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NURSING > RESEARCH: TEST 1 > Flashcards

RESEARCH: TEST 1 Flashcards

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1
Q

The SYSTEMATIC USE OF DATA to monitor the OUTCOMES OF CARE processes as well as the use of improvement methods to design and test changes in prated, the aim of which is to CONTINUOUSLY IMPROVE THE QUALITY AND SAFETY of health care systems.

A

Quality Improvement

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2
Q

Criteria for Assessing Evidence

A

Quality, Quantity, and Consistency

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3
Q

the extent to which a study’s design, implementation, and analysis minimizes biases

A

Quality

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4
Q

the number of studies that have evaluated the research question, including overall sample size across studies, as well as the strength of the findings from data analyses

A

Quantity

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5
Q

the degree to which other studies, with similar or different designs, investigating the same research question report similar findings

A

Consistency

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6
Q

Quantitative or Qualitative: Living with terminal cancer: the experience of hospice patients

A

Qualitative

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7
Q

Quantitative or Qualitative: Level of cancer pain, symptoms, and functional status in terminal patients cared for in a hospice

A

Quantitative

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8
Q

Independent Variable

A

the cause or the phenomenon that has an effect on the dependent variable

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9
Q

Dependent Variable

A

Not manipulated but observed

Considered to be the outcome of interest

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10
Q

X or Y: The IV is often manipulated

A

X - Independent

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11
Q

X or Y: Varies depending on the IV

A

Y - Dependent

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12
Q

Type of Research Question: Is there a relationship between class size and student achievement of course objectives?

A

Correlational

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13
Q

Type of Research Question: Is there a difference in GPA between students that attend all classes and those that attend 75% of classes?

A

Difference

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14
Q

Do students who participate in a self-efficacy intervention achieve higher grades than students that receive usual instruction?

A

Experimental

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15
Q

What are the initial feelings of students that learn they have passed the NCLEX exam?

A

Qualitative

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16
Q

3 types of Quantitative Research Questions

A

Correlational
Comparative
Experimental

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17
Q

Quantitative or Qualitative: What is it like to live with a specific IV?

A

Qualitative

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18
Q

Types of Hypotheses

A

Directional, Non-directional, Null (statistical hypothesis)

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19
Q

Type of Hypothesis: specifies the relationship between the IV and the DV, often the most common.

Look for words like - more than, greater than, fewer

A

Directional

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20
Q

Type of Hypothesis: the direction is not stated

A

Non-Directional

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21
Q

Type of Hypothesis: states that there is no relationship between the IV and the DV

A

Null (statistical hypothesis)

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22
Q

Type of Hypothesis: There are significant differences in self-reported cancer pain between men and women.

A

Non-directional

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23
Q

Type of Hypothesis: Nurses with high social support from coworkers will have lower job stress

A

Directional

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24
Q

Type of Hypothesis: There is no difference in the latency of a 24 IV lock when flushed with heparinized saline vs normal saline

A

Null (statistical hypothesis)

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25
Q

Are hypothesis ever proven?

A

NO

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26
Q

What is critical to building evidence?

A

Replication of Research

27
Q

PICO questions are a type of research question that focuses on ______

A

Clinical Questions

28
Q

T or F: Hypotheses can be supported or rejected based on a study

A

True

29
Q

Deductive
Structured
Larger Sample
Based on research questions or hypothesis
Collect data with formal instruments under specific procedures
Statistical Analysis

A

Quantitative Research

30
Q 
Inductive
Fluid, Flexible
Smaller Sample
Approach the research without preconceived ideas "explorative"
Open ended observations or interviewing
Analysis of narrative findings
A

Qualitative

31
Q

Internal Validity

A

The degree to which the IV or the experiment resulted in the outcome of DV rather than an uncontrolled or confounding effect

32
Q

External Validity

A

The degree to which the findings of a study can be generalized to other groups

33
Q

A sample that is too small is more prone to a (Type I or Type II) error

A

Type II

“under powered”

34
Q

The ability of a study to detect a difference that really exists

A

Power analysis

35
Q

(Probability or Non-probability) Everyone does not have an equal chance and the results have more limited generalizability

