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24 Cards in this Set
- Front
- Back
Evidence Based Practice |
“the conscientious, explicit, andjudicious use of evidence in making decisions” Broken down into five steps: 1. Convert our need for information about the causes of the problem and possible options for intervention into a question. 2. Track down evidence, which best answers the question. 3.Critique or assess the value of the evidence in terms of its impact, validity, impact and applicability. 4. Integrate critique with one’s own expertise and client’s values and situation. 5. Evaluate our effectiveness and efficiency with carrying out this process. How can you improve your EBP? |
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Scientific Method |
*way of inquiring knowledge through investigating assumptions. Characteristics: 1. Empirical; derived from direct observations 2. Objectivity; scientists try to avoid bias and to approach research with little subjectivity. 3. Produces provisional knowledge; research only explains what is currently known to be true at a point in time, it is subject to change 4. Public; all steps of the research are made public 5. Specific rules, procedures, techniques |
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Types of knowledge |
Descriptive-helps us understand Predictive- helps us to anticipate/ predict Prescriptive-suggests a method of intervention |
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Basic and Applied Research |
Basic: (referred to as“pure research”) designed to contribute to theprofessional body of knowledge Applied: knowledge is applied immediately to practice |
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Qualitative and Quantitative |
Quantitative: emphasis on gaining knowledge using linear logic (Careful measurement of variables, large randomly selected samples, standardized collection of data, statistical analysis of data) Qualitative: seeks to comprehend value of experiences from humans who experienced them |
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Broad Research Question |
-Provides an initial focus of the study -Helps narrow information to a manageable topic -Helps find research focus |
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Focused Research Question |
-Need to know what is already known about the topic / problem -Clear/specific focus on research problem |
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Research Hypothesis |
-Tentative answer to the research question -Based on existing knowledge & is prediction of what the the researcher will find |
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Types of Research Hypotheses |
Directional; asserts that the variables will be found to be related & predicts direction of the relationship Nondirectional; variables will be found to be related & does not predict direction of relationship No relationship; two variables are unrelated |
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Variable |
Attribute or characteristic thatdiffers in quality or quantity among different persons, objects, times, orplaces. |
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Constant |
Characteristic or attribute that does not differeither in quantity or quality |
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Demographic Variable |
Refers to those commonlymeasured variables that gives researchers a better understanding ofparticipants Ex. Age, gender, |
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Value Label |
Name or # assigned to a specific measurementof a variable |
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Frequency |
The number of times that a given value label orvalue was found to exist |
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Dependent VS. Independent Variable |
Dependent; most interested in Independent; introduced and/or manipulated in some way so its effects on the dependent variable can be recorded/monitored |
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Confounding Variable (extraneous variable) |
Any variable that could mislead researcher about the true relationship between the independent and dependent variables |
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Association |
Certain value categories of one variable (typically the one that cannot be measured with precision) tend tobe found with certain value categories of another variable |
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Correlation |
Does not predict that the values of one variable will be shown to have caused the values of the other to occur. Ex. Higher values of X are found with higher values of Y and vice verse, or, higher values of x are found with lower values of Y and vice versa |
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Causation |
Values or value categories of the independentvariable produce different values or value categories of the dependent variable Ex. Values or value categories of X cause values or value categories of Y. |
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Consistency of Conceptualization |
The variables within the hypothesis (thedependent and independent) should be stated at approximately the same level ofabstraction or concreteness |
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Relevance to the problem |
Will generate knowledge that has thepotential to contribute to the alleviation of the research problem |
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Completeness |
Hypothesis should be stated ascompletely as possible |
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Potential for testing |
Ability to measure variables with precision. |
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Specificity |
Researcher says exactly what is meant and deliberately chooses specific words |