Lecture Slides

2. SCOPE AND
LIMITATIONS
Nelia S Bañaga – Perez, RN, PhD, DNS

3. What is S C O P E ?
● Scope refers to how far the research area has
explored and parameters in with the study will be
operating in.
● The type of information to be included in the scope
of a research project would include facts and
theories about the subject of the project.

4. The coverage of the study is in terms of:
 General purpose
 Population or sample
 Time or duration
 Subject matters and topics discussed
 Area or locality

5. Example:
The scope of this study examines how a specialized wound care training
program affects nurses' competence and pressure injury prevention. This
study will concentrate on registered nurses providing patient care in a
particular healthcare context. The research will evaluate nurses' theoretical
and practical wound care competency before the intervention. RCTs will
then be used to implement specific training. Nurses will be randomly allocated
to the intervention group, getting specialist training, or the control group,
receiving normal training. The training program's success will be assessed
using pressure injury incidence and severity, nurses' self-reported
competence, and patient satisfaction ratings. A long-term follow-up will
analyze the durability of enhanced wound care nursing competence and its
effects on pressure injury prevention. The research seeks to illuminate how
nurse competence improves patient care and reduces pressure injuries in
healthcare settings by focusing on this comparative context.

6. What Has Been Included...
• General purpose:e x a m i n e s h o w a s p e c i a l i z e d w o u n d
c a r e t r a i n i n g p r o g r a m a f f e c t s n u r s e s ' c o m p e t e n c e a n d p r e s s u r e
i n j u r y p r e v e n t i o n
• Subject matter: nurse competence
• Topics (aspects) studied: s p e c i a l i z e d w o u n d
c a r e t r a i n i n g - - - t h e o r e t i c a l a n d p r a c t i c a l w o u n d c a r e
c o m p e t e n c y
• Population or sample : Bedside Nurses – ICU Nurses,
Ward Nurses, Hospice Nurses
• Area or locality: H o s p i t a l
• Time or duration: 3 months

7. What is Limitation?
Limitations , also known as the bounds, are
influences that the researcher cannot control. They are the
shortcomings , conditions or influences that cannot be
controlled by the researcher that place restrictions on your
methodology and conclusions. Any limitations that might
influence the results should be mentioned.

8. delimitations
Delimitations are choices made by the researcher
which should be mentioned. They describe the
boundaries that you have set for the study. This is the
place to explain:
 the thingsthat you are not doing (and
why you have chosen not to do them).
 the literature you will not review (and why not).
 the population you are not studying (and why not).
 the methodological procedures you will not use
(and why you will not use them).

9. Example
The research's limited focus on a specific healthcare system and group
of nurses may limit its generalizability. The results may not apply to all
clinical situations or nursing groups. Additionally, the study period may
not adequately represent the long-term effects of the specialized training
program. Pressure injury prevention may need long-term monitoring to
assess efficacy and effects. Additionally, research participant bias must
be considered. Nurses who know they're in the intervention group may
try harder, overestimating the program's success. This study aims to
assess nurses' proficiency and its influence on patient outcomes. This
research may not cover patient-specific risk variables or clinical practice
modifications that may affect pressure injuries. The limitations
emphasize the necessity for thorough analysis and interpretation of the
results and suggest future research that should include a larger variety
of situations and include longer-term assessments.

10. When considering what limitations there might be in
your investigation, be thorough. Consider all of the
following:
 your analysis
 the nature of self-reporting
 the instruments you utilized
 the sample
 time constraints

11. TOPIC : E-cigarette Kills
SCOPE: LEVEL OF AWARENESS (PERCEPTION)
OF ECIG USERS IN PCU-DASMA.
LIMITATIONS: REFUSAL OF TARGET
RESPONDENT TO BE INCLUDED IN THE STUDY.
LIMITED TO ECIG USERS AGE 16 AND ABOVE.
RESPONDENTS WHO USES TOBACCO
CIGARETTES AT THE SAME TIME.

12. IMPORTANCE of limitations
Always acknowledge a study‘s limitations.
It is far better for you to identify and acknowledge
your study's limitations than to have them pointed
out by your professor and be graded down
because you appear to have ignored them.
Keep in mind that acknowledgement of a study' s
limitations is an opportunity to make suggestions for
further research.

