Clinical Reserach Quiz 1 pt 4
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| Borrowed theory | non-nursing models used by nurse researchers; when the appropriateness of borrowed theories for nursing inquiry is confirmed, the theories become shared theories
🗑
|
||||
| Conceptual definition | the abstract or theoretical meaning of the concept being studied
🗑
|
||||
| Conceptual model/ Conceptual framework/ Conceptual scheme are less formal means of organizing phenomena than theories; like theories, conceptual models deal w/ abstractions (concepts)assembled by virtue of their relevance to common theme; | there's no deductive sys of propositions that assert & explain relationships among concepts. Conceptual models are not formally “tested”
🗑
|
||||
| Descriptive theory: a broad characterization that can thoroughly describe a single phenomenon; | descriptive theories are ones that describe or categorize characteristics of individuals, groups, or situations by abstracting common features observed across multiple manifestations; large part of QUALITATIVE RESEARCH
🗑
|
||||
| Error term | the mathematic expression (i.e. in a regression analysis) that represents all unknown or unmeasurable attributes that can affect the dependent variable
🗑
|
||||
| Framework | the overall conceptual underpinnings of a study; a conceptual rationale
🗑
|
||||
| Grand theory/Macro theory | ”macrotheories” in place to describe & explain large segments of the human experience; they attempt to describe large segments of the human experience
🗑
|
||||
| Grounded theory | data-driven explanations to account for phenomena under study through inductive processes
🗑
|
||||
| Health Belief Model: a popular framework in nursing studies that focuses on pt compliance and preventive healthcare practices. | The model states that health-seeking behavior is influenced by a person’s perception of threat posed by a health problem and the value associated with actions aimed at reducing the threat.
🗑
|
||||
| Ideational theories | one of 2 cultural theories adopted by ethnographers suggesting that cultural conditions and adaptations stem from mental activity and ideas
🗑
|
||||
| Induction |
🗑
|
||||
| Laws |
🗑
|
||||
| Materialistic theories | theories that view material conditions (i.e. resources, money, and production) as the source of cultural developments
🗑
|
||||
| Mathematic model |
🗑
|
||||
| Middle-range theory | theories developed by nurses that focus on more specific phenomena of interest to nurses
🗑
|
||||
| Mishel’s Uncertainty in Illness Theory: 1990, focuses on concept of uncertainty—the inability of a person to determine the meaning of illness-related events; | according to theory, people develop subjective appraisals to assist them interpreting the experience of illness and tx.uncertainty occurs when people aren’t able to recognize and categorize stimuli. ; ex of MIDDLE RANGE THEORY
🗑
|
||||
| Model | a symbolic representation of concepts or variables, and interrelationships among them
🗑
|
||||
| Orem’s Self-Care Model: a conceptual model going off of the self-care deficit nursing theory; | states that self-care activities are what people do on their own behalf to maintain health and well-being; the goal of nursing is to help people meet their own therapeutic self-care demands
🗑
|
||||
| Pender’s Health Promotion Model | a diagramed model for explaining and predicting the health-promotion component of lifestyle; schematic models can be useful in clarifying and succinctly communicating linkages among concepts.
🗑
|
||||
| Roy’s Adaptation Model: in this model, humans viewed as biopsychosocial adaptive systems who cope with environmental change through the process of adaptation. | W/in t/ system, there are 4 subsystems: physiological/physical, self-concept/group identity, role function and interdependence; the goal of nursing in this model is promote client adaptation; broad CONCEPTUAL MODEL of nursing
🗑
|
||||
| Schematic model/Conceptual map | visual representations of some aspect of reality; they use concepts as building blocks but with minimal word usage; graphic, theory-driven representations of phenomena and their interrelationships using symbols or diagrams and a minimal use of words
🗑
|
||||
| Shared theory | when the appropriateness of borrowed theories for nursing inquiry is confirmed, the theories become shared theories
🗑
|
||||
| Social Cognitive Theory | offers an explanation of human behavior using the concepts of self-efficacy and outcome expectations; they’re focused on people’s belief in their own capacity to carry out particular behaviors
🗑
|
||||
| Statistical model |
🗑
|
||||
| Substantive theory | conceptualizations of the target phenomenon being studied
🗑
|
||||
| Symbolic interactionism: the most prominent theoretical system in grounded theory which has three underlying premises: 1. Humans act toward things based on meanings for them; | 2. The meaning of things arises out of the interaction humans have with other fellow humans; 3rd, meanings are handling in, & modified through, an interpretive process in dealing with thins humans encounter
🗑
|
||||
| Theory | a theory is a set of interrelated concepts that are tied or linked together; an abstract generalization that offers a systematic explanation about how phenomena are interrelated
🗑
|
||||
| Theory of Planned Behavior | an extension of the Theory of Reasoned Action that provides a framework for understanding people’s behavior ad its psychological determinants
🗑
|
||||
| Theory of Stress and Coping: an effort to explain people’s methods of dealing with stress (environmental and internal demands that tax or exceed a person’s resources and endanger his or her well-being); | the model states that coping strategies are learned, deliberate responses used to adapt to or change stressors
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
Fukanwa
Popular Nursing sets