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Ebp FINAL Flashcards

1
Q

_______ in nursing evolves from the integration of the BEST RESEARCH EVIDENCE with our CLINICAL EXPERTISE and our PATIENT’S CIRCUMSTANCES AND VALUES to produce quality health outcomes

(Chapter 1)

A

EBP

know the 3 components of EBP (IN CAPS)

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2
Q

________ is a diligent systematic inquiry or study that validates and refines existing knowledge and develops new knowledge

(Chapter 1)

A

Research

research generates new knowledge

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3
Q

The following characteristics are example of ________ research methods/ approaches:

  1. Logical positivism
  2. Cause and effect relationship
  3. Tests theory
  4. Objective
  5. Scales, questionnaires, and physiological measures
  6. Numbers
  7. Statistical analysis
  8. Description variables, relationships among variables, and effectiveness of interventions; generalization

(Chapter 1)

A

Quantitative research

deductive, mostly closed questions, large sample

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4
Q

The following characteristics are example of ________ research methods/ approaches:

  1. Naturalistic, interpretive, humanistic
  2. Meaning, discover, and understanding
  3. Develops theory and frameworks
  4. Shared interpretation
  5. Unstructured interviews, observations, and focus groups
  6. Words
  7. Text-based analysis (in-depth)
  8. Unique, dynamic, focused on understanding of phenomena and facilities theory development

(Chapter one)

A

Qualitative research

*small sample, inductive

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5
Q

What starts from specific and goes to general (qualitative); particular instances are observed then combined into a larger whole or a general statement

Ex: a headache is an altered level of health that is stressful. A terminal illness is an altered level of health that is stressful.

(Chapter 1)

A

Inductive reasoning

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6
Q

What starts from general and goes to specific (quantitative); from a general premise to a particular situation or conclusion

Ex: all humans experience loss. All adolescents are human.

(Chapter 1)

A

Deductive reasoning

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7
Q

What are your roles in nursing research as a BSN:

Chapter 1

A

read and critically appraise research studies; use best research evidence in practice with guidance; assist with problem identification and data collection;

*BSN nurses can’t conduct research independently.

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8
Q

What are the levels of research evidence: (7)

Chapter 1

A

Level I - Systemic review and meta-analysis - BEST RESEARCH EVIDENCE FOR PRACTICE
Level II - Randomized controlled trial (RCT) or experimental study
Level III - Quasi-experimental study
Level IV - Mixed-methods systematic review and qualitative meta-synthesis
Level V - Descriptive correlational, predictive correlational, and cohort studies
Level VI - Descriptive study and qualitative study
Level VII - Opinions of expert committees and authorities

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9
Q

What is the purpose of research:

Chapter 1

A

The ultimate goal of research is to develop an empirical body of knowledge for a discipline or profession, such as nursing

Description (what), explanation (why), prediction (when), and control (manipulation) of phenomena in practice

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10
Q

Sometimes referred to as pure research or even bench research

Includes scientific investigations conducted for the PURSUIT OF KNOWLEDGE FOR OWN SAKE or for the pleasure of learning and finding the truth

(Chapter 2)

A

Basic research

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11
Q

Aka practical research, which includes scientific investigations conducted to generate knowledge that will directly influence or improve clinical practice

Pursuit is to solve problems, make decisions, and/or predict or control outcomes in real-life practice situations

(Chapter 2)

A

Applied research

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12
Q

What are the types of quantitative research

Chapter 2

A
  1. Descriptive
  2. Correlational
  3. Quasi-experimental
  4. Experimental
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13
Q

What quantitative research describes or summarizes a phenomenon; no intervention (manipulation)

*Non-experimental; observational
(Chapter 2)

A

Descriptive

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14
Q

Which quantitative research looks at relationships between or among 2 or more variables

*Non-experimental; observational
(Chapter 2)

A

Correlational

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15
Q

Which quantitative research is used to examine the cause and effect relationship of one variable to another. Implementing intervention, but less controlled than experimental

*Experimental; limited control

(Chapter 2)

A

Quasi-experimental

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16
Q

Which quantitative research is objective, systematic, and highly controlled investigation conducted for the purposes of predicting and controlling phenomena in nursing practice

*Experimental; controlled

(Chapter 2)

A

Experimental

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17
Q

What are the major sections/content of a research report?

Chapter 2

A
  1. Introduction
  2. Methods
  3. Results
  4. discussion
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18
Q

What is in the introduction section of a research report:

Chapter 2

A
  1. Statement of the problem, with background significance
  2. Statement of the purpose (at the end)
  3. Brief literature review
  4. Identification of the framework
  5. Identification of the research objectives, questions, or hypothesis (if applicable)
  • kind of like the body of the report, overview of the concepts
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19
Q

What is in the methods section of the research report:

Chapter 2

A
  1. Identification of the research design
  2. Description of the intervention (if applicable)
  3. Description of the sample and setting
  4. Description of the methods and measurement
  5. Discussion of the data collection process

*tells what processes are used for the study

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20
Q

What is in the results section of a research report:

Chapter 2

A
  1. Description of the data analysis procedures
  2. Presentation of results on tables, figures, or narrative organized by the purposes and/or objectives, questions, or hypothesis

*results of the study

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21
Q

What is in the discussion section of a research report:

Chapter 2

A
  1. Discussion of the major findings
  2. Identification of the limitations
  3. Presentation of the conclusions
  4. Implications of the findings for nursing practice
  5. Recommendations for future research.

