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EBP > Final Review > Flashcards

Final Review Flashcards

1
Q

practice based on the best available evidence, patient preference, and clinical judgement

A

Evidence based practice

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2
Q

changing practice based on the results of a single research study

A

research utilization: shifting from this model to EBP would be more likely to improve patient outcomes and provide more cost-effective methods of care. Many nursing questions cannot be answered in a single study.

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3
Q

three models of EBP

A

ACE star model of knowledge transformation
Iowa Model of EBP*
Model of diffusion of innovation

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4
Q

devote 15 mins/day to reading evidence related to a clinical trial
sign up for emails that offer summaries of research studies in your area of interest
use a team approach when considering policy changes to distribute the workload among members
bookmark websites having clinical guidelines to promote faster retrieval of info
evaluate available technologies to create time-saving systems that allow quick and convenient retrieval of information at bedside
negotiate release time from patient care duties to collect, rad, and share information about relevant clinical problems,
search for already est clinical guidelines bc they provide synthesis of existing research

A

strategies for overcoming barriers to adopting EBP

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5
Q

model of diffusion of innovations

A

model to assist in understanding how new ideas come to be accepted into practice

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6
Q

systematic study that leads to new knowledge and/or solutions to problems or questions

A

research

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7
Q 
identify the research question
conduct a review of literature
identify a theoretical framework
select a research design
implement the study
analyze the data
draw conclusions
disseminate findings
A

steps of the research process

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8
Q 
descriptive
explanatory
predictive
basic or applied
quantitative or qualitative
A

categories of research

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9
Q

concerns persons, health, nursing practice, and environment

A

nursing research

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10
Q

research concerned with providing accurate descriptions about phenomena

A

descriptive research

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11
Q

research concerned with identifying relationships among phenomena

A

explanatory research

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12
Q

research that forecasts precise relationships between dimensions of phenomena or differences between groups

A

predictive reserach

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13
Q

research to gain knowledge for the sake of gaining knowledge

A

basic research

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14
Q

research to discover knowledge that will solve a clinical problem

A

applied research

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15
Q

research that uses numbers to obtain precise measurements

A

quantitative research

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16
Q

research that uses words to describe human behaviors

A

qualitative research: the world is NOT objective-there can be multiple realities bc the context of the situation is different for each person and can change with time

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17
Q

verifiable by experience through the five senses

A

empirical evidence: a focus of quantitative research

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18
Q

primarily linked to quantitative research

reasoning that moves from the general to the particular

A

deductive reasoning

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19
Q

reasoning that moves from the particular to the general and is associated with qualitative approaches

A

inductive reasoning: take a particular idea and express an overall general summary about the phenomena

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20
Q

control and manipulation of situations
analysis of numbers with statistical tests
larger number of subjects

A

quantitative research strategies

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21
Q

naturalistic: allows situations to unfold without interference
analysis of words to identify themes
smaller numbers of participants

A

qualititative research strategies

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22
Q

nonexperimental
corretational
quasiexperimental
experimental

A

possible designs of quantitative research

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23
Q

phenomenology
ethnography
grounded theory
historical

A

possible designs of qualitative research

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24
Q

the first section of a research paper that provides an overview of the study

A

abstract

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25
Q

part of a research particle that states the problem and the purpose

A

introduction

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26
Q

an unbiased, comprehensive, synthesized description of relevant previously published studies

A

review of literature

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27
Q

the structure of a study that links the theory concepts to the study variables
often describes the relationships among general concepts and provides linkages to what is being measuring in the study.
often combined with review of literature
provides the structure for the study by lining the abstract to the empirical

A

theoretical framework

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28
Q

major portion of a research article describing the study design, sample, and data collection

A

methods section

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29
Q

component of a research article that reports the methods used to analyze data and characteristics of the sample

A

results section

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30
Q

portion of a research article that interprets results and how findings extend the body of knowledge

A

discussion section

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31
Q

information for each article cited in a research report

A

list of references

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32
Q

a broad generalization that describes, explains, and predicts occurrences that take place around us

A

grand theory

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33
Q

first nurse researcher
systematic collection and analysis of data to id factors that contribute to morbidity and mortality rates of british soldiers during the Crimean War
ENVIRONMENTAL FACTORS ARE CRITICAL INFLUENCES ON THE HEALTH OF INDIVIDUALS
Notes on Nursing: What it Is, and What it is Not (1946)

