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| Systematic inquiry that uses rigorous methods to answer questions or solve problems. The goal is to develop, refine, and expand knowledge |
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| studies that benefit the profession of nursing and the idividuals it serves. Desighned to develop evidence about issues of importance to various stakeholders. |
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| the use of the best clinical evidence in making care decisions |
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| a way for nurses to get involved in research. Involves regular meetings amoung nurses to discuss and critique journal findings |
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Canadian Health Services Research Foundation
(CHSRF) |
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Definition
a foundation funding a series of research chairs and related programs specific to nursing
founded in 1999 |
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| Canadian Institutes of Health Research |
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| an important source for funding in nursing research |
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| repeating the same studies with different smaples, contexts, or times to ensure the findings are accurate and robust |
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| gathering and integrating research information on a given topic to draw conclusions about the quality and evidence accumulated to date. Central to EBP |
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| a worldview. A general perspective on the complexities of the "real world" |
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| the positivists' belief that phenomena are not haphazard or random, but have antecedent causes |
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| Emphasizes the rational and scientific. Reality is out there to be studied and known. Much research is aimed at understanding the underlying causes of natural phenomena |
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| an update on the positivist view, where it is acknowledged that complete objectivity is impossible, but one should strive to be as objective as possible. Seek probablistic evidence on what the world most likely is. |
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| reality is multiple, subjective, and mentally constructed by individuals. Subjectivity and values are inevitable and required. Findings are the result of interactions between the inquirer and the participant. |
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| the collection and analysis of numeric information. Based on the positivist paradigm |
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| a systematic and controlled process approach to research. Used in qualitative studies |
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| evidence collected by the way of human senses. Used in Quantitative Research |
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| Aims to understand the human experience as it is lived though the collection and analysis of subjective, narrative materials using felxible procedures that evolve in the feild. Favored by the naturallistic paradigm |
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| designed to provide information for the sake of knowledge |
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| designed to solve specific problems |
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| indentification, description, exploration, explanation, prediction and control |
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| researchers addressing a problem or answer a question through a systematic investigation |
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| the people being studied in quantitative research |
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| study participants who provide information by answering questions, as in an interview |
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| the participants in a qualitative study that play an active role in the study |
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| the name of the person conducting the experiment whether in a qualitative or quantitative study |
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| also called field studies, take place out in the real world. Often the setting of qualitative studies |
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| studies that take place in highly controlled environments. More often used in quantitative studies. |
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| The action of studying the natural environment, often done by qualitative researchers |
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| studies that have multiple research locations |
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| abstract phenomena, for example pain, resilience or grief. |
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| concepts in qualitative studies |
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| a mental representation of a phenomenon, deliberately and systematically invented by researchers for a specific purpose. Ex: self care |
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| a systematic abstract explanation of some aspect of reality |
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| concepts in a quatitative study. Something that varies. |
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| The presumed cause of a concept/contruct |
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| the presumed effect of an independant variable |
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| the abstract, theoretical meaning of a concept being studied. |
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| specifies the operations that the researcher must perform the collect the required information on a particular concept |
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| the peices of information obtained in a study |
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| all of the pieces of data collected in a study |
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| a bond or connection between two or more phenomenon |
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| cause-and-effect (causal) relationship |
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| two variables, one specifically leads to the other |
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| an assiciation between two variables that isn't proven to be cause and effect. Example: teenage pregnancy -> low birth weight |
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| the assesment of the quality of a study |
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| the accuracy and consistency of information obtained in a study |
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| the soundness of the study, whether the findings are cogent and well grounded |
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| includes credibility and triangulation of the research, a component of reliability |
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| the extent that the research engenders the truth of the data and their interpretation |
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| the use of multiple sources or referents to draw conclusions on what the truth is |
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| an influence that produces a distortion in the study results |
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| holding constant the other influences on the dependant variable so that the true relationship between the independant and dependant variable can be understood |
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| other variables that can be an intermediate cause between the independant and dependant varible |
