Identify and briefly discuss two concepts in this course that you believe will be most applicable to the professional discipline
Identify and briefly discuss two concepts in this course that you believe will be most applicable to the professional discipline you will enter upon completion of your degree program.
What is the importance of these concepts to the professional discipline?
How will you use these concepts in your future career?
Optional: Offer feedback on how the course and/or facilitation of the course can be improved.
Reflection is a mental process that challenges you to use critical thinking to examine the course information, analyze it carefully, make connections with previous knowledge and experience, and draw conclusions based on the resulting ideas. A well-cultivated critical thinker raises vital questions and problems, formulating them clearly and precisely; gathers and assesses relevant information, using abstract ideas to interpret it effectively; comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and communicates effectively with others in figuring out solutions to complex problems. (Paul & Elder, 2008)
In order to earn maximum credit, the comment should be more than your opinion, and more than a quick “off the top of your head” response. Be sure to support your statements, cite sources properly, cite within the text of your comments, and list your reference(s). The response must be a minimum of 250 words.
Paul, R. & Elder, L. (February 2008). The miniature guide to critical thinking concepts and tools. Foundation for Critical Thinking Press.
After responding to the Reflective Discussion above, please complete an anonymous Course Evaluation Survey. Instructors are not able to view course evaluation reports until after the grade submission period is over. Thank you for your feedback.
Required Reading
Halcomb, E., & Fernandez, R. (2015). Systematic reviews. Nursing Standard (Royal College of Nursing (Great Britain): 1987), 29(33), 45-51. doi:10.7748/ns.29.33.45.e8868
Patino, C. M., & Ferreira, J. C. (2016). Developing research questions that make a difference. Jornal Brasileiro De Pneumologia, 42(6), 403-403. doi:10.1590/s1806-37562016000000354
Tully, M. P. (2014). Research: Articulating questions, generating hypotheses, and choosing study designs. The Canadian Journal of Hospital Pharmacy, 67(1), 31. doi:10.4212/cjhp.v67i1.132
Sparkling Psychology Star (2013, December 22). How to write hypotheses. Retrieved from https://youtu.be/9NCbNgnIhH8
The Doctoral Journey (June, 2013). Developing a Quantitative Research Plan: Research Question. Retrieved from https://youtu.be/ryTDfTnCauw
Yale University (June, 2015). Fundamentals of Qualitative Research Methods: Developing a Qualitative Research Question (Module 2). Retrieved from https://www.youtube.com/watch?v=_0HxMpJsm0I
Module 2
Required Reading
Available via the Internet:
Aarons, G. A., Fettes, D. L., Sommerfeld, D. H., & Palinkas, L. (2012). Mixed Methods for Implementation Research: Application to Evidence-Based Practice Implementation and Staff Turnover in Community Based Organizations Providing Child Welfare Services. Child Maltreatment, 17(1), 10.1177/1077559511426908. http://doi.org/10.1177/1077559511426908. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3841106/
Belotto, M. J. (2018). Data analysis methods for qualitative research: Managing the challenges of coding, interrater reliability, and thematic analysis. The Qualitative Report, 23(11), 2622-2633. Available via Trident Online Library.
Farewell, V. T., & Farewell, D. M. (2016). Study design. Diagnostic Histopathology, 22(7), 246-252. doi:10.1016/j.mpdhp.2016.06.003
Hammarberg, K., Kirkman, M., & de Lacey, S. (2016). Qualitative research methods: When to use them and how to judge them. Human Reproductive, 31(3), 498-501. https://academic.oup.com/humrep/article/31/3/498/2384737
Jason, L. A., & Reed, J. (2015). The use of mixed methods in studying a chronic illness. Health Psychology and Behavioral Medicine, 3(1), 40–51. http://doi.org/10.1080/21642850.2014.1000908
Martin, G. (2013, October 28). Research Methods – Introduction. Retrieved from https://youtu.be/PDjS20kic54?list=PLpBtsPaXxxLhPd6QVtqB5EjIs0LYGqWK_
Martin, G. (2013, November 3). Cohort and Case Control Studies. Retrieved from https://youtu.be/J3GHTYa-gZg?list=PLpBtsPaXxxLhPd6QVtqB5EjIs0LYGqWK_
Martin, G. (2013, November 10). Randomized Control Trials and Confounding. Retrieved from https://youtu.be/7ybuE39BpQ8?list=PLpBtsPaXxxLhPd6QVtqB5EjIs0LYGqWK_
Melamed, A., & Robinson, J. N. (2019). Case-control studies can be useful but have many limitations: Study design: Case-control studies. An International Journal of Obstetrics and Gynaecology, 126(1), 23-23. doi:10.1111/1471-0528.15200
Melamed, A., & Robinson, J. N. (2018). A study design to identify associations: Study design: Observational cohort studies. An International Journal of Obstetrics and Gynaecology, 125(13), 1776-1776. doi:10.1111/1471-0528.15203
Sedgwick, P. (2015). Bias in observational study designs: Case-control studies. British Medical Journal, 350(jan30 4), h560-h560. doi:10.1136/bmj.h560
Thiese, M. S. (2014). Observational and interventional study design types; an overview. Biochemia Medica, 24(2), 199–210. http://doi.org/10.11613/BM.2014.022
Recommended Reading
Hennink, M. M., Kaiser, B. N., Sekar, S. K., Griswold, E. P., & Ali, M. K. (2017). How are qualitative methods used in diabetes research? A 30-year systematic review. Global Public Health, 12(2), 200-2019. Available in Trident Online Library.
