This document provides an overview of nursing research. It begins by outlining the objectives of the lecture, which are to define nursing research, discuss the role of nurses in research participation, and review the different types of research methods. It then discusses the importance of nursing research, highlighting that evidence-based practice relies on research evidence. It also outlines the different roles nurses can play in research, from critiquing studies as BSNs to leading independent research as doctorally-prepared nurses. Finally, it reviews the major types of research methods, including quantitative, qualitative, and outcomes research, providing examples of each.

1. UNIT 1: NURSING
RESEARCH

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

3. NURSING RESEARCH -
INTRODUCTION
 Nursing cultural change
 Nurses expected to understand and conduct
research
 Base their professional practice on evidence
 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

4. RESEARCH
 Research means
To Search Again.
To examine carefully.
 Research seeks answers to questions in an orderly
and systematic way.
 It is a method of problem solving.
4

5. DEFINITION OF RESEARCH
 It is diligent (careful), systematic inquiry or study
that Validates and refines existing knowledge and
develops new knowledge.
 A scientific process that validates and refines
existing knowledge and generates new knowledge
that directly and indirectly influences clinical
nursing practice.
5

6. NURSING RESEARCH
 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
 How do adults with acquired brain injury perceive
their social interactions and relationships (Paterson
& Stewart, 2002)
6

7. WHAT DOES RESEARCH DO?
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.
7

8. 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

9. WHY DO NURSES NEED
RESEARCH?
 For the continuous growth of nursing profession.
 Helps nursing to achieve its own professional identity.
 Helps to identify the boundaries of nursing.
 To define the parameters of nursing.
 For cost containment practices.
9

10. ROLE OF NURSE IN RESEARCH
PARTICIPATION AT VARIOUS LEVELS OF
EDUCATION PREPARATION (ANA-1989)
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.
10

11. 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

12. ROLE OF NURSE IN RESEARCH
PARTICIPATION AT VARIOUS LEVELS OF
EDUCATION PREPARATION (ANA-1989)
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
12

13. ROLE OF NURSE IN RESEARCH
PARTICIPATION AT VARIOUS LEVELS OF
EDUCATION PREPARATION (ANA-1989)
Post doctoral degree
1. Assumed a full researcher role and has a funded
program of research
2. Develop and coordinate funded research programs
13

14. NURSING RESEARCH
PRIORITIES
To Improve:
 Nursing as a profession
 Nursing practice
 Patient outcomes
14

15. IMPORTANCE OF RESEARCH IN
NURSING
 EBP increases the need or importance for nursing
research.
 EBP demands high quality / rigorous nursing
research
 EBP indicates clinically appropriate, cost-effective
and result in positive outcomes for clients.
15

16. WHY IS RESEARCH IMPORTANT
IN NURSING?
 Knowledge generated through research is essential to
provide a scientific basis for:-
 Description
What exists in Nursing/practice and discover a new
knowledge.
 Explanation
Explains the existing knowledge in relation to the
effect and the outcome 16

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

18. TYPES OF NURSING RESEARCH
NURSING RESEARCH
Qualitative research Quantitative research Outcome
research
- Phenomenological - Descriptive
- Grounded theory - Correlational
- Ethnographic - Quasi-experimental
- Historical - Experimental18

19. QUANTITATIVE RESEARCH
 Is a formal, objective, systematic process in which
numerical data are used to obtain information
about the world.
 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

20. QUANTITATIVE RESEARCH
 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- explore new areas/describe situations.
 Co-relational- examine relationships
 Quasi-experimental- effectiveness of intervention.
 Experimental- producing positive outcomes. 20

21. QUALITATIVE RESEARCH
 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).
21

22. QUALITATIVE RESEARCH
 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
22

23. QUALITATIVE RESEARCH
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.
23

24. OUTCOME RESEARCH
 Is focused on examining the end results of care or
determining the changes in health status for the
patient.
24

25. 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

26. QUANTITATIVE & QUALITATIVE
RESEARCH CHARACTERISTICS
26
Quantitative
Research
Qualitative
Research
1. Hard science Soft Science
2. Focus: Concise and
Narrow
Focus: Complex and
Broad
3. Reductionistic Holistic
4. Objective Subjective
5. Reasoning:
Logistic
Deductive
Reasoning:
Dialectic,
Inductive
6. Basis of knowing:
cause and effects,
relationships
Basis of knowing:
meaning discovery