A

florence nightingale

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34
Q

Goldmark and Brown reports

A

asserted nurses needed university education, not hospital diploma programs

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35
Q

western interstate commission for higher education (1957)

A

nursing research incorporated into graduate curricula; provided a structure for the advancement of nursing science

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36
Q

nurse education
nurse-patient relationship; characteristics of ideal nurse
clinical problems and clinical outcomes-protection of human rights
cost effectiveness measures in nursing-nursing recognized as a science and guaranteed federal funding
public concerns about the inequitites of healthcare delivery

A

development of nursing research focus

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37
Q

proposed first regulations to protect human subjects

A

Dept of health, education, and welfare in 1973–> developed IRBs

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38
Q

This report identified ethical principles that are foundational for the ethical treatment of individuals participating in studies funded by the federal govt
respect for persons
beneficience
justice

A

The Belmont Report

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39
Q

caused significant changes in the way health care was reimbursed

A

Diagnosis-Related Groups of the 80’s

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40
Q

the purpose of this database is to collect and evaluate unit-specific nurse sensitive data from hospitals in the US
*many of these measures are used by hospitals that have received MAGNET Recognition for nursing excellence

A

National Database of Nursing Quality Indicators (NDNQI)

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41
Q

ethical code of conduct for research that uses human subjects

A

Nuremberg Code

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42
Q

a study during which subjects were denied treatments so that the effects of the disease could be studied
conducted by United States Public Health Service
natural course of untreated syphilis

A

Tuskegee Study

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43
Q

an unethical injection of cancer cells to subjects without their consent
Was the body’s inability to reject cancer cells due to cancer or the presence of a debilitating chronic illness?

A

Jewish Chronic Disease Hospital Study

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44
Q

An unethical study involving coercion of parents to allow their children to participate in the study in exchange for admission to a long-term care facility
Mental health clinic stopped admitting patients unless they agreed to participate in hepatitis study

A

Willowbrook studies

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45
Q

based on Roger’s model on diffusion of innovation

provides specific strategies organizations can use to improve adoption of an EBP innovation

A

Translational Research Model

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46
Q

modifying policies and standards
modifying medical record forms
senior administrator education and support
orientation of new staff members

A

four interventions described in the Translational Research Model to promote excellence in nursing and move EBP forward

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47
Q

RNEL

A 
Research Article
National Guideline
Expert opinion
lit review
type of evidence to support policy changes
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48
Q

APN

A

organization

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49
Q

Joanna Briggs Institute

A

International

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50
Q

Policy committee

A

organizational

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51
Q

AHRQ

A

national

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52
Q

Librarian

A

Regional level

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53
Q

NINR

A

national

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54
Q

Staff nurse

A

individual nurse level

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55
Q

adopted by World Medical Association in 1964; provides guidelines for physicians conducting biomedical research. Informed consent is hallmark

A

declaration of Helsinki: is more specific about what constitutes ethical scientific research than Nuremberg Code

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56
Q

voluntary consent is absolutely necessary for participation in research. Conduct avoiding harm, producing results that benefit society, and allowing participants to withdraw at will were deemed ethical. Became the standard to other codes of conduct

A

Nuremberg Code

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57
Q

right to freedom from harm
right to privacy and dignity
right to anonymity

A

human rights as research subjects as defined by ANA Commission on Nursing Research

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58
Q

a committe that reviews research proposals to determine that research is ethical

A

institutional review board (IRB)

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59
Q

gap in knowledge that requires a solution

A

research problem

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60
Q

identified through personal clinical experience, professional literature, current nursing theories, previous research, and national initiatives

A

research problems

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61
Q

must inclde the scope of the research problem, the specific population of interest, the independent and dependant variables, and the goal or question the study intends to answer; should implicitly or explicitly indicate that the proposed study is ethical, feasible, and of significant interest to nursing

A

problem statement

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62
Q

indicates the aim of the study; is derived from the problem statement

A

purpose statement

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63
Q

when one variable changes, the other variable changes

A

associative relationship: caution: association does not equal causation

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64
Q

when one variable determines the presences of change in another variable

A

causal relationship of an associative hypothesis

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65
Q

a hypothesis describing the relationship between two variables

A

simple hypothesis

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66
Q

a hypothesis describing the relationship between three or more variabes

A

complex hypothesis

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67
Q

a hypothesis that states that a relationship exists between two variables, but it does not predict the direction or nature of the relationship

