Current Healthcare Labor Shortage Discussion
In your post:
- Explain how the framework meets each of the criteria in the Grounding Check, as related to the doctoral study.
- Support your analysis.
-
Below is the checklist
and the doctoral study. I can save you some time and tell you that the study
did do everything thing on the checklist and that it used a conceptual
framework.
Please respond to two of the article responses below. The response doesnt have to be to much a small paragraph will do.
Article one
The article I chose in the previous assignment to evaluate is entitled, Perceptions and Enactment of Instructional Coaching in North Carolina.
In evaluating the standards rubric
in reference to the framework of the article I chose, I would say my
researcher is in compliance. The problem and purpose are clearly
articulated as highlighted in the last discussion, pasted below for
reference:
The
methodology that Beam used in her study was a qualitative research
method. She conducted her research through interview questions,
observations, and empirical evidence.
The purpose of this study was to develop a clear picture of what the instructional coach’s role is in local school districts.
The
problem that Beam identified was that there was zero guidance or drawn
out expectations for which an instructional coach in her district could
use to follow. Interestingly enough she identified that problem within
the service of her own role as an instructional coach, which truly
filled a gap in practice
The
work Beam conducted through her research is grounded in a focused
application of the relevant theoretical framework. The empirical
research methodology is immersed in quantitative, qualitative or mixed
methods research conducting through data ‘in the
field’. Theoretical research however is more data-driven from previous
research.
Beam’s
research was conducted from a gap in practice. She was serving as an
instructional coach in the field and realized that she did not have a
clear understanding of her job expectations and that furthermore, this
disconnect between school leaders and her colleagues were decreasing
what could be accomplished in terms of student success. That said, her
theoretical research was data-driven and derived from
empirical evidence. It is in this place that a research purpose is
linked to a research method (Butin, 2010).
The
literature review that Beam conducted was exhaustive and
reflected mastery of the current state of knowledge within the
discipline related to her research. what Beam did exceptionally well was
to align her problem statement, purpose, and research methodologies.
The guiding framework in which she followed served to fill a gap in
practice.
Article two
Framework Flowchart
The
theoretical framework is one of the most important aspects in the
research process, yet is often misunderstood by doctoral candidates as
they prepare their dissertation research study. The importance of
theory-driven thinking and acting is emphasized in relation to the
selection of a topic, the development of research questions, the
conceptualization of the literature review, the design approach, and the
analysis plan for the dissertation study. Using a metaphor of the
“blueprint” of a house, this article explains the application of a
theoretical framework in a dissertation. Steps for how to select and
integrate a theoretical framework to structure all aspects of the
research process are described, with an example of how to thread theory
throughout the dissertation.
The
theoretical framework is one of the most important aspects in the
research process, and a component that is often minimally covered in
doctoral coursework. Iqubal described the struggle to identify and
prepare the theoretical framework for the dissertation as “the most
difficult but not impossible part of the proposal As professors and
dissertation committee members of doctoral students in the fields of
education, policy, leadership, curriculum and instruction, and social
work, we have heard students express confusion, a lack of knowledge, and
frustration with the challenge of choosing a theoretical framework and
understanding how to apply it throughout the dissertation. Some students
briefly make mention of a theoretical framework at the start of the
dissertation and never return to it throughout the rest of the document;
others omit the inclusion of a theoretical framework in the proposal
and are required to restructure their document after committee review.
The
importance of utilizing a theoretical framework in a dissertation study
cannot be stressed enough. The theoretical framework is the foundation
from which all knowledge is constructed (metaphorically and literally)
for a research study. It serves as the structure and support for the
rationale for the study, the problem statement, the purpose, the
significance, and the research questions. The theoretical framework
provides a grounding base, or an anchor, for the literature review, and
most importantly, the methods and analysis. Lysaght (2011) highlighted
the necessity of identifying one’s theoretical framework for a
dissertation study:
Article three
Identifying
the framework of research is essential as it directs the research
methods of the study. In the research by Finnel (2018), she identified
the selected theoretical framework to guide her study as student
retention. Finnel (2018) identified explicitly the student retention
theory was based off Tinto’s retention model. In previous research,
Tinto studied academic and non-academic variables (social integration
and prior qualifications) in relation to student retention (Finnel,
2018). Although student retention was studied in other academia using
this theoretical model, Finnel’s (2018) study was the first to utilize
Tinto’s model in radiography student retention.
