This document provides an overview of nursing research. It begins by defining research and nursing research. The objectives of the document are then outlined, which include defining key terms, discussing the role of nurses in research, and describing the nursing research process. An overview of the history of nursing research is also provided, highlighting important milestones from 1859 to present. The importance of nursing research in developing an evidence-based practice and advancing the nursing profession is discussed.

1. NURSING RESEARCH
NELIA B PEREZ, RN, PhD, DNS

2. OBJECTIVES
By the end of this lecture Students will be able;
o To define research and nursing research
o To discuss role of Nurse in research participation
o To enlist the process of research.
o To Know about the importance of Research.
o Discuss the historical trends or history of Nursing Research.
o To review the types of research methods “ Qualitative, Quantitative
and outcomes ”
o To discuss areas of high priorities for nurse researchers. 2

3. • having the capacity for critical thought
• possessing analytical skills
• having the skills to gain access to relevant research and evidence
• having a critical understanding of research processes
• being able to read and critically appraise research and other types
of evidence
• having an awareness of ethical issues related to research.

4. NURSING RESEARCH -
INTRODUCTION
o Nursing cultural change.
o Nurses expected to understand and conduct research.
o Base their professional practice on evidence.
o Evidence Based Practice defined as the use of the best clinical
evidence in making patient care decisions, and such
evidence typically comes from research conducted by the nurses
and other health care professionals.
3

5. RESEARCH
5
o Research means
● To Search Again.
● To examine carefully.
o Research seeks answers to questions in an orderly and systematic
way.
o It is a method of problem solving.

6. DEFINITION OF RESEARCH
6
o It is diligent (careful), systematic inquiry or study
that Validates and refines existing knowledge and
develops new knowledge.
o A scientific process that validates and refines
existing knowledge and generates new knowledge
that directly and indirectly influences clinical
nursing practice.

7. Polit and Beck (2004) - systematic inquiry designed to
develop knowledge about issues of importance to the nursing
profession, including nursing practice, education,
administration and informatics.
Burns and Grove (2005) - defined nursing research as a
“scientific process that validates and refines existing
knowledge and generates new knowledge that directly and
indirectly influences clinical nursing practice.

8. Webster (1971), “research is a studious inquiry or
examination, investigation, or experimentation
aimed at the discovery and interpretation of
facts, revision of accepted theories or laws in the
light of new facts or practical applications of
such new or revised theories or laws.”

9. NURSING RESEARCH
9
o Nursing research is systematic inquiry designed to
develop knowledge about issues of importance to the
nursing profession, including nursing practice,
education, administration, and informatics.
Example of research question
o How do care strategies improve pain management in
elderly patients?

10. How do care strategies improve pain management in elderly
patients?
Alleviating Pain: Evidence-based Care Strategies Improving Pain
Management in Elderly Patients – INTERVENTIONAL / EXPERIMENTAL
Effective Methodologies in Pain Management for Elderly Patients –
QUANTITATIVE DESCRIPTIVE
Enhancing Pain Management in Elderly Patients Through Care Strategies -
INTERVENTIONAL / EXPERIMENTAL
Care for the elderly: A research on improving elderly pain management - QUANTITATIVE
DESCRIPTIVE
An effective and systematic approach in pain management for Geriatric patient -
QUANTITATIVE DESCRIPTIVE
Assessing the Effectiveness of Care Strategies in Improving Pain
Management in Elderly Patients - QUANTITATIVE DESCRIPTIVE

11. INDEPENDENT = cause
DEPENDENT = effect
Meditation and its effect to the pain level of elderly
patients in a care home at Dasmarinas City, Cavite. -
INTERVENTIONAL / EXPERIMENTAL

12. Customs and tradition - “we’ve always done it that way”.
Assembled information (e.g., quality improvement data)
Scientific research – the most objective and the source of nursing
knowledge.
Trial and error – “if it works, we’ll use it”.
Logical reasoning (inductive & deductive)
Experts or authorities

