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Definition
provides the best information for a cause and effect relationship; (has to have) Manipuliation (intervention/experiment), control, randomization
Examples: after-only, pre/post test, repeated measures, etc. |
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Definition
interventions lack randomization and/or a control group
Examples: nonequivalent (instead of having a control group they pick a group, you can’t give them equal chance of being in any group), time-series, controlled trials without randomization,
Advantages: more trackable, more feasible
Disadvantages: can eliminate the chance for cause and effect |
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Definition
you don’t have to have any of the characteristics like the ones listed above. Examples:
Ex post facto: retrospective, prospective
Descriptive: needs assessment (ex: what do you need in terms of computer assistance), field studies (very descriptive), case studies, historical |
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| intrinsic confounding variables |
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Definition
| (characteristics of the subjects) Randomization, homogeneity [we are only using males or only using 17 years olds ect; this will limit some of the generalizability of the data], matching, ANCOVA [higher level statistic] |
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| External confounding variables |
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Definition
| Environment, time, constancy of communication |
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| can serve a number of important functions in the research process- they also play a critical role for nurses seeking to develop an EVB. Provides readers with a background for understanding current knowledge on a topic and illuminates the significance of the new study. |
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| research reports, which are descriptions of studies written by the researchers who conducted them |
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| research documents are descriptions of studies prepared by someone other than the original researcher (literature reviews) typically fail to provide much detail about studies, and they are seldom completely objective. |
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| covers about 5,000 medical, nursing, and health journals published in about 70 countries and contains more than 16 million records dating back to the mid 1960's. |
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| This means that anyone anywhere in the world with Internet access can search for journal articles, and thus it is a lifelong resource regardless of your affiliation. |
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| An abstract generalization that presents a systematic explanation about relationships among phenomena. |
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| An approach to collecting and analyzing qualitative data that aims to develop theories grounded in real-world observations |
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| Research aimed at learning how well a program, practice, or policy is working. |
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| research designed to develop or refine methods of obtaining organizing, or analyzing data |
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| a form of research in which the data collected by one researcher are reanalyzed by another investigator to answer new questions. |
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| a longitudinal survey study in which data are collected from the same people (a panel) at two or more points at a time |
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| (1) the collection of data before the experimental intervention; sometimes called baseline data (2) The trial administration of a newly developed instrument to identify potential weakness. |
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| An experimental design in which data are collected from research subjects both before and after introducing an intervention; also called a before-after design. |
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| the collection of data after introducing an intervention |
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| an experimental design in which data are collected from participants only after an intervention has been introduced. |
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| an experimental design in which two or more independent variables are simultaneously manipulated, permitting a separate analysis of the main effects of the independent variables and their interaction. |
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| correlational design/research |
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| research that explores the interrelationships among variables of interest, without researcher intervention. |
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| longitudinal research/study |
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| a study designed to collect data at more than one point in time, in contrast to a cross-sectional study. |
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| a study design that begins with the manifestation of the dependent variable in the present (ex: lung cancer) followed by a search for a presumed cause occuring in the past (ex: cigarette smoking) |
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| a study design that begins by measuring a presumed cause (ex: cigarette smoking) and then goes forward in time to measure presumed effects (ex: lung cancer); also called a cohort design |
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| The effect on the dependent variable resulting from subjects' awareness that they are participants under study. |
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| a study designed to assess the safety; efficacy; and effectiveness of a new clinical intervention, sometimes involving several phases, one of which (phase III) is a randomized clinical trial (RCT) using an experimental design. |
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| nonexperimental research in which information about people's activities, beliefs, preferences, and attitudes is obtained via direct questioning. |
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| the selection of sampling units (ex: participants) from a population using random procedures (ex: simple random sampling) |
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| the selection of sampling units (ex: people) from a population using nonrandom procedures (ex: convenience and quota sampling) |
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| a nonprobability sampling method in which researcher selects participants based on personal judgement about who will be most informative; also called judgemental sampling. |
