Ch. 8 Exam 2

Question 1

There is a cause-and-effect relationship between the variables. The simplest view is one independent variable causing a change in one dependent variable. Independent variable (X) causes Y (a change in the dependent variable). Examines the effect of a particular intervention on selected outcomes.

Answer 1

Causality

Question 2

There is cause-and-effect relationship between interrelating variables. There are multiple independent variables causing a change in the dependent variable. The recognition that several interrelating variables can be involved in causing a particular outcome. The presence of multiple causes for an effect.

Answer 2

Multi-Causality

Question 3

Addresses relative rather than absolute causality. Variations in variables occur. Researcher recognizes that a particular cause probably will result in a specific effect. Addresses relative rather than absolute causality.

Answer 3

Probability

Question 4

Distortion of study findings that are slanted or deviated from the true or expected. Ex: some of the subjects for the study might be taken from a unit of the hospital in which the pts are participating in another study involving high quality nursing care or one nurse, selecting pts for the study, might assign the pts who are most interested in the study to the experimental group. (pg. 195)

Answer 4

Bias

Question 5

Looking forward, interventional/experimental research must be prospective. The timing of data collection.

Answer 5

Prospective

Question 6

Looking Backward. The timing of data collection.

Answer 6

Retrospective

Question 7

Implemented throughout the design. Improved accuracy of findings. Greatest in experimental research. Ex: random selection and assignment, control the duration of the edu program, control the methods of teaching and teachers, and lastly limit the characteristics of subjects (ex: diagnosis, age, type of survey, and incidence of complication.) The power to direct or manipulates factors to achieve a desired outcome. This is greater in experimental then quasi-experimental designs.

Answer 7

Control

Question 8

Implementation of a treatment or intervention. The independent variable is controlled. Must be careful to avoid intro of bias into the study. Usually done only in quasi-experimental and experimental designs. A form of control generally used in quasi-experimental and experimental studies.

Answer 8

Manipulation

Question 9

Blueprint (Detailed plan) for conducting a study. Purpose, review of literature, and framework provide the basis for the design

Answer 9

Research Design

Question 10

Types of research design:

Answer 10

Descriptive
Correlational
Quasi-Experimental
Experimental

Question 11

Purpose of design/purpose of a study?

Answer 11

To describe, to examine relationships, to determine differences, to test a treatment, to provide a base of evidence for practice, and a combo of all the above.

Question 12

(observational/non-experimental) study design. Most commonly used design. Examines characteristics of single sample. Identifies phenomenon, variables, and conceptual and operations definitions and describes definitions.

Answer 12

Descriptive

Question 13

examines differences in variables in 2 or more groups that occur naturally in a setting. Results obtained from these analyses are frequently not generalizable to a population.

Answer 13

comparative descriptive design

Question 14

(observational/non-experimental) study design. Study Groups: groups in comparative descriptive studies. Control group —> standard care/usual care. Comparison group —> standard care/ usual care. Equivalent vs. non-equivalent groups.

Answer 14

Correlational

Question 15

(experimental/exposure) study design. Untreated control group design with pretest and posttest. Non-equivalent dependent variables design. Removed-treatment design with pretests and posttest.

Answer 15

Quasi-Experimental

Question 16

(experimental/exposure) study design

Answer 16

Experimental

Question 17

Picture, examine, one time survey, questionnaire, etc. Design involves examining a group of subjects simultaneously in various stage of development, levels of education, severity of illness, or stages of recovery to describe changes in a phenomenon across stage.

Answer 17

cross-sectional

Question 18

design involves collecting data from the same subjects at different points in time and might also be referred to as repeated measures.

Answer 18

longitudinal design

Question 19

Example of Cross-sectional and Longitudinal design:

Answer 19

A researcher admins a written test to evaluate knowledge of insulin admin and glucose monitoring to a group of subjects at annual intervals over the next decade.

Question 20

Is focuses on determining if study findings are accurate. (IV —> DV)

Answer 20

Internal validity

Question 21

is concerned with the extent to which study findings can be generalized beyond the sample used in the study.

Answer 21

External Validity

Question 22

The design uses large # of subjects to test a treatments effect and compare results with a control group who did not receive the treatment. The subjects come from a reference population. Randomization of subjects is essential. Usually, multiple geographic locations are used.

Answer 22

Randomized Controlled Trial (RCT)