Module 6 Flashcards
What are the five aspects that should be considered when interpreting findings of a study?
- credibility and accuracy
- meaning of results
- importance of results
- extent to which results can be generalized
- implications for practice, theory, or research
External evidence
Comes primarily from prior research data. If results vary much from prior research, possible reasons for this must be found.
Internal evidence
Comes from an evaluation of the methods used.
Research critique
Involves appraising the decisions the researcher has made in terms of the research problem itself, the theoretical context, methodological strategies, handling of ethical concerns, and the manner in which the study is described in the report.
Aspects that should be considered in a critical evaluation of the study’s value
Substantive and theoretical dimensions Methodological dimensions Ethical dimensions Interpretive dimensions Presentation and stylistic dimensions
What should be considered in the substantive and theoretical dimension?
Significance of the problem studied
Relevance to some aspect of the nursing profession studied
Congruence between the study question and the methods used to address it
Soundness of the conceptualizations
Creativity and insightfulness of the analysis
Focus of methodological dimensions
Rigour of methods used to conduct the study and the extent to which they yield believable evidence
What to consider in the ethical dimension
Look for evidence that the rights of human subjects were violated during the course of the investigation
If there were ethical problems, consider their impact on the scientific value of the study and on the subjects well-being
Criteria to be met in terms of the interpretive dimension
The discussion section includes interpretations of all the important results
Interpretations are consistent with the results
Types of evidence support the interpretations
Limitations of the study are identified
Conclusions and recommendations for practice are included in the report
What should be considered in a critical appraisal of presentation and writing style
Writing is clear, concise, and grammatically correct.
Unnecessary jargon is minimized.
Quantitative research reports are formal and impersonal
Qualitative reports are written in a literary style
Reviewer must be alert to indications of overt biases
Critical components to consider when evaluating research reports
Abstract and title Introduction Problem statement/purpose Conceptual/theoretical framework Literature review Research questions/hypothesis Research design Method Sample Data collection procedures Data collection instruments Data analysis Results Conclusions/Discussion Implications and recommendations Completeness of study
Major components of study findings
Results, conclusions, interpretations, recommendations, generalizations, and implications for future research and nursing practice
What should be included in the results section of a quantitative study?
The statistical analysis
Indication of whether the hypotheses were supported or unsupported
Describe the differences between results presented in quantitative and qualitative studies
Quantitative: includes statistical analysis and reference to hypotheses.
Qualitative: results are usually presented as identified themes, with support presented as direct quotes from research participants. Linkages among the themes are often presented in the form of a model or theory.
Research utilization (RU)
The use of the findings from studies in a practical application that is unrelated to the original research.
Knowledge transfer (KT)
The exchange, synthesis, and application of knowledge by relevant stakeholders within complex systems to accelerate the beneficial effects of research aimed at improving health care.
Evidence-based practice (EBP)
Means that clinical decisions are based on the best possible evidence. Attempts to integrate research findings with other factors.
Conceptual utilization
The use of research findings in a general, conceptual way to broaden one’s thinking about an issue, without putting the knowledge to any specific, documentable use.
Instrumental utilization
Refers to the direct application of knowledge gained from research.
Two major ways in which research utilization is of value
To facilitate an innovative change that will lead to improved client outcomes
To validate existing nursing procedures and interventions
Positive outcomes of research utilization
Promotes critical thinking and reflective practice
Enhances professional self-concept
Ensures provision of safe and effective care
Ensures that practice is based on current, scientifically sound knowledge
Enhances self-confidence of the nurse
Barriers to the use of research in nursing may be related to these
The qualities of the research
The nurses
The organization involved
The nursing profession itself
Types of organizational barriers
Time
Money
Clinical resources
Institutional support for research utilization activities
The five stages of research utilization according to Rogers
Knowledge stage Persuasion stage Decision stage Implementation stage Confirmation stage
Knowledge stage
The first awareness of the existence of an innovation or a new idea of use in practice
Persuasion stage
Nurses form an attitude toward the innovation
Decision stage
A decision is made to adopt or reject the innovation
Implementation stage
Involves using the new idea to change practice
Confirmation stage
Nurses seek reinforcement of their decision and continue to adopt or reject the change in their practice
Activities for research utilization
Selecting a topic or problem
Assembling and evaluating evidence
Assessing implementation potential
Developing, implementing, and evaluating the innovation
Ways to communicate research findings in nursing
Conceptual utilization
Instrumental utilization
Strategies to promote the use of research in nursing practice.
