NURS 6051 Culture of Evidence Based Practice Discussion

I provided an attachment with instructions to react to these four students, as well as my discussion, so that the tutor could understand my point of view on my discussion. Follow the RUBRIC GRADE for further details, including how many REFERENCES IN THE RESPONSE are at least ONE page long for each student. This is for an MSN in Acute APRN (RN) Nursing Master, thus the tutor should be a specialist in nursing themes. Please let me know if you have any questions. NURS 6051 Culture of Evidence Based Practice Discussion

Iraida wrote

A description of specific issues and controversies in survey research that you encountered when developing your Survey Research Proposal.
The issues and or controversies that I found to have encountered when considering and developing the idea towards the proposal for the survey research of my interest and purpose of resiliency especially the timing and healing of trajectories of resiliency with sexually assaulted victims is the mode of scale administration.

Initially, I completed a qualitative research course and was ideally persuaded or leaning towards the qualitative inquiry mode for data collection based on the opportunity that researchers have to collect data in a variety of ways especially, those that can include interviews rather than a printed questionnaire and address focus groups. Other issues that I encountered were posing the questions that would engage the same and or similar values set to encounter the thoughts about such a traumatic event that would influence responses to the questions of interest, especially, after researching to find the appropriate and most suitable measurement alternatives/ scales to compare the results (DeVellis, 2017, p. 233).

Lastly, another issue I had was seeking to find gaps in the literature that had not already touched on the topics of interest. I had found many research posed and conducted that addressed the phenomena I had of interest with resiliency skills amongst sexually assaulted victims and as to why some have it and others don’t. NURS 6051 Culture of Evidence Based Practice Discussion

Therefore, this last issue is the knowledge that includes certain parts: the study rationale which begins with the “systematic synthesis of prior research and knowledge” through reading and synthesizing (Burkholder, Cox & Crawford, 2016) the literature review to find either similarities or differences for further understanding (Grant & Osanloo, 2014 & Burkholder et al., 2016). This process is crucial for summarizing a gap finding that leads to the problem designed to help solve it as to contribute new knowledge in the field of study (Burkholder et al., 2016).

Explain how you accounted for and addressed these issues when designing your proposal.

Through further research, I have resolved the matter by obtaining a scale that has been utilized previously within research amongst a sensitive population such as sexually assaulted victims and within the phenomena of resiliency. The Trauma Resilience Scale in the research conducted by Madsen and Abell (2011) highlights the areas it assesses for such protective factors with adaptation following violence (Madsen & Abell, 2010).

NURS 6051 Culture of Evidence Based Practice Discussion References:

Burkholder, G. J., Cox, K., & Crawford, L. (2016). Chapter 10: Writing the research proposal. The Scholar-Practitioner’s Guide to Research Design. ScholarWorks. Retrieved from the Walden Library databases.
DeVellis, R. F. (2017). Scale development: Theory and applications (4th ed.). Thousand Oaks, CA: Sage.
Grant, C., & Osanloo, A. (2014). Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for your “House”.
Administrative Issues Journal: Education, Practice, and Research, 4(2), 12-26. Retrieved from the Walden Library databases.
Madsen, M. D., & Abell, N. (2010). Trauma Resilience Scale: Validation of Protective Factors Associated with Adaptation following Violence. Research on Social Work Practice, 20(2), 223–233. Retrieved from the Walden Library databases.