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74 Cards in this Set
- Front
- Back
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Research vs. Nursing Research vs. Clinical nursing research |
Chap. 1 |
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Evidence-based practice: EBP
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use of the best clinical evidence in making patient care decision and such evidence typically comes from research conducted by nurses and other hcp.
Magnet status: practice enviro in EBP and nursing research. ex: "Kangaroo care" : holding of preterm infants skin to skin, chest to chest by parents..now seen in NICUs..d/t mounting evidence of the clinical benefits. |
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National Institue of Nursing Research NINR
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Chap. 1:
Promoted by NCNR in 1993 Helped put nursing research more into the mainstream of research activities enjoyed by other health disciplines. Funding has grown. |
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Clinical Experience
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Chap. 1
Familiar and functional source of knowledge. ability to recognize regularities, and to make predications based on observations is a hallmark of the human mind. Limitations as a source of evidence for practice because each nurse's experience is typically too narrow to be useful and colored by biases. |
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Trial and Error
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Chap. 1
R/t clinical experience Fallible and inefficient Haphazardous and sol'ns may be idiosyncratic. |
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Inductive reasoning
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Chap. 1
process of developing generalizations from specific observations. Ex: nurse may observe the anxious behavior of (specific) hospitalized children and conflude that (in general) children's separation from their parents is stressful. |
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Deductive reasoning
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Chap. 1
Process of developing specific predictions from general principles. Ex: assume that separation anxiety occurs in hospitalized children (in general) then we might predict that (specific) children in a local hospital whose parents do not room in will manifest sx of stress. |
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Bench-marking data
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Chap. 1
Provides info. on such issues such as the rates of using various procedures (rates of cesarean deliveries) or rates of infection (nosocomial pneumonia rates) and can serve as a guide in evaulating clinical practices |
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Quality improvement and risk data
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Chap. 1
Ex: med error reports Can be used to assess practices and determine the need for practice changes Provide no mechansim for determining wheter improvements in pt. outcomes result from their use. |
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Paradigm
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Chap. 1
World view General perspecticve on the complexities of the real world. Disciplined inquirey conducted within two broad paradigms, both of which have legitimacy for nursing reseach. |
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Positivist paradigm
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aka logical positivism Chap. 1
Comte, Newton, Locke Reflection of a broader cultural phenomenon (modernism) that emphasizes the rational and the scientific. Believers assume that nature is basically ordered and regular and that an objective reality exists independent of human observation..basically the world is assumed not to be merely a creation of the human mind. Much reseach activity is directed at understanding the underlying causes of natural phenomenon. Look at Table 1.2 on the difference btw this and naturalistic paradigm |
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Assumption:
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Chap. 1
Priniciple that is believed to be true without proof or verification. |
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Determinism
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Chap. 1 |
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Naturalistic paradigm
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aka constructivist paradigm |
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Quantitative research
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Chap. 1
Most closely allied with the positivist tradition |
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Quantitative research
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Chap. 1
Closely allied with the positivist Deductive reasoning (general to specific) Progress logically through a series of steps, according to a prespecified plan. Uses mechanism designed to control the research situation so that biases are minimized and precision and validity are max. Gathers empirical evidence (Evidence that is rooted in objective reality and gathered directly or indircely through the senses rather than through personal beliefs or hunches. ) Numeric info. Gernalizability is the ultimate goal, to generalize reseach findings to individuals. Primary intent is to describe phenomena and how they are interrlated and those that are cause probing. |
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Qualitative research
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Chap.1
Associated with the naturalistic inquiry altho sometimes positivists. Believe that traditional scientific mehtods rduces human experience to only the few concepts under investigation and those concepts are defined in advance by the researcher rather than emerging from the experiences of those under study. In the field |
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Empirical evidence
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Chap. 1
Evidence that is rooted in objective reality and gathered directly or indirectly through the senses rather than through personal beliefs or hunches. seen in quantitative research |
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One limitation to both qualitiative and quantitative reseach:
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research methods cannot be used to answer moral or ethical questions.
