Ebp FINAL Flashcards
(190 cards)
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)
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
3
Q
The following characteristics are example of ________ research methods/ approaches:
- Logical positivism
- Cause and effect relationship
- Tests theory
- Objective
- Scales, questionnaires, and physiological measures
- Numbers
- Statistical analysis
- Description variables, relationships among variables, and effectiveness of interventions; generalization
(Chapter 1)
A
Quantitative research
deductive, mostly closed questions, large sample
4
Q
The following characteristics are example of ________ research methods/ approaches:
- Naturalistic, interpretive, humanistic
- Meaning, discover, and understanding
- Develops theory and frameworks
- Shared interpretation
- Unstructured interviews, observations, and focus groups
- Words
- Text-based analysis (in-depth)
- Unique, dynamic, focused on understanding of phenomena and facilities theory development
(Chapter one)
A
Qualitative research
*small sample, inductive
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
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
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.
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
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
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
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
12
Q
What are the types of quantitative research
Chapter 2
A
- Descriptive
- Correlational
- Quasi-experimental
- Experimental
13
Q
What quantitative research describes or summarizes a phenomenon; no intervention (manipulation)
*Non-experimental; observational
(Chapter 2)
A
Descriptive
14
Q
Which quantitative research looks at relationships between or among 2 or more variables
*Non-experimental; observational
(Chapter 2)
A
Correlational
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
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
17
Q
What are the major sections/content of a research report?
Chapter 2
A
- Introduction
- Methods
- Results
- discussion
18
Q
What is in the introduction section of a research report:
Chapter 2
A
- Statement of the problem, with background significance
- Statement of the purpose (at the end)
- Brief literature review
- Identification of the framework
- Identification of the research objectives, questions, or hypothesis (if applicable)
- kind of like the body of the report, overview of the concepts
19
Q
What is in the methods section of the research report:
Chapter 2
A
- Identification of the research design
- Description of the intervention (if applicable)
- Description of the sample and setting
- Description of the methods and measurement
- Discussion of the data collection process
*tells what processes are used for the study
20
Q
What is in the results section of a research report:
Chapter 2
A
- Description of the data analysis procedures
- Presentation of results on tables, figures, or narrative organized by the purposes and/or objectives, questions, or hypothesis
*results of the study
21
Q
What is in the discussion section of a research report:
Chapter 2
A
- Discussion of the major findings
- Identification of the limitations
- Presentation of the conclusions
- Implications of the findings for nursing practice
- Recommendations for future research.
*meaning of results and how can it be applied
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
23
Q
What is the setting in qualitative research:
Chapter 3
A
Natural setting or field setting
24
Q
What is the qualitative research data:
Chapter 3
A
Are words, images INSTEAD OF NUMBERS
*textual, verbal, visual
25
What are the types of qualitative research designs:
| Chapter 3
1. Phenomenology
2. Grounded theory
3. Ethnographic
4. Exploratory- descriptive
26
Which qualitative research design is based on lived experiences with the purpose of providing a through description of a lived experience:
(Chapter 3)
Phenomenology
27
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)
Grounded theory
28
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)
Ethnographic
29
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)
Exploratory- descriptive qualitative
30
What is the key factor of data collection in qualitative research:
(Chapter 3)
*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.
31
What are the data collection methods in qualitative research:
(Chapter 3)
Interviews
Focus group
Observation
Examination of documents and media materials
32
What is the rigor in qualitative research:
*very subjective
(Chapter 3)
- 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***
33
What are the two historical documents?
| Chapter 4
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
34
What is the purpose of the IRB:
| Chapter 4
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.
35
What are the three ethical principles:
| Chapter 4
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.
