Research is defined as a systematic, scientific process of investigating problems through collecting and analyzing data to discover facts and develop knowledge. It can involve either quantitative or qualitative methods and aims to identify, describe, explore, explain or predict phenomena. Nursing research specifically seeks to answer questions that are relevant to nursing practice, education, administration and informatics.

1. A cyclical process that begins with
a curious inquiry within the human
brain

2. Our Target Objectives:
• To review some basic principles of research
methodology
• To plan / design an appropriate and
adequate research project

3. What is Research?
• It is a systemic inquiry that uses disciplined
methods to answer questions or solve problems.
• It is a scientific study or investigation that is
pursued to discover facts, revise theories or laws
based on new facts and its practical application.

4. What is Research?
• It is a formal, scientific and intensive process of
analyzing problems through scientific means for
purposes of discovery and development of an
organized body of knowledge.
• In its broadest sense, is an attempt to find solutions
to problems.

5. What is Research?
• A collection of data in a rigorously controlled situation
for purposes of explanation and prediction.
• A problem-solving process that utilizes the scientific
method of discovery and develop ideas and theories
that give meaningful answers to complex questions
about human beings and their environment.

6. What is Research?
• It is a way of dealing with ideas for
purposes of clarifying, verifying and
confirming data.
• “To search again” or “to examine carefully”

7. Why is RESEARCH important?
• It provides a theoretical or scientific basis for
nursing care.
• It is a diligent, systematic inquiry or study
that validates and refines existing knowledge
and develops new knowledge.

8. What is NURSING Research?
• It is a systematic inquiry designed to develop
trustworthy evidence about issues of importance to the
nursing profession, including nursing practice,
education, administration, and informatics.
• CLINICAL NURSING research – designed to guide
nursing practice to improve the health and quality of
the life of clients.

9. IMPORTANCE of Nursing
Research
• Is essential for the development of empirical
knowledge that enables nurses to provide
evidence-based nursing care
• Broadly, the nursing profession is accountable to
society for providing high quality, cost-effective
care for patients and families.

10. PURPOSES of Research
• To have a research-based practice
• To document contributions to nursing and the
overall health care
• To generate knowledge
• To improve the image of nursing

11. Purposes of NURSING Research
• Is to answer questions or solve problems of
relevance to the nursing profession
– Basic Research
• To extend the base of knowledge in a discipline
• Ex. A researcher may perform an in depth study to
better understand normal grieving processes, w/o
having explicit nursing implications in mind

12. Purposes of NURSING Research
• Is to answer questions or solve problems of
relevance to the nursing profession
– Applied Research
• Focuses on finding solutions to existing problems
• Ex. A study to determine the effectiveness of a
nursing intervention to ease grieving

13. Purposes of NURSING Research
• Using this framework, specific purposes of
nursing research include identification,
description, exploration, explanation,
prediction, & control

14. Quantitative Research – the investigation of phenomena
that lend themselves to precise measurement and
quantification, often involving a rigorous and controlled
design.
Qualitative Research – the investigation of phenomena,
typically in an in-depth and holistic fashion, through the
collection of rich narrative materials using a flexible
research design

15. Purposes of NURSING Research
• Identification-identifying or naming a
phenomena
– Quantitative
– Qualitative
• “What is this phenomenon?”
• “What is its name?”

16. Purposes of NURSING Research
• Description-focuses on the prevalence, incidence,
size, measurable attributes, dimensions, variations,
and importance of a phenomena
– Quantitative
• How prevalent is the phenomenon?
– Qualitative
• What is important about the phenomena?

17. Purposes of NURSING Research
• Exploration-investigates the full nature of a
phenomena, the manner it is manifested,
and the other factors to which it is
related…

18. Purposes of NURSING Research
– Quantitative
• “What factors are related to the phenomenon?”
• “What are the antecedents of the phenomenon?”
– Qualitative
• “What is the full nature of the phenomenon?”
• “What is the process by which the phenomenon
evolves or is experienced?”

19. Purposes of NURSING Research
• Explanation-understanding the
underpinnings of specific natural
phenomena, & to explain systematic
relationships among phenomena…

20. Purposes of NURSING Research
– Quantitative
• “What is the causal pathway through which the
phenomenon unfolds?”
– Qualitative
• “How does the phenomenon work?”

