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Nursing Research Exam 2 > Exam II Study Cards > Flashcards

Exam II Study Cards Flashcards

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1
Q

Selection of Design

A

Consider feasibility of conducting study

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2
Q

Intervention Fidelity

A

Constant data collection

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3
Q

Experimental Design Features

A

Randomization
Control Group
Manipulation

Advantages: most appropriate for testing CAUSE AND EFFECT RELATIONSHIPS

Disadvantages: costly and difficulty in field

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4
Q

Experimental Design

A

For testing Cause and Effect relationships

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5
Q

Positivism

A 
Real
Natural
Truth by observation
Context minimized
Neutral observer 
Experimental
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6
Q

Constructivism

A 
Subjective
Multiple realities
Culture and environment
Context emphasized
Active participant w/ dialogue
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7
Q

Hawthorne Effect

A

Trial participants act differently to get attention

or please researcher

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8
Q

Quasi-Experimental Design

A

MANIPULATION OF A VARIABLE
- not random
Layouts:
- Non-equivalent (foam vs soap)
- After only non-equiv (no baseline data)
- one-group (pre/posttest; nurse residencies)
- Time series (some baselines, interventions applied and info gathered afterward)

Advantages: practical and feasible

Disadvantages: unable to make clear cause/effect statements; may not be able to randomize

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9
Q

Non-Experimental Design

A

No independent variable b/c already occurred
(smoker already smokes)
- concepts of control still observed w/in a cohort

Advantages: IMPORTANT when randomization, control, and manipulation are not appropriate or possible

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10
Q

Survey Studies (CDE)

A

Comparative
Descriptive
Exploratory

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11
Q

Correlational Studies

A

Relationships between variables

but does not determine cause and effect

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12
Q

Solomon-Four-Group Design

A

Tests AGAINST the THREAT of INTERNAL

VALIDITY of INSTRUMENTATION

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13
Q

Extraneous Variables

AKA Intervening/Mediating

A

Interfere w/ operations of variables being studied
Control w/:
homogenous sample; consistent data collection; training and supervision; manipulation of IV; randomization

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14
Q

Threats to Internal Validity

A

History; Maturation; Testing; Instrumentation;

Mortality; Selection Bias

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15
Q

History

A

Historical events that skew results

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16
Q

Maturation

A

Respondents change as time passes;

external to investigation

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17
Q

Testing

A

Repeated testing influences responses in the

future

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18
Q

Instrumentation

A

Measurements affected by instrument

calibration

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19
Q

Mortality

A

Loss of subjects from pre to posttest

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20
Q

Selection Bias

A

Respondents change own mind about

participating

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21
Q

External Validity

A

Questions conditions of findings

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22
Q

Internal Validity

A

Asks if IV caused or resulted in change in DV
“Truth Value”
Rules out threats as rival explanations of relationships between variables
Consider BEFORE PLANNING A STUDY to not negate results

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23
Q

Population

A

Well-defined set

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24
Q

Sample

A

Subset of units from a population

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25
Q

Accessible Population

A

Group of people available to make a sample

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26
Q

Exclusion Criteria

A

Restrict population to HOMOGENEOUS group

of subjects

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27
Q

Inclusion and Exclusion Criteria

A

Establish control for extraneous variability or bias that would limit the strength of evidence contributed by the sampling plan.
Careful establishment of criteria INCREASE PRECISION of the study and STRENGTH of EVIDENCE, contributing to ACCURACY and GENERALIZATION of the findings

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28
Q

REPRESENTATIVENESS

A

Key characteristics CLOSELY
APPROXIMATE those of the population;
foremost criterion in appraising a sample.