Ex: Should euthanasia be practiced? |
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Flaw of naturalistic:
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Human beings are used directly as the instrument through which info is gathered, and humans are extremely intelligent and sensitive, but falliable.
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Applied research vs. Basic research
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Basic: undertaken to extend the base of knowledge in a discipline. Ex: understand normal grieving processes without having explicit applications in mind.
Applied: focuses on finding solutions to existing problems. Ex: effectiveness of a nursing intervention to ease grieving. More specific. |
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Cause-Probing
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Chap. 1
Designed to illuminate the underlying causes of phenomena. |
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Quantitative terms Vs Qualitative terms
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LOOK AT TABLE 3.1 PAGE 63 FOR REALS!!!
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Theory
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Systematic abstract explanation of some aspect of reality.
Chap. 3 |
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Variables
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Chap. 3
In quantitative studies, concepts are usually called variables. weight, anxiety, body temp. Inherent characteristics of people, age, blod type. Central building blocks of quantit. studies. Reserachers sometimes create a variable, ex: different patients are given different pain meds. Often indicated right in the study title. Not inherently dependent or independent..a dependent variable in one study can be an independent variable in another study. |
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Dependent and independent variables
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Chap. 3
Ex: of both: Does smoking cause lung cancer? Independent variable: presumed cause smoking Dependent: presumed effect: Lung cancer. Dependent: aka outcome variable, depnds on variation in the independent variable. |
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Conceptual definition
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Presents the abstract or theoretic meaning of the concepts being studies.
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Operational definition
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Chap. 3
Operations that researchers must perform to collect the required info. Should be congruent with conceptual definitions. ex: weight is defined as the amount that an object weights in lbs. |
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Grounded theory:
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Seeks to describe and understand the key social, psychological and strutural processes that occur in a social setting.
Chap. 3 Focus on a developing social experience, the social and psychological stages and phases that characterize a particular event or epidsode. Discovery of a core variavble that is central in explaining what is going on. Strive to generate comprehensive explanations of phenomena that are grounded in reality. Ex: Lewis studies the process of practicing spirituality in relation to health promotion and dz management among aa. |
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Phenomenology
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Chap. 3
Rooted in a philosophical tradition by Husserl and Heideger Concerned with teh LIVED expereinces of humans. Approach to thinking about what life experiences of people are like and what they mean. Asks the questions: what is the ESSENCe of this phenomenon as experienced by these people? Ex: Hinck studied the lived experience and meaning of time in the oldest old. The study involved in depth interviews with 19 elders older than 85 years. |
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Ethnography
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Chap. 3
For primary research tradition within anthropology, provides a framework for studying the patterns, lifeays, and experiences of a defined cultural group in a holistic fashion. Typically engage in extensive fieldwork and often participating to the extent possible in the life of the culture under study. Aim is to learn from rather than to study members of a cultural group to understand their world view as they perceive and live it. Ex: Ethnographic fieldwork in 3 gay bathhouses in two canadian metropolitan areas to explore how sexual desire intersects with the bathhous e enviro. and with health initiatives. |
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Emergent design:
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Chap. 3
Quantitative researchers do not collect data before finalizing the research design. Qualitative researchers, use an emergent design: design that emerges during the course of data collection. |
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Saturation
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Chap. 3
Mostly used by qualitative researchers when themes and categories in the data become repetitive and redundant, such that no new info can be gleaned by further data collection. |
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Primary,.secondary sources
Scholarly sources |
Look at ppt Review of literature page 1
Literature reviews should be based on primary source material. |
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What type of information doesn't address the current state of evidence on a topic?