13. Reliability/Generalizations - findings can be applied to situation or
population larger than the one studied.
Order / Control- minimize bias and maximize the precision and validity
of data gathered.
Empiricism-objective methods of seeking information
Systematic- systematic fashion from identifying a problem to
conclusions and recommendations

14. WHAT DOES RESEARCH
DO?
1
4
Research enables nurses to:
❖ Describe the characteristics of a particular nursing
situation about which little is known.
❖ Eg. Nurses work stress
❖ Explain phenomenon that must be considered in
planning nursing care.
❖ Eg. Nurses working concept, NPR, Team work, nursing
care / concepts of Psychiatric , Pediatric and OBG clients,
Water birth.

15. WHAT DOES RESEARCH
DO?
Research enables nurses to:
❖ Predict the probable outcome of certain nursing decisions
made in relation to client care.
❖ Eg. Oral Care – Lemon, Salt, Chlorhexidine
❖ Control the occurrence of undesired client outcomes.
❖ Eg. Muscle dystrophy prevented / controlled by active, passive
exercise
❖ Initiate, with a fair degree of confidence, activities that will
achieve desired client behavior.
❖ Eg. Good or better IPR makes Good or better client behaviour 8

16. WHY DO NURSES NEED RESEARCH?
1
6
o For the continuous growth of nursing profession.
o Helps nursing to achieve its own professional identity.
o Helps to identify the boundaries of nursing.
o To define the parameters of nursing.
o For cost containment practices.

17. ROLE OF NURSE IN RESEARCH
PARTICIPATION AT VARIOUS LEVELS OF
EDUCATION PREPARATION
1
7
BSN Degree
1. Critiquing & synthesizing research findings from
nursing profession and other discipline for use in
practice.
2. Provide valuable assistance in identifying research
problems and collecting data for studies.

18. ROLE OF NURSE IN RESEARCH PARTICIPATION
AT VARIOUS LEVELS OF EDUCATION
PREPARATION (ANA-1989)
Master's degree
1. To lead health care teams
● Making essential changes in nursing practice
● Health care system based on research
2. Conduct investigations
3. Initial studies in collaboration with other
investigators
4. Facilitate research and Provide consultation 11

19. ROLE OF NURSE IN RESEARCH
PARTICIPATION AT VARIOUS LEVELS OF
EDUCATION PREPARATION (ANA-1989)
1
9
Doctoral Degree
1. Assume a major role in the conduct of research.
2. Generation of nursing knowledge in a selected area
of interest.
● Extend scientific basis
● Develop methods to measure nursing phenomena

20. ROLE OF NURSE IN RESEARCH
PARTICIPATION AT VARIOUS LEVELS OF
EDUCATION PREPARATION (ANA-1989)
2
0
Post doctoral degree
1. Assumed a full researcher role and has a funded
program of research
2. Develop and coordinate funded research programs

21. 1. Intellectual curiosity
2. Creative thinking
3. Critical thinking
4. Ability to relate study to a known theory
5. Patience and discipline to push the study through
6. Intellectual honesty
7. Sense of humor

22. NURSING RESEARCH
PRIORITIES
2
2
To Improve:
o Nursing as a profession
o Nursing practice
o Patient outcomes

23. IMPORTANCE OF
RESEARCH IN
NURSING
2
3
o EBP increases the need or importance for nursing research.
o EBP demands high quality / rigorous nursing research
o EBP indicates clinically appropriate, cost-effective and result in
positive outcomes for clients.

24. o Knowledge generated through research is essential to
provide a scientific basis for:-
o Description
● What exists in Nursing/practice and discover a new knowledge.
o Explanation
● Explains the existing knowledge in relation to the effect and the
outcome
16
Why is research important in
Nursing?

