions may change during the study, with a change of circumstances (Verschuren, 2001).
Some of the benefits of Establishing closer relationships with participants during a qualitative research study may also pose a threat and present limitations associated with ethical considerations. Some of the benefits of establishing closer relations with participants in a qualitative research study may also constitute an actual threat and the limitations associated with ethical considerations. Emotional involvement may accompany qualitative interactions and participants may feel too exposed during or after the questioning phase. Emotional involvement may accompany qualitative interactions and participants may feel too exposed during or after the phase of questioning. Therefore, it would be important for the researcher to be consistently aware of emotional vulnerabilities and seek protection for all involved before a study is conducted using proper institutional review board forms and thorough documentation (Gall et al., 2003). Therefore, it is important for the researcher to be constantly aware of the emotional vulnerability and seek the protection of all parties concerned before a study is conducted with institutional forms proper review board and complete documentation (Gall and al., 2003).
Research Gains Legitimacy and validity depending on the foundation, framework, and measurements of the study variables. Gains legitimacy and validity of research based on the foundation, framework and measures of study variables. Quantitative research efforts have set the standard for traditional methods of testing and validating research findings through establishment of Correlational and causal relationships between variables (Watts, Jones, Wainwright, & Williams, 2001). Quantitative research efforts have set the standard for traditional testing and validation of research results by establishing relationships of correlation and causality between variables (Watts, Jones, Rufus Wainwright, & Williams, 2001). Deductive reasoning, empiricism, and logic are some of the terms used to describe the standard for quantitative rigor. Deductive reasoning, empiricism and logic are some of the terms used to describe the standard of quantitative rigor. By analyzing statistics and by testing a theoretically derived hypothesis, one can present logical and scientifically validated outcomes found in non-experimental and experimental research designs (Burns & Grove, 1997). By analyzing statistics and hypothesis testing a theoretically derived, we can present logical and scientifically validated results found in models of experimental and experimental research (Burns and Grove, 1997).
For example, a quantitative approach to testing a theoretical hypothesis is beneficial in the healthcare environment when attempting to predict and determines the number of patients responding to a given treatment and the cause-effect relationship between patients and treatment. For example, a quantitative approach to test a theoretical hypothesis is beneficial in the midst of health care when attempting to predict and determine the number of patients responding to treatment given and the relation of cause and effect between patients and treatment. A similar approach is applicable for testing teaching strategies and / or programs in relationship to student outcomes. A similar approach is applicable for testing teaching strategies and / or programs in relation to student performance. For example, questions involving a Correlational or cause-effect relationship between students of a certain number, gender, age, or educational level in relation to a particular teaching strategy in question Can provide the foundation for a quantitative inquiry. For example, questions involving relationships or correlation of cause and effect between the students of a certain number, sex, age or level of education compared to a teaching strategy in question can provide the basis a quantitative survey.
Other benefits of quantitative research include gathering data using an objective, uninvolved approach to observing and reporting behavior and / or phenomena. Other advantages of quantitative research include the collection of data using an objective, uninvolved approach to observing and reporting behavior and / or phenomena. Researchers can then Maintain a scientific approach in selecting the appropriate instruments and gathering data without an emotional attachment with the participants and project. Researchers are able to maintain a scientific approach in selecting appropriate instruments and collect data without an emotional attachment with the participants and project. Therefore, the statistical significance of a predetermined hypothesis becomes the main focus (Sandelowski 2000). Therefore, the statistical significance of a predetermined event is the main objective (Sandelowski 2000). In relation to ethical consideration, there are benefits to Establishing the methodology before the study and during the proposal stage of a quantitative research approach. Regarding the ethical considerations, there are advantages to establishing the methodology before the study and during the proposal stage approach of quantitative research. This allows the researcher to identify potential risks to participants and provider time to minimize complications (Gall et al., 2003). This allows the researcher to identify potential risks to participants and give time to minimize complications (Gall et al., 2003).
