Exam 1 Flashcards
(215 cards)
1
Q
A diligent systematic inquiry or study that validates and refines existing knowledge and develops new knowledge
A
Research
2
Q
A scientific process that validates and refines existing knowledge and generates new knowledge that directly and indirectly influences nursing practice
A
Nursing Research
3
Q
Method of practice that involves the conscientious integration of best research evidence with clinical expertise and patients’ circumstances and values to produce quality health outcomes
A
Evidence-Based Practice
4
Q
3 Elements of EBP
A
- Best research evidence
- Clinical expertise
- Patients’ circumstances and values
5
Q
The empirical knowledge generated from the synthesis of quality health studies to address a clinical problem
A
Best Research Evidence
6
Q
The knowledge and skills of the healthcare professional providing care
A
Clinical Expertise
7
Q
The individual’s clinical state, which might focus on health promotion, illness prevention, acute or chronic illness management, rehabilitation, and/or a peaceful health, and the clinical setting
A
Patients Circumstances and Values
8
Q
The unique combination of the best research evidence being implemented by expert nurse clinicians in providing care to patients and families with specific health circumstances and values to promote quality, safe, cost-effective outcomes
A
EBP
9
Q
Why is research important for EBP?
A
- Develops empirical knowledge (data-driven) base
- Identifies best practices that are based on clinical practices
- Improves outcomes for patient/family, nurse, and healthcare system
10
Q
Nursing research has evolved
A
slowly
11
Q
Nursing research began in the 19th century with
A
Florence Nightingale
12
Q
the current major focus of nursing research
A
clinical research
13
Q
The focus of healthcare research and funding has expanded from the treatment of illness to include
A
health promotion and illness prevention
14
Q
An initiative focused on developing the requisites knowledge, skills, and attitude (KSA) statements for each of the competencies for prelicensure and graduate education
A
The Quality and Safety Education for Nurses (QSEN)
15
Q
Integrating the best current evidence with clinical expertise and patient/family preferences and values for delivery of optional health care
A
EBP competency (QSEN)
16
Q
- Essential information that is acquired in a variety of ways
- Expected to be an accurate reflection of reality that is used to direct a person’s action
A
Knowledge
17
Q
Acquiring Knowledge in Nursing
A
- Traditions
- Authority
- Borrowing
- Trial and Error
- Personal Experience
- Role Modeling
- Intuition
- Reasoning
18
Q
Learning by imitating the behaviors of an expert
A
Role Modeling
19
Q
Insight or understanding of a situation or event as a whole that usually cannot be logically explained, such as knowing that a patient’s life is in jeopardy
A
Intuition
20
Q
Gaining knowledge by being actively involved in a situation
A
Personal Experience
21
Q
An approach with unknown outcomes that is used in a situation of uncertainty when other sources if knowledge are unavailable
A
Trial and Error
22
Q
The appropriation and use of knowledge from other disciplines, like medicine and psychology, to guide nursing practice
A
Borrowing
23
Q
Moves from specific to the general
A
Inductive reasoning
Adding
24
Q
Moves from the general to the specific
or form a general premise to a particular situation or conclusion
A
Deductive reasoning
Subtracting
25
1. Narcotics cause respiratory depression
| 2. My patient will suffer respiratory depression if I administer the ordered narcotic for pain
Deductive (general principle -> specific application)
26
1. My patient's respiratory rate decreased when I administered the narcotic ordered for pain
2. All narcotics will always cause respiratory depression
Inductive (specific observation -> general conclusion)
27
Objective, cause and effect relationships
Quantitative
28
Subjective, systematic approach
Qualitative
29
- Logical positivism
- Numbers
- Large sample
- Survey, big data, questionnaires
- Statistical analysis
- Mostly closed questions
- Deductive
- Test theory
Quantitative
30
- Naturalistic, humanistic
- Words
- Small sample
- Interview, focus group
- In-depth/text-based analysis
- Open-ended questions
- Inductive
- Develop theory
Qualitative
31
- Descriptive
- Correlational
- Quasi-experimental & Experimental
Quantitative Research
32
explores (measure) what is
Descriptive research
| quantitative
33
examines how concepts and characteristics are related to each other
Correlational research
| quantitative
34
manipulates one aspect of a controlled situation to examine the effect of the change on outcomes
Quasi-experimental & Experimental
| quantitative
35
- Phenomenological
- Grounded theory
- Ethnographic
- Exploratory-descriptive
Qualitative
36
an inductive research approach used to describe an experience as it is lived by an individual such as the lived experience of chronic pain
Phenomenological research
| qualitative
37
an inductive research technique used to formulate, text, and refine a theory about a particular phenomenon
Grounded theory
| qualitative
38
was developed by the discipline of anthropology for investigating cultures through an in-depth study of the members of the culture
Ethnographic research
| qualitative
39
is conducted to address an issue or problem in need of a solution and/or understanding
Exploratory-Descriptive Research
40
a narrative description or analysis of events that occurred in the remote or recent past
Historical research
| qualitative
41
Purposes (goals) of research
- Description
- Explanation
- Prediction
- Control
42
Description questions
- What is the nature of this phenomenon?
