Data Collection and Summary

Data Collection and Summary

Overview

The initial step of data collection will be to ask for permission from the institution’s administration. A memo about the research project opportunity will be circulated to all the nursing personnel afterward. All the parties will be given a chance to submit their application within a week. After that, the nurses will assemble in a local community hall. The attendants will be assessed on scabies’ experience. The qualified attendants will be grouped into two, the control group and the study group. Consent slip will be given to participants for filling and then will be given a specific identification index. The questionnaires will be pre and post-education.

According to Etikan, Musa, & Alkassim (2016), the reliability and validity of the questionnaires provided to the respondents are an essential aspect of concern. On that note, the questions will be based on the highlighted gaps in research. Additionally, the questions will be structured professionally to ensure that the subjects provide adequate and pertinent data in a bid to fulfill the primary purpose of the entire study process. This is arguably one of the most important steps since the assumptions that will be made will directly be linked to the information provided by the subjects.

For both questionnaires, reliability will be assured since they limit the respondents to agree or disagree with the given statements, while personal opinions will be aimed at expanding on the already stated pact. This approach ensures that all the data provided is consistent with the research findings (Etikan, Musa, & Alkassim, 2016). On the other hand, validity will be attained by ensuring that each question and item contained in the questionnaire is specific and clear enough to avoid confusion with the respondents. Hence, this method will be adequate to facilitate high levels of accuracy in the data collection process.

Data Collection

Data collection procedure will be facilitated by administering questionnaires before and after the training; these questionnaires will have been sent to the nurses via email. The questionnaires administered after the training will be to access how the nurses and certified nurse’s assistants discern the prevalence of scabies among their parents and how the current state of knowledge has progressed after training. The questionnaires will comprise of both open-ended and closed-ended questions related to the topic of interest.

The first set of questionnaires (pre-education) will be given the name “What a Looming Danger is Scabies to the Elderly?” The second set of questionnaires will be given the title “A Light Shed on Treatment and Management of Scabies.” For open-ended questions, a Likert scale including scores 1-5 where 1-strongly disagree, 2-disagree, 3-neutral, 4-agree, and 5-strongly agree will be used to measure the level of agreement to some of the statements given. Also, ‘yes’ or ‘no’ answers will be expected for some limited questions which require a direct response. These questions will be used to determine whether the facility adheres to various guidelines or has a standard approach to some factors raised by the researcher.

The open-ended questions will be instrumental in supplementing the close-ended questions by allowing the participants to expand their claims to support their agreement with the issues raised by the researcher. Moreover, they will be used to disclose information that is left out by the close-ended questionnaires. According to Etikan, Musa, & Alkassim (2016), questionnaires’ reliability and validity provided to the respondents is a vital aspect of concern. Therefore the questions will be founded on the highlighted gaps in research. Additionally, the questions will be molded professionally to ensure that the subjects provide sufficient and relevant data in a bid to fulfill the primary purpose of the entire study process. This technique will be adequate to enhance high levels of accuracy in the data collection process.

References

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.

Liu, Z. (2017). Teaching reform of business statistics in college and university. Eurasia Journal of Mathematics Science and Technology Education, 13(10), 6901-07.