One of the limitations Solely in conducting quantitative research is the potential lack of data about human subjective response or interactions necessary to answer questions pertaining to social, internal, and holistic phenomena. One of the limitations in the conduct of quantitative research is only the potential lack of data on subjective response to human interactions or necessary to answer questions relating to social development, internal and holistic phenomena. Purely quantitative research methods do not include the establishment of human emotion, clothing, perceptions, or experiences that might exposes other personal variables related to the participants that could influence the final outcome of the study. Purely quantitative research methods do not include the establishment of human emotions, habits, perceptions, or experiences that could expose other personal variables on participants that could influence the final outcome of the study. Therefore, the interpretation of rich human and social phenomena may be lost during the quest for Purely numerical and statistically driven outcomes (Dahlberg & Drew, 1997). Therefore, the interpretation of the rich human and social phenomena may be lost in the search results purely numerical and statistical engine (Dahlberg & Drew, 1997). In relation to healthcare, human interaction and perceptions of treatments poses more complexity than other natural sciences, creating the need for understanding a deeper meaning about human response than quantitative analysis is able to produce (Mays & Pope, 1995). Regarding healthcare, the interaction of man and perceptions of treatment are more complex than other natural sciences, creating the need to understand a deeper meaning to the answer of the man on quantitative analysis is able to produce (Mays & Pope, 1995).
Another limitation to quantitative methods in relation to ethical considerations may be demonstrated through the lack of personal interaction. Another limitation to quantitative methods with regard to ethical considerations may be demonstrated by the lack of personal interaction. The relationship between the researcher and the participant might be Perceived as very detached and clinical. The relationship between the researcher and the participant may be perceived as detached and very clinical. This might leave the participants with feelings of uneasiness, while possibly creating a negative environment and / or the relationship between researcher and participant (Gall et al., 2003). This could allow the participant to feelings of anxiety, while possibly creating a negative environment and / or the relationship between researcher and participant (Gall et al., 2003).
Mixed framework stems from the quantitative traditions of Maintaining evidence of research findings and validation, while contributing to the reliability of quantitative research by presenting supportive data. Joint Framework follows the traditions of conservation of quantitative evidence of the results of research and validation, while contributing to the reliability of quantitative research with data for support. Integration of qualitative methods can complement quantitative objective by combining strengths of two or more methods, Providing A broad perspective into the complex diversity that accompany human experiences and perceptions (Barbour, 1998). Integrating qualitative methods can complement quantitative targets by combining the strengths of two or more methods, offering a broader perspective in the complex differences that accompany the experiences and perceptions human (Barbour, 1998).
Halcomb and Andrew (2005) explain the reasons for combining qualitative and quantitative methods, as Providing an Analysis at the different stages of data collection and interview processes. Halcomb and Andrew (2005) explains why the combination of qualitative and quantitative methods to provide an analysis in the different stages of data collection and interview process. Solely using qualitative or quantitative methods of research may represent only a partial account of a potentially in-depth study. Using only qualitative or quantitative research in May, represent only a partial account of the power in one study. Halcomb and Andrew also assert that mixed framework Can provide elements of rigor within a qualitative study that uses quantitative variables, such as larger target populations, research to help build stability within the scientific community. Halcomb and Andrew also argue that the framework can provide mixed evidence of rigor within a qualitative study that uses quantitative variables, such as target populations more important to help build a stable research within the scientific community. For example, when addressing patient groups according to diagnosis, culture, age, and many other categorical variables, quantitative and qualitative methods could be used to eNRICH the project and outcomes with more detail and relevance to patient care. For example, when addressing groups of patients according to diagnosis, cultures, age, and many other categorical variables, the quantitative and qualitative methods could be used to enrich the project and results in more detail and appropriateness of patient care. When subjective, emotional, and holistic data become acquainted with statistical data collection, interpretation, and systematic research designs, a more thorough strategy to justify rigor in qualitative research may be accomplished (Mays & Pope, 1995). When subjective, emotional, and overall data become familiar with the statistical data collection, interpretation, and models of systematic research, a more comprehensive strategy to justify the rigor in qualitative research may be done (Mays & Pope, 1995 ).