25. WHY IS RESEARCH
IMPORTANT IN NURSING?
o Like bed sore occur in the old people due to lack
of mobility
o Prediction
● A nurse could predict the out come on the
bases of interventions
o Control
● Ability to write a prescription to produce the
desire result. 17

26. The NURSING PROCESS is an orderly and
systematic manner of determining the
client’s problems, making plans to solve
them, initiating plans or assigning others
to implement them, and evaluating the
effectiveness of those plans.

27. NURSING RESEARCH NURSING PROCESS
1. Problem Identification
• Conceptualize topic
• Curiosity about the topic
• Brainstorm with peers
• Review related literature
• Develop conceptual framework
• State specific problem
2. Methodological Development
• Identify variables
• Formulate hypothesis
• Develop sampling size
• Develop instruments needed and
validate
• Balance validity with reliability
1. Assessment Phase
• Collect data from various sources
using appropriate techniques
2. Diagnosis Phase
• Validate/organize data
• Analyze and interpret actual and
potential health problems
• Formulate nursing diagnosis

28. NURSING RESEARCH
3. Planning Phase
• Prioritize health problems
• Identify components of
care/resources needed
• Set goals, formulate plan of care
• Select nursing actions
• Set evaluation parameters
• Update/modify as needed
4. Implementation Phase
• Implement plan of care
• Collaborate with other members
• Modify plan as needed
3. Data Management
• Collect and organize data
• Analyze data
• Interpret results of study
4. Disseminate Findings
• Publish findings
• Review findings
• Critique findings
NURSING PROCESS

29. YEAR EVENT
1859 Nightingale’s Notes on Nursing is published
1900 American Journal of Nursing begins publication
1923 Columbia University establishes first doctoral program for nurses
Goldmark Report with recommendations for nursing
education is published
1936 Sigma Theta Tau awards first nursing research grant in the United
States
1948 Brown publishes report on inadequacies of nursing education
1952 The journal Nursing Research begins publication

30. Y
E
A
R E
V
E
N
T
1955 Inception of the American Nurses’ Foundation to sponsor nursing
research
1957 Establishment of nursing research center at Walter Reed Army Institute
of Research
1963 International Journal of Nursing Studies begins
publication
1965 American Nurses’ Association (ANA) sponsors nursing research
conferences
1969 Canadian Journal of Nursing Research begins publication
1972 ANA establishes a Commission on Research and Council
of Nurse Researchers

31. Y
E
A
R E
V
E
N
T
1976 Stetler and Marram publish guidelines on assessing research for use in
practice Journal of Advanced Nursing begins publication
1978 Research in Nursing & Health and Advances in Nursing Science begin
publication
1979 Western Journal of Nursing Research begins publication
1982 Conduct and Utilization of Research in Nursing (CURN) project publishes report
1983 Annual Review of Nursing Research begins publication
1985 ANA Cabinet on Nursing Research establishes research priorities

32. Y
E
A
R E
V
E
N
T
1988 Applied Nursing Research and Nursing Science Quarterly
begin publication;
Conference on Research Priorities is convened by NCNR
1989 U.S. Agency for Health Care Policy and Research
(AHCPR) is established
1993 NCNR becomes a full institute, the National Institute of Nursing
Research (NINR)
The Cochrane Collaboration is established
Magnet Recognition Program® makes first awards
1994 Qualitative Health Research begins publication

33. Y
E
A
R E
V
E
N
T
1995 Joanna Briggs Institute, an international EBP
collaborative, is established in Australia
1997 Canadian Health Services Research Foundation is
established with federal funding
1999 AHCPR is renamed Agency for Healthcare Research and Quality
(AHRQ)
2000 NINR’s annual funding exceeds $100 million
The Canadian Institute of Health Research is launched Council
for the Advancement of Nursing Science (CANS)
is established

34. Y
E
A
R E
V
E
N
T
2004 Worldviews on Evidence-Based Nursing
begins publication
2006 NINR issues strategic plan for 2006–2010
2010 NINR budget exceeds $140 million
2004 Worldviews on Evidence-Based Nursing
begins publication

35. In the Philippines, nursing research prior to and during the 60’s
was mostly on nursing administration (51 %), and nursing
education (33 %), while patient care and related studies received
minimal attention, with only 13 and 3 % respectively.
Teaching of research was integrated in the nursing curriculum in
the mid-sixties.

