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6 pages/≈1650 words
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APA
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Health, Medicine, Nursing
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Essay
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English (U.S.)
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Topic:
Content Analysis Final Paper (Motivation)
Essay Instructions:
Review the Week Seven Lesson so that you are familiar with content analysis. Select either conceptual analysis or relational analysis as your approach to present your content analysis paper.
SPECIFICATIONS:
Select three scholarly journal articles (you can use any of the scholarly journal articles that were used in your annotated bibliography) and conduct either a conceptual analysis or a relational analysis. [Note that an excellent site that explains this type of analysis is produced by Colorado State: http://writing(dot)colostate(dot)edu/guides/research/content
NOTE: SELECT ARTICLES THAT WERE PUBLISHED WITHIN THE LAST TEN YEARS.
After examining each of the articles individually and presenting those findings using the approach mentioned above, add a final section to your paper that combines your findings and compares and contrast the words and concepts that are associated with the overall topic of the articles. Tell how the material in these articles contributes to your understanding of your selected topic for the course used in this assignment? To further clarify: Make sure that the final section of your paper demonstrates critical thinking in the triangulation of the sources you selected with regard to your topic of interest. Make sure that your takeaways from this assignment are clear contributions to your knowledge base and appraisal of your overall topic.
his paper is your final paper for the course and is worth much more than all the others. The main body of text should be 1500-2500 words (not counting Title Page and References).
Essay Sample Content Preview:
Content Analysis
Student:
Professor:
Course title:
Date:
Content Analysis
This paper provides a conceptual analysis of three scholarly journal articles. Each of the three articles is examined individually in its own section and the findings are presented using a conceptual analysis approach. A final section is provided in the paper that combines the findings and compares and contrasts the words and concepts that are associated with the overall topic of the articles. Moreover, how the material in these articles contributes to my understanding of the topic of motivation is described exhaustively. It is of note that in conceptual analysis, a concept is selected which is examined, and this analysis involves quantifying and tallying its presence.
Article 1: Banks, Z. M., & Bailey, J. H. (2010). Career Motivation in Newly Licensed Registered Nurses (RNs): What Makes them Remain. The Qualitative Report, 15(6), 1489-1503
Eight steps are used in content analysis with the use of the conceptual analysis approach.
Step 1: Deciding the level of analysis
The initial step entails deciding on the level of analysis. Since the chosen topic in this case is motivation, I have decided to code for phrases or a set of words. For this article, the chosen set of words or phrase is career motivation.
Step 2: Deciding the concepts to code
With regard to this first article, I will code for 3 different concepts. I will code for only those specific words that I determine to be most relevant to nursing. These specific words include the following: (1) motivation; (2) recruitment retention; and (3) job satisfaction. In essence, I allow myself to add relevant categories that have not been included in the set as I find them in the article.
Step 3: Deciding whether to code for frequency or existence of a concept
After choosing the number and set of concepts, the next step is to choose whether to code for frequency or existence. For this article, I choose to code for frequency. This simply means counting the number of times that the concepts appear in the article. Coding for frequency is used since it will give a very broad and extensive perspective of the text.
Step 4: Deciding on how to differentiate amongst concepts
In this step, the level of generalization is determined; that is, if concepts would be coded precisely as they appear, or if they will be coded as the same even when they appear in dissimilar forms. For this particular article, coding of the concepts will entail recording the concepts as the same even when they appear in dissimilar forms. For the word motivation for instance, I will code not just for the word motivation, but also for other words which imply motivation such as inspiration or incentive.
Step 5: Developing rules for coding the texts
In this step, the translation rules are created that will help in streamlining and organizing the process of coding so that I code for precisely what I want to code for. The rules for coding concepts in this article are as follows: concepts with the same implication and which are in the same category will be coded the same way. This means that the concept altruism will be coded under the umbrella of motivation in all paragraphs. Secondly, attract nurses and nurse retention would be coded under the umbrella of recruitment retention. Translation rules will help in protecting against making invalid interpretations and give the process of coding an essential level of coherence as well as consistency.
Step 6: Deciding what to do with information that is irrelevant
Information that is irrelevant is ignored. In this article, words and phrases like nurse burnout, dissatisfaction, and job stress will be ignored. Disregarding these words and phrases will not impact the outcome of the coding.
Step 7: Coding the texts
Concept/categoryNumber of occurrence1Motivation332Recruitment retention183Job satisfaction15
Coding was done manually by reading through the article and then writing down the concept occurrences manually.
Step 8: Analyzing the results
Unwanted material is skipped over. The data obtained allows for extrapolation. Given that the concept of motivation appears 33 times while the concepts of recruitment retention and job satisfaction appear 18 and 15 times respectively, it means that the author of this article highlighted more on the significance of nurse motivation than on recruitment retention and job satisfaction.
Article 2: Richardson, L. (2012). Motivational Interviewing Helping Patients Move Toward Change. Journal of Christian Nursing, 29(1):18-24
Step 1: Deciding the level of analysis
For this second article, I will code for phrases or a set of words. The chosen phrase is motivational interviewing.
Step 2: Deciding the concepts to code
I will code for 5 different concepts that are most applicable to nursing practice. These include: (1) chronic conditions; (2) lifestyle behaviors; (3) health changes; (4) motivation; and (5) motivational interviewing. Nonetheless, I will allow myself to add relevant categories that have not been included in the set as I find them in the article.
Step 3: Deciding whether to code for frequency or existence of a concept
Coding is done for frequency. The number of times that the concepts appear in the article is counted. This will offer a very wide perspective of this particular article.
