Resources for this week’s question, incorporate resources into answer. Babbie, E. (2017). (7th ed.). Boston, MA: Cengage Learning. · Chapter 15, “Reading and Writing Social Research” · Laureate Education (Producer).

Resources for this week’s question, incorporate resources into answer. Babbie, E. (2017). (7th ed.). Boston, MA: Cengage Learning. · Chapter 15, “Reading and Writing Social Research” · Laureate Education (Producer). (2016b). [Video file]. Baltimore, MD: Author. · · The approximate length of this media piece is 8 minutes. · · Dr. Patton speaks about the role of literature in the research process. · · Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript Researchers use scholarly literature for various purposes in their work, such as, but not limited to, establishing the need for and importance of their study or describing a theory. The problem statement is typically tied to the literature, and for this reason, these two components of research are presented together this week; this connection among research components will be a recurring theme throughout this course. For this Discussion, you will evaluate the use of literature and problem statements in assigned journal articles in your discipline to understand what it means for a research study to be justified, grounded, and original. You will use the the and the as guides for your post. With these thoughts in mind, refer to the Journal Articles document for your assigned articles for this Discussion. Master’s and research doctorate (PhD) students By Day 4 a critique of the research study in which you: · Evaluate the authors’ use of literature using the as a guide · Evaluate the research problem using the as a guide · Explain what it means for a research study to be and in the literature; then, explain what it means for a problem to be using the Litmus Test as a guide Stedman-Smith, M., DuBois, C. L., & Grey, S. F. (2015). Hand hygiene performance and beliefs among public university employees. , (10), 1263–1274. doi: 10.1177/1359105313510338 By Day 4 a critique of the research study in which you: · Problem Statement Checklist Use the following criteria to evaluate an author’s problem statement: • Is a problem identified that leads to the need for this study? • Is a rationale or justification for the problem clearly stated? • Is the problem framed in a way that is consistent with the research approach? • Does the statement convey how the study will address the problem? • Are the citations to literature current (i.e., within the past 5 years with the exception of seminal works)? Use of Literature Checklist Use the following criteria to evaluate an author’s use of literature. • Look for indications of the following ways the author used literature: • Introduce a problem • Introduce a theory • Provide direction to the research questions and/or hypotheses • Compare results with existing literature or predictions • Did the author mention the problem addressed by the study? • Is the purpose of the study stated? • Are key variables in the study defined? • Is information about the sample, population, or participants provided? • Are the key results of the study summarized? • Does the author provide a critique of the literature? • Are sources cited to support points? • Are the citations to recent literature (within the past 5 years with the exception of seminal works)? • Does the literature justify the importance of the topic studied? · The distinguishing characteristic of (as opposed to masters level) is that it must make an . However, students may struggle to identify what will contribute to their field or discipline. · The most critical step in making such a contribution is to first identify a research problem with the . Identifying a doctoral-level research problem is “necessary, but not sufficient,” to produce doctoral-level capstone. 1. JUSTIFIED? Is there that this problem is significant to the professional field? There     must be relevant statistics (expressing an unjust inequality, financial     impact, lost efficiency, etc.), documentable discrepancies (e.g., two     models that are difficult to reconcile), and/or other scholarly facts that     point to the significance and urgency of the problem. The problem must be     an authentic “puzzle” that needs solving, not merely a topic that the     researcher finds interesting. 2. GROUNDED IN THE   LITERATURE? Can the problem be   framed in a way that will enable the researcher to either findings on the topic? For     most fields, this involves articulating the problem within the context of a . Although there are multiple     ways to ground a study in the scientific literature, the essential     requirement is that the problem is framed in such a way that the new     findings will have implications for the previous findings. 3. ORIGINAL? Does the problem reflect   a meaningful ? Does   the problem describe a meaningful ? 4. AMENABLE TO   SCIENTIFIC STUDY? Can a be applied to address the problem? The framing of the   problem should not reveal bias or present a foregone conclusion. Even if the   researcher has a strong opinion on the expected findings, scholarly   objectivity must be maximized by framing the problem in the context of a   systematic inquiry that permits multiple possible conclusions.

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