36
What are the five human rights:
| Chapter 4
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
37
What are the elements of informed consent?
| Chapter 4
Disclosure
Comprehension
Competence to give consent
Voluntary agreement
(All people have the right to remove themselves from the study)
38
Who are the persons with diminished autonomy:
| Chapter 4
CHILDREN, mentally ill, prisoners, criminals, terminally ill pts, pregnant women
39
What is the research problem ?
| Chapter 5
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
40
What are the elements of the research problem:
| Chapter 5
(1) indicates the significance of the problem,(2) provides a background for the problem; and (3) includes a problem statement
41
How is the feasibility of a study determined:
| Chapter 5
```
by examining the researchers' expertise
money commitment
Time commitment
availability of subjects, facilities, and equipment
and the study's ethical considerations
```
42
What are the types of hypothesis:
| Chapter 5
1. Directional vs. non directional
2. Causal vs. associative
3. Null vs. research
4. Simple vs complex
43
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)
Associative
44
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)
Casual
45
Which type of hypothesis states the relationship (associative or casual) between two variables
(Chapter 5)
Simple
46
Which type of hypothesis states the relationship (casual or associative) among three or more variables
(Chapter 5)
Complex
47
Which type of hypothesis states that a relationship exists between variables, but hypothesis does not predict nature of relationship
(Chapter 5)
Non directional
48
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)
Directional
49
Which type of hypothesis states what researcher thinks is true; there is a relationship or effects between two or more variables.
(Chapter 5)
Research
50
Which type of hypothesis states that there is no difference or relationship between variables; also referred to as statistical
(Chapter 5)
Null
51
What is a research objective:
| Chapter 5
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..
52
What is an independent variable
| Chapter 5
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
53
What is the dependent variable:
| Chapter 5
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
54
What is operational definition:
| Chapter 5
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”
55
What is the conceptual definition:
| Chapter 5
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”
56
What are the demographic variables
| Chapter 5
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
57
What are the databases in nursing research
| Chapter 6
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
58
What are primary sources?
| Chapter 6
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.
59
What are the secondary sources?
| Chapter 6
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.
60
What are keywords.
| Chapter 6
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.
61
What is the purpose of the literature review :
| Chapter 6
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
62
What are the levels of abstraction:
| Chapter 7
Construct (most abstract)
Variable (most concrete)
Concept (less abstract)
63
What are terms that abstractly describe and name an object , idea, experience, or phenomena
Ex. Anxiety or Grief
(Chapter 7)
Concepts
64
Broader category or idea that may encompass several concepts.
For example: emotional response to anxiety; anxiety being the concept
(Chapter 7)
Construct
65
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)
Variables
66
What are the elements of theory:
| Chapter 7
Concepts, statements, and phenomena
* concept and relational statement
67
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)
Study framework
68
refers to realities or actual instances—it focuses on the particular, rather than on the general.
(Chapter 7)
Concrete
69
Idea that focuses on a general view of a phenomenon
| Charter 7
Abstract
70
Operational and conceptual (from study guide are mentioned at chapter 5 cards)
(CHAPTER 7)
Mentioned above chapter 5
71
: is a blueprint or detailed plan for conducting plan. Purpose, review of literature, and framework provide the basis for the design.
(Chapter 8)
Research design
72
What are the four common quantitative designs :
| Chapter 8
Descriptive (describing) ,
correlational (relationship),
quasi-experimental,
experimental
73
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)
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
74
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)
Correlational
75
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)
Quasi experimental
76
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)
Experimental
77
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)
Randomized controlled trail (RCT)
78
the group of participants who received the study intervention is referred to as the intervention or
(Chapter 8)
(Extra card not on study guide)
Experimental group
79
the group that is not exposed to the intervention or manipulation is referred to as the… can receive standard care
(Chapter 8)
Comparison/control group
80
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)
Cross-sectional
81
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)
Longitudinal design
82
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)
Causality
83
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)
Multicausality
84
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)
Bias
85
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)
Control; control
86
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)
Manipulation
87
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)
Internal validity
88
is concerned with the extent to which study findings can be generalized beyond the sample used in the study
(Chapter 8)
External validity
89
election of subset of a population to represent the whole population
(Defines the selection process)
Sampling
90
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)
Inclusion criteria
91
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)
Exclusion criteria
92
Is a particular group of individuals or elements to be studied
(Chapter 9)
Population
93
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)
Target population
94
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)
Accessible populations
95
the individual units of population (defines the selected group of people or elements)
Sample
96
Individual units of the population and sample
*participants
(Chapter 9)
Elements
97
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)
Representativeness
98
random = equal chance (each person or element in a population has an opportunity to be selected for a sample
(Chapter 9)
• Probability Sampling (Generalizability ↑)
99
what are the types of probability sampling?
