NURS 8200 Week 10 Discussion 2: Coding of Qualitative Data

NURS 8200 Week 10 Discussion 2: Coding of Qualitative Data

NURS 8200 Week 10 Discussion 2: Coding of Qualitative Data

NURS 8200 Week 10 Discussion 2: Coding of Qualitative
Data
Analyzing qualitative data after it has been collected begins with a process known as coding.
This involves reviewing the data that was collected and identifying important passages and
information. The researcher can then group those passages according to their respective topics
and develop specific themes about those topics that are supported by the data. This process
involves careful thought and a great deal of discipline. It is easy for researchers to manipulate
passages and themes to support their hypotheses and expectations. This is problematic for several
reasons: It promotes biased results, it limits the scope and depth of the analysis, and it makes the
discussion and defense of the researcher’s techniques rather difficult.
This Discussion allows you to experience the processes of coding and analyzing qualitative data.
In doing so, you should gain a deeper understanding of these techniques and their challenges.
To prepare:

 Select at least five of your classmates’ Introduction posts from the Class Café to code and
analyze.
 Using the strategies presented in the Smith and Firth article, code your five selected
postings by removing identifying information, coding the information, and identifying
specific themes. As you begin the process, keep in mind that there is no right or wrong
way of coding; however, your categories and associated data should—without heavy
explanation—make sense to someone unfamiliar with your research.
 When you have completed coding the data, reflect on your experience of analyzing this
type of data. Ask yourself: How can qualitative research methods promote evidence-
based practice?
By Day 5
Post a cohesive response that addresses the following:
 Identify the overall themes you selected from coding the posts. Justify why you chose
these particular themes. Try to be as scholarly as possible and remember that researchers
try to refrain from directly identifying the subjects of their qualitative studies.
 Formulate a brief analysis and conclusion about your classmates’ Introduction posts
based on the themes you identified.
 Discuss what you gained from your experiences with coding and analyzing qualitative
data and how qualitative research can promote evidence-based practice.
Read a selection of your colleagues’ postings.
By Day 7
Respond to at least two of your colleagues, critiquing their research question and hypotheses
and pointing out factors that may influence the strength of the correlation of the variables. Be
sure to provide a rationale for your responses in one or more of the following ways:
 Ask a probing question, substantiated with additional background information, evidence,
or research.
 Share an insight from having read your colleagues’ postings, synthesizing the information
to provide new perspectives.
 Offer and support an alternative perspective using readings from the classroom or from
your own research in the Walden Library.
 Validate an idea with your own experience and additional research.
 Make a suggestion based on additional evidence drawn from readings or after
synthesizing multiple postings.
 Expand on your colleagues’ postings by providing additional insights or contrasting
perspectives based on readings and evidence.
Note: Please see the Course Syllabus and Discussion Posting and Response Rubric for formal
Discussion question posting and response evaluation criteria.

Return to this Discussion in a few days to read the responses to your initial posting. Note what
you learned and/or any insights you gained as a result of the comments made by your colleagues.
Be sure to support your work with specific citations from this week’s Learning Resources and
any additional sources.
Post your responses to the Discussion based on the course requirements.
Your Discussion postings should be written in standard edited English and follow APA
guidelines as closely as possible given the constraints of the online platform. Be sure to support
your work with specific citations from this week’s Learning Resources and additional scholarly
sources as appropriate. Refer to the Essential Guide to APA Style for Walden Students to ensure
your in-text citations and reference list are correct. Initial postings must be 250–350 words (not
including references).
Rubric Detail

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Name: NURS_8200_ Week10_Discussion1_Rubric
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 Grid View
 List View
Exemplary Proficient Sufficient Developing
Discussion
Postings and
Responses

4 (100%) –
4 (100%)
• Discussion
postings and
responses are
responsive to the
requirements of
the Discussion
instructions and
are posted by the
due date. •
Discussion
postings and
responses
significantly

3 (75%) – 3 (75%)
• Discussion
postings and
responses are
responsive to the
requirements of
the Discussion
instructions and
are posted by the
due date. •
Discussion
postings and
responses
contribute to the
quality of

2 (50%) – 2 (50%)
• Discussion
postings and
responses are
posted by the due
date but are not
always responsive
to the
requirements of
the Discussion
instructions. •
Discussion
postings and
responses do little
to contribute to