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the variables that may be inbetween an independant variable and the dependant result
ex: teenage mother -> poor prenatal nutrition -> low birth weight |
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| having certain features of a study established by chance rather than design or personal preference. |
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| the preocess of reflecting critically on the self, and of analyzing and making note of personal values that could affect data collection and interpretation |
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| used in quantitative studies to assess the extend to which study findings can be applied to other groups and settings |
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| the extend to which qualitative studies can be transferred to other settings, a measure of trustworthiness |
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| rich and throrough description of the research settings so that the utility of evidence for nursing practice can be assessed |
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| researchers actively introduceintervention or treatment |
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| researchers collect data without making changes or introducing treatment |
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| Grounded Theory Tradition |
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| seeks to descibe social-psychological and structural processes that occur in a social setting. Try and discover a core variable that is central in explaining what happens in the social scene |
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| concered with the lived experiences of humans. Thinking about what life experiences of people are like and what they mean |
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| provides a framework for studying the patterns and experiences of a defined cultural group in a hollistic fashion |
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| Steps of the Conceptual Phase of Qualitative Studies |
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Definition
1. Formulating and Delimiting the Problem
2. Reviewing the related research literature
3.understanding clinical fieldwork
4. defining the framework and developing conceptual definitions
5. formulating hypotheses |
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| Steps to the Designing and Planning Phase of Qualitative Reseach |
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Definition
1. Selecting a Research Design
2. Developing Protocols for the intervention
3. indentidying the population to be studied
4. designing the sampling plan
5. specifying methods to measure variables
6. developing methods to protect human/animal rights
7. finalizing and reviewing the research plan |
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| Steps to the Empirical Phase of Qualitative Research |
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1.Collecting the Data
2. Preparing Data for Analysis |
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| Steps to the Analytical Phase of Qualitative Research |
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1. Analyzing the data
2. interpreting the results |
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| Steps to the Dissemination Phase of Qualitative Research |
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1. Communicating the Findings
2. Utilizing research evidence in practice |
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| Steps to Conceptualizing and Planing a Qualitative Study |
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Definition
**May not necessarily be in this order**
1. identifying a research problem
2. performing a literature review
3 selecting and gaining Entree into research sites
4. designing qualitative studies
5. addressing ethical issues |
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| reading through and analyzing previously done studies and relevant articles pertaining to your research |
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| a small scale version or trial run of a major study |
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| all the individuals or objects with common, defining characteristics |
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| a subset of the population, only valid if it is an accurate representation of the entire population |
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| specifies in advance how the sample will be seleced and how many study participants there will be |
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| the process of translating data into numerical form |
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| the way in which qualitative data is studied. Data is processed and analyzed into an orderly fashion so that relationships can be discerned and hypotheses can be tested |
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| gaining the preliminary contacts required by local authoritative figures to study their world. |
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| a design that emerges during the course of data collection |
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| occurs when themes and categories in the data become repetitive and redundant such that no new information can be gleaned by further data collection |
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| reports that summarize studies in professional journals |
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| other researchers doing work in the field who make reccomendations about whether an article should be accepted, revised and re-reviewed, or rejected |
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| reviewers are not told the name of the person doing the study, nor is the researcher told the name of the reviewer |
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Definition
Introduction, Methods, Results and Discussion
preceded by an abstract and followed by references in most occastions |
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| a brief discription of the study placed at the begining of an article |
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| the results obtained from data analysis |
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| a procedure for testing the hypothesis and evaluating the believability of the findings |
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| statistically significant |
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Definition
| based on the statistical test, the findings are probably reliable and repeatable with a different group of people |
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| an index of how probable it is that the findings are reliable. Findings must be less than or equal to .05 to be significant |
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| a careful, critical appraisal of a study's strengths and limitations. |
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| developed in 1949 after the Nazi atrocities were made public. A set of ethical standards |
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| a set of international code of ethics, adopted in 1964, revised most recently in 2000 |
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| a set of rules and guidelines for remaining ethical while performing research |
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| situations in which rights of paticipants and the demands of the study are put into direct conflict |
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| prospective participants have the right to voluntarily decide whether or not to participate in a study, without risk of incurring adverse concequences. Also applies to refusal to give information, asking questions, and withdrawing from the study |