*meaning of results and how can it be applied

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22
Q

What is the control/ manipulation in quantitative research?

Chapter 2

A

Involves the imposing of rules by researchers to decrease the possibility of error, thereby increasing the probability that the study’s findings are an accurate reflection of reality

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23
Q

What is the setting in qualitative research:

Chapter 3

A

Natural setting or field setting

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24
Q

What is the qualitative research data:

Chapter 3

A

Are words, images INSTEAD OF NUMBERS

*textual, verbal, visual

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25
Q

What are the types of qualitative research designs:

Chapter 3

A
  1. Phenomenology
  2. Grounded theory
  3. Ethnographic
  4. Exploratory- descriptive
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26
Q

Which qualitative research design is based on lived experiences with the purpose of providing a through description of a lived experience:

(Chapter 3)

A

Phenomenology

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27
Q

Which qualitative research design is used to develop new theory from data:

Purpose: studies result in theoretical frameworks w/ relational statements between concepts; diagram provided displaying interaction among social processes that were identified

(Chapter 3)

A

Grounded theory

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28
Q

Which quantitative research is used for cultures, observing individuals in their own cultures

Purpose: to provide a written report based on the analysis of the culture

(Chapter 3)

A

Ethnographic

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29
Q

Which qualitative research design is used to explore and describe a certain phenomena:

Purpose: Answers the research question; researchers have the information they need to address the situation or patient concern that was the focus of the study
Findings are typically applied to the practice problem that instigated the inquiry

(Chapter 3)

A

Exploratory- descriptive qualitative

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30
Q

What is the key factor of data collection in qualitative research:

(Chapter 3)

A

*researcher-participant relationship

The researcher’s personality is a key factor in qualitative research. Skills in empathy and intuition are cultivated; the researcher must become closely involved in the participant’s experience to interpret the data. It is necessary for researchers to be open to the perceptions of the participants, rather than to attach their own meaning to the experience.

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31
Q

What are the data collection methods in qualitative research:

(Chapter 3)

A

Interviews
Focus group
Observation
Examination of documents and media materials

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32
Q

What is the rigor in qualitative research:

*very subjective

(Chapter 3)

A
  • requires critically appraising the study for congruence with the philosophical perspective; appropriateness of the collection, analysis, and interpretation of data; maintenance of an audit trail; and logic of the findings evident in the research report.
  • Maintain an open mind; remove biases; submit results to participants to accurately capture their perception

think rigor is good its a way to show that the findings of research can be trusted**

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33
Q

What are the two historical documents?

Chapter 4

A
  1. Nuremberg code: : statements of ethical research conduct that were developed in response to the Nuremberg trials following WWII (refer to Box 4.1, pg 93 for characteristics of ethical studies)
     Evaluate consent process
     Protection of subjects from harm
     Balancing benefits and risks of research studies
  2. Declaration of Helsinki: statement of ethical principles that follow the Nuremberg Code; specified the DIFFERENCES IN THERAPEUTIC AND NON-THERAPEUTIC RESEARCH, w/ researchers and responsible for protecting the dignity, privacy and health of participants
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34
Q

What is the purpose of the IRB:

Chapter 4

A

The purpose if the protection of the rights of the participants.

*A committee that reviews research to ensure that the investigator is conducting the research ethically.

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35
Q

What are the three ethical principles:

Chapter 4

A

1.Respect of persons: people should be treated as autonomous agents, with the right to choose whether or not to participate in research and to withdraw from a study.
2.Beneficence : encourages the researcher to do good and “above all, do no harm.”
is the foundation for analyzing the benefits and risks of a specific study
3. Justice: states that human subjects have a right to fair treatment, which includes access to the potential benefits of a study and not overexposure to its risks.

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36
Q

What are the five human rights:

Chapter 4

A
  1. Right to self-determination: AUTONOMY
  2. Right to privacy: Freedom to determine the time, extent, and circumstances for sharing or withholding private information
  3. Right to anonymity and confidentiality: Confidentiality: researcher knows info, does not share
    Anonymity: no one, not even researcher, knows the identity of the subjects
  4. Right to protection from discomfort and harm: beneficence
  5. Right to fair selection and treatment: Justice
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37
Q

What are the elements of informed consent?

Chapter 4

A

Disclosure
Comprehension
Competence to give consent
Voluntary agreement

(All people have the right to remove themselves from the study)

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38
Q

Who are the persons with diminished autonomy:

Chapter 4

A

CHILDREN, mentally ill, prisoners, criminals, terminally ill pts, pregnant women

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39
Q

What is the research problem ?

Chapter 5

A

The are of concern in which there is a gap in the knowledge needed for nursing practice.

