Midterm Flashcards
abstract
Brief description of the study, located at the beginning of the report o Concise summary of the study o Usually less than 300 words o Should provide the following: § Research problem § Results / findings § Main conclusions § Recommendations
best source of evidence
Disciplined Research
bias
Any influence that distorts the results of a study and undermines validity
Bivariate descriptive statistics
Statistical analysis of two variables to assess the empirical relationship between them
median
Order numbers from least to greatest and find the number that sits in the middle
Consecutive sampling
Recruitment of all people from an accessible population over a specific time interval or for a specified sample size
Best possible choice when there is “rolling enrollment” into an accessible population
convenience sampling
Selection of the most readily available persons as participants in a study
BIAS!
credibility
Criterion for evaluating integrity and trustworthiness in qualitative studies, referring to confidence in the truth of the data; analogous to internal validity in quantitative research
critical theory
§ Critique of society
§ Envisions new possibilities
§ Action-oriented
§ Inspire change
data saturation
Involves sampling until NO new information is obtained and redundancy is achieved
Participants are insightful- saturation achieved with a small sample
A larger sample is needed with maximum variation sampling
debriefing
Communication with study participants after participation is complete regarding aspects of the study
Explaining the study purpose more fully
Descriptive statistics
Statistics used to describe and summarize data
Parameters: Characteristics of a population
3 Characteristics:
§ Shape of distribution of values
§ Central tendency
§ Variability
Frequency distribution positive skew
Asymmetrical, the peak is off center, and one tail is other than the other.
When one tail points to the RIGHT the distribution has a positive skew.
inference
In research, a conclusion is drawn from the study evidence, taking into account the methods used to generate that evidence
Johns Hopkins Nursing Evidence-Based Practice Evidence Level and Quality Guide
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Levels of measurement
nominal
ordinal
interval
ratio
direct
§ Measurement of concrete items
§ Focus is on accuracy and precision of measurement method and process
§ Weight, height, BP, Respirations
§ Demographics variables: age, gender, diagnosis, income, education
indirect
§ Captures elements of abstract concept (not concrete)
§ Coping, anxiety, pain, stree, depression
§ Can not directly measure but can capture certain elements of the measurement
§ Ex: Pain: FACES scale, observation, physiological measurement (BP, pulse, etc…)
nominal
Lowest level
§ Organized in categories
§ Cannot be compared
§ Exclusive
§ Ex: gender, ethnicity, marital status, diagnosis
ordinal
§ Organized in categories
§ Can be compared (ranked)
§ Rank higher or lower/better or worse
§ Exclusive: has to fit into the categories
§ Unequal intervals
§ Ex: mild, moderate, severe pain OR…no exercise, some exercise, heavy exercise
interval
§ Equal numerical distances between intervals
§ Exclusive
§ Continuum value
§ LACKS A ZERO POINT!
§ If the temp was 0 that just means its cold not that there isn’t a temperature
ratio
§ Highest level § Exclusive § Ordered § Equally spaced interval § Continuum value § DOES HAVE ABSOLUTE ZERO § Ex. Weight, height, volume
Measures of central tendency
Common form of statistical analysis used to describe what is typical
o Mode- # that occurs most frequently (used with nominal data)
o Median- point that divides the scores in half (used with ordinal data)
o Mean- the sum of all values divided by the # of participants (used with interval or nominal data)
member check
Method of validating the credibility of qualitative data through debriefings and discussions with informants
outliers
extremes when comparing with other numbers/subject
PICO question – identify components
P- Person population/disease
I-intervention
C-comparison
O-outcomes
Prolonged engagement
In qualitative research, the investment of sufficient time during data collection to have an in depth understanding of the phenomenon under study, thereby enhancing credibility
Tests for misinformation
o Ensures saturation of important categories
o Important for building trust with informants
purposive sampling
Nonprobability sampling method using researchers’ knowledge about the population to handpick sample members
Can lead to bias
Qualitative sampling methods
Convenience, Snowball, Purposive, Theoretical
snowball
Think network
Asking informants to make referrals
Restrictive to small network
Lower quality in sample
Quasi-experimental design advantages
More practical for a natural setting
o Useful for people who are not always willing to be randomized
§ Has generalizability of the results
quasi characteristics
Has intervention
Lacks randomization
Research findings
are meant to reflect “truth in the real world”
o Inference involves drawing conclusions based on limited information and using logical reasoning
v valid to the extent that the researchers have made good decisions in selecting proxies and have controlled sources of bias
Research hypothesis
o predict the existence of a relationship
o Predicted answers to research questions
o State the expected relationship between the IV and DV
o Offer direction
o Suggest explanations
o Promotes critical thinking
Research problem statement elements
1.) Problem identification
o 2.) Background
o 3.) Scope of problem
o 4.) Consequences of the problem
o 5.) Knowledge gaps
o 6.) Proposed solution
Retrospective design
Outcome (effect) observed is linked to potential cause from the past
Sample size
number of people who participate in a study
Important factor in the power of the analysis and in statistical conclusion validity in quantitative research
20-30 people
Semi structured interviews
Open-ended interview in which the researcher is guided by a list of specific topics to cover
Simple random sampling
Basic probability sampling involving the selection of sample members from a sampling frame at random
Most basic probability sampling
No guarantee of a representative sample
Statistical test
An analytic tool that estimates the probability that obtained results from a sample reflect true population values
cross-sectional time dimension
A study designed in which data is collected at one point in time
longitudinal time dimension
a study designed to collect data at more than one point in time.