- What is the scope of this phenomenon?
- What are the key characteristics of this phenomenon?
- Under what conditions is this phenomenon likely to occur?
43
Explanation
- Why does this phenomenon occur?
| - Clarify relationships among phenomena.
44
Prediction
- When are certain events likely to occur?
| - Identify conditions leading to a phenomenon.
45
Control
If a situation is manipulated, what will be the outcome?
46
Primary Role of an Entry Level Nurse Researcher
Identify research problems
Assist with data collection
Critique research studies
Summarize research findings for use in practice
47
Uses research evidence in practice with guidance
BSN
48
Assist in conducting research projects
BSN, MSN, DNP
49
Participates in the development of evidence-based guidelines
BSN, MSN, DNP
50
Critically appraises studies
BSN to post-doctorate
51
Critically appraises studies and synthesizes research evidence to develop protocols and policies for a selected healthcare agency
MSN, DNP
52
Conducts independent research projects
PhD, post-doctorate
53
Mentor PhD-prepared researchers
Post-doctorate
54
- Systematically identify, select, critically appraise, and synthesize research evidence
- Quantitative
- Narrative and statistical
Systematic review
55
- Pooling the results from several previous studies using statistical analysis to determine the effect of an intervention
- Quantitative studies with similar methodology
- Statistical
Meta-analysis
56
- Systematic compilation and integration of qualitative studies
- Narrative
Meta-synthesis
57
- Synthesis of findings from independent studies conducted with a variety of methods
- Quantitative, qualitative, or mixed methods
- Narrative and statistical
Mixed methods systematic review
58
Identifying and understanding the nature of nursing phenomena
Descriptive
59
Clarifying the relationships among phenomena and identifying possible reasons why certain events occur
Explanation
60
Estimating the probability of a specific outcome in a given situation
Prediction
61
Ability to write a prescription to produce the desired results
Control
62
is conducted to address an issue or problem in need of a solution and/or understanding
Qualitative research
63
- Structured data
- Statistical analysis
- Objective conclusions
- Surveys, experiments
Quantitative
64
- Unstructured data
- Summary
- Subjective conclusions
- Interviews, focus groups, observations
qualitative
65
- Formal, objective, rigorous, systematic process for generating information
- Describes new situations, events, or concepts
- Examines relationships among variables
- Determines the effectiveness of treatments
Quantitative
| cut and dry - no grey area
66
- Exploration and description of phenomena in real-life situations
- New meaning is discovered, and the description of concepts is accomplished
- Helps to identify relationships
Descriptive Research
67
- Looks at the relationship between two or more variables
- Determines the strength and type of relationship
- Explains what is seen
- No cause and effect
Correlational Research
68
- Examines cause and effect relationships
- Less control by researcher than true experimental designs
- Samples are not randomly selected
- All variables in the study cannot be controlled by the researcher
Quasi-Experimental Research
69
- Controlled manipulation of at least one independent variable
- Uses experimental and control groups
- Random assignment of the sample to the experimental and control groups
Experimental Research
70
What concepts are relevant to the quantitative research process?
