Mod 1: Section 1 Flashcards
What is Nursing research
systematic inquiry that uses disciplined methods to answer questions.
What is the aim of nursing research?
To generate trustworthy evidence and to develop a body of knowledge for a discipline
What is Evidence-based Practice?
information gathered from rigorous studies that guide actions and the decisions of nurses in patient care.
Roles of Nurses in Research
- Consumers of research- read reports and keep up to date on findings
- Contribute to research- help collecting, offer advice, discuss the implications of the research
- Producers of Research- actively design and under take the studies.
Nursing research focus from 1900-1940
focused on nursing education
Nursing research focus 1950’s
CLinical nursing problems
Nursing research focus 1960’s
Quality care and measuring quality of care.
Nursing research focus 1970’s-1980’s
Clinical problems
Nursing research focus in the 1990’s
Outcomes increasingly focused. National Institute of Nursing Research created and Nursing Journals were created.
Nursing research trends for the future
- Continued focus on EBP
- Stronger evidence through confirmatory strategies - stronger research designs and increased reliability through replication and consistency
- Continued on systemic reviews- the cornerstone of EBP.
- Expanded local research- small studies designed to solve local issues
- Expanded dissemination of research findings.
- Increased focus on the cultural issues and health disparities
- Increasingly patient focused research
Sources of Knowledge (6)
(1/6)
Authority, Beliefs and tradition.
- the way things have always been, unit culture, peoples expertise and speciality
- can be an obstacle because can limit care and expansion of knowledge
Sources of Knowledge (6)
(2/6)
Inspiration
- creative process, can come from clients and peers
Sources of Knowledge (6)
(3/6)
Intuition
-the “hunch” feeling guides research and proceed in a certain manner. Stem from experience
Sources of Knowledge (6)
(4/6)
Social construction of reality
- set beliefs commonly held within a society or culture.
-Examples:
- the idea that men and women respond the same to interventions, this is a social construct.
Sources of Knowledge (6)
(5/6)
Logical Reasoning
- problems solved by combination pf logical thought and intellectual ability and experience
- Inductive Reasoning- reasoning from specific observations to more general rules
Sources of Knowledge (6)
(6/6)
Deductive Reasoning
- making specific predictions from a generalized situation
Scientific Reasoning
- minimizes bias
- most reliable way to gather info
- information is generalized from mulitple instances
Research Methods
- Descriptive
- Correlational
- Experimental
Descriptive Research
- observe, describe, and document aspects a situation
- describe the what and how it related to other events.
Correational Research
- how things are in relation to others.
- 2 or more variables or conditions are measured in order to see if one influences the other
Experimental Research
- how things are and how they got that way
- focus to test an intervention/treatment
Paradigms
- Positivist
2. Constructivist
Positivist Paradigm: the nature of relaity
-reality exists, driven by real world natural causes
Positivist Paradigm: Relationship between the researcher and researched individual
- researcher is independent of from researcher
Positivist Paradigm: Best method for obtaining evidence
- deductive processes hypothesis testing
- emphasis on discrete specific concepts
- focused o the objective and quantifiable
- corroboration of researchers predictions
- fixed prespecified design
- stat analysis
- seeks generalization
Constructivist Paradigm: The nature of reality
- there are multiple and subjective
- varies between people
- mentally constructed
Constructivist Paradigm: Relationship between the researcher and the researched
-researcher interacts with the researched individual; results are from the interaction
Constructivist Paradigm: Roles of values in the inquiry
Subjectivity and values are inevitable and desirable
Psoitivist Paradigm: Role of values in the inquiry
Values and bias held in check; objectivity sought
Positivist Paradigm: Best method for obtaining evidence
- Inductive hypothesis generation
- Emphasis on the whole
- focus on the subjective and non-quantifiable
- emerging insight grounded in participants experiences
- flexible , emergent design
- context bound
- seeks in depth understanding
Quantitative research method
- associated with positivism
- no subjectivity, bias controlled
- isolate variable by controlling influencing factors
- demonstrating the effects one has on the other - generalized results and can be used to predict other circumstances
- scientific method
- gather empirical evidence
Empirical Evidence
-evidence rooted in objective reality and gathered using ones senses as the bias generating bias
Characteristics of Quantitative
- observed behaviour is expressed in numerical form
- testing of hypothesis is based on a sample of observations
- statistical analysis of the data is used
- attempts to describe relationships among variables mathematically and applies some form of numerical analysis to the social relationships being examined
Qualitative Research
- associated with constructivist paradigm
- looks at the complexity of humans and their ability to create their experiences
- focus on the human experience as it happens
- emphasis on dynamic, holistic and individual aspects of human life
- flexible and evolving procedures
- research grounded in real life experiences
Quantitative limitations
-reductionist, reduces the human experience to only a few concepts which are defined prior by researchers instead of the experience
Qualitative limitations
-human involvement, subjectiveness can cause concerns bout the idiosyncratic nature of the conclusions
Characteristics of Qualitative research
- observed data about human behaviour is non-numerical
- verbal descriptions
- social practices intensely observed in order to show/understand how participants see the world
Purposes of quantitative and qualitative research
- Identification
- Exploration
- Explanation
- Prediction and control
Identification in Qualitative
- description of the dimensions of phenomenon usually little is known about the topic
- Examples:
- What is the phenomenon?
- What is it’s name?
Identification in Quantitative
- focuses on the incidence size and measurable attributes of phenomenon
- usually has already been studied
Exploration:
- begins with phenomenon of interest and goes beyond the description. It examines the full nature of the phenomenon
- Examples:
- Quantitative: What factors are related to the phenomenon, what are the antecendents of the phenomenon
- Qualitative: What is the full nature, what is really going on,
Explanation in Quantitative
- use prior findings deductively to generate hypothesized explantation
- Examples:
- What is the underlying cause of the phenomenon, does the theory explain the phenomenon
Explanation in Qualitative
- search for explanations about how or why the phenomenon exists or what the phenomenon means as a basis for developing a theory that is grounded in in-depth experimental evidence
- Examples:
- How does the phenomenon work, what does the phenomenon mean
Prediction and Control
- research is mainly aimed for this
- making predictions and controlling phenomenon on the basis of research findings
- critical to help clinicians to make decision
- Quantitative Examples:
- what will happen if we alter a phenomenon or introduce an intervention
What is Basic Research
- the purpose is to collect info, enhance the base of knowledge or to formulate and test an existing theory
- not for immediate solutions
- for extending knowledge base in a discipline
What is applied research
- the purpose is for finding solutions to specific problems or help accomplish tasks
- emphasis on finding a solution to a specific problem
- usually descriptive
- for immediate and practical use
- affects daily lives
Frameworks for research
- facilitates researchers and consumers of the research to understand how a phenomenon came to exist
- provides discipline-specific cause-and-effect explanation of phenomenon and facilitates researchers throughout the process especially to determine the question to be asked and answered by the project
