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NURS 205 > 205 FINAL > Flashcards

205 FINAL Flashcards

1
Q

Elements of a clinical question

A
  1. the situation
  2. the intervention
  3. the outcome
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2
Q

PICOT

A

Population/Problem
Intervention
Comparison
Outcome
Timeframe

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3
Q

SPIDER

A

Sample
Phenomenon of Interest
Design
Evaluation
Research type

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4
Q

Variables

A

Attribute/property in which organisms vary

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5
Q

Independent variable

A

Presumed effect on DV
Manipulated

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6
Q

Dependent variable

A

Presumed effect varies with a change in IV
Not manipulated

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7
Q

Research (scientific) hypothesis

A

States expected relationship between variables

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8
Q

Directional hypothesis

A

States which way the relationship exists

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9
Q

Nondirectional hypothesis

A

States the relationship exists, but not the direction

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10
Q

Null (Statistical) hypothesis

A

States that no relationship exists between variables

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11
Q

Level 1

A

Systematic review/meta-analysis of RCT

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12
Q

Level 2

A

One well-designed RCT

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13
Q

Level 3

A

Quasi-experimental trial

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14
Q

Level 4

A

Single non-experimental trial (case-control, cohort, correlational)

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15
Q

Level 5

A

Systematic reviews of qualitative studies

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16
Q

Level 6

A

1 qualitative study

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17
Q

Level 7

A

Opinions of authority/reports

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18
Q

Systematic Reviews

A

Type of literature review that uses rigorous methods - also called evidence studies

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19
Q

Basic Ethical Principles

A

Respect for Persons
Beneficence
Justice

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20
Q

Respect for Persons

A

Individuals as autonomous agents

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21
Q

Beneficence

A

Kindness/charity acts going beyond duty

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22
Q

Justice

A

Treating people fairly

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23
Q

Informed Consent

A

Ongoing communication and participant protection
- potential risks/benefits
- confidentiality and anonymity
- voluntary participation
- ongoing process of communication and mutual understanding

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24
Q

Process Consent

A

Informal - give consent by continuing participation

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25
Q

Assent

A

Expression of approval/agreement

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26
Q

Research Ethics Board

A

Review research projects to assess whether ethical standards are met in relation to the protection of the rights of human subjects

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27
Q

Exempt

A

low risk, non-vulnerable, nonsensitive, short duration

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28
Q

Expedited review

A

Minimal risk, non-vulnerable, nonsensitive

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29
Q

Fraud

A

Data is falsified, fabricated, or subject have been coerced

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30
Q

Misconduct

A

Not keeping up to date on scientific evidence

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31
Q

Indigenous peoples

A

Represents numerous cultures, not a single population

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32
Q

Indian

A

Indigenous people in Canada who are not inuit

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33
Q

Status Indian

A

Registered under the indian act

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34
Q

Treaty Indian

A

Status indian who belongs to a FN under the crown treaty

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35
Q

First Nation(s)

A

Personal group of RN legally known as an Indian Band

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36
Q

Truth and Reconciliation Commission (TRC)

A

Discovering and revealing past wrongdoings in hopes of resolving many of the issues

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37
Q

Indigenous knowledge

A

Ways of knowing/knowledge systems based on Indigenous communities, language, traditions and history

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38
Q

Indigenous Methodologies

A

Theory and process of conducting research that reflects Indigenous worldviews

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39
Q

Two-eyed seeing

A

Seeing both Indigenous AND western knowledge

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40
Q

Critical Appraisal

A

Process of carefully and systematically examining research studies to ensure trustworthiness, value and relevance

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41
Q

Literature Review

A

Discover what is known about a topic
- theoretical or conceptual framework
- primary and secondary sources
- research question and hypothesis
- design and method
- outcome of analysis

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42
Q

Phenomenological design purpose

A

compare finding to literature to further knowledge

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43
Q

Grounded theory design purpose

A

Constant comparison of findings to literature

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44
Q

Ethnographic design purpose

A

Literature concepts provide a framework

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45
Q

Historical design purpose

A

literature is the data source

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46
Q

Data-based literature

A

Literature and studies found in journals (empirical/scientific), starts with CINAHL