One of the major limitations of mixed research framework may be grounded within the basic conflict between the two paradigms of qualitative and quantitative research. One major shortcoming of the framework of joint research May be based on the fundamental conflict between the two paradigms of qualitative and quantitative research. Both assert and depend on two different assumptions regarding the generation of knowledge through research efforts. Both state and depend on two different assumptions on the production of knowledge through research efforts. A researcher who chooses to combine methods should have a thorough understanding of how to use each method separately as well as for the same study. A researcher who chooses to combine the methods must have a thorough understanding of how to use each method separately and for the same study. The Inability to completely understand the intricate characteristics of qualitative and quantitative research strategies may lead to inadequate findings (Morgan, 1998). The inability to fully understand the characteristics of learned strategies of qualitative and quantitative research may lead to unsatisfactory results (Morgan, 1998).
Halcomb and Andrew (2005) emphasize other possible limitations with combining qualitative and quantitative methods, as time, cost, and resources become a concern. Halcomb and Andrew (2005) point out other possible limitations with the combination of qualitative and quantitative methods, such as time, cost and resources become a concern. Investigator skills and funding issues may present barriers to the feasibility of collecting large amounts of data and accomplishing extensive timelines. Expertise researcher and funding issues in May constitute obstacles to the feasibility of collecting large amounts of data and perform considerable delays. In turn, research quality is compromised if research objectives are not clear or organized. In turn, the quality of the research is compromised if the research objectives are not clear or organized. Halcomb and Andrew also point out the potential risks for multiple errors when combining two opposing methods in the attempt to Maintain congruency throughout the study and in the final outcome report. Halcomb and Andrew also highlight the potential for multiple errors when combining two contrasting approaches in order to maintain congruence throughout the study and report the final result.
RESEARCH ON CRITICAL THINKING IN NURSING EDUCATION RESEARCH ON THE TOPIC OF DISCUSSION in nursing education
Critical Thinking Involves nursing interventions that stretch beyond the immediate response to find an answer or a solution to resolve a problem. Critical thinking involves nursing interventions extend beyond the immediate response of an answer or solution to solve a problem. Through questioning and reviewing various aspects of possible outcomes, critical thinking then becomes the Process of Providing a range of solutions depending on the situation, individuals, and variables that encompass the problem (Simpson & Courtney, 2002). By questioning and examining various aspects of possible outcomes, critical thinking becomes the process of providing a range of solutions depending on the situation, individuals and variables include the problem (Simpson & Courtney, 2002 ). Feuerstein (1999) defines critical thinking as applying to subjective influences include culture, social, gender, religion, and ethics to decision making, without dismissing important logical, analytical, and empirical foundations. Feuerstein (1999) defines critical thinking in applying the subjective influences to include culture, social, gender, religion and ethics in decision making, without ruling out important foundations logical, analytical and empirical. One definition will not completely satisfy the basic need to understand critical thinking. A definition does not completely satisfy the basic need to understand critical thinking. There are many variations of critical thinking used in the educational process including nursing education and research agendas (Talbot, 1995). There are many variants of critical thinking used in the educational process, including nursing education and research programs (Talbot, 1995).
Various critical thinking strategies and outcomes can be examined and explored in nursing education using qualitative, quantitative and mixed methods research framework. Various strategies of critical thinking and results can be discussed and explored in nursing education using qualitative, quantitative and mixed methods research framework. Questions involving a particular methodology and management depends on careful research issues and approaches used to describe, predict, improve, or explain critical thinking when linked to nursing education (Gall et al., 2003). Questions involving a particular methodology and direction depend on careful research questions and approaches used to describe, predict, improve, or explain when critical thinking is related to nursing education (Gall et al. 2003). Through analysis of the advantages and disadvantages of each research method, critical thinking research outcomes can reflect the complex process of making judgments and decisions regarding nursing knowledge, educational purpose, patient care, and professional calendar. Through an analysis of advantages and disadvantages of each method of research, critical reflection of research findings may reflect the complex process of making judgments and decisions on nursing knowledge, the goal of education, care patient and the professional agenda.