*will be a clear and concise statement of the specific goal or focus of the study

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40
Q

What are the elements of the research problem:

Chapter 5

A

(1) indicates the significance of the problem,(2) provides a background for the problem; and (3) includes a problem statement

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41
Q

How is the feasibility of a study determined:

Chapter 5

A 
by examining the researchers' expertise
money commitment
Time commitment 
availability of subjects, facilities, and equipment
and the study's ethical considerations
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42
Q

What are the types of hypothesis:

Chapter 5

A
  1. Directional vs. non directional
  2. Causal vs. associative
  3. Null vs. research
  4. Simple vs complex
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43
Q

Which type of hypothesis proposes relationships among variables that occur or exist together in the real world so that when one variable changes, the other changes

(Chapter 5)

A

Associative

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44
Q

Which type of hypothesis proposes a cause and effect interaction between tow or more variables, referred to as the independent and dependent variables

(Chapter 5)

A

Casual

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45
Q

Which type of hypothesis states the relationship (associative or casual) between two variables

(Chapter 5)

A

Simple

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46
Q

Which type of hypothesis states the relationship (casual or associative) among three or more variables

(Chapter 5)

A

Complex

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47
Q

Which type of hypothesis states that a relationship exists between variables, but hypothesis does not predict nature of relationship

(Chapter 5)

A

Non directional

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48
Q

Which type of hypothesis states the nature (positive or negative) of the interaction between two or more variables?

Ex. Uses therms like positive, negative, less, more, increase, decrease, higher, or lower

(Chapter 5)

A

Directional

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49
Q

Which type of hypothesis states what researcher thinks is true; there is a relationship or effects between two or more variables.

(Chapter 5)

A

Research

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50
Q

Which type of hypothesis states that there is no difference or relationship between variables; also referred to as statistical

(Chapter 5)

A

Null

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51
Q

What is a research objective:

Chapter 5

A

Is a clear, concise, declarative statement expressed in the present tense to identify the goals of the study

*may be referred to the aims/ objectives of the study..

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52
Q

What is an independent variable

Chapter 5

A

The term independent variable is more frequently used to identify an intervention that is manipulated or varied by the researcher to create an effect on the dependent variable. The independent variable is also called an intervention, treatment, or experimental variable.

*cause

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53
Q

What is the dependent variable:

Chapter 5

A

A dependent variable is the outcome that the researcher wants to predict or explain. Changes in the dependent variable are presumed to be caused by the independent variable.

*outcome or effect

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54
Q

What is operational definition:

Chapter 5

A

use tools to define concepts and make them more measurable

Operational definition: is derived from a set of procedures or progressive acts that a researcher performs to receive sensory impressions that indicate the existence or degree of existence of a variable.

*narrow, concrete definition of a concept. “score on 20 item Center for Epidemiological Studies Depression Scale, with 16 or higher indicating depressive symptoms”

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55
Q

What is the conceptual definition:

Chapter 5

A

Definition that provides a variable or concept with connotative (abstract, comprehensive, theoretic)meaning; may be established through concept analysis, concept derivation, or concept synthesis. A variables conceptual definition is developed from the study framework and provides a link between the framework and the variables operational definition

“feelings and behaviors associated with negative emotions and sense of hopelessness”

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56
Q

What are the demographic variables

Chapter 5

A

are attributes of subjects that are collected to describe the sample. The demographic variables are identified by the researcher when a proposal is developed for conducting a study. Some common demographic variables are age, education, gender, ethnic origin (race), marital status, income, job classification, and medical diagnosis.

Examples: age, sex, race, where they live, educational levels, marital status

*characteristics that define people

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57
Q

What are the databases in nursing research

Chapter 6

A

Consists of reports of research and published studies found in journals, on the internet, or in books; and unpublished studies, such as master’s theses and doctoral dissertations

*CINAHL most popular

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58
Q

What are primary sources?

Chapter 6

A

Is written by the person who originated or is responsible for generating the ideas published.

Ex. A research report write by the researchers who conducted the study is a primary source. A theorist’s development of a theory or other conceptual content is a primary source.

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59
Q

What are the secondary sources?

Chapter 6

A

summarizes or quotes content from primary sources. Authors of secondary
sources paraphrase the works of researchers and theorists and present their interpretation of what
was written by the primary author.

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60
Q

What are keywords.

Chapter 6

A

You can narrow the number of articles and retrieve fewer but relevant articles by using keywords to search. Keywords are terms that serve as labels for publications on a topic.

For example, a quasi-experimental study focused on providing text message reminders to patients living with heart failure who are taking five
or more medications might be found by searching for keywords, such as electronic communication,
instant messaging, medication adherence, patient teaching, quasi-experimental designs, and heart
failure.

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61
Q

What is the purpose of the literature review :

Chapter 6

A

Definition: A review of literature is the process of finding relevant research reports and theoretical sources, critically appraising these sources, synthesizing the results, and developing an accurate and complete reference list.

Purpose: Identifies the current knowledge of a practice problem (2) Identifies what is Known about the topic (Identifying the gaps in this knowledge base (3) Explaining how the study being reported has contributed to building knowledge in this area.