36. An analysis of nursing studies done from 1935 to 1980 shows that
of the 305 studies, 123 or 40 % were on nursing service
administration, 112 or 37% were on nursing education, 47 or 15.5
% were on patient care, and 23 or 7.5 % were on related studies
(Williams, 1998).
In the Philippines today, nursing educators agreed that skill in
research should be one of the core competencies of Bachelor
of Science in Nursing.

37. RESEARCH
3
7
1. The faces and places of research
2. The building blocks of research
a. Phenomena, Concepts and Constructs
b. Theories and conceptual models
c. Variables
d. Conceptual and operational definition
e. Data
3. Relationships

38. 1. THE FACES AND PLACES
OF RESEARCH
Studies with human involves two sets of people
I. Those who provide the
the information
II. Those who do research
3
8

39. I. THOSE WHO PROVIDE THE
INFORMATION
Ina quantitative study In a qualitative study
Subjects or Study
Participants -
Respondents
Informants or key
Informants or Study
Sample participants
3
9

40. II. THOSE WHO DO THE
RESEARCH
4
0
o Researcher or investigator
o Collaborative research
o Project director or principal Investigator
o Co-investigators
o Reviewers
o Peer reviewers
o Funder or sponsor

41. RESEARCH SETTINGS
4
1
o Naturalistic Settings:-
o Laboratory Settings:-
o Multisite studies:-

42. 2. THE BUILDING BLOCKS OF RESEARCH
A ) Phenomena, Concepts and Constructs
o Concepts:- Research involves abstractions.
For eg. The terms of pain, quality of life, and
resilience are all abstractions of particular aspects
of human behaviour and characteristics. These
abstractions are called concepts. In qualitative
study it is known as Phenomena.
47

43. 2. THE BUILDING BLOCKS OF RESEARCH
A) Phenomena, concepts and constructs
o Construct:- It refers to an abstraction or mental
representation inferred from situations or
behaviours. It is a more complex abstraction than
concept.
o Constructs are abstractions that are deliberately and
systematically invented (or constructed) by
researchers for a specific purpose.
For eg. Self care in Orem's Model of healt4h
8
maintenance is a construct.

44. 2. THE BUILDING BLOCKS OF RESEARCH
4
4
B) Theories and conceptual Models
o Theory :-
Is a systematic, abstract explanation of some aspect of
reality.
o Conceptual
abstractions
Models:
assembled
interrelated concepts or
together in a rational
scheme by virtue of their relevance to a common
theme; some times called conceptual framework.

45. 2. THE BUILDING BLOCKS OF
4
5
RESEARCH
C) VARIABLES
o In quantitative studies, concepts are usually called
as variables
i. Continuous, Discrete and categorial variables
ii. Dependent & independent variables

46. 2. THE BUILDING BLOCKS OF RESEARCH
4
6
C) VARIABLES
o Variable:- is something varies or differs.
Eg. Weight, anxiety levels, body temperature etc.
each varies from one person to another.
o Heterogeneous:- The degree to which objects are
dissimilar on some attribute.
o Homogenous:- The degree to which the objects are
similar.

47. RESEARCH
4
7
C) VARIABLES :- I. CONTINUOUS, DISCRETE AND
CATEGORIAL VARIABLES
o Continuous variables:- have values along a
continuous and, in theory, can assume an infinite
number of values between two points.
Eg. Continuous variable weight between 1 & 2
pounds, the number of values is limitless.
1.05, 1.7, 1.333, and so on.

