A Researcher Skilled In Reading, Evaluating, Conducting and Reporting - Research Paper Example

Reflection 5 (A,B,C) A Researcher Skilled In Reading, Evaluating, Conducting, And Reporting Research Research is an involved process that is important for leaders to understand. They must develop a variety of skills including the ability to conceptualize what is meant by specific research. Other skills they must develop include understanding the steps that will be used to measure specific concepts, the ability to analyze a variety of research methods including an analysis of their strengths and weaknesses, and to understand how to identify the purpose of a study, especially when the leader wants to conduct their own research. In my understanding of research, I have as my vision to develop a working understanding of the theoretical principles on which scientific research is based and be able to implement those principles into the technique of doing research. Research Skill I: Reading Research One of the first skills that a researcher must have is that of learning to read research. The purpose of reading research is to understand how to read important studies and reports done by experts in the field in order to have the most relevant and up-to-date knowledge. A leader who can read research reports is able to bring new information into their organization. Davies and Logan (2008) provide insight into the purpose of reading research is to "have up-to-date, scientifically sound information in order to provide the best client care" (p. 1). By having the most up-to-date information, a leader is able to stay current in their field and to make sure their organization is provided with best practices within the field, and that patients are cared for in the best way possible. Learning to read research will develop critical thinking skills and will also help the leader discern between those studies that are pertinent to the field and those that are not. Davies and Logan (2008) present a breakdown of the important of the most important features of a study and how they are used: 1. The title presents the topic of a study. To understand the study, scan the title for interesting information. Within the title, you may find an indication of the client population, the methods used, the nature of the study or the theory that was tested. 2. The abstract briefly describes what the researchers did and the results of the study. The abstract gives a better understanding of what has been done which gives the reader an understanding of the relevance of the study. 3. The introduction gives an outline of the problem or issue being studied, summarizes any existing research that was done before the current study, gives the research question and/or the objectives and the hypotheses. 4. The method section describes techniques that were used to conduct the study. In this section, the reader will find information on the design, sample, environment that was used and the data collection method and the analysis of the research. 5. The design section gives the overall plan for how the research question will be answered. The design will either be qualitative or quantitative in nature. These five sections are the aspects of any study and they lead the reader to the results of the study. Many researchers find qualitative studies effective when studying human behavior or in looking at various populations. The Qualitative Method The qualitative method provides information about the experiences that people have in many situations. In healthcare, this research can show how patients feel and it can provide information about other cultures, genders, and on special populations like immigrants or those with specific disease like HIV/AIDS (Davies and Logan, 2008). Qualitative research is the area in which most survey research will be defined although there are times when it can be used in quantitative research. The reason it works well for surveys is because the research questions will "investigate the meanings of a social or human issue within a particular context in order to build a complex, holistic picture" (Davies and Logan, 2008, p. 7). Inductive analysis is important to this method because it allows the researcher to work from specific data they may have to form broader, more abstract conclusions. This method also allows the researcher to be more flexible in understanding all of the aspects of the human subject from their attitudes and feelings to their experiences. There are several types of qualitative research that includes: Phenomenology research describes an experience that people lived and is usually done in philosophy or psychology. Grounded theory tests a theory that is already based on some type of data, often used in sociology. Ethnography research examines cultures or subcultures as they are used in anthropology. Participatory action research is done to empower a group or solve problems and is used in critical social theory or conflict theory. Case study research is done to understand social phenomena in real life situations, often used in urban studies or political science; historical research done in history and it discovers facts and studies their relationship to past events (Davies and Logan, 2008). These types of research can also be seen in quantitative research depending on how the researcher designs the study. Learning to read research is an important skill for any leader because they will be using studies to understand how their organization will benefit from them. Some leaders may not have a background in creating or observing research so it is important to understand how this is done. Survey Research Survey research is very important to healthcare because there is always an opportunity to analyze data from patients and/or staff. Although there are some disadvantages of survey research, it can be the most usable in healthcare research. Patten (2004) states that survey research is non-experimental research that "describes the attitudes, beliefs, and behaviors of a population" (p. 9). Oftentimes surveys can use thousands of participants or they can use only one or two, as representative of case studies. The case study can also be seen as a group study. A group study can also be referred to as field research. In field research, the participants can be observed by the researcher or the researcher can become part of the group. In this way, an observation can be made form a variety of points of view. A survey could also result in a longitudinal study in which the participants are studied over time. Methods of Survey Research Dane (2011) suggests that surveys are some of the oldest ways of doing research and most people are familiar with them. The concept that sets surveys apart from other methods is that they always involve "obtaining information directly from a group of individuals" (Dane, 2011, p. 218). The use of a questionnaire is necessary for the survey method. According to Dane (2011) the survey method is best