Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
39 Cards in this Set
- Front
- Back
|
Research Ethics
|
Respect for Persons
Beneficence Justice |
|
|
Nuremberg Code
|
Informed Consent is essential
|
|
|
Declaration of Helsinki ---
Purpose of Belmont Report --- |
Well-being of the subject
Ethical Principles and Guidelines |
|
|
EBP = Evidence Based Practice
EBP |
integrates Clinical Expertise, Patient Values, and Best Evidence into patient care
|
|
|
3 Factors in EBP
|
Clinical Expertise
Patient Values Best Evidence |
|
|
Supports to EBP
|
Enable to Upgrade Knowledge Bse
Improve Communication with Patients Increase Accountability with Health Care Pros Ethical Responsibility |
|
|
Steps in EBP
PQR-CASe |
Patient, Question, Resource,
Critique, Apply, Self-Evaluation |
|
|
What are the steps in EBP?
|
PQR-CASe
|
|
|
PICO
|
Patient
Intervention Comparison Intervention Outcome |
|
|
PICO helps frame the question.
|
With patients with W, does X or Y improve the quality of Z?
|
|
|
What section of a research article has the key to appraising evidence?
|
The METHODS
|
|
|
Where is the Hypothesis found in a paper?
|
INTRO
|
|
|
The Foundation of a Research Article
|
METHODS
|
|
|
Where are the limitations of the study included?
|
Discussion section
|
|
|
Clinical Research Purpose
|
Exam Clinical Conditions and Outcomes
Establish Relationships Generate Evidence Provide Ways to Improve Methods |
|
|
Reasons for Research
|
Develop Knowledge
Test Intervention Accountability of Healthcare Improve Patient Care |
|
|
Classification of Research
|
Quantitative/Qualitaive
Purpose: Descriptive, Relationships, Differences Manipulation: Experimental or Non Timing: Retrospective/Prospective |
|
|
Case Study vs Care Report
|
Report = QUANT, NONEXP, and DESCRIPTIVE
Case Study = QUAL and DESCRIPTIVE |
|
|
A Priori
|
Beforehand
Hypothesis is made before study. |
|
|
Cause+Effect can be found in:
|
Experimental Research
Better in True Research (random assign and 2 groups) |
|
|
Quasi Experiment
|
Lack either or both random assign or comparison group
|
|
|
Experimental Studies have high ______ of variables.
|
CONTROL/MANIPULATION
Non-Exp don't manipulate. |
|
|
Retro- VS Prospective
|
Retro = look at old data already recorded
Prospective = organize study and record data |
|
|
Phases of Research
|
Identify Research Question
Design Study Collect Data Analyze and Interpret Report Findings |
|
|
Validity
|
Internal
External Construct |
|
|
Internal Validity Threats
AHA-TIMS |
Assignment, History, Attrition, Instrument,
Maturation, Statistical Regression to the mean, Testing (retesting) |
|
|
External Validity
|
extend to which results may be generalize outside experiment
Threats: Bias sample, Place, Time |
|
|
Construct Validity
|
Concerned with meaning of variables and whether they are well established / correctly labeled
Threats: Bias (subject or investigator), Treatment-interaction |
|
|
Population
|
entire group of interest within world or country
|
|
|
Accessible Population
|
subset of entire population available for research in given area
|
|
|
Sample
|
sub-group of population that is available to study
|
|
|
Selection
|
subjects being drawn from population
|
|
|
Assignment
|
process where placed into allocated group with study
|
|
|
Selection
|
probability or non-probability sampling
Prob: simple random, systematic, stratified, cluster sampling Non: convenience, snowball, purposive |
|
|
Sampling is a compromise.
|
yup.
|
|
|
Sample size has an impact on validity and stats conclusions.
________ samples tend to be more representative of populations. |
LARGE
|
|
|
Random Assignment
|
by individuals
by blocks systematic matched assignment |
|
|
PURPOSE of Experimental Design
|
provide evidence for cause+effect
Protect against threats to Int, Construct, Ext validity |
|
|
Random assignment and 2 groups are factors present in:
|
True Experiments
|
