1.

Write an essay where you explain the differences between qualitative and quantitative methods:

Research in nursing and healthcare cover a wide range of methodologies, which offer different unique
insights on the subject of matter. Qualitative and quantitative are among these methodologies, and as
everything these methodologies stand out as distinct paradigms with their own strengths and limitations.
This essay aims to explore the differences between qualitative and quantitative research methods.

Quantitative research involves the collection and analysis of numerical data, which can be subjected to
statistical analysis (Maltby, Day, & Williams, 2007). Quantitative method seeks to quantify relationships and
outcomes and often employing standardized instruments and structured surveys to gather data
(Greenhalgh 1997). In comparison, qualitative research focuses on gathering non-numerical data such as
words, images and observations (Schulz et al., 2010). This method puts a huge weight and emphasizes in
understanding the meanings, experiences and perspectives of participants through open ended interviews,
observations and textual analysis (Greenhalgh 1997).

Quantitative research is typically used to test hypotheses, identify patterns, and establish cause-and-effect
relationships (Schulz et al., 2010). it aims to generalize findings to a larger population and often employs
randomization and control to enhance internal validity (CONSORT, 2012). In contrast, qualitative research
seeks to explore complex phenomena in-depth, often in naturalistic settings (Schulz et al., 2010). It
emphasizes understanding the context and social processes underlying human behavior, allowing for rich
and nuanced insights into lived experiences (Greenhalgh, 1997).

Quantitative research emphasizes internal and external validity, and aims to ensure that findings accurately
reflect the relationships being studies and that it can be generalized to other populations or contexts
(Schulz et al., 2010). Reliability plays an important part in quantitative research with measure taken to
ensure consistency and replicability of results (McCluskey & Lalkhen, 2007). In contrast, qualitative research
prioritizes credibility, dependability, confirmability, and transferability as criteria for evaluating the
thoroughness and trustworthiness of findings (Schulz et al., 2010).

Quantitative research is often characterized by its structured and standardized approach, which allows for a
precise measurement and comparison across groups and conditions (McCluskey & Lalkhen, 2007). However
its important to note that this can limit the depth of understanding, especially when exploring complex
social phenomena. Qualitative research, on the other hand, offers flexibility and adaptability to the research
context, enabling researchers to explore emergent themes and unexpected findings in greater depth (Schulz
et al., 2010). This method helps us grasp things in a broader sense, considering them within their natural
surroundings. It allows us to understand the depth and intricacies of human experiences (Greenhalgh,
1997).

In conclusion, qualitative and quantitative research methods offer complementary approaches to

investigating phenomena in nursing and healthcare. While quantitative research provides precise
measurements and statistical validation, qualitative research offers depth, context, and rich insights into the
lived experiences of individuals. By understanding the differences between these methodologies and their
respective strengths, researchers can choose appropriate methods that align with their research questions
and goals, ultimately contributing to a comprehensive understanding of healthcare phenomena.

1. Write an essay where you describe the steps of inductive content analysis process in
qualitative research:

Qualitative research often employs inductive content data analysis as a methodological approach to
uncover patterns, themes, and meanings within textual or visual data. This essay aims to describe the steps
of inductive content data analysis process in qualitative research

Before beginning the analysis, researchers immerse themselves in the data to gain a comprehensive
understanding of its content and context (Schulz et al., 2010; Le Fanu, 2002; Maltby et al., 2007). This
involves repeated readings or reviews of transcripts, field notes, or other forms of qualitative data to
identify recurring ideas, concepts, and patterns.

Following familiarization, researchers proceed to generate initial codes to label or tag specific concepts,
ideas, or themes within the dataset (Schulz et al., 2010; Le Fanu, 2002; Maltby et al., 2007). Open-coding
techniques are often used, wherein researchers assign codes to segments of text or visual data based on
their relevance to the research question or objectives.

Once initial coding is complete, researchers search for themes or patterns within the coded data (Schulz et
al., 2010; Le Fanu, 2002; Maltby et al., 2007). Themes emerge through the aggregation and comparison of
related codes, reflecting underlying meaning or phenomena being studied.

Researchers review and refine the identified themes to ensure coherence, relevance, and consistency with
the dataset (Schulz et al., 2010; Le Fanu, 2002; Maltby et al., 2007). This iterative process involves revisiting
the coded data, comparing themes across different segments, and seeking feedback from peers or
participants to validate interpretations.
Once themes are finalized, researchers define and name them to reflect their essence and significance
within the dataset (Schulz et al., 2010; Le Fanu, 2002; Maltby et al., 2007). Clear and descriptive labels
enhance the communication of findings and contribute to the credibility of the analysis.

The final step involves reporting the findings in a coherent and meaningful manner (Schulz et al., 2010; Le
Fanu, 2002; Maltby et al., 2007). Researchers organize themes and supporting evidence into a narrative that
provides insights into the research question or objectives, using tables, diagrams, or visual representations
to enhance presentation.

In conclusion, inductive content data analysis is a rigorous approach to analyzing qualitative data, enabling
researchers to uncover meaningful insights and contribute to a deeper understanding of human
experiences and behaviors.

2. 3. Give a brief definition for each item presented below:

a) Boolean operator
- The words ”and”, ”or” and ”not” typed between keywords, are the boolean operators. It can
and will make the search more accurate when used in database searches.

b) RCT
- RCT means a randomized controlled trial. It is a form of an experimental study. Randomization
lowers bias and provides an precise approach for studying the cause-effect connection
between a procedure or treatment and its result.

c) Systematic review
- it is a summary of the primary studies which includes a clear declaration of aims, materials,
and methods, and has been completed using specific and reliable methodology.

d) narrative review
- It is a detailed and critical examination of the topic at hand. The aim is to present an objective
picture of current knowledge on a certain topic - to describe the topic or phenomenon.

e) CINAHL
- It is an international database that holds nursing, healthcare, biomedicine as well as allied
health literature.
 REFERENCES

Altman DG, Bland MJ (2007). Statistics notes: missing data. British Medical Journal, 334(7590), 424.

CONSORT (2012). Consort: Transparent Reporting of Trials. Retrieved from www.consort-

statement.org

Greenhalgh T (1997). How to read a paper. Statistics for the non-statistician. I: different types of
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Maltby J, Day L, Williams G (2007). Introduction to Statistics for Nurses. Pearson Education, Harlow.

McCluskey A, Lalkhen AG (2007). Statistics IV: Interpreting the Results of Statistical Tests. CEACCP,
Oxford Journals. Retrieved from ceaccp.oxfordjournals.org/content/7/6/208.full.pdf+html

Schulz KF, Altman DG, Moher D; CONSORT Group (2010). CONSORT 2010 Statement: updated
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Schulz, K. F., Altman, D. G., Moher, D., & CONSORT Group (2010). CONSORT 2010 Statement:
updated guidelines for reporting parallel group randomised trials. British Medical Journal, 340,
c332.

Le Fanu, J. (2002). The case of the missing data. British Medical Journal, 325(7378), 1490-1493.

Maltby, J., Day, L., & Williams, G. (2007). Introduction to Statistics for Nurses. Pearson Education,
Harlow.

McCluskey, A., & Lalkhen, A. G. (2007). Statistics IV: Interpreting the Results of Statistical Tests.
Retrieved from ceaccp.oxfordjournals.org/content/7/6/208.full.pdf+html