*in short words we want to know the existing knowledge and gap in knowledge AKA known vs. unknown

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62
Q

What are the levels of abstraction:

Chapter 7

A

Construct (most abstract)
Variable (most concrete)
Concept (less abstract)

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63
Q

What are terms that abstractly describe and name an object , idea, experience, or phenomena

Ex. Anxiety or Grief

(Chapter 7)

A

Concepts

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64
Q

Broader category or idea that may encompass several concepts.

For example: emotional response to anxiety; anxiety being the concept

(Chapter 7)

A

Construct

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65
Q

more concrete and more narrowed in their definition. Implies to something that is measurable and suggests that numerical values of the term are able to vary from one instance to the next.

ex: score on grief scale, palmar sweating

(Chapter 7)

A

Variables

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66
Q

What are the elements of theory:

Chapter 7

A

Concepts, statements, and phenomena

  • concept and relational statement
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67
Q

What is an abstract and logical structure of meaning, such as a portion of a theory, which guides the development of the study and enables the researcher to link the findings to nursing’s body of knowledge

*basic structure of study
(Chapter 7)

A

Study framework

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68
Q

refers to realities or actual instances—it focuses on the particular, rather than on the general.

(Chapter 7)

A

Concrete

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69
Q

Idea that focuses on a general view of a phenomenon

Charter 7

A

Abstract

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70
Q

Operational and conceptual (from study guide are mentioned at chapter 5 cards)

(CHAPTER 7)

A

Mentioned above chapter 5

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71
Q

: is a blueprint or detailed plan for conducting plan. Purpose, review of literature, and framework provide the basis for the design.

(Chapter 8)

A

Research design

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72
Q

What are the four common quantitative designs :

Chapter 8

A

Descriptive (describing) ,
correlational (relationship),
quasi-experimental,
experimental

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73
Q

Design may be used to develop theories, identify problems with current practices, make judgements about practices, identify different trends of illnesses, illness preventions, and health promotion in selected group,

(Chapter 8)

A

Descriptive:

  1. Simple descriptive : used to examine variables in a single sample
  2. Comparative descriptive : used to describe variables and examine differences in variables in two or more groups that occur naturally in a setting
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74
Q

Examine relationships between or among two or more variables in a single study

Example- Researchers might conduct a cross-sectional, descriptive, correlational study design, to examine the relationship of the BMI to lipid levels in early adolescent years ( ages 13-16) and late adolescency (ages 17-19 yo)

(Chapter 8)

A

Correlational

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75
Q

Definition-Facilitates the search for knowledge /examination of casuality in situations in which complete control is not possible

Example- groups may include study participants who choose to be in the intervention group and those who choose not to receive the intervention as the comparsion group

  • Posttest-only / pretest and posttest with comparison group

(Chapter 8)

A

Quasi experimental

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76
Q

some relatively simple and others very complex, have been developed for studies focused on examining casuality.

  • Pretest and posttest with control group (no posttest-only)
    (Chapter 8)
A

Experimental

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77
Q

Is noted to be the strongest methodology for testing the effectiveness of an intervention because the elements of the design limit the potential for bias

*gold standard
(Chapter 8)

A

Randomized controlled trail (RCT)

78
Q

the group of participants who received the study intervention is referred to as the intervention or

(Chapter 8)

(Extra card not on study guide)

A

Experimental group

79
Q

the group that is not exposed to the intervention or manipulation is referred to as the… can receive standard care

(Chapter 8)

A

Comparison/control group

80
Q

Involves data collection on variables at one point in time (not same subject monitored over time)

Ex.design involves examining a group of subjects simultaneously in various stages of development, levels of education, severity of illness, or stages of recovery to describe change in a phenomenon across stage.

Ex. researchers might describe thedepression levels of three different groups of women with breast cancer who are prechemotherapy,receiving chemotherapy, or postchemotherapy treatment to understand depression levels based onthe phase of treatment.

(Chapter 8)

A

Cross-sectional

81
Q

design involves collecting data at different points in time (same participant) and might also be referred to a s a repeated measures.

Ex. A sample of woman with breast cancer could be monitored for depression before, during, and after their chemotherapy treatment.

(Chapter 8)

A

Longitudinal design

82
Q

What concept means things have causes, and causes lead to effects.

Ex. Examine the effect of an early ambulation program after surgery on the length of hospital stay

(Chapter 8)

A

Causality

83
Q

What concept defines the presence of multiple causes for an effect

Ex. Patients diagnosis, age, pre surgical condition, and complications after surgery are interrelated causes of the length of a patients hospital stay

(Chapter 8)

A

Multicausality

84
Q

What concept has a slant/ deviation from the true or expected

Ex. includes attitudes or motivations of the researcher (conscious or unconscious), components of the environment in which the study is conducted, selection of the study participants, composition of the sample, groups formed, measurement methods, data collection process, and statistical analyses.

For example, some of the participants for the study might be taken from a unit of the hospital in which the patients are participating in another study involving quality nursing care or a nurse, selecting patients for a study, might include only those who showed an interest in the study.

(Chapter 8)

A

Bias

85
Q

What concept means having the power to direct or manipulate factors to achieve a desired outcome.

