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Research
Exam I
| Question | Answer |
|---|---|
| Why BSN study Nursing Research? | Be a consumer of research Implement findings to improve patient care ( EBP) Participate in development of EBP activities Foundational to graduate study in nursing |
| why is clinical nursing research important | Nurses are expected to understand& conduct research use best clinical evidence to make patient care decisions that are clinically appropriate, cost-effective, result in positive patient outcomes |
| what are nurses roles in research | consumer of nursing research and producer of nursing research |
| How are nurses consumer of nursing research | by reading research reports and up to date on relevant findings |
| How are nurses producer of nursing research | design nursing research studies and implement nursing research |
| True or False medicare provide reimbursement for hospital acquired condition such as pressure ulcers, UTI, VAP | False |
| Date of NCNR Establishment | 1986 |
| what are the paradigms for nursing research | Positivist and naturalistic |
| What is positivist emphasizes on | Rational & scientific quantitative research |
| what is Naturalistic emphasizes on | Reality exists in a context Qualitative research |
| True or False Most research prior to 1980 was quantitative | True |
| Positivest Paradigm | Phenomena are not Haphazard or random There are antecedent causes |
| Naturalistic paradigm | There are multiple interpretations of reality Knowledge is maximized when minimal distance between researcher and participant Interaction between researcher and participants |
| What is positivist methods | Deductive |
| what is naturalistic methods | Inductive |
| LIst positive methods | Uses scientific method Gather emperical data with formal measurenment/ instreuments able to generalized research findings |
| List naturalistic methods | narrative and subjective data rich, in-depth data dynamic, holistic and individual aspects of real-life experiences |
| what are the key differences in research methods | fixed design or flexible designs discrete concepts or holistic deductive processes or inductive processes control over context or context-bound |
| what are the key differences in research methods | verification of hunches or emerging interpretations quantitative or qualitative seeks generalization or seeks patterns |
| what are the common features of both paradigms | Ultimate Amis/goals external evidence reliance of human cooperation ethical constraints fallibility of disciplined research |
| what are the specific purposes of quantitative nursing research | description exploration prediction and control explanation |
| what are the specific purposes of qualitative research | identification description exploration explanation |
| Description of quantitative research | observe,count, delineate, elucidate Example pt's stress, pain health beliefs |
| Description of qualitative research | dimensions, variations, importance Example pt's experience |
| Exploration quantitative research | full nature of phenomenon factors and antecedents |
| Exploration of qualitative research | ways phenomenon manifested underlying processes |
| Predication and control | quantitative research critical for EBP help clinicians make decisions |
| Explanation for quantitative research | phenomena and interrelationships provide promising insights |
| Explanation for qualitative research | How, why, and meaning basis for developing a theory |
| what are the research purposes linked to EBP | Treatment, therapy or intervention diagnosis and assesment prognosis harm and etiology meaning and processes |
| What is research utilization | It is the use of study findings in a practical application unrelated to the original research |
| what is EBP | basing clinical decisions on best possible evidence, typically high-quality research |
| what are the type of research utilization | instrumental (direct) utilization conceptual (indirect) utilization persuasive utilization |
| What are the key proponents of the EBP | Archie cochrane and david sakeet |
| what did Archie cochrane do | efforts led to the development of Cochran center in oxford and the cohrane collaboration proposed an evidence hierarchy for weighting evidence |
| Staff nurses are proposing their facility's administration a change in a nursing protocol for skin care, based on research finding. This is and example ow which type of research utilization | persuasive |
| what is persuasive utilization | it involves the use of findings to persuade others typically in decision making positions to make changes in policies or practices to nursing care. |
| Involve ranking evidence sources according to the strength of evidence they provide Typically based on the effectiveness of health care interventions it is not meaningful for certain type of question like about meaning and process | Evidence Hierarchies |
| What is a research -related barrier | scarcity of published replication |
| what is nurse-related barriers | inadequate skills in locating and appraising evidence |
| what is organization barriers | lack of financial support and stiff release time |
| True or false The strongest level of evidence is obtained from individual correlational studies | False |
| True of False The strongest level of evidence is obtained from systematic review of randomized clinical trials (RCTs) | True |
| integrate evidence about a topic in a rigorous, systemic way | systemic review |
| what are traditional narrative review are being replaced by? | Meta-analyses and meta syntheses |
| The integrate finding across quantitative studies statically | Meta-analyses |
| the integrate and amplify finding across qualitative studies | Meta syntheses |
| What are preappraised evidence | clinical practice guideline and synopses of studies in EBP journals |
| the stetler model of research utilization promote | Evidence-based practice |
| The IWA modle of evidence-based practie promote | quality care |
| what are the three widely-referced model for evidence-based nursing practice | the roger's diffusion of innovation theory the sterler model the IOWA model |
| True or false meta-analyses use statics to integrate finding across quantitative studies | True |
| ask questions that are answerable with research evidence search for and assembel evidence appraise and synthesize evidence integrate evidence with other sources assess effectiveness of decision or advice | Steps to individual EBP efforts |