According to Crawford (2003), qualitative research is based on a perspective and postpositivism Strives to describe, explain, and explore, leading to a generated theory. According to Crawford (2003), qualitative research is based on a perspective postpositivism and tries to describe, explain, and explore, leading to a theory being generated. In relation to nursing research, a qualitative approach to exploring and gathering information about a nursing student's experience related to critical thinking both during class interactions and clinical interventions may be discovered by conducting a case study. Regarding nursing research, a qualitative approach to explore and gather information on the experience of a nursing student that relate to critical thinking in both classroom interaction and clinical interventions in May be discovered by conducting a case study. An advantage to this approach is the ability to identify and Closely document series of critical thinking scenarios, responses, and strategies that reflect the nursing student's personal experience and deeper connection to critical thinking (Greenwood, 2000). An advantage of this approach is the ability to closely identify and document a series of scenarios of critical thinking, responses and strategies that reflect the personal experience of the student nurses and deeper connection to critical thinking (Greenwood, 2000). Because case studies are unique to the participants, they present a variety of individualized outcomes rather than representing nursing students as a group. As the case studies are unique to the participants, they have a variety of outcomes rather than individual representing nursing students as a group. This may pose a disadvantage when questioning the reliability and validity of critical thinking skill development among other nursing students within a nursing program structure from a positivist or quantitative perspective (Gall et al., 2003). This may pose a disadvantage when questioning the reliability and validity of critical thinking skill development among nursing students in a program structure of nursing from a positivist perspective or quantitative (Gall et al., 2003).
Other qualitative inquiry to critical thinking in nursing education may Involve phenomenology and ethnography to generate theoretical ideas for further research exploration. Dahlberg and Drew (1997) phenomenological assumptions that support critical thinking thread throughout personal discovery as one pursues insight into life situations, human experiences, and the capacity to receive information. Other qualitative survey of critical thinking in nursing education in May involving phenomenology and ethnography to produce ideas for theoretical exploration of new research. Dahlberg and Drew (1997) support the hypothesis that phenomenological reflection critical thread throughout personal discovery as it pursues an overview of life situations, the human experience, and ability to receive information. For example, how students apply their life experiences to nursing knowledge, responsibility, and educational delivery to the patient may depend on how they process information taught in the classroom in relation to their own personal interpretation of how information should be disseminated. For example, how many students to apply their life experiences to the knowledge of nursing care, responsibility and learning opportunities for patients may depend on how they process information taught in the classroom compared to their own interpretation of how the information should be disseminated. Unfortunately, finding ways to gather information from all students about their experience during running exercises or clinical rotations can be time consuming for nursing instructors and may require additional curricular adjustments to accommodate any new type of teaching or learning technique (Simpson & Courtney, 2002). Unfortunately, finding ways to gather information from all students on their experience during the years of courses or clinics may be time for nursing instructors and may need further adjustments to accommodate any school new type of education or technical training (Simpson & Courtney, 2002).
Role-playing, as a qualitative exercise, may Provide an opportunity to explore how nursing students demonstrate, express, and Verbalize the critical thinking process in relation to race and discussion topics (Comer, 2005). Role playing as a qualitative exercise, may provide an opportunity to explore how nursing students to demonstrate, to express and verbalize the process of critical thinking in relation to the course topics and discussions (Comer, 2005). Comer suggests the use of role-playing to represent and explore a particular course topic In order to develop specific questions or scenarios that relates to corresponding clinical requirements. Comer suggests the use of role play to represent and explore a theme of education in particular to develop specific questions or scenarios that relate to relevant clinical requirements. This would Provide nursing students with an opportunity to Demonstrate their ability to share critical thinking outlook and projections pertaining to the various examples. This would allow nursing students the opportunity to demonstrate their ability to share the perspectives of critical thinking and projections relating to the various examples. One of the disadvantages of this approach to critical thinking inquiry may be linked to inadequate use or a lack of measurement tools used to Determine the Legitimacy of actual application during real patient situations. A disadvantage of this approach to the investigation of critical thinking may be related to improper use or lack of measurement tools used to determine the legitimacy of actual patient demand in real situations. How a student responds in the class environment may change when stress or anxiety becomes part of the experience. How a student responds in a middle class may change when stress or anxiety becomes part of the experience. Therefore, Comer encouraged the use of measurement tools and Stricter control groups determined to help the advantages and outcomes of role-playing, Which would then require quantitative integration. Therefore, Comer encourages the use of measurement tools and more stringent control groups to help determine the benefits and results of role-playing, which would then require a quantitative integration.
