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Research 3900 > Unit 1: Ch. 1 > Flashcards

Unit 1: Ch. 1 Flashcards

1
Q

Research

A

Systematic inquiry that uses disciplined methods to answer and solve problems

Building knowledge

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2
Q

What is the ultimate goal of formal research?

A

To gain knowledge that would be useful for many people

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3
Q

Nursing research

A

Systematic inquiry designed to develop trustworthy evidence about issues of importance to nurses and their clients

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4
Q

Clinical nursing research

A

Research designed to guide nursing practice

Typically begins with questions stemming from practice problems

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5
Q

Evidence Based Practice (EBP)

A

Use of the best evidence in making patient care decisions

Such evidence typically comes from research conducted by nurses and other health care professionals

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6
Q

What is the Magnet Recognition Program?

A

Developed by the American Nurses Credentialing Center (ANCC) to recognize health care organizations that provide high-quality nursing care

To achieve magnet status, practice environments must demonstrate a sustained commitment to EBP and nursing research

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7
Q

Who are consumers of nursing research?

A

Nurses who read research reports to keep up-to-date on findings that may affect their practice

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8
Q

Who are producers of nursing research?

A

Nurses who actively design and undertake studies

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9
Q

Most people would agree that research in nursing began with ____ ____ in the mid-19th century.

A

Florence Nightingale

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10
Q

What are future directions for nursing research?

A
  1. Continued focus on EBP
  2. Stronger evidence through confirmatory strategies (replicating studies with same results)
  3. Greater emphasis on systematic reviews
  4. Expanded local research in health care settings
  5. Expanded dissemination of research findings
  6. Increased focus on cultural issues and health disparities
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11
Q

Systematic review

A

Rigorously integrate research information on a topic so that the conclusions about the state of evidence can be reached

A cornerstone of EBP

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12
Q

There is growing concern that many nursing actions are based on tradition, custom, and “unit culture” rather than on ____ ____.

A

Sound evidence (research)

Basically nurses just do whatever their unit or supervisor does
-the nurses should look to research

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13
Q

Benchmark

A

Rates; how often something is being done

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14
Q

Quality improvement (QI)

A

Shows where the problems are

-does not show guide to fix problems

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15
Q

____ ____ is considered the best method of acquiring reliable knowledge that humans have developed.

A

Disciplined research

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16
Q

Paradigm

A

World view, a general perspective on the world’s complexities

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17
Q

Positivism

A

Reflection of a broader cultural movement (modernism) that emphasizes the rational and the scientific

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18
Q

Assumption

A

A principle that is believed to be true without verification

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19
Q

Determinism

A

Refers to the positivists’ belief that the phenomena are not haphazard, but rather have antecedent causes

Ex: If a person has a stroke, the scientist in a positivist tradition assumes there must have been 1 or more reasons that can be potentially identified

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20
Q

Positivist Paradigm

A

Reality exists, there is a real world driven by real natural causes

Researcher is independent from those being researched

Values and biases are to be held in check; objectivity is sought

Quantitative studies come out of the positivist paradigm

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21
Q

Constructivist Paradigm

A

Reality is multiple and subjective, mentally constructed by individuals

Researcher interacts with those being researched (findings are creation of the interactive process)

Subjectivity and values are inevitable and desirable

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22
Q

Best methods for obtaining evidence according to Positivist Paradigm

A

Deductive processes –> hypotheses testing

Emphasis on discrete, specific concepts

Focus on objective and quantifiable

Corroboration of researchers’ predictions

Fixed, pre-specified design

Controls over context

Measured, quantitative information

Statistical analysis, seeks generalizations

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23
Q

Best methods for obtaining evidence according to Constructivist Paradigm

A

Inductive processes –> hypotheses generation

Emphasis on the whole

Focus on subjective and non-quantifiable

Emerging insight grounded in participants’ experiences

Context-bound, contextualized

narrative information

Qualitative analysis; seeks in-depth understanding

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24
Q

Research Methods

A

Techniques researchers use to structure a study and to gather and analyze relevant information

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25
Q

Quantitative

A

Numeric information that results from some type of formal measurement and is analyzed statically

Allied with positivism; looks at little known info

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26
Q

Qualitative

A

Narrative and subjective materials

Associated with constructivist inquiry

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27
Q

Scientific Method

A

Involves using a set of orderly procedures to gather information

28
Q

Empirical Evidence

A

Evidence that is rooted in objective reality and gathered directly or indirectly through the senses rather than through personal beliefs or hunches

29
Q

Generalizability

A

The ability to generalize research findings to individuals other than those who took part in the study

A goal of quantitative research

30
Q

Cause Probing

A

Studies designed to illuminate the underlying causes of phenomena

31
Q

The specific purposes of nursing research include what 5 things?

A
  1. Identification
  2. Description
  3. Exploration
  4. Prediction/control
  5. Explanation
32
Q

Quantitative Research: Identification

A

Researchers begin with a phenomenon that has been previously studied or defined

33
Q

Quantitative Research: Description

A

Focuses on prevalence, size, and measurable aspects of phenomena

“How prevalent is the phenomenon? How often does the phenomenon occur?”

34
Q

Quantitative Research: Exploration

A

“What factors are related to the phenomenon? What are the antecedents of the phenomenon?”

35
Q

Quantitative Research: Explanation

A

Theories or prior findings are used deductively to generate hypothesized explanations that are then tested

“What is the underlying cause of the phenomenon? Does the theory explain the phenomenon?”

