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Nursing Research > Weeks 1-4 > Flashcards

Weeks 1-4 Flashcards

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1
Q

Describe the purpose of research.

A
  • Basic research EXTENDS KNOWLEDGE
  • Applied research SEEKS SOLUTIONS to issues in nursing practice
  • IDENTIFICATION
  • DESCRIPTION (prevalence, the importance, patterns)
  • EXPLORATION (what’s related to it, what factors; qualitative or quantitative)
  • EXPLANATION (how does this happen)
  • PREDICTION AND CONTROL
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2
Q

Explain why research is so important to nursing.

A
  • contributes to the well being and QOL of clients through high quality EVIDENCE INFORMED, compassionate care
  • Contribute to wellbeing and QOL of NURSES
  • Support the LIFE LONG LEARNING of nurses
  • EXPANDS the breadth and depth of nursing practice
  • MINIMIZE HABIT based practice
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3
Q

List key elements of the past, present and future nursing research.

A
  • FLORENCE 1800’s analyzed factors r/t morbidity
  • 1950’s focused on nursing edu., supply and demand, demographic of nurses, perceptions about nurses, time to complete nursing tasks
  • latter half of 20th century, nurses started to have more advanced academic preparation, scholarly journals contained nursing research
  • future focused of EBP; (replication of studies; systematic reviews; transdisciplinary research; active dissemination of research findings; enhancing the visibility of nursing research; attention to cultural and health disparity issues (i.e., “ecologic validity”); and increasing knowledge related to patient safety and quality of life, nursing work environments, and evidence-based decision-making.)
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4
Q

Discuss the sources of knowledge used for nursing practice

A
  • clinical experience (wisdom)
  • results from research
  • tradition
  • intuition
  • trial and error
  • logical reasoning
  • local audit (assembled information)
  • pt and family experience/preferences
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5
Q

What are the 2 key paradigms.

A

Positivist/Post-positivist

Naturalistic/Constructivist

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6
Q

Define Nursing research

A

The conduct of systematic studies for the purposes of developing, refining, or expanding knowledge about issues of importance to nurses.

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7
Q

Nursing research serves to establish…

A

Nursing research serves to establish a base of knowledge for nursing practice, education, and or leadership.

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8
Q

Describe Positivist/Post-positivist.

A

Rooted in 19th Century thought
Emphasis on rational and scientific
Belief in an objective reality that can be studied and known
Aim to understand the underlying cause of natural phenomenon
Seek to be objective and employ orderly, rigorous, tight controls on scientific inquiry
Post-positivists seek “probabilistic evidence”, recognizing the impossibility of total objectivity

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9
Q

Describe naturalistic/constructivist paradigm.

A

Voice and interpretations of participants are key to understanding phenomenon
Reality is not fixed; it exists within a context and many constructions are possible
‘Truth’ is a composite of realities shaped and created by humans
Aim to understand the meaning of phenomena

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10
Q

Describe qualitative research method.

A

Associated with Naturalistic paradigm
Use of inductive reasoning to understand human experience as it is lived
Flexible, evolving approach
Narratives and subjective materials from persons with first hand knowledge are collected and analyzed
Aim for transferability to other settings/groups

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11
Q

Describe quantitative research method.

A

Associated with Positivist/Post-positivist paradigm
Use of deductive reasoning to generate predictions that are then tested in the ‘real’ world
Pre-specified plan/series of steps
‘Controls’ used to minimize biases and maximize precision and validity
Focus on measurement; use of numeric values
Aim for generalizability beyond study to other groups/settings

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12
Q

What are the main classes of research in quantitative research?

A

Experimental

Non-experimental

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13
Q

What are the 3 classes of research in qualitative research?

A

Grounded theory
Phenomenology
Ethnography

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14
Q

Grounded theory.

A

construction of theory through analysis of data (what are the underpinnings)

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15
Q

Phenomenology.

A

study of phenomenon (how things work)

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16
Q

Ethnography.