According to Hickey (1996), nursing instructors are in an exciting position to discover differences among students' abilities to absorb and process information. According to Hickey (1996), nursing instructors are in a situation exciting to discover the differences between the skills students absorb and process information. Some differences may be a result of how each individual responds to his or her environment depending on cultural influences. Some differences may be the result of how each individual reacts to its environment based on cultural influences. Ethnography or cultural studies may help reveal critical thinking perspective of a particular cultural group or an individual within a diverse population of nursing students. Ethnography or cultural studies may help to reveal the perspectives of critical thinking a particular cultural group or individual within a diverse population of nursing students. For example, Xu, Crane, and Ryan (2002) examined the Asian population in relation to their role as nursing students within a community setting. For example, Xu, Crane and Ryan (2002) examined the Asian population in relation to their role as nursing students in community settings. Xu et al. Xu et al. found that Asian nursing students exhibited less assertiveness within their interaction with other students, less Verbalize of knowledge, and less demonstration of various clinical skills. found that nursing students in Asia have been less assertive in their interaction with other students, under the verbalization of knowledge, and less demonstration of various clinical skills. These findings may present an interesting foundation to explore critical thinking and applications perceptions among Asian students within a nursing program. These findings provide a basis May be interesting to explore the perceptions of critical thinking and applications from Asian students in a nursing program. In turn, this may encourage nursing instructors to be more aware of less assertive behaviors of Asian nursing students and focus on helping them develop, assert, and apply more confidence in critical thinking skills within the clinical environment. In turn, this may encourage nursing instructors to be more aware of the less assertive behavior of nursing students from Asia and focus on helping to develop, enforce and implement greater confidence in the skills of thinking critical in the clinical setting.
Unfortunately, according to Gall et al. Unfortunately, according to Gall et al. (2003), ethnography or cultural studies may reveal only what is Perceived by the qualitative researcher, leaving the reader with a subjective, vague, or even distorted view of the culture being observed. (2003), ethnography or cultural studies may only reveal what is perceived by the qualitative researcher, leaving the reader with a subjective view, imprecise or distorted culture is respected. Gall et al. Gall et al. identify other disadvantages including the lengthy process of collecting data, scientific scrutiny among scholars regarding potential ambiguity issues associated with cultural findings, and time that is required to fully learn and understand how to appropriately conduct these types of studies. identify other problems, including the long process of data collection, control between scientists on issues related to potential ambiguity of cultural discoveries, and the time necessary to learn and fully understand how to properly conduct such studies.
According to Crawford (2003), quantitative research is based on a perspective and positivism Strives to describe, explain, and predict, leading to theory testing. According to Crawford (2003), quantitative research is based on a positivist perspective and seeks to describe, explain and predict, leading to test the theory. The Role of Critical Thinking in guiding nursing research is essential for identifying viable options, attentiveness to concerns logical, thorough assessment, and clinical judgment. The role of critical thinking in nursing research base is essential to identify viable options, attention to the concerns of logic, and thorough evaluation, the clinical trial. Quantitative research on critical thinking in nursing education may Provides the necessary questions, evaluation process, plan of action and implementation strategies to help students make the transition from nursing student to nursing professional (Simpson & Courtney, 2002). Quantitative research on critical thinking in nursing education in May provide the necessary questions, a process of assessment, action plan and strategies implemented to help students make the transition from nursing student to nursing professionals (Simpson & Courtney, 2002). For example, research on critical thinking outcomes may encourage nursing instructors to create exercises and teaching techniques to help nursing students identify, demonstrate, and suggest various options to clinical situations, while Examining the validity of assumption (Facioni & Facioni, 1996). For example, the results of research on critical thinking may encourage nursing instructors to create exercises and learning techniques to help nursing students identify, demonstrate, and provide options for different clinical situations while examining the validity of the hypothesis (Facioni & Facioni, 1996).
