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N205 midterm
content in units 1-2 in N205
| Term | Definition |
|---|---|
| research | systematic, rigorous, logical investigation with the aim of answering questions about nursing phenomena. |
| phenomena | occurrences, circumstances, or facts that are perceptible by our senses |
| empirics | research supports empirical knowledge. knowledge that stems from experience or observation, especially through the senses |
| evidence-based practice | a problem-solving approach to practice that incorporates a systemic search for critical appraisal of the most relevant evidence to answer a clinical question |
| evidence informed practice | acknowledges and incorporates factors beyond best available scientific evidence such as local Indigenous knowledge, cultural norms, clinical judgement and expertise, expert opinion, patient preferences, local issues and context, available resources, etc. |
| theoretical or empirical knowledge | -AKA scientific knowledge -acts as a guide for EIP - develops or tests theories or ideas that nurse researchers have about how their world operates - informed by empirical knowing, which involves observations of reality |
| paradigm | a set of beliefs and practices, shared by a community of researchers that guide the knowledge development process |
| positivist/post-positivist | - focused on objectivity and impartiality - relies on measurement and reason - no bias, focus on facts - states that if something isn't measurable, it cannot be known for certain |
| constructivist | - relativism - looks at the human - states that the way we see the world is based on our social construct, focuses on experiences and perspectives of the people - very subjective, always changing and adapting to the surrounding environment |
| critical social | - the idea that reality will shift frequently in contrast to constructivist, which sees it from a whole, holistic perspective - analyzes power, inequality, and social change within a society - usually includes things like feminism, queer theory, etc. |
| quantitative research | - used to explore research questions or test hypotheses that describe phenomena, test relationships, assess differences, and try to explain some cause-and-effect interactions among variables being studied - really focused on numbers - research process |
| qualitative research | used to explore personal meaning and context of an experience, culture, human patterns, and processes - don't usually see statistics or numbers here |
| deductive reasoning | general picture and then go into a specific direction to get fine details mostly quantitative |
| inductive reasoning | get small details and create a bigger picture, general theory based on the stuff provided mostly qualitative |
| conceptual | concepts in an image or symbolic representation of an abstract idea (health, pain, love, PTSD, menopause, stress) - we would have a similar representation of these, but it would differ between people who have different experiences |
| operational | the precise, concrete phenomena being measured - it is very specific, concise definition of that phenomena (doctor is an academic title that originates from the Latin word of the same spelling and meaning) |
| critical reading | an active, intellectually engaging process in which the reader participates in an inner dialogue with the writer |
| critical thinking | the rational examination of ideas, inferences, assumptions, principles, arguments, conclusions, issues, beliefs, statements, and actions. involves disciplined, self-directed thinking |
| critical appraisal | - a combination of critical thinking and critical reading - an organized, systemic approach to evaluating a research study or group of research - can help us decide whether we think an article is good enough to be used in decision-making |
| clinical question | generally quantitative - the first step in developing EIP is to ask questions (ex. is chlorohexidine more effective in cleaning wounds than povidone-iodine?) |
| PICO(T) | 1. Population 2. Intervention 3. Comparison 4. Outcome 5. timeframe (if applicable) |
| SPIDER | 1. sample 2. Phenomenon of Interest 3. design 4. evaluation 5. research type |
| research question | a concise, interrogative statement written in the present tense and including one or more variables or concepts |
| variable | an attribute or property in which organisms vary (people, events, objects) |
| independent variable | X, observed in some way, can be manipulated |
| dependent variable | Y, do not manipulate this one, it is affected by the X variable |
| study purpose | - an aim or goal the researcher hopes to achieve - a purpose statement uses a variety of verbs to suggest how the researcher sought to study the questions - uses components of the research question but it is written differently |
| hypothesis | formal statement of the expected relationship between two or more variables in a population that give an answer to the research question -never qualitative research lead to bias -quantitative you can bc the numbers will not lie to you |
| research/scientific hypothesis | states the expected relationship between variables - directional states which way the relationship should exist - nondirectional states that there IS a relationship, but not the direction |
| null/statistical hypothesis | states there is no relationship between variables |
| causal relationship statement | - very rare - difficult to prove anything - ie. "smoking causes cancer" because you can't directly prove that smoking causes cancer |
| simple relationship statement | y has a strong relationship with x |
| complex relationship statement | better than simple, has more than one variable |
| conceptual framework | a structure of concepts and theories that provide the basis for development of research questions - a direction you will be going in |
| theoretical framework | a theory is a set of interrelated concepts, definitions, and propositions that convey a systematic view of phenomena - like a blueprint. it lays down a foundation of theory for your study |
| data based literature | research literature (primary sources, what will be used in the annotated bibliography) |
| conceptual/clinical/scholarly literature | reports of theories or reviews, how-to types of articles (secondary sources) |
| background question ex. | "what is Nightingale's nursing theory?" |
| foreground question ex. | "is yoga more effective than low-intensity strength training for preventing accidental falls in elderly? |
| ethics | the set or moral principles and values that guide individuals and group in determining what is right and wrong |
| morality | the principles and values that determine what behaviours are considered right and wrong within a particular society or group. guide individuals in making decisions that are ethical and just |
| basic ethical principles | - respect for persons - beneficence - justice |
| self-determination | freedom to choose, not to be coerced into research, and are able to withdraw at anytime. participant must be well informed of what they will be doing |
| privacy and dignity | freedom to select time and extent of private information that is shared and withheld, and for how long |
| anonymity and confidentiality | don't want to violate, researchers need to figure out how they're going to keep anonymity |
| right to fair treatment | women are poorly represented in research, unaware of how some meds work in women. can't discriminate on any means |
| right to protection for discomfort and harm | taking an active role to prevent any harm to participants |
| human participant | a living individual about whom an investigator conducting research obtains data through intervention or interaction with the individual or identifiable private information |
| informed consent | so they know the potential risks, negative outcomes, and benefits. needs to be delivered clearly to the participant, can withdraw at any point, ongoing communication that can go throughout the study |
| process consent | they are showing their consent by showing up and participating in the research |
| assent | an individual who cannot provide informed consent, you'll need to get informed consent from their next of kin - broader to any vulnerable population, like children |
| approval categories: exempt | low risk, nonvulnerable, nonsensitive, short duration |
| approval categories: expedited review | minimal risk, nonvulnerable, nonsensitive topic |
| special considerations: vulnerable groups | children, prisoners, mentally challenged persons, pregnant women, economically disadvantaged people, those with physical disabilities, those with poor health status, the deceased, students, employees, persons with AIDs, those with substance abuse issues |
| scientific fraud | data is falsified, fabricated, or subjects have been coerced |
| scientific misconduct | false practice-based fraudulent or incorrect data |
| Indigenous peoples | represents numerous culture, not a single population |
| Indian | refers to all Indigenous peoples in Canada who are not Inuit |
| Status Indians | registered under the Indian Act |
| Treaty Indian | a status Indian who belongs to a First Nation with a treaty with the Crown |
| First Nation(s) | a person or a group of First Nations legally known as an Indian band |
| colonialism | development of institutions and policies by European Imperial and Euro-American settler governments towards Indigenous people (TRC) |
| Indigenous knowledge | ways of knowing knowledge systems based on Indigenous peoples' communities, language, traditions, and history |
| Indigenous methodologies | theory and process of conducting research that reflects Indigenous worldviews |
| Two-eyed seeing | - refers to learning to see from one eye with the strengths of Indigenous knowledges and ways of knowing, and from the other with the strengths of Western knowledges - it weaves together Western and Indigenous knowledge |
Created by:
livferno
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