21. Purposes of NURSING Research
• Prediction-use of empirical evidence to make
forecasts about how variables will behave in a new
setting and with different individuals
– Quantitative
• “What will happen if we alter a phenomenon or
introduce an intervention?”
• “If phenomenon X occurs, will phenomenon Y follow?”
– Qualitative

22. Purposes of NURSING Research
• Control-the process of holding constant
confounding influences on the dependent variable
under study
– Quantitative
• “How can we make the phenomenon happen or alter
its prevalence?”
• “Can the occurrence of the phenomenon be prevented
or controlled?”
– Qualitative

23. ROLES of Nurses in Research
• It has become a nurse’s responsibility to engage in 1 or
more research activity along a continuum of research
participation.
• Nurses are users (consumers) of nursing research &
read research reports to develop new skills & to keep up-
to-date on relevant findings that may affect their practice.

24. ROLES of Nurses in Research
• Related activities:
– Participate in journal club in a practice setting to discuss
& critique research articles
– Attend research presentations at professional
conferences
– Evaluate completed research for its possible use in
practice
– Help to develop an idea for a clinical study
– Review a proposed research plan and other clinical
expertise to improve the plan

25. ROLES of Nurses in Research
• Related activities: (cont’d)
– Assist researchers in collecting information for study
– Provide information and advise to clients who are
participating in studies
– Discuss the implications and relevance of research
findings with clients

26. ROLES of Nurses in Research
Level of Education
Preparation
Participation
Post Doctorate ● Develop and coordinate funded
research programs
PhD / DNS ● Develop nursing knowledge
through research and theory
development
● Conduct funded independent
research projects

27. ROLES of Nurses in Research
Level of Education
Preparation
Participation
MS / MN ● Collaborate in research projects
● Provide clinical expertise for
research
BS ● Critique research findings for use
in practice
● Use research findings in practice

28. ROLES of Nurses in Research
Level of Education
Preparation
Participation
AD ● Assist with the identification of
research problems
● Assist with data collection
● Use research findings in practice
with supervision

29. BASIC RESEARCH
TERMINOLOGY
• Conceptualization-refers to the process of
developing and refining abstract ideas.

30. BASIC RESEARCH
TERMINOLOGY
• Concept-abstractions that are formulated by
generalizing from particular manifestations of
certain behaviors of characteristics
– Categories/generalizations from particular instances
– Names given to things which share common char.
– Intellectual abstractions, creation of the human intellect

31. BASIC RESEARCH
TERMINOLOGY
• Construct-refers to an abstraction or a
mental representation inferred from
situations, events or behavior
– Is a concept that has been deliberately and
consciously invented or adopted for a special
scientific purpose

32. BASIC RESEARCH
TERMINOLOGY
• Operationalizing constructs:
– Property-a concept or logical construct that
describes characteristic which is common to all
members of a set, but which members of a set
vary. Example: punctuality
– Indicant-something that points to the property and
helps define it. Example: is never late in class

33. BASIC RESEARCH
TERMINOLOGY
• Theory-is an abstract generalization that
presents a systematic explanation about
the interrelationship among phenomena.

34. BASIC RESEARCH
TERMINOLOGY
• Variable-something that varies
– Are concepts that assume more than 1 value
– Takes on different values as the situation
changes, example: height, weight, body temp.
– Is any quality of an organism, group or situation
that takes on different values

35. Kinds of Variables
• Continuous vs. Categorical Variables
– Continuous-are expressed in whole number &
fractions which can be broken down to the
smallest decimal

36. Kinds of Variables
• Continuous vs. Categorical Variables
– Categorical-represent discrete categories
rather than incremental placement along a
continuum
– Types:
• Two-category or dichotomous variables provide for only 2
possibilities indicating the incidence of the variable
• Multiple-category variables assume more than 2 categories

37. Kinds of Variables
• Active vs. Attribute Variables
– Active or Manipulated-defined in terms of an
experimental/operational definition
• Example: Type of mouth care used after vomiting
- ice chips
- ginger ale
Teaching Methods
- laboratory method
- modular method
- traditional method

38. Kinds of Variables
• Active vs. Attribute Variables
– Attribute or Qualitative-often called non-
manipulative variables, focuses on traits and
characteristics, also expressed in non-
numerical forms but can be measured
• Example: age, sex, height, intelligence, civil status

39. Kinds of Variables
• Independent vs. Dependent Variables
Independent Variable Dependent Variable
● stimulus variable
● input variable
● presumed cause
● it is the factor that affect the value of
the dependent condition that produce
the outcome
● response variable
● output variable
● presumed effect
● it is the factor which is observed &
measured to determine the effect of
the independent variable

40. Other Variables
• Confounding Variables-are those variables
that interfere with the study design and the
data gathering process by influencing the
subjects or the dependent variable.
• Example: What is the effect of unwanted
pregnancies on the incidence of child abuse?