- Basic research
- Applied research
- Rigor
- Control
- Extraneous variables
- Samples
71
- Attempts to solve real problems in clinical practice
- Studies the effects the intervention may have on patients
- Applies findings in the real world on real patients
Applied Research (practical)
72
Why is rigor so important in quantitative research?
Rigor protects the integrity of the data
- Striving for excellence in research and adherence to detail
- Precise measurement tools, a representative sample, and a tightly controlled study design
- Logical reasoning is essential
- Precision, accuracy, detail, and order required
73
representative sample
represents the group is studying
74
- Researcher: Uncontrolled or partially controlled
| - Setting: Natural or partially controlled
Descriptive/Correlational
| quantitative
75
- Researcher: LESS controlled
| - Setting: Partially controlled
Quasi-experimental
| quantitative
76
- Researcher: HIGHLY controlled
| - Setting: Research unit or laboratory setting
Experimental
| quantitative
77
any variable you're not investigating that may interfere with the study and the relationships between the study variables
Extraneous variables
78
extraneous variables
- occur in all research studies
- may interfere with the hypothesized relationships between variables
- their influence can be decreased through sample selection and the use of defined research settings
79
Settings used in quantitative research
- Natural or field setting (e.g., community)
- Partially controlled settings (e.g., clinics, hospitals)
- Highly controlled or laboratory settings (e.g., lab, research institutions)
80
```
Data collection
Problem definition
Plan
- setting goals
- identifying solutions
Implementation
Evaluation and Revision
```
Problem Solving Process
81
```
Assessment
- data collection
- data interpretation
Nursing Diagnosis
Plan
- setting goals
- planning interventions
Implementation
Evaluation and Modification
```
Nursing Process
82
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Knowledge of nursing world
- clinical experiences
- literature review
Problem and Purpose Identification
Methodology
- design
- sample
- measurement methods
- data collection
- data analysis
Implementation
Outcomes, Communications, and Synthesis of study findings to promote evidence- based nursing practice
```
Research Process
83
Area of concern in which there is a gap in the knowledge base needed for nursing practice
- Research is conducted to generate essential knowledge to address the practice concerns, with the ultimate goal of providing evidence-based practice
- Needs to include significance, background, and problem statement*
Research problem
84
Concise, clear statement of the specific goal or aim of the study
- The reason for conducting the study
- Generated from the problem
Research purpose
85
Summary of current theoretical and empirical sources to generate a picture of what is known and not known about a particular problem
- May lead to the statement of a research problem or identification of knowledge ready to be used in practice
Review of literature
86
Abstract, logical structure of meaning, such as a portion of a theory, that guides the development of the study, may be tested in the study, and enables the researcher to link the findings to nursing's body of knowledge
Framework
87
Clear, concise, declarative statement expressed to direct a study
- Focuses on identifying and describing variables and relationships among variables
research objective
88
Concise, interrogative statement developed to direct a study
research question
89
identify the major concepts or phenomena to be addressed by the study
qualitative research question
90
focus on describing variables, examining relationships among variables, and determining the differences between two or more groups
quantitative research question
91
Alternative hypothesis to the null hypothesis
| - States that a relationship exists between (among) two or more variables or a difference exists between (among) groups
research hypothesis
92
Concrete or abstract qualities, properties, or characteristics of persons, things, or situations that change or vary and are manipulated or measured in quantitative research
variables
93
Particular group of elements (people, objects, events, or substances) that is the focus of the study
population
94
Subset of the population that is selected for a study
Sample
95
Process of assigning values to objects, events, or situations in accord with some rule
measurement
96
Precise, systematic gathering of information (data) relevant to the research purpose or the specific objectives, questions, or hypotheses of a study
data collection
97
techniques conducted to reduce, organize, and give meaning to data
data analyses
98
Formal process whereby researchers:
- consider the results from data analysis
- form conclusions
- explore the clinical importance of the findings
- consider the implications for nursing knowledge and theory
- generalize or transfer the findings
- suggest further studies
interpretation of research outcomes
99
summary of study in 100-250 words
abstract
100
problem, purpose, literature, framework, and hypothesis
introduction
101
design, sample, setting, tool
methods
102
data analysis procedures
results
103
data analysis procedures
results
104
findings, conclusions, implications
discussion
105
all sources cited
reference list
106
components in most research reports
```
Abstract
Introduction
Methods
Results
Discussion
Reference list
```
107
body of a research article
Introduction
Methods
Results
Discussion
108
how does qualitative research differ from quantitative research?