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29
Q

Who is CONVENIENCE SAMPLING

A

Any subject available that meets criteria and
will participate
Advantages: easy to draw

Disadvantages: HIGHEST
RISK OF BIAS b/c samples may volunteer based off of interest in study

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30
Q

QUOTA SAMPLING

A

-Fill spots with proportionate strata
represented (40/40/20)
-Oversampling to satisfy survey size
-BIGGER SAMPLE MORE REFLECTIVE OF TRUTH
-RECRUITMENT and ENROLLMENT.
-Representativeness INCREASED b/c prob of over/underrepresentation addressed.
-Characteristics of population selected according to researcher’s judgment and Lit review

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31
Q

PURPOSIVE SAMPLING (QUAL)

A
  • MORE heterogeneous the population, -GREATER RISK of bias introduced
  • Sample HANDPICKED so limited ability to generalize
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32
Q

PROBABILITY (RANDOM SELECTION)

Take the Simple and STRAight way to not get in a Cluster

A
  • SIMPLE, STRATIFIED, AND CLUSTER
  • AVOIDS BIAS but more time consuming
  • Each subject has an EQUAL CHANCE OF BEING CHOSEN
  • CLOSELY ASSOCIATED W/ EXPERIMENTAL AND QUASI
  • STRONGEST TYPE OF SAMPLING
  • Different then RANDOM ASSIGNMENT*
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33
Q

RANDOM ASSIGNMENT

A

Subjects ASSIGNED to experimental or control group on a RANDOM BASIS

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34
Q

SIMPLE RANDOM SAMPLING

A
  • CAREFULLY CONTROLLED
  • Researcher DEFINES the POPULATION, LISTS the UNITS of the pop (SAMPLING FRAME), and SELECTS a sample of units (SUBSET) from which the sample will be chosen
  • LABORIOUS, TIME CONSUMING, INEFFICIENT
  • CAUTION w/ reporting generalized findings, esp if pop difficult to list completely
  • LOW BIAS
  • REPRESENTATIVENESS MAXIMIZED but no guarantee
  • Differences function of CHANCE
  • Probability of non-representativeness DECREASES with INCREASED SAMPLE SIZE
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35
Q

STRATIFIED RANDOM SAMPLING

A

-Population DIVIDED into HOMOGENOUS
SUBGROUPS
-Elements from ea subset RANDOMLY SELECTED on basis of PROPORTION to the population
-Goal –> ACHIEVE GREATER DEGREE OF REPRESENTATIVENESS
-Question APPROPRIATENESS to problem under investigation
-TIME CONSUMING and DIFFICULT to OBTAIN POPULATION LIST W/ COMPLETE CRITICAL VARIABLE INFO
-CHALLENGE OF ENROLLING PROPORTIONAL STRATA AND TIME/$ INVOLVED FOR LARGE SCALE STUDY
-ENHANCED REPRESENTATIVENESS
-VALID BASIS FOR MAKING COMPARISONS AMONG SUBSETS IF INFO ON CRITICAL VARIABLES AVAILABLE
-OVERSAMPLE DISPROPORTIONATE STRATUM TO ADJUST FOR UNDERREPRESENTATION

36
Q

SYSTEMATIC/Constant Error

A

Data collected in a consistent manner

37
Q

Cluster/Multistage Sampling

A

Successive, RANDOM sampling of units/
clusters that PROGRESS from LARGE to SMALL and meet eligibility criteria
- 1st stage is Large
- 2nd stage is small
- 3rd stage is smaller
Advantage: more economical; less time consuming than simple or stratified

Disadvantage: more sampling errors and complexity of handling data; less representative

38
Q

SAMPLING

A

Selecting representative units of a population
for study in a research investigation.
PURPOSE: to increase the efficacy of a research study

39
Q

Convenience

A

Using the most readily accessible persons or
objects as subjects in a study
Advantages: easy to obtain subjects and appropriate

Disadvantages: risk of bias GREATER THAN any other type b/c volunteers can feel strongly about the issue being studied and favor certain outcomes; MOST COMMON BUT WEAKEST, so use CAUTION w/ data; make sure to obtain sufficient # of subjects who meet same criteria

40
Q

Networking/Snowballing

A

Used to locate samples that are difficult to find
via social networks and friends to get in touch
with others

41
Q

Purposive Sampling

A

Researcher’s knowledge of the population and it’s elements used to handpick cases to be included, especially if typical

