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In many areas of healthcare (nursing, medicine, etc.), a new buzz word appeared a few years ago.

Evidence based practice, leaders in the field have defined EBP as integration of best research
evidence with clinical expertise and patient values (Stevens, 2013, p. 1). In other words, use
credible reliable research findings to determine how best to care for your patient. It made a lot of
sense to me. In the course of the last few years we have taken a second look at many of the
interventions we use as caregivers. The push was on to question practices that had not been
validated by research, do more research, to be able to look at research and determine if it was
applicable. I attended some sessions at the hospital on how to evaluate research.
So it was with great interest I began CCE 501. I quickly realized that most of the research I
had seen was quantitative. Indeed, many healthcare professionals believe that this is the only
valid research. The scientific method is how I had learned about research. The studies that I have
participated in at the hospital were all quantitative.
When Stan started to explain qualitative research I was asking myself is this really research?
It took me reading about it, hearing Stan talk about it and actually looking at some qualitative
studies done in nursing to realize that this is a valid type of research. Our text says qualitative
research is the collection, analysis, and interpretation of comprehensive narrative and visual (i.e.
nonnumeric) data to gain insights into a particular phenomenon of interest (Gay, Mills, &
Airasian, 2012, p. 7). In learning more about qualitative research, I realized that it is often more
suited to naturalistic settings. Narrative and visual data can be gathered over time. Some
researchers and educators feel that certain kinds of educational problems and questions do not
lend themselves well to quantitative methods (Gay et al., 2012, p. 8), once I realized this I could
see the value in qualitative methods. I began to think differently about what research is and how
it can be used to learn more about education.
There are three main concepts I feel I took away from the CCE/AHE program about research.
1. The differences between qualitative and quantitative research.
2. The values in each type of research.
3. How to critically evaluate research.
The artifacts I am attaching are my critiques of qualitative and quantitative studies. I really
learned from writing these critiques. And I will never quite look at research the same again. For
my future growth, I still need to learn more about how to interpret statistics when dealing with
quantitative research!
Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational Research: Competencies for
Analysis and Applications (10th ed.). Upper Saddle River, NJ: Pearson.
Stevens, K. R. (2013, May 2,2013). The Impact of Evidence-Based Practice in Nursing and the
Next Big Ideas. The Online Journal of Issues in Nursing, 18(2). Retrieved from
C:\Users\new Account\Documents\My PERRLA Papers\CritiqueofResearchMethodsQualitative.docx
C:\Users\new Account\Documents\My PERRLA Papers\CritiqueofResearchStudyQuantitative.docx