Ex. In a study of an early ambulation program, study participants may be randomly selected and then randomly assigned to the intervention or ______ group

(Chapter 8)

A

Control; control

86
Q

What concept is a form of control generally used in quasi-experimental and experimental studies. Independent (interventions) variable is usually the one controlled

(Chapter 8)

A

Manipulation

87
Q

Is the extent to which the effects detected in the study are a true reflection of a reality, rather than the result of extraneous variables.

(Chapter 8)

A

Internal validity

88
Q

is concerned with the extent to which study findings can be generalized beyond the sample used in the study

(Chapter 8)

A

External validity

89
Q

election of subset of a population to represent the whole population
(Defines the selection process)

A

Sampling

90
Q

characteristics that the subject or element must possess to be part of the target population

Example: adults 60 years of age or older, ability to speak and read English, and undergoing surgical replacement of one knee joint

(Chapter 9)

A

Inclusion criteria

91
Q

characteristics that can cause a person or element to be excluded from the target population

Example: any study participant with a history of previous joint knee replacement surgery, diagnosis of dementia, and diagnosed with a debilitating chronic muscle disease were excluded from the preoperative teaching study

(Chapter 9)

A

Exclusion criteria

92
Q

Is a particular group of individuals or elements to be studied

(Chapter 9)

A

Population

93
Q

an entire set of individuals or elements who meet the sampling criteria

Example: adult males, 18 years of age or older, diagnosed with type 2 diabetes, and hospitalized with a lower extremity infection

(chapter 9)

A

Target population

94
Q

the portion of the target population to which the researcher has reasonable access (might include individuals within a state, city, hospital, or nursing units)

Example: Patients with diabetes who are in an acute care hospital in Dallas, TX

(Chapter 9)

A

Accessible populations

95
Q

the individual units of population(defines the selected group of people or elements)

A

Sample

96
Q

Individual units of the population and sample

*participants

(Chapter 9)

A

Elements

97
Q

Means that the sample, accessible population, and target population are alike in as many ways as possible
-in terms of characteristics such as age, gender, ethnicity, income, and education, which often influence study variables

(Chapter 9)

A

Representativeness

98
Q

random = equal chance (each person or element in a population has an opportunity to be selected for a sample

(Chapter 9)

A

• Probability Sampling (Generalizability ↑)

99
Q

what are the types of probability sampling?

Chapter 9

A
  • simple random
  • cluster random
  • stratified random
  • systemic random
100
Q

most basic of the probability sampling plans and is achieved by randomly selecting elements from the sampling frame (computerized).

(Chapter 9)

A

Simple Random

101
Q

used in situations in which the researcher knows some of the variables in the population that are critical for achieving representativeness

Example, using race and ethnicity for __________, the researcher may define four strata: white non-Hispanic, black non-Hispanic, Hispanic, and other. The population may be 60% white non-Hispanic, 20% black non-Hispanic, 15% Hispanic, and 5% other. Researchers may select a random sample for each stratum equivalent to the target population proportions of that stratum.

(Chapter 9)

A

Stratified; stratification

102
Q

a researcher develops a sampling frame that includes a list of all the states, cities, institutions, or clinicians with which elements of the identified population can be linked

Example: the researcher may first randomly select states and then randomly select cities within the sampled states. Next, the researcher may randomly select hospitals within the randomly selected cities. At this level, all patients on the nursing unit who fit the criteria for the study may be included or patients can be randomly selected

(Chapter 9)

A

Cluster sampling

103
Q

is used when an ordered list of all members of the population is available. The process involves selecting every kth individual on the list, using a starting point selected randomly.

Example: if the population size is N = 1200 and the desired sample size is n = 100, then k = 12. Thus, the researcher would include every 12th person on the list in the sample

(Chapter 9)

A

Systemic random

104
Q

Non-randor, not every element of a population has an opportunity to be selected for a study sample

(Chapter 9)

A

Non-probability Sampling (Generalizability ↓)

105
Q

Types of non-probability sampling

Chapter 9

A
  • convenience
  • purposeful
  • theoretical
  • network
  • quota
106
Q

also called accidental sampling, is a relatively weak approach because it provides little opportunity to control for biases; participants are included in the study merely because they happen to be in the right place at the right time

ex: A classroom of students, patients attending a specific clinic, individuals in a support group, and patients hospitalized with a particular medical diagnosis are examples of ——— samples.

(Chapter 9)

A

Convenience sampling

107
Q

uses a convenience sampling technique with an added feature—a strategy to ensure the inclusion of participant types likely to be underrepresented in the convenience sample, such as females, minority groups, older adults, and the poor, rich, and undereducated.

(Chapter 9)

A

Quota sampling

108
Q

Judgmental or selective sampling, the researcher consciously selects certain participants, elements, events, or incidents, to include in the study

Example, researchers describing grief following the loss of a child might include parents who lost a child in the previous 6, 12, and 24 months, and the children who were lost might be of varying ages (< 5, 5 − 10, and > 10 years old). Ultimate goal of _______ sampling is selecting information-rich cases from which researchers can obtain in-depth information for their studies.

