Pearce, P. F., Christian, B. J., Smith, S. L., & Vance, D. E. (2013). Research methods for graduate students: A practical framework to guide teachers and learners. Journal of the American Association of Nurse Practitioners, Early Preview, 0(0), pages 0-0. doi: 10.1002/2327-6924.12080 [Print version anticipated for December 2013]
Dr. Pearce has taught research design and methods for over 15 years to master's, DNP, and PhD students, and mentored many students through their own designs for thesis, scholarly project/capstone project, and dissertation. She developed the "Arrow Framework" to help students understand the hierarchy of designs, and the overall relationship on any one design with others. The "framework" was shared with both students and other faculty teaching similar material. Along with Dr. Pearce, Co-authors (Christian, Smith, and Vance) have all used the framework successfully in their teaching. Because of feedback from students and faculty using the framework, she and her co-authors developed the current manuscript, in hopes that students and faculty who have not used the framework would find the information useful for teaching and learning.
Vance, D. E., Talley, M., Azuero, A., Pearce, P. F., & Christian, B. J. (2013). Conducting an article critique for a quantitative research study: Perspectives for doctoral students and other novice readers. Nursing: Research and Reviews, 3, 67-75. doi: http://dx.doi.org/10.2147/NRR.S43374
Through 15 years of teaching research design and methods, constant need to teach critique skills and provide feedback to students regarding their critiques, and growing complaints from students that they wanted a useful tool for understanding process of critique, Vance, et al. (2013) was developed. Drs. Vance and Pearce, teaching together in research design and statistics, joined with a PhD student (Talley), statistician (Azuero) and senior faculty member (Christian) teaching similar content to generate this manuscript for publication that specifically addressed not only overall components of critique, but also the related substance and judgment guidance that faculty constantly provided to students individually in their courses. The intent was to provide a useful tool for students to help them develop critique skills.