Sample/Setting Number and Criteria for Inclusion and Description of Place in Which Data Will Be Collected
The sampling of the research should consist of people with issues in their cardiovascular systems. Usually, such health problems occur due to a person’s age and one’s stressful life. Therefore, it would be proper to exclude young people as their diseases might be caused by unusual circumstances, whereas this study is intended to provide average results (Palinkas et al., 2015). Therefore, the first inclusion criterion requires the presence of people from sixty to ninety years old. Another criterion depends on the distance that participants might be obliged to cope with daily due to the research (Palinkas et al., 2015). Every member of the sampling should not have difficulties with traveling as it might hurt a person’s health conditions.
Approximately fifty people will be enough to identify whether lectures with visual aids are more helpful in educating heart failure patients than handout materials. It is necessary to choose and equip the data collection place to make all the participants comfortable and concentrate their attention on the lecture materials (Palinkas et al., 2015). Therefore, the classroom should be bright and big enough to place sixty people (fifty – participants, ten – employees, and scholars). Moreover, it should have a lecture stand, sixty seats, one blackboard, and a digital screen to demonstrate presentations.
Sampling Strategy
The setting of fifty patients will be divided into two similar groups (twenty-five individuals on each team). The first experiment requires both group A and group B to study heart failure prevention material separately. One team will be given the handout materials, whereas other participants will attend the educational lecture. After this procedure, their results will be analyzed (Palinkas et al., 2015). The second stage implies the questionnaire that includes interviews regarding the studied material. Each person has to undergo this test based on the knowledge one acquired previously. The general results of group A and group B will be compared to one another (Palinkas et al., 2015). This method will give scholars an understanding of the advantages and disadvantages of the two educational practices mentioned above.
Research Design: Type, Description, and Rationale for Selection
The type of research discussed above is applied as it implies the solving of certain problems. In this case, the problem is an undefined method of heart failure patients’ health education. This type of study is aiming at improving certain human conditions (Creswell, 2014). Usually, it requires some financial investments. Therefore, applied researches are always sponsored by such organizations as the government, UNICEF, and others (Creswell, 2014). “This plan might involve handouts, lessons, and special written instructions to help students in the experimental group learn how to study a subject using computers” (Creswell, 2014, p. 170). In conclusion, it would be proper to say that the sub-type of this research is experimental (no quantitative data is collected, and other scholars’ statements are not considered).
The gathered data should be described with the help of the qualitative design. The participants are expected to share their expectations and the experience gained during the study (Creswell, 2014). Therefore, it is essential to make the collected data discussion uncomplicated and easy for an average reader to percept. To make the research more accurate, it would be advantageous to consider using some tables with the patients’ answers and impressions about the experiment they underwent.
References
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach (4th ed.). Los Angeles, CA: Sage.
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. Web.