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| selection of the most readily available persons as participants in a study. |
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| distortions that arise when a smaple is not representative of the population from which it was drawn. |
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| Characteristics: Manipulation (intervention/experiment), control, randomization |
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| examples of a true experiment |
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Definition
| after-only, pre/post test, repeated measures, etc. |
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| provides the best information for a cause and effect relationship |
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Definition
| advantages of a true experiment |
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| bad it is hard to consider or control human aspects; ethical problems; Hawthorne effect: type of placebo effect that the person in the experiment is going to experience something (just being in the study does change a person’s behavior, whether they get the placebo or not) to try to fix that they use a double blind experiment; can be powerful |
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Definition
| disadvantages of a true experiment |
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| quasi-experimental research |
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Definition
| characteristics: interventions lack randomization and/or a control group |
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| examples of a quasi-experimental |
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Definition
| nonequivalent (instead of having a control group they pick a group, you can’t give them equal chance of being in any group), time-series, controlled trials without randomization |
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| advantages of an quasi-experimental |
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Definition
| Advantages: more trackable, more feasible |
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| disadvantages of a quasi-experimental |
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Definition
| Disadvantages: can eliminate the chance for cause and effect |
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Definition
| you don’t have to have any of the characteristics like the ones listed above. |
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| examples of nonexperimental |
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Definition
| Ex post facto: retrospective, prospective; Descriptive: needs assessment (ex: what do you need in terms of computer assistance), field studies (very descriptive), case studies, historical |
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| advantages of nonexperimental |
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Definition
| Advantages: you can get large amounts of data, it is realistic for beginning researchers |
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| diadvantages of nonexperimental |
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Definition
| Disadvantages: sometimes it is not practical (do not have the time or the money) it is just a beginning step |
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Term
cross-sectional research
(research with time dimensions) |
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Definition
| (where you collect data at one point in time, and take a cross section [ex: we are interested in junior and senior experience in this area… so you take 5 juniors and 5 seniors] very economical) |
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longitudinal
(research with time dimensions) |
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Definition
| (trend [what are the trends ex: fashion, make predictions of the future] |
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panel
(research with time dimensions) |
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Definition
| [take subjects, this is the group that supplies us with information over 2 or more points; it can be more expensive] |
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follow up
(research with time dimensions) |
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Definition
| [we do this all the time; get your car fixed then they send you a card in the mail to rate your experience; do that with patients as well, how are you doing? Are you taking your medication? ect]) |
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Definition
| Environment, time, constancy of communication |
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| (characteristics of the subjects) Randomization, homogeneity [we are only using males or only using 17 years olds ect; this will limit some of the generalizability of the data], matching, ANCOVA [higher level statistic] |
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| threats to internal validity |
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Definition
| history, selection, maturation, attrition (mortality) |
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| threats to external validity |
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Definition
| non –representative sampling, results due to novelty, setting |
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| purport to explain large segments of the human experience |
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| theories that explain a portion of the human experience (ex: theories to explain decision-making, infant attachment, and stress) |
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| deals with abstractions (concepts) that are assembled because of their relevance to a common theme. Provide conceptual perspective regarding interrelated phenomena, but they are more loosely structured than theories and do not link concepts in a logically derived deductive system. |
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Definition
| used to designate a mechanism for representing phenomena with aa minimal use of words. |
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| Schmetic models (conceptual maps) |
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Definition
| are visual representations of relationship among phenomena and are common in both qualitative and quantitative research. |
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| the conceptual underpinnings of a study. Every study has this |
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Definition
| a study based on theory the framework is referred to as this |
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Definition
| in a study that has roots in a specified conceptual model, the framework is often called... |
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Definition
| theories, conceptual frameworks, and models are not discovered they are... |
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| person, environment, health, nursing |
