Major Assignment Part 3: Theoretical Foundation for Research (Major Assessment)
You are encouraged to begin the Assignment in Week 9, to complete by Day 7 of Week 10.
Major Assignment Part 3: Theoretical Foundation for Research (Major Assessment)
Drawing on quantitative and qualitative research designs continue developing your Major Assignment paper.
• Briefly explain your phenomenon of interest.
Childhood obesity and the effects of decreased physical education in elementary schools has on it.
• Explain related concepts (definitions, attributes, antecedents, and consequences).
• Explain conceptual relationships between and among concepts.
• Explain assumptions embedded in your research.
• Explain how an existing framework or theory could inform your work, including how the framework/theory originated and what modifications you may need to make for it to be useful for your research.
• Identify research questions or hypotheses and explain how they align with other elements.
• Explain your research design, including sampling, and your rationale for choosing this design.
The Part 3 Assignment Rubric:
Demonstrate and, when necessary, explain refinements made throughout your paper based on Instructor feedback to the Part 2 (Week 6) Assignment.
Briefly explain your phenomenon of interest.
• Explain related concepts (definitions, attributes, antecedents, and consequences).
• Explain conceptual relationships between and among those concepts.
• Explain assumptions embedded in your research.
• Explain how an existing framework or theory could inform your work, including how the framework/theory originated and what modifications you may need to make for it to be useful for your research.
• Identify research question(s) or hypotheses and explain how they align with other elements.
• Explain your research design, including sampling, and your rationale for choosing this design.
Resources Required a minimum of 4 of the below resources are REQUIRED
Chesterton, L., Tetley, J., Cox, N., & Jack, K. (2021). A hermeneutical study of professional accountability in nursing. Journal of Clinical Nursing, 30, 188–199. https://doi.org/10.1111/jocn.15539
Zadvinskis, I. M., Chipps, E., & Yen, P.-Y. (2014). Exploring nurses’ confirmed expectations regarding health IT: A phenomenological study. International Journal of Medical Informatics, 83(2), 89–98. https://doi.org/10.1016/j.ijmedinf.2013.11.001
Gray, J. R., & Grove, S. K. (2021). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier.
• Chapter 4, “Introduction to Qualitative Research†(pp. 75–98)
• Chapter 12, “Qualitative Research Methods†(pp. 314–353)
• Chapter 5, “Research Problem and Purpose†(Examples of Research Topics, Problems, and Purposes for Different Types of Research: Qualitative Research; Table 5.2: Grounded Theory Research, Ethnography Research, Exploratory-Descriptive Qualitative Research, pp. 119–122)
Carr, K., & Weir, P. L. (2017). A qualitative description of successful aging through different decades of older adulthood. Aging and Mental Health, 21(12), 1317–1325. https://doi.org/10.1080/13607863.2016.1226764
Creswell, J. W., & Poth, C. N. (2016). Five qualitative approaches to inquiry. In J. W. Creswell, & C. N. Poth, Qualitative inquiry and research design (4th ed., pp. 65–110). SAGE. [PDF]
Qualitative inquiry and research design: Choosing among five approaches by Creswell, J.W. & Poth C.N. Copyright 2016 by SAGE Publications, Inc. Reprinted by permission of SAGE Publications, Inc. via the Copyright Clearance Center. Licensed in 2021.
Cutler, N. A., Halcomb, E., & Sim, J. (2021). Using naturalistic inquiry to inform qualitative description. Nurse Researcher, 29(1), 1. https://doi.org/10.7748/nr.2021.e1788
Sullivan, R. L., & Stadtlander, L. (2020). The lived experiences of low-income mothers raising children with autism. Journal of Social, Behavioral, and Health Science, 14(1), 195–210. https://doi.org/10.5590/JSBHS.2020.14.1.14
Walker, L. O., & Avant, K. C. (2019). Strategies for theory construction in nursing (6th ed.). Pearson.
• Part 2, “Derivation Strategies†(pp. 75–76)
• Chapter 4, “Concept Derivation†(pp. 77–87)
• Part 3, “Synthesis Strategies†(pp. 111–112)
• Chapter 7, “Concept Synthesis†(pp. 113–126)
• Chapter 13, “Assessing the Credibility and Scope of Nursing Knowledge Development: Concepts, Statements, and Theories†(pp. 231–250)
Video resources
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