Presentations. Research conferences. Clinical practice conferences and meetings. In-service education programs Agency-based research committee. Written reports. Thesis and dissertations Nursing research newsletter. Clinical practice guidelines.
Barriers to use of research in nursing practice
Lack of perceived value of nursing research.
Lack of access to resources.
Lack of preparation.
Lack of availability of research findings.
Lack of authority to change.
Patient care procedures.
Lack of motivation to change.
Insufficient methods for implementation/dissemination.
Lack of clinician researchers
Critical components to consider when evaluating research reports
- Abstract and title
- Introduction
- Problem statement/purpose
- Conceptual/theoretical framework
- Literature review
- Research question/hypothesis
- Research design
- Method
- Sample
- Data collection procedure
- Data collection instruments
- Data analysis
- Results
- Conclusion/discussion
- Implications/recommendations
- Completeness of study
T/F: Published studies are as likely to have nonsignificant results as significant results
False
T/f: Flaws in the research design are a more serious limitation to the quality of a research project than are gaps in the literature review
True
T/F: The major focus of a research critique is the evaluation of the analysis and results
False
T/F: Conceptual utilization of research involves a situation in which individuals, in their thinking about an issue, are influenced by their knowledge of a study
True
T/F:
Studies have generally found that nurses have failed to utilize research findings at any point along the utilization continuum.
False
T/F: The persuasion stage of adoption refers to a situation in which consumers are aware of a research finding and believe that it should result in changes.
True
T/F:
A well-known nursing research utilization project is the CNA’s Project on Standards of Nursing Practice.
False
T/F: A study with scientific merit has a high implementation potential
Falce
The major purpose of a research critique is to assess:
a. the adequacies of a research study.
b. the inadequacies of a research study.
c. both a and b.
d. neither a nor b.
c. Both a and b
Critiquing published research reports is important because it helps to:
a. provide an increased understanding of the research process.
b. determine whether findings associated with a study are appropriate for use in practice.
c. learn from other researchers and build on previous research.
d. all of the above
D. all of the above
Which of the following questions would not be appropriate to ask in evaluating both qualitative and quantitative studies?
a. Is there a clearly articulated problem statement?
b. Are the references cited in the literature review current and appropriate?
c. Are extraneous variables successfully controlled?
d. Are clinical implications discussed?
c. Are extraneous variables successfully controlled?
The awareness stage of adoption is similar to:
a. conceptual utilization.
b. instrumental utilization.
c. decision accretion.
d. none of the above.
a. Conceptual utilization
Which of the following is not a major barrier to research utilization in nursing?
a. The fact that many nurses are not academically prepared to critically evaluate nursing research studies
b. The failure of hospitals and other organizations that employ nurses to reward nurses for research utilization
c. The low number of replications of nursing studies that show promise for utilization
d. The shortage of clinically relevant nursing studies
d. The shortage of clinically relevant nursing studies
Which of the following strategies for utilization is most amenable to adoption by nursing students and clinical nurses?
a. Preparing integrative reviews
b. Replicating research studies
c. Making presentations at nursing conferences
d. Reading professional journals widely and critically
d. Reading professional journals widely and critically
An assessment of the implementation potential of a nursing innovation includes assessment of:
a. clinical relevance.
b. likely costs and benefits.
c. the study’s generalizability.
d. the scientific merit of the study.
b. likely costs and benefits.
If a finding reported in the research literature is judged not to be clinically relevant, the next step would be to:
a. search for another topic in the research literature.
b. evaluate the scientific merit of the studies in which similar findings were obtained.
c. assess the transferability of the findings to a new setting.
d. determine the costs and benefits of implementing the innovation.
a. search for another topic in the research literature.