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Definition
| Conceptual models of nursing these are based on 4 concepts... |
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| Characteristics of a qualitative design |
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Definition
-flexible (reflexivity)
-bricolage and triangulation: uses several data collection strategies/sources for collecting data. You can use observation, interviewing ect. You can interview nurses, medical staff, surgeons ect. (multiple sources)
-holistic
-involvement intensity
-ongoing analysis |
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Orientation and overview
(1st phase of a qualitative design) |
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Definition
| they know what kind of information they hope to obtain, but they don’t know the data yet. |
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Focused exploration
(2nd phase of a qualitative design) |
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| characteristic of all qualitative research |
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Confirmation closure
(3rd phase of a qualitative study) |
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Definition
| researcher finds that these findings are trustworthy; this is what I found… do you think it is accurate. The research has to come to an end at some point. |
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| (from anthropology: these are people who are interested in the meanings the patterns and the whole group): |
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| (embedded: what is embedded in a culture; it may not be written down but everyone understands that this is part of a culture) |
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| (from philosophy and psychology): tends to be descriptive and interpretive (hermeneutics); broad questions; 4 steps (phases of |
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| (preconceived beliefs and opinions or bias; hold at bay) |
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| (open to the meanings; people who are intuitive tend to be very important), |
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| extracting particular types of information or specific statements; qualitative researchers become very good at this), |
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| (you come to understand and are able to describe to other people so they understand; describe what is happening) |
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| grounded theory (from sociology) |
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| roots are from symbolic interactionism; often their main question is how does this social experience evolve; they use indepth interviews and observations and are constantly comparing the results from this interview to the that interview ect. |
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| words and numbers can complement each other |
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| that those are things that might be designed early on or they may come up as you do your study |
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| : it makes you more confident in your result if you have different ways of looking at your experiment |
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| Use for instrumentation, explicating and validating constructs, illustrating, understanding relationships and causal processes, theory building and refinement |
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| : put qualitative in a survey, embed quantitative into field work, use qualitative to enrich experimental and quasi-experimental research |
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| Phase 1 of a clinical trial |
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Definition
| the trial occurs after the initial development of the drug or therapy and is designed primarily to establish safety and tolerance, and to determine dose or strength of the therapy. |
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| Phase 2 of clinical trials |
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Definition
| the trial involves seeking preliminary evidence of controlled effectiveness. During this phase, researchers ascertain the feasability of launching a more rigorous test, seek evidence that the treatment holds promise, look for signs of possible side effects, and identify refinements to improve the intervention. |
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| Phase 3 of a clinical trial |
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Definition
| a full experimental test of the treatment- a randomized controlled trial (RCT) involving random assignment to treatment conditions under lightly controlled conditions. Adverse effects are also monitored. |
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| Phase 4 of clincal trials |
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Definition
| involves studies of the effectiveness of an intervention in the general population. |
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| nursing intervention research |
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Definition
| : a research approach using a distinctive process of planning, developing, testing, and disseminating interventions |
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Definition
| typically qualitative (can be quantitative) ; you have to look for specific information in this case study; hard to say yes we can do this with everybody (usually have a small sample size) |
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| : the use of data that has already been collected; very cost effective; typically quantitative; typically not using interventions because you are using data that is already collected; |
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| focus is on the development, validation, and evaluation of research tools (eg instruments) or methods. Studying the methodology of products (may be developing a survey to see if can get you the information you are looking for) |
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Definition
Planned integration of both qualitative and quantitative (eliminates the idea of forced choice)
Advantages: complement each other, feedback loops, enhance validity, create new frontiers
Applications: instrumentation, hypothesis generation and testing, illustration, understanding relationships and causal processes, theory building
Strategies: add qualitative to a survey, embed quantitative measures into field studies, embed qualitative approaches into experimental research. |
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| A process of selecting subjects in a way that subjects represent the larger group from which they were selected. The purpose of sampling is to draw inferences and make generalizations. |
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| this is the subset for the research project |
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