- A systematic, subjective approach used to describe life experiences and give them meaning
- Useful in understanding human experiences, such as pain, caring, powerlessness, and comfort
- Focuses on understanding the whole
- Consistent with holistic philosophy of nursing
Quantitative may or may not make a theoretical framework
109
methods unique to qualitative research
- Selection of subjects
- Researcher-participant relationship
- Data collection methods
- Data management
- Data analysis
- Interpretation
110
how is rigor obtained in qualitative research?
- Openness
- Scrupulous adherence to a philosophical perspective
- Thoroughness in collecting data
- Consideration of all data in subjective theory development phase
111
protect subjects and are carried out using scientific principles
ethical studies
112
- scientific misconduct
- fraud, research protocol violations
- fabrication, falsification, forging of data
- plagiarism
- putting subjects at risk without consent
unethical research
113
elements of ethical research
1. Protecting human rights during research
2. Understanding informed consent
3. Understanding institutional review of research
4. Balancing benefits and risks in a study
114
Nuremberg Code (1949, Nazi Medical Experiment)
Consent process
Protection of subjects from harm
Balance of benefits and risks in a study
Nazi human experimentations were medical experiments on prisoners without their consent, mainly Jews (including Jewish children) from across Europe.
The Nazi experiments violated numerous rights of the research subjects:
- Selection of subjects for these studies
- Subject had no choice
- As a result of these experiments, subjects frequently were killed, or they sustained permanent physical, mental, and social damage (harms)
115
Declaration of Helsinki (1964, 2008)
The differentiation of therapeutic research from nontherapeutic research
Nazi human experimentations were medical experiments on prisoners without their consent, mainly Jews (including Jewish children) from across Europe.
The Nazi experiments violated numerous rights of the research subjects:
- Selection of subjects for these studies
- Subject had no choice
- As a result of these experiments, subjects frequently were killed, or they sustained permanent physical, mental, and social damage (harms)
116
Tuskegee Syphilis Study (1932-1972)
Conducted to determine the natural course of syphilis in adult black men.
- The study continues into the 1970's, well after an effective treatment for syphilis had been developed
117
Willowbrook Study (1950-1970)
Conducted at the Willowbrook Institution for the Mentally Retarded in New York
- Involved deliberately infecting children with the hepatitis virus
118
Jewish Chronic Disease Hospital Study (1960)
Conducted on older adults who had dementia
| - Consenting participants were injected with liver cancer cells and examined for response to the cells
119
results might benefit participants
therapeutic research
120
results are not of benefit to participants but might be in the future
non therapeutic research
121
3 Ethical Principles (National Commission for the Protection of Human Subjects, DHHS, 1978)
Respect for Persons
Beneficence
Justice
122
Autonomy
- Informed consent
- Can withdraw
- Confidentiality
Principle of Respect for Persons
123
Promote good
- Minimize risks
- Assure benefits
- Maintain integrity of the study
Principle of Beneficence
124
Fairness
- Inclusion and exclusion criteria
- Consent and surveys translated
Principle of Justice
125
Respect for Persons
- Self-determination (participation and withdrawing)
- No coercion
- Full disclosure, no deception
- Voluntary consent
- Persons with diminished autonomy (disability, children, mentally handicap, vulnerable populations) have special protections
126
Principle of Beneficence
- Freedom from harm
- Freedom from exploitation
- Benefits to risk ratios (high anticipated benefit may balance high risks)
above all, do good and no harm
127
Principle of Justice
- Fair treatment (even if the person chooses not to participate)
