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Research
| Question | Answer |
|---|---|
| Systematic abstract of reality that serves some purpose | Theory |
| Set of interrelated constructs, definitions, & propositions that present a view of the phenomena by specifying relations among variables with the purpose of explaining/predicting the phenomena. | Theory |
| Beliefs held to be true but unproven | Assumptions |
| Predicts the relationship between two or more variables | Hypothesis |
| Hypothesis type that predicts a relationship | Directional hypothesis |
| Hypothesis type that predicts no relationship | Null hypothesis |
| The cause of the factor that is thought to influence the dependent variable | Independent variable |
| The effect or variable that is influenced by the researcher's manipulation or control | Dependent variable |
| Research that is concerned with objectivity, tight control over the research situation & ability to generalize findings | Quantitative Research Design |
| Concerned with the subjective meaning of an experience to an individual | Qualitative Research Design |
| Process of developing generalizations from specific observations | Inductive Reasoning |
| Process of developing specific predictions from general principles | Deductive Reasoning |
| Investigator plays an active role & has more control over research situation | Experimental Research |
| Collects data about something without manipulating anything | Non-experimental Research |
| A subgroup of a population | Sample |
| A miniature trial version of the planned study | Pilot study |
| Determine the feasibility, test the instruments that can be used, obtain experience, & identify the potential problems in data collection | Reasons for a pilot study |
| Reads interprets & evaluates research for the applicability to nursing practice | BSN |
| Identifies nursing problems that need to be investigated | BSN |
| Uses nursing practice as a means of gathering data | BSN |
| Shares research findings with colleagues | BSN |
| Analyzes & reformulates nursing practice problems so that scientific knowledge & methods can be used to find solutions | MSN |
| Critiques and analyzes research findings for application to clinical practice | MSN |
| Enhances the quality of clinical relevance of nursing research by providing expertise in clinical problems and by providing knowledge about the way in which these clinical services are delivered | MSN |
| Facilitates investigations of problems in clinical setting | MSN |
| Conducts investigations for the purpose of monitoring the quality of the practice of nursing in a clinical setting | MSN |
| Assists others to apply scientific knowledge in nursing practice | MSN |
| Provides leadership for the integration of scientific knowledge with other sources of knowledge for the advancement of the practice | Doctorate |
| Conducts investigations to evaluate the contribution of nursing activities to the well being of clients | Doctorate |
| Develops methods to monitor the quality of the practice of nursing in a clinical setting and to evaluate contributions of nursing activities to the well being of patients | Doctorate |
| The explicit integrating of clinical research evidence with pathophysiologic reasoning, health provider experience & patient preferences in the provision of care | Evidenced Based Practice |
| A measurable characteristic that varies among the subjects being studied | Variables |
| Function to guide scientific inquiry | Hypothesis |
| Are conclusions that follow from premises or assumptions inherent in the theory | Hypothesis |
| Are vehicles through which theories are linked to real world situations | Hypothesis |
| States that non difference exists between two variables | Null hypothesis |
| Used because they suit the statistical techniques that determine whether an observed relationship is a chance or true relationship | Null hypothesis |
| Predicts a relation will exist & the nature of the relationship | Directional hypothesis |
| Predicts the expected direction of the relationship between variables | Directional hypothesis |
| An extensive, exhaustive & critical examination of publications relevant to the research project | Review of Literature |
| Predicts that a relationship does exist but does not stipulate the direction of the relationship | Non-directional |
| Develops the theoretical framework for the study | Review of Lit |
| Used to understand the status of research in the problem area | Review of Lit |
| Used to provide clues to methodology & instrumentation | Review of Lit |
| Estimates the potential for success of the proposed study | Review of Lit |
| Research reports published by researchers who conducted the study | Primary source |
| Description of studies prepared by someone other than the original researcher | Secondary source |
| Decision involves whether or not to receive a treatment | Therapeutic Research |
| No risks involved, Minimal risks involved | Non-Therapeutic Research |
| Published 1948, Written in response to Nazi atrocities, First code "voluntary consent of the human subject absolutely essential | Nuremberg Code |
| Doesn't make a distinction between therapeutic & non-therapeutic experiments | Nuremberg Code |
| Adopted by the 18th World Medical Assembly in 1964. Revised in 1975. Emphasizes a distinction between therapeutic & non-therapeutic experiments | Declaration of Helsinki |
| Physicians must be free to use new unproven therapeutic measures if doing so offers hope for an improved outcome | Declaration of Helsinki |
| Physician should obtain the patient's consent BUT if physician considers it essential to not obtain consent then the reason should be stated in the experimental protocol & assessed by the independent committee (IRB) | Declaration of Helsinki (Therapeutic Research) |
| Physicians may combine clinical research with professional care only to the extent that the clinical research is justified by its expected therapeutic value | Declaration of Helsinki |
| Written in 1966, Differentiated between therapeutic & non-therapeutic research | AMA Ethical Guidelines for Clinical Research |
| Physicians should obtain consent from patients when using investigational drugs/experimental procedures | AMA Ethical Guidelines |
| Physicians should provide a reasonable explaination of drug/procedure and possible risks and benefits | AMA Ethical Guidelines |
| If physician judges that disclosure of drug/procedure info would have an adverse affect on the outcome then the info can be withheld | AMA Ethical Guideline |
