Nursing Research 63 377 Dr Wally J Bartfay
Nursing Research: 63 -377 Dr. Wally J. Bartfay “Imagination is more important than knowledge. ” (Albert Einstein, 1879 -1955)
Research Questions l l l Are specific statements about the query the researcher wants to answer E. g. 1: “What is the effect of a 3 year television community-based heart health program on the CVD mortality rate in Ontario? ” E. g. 2: “What is the effect of passive ROM on the prevention of DVT’s during the first 24 hours following stroke? ”
Research Questions: Quantitative l l They often identify key variables (e. g. , BP, cholesterol, knowledge), the proposed relationships between (e. g. , less, more, higher, lower, etc) them & the target population (e. g. , stroke survivors, children with IDDM) {more solid} E. g. , What is the effect of a 10 week walking program on subjects BP, cholesterol profiles and serum ferritin levels in post-menopausal women aged 50 to 60 years?
Research Questions: Qualitative l l l May evolve & change over course of study (fairly broad at onset, narrows overtime) {more fluid B/C researcher is often the instrument & subjectivity is essential for understanding human experiences} E. g. , time 1: What is the lived experience of women who have undergone a C-section? E. g. , time 2: What are the specific negative connotations & images r/t to birth process identified by women who have undergone a C-section?
Summary Flow Chart: Formulating A Research Question Observation, Clinical practice & Literature Identify research topics of interest & Research problems Non-researchable problems (e. g. , ethical concerns, lack of subjects) Researchable problems Formulate Research Questions (Refinement)
Research Hypotheses l l l l Specifies the variables to be manipulated or measured Identifies the target population to be examined They “predict” the outcomes May be based on a theory (e. g. , behavioral modification) May be simple (one independent & dependent variable) or complex (multiple variables/ outcomes) May be directional (e. g. , higher, lower) or non-directional (variables related but no direction how) May be associative versus causal
Research Hypothesis: A real example l At least 50% of nursing students enrolled in 63 -377 will be able to recall 7+/-2 items on a memory challenge test
Research Hypothesis: A real example l l Mirror, ray, cat, periscope, system, nucleus Sand, elephant, pen-knife, gigantic, camera Jupiter, organic, ice-cream, cow, bladder Photosynthesis, root, teeth, taxi, snake, x-ray
Research Hypothesis: A real example l l l At least 50% of nursing students enrolled in 63 -377 will be able to recall 7+/-2 items on a memory challenge test Class results? Accept or reject hypothesis
Purposes of Hypotheses l l l (1) To provide a bridge between theory & reality, in this sense, unifying the 2 domains (2) To be tools for advancement of knowledge b/c they enable the researcher to objectively enter new areas of discovery (3) To provide direction for research endeavors by identifying the anticipated outcome
Assumptions r/t Hypotheses l l l Nature of the relationships, either causal or associative, is implied They are testable, which means variables have to be observable & measurable Sound hypotheses are consistent with existing body of knowledge, theory & research findings (white horse scenario)
Developing Research Hypotheses l l l Should be a statement about the relationship between 2 or more variables that suggest an answer to the research ? Should convert the question posed by research problem into a declarative statement that predicts an expected outcome Should flow from research problem, lit. review & theoretical framework
Developing Research Hypotheses Theoretical Frameworks Hypotheses Problem Statements Literature Review Interrelationships of problem statement, lit. review, theoretical framework & hypotheses
Review exercise: Examples of hypotheses formulated l l (1) There will be a positive relationship between recalled psychological distress & the onset of G. I. symptoms in clients with irritable bowel syndrome (2) There will be a positive relationship between recalled psychological distress and exacerbation of G. I. symptoms in clients with irritable bowel syndrome
Critiquing Criteria for Hypotheses l l l l Does it r/t research problem? Is it concisely stated in a declarative form? Are independent & dependent variables clearly identified? Are variables measurable? Is it testable? Is theoretical rationale explicit? Is it stated objectively, without value-laden words?
Review of Literature Research Education Practice Review of Literature Theory Proposed relationships between research, education, practice & literature
Review of Literature: Major Goal l To develop a sound and strong knowledge base to carry-out research and other scholarly educational and clinical practice activities
Critical elements in literature review: Grant proposal development l l l When the problem/ concept was identified When was it 1 st investigated How was it previously investigated (specific designs employed, target populations) By whom was it investigated (individual, multi -site, WHO etc) Gaps & inconsistencies identified (provides directions for future research)
Review of Literature: Objectives l l l (1) Determines what is known & not known about a problem, subject or concept (2) Determines gaps, consistencies and inconsistencies (3) Helps to uncover unanswered ? ’s (4) Helps to identify conceptual frameworks used to examine problems (5) May uncover new practice interventions and/or provides rationale for current and proposed interventions, protocols & policies
Review of Literature: Objectives l l l (6) Helps generate useful research ? ’s & hypotheses of interest to nursing (7) Helps determine appropriate research design, methodology, & analysis based on earlier reports (8) Determines need for replication of study or refinement (e. g. , other target populations) (9) Synthesizes strengths & weaknesses of earlier reports in a concise manner (10) Provides rationale & clinical significance for new research endeavors (research proposals)
Steps For Reviewing The Literature: l l l (1) Determine concept/ issue/ topic/ problem of interest (2) Identify key words, variables, terms (3) Conduct print (esp. recent reviews) & computer searches of abstracts (e. g. , PUBMED, MEDLINE, CINAHL, ERIC) (4) Print-out key abstracts & organize sources for retrieval (e. g. , organize by journal name, year etc) (5) Retrieve relevant articles (esp. current reviews as a starting point)
Steps For Reviewing The Literature: l l l (6) Proof articles & weed-out all irrelevant articles (7) Copy all relevant, classical & ground-breaking articles (hint: who’s quoting who? ) (8) Review articles systematically (abstract, background, research ? s, hypotheses, methods, results, discussion) (9) Summarize & systematically critique each source (10) Synthesize critical summaries (e. g. , chronologically, according to type etc)
Databases: Print & Internet based l l l l CINAHL (1 st published in 1956 - note: historical research) Index Medicus {IM} (oldest health related index, 1 st published in 1879) Psychological Abstracts (covers 1927 to present) International Nursing Index {INI} (started in 1966) Nursing Studies Index (developed by Virginia Henderson, from 1900 to 1959) Hospital & Health Administration Index {HHAI} (1945) Current Index to Journals in Education {CIJE} (1969, now known as ERIC) Many others, including MEDLINE (since 1966), PUBMED, Health. Star, Psychological Abstracts, Sociological Abstracts, Nursing Abstracts, Dissertation Abstracts, etc
Critiquing Criteria for Review of Literature: l l l (1) What are gaps or inconsistencies? (2) How does the review reflect critical thinking? (3) Are all relevant concepts & variables included in the review? (4) Do summaries reflect essential components of the study (e. g. , ? s, study design, results, instruments, validity, reliability issues, etc)? {See page 107 of Polit & Tatano Beck, (2004)} (5) Does critique include strengths, weaknesses, limitations with design, conflicts, gaps, etc?
Critiquing Criteria for Review of Literature: l l l (6) Are both conceptual & data-based lit. included? (7) Are primary & current sources used mostly (unless Hx. Research)? (8) Is there a written synthesis of the reports? (9) Does organization flow logically (e. g. , chronologically, based on design etc)? (10) Does lit. review fit purpose(s) of the current proposed study (relevant or not)?
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