This is a lecture by Sue Anne Bell from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
Introduce IUON students to evidence-based nursing literature and effective strategies for searching for and accessing evidence-based research in nursing.
It is the process of transferring the research knowledge into practice, thus facilitating an innovative change in practice of protocols. Research utilization is the use of the findings from a disciplined study or a set of studies in a practical application that is unrelated to the original research.
Introduce IUON students to evidence-based nursing literature and effective strategies for searching for and accessing evidence-based research in nursing.
It is the process of transferring the research knowledge into practice, thus facilitating an innovative change in practice of protocols. Research utilization is the use of the findings from a disciplined study or a set of studies in a practical application that is unrelated to the original research.
evidence based practice is a important tool in clinical practice.everything we do in our life can also correlated to evidence based practice. PICO is used to frame a answerable question
Intended Learning Outcomes of this presentation are the following:
1. To enumerate methods that can be used to identify gaps in literature in perioperative nursing care in a culturally diverse healthcare;
2. To identify hierarchy of reseach designs and evaluate levels of evidence in nursing research; and
3. To appreciate the role of nursing research in producing evidences that support knowledge translation in perioperative nursing practice.
IN THE FIELD OF HEALTH CARE EVIDENCE BASED PRACTICE IS MOST IMPORTANT FOR MOST ACCURATE CARE AND TREATMENT.FOR THIS PURPOSE RESEARCH IS COMPULSORY.THIS PRESENTATION TELLS ABOUT THE IMPORTANCE OF RESEARCH,LEADERSHIP AND MANAGEMENT IN NURSING.
evidence based practice is a important tool in clinical practice.everything we do in our life can also correlated to evidence based practice. PICO is used to frame a answerable question
Intended Learning Outcomes of this presentation are the following:
1. To enumerate methods that can be used to identify gaps in literature in perioperative nursing care in a culturally diverse healthcare;
2. To identify hierarchy of reseach designs and evaluate levels of evidence in nursing research; and
3. To appreciate the role of nursing research in producing evidences that support knowledge translation in perioperative nursing practice.
IN THE FIELD OF HEALTH CARE EVIDENCE BASED PRACTICE IS MOST IMPORTANT FOR MOST ACCURATE CARE AND TREATMENT.FOR THIS PURPOSE RESEARCH IS COMPULSORY.THIS PRESENTATION TELLS ABOUT THE IMPORTANCE OF RESEARCH,LEADERSHIP AND MANAGEMENT IN NURSING.
Communication
A. Process of Communication
B. Methods of Communication
C. Influence of Communication
D. Communication with Health Care Team
E. Therapeutic vs. Non-therapeutic Communication
F. Nurse-Client Communication
GEMC: Research Design: Resident TrainingOpen.Michigan
This is a lecture by Dr. Emily Sagalyn from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
Unit I. Introduction to Nursing Research.pptxshakirRahman10
Introduction to Nursing Research:
Objectives:
Define nursing research
Describe ways of knowing in nursing (tradition, authority, borrowing, trial and error, intuition, and research )
Identify role of a nurse in research as ADN, BS, MS, PhD, and DNP
Explain Evidence Based Practice through research.
Definitions:
Research: It is a systematic, formal, rigorous, and precise process used to gain solutions to problems or discover and interpret new facts and relationships.
Nursing Research: is systemic inquiry designed to develop knowledge about issues of importance to nurses, including nursing practice, nursing education, and nursing administration.
Research-based Practice: using research findings to inform the decisions, actions, and interaction of nurses with clients.
Importance of research in nursing:
Emphasizing on the development and utilization of nursing knowledge, which is essential for continued improvement in patient care.
Nurses' need to document the effectiveness of their practices not only to the profession, but also to the clients, administrators, and other professionals. - (Thus research findings help them to eliminate nursing actions that do not achieve desired outcomes or to identify the practices that alter health care outcomes and contain costs).
Nurses' need for understanding the varied dimensions of their profession, (theoretical, ethical, practical dimensions, etc.)
4. Research enables nurses to describe:
The characteristics of a particular nursing situation about which little is known.
Explain phenomena that must be considered in planning nursing care.
Predict the probable outcomes of certain nursing decisions.
Control the occurrence of undesired outcomes.
Initiate activities to promote desired client behavior.
Roles of nurses in nursing research:
It is every nurse's responsibility to engage in one or more roles along the research participation:
Indirect participation:
This is a minimum nurse involvement in a research responsibility. It is done when a nurse read a research report to keep up-to-date on relevant findings that may affect their practice. This level is called "research utilization".
Research Utilization: "Is the use of the research findings in a practice setting"
2. Direct participation: in which nurses are nursing research producers. They are actively participating in designing and implementing research studies.