when the researcher wants to describe or predict something about a group. The survey research will involved a questionnaire or an interview, and the researcher must understand the type of information they want to collect. The reason this is important is because the survey instrument must be designed according to the hypothesis that the researcher wants to understand. Usually, surveys will contain three types of information: Facts, opinions and behaviors. (Dane, 2011). Surveys must be carefully designed to fit the needs of the research to be conducted. Surveys can be done in a face-to-face interview, over the telephone, using regular mail, email, or using a mixture of these methods. Internet Surveys Many researchers use email and/or the Internet for survey research. Schonlau, Fricker, and Elliott (2002) suggest that these types of surveys will gain popularity because they are faster to use and people respond to them more quickly than mail surveys. A challenge for researchers who use these types of surveys must distinguish them from other types of surveys that can be considered spam. Before using these methods, researchers must be sure that they weigh the cost of email surveys with more traditional types and be sure that this is the most appropriate for what they need. Distinguishing Between the Use of Surveys Surveys are used for different reasons, and their data collection methods must make sure that the information that is received is both valid and reliable. Bernard (2000) suggests that self-administered questionnaires are preferred over personal interviews when the respondents are literate, there is a perceived response rate of at least 70%, and the questions asked by the researcher do not need a face-to-face interview or visual aids. Face-to-face interviews are used when complete answers to a survey are needed. Telephone interviews can be used in lieu of the self administered questionnaire if it is more convenient than a face-to-face interview (Bernard, 2000). When using interviews, the researchers must be careful to train interviewers and to monitor them throughout the research. If there is more than one interviewer, they must be trained as a group to work as a team. Most surveys are cross-sectional which means they "measure some variables at a single time" (Bernard, 2000, p. 255). The difficulty for cross-sectional surveys is that the survey group may change over time. When this change is anticipated, a survey may become a longitudinal study. The survey method is important in healthcare research because we are always looking for how service can be improved and how we can assist employees in making good choices for customer service. Strengths and Weaknesses of Survey Research As in any type of research, surveys have strengths and weaknesses. Because surveys lend themselves to studying people, a strength of it is that it is one of the best ways to study people and communities. Surveys can be tailored to find the information that is needed in specific situations. Surveys can also shed light into areas that may otherwise be problematic. As an example, the responses from a patient survey may yield an area where many patients are having challenges that may not have been identified by staff. Another strength of the survey is that the way it is designed can be flexible. There can be open and closed ended questions on the same questionnaire. Also, surveys can be sent in many different ways, including regular mail, email or participants can go to the Internet. Some of the weaknesses of surveys include that they can be less reliable than other forms of research because they rely on human interaction. Survey participants can answer in the way they think they should answer rather than giving a truthful answer. The validity and reliability are more difficult to control, depending on how the survey was structured. The survey may need to be translated to other languages which can be problematic if the translator is not versed in the various dialects that may make a difference in the interpretation of some languages. Survey research is one method that leaders use and in healthcare, it is a very important aspect of research that is used. Other methods that may be used are observation methods that include field studies, experiments, unobtrusive, and evaluation research. Observation Research Techniques The observation research techniques are very important for the leader to understand because they may be conducting these types of studies or they may be reading and interpreting them. Field research is defined as "a collection of research methods that include direct observation of naturally occurring events" (Dane, 2011, p. 248). Basically, field observation is watching events in a group they naturally occur in order to find more information about a group. Another type of this research the participant observations involves studying a natural event while also taking part in it. Systematic observation is direct observation without the researcher as participant. Field observations are most appropriate when the researcher wants to explore or describe a situation. They cannot be used for testing causal relationships unless it is based on experimental research that was done before the particular field research (Dane, 2011). The issue of intrusiveness can be a challenge in field studies and this can be within the environment, in the setting, or in the treatments. Intrusiveness is "anything that lessens the participants perception of an event as natural" (Dane, 2011,p. 251). This concept can change the way the research looks. A challenge with field research is that it must be measured reliably and consistently or the researcher will not be able to give accurate information about what they observed or test their hypotheses (Dane, 2011). Field experiments are important to research in healthcare because we are always observing on a daily basis. We observe a variety of situations in the natural environment of the hospital. Research Skills II and III : Evaluating and Conducting Research Once a leader has learned to read research and his understood the various methods, they must conduct the research and evaluate it (interpret it) for their field. The conducting of the research id done once a design is decided upon. Dane (2011) suggests that evaluating research answers the common journalistic questions of: who, what, when, where, how and why. By answering these questions, the researcher is able to determine whether their research is of value to the profession and that it is worth the time that is put into it. Leaders must also learn to evaluate other research in order to understand what is relevant and what is not. In evaluating research, the bias of the researcher and their competence must be taken into consideration. When these two are scrutinized, the participants are an integral part of the evaluation and in evaluating this process because there needs to be a fit between the participants and the research (Dane, 2011). The research topic is important to evaluate because it is tied to the method that was used. An observant researcher must determine whether the method used fits the theory that the researcher set out to prove. The worldview of the researchers can have an effect on the results of these studies. The physical and social environments are important to evaluate because the environments must also fit the type of research being done. The social environment can include cultural bias or influences from society as a whole. Time frames within studies are important informant because the researcher can understand whether this research is valid for the time in which they are using it. As an example, when looking at research studies, most research that has been conducted within the last five years will be seen as relevant to research done now; older research may only be relevant for historical content. Also, some time frames may allow for changes in conditions. As an example, a longitudinal study involving a specific group of patients may be conducted over a year or several years. In this case, conditions would change for better or worse. When evaluating the reason for a study, the researcher must be able to discern whether the evaluation is based on specific scientific research or whether it was done for the researchers curiosity. The design of the study and the procedures that were used, are very important in evaluating because they provide information about the idea as well as the results (Dane, 2011). When conducting research, the research must provide a succinct understanding of what they are doing and why. They must be aware of what they are attempting to study and why it is important. Conducting research begins with the idea, followed by the design, method and so forth. When human subjects are used, ethical considerations must be taken into account. Research should also be done from the standpoint of understanding how to report the research once it is completed. Reporting the results of the research is important so that there researchers can gain from the experience. Research Skill IV: Reporting Research Once research has been conducted, it must be reported or there is no reason to do it (Dane, 2011). The findings in a research report must provide information to improve a situation or to create best practices within an organization. Cleary (2004) suggests that research in the long-term care facility can provide information to assess challenges within chronic care. This is but one reason that research must be reported. When deciding how to report the research, researchers must understand who would benefit most from the information. In thinking about where to send the research report, the research must think globally. When appropriate, the participants might receive a copy of the report. In addition, students, colleagues, and other organizations on the national and international levels may benefit from the information. Cleary (2004) states that in the healthcare arena, it is essential that policy makers who have an interest in health services must also receive the information. Clinical study results are particularly important in healthcare because they show clinicians what they need in order to engage in best practices for healthcare. Cleary also suggests that there is not disseminated, there is no real "proof" that it was done. Ethical Considerations in Research Research has an ethical base on many different levels. When using surveys this is particularly important. The first issue is the importance of confidentiality. The data that is provided by the survey participants must be kept confidential from the beginning of the study and throughout the process. Professional organization for each discipline set the standards and policies for research. As an example, The American Psychological Association (as cited in Gavin, 2008) suggest that confidentiality can be assured in survey research by following several guidelines: 1. Giving the names and addresses for survey respondents to only those in the organization doing the research. 2. Researchers must destroy questionnaires and identifying information as soon as possible. 3. Researchers must omit the names and identifying information of participants from the questionnaires when they are using computer analysis. 4. Researchers must Present broad enough statistical analysis so that participants cannot be identified. Curry (2002) states that legally, the confidentiality rule requires identifiable information to only be shared when the research participants give their permission. In addition, the researchers must safeguard the rights of the participants but also satisfy the needs of the public. The way to insure that this happens is by checking standards and guidelines for the individual profession. Considerations for "informed consent, fair-information-use rights, medical record protocols" (Curry, 2002, p. 66) are important points in ethical situations. Gregory (2003) sheds light on ethical considerations when working in education research. He states that education research is important because it creates an understanding of what works or does not work in education. Gregory adds to the conversation by adding information about informed consent. Informed consent is important to request at each aspect of the research from beginning to the end. He suggests that the researcher must ask consent to preserve the participants autonomy and to preserve their ability to keep some issues private. Ethical considerations must also be taken into consideration when dealing with different cultures. Some types of research may not be best for every culture. Also, confidentiality may look different to some cultures than it would to others. A leader must understand who they are researching and for what purpose in order to decide the type of design that will work for the specific situation. References Bernard, H.R. (2000). Social research methods: Qualitative, and quantitative approaches. . CA: Sage Cleary, B.L. (2004). Conducting research in long-term care settings. NY: Springer Curry, L. (2002). "Ethical and legal considerations in health services research" in Kapp, M. B. Ethics, law and aging review, 8. 57-76. NY: Springer Dane, F.C. (2011). Evaluating research methodology for people who need to read research. CA: Sage. Davies, B. and Logan, J. (2008). Reading research: A user-friendly guide for nurses and other health professionals. Toronto ON: Elsevier Gavin, H. (2008). Understanding research methods and statistics in psychology. CA: Sage. Gregory, I. (2003). Ethics in research. NY: Continuum Kapp, M.B. (Ed.) (2002). Ethics, law and aging review, Vol 8: Issues in conducting research with and about older persons. NY: Springer Patten, M.L. (2004). Understanding research methods: An overview of the essentials. 4th Ed. CA: Pyrczak Schonlau, M., Fricker, R.D. and Elliott, M.N. (2002). Conducting research surveys via e- mail and the web. CA: Rand. Read More