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47
Q

Conceptual literature

A

Reports of theories or reviews, “how-to” articles

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48
Q

Experimental research

A

manipulation of IV, randomization, control extraneous variables

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49
Q

Quasi-experimental research

A

no randomization, naturally occurring comparison of groups, statistical control of extraneous variables

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50
Q

Nonexperimental Research

A

Examine events, people and situations as they naturally occur

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51
Q

Antecedent variable

A

occurs before the study but may affect DV

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52
Q

Extraneous variable

A

May interfere with results

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53
Q

How to increase control of research

A

Objectivity
Accuracy
Feasibility
Homogenous sample
Constancy
Manipulation
Randomization

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54
Q

Objectivity

A

Absence of personal bias/feelings

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55
Q

Accuracy

A

appropriate design to questions

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56
Q

Homogenous sample

A

inclusion/exclusion criteria balance

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57
Q

Constancy

A

keep study the same

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58
Q

Manipulation

A

between groups (experimental/quasi-experimental)

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59
Q

Randomization

A

Gives the MOST control

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60
Q

Internal Validity

A

Did the IV change the DV, or was it something else

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61
Q

External Validity

A

if study can be generalized/extended to other populations

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62
Q

Threats to internal validity

A

History
Maturation
Testing
Instrumentation
Mortality
Selection Bias

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63
Q

Threats to external validity

A

selection effects
reactive effects
measurement effects

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64
Q

Conceptual definition

A

Accepted definition of a concept

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65
Q

Operational definition

A

translates conceptual into something measurable

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66
Q

Data collection must be…

A

objective (free of bias) and systematic (collected in same methodical way)

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67
Q

Quantitative data collection methods

A

physiological/biological
observation
scientific observation
interviews/questionnaires

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68
Q

Physiological/Biological measurements

A

biological and physical indicators of health
A: Objective and precise
D: Reactive effects, calibration, consistent use

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69
Q

Observation

A

Observation are consistent with study’s objectives and theoretical frameworks - standardized and systematic, trained data collectors

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70
Q

Scientific Observation

A

Concealment with intervention
Concealment without intervention
No concealment without intervention
No concealment with intervention

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71
Q

Interviews and Questionnaires

A

Open-ended (qualitative)
Closed-ended (quantitative)
D: Social desireability

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72
Q

Process of constructing new instruments

A
  1. define the construct to be measured
  2. formulate questions
  3. assess items for content validity
  4. write instructions
  5. pretest and pilot test new instrument
  6. assess reliability and validity
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73
Q

Reliability

A

consistently measures what it is meant to measure

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74
Q

Inter-rater reliability

A

consistency between 2 or more observers

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75
Q

Test-retest reliability

A

similar results when same test is used more than once

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76
Q

Validity

A

Accurately measures what it claims to measure

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77
Q

Construct validity

A

does it measure the concepts its meant to?

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78
Q

Content validity

A

does the test represent what is aims to measure?

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79
Q

Face validity

A

is the content suitable to its aims?

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80
Q

Quantitative position of researcher

A

independent observer, objective

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81
Q

Quantitative approach

A

deductive

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82
Q

Quantitative sampling

A

Hypothesis testing, closed-ended and specific

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83
Q

Quantitative data collection

A

measurements, questionnaires, observation structured/consistent

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84
Q

Quantitative data analysis

A

Starts with numbers, uses variables, systematic, AFTER data collection

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85
Q

Qualitative position of researcher

A

Dependent participant, subjective

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86
Q

Qualitative approach

A

Inductive

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87
Q

Qualitative research questions

A

exploratory, descriptive and open-ended

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88
Q

Qualitative sampling

A

purposive, non-probability, theoretical data saturation

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89
Q

Qualitative data collection

A

interviews, focus groups, observation, documents, images/sounds unstructured/iterative

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90
Q

Qualitative data analysis

A

Starts with words, codes and categories, iterative. Concurrent with data collection (to achieve data saturation)

91
Q

what design to use if looking to explore/describe

A

Inductive (primarily qualitative)

92
Q

What design to use if confirming hypothesis or theory?

