After reading chapters 16 and 17 post a short reflection,

 

Our reading assignment for our class this week will involve:

Chapter 16 – Internet, Secondary Analysis and Historical Research

Chapter 17 – Intervention

Your class participation is the basis for grading of this requirement. Please note that I am actively going through everyone’s phrase three written assignments. Thank you for your continued diligence in our course.

Under chapter 16 this week, we will explore topics such as incorporating the internet for your research, revisiting participant testing as well as interviewing. Ethical concerns, historical research, and its appraisal.

In review of chapter 17, intervention in research will be explained. As per our text, not all research involves an intervention. Frequently, interventions are seen within improvement projects frequently completed in DNP programs. At this phase of research, the principle investigator interacts with their research team. Documentation stems from the methodology section.

Investigating the internet in research, please know and understand the following.

Internet-based research method refers to any research method that uses the Internet to collect data. Most commonly, the Web has been used as the means for conducting the study, but e-mail has been used as well. The use of e-mail to collect data dates back to the 1980s while the first uses of the Web to collect data started in the mid-1990s. Whereas e-mail is principally limited to survey and questionnaire methodology, the Web, with its ability to use media, has the ability to execute full experiments and implement a wide variety of research methods. The use of the Internet offers new opportunities for access to participants allowing for larger and more diverse samples.

Reference

Salkind, N. J. (2010). Encyclopedia of research design (Vols. 1-0). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412961288

Secondary analysis is the re-analysis of either qualitative or quantitative data already collected in a previous study, by a different researcher normally wishing to address a new research question.

Reference

Tate, J. A., Happ, M. B.  (2018). Qualitative secondary analysis: A case exemplar. Journal of Pediatric Health Care. Volume 32, Issue 3, p. 308-312.

Historical inquiry proceeds with the formulation of a problem or set of questions worth pursuing. In the most direct approach, students might be encouraged to analyze a document, record, or site itself. Who produced it, when, how, and why? What is the evidence of its authenticity, authority, and credibility? What does it tell them of the point of view, background, and interests of its author or creator? What else must they discover in order to construct a useful story, explanation, or narrative of the event of which this document or artifact is a part? What interpretation can they derive from their data, and what argument can they support in the historical narrative they create from the data?

Reference

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