Monday, April 14, 2014

Prospectus: Framework


The Prospectus Guidebook states that the framework section should be:

In one paragraph, describe the theoretical base or conceptual framework in the scholarly literature that will ground the study. Base this description on the problem, purpose, and background of your study. This theory or framework informs, and is informed by, the research question(s) and helps to identify research design decisions, such as the method of inquiry and data collection and analysis 

In reality, you will need more than this. Describe the theory(s) that you will be using in your study. Then take it to the next step and lay out what the theory predicts will happen in your study. If you find that you can’t come up with predictions – it may not be an appropriate theory. To do this, think through each step of your study and how it relates to your theory. It may make it clearer to give you an example from a recent article I wrote with some colleagues (Stadtlander et al., 2013): 

The patient-by-treatment-context interactive model of Christensen and Johnson (2002) provides the framework for the study. The model proposes that the relationship between patient characteristics and patient adherence is moderated by the treatment context.  The model has been successfully applied to specific illnesses; for example, renal insufficiency and hemodialysis (Christensen, Moran, & Ehlers, 1999) and cardiac rehabilitation (Christensen et al., 1999).  It does not appear to have been previously applied in the present context of ongoing preventative care in older adults.  The patient (LOC, resilience, self-efficacy, beliefs, and behavior) and treatment (primary health provider [PHP] characteristics, health behaviors) variables in the current study were derived from the literature and are consistent with this model.

From the perspective of the patient-by-treatment-context interactive model of Christensen and Johnson (2002), adherence (preventative care) is expected to be best when the patient's characteristics (personality and beliefs) are consistent with the treatment context (PHP characteristics and behavior; Christensen, 2004). Thus, in the current study, there should be consistent preventative care (adherence) when the patient has higher internal LOC (being proactive in health), higher resilience (inner strength and optimism, health-promoting behaviors) and higher self-efficacy (more likely to seek information and self-confidence) and to indicate that they like or feel comfortable with their PHP (treatment).  In addition, it would be expected that there would be less preventative care (lack of adherence) when the patient has lower internal LOC (i.e., external; not proactive in health), higher powerful others and chance scores (increased trust in PHP). Other expectations include lower resilience (higher level of subjective complaints, fewer health-promoting activities), and lower self-efficacy (less likely to apply health interventions [preventative care] and less self-confidence) and to indicate that they do not like or feel comfortable with their PHP (treatment).  


Next time we will celebrate the Dissertation Mentor blog's first birthday! Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu


Christensen, A. J. & Johnson, J. A. (2002). Patient adherence with medical treatment regimens: An interactive approach. Current Directions in Psychological Science, 11(3), 94-97.

Christensen, A. J., Moran, P. J. & Ehlers, S. E. (1999). Prediction of future dialysis regimen adherence: A longitudinal test of the patient by treatment interactive model. Paper presented at the annual meeting of the Society of Behavioral Medicine. San Diego.

Christensen, A. J., Edwards, D. L., Moran, P. J., Burke, R., Lounsbury, P., & Gordon, E. I. (1999). Cognitive distortion and functional impairment in patients undergoing cardiac rehabilitation.  Cognitive Therapy and Research, 23(2), 159-168.

Stadtlander, L., Giles, M., Sickel, A., Brooks, E., Brown, C., Cormell, M., Ewing, L., Hart, D., Koons, D., Olson, C., Parker, P., Semenova, V., & Stoneking, S. (2013). Independent Living Oldest-Old and Their Primary Health Provider: A Mixed Method Examination of the Influence of Patient Personality Characteristics. Journal of Applied Gerontology. Advanced online publication. doi:  10.1177/0733464813482182

Friday, April 11, 2014

Prospectus: Background


In the prospectus background section, it is common to have literally a list of relevant studies. However, keep in mind if you choose to do it this way, it must include information as to how each article relates to your study. You need to provide a representative list of scholarship and findings that support the main assertions in the problem statement, highlighting their relationship to the topic (e.g., “This variable was studied with a similar sample by Smith (2010) and Johnson (2008),” or “Jones’s (2011) examination of industry leaders showed similar trends in the same key segments.”). 

