Research and Critique Paper Central Line Infections - 1100 Words

Research and Critique Paper: Central Line Infections (Research Paper Sample) Content: Research designThis section offers an analysis of mixed research methodology (both qualitative and quantitative) as considered in the research. The key objective is to offer an explanation of the method considered in answering questions. The subsections covered in this chapter include piloting sequence, data collection, coding and analysis of data, so as to investigate various issues like (). This section surveys the method by which various (..) and investigator outcomes were achieved there, exemplifying how such outcomes collaborate with the questionnaires to give quantitative analysis of background evidence. The study procedure for the qualitative and quantitative methods considered in the assessment of the topic, regardless of being fundamentally Western, was highly generative.The initial stage included a comprehensive qualitative effort to define the study focus. The subsequent phase comprised of a pilot study facilitated with the attempt of offering help in the d esign of questionnaires. The questionnaires structure was guided by several research questions created at the instance of quantitative process as well as the questionnaires issued at the distinct qualitative scrutiny. A mixed method was the research methodology utilized in the study, and was considered significantly qualitative regardless of being informed through a quantitative assessment (chapter 5); this is equally identified as methodological triangulation, comprising the use of both quantitative and qualitative approaches and data to examine identical occurrences within the identical study (Tashakkori and Teddlie, 1998: 18). According to Cresswell (1995), a mixed approach can be defined as a "dominant-less dominant study" where there is "a single dominant [research] paradigm with a small component of the overall study derived from an alternative design" (177). Generally, in accordance with Tashakkori and Teddlie (1998) the mixed method is normally an outcome of the pragmatist p aradigm ... combining the qualitative and quantitative approaches within different phases of the research process" (19). The causes of deploying both quantitative and qualitative approaches included the ability to comprehensively cover the field, not simply granting statistical data to researcher-based interactivity and quantitative approaches to qualitative techniques (Miles and Huberman, 1994).Nonetheless, linking or integrating methodologies, examining, detailing and expanding by turns, establishes that "to construct dense, well-built, assimilated, and comprehensive theory" (Strauss and Corbin, 1998: 33), it is important to have some level of generative interplay between approaches. In research studies, a study design is highly important in establishing the capacity of the study to answer the research questions adequately. As stipulated by Bryman (2008), research design offers the overall framework for data collection and analysis correlated to the phenomenon being examined. Res earch approaches can be categorized mainly into inductive and deductive research approaches, with each one appearing to use quantitative techniques that use mathematical or statistical models associated with the research questions and gauge correlations by use of statistical approaches. Both quantitative and qualitative methods can be contrasted with the latter attempting to decipher meanings. Inductive research seems to be related to qualitative approaches.Researchers have a number of research designs to choose from, respective of their research objectives and problems. In accordance with Bryman (2008), there are 5 fundamental research designs: comparative, longitudinal, survey, experimental and case study. From the experimental point of view, the researcher is able to examine the effect of one independent variable on a dependent one, provided additional variables capable of affecting the association between the two variables are regulated for. This design is founded on a specific theoretical framework and normally centres on a few variables. The researcher is able to examine the establishment of recognized phenomenon within a given duration, courtesy of longitudinal designs, normally associated with divisions of social science like social policy and sociology. For survey designs, data is gathered from numerous instances mainly through use of structured interviews or questionnaires, typically with the intent of generalizing about a given population.In accordance with Fowler (2009), total survey entails guaranteeing the quality of various survey elements that can impact its precision, more so the sample, the features of those whom data are gathered, the questions design, as well as the data gathering procedures. On the other hand, a research design involving a case study involves investigating