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Research in Nursing > Lecture #2 > Flashcards

Lecture #2 Flashcards

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1
Q

building blocks of research

A

investigations involve RESEARCHERS and PARTICIPANTS (quant. = SUBJECTS
qual. = INFORMANTS)

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2
Q

disciplined research

A

a study that is regulated by criteria for conducting the research to create knowledge - BEST METHOD OF ACQUIRING RELIABLE KNOWLEDGE

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3
Q

concept

A

abstraction (no physical manifestations)
abstract idea, mental construction

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4
Q

phenomena

A

abstractions (concepts) inferred from people’s behaviors or characteristics
observed fact or situation
measurable or able to isolate

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5
Q

central nursing concepts

A

health, nursing care, environment, person

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6
Q

theory

A

explanation of some aspect of reality, linked by relationships used to describe/explain some aspect of the world

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7
Q

inductive reasoning pathway

A

specific observation –> pattern recognition –> general conclusion

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8
Q

deductive reasoning pathway

A

existing theory > formulate hypothesis > collect data > analyze data > do/don’t reject hypothesis

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9
Q

types of research reports

A

presentations at professional conferences
- oral presentations
- poster sessions
*allow for networking and dialogue
journal articles

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10
Q

oral presentations

A

10-20 min, describe key features of study

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11
Q

poster sessions

A

simultaneous presentation of visual summary displays

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12
Q

journal aricles

A

published in professional journals, usually peer-reviewed (blind)

examples:
The New England Journal of Medicine (NEJM)
The Lancet
The Canada Communicable Disease Report (CCDR)

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13
Q

critical thinking vs. critical reading

A

THINKING: rational examination of ideas, inferences, assumptions, principles, arguments, conclusions, issues, beliefs, statements, and actions.
Involves disciplined, self-directed thinking

READING; active engaging reading, entering the point of view of the writer

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14
Q

critical reading process

A
  • preliminary process: (familiarize)
    1) skim article
    2) identify concepts
    3) clarify unfamiliar terms
  • comprehensive process: (purpose)
    1) identify main theme
    2) identify steps of research design
    3) clarify unfamiliar terms (cont.)
  • analytical process: (study parts, early critique)
    1) asses study value for your own needs
    2) evaluate validity and applicability
  • synthesis process: (understanding, context)
    1) understand whole article and steps
    2) use own words to describe
    3) identify strengths and weaknesses
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15
Q

content of journal articles (IMRAD)

A

title / abstract
introduction
method
results
and discussion
references

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16
Q

steps to E.B.P.

A

critical reading
critical thinking
read wisely
understand scientific principles
consume knowledge intelligently
develop E.B. interventions

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17
Q

title

A

Succinctly conveys key information.

Qualitative studies: includes the central phenomenon and specific individuals under investigation

Quantitative studies: communicates key variables and the population (PICO)

18
Q

abstract

A

brief description of the study (<250 words)

19
Q

introduction

A

research problem and context, rationale behind the study - immediately follows abstract always

describes:
- central phenomena, issues/problems, concepts, or variables under study
- study purpose and research questions or hypotheses
- a review of the related literature
- theoretical or conceptual framework
- significance of and need for the study

20
Q

method

A

Describes the methods used to answer the research questions

quantitative study:
- research design →
- sampling plan– the setting of the study, criteria for participant recruitment
- methods of measuring variables and collecting data
- study procedures, including procedures to protect human rights
- data analysis methods

qualitative study:
- more setting information, more study background
- described researcher efforts to enhance study integrity

21
Q

results

A

Presents the findings that were obtained by analyzing the study data
summary of key findings (tables or charts for detailed info summary)

all results sections contain descriptive information, including a description of the participants

quantitative study:
- name of statistical tests used (probability of accurate results, hypothesis testing)
- value of calculated statistics (computer-calculated)
- statistical significance (probably true if significant - levels of significance = HOW probable)

qualitative study:
- organized based on themes/processes/categories identifies in data
- raw data excerpts (quotes)
- may present emerging theories about phenomena

22
Q

discussion

A

conclusions about the meaning and implications of the findings
- Interpretation of the results
- Clinical and research implications
- Study limitations and credibility of the results
*shows researcher took flaws into account when interpreting results: a good sign

23
Q

difficulties in reading research articles

A

compactness, jargon, objectivity, statistical information

24
Q

research critique

A
25
Q

research critique

A

Objective assessment of a study’s strengths and limitations
- accuracy, believability, relevance
- appraise conceptual and methodological decisions

26
Q

key research challenges

A

quantitative = reliable and valid
qualitative = trustworthy

27
Q

inference

A

conclusion drawn from the study evidence using logical reasoning and taking into account the methods used to generate that evidence

28
Q

reliability

A

accuracy and CONSISTENCY of obtained information

29
Q

validity

A

soundness of evidence – whether findings are convincing and well-grounded. The validity question is whether the methods are really MEASURING the concepts that they claim to measure

30
Q

trustworthiness

A

credibility, transferability, confirmability, dependability, authenticity

31
Q

triangulation

A

use of multiple sources or referents to draw conclusions about what constitutes the truth
- ups credibility

32
Q

bias

A

distortion or influence that results in an error in inference
examples:
- pt lies
- researcher preconceptions
- placebo
- faulty design
- faulty measurement

33
Q

research control

A

mostly quantitative
keeping the outcome variable (dependent variable) constant so that the true relationship between the independent variable and the outcome variable can be understood
- eliminated contaminating factors/confounding variables

34
Q

randomness

A

mostly quantitative
Allowing certain aspects of the study to be left to chance rather than to researcher or participant choice

35
Q

blinding

A

mostly quantitative
prevent biases stemming from people’s awareness
concealing information from participants, data collectors, or care providers to enhance objectivity

36
Q

reflexivity

A

mostly qualitative, but used in both
critical and careful consideration of how personal values could affect data collection and interpretation
reflective about decisions made during the inquiry, and to record their thoughts in personal diaries and memos

37
Q

generalizability

A

mostly quantitative
assess the extent to which the findings can be applied
- strong reliability and validity

38
Q

transferability

A

qualitative
extent to which findings can be transferred to other settings

An important mechanism for promoting transferability is the amount of rich descriptive information qualitative researchers provide about the research context or study background so that others can make inferences about contextual similarities

39
Q

evidence heirarchy

A
  1. systematic review
  2. RTC (trtmnt group, control group)
  3. non-randomized trial (quasi-experiment)
    cause-and-effect search
  4. prospective/cohort study (non-experiment)
  5. case-control study
  6. cross-sectional study (descriptive)
  7. in-depth qualitative study
  8. expert opinion, case report
40
Q

evidence heirarchy

A

Research in Nursing (3 decks)

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