PHE 505 Module 9 Discussion Example

Reviewed by Delia Ravenscroft, MSN, RN

This PHE 505 Module 9 Discussion sample considers what qualitative methods could add to a quantitative study. It was prepared for SNHU PHE 505 (PHE-505), whose ninth module asks MPH students to explore qualitative and mixed methods designs. The main study reviews hospital records of adults injured on shared scooters in a composite Midwestern university city. The post explains what those records cannot reveal, chiefly why riders who understand the risk still ride without helmets, and proposes semi-structured interviews with about fifteen injured riders analyzed thematically. It describes purposive sampling, saturation, steps that make findings trustworthy and how the interview and record results would be combined, then asks classmates what their own numbers might miss.

CoursePHE 505 Research Methods in Public Health
ModuleModule 9
Paper typegraduate discussion post on qualitative and mixed methods
LengthAbout 340 words, 3 pages
FormatAPA 7 student paper
SchoolSouthern New Hampshire University
ProgramMPH
UpdatedOctober 2026

Free sample paper for PHE 505 Module 9

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Module Nine Discussion

The Records Can Count Helmets but Not Reasons

My record review will tell the city how much helmets matter for injured scooter riders. It will not tell anyone why almost no one wears one. Trivedi et al. (2019) watched riders at intersections and saw more than nine in ten without helmets, but watching cannot reveal what riders were thinking. Those are different questions, and they need different tools.

What this page is doingThe limit of the numbers is named first.
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A small qualitative strand could answer that. I would interview about fifteen adults treated for scooter injuries, recruited at follow-up clinic visits, using a semi-structured guide: tell me about the ride, what did you think about helmets before, what do you think now. Sampling would be purposive, choosing riders who differ by age, student status and injury severity, rather than random, because the aim is a range of experiences rather than a representative estimate. Interviews would continue until new ones stopped producing new ideas, the point usually called saturation. Each interview would last about forty minutes.

For analysis I would use thematic analysis, which Braun and Clarke (2006) describe as moving from familiarization with the data through coding to developing, reviewing and naming themes. To make findings trustworthy, a second analyst would code a subset, I would keep notes on my own assumptions, since I already believe helmets work, and I would share a summary with a few participants to check that it rings true. Interviews would be recorded with permission, transcribed and stored without names.

Creswell and Creswell (2018) describe an explanatory sequential mixed methods design, where quantitative results come first and qualitative work explains them. That fits here. If the records show helmets strongly protect, interviews could show what would actually make riders wear them, perhaps convenience more than fear. If the association is weak, interviews might reveal how crashes happen in ways helmets do not address. Even fifteen voices could change what the city decides to do with the numbers.

What this page is doingDesign, analysis and integration are each explained.
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For classmates: what would your numbers miss, and who could you ask to fill the gap?

What this page is doingThe question invites peers to look for gaps.
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References

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.

Trivedi, T. K., Liu, C., Antonio, A. L. M., Wheaton, N., Kreger, V., Yap, A., Schriger, D., & Elmore, J. G. (2019). Injuries associated with standing electric scooter use. JAMA Network Open, 2(1), Article e187381. https://doi.org/10.1001/jamanetworkopen.2018.7381

What the PHE 505 Module 9 instructions ask for

For Module Nine, PHE 505 asks you to discuss qualitative or mixed methods and how they could strengthen your research. Expect roughly one page citing a few APA 7 sources, plus replies. Identify what your main design cannot explain, then propose a qualitative approach, such as interviews or focus groups, describing who you would include and why, how you would collect data and how you would analyze it. Address saturation and trustworthiness, including your own assumptions. Explain how the qualitative and quantitative strands would be combined, naming a mixed methods design, and end with a question for peers. Say how you would recruit participants.

How this PHE 505 Module 9 discussion example is built

In this PHE 505 post, a composite MPH student notes that a record review can show whether helmets protect injured scooter riders but not why riders go without them, a gap visible in Trivedi and colleagues' street observations. The student proposes interviews with about fifteen injured riders chosen purposively, continuing to saturation, analyzed with Braun and Clarke's thematic analysis. A second coder, notes on the student's own assumptions and member checks support trustworthiness. Creswell and Creswell's explanatory sequential design links the strands, and peers are asked what their own numbers miss. Interviews are recorded, transcribed and stored without names. The strands are designed to inform each other. The question to peers asks who could fill their gaps.

Where the PHE 505 Module 9 rubric puts the points

Graders of the PHE 505 qualitative methods discussion usually look for a clear account of what the main design cannot explain, an appropriate qualitative method, a justified sampling approach, a named analysis method, attention to saturation and trustworthiness, a correctly named mixed methods design and APA 7 citations. The best posts show how the two strands would inform each other rather than sitting side by side. Graders mark down posts that treat qualitative work as a smaller survey or ignore the researcher's role. A focused question for classmates completes stronger posts, and constructive replies earn credit. Practical recruitment plans show feasibility. Naming the researcher's own assumptions shows reflexivity.

PHE 505 Module 9 help: the mistakes that cost points

Qualitative methods posts for PHE 505 often lose points by proposing random samples for interviews, skipping the analysis method or attaching interviews without saying how they connect to the main results. If your study is different, pass along the prompt with an outline of your main design, and the post will identify what your numbers miss, propose a fitting qualitative strand and explain sampling, analysis, trustworthiness and integration. A note on who you could realistically reach for interviews helps. Our PHE 505 qualitative posts name a specific mixed methods design and describe how each strand informs the other. Recruitment is kept realistic. Reflexivity is addressed. Analysis steps are named in order.

Get PHE 505 Module 9 written to your instructions

Send the PHE 505 Module 9 prompt and a summary of your design. The post will name what the numbers miss, propose a qualitative strand with sampling, analysis and trustworthiness steps, link it through a mixed methods design and close with a question for peers, in about two days, first sample free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.

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PHE 505 Module 9 questions, answered

Where can I find a free PHE 505 Module 9 Discussion sample?

This page carries the full PHE 505 Module 9 post on adding interviews with injured e-scooter riders to a record study.

What is purposive sampling?

Choosing participants deliberately to capture a range of experiences relevant to the question, rather than at random.

What is thematic analysis?

A qualitative method of coding data and developing themes that describe patterns of meaning, as set out by Braun and Clarke.

How does an explanatory sequential design work?

A design in which quantitative results come first and qualitative data are then collected to help explain them.

How is trustworthiness supported in qualitative research?

Through steps such as a second coder, reflexive notes on the researcher's assumptions and checking findings with participants.