a single case comprehensively. In accordance with Yin (1994), case studies come in form of exploratory, descriptive or explanatory form. Various researchers have offer ed contradictory perceptions of the constituents to a case, with Johansson (2003:2) stipulating how the common denominator that case study researchers (Yin 1994; Merriam 1994; Stake 1995, 1998; Miles Huberman 1994; Gillham 2001) might agree on would be something along the following lines: The case study should have a case which is the object of study. The case should be a complex functioning unit, be investigated in its natural context with a multitude of me multitude of methods, and be contemporary. The design engaged in the present study is a case study due to several reasons, and within it, semi-structured interviews, survey, as well as secondary data have been merged (i.e. a research through case study engaging mixed research approaches). The initial reason justifying the appropriateness of a case study design is its objective to examine opinions and discernments regarding the suitability of Omans private sector for private sector led development.To some level, this study is a lso exploratory, therefore the significance of deigns in form of a case study lies within their capacity to enable the researcher to examine the association of phenomenon meagrely comprehended, due to meagre prevailing literature. This survey in most cases focuses on a sufficient account of the phenomenon hosting the research focus, in their real life context when the boundaries between the phenomenon and context are not clear (Yin, 2009, p.18). The research questions in the present study have not been examined in the previous literature in Oman, while the researcher readily accessed the networks and contacts in Oman and these were able to enhance the study. Accessing the pertinent stakeholders in different nations might have been extreme time consuming and problematic, without success assurance. The perception of this condition is based on how questions are related with Yins table, above (Fig 4.1) whereby the study attempts to examine the capacity of private sector to catalyse econ omic profess in Oman. Subsequently, the research never necessitated to control the behavioural aspects (that is an experiment) and thirdly concentrating (highly) on modern practices (the study needs the gathering of data concerning various factors as relating to Oman private sector. Such factors are many and diversified, such as Omans business setting.Research methodsMost studies engage a mixture of research approaches within a case study. Just as stipulated by Johansson (2003:3), One major feature of case study methodology is that different methods are combined with the purpose of illuminating a case from different angles: to triangulate by combining methodologies. Just as stipulated above, there is meagre literature concerning the perception of Oman on the function of private sector in the region besides lacking up-to-date, precise, and consistent statistics concerning the economy. Nonetheless, there are a number of intricacies correlated with studies of the purpose of the privat e sector in the economy of Oman. Due to the above reasons, as well as the intricacy of the present study, the researcher engaged this subject, empirically, by engaging various approaches so as to acquire the needed data. In accordance with Borg and Gall (1996), the two techniques (qualitative and quantitative methods) enable the researchers to come up with significant discoveries, particularly upon being engaged together in one study, for combining semi-structured interviews and questionnaires. The current study utilized a mixture of qualitative and quantitative methods in a complementary manner. These approaches were considered so as to get rid of any intricacies concerning coverage, availability and linkage of data. These are categorized into two:Qualitative methodsAs stated by Myers (2009, p 9), qualitative research is best if you want to study a particular subject in depth and when the particular topic is new and there is not much previously published research on that topic. Th e key prevailing approach considered in the present study was semi-structured interviews, typically a qualitative research approach.Selection of particular quotesThe method considered in the analysis of qualitative data (comprising of 42 semi-structured interviews) included thematic analysis, with the capacity to identify data patterns to be analysed into key themes. In accordance with Fereday et al. (2006), this inductive method is data driven. The present study considered a mixed techniques design with thematic analysis being in consistent with this design since it doesnt need adherence to a specific philosophical paradigm (Braun and Clarke 2006; Fereday, et al 2006). In his study, Boyzatis (1999) proposed an approach that entailed a model for analysing data qualitativel...