A

the study and systematic recording of human cultures

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17
Q

Describe the main steps in quantitative.

A

Quantitative

  • Study of relationships between independent (cause) and dependent (effect) variables; is there a relationship and how strong is it?
  • Theory is used as a starting point to deductive reasoning
  • Ensure quality through reliability and validity
  • Use of research control (e.g., control extraneous variables) and randomness to control for bias
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18
Q

Identify the major classes of quantitative and qualitative studies.

A

qualitative (grounded, phenomenology, ethnography)

quantitative (experimental, non-experimental)

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19
Q

Identify and describe the different components of a research journal article.

A 
Title
Abstract
Introduction
Methodological Approach
Findings
Discussion
Limitations
Implications
Conclusions
References
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20
Q

Identify and discuss the questions that are used to review and critique qualitative and quantitative studies

A

??

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21
Q

Describe the main steps in qualitative.

A

Study of patterns of association to discern the meaning and dimensions of a phenomenon
Theory is often the end product of inductive reasoning from participant narratives
Ensure quality through trustworthiness, including criterion of credibility
Use reflexivity to control for bias

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22
Q

What is basic nursing knowledge?

A

provides info for the sake of knowledge

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23
Q

What is applied nursing knowledge?

A

designed to solve problems

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24
Q

Empirical evidence

A

evidence collected by way of human SENSES

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25
Q

What is quantitative evidence typically based on?

A

empirical evidence

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26
Q

What does CHSRF stand for?

A

Canadian Health Services Research Foundation

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27
Q

What is the site?

A

overall location for the research; sometimes multisite

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28
Q

What is the setting?

A

specific place where data collection occurs

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29
Q

What are constructs?

A

abstractions or mental representations inferred from behaviour or events

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30
Q

What is the building block of theory?

A

concepts

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31
Q

What terms are used interchangeably with constructs?

A

phenomena or concepts

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32
Q

What are the concepts called in quantitative studies?

A

variables

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33
Q

What are concepts?

A

building blocks of theories

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34
Q

independent vs dependent

A

the dependent (or outcome) variable is the behaviour, characteristics, or outcome the researcher is interested in explaining, predicting or affecting.

the independent variable is the presumed cause of, antecedent to or influence on the depended variable

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35
Q

Conceptual definition.

A

clarifies the abstract or theoretical meaning of concept being studied

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36
Q

Operational definition.

A

specifies the procedure and tools required to measure a variable.

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37
Q

What does qualitative data typically look like?

A

typically in a narrative format

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38
Q

What does quantitative data typically look like?

A

typically numeric

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39
Q

Inductive reasoning.

A

the process of developing conclusions from specific observations; premise seeks to supply strong evidence

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40
Q

Deductive reasoning.

A

process of developing specific predictions from general principles; links premise with conclusion (top down approach)

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41
Q

Main methodological challenge of quantitative studies.

A

reliability and validity

42
Q

Main methodological challenge of a qualitative study.

A

trustworthy

43
Q

Reliability refers to…

A

the accuracy and consistency of information obtained in a study
QUANTITATIVE

44
Q

Validity refers to…

A

more complex concept that concerns the soundness of the study’s evidence; whether the results are cogent and well grounded
QUANTITATIVE

45
Q

Cogent.

A

clear, logical convincing

46
Q

Trustworthiness refers to…

A

encompasses several dimensions including credibility

QUALITATIVE

47
Q

Credibility refers to..

A

Research methods engender confidence in the truth of the data and in the researchers’ interpretations
QUALITATIVE

48
Q

Engender.

A

cause or give rise to

49
Q

Triangulation.

A

the use of multiple sources or referents to draw conclusions about what constitutes the truth
USED TO ESTABLISH CREDIBILITY

50
Q

Bias.

A

an influence that distorts study results

51
Q

What is used in quantitative research to reduce bias?

A

randomness

52
Q

What is used in qualitative research to to keep personal bias in check?

