To prepare for this Discussion:undefined Review the chapters in the Saldaña text found in this week’s Learning Resources. Review the Introduction to Coding and From Content to Coding media programs in the Learning Resources. Refer back to your observational field notes from the Scholars of Change Videos from Weeks 1–4. Choose one of the four Scholars of Change videos and refer to your field notes from your observation. Access the transcript you downloaded for the media program of the Scholars of Change video you selected for this Discussion. Begin to code the transcript and the observational field notes of the Scholar of Change Video you chose. (Note: You will only need one or two codes for this Discussion, although more are acceptable.) undefinedBy Day 3undefinedPost a brief description of the video you chose. Next, include an example of one or two codes and provide quotes from your notes or transcript to support your example. Finally, explain your reasoning for this coding.undefinedBe sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.undefinedBy Day 5undefinedRespond to one of your colleagues’ posts and explain how your colleague’s codes are similar to or different from yours.undefinedundefinedFor Introduction (Please Paraphrase)undefinedCoding collaborativelyundefinedWriters of joint research projects advocate that coding in these cases can and should be a collaborative effort (Erickson & Stull, 1998; Guest & MacQueen, 2008; Schreier, 2012). Multiple minds bring multiple ways of analyzing and interpreting the data: “a research team builds codes and coding builds a team through the creation of shared interpretation and understanding of the phenomenon being studied” (Weston et al., 2001, p. 382). Provocative questions get posed for consideration that could possibly generate new and richer codes (Olesen, Droes, Hatton, Chico, & Schatzman, 1994). Ultimately, team members must coordinate and insure that their sometimes individual coding efforts harmonize, particularly if a central database and multi-user CAQDAS system are employed. MacQueen, McLellan-Lemal, Bartholow, and Milstein (2008, p. 132) strongly advise that one member of the team be assigned primary responsibility as “codebook editor” – the one who creates, updates, revises, and maintains the master list for the group.undefinedThose conducting action or community-based research can invite the study’s participants/stakeholders themselves into the analytic process as a collaborative venture to provide a sense of ownership and investment in data analysis and its consequent recommendations for social change (Stringer, 2014). Northcutt and McCoy (2004) label focus group development of their own categories of interest “affinities.” Children and adolescents, too, can be taught to investigate and analyze issues that relate to their social worlds (Alderson, 2008; Heiligman, 1998; Warren, 2000). Haw and Hadfield (2011) and Heath, Hindmarsh, and Luff (2010) hold “data sessions” where informed colleagues and sometimes participants themselves are invited to preview and review video fragments from fieldwork to collaboratively interrogate and discuss relevant multiple dimensions of the research issues suggested. This dialogic exchange of ideas in a workshop and collegial atmosphere attunes the research team to new and varying perspectives before more intensive scrutiny and formal video analysis begin.undefinedTeam members can both code their own and others’ data gathered in the field to cast a wider analytic net and provide a “crowd-sourcing reality check” for each other. For these types of collaborative ventures, intercoder agreement or interpretive convergence (the percentage at which different coders agree and remain consistent with their assignment of particular codes to particular data) is an important part of the process (for formulas and discussions see Bernard, 2011, pp. 447–9; Boyatzis, 1998, pp. 144–59; DeCuir-Gunby, Marshall & McCulloch, 2011; Hruschka et al., 2004; and Krippendorff, 2009). There is no standard or base percentage of agreement among qualitative researchers, but the 80–90% range seems a minimal benchmark to those most concerned with an evidentiary statistic. Selected CAQDAS programs include such measures as the kappa coefficient, Pearson’s r, and other coding comparison queries as calculation functions for intercoder agreement.undefinedSome methodologists question the utility and application of intercoder agreement for qualitative data analysis since the entire process is an interpretive enterprise. Thus, research teams may wish to dispense with such quantitative measures altogether and rely on intensive group discussion, “dialogical intersubjectivity,” coder adjudication, and simple group consensus as an agreement goal (Brinkmann & Kvale, 2015; Harry et al., 2005; Sandelowski & Barroso, 2007).undefinedCoding by committee can range from a time-saving democratic effort, to a frustrating enterprise filled with road blocks, depending on the amount and complexity of data and – to be honest – the researcher personalities involved. Group dynamics suggest that a team meeting regularly to collectively code data should consist of no more than five people. More than five individuals makes problem-solving and decision-making exponentially more difficult. It may also be wise to develop strategies and contingency plans ahead of time for what to do in case coding progress stalls or if professional disagreements occur and an executive decision needs to be made. I myself prefer to be the “lone wolf coder” when it comes to working with colleagues on a research project, but my team members are given copies of my coded data to review at all stages, and are encouraged to function as rigorous examiners and auditors of my analyses.undefinedReferencesundefinedSaldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage Publications.undefined Chapter 1, “An Introduction to Codes and Coding” (pp. 1–42) Chapter 2, “Writing Analytic Memos About Narrative and Visual Data” (pp. 43–65) undefinedLaureate Education (Producer). (2016). From content to coding [Video file]. Baltimore, MD: Author.undefinedLaureate Education (Producer). (2016). Introduction to coding [Video file]. Baltimore, MD: Author.

Requirements:Review the elements included in PICOT questions to guide evidence-based nursing practice. Respond to the questions below using the PICOT Question Worksheet Template below Identify and describe one practice-related issue or concern. You may choose to build on the practice issue you identified in NR500NP/NR501NP. Provide support for the issue from scholarly nursing sources current within the last 5 years. Explain why the issue/concern is important to nurse practitioner practice and the issue’s impact on health outcomes. Provide support for the importance of the issue from scholarly nursing sources current within the last 5 years.Define each element of your PICOT question in one or two sentences.P-Population and problem (What is the nursing practice concern or problem and whom does it affect?)I–Intervention (What evidence-based solution for the problem would you like to apply?)C–Comparison (What is another solution for the problem? Note that this is typically the current practice, no intervention at all, or alternative solutions.) O–Outcome (Very specifically, how will you know that the intervention worked? How you will measure the outcome?)T–Timeframe (Timeframe involved for the EBP initiative/target date of completion.)Construct your PICOT question in the standard PICOT question format (narrative) and define each letter separately, such as: o P = o I = C = o O = o T = o PICOT Question written in full: .2) Explain why the issue/concern is important to nurse practitioner practice and the issue’s impact on health outcomes. Provide support for the importance of the issue from scholarly nursing sources current within the last 5 years.3) Define each element of your PICOT question in one or two sentences.Using a minimum of 3 scholarly nursing sources, current within 5 years: Identify and describe one practice-related issue or concern. You may choose to build on the practice issue you identified in NR500NP/NR501NP. Explain why the issue/concern is important to nurse practitioner practice and its impact on health outcomes. Describe each element of your PICOT question in one or two sentences, being sure to address all of the following: P-Population and problem– What is the nursing practice concern or problem and whom does it affect? I–Intervention– What evidence-based solution for the problem would you like to apply? C–Comparison– What is another solution for the problem? Note that this is typically the current practice, no intervention at all, or alternative solutions. O–Outcome– Very specifically, how will you know that the intervention worked? Think about how you will measure the outcome. T–Time frame– What is the Timeframe involved for the EBP initiative or the target date of completion?Construct your PICOT question in the standard PICOT question format (narrative) and define each letter separately, such as: P = I = C = O = T = PICOT question written in full =At the graduate level, we like to see you synthesizing your ideas into your own words. No direct quotes may be used in this worksheet. Use APA formatting guidelines for references and citations.Submit your worksheet using the PICOT Worksheet Template as a Word document to the Week 2 Dropbox