Why Students Cheat, and What To Do About It

Research shows that schools with honor codes (especially those that are long-standing) report less incidents of cheating than those without them. But what if companies had honor codes? Would they reduce unethical behavior in the workplace? First, let’s go back to schools to understand why some institute codes in the first place. If you are a business student, know this: MBA students are more likely to engage in cheating than any other type of masters student in the United States and Canada. In 2006, Donald McCabe, Linda Trevino, and Ken Butterfield published a study that showed that 56% of business graduate students had cheated at least once in an academic year – almost 10% more than other graduate students. Yikes. As we mentioned in a previous post on cheating, in our research at Hult Labs we’ve talked to business leaders on almost ever single continent and, despite the various industries and functions they represent, the majority agreed on one thing: ethics are supremely important. Leaders expect that the business graduates they hire are going to have a finely tuned moral compass. Many of them even said that integrity mattered more than the â€Å"hard† skills students strive to develop and hone in their programs. So just why is cheating more widespread now, despite the fact that employers want to avoid those who engage in it? In an interview with Jeffrey Davis, in The Company Ethicist, McCabe said this: â€Å"Because students see no reason not to cheat. They see others cheating and know how important their GPA is and, as a result, they feel compelled to do the same. Ive had many students say to me, ‘you get those other students to stop cheating, you dont have to worry about me. Ill stop immediately.’† In a New York Times article from last fall, a couple of other experts weighed in. Jeffrey Roberts and David Wasieleski from Duquesne University said they believe the ubiquity of the Internet plays a big role, as does the increasing emphasis on teamwork at schools. In the article, Wasieleski said: â€Å"Students are surprisingly unclear about what constitutes plagiarism or cheating.† Howard Gardner, of the Harvard School of Education, holds a view that is as much a commentary on society as it is on a cheating scandal: â€Å"We want to be famous and successful, we think our colleagues are cutting corners, we’ll be damned if we’ll lose out to them, and some day, when we’ve made it, we’ll be role models. But until then, give us a pass.† But Laurie Hazard, director at Bryant University’s Academic Center for Excellence, believes that schools themselves don’t do enough to drive home the consequences of cheating. In the article, she said: â€Å"Institutions do a poor job of making those boundaries clear and consistent, of educating students about them, of enforcing them, and of giving teachers a clear process to follow through on them.† The article also referenced a study the Josephson Institute of Ethics had conducted on cheating among high school students. While 60% admitted to having cheated recently, 80% rated their ethics as higher than average. Clearly, there’s a disconnect. President of the institute, Michael Josephson, said that schools infrequently â€Å"place any meaningful emphasis on integrity, academic or otherwise, and colleges are even more indifferent than high schools.† If the waters are murky when it comes to what constitutes cheating, and few schools do anything to illuminate the matter for students (nor make them face the consequences) it’s easy to see why students may (knowingly or unknowingly) take an unethical path. But when it comes to MBA students, McCabe says there’s another dynamic at play. In his article â€Å"MBAs Cheat, But Why?† he writes, â€Å"I believe the biggest issue is the get-it-done, damn-the-torpedoes, succeed-at-all costs mentality that many business students bring to the game.† He goes on to describe how the vicious cycle of moral compromising starts, and how it can impact those who fall into it: â€Å"Achievers are trained, from an early age, to go for the A – often regardless of the means – and as motivated ‘students’ climb up the corporate ladder, they are often more influenced by rewards than by their values. Their ethics become even muddier. As these people get older, many become more acutely aware of the gap between their professional (competitive) and personal (moral) lives; they become more psychologically frayed. Life, at least for them, has become a series of compromises.