(Chapter 9)

A

Purposeful sampling

109
Q

Or snowball sampling, chain, or nominated sampling, hold promise for locating participants who would be difficult or impossible to obtain in other ways or who had not been previously identified

Ex: if a study were being conducted to describe the lives of adolescents who are abusing substances, ——- sampling would enable researchers to find participants who have a prolonged history of substance abuse and who could provide rich information about their lives in an interview.

(Chapter 9)

A

Network sampling

110
Q

is used in qualitative research to develop a selected theory or model through the research process.researcher gathers data from any person or group who can provide relevant, varied, and rich information for theory generation.

The data are considered relevant and rich if they include information that generates, delimits, and saturates the theoretical codes in the study needed for theory generation

(Chapter 9)

A

Theoretical sampling

111
Q

What are the types of settings?

Chapter 9

A

Natural setting
partially controlled
highly controlled

112
Q

uncontrolled, real-life situation environment
researcher does not manipulate or change the environment for the study

(Chapter 9)

A

Natural or field setting

113
Q

is an environment that is manipulated or modified in some way by the researcher

Ex, private conference room in clinic, but in non business hours to reduce noise

(Chapter 9)

A

Partially controlled setting

114
Q

is an environment structured for the purpose of conducting research

Ex. Laboratories research or experimental centers, and test units in hospitals or facilities

(Chapter 9)

A

Highly controlled setting

115
Q

In Qualitative studies what are important factors that need to be considered in determining sample size:

(Chapter 9)

A

Scope of the study
nature of the topic
quality of the data
study design

*uses data saturation

116
Q

In quantitative studies what are factors that influence the adequacy of sample size:

(Chapter 9)

A 
Effect Size
types of quantitative studies
number of variables
measurement sensitivity
data analysis techniques

**uses power analysis

117
Q

__________is an effective way to determine an adequate sample size for quantitative and outcomes studies.

In __________, effect size, level of significance (a = 0.05), and standard port(0.8 or 80%) are used to determine sample size for a prospective study and evaluate the sample size of a complete study

(Chapter 9)

A

Power analysis; power analysis

118
Q

Is the process of assigning numbers or values to concepts, objects, events, or situations using a set of rules.

(Chapter 10)

A

Measurement

119
Q

Involves determining the value of concrete things, such as oxygen saturation, temperature, blood pressure weight, demographic variables

(Chapter 10)

A

Direct measures

120
Q

indicator of concepts; of abstract concepts such as pain, depression, coping, self-care, and self-esteem, anxiety level, feelings

(Chapter 10)

A

Indirect measures (indicator)

121
Q

Is the difference between the true measure and what is actually measured

(Chapter 10)

A

Measurement error

122
Q

The difference between the measured value and the true value is without direction;

*by accident

(Chapter 10)

A

Random measurement error

123
Q

The variation un measurement values from the calculated average is primarily in the same direction

*constantly wrong scale value in the same exact way, either always too high or too low.

(Chapter 10)

A

Systemic measurement error

124
Q

What are the levels of measurement

Chapter 10

A
  1. Nominal
  2. Ordinal
  3. Interval
  4. Ratio
125
Q

What level of measurement is the lowest of the four measurement categories used when data can be organized into categories of a defined property but the categories cannot be ranked-ordered.

Ex. Nationality, gender, race, ethnicity, marital status, and diagnosis (hypertension).

(Chapter 10)

A

Nominal

126
Q

What level of measurement is data that can be assigned to categories that can be ranked

Example: intensity of pain,

Ex. Level of conflict (low of high)

(Chapter 10)

A

Ordinal

127
Q

What level of measurement uses scales, which have equal numerical distances between the intervals. The categories must have equal intervals between them

Ex. Temperature in degrees Fahrenheit changes in temperature can be measured precisely example 70 degrees and 60 degrees has 10 degrees between them.

(Chapter 10)

A

Interval

128
Q

What level of measurement is the highest form of measurement and meets all the rules of the forms of measurement: mutually exclusive categories, exhaustive categories, ordered ranks, equally spaced intervals, and a continuum of values Rule: the data must have absolute 0

Ex. Group size (5). Weight, length, and volume.,

(Chapter 10)

A

Ratio

129
Q

is concerned with how CONSISTENT the measurement technique measures the concept of interest

Example- if you are using a multiple item scale to measure depression, the scale should indicate similar depression scores each time an individual completes it within a short period of time.

(Chapter 10)

A

Reliability

130
Q

Stability; consistency of repeated measurements

*redoing same tests and looking for same results

(Chapter 10)

A

Test- retest reliability

131
Q

Multiple evaluators with constant results

Equivalence; two individuals obtain the same measurement

(Chapter 10)

A

Interrater reliability

132
Q

The _______ of an instrument is a determination of how well the instrument reflects the abstract concept being examined.