3. Between these two dimensions of research participation, there are a variety of roles for nurses to play, from these roles:
Attending research presentations at professional conferences.
Evaluating completed research for its possible use in practice.
Discussing the implications and relevance of research findings with clients.
Giving clients information and advice about participation in studies.
Assisting in the collection of research information.
Research problem is a question that a researcher wants to answer or a problem that a researcher wants to solve. Identification and formulation of a research problem is the first step of the research process.
However, it is considered as one of the most challenging and difficult phases of any research project. It is believed that selection of a good research problem is a discovery in itself.
Selection of a research problem depends on several factors, such as researcher's knowledge, skills, interest, expertise, motivation, and creativity with respect to the subject of inquiry.
In addition, a researcher needs to ensure that a selected problem has high significance and implication for his or her profession as well as it should be a suitable, feasible, testable, and solvable research problem.
It is believed that most of the good research studies need lots of time for selection of a research problem. Initially, every researcher faces the predicament of identifying, selecting, and formulating a good research problem. This chapter will answer these pertinent questions.
Applied Research Essay example
Ethics in Research Essay
Research Critique Essay example
Essay on Types Of Research
Methodology of Research Essay examples
Qualitative Research Evaluation Essay
Essay about Sampling
Sample Methodology Essay
Research Methods Essay
Fundamentals of Research Essay
Experimental Research Designs Essay
Sampling Methods Essay
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Jim Holliman, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC- Alterations in Body Temperature: The Adult Patient with a Fever- Reside...Open.Michigan
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC- Rapid Sequence Intubation & Emergency Airway Support in the Pediatric E...Open.Michigan
This is a lecture by Michele Nypaver, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
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This is a lecture by Andrew Barnosky, DO from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC- Dental Emergencies and Common Dental Blocks- Resident TrainingOpen.Michigan
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC- Arthritis and Arthrocentesis- Resident TrainingOpen.Michigan
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC- Bursitis, Tendonitis, Fibromyalgia, and RSD- Resident TrainingOpen.Michigan
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC- Right Upper Quadrant Ultrasound- Resident TrainingOpen.Michigan
This is a lecture by Jeff Holmes from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC: Nursing Process and Linkage between Theory and PracticeOpen.Michigan
This is a lecture by Jeremy Lapham from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
2014 gemc-nursing-lapham-general survey and patient care managementOpen.Michigan
This is a lecture by Dr. Jeremy Lapham from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Dr. Jessica Holly from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC: The Role of Radiography in the Initial Evaluation of C-Spine TraumaOpen.Michigan
This is a lecture by Dr. Stephen Hartsell from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Dr. Jim Holliman from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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GEMC - Nursing Research
1. Project: Ghana Emergency Medicine Collaborative
Document Title: Introduction to Nursing Research
Author(s): Sue Anne Bell (University of Michigan), RN 2012
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3. What would you do?
A Philanthropist puts a notice on the
bulletin board in the A&E. She wrote
that she is willing to fund a
GHC200,000 nursing study in honor of
her mother who was an A&E nurse.
¨ She is asking for suggestions. What
study would you suggest?
¨
3
4. Importance of Nursing Research
Nursing research empowers every nurse s clinical
practice.
¨ Nurses can ask questions aimed at gaining new
knowledge to improve patient care, the nursing
profession and health care overall.
¨
¨
Research-based (evidence based) practice =
integrating research findings into clinical decision
making
4
5. Importance of Nursing Research
¨
Accountability for care-related decisions
¨
Research expands nursing practice
¨
Reinforce the identity of nursing as a
profession – knowing/ understanding our
patients and the health care experience
5
6. How Does this Affect Our Work in the
A&E?
¨
How can nurses improve their credibility in the health
sciences?
¤ By
showing credible findings that demonstrate their impact on
health.
¨
Do you know certain aspects of patient care in the A&E
that aren’t working? Or certain ways that work better than
others?
¤ Research
on these topics can help to change problems or
reinforce positive solutions.
6
7. History of Nursing Research
¨
Began with Nightingale and the Crimean War- mid
1800s
¨
Early 1900s – problems in nursing: education,
staffing issues
¨
1960s Practice oriented research; first nursing
research journals
¨
1983 - ANA Center for Research for
Nursing
Biswajyotim, OCAL
7
8. Research- fun and exciting?
¨
The essence of all
research originates in
curiosity - a desire to
find out how and why
things happen
¨
How can…?
¨
Why is…?
¨
¨
¨
I wonder...
What is the best way
to…?
What causes…?
What are the effects
of…?
8
11. Scientific Method
¤ Objectivity
– distance research from
personal beliefs, values, attitudes
Why???
¤ Empirical
Data – documenting
objective data through direct
observation = reality
11
12. Research Questions
¨
¨
Cannot be answered by Yes or No.
