Capstone Project Methodology – Best Example(2022)
This article provides an Example of Capstone Project Methodology Phase.
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This chapter describes and justifies the data gathering method used and outlines how you analyzed your data.
Begin by describing the method you chose and why this method was the most appropriate.
Next, detail every step of the data gathering and analysis process.
Although this section varies depending on method and analysis technique chosen, many of the following areas typically are addressed:
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Solution – Capstone Project Methodology
Capstone Project Methodology
Research Design
The research will deploy a quantitative design to reveal the relationship between nursing education on PPH and other variables. A quantitative approach makes it easy to interpret the statistical information that arises from the data. The design seeks to show the association between different theories and their practicality as established by studies. For this reason, the quantitative approach allows the use of tests to analyze and explain the relationship between diverse variables (Watson, 2015). The current research focuses on the impact of PPH education on nursing students. Quantitative research is thus perceived as the best design to showcase the association between what the students will learn and the impact of the knowledge on various aspects of their thoughts and practical understanding of postpartum hemorrhage.
The association between education on PPH and different variables that showcase students’ understanding of the issue will be made possible through descriptive statistics. Descriptive statistics will be critical for the study since it will allow the researchers to make inferential judgments on the data findings. The students will be required to explain their thoughts on the impact of the PPH education intervention they will receive while the research continues. (Capstone Project Methodology)
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Notably, the study will be based on a quasi-experiment design. The design is good for the study as it allows researchers to determine the effectiveness of an intervention method on the studied variables. Likewise, a quasi-experiment is relatively easy to conduct as it uses non-randomized measures to determine the study’s participants (Pålsson, 2017). The lack of a randomized procedure thus allows researchers to manipulate diverse aspects of the independent variable. In this particular case, the aspect that will be manipulated is PPH education being offered and how it is available to the nursing students.
Likewise, the quasi-experiment design approach will align the pretest and post-test measures the research will adopt to evaluate the intervention practices’ effectiveness. A quasi-experiment is highlighted as quite useful in gauging medical performance where evaluations need to be assessed before and after implementing specific programs. The method is perceived as having better research findings linked to the practical world and needs the research. Therefore, the quasi-design approach is significant for this research as it will instill the nursing students with the relevant knowledge on handling and managing PPH. Therefore, the education intervention procedure’s information impact will not impact the research period only but will go on to be used in the practical setting, thus lowering PPH instances on society.
The major challenge with a quasi-experiment is that much knowledge is needed when designing and implementing it. Researchers need to gather much data regarding the participants and the study’s variables using the quasi-experiment design. The challenge will be solved by the pretest condition the research seeks to follow. The participants will be required to provide several details regarding their awareness of handling and managing PPH. The initial information required from the participants will allow the team to gauge the effectiveness of the teaching interventions during the post-test analysis. (Capstone Project Methodology)
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Population Description and Inclusion
The research population involves nursing students taking the FSW maternal and newborn nursing courses. The sample will comprise 30 nursing students spread out in groups of five each. The students must be registered for the FSW maternal and newborn course and aged between 18-30 years. The sample will comprise ten male nursing students and 20 females. Other research participants will be experienced nurses in maternal deliveries and women admitted for child delivery. However, the project’s key focus will be on the nursing students. The students must be in their final year of studies, thereby meaning that they are ready to be deployed into the practical field of helping women have safe deliveries. The students must also have particular experiences with child deliveries from past instances of academic attachments or internships. The experience will be perceived as crucial as it will enlighten them on what PPH entails. The experience might expose them to PPH’s topic, thereby making them ideal targets for the educational intervention, which seeks to further their knowledge on the issue. Nursing students who are not concerned with maternal health will, therefore, be excluded from the research. The study will also not consider maternal health nursing students who are not in their final year of study. Moreover, the 30 students in the sample size will not involve final year maternal healthcare students without prior experience in child delivery. (Capstone Project Methodology)
Participants in the study will be selected voluntarily. No student will be forced into the study. Likewise, nobody will be forced to continue with the research upon feeling uncomfortable with it as it progresses. Individuals will, therefore, be allowed to quit any time in case they feel so. Also, the research will ensure that participants are entirely made aware of the research and its objectives. The students and nurses are expected to be fully aware of the research and its implications before participating. However, the research will seek consent from women who will be admitted for delivery.
Data Collection Instruments and Procedures
The Normalization Measure Development (NoMAD) tool will be used for data collection. The instrument relies on 23 items used to gauge the impact of research intervention measures on participants. The NoMAD tool is considered a reflection of the actual events in a practical setting, thus enhancing the validity of research conducted using the criteria (Cook et al., 2020). The NoMAD approach collects diverse sets of information from the participants’ thus availing raw data for analysis by the research. The NoMAD instrument is one of the critical tools used in the Normalization Process Theory (NPT). The theory seeks to find information on the existence of various obstacles that hinder effective healthcare interventions. The NPT helps researchers develop effective designs that will allow them to find solutions to specific healthcare interventions by focusing on teaching practices (Bracher & May, 2019).