A

nondirectional hypothesis: commonly used in exploratory and descriptive studies

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68
Q

when a _______ hypothesis is used, a rationale is included in the problem statement explaining why a directional relationship cannot be predicted between the variables

A

nondirectional hypothesis

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69
Q

no relationship among variables

A

null or statistical hypothesis

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70
Q

factors that interfere with the relationship between the independent and dependent variables

A

confounding variables or extraneous variables Z

71
Q

present original information by the person or people responsible for creating it

A

primary evidence

72
Q

resulting summaries, commentaries, reviews, or interpretations of primary sources

A

secondary sources

73
Q

experts and editors rigorously evaluate a manuscript submitted for publication

A

peer review

74
Q

works written and edited by professionals in the discipline for other collegues

A

scholarly literature

75
Q

written for professionals in a discipline using a more casual tone than scholarly literature

A

trade literature

76
Q

written to inform or entertain the general public

A

popular literature

77
Q

most traditional type of review

based on common or uncommon elements of works without concern for research methods, designs, or settings

A

narrative reviews

review of literature in most published articles is a traditional narrative review

78
Q

scholarly papers that synthesize published studies to answer questions about phenomena of interest
“generalizations about substantive issues from a set of studies directly bearing on those issues”
typically found in peer-reviewed professional publications
Ganong is credited with clarifying the steps of conducting this type of review

A

integrative review

79
Q

scholarly papers that combine results of studies into a measurable format and statistically estimate the effects of proposed interventions
unlike an integrative review, this type of review includes only works that are similar or identical so that like-comparisons can be made and include both published and unpublished work
grew from narrative reviews when the increasing amounts of numerical data grew too cumbersome
especially useful as sources of evidence when large randomized trials are not feasible

A

meta-analyses

80
Q

a rigorous, methodical synthesis of r
scientific tools which are used to summarize and communicate the results and implications of otherwise unmanageable quantities of research

A

systematic reviews

81
Q

unpublished reports, conference papers, and grant proposals

often indicative of up and coming hot topics in the field

A

grey literature

82
Q

using a reference list to identify sources of evidence

A

citation chasing

83
Q

describes the broad catch of retrieved records
research strategy best used when the information being sought is uniquely detailed, a new topic or procedure, or has not been widely written about in literature

A

recall

84
Q

a search strategy that narrows the parameters of the search
this search strategy is best when the information being sought has been written about in a number of authoritative sources by a number of knowledgeable people.
the search can be narrowed without undue concern abut the loss of some relevant records bc it is likely the search contained needed information in the retrieved records

A

precision

85
Q

often best for searching full text or citation records

A

keyword search

86
Q

search operators that are words that specify the relationship between two or more search terms

A

Boolean operators

87
Q

a search strategy that uses a symbol at the end of a group of letters forming the root search term
the ability to retrieve records of search terms that share a common root

A

truncation

88
Q

use of this word will narrow your Boolean search

A

and

89
Q

use of this word will broaden your Boolean search

A

or

90
Q

use of this word will narrow your boolean search

A

NOT

91
Q

woman, women, wom?n

A

wildcard search

92
Q

putting parenthesis around a phrase to search for it exactly as entered, to search two or more boolean operators

A

nesting

93
Q

words such as a ,the, and, in that are so commonly used that they can hinder accurate record retrieval

A

stopwords

94
Q

standardized hierarchial lists that represent major subjects within a database
heart attack and myocardial infarction

A

controlled vocabularies

95
Q

technique for searching subject headings that identifies all records indexed to that term

A

exploding

96
Q

nursing’s premier subject-specific database

A

CINAHL

97
Q

Four broad concepts core to nursing: person, environment, health, and nursing

A

metaparadigm

98
Q

a word or phrase used to communicate a specific key idea to others
properties that are inferred bc they cannot be directly observed

A

construct

99
Q

words or phrases that convey a unique idea that is relevant to a theory
building blocks of theories

A

concept

100
Q

concepts are joined together to form _________

which is a statement about the relationship between 2 or more concepts

A

proposition

101
Q

measures of the variables being studied

A

empirical indicators

102
Q

a concept at the abstract level is comparable to a ______ at the operational level

A

variable

103
Q

A _____ at the abstract level is comparable to a hypothesis at the operational levels

A

proposition

104
Q

Quantitative research typically ____ theory, while qualitative research typically ____ theory

A

tests; builds

105
Q

______ are a set of concepts linked by propositions that explain phenomena. They provide a belief system to guide practice

A

Theories

106
Q

what will an appropriate research design do?