Vézina-Im, L., Godin, G., Couillard, C., Perron, J., Lemieux, S., & Robitaille, J. (2016). Validity and reliability of a brief self-reported questionnaire assessing fruit and vegetable consumption among pregnant women. BMC Public Health, 16(1), 1-11. Available via Trident Online Library.
Module 3
Required Reading
Gentles, S. J., Charles, C., Ploeg, J., & McKibbon, K. A. (2015). Sampling in qualitative research: Insights from an overview of the methods literature. The Qualitative Report, 20(11), 1772.
Hammond, F., Malec, J. F., Nick, T., & Buschbacher, R. M. (2015). Handbook for Clinical Research: Design, Statistics, and Implementation. Part II: Statistics. Chapter 20: Types of Data. New York, NY: Demos Medical. Available via EBSCOHOST Available via EBSCOHOST.
Holman, A. (2014) Statistics Lesson 1 – Types of Data. Retrieved from https://www.youtube.com/watch?v=hxLUdXsvbMY
Murphy, M. P., Staffileno, B. A., & Foreman, M. D. (2018). Research for Advanced Practice Nurses. Part II. Building Blocks for Evidence. Chapter 10: Sampling Methods. Third Edition. New York, NY: Springer Publishing Company. Available via EBSCOHOST
Statistics Learning Center (2012, March 13). Sampling: Simple Random, Convenience, systematic, cluster, stratified – Statistics Help. Retrieved from https://youtu.be/be9e-Q-jC-0
Module 4
Required Reading
Allen, M. (2017). Univariate Statistics. The SAGE Encyclopedia of Communication Research Methods. Accessed via https://dx-doi-org.ezproxy.trident.edu/10.4135/9781483381411.n646
Allen, M. (2017). Bivariate Statistics. The SAGE Encyclopedia of Communication Research Methods. Accessed via https://dx-doi-org.ezproxy.trident.edu/10.4135/9781483381411.n39
Alvarez, C., Greene, J., Hibbard, J., & Overton, V. (2016). The role of primary care providers in patient activation and engagement in self-management: a cross-sectional analysis. BMC Health Services Research, 16, 85.
Hammond, F., Malec, J. F., Nick, T., & Buschbacher, R. M. (2015). Handbook for Clinical Research: Design, Statistics, and Implementation. Part II: Statistics. Chapter 28: Hypothesis Testing. New York, NY: Demos Medical. Available via EBSCOHOST Available via EBSCOHOST.
Hammond, F., Malec, J. F., Nick, T., & Buschbacher, R. M. (2015). Handbook for Clinical Research: Design, Statistics, and Implementation. Part II: Statistics. Chapter 37: Significance Tests. New York, NY: Demos Medical. Available via EBSCOHOST Available via EBSCOHOST.
Khan Academy, (n.d). P-value and Significance tests. Retrieved 17th April 2019 from https://www.khanacademy.org/math/statistics-probability/significance-tests-one-sample/idea-of-significance-tests/v/p-values-and-significance-tests
Khan Academy, (n.d). Hypothesis testing and P-values. Retrieved 17th April 2019 from https://www.khanacademy.org/math/statistics-probability/significance-tests-one-sample/more-significance-testing-videos/v/hypothesis-testing-and-p-values
Khan Academy, (n.d). Correlation and Causation. Retrieved 17th April 2019 from https://www.khanacademy.org/math/probability/scatterplots-a1/creating-interpreting-scatterplots/v/correlation-and-causality
Ogbe, E., Van Braeckel, D., Temmerman, M., Larsson, E. C., Keygnaert, I., De los Reyes Aragón, Wilson, . . . ANSER. (2018). Opportunities for linking research to policy: Lessons learned from implementation research in sexual and reproductive health within the ANSER network. Health Research Policy and Systems, 16(1), 1-9.
Answer preview to Identify and briefly discuss two concepts in this course that you believe will be most applicable to the professional discipline
APA
395 words