† But some business schools have been stepping up their game to get students to forcefully think about ethics, and why making the right choices matters. Unethical breaches in the corporate world have been raising a lot of questions about how schools are shaping the next generation of leaders. â€Å"There’s really a gap between what goes on in business and what goes on in business education,† said Judith Samuelson, executive director of Beyond Grey Pinstripes at the Aspen Institute in an interview with MBA Podcaster. The organization tracks the coursework of business schools around the world to determine which schools are prioritizing curriculum changes to incorporate social, ethical and environmental issues into their programs. Stanford Business School had the top spot in 2012. [They’re] creating both opportunities for students, as well as making sure there’s exposure to the critical questions in their curriculum,† said Samuelson. Dartmouth’s Tuck School of Business has required ethics courses, and also coordinates student discussions on a variety of ethical situations in the corporate world. Said Dean Paul Danos in the interview: â€Å"There’s no doubt that the whole concept of ethics and integrity among business people is a very important topic†¦it’s something we have to keep emphasizing because it’s one of the foundations of good management†¦[but] even a person with integrity, if they don’t see these problems in context, they may not recognize them.† McCabe, however, thinks the onus is on students. â€Å"Students need to take ownership and solve the problem. I dont think we can impose a solution. Thats why Im a supporter of academic honor codes.† He highlights Washington and Lee University as a prime example. The school’s code has been embedded in the culture of the school since the mid-1840s, and is entirely student-run. Every two years it’s up for referendum (the idea being that the newest cohort of students must choose to keep the system going). McCabe said that the school’s code has also deeply influenced many of the school’s alumni in terms of how they assert ethics and integrity in their own companies, and in their own lives. Instituting an honor code, however, is not an easy feat. Honor codes are more likely to succeed in smaller, more controlled settings. And, it takes time, dedication, and perseverance to implement one, which is why instituting one at the corporate level is particularly challenging. But McCabe thinks that a company that makes the commitment to do so can reap the benefits, especially in the long run, once the code is ingrained in the company culture. â€Å"Short-term Im pessimistic simply because the problems so deep rooted its going to take time to solve it. But I remain optimistic that we can do something ultimately.† If you would like to find out more about our business programs,  download a brochure here. Photo courtesy of the University of Saskatchewan. Hult offers a range of highly skills-focused and employability-driven business school programs including a range of MBA options and a comprehensive one year Masters in International Business. To find out more, take a look at our blog Introduce yourself and say Hult Rotation offers you a chance to study in a truly global way. Our rotation program allows you to study and be immersed in some of the finest cities in the world. 📠¸: @jasminmanzano . Hult Rotation offers you a chance to study in a truly global way. Our rotation program allows you to study and be immersed in some of the finest cities in the world. 📠¸: @jasminmanzano . Each year, Hult seeks to enroll a talented and ambitious incoming class from all over the world. We look for diverse students with a wide range of experiences, perspectives, and interests—students who will thrive in our unique educational atmosphere. Are you ready for a truly global experience? 📠¸: @iambrunadiniz . Each year, Hult seeks to enroll a talented and ambitious incoming class from all over the world. We look for diverse students with a wide range of experiences, perspectives, and interests—students who will thrive in our unique educational atmosphere. Are you ready for a truly global experience? 📠¸: @iambrunadiniz . We’re excited to start 2020 on a ranking high! Hult is proud to have been placed #28 in Poets Quants 2020 rankings for Best Undergraduate Business Schools in the US. Taking a huge leap of 32 places from our 2019 position, we’re also very happy to have secured top positions in key categories like: life-changing experience, practicality of the degree, and global immersion. . With five global campuses, a student body of over 130 nationalities, and a learn-by-doing approach—Hult offers a student experience like no other. . We’re excited to start 2020 on a ranking high! Hult is proud to have been placed #28 in Poets Quants 2020 rankings for Best Undergraduate Business Schools in the US. Taking a huge leap of 32 places from our 2019 position, we’re also very happy to have secured top positions in key categories like: life-changing experience, practicality of the degree, and global immersion. . With five global campuses, a student body of over 130 nationalities, and a learn-by-doing approach—Hult offers a student experience like no other. . â€Å"I’m from an engineering background and needed a whole new skill set for the industry I wanted to switch to. I learned a lot about myself and how I deal with being out of my comfort zone. I learned both soft and hard skills, from how to work in very diverse teams to key accounting metrics and strategy. I was surprised by how weak I was at certain tasks in English or how