A

Deductie (primarily quantitative)

93
Q

3 types of mixed methods

A
  1. used together (done fully together)
  2. linking (collected and then compared)
  3. integration (converted and integrated)
94
Q

QUAL + QUAL

A

Simultaneous, 1 method is dominant

95
Q

QUAL - QUAL

A

Sequential - 1 dominant, 2 supplement

96
Q

QUAL + QUAN

A

Simultaneous, inductive drive

97
Q

QUAL - QUAN

A

Sequential, inductive drive

98
Q

QUAN + QUAN

A

Simultaneous, 1 method dominant

99
Q

QUAN - QUAN

A

sequential, 1 method dominant

100
Q

QUAN + QUAL

A

Simultaneous, deductive drive

101
Q

QUAN - QUAL

A

Sequential, deductive drive

102
Q

Method

A

particular strategies researchers use to collect evidence necessary for building and testing theories

103
Q

Methodology

A

Discipline-specific principles, rules and procedures that guide knowledge-acquiring process

104
Q

3 main mixed method designs

A
  1. Convergent
  2. Explanatory sequential
  3. Exploratory sequential
105
Q

Convergent

A

Requires researcher to collect and analyze data using both qual + quan - merged to give a more comprehensive understanding
CHALLENGE: equal qual + quan data, transformation

106
Q

Explanatory sequential

A

QUAN 1st
qualitative data helps to explain/build on quantitative results
STRENGTH: straightforward, one at a time, single researcher can do it
CHALLENGE: lengthy time, qualitative takes more time than quantitative

107
Q

Exploratory Sequential

A

QUAL 1st
Qualitative data is used to inform quantitative
STRENGTH: straightforward, multi-phase OR single-phase
CHALLENGE: qualitative takes time, difficulty transforming QUAL, hard to develop instruments

108
Q

Health Technology Assessment (HTA)

A

Quantitative data
Environmental considerations
Qualitative data
Environmental scan
Ethics
Legal
Economics

109
Q

Key components of HTA

A

Systematic review with meta-analysis to test hypotheses
Economic evaluation to inform decisions

110
Q

What is HTA used for?

A

a) clinically effective
b) cost effective

111
Q

Economics

A

Study of choice under conditions of scarcity - each choice includes opportunity cost (ensures resources are allocated in most efficient way)

112
Q

Value

A

Combines benefits and costs (ex. 100mill, 200 mill reward is the best value)

113
Q

Affordability

A

how much the proposed intervention costs (10, 11 reward is affordable)

114
Q

Economic evaluation

A

determines what additional benefit an intervention provides at what additional cost focus on INTEGRATING GAINS

115
Q

High value + unaffordable

A

IRRELEVANT

116
Q

Purpose of Evidence Based Guidelines

A

Effective care delivery
Resolve inconsistency
Excellence in care delivery
Benefits vs Harm
Introduce innovation
Remove outdated treatment

117
Q

Pushbacks of evidence-based guidelines

A

Can be opinion-based
CPG not used enough

118
Q

dessemination

A

communication of research findings

119
Q

Mini study

A

Identify variables, data collection method, sample size

120
Q

Translation science

A

Investigation of methods, interventions and variables that influence adoption of EIP

121
Q

Knowledge translation

A

Includes synthesis, dissemination, exchange and application of knowledge to improve health of Canadians

122
Q

Plain Language

A

Language, structure and design are very clear so information can be easily found

123
Q

Non probability

A

Inclusion in a group is NOT random, less generalizable, less representative

124
Q

Types of non probable studies

A
  1. Convenience (quantitative)
  2. Quota (quantitative)
  3. Purposive (qualitative)
125
Q

Probability

A

randomization, more generalizable, more representative

126
Q

Types of probable studies

A
  1. Simple random sampling
  2. Stratified random sampling
  3. Systematic sampling
127
Q

Simple random sampling

A

population identified, units random

128
Q

Stratified random sampling

A

similar to quota but random selection

129
Q

Systematic sampling

A

select every kth person

130
Q

Convenience

A

units/population are the easiest to find

131
Q

Quota

A

non random selection of predetermined units

132
Q

Purposive

A

selected because they have certain characteristics

133
Q

Advantages of Non-experimental

A

useful in forecasting, good when randomization/control/manipulation are not possible, tests theoretical models of how variables work together

134
Q

Disadvantages of non-experimental

A

hard explaining cause-and-effect, must first develop knowledge

135
Q

Advantage of Surveys

A

large population economically, small number of participants can be representative of population

136
Q

Disadvantage of Surveys

A

info may be superficial, breadth instead of depth, research expertise, expensive and time consuming