challenge=attrition
type 2 error
Error created by accepting the null hypothesis when it is false
The researcher concludes that no relationship exists when in fact it does- a false negative
Types of measurement
Direct-Measurement of concrete items
§ Weight, height
o Indirect-Captures elements of abstract concept
§ Coping, anxiety
Types of nonprobability sampling
Convenience
Consecutive
Purposive
quota
quota sampling
A nonrandom sampling method in which “quotas” for certain subgroups, based on sample characteristics, are established to increase the representativeness of the sample
Researchers identify population strata and figure out how many people are needed from each stratum
Quota sampling is similar to convenience sampling: Participants are a convenience sample from each stratum
Types of qualitative research
ethnography grounded theory case studies narrative analyses critical theory feminist Participatory action research Phenomenology historical
ethnography
Description and interpretation of culture & cultural behavior
grounded
Develops middle range theories
§ Identify the main problem and offer a resolution
§ Constant comparison is used
historical
Systematic collection & critical evaluation of data related to past events/occurrences
case studies
Single or Small number of entities with in-depth review
§ Understand the “why” rather than the “what”
Narrative analyses
The story is the form of inquiry and understanding
feminist research
Similar to critical theory
§ Focuses specifically on gender domination/discrimination
Participatory action research
Production of knowledge can influence power
Also focuses on action, empowerment, and raising awareness
Types of quantitative research
Experimental
Quasi-experimental
Correlational
Descriptive
experimental
Randomized Controlled Trials (RCT)
· “True Experiment”
· Level 1 (pg 23 Fig 2.1)
· Gold standard
· Test the effects of an intervention AND random groups assigned
correlational
Level III
Examine the relationship between variables
Non-experimental study
Correlations can be detected through statistical analyses
Does not prove causation
descriptive
§ Level III
§ Observe, describe, document situation
PHD
§ Major role in conducting independent research and contributing to the empirical knowledge generated in a selected area of study.
§ Obtain initial funding for research.
§ Coordinate research teams of BSN, MSN, and DNP nurses.
DNP
Critically appraise studies and develop and refine protocols and policies for practice.
§ Participate in evidence-based guideline development.
§ Implement, evaluate, and revise as needed protocols, polices, and evidence-based guidelines in practice. `
MSN
§ Critically appraise and synthesize studies to develop and review protocols for practice.
§ Implement best research evidence in practice.
§ Collaborate in research projects and provide clinical expertise for research.
BSN
§ Locate and critically appraise studies, evidence-based guidelines, protocols, and policies with assistance.
§ Use best research evidence in practice with guidance.
§ Assist with problem identification and data collection.
Bivariate descriptive statistics types
cross tabulation correlation Correlation coefficient Positive relationship negative relationship pearsons r spearmans rho
cross tabulation
frequencies of two variables are analyzed against each other
correlation
association between variables
correlation coefficient
describes intensity and direction of a relationship
§ correlation coefficient range from −1.00 through .00 to +1.00
positive relationship
- relationship between two variables in which high values on one variable tend to be associated with high values on the other
negative relationship
variables are inversely related, higher values on one variable are associated with lower values in the second
pearsons r
most widely used correlation statistic
§ computed with continuous measures
§ Need to have interval or ratio level variables
spearmans rho
correlations between variables measured on an ordinal scale
P
population
§ Age
§ Gender
§ Ethnicity
§ With certain disorder (diabetes)
I
interventions
§ Exposure to disease
§ Risk behavior
C
-comparison
§ No disease
§ Placebo or no intervention or therapy
§ Absence of risk factor
O
-outcome
§ Risk of disease
§ Accuracy of diagnosis
§ Rate of occurrence of adverse outcome
theoretical sampling
Used in grounded theory
§ Based on the development of the theory
§ the selection of sample members based on emerging findings to ensure adequate representation of important theoretical categories
types of knowing
Traditions = customs
o Authority = expertise
o Borrowing = other fields
o Trial and Error = unsure how to approach
o Personal Experience = gaining knowledge
o Role Modeling =Imitating
o Intuition = gut feeling
o Reasoning = critical thinking/logic
Phenomenology sampling
Main data source is in-depth conversations
▪ Key themes
two types: descriptive and interpreative