strong I actually was in other areas. Hult gave me opportunities to try new things and meet people from places I never thought I would have friends. . My internship experiences gave me the chance to broaden my view of different cultures and different companies. I had the opportunity to work and live with people whose values differed from people in my home country. I thought that this would be difficult, but it gave me the chance to reflect on my own values and assess if they were a result of my home country environment or if they were intrinsically mine. . Diederick ter Kulve (@diederick.terkulve) Netherlands Masters in International Business . â€Å"I’m from an engineering background and needed a whole new skill set for the industry I wanted to switch to. I learned a lot about myself and how I deal with being out of my comfort zone. I learned both soft and hard skills, from how to work in very diverse teams to key accounting metrics and strategy. I was surprised by how weak I was at certain tasks in English or how strong I actually was in other areas. Hult gave me opportunities to try new things and meet people from places I never thought I would have friends. . My internship experiences gave me the chance to broaden my view of different cultures and different companies. I had the opportunity to work and live with people whose values differed from people in my home country. I thought that this would be difficult, but it gave me the chance to reflect on my own values and assess if they were a result of my home country environment or if they were intrinsically mine. . Diederick ter Kulve (@diederick.terkulve) Netherlands Masters in International Business . Say a big hello to our Bachelor of Business Administration program cover star, Elisa Orus Plana âÅ" ¨ . â€Å"I’m excited for the future—especially that I cant predict whats going to happen. Maybe Ill end up in Mexico working for a trading company or maybe in Africa, developing my own business. Everything is possible, and the options are constantly changing. I love the idea that Im never going to be stuck doing the same job until the end of my life if I dont want it to be like this. . Hult really supports me and my ambitions and truly believes that we deserve to be considered as professionals as well as students. Here, I get to express not just my opinions but all elements of myself. From my creative side with the Fashion Society to my finance and business sides in Trading Club and the Management Consulting Club. We get a different type of learning here. Not just essential knowledge and theory, but practical skills and mindset. The school is always evolving. We’re encouraged to innovate and to always look for new ways of doing traditional things. We learn how to be more confident and become aware of how we can impact our environment. The school aims to help you become a better version of yourself and to stand out from the crowd.â€Å" . Elisa Orus Plana French Bachelor of Business Administration Class of 2021 Say a big hello to our Bachelor of Business Administration program cover star, Elisa Orus Plana âÅ" ¨ . â€Å"I’m excited for the future—especially that I cant predict whats going to happen. Maybe Ill end up in Mexico working for a trading company or maybe in Africa, developing my own business. Everything is possible, and the options are constantly changing. I love the idea that Im never going to be stuck doing the same job until the end of my life if I dont want it to be like this. . Hult really supports me and my ambitions and truly believes that we deserve to be considered as professionals as well as students. Here, I get to express not just my opinions but all elements of myself. From my creative side with the Fashion Society to my finance and business sides in Trading Club and the Management Consulting Club. We get a different type of learning here. Not just essential knowledge and theory, but practical skills and mindset. The school is always evolving. We’re encouraged to innovate and to always look for new ways of doing traditional things. We learn how to be more confident and become aware of how we can impact our environment. The school aims to help you become a better version of yourself and to stand out from the crowd.â€Å" . Elisa Orus Plana French Bachelor of Business Administration Class of 2021"> During the final days of 2019, you probably reflected on what you’ve accomplished this year—and even this decade—and what you’d like to achieve in 2020. Let us know in the comments below. During the final days of 2019, you probably reflected on what you’ve accomplished this year—and even this decade—and what you’d like to achieve in 2020. Let us know in the comments below. â€Å"The first time we did group work on the program, I went head-to-head with a colleague. It taught me a lot about how I see people, how people see me, and how conflict can be resolved in a kind and productive way. The best feedback you get, when delivered constructively, is the most critical because it really feeds into how you lead. I’ve completely reversed my