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Exam 1
NUR 4000
| Question | Answer |
|---|---|
| Nursing research | a process that allows nurses to ask questions that are aimed at gaining new knowledge to improve patient care |
| Evidence based practice | contributes to development of knowledge that aids problem-solving in patient care |
| Research | a systematic inquiry into a subject that uses various approaches to answer questions and solve problems |
| What methods does research use? | qualitative and quantitative |
| Ways of knowing | various methods used to acquire new knowledge - personal and psychomotor |
| Scientific inquiry | a process in which observable, verifiable data are systematically collected from our surroundings through our senses to describe, explain, or predict events |
| Scientific method | involves selecting and defining a problem, formulating research questions or hypotheses or both, collecting data, analyzing data, and reporting results |
| Characteristics unique to scientific method | objectivity and empirical data |
| Empirical data | documenting objective data |
| Replication | repeat a study using the same variables and methods or slight variations of them |
| Quantitative research | sometimes known as scientific inquiry - measurement, testing hypotheses, and analyzing data |
| What approaches does quantitative research use? | experiments, questionnaires, and surveys |
| Qualitative research | used in research of subjective experiences - emphasizes understanding phenomena from individual perspective |
| What methods of inquiry does qualitative research use? | verbal descriptions and meaning of the experience for the individual |
| Rigor | striving for excellence in research that involves discipline, scrupulous adherence to detail, and strict accuracy |
| Triangulation | the use of both quantitative and qualitative methods |
| Research consumer | the ability to read and evaluate research reports |
| Members of a research team | nurses who collaborate on the development of an idea and actually participate in the design and production of a study |
| Guidelines for scientific integrity (6) | knowledge, collegiality, honesty, trust, objectivity, openness |
| Dissemination | spreading the knowledge |
| National institute of nursing research (NINR) | originally launched in 1986 as the National Center for Nursing Research (NCNR) and awarded status in 1993 |
| What does the NINR do? 3 | conducts program of grants and awards supporting nursing research and training, promotes health, furthers prevention and mitigation of the effects of disease |
| National nursing research agenda | launched in 1987, provides structure for selecting initiatives and developing knowledge base for nursing practice and helps identify research priorities |
| What does the Midwest nursing research society's authorship guidelines note? | that the status of individuals should not be a determining factor in authorship decisions |
| What is evidence based practice derived from? | the principle that health-care professionals should not center their practice on tradition or experience, but instead on scientific research practices |
| Evidence based medicine | the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients OR Integrating individual clinical expertise with the best available external clinical evidence from systematic research |
| Evidence based nursing | the conscientious, explicit, and judicious use of theory-derived, research based information in making decisions about care delivery to individuals/groups |
| Research utilization | knowledge generated from research becomes incorporated into clinical practice |
| What is the purpose of research utilization? | to apply available knowledge to improve patient outcomes |
| What is the Research-practice gap? | the period from when an idea is made to when it is practiced by health-care professionals |
| What are the reasons nurses may delay using research findings? 5 | don't know about current research findings, unclear about risks, don't develop opportunities for acceptance, use of a different language than the nurses, do not report findings in clinically meaningful way |
| What are the 3 limitations to EBP? | shortage of coherent, consistent scientific evidence; difficulties in applying evidence to care of individuals; barriers to practice of high-quality medicine |
| What are the 3 limitations to EBM? | the need to develop skills in researching and appraising research, limited time in practice to master skills, scarce resources |
| Knowledge-focused triggers | ideas generated when staff encounter EBP guidelines either by reading in journal, attending conferences, or through federal guideline |
| Problem-focused triggers | identified by staff in context of clinical practice by examining quality improvement data, risk surveillance data, benchmarking data, or a recurrence of a clinical problem |
| Asking the questions: "Why do we do it this way?" or "Is there a better way to do this" are examples of what kind of trigger? | problem-focused |
| Pain management, prevention of skin breakdown, assessment of NG tube placement, and patency of arterial lines are examples of what kind of trigger? | knowledge-focused |
| What does PICOT stand for? | Patient population, Intervention/Issue, Comparison of interest, desired Outcome, Time frame |
| Label this example with each letter of PICOT: How do post-rehab COPD patients with stage 3 perceive their ability to perform activities of daily living after first month of treatment | COPD patients (P), stage 3 (I), perform ADLs (O), first month (T) |
| When forming a team for EBP, the members should be what? 3 | familiar with problem, stakeholders in delivery of care, from different health-care professions |
| Systematic review of literature (EBP) | Use scientific approach to summarize, appraise, and communicate results of several studies |
| Tracking down the best evidence | search broadly, use databases, not textbooks, collaborate with other nurses |
| Develop a search strategy: what are inclusion and exclusion criteria? | specific conditions that determine what evidence is retained and what evidence is discarded |
| Develop a search strategy: boolean operators | words used to connect or exclude keywords in a search, resulting in more focused results |
| Develop a search strategy: Preferred reporting items for systematic reviews and meta-analyses (PRISMA) | assists researchers in reporting results associated with systematic reviews and meta-analyses - illustrates the flow of information through the different phases of a systematic review |
| When asking the clinical question, one should always be as specific as possible when defining the: A) patient population. B) intervention. C) time frame. D) desired outcome. | A) patient population |
| What are the ethical concerns around EBP? | present research findings with patients and families as part of decision-making process - note whether great deal of evidence or limited evidence supports guideline and feel free to express your view regarding findings |
| Hierarchy of research evidence, which is the strongest and which is the weakest? | Level 1: systematic reviews or meta-analyses of all relevant material (strongest) Level 7: Expert opinion of authorities and/or reports from expert committees (weakest) |
Created by:
tankaa