41. Other Variables
• Intervening Variables-comes between the
independent and dependent variables
which cannot be measured, seen or
manipulated

42. Other Variables
• Extraneous Variables-those that lie
outside the principal interest in the study
but may have the effect on the
independent and dependent variable
• Discrete Variables-those variables
expressed in whole numbers

43. Other Variables
• Antecedent Variable-occurs earlier than the
independent variable and bears a
relationship both to it and the dependent
variable
• Organismic Variables-those that cannot be
changed through manipulation

44. EVIDENCE-BASED NURSING
RESEARCH
• Evidence-based practice (EBP) is defined
as the use of the best clinical evidence in
making patient care decisions.

45. Importance of building an Evidence-
based Nursing Research
• Empirical knowledge can be developed to improve
nursing care, patient outcomes, & health care delivery
system
• Document the effectiveness of selected nursing
interventions in treating particular patient problems and
promoting positive patient and family outcomes

46. Importance of building an Evidence-
based Nursing Research
• Determines the best way to deliver health care services
to ensure that the greatest number of people receive
care

47. Utilization of Evidence-based Nursing
Research
• Priorities for Nursing Research
– Health care and prevention of illness
– Development of cost-efficient delivery systems or nursing
care
– Development of strategies that provide effective nursing
care to high risk groups

48. PARADIGM & CATEGORIES OF
RESEARCH
• Paradigm – refers to a world, a general
perspective on the complexities of reality.

49. Positivist vs. Naturalist
Type of
Assumption
POSITIVIST PARADIGM NATURALIST PARADIGM
The nature of
reality
● Reality exists; there is a real
world driven by real natural
causes
● Reality is multiple,
subjective& mentally
constructed by individuals
The rel. b/w
researcher &
those being
studied
● The researcher is
independent from those being
researched
● The researcher interacts
with those being researched
& findings are the creation of
the interaction.

50. Positivist vs. Naturalist
Type of Assumption POSITIVIST PARADIGM NATURALIST PARADIGM
The role of values in
the inquiry
● Values are to be held in check,
objectivity is sought
● Subjectivity and values are
inevitable and desirable
Best methods for
obtaining evidence/
knowledge
● seeks generalizations
● emphasis on discrete concepts
● fixed design
● focus on the objective &
quantifiable
● measured, quantitative info,
statistical analysis
● seeks patterns
● emphasis on the whole
● flexible design
● focus on the subjective & non-
quantifiable
● narrative info, qualitative analysis

51. Positivist vs. Naturalist
Type of
Assumption
POSITIVIST PARADIGM NATURALIST PARADIGM
Best methods for
obtaining
evidence /
knowledge
● control over context;
decontextualized
● outsider knowledge –
researcher as external
● verification of researcher’s
hunches
● focus on the product
● context-bound; contextualized
● insider knowledge –
researcher as internal
● emerging interpretations
grounded in participants’
experiences
● focus on product & process

52. Quantitative or Qualitative
The Bedrock Axiom: The nature of the data and
the problem for research dictate the methodology

53. TWO Broad Types of Research
Methods
QUANTITATIVE QUALITATIVE
● involves the systematic collection of numerical
info. often under conditions of considerable
control, and the analysis of that info. using
statistical procedures
● focuses on a relatively small number of
specific concepts
● begins with pre-conceived ideas about how
concepts are interrelated
● involves the systematic collection & analysis of
more subjective narrative materials using
procedures in which that tends to be a minimum
of researcher-imposed control
● attempts to understand the entirety of some
phenomena rather than focus on specific
concepts
● has few pre-conceived ideas and stresses the
importance of people’s interpretation of events
and circumstances rather than the researcher’s
interpretation

54. TWO Broad Types of Research
Methods
QUANTITATIVE QUALITATIVE
● uses structured procedures & formal
instruments to collect information
● collects info. under conditions of control
● emphasizes objectivity in the collection and
analysis of information
● analyzes numerical information through
statistical procedures
● collects info. without formal, structured
instruments
● does not attempt to control the context of the
research but rather attempts to capture in its
entirety
● attempts to capitalize on the subjective as a
means for understanding & interpreting human
experiences
● analyzes narrative information in an
organized, but intuitive fashion

55. Contrasting Qualitative & Quantitative
Type
Aspects QUANTITATIVE QUALITATIVE
Perspective
Outsider:
Arriving at an understanding of
facts by maintaining a detached,
objective view that, hypothetically,
is free from all bias
Insider:
Talking to and/or observing subjects
who have experienced firsthand the
activities or procedures under
scrutiny (Firsthand experience
provides more meaningful data)
Reality
Static:
Accumulation of facts and causes
of behavior and believes that the
facts gathered do not change
Dynamic:
Concern with the changing and
dynamic nature of reality