A

reflect an integration of the theoretical and empirical literature that was presented in the review of the lit section

107
Q

used for the purpose of examining causality

A

experimental designs

108
Q

used for the purpose of descriving a phenomenon in detail, explaining relationships and differences among varibales, and predicting relationships and differences among variables

A

nonexperimental designs

109
Q

what is the main difference between experimental and nonexperimental designs?

A

role or researcher:
in experimental designs, researcher actively manipulates IV (independent variable)
In nonexperimental designs, researchers are observers noting the occurrence of the variables of interest and trying to determine relationships and differences.

110
Q

relationship between cause and effect

A

causality

111
Q

causal variable

A

independent variable (IV)

112
Q

multicausality

A

when outcomes have many causes

113
Q

likelihood or chance that an event will occur in a situation

A

probability; probability assertions leave open the possibility that there are other causes and factors affecting the result seen in the DV

114
Q

ability to manipulate, regulate, or statistically adjust for the multitude of factors that can influence the DV

A

control: necessary to make assertions about cause and effect

115
Q

refers to the ability of researchers to control the IV

A

manipulation: an important aspect of control

116
Q

factors that interfere with the relationship between the independent and dependent variables

A

extraneous variables: confound or confuse the effect of the IV and the DV

117
Q

How do you control for extraneous variables?

A

careful selection of participants, use of consistent data collection procedures, randomization, or by using certain statistical tests
*Without careful control of extraneous variables, bias can be introduced into the study

118
Q

results when extraneous variables influence and distort the relationship between IV and DV

A

bias

119
Q

the selection, assignment, or arrangement of elements by chance

A

randomization

120
Q

technique for selecting elements whereby each has the same chance of being selected

A

random sampling

121
Q

subject have an equal chance of being in either the treatment or the control group

A

random assignment: increases the likelihood that extraneous variables that may affect the DV will be equally distributed between the two groups

122
Q

What is an effective way to control for extraneous variables?

A

randomization

123
Q

random sampling is often difficult in health-related reasearch, so what to researchers use instead?

A

convenience samples with random assignment to control/comparison vs intervention groups

124
Q

When groups are different, researchers will need to apply __________ to control for the effect of extraneous variables on the DV

A

statistical tests

125
Q

comparisons are made about hte same subjects at two or more points in time or on two or more measures: ie pre and post intervention testing

A

within-groups design

126
Q

ability to accept results as logical, reasonable, and justifiable based on the evidence presented

A

study validity

127
Q

truth or accuracy of the results

A

validity

128
Q

forces that can change the results of studies

A

threats

129
Q

two primary types of validity

A

internal and external validity

130
Q

the degree to which the results of this study can be generalized to other subjects, settings, and time

A

external validity

131
Q

the degree to which the instrument or empirical indicator actually measures the theoretical concept of interest

A

construct validity r/t external validity

132
Q

the degree to which we can conclude that it was the IV, not the extraneous variables, that produced the change in the DV

A

internal validity

133
Q

the confidence we have that the results from the statistical analysis accurately reflect the true relationship between the IV and DV

A

statistical conclusion validity r/t internal validity

134
Q

occurs when the change in the DV is a result of differences in the characteristics of subjects before they entered a study, rather than the IV

A

selection bias; reduce by use of random assignment to groups

135
Q

a threat to internal validity when the dependent variable is influenced by an event that occurred during the study

A

history threat; decrease this by using a control group who would have been exposed to the same event, but not the IV

136
Q

a threat to internal validity when subjects change by growing or maturing

A

maturation: control group may decrease threat

137
Q

a threat to internal validity when there are inconsistencies in data collection

A

instrumentation threat: use consistent instruments and evaluate interrater reliability to determine the degree of consistency among individuals collecting data

138
Q

a threat to internal validity when a pretest influences the way subjects respond on a posttest

A

testing

139
Q

a threat to internal validity when there is a loss of subjects before the study is completed

A

mortality threat: increases with study duration
attrition rate refers to study drop out rate: if high, author should provide an analysis and explanation for the drop out rate

140
Q

the degree that the results of the statistical analysis reflect the true relationship between the IV and DV

A

statistical conclusion validity: does not happen if researchers make a type II error
were the instruments of measurement reliable?