0 (0%) – 1 (25%)
• Discussion
postings and
responses are
posted past the
late deadline,
defined as 11:59
p.m. on the due
date, and/or do not
address the
requirements of
the Discussion
instructions. •
Discussion
postings and

contribute to the
quality of
interaction by
providing rich and
relevant examples,
applicable
research support,
discerning ideas,
and/or stimulating
thoughts/probes
and are respectful
when offering
suggestions,
constructive
feedback, or
opposing
viewpoints. •
Discussion
postings and
responses
demonstrate an in-
depth
understanding of
concepts and
issues presented in
the course (e.g.,
insightful
interpretations or
analyses, accurate
and perceptive
parallels, and
well-supported
opinions) and are
well supported,
when appropriate,
by pertinent
research. •
Discussion
postings and
responses provide
evidence that the
student has read
and considered a
sampling of
colleagues’
postings and

interaction by
providing
examples,
research support
when appropriate,
ideas, and/or
thoughts/probes,
and are respectful
when offering
suggestions,
constructive
feedback, or
opposing
viewpoints. •
Discussion
postings and
responses
demonstrate some
depth of
understanding of
the issues and
show that the
student has
absorbed the
general principles
and ideas
presented in the
course, although
viewpoints and
interpretations are
not always
thoroughly
supported. •
Discussion
postings and
responses provide
evidence that the
student has
considered at least
some colleagues’
postings and
synthesized some
key comments and
ideas, as
applicable.

the quality of
interaction or to
stimulate thinking
and learning. •
Discussion
postings and
responses
demonstrate a
minimal
understanding of
concepts
presented, tend to
address peripheral
issues, and,
although generally
accurate, display
some omissions
and/or errors. •
Discussion
postings and
responses do not
provide evidence
that the student
has considered at
least some
colleagues’
postings or
synthesized at
least some key
comments and
ideas, as
applicable.

responses do not
contribute to the
quality of
interaction or
stimulate thinking
and learning. •
Discussion
postings and
responses do not
demonstrate an
understanding of
the concepts
presented in the
course, and/or do
not address
relevant issues,
and/or are
inaccurate and
contain many
omissions and/or
errors. •
Discussion
postings and
responses do not
provide evidence
that the student
has read or
considered
colleagues’
postings, as
applicable.

synthesized key
comments and
ideas, as
applicable.

Total Points: 4
Name: NURS_8200_ Week10_Discussion1_Rubric
Rubric Detail

Select Grid View or List View to change the rubric's layout.
Name: NURS_8200_ Week10_Discussion2_Rubric
Exit
 Grid View
 List View
Exemplary Proficient Sufficient Developing
Discussion
Postings and
Responses

4 (100%) –
4 (100%)
• Discussion
postings and
responses are
responsive to the
requirements of
the Discussion
instructions and
are posted by the
due date. •
Discussion
postings and
responses
significantly
contribute to the
quality of
interaction by
providing rich and
relevant examples,
applicable

3 (75%) – 3 (75%)
• Discussion
postings and
responses are
responsive to the
requirements of
the Discussion
instructions and
are posted by the
due date. •
Discussion
postings and
responses
contribute to the
quality of
interaction by
providing
examples,
research support
when appropriate,
ideas, and/or

2 (50%) – 2 (50%)
• Discussion
postings and
responses are
posted by the due
date but are not
always responsive
to the
requirements of
the Discussion
instructions. •
Discussion
postings and
responses do little
to contribute to
the quality of
interaction or to
stimulate thinking
and learning. •
Discussion
postings and

0 (0%) – 1 (25%)
• Discussion
postings and
responses are
posted past the
late deadline,
defined as 11:59
p.m. on the due
date, and/or do not
address the
requirements of
the Discussion
instructions. •
Discussion
postings and
responses do not
contribute to the
quality of
interaction or
stimulate thinking
and learning. •

research support,
discerning ideas,
and/or stimulating
thoughts/probes
and are respectful
when offering
suggestions,
constructive
feedback, or
opposing
viewpoints. •
Discussion
postings and
responses
demonstrate an in-
depth
understanding of
concepts and
issues presented in
the course (e.g.,
insightful
interpretations or
analyses, accurate
and perceptive
parallels, and
well-supported
opinions) and are
well supported,
when appropriate,
by pertinent
research. •
Discussion
postings and
responses provide
evidence that the
student has read
and considered a
sampling of
colleagues’
postings and
synthesized key
comments and
ideas, as
applicable.