13. Claiming limitations is a subjective process
because you must evaluate the impact of
those limitations. Don' t just list key
weaknesses and the magnitude of a study’s
limitations.
Limitations require a critical, overall appraisal
and interpretation of their impact. You
should answer the question: do these problem
with errors, methods, validity, etc. eventually
matter and, if so, to what extent?

14. Descriptions of possible limitations
All studies have limitations.
However, it is important that you restrict your
discussion to limitations related to the research
problem under investigation.
* Do notapologize for not addressing issues that
you didn’ t promise to investigatein your
paper.

15. possible methodological limitations
• S a m p l e size - the number of the units of
analysis you use in your study is
dictated by the type of research
problem you are investigating.
• Lack of available and/ or reliable data
- lack of reliable data will likely require you
to limit the scope of your analysis, the size
of your sample, or it can be a significant
obstacle in finding a trend and a meaningful
relationship.

16. Lack of prior research studies o n the topic - citing
prior research studies forms the basis of your
literature review and helps lay a foundation for
understanding the research problem you're
investigating.
M e a s u r e u s e d to collect the d a t a -
sometimes, after completing your interpretation of the
findings, you discover that the way you gathered data
inhibited your ability to conduct a thorough analysis of
the results.

17. • Self- reported data
you are relying on
- whether
pre-existing
self-reported data or you are
conducting a qualitative research
study and gathering the data
yourself, self-reported data is
l imited by the fact that it rarely
can be independently verified.

18. possible limitations of the researcher
• Longitudinal effects - Be sure to choose
a topic that does not require an excessive
amount of time to complete the literature
review, apply the methodology, and
gather and interpret the results.
• Cultural a n d other type of bias - Note
that if you detect bias in a prior research,
it must be acknowledged and measures
taken should be explained to avoid
perpetuating bias.
B ia s - when a person, place, or thing is viewed or
shown in a consistently inaccurate way.

19. • Access - if study depends on access to
people, organizations, or
reason, access is denied
for whatever
or limited, it
needs to be described.
• Fluency in a l a n g u a g e - if your research
focuses on measuring the perceived
value of after-school tutoring among
Mexican-American ESL students, and
you're not fluent in Spanish, you're
limited in being able to read and interpret
Spanish language research studies. This
deficiency should be acknowledged.

20. when discussing limitations, be sure to...
• Describe each limitation in detailed but
concise terms.
• Explain why each limitation exists.
• Provide the r e a s o n s why each limitation
couldn't be overcome using the
method/s chosen to gather the data.
• Assess the impact of each limitation in
relation to the overall findings and
conclusions.
describe how these
point to the need of
• If appropriate,
limitations could
further research.

21. Writing tips
● We all want our academic work to be
viewed as excellent and worthy of a good
grade, but it is important that you understand
and openly acknowledge the limitations of
your study. Inflating the importance of your
study' s findings in an attempt to hide its flaws
is a big turn off to your readers.
×Don' t inflate
your findings!
th e im porta nce of

22. ×N eg a tive res ults are not a lim ita tion!
N e ga t i v e ev idence refers to findings that
unexpectedly challenge rather than support
your hypothesis. If you didn't get the results
you anticipated, it may mean your
hypothesis was incorrect or you stumbled
that warrants
the trap of
onto something unexpected
further study. Don't fall into
thinking that results contrary to what you
expected is a limitation to your study.

23. ×Sample size limitations in qualitative
research
Determining adequate sample size in
qualitative research is ultimately a matter
of judgment and experience in evaluating
the quality of the information collected
against the uses to which it will be applied
and the particular research method and
purposive sampling strategy employed.

24. Remember…
• Stating the study limitations not
only provides extra credence to
the study but provides the
reader caution not to expect
beyond what the study can and
promises to deliver, not
withstanding certain constraints.

25. SIGNIFICANCE
OF THE STUDY

26. The "Significance of the Study" section in a research paper or
thesis serves several important purposes:
Highlighting Importance: It explains why the research is important
and why it matters. This section helps the reader understand the
broader context of the study and its relevance to the field or
discipline.
Contextualizing the Problem: It provides context for the research
problem or question. It helps the reader understand the
background and the specific issue or gap in knowledge that the
study aims to address.

27. Justification for Research: It offers a rationale for
conducting the research. It explains why the research
is needed, why the chosen topic is worth investigating,
and what potential benefits or contributions it can
make to existing knowledge.
Identifying Research Gaps: It outlines the existing
gaps in the literature or areas where previous
research is limited. This can help justify the need for
the current study and how it fills those gaps.