27. QUANTITATIVE AND
QUALITATIVE RESEARCH
CHARACTERISTICS
27
Quantitative
Research
Qualitative Research
7. Tests theory Develops theory
8. Control Shared
interpretation
9. Instruments Communication and
observation
10. Basic elements
of analysis:
numbers
Basic elements of
analysis: words
11. Statistical
analysis
Individual
interpretation.
12. Generalization Uniqueness

28. MAJOR CLASSES OF
QUANTITATIVE & QUALITATIVE
RESEARCH
Quantitative research Qualitative research
Experimental Research
Non Experimental Research
Disciplinary Traditions
Experimental Research:-
Researchers actively
introduce an intervention or
treatment.
Originated in the
disciplines of
anthropology, sociology
& psychology
28

29. Non Experimental
Research
Researchers are
bystanders :- The data
collected without
introducing treatments or
making changes.
It is based on
grounded theory,
phenomenology,
Ethnography
29

30. 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.
30

31. GROUNDED THEORY
 Was developed in the 1960s by two socilogists
Glaser & Strauss
 Focus is on a developing social experience, social
& psychological stages and phases that
characterize a particular event or episode.
 Major component is the discovery of a core
variable.
31

32. GROUNDED THEORY
Eg. King et al (2006) conducted a series of
grounded theory studies with men and women
from five ethnocultural groups in Canada who
had been diagnosed with Coronary Artery Disease
risk. (CAD)
The analysis of the process through which
patients met the challenge of managing Coronary
Artery Disease risk. 32

33. PHENOMENOLOGY
 Rooted in a philosophical tradition
 Developed by Husserl and Heidegger
 Concerned with lived experiences of humans
 It is an approach to thinking about what life
experiences of people are like and what they
mean.
33

34. PHENOMENOLOGY
 Eg. O’Dell and Jacelon (2005) conducted in
depthinterviews to explore the experiences of
women who had undergone vaginal closure
surgery to correct severe vaginal pralapse.
34

35. ETHNOGRAPHY
 Primary research tradition with in anthropology
 Provides framework for studying the patterns, life
ways, and experiences of a cultural group ina
wholistic fashion.
 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
35

36. ETHNOGRAPHY
Eg. Schoenfeld and 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.
36

37. THE CONSUMER-PRODUCER
CONTINUUM IN NURSING
RESEARCH
 Consumers of nursing research:- Read research
reports to develop new skills and to search for
relevant findings that may affect their practice.
 Producers of nursing research:- Nurses who
actively participate in designing and implementing
studies.
37

38. VARIETY OF RESEARCH
ACTIVITIES BY CONSUMER-
PRODUCER CONTINUUM.
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.
38

39. VARIETY OF RESEARCH
ACTIVITIES BY CONSUMER-
PRODUCER CONTINUUM.
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.)
39

40. VARIETY OF RESEARCH
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.
40

41. TERMS AND CONCEPTS OF
RESEARCH
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
41

42. 1. THE FACES AND PLACES OF
RESEARCH
Studies with human involves two sets of people
I. Those who provide the II. Those who do
the
information research
42

43. I. THOSE WHO PROVIDE THE
INFORMATION
Ina quantitative study In a qualitative study
Subjects or Study
Participants
Informants or key
informants or Study
participants
Respondents
Sample
43

44. II. THOSE WHO DO THE
RESEARCH
 Researcher or investigator
 Collaborative research
 Project director or principal Investigator
 Co-investigators
 Reviewers
 Peer reviewers
 Funder or sponsor
44

45. RESEARCH SETTINGS
 Naturalistic Settings:-
 Laboratory Settings:-
 Multisite studies:-
45

46. KEY TERMS USED IN QUANTITATIVE
AND QUALITATIVE RESEARCH
CONCEPT QUANTITATIVE TERM QUALITATIVE TERM
Person contributing
information
Subject, study participant,
respondent
study participant, informant,
key informant
Person under taking
the study
Researcher, investigator,
scientist
Researcher, investigator
That which is being
investigated
Concepts, constructs,
variables
Phenomena, concepts
System of organizing
concepts
Theory, theoretical
framework, conceptual
model
Theory, conceptual
framework, sensitizing
framework
Information gathered Data(numeric values) Data (narrative descriptions)
Connection between
concepts
Relationships (cause-and-
effect, functional)
Patterns of association
Logical reasoning
process
Deductive reasoning Inductive reasoning 46