Think of this section as a way to demonstrate that you have done your homework on the topic and are demonstrating it to the reader. Make sure that you include references that you have cited earlier in the paper and how they relate to your study. 

When the reader finishes this section they should feel convinced that you have done a good preliminary literature check and have identified the most relevant research for your study. 

Next time we take a look at the Prospectus: Framework. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu

Wednesday, April 9, 2014

Prospectus: Significance


The significance section of the prospectus informs the reader why the study is needed. Sometimes it helps to realize that you are "selling" your idea- convince the reader that it is necessary. 

Describe how this study will contribute to filling the gap that you identified in the problem statement. What original contribution will your study make? Keep in mind that is the main criteria the program director will use to determine whether your study is of "dissertation quality." 

Discuss how your research will support professional practice or allow practical application. This part should answer the "so what?" question. Picture your chair asking you: so what? Why do we need this study? 

Finally, discuss how the significance you have highlighted aligns with your problem statement to reflect the potential relevance of this study to society. This is getting at the bigger picture: How might the potential findings lead to positive social change? Use the "4Ds" as you think about the social change: death, disabilities, disease, & dollars. These are the four elements of social change. 

Next time we take a look at the Prospectus: Background. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu

Monday, April 7, 2014

Prospectus: Cover Page & Problem Statement


The first page of your prospectus is your cover page. Center the word Prospectus, under this give your title. Your title should be no more than 12 words and should include the topic, the variables and relationship between them, and the most critical keywords. Also on the cover page, include your name, your program of study (and specialization if applicable) and Banner ID Number, double-spaced and centered under the title. 

The next page begins with your problem statement. The Prospectus Guidebook suggests that this should be a one- to two-paragraph statement; however, in my experience it is usually longer. It should include a logical argument showing an identified gap in the research literature that has relevance to the discipline and area of practice. You must briefly review the literature in this section and demonstrate that this is a true gap. Provide three to five key recent citations that highlight the relevance and currency of the problem. 

Next, describe the overall purpose or intention of your study. In quantitative studies, state what needs be studied by describing two or more factors (variables) and a conjectured relationship among them related to the identified gap or problem. In qualitative studies, describe the need for increased understanding about the issue to be studied, based on the identified gap or problem. In mixed-methods studies, with both quantitative and qualitative aspects, clarify how the two approaches will be used together to inform the study. 

When your reader finishes this section, he or she should have a good understanding that your study is needed, and understand the gap that is being addressed. Have someone unfamiliar with the topic area read the section and see if they understand it. Spell check and grammar check! 

Next time we take a look at the Prospectus: Significance. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu 

 

Friday, April 4, 2014

Prospectus: Beginnings


We are now going to explore the prospectus. This is a fairly new requirement, having only been required in the last year. The information I will be discussing comes from the Prospectus Guide, available through the research center. Let's consider, what is the prospectus? It is a brief (around 10-12 pgs.) plan for your dissertation; it is a rough map of where you are going. 

What is it used for? Besides as a guide for your dissertation, it has several other uses. 1) It is evaluated by your program director to insure that your proposal is appropriate for your program and it is of doctoral quality. Appropriate for your program means that you have the necessary training to do the project. Thus, if you are proposing a study on a topic that you did not study in your doctoral program, you need to provide evidence of your training in the field. Doctoral quality generally means that it is not a simple correlation study or a replication of others' work, and that your study will contribute new information to the field. 2) It will often be used to recruit your committee members. They will use the prospectus as an example of your writing and your ability to discuss complex issues. 

Be aware that although the Prospectus Guide suggests that you only need brief responses, you will generally be required to go into more depth. Program Directors typically require more literature review and more detailed methodology than is indicated in the Guide. 

Next time we take a look at the Prospectus cover page and Problem Statement. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu

Wednesday, April 2, 2014

Prospectus Special Event


There are still a few openings available for this special event:

There is a special online session available with our program director, Dr. Anthony Perry, who will talk about the prospectus. YOU MUST PRE-REGISTER for this session, by emailing me- there is only room for 23 people. It will be held on Thurs April 3, at 6 pm eastern (5 pm central, 4 pm mountain, 3 pm pacific).