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Peripheral use of:
Clinical anecdotes Opinion articles, Case reports However information in these may serve to broaden the understanding of a problem, but in general has limited utility in written research reviews. |
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Search strategies:
Bibliographic databases Ancestry approach Descendancy approach |
Chap. 7
Bibilo: via a computer ex. cinahl, medline Ancestry approach: -Footnote chasing -Use the citations from a recent relevant reference(s) to find EARLIER related studies (ancestors) Descendancy approach: -Find a pivotal early study and to search forward in citation indexes to find later studies (descendants) that cited the key study. |
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Wildcard characters
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Chap. 7
Extend a search to multiple words with the same root, by adding the database's wildcard character to a truncated word. Different databases or software packages use different wildcards, such as * or $, ? Ex: nurs* would search for nurse, nurses, nursing (Medline search) Can turn off mapping (search for topics using your own keywords), and result in a textword search exclusively. |
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Boolean operators
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Used to combine, restrict or broaden searches
And Or PPT. review of lit. page 3 |
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CINAHL
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Cumulative Index to Nursing and Allied Health Literature
Covers nursing and allied health lit from 1982-present. Contains citations, abstracts for most entries and names of any data collection instruments. Can be search through a commercial vender (OVID) or directly through wwww.cinahl.com Click on "Find Similar" |
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Medline
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Chap. 7
By the US national library of Medicine, Covers nursing, biomedical and health journals published in over 70 countries, can be accessed for free anywhere in the world via PubMed. Uses a controlled vocab called MeSH (Medical subject headings) to index entries Click on "related articles" to search for similar searches. |
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Steps after identification
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References must be:
Screened: -Is it readily accessible? Relevant? often determined by reading the abstract. Retrieved: best to work with a copy of the article: often necessary to re-read and highlight key info. Literature Retrieval Documented: Maintain a notebook or computer database to record your search strategies. Abstracted: Need to develop a strategy to make sense of the info. contained in the articles Notes are made of key pieces of info. in the studies. Use of literature review protocol: use a coding scheme and a set of matrices, protocols are a means of recording aspects of a study systematically including full citation, theoretical foundation, methodologic feature, findings and conclusions. Evaluated: Reviewers make judgements about the worth of studies evidence -How rigourous and reliable is the research evidence? Draw conclusions about the overall body of evidence and about gaps in the evidence base. Do the findings, taken together reflect the true state of affairs? or to what extent do biases and flaws undermine the believeability of the evidence? |
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Substative themes
Methologic themes Generalizability/transferability themes Historical "Researcher" |
Chap. 7 page 183-184
ppt. review of literature page 4 *critiques for research reviews tend to focus on the methodologic aspects of a set of studies. |
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Building blocks of theory is
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Chapter 8:
Concepts |
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Theory
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Chap. 8
Defined as an abstract generalization that systematically explains how phenomena are interrelated. Concepts that are related in a manner that the theory puports to explain. Concepts and set of propositions that form a logically interrelated system providing a mechanism for logically deducing new statements from the original proporsitions. |
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Descriptive theory
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Chap. 8
Accounts for and throughly describes a single phenomenon. Inductive Empirically driven Play an imp. role in qualitative studies. |
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Grand theories
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Chap. 8
aka as macro-theories puport to explain large segments of the human experience. |
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Middle-range theories
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Chap. 8
Explains a portion of the human experience ex: explaining such phenomena as decision-making, infant attachment, and stress. More linked to clinical practice and research than conceptual models Emerge from review of studies to build EBP r/t a clinical problem Other theories developed by nurses: ex: Pender's health promotion model Swanson's caring etc ppt: theoretical and conceptual frameworks page 4 |
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Conceptual model
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Chap. 8
Deals with abstractions (concepts) that are assembled because of their relavance to a common theme. Provide a conceptual perspective regarding interrelated phenomena, but they are more loosely structed than theories and do not link concepts in a logically dreived deductive system. Broadly presents an understanding of the pehnomenon of interest and reflects the assumptions and philosophical views of the model's designer. Like theories can serve as a spring-boards for generating hypotheses. ex: Maslows, Food pyramid.. Conceptual models of nursing: Neumans health care systems model Orems self care deficit nursing theory Roys adaptation model more examples page 202-203 table 8.1 |
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Two types of conceptual models:
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1.) Statistical models:
-mathematical equations that express the nature and magnitude of relationships among a set of variables 2.) Schemtaic models: (Conceptual maps) visual representatives of relationships among phenomena and are common in both qualitative and quantitative research. |
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Framework:
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Conceptual underpinnings of a study.