137
Q

Types of Relationship/Difference Studies

A

Correlational
Developmental

138
Q

Correlational Advantages

A

Relationship between 2+ variables
flexibility, clinical application, examine variables that are NOT manipulated

139
Q

Correlational disadvantages

A

Cannot manipulate variables, no randomization, cannot determine causal relationship

140
Q

Cross-sectional studies

A

studies data at one point in time from many subjects

141
Q

Longitudinal Advantages

A

prospective/repeated measures
participant control
increased depth
early trends analyzed

142
Q

Longitudinal Disadvantages

A

increased time and money
testing effects
mortality

143
Q

Retrospective Advantages

A

post-facto, past events
similar to correlational
increased control

144
Q

Retrospective Disadvantages

A

no causal link
Alternate hypothesis may be the cause
hard finding group members

145
Q

Types of Developmental studies

A

Correlational
Longitudinal
Retrospective

146
Q

Psychometric research

A

measuring a concept with reliable and valid tools
1. define a construct/concept
2. formulate tools items
3. develop instructions
4. test tools reliability and validity

147
Q

Epidemiological

A

Factors affecting health/illness of population
- prevalence: number of people affected
- incidence: number of cases occurring in a period of time

148
Q

Secondary analysis

A

previous data is re-analyzed

149
Q

Odds Ratio

A

Measures association between variables

150
Q

OR = 1

A

NO association

151
Q

OR < 1

A

Association favouring intervention

152
Q

OR > 1

A

Association favouring NO intervention

153
Q

Diamond shape on forest plot

A

average! answer to a research question

154
Q

Difference size of shape

A

population size of the study

155
Q

Goals for Rigour

A
  1. account for method and data which must be independent so another researcher can replicate
  2. Produce credible and reasoned explanation of phenomenon
156
Q

Credibility

A

truth value: “are the results the true results?”

157
Q

Techniques to enhance credibility

A
  • prolonged engagement
  • reflexivity
  • peer debriefing
  • member checking
  • attention to negative cases
  • triangulation
158
Q

Triangulation

A

expansion of research strategies
- data: variety of data sources
- investigator: different researchers with divergent backgrounds
- theory: multiple perspectives during interpretation
- methodological: multi methods to study a single topic
- interdisciplinary: more than one discipline

159
Q

Auditability

A

Trustworthiness, audit trail that is understood

160
Q

Techniques to enhance auditability

A

audit trail

161
Q

Authenticity

A

Fairness in presentation of all viewpoints

162
Q

Techniques to enhance authenticity

A

reflexivity
attention to negative cases

163
Q

Transferability/fittingness

A

Results are applicable to other contexts, setting ot groups

164
Q

Defendability

A

Consistency in repetition (not identical)

165
Q

Techniques to enhance dependability

A

poor debriefing
audit trail
triangulation

166
Q

Confirmability

A

degree to which results are neutral and value-free (neutrality of data, not researcher)

167
Q

Techniques to enhance confirmability

A

audit trail
triangulation
attention to negative cases
reflexivity

168
Q

qualitative term for internal validity

A

credibility

169
Q

qualitative term for external validity

A

transferability

170
Q

qualitative term for reliability

A

dependability

171
Q

qualitative term for objectivity

A

confirmability

172
Q

Constructivist lens

A

humans uniquely attribute meaning to their experiences

173
Q

Qualitative methods

A

Grounded theory
Ethnography
Phenomenology
Case study
Historical research
Participatory action research

174
Q

Grounded theory

A

Used to explore BASIC SOCIAL PROCESS that guide human interaction - uncovering social processes

175
Q

Ethnography

A

Scientifically describes a cultural group and goal is to understand participants view of the world (emic) vs outsiders view (etic)

176
Q

Phases of ethnographic study

A
  1. ‘getting in’ and ‘negotiating entry’
  2. acquainting with routines, start trust development
  3. trust developed, ‘acculturated’
  4. withdrawal
177
Q

Phenomenology

A

(meanings and experiences) answer questions of personal meaning - understand human experiences

178
Q

2 assumptions of phenomenology

A
  1. perceptions present us with evidence of the world
  2. human existence is meaningful and we are always conscious
179
Q

