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N327 exam 1
| Question | Answer |
|---|---|
| research. | to search again systematic, rigerous, logical investigation to answer questions about particular phenomena |
| goal of research. | to develop an empirical body of knowledge for a discipline or profession |
| nursing theory goal. | to establish nursing as a recognized profession. |
| Nursing research. | an organized and systematic way to express statements related to questions in nursing. |
| Nursing practice w/ research. | a place to conduct research to see if a theory works. |
| What does the scientific practice of nursing research do?. | o Validates and refines existing knowledge o Generates new knowledge that directly and indirectly influences nursing practice |
| Research in nursing is:. | unique to address the questions relevant to the nursing. |
| what does research prove?. | Nothing, it SUPPORTS for certain interventions or relationships. |
| EBP | - The process to make clinical decisions using the best available research evidence, clinical expertise, and patient preferences. |
| What does EBP integrate | - Integration of the best evidence available, nursing expertise, and the values and preferences of individuals, families, and communities served. |
| EBP as a solution? | synthesized and critically appraised; quick and handy knowledge in practice. |
| - Conscientious integration of | o Best research evidence o Clinical expertise: case reports * expert opinion o Patient values, preferences, and needs |
| Research focus vs. EBP focus | EBP has a broader focus |
| What outcomes does EBP improve | o Patient & family o Nurse o Health care system |
| Goal of EBP | Implementation of quality cost-effective care to promote positive outcomes. |
| Nurse as Knowledgeable Consumer. | - Use critical appraisal to evaluate research evidence by existing research standards in order to improve clinical nursing interventions |
| BSN role as knowledgeable consumer | o Identify clinical research problems o Assist with data collection o Critique research findings o Summarize research findings for use in practice o Utilize findings in practice |
| Quantitative research | - Seek to describe phenomena and test relationships; explain cause & effect relationships |
| Characteristics of quantitative research | o Scores o Physiological values o Scales |
| what kind of test is quantitative research | theory testing |
| Quantitative research methods | - Descriptive - Correlational - Quasi-experimental - Experimental |
| Quantitative research -- philosophical origin | logical positivism |
| Quantitative research -- focus | concise objective reductionistic |
| Qualitative research -- subjective or objective approach? | SUBJECTIVE |
| Quantitative research -- basis of knowledge | cause and effect relationships. |
| quantitative research -- theoretical focus. | tests theory . |
| QUALITATIVE research. | seek to understand and describe the meaning of human experience. |
| where is qualitative research conducted. | in a natural setting . |
| .Qulitative research contains what kind of data | quotes observations written materials. |
| Qualitative data -- theoretical focus. | theory development |
| Qualitative research -- approach | subjective approach |
| Qualitative research -- examples | -Phenomenological, grounded theory, ethnographic, historical research |
| Qualitative research -- o Philosophical .origin | naturalistic, interpretive, humanistic . |
| Qualitative research -- o Focus | broad, subjective, holistic . |
| Qualitative research -- o Reasoning | dialectic, inductive . |
| Qualitative research -- o Basis of knowing | meaning, discovery, understanding . |
| Qualitative research VS Qualitative research (MAIN DIFFERENCE) | qualitative study seeks to interpret meaning and phenomena whereas quantitative research seeks to test a hypothesis or answer research questions using statistical methods. . |
| Strength of Evidence - Quality | the extent to which a study’s design, implementation, and analysis minimized bias . |
| Strength of Evidence - Quantity | the number of studies that have evaluated the research question, including overall sample size across studies as well as the strength of the findings from the data analysis . |
| Strength of Evidence - Consistency | the degree to which studies that have similar and different designs, but investigate the same research question, report similar findings . |
| Critical Reading Process----Preliminary understanding | skim abstract & article . |
| Critical Reading Process-----Comprehensive | Comprehensive – understand author’s intent, review unfamiliar terms in relation to context |
| Critical Reading Process------ Analysis | understand parts, critique soundness . |
| Critical Reading Process------ Synthesis | put together & make sense . |
| level I evidence | analysis or systematic review of RCT’s or experimental studies . |
| Level II evidence | RCT or experimental study . |
| Level III evidence | Quasi – experimental study . |
| Level IV evidence | Non experimental study. |
| Level V evidence | Qualitative research, case reports, program evaluation. |
| Level VI evidence | Opinion of respected authorities . |
| Variables - Independent. | o Manipulated or varied by the research o Cause an effect on dependent variable o Treatment or experimental variable . |
| Variables - dependent | o Response, effect, or change caused by the independent variable o Outcome variable |
| Hypothesis. | - a formal statement, regarding the expected relationships between specific variables in a specific population . |
| how should a hypothesis flow | o flow from the research problem, literature review, and theoretical framework. |
| What should a hypothesis be consistant with | o be consistent with existing theory and research findings. |
| The hypothesis should be -------- & ------------ stated. | o be testable and objectively stated: variables can be observed or measured using quantifiable words . |
| Most common type of hypothesis in research | o most hypothesis are RESEARCH & DIRECTIONAL. |
| Simple Hypothesis | o Contains one IV & DV. |
| Complex hypothesis | o Contains more than one IV & DV. |
| - Directional hypothesis | o Nature of interaction (positive or negative; high or low; greater or smaller; more or less) . |
| - Nondirectional hypothesis | o Relationship exists between variables, but not predict nature of relationship. |
| - Casual hypothesis | o Cause & effect relationship; group differences naturally occur or controlled by researchers. |
| - Associative hypothesis | o Relationship between variable.s |
| - Research (scientific) hypothesis (H1) | o States what researcher thinks is true . |
| - Null (statistical) hypothesis (H0). | o States no difference or relationship between IV and DV exists . |
| -Research Questions purpose | |
| Research Questions Focus on | |
| Research Questions should | o Flow from the problem statement o Reflect a review of the literature o Identify the potential significance to nursing o Reflect the feasibility of studying the research question |
| P in PICO | population |
| I in PICO | intervention |
| O in PICO | comparison |
| C in PICO | outcome |
| Iowa Model starts with what | starts with a trigger/problem |
| Wht can triggers in the iowa model be | knowledge or problem focused |
| how is the iowa model process done | in teams |
| IOWA model --- Piloting of practicing change important | -- |
| What follows the IOWA model | - Evaluation of outcomes and dissemination of findings follow .. |
| EBT Process Step (7) | Evaluate the effects |
| EBT Process Step (1) | Select a topic |
| EBT Process Step (2) | Form a team and formulating a question |
| EBT Process Step (3) | Retrieve evidence |
| EBT Process Step (4) | Grade the evidence develop EBP |
| EBT Process Step (5) | Develop EBP guidelines |
| EBT Process Step (6) | Implement the EBP |
| Community – Based Participatory Research is what kind of research method. | Qualitative method. |
| Community – Based Participatory Research assesses what . | systematically accesses the voice of a community to plan context-appropriate action.. |
| Community – Based Participatory Research provides what. | an alternative to traditional research approaches that assume a phenomenon may be separated from its context for purposes of study .. |
| Community – Based Participatory Research recognizes what | - Recognizes the importance of involving members of a study population as active and equal participants, in all phases of the research projects, if the research process is to be a means of facilitating change ... |
| Experimental research study design | experiment with a random assignment ... |
| Quasi-experiement research study design | an empirical study used to estimate the casual impact of an intervention on its target population ... |
| correlational research study design | correlating one variable with another to determine if there is a relationship between them .. |
| phenomenological research study design | used to describe a lived experience .. |
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