A

reflexivity (self reflection)

53
Q

What is another name for extraneous variables?

A

confounding influences

54
Q

What is used to keep extraneous variables in check?

A

research controls

55
Q

The criteria used in a quantitative study to assess the extent to which the findings can be applied to other groups and settings is called ________

A

generalizability

QUANTITATIVE

56
Q

the extent to which qualitative studies can be transferred to other settings is called _______

A

transferability

57
Q

What is thick description and its use?

A

rich thorough description used to determine transferability

58
Q

Identify the primary ethical principles in the Tri-Council Policy Statement (2014) on research ethics and identify procedures for adhering to them.

A
  1. REPSECT FOR PERSONS
    - right to withdraw from a study with more repercussions, and right to informed consent
    - recognize and respect intrinsic value of human; respect autonomy and protect those with decreased autonomy
  2. CONCERNS FOR WELFARE
    - respect all aspects of QOL; keeping in mind the determinants of health
    - recognize impact on physical, mental, and spiritual health; physical, economic and social circumstances (determinants of welfare- housing, employment, security, family life, community membership, and social participation)
    - consider privacy and confidentiality as part of welfare
  3. JUSTICE
    - fairness (equal respect and concern) and equity (based on need)
59
Q

Describe key considerations for critiquing the ethics of a research study.

A
  • Was the study APPROVED and monitored by a Research Ethics Board?
  • Were steps taken to remove or PREVENT HARM?
  • Did BENEFIT OUTWEIGH potential RISKS or actual discomfort?
  • Was participation VOLUNTARY?
  • Was WITHDRAWAL an option?
  • Did the study involve DECEPTION? Was it JUSTIFIABLE?
  • Was the CONSENT PROCEDURE appropriate?
  • Was PRIVACY protected?
  • Were special PRECAUTIONS taken to protect VULNERABLE INDIVIDUALS/GROUPS?
  • Were groups EXCLUDED from the study WITHOUT CAUSE?
60
Q

Distinguish statements of purpose and research questions for qualitative research.

A

RESEARCH QUESTION is the query being investigated

PURPOSE STATEMENT broad summery including nature of inquiry, key phenomenon, and group/community of interest

61
Q

Distinguish statements of purpose and research questions for quantitative research.

A

RESEARCH QUESTION is the query being investigated sometimes a HYPOTHESIS (at end of intro)

PURPOSE STATEMENT broad SUMMERY of the overall aim including KEY VARIABLES and there INTERRELATIONSHIP

62
Q

Critique statements of purpose and research questions in research reports with respect to their placement, clarity, working, and significance.

A

example…

63
Q

Explain the purposes and uses of literature reviews.

A

Provides a summary and evaluation of the current state of knowledge regarding the focus/phenomenon of study; justifies the study and explicates its significance
Involves accessing and evaluating conceptual literature as well as primary sources of research
Reveals consistencies, inconsistencies, and gaps in research and theory to-date
Reflects an objective critique of research and theory to-date
Situated in the introduction of a research report and ends with a summary of where we are at and how credible research has been to-date

64
Q

Evaluate the style, content and organization of a traditional literature review.

A 
EXAMPLE?
Thorough
Current
Interdisciplinary
Appropriate materials
Beyond description
Organized
Clear
Appropriate language
Offers support for study
65
Q

Potential benefit in research.

A

Research involving humans may produce benefits that positively affect the welfare of society as a whole through the advancement of knowledge for future generations, for participants themselves or for other individuals. (usually no or little benefit to participants)

66
Q

Risks and ethics in research.

A 
Potential harm (anything that has a negative impact on the welfare of participants, and the nature of the harm may be social, behavioural, psychological, physical, or economical).
- Research should use proper ethical analysis to consider foreseeable risk and the available methods of eliminating or mitigating the risk.
67
Q

Minimal risk in research.

A
  • falls within the scope of this policy requires REB review. It is generally eligible for delegated review
  • risk that is no more than the risks of daily life
68
Q

What ethical considerations are needed for children?