48. RESEARCH
C) VARIABLES :- I. CONTINUOUS, DISCRETE AND
CATEGORIAL VARIABLES
o Discrete variable:- has a finite number of values
between any two points, representing discrete
quantities
Eg. If people were asked how many children they had,
they might answer.
0, 1, 2, 3 or more. The value for number of
children discrete, because number such as 1.5 is
not meaningful. Between 1 & 3, the only possibl5
e3
value is 2.

49. RESEARCH
C) VARIABLES :- I. CONTINUOUS, DISCRETE AND
CATEGORIAL VARIABLES
Categorial variables:- variable that take on a
handful of discrete non-quantitative values are
called categorial variables.
For eg. Blood type has four values that is A, B, AB
and O.
Dichotomous variables:- Categorical variables take
on only two values.
Eg. Gender is dichotomous Male & Female 54

50. 2. THE BUILDING BLOCKS OF
5
0
RESEARCH
C) VARIABLES :- II. DEPENDENT AND INDEPENDENT VARIABLES
o Independent variable :-
The presumed cause
variable
is the independent
o Dependent Variable:-
The presumed effect is dependent variable

51. RESEARCH
C) VARIABLES :- II. DEPENDENT AND INDEPENDENT
VARIABLES
o Outcome Variable:- The variable capturing the outcome of interest
Smoking
(cause)
Lung cancer
(effect)
Dependent V
Independent V
5
1

52. STEPS IN RESEARCH
o From beginning point to end point
o Sequence of steps
o General flow of activities are typical in quantitative
studies
o 5 phases and each phase has certain steps
● Conceptual phase
● Designing and planning phase
● Empirical phase
● Analytic phase
● Dissemination phase
57

53. AREAS OF HIGH PRIORITY FOR
NURSE RESEARCHER
o Patient focused research
The management processes within health care
services
Cultural issues for nurses and patients
The history of nursing
Ethical decision making
Nursing and professional regulation
o
o
o
o
o
o Education of nurses
Nursing workforce skills mix
o
99

54. What are the roles of nurses in
research?
1. Participant Recruitment and Data Collection
2. Clinical Expertise
3. Data Analysis and Interpretation
4. Ethical Considerations
5. Patient Advocacy
6. Implementation of Evidence-Based Practices

55. 7. Collaboration with Interdisciplinary Teams
8. Quality Improvement Initiatives
9. Educational Roles
10. Contribution to Nursing Knowledge
11. Clinical Trials and New Interventions
12. Publication and Dissemination

56. Competencies, goals, and purposes of nursing
Research
Competencies of Nursing Research:
1. Research Design: Nurses need to understand various research methodologies
and designs, including qualitative and quantitative approaches, in order to plan and
execute robust research studies.
2. Data Collection and Analysis: Competence in collecting accurate data, using
appropriate tools, and analyzing data using statistical methods is crucial for drawing
valid conclusions from research.
3. Ethical Considerations: Nurses should be knowledgeable about ethical principles
and guidelines in research to ensure the protection of participants' rights and the
integrity of the study.

57. 4. Literature Review: Nurses need to conduct
comprehensive literature reviews to identify gaps in
current knowledge and inform the research question.
5. Critical Thinking: Evaluating research findings,
identifying strengths and limitations, and applying
critical thinking skills are essential for interpreting
research outcomes.
6. Communication: Effective communication of
research findings through oral presentations, written
reports, and academic publications helps disseminate
knowledge to the healthcare community.

58. Goals of Nursing Research:
1. Advancing Knowledge: Nursing research aims to contribute to the
body of nursing knowledge by addressing unanswered questions and
gaps in understanding.
2. Evidence-Based Practice: The ultimate goal is to inform nursing
practice with evidence, enabling nurses to provide the best care
based on the latest research findings.
3. Improving Patient Outcomes: Research helps identify interventions
and strategies that lead to improved patient outcomes, safety, and
quality of care.

59. 4. Innovation: Nursing research can lead to the
development of innovative interventions, technologies,
and practices that enhance patient care.
5. Enhancing Nursing Education: Research
findings are integrated into nursing education,
ensuring that future nurses are prepared to provide
evidence-based care.

