NSGCB 456 Reflection 2 University of Phoenix

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NSGCB 456 Reflection 2

1) Relationships in Research

How do you think the nurse–patient relationship and the researcher–participant relationship are alike?

There are significant similarities and contrasts in the relationships between a nurse and a patient. Because they occasionally have to transition between various research and care tasks, nurses must be aware of how to fulfill their respective duties while doing research or caring for patients (Molina-Mula & Gallo-Estrada, 2020). Similar to nurse-patient relationships, connections between researchers and participants are defined by trust. Because patients and participants must trust the researchers’ and nurses’ work to consent to receive treatment from them, trust is crucial in interpersonal connections. The participants and patients in both situations receive treatments, so they must have faith that nothing bad will happen to them. The fact that they are governed by bioethical principles is another commonality. Autonomy is one of the bioethical concepts that guarantees that both study subjects and patients may make their own decisions without being coerced by doctors or nurses.

How are they different?

A healthy nurse-patient relationship can be described as a helping relationship founded on respect and mutual trust, the nurturing of hope and faith, being mindful of oneself and others, and aiding with the fulfillment of your client’s health, emotional, and religious desires with your expertise and skill (Molina-Mula & Gallo-Estrada, 2020). On the other hand, the phrase researcher-participant connections refer to the relationship that exists between psychological investigators on the one hand and the persons who contribute data on the other. This connection defines each party’s functions and roles.

Does cultural diversity play a role in these relationships?

When healthcare organizations have teams of experts that reflect the diversity of their patients, it is easier for them to attain cultural competency. This encourages free dialogue between patients and clinicians (Kaihlanen et al., 2019). Patients frequently feel safer in environments where diverse teams work effectively together. Similarly, to this, it is crucial to take cultural variety into account to build a strong rapport between the researcher and the participant. It is anticipated that cultural sensitivity will boost the study’s credibility.

2) Research Formats

What type of research question might you need to develop?

Although tele-trauma programs are still relatively new, there is some evidence that these technologies can help trauma patients by improving consultation and provider judgments on the severity of the trauma and the type of patient transfers to trauma centers (Sonkin et al., 2022). Descriptive research questions that assess population responses to one or more variables or define the variables that the research will measure will thus be required. The research will primarily assess two areas: participant acceptability and clinical results. It will also be important to compare patients with tele-trauma to those without tele-trauma using data from the Trauma Registry.

Would qualitative or quantitative research be best to help solidify the need for this grant? Why?

Quantitative research is more advised than qualitative research since it is more reliable, accurate, swift, and concentrated (Noyes et al., 2019). The efficacy and speed of the quantitative method appeal to many researchers. Data processing technology allows for quick data processing and analysis even with very large sample sizes, which is adequate to make the case for this funding.

References

Kaihlanen, A.-M., Hietapakka, L., & Heponiemi, T. (2019). Increasing cultural awareness: Qualitative study of nurses’ perceptions about cultural competence training. BMC Nursing18(1), 1–9. https://doi.org/10.1186/s12912-019-0363-x

Molina-Mula, J., & Gallo-Estrada, J. (2020). Impact of Nurse-Patient Relationship on Quality of Care and Patient Autonomy in Decision-Making. International Journal of Environmental Research and Public Health17(3), 835. https://doi.org/10.3390/ijerph17030835

Noyes, J., Booth, A., Moore, G., Flemming, K., Tunçalp, Ö., & Shakibazadeh, E. (2019). Synthesizing quantitative and qualitative evidence to inform guidelines on complex interventions: clarifying the purposes, and designs and outlining some methods. BMJ Global Health4(Suppl 1), e000893. NCBI. https://doi.org/10.1136/bmjgh-2018-000893

Sonkin, R., Jaffe, E., Wacht, O., Morse, H., & Bitan, Y. (2022). Real-time video communication between ambulance paramedic and scene – a simulation-based study. BMC Health Services Research22(1). https://doi.org/10.1186/s12913-022-08445-w

Assignment Content

Once your faculty marks this activity as complete in the gradebook, the Competency Assessment will open for you to submit.

Competency 2

Describe research methods used in health care studies.

Reflection

This reflection is comprised of two sections, collectively totaling a minimum of 500 words. This activity is meant to help you bridge the gap between what you know and what you need to know to complete the competency assessment.

Complete your reflection by responding to all prompts.

1) Relationships in Research

Thoughtfully respond to the following questions:

How do you think the nurse–patient relationship and the researcher–participant relationship are alike?

How are they different?

Does cultural diversity play a role in these relationships?

2) Research Formats

Assume again you are a nurse in a rural hospital, as discussed in the Competency 2 video. In this role, you have been tasked to help research and develop a plan for real-time video trauma care between your location and a Level 1 trauma center in a large city.

Thoughtfully respond to the following questions:

What type of research question might you need to develop?

Would qualitative or quantitative research be best to help solidify the need for this grant? Why?

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