ACCURACY

(Chapter 10)

A

Validity

133
Q

Data collection method that involves interaction between the study participants and observer (s) in which the observer has the opportunity to watch the participant perform in a specific setting

(Chapter 10)

A

Observational measurement

134
Q

Type of observational measurement that involves spontaneous observing and recording what is seen in words

(Chapter 10)

A

Unstructured observational measurement

135
Q

Type of observational measurement that the researcher carefully defines what s/he will observe and how the observations are to be made, recorded, and coded as numbers

(Chapter 10)

A

Structured observational measurement

136
Q

Data collection method that involves verbal communication between the researcher and the study participant during which information is provided to the researcher

(Chapter 10)

A

Interview

137
Q

Type of interview that is controlled by the study participant

(Chapter 10)

A

Unstructured

138
Q

Type of interview in which the content is similar to that of a questionnaire, with the possible responses to questions and enter carefully designed by the researcher

(Chapter 10)

A

Structured

139
Q

Type of data collecting method that involves soliciting perceptions of participants assembled as a group; facilitator guides discussion and creates a non threatening environment (qualitative)

(Chapter 10)

A

Focus groups

140
Q

Data collection method of self report form designed to elicit information through written , verbal, or electronic responses of the study participant.

(Chapter 10)

A

Questionnaires

141
Q

a form of self report, is a more precise means of measuring phenomena than a questionnaire.

(Chapter 10)

A

Scales

142
Q

What are the types of scales

Chapter 10

A
  1. Rating scales
  2. Likert scale
  3. Visual analog scale
143
Q

Type of scale that are the crudest form of measurement involving scaling technique (pain scale 1-10)

(Chapter 10)

A

Rating scales

144
Q

What scale is designed to determine the opinions or attitudes of subjects. Contains a number of declarative statements.

Ex. Strongly disagree, disagree, neutral, agree, strongly agree.

(Chapter 10)

A

Likert scales

145
Q

Type of scale used to measure strength, magnitude, or intensity of individuals subjective feelings, sensations, or attitudes about symptoms or situations….

Example: no pain -> worst pain imaginable

(Chapter 10)

A

Visual analog scale VAS

146
Q

is the proportion of patients without the disease who have a negative test result, or true- negative rate.

___________ calculation = probability of no disease = d/(b+ d) x 100% = true-negative rate

(Chapter 10)

A

Specifically

147
Q

is the proportion of patients with the disease who have a positive test result or true positive rate

____________ calculation = probability of disease =
a/(a+c) x100% = true-positive rate

(Chapter 10)

A

Sensitivity

148
Q

What is theoretical frequency distribution of all possible values in a population

(Chapter 11)

A

Normal curve (bell curve)

149
Q

What describes the occurrence of scored or categories in a study

(Chapter 11)

A

Frequency

150
Q

What are the three types of frequency distributions:

Chapter 11

A

Ungrouped frequency distributions
Grouped frequency distributions
Percentage distributions

151
Q

What are the measures of central tendency:

Chapter 11

A

Mean
Median
Mode

152
Q

What is the numerical value that occurs with the greatest frequency :

(Chapter 11)

A

Mode

153
Q

What is the midpoint or the score at the exact center of the ungrouped frequency distribution (50th percentile:

(Chapter 11)

A

Median

154
Q

What is the sum of the scores divided by the number of scores being summed

(Chapter 11)

A

Mean

155
Q

What are the measurement of dispersion:

Chapter 11

A 
Range
Variance
Standard deviation
Confidence interval
Standardized scores
Scatterplots
156
Q

Simplest method of dispersion, which is obtained by subtracting the lowest score from the highest score

(Chapter 11)

A

Range

157
Q

The _____ for scores in a study is calculated with a mathematical equation and indicates the spread or dispersion of the scores

(Chapter 11)

A

Variance

158
Q

The square root of the variance is:

Chapter 11

A

Standard deviation

159
Q

When the probability of including value of the population within an interval estimate is known, it is refereed to as _______.

(Chapter 11)

A

Confidence interval

160
Q

Raw scores are transformed into _____ scores

Chapter 11

A

Standardized scores

Most common is z= scores

161
Q

is a visual representation of data, on a scaled graph, with two axes. Used to display matched values- height versus weight, for instance. Unless drawn to scale, a _______ is only fairly good at displaying dispersion, and provides no quantification

(Chapter 11)

A

Scatterplots

162
Q

_____ statistics are designed to address objectives, questions, and hypothesis in studies to allow inference from the study sample to the target population

(Chapter 11)

A

Inferential statistics

163
Q

What are the three tests for examining differences:

Chapter 11

A

Chi-square

  • T-test
  • Analysis of variance (ANOVA)
164
Q

One of the most common analyses conducted to test for significant differences between two samples is the ______ .

(Chapter 11

A

T-test

165
Q

Is a parametric statistical technique conducted to examine differences among three or more groups

(Chapter 11)

A

Analysis of variance (ANOVA)

166
Q

What is the inferential analysis technique conducted to examine bivariate correlations in studies.

(Chapter 11)

A

Pearson product-moment correlation

167
Q

The level of significance selected for most nursing studies is______. If the p value found in the statistical analysis is less than ______, the experimental and comparison groups are considered to be significantly different

(Chapter 11)

A

0.05; 0.05

  • significant is less than 0.05
  • non-significant is greater than 0.05
168
Q

The cutoff point is referred to as alpha (a), or the _______ which is the probability level at which the results of statistical analysis are judged to indicate a statistically significant difference between the groups.

