Study your flashcards anywhere!
Download the official Cram app for free >
- Shuffle
Toggle OnToggle Off
- Alphabetize
Toggle OnToggle Off
- Front First
Toggle OnToggle Off
- Both Sides
Toggle OnToggle Off
- Read
Toggle OnToggle Off
How to study your flashcards.
Right/Left arrow keys: Navigate between flashcards.right arrow keyleft arrow key
Up/Down arrow keys: Flip the card between the front and back.down keyup key
H key: Show hint (3rd side).h key
A key: Read text to speech.a key
31 Cards in this Set
- Front
- Back
- 3rd side (hint)
what is nursing research?
|
Systematic inquiry designed to develop trustworthy evidence about issues important to the nursing profession including
|
|
|
in the "Consumer-Producer Continuum" of nursing research, who is the consumer?
|
The person who reads research reports to develop new skills, searches for relevant findings that affect practice.
|
|
|
Who is the producer?
|
The people who actively participate in designing and implementing studies
|
|
|
name 5 activites that a nurse can take part in for research
|
1. Participate in journal club
2. Solve clinical problems, decide clinical issues based on research 3. Collaborate in developing an idea for a clinical research project 4. Review a proposed research plan for feasibility 5. Participate in data collection |
|
|
what are the future directions for nursing research?
|
Increased federal funding was nearly 140 million in 2006
Heightened focus on EBP Greater emphasis on systematic reviews (rigorous synthesis on a common or strongly related research question.) Multidisciplinary collaboration Dissemination of findings Increased focus on cultural issues; visibility |
|
|
what have been some of the Sources of Evidence for Nursing Practice?
|
Tradition and authority
Clinical experiences, trial and error, intuition Logical reasoning Inductive and deductive reasoning |
|
|
what is inductive reasoning?
give an example |
developing generalizations from specific observations
ex: seeing one kid get anxioud and assuming that ALL (generally) kids get anxious when seperated. |
developing general from specific
|
|
what is deductive reasoning? give an example
|
developing specific predictions from general principles. ex: we know that seperation anxiety occurs in hospitalized kids (in general) so we might predict that a (specific) hospitalized child may get anxious with separation.
|
developing specific from general
|
|
what is deductive reasoning?give an example
|
developing specific predictions from general principles. ex: we assume that seperation anxiety occurs in all hospitalized children (general) then we might predict for kids in he hospital we work (specific)
|
|
|
re: sources of evidence, what is "Assembled information?"
|
bench-marking; cost data; quality improvement and risk data
|
|
|
what is "Disciplined research?"
|
cumulative findings
|
|
|
what is a Paradigm?
|
General perspective of the real world
|
|
|
what is the "positivist" paradigm?
|
there is reality that is believed to be true without proof or verification. Findings not influenced by researcher.
|
|
|
what is the "Naturalistic" paradigm?
|
reality is not a fixed entity but a construction of individuals participating in research. Findings are from the inquirer and participants.
|
|
|
which paradigm is quantative?
|
positivist
|
|
|
which paradigm is qualitative?
|
naturalistic
|
|
|
how does positivist work for quantitative?
|
Use deductive reasoning to generate a prediction.
You focus on Empirical evidence Control focus on numerics Objective Generalizability |
|
|
how does naturalistic work for qualitative?
|
Use inductive reasoning
Knowledge is maximized when distance between inquirer and participant is minimized This is a flexible process. Procedures evolve and change according to new discoveries and new needs. Subjective |
|
|
whatdo both paradigms have in common?
|
Ultimate goals
External evidence Reliance on human cooperation Ethical constraints All have some degree of Fallibility - limitations |
|
|
what is the goal of basic research?
|
discover general principles of human behavior.
|
|
|
what is the goal of applied research?
|
find solution to existing problems; tends to be of greater use for EBP
|
|
|
what is the definition of EBP?
|
The conscientious use of current best evidence in making clinical decisions about patients care (Sackett et al., 2000)
|
|
|
what do we do in "research utilization?"
|
Start – How can I use this innovation?
Use of findings Translating empirically derived knowledge into real-world applications CURN (Conduct and Utilization of Research in Nursing) |
|
|
what do we do in EBP?
|
Start –What does the evidence say is the best approach for solving this problem?
Cochrane Collaboration – effort to make research summaries of research trials available. |
|
|
what are some barriers to research utilization?
|
Quality and nature of the research
Characteristics of the nurse Organizational factors |
|
|
what is "diffusion of innovations?"
|
It happens in stages:
(1) knowledge, awareness of innovation for use in practice; (2) persuasion – form an opinion; (3) decision stage – adopt or reject; (4) implementation – use innovation to change practice; (5) confirmation – adopt or reject. |
|
|
what is the Iowa model?
|
An algorithm to follow for research utilization to address a problem. The process is initiated by a problem or knowledge trigger; identify relevant research literature
|
|
|
what are the indivdual efforts in the steps of EBP?
|
Clinical question are answerable with research evidence.
Searching for & collecting relevant evidence. Appraising & synthesizing evidence Integrating evidence with own clinical experience, patient preferences, local context Assessing the effectiveness of the decision. |
|
|
first part of implementing in EBP:
|
Making the decision for implementation
Transferability Feasibility Cost/benefit ratio Developing Evidence-based Guidelines: adopt in its entirety, adopt only certain recommendations, adopt guidelines by making necessary changes based on organizational needs. |
|
|
second part of implementing
|
Implementing and evaluating the innovation
Evaluation plan: outcomes to be met, number of patients to involve in pilot, when and how to collect outcome information (before and after). Staff training |
|
|
some consideratins with EBP and a pilot:
|
Trying guidelines on one or more units or with a group of patients
Evaluating pilot. How was the pilot received? Extent guidelines were followed, implementation problems, how were client outcomes affected? What are the costs? Evaluation time usually 6 to 12 months |
|