56. Contrasting Qualitative & Quantitative
Type
Aspects QUANTITATIVE QUALITATIVE
Focus
Particularistic:
To gain control of the events
under scrutiny, the situation is
structured by identifying&
isolating specific variables for
study & by employing specific
measurement devices to
collect info. on variables
Holistic:
Gains a complete or holistic
view of what is being studied To
achieve this end, a wide array
of data are needed: documents,
records, photographs,
observations, interviews, case
histories, & even quantitative
data

57. Contrasting Qualitative & Quantitative
Type
Aspects QUANTITATIVE QUALITATIVE
Orientation
Verification:
The procedures employed are usually
high structured and designed to verify or
disproved predetermined hypotheses.
To eliminate as much bias as possible,
flexibility is kept to a minimum
Discovery:
The research procedures employed are
flexible, exploratory and discovery
oriented. As the study progresses, the
researcher can add to or change the
types and sources of data gathered. This
type of flexibility permits a deeper
understanding of what is being
investigated than can be achieved
through a more rigid approach

58. Contrasting Qualitative & Quantitative
Type
Aspects QUANTITATIVE QUALITATIVE
Data
Objective:
Focus is on objective data that
exist apart from the feelings
and thoughts of individuals and
is typically expressed in
numbers
Subjective:
Focus is on subjective data that
exist within the minds of
individuals and is typically
expressed or reported through
language. It is essential to
understand the meaning that
persons attach to events in their
environ.

59. Contrasting Qualitative & Quantitative
Type
Aspects QUANTITATIVE QUALITATIVE
Conditions
Controlled:
Usually quantitative data are
collected under controlled
conditions in order to rule out
the possibility that variables
other than the ones under
study could account for the
relationships among the
variables
Naturalistic:
Qualitative data are collected
within the context of their
natural occurrence. This
permits any variable that
naturally influences the data to
operate without interference

60. Contrasting Qualitative & Quantitative
Type
Aspects QUANTITATIVE QUALITATIVE
Results
Reliable:
Heavy focus on reliability –
data that are consistent or
stable as indicated by the
researcher’s ability to replicate
the findings
Valid:
Concentration on validity – data
that are representative of a true
and full picture of what the
researcher is attempting to
investigate

61. Major Classes of Qualitative
Research
• Grounded theory study-which has its roots in sociology,
seeks to describe and understand the key social,
psychological & structural processes that occur in a social
setting.
– Example: King & colleagues (2006) conducted a series of grounded
theory studies with men and women from five groups in Canada who
had been diagnosed with coronary artery disease. The analysis
focused on the process through which patients met the challenge of
managing CAD risk.

62. Major Classes of Qualitative
Research
• Phenomenology-rooted in philosophical tradition, concerned
with the lived experiences of humans. It is an approach to
thinking about what life experiences of people are like and
what they mean. (essence)
– Example: O’Dell & Jacelon (2005) conducted in-depth interviews to
explore the experiences of women who had undergone vaginal
closure surgery to correct severe vaginal prolapse.

63. Major Classes of Qualitative
Research
• Ethnography-is the primary research tradition within
anthropology, and provides a framework for studying the
patterns, lifeways and experiences of a cultural group in a
holistic fashion. (immersion)
– Example: Schoenfeld & Juarbe (2005) conducted ethnographic
fieldwork in two rural Ecuadorian communities and studied the
burdens of women’s roles, the women’s perceived health needs, and
their health care resources.

64. Major Classes of Quantitative Research
• Experimental Research – researchers actively
introduce an intervention or treatment (AKA
controlled or clinical trial)
• Non-Experimental Research – researchers are
bystanders, they collect data without introducing
treatments or making changes (AKA observational
study)

65. Major Classes of Quantitative Research
• Exercise
– A researcher gave flakes to 1 group of
subjects & prune juice to another to evaluate
which method facilitated elimination more
effectively, this study would be…

66. Major Classes of Quantitative Research
• Exercise
• EXPERIMENTAL because the researcher
intervened in the normal course of things, he/she
created an “active variable” involving a dietary
intervention

67. Major Classes of Quantitative Research
• Exercise
– A researcher compared elimination patterns
of 2 groups of people whose regular eating
patterns differed-for example, some normally
took foods that stimulated bowel elimination &
others did not, this study would be…

68. Major Classes of Quantitative Research
• Exercise
• NON-EXPERIMENTAL because there is no
intervention, such study focuses on existing
attributes only

69. Reference:
Polit, D. F., & Beck, C. T. (2008).
Nursing Research: Generating and
Assessing Evidence for Nursing
Practice (8th ed.)