Intersubjectivity

A

sharing a common world

180
Q

bracketing

A

researcher identified personal biases to clarify

181
Q

Case–study

A

in-depth description of dimensions/processes - seeks to understand social situations (capturing unique stories)

182
Q

Historical research

A

researches occurrences of the past

183
Q

Primary source

A

eyewitness

184
Q

Secondary source

A

another perspective

185
Q

Participatory action research

A

researcher studies particular setting to identify problem areas to improve practice - works with people to improve the present

186
Q

Data analysis

A

make meaning out of massive amount of tect

187
Q

Data management

A

organize/group data

188
Q

Phase 1: Data generation (coding)

A
  1. Absorb content
  2. determine unit of analysis
  3. develop unique codes
  4. conduct preliminary coding
  5. code content
189
Q

Phase 2: Data analysis (categorization/interpretation)

A
  1. identify categories across codes
  2. identify themes/patterns in categories
  3. draw interpretations and implications
190
Q

Stages of data analysis

A
  1. data reduction
  2. data display
  3. conclusion drawing and verification
191
Q

data reduction

A

selecting focusing and simplifying data
themes are structured and data is coded

192
Q

Coding

A

Progressive marking, sorting, resorting and defining/redefining data

193
Q

Descriptive coding

A

tracking factual knowledge

194
Q

Topic coding

A

data grouped by topic

195
Q

Analytic coding

A

leads to development of themes

196
Q

Data display

A

organized, compressed assembly of info that permits conclusion drawing and action - graphs, flowcharts, matrices, etc.

197
Q

Conclusion drawing and verification

A

description of relationship between themes
verification occurs as the data is collected

198
Q

Types of analysis

A
  1. phenomenological
  2. ethnographic
  3. grounded theory
  4. case study
199
Q

Phenomenological analysis

A

determine relationships among themes and describe phenomena and synthesis themes into a consistent description

200
Q

Ethnographic analysis

A

identify patterns/themes, compare findings to literature, take cultural inventory

201
Q

Grounded theory analysis

A

divide and compare data, uses constant comparative method

202
Q

Case Study analysis

A

identify unit of analysis, code continuously, analyze field notes

203
Q

Code-and-retrieve

A

data collector

204
Q

Theory builders

A

GSR Nvivo

205
Q

Conceptual network builders

A

inspiration

206
Q

Research utilization phases

A
  1. identify problem
  2. review literature
  3. translate to practice
  4. implementation
  5. evaluate the outcome
207
Q

Barriers to research utilization

A

communication, finding studies, bad studies, cost/time, lack of knowledge, negative attitudes, lack of time to implement research

208
Q

Hardest part of EIP

A

implementation

209
Q

Iowa model of EIP

A

knowledge/problem-focused triggers cause desire to improve

210
Q

I-PARIHS model

A

must understand
- nature of evidence
- context
- facilitation needed

211
Q

Roger’s diffusion of innovation models

A

innovation influenced by…
- type/nature of innovation
- manner in which it is communicated (disseminated) to members of a social system

212
Q

Steps of EIP

A
  1. select a topic
  2. form a team
  3. evidence retrieval
  4. critique the evidence
  5. provide recommendations for practice
  6. implement practice change
  7. evaluation
213
Q
  1. select a topic
A

problem-focused vs knowledge focused
Criteria: problem, applicability, likelihood of change, potential problems, availability of data, multi-disciplinary, interest, availability of evidence

214
Q
  1. Form a team
A

development, responsibilities for implementing/evaluating
multi-disciplinary
relevant stake holders

215
Q
  1. Critique the Evidence
A
216
Q
  1. Recommendations for Practice
A

quality and generalizability of results
strength and breadth of evidence

217
Q
  1. Implement practice change
A

dissemination, communication of research findings

218
Q
  1. Evaluation
A

mini-study

219
Q

CIHI

A

Accelerates improvements in healthcare in Canada

220
Q

CCSA

A

National direction on substance use

221
Q

MHCC

A

Makes tools to support mental health/wellness in Canada

222
Q

CSA

A

Enhance lives of Canadians through advancement of standards in public/private sectors

223
Q

HQC

A

aim to..
- monitor/assess quality of healthcare
- help partners build capacity for quality improvement
- promote research/education leading to improvement in healthcare

224
Q

RxFiles

A

Program providing objective, comparative drug information to clinicians

NURS 205 (2 decks)

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