Read “Chemotherapy Use and Patient Treatment Preferences in Advanced Colorectal Cancer.” Is this quantitative research design appropriate for the research problem and question? Support your answer with rationale. How might you change the study if you were to use a qualitative design?
Chapters 8 & 9 to be reviewed.
Boswell, C. & Cannon, S. (2013). Introduction to nursing research: Incorporating evidence
based practice (3rd ed.). Sudbury, MA: Jones and Bartlett. ISBN: 1-4496-9507-8
Dear H 365 student: Do use an APA reference for postings and try to connect your point to the chapter(s) we are studying. Do try to tie your “post” to a particular concept in the text/chapter and do consider asking a question that clarifies or probes a classmate (in your reply post).
I have listed the point guide here below. We are off to a good start – thank you, Dr Cullen
10 points: Demonstrates excellence in grasping key concepts; critiques work of others, stimulates discussion; provides citations for support of opinions. Ideas are expressed clearly and concisely. Uses appropriate vocabulary. Student makes a thoughtful an initial post and makes a thoughtful comment on a classmates post.
8 points: Shows evidence of understanding major concepts; offers an occasional divergent viewpoint or challenge; show some skill in supporting ideas. Expression of ideas somewhat disorganized. Student makes an initial post and a thoughtful response to a peer.
5 points: Shows evidence of understanding most major concepts, offers an occasional divergent viewpoint or challenge; lacks skill supporting ideas. Some signs of disorganization with expression; transition wording may be faulty. Student makes an initial post and/or doesn’t give much of a response to group members post
3 point: Has mostly shallow grasp of material; rarely takes a stand on issues; offers inadequate support. Poor language use garbles much of the message and expression seems disjointed. Overuse of simple sentence and comments are redundant without commentary. Paragraphs appear unrelated. Student does not respond to a peer.
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