- Right to privacy (anonymity, confidentiality)
128
Five Human Rights
```
Self-determination
Privacy
Anonymity and Confidentiality
Protection from discomfort and harm
Fair selection and treatment
```
129
Humans are autonomous agents with freedom to conduct their lives as they choose
Right to self-determination
Violated by:
- Coercion: forcing someone to be in study
- Covert data collection: subjects are unaware study is taking place
- Deception: misinforming subjects about the study
130
Persons with diminished autonomy
- Legally and mentally incompetent subjects
- Neonates and children
- Terminally ill subjects
- People confined to an institution
- Pregnant women and fetuses
131
The freedom people have to determine the time, extent, and general circumstances under which private information will be shared or withheld from others
Right to privacy
132
1. Researcher refrains from sharing information with others
| 2. No one, not even the researcher, knows the identity of the subjects
Right to anonymity and confidentiality
1. Confidentiality
2. Anonymity
133
- No anticipated effects
- Temporary discomfort
- Unusual levels of temporary discomfort
- Certainty of permanent damage
Right to protection from discomfort and harm
- Discomfort and harm can be physical, emotional, social, economic, or any combination of these four
* Beneficence
134
- Based on the principle of justice
- Selection of subjects and their treatment during the study are fair for all
- Prevents coercion of subjects (e.g., paying subjects large sums of money to participate)
Right to fair selection and treatment
135
Four elements of informed consent
1. Disclosure (essential information for consent)
2. Comprehension of consent information
3. Competence to give consent
4. Voluntary agreement (consent)
136
Institutional Review Board (IRB)
1974 National Research Act required research study review
Main goal/function: Protect all human rights
137
Who serves on the Institutional Review Board (IRB)?
5 members of varying backgrounds
- At least 1 should have a scientific background
- Someone from the community with NO scientific background
- Member not affiliated with the institution
- None should have a conflict of interest
138
Institutional Review Board (IRB) functions
- Protection of rights and welfare
- Voluntary informed consent
- Benefits exceed risks
139
Institutional review of research: Exempt from review procedures
NO risk
140
Institutional review of research: Expedited review procedures
Minimal risk
141
Institutional review of research: Full institutional review procedures
Greater than minimal risk
Reviewing studies using vulnerable populations
142
The making up of results; recording and reporting them
Fabrication
143
Manipulating research materials, equipment, or processes or changing or omitting data of results, such that the research is not accurately represented in the research record
Falsification
144
The appropriation of another person's idea, processes, results, or words without giving appropriate credit
Plagiarism
145
an area of concern in which there is a gap in the knowledge needed for nursing practice
- Indicates the significance of the problem
- Provides background for the problem
- Includes a problem statement
Research problem
what's known/not known
146
a clear, concise statement of the specific goal or focus of a study
Research purpose
highlights gap
147
Sources of research problems
- Nursing practice
- Researcher and peer interaction
- Literature review
- Theory
- Research priorities
148
Examining the feasibility of a problem and purpose
- Researcher expertise
- Money commitment/funding sources
- Time commitment
- Availability of subjects, facilities, and equipment
- Ethical considerations
149
Critiquing Guidelines for Problems and Purposes
- Is problem clear and concise?
- Is problem limited in scope?
- Is problem narrowed to the focus of the study?
- Does problem identify variables, population, and setting?
- Are problem and purpose able to generate knowledge?
- Is study feasible?
- Is study ethical?