Should ask:
¤ What happens when…..?
¤ What is going on here?
¤ How does this happen?
¤ Why does on thing work better than another?
12
13. Nursing Research
¨
¨
Application of scientific method to areas of
interest to nursing
Primarily involves studying people – People
do not behave consistently as do objects/
chemicals in a laboratory!
This poses special challenges!
13
14. Evidence-Based Nursing Practice
¨
¨
EBNP is the process by which nurses make clinical
decisions based on the best available research
evidence, their clinical practice and patient preferences,
in the context of available resources.
Practice based on evidence from nursing research is an
approach that enables clinicians to provide the highest
quality of care in meeting the multifaceted needs of
Budin, 2008
patients and families.
14
15. The Research Idea:
Where does it come from?
Professional experience
¨ Burning questions
¤ Yours
¤ Others
¨ Literature
¨ Professional meetings
¨ Discussions
¨
15
17. A Research Question Must Identify
1.
2.
3.
The variables under study
The population being studied
The testability of the question
17
18. Criteria for developing a good research
question: FINER
Feasibility
¨ Interesting
¨ Novel
¨ Ethical
¨ Relevant
¨
n
Cummings et al. 2001
18
19. FINER
Feasible
¤ Subjects
¤ Resources
¤ Manageable
¤ Data
Available
Interesting
Novel
q New
idea, untested idea
Ethical
q Social
or Scientific Value
q Safe
Relevant
q Advance
scientific knowledge
q Influence clinical practice
19
20. Research Design: the basics
Qualitative
¨ Quantitative
¨ Descriptive
¨ Correlational
¨ Quasi-Experimental
¨ True Experimental – Randomized Controlled Trial (RCT)
¨ Meta-Analyses and Systematic Reviews
¨
20
21. Quantitative Research
¨
¨
Formal, objective, systematic process using
¤ measurement
¤ hypothesis testing
¤ data analysis
Traditional approaches such as experiments,
questionnaires, surveys
jean_victor_balin, OCAL
21
22. Quantitative Process
1.
2.
3.
4.
5.
6.
7.
Identify the research problem.
Review related literature.
Frame the problem conceptually.
Formulate hypotheses.
Select a design.
Identify population, sampling plan.
Select and test methods to measure variables.
22
24. Qualitative Research
¨
Evaluate subjective life experiences and give
meaning to them
¨
Focuses on understanding phenomena from an
individual s perspective
¨
Approaches: observation, in-depth interviews, case
studies, narrative analyses
24
25. Qualitative Process
1.
2.
3.
4.
Identify a research problem.
Do a literature review.
Select and gain entrée into research
sites.
Utilize a design that emerges as data is
collected. May be ethnographic,
phenomenological, grounded theory,
historical.
25
26. Qualitative Process (Continued)
Address ethical issues.
6. Collect the data.
7. Analyze the data.
8. Interpret the findings.
9. Communicate the findings.
10. Participate in the process of
disseminating the findings.
5.
26
27. The Research Language - Some Terminology
Variable
¨ Data
¨ Rigor
¨ Control
¨ Sampling
¨ Setting
¨
juliobahar, OCAL
27
28. Concept of a Variable
Measurable characteristic that varies among
subjects
¨ Research is conducted because this variance
occurs!
¨ Types:
¤ Independent – presumed cause
¨
n Example:
¤ Dependent
n Example:
Salt intake
– presumed effect
Blood pressure reading
28
29. Variables
n
Have 2 or more properties or qualities
¨ Age,
n
sex, weight, height
Is one variable related to another?
¨
Is X related to Y? What is the effect of X on Y? etc.
29
30. Data
¨
Pieces of information obtained in a study
¨
Are the actual values of the study variables
¤ Quantitative
¤ Qualitative
- numeric values
- narrative descriptions
30
31. Concept of RIGOR
¨
Striving for excellence in research. Involves:
¤ Discipline
¤ Adherence
to detail
¤ Strict
accuracy!
¤ Uses
precise measurement tools
sarxos, OCAL
31
32. Concept of CONTROL
¨
¨
¨
¨
Using rules to decrease error and increase probability
that study findings are an accurate reflection of reality
Ensure results that reflect true relationship among
variables
Reduction of the influence of unwanted extraneous
variables
Example: A control group of test subjects left untreated or
unexposed to some procedure in order to provide a
standard of comparison to the experimental group.
32
33. Concept of SAMPLING
¨
¨
¨
Who/what do you want to study?
Choosing subjects who are representative
of the study population
Random & Non-Random Sampling- when to
use?
josephluis, OCAL
33
34. Concept of SETTING
Location of the study - can affect results
¨ Natural Setting: Uncontrolled, real life situation
¨ Partially Controlled: Manipulated or modified in
some way
¨ Highly Controlled: Artificial environment for sole
purpose of doing research. Decreases effects of
outside influences.