Some of the advantages and disadvantages of quantitative research on critical thinking in nursing education may be discovered through using non-experimental or experimental designs. Among the advantages and disadvantages of quantitative research on critical thinking in nursing education may be found using experimental models or experimental. Non-experimental quantitative research may include a descriptive, causal-comparative or Correlational design, whereas experimental research seeks to determined a cause-effect relationship between variables using tightly controlled and rigorous protocols (Gall et al., 2003). Non-experimental quantitative research may include a descriptive and causal comparative design or correlation, while experimental research aims to establish a cause-effect relationships between variables using tightly controlled and rigorous protocols (Gall et al., 2003). As with most quantitative methods, more clinical and rigid techniques for conducting research are maintained. As with most quantitative methods, more clinical and rigid techniques for research are maintained. Nursing students may feel Scrutinized or watched during their efforts to perform naturally within the environment examination (Dahlberg & Drew, 1997). Nursing students in May feel scrutinized or monitored for their efforts to perform naturally in the environment review (Dahlberg & Drew, 1997).
Gall et al. Gall et al. (2003) explain the purpose for descriptive research as a method to observe and study phenomena as they exist at a particular length or point in time. (2003) explain the purpose of descriptive research as a method to observe and study phenomena as they exist on a length or a point in time. Although descriptive research provides valuable information of reports, this type of design simply initiates the foundation for further research discovery after some of the basic assumptions related to natural phenomena are revealed. Although descriptive research provides valuable information reports, this type of foundation design simply opens the discovery of further investigation after some of the assumptions related to natural phenomena are revealed. There may be opportunities for descriptive research in nursing education to issue quantitative data such as the number of nursing students enrolled and separate student groups, according to various categorical variables such as age, gender, and culture. There may be possibilities of descriptive research in nursing education to the issue of quantitative data such as the number of nursing students and registered student groups segregated according to categorical variables such as age, gender and culture. Inquiry into how many females and males are enrolled in a nursing program along with the numerical results of testing critical thinking scores may lead to testing gender differences in relationship to critical thinking scores. Survey the number of females and males are enrolled in nursing and the numerical results of the assessment of critical thinking scores may lead to tests of gender differences in relation to critical thinking scores. Further questioning would be required to Develop a research hypothesis using a selected variable or variables in relationship to critical thinking in nursing education (Clinton, Murrells, & Robinson, 2005). Interrogations would be needed to develop a research hypothesis using a variable or variables selected from critical thinking in nursing education (Clinton, Murrells, & Robinson, 2005).
Other non-experimental designs, such as Correlational research or causal-comparative educational Provides the researcher with an opportunity to analyze relationships among many variables within one study and to analyze the degree to Which educational strategies may have an impact or effect on student learning. Other non-experimental research as correlational or causal-comparative, provide the educational researcher the opportunity to analyze the relationships between many variables in one study and analyze the extent to which educational strategies may have a impact or effect on learning. Although these two designs may only reveal a relationship with student learning, they may need further research to Determine the particular cause and effect on student learning (Russell, 2005). Although these two conceptions May did show a relationship with student learning, they need may further research to determine the specific cause and effect on student learning (Russell, 2005). Correlational studies Primarily help gather data and present findings that can lead to causal-relationship studies and experiments to test the more positive Correlational results (Gall et al., 2003). Correlational studies mainly help collect data and present conclusions that may lead to studies of causality and experiments to test the results of the most positive correlation (Gall et al., 2003).
