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2046

2046. Post 1 Kelly Coding consists of labeling and organizing qualitative data to identify different themes and the relationships between them (Medelyan, 2020). After coding 8 classmates introduction post from the Class Café a theme was identified. First, I examined gender. Out of the classmates selected 7 were female and 1 was male. The next common theme I identified was the profession. Out of the 8 classmates 3 of them have had dialysis experience, 1 neuro, 1 metal illness, and 1 nurse educator. I found this intriguing and selected this category as I have dialysis experience. Finally, I selected location. Out of the 8 classmates selected 6 lived in Florida and 3 were unknown. The state also resonated with me as I live in Florida.   Qualitative data analysis reviews and processes the data to understand what it represents. The most common example of qualitative analysis is content analysis (Medelyan, 2020). Coding the data makes it easier to interpret the data (Medelyan, 2020). Researchers use coding and qualitative data analysis to assist them with making decisions based on the feedback (Medelyan, 2020).  Completing the group analysis from the Class Café was not rigorous. There were only a few codes that were used to the consistent theming.   Reference: Medelyan, A. (2020). Coding Qualitative Data: How to Code Qualitative Research (Updated              20220). Insights Thematic. Retrieved from: getthematic.com/insights/coding-             qualitative-data/  Post 2 Jackson Using the framework approach to code fellow students’ introductions was more daunting than I imagined.  After reading and listening to our selected article I chose to follow the framework an approach that was outlined  (Medelyan).  This assortment of classmates’ introductions lacks transparency concerning the analytical processes employed, which makes this difficult to critically appraise (Maggs-Rapport 2001). Eight posts were available for me to review and I chose a framework that identified them according to areas of specialties, those who had children, years of nursing experience, and the goal they hoped to achieve as a result of obtaining a doctorate.              Of the eight, five had critical care experience. This in itself speaks highly of those individuals who did not view this patient population as intimidating. Six of the 8 have children while enduring the demands of this program. Granted, many of our children are adults but then there are grandchildren and fur babies to attend to. It is admirable that 5 of our classmates are pursuing a nursing degree for the noble cause of improving health care. This unselfishness is sure to benefit all. Although I am to remark on qualitative research, I could not pass up the opportunity to throw in some quantitative data.  Between the eight of them were a sum of 150 years of nursing experience! With a range of nursing experience from 4 to 35 years, the mean was 18.75 and the median was 18. Congratulations! References Maggs-Rapport F (2001) ‘Best research practice’ in pursuit of methodological rigor. Journal of Advanced Nursing. 35, 3, 373-387. Medelyan, A. (2020). Coding Qualitative Data: How to Code Qualitative Research (Updated             20220). Insights Thematic. Retrieved from: getthematic.com/insights/coding-             qualitative-data/

2046

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