| Flap 1 | Flap 2 |
| Research r/t Knowledge | Validate & refine existing knowledge, Generate new knowledge |
| Nursing research directly & indirectly influences | Nursing practice |
| Evidence-based practice is integration of | Best research evidence w/clinical expertise & Pt values |
| 1st nurse researcher to develop empirical knowledge to improve practice | Flo Night |
| Goal r/t Conduct of clinical research | Develop a research & evidence-based practice |
| Quantitative research | Formal, Objective, Uses numerical data to obtain info |
| Qualitative research | Subjective, Provides meaning & understanding of emotions, values & life experiences |
| Outcomes research focus | Examine result of care |
| Research problem vs. Research purpose | Problem:gap in knowledge, Purpose:generated from problem & identifies goal/aim of study |
| Reason for review of literature | Detemine what is known and unknown |
| Purpose of framework | theoretical basis that guides development of study, Link findings to body of knowledge |
| Purpose for research objectives, questions & hypotheses | Bridge gap b/w problem, purpose, design, analysis & data collection |
| Study variables | Concepts that are measured, manipulated or controlled |
| Assumptions are true even though they have not been | Scientifically tested |
| Limitations r/t Generalizations of findings | Decrease the generalizability of findings |
| Design maximizes | Control over factors that could interfere w/outcomes |
| Measurement assigns | Numerical values to objects, events or situations |
| Methods of measurement are necessary to | Measure each variable |
| Data analyses give meaning to | Data & address purpose & hypotheses |
| Why qualitative research is similar to the holistic philosophy of nursing | Focuses on understanding the whole |
| Basis r/t qualitative approaches | There is no single reality, Meaning of what we know is defined by situation/context |
| Most common data collection methods r/t Qualitative studies | Observation, Interview, Examination of textual data |
| Qualitative vs. Quantitative research r/t Data collections | Qual:occurs concurrently, Quant:occurs sequentially |
| 3 stages r/t Qualitative data analysis | Description, Analysis, Interpretation |
| 3 parts r/t Research problem | Significance, Background, Problem statement |
| Evaluation r/t Study feasibility | Examine researchers' expertise, Monetary commitments, Availability of subjects, Study's ethical considerations |
| Research questions/objective/hypotheses bridge this gap | Abstract research problem/purpose and Detailed design/data analysis |
| Hypothesis is statement of expected relationships b/w | 2 or more variables |
| Research vs. Demographic variables | R:observed or measured in a study, D:collected & analyzed to describe the sample |
| Conceptual vs. Operational definitions | C:derived from theorist's definition, O:indicates how independent variable will be implemented and how dependent variable will be measured |
| Keywords | Major concepts/variables that must be included in a search |
| Searches r/t Keywords | Each keyword must be searched individually |
| Literature review components | Introduction, Data-based sources, Summary of current knowledge |
| Theories are used to organize | Info about a phenomenon |
| Conceptual models explain | Phenomena of interest, Express assumptions, Reflect a philosophical stance |
| Frameworks r/t Studies | Every study has a framework |
| Frameworks identify and define | Concepts & relational statements being tested |
| 4 experimental projects that have been highly publicized for their unethical treatment of human subjects | Nazi medical experiments, Tuskegee Syphilis Study, Willowbrook Study, Jewish Chronic Disease Hospital Study |
| 2 historical documents w/a strong impact on conduct of research | Nuremberg Code, Declaration of Helsinki |
| Human rights which require protection | Self-determination, Privacy, Anonymity & confidentiality, Fair treatment, Protection from discomfort/harm |
| Informed consent involves | Knowledge of essential information to subjects, Comprehension of info by subject, Competence of subject to give consent, Voluntary consent |
| Committee of peers which examines studies for ethical concerns | Institutional review board |
| 3 essential elements r/t Experimental research | Random assignment of subjects to groups, Manipulation of independent variable, Control of experimental situation & setting |
| Purpose r/t Design | Maximize ability to obtain answers to questions/hypotheses |
| Overriding construct r/t Outcomes research | Quality |
| 3 major concepts r/t Outcomes research | Health, Subjects of care, Providers of care |
| Multiple studies & designs may be present w/this research | Outcomes research |
| Purpose r/t Measurement | Produce trustworthy evidence that can evaluate the outcomes of research |
| Level of measurement (Low to high) | Nominal, Ordinal, Interval, Ratio |
| Reliability r/t Measurement | Concerned w/consistency of measurement techniques |
| 5 tasks during process of data collection | Obtain subjects, Consistently collect data, Maintain research controls, Protect integrity of study, Solve problems that may disrupt study |
| Serendipity | Accidental discovery of valuable info unrelated to planned study |
| Stages r/t Quantitative data analysis | Prepare data, Describe sample, Test reliability of measurement methods, Conduct exploratory analysis of data, Conduct confirmatory analyses, Conduct posthoc analyses |
| Probability theory vs. Decision theory | P:deductive & explains a relationship, D:inductive & assumes that all groups are components of same population in relation to variables |
| Type I vs. Type II error | I:null hypothesis is rejected when it is true, II:null hypothesis is accepted when it is false |
| Summary statistics include | Frequency distributions, Measures of central tendency and Measures of dispersion |
| Who needs research critique expertise | All nurses |