141
Q

when researchers inaccurately conclude that there is no relationship between IV and DV when a relationship does actually exist

A

type II error: more likely to occur in smaller sample sizes

142
Q

changes noted in the DV can be a result of subject _____ instead of the IV
aka Hawthorne effect

A

reactivity: influence of participating in a study of the responses of subjects

143
Q

how do you control from threats of reactivity?

A

double blind experimental designs: even decreases experimenter expectancy

144
Q

if the sample does not represent the population

A

effects of selection limit the ability to generalize to the population

145
Q

retrospective designs

A

DV already occurred, IV cant be manipulated, subjects cant be randomly assigned, therefore, retrospective designs are never experimental
often used in epidemiological studies

146
Q

nonexperimental designs used to gather data from a group of subjects ar only one point in time

A

cross-sectional designs: difficult to est causality bc only gathering data once. IV and DV data collected at same time.
cheaper, more time efficient with less threat to mortality, maturation, and testing

147
Q

a specific type of nonexperimental cross-sectional design where more than one group of subjects is studied

A

cohort comparision: allows researchers to draw conclusions about variavles over time even though data were collected at only one point in time

148
Q

retrospective designs
cohort comparison
longitudinal designs

A

allow researchers to track data over time

149
Q

usedto gather data about subjects at more than one point in time.
may be experimental or nonexperimental
aja prospective designs

A

longitudinal design

150
Q

studies over time with presumed causes that follow subjects to determine if the hypothesized effects actually occur

A

prospective designs

151
Q

longitudinal design where the same subjects provide data at multiple points in time

A

panel design

152
Q

t type of longitudinal design to gather data from different samples across time
nonexperimental
are risky behaviors tested q2yrs in teens increasing, decreasing, or staying the same

A

trend

153
Q

a longitudinal design used to follow subjects into the future
experimental or nonexperimental
breatfeeding impacts on future health

A

follow up

154
Q

experimental design using two or more treatments (relaxation or exercise to reduce BP) in random order to determine which intervention has a greater impact on reducing BP

A

crossover: limited by carryover effect. subject may be asked to stop doing intervention A, but may actually continue using it during the implementation of the second intervention

155
Q

which three features must be present in an experimental desgn?

A

randomization, control, and manipulation

156
Q

what is the purpose of Solomon Four Group Design?

A

to decrease the threat of testing

157
Q

allow researchers to manipulate more than one intervention during the same experiment

A

Factorial Designs (experimental quantitative)

158
Q

lack randomization or control group, but maintain manipulation of IV

A

quasi-experimental designs

159
Q

most commonly seen quasi-experimental design

A

time series design: one group is measured prior to administering IV, then multiple times afterwards

160
Q

preexperimental

A

posttest only designs

lacks control from extraneous variables

161
Q

a research design that lacks manipulation of the IV and random assignment

A

nonexperimental design: descriptive in nature and can be used todescribe phenomena in detail, explain differences among variables in detail, and predict relationship and differences among variables

162
Q

two general categories of nonexperimental designs

A

descriptive and correlational

163
Q

provide a pict of the situation as it is naturally happening w/out manipulation of an of the variables

A

descriptive design

exploratory, comparative, or survey

164
Q

nonexperimental design used when little is known about a phenomenon

A

exploratory design

165
Q

design that compares two or more groups or variables

A

comparative design

166
Q

disign involving data obtained through subject’s self-report

A

survey design

167
Q

used to study reltionships between two of more variables

A

correlational design: correlation does not prove causality

168
Q

used to answer questions r/t the hows and whys of behavior, investigate topics about which little is known, or generate theory

A

qualitative designs: using words to provide evidence

169
Q

what sampling method is used in qualitative research?

A

purposive, not random
sampling method to recruit specific persons who could provide inside information
or snowball sampling: accumulation of participants based on word of mouth or referrals from other participants

170
Q

what drives sample size in quantitative research?

A

number of variables

171
Q

what drives sample size in qualitative design?

A

determined by info being provided by participants
data collection stops when no new info is being obtained and repetition of information is consistently heard.-data saturation

172
Q

three main sources of data for qualitative research

A

interviews
direct observation
written docs, photos, and physical obj

173
Q

what is the hallmark of a sample?

A

representativeness–generalize to population

EBP (2 decks)

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