Step 4: Deciding on how to differentiate amongst concepts
For this second article, coding of the concepts will entail recording the concepts as the same even when they appear in different forms. For the phrase lifestyle behaviors for instance, I will code not just for the phrase lifestyle behaviors, but also for other words or phrases which imply phrase lifestyle behaviors such as promiscuous sexual activity, alcohol, smoking, inactivity, high-sodium and high-fat diets, as well as poor adherence to treatment. Moreover, for the word motivation, I will code not just for the word motivation, but also for other words which mean motivation such as encouragement or incentive.
Step 5: Developing rules for coding the texts
The rules for coding concepts in this article are as follows: concepts with the same implication and which are in the same cate...
Student:
Professor:
Course title:
Date:
Content Analysis
This paper provides a conceptual analysis of three scholarly journal articles. Each of the three articles is examined individually in its own section and the findings are presented using a conceptual analysis approach. A final section is provided in the paper that combines the findings and compares and contrasts the words and concepts that are associated with the overall topic of the articles. Moreover, how the material in these articles contributes to my understanding of the topic of motivation is described exhaustively. It is of note that in conceptual analysis, a concept is selected which is examined, and this analysis involves quantifying and tallying its presence.
Article 1: Banks, Z. M., & Bailey, J. H. (2010). Career Motivation in Newly Licensed Registered Nurses (RNs): What Makes them Remain. The Qualitative Report, 15(6), 1489-1503
Eight steps are used in content analysis with the use of the conceptual analysis approach.
Step 1: Deciding the level of analysis
The initial step entails deciding on the level of analysis. Since the chosen topic in this case is motivation, I have decided to code for phrases or a set of words. For this article, the chosen set of words or phrase is career motivation.
Step 2: Deciding the concepts to code
With regard to this first article, I will code for 3 different concepts. I will code for only those specific words that I determine to be most relevant to nursing. These specific words include the following: (1) motivation; (2) recruitment retention; and (3) job satisfaction. In essence, I allow myself to add relevant categories that have not been included in the set as I find them in the article.
Step 3: Deciding whether to code for frequency or existence of a concept
After choosing the number and set of concepts, the next step is to choose whether to code for frequency or existence. For this article, I choose to code for frequency. This simply means counting the number of times that the concepts appear in the article. Coding for frequency is used since it will give a very broad and extensive perspective of the text.
Step 4: Deciding on how to differentiate amongst concepts
In this step, the level of generalization is determined; that is, if concepts would be coded precisely as they appear, or if they will be coded as the same even when they appear in dissimilar forms. For this particular article, coding of the concepts will entail recording the concepts as the same even when they appear in dissimilar forms. For the word motivation for instance, I will code not just for the word motivation, but also for other words which imply motivation such as inspiration or incentive.
Step 5: Developing rules for coding the texts
In this step, the translation rules are created that will help in streamlining and organizing the process of coding so that I code for precisely what I want to code for. The rules for coding concepts in this article are as follows: concepts with the same implication and which are in the same category will be coded the same way. This means that the concept altruism will be coded under the umbrella of motivation in all paragraphs. Secondly, attract nurses and nurse retention would be coded under the umbrella of recruitment retention. Translation rules will help in protecting against making invalid interpretations and give the process of coding an essential level of coherence as well as consistency.
Step 6: Deciding what to do with information that is irrelevant
Information that is irrelevant is ignored. In this article, words and phrases like nurse burnout, dissatisfaction, and job stress will be ignored. Disregarding these words and phrases will not impact the outcome of the coding.
Step 7: Coding the texts
Concept/categoryNumber of occurrence1Motivation332Recruitment retention183Job satisfaction15
Coding was done manually by reading through the article and then writing down the concept occurrences manually.
Step 8: Analyzing the results
Unwanted material is skipped over. The data obtained allows for extrapolation. Given that the concept of motivation appears 33 times while the concepts of recruitment retention and job satisfaction appear 18 and 15 times respectively, it means that the author of this article highlighted more on the significance of nurse motivation than on recruitment retention and job satisfaction.
Article 2: Richardson, L. (2012). Motivational Interviewing Helping Patients Move Toward Change. Journal of Christian Nursing, 29(1):18-24
Step 1: Deciding the level of analysis
For this second article, I will code for phrases or a set of words. The chosen phrase is motivational interviewing.
Step 2: Deciding the concepts to code
I will code for 5 different concepts that are most applicable to nursing practice. These include: (1) chronic conditions; (2) lifestyle behaviors; (3) health changes; (4) motivation; and (5) motivational interviewing. Nonetheless, I will allow myself to add relevant categories that have not been included in the set as I find them in the article.
Step 3: Deciding whether to code for frequency or existence of a concept
Coding is done for frequency. The number of times that the concepts appear in the article is counted. This will offer a very wide perspective of this particular article.
Step 4: Deciding on how to differentiate amongst concepts
For this second article, coding of the concepts will entail recording the concepts as the same even when they appear in different forms. For the phrase lifestyle behaviors for instance, I will code not just for the phrase lifestyle behaviors, but also for other words or phrases which imply phrase lifestyle behaviors such as promiscuous sexual activity, alcohol, smoking, inactivity, high-sodium and high-fat diets, as well as poor adherence to treatment. Moreover, for the word motivation, I will code not just for the word motivation, but also for other words which mean motivation such as encouragement or incentive.
Step 5: Developing rules for coding the texts
The rules for coding concepts in this article are as follows: concepts with the same implication and which are in the same cate...
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