Sampling and Collecting Quantitative and Qualitative Data

Specific methods of data collection (e.g., surveys, interviews, observations) produce specific types of data that will answer particular research questions, but not others; so here too, as covered in previous weeks, the research questions inform how the data will be obtained.  Furthermore, the method used to collect the data may impact the reliability and the validity of that data.

For this Discussion, you will first consider sampling strategies. Then, you will turn your attention to data collection methods, including their strengths, limitations, and ethical implications. Last, you will consider measurement reliability and validity in the context of your discipline (Healthcare Science).

With these thoughts in mind, use Position A, to complete your discussion.

Position A: Probability sampling represents the best strategy for selecting research participants.

Write a Post: A restatement of your assigned position on sampling strategies. Explain why this position is the best strategy for selecting research participants. Support your explanation with an example and support from the scholarly literature. Next, select a data collection method (e.g., surveys, interviews, observations) and briefly explain at least one strength and at least one limitation. Then, identify a potential ethical issue with this method and describe a strategy to address it. Last, explain the relationship between measurement reliability and measurement validity using an example from your discipline.

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

Resources for the week:

Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77–100. 

Mixed Methods Sampling: A Typology with Examples by Teddlie, C., & Yu, F., in Journal of Mixed Methods Research, Vol. 1/Issue 1. Copyright 2007 by Sage Publications Inc. Reprinted by permission of Sage Publications Inc. via the Copyright Clearance Center.

Onwuegbuzie, A. J., & Collins, K. M. (2007). A typology of mixed methods sampling designs in social science research. The Qualitative Report, 12(2), 281–316. Retrieved from http://nsuworks.nova.edu/tqr/vol12/iss2/9

Drost, E. A. (2011). Validity and reliability in social science research. Education Research and Perspectives, 38(1), 105–124.

Walden University: Center for Research Quality. (2015a). Data resources & support: Home. Retrieved from http://academicguides.waldenu.edu/researchcenter/dataresources 

Download the “Sources of Data for Research: A Research Primer” document.

Walden University: Center for Research Quality. (2015d). Research resources: Walden University participant pool. Retrieved from http://academicguides.waldenu.edu/researchcenter/resources/participantpool 

Walden University. (2015a). How do I find an article that reports on research that uses a specific methodology? Retrieved from http://academicanswers.waldenu.edu/faq/72633

Walden University: Writing Center. (2015). Common course assignments: Annotated bibliographies. Retrieved from http://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies 

Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.” -The community of interest is Scottsdale, Arizona USA. Address every bulleted statement in the 2 following sections with data or rationale for deferral. 1.) Value/Belief Pattern • Predominant ethnic and cultural groups along with beliefs related to health. • Predominant spiritual beliefs in the community that may influence health. • Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.). • Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)? • What does the community value? How is this evident? • On what do the community members spend their money? Are funds adequate? 2.) Health Perception/Management • Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state). • Immunization rates (age appropriate). • Appropriate death rates and causes, if applicable. • Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient? • Available health professionals, health resources within the community, and usage. • Common referrals to outside agencies.

Purpose

The purpose of this assignment is to complete a direct observational assessment of a community in your area. This windshield survey will help you to identify a vulnerable population, an important community health problem, and a related Healthy People 2020objective for a community in your area.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

• CO2: Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO4)
• CO6: Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO2)

 

 

1. Introduction to the Community: Identify the community you will be using for this assignment with the city and state, and provide a brief, one-paragraph description of the community. Your community should be the area where you live or the area surrounding your work setting. The community must include a residential area and be a large enough area to answer the survey questions. Do not include epidemiological or demographic data as this is based on what you observe.
2. Windshield Survey: Assess your community by doing a windshield survey. Information about the components of a windshield survey is located in your textbook, Nies and McEwen (2019). Drive through the area and report your observations by answering the questions on the form. Be sure to include what you observed related to each of these categories, and also include any significant items that are missing in your community because this may be equally important in identifying a community health problem.
   1. Community vitality
   2. Indicators of social and economic conditions
   3. Health resources
   4. Environmental conditions related to health
   5. Social functioning
   6. Attitude toward healthcare
   7. Note: It is helpful to conduct this assessment at least two different times: during the day or evening, on a weekday, and/or on the weekend. If possible, plan on asking someone to drive during your survey so that you can take notes.
3. Vulnerable population: Identify the aggregate or vulnerable populations that you observed in your community during your drive through. What did you observe about this population?
4. Community problem: Based on your assessment in the survey above, identify and discuss one priority community health problem that a community health nurse could positively impact.Example: If you observed teens who were pregnant or had young children during your survey and felt this was a priority problem in your community, the diagnosis could be
   Risk of unintended pregnancy among adolescent girls in XXXX community as evidence by observation of pregnant teens and teens caring for young children during windshield survey.
5. Healthy People 2020 Objective: Go to the Healthy People topic areas at https://www.healthypeople.gov/2020/topics-objectives. Find a topic area that relates to one of the vulnerable populations you observed. Click on the topic area, and then click on the green Objectives tab. Review the objectives within that topic area to complete the relevant sections of the form. State the Healthy People 2020 objective number (not just a goal) that describes your problem.Example: The topic area Family Planning would be relevant. You would click on Family Planning, and then click the green Objectives tab, and you might choose
   FP-8.1 “Reduce pregnancies among adolescent females aged 15 to 17 years” (U.S. Department of Health and Human Services: Healthy People 2020, 2018, Objectives: Family Planning, para 8).
6. Summary: Complete the summary of learning section.
7. References: The purpose of this assignment is to document your observations of your community. Outside sources other than Healthy People 2020 should not be used. We have included this reference on the Windshield Survey form for you.