60. Purposes of Nursing Research:
1. Descriptive Research: This type of research seeks to describe and document
phenomena, behaviors, and situations. It helps provide a foundation for further
exploration.
2. Exploratory Research: Exploratory research aims to investigate a topic where little is
known, helping to generate hypotheses and ideas for future studies.
3. Explanatory Research: Explanatory research delves into cause-and-effect
relationships, helping to explain why certain outcomes occur.

61. 4. Predictive Research: Predictive research focuses on
identifying factors that can predict specific outcomes, aiding in the
development of interventions to prevent negative outcomes.
5. Interventional Research: This type of research involves
testing interventions (such as new treatments or strategies) to
determine their effectiveness and impact on patient care.
6. Evaluation Research: Evaluation research assesses the
outcomes and effectiveness of healthcare interventions, policies,
or programs.
7. Translational Research: Translational research aims to
bridge the gap between research and practice, ensuring that
research findings are applied in real-world healthcare settings.

62. TYPES OF NURSING
RESEARCH
Qualitativeresearch Quantitativeresearch OutcomeResearch
- Phenomenological
- Groundedtheory
- Ethnographic
- Historical
- Descriptive
-Correlational
- Quasi-experimental
- Experimenta1
l

63. QUANTITATIVE RESEARCH
o Is a formal, objective, systematic process in which
numerical data are used to obtain information
about the world.
o Is "hard science" it is perceived as rigorous (exact),
systematic and objective focusing on numerical
data and using statistical analysis and controls in
an attempt to eliminate bias.
19

64. QUANTITATIVE RESEARCH
o It is conducted to test theory by;
● Describing variables
● Examining relationship among variables
● Determine cause and effect interaction between variables.
Types of Quantitative Research:
❖ Descriptive-
❖ Co-relational-
explore new areas/describe situations.
examine relationships
❖ Quasi-experimental- effectiveness of intervention.
❖ Experimental- producing positive outcomes. 20

65. QUALITATIVE RESEARCH
6
5
❖ Is a systematic, subjective approach used to
describe life experiences and situation and to give
them meaning.
❖ "Mode of systematic inquiry concerned with
understanding human beings and the nature of
their transaction with themselves and with their
surrounding" (Benoliel, 1984).

66. QUALITATIVE RESEARCH
6
6
❖ Qualitative research is often described as holistic,
that is, concerned with humans and their
environment in all their complexities. It is lived and
as it is defined by the actors themselves

67. QUALITATIVE RESEARCH
6
7
Types of Qualitative Research:
❖ Phenomenological- describes experience as
lived.
❖ Grounded theory- formulate, test and refine a
theory about a phenomena.
❖ Ethnographic- investigates cultures in depth.
❖ Historical- description analysis of events that
occurred in past.

68. OUTCOME RESEARCH
6
8
o Is focused on examining the end results of care or
determining the changes in health status for the
patient.

69. OUTCOME RESEARCH
Four essential areas require for this reason:
❖ The patients responses to medical or Nursing
Intervention.
❖ Functional maintenance/improvement of physical
functioning for the patient.
❖ Financial outcome achieved with the provision of
health care services.
❖ Patients satisfaction with the health outcomes care
received and the health care provider.
25

70. QUANTITATIVE & QUALITATIVE
RESEARCH CHARACTERISTICS
7
0
Q u a n t i t a t i v e
R e s e a r c h
Q u a l i t a t i v e
R e s e a r c h
1 . H a r d s c i e n c e S o f t S c i e n c e
2 . F o c u s : C o n c i s e a n d
N a r r o w
F o c u s : C o m p l e x a n d
B r o a d
3 . R e d u c t i o n i s t i c H o l i s t i c
4 . O b j e c t i v e S u b j e c t i v e
5 . R e a s o n i n g :
L o g i s t i c
D e d u c t i v e
R e a s o n i n g :
D i a l e c t i c ,
I n d u c t i v e
6 . B a s i s o f k n o w i n g :
c a u s e a n d e f f e c t s ,
B a s i s o f k n o w i n g :
m e a n i n g d i s c o v e r y