  • used when highly unusual group being studied to precisely describe sample characteristics to provide an accurate pic for the reader
  • studies differential effect of risk factors in a specific pop longitudinally

Advantages: increasingly common; assumes errors of judgment in over/underrepresenting elements of the population in the sample will balance out

Disadvantages: no objective method for determining validity of assumption; the MORE HETEROGENEOUS the POPULATION, the GREATER the chance of BIAS being INTRODUCED in the selection; CONSCIOUS BIAS a CONSTANT DANGER, so regard findings w/ CAUTION; GENERALIZABILITY LIMITED

42
Q

POWER ANALYSIS

A

Used to DETERMINE SAMPLE SIZE and FIND SIGNIFICANCE of a QUALITATIVE STUDY

43
Q

Sample Size Implications

A
  • BIGGER sample size more reflective of
    TRUTH
  • Smaller size has less accurate results
  • Non-Probability have lack of randomization and are less generalizable, producing less representative samples
44
Q

NON-PROBABILITY (the Con Quoted for a Purpose)

NON-Random

A
  • CONVENIENCE, QUOTA, AND
    PURPOSIVE
    -Non-random choosing methods
  • Easy to obtain sample; higher bias; and less representativeness
45
Q

Random SELECTION/Probability (Sampling)

A

-Process of selecting a portion/subset of the designated population to represent the entire population
-Each element of the population has an
EQUAL and INDEPENDENT chance of being
included
-GREATER confidence of representative rather then biased
-more closely reflects characteristics of the population of interest
-Purpose: incr efficacy of research study

46
Q

Random ASSIGNMENT (Randomization)

A

Distribution of subjects (indv or groups) to either experimental or control group on random basis, giving an equal chance of being assigned to any group
-req’d for a study to be considered a true experimental design
- reduces systematic/selection bias and minimizes variance
- assumes any imp intervening variables will be equally distributed between the groups
-

47
Q

Triangulation/Crystallization

A

combing methods, theories, data sources, or investigators to converge of a single construct

  • incr’s strength and consistency of evidence
  • uses both qual and quant
48
Q

Bracketing in Phenomenological (Lived experience) Research

A

Identify and set aside personal biases BEFORE interview to foster and open mind

49
Q

Characteristics of a well-written study

A 
ID the Phenomenon
Structure the study
gather the data
analyze the data
describe the findings
50
Q

Credibility in Qualitative Research (tests rigor)

A

Truth of findings as judged by participants and others w/in the discipline

  • do participants recognize the experience as their own?
  • has adequate time been allowed to fully understand the phenomenon?
51
Q

Auditability in Qualitative Research (tests rigor)

A

Accountability as judged by the adequacy of info leading the reader from the research question and raw data through various steps of analysis to the interpretation of findings

  • can the reader follow the researchers thinking?
  • Does the researcher document the research process?
52
Q

Fittingness in Qualitative Research (tests rigor)

A

faithfulness to everyday reality of the participants, described in enough detail to that others in the discipline can eval importance for their own practice, research, and theory development

  • findings applicable outside study situation?
  • results meaningful to individuals not involved?
  • analysis strategy compatible w/ study purpose?
53
Q

Confirmablity = what

A

Creditibility + Auditability + Fittingness

- findings that reflect implementation of all three standards

54
Q

Trustworthiness

A

RIGOR of goodness of data

55
Q

EMIC View in Ethnography

A

MEMBERS/Insiders View

56
Q

ETIC View in Ethnography

A

OUTSIDERS view

57
Q

Data Characteristics

A

info that is systematically collected in teh course of a study

58
Q

Data Collection Characteristics

A

both objective and systematic

  • provide operational definitions of the relevant variables
  • Collection and Analysis occur SIMULTANEOUSLY
59
Q

Types of Data Collection

A

Self-Report
Observational
Physiological
Existing

60
Q

Self-Report Data Collection

A

interviews, questionnaires, paper-pencil

61
Q

Observational Data Collection

A

used when variables of interest deal w/ events or behaviors
- req’s preplanning, systematic recording, controlling the observations, and providing a relationship to scientific theory
- best suited for probs that are difficult to view as part of a whole
Advantages: flexibility to measure many types of situations; allow for depth and breadth of info to be collected