Note: Please do the survey on the attachment.

When completing practicum requirements in clinical settings, you and your Preceptor might complete several patient assessments in the course of a day or even just a few hours. This schedule does not always allow for a thorough discussion or reflection on every patient you have seen. As a future advanced practice nurse, it is important that you take the time to reflect on a comprehensive patient assessment that includes everything from patient medical history to evaluations and follow-up care. For this Assignment, you begin to plan and write a comprehensive assessment that focuses on one female patient from your current practicum setting.

To prepare

• Reflect on your Practicum Experience and select a female patient whom you have examined with the support and guidance of your Preceptor.
• Think about the details of the patient’s background, medical history, physical exam, labs and diagnostics, diagnosis, treatment and management plan, as well as education strategies and follow-up care.

To complete

Write an 8- to 10-page comprehensive assessment that addresses the following:

• Age, race and ethnicity, and partner status of the patient
• Current health status, including chief concern or complaint of the patient
• Contraception method (if any)
• Patient history, including medical history, family medical history, gynecologic history, obstetric history, and personal social history (as appropriate to current problem)
• Review of systems
• Physical exam
• Labs, tests, and other diagnostics
• Differential diagnoses
• Management plan, including diagnosis, treatment, patient education, and follow-up care

References

 

Learning Resources

Schuiling, K. D., & Likis, F. E. (2017). Women’s  gynecologic health (3rd ed.). Burlington, MA: Jones and Bartlett  Publishers.

Chapter 5, “Gynecologic Anatomy and Physiology” (pp. 77-93)
This chapter explores female anatomy and physiology with a focus on the female reproductive anatomy. It also describes the physiology of the menstrual cycle, including the hormonal feedback system and the ovarian and endometrial cycles.

Chapter 6, “Gynecologic History and Physical Examination” (pp. 95-133)
This chapter identifies the core knowledge and skill base required for obtaining a gynecologic health history and performing physical examinations such as pelvic and breast exams.

Chapter 7, “Periodic Screening and Health Maintenance” (pp. 135-149)
This chapter explores preventive health services for women such as screening tests, counseling, immunization, and chemoprevention. It also compares screening recommendations from organizations such as the U.S. Preventive Services Task Force, American College of Obstetricians and Gynecologists, and American Cancer Society.

Chapter 13, “Intimate Partner Violence” (pp. 303-322)
This chapter defines intimate partner violence (IPV) and describes the epidemiology and health effects of IPV. It also examines screening tools for assessing IPV and strategies for managing patients experiencing IPV, particularly pregnant women, adolescents, and older women.

Chapter 14, “Sexual Assault” (pp. 327-349)
This chapter examines strategies for identifying sexual violence and providing care to women who are victims of sexual violence. It explores potential health consequences of sexual violence on women, including physical injury, spread of sexually transmitted diseases, and unintended pregnancy.

Tharpe, N. L., Farley, C., & Jordan, R. G. (2017). Clinical practice guidelines for midwifery & women’s health (5th  ed.). Burlington, MA: Jones & Bartlett Publishers.
Chapter 6, “Care of the Well Woman Across the Life Span”
“Primary Preventive” Health Care for Well Women” (pp. 301-303)
This section examines social, mental, and physical issues that affect women during different stages of their lives. It also examines the provider’s role in prevention and care.
“Care of the Well Woman: Health Assessment and Screening for Women of Childbearing Age” (pp. 303-310)
This section provides a list of health information for the health care provider to address during well-woman examinations, as well as an immunization schedule for women across the life span.
“Care of the Well Woman: Health Assessment and Screening During Menopause” (pp. 338-349)
This section explains the physiologic changes that occur during menopause, including health issues that are likely to present. It also examines treatment and management options related to diet, exercise, sleep, and sexual comfort.                   Chapter 8, “Primary Care in Midwifery and Women’s Health”
“Care of the Woman: Prevention of Osteoporosis” (pp. 576-584)
This section explores factors that increase risks of osteoporosis in women, particularly postmenopausal women. It also provides strategies for identifying risk factors of osteoporosis and diagnosing and treating the condition.
“Care of the Woman in Need of Smoking Cessation” (pp. 471-475)
This section outlines factors that impact successful smoking cessation. It also describes treatment options and patient education strategies for women in need of smoking cessation.

U.S. Department of Health and Human Services. (2012b). Screening tests and vaccines. Retrieved from http://www.womenshealth.gov/screening-tests-and-vaccines/screening-tests-for-women/

This article provides guidelines for recommended screening tests for women. The guidelines are categorized by age and type of test.