¨
34
35. Some Myths About Research
¨
¨
¨
The purpose of research is to prove or confirm
a theory.
Research findings are presented as complete and
conclusive answers.
There is a hierarchy of research methodology that
places true experimental research at the top.
35
36. Intro to the Research Process
¨
Involves decision making
¤ What
methods will help to answer a research
question/test a hypothesis?
¨
¨
Is flexible - multiple possibilities, each with its own
strengths/weaknesses
Is a circular process
JoBrad, OCAL
36
37. The Research Process
¨
What do I want to know?
¨
Does anyone else know anything about this?
¨
I’ll make an educated guess about what I think the
answer to my question will be.
¨
Here’s what I’m going to do to try to answer my
question.
37
38. The Research Process
¨
I’ll try to make sense out of all this info I’ve
collected.
¨
What did I find? Was my hunch supported?
¨
What do I want to know now???
38
39. Major Phases in the Research Process
¨
1. Selecting and defining the problem in need of
investigation
¨
2. Selecting a research design
¨
3. Collecting data
¨
4. Analyzing data
¨
5. Utilizing the Findings
39
40. Background
¨
¨
Selecting and defining the problem (area of research)
Identify a question or area where knowledge can be
advanced
¨
Review related literature for rationale to do study
¨
Identify a theoretical framework to guide the study.
¨
Propose a research question and/or hypothesis
40
41. Design, Variables and Sample
Choose study or research design
¨ Identify a Study Population
¨ Design Sampling Plan
¨ Define how will variables be measured
¤ Setting
¤ How data will be collected - tools
¨ Pilot Study - Revisions
¨
41
42. Gathering the Data
¨
Data Collection - according to pre-established plan (implements
the plans designed in Phase I & II)
¤ recruiting
¤ obtaining
consent
¤ training staff
¤ collecting data
¨
Organization of the data
¤ How
do you analyze the data?
¤ (must be appropriate form)
¨
May be the longest phase of the research process
Anonymous, OCAL
42
43. Analyze and Interpret
¨
Data Analysis
¨
Interpret findings
¤ Draw
conclusions
¤ Hypothesis
¤ How
is supported or rejected (chap 10)
best to utilize findings?
¤ New
question formulated? (can lead to new questions that
can stimulate further study)
43
44. Dissemination
¨
Disseminate findings - Share findings with colleagues
¤ May
report findings in journal articles, oral
presentations, poster presentations
¨
Utilize findings - use in nursing practice
44
45. Types of Research:
Basic Vs. Applied
¨
Basic or Pure Research:
¤ Pursuit
of knowledge or finding truth
¤ Generates,
¤ Often
refines or tests theory
uses laboratory setting
¤ Findings
may not be directly useful in practice
¤ May
be used later in development of
treatment/drug/theory
johnny_automatic, OCAL
45
46. Basic Vs. Applied
¨
Applied or Practical Research
¤ Knowledge intended to directly influence clinical
practice
¤ Conducted in actual practice conditions
¤ Solve problems, make decisions, predict/control
outcomes
¤ Evaluate interventions
¤ Test/validate theories
¤ Evaluate Basic research knowledge for usefulness
46
47. Experimental vs. non-experimental
¨
Experimental: Researcher
manipulates or controls
variable(s) and observes
effect in other variable(s)
¨
¨
¨
Evaluates cause and effect
relationship
¨
¨
Ex: Does a pre-op intervention
program to ↑ self efficacy
affect self care measures
post-op?
Non-experimental: Describes
or looks at relationships(s) or
correlation between variables.
Variables are not manipulated
by the researcher
Ex: Correlation between HRT
use and breast CA
47
49. Correlation Research
Relationships between and among variables
¨ Collection of data on at least 2 variables for the same
group of individuals
¨ Calculator-the correlation between the measurer
¨ Highest number of research studies in nursing are
classified as description correlation design
¨
49
50. Time dimension:
Retrospective vs. Prospective
¨
¨
Retrospective: Examines
data already collected in
the past
Ex: Review of medical
records to examine
previous history in of
cholesterol levels in s/p MI
patients
nicubunu, OCAL
¨
¨
Prospective: examines
data being collected in the
present
Ex: Study describing social
support and coping
mechanisms of women with
ovarian CA
50
51. Time Dimension:
Cross-Sectional vs. Longitudinal
¨
¨
Cross-sectional: Collects
data at one point in
time
What exists today?
Longitudinal: Studies
examines variables of
interest over a period of
time
¨ Advantages –ability to
collect data on the
same individual over
time
¨
51