Not every study is based on a theory or conceptual model, but every study has a framework. two examples: Theoretical framework: Based on THEORY Conceptual framework: Based on a CONCEPTUAL model. In most qual. studies the frameworks are part of the research traditions within which the study is embedded. |
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Four concepts central to models of nursing:
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Human beings
Health Environment Nursing |
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Shared theories:
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Chap. 8 ppt page 4
Bandura's Social Cognitive Theory - Prochaska's Transtheoretical Model: etc. Page 4!!! LOOK AT IT! |
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Note:
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Look at chap 8 ppt theo and conceptual ppt.
page 5-6 review this |
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Logical Positivism
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Wittgenstein
Rejection of metaphysics and theology as knowledge All knowledge is based on logical inference from simple "protocol sentences" grounded in observable facts All knowledge should be codifiable. |
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What is research?
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To search again
Diligent and systematic inquiry The study of a question using rigorous, controlled methodology |
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Evolution of research methodology
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The ancients:
-Aristotle: Observation and induction Bacon: EXPERIMENTATION! -Facts to axiom to law -Idols, of the tribe, den, marketplace, theatre. |
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Hypothetico-deductive method
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Observations
Theory development (induction) Hypotheses derived from theory (deduction) Hypotheses tested Theory Refined (confirmed, discarded) |
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Nursing research PPT
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Look at the ppt entirely!!
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Some random tips from chap. 4 and random info.
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*The intro. section of many reports are not specifically labeled "introduction" the reports introduction immediately follows the abstract*
Quantitative research reports may be intimidating at first because compared with qualitative reports, they are impersonal and report on statistical tests. |
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Statistical tests
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Chap. 4
used to test research hypotheses and to evaluate the believability of the findings. Findings that are statistically are ones that have a high probability of being "real" |
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Inference
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Chap. 4
Conclusion drawn from the study evidence based on the mthods used to generate that evidence. Attempt to come to conclusions based on limited info. Researchers want their inferences to correspond to the truth. |
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Reliability and Validity
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Chap. 4
Key challenge in quantitative research Refers to the accuracy and consistency of info. obtained in the study. Validity: More complex concept that boradly concerns the soundness of the study's evidence-that is, whether the findings are cogent, convincing and well grounded. |
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Trusthworthiness
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Chap. 4
Qualitative research encompasses several different dimensions, including credibility, dependability, confirmability, transferability and authenticity. |
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Credibility
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Chap. 4
Achieved to the extent that the qualitative methods engender confidence in the truth of the data and in the researchers' interpretations of the data. |
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Triangulation
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Chap. 4
Use of multiple sources or referents to draw conclusions about what constitutes the truth, is one approach to establishing credibility. |
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Bias
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Chap. 4
Influence that produces a distortion in the study resutls. Systematic bias: results when a bias is consistent across participants or situations |
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Research control:
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Chap. 4
In quantitative studies, it is used to hold constant outside influences on the dependent variable so that the relationship between the independent and dependent variables can be better understood. |
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Confounding (or extraneous variables)
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Chap. 4
Variables that are extraneous to the purpose of a specific study. Researchers seek to control this. |
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Randomness
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randomness is having certain features of the study established by chance rather than by design or personal preference
For quantitative researchers, it is a powerful tool to eliminate bias. |
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Masking or blinding
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Chap. 4
Sometimes used to avoid biases stemming from participants' or research agents' awareness of study hypotheses or research status. Single -blind studies: involve masking for one group (participants) Double blind studies involve masking for two groups. |
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Reflexivity:
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Chap. 4
Process of reflecting critically on the self and of scrutinizing personal values that could affect data collection and interpretation, is an imp. tool in QUALITATIVE research |
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Generalizability
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Chap. 4
In a quantitative study concerns the extent to which the findings can be applied to other groups and settings. |
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Transferability
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Chap. 4
Seen in qualitative studies The extent to which the qualitative findings can be transferred to other settings. One mechanisms for promoting transferability is thick description, the rich and thorough description of the research setting or context so that others can make inferences about contextual similiarities. |
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IMRAD
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Chap. 4
Introduction Methods Results (and) Discussion |