Some rules- he cannot address specifics about your prospectus. He will go over the prospectus guide, rubric, and discuss common problems that students have with the prospectus.

You are encouraged to submit questions in advance, so he will be sure to address the topics you want to hear about!

Email me to register and receive the link information. leann.stadtlander@waldenu.edu

Monday, March 31, 2014

Blog Index- March


2014, Current to 3/28

Topic
Dates of Posts
Dissertation, general
 
Selecting a Topic
 
Organization
 
Committee Members
 
URR
 
Center for Research Quality
 
Overview of Process
 
Premise
 
Proposal
 
Research questions
 
C. 1
 
C. 2 (literature related)
 
C. 3
1/3, 1/6, 1/13
Defense
 
IRB
1/10, 1/15, 1/17, 1/20, 1/22, 1/24, 1/27, 1/29, 2/3, 2/5, 2/7, 2/10, 2/12, 2/17, 2/19, 2/21, 2/24
Data Collection
 
Quantitative
1/3, 2/26, 3/12
Qualitative
1/6, 3/14
Mixed Methods
1/3, 1/6
C. 4
3/5, 3/10, 3/12, 3/14, 3/17, 3/19, 3/21
C. 5
3/21, 3/24, 3/26, 3/28
Final Defense
 
Career
 
Goal Form
 
Motivation
1/1
Secondary Data
2/24
Support, Getting
 
Writing
 
Other
2/14, 3/3, 3/7

 2013
Topic
Dates of Posts
Dissertation, general
7/5, 8/16, 8/19, 9/27, 10/2
Selecting a Topic
4/23, 7/8, 7/10
Organization
4/22, 10/2
Committee Members
4/17, 5/3, 6/10, 7/19, 8/21
URR
5/8, 5/27
Center for Research Quality
12/9
Overview of Process
4/19, 9/18, 12/13
Premise
4/17, 9/6
Proposal
4/22, 9/9
Research questions
10/9
C. 1
5/6, 10/21, 10/23, 10/25, 10/28, 11/1
C. 2 (literature related)
4/26, 5/29, 6/3, 6/12, 6/17, 6/28, 9/16, 10/11, 11/4, 11/6, 11/9, 11/15
C. 3
5/1, 10/16, 10/28, 11/18, 11/20, 11/22, 11/25, 12/2, 12/4, 12/6, 12/11, 12/16, 12/18, 12/20, 12/23, 12/27
Defense
4/23, 5/8
IRB
5/10, 10/14
Data Collection
5/13, 5/15, 10/16
Quantitative
5/17, 7/24, 7/26, 7/29, 7/31, 8/2, 8/5, 10/4, 10/7, 11/20, 12/2, 12/4, 12/6, 12/18, 12/23, 12/27
Qualitative
5/20, 11/20, 11/22, 11/25, 12/11, 12/16
Mixed Methods
5/22, 11/18, 11/20, 11/22, 11/25, 12/11, 12/20, 12/23, 12/27
C. 4
5/17, 5/20, 5/22, 7/17
C. 5
5/24, 9/20, 10/11
Final Defense
4/23, 5/27/ 9/11
Career
7/12
Goal Form
8/12
Motivation
6/5, 6/26, 7/1, 8/16, 8/23, 9/2, 9/18, 10/18, 11/8, 11/27
Secondary Data
5/31
Support, Getting
4/26, 6/5, 6/24, 8/16
Writing
4/26, 4/29, 6/12, 6/21, 7/3, 8/9, 8/14, 9/4, 9/23,9/25
Other
4/18, 6/7, 6/14, 6/19, 6/24, 6/26, 7/1, 7/8, 7/15, 7/19, 7/22, 8/7, 8/16, 8/19, 8/26, 8/28, 8/30, 9/2, 9/13, 9/18, 10/18, 11/27, 12/13, 12/25

 Next time we will begin an examination of the prospectus. Do you have an issue or a question that you would like me to discuss in a future post? Would you like to be a guest writer? Send me your ideas! leann.stadtlander@waldenu.edu