leadership style—the result is so much richer and more powerful when you lead from behind and lead with strength. . Studying in tandem with working, whilst challenging, gave me the perfect platform to directly apply learning concepts into my business environment, the competitive landscape, and the real-estate industry as a whole. When I started the program, I was very happy in my corporate role. But my courage and aspirations grew to the point that I took on a whole new direction. Having my career coach, Joanna, as a sounding board allowed me to really be strategic and get to know myself. She coached me thro ugh all the interviews, the research, and the questions. It went in parallel with what I was doing academically and after six months everything just clicked. . I went into the EMBA knowing I had nothing to lose and I’ve come out with everything. Great strength, global friends, amazing learning, mentors from professors, a job I love, and the knowledge that I can set my mind to achieve anything and with the right support and resources I’ll get there.† . Kashani Wijetunga British, New Zealand Sri Lankan Associate Director Senior Strategy Consultant CBRE EMBA Class of 2019 . â€Å"The first time we did group work on the program, I went head-to-head with a colleague. It taught me a lot about how I see people, how people see me, and how conflict can be resolved in a kind and productive way. The best feedback you get, when delivered constructively, is the most critical because it really feeds into how you lead. I’ve completely reversed my leadership style—the result is so much richer and more powerful when you lead from behind and lead with strength. . Studying in tandem with working, whilst challenging, gave me the perfect platform to directly apply learning concepts into my business environment, the competitive landscape, and the real-estate industry as a whole. When I started the program, I was very happy in my corporate role. But my courage and aspirations grew to the point that I took on a whole new direction. Having my career coach, Joanna, as a sounding board allowed me to really be strategic and get to know myself. She coached me thro ugh all the interviews, the research, and the questions. It went in parallel with what I was doing academically and after six months everything just clicked. . I went into the EMBA knowing I had nothing to lose and I’ve come out with everything. Great strength, global friends, amazing learning, mentors from professors, a job I love, and the knowledge that I can set my mind to achieve anything and with the right support and resources I’ll get there.† . Kashani Wijetunga British, New Zealand Sri Lankan Associate Director Senior Strategy Consultant CBRE EMBA Class of 2019 . â€Å"It was now or never. I knew that I’d have likely stayed in my neighborhood for years to come if I didn’t take this opportunity. I’d not lived or studied outside of the U.S. before. So I left my job as a global strategist at an advertising agency and moved halfway around the world. I’ve come back a more culturally aware, well-versed person. I’ve realized that everything is a learning experience and an opportunity for growth. Ill definitely carry this mindset with me into the future. Technology and social media allow us to be different people in several places at once. Im excited to see how I can establish myself in whatever city Ill be lucky enough to call home and still maintain deep connections with people all over the world. I’m inspired by my classmates every day. Hearing some of their life stories and how getting this degree fits into their greater mission has been very humbling. My biggest challenge has been finding the ‘right’ path for me. There have been rooms Ive felt like I shouldnt be in, but now Im proud to feel as though I truly belong, wherever I am.† . Dwayne Logan, Jnr. American MBA Class of 2019 . â€Å"It was now or never. I knew that I’d have likely stayed in my neighborhood for years to come if I didn’t take this opportunity. I’d not lived or studied outside of the U.S. before. So I left my job as a global strategist at an advertising agency and moved halfway around the world. I’ve come back a more culturally aware, well-versed person. I’ve realized that everything is a learning experience and an opportunity for growth. Ill definitely carry this mindset with me into the future. Technology and social media allow us to be different people in several places at once. Im excited to see how I can establish myself in whatever city Ill be lucky enough to call home and still maintain deep connections with people all over the world. I’m inspired by my classmates every day. Hearing some of their life stories and how getting this degree fits into their greater mission has been very humbling. My biggest challenge has been finding the ‘right’ path for me. There have been rooms Ive felt like I shouldnt be in, but now Im proud to feel as though I truly belong, wherever I am.† . Dwayne Logan, Jnr. American MBA Class of 2019 . Happy New Year, Hultians! . Happy New Year, Hultians! .