47. 2. THE BUILDING BLOCKS OF
RESEARCH
A) Phenomena, Concepts and Constructs
 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

48. 2. THE BUILDING BLOCKS OF
RESEARCH
A) Phenomena, concepts and constructs
 Construct:- It refers to an abstraction or mental
representation inferred from situations or
behaviours. It is a more complex abstraction than
concept.
 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 health
maintenance is a construct.
48

49. 2. THE BUILDING BLOCKS OF
RESEARCH
B) Theories and conceptual Models
 Theory :-
Is a systematic, abstract explanation of some
aspect of reality.
 Conceptual Models: interrelated concepts or
abstractions assembled together in a rational
scheme by virtue of their relevance to a common
theme; some times called conceptual framework.
49

50. 2. THE BUILDING BLOCKS OF
RESEARCH
C) VARIABLES
 In quantitative studies, concepts are usually called
as variables
i. Continuous, Discrete and categorial variables
ii. Dependent & independent variables
50

51. 2. THE BUILDING BLOCKS OF
RESEARCH
C) VARIABLES
 Variable:- is something varies or differs.
Eg. Weight, anxiety levels, body temperature etc.
each varies from one person to another.
 Heterogeneous:- The degree to which objects are
dissimilar on some attribute.
 Homogenous:- The degree to which the objects are
similar.
51

52. RESEARCH
C) VARIABLES :- I. CONTINUOUS, DISCRETE AND
CATEGORIAL VARIABLES
 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.
52

53. RESEARCH
C) VARIABLES :- I. CONTINUOUS, DISCRETE AND
CATEGORIAL VARIABLES
 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 possible
value is 2.
53

54. 2. THE BUILDING BLOCKS OF
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

55. 2. THE BUILDING BLOCKS OF
RESEARCH
C) VARIABLES :- II. DEPENDENT AND
INDEPENDENT VARIABLES
 Independent variable :-
The presumed cause is the independent
variable
 Dependent Variable:-
The presumed effect is dependent variable
55

56. 2. THE BUILDING BLOCKS OF
RESEARCH
C) VARIABLES :- II. DEPENDENT AND
INDEPENDENT VARIABLES
 Outcome Variable:- The variable capturing the
outcome of interest
Smoking Lung cancer
(cause) (effect)
Independent V Dependent V
56

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

58. STEPS IN QUANTITATIVE
RESEARCH
58
PHASE 1:
THE
CONCEPTUAL
PHASE
1: Formulating and Delimiting (state
clearly) the Problem
2: Reviewing the Related Literature
3: Undertaking Clinical Fieldwork
4: Defining Framework & Developing
Conceptual Definitions
5: Formulating Hypotheses

59. PHASE 1: THE CONCEPTUAL
PHASE
 Strong intellectual and conceptual activity
 These activities include
 Reading
 Conceptualizing
 Theorizing
 Reconceptualizing
 Reviewing ideas
 Skills needed are,
 Creativity
 Deductive reasoning, Insight and firm grounding in previous
research on the topic of interest
59

60. Step1: Formulating and Delimiting
(state clearly) the Problem
 Researcher identifies an interesting, significant
problem and good research questions.
 Good research depends to a great degree of good
questions.
 While developing a research question, researchers
must pay close attention to
 Substantive issues
 Theoretical issues
 Clinical issues
 Methodologic issues and
 Ethical issues
60

61. Step 2: Reviewing the Related Literature
 Quantitative research conducted within the context of
previous knowledge.
 What is already known about a research problem?
 Through literature review
 For clinical problems learn about “status quo” of
current procedures relating to topic
 Review existing practice guidelines or protocols.
61

62. Step 3: Undertaking Clinical Fieldwork
 To refresh or updating clinical knowledge.
 Spend time in clinical settings
 Discussing the topic with clinicians, health care
administrators and observing current practices.
 Clinical field work provides perspectives.
 Recent clinical trends
 Current diagnostic procedures and Relevant health care
delivery models
 Better understand affected client and setting in which the
care is provided
 Field work strengthen the study.
62