71. QUANTITATIVE AND
7
1
QUALITATIVE RESEARCH CHARACTERISTICS
Q u a n t i t a t i v e
R e s e a r c h
Q u a l i t a t i v e R e s e a r c h
7 . T e s t s t h e o r y D e v e l o p s t h e o r y
8 . C o n t r o l S h a r e d i n t e r p r e t a t i o n
9 . I n s t r u m e n t s C o m m u n i c a t i o n a n d
o b s e r v a t i o n
1 0 . B a s i c e l e m e n t s
o f a n a l y s i s :
n u m b e r s
B a s i c e l e m e n t s of a n a l y s i s :
w o r d s
1 1 . S t a t i s t i c a l
a n a l y s i s
I n d i v i d u a l
i n t e r p r e t a t i o n .

72. MAJOR CLASSES OF QUANTITATIVE &
QUALITATIVE RESEARCH
Quantitative research Qualitative research
Experimental Research
Experimental Research:-
Researchers actively
introduce an
intervention or
treatment.
Disciplinary Traditions Non
Experimental Research
Originated in the
disciplines of
anthropology, sociology
& psychology
7
2

73. • Non Experimental Research
Researchers are bystanders :-
• The data collected without
introducing treatments or
making changes.
● It is based on grounded
theory, phenomenology,
Ethnography
7
3

74. In medical & Epidemiologic
research, an Experimental
study usually called a
controlled trial or clinical trial
&
Non Experimental inquiry
called as an
observational study.
To describe and understand
the key social, psychological
and structural processes
occurring in a social setting.
MAJOR CLASSES OF QUANTITATIVE &
QUALITATIVE RESEARCH
7
4

75. GROUNDED THEORY
7
5
o Was developed in the 1960s by two socilogists
Glaser & Strauss
o Focus is on a developing social experience, social
& psychological stages and phases that
characterize a particular event or episode.
o Major component is the discovery of a core
variable.

76. PHENOMENOLOGY
7
6
o Rooted in a philosophical tradition
o Developed by Husserl and Heidegger
o Concerned with lived experiences of humans
o It is an approach to thinking about what life
experiences of people are like and what they
mean.

77. ETHNOGRAPHY
7
7
o Primary research tradition with in anthropology
o Provides framework for studying the patterns, life
ways, and experiences of a cultural group ina
wholistic fashion.
o Aim of ethnographers is to learn from members
of a cultural group, to understand their world
view as they perceive & live it to describe their
customs & norms

78. THE CONSUMER-PRODUCER
7
8
CONTINUUM IN NURSING
RESEARCH
o Consumers of nursing research:- Read research
reports to develop new skills and to search for
relevant findings that may affect their practice.
o Producers of nursing research:- Nurses who
actively participate in designing and implementing
studies.

79. ACTIVITIES BY CONSUMER-
PRODUCER CONTINUUM.
7
9
1. Participating in a journal club in a practice setting, which
involves meetings among nurses to discuss and critique research
articles.
2. Solving clinical problems and making clinical decisions based
on rigorous research
3. Collaborating in the development of an idea for a clinical research
project.

80. ACTIVITIES BY CONSUMER-
PRODUCER CONTINUUM.
8
0
4. Reviewing a proposed research plan with respect
to its feasibility in a clinical setting and offering
clinical expertise to improve the plan.
5.Recruiting potential study participants
6. Assisting in the collection research information
(e.g. distributing questionnaires to patients.)

81. VARIETY OF RESEARCH
8
1
ACTIVITIES BY CONSUMER-
PRODUCER CONTINUUM.
7.Giving clients information and advice about
participation in studies
8. Discussing the implications and relevance of
research findings with clients.

82. End of Part 1