A

Non-probability

36
Q

(Probability or Non-probability) Everyone in the population has an equal and independent chance of being selected.
Chosen by random selection (different from random assignment)

A

Probability

37
Q

Most common type of sample in non-experimental research
Most likely to contain bias
You choose who is available or willing (volunteers)
Some convenience samples are better than others

A

Convenience

38
Q

(Purposive or Quota)
Specific targets to be met
Often set based on the % in the population

A

Quota

39
Q

Common quotas

A

related to gender, ethnicity, age

40
Q

(Purposive or Quota)
Based on specific criteria
Best when studying a relatively rare phenomenon and the sample is fairly homogenous

A

Purposive

41
Q

(Simple or Stratified Random Sample)
The researcher determines the population, lists all of the eligible subjects (SAMPLING FRAME), and selects a sample (subset)
Use a random number table or a computer generated table to choose the sample
Often is difficult to get a list of all units in a population

A

Simple Random Sampling

42
Q

SRS done within groups

Stratified by gender, race, religion, SES, Education level

A

Stratified Random Sample

43
Q

Cluster (Multistage) Sampling or Systematic Sample:
Randomly select units then randomly select patients
*often used when there is the potential of communication b/w groups or “contamination” of the intervention

A

Probability Sampling II - Cluster Sampling (Multistage)

44
Q

Cluster (Multistage) Sampling or Systematic Sample:

Select every K participant from a random list

A

Systematic Sample

45
Q 
(Probability or Non-Probability)
Convenience
Quota
Purposive
Systematic
Snowball
Matching
A

Non-Probability

46
Q 
(Probability or Non-Probability)
Simple Random Sampling
Stratified Random Sampling
Cluster Sampling (Multistage)
Systematic Sample
A

Probability

47
Q

3 Major Types of Reliability

A

Internal Consistency/Homogeniety
Stability
Equivalence

48
Q

3 Types of Validity

A

Content
Criterion
Construct

49
Q

(Content, Criterion, or Construct)
Begin by defining the dimensions of the concept
Usually assessed by:
a panel of experts
might calculated the content valid index (should be above .78)
A simpler less precise measure is referred to as face validity

A

Content

50
Q

(Content, Criterion, or Construct)
Use of an external comparison (gold standard) that is known to measure the concept
i.e. using body calipers to measure % fat vs new measure
i.e. using the hamilton depression rating scale vs new instrument
Often used when existing measure is expensive or inconvenient

A

Criterion

51
Q

(Content, Criterion, or Construct)
Does the instrument measure all components of the concept or theoretical construct?
Often evaluated with factor analysis

A

Construct

52
Q

4 Focus Areas of the NINR

A

Symptom Science
Wellness Promoting
Self-Management
End-of-Life and Palliative

53
Q

Intramural Divison of NINR

A

Summer Genetics Workshop

54
Q

Extramural Divison of NINR

A

Individual Research Awards

55
Q

What did Dr.Cindy Munro’s research focus on?

A

Relationship between oral health and the prevention of systemic disease

56
Q

What did Dr.Annette Wysocki’s research focus on?

A

Wound Healing

57
Q

Type of Causality: Simple, Mediated, or Moderate

Direct
Rare except in biology

A

Simple Causality

58
Q

Type of Causality: Simple, Mediated, or Moderate

Indirect

A

Mediated

59
Q

Type of Causality: Simple, Mediated, or Moderate

Causality varies by a factor

A

Moderated

60
Q

Type of Causality: The supportive intervention improved performance by reducing the anxiety of students taking a final exam.

A

Mediated/Indirect

61
Q

Type of Causality:
Anxiety in students taking a final exam is predicted by a model that includes the number of hours the student studied, the number of hours slept in the previous night, and whether the student was interested in the subject covered by the exam

A

Multicausality

62
Q

Type of Causality:

We found that the anxiety reducing intervention worked for men in the study but not for women.

A

Moderated

63
Q

How do we establish causality with research?

A 
Specificity
Temporal Order
Biological Plausibility
Consistency
Strength of the Association
64
Q

Temporal Order

A

The cause precedes the effect

Needs longitudinal approach

NURSING (16 decks)

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