(Chapter 11)

A

Level of significance

169
Q

Technique used to determine the risk of type II error so that the study can be modified to decrease the risk of necessary and ensure that the study has adequate sample size.

(Chapter 11)

A

Power analysis

170
Q

Conducting a power analysis includes what four things:

Chapter 11

A
  1. The level of significance (α = 0.05)
  2. Sample size
  3. Power (minimum acceptable power is = 0.80 (80%)
  4. Effect size (> 0.50 : large)
171
Q

Type ______error (α) occurs when the null hypothesis is rejected when it is true. (e.g., when the results indicate that there is a significant difference, when reality there is not) (false positive)

(Chapter 11)

A

1

172
Q

Type _____ error (β) occurs when the null hypothesis is regarded as true but is in fact false (e.g., The results indicate there is no significant difference, when in reality there is a difference) (false negative)

(Chapter 11)

A

2

173
Q

Meaning of study findings and conclusions for the body of nursing knowledge, theory, and practice

*related to practice and further research

(Chapter 11)

A

Implications of nursing

174
Q

What is the purpose of critical appraisal:

Chapter 12

A

To broaden understanding, improve practice, and provide a background for conducting a study

175
Q

Critical appraisal questions:

Chapter 12

A

Unsure what this means **

176
Q

What are the benefits of developing EBP:

Chapter 13

A

Improved outcomes for patients, providers, and healthcare agencies

177
Q

What are the challenges of EBP:

Chapter 13

A

 Nursing lacks research evidence for implementing EBP in certain areas.
 Research evidence generated based on population data may not transfer to the care of individual patients who respond in unique ways.
 The best research evidence is currently generated mainly from quantitative and outcomes research methodologies. More work needed to synthesize qualitative research and determine its contribution to EBP.
 The EBP movement might lead to the development of evidence-based guidelines that provide a narrow, specific approach that limits the care provided by healthcare providers.
 Healthcare agencies and administrators do not provide the resources to support the implementation of EBP by nurses.

178
Q

Is a structured, comprehensive synthesis of the research literature to determine the best research evidence available to address a healthcare question or problem
*synthesis of quantitative studies
Same standards of clarity, rigor, and replication as primary research.

(Chapter 13)

A

Systematic review

179
Q

Is conducted to pool or combine statically the results from previous studies into a single quantitative analysis that provides one of the highest levels of evidence about the effectiveness of an intervention.

  • Statistically pools results from previous studies into single quantitative analysis
  • Allows for application of scientific criteria

(Chapter 13)

A

Meta-analysis

180
Q

The systemic compilation and integration of qualitative study results to expand understanding and develop a unique interpretation of study findings in a selected area

*Synthesis of qualitative studies to produce a narrative about a selected phenomenon

(Chapter 13)

A

Meta-synthesis

181
Q

The PICO format helps you organize the search for research evidence in a variety of databases and websites. What does PICO stand for

(Chapter 13)

A

P— Population of interest
I— Intervention performed
C— Comparison of interventions
O— Outcomes for practice

182
Q

Levels of evidence

(Mentioned on chapter 1 slides)

(Chapter 13

A

Levels of research evidence

183
Q

Which model provides a comprehensive framework to enhance the use of research evidence in nursing practice

Stages/phases include:

  • 1 Preparation
  • 2 Validation
  • 3 Comparative evaluation/decision making
  • 4 Translation/application
  • 5 Evaluation

(Chapter 13)

A

Stetler model of research

184
Q

Which model promotes the implementation of EBP by nurses in clinical agencies. Steps include:

  • Generate question from problem or new knowledge
  • Determine relevance to organizational priorities
  • Develop team to gather and assess evidence
  • Determine if evidence answers question
  • If it does: pilot project
  • Evaluate structure, process and outcome data
  • Disseminate results

(Chapter 13)

A

Iowa model

185
Q

Which model is provided to assist nurses in determining the quality of EBP guidelines and the steps for using these guidelines in practice.

(Chapter 13)

*nurses identify a practice problem, search for the best research evidence to manage the problem in their practice, and identify an evidence- based guideline.

A

Grove model

186
Q

What are the 3 mixed methods designs:

Chapter 14

A

Convergent concurrent design : qualitative and quantitative
Exploratory sequential designs: qualitative first
Explanatory sequential designs : quantitative

187
Q

Which mixed method design is selected when a researcher wishes to use quantitative and qualitative methods in an attempt to confirm, cross-validate, or corroborate findings using a single sample or two samples from the same population

(Chapter 14)

A

Convergent concurrent

188
Q

Which mixed may be used when the researcher wants to expand on what is known about a phenomenon and the researcher does not want the content of the quantitative instruments to bias participants’ responses in the qualitative phase.
Findings of the qualitative phase are often used to finalize the methods for the quantitative phase.

(Chapter 14)

A

Exploratory sequential designs

189
Q

Which mixed method designs begin with the collection, analysis, and interpretation of quanti-
tative data, followed by a qualitative phase. These studies are most useful in providing answers
to “why” and “how” questions that arise from quantitative findings.
(Chapter 14)

A

Explanatory sequential

190
Q

What is outcome research

Chapter 14

A

Examines the end results of patient care

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