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