Research Design and Sampling

Research Design and Sampling
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Research Design and Sampling
The type of study and its justification
This study is qualitative research. Ideally, the title of the study highlights it to be longitudinal qualitative research that examines the facilitators and barriers integrating the early childhood screening used in pediatrics. According to Williams (2007), any qualitative study refers to a universal technique that incorporates finding. Social phenomenon is one identifier used in the qualitative study that is examined based on the participant perspective. Several types of research design utilize the qualitative research method with intense effect on the explored research strategies.
The study purposely used the qualitative technique to support the goal of understanding the implementation facilitators and dynamic barriers at several stages to allow the implementers address and plan for the factors that will support the high-quality execution. Besides, semi-structured interviews were carried out with the implementation providers and pediatric providers in four years (Silver et al., 2017). Additionally, the study synthesized, coded, and transcribed the interviews using severe qualitative methods. In essence, qualitative study often depends on observation, focus groups, and interviews to gather and report findings.
Sampling Methods
The objective of any qualitative study is to understand the subjective reality for the participants. Elmusharaf (2012) reveals the general rule used in the qualitative study to continue sampling until you no longer obtain any new information or insights.

Notably, an astonishingly small amount of focus groups, narratives, and interviews is used to produce the data required to answer the research question through vigilant collection techniques or accurate sampling. A number of sampling methods is utilized in qualitative research depending on the type of study carried out.
This study used theoretical sampling. Ideally, theoretical sampling involves the collection of data where analysts analyses, codes, and collects data. Besides, the decision is made regarding the data collected to create the theory when it emerges. Therefore, the sampling process is wholly regulated with the emerging theory. The study code and transcribed the interviews after the conclusion of the grant-funding for research purposes (Silver et al., 2017). The additional screening code captured the constructs that were relevant to facilitators and barriers to screening and not the implementation process.
Transferability and generalizability of research finding
The sampling method informed the considerations used in clinical applications and described the facilitators and barriers. The study extended the findings to explore the overarching plan to account possible tasks and implementation stages associated with the daunting task particularly the way facilitators and barriers are dynamic (Silver et al., 2017). However, some factors within the research design constrained the transferability of the findings. For example, biases were seen in the results. The study established that the clinical providers were worried about things to do when a family or child screens positive that ultimately limits the screening implementation.
The qualitative study indicates that there is no effort to generalize the study findings especially to a wider population (Sutton & Austin, 2015). The study revealed that the results are relevant in various contexts. The study established that screening outcome enabled the providers to commit the families in conversations concerning their children development by data. The findings were obtained from the synthesis and analysis of data using the prior constructs. Some implementers revealed the concern that screening is never sustained when the pediatricians do not obtain the outcome in real time because it affects the perception of the provider concerning the screen utility.
Limitations of the sampling method and effect on credibility and reliability
There was some characteristic of the research design that limited the transferability of the findings. The study had biases because it used the prior method as the coding scheme to provide the benefit grounded in theory. Besides, the qualitative design resulted from the quality improvement technique and program evaluation instead of being deliberate for research purpose to impact the collection of initial data and the overlap of roles between program evaluators and implementers (Silver et al., 2017). The study was funded through grants affecting the type of facilitators and barriers salient to stakeholders compared with the community-based implementation without considerable disposal of financial resources.
The study did not have interviews at sustainability or post-implementation stage limiting the degree of addressing and identifying the facilitators and barriers that emerged at the implementation stage. The qualitative study often encounters different paradigms making the definition of reliability to be counter-intuitive and challenging (Leung, 2015). Therefore, the principle of reliability lies in consistency for qualitative research. Credibility refers to the confidence used in findings. The study does not guarantee credibility because there was no interview at the implementation stage of study.
Recommendation to improve sampling plan to address future limitation
There are several ways to advance the sampling strategy to handle the limitations in a similar study in the future. For example, addressing the limitations such as qualitative exploration that continues from research that compares the implementation of grant-funded with unfunded implementation and the pre-implementation to the sustainability will provide an essential direction for qualitative studies in the future. This solution will help examine the integration of the initial childhood screening within the pediatric primary care. Besides, the utilization of the longitudinal qualitative techniques continues to extend the understanding of the facilitators and barriers to embed early childhood behavioral and developmental health screening within the community settings.

References
Elmusharaf, K. (2012). Qualitative Sampling Techniques. Geneva. Retrieved from https://www.gfmer.ch/SRH-Course-2012/research-methodology/pdf/Qualitative-sampling-techniques-Elmusharaf-2012.pdf
Leung, L. (2015). Validity, reliability, and generalizability in qualitative research. Journal Of Family Medicine And Primary Care, 4(3), 324. http://dx.doi.org/10.4103/2249-4863.161306
Silver, R., Newland, R., Hartz, K., Jandasek, B., Godoy, L., & Lingras, K. et al. (2017). Integrating early childhood screening in pediatrics: A longitudinal qualitative study of barriers and facilitators. Clinical Practice In Pediatric Psychology, 5(4), 426-440. http://dx.doi.org/10.1037/cpp0000214
Sutton, J., & Austin, Z. (2015). Qualitative Research: Data Collection, Analysis, and Management. The Canadian Journal of Hospital Pharmacy, 68(3), 226–231.
Williams, C. (2007). Research Methods. Journal Of Business & Economic Research, 5(3), 65-71.