| Asking well worded clinical questions are components for | quantitative evidence. |
| what questions are the components for quantitative evidence research | population intervention comparison outcome time |
| what is PICOP stand for | population intervention comparison |
| begins with an innovation or research finding example might emerge in a journal club | knowledge-focused triggers |
| begins with a perplexing or troubling clinical situation | problem-focused triggers |
| assemble and evaluate evidence evidence-based clinical practice guidelines invaluable, if available guidelines must be appraised | EBP in an organization context |
| True of False clinical practice guidelines put evidence into a useable form | True |
| Read widely and critically attend professional conferences learn to expect evidence that a procedure is effective become involve in a journal club purse and participate in RU/EBP projects | Strategies for nurses to play a role in RU/EBP |
| Subject participant Respondent concepts, constructs variables numerical data relationships | Quantitative TERMS |
| participiant informant phenomena constructs, concepts narrative data pattern of association | Qualitative Term |
| Use Theory and conceptual models to make predications about phenomena results support, reject or modify theory | Quantitative research |
| world view theory development | qualitative research |
| characteristics or qualities with different values value | variables |
| when is variables are use | quantitative research |
| what type variable are height and weight | continuous |
| what type of variables are gender marital status | categorical |
| what is independent variable | presumed cause |
| what is dependent variable | presumed effect |
| Abstract or theoretical meaning of concepts | conceptual definitions |
| measurements a researcher must perform to collect information | operational definitions |
| quantitative data are | numeric |
| qualitative data are | narrative |
| entire data collected is | data set |
| intervention or treatment clinical trials | experimental research |
| no interventions or treatments observational research | nonexperimental research |
| Grounded theory phenomenological ethnographic | major traditions in qualitative research |
| seeks to understand key social, psychological and structural processes | grounded theory |
| lived experiences of humans husserl and heidegger discover meaning of phenomenon | phenomenology |
| patterns and life ways in cultural groups extensive fieldwork learn from rather than study | ethnographic research |
| formulat/delimit the provlem reserch questions review related literatue clinical fieldwork define framework and concepts formulate hypotheses | conceptual phase |
| reserch designs intervention protocols id the population sample and smapling plan data collection plan human subject protection review and finalize research plan seek funding for proposal | design and planning phases |
| collecting data training staff and describing study to participants preparing data for analysis coding data and entering data | empirical phase |
| statical analysis interpretation of results | analytic phase |
| research report presentations and articles translation to practice | dissemination phase |
| what id problems literature review, gain entry, design and IRB | conceptualized and plan |
| what study sample, questions, data collection, data analysis and interpretation | conduct study |
| publication presentation recommendation for practice and future research | dissemination activities in a qualitative study |
| A situation in which the rights of study participants are in direct conflict within requirement for a rigorous study | ethical dilemma |
| principle of beneficence and right to protection from harm and discomfort right to protection from exploitation | beneficence |
| True or false the nuremberg code was one or the first established set or ethical standards | True |
| one of the first international effort to establish ethical standards was the | Nuremberg code |
| absence of deception or concealment | full disclosure |
| absence of coercion | self-determination |
| what are the criteria for critiquing research reports | knowledge or area of study or phenomenon, research design, method statistics, objectivity, applicability to nursing and use of specific guidelines to critique a study |
| strict precision | rigor |
| conceptual/methodological sound | scientific merit |
| plan or blue print of the study | design |
| steps, procedure of the study | method |
| description of the are of study; context of the study | study substance |
| what IMRAD stand for | Introduction, method results discussion |
| what is used by journals, conferences to organize quantitative and qualitative studies | format |
| area of study, purpose, ROL, theoretical or conceptual framework | introduction |
| design, ethics, sample, study procedure, analysis | method |
| report of what the researcher found | result |
| conclusion, analysis of study finding, implication for nursing, what are the next step/ | discussion/recommendations |
| concise summary of less than 200 words states the purpose method and result of the study conclusion | Abstract |
| True or false Abstract should be read first to get an idea if the study will address your area of interest | True |
| what goes on the result section of a qualitative | themes, processes behavior patterns |
| what is descriptive statics | mean, media, mode standard deviation frequency |
| name fo statistical tes used to answer questions or test hypothesis value of calculated test statics calculated probability level statistical conclusion | inferential statics( for hypothesis testing) |
| In this sesction the resercher makes conclusion about the study finding discuss the meaning of the study study limitation, problem address the implication of the study findings | discussion |
| what are the key critique questions | substantive methodological interpretive ethical stysistic |
| what is substantive | signigificance of the study consistency logical flow of ideas frame of reference easily understood |
| Abstract generalization that systematically explains relationships among phenomena | classical theory |
| attempts to explain large aspects of human experiences | grand theory |