Experimental research is used in educational research to focus on the effect that a particular practice strategy or teaching technique has on student outcomes and is valued as a stringent and direct method to determine a cause and effect relationship between variables in question. Experimental research is used in educational research focusing on the fact that a practical strategy or technique of teaching has on student achievement and is evaluated as a more rigorous method to determine a direct relationship cause and effect between variables. Careful consideration needs to be in place to include questions about how the experiments are conducted in relation to the variables involved (Gall et al., 2003). Particular attention must be in place to include questions about how experiments are conducted in conjunction with the variables involved (Gall et al., 2003).
To properly conduct an experiment that measures student outcomes, a control group and an experimental group should be included to Determine the Effect of the experimental treatment (Polit & Hungler, 1999). To carry out an experiment that measures of student performance, a control group and an experimental group should be included to determine the effect of experimental treatment (Polit & Hungler, 1999). This seems to present benign implications for experimenting on students, but there are other important factors that should be explored before developing educational research questions to test students using randomization and tight control. Gall et al. This seems to be benign consequences for experiments on students, but there are other important factors that must be studied before the development of research questions in Education to test students using randomization and tight control. Gall et al. (2003) point out that there are many factors that present a threat to the validity including experimental pre-test sensitivity and the Extent to Which personological variables interact with treatment effects. (2003) emphasize that there are many factors that pose a threat to the validity of pre-experimental design, including test sensitivity and the extent to which variables personological interact with treatment effects. For example, pre-test sensitivity may pose a threat to validity through pre-conceived ideas about what is being tested, such as critical thinking, and may present a challenge to Obtaining accurate results. For example, the sensitivity of pre-May are a threat to validity due to preconceived ideas about what is being tested, such as critical thinking and may represent a challenge to obtain accurate results. Therefore, nursing students may answer questions pertaining to critical thinking to reflect answers according to how they want the outcome of the experiment to read. Therefore, the nursing students in May to answer questions related to critical thinking to take account of responses depending on how they want the result of experience to read.
The Extent to Which personological variables interact with treatment effects is another consideration when Determining the validity of an experiment conducted in an educational environment. The extent to which variables personological interact with the effects of treatment is another consideration in determining the validity of an experiment conducted in an educational environment. For example, Gall et al. For example, Gall et al. (2003) Anxiety levels mentioned as an example of a variable personological. (2003) reported levels of anxiety as an instance variable personological. Anxiety can lead to temporary memory loss or Inability to concentrate. Anxiety can cause temporary memory loss or inability to concentrate. Anxiety could lead to an additional barrier to the learning process and critical thinking abilities. Anxiety can lead to a further obstacle to the process of learning and critical thinking abilities. Nursing programs have a variety of ages among adult learners who may present more anxiety due to some sensory loss. Nursing programs have a variety of ages among adult learners with more anxiety in May due to sensory loss. According to Cavanaugh (1998), sensory memory is the first stage in processing incoming information whereas the second stage Involves the attention span for remembering educational materials that are freshly presented. According to Cavanaugh (1998), sensory memory is the first step in the processing of incoming information that the second step involves the ability of attention to remember the educational tools that are freshly made. By considering all the different types of variables that may THREATEN the validity of an experiment on critical thinking, educational researchers within nursing may be able to Develop studies that control some of these variables through awareness and random selections within their studies. Taking into account all the different types of variables which may threaten the validity of an experiment on critical thinking, educational researchers in nursing may be able to develop studies that control some of these variables through awareness and random selections in their studies.