150
Qualities, properties, or characteristics of people, things, or situations that are manipulated or measured in research
variables
151
the stimulus or activity manipulated or varied by the research to cause an effect on dependent variables
aka treatment or experimental
causes the dependent variable to change
controlled by the researcher
independent variable
| does NOT change
152
the outcome or response the researcher wants to predict or explain
are presumed to be caused by the independent variable
dependent variable
153
can interfere with obtaining clear understanding of relational or causal dynamics in the study
can be recognized or unrecognized, controlled or uncontrolled
extraneous variable
154
if the extraneous variable is not recognized until the study is in process or cannot be controlled, it is called a
confounding variable
155
an uncontrolled variable relating to the setting
environmental variable
156
relationship between variables
associative hypothesis
157
cause and effect relationship between variables
associative and causal hypothesis
158
relationship (causal or associative) between two variables
simple hypothesis
159
relationship (causal or associative) among three or more variables
complex hypothesis
160
relationship exists between variables, but hypothesis does not predict nature of relationship
nondirectional hypothesis
161
nature (positive or negative) of interaction between two or more variables is stated
directional hypothesis
162
states there is no difference or relationship between variables
aka statistical hypothesis
null hypothesis
163
states what researcher thinks is true; there is a relationship between two or more variables
research hypothesis
164
This hypothesis is clearly stated without the phrase, "There is no significant difference."
variables are measurable or able to be manipulated
relationship between variables is either supported or not supported
causal link between independent and dependent variables is evaluated using statistical tests
testable hypothesis
- should be testable in the real world
165
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
review of literature
should be broad enough to allow the reader to become familiar with the research problem and narrow enough to include only the most relevant sources
166
- identifies the current knowledge of a practice problem
- identifies what is known about the topic
- identifies available evidence for use in practice
- identifies contribution of present study to knowledge base
purpose of a literature review
167
- direct the development and implementation of a study
- cite relevant and current sources
- document background and significance of study
- identify theoretical ideas to guide a study
purpose of a literature review in quantitative studies
168
- compare and combine study findings with literature
- to explain, support, and extend research theory
- as a background for research
- as a way to formulate research questions
- as a source of data
purpose of a literature review in qualitative research
169
All written sources relevant to the topic you have selected
Literature
170
The act of quoting or paraphrasing contents from a source
Citation
171
Documentation of the origin of the cited quote or paraphrased idea
Reference
172
Concept analysis, models, theories, and conceptual frameworks
Theoretical literature
173
Data-based research (e.g., journal articles, theses, dissertations)
Empirical literature
174
In research: written by the person who conducted the research
In theory: written by the person who developed the theory
Primary sources
175
Summarizing or quoting contents from primary sources
Secondary sources
176
What questions are important when critically appraising literature reviews?
- Are primary sources cited in the review?
- Are the references current?
- Are relevant studies identified and described?
- Are relevant theories identified and described?
- Are relevant landmark studies described?
- Are the studies critiqued?
177
Questions for critically appraising literature reviews?
- Are sources paraphrased to promote the flow of content?
- Is the current knowledge about the research problem described?
- Does literature review identify gaps in the knowledge base that provides a basis for study?
- Is the literature review clearly organized, logically developed, and concise?
178
Components included in nurse research literature review
- What is known and not known about the topic?
- The focus of the study
- Sources must be current (within 5 years)
- Landmark studies may be included if essential to the background problem
179
Major research projects generating knowledge that influence a discipline and sometimes society in general
Landmark studies
180
Preparing to review the literature
1. Clarify the purpose of the literature review
| 2. Select electronic databases and search term
181
Conducting the search
3. Search the selected databases
4. Use the table to document the results of your search
5. Refine your search
6. Review the abstract to identify relevant studies
7. Obtain full-test copies
8. Ensure that information needed to cite the source is recorded
182
Processing the literature
9. Read the articles
| 10. Appraise, analyze, and synthesize the literature
183
Writing the review of the literature
11. Develop an outline to organize information from the review
12. Write each section of the review
13. Create the reference list
14. Check the review and the reference list
184
Easiest step of literature review process
search the selected databases
185
What to record from database search
- Name of database
- Date of search
- Exact search strategy used
- Number of articles found
- Percentage of relevant articles found
- This information can be stored in a table
186
How to limit database search