The current research adopts the NTP approach to ensure information accessed for the research is ideal and valid in improving maternal health care by educating nursing students on PPH as the intervention. Data collection will follow the NoMAD format to make the objectives align to the NPT intervention measures, thus providing better outcomes that can be measured and applied to the practical world (Tazzyman et al. 2017). (Capstone Project Methodology)
Data collection will first be carried by the use of the NoMAD tool during the pretest. Nursing students will be asked to give their perceptions and understanding of postpartum hemorrhage. The procedure will then be followed by an intervention process to educate the students on postpartum hemorrhage and its management. The intervention will be characterized by 20 minutes of video clips educating the students on PPH. The topics discussed during the intervention will include causes, symptoms, and diagnosis of PPH and the various ways to handle the condition among maternal mothers. The interventions aim to impart a more understanding of PPH’s topic and practical handling of the situation. This will be depicted by the students’ levels of confidence, knowledge, satisfaction, and better clinical judgment when handling PPH cases. The intervention’s success will be evaluated based on their perception of the topic before and after the intervention as highlighted by the pretest and post-test. The NoMAD questionnaires are structured into three parts. Part A will ask the nursing students basic questions. For instance, how long have you studied maternal and newborn nursing practice? Part B of the tool involves questions that touch on the students’ knowledge of PPH, its management, and interventions. For instance, will you be confident if you are told to handle a PPH patient? The last part of the NoMAD tool involves questions that give students different alternatives to choose from when providing answers. For instance, students will be asked to respond to statements such as Diagnosing, and handling PPH cases is challenging. The part requires students to provide a “Yes” or “No” answer. The part will be followed by an inquiry that asks students to explain their prior answers. (Capstone Project Methodology)
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Data Analysis Procedure
The project will use a quantitative data analysis procedure to infer meaning from the data. Data collected by the NoMAD tool will be analyzed in a descriptive format. Descriptive statistics are highlighted as an excellent approach to provide information about data characteristics. Diverse sets of data collected from the study will, therefore, be subjected to descriptive analysis. The descriptive data will focus on the participants’ characteristics and answers by basing them on means and standard deviations.
Likewise, a validation exercise must be conducted to determine if the research data is valid. The validation exercise entails reviewing the given data to determine if it factors information on the research variables. Consequently, the validation exercise seeks to determine the existence of different outliers. The validation exercise will be conducted by SPSS version 27. The SPSS version will also be used to determine the statistical significance of the data. The data should be one-tailed. The research will set significance at the alpha level of 0.05 significance. Also, percentage scores of NoMAD views from students regarding their understanding of PPH will be evaluated. Findings of the education intervention on PPH management among nursing students will be presented in tabular and graphic forms.
References – Capstone Project Methodology
Bracher, M., & May, C. R. (2019). Implementing and Embedding Health Informatics Systems-Understanding Organizational Behaviour Change Using Normalization Process Theory (NPT). Studies in health technology and informatics, 263, 171-190.
Cook, C., Finch, T., Sharma, S., Girling, M., Rapley, T., & Vernazza, C. R. (2020). Developing oral health risk assessment as a routine practice during the early stages of clinical careers: A cross‐sectional study of dental students using the NoMAD questionnaire. European Journal of Dental Education, 24(1), 169-176.
Pålsson, Y., Mårtensson, G., Swenne, C. L., Ädel, E., & Engström, M. (2017). A peer learning intervention for nursing students in clinical practice education: A quasi-experimental study. Nurse education today, 51, 81-87.
Tazzyman, A., Ferguson, J., Hillier, C., Boyd, A., Tredinnick-Rowe, J., Archer, J., & Walshe, K. (2017). The implementation of medical revalidation: an assessment using the normalization process theory. BMC Health Services Research, 17(1), 749.
Watson, R. (2015). Quantitative research. Nursing Standard, 29(31).
(Capstone Project Methodology)
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Question – Capstone Project Methodology
This chapter describes and justifies the data gathering method used and outlines how you analyzed your data.
Begin by describing the method you chose and why this method was the most appropriate.
Next, detail every step of the data gathering and analysis process.
Although this section varies depending on method and analysis technique chosen, many of the following areas typically are addressed:
- Description of population (reviewers or participants)
- Description of design type
- Justification for inclusion/exclusion of content
- Development of instrument, tool or method for obtaining feedback (surveys, interviews, observation, content analysis)
- Identification of themes/categories
This section should be about 4-6 pages and content should be separated with APA first and second level headings.
(Capstone Project Methodology)
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