28. Addressing Practical Relevance: It discusses the
practical implications of the research. This could
include how the study's findings might inform policy,
practice, or decision-making in a particular field or
industry.
Academic Contribution: It explains the academic or
scholarly contribution of the research. This might
involve adding to theoretical frameworks, confirming
or challenging existing theories, or expanding the
understanding of a specific phenomenon.

29. Guiding the Reader: It provides a roadmap for
the reader, showing what they can expect to
gain from reading the research paper. It helps
set expectations about the significance of the
findings.
Ethical and Social Importance: In some cases,
it may touch on the ethical and social
importance of the research, particularly if it
involves sensitive or socially relevant topics.

30. Motivation for Research: It conveys the researcher's
motivation for pursuing the study. This can help the
reader connect with the research on a personal level
and understand why the researcher is invested in the
topic.
Funding and Support Justification: For research
projects seeking funding or support, the significance of
the study can serve as a basis for justifying the
allocation of resources.

31. o Ways in Writing Significance of the
Study:
SOP
1. Emphasize the Research Gap
2. Relevance to Current Issues
3. Practical Implications
4. Theoretical Contribution
5. Benefits to Stakeholders
6. Addressing Unanswered Questions
7. Innovation and Novelty
8. Potential for Generalization
9. Social or Ethical Relevance
10. Personal or Passionate Connection

32. How to write the significance of the study
from General to Specific?
1. Start with the Broader Field:
Begin by providing a general context for your research. Discuss
the overarching field or discipline your study belongs to and
briefly mention any important trends, challenges, or
developments in that field. This sets the stage for the reader and
helps them understand the larger context.
2. Move to the Specific Area:
Next, narrow down your focus to the specific subfield or area of
interest within the broader field. Explain why this specific area is
relevant or important. Mention key issues or gaps in knowledge
that are commonly encountered in this area.

33. How to write the significance of the study
from General to Specific?
3. Highlight Research Trends:
Discuss any recent research trends, findings, or debates related
to your specific area of interest. Explain how your research
contributes to or builds upon these trends. Mention any emerging
questions or concerns that your study addresses.
4. Identify the Research Problem:
Transition to the identification of the research problem or gap.
Specify the problem you aim to address, making it clear and
concise. Explain why this problem is significant and relevant
within the context you've established.

34. How to write the significance of the study
from General to Specific?
5. Relate to Previous Research:
Discuss relevant studies or literature that have explored similar or
related issues. Highlight any limitations or gaps in these previous
studies that your research intends to fill. Show how your study
extends or builds upon existing research.
6. Discuss Potential Benefits:
Explain the potential benefits of solving or addressing the
research problem. Consider the practical, theoretical, or social
implications of your findings. How might your research contribute
to better understanding, decision-making, or practice in the field?

35. How to write the significance of the study
from General to Specific?
7. Specify the Scope:
Outline the scope and boundaries of your study. Clarify what your
research will and will not cover. This helps the reader understand
the limitations and focus of your work.
8. Summarize the Significance:
Summarize the significance of your study in a clear and concise
manner. Restate why your research is important and what it
brings to the field. This is your opportunity to make a compelling
case for why your study matters.

36. How to write the significance of the study
from General to Specific?
9. Transition to Research Questions or Objectives:
Conclude the significance section by smoothly transitioning into
your research questions or objectives. Explain how these
questions or objectives are directly aligned with addressing the
identified research problem and contributing to the significance of
your study.

37. SIMPLEST WAY OF DOING A JOURNAL
APPRAISAL
1. Read the Abstract
2. Examine the Introduction
3. Evaluate the Methodology
4. Review the Results
5. Assess the Discussion
6. Check the References
7. Consider the Author(s)
8. Reflect on Relevance
9. Overall Appraisal: Formulate an overall judgment about the
quality and relevance of the journal article. Consider whether
the study's methodology and findings are robust and
trustworthy.
10. Take Notes

38. Summarize Your Appraisal:
1. Write a concise summary of your appraisal,
highlighting the strengths and weaknesses of the
article.
2. Make a recommendation regarding the article's
suitability for your research or its contribution to the
field.

39. — Charles F. Kettering
“Research means that you don’t know,
but are willing to find out”