| focuses on specific aspect of human experience like stress infant attachment, adjusting to chronic disease | middle-range theory |
| it is population specified sampling procedures with local rationale clear description of data collection instruments reliability of instruments addressed | methodological |
| are the conclusions consistent with the results of quantitative/ qualitative analysis | interpretive |
| are the recommendations logical and built upon the study findings and finding of others similar to research | interpretive |
| are the limitation of the study addressed? How much confidence can you place in this study? | interpretive |
| does the study show concern for the right of the subjects and plan for dealing with ethical issues that may arise | interpretive |
| sufficient infromation: is anything missing that is needed to comprehend the study? are ideas clearly articulated is the study written in an organized and concise manner | stylistic |
| deals with abstraction, assemble in coherat scheme represents a less formal attempt the explain phenomena than theories | conceptual models |
| do not have formal propositions and about relationships among phenomena | conceptual models |
| Four concepts central to models of nursing | human beings environments health nursing |
| conceptualization of target phenomena | substantive theory |
| symbolic interactionism | grounded theory |
| ideational and materialistic ( cultual theories | ethnography |
| philosophy of human experience | phenomenology |
| Testes hypothesis deduced from theory test theory-based intervention uses theory/models as organizing or interpretive tool | theories in quantitative reserch |
| teams of researchers engage in a series of related research on important topic, rather desiccate and unconnected studies | research programs |
| refers to the extent to which study designs and findings have relevance and meaning in a variety of real-world contexts | Ecologic calidaity |
| what acknowledge that certain types if evidence are superior to others | evidence hierarchies |
| the process of developing generalization from specific observations | Inductive reasoning |
| the process of developing specific predications from general principles | deductive reasoning |
| ---- of reasoning depends on the accuracy of the information or premises within which one starts | validity |
| provide information on such issues as rates of using various procedures | bench marking data |
| asess practices and determine the need for practice changes | quality improvement and risk data |
| research conducted within a ------- format is the most sophisticated method of acquiring knowledge that humans have developed | disciplined |
| is a world view , a general perspective on the complexities of the real world | paradigm |
| much research activity is directed at understanding the underlying causes of natural phenomena | positivist paradigm |
| really is not a foxed entity but rather a construction of the individuals participating in the research; reality exist with a context | Naturalistic inquirer |
| assumes that knowledge is maximized when the distance between the inquirer and the participants in the study is minimized | naturalistic paradigm |
| evidence that is rooted in objective reality and gathered directly or indirectly through the sense rather than through personal beliefs or hunches | empirical ecidence |
| an enigmatic, preplexing or troubling situation | research problem |
| a statement articulation the research problem | problem statement |
| summary of the overall study goal | statement of purpose |
| specific accomplishments to be achieved | research aims |
| the specific queries the researcher wants to answer | research questions |
| prediction about relationships among variables | hypotheses |
| broad enough to include central concerns narrow enough to serve as a guide to study design | problem statements |
| identification of the problem background ( natural or context of the problem) scope consequences knowledge gaps proposed solution ( how will the study contribute the problem's solution? | components of a problem statement |
| key study variables possible relationships among variables population of interest suggests, through use of verbs the nature of the inquiry | statement of purpose quantitative studies |
| identifies the central phenomenon suggests the research tradition indicates the group,community or setting of interest suggests, through use of verbs the nature of the inquiry | statement of purpose qualitative study |
| sometimes it is direct rewording of statements of purpose and sometimes used to clarify or lend specificity to the purpose statement | research questions |
| research questions is about the relationship among variables | in quantitative studies |
| key variables possible relationships among them and the population under study maybe be descriptive | research questions |
| states an expectation, a predicated answer to the research question should almost always involve two or more variables suggests the predicated relationship between the independent variable and the dependent variable | hypotheses |
| key study variables possible relationships among variables population of interest suggests through use of verbs the nature of the inquiry | quantitative |
| identifies the centraal phenomenon suggests the research tradition indicates the group, community, or setting of interest suggests, through use of verbs the nature of the inquiry | statements of purpose qualitative studies |
| indicates a relationship quantitative studies tested through statical procedures | hypotheses |
| state expected relationship between IV and DV within a population children who eat 5 servings of fruits and vegetable/day are not likely to be obese | testable hypotheses |
| expresses a predicted relationship between one independent variables and one dependent variable | simple hypothesis |
| states a predication relationship between two or more independent variables and or more dependent variables | complex hypothesis |
| predict the direction of relationship | directional hypothesis |
| predicts the existence of a relationship, not its direction | nondirectional hypothesis |
| states the actual prediction of a relationship | research hypothesis |
| expresses the absence of a relationship | statistical or null hypothesis |
Created by:
ewodaj