thoughts/probes,
and are respectful
when offering
suggestions,
constructive
feedback, or
opposing
viewpoints. •
Discussion
postings and
responses
demonstrate some
depth of
understanding of
the issues and
show that the
student has
absorbed the
general principles
and ideas
presented in the
course, although
viewpoints and
interpretations are
not always
thoroughly
supported. •
Discussion
postings and
responses provide
evidence that the
student has
considered at least
some colleagues’
postings and
synthesized some
key comments and
ideas, as
applicable.

responses
demonstrate a
minimal
understanding of
concepts
presented, tend to
address peripheral
issues, and,
although generally
accurate, display
some omissions
and/or errors. •
Discussion
postings and
responses do not
provide evidence
that the student
has considered at
least some
colleagues’
postings or
synthesized at
least some key
comments and
ideas, as
applicable.

Discussion
postings and
responses do not
demonstrate an
understanding of
the concepts
presented in the
course, and/or do
not address
relevant issues,
and/or are
inaccurate and
contain many
omissions and/or
errors. •
Discussion
postings and
responses do not
provide evidence
that the student
has read or
considered
colleagues’
postings, as
applicable.

Total Points: 4

Name: NURS_8200_ Week10_Discussion2_Rubric

 

Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course
Readings List, found in the Course Materials section of your Syllabus.
Required Media

Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based
practice: Qualitative research. Baltimore, MD: Author.
Note: The approximate length of this media piece is 9 minutes.
In this week’s video, the presenter discusses the purpose of qualitative research and explains how
it differs from, yet complements, quantitative research.
Accessible player
Required Readings
Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing
research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders
Elsevier.
 Chapter 12, “Qualitative Research Methods” (pp. 251-274)This section of Chapter 12
details key qualitative research data collection and analysis methods.
Bradley, E. H., Curry, L. A., & Devers, K. J. (2007). Qualitative data analysis for health services
research: Developing taxonomy, themes, and theory. Health Services Research, 42(4),
1758–1772. doi:10.1111/j.1475-6773.2006.00684.x
Note: You will access this article from the Walden Library databases.
This article outlines practical approaches to qualitative data with a specific emphasis on methods
useful for generating taxonomy, themes, and theory with regard to the health care field.
Smith, J., & Firth, J. (2011). Qualitative data analysis: The framework approach. Nurse
Researcher, 18(2), 52–62.
Note: You will access this article from the Walden Library databases.
This article outlines the framework approach to qualitative data, in which researchers follow
detailed objectives and goals to collect and manage data. This approach is in direct contrast to
inductive approaches, including grounded theory, which allows for a more fluid qualitative
research process governed by the nature of the data.
Optional Resources
Lockwood, C. (2008). Cochrane qualitative research methods group. Cochrane Database of
Systematic Reviews, (4).
Note: You will access this article from the Walden Library databases.

http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
chh&AN=CE000142&site=ehost-live&scope=site
Nicholls, D. (2009). Qualitative research: Part three—M ethods. International Journal of
Therapy & Rehabilitation, 16(12), 638–647.
Note: You will access this article from the Walden Library databases.
Taylor-Powell, E., & Renner, M. (2003). Analyzing qualitative data. University of Wisconsin-
Extension, Cooperative Extension. Retrieved
from http://learningstore.uwex.edu/assets/pdfs/g3658-12.pdf
Vander Putten, J., & Nolen, A. (2010). Comparing results from constant comparative and
computer software methods: A reflection about qualitative data analysis. Journal of
Ethnographic & Qualitative Research, 5(2), 99–112.
Note: You will access this article from the Walden Library databases.
Walden University. (n.d.). Collecting qualitative data. Retrieved August 1, 2011, from
http://streaming.waldenu.edu/hdp/researchtutorials/educ8106_player/educ8106_collecting_qualit
ative_data.html
Walden University. (n.d.). Analyzing and interpreting qualitative data. Retrieved August 1,
2011, from
http://streaming.waldenu.edu/hdp/researchtutorials/educ8106_player/educ8106_analyzing_and_i
nterpreting_qualitative_data.html