| Chapter 9
- simple random
- cluster random
- stratified random
- systemic random
100
most basic of the probability sampling plans and is achieved by randomly selecting elements from the sampling frame (computerized).
(Chapter 9)
Simple Random
101
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)
Stratified; stratification
102
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)
Cluster sampling
103
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)
Systemic random
104
Non-randor, not every element of a population has an opportunity to be selected for a study sample
(Chapter 9)
Non-probability Sampling (Generalizability ↓)
105
Types of non-probability sampling
| Chapter 9
- convenience
- purposeful
- theoretical
- network
- quota
106
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)
Convenience sampling
107
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)
Quota sampling
108
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)
Purposeful sampling
109
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)
Network sampling
110
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)
Theoretical sampling
111
What are the types of settings?
| Chapter 9
Natural setting
partially controlled
highly controlled
112
uncontrolled, real-life situation environment
researcher does not manipulate or change the environment for the study
(Chapter 9)
Natural or field setting
113
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)
Partially controlled setting
114
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)
Highly controlled setting
115
In Qualitative studies what are important factors that need to be considered in determining sample size:
(Chapter 9)
Scope of the study
nature of the topic
quality of the data
study design
*uses data saturation
116
In quantitative studies what are factors that influence the adequacy of sample size:
(Chapter 9)
```
Effect Size
types of quantitative studies
number of variables
measurement sensitivity
data analysis techniques
```
**uses power analysis
117
__________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)
Power analysis; power analysis
118
Is the process of assigning numbers or values to concepts, objects, events, or situations using a set of rules.
(Chapter 10)
Measurement
119
Involves determining the value of concrete things, such as oxygen saturation, temperature, blood pressure weight, demographic variables
(Chapter 10)
Direct measures
120
indicator of concepts; of abstract concepts such as pain, depression, coping, self-care, and self-esteem, anxiety level, feelings
(Chapter 10)
Indirect measures (indicator)
121
Is the difference between the true measure and what is actually measured
(Chapter 10)
Measurement error
122
The difference between the measured value and the true value is without direction;
*by accident
(Chapter 10)
Random measurement error
123
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)
Systemic measurement error
124
What are the levels of measurement
| Chapter 10
1. Nominal
2. Ordinal
3. Interval
4. Ratio
125
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)
Nominal
126
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)
Ordinal
127
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)
Interval
128
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)
Ratio
129
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)
Reliability
130
Stability; consistency of repeated measurements
*redoing same tests and looking for same results
(Chapter 10)
Test- retest reliability
131
Multiple evaluators with constant results
Equivalence; two individuals obtain the same measurement
(Chapter 10)
Interrater reliability
132
The _______ of an instrument is a determination of how well the instrument reflects the abstract concept being examined.
ACCURACY
(Chapter 10)
Validity
133
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)
Observational measurement
134
Type of observational measurement that involves spontaneous observing and recording what is seen in words
(Chapter 10)
Unstructured observational measurement
135
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)
Structured observational measurement
136
Data collection method that involves verbal communication between the researcher and the study participant during which information is provided to the researcher
(Chapter 10)
Interview
137
Type of interview that is controlled by the study participant
(Chapter 10)
Unstructured
138
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)
Structured
139
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)
Focus groups
140
Data collection method of self report form designed to elicit information through written , verbal, or electronic responses of the study participant.
(Chapter 10)
Questionnaires
141
a form of self report, is a more precise means of measuring phenomena than a questionnaire.