According to Crawford (2003), mixed framework combines both qualitative and quantitative methods to test and generate theory. According to Crawford (2003), the Joint Framework combines both qualitative and quantitative methods to test and generate theory. The combination of phenomenological and logical positivism views may create more resourceful and versatile research studies on critical thinking in nursing education. Storch (1999) emphasizes the value of channeling feelings and emotions during patient interactions and care to bring more meaning to the practice environment. The combination of perspectives phenomenology and logical positivism May create research studies more resourceful and versatile on critical thinking in nursing education. Storch (1999) emphasizes the value of channeling the feelings and emotions of the patient during the interaction and care to bring more meaning to the practice environment. Storch also suggests that nursing education should include agendas and apply more holistic methods in research, along with scientific knowledge to Stimulate more research alternatives for nursing programs and practice. Storch also suggests that training programs in nursing should understand and implement more holistic approaches in research and scientific knowledge to stimulate further research alternatives to nursing programs and practice. Although the combination of qualitative and quantitative methods may appeal to nursing research efforts, it is a complex approach. Although the combination of qualitative and quantitative methods may appeal to the efforts of nursing research, it is a complex approach. Student time, thorough technical evaluation, and use of instruments are required, Which May Be Difficult to Implement within tightly structured nursing programs (Halcomb & Andrew, 2005). Time student, the technical depth evaluation, and use of instruments are needed, which may be difficult to implement programs in highly structured care (Halcomb & Andrew, 2005).
Mixed research framework may be used to explore and measure critical thinking in relation to how students respond and perform during tests designed to evaluate critical thinking skills. Mixed research framework may be used to explore and measure critical thinking in relation to how students respond and perform during the tests to assess the skills of critical thinking. For example, Comer (2005) describes how role-playing scenarios and patient simulators can be combined to explore student experiences and responses to patient situation while measuring the effect on critical thinking through skill competency. Jeffries (2005) supports the use of mixed methods framework by Establishing quantitative data associated with gender, age, or class size, while incorporating qualitative methods during interviews, surveys, observations or samples selected among the groups in relation to their response to the manipulated variable , such as role-playing versus the traditional classroom reading. For example, Comer (2005) describes how the role play scenarios and patient simulators can be combined to explore the experiences of students and the replies to the patient's position while measuring the effect on critical thinking through competence skills. Jeffries (2005) supports the use of mixed methods framework by establishing quantitative data related to sex, age or size classes, while integrating qualitative methods in interviews, surveys or observations among the groups samples selected according to their response to the manipulated variable, such as role-play compared to the traditional classroom lecture.
One of the disadvantages that both Comer (2005) and Jeffries (2005) pertain to highlight the high cost of patient simulators and to the extensive time required in the development of role-playing scenarios. One drawback that both Comer (2005) and Jeffries (2005) relates to highlight the high cost of patient simulators and the time it took to develop role-playing. Furthermore, some Traditionally trained nursing instructors may not be comfortable with implementing a new type of teaching strategy. In addition, some instructors traditionally trained nurses may not be comfortable with the implementation of a new type of teaching strategy. Despite some of the disadvantages, mixed research framework Can Effectively Provide nurse educators and researchers an opportunity to expand the knowledge of health beyond scientific constraints, while Providing a perspective of human phenomena as a credible, valid, and useful source of knowledge. Despite some drawbacks, joint research framework can effectively provide nurse educators and researchers an opportunity to expand knowledge of health beyond the scientific constraints, while providing a perspective of human phenomena as a credible, valid and useful knowledge.
CONCLUSION CONCLUSION
Qualitative, quantitative and mixed methods research framework continues to be used in educational research. Being aware of the underlying principles, along with the benefits and limitations of each approach, helps the researcher prepares for the important elements and steps involved in Considering a research direction. Nurses as educators and researchers are in an exciting position to explore the many possibilities to use each method, depending on the research goals, assumptions, and social phenomena in question. By Understanding and Appreciating the advantages and disadvantages of qualitative, quantitative and mixed methods research framework, a higher developed process of research can help guide nursing educational research toward improving critical thinking in nursing education, especially as critical thinking going to be a crucial element of The nursing phenomenon and paradigm.
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Nursing Research: Understanding the Basics Nursing Research: Understanding the Basics
Judy Akin Palmer PhD, RN, CPSN, PHN Judy Akin Palmer PhD, RN, CPSN, PHN
Plastic Surgical Nursing Plastic Surgical Nursing
April/June 2009 Avril / Juin 2009
Volume 29 Number 2 Volume 29 Numéro 2
Pages 115 - 121 Pages 115 à 121
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