RSCH FPX 7868 Assessment 3: Mastering Quantitative Research in Nursing

Graduate-level nursing programs emphasize the integration of research into practice to improve patient care, influence healthcare systems, and advance evidence-based decision-making. At Capella University, one of the core research courses for doctoral nursing students is RSCH FPX 7868 – Quantitative Design and Methodology.

This course develops advanced skills in evaluating and applying quantitative research, preparing nursing leaders to design, critique, and implement research studies. Among the course’s critical assignments is Assessment 3, which requires students to engage deeply with quantitative data and research principles.

In this blog, we will explore RSCH FPX 7868 Assessment 3 in detail—its objectives, structure, importance, examples, common pitfalls, and strategies for success RSCH FPX 7868 Assessment 1.

Understanding RSCH FPX 7868

Before diving into the details of Assessment 3, let’s briefly revisit the purpose of the course.

RSCH FPX 7868 focuses on:

• Understanding quantitative research designs (e.g., experimental, quasi-experimental, descriptive).

• Evaluating methodological rigor in nursing research.

• Interpreting statistical analyses in published studies.

• Applying evidence to improve patient outcomes and healthcare practices.

The course is designed to turn students into critical consumers and future producers of research—a skill set essential for doctoral-level nurses who aim to lead innovation in practice.

What Is RSCH FPX 7868 Assessment 3?

Assessment 3 builds upon the earlier assessments in the course. While Assessment 1 may focus on understanding research principles and Assessment 2 emphasizes critiquing a research article, Assessment 3 often requires students to design, analyze, or interpret a quantitative research framework more independently.

Key tasks may include:

• Developing a quantitative research question or hypothesis.

• Identifying the most appropriate research design for the problem.

• Describing sampling methods, variables, and measurement tools.

• Discussing data collection and statistical analysis techniques.

• Evaluating how the proposed design ensures validity, reliability, and ethical rigor.

This assessment helps students think like researchers—not just critiquing published work but beginning to conceptualize how they could design or apply research themselves.

Objectives of RSCH FPX 7868 Assessment 3

By completing this assessment, nursing students are expected to:

1. Formulate Researchable Questions– Transform clinical problems into measurable, testable research questions.

2. Select Appropriate Research Designs– Match questions with experimental, quasi-experimental, or correlational methods.

3. Understand Sampling Strategies– Choose methods (random, stratified, convenience) that align with research goals.

4. Define Variables and Measures– Identify independent and dependent variables with reliable measurement tools.

5. Plan Data Collection and Analysis– Select appropriate statistical methods (t-tests, regression, chi-square, ANOVA).

6. Ensure Validity and Reliability– Design strategies to strengthen methodological rigor and reduce bias.

7. Incorporate Ethical Considerations– Apply IRB guidelines, informed consent, and patient privacy protections RSCH FPX 7868 Assessment 2.

Structure of RSCH FPX 7868 Assessment 3

A well-organized submission is essential for success. The following format is commonly recommended:

1. Introduction

• Present the clinical or practice problem.

• State the research question or hypothesis.

• Provide context about why this issue is important.

2. Research Design

• Identify the type of quantitative design (experimental, quasi-experimental, descriptive, correlational).

• Justify why this design is appropriate for the research question.

3. Population and Sampling

• Describe the target population.

• Outline inclusion and exclusion criteria.

• Explain the sampling method and its strengths or limitations.

4. Variables and Measurement

• Define independent, dependent, and control variables.

• Explain how variables will be measured (surveys, lab tests, validated scales).

• Discuss reliability and validity of instruments.

5. Data Collection Procedures

• Describe step-by-step data collection methods.

• Ensure procedures align with ethical standards.

6. Data Analysis Plan

• Identify the statistical tests to be used.

• Justify why the chosen tests are appropriate for the data type and design.

• Explain how results will be interpreted.

7. Ethical Considerations

• Address informed consent, confidentiality, and participant safety.

• Discuss potential risks and benefits RSCH FPX 7868 Assessment 3.

8. Conclusion

• Summarize the research design plan.

• Reinforce its significance for nursing practice and evidence-based care.

Example Research Scenarios for RSCH FPX 7868 Assessment 3

Here are some examples of how students might approach the assessment:

1. Impact of Telehealth on Blood Pressure Control in Hypertensive Patients

• Design: Quasi-experimental, comparing outcomes between telehealth and traditional care groups.

• Variables: Independent = type of care; Dependent = average blood pressure reduction.

• Analysis: Independent-sample t-tests or ANOVA.

2. Effect of Nurse Staffing Ratios on Patient Mortality Rates

• Design: Correlational study using hospital records.

• Variables: Independent = nurse-to-patient ratio; Dependent = mortality rate.

• Analysis: Linear regression to determine predictive relationship.

3. Evaluating Simulation-Based Training for Nursing Students

• Design: Randomized controlled trial.

• Variables: Independent = type of training; Dependent = clinical performance scores.

• Analysis: ANOVA to compare multiple groups.

4. Influence of Exercise Programs on Reducing Depression in Older Adults

• Design: Experimental design with intervention and control groups.

• Variables: Independent = exercise participation; Dependent = depression score reduction.

• Analysis: Paired t-tests and effect size calculations.

Why RSCH FPX 7868 Assessment 3 Matters

This assessment is more than just an academic requirement—it prepares nursing leaders to:

1. Bridge Research and Practice– Transform practice problems into researchable projects.

2. Build Research Competence– Understand the mechanics of designing valid and reliable studies.

3. Enhance Leadership Skills– Develop confidence in interpreting and applying research findings.

4. Promote Evidence-Based Practice– Create a foundation for quality improvement initiatives in clinical settings.

5. Prepare for Doctoral Projects– Lay groundwork for future DNP projects or dissertations RSCH FPX 7868 Assessment 4.

Strategies for Success in RSCH FPX 7868 Assessment 3

1. Start with a Focused Question– Use the PICOT framework (Population, Intervention, Comparison, Outcome, Time).

2. Choose the Right Design– Match the research design to the type of question you’re asking.

3. Use Reliable Instruments– Select validated measurement tools to strengthen credibility.

4. Think About Sample Size– Consider power analysis or at least justify the adequacy of your sample.

5. Plan Appropriate Statistical Tests– Don’t just name a test—explain why it fits your data.

6. Stay Ethical– Address risks, benefits, and participant protections thoroughly.

7. Stay Organized with Evidence Tables– Summarize articles and methodological choices for clarity.

8. Follow APA Guidelines– Consistent formatting reflects professionalism and academic rigor.

Common Mistakes to Avoid

• Vague research questions. Avoid overly broad or unfocused questions.

• Misaligned designs. Ensure the research design fits the problem.

• Ignoring variables. Define independent and dependent variables clearly.

• Weak statistical planning. Simply listing a test without rationale is insufficient.

• Neglecting ethics. Missing ethical considerations weakens credibility.

• Over-reliance on description. Provide analysis and justification, not just explanations.

Reflection: Becoming a Research-Minded Nurse Leader

Through RSCH FPX 7868 Assessment 3, nursing students transition into research-minded practitioners. For example, a student interested in improving patient safety may design a study on medication errors. Initially, they may focus only on reporting error rates, but through structured research design, they learn to measure variables, analyze trends, and propose evidence-based interventions.

This skill set is invaluable, as DNP graduates are expected not only to apply research but also to lead studies that advance the profession.