Introduction
The value of qualitative research in evidence-based practice includes cases when the results cannot be measured using qualitative research but observations, assessment, interviews, and reports can be processed to find out how some actions influence the patients. For example, qualitative research in evidence-based practice can help to find out whether elderly patients demonstrate higher blood pressure in morning hours or their blood pressure does not change during the day. As a rule, the results of qualitative research can be used as a basis for quantitative research to find out how quickly the blood pressure changes and what stressors influence it more actively.
Systematization of samples
To conduct an interview using an internet chat room or on my space would be legitimate qualitative research if patients do not provide their data. Another question arises concerning the ethical issue of such an interview. However, it is necessary to evaluate the opinion of the respondents. For instance, if a respondent is ready to provide data necessary for an interview and the data cannot be used to identify the person, it is quite legitimate, while to share this data with other people without the written consent of a respondent is not ethical and not legitimate. Nevertheless, using internet chat rooms is unprofessional to conduct a qualitative interview on nursing.
The quality of research depends on the research design and sampling techniques used to collect and analyze data as one of the important components. For instance, stratified random sampling is “A probability sampling strategy in which the population is divided into strata of subgroups” (Lobiondo-Wood & Haber, 2010, p. 587). This means that this sampling method can be applied to investigate the patients with lung cancer instead of engaging an entire population with this disease in the research. Systematic sampling can be used to make sure that different respondents take part in the research as opposed to cluster sampling when patients are divided into clusters by specific characteristics typical for each group.
True experimental design and quasi-experimental design differ in one important component that a quasi-experimental design lacks compared to the true experimental design. As such, the quasi-experimental design may lack control over the extraneous variables such as random assignment, evaluation of skills, and other components that cannot be measured though they are included in the research design.
When quasi-experiments exist, it is appropriate to use non-experimental research designs because they enable researchers to investigate phenomena and generalize the results, explore the context of phenomena using a case study or series of cases to confirm the relationship between certain components of the research. One of the clinical cases, when a non-experimental design can be used, is the identification of deviations in which survey would be appropriate. Another clinical case for which a non-experimental design can be used includes a comparison of different clinical cases in a specific period using relationship studies.
The important steps for caring out an EBP include basic data, identifying the expected outcomes of the research, design of the EBP guidelines as important components of the research process, application of the guidelines on test units, and others. As such, the topic chosen for the project meets the criteria indicated in box 17-1; the idea for the project is knowledge focused. To attain permission, it is necessary to receive written consent of respondents and access to the databases and analysis of exposure to basic computer technology.
Reference
LoBiondo-Wood, G., & Haber, J. (Eds.). (2010). Nursing research: Methods and critical appraisal for evidence-based practice (7th ed.). St. Louis, Missouri: Mosby Elsevier.