A

Consent from parents and ascent from the child.

69
Q

What ethics should be considered fro protecting participants of a study?

A 
Risk/benefit assessment
Consent process
Privacy and confidentiality 
Debriefings and referrals
Attention to vulnerable groups
Research Ethics Board
Research integrity and scholarship
70
Q

Statement of purpose.

A

a broad summary of the overall aims/goals of a study

  • quantitative (includes key study variables and there interrelation)
  • qualitative (nature of inquiry, key phenomenon and group/community)
71
Q

Research statement.

A

a perplexing or troubling condition that can be investigated

72
Q

Problem statement.

A

an articulation of the research problem often phrased in the form of a research questions.

73
Q

Research question.

A

the specific query the researcher wants to answer to address the research problem

(quantitative this is worded as a hypothesis)

74
Q

Hypothesis.

A

predictions of the study

75
Q

Components of qualitative research.

A 
Title
Abstract
Introduction
Methodological Approach
Findings
Discussion
Limitations
Implications
Conclusions
References
76
Q

Phases of QUALITATIVE research study.

A
  • Conceptualize and plan
  • Conduct study (interview)
  • Disseminate findings
77
Q

What are some common features in post-positivist and naturalistic?

A
  • gain understanding
  • analyze empirical evidence
  • ethics
  • limitations
78
Q

When does data translation occur?

A

empirical phase

79
Q

Empirical.

A

evidence, data and knowledge, also known as sense experience.

80
Q

What type of evidence is collected by way of human senses.

A

Empirical

81
Q

What is the criteria for evaluating the quality and importance of a study?

A

Generalizability

82
Q

What are 2 powerful tools for eliminating bias?

A

Quantitative- randomness

Qualitative- reflexiveness (reflection)

83
Q

What kind of research would interventions be used in?

A

experimental quantitative data

84
Q

What is a quantitative study that tests causal relationships?

A

experimental

85
Q

Define constructs.

A

abstractions or mental representation

86
Q

What does IMRAD stand for?

A 
Introduction
Method
Results
Analysis
Discussion
p.53
87
Q

What is the conventional format for organizing content in reports?

A

IMRAD

  • Introduction
  • Method
  • Results
  • Analysis
  • Discussion
88
Q

Where are the research questions and hypothesis found?

A

Introduction

89
Q

Where would you find the statistical significance?

A

results

indicates findings are reliable and reputable

90
Q

Identify the major characteristics and uses of theories, conceptual models, and frameworks.

A

?

91
Q

Discuss the rationale for emergent designs in qualitative research and describe qualitative design features.

A

used in order to base the study on the reality and view points of the informants

92
Q

Identify the major research traditions for qualitative research and describe the domain of inquiry of each.

A

?

93
Q

Describe the main features of ethnographic, phenomenological, and grounded theory designs.

A

/

94
Q

Describe different types of sampling in qualitative studies and the criteria for evaluating their appropriateness.

A

??

95
Q

Critique a researcher’s decisions regarding the data collection plan (degree of structure, general method, mode of administration) and its implementation.

A

?

96
Q

Theories characteristics for quantitative.

A
  • provide organization and structure
  • generate hypothesis through DEDUCTIVE REASONING
  • Used to validate or build on theories
97
Q

Theories characteristics fr qualitative research.

A
  • build theory through INDUCTIVE REASONING

- Used to validate or build on theories

98
Q

“Focus on communication: increasing the opportunity for successful staff–patient interactions” is an example of?

A

CONCEPTUAL FRAMEWORK

quantitative

99
Q

“Elderly patients experiences with nurses guided by Parse’s theory of human becoming” is an example of?

A

CONCEPTUAL MODEL

qualitative

100
Q

Emergent design.

A

design that emerges as researchers make ongoing decisions reflecting what has already bean learned, in order to take full consideration of informants experience and realities

Nursing Research (2 decks)

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