- English language
- Recent publication dates
- Research papers
- Full-text articles (can be risky)
- Peer-reviewed publications
187
What to include in the synthesis of sources
- Compile findings from all selected studies
- Analyze and interpret clustered findings: Synthesize and Summarize findings
- Specify current state of research-based knowledge
188
1. Introduction
- Indicates focus or purpose of review
| - Describes organization of sources
189
2. Discussion of theoretical literature
| 3. Discussion of empirical literature
- Includes quality studies relevant to topic
- For each study, purpose, sample, sample size, design, and specific findings are presented, using paraphrasing rather than direct quotes
- Scholarly, but brief, critique of study's strengths and weaknesses
190
4. Summary
- Concise presentation of research knowledge about selected topic (what is known/not known)
- Judgement stating whether there is adequate knowledge to direct change in clinical practice
- Brief statement of proposed change in practice
191
a set of concepts and statements that present a view of a phenomenon
- the core ideas that guide practice and research within a scientific discipline
- the initial inspiration for research study
theory
192
a brief explanation of a theory or portions of a theory to be tested in a study
study framework
- may be implicit
(Theory is abstract rather than concrete)
193
Clarifies the type of relationship that exists between or among concepts (also called propositions)
in a theory, describe how the concepts are connected to each other
statements
194
a broader category or idea that may encompass several concepts
construct
195
elements of theory
- concepts
- conceptual definition
- statement
- map or model
196
abstractly describe and name an object, idea, or phenomenon, thus providing it with a separate identify or meaning
concepts
197
more comprehensive than a dictionary definition; includes associated meanings a word may have
conceptual definition
198
graphically shows the interrelationships of the concepts and relational statements
a strategy for expressing a theory or framework
map or model
199
- More abstract than theories (aka conceptual model)
- They explain phenomena of interest and reflect a philosophical stance
- Have the broadest scope and present concepts and propositions
- Provide insight useful for practice but are not designed for empirical testing
Gran Nursing Theories
200
Identifies the elements considered essential to adaptation and describes how the elements interact to produce adaptation and thus health
Roy & Andrews (2008)
201
- Less abstract and narrower in scope than grand theories (aka substantive theories)
- Emerge from review of studies to build evidence-based practice related to a clinical problem
Middle-Range Theories
202
explains comfort as a fundamental need of all human beings for relief, ease, or transcendence arising from health care situations that are stressful
- comfort can enhance health-seeking behaviors for patients, family members, and nurses
Kolcaba's Theory of Comfort (1994)
203
- A type of middle range theories that are more specific
- aka Prescriptive theories
- Situation specific theories that are narrow in scope and focuses on a specific patient population at a specific time
Practice theories
204
- An abstract, logical structure of meaning, such as a portion of a theory
- Explain the theory
- Give relationships of variables
- Results in the hypothesis, which is testable
study/research frameworks
205
Implicit Framework
- In some quantitative studies, the ideas that compose the framework remain nebulous and are vaguely expressed
- Basic idea for the framework are expressed in the introduction or literature review but then the researcher stops, without fully developing the ideas as a framework
206
Critically appraising a study framework
- Concepts are linked with variables that are measured.
- Concepts are represented in hypotheses, research questions, or objectives.
- The hypotheses, research questions, or objectives are tested statistically.
- The hypotheses, research questions, or objectives emerge from framework propositions.
- Look for comments connecting findings to specific elements of the framework.
- Search for comments discussing the implications of findings in terms of truth or falsity of framework propositions.
- Are the findings for each hypothesis, question, or objective consistent with those proposed by the framework?
- If the findings are not consistent with the framework, was the methodology adequate to test the hypothesis, question, or objective?
- Are the findings consistent with those of other studies using the same framework (or testing the same propositions)?
207
an abstract, logical structure of concepts that guides the development of the study and links the study findings to nursing's body of knowledge
research framework
208
truths or principles of being, knowledge, or conduct
philosophies
209
thinking oriented toward the development of a general idea, without association with a particular instance (opp. concrete)
abstract
210
less abstract, more specific theories than grand theories that focus on particular patients' health conditions, family situations, and nursing actions
- are often tested in quantitative research
middle-range theories
211
statements that are considered true without testing
assumptions
212
theories of genetics or pathophysiology that are supported by extensive evidence and whose relational statements may be called laws
scientific theory
213
a term that abstractly names an object or phenomenon
concept
214
a statement that describes the relationships among two or more concepts
proposition
215
a broader category of ideas that may encompass several concepts
construct