Disadvantages: distorted data as a result of observer’s presence; biased observation by observer

62
Q

Physiological Data Collection

A

Physical, chemical, microbiological, or anatomical status; objective, precise and sensitive

63
Q

Existing Data Collection

A

Records or Large Databases
Advantages: saves time and money; reduces probs w/ subject recruitment, access, and ethical concerns

Disadvantages: records/data are subject to probs of authenticity and accuracy

64
Q

Data Saturation

A

point when data collection can cease b/c info being presented is repetitive and inclusion of additional participants doesn’t result in new ideas

65
Q

Data Analysis

A

Search for DOMAINS or SYMBOLIC categories

66
Q

Theme/Label

A

represents a way of describing Lg quantities of data in a condensed format

67
Q

Grounded Theory

A

SOCIAL PROCESSES AND SOCIAL STRUCTURES
- used to build/Construct a theory where one does not exist (theoretical sampling)
- theory constructed from a base of observations of the world as it is lived by a selective group of ppl
“RESEARCHER AS AN INSTRUMENT” by emersion in direct observation and learning
- Data analyzed w/ CONSTANT COMPARATIVE METHOD
-MODIFIABLE AS NEW INFO GATHERED

68
Q

Ethnography (cultural knowledge)

A

Cultural anthropology
Goal: to understand natives of the world
- Scientifically describes and interprets cultural or social groups or systems
- emersion and time spent in setting w/ FIELD NOTES and participant observation
- Essence of method: descriptions of cultural groups or subgroups

69
Q

Control/Comparison Group

A

NO intervention or tx

- variables under study held at constant or comparison level

70
Q

Experimental Group

A

Receives intervention or tx

71
Q

Controlling Extraneous and Antecedent Variables

A

use homogeneous sample
use consistent data collection procedures
train and supervise data collectors and interventionists
- manipulate the IV
- Randomization

72
Q

Solomon-Four-Group Design

A

Tests AGAINST threat of internal validity of instrumentation

  • Controls for REACTIVE EFFECTS of the pretest
  • 2 identical groups used in experimental design, plus 2 additional groups (experimental after and control after)
  • subjects randomly assigned to 1 of 4 groups before baseline data collected
  • results in 2 groups that only rcv a posttest, which provides opp to rule out result distortions that may hv occurred due to exposure to the pretest
  • larger sample size = more $
73
Q

Longitudinal Studies

A

Collects data from the SAME group/cohort at DIFFERENT times

  • relationships and differences
  • repeated measurements
74
Q

Ex-Post Facto/Retrospective (Case control; comparative;casual comparative)

A

Looking back

75
Q

Cross-Sectional Studies Design

A

Data gathered once w/ 1 pt during a certain time

- can explore comparisons or differences

76
Q

Survey Studies (DEC)

A

Descriptive
Exploratory
Comparative

77
Q

Correlational Studies

A

DO NOT DETERMINE CAUSE AND EFFECT

78
Q

Random Assignment controls for…

A

Selection bias

79
Q

Limitations also means…

A

study weaknesses

80
Q

Threat to Internal Validity MOST DIFFICULT TO CONTROL IS…

A

MORTALITY, so oversample to have adequate power

81
Q

Degree to which study results can be applied to the larger population is…

A

external validity (generalize the findings)

82
Q

Type of design that controls for the REACTIVE EFFECTS of the PREtest is….

A

Solomon Four Group

83
Q

Threat to Internal Validity that is controlled when a researcher completes an experiment in a short period to minimize developmental changes…

A

maturation

84
Q

Threat to internal validity that is controlled when a researcher uses reliable and valid assmt tool/scales for rating/scoring to avoid bias…

A

Instrumentation

85
Q

True-experiment req’s what…

A

Control, manipulations, randomization

Nursing Research Exam 2 (1 decks)

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