Critical Appraisal of Qualitative and Quantitative Research Design

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Critical Appraisal of Qualitative and Quantitative Research Design

Introduction

Medical education, either to nursing students, is ultimately aimed at improving the health and health care of the population locally and internationally. The importance of studies in both qualitative designs is that it allows students in this field to measure variables and test hypotheses of research topics under investigation. On the other hand, quantitative design research is concerned with giving answers, reasons, and the study in question. This paper presents a critical appraisal of qualitative and quantitative research design.

Qualitative and Quantitative Research Design Summary

A study by Johnson et al. (2020) argues that qualitative research design depends on the method used. Looking at nurse research basis qualitative research involves researchers observing and conducting interviews on methodologies. The main reason for using this research is to understand a giver nurse topic in detail. The research design is concerned chiefly with the depth of information rather than the quantity of the research findings. This research design is achieved easily due to using a small but accurate sample. Usually, at least 12 respondents are recommended for a qualitative study to reach data saturation (Vasileiou et al., 2018).

Quantitative research is more about testing the correlation between more variables using already established mathematical analysis methods (Coe et al.,2021). The design mainly collects information from pre-researched topics and uses sampling methods to send surveys and questionnaires. An example of this design is like survey conducted to understand how many patients a qualified nurse can attend to in a day taken for one patient when the doctor is done with assigning. The quantitative research design is mainly based on objectives and investigations. Various studies have stated that this kind of design is logical, statistical, and unbiased, and its data, unlike qualitative, is collected on the entire population.

Critique of Qualitative and Quantitative Research Design

Qualitative research is more concentrated, pointing to specific research groups and identifying vital points to gather manful data. Using this data in conducting nurse studies can help speed the process of capturing detailed data at a cheaper cost. However, qualitative research is not objective, and the findings are gathered in written format, which is not to research rules and numerical. The data in qualitative research design cannot be used to analyze statistical techniques because it lacks commonalities findings.

Quantitative data is more beneficial to nursing studies. The research design is structured and essential in collecting in-depth and accurate survey data. Using quantitative data makes it easier for the researcher to understand and interpret the data and prove the validity of the research gaps. Although this design is preferred, it can lead to misleading results and are open to misinterpretation.

Conclusion

For Nursing education and research, understanding the difference between the two methodologies and applying one that suits different modules is helpful in our study. Both Quantitative and qualitative research designs help keep our research goals clear and to the point. They guide to collecting the correct information and of the right quantity. I can recommend more use of quantitative research design as it has more unbiased data than the qualitative research design.

References

Coe, R., Waring, M., Hedges, L. V., & Ashley, L. D. (Eds.). (2021). Research methods and methodologies in education. Sage.

Johnson, J. L., Adkins, D., & Chauvin, S. (2020). A review of the quality indicators of rigor in qualitative research. American journal of pharmaceutical education, 84(1).

Vasileiou, K., Barnett, J., Thorpe, S., & Young, T. (2018). Characterising and justifying sample size sufficiency in interview-based studies: systematic analysis of qualitative health research over a 15-year period. BMC medical research methodology, 18(1), 1-18.