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| implicit threat of penalty for failing to participate or excessive rewards for agreeing to participate |
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| a monetary incentive for participating in a study |
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| the researcher has fully described the nature of the study, the person's right to refuse partipation, the researcher's responsibilities, and the likely risks and benefits that would be incurred |
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| partcipants have adequate information about the research prior to consent |
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| Covert Data Collection (concealment) |
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| the collection of information without the participant's knowledge and thus without their consent. |
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| people with diminished competance or decision-making ability |
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| a pledge that any information they provide will not be publicly reported or made accessible to parties not involved in the research |
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| imposes a duty on researchers to maximize net benefits |
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| researchers' duty to avoid or minimize harm to participants |
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| an assesment designed to determine whether the benefits of participating in a study are in line with the costs |
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| risks anticipated to be no greater than those ordinarily encountered in daily life or during routine tests and procedures |
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| a document proving the consent of each participant |
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| by turning in a self-administered questionaire, the participant has given voluntary consent to participate. Not always the case. |
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| researchers continuously renegotiate the consent, allowing participants to play a collaborative role in the decision-making process regarding their ongoing participation |
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| when even the researcher cannot link a participant with his or her data |
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| when anonymity cannot be achieved, it replaces the participants names on any documentation associated with the study |
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| allows the participant to ask questions and air complaints about the study after their participation |
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| the child's affirmative agreement to participate after recieving parental consent |
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| Research Ethics Boards (REB) |
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| reviews proposed research plans using ethical guidelines outlined in the TCPS prior the the start of a study. |
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| researchers not properly following the code of ethics, or changing the results of their study to fit their hypothesis in any way |
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| a perplexing or troubling condition warrenting further research |
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| articulates the problem to be addressed |
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| specific inquiries researchers want to answer when addressing a research problem |
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| the researchers' summary of their overall goal |
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| a hypothesis that specifies not only the existance, but also the direction of the relationship between variables |
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| Nondirectional Hypothesis |
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| does not stipulate the direction of the relationship between variables |
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| statements of actual expected relationships between variables |
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| states that there is no relationship between the independant and dependant variable. Very hard to prove |
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a major nursing journal database.
Cumulative Index to Nursing and Allied Health Literature |
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| a search for references relevant to a specific topic |
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| looks for specific words in the text areas of each record |
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| if you are looking for articles by a specific researcher this is helpful |
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| Primary Source Research Reports |
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| descriptions of studies written by the researchers who conducted them |
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| Secondary Source Research Articles |
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| descriptions of studies prepared by someone other than the researcher |
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| a technique for integrating quantitative findings statistically. The research is the primary unit of analyzation, as opposed to participants. |
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| the most basic entity in which the analysis focuses |
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| integrating qualitative research findings on a specific topic that are themselves interpretive syntheses of data. Not simply a summary, but an extra layer of analysis and comparison between studies. |
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| a theory that accounts for a single phenomenon |
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Grand Theory
(Macro Theory) |
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| attempt to explain large segments of the human experience |
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| explain a portion of the human experience |
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| deals with concepts that are assembled because of their relevance to common themes |
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| a symbolic representation of concepts or variables and interrelationships amoung them |
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| mathematical equations that express the nature and magnitude of relationships among a set of variable |
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Schematic Model
(conceptual map) |
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represents a phenomenon of interest in a diagram
(think the Developmental Model of Health flower diagram from Development over the Lifepan) |
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| the overall conceptual underpinnings of a study |
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| the framework of a study based on theory |
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| the framework in a study rooted in a specific conceptual model |
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| the use of theories and conceptual models from other disciplines |
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| when a borrowed theory is tested and found to be relevant in health-related situations it becomes a shared theory |
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| in grounded theory, a theory that is grounded in data from a single study on a specific substantive area (e.g. postpartum depression) |
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