COMM 1147 Critical Enquiry In Practical Nursing Evaluation

Question #1: What is (are) the research question(s)?

The research question for this study was how personal experiences particularly of children with intellectual disabilities (IDs), their parents, as well as nurses who take care for them while in the hospital are constructed through various relationships of power that often leads to marginalization and emancipation. The formulation of this research question is to understand better the overall personal, institutional as well as social experiences that most children who suffer from IDs undergo at the hands of their parents and the nurses who care for them in the hospital (Aston, Breau, & MacLeod, 2014). In essence, this revolves around a particular focus on the relationships, and the way participants interact.  

Question #2: What is the main area/subject of the study?

Are of studies involves interdisciplinary fields particularly of research as well as scholarship regarding a particular study topic. The research area for this study is psychology and sociology in Canadian society. The research area involves the psychological conditions of the Canadian children with IDs and the importance of relationships which falls under the social structure in the community (Aston, Breau, & MacLeod, 2014). The study area is meant to blend the relationships regarding how children with mental disabilities are treated in the Canadian community under the care of their parents and nurses in hospitals.

Question #3: What data collection techniques are used?

The research applied rather semi-structured interviews in collecting data. Additionally, the research sued demographic questionnaires which were completed by all the participants in the study. The interviews were conducted in sessions which lasted for about 30 to 90 minutes (Aston, Breau, & MacLeod, 2014). These interviews were then transcribed verbatim when they were all completed. In this light, all the identifying information and terminologies were later replaced by the pseudonyms in place of names. The interviews involved various separate guides which were developed for every participant’s group. In essence, this included open-ended questions as well as probes which would further facilitate the conversation.

Question #4: Do you think these data collection techniques are appropriate? Explain.

The data collection methods were very appropriate for this study. Notably, this is because the use of semi-structured interview allowed a participants and the interviewer a one on one conversation. Additionally, the methods of collecting data were accompanied by guides including questions as well as question probes which would facilitate the discussion.  The use of questionnaires was as well effective given the fact that children were accompanied by either parents or rather guardians thus allowing a gentle with each question (Aston, Breau, & MacLeod, 2014). While some open-ended questions were not necessarily appropriate for the participants, they were broken into smaller parts that included yes or no sections for easier responses.

Question #5: What strategies were used to analyze data?

To analyze the collected data, thematic coding, as well as discourse the analyses, were applied. Nonetheless, discourse analysis technique was taken to be the primary means of analysis throughout the study. In this light, thematic coding was considered to be a contextual piece in the analysis procedure. The interview transcripts were preferably coded by the use of Nvivo 8 software (Aston, Breau, & MacLeod, 2014). Notably, this was done by identifying a coding list earlier in the process even though the list that was created was fluid and thus continued to change throughout the analysis process. On the other hand, the discourse analysis was finalized alongside all the individual transcripts.

Question #6: What strategies were used to ensure rigor in data analysis?

Increasing rigor is the aspect of ensuring that there is an utmost strictness in data analysis. While there are various ways of providing rigor in a data analysis process, the current study used thematic coding to facilitate this step. Notably, this happened through the use of Nvivo 8 software or instead of the Nvivo program (Aston, Breau, & MacLeod, 2014). In essence, the study utilized a codding list which was recognized in the initial stages of the coding process. However, the list that was created was evolving as the analysis process continued (Aston, Breau, & MacLeod, 2014). The coding list ensured that the focus of the study was not diverted at any point during data analysis.

Question #7: What were the main findings?

According to the current research, it was found that the construction of marginalized groups in society had a positive impact on the way children, their parents, as well as nurses, experienced practices regarding health care. Additionally, the creation of marginalized groups in the Canadian society affected the development of relationships among children suffering from the IDs, their parents, and the nurses who take care of them (Aston, Breau, & MacLeod, 2014). The study as well found out that “connecting” and “communicating” was important in providing proper health care services. Time was as well identified as the significant challenge that often impedes the overall initiation of a relationship as well as continuity of care among children with IDs.

Question #8: Do you think the findings are reliable? Explain.

Yes, the findings were reliable to some point. Based on the research question of the current study, the study was able to identify that marginalization of children with IDs in Canadian society had a significant impact on how they received health care services. Additionally, the study succeeded in showcasing that communication as well as a connection is an essential facet regarding service delivery regarding health particularly to children suffering from IDs conditions. In this light, the study succeeded in attaining its goals (Aston, Breau, & MacLeod, 2014).

References

Aston, M., Breau, L., & MacLeod, E. (2014). Understanding the importance of relationships: Perspective of children with intellectual disabilities, their parents, and nurses in Canada. Journal of Intellectual Disabilities, 18(3), 221-237.