(Chapter 10)
Scales
142
What are the types of scales
| Chapter 10
1. Rating scales
2. Likert scale
3. Visual analog scale
143
Type of scale that are the crudest form of measurement involving scaling technique (pain scale 1-10)
(Chapter 10)
Rating scales
144
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)
Likert scales
145
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)
Visual analog scale VAS
146
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)
Specifically
147
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)
Sensitivity
148
What is theoretical frequency distribution of all possible values in a population
(Chapter 11)
Normal curve (bell curve)
149
What describes the occurrence of scored or categories in a study
(Chapter 11)
Frequency
150
What are the three types of frequency distributions:
| Chapter 11
Ungrouped frequency distributions
Grouped frequency distributions
Percentage distributions
151
What are the measures of central tendency:
| Chapter 11
Mean
Median
Mode
152
What is the numerical value that occurs with the greatest frequency :
(Chapter 11)
Mode
153
What is the midpoint or the score at the exact center of the ungrouped frequency distribution (50th percentile:
(Chapter 11)
Median
154
What is the sum of the scores divided by the number of scores being summed
(Chapter 11)
Mean
155
What are the measurement of dispersion:
| Chapter 11
```
Range
Variance
Standard deviation
Confidence interval
Standardized scores
Scatterplots
```
156
Simplest method of dispersion, which is obtained by subtracting the lowest score from the highest score
(Chapter 11)
Range
157
The _____ for scores in a study is calculated with a mathematical equation and indicates the spread or dispersion of the scores
(Chapter 11)
Variance
158
The square root of the variance is:
| Chapter 11
Standard deviation
159
When the probability of including value of the population within an interval estimate is known, it is refereed to as _______.
(Chapter 11)
Confidence interval
160
Raw scores are transformed into _____ scores
| Chapter 11
Standardized scores
| Most common is z= scores
161
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)
Scatterplots
162
_____ statistics are designed to address objectives, questions, and hypothesis in studies to allow inference from the study sample to the target population
(Chapter 11)
Inferential statistics
163
What are the three tests for examining differences:
| Chapter 11
Chi-square
* T-test
* Analysis of variance (ANOVA)
164
One of the most common analyses conducted to test for significant differences between two samples is the ______ .
(Chapter 11
T-test
165
Is a parametric statistical technique conducted to examine differences among three or more groups
(Chapter 11)
Analysis of variance (ANOVA)
166
What is the inferential analysis technique conducted to examine bivariate correlations in studies.
(Chapter 11)
Pearson product-moment correlation
167
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)
0.05; 0.05
* significant is less than 0.05
* non-significant is greater than 0.05
168
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)
Level of significance
169
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)
Power analysis
170
Conducting a power analysis includes what four things:
| Chapter 11
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
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)
1
172
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)
2
173
Meaning of study findings and conclusions for the body of nursing knowledge, theory, and practice
*related to practice and further research
(Chapter 11)
Implications of nursing
174
What is the purpose of critical appraisal:
| Chapter 12
To broaden understanding, improve practice, and provide a background for conducting a study
175
Critical appraisal questions:
| Chapter 12
*****Unsure what this means *******
176
What are the benefits of developing EBP:
| Chapter 13
Improved outcomes for patients, providers, and healthcare agencies
177
What are the challenges of EBP:
| Chapter 13
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
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)
Systematic review
179
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)
Meta-analysis
180
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)
Meta-synthesis
181
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)
P— Population of interest
I— Intervention performed
C— Comparison of interventions
O— Outcomes for practice
182
Levels of evidence
(Mentioned on chapter 1 slides)
(Chapter 13
Levels of research evidence
183
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)
Stetler model of research
184
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)
Iowa model
185
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.
Grove model
186
What are the 3 mixed methods designs:
| Chapter 14
Convergent concurrent design : qualitative and quantitative
Exploratory sequential designs: qualitative first
Explanatory sequential designs : quantitative
187
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)
Convergent concurrent
188
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)
Exploratory sequential designs
189
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)
Explanatory sequential
190
What is outcome research
| Chapter 14
Examines the end results of patient care
