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Ways of Knowing: Research for Nursing > Week 3 > Flashcards

Week 3 Flashcards

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1
Q

Conceptualization, operationalization and measurement occur in what stage of the research wheel?

A

In between the hypothesis and observation sections (for quantitative at least)

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2
Q

process of assigning numbers or labels to units of analysis in order to represent conceptual properties

A

measurement

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3
Q

What are the three components of the measurement process?

A

Theoretical –> conceptual –> empirical/operational

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4
Q

To translate the theoretical and conceptual knowledge into the empirical world, ________/______ becomes necessary.

A

measurement/observation

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5
Q

• The mental process of developing clear and precise meaning for abstract ideas or concepts

A

conceptualization

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6
Q

Also called the thinking process

A

conceptualization

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7
Q

When conceptualization turns into a specific definition, we get what?

A

a conceptual definition

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8
Q

• Providing a specific and tentative definition for an abstract idea or concept

A

conceptual definition

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9
Q

What are the ways in which one develops a conceptual definition?

A

Consultation with the existing research

Tailoring your concept to fit your research interest

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10
Q

Linking abstract concepts to specific measurements

A

operationalization

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11
Q

What are the two types of measures?

A

Direct observables

Indirect observables

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12
Q

things we can observe rather simply and directly

A

direct observables

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13
Q

things that require more subtle, complex, or indirect observations

A

indirect obesrvables

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14
Q

Require concrete indicators that help us to observe

A

indirect observables

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15
Q

Describe the differences between quantitative and qualitative measurement in the following:
Timing

A

Quantitative: occurs before data collected
Qualitative: occurs during the data collection

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16
Q

Describe the differences between quantitative and qualitative measurement in the following:
Nature of data

A

Quantitative: numeric labels
Qualitative: narratives

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17
Q

Describe the differences between quantitative and qualitative measurement in the following:
Concept-data link

A

Quantitative: bridging concepts and data
Qualitative: measuring concepts in the data collection process

18
Q

Variables that have a relatively fixed set of separate attributes

A

discrete variables

19
Q

Variables that have an infinite number of values that flow along a continuum

A

continuous variables

20
Q

What is the purpose of levels of measurement?

A

Helps us interpret the data of a particular variable

21
Q

A variable whose attributes only have the characteristics of being jointly exhaustive and mutually exclusive, that is, the attributes are merely different from each other

A

Nominal

22
Q

A variable with attributes or categories you can rank order along some dimension

A

Ordinal

23
Q

A variable whose attributes are rank ordered, and have equal distances between adjacent attributes, but have no true zero value

A

Interval

24
Q

A variable whose attributes are rank ordered and have equal distances between adjacent attributes, but have a true zero value

A

Ratio

25
Q 
For the following examples, describe what type of variable(s) applies.
A - Sexual orientation
B - Level of stress
C - Type of communicable disease
D - Frequency of alcohol consumption
E - Age of immigrant's arrival
F - Number of patients in ICU
A 
A - nominal
B - ordinal
C - nominal
D - ordinal, ratio
E - ratio
F - ratio
26
Q

What is the only interval measurement?

A

temperature

27
Q

Condense the data generated by multiple indicators into a single number/score

A

Indices

28
Q

An ordinal, interval, or ratio measure of a variable expressed as a numerical score

A

Scales

29
Q

the dependability or the measure of a variable consistency

A

reliability

30
Q

goodness of fit between an operational definition and the concept it is intended to measure

A

validity

31
Q

Whether the measure appears to be valid ‘on its face’

A

Face validity

32
Q

o The degree to which a measure covers the range of meanings included within a concept

A

content validity

33
Q

The degree to which a measure relates with some external criterion

A

Criterion validity

34
Q

The degree to which a measure relates to other variables as expected within a system of theoretical relationships

Consult with experts and previous research to see what has been done to measure the abstract concepts

A

Construct validity

35
Q

The type of validity we tend to use in research.

A

construct validity

36
Q

Name the validity type based on the description:
A - often used in licensing contexts
B - used in research context – find relevant indicators to measure something more abstract
C - least valid, comes with measurement error

A

A - criterion validity
B - construct validity
C - face validity

37
Q

causal relationship between variables (validity type)

A

Internal validity

38
Q

able to generalize relationships to settings outside controlled conditions – can generalize relationships from the sample to the general population

A

external validity

39
Q

Measurement begins with _______, the clarification of the meaning of a concept, and ends with ________, a procedure detailing the observational categories or values represent the concept

A

conceptualization

operationalization

40
Q

Describe the flow from theoretical to measurement

A

Theoretical –> conceptualization –> conceptual definition –> operationalization –> measurement

Ways of Knowing: Research for Nursing (6 decks)

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