Chapter 4 Flashcards
<p>
| Journal Articles</p>
<p>
Descriptions of studies published in professional journals. They are often subjected to peer review. Peer reviews are often blind (reviewers are not told names of authors and vice versa.).</p>
<p>Research Journal Articles have an IMRAD Format which means...</p>
<p>The paper is preceded by a title and an abstract, and concludes with references. IMRAD = Introduction Method Results And Discussion :) </p>
<p>Abstract </p>
<p>A brief description of the study placed at the beginning of the article.
The abstract answers questions like the following: What were the research questions? What methods were used to address those questions? What were the findings? What are the implications for nursing practice?
Readers can review an abstract to judge whether to read the full report.
</p>
<p>Old Style Abstract</p>
<p>Single paragraph, about 100 to 150 words
</p>
<p>New Style Abstract </p>
<p>More detailed, with specific headings
| </p>
<p>An Introduction </p>
<p>Sets the stage for presenting what the researcher did and what was learned.
Description of:
Central phenomena, concepts, or variables
Study purpose, research questions, or hypotheses
Review of literature
Theoretical/conceptual framework
Study significance, need for study
</p>
<p>The Method Section </p>
<p>sThe method section describes the methods used to answer the research questions. In a quantitative study, the method section usually describes the following, which may be presented in labeled subsections:
Research design
Sampling plan
Methods of measuring variables and collecting data
Study procedures, including procedures to protect participants
Analytic methods and procedure
</p>
<p>In qualitative studies, the method section contains...</p>
<p>Research tradition Sampling approach and description of study participants Setting and context Data collection approaches Study procedures Analytic strategies </p>
<p>How do qualitative studies differ from quantitative in the method section? </p>
<p>Qualitative researchers discuss many of the same issues, but with different emphases.
For example, a qualitative researchers often provide more information about the study setting and context than quantitative researchers, and less information on sampling and data collection. Increasingly, reports of qualitative studies describe the researchers’ efforts to enhance the integrity of the study.
</p>
<p>The Results Section </p>
<p>Presents the findings that were obtained by analyzing the study data.
</p>
<p>What do Quantitative studies have in their "results" section? </p>
<p>Descriptive information (e.g., description of subjects)
Results of statistical analyses
Names of statistical tests
Value of calculated statistics-
=The value allows researchers to reach conclusions about their hypotheses. The actual value of the statistic, however, is not inherently meaningful and need not concern you.
Level of statistical significance
=If a researcher reports that the results are statistically significant, it means the findings are probably true and replicable with a new sample.
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<p>Statistical Tests </p>
<p>Researchers use statistical tests to test their hypotheses and assess the probability that the results are accurate.
A statistical test helps answer the question </p>
<p>What do statistical tests help answer? </p>
<p>(If the researcher finds that the average birth weight of drug-exposed infants in the sample is lower than the birth weight of infants not exposed to drugs, how probable is it that the same would be true for other infants not in the sample?)
*A statistical test helps answer the question, Is the relationship between prenatal drug exposure and infant birth weight real, and would it likely be observed with a new sample from the same population?*
Statistical tests are based on common principles; you do not have to know the names of all statistical tests to comprehend the findings.
</p>
<p>Level of Statistical Significance </p>
<p>Index of how probable it is that the findings are reliable
</p>
<p>Example of a level of statistical significance </p>
<p>For example, if a report indicates that a finding was significant at the .05 level, this means that only 5 times out of 100 (5/ 100 = .05) would the obtained result be spurious. In other words, 95 times out of 100, similar results would be obtained with a new sample. Readers can thus have a high degree of confidence— but not total assurance— that the results are accurate.
</p>
<p>In qualitative studies, the "results" section has...</p>
<p>Findings often organized according to major themes, processes, or categories identified in the analysis
Almost always includes raw data—quotes directly from study participants
</p>
<p>Raw Data- </p>
<p>The actual words of participants
| unanalyzed data; data not yet subjected to analysis</p>
<p>The "discussion" section contains...</p>
<p>Interpretation of the results
Implications for nursing practice and for further research
Study limitations
</p>
<p>What is the purpose of a discussion section? </p>
<p>It demonstrates to readers that the authors were aware of the limitations and probably took them into account in interpreting the findings.
</p>
<p>Where are study limitations typically described?</p>
<p>The "discussion" section of the report </p>
<p>The style of research journals are often difficult to glean the "story" being told because of?</p>
<p>1. Compactness.
Journal space is limited, so authors compress a lot of information into a short space. Interesting, personalized aspects of the investigation cannot be reported, and, in qualitative studies, only a handful of supporting quotes can be included.
2. Jargon.
The authors of research articles use research terms that may seem esoteric.
3. Objectivity.
Quantitative researchers tend to avoid any impression of subjectivity, and so they tell their research stories in a way that makes them sound impersonal. Most quantitative research articles are written in the passive voice, which tends to make the articles less inviting and lively. Qualitative reports, by contrast, are often written in a more conversational style.
4. Statistical information.
In quantitative reports, numbers and statistical symbols may intimidate readers who do not have statistical training.
Objectivity & statistical information are particularity prominent in quantitative research articles. </p>
<p>Tips on reading research articles:</p>
<p>Read regularly, get used to style.
Read copied articles—underline, highlight, write notes.
Read slowly.
Read actively.
Reading actively means that you constantly monitor yourself to verify that you understand what you are reading. If you have difficulty, you can ask someone for help. In most cases, that “someone” will be your instructor, but also consider contacting the researchers themselves.
Look up technical terms in glossary.
Don’t be intimidated by statistics—grasp gist of story.
“Translate” articles or abstracts.
You can do this by translating jargon into more familiar words, by recasting the report into an active voice, and by summarizing findings with words rather than numbers.
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