| Requires that consent be obtained from legal guardian before minor or mentally incompetent person may be used as a subject in a NON-therapeutic experiment | AMA Ethical Guidelines |
| Studies designed to gain an understanding of hepatitis and subsequently to test the effects of gamma globulin. Subjects were mentally disabled children who were deliberately infected.. Wonder what is going on nowadays behind closed doors?? | Willowbrook Studies 1963-1966 |
| Committee designed by an institution to review research involving human subjects. | Institutional Review Board |
| Type of review needed for no risks or anticipated risk | Exempt review |
| Type of review needed when risks are minimal, therefore reviewed by a single member of the IRB (chair) | Expedited review |
| Full board review needed | Full review |
| Individually identifiable health information | PHI |
| Are researchers covered entities under HIPAA? | No |
| Are a means for researchers to organize findings into a meaningful pattern | Theories |
| Set of related statements that describe or explain a phenomena in a systematic way | Theory |
| Can never be proven or confirmed | Theories |
| Is a word, picture, or mental idea of a phenomena | Concept |
| A general abstract explaination of the inter-relationship of concepts in a theory to be investigated | Theoretical Framework |
| Phenomena are described or relationships between variables are examined | Descriptive (Non-experimental) |
| Study of observing, counting, describing & classifying | Descriptive (Non-experimental) |
| Asks questions: How prevalent is the phenomenon? How often does the phenomenon occur/what are the characteristics of the phenomenon? | Descriptive (Non-experimental) |
| Conducted when little is known about the phenomenon of interest | Exploratory (Non-experimental) |
| Goes beyond observing & describing | Exploratory (Non-experimental) |
| Focuses on investigating the full nature of the phenomenon | Exploratory (Non-experimental) |
| Data such as attitudes, opinions, perceptions, behaviors, health needs, sleep patterns | Survey-self-report (Non-experimental) |
| Example of Gallup poles | Survey-self-report (Non-experimental) |
| Examines strengths of relationship between variables by determining how changes in one variable are assc'd with changes in the other | Correlational Studies (Non-experimental) |
| Concerned with a cause and effect relationship | Experimental Design |
| All designs involve a manipulation or control of the independent variable & measurement of the dependent variable | Experimental Design |
| Causal relationships are hard to establish esp when performed on humans | Experimental Design |
| Confounding or intervening variables that researcher is unable to control. Also are study limitations | Extraneous variables |
| The process of holding constant possible influences on the dependent variable under investigation | Control |
| Important to maintain constancy of conditions | Control |
| Ensures comparable groups so that extraneous variables are spread evenly (equalizes effects) | Randomization |
| Used in an experimental design where one group of subjects is exposed to more than one condition or treatment in a random order | Repeated Measures |
| Helps to ensure equivalence between groups | Repeated Measures |
| The degree to which subject are similar | Homogeneity |
| Extraneous variables are not allowed in the study | Homogeneity |
| Control of an extraneous variable in the design of the study as an independent variable | Blocking (factorial design) |
| Using knowledge of subject's characteristics to form comparison group | Matching |
| Match each subject in the experimental group to one in the control group | Matching |
| Usually done post facto | Matching |
| Concerns the degree to which changes in the dependent variable can be attributed to the independent variables | Internal validity |
| History, Maturation, Testing-effects, Instrumentation changes, Selection Bias, Mortality | Threats to internal validity |
| Results are because of subject difference before treatment, occurs because subjects are not randomly assigned to groups | Selection Bias |
| Difference between pretest and posttest measurement caused by a change in instrument or judge rating | Instrumentation changes |
| When some event besides experimental treatment occurs during course of study & it influences the dependent variable | History |
| Changes that occur in subject during study that can influence results | Maturation |
| The longer study lasts the more likely subjects will drop out | Mortality |
| The degree to which study results can be genealized to other people or other settings | External Validity |
| Hawthorne effect, Experimental effect, Pretest effect | Threats to external validity |
| subjects respond in a certain manner because they are aware of being observed or know they are in a study | Hawthorne effect |
| If researcher characteristics or behaviors influence subjects behaviors | Experimental effect |
| Subject response to the experimental treatment are influenced by pretest | Pretest effect |
| Usually very structured, data collection methods are very specific, little variation once data collection begins | Quantitative design |
| More flexible, once data collection begins certain settings work better for interviews | Qualitative designs |
| Those who receive something vs. those that don't. Groups are composed of different subjects | Between-subjects |
| Comparison of same people under two conditions or at two points in time | Within-subjects |
| Time-related process, phenomena that occur over time. ex. pain relief, learning, healing | Time Design |
| Collection of data at one point in time. Is practical. Data collection is quick. No/little loss of subjects | Cross-sectional designs |
| Data are collected at more than one point | Longitudinal designs |
| Samples are selected at repeated intervals but samples are always drawn from same population | Trends |
| Type of trend study looking at particular groups of subjects | Longitudinal designs |
| Investigations of existing phenomenon in present is linked to other phenomenon that occurred in the past | Retrospective design |
| Starts with a presumed cause and goes forward in time to the presumed effect, more costly than retrospective studies, requires a large sample | Prospective study |
Created by:
albaker32
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