As
stated in previous posts, the research problem stated by Finnel (2018)
was, “Program completion in a healthcare field is an increasing concern due
to the current healthcare labor shortage across Wisconsin” (p. 10). The
purpose of the study was “to determine the association between
completing the pre-admission requirements prior to beginning the core
Radiography courses, and program completion of radiography students
within six semesters at a mid-western technical college from 2008-2014”
(p. 18). Finnel’s (2018) research question was “Is there an association
between completing the pre-admission requirements prior to beginning
core radiography courses and Radiography student’s program completion?”
(p. 3). This was the only research question addressed by Finnel’s (2018)
quantitative study. As Burkholder, Cox, and Crawford (2016) suggested,
Finnel’s (2018) question is mindful of the research hypothesis. The
research hypothesis identified by Finnel (2018) was:
A statistically significant difference exists between the completion rates of radiography students who have completed
the pre-admission courses prior to beginning the radiography coursework
as they have the fundamental knowledge necessary for success, than
radiography students who have completed the pre-admission courses during
their radiography course. (p. 47)
Finnel’s (2018) research methodology is quantitative. Using the covariate variables of gender, age, final course grades in anatomy,
math and English and program completion was collected and compiled into
two categories: student characteristics and student effort (Finnel,
2018). Included in the student characteristic category were timing of
matriculation (2008-2011 students took pre-admission criteria during,
2012-2014 students took pre-admission criteria prior), gender, and age
(Finnel, 2018). Final grades in anatomy, math, and English were
categorized as student effort (Finnel, 2018). The independent variables
consisted of the student characteristics and student effort. The
dependent variable was program completion.
Utilizing Laureate Education’s (2016) EdD Dissertation Checklist-Quantitative,
Finnel’s (2018) chosen theoretical framework of student retention is
appropriate and aligns with the other key components of the study. The
quantitative methodology is suitable for the theoretical framework and
helps to answer the research question. The research question is needed to provide
the answer to the purpose of the study. The purpose statement
summarizes the goal of the study and reflects the research problem. As
one reads this research study, there is clear alignment between the
problem, purpose, research question and hypothesis, research
methodology, and theoretical framework.
Article four
Theoretical and Conceptual Framework
According to Walden University’s guidelines and rubrics, four major
components must be within the capstone. The capstone must entail the
problem, methodology, project, and reflection/conclusion of the research
collected (Walden University Center for Research Quality, 2015). When
determining a framework that will guide the capstone, the decisions are
based on how the researcher wants to observe the problem, how they will
analyze the findings, and what are the underlying goals from the
completion of the research (Butin, 2010). Frameworks are based on
fundamental concepts and the relationships between those ideas while
maintaining the alignment throughout the paper (Single, Ph.D., 2010).
The conceptual framework is associated with qualitative research as it
explains observations and clarifies concepts while proposing the
relationship (Laureate Education, 2016I). While theoretical framework
test theories and is relatable to the numbers encompassed in the data
collection (Butin, 2010).
Conceptual Framework
Butin (2010), indicates “most educational research is empirical;
that is, it examines specific data, such as test-score results, teacher
surveys, or parent interview (p. 71).” The conceptual framework utilizes
questions such as how and why to drive the dissertation, as previously
discussed Postiglione (2012) aligns his research questions explicitly in
table 1 with the problem and purpose statement. Later
Postiglione (2012) uses the conceptual framework to indicate the
specific gap in research and the need for the study along with the
educational support of theorist Abraham Maslow and Howard Gardner. The
use of interviews and observations was used to analyze the relationship
between at-risk adolescent’s academic achievement and the role of
alternative teaching strategies.
Table 1
Research Questions
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1. |
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2. How do student-centered, alternative strategies alter teacher planning and preparation? |