36
Q

Quantitative Research: Prediction & Control

A

“If phenomenon X occurs, will phenomenon Y occur? Can the phenomenon be prevented or controlled?”

37
Q

Qualitative Research: Identification

A

Looks at little known info

“What is this phenomenon? What is its name?”

38
Q

Qualitative Research: Description

A

Describes the nature, dimensions, and salience of the phenomenon

“What are the dimensions or characteristics of the phenomenon? What is important about the phenomenon?”

39
Q

Qualitative Research: Exploration

A

Explores the nature of little understood phenomena and to shed light on the ways in which a phenomenon is expressed

“What is the full nature of the phenomenon? What is really going on here? What is the process by which the phenomenon evolves?”

40
Q

Qualitative Research: Explanation

A

How or why a phenomenon exists or what a phenomenon means as a basis for developing a theory that is grounded in rich, in-depth, experiential evidence

“Why does this phenomenon exist? What does the phenomenon mean? How did the phenomenon occur?”

41
Q

Most EBP is quantitative except ____.

A

Meaning/process

42
Q

Studies with a therapy purpose seek to…?

A

Identify effective treatments for ameliorating or preventing health problems

43
Q

Studies of prognosis examine the…?

A

Consequences of a disease or health problem, explore factors that can modify the prognosis, and examine when the consequences are most likely.

Provide valuable info for guiding patients to making beneficial lifestyle choices or to be vigilant for key symptoms

44
Q

Many health care activities can greatly benefit from understanding the ____ perspective.

A

Clients’

45
Q

Research Process

A
  1. ID problem
  2. Ask questions or hypothesis
  3. Gather data
  4. Analyze data –> yields results/findings
  5. Interpret results/findings
  6. Disseminate results/findings
46
Q

Why is research important to nursing?

A

Things are always changing in healthcare

New knowledge (need knowledge specific to our field of study –> w/o nursing research we’d only get info from other professions)

47
Q

Evidence

A

Something used to support/negative something else

Melnick: “facts or info that indicate truth”

Evidence doesn’t exist by itself - needs to have context

48
Q

What are the roles of nurses in research?

A

The role of nurses occurs along a continuum from producers of research to skilled consumers of research who use research as evidence in practice.

49
Q

Are nursing students consumers or producers of research?

A

Consumers

-we use the research that others produce

50
Q

Nursing Research: Past (don’t have to know specific dates)

A

Pioneered by Nightingale

First journal on research (Nursing Research) emerged in the 50’s

Clinical research increased in importance in the 80’s

National Institutes of Health (NIH)

National Institutes of Nursing Research (NINR) established in 1993.

51
Q

Sources of evidence for nursing practice: Tradition

A

“We do it because we do it this way”

ex: temp and VS routinely done in evening b/c of myth that said temp rises in the evening

52
Q

Sources of evidence for nursing practice: Authority

A

Do something b/c you’ve been told to do it that way

-ex: standing orders from doctor

53
Q

Sources of evidence for nursing practice: Clinical experience

A

(trial and error; intuition)

“You learn by doing”

54
Q

Sources of evidence for nursing practice: Logical Reasoning

A

Deductive logic (start w/ theory then test theory) and Inductive logic (lots of little details then build theory)

55
Q

Sources of evidence for nursing practice: Assembled Info

A

Such as CQI data

56
Q

Sources of evidence for nursing practice: Disciplined Research

A

Studies done with controls

57
Q

Positivists vs Constructivists: What’s the nature of reality?

A

Positivist paradigm: ONE reality exists, real world

Constructivist: their reality is multiple, subjective, constructed by individuals

58
Q

Positivists vs Constructivists: What’s the relationship between the researcher and those studied?

A

Positivists: independent of their subjects, try to be objective, stay outside of research situation; don’t interfere

Constructivist: researcher and participants are doing the research together; MUST interfere

59
Q

Positivists vs Constructivists: What’s the role of values in research?

A

Positivist: values held in check, personal values separate from participant values, researcher tries to be objective

Constructivist: happy to be subjective (“subjectively inevitable”); both researcher and subject are part of study

60
Q

Positivists vs Constructivists: What are the best methods of conducting research?

A

Positivist: use deductive methods (start w/ theory –> test hypothesis); quantitative; have fixed research design, make a plan and stick to it; seek generalizations

Constructivists: inductive; generate hypothesis; studies are qualitative; flexible in study design; seek understanding rather than generalization

61
Q

Quantitative Research

A 
Orderly procedures
Prespecified plan
Control over context
Formal measurement
Quantitative (lab studies)
Seeks generalizations
62
Q

Qualitative Research

A 
Dynamic design
Holistic
Context-bound
Humans as tools
Qualitative
Seeks patterns
63
Q

Levels of research from weakest to strongest (4)

A
  1. Identification and description*
  2. Exploration
  3. Explanation
  4. Prediction and control

*weakest level; typically used when we don’t know anything (ex: when AIDS first came out)

64
Q

Research purposes linked to EBP

A 
Therapy, treatment or intervention
Diagnosis and assessment
Prognosis
Etiology/cause/harm
Meaning and processes
65
Q

Specific purposes of nursing research: Quantitative and Qualitative

A

Quantitative:

  • ID: rare
  • Description, exploration, explanation, prediction and control

Qualitative:

  • ID, description, exploration, and explanation
  • Prediction and control: rare

Research 3900 (5 decks)

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