63. Step 4: Defining Framework &
Developing Conceptual Definitions
 Quantitative research performed within the context of
a theoretical framework
 Findings may have broader significance and utility.
 If research question not embedded in a theory
 Have a conceptual rationale
 Clear sense of concepts under study
 Development of conceptual framework is an important
task
63

64. Step 5: Formulating Hypotheses
 Hypothesis is a statement of researcher’s expectations
about relationship between study variables.
 It is predictions of expected outcomes.
 The research question ask how the concepts under
investigation might be related.
 But the hypothesis predicts the answer.
64

65. STEP 5: FORMULATING
HYPOTHESES
 Eg. Research Question
Is preeclamptic toxemia related to stress factors
during pregnancy?
Hypothesis
Women with a higher incidence of stress during
pregnancy will be more likely than women with a
lower incidence of stress to experience
preeclamptic taxemia.
65

66. STEPS IN QUANTITATIVE
RESEARCH
66
PHASE 2:
THE DESIGN
AND
PLANNING
PHASE
6: Selecting a Research Design
7: Developing Protocols for the
Intervention
8: Identifying the Population to be
Studied
9: Designing the Sampling Plan
10: Specifying Methods to Measure the
Research Variables
11: Developing Methods for
Safeguarding human/ Animal Rights
12: Finalizing and Reviewing the
Research Plan

67. PHASE 2: THE DESIGN AND
PLANNING PHASE
 Second major phase of quantitative study
 Decision about methods and procedures to
address the research question
 Plan for actual collection of data
 Nature if research question dictates the methods
to be used
 Considerable flexibility and makes many
decisions
 Methodologic decisions have important
implications for the integrity of study findings
67

68. STEP-6 SELECTING A RESEARCH
DESIGNS
 It is the overall plan for obtaining answers
 Helps in handling some difficulties encountered during
research process
 Research designs in quantitative study- non-
experimental, experimental
 Researcher specify the design will be adopted,
procedure to minimize the bias and enhance the
interpretability of results
 In quantitative study research designs are highly
structured and controlled
 Research design indicates other aspects of study
 Eg. How often data will be collected, what type of
comparisons will be made, where the study will take
place
68

69. STEP 7- DEVELOPING PROTOCOLS
FOR THE INTERVENTION
 In experimental research the researcher creates
the independent variable – means participants
exposed to different treatments
 Eg. Relaxation therapy
 Development of intervention protocol – who
would administer it, how frequently, over how
long a period the treatment would lost, and so on
and what alternative condition would be
 The goal of well articulated protocol is treating
the subjects in each group same way
 In non-experimental research this step is
unnecessary
69

70. STEP 8- IDENTIFYING THE
POPULATION
 Quantitative researchers need to know
 Characteristics of study participants
 To which group the study results can be generalized
ie identification of the population to be studied
 Population is all the individuals or objects with
common, defining characteristics
Eg.
 Population undergoing chemotherapy in belgaum
 Menopausal women in belgaum
 Neonates in belgaum
70

71. STEP 9-DESIGNING AND SAMPLING
PHASE
 Data collected from the sample which is a subset of the
population
 Using samples is more practical and less costly than
collecting a data from an entire population
 But the risk is the sample might not adequately reflect
the population traits
 In quantitative study the sample’s adequacy is
assessed by the criterion of
“REPRESENTATIVENESS”
 The quality of the sample depends on how typical or
representative, the sample is of the population
 Sophisticated sampling procedures
 Sampling plan specifies in advance hoe the sample will
be selected, recruited and how many subjects
71

72. STEP 10- SPECIFYING METHODS TO
MEASURE RESEARCH VARIABLE
 It must be developed or it can be barrowed
 Quantitative data collection approaches are
 self reports – interviews
 Observations – sleep and wake status of infants
 Bio physiologic measurements
 Data collection plan – task of developing
measuring variables
 Complex and challenging process
72

73. 11. DEVELOPING METHODS TO SAFE
GUARD THE HUMAN OR ANIMAL
RIGHTS
 Nursing research involves human subjects and
some times animals
 Ensure that study adheres to ethical principals
 Protection of rights of study subjects
 Review committee acceptance
73

74. 12. REVIVING AND FINALIZING THE
RESEARCH PLAN
 Performing number of tests to ensure smooth
work
 Eg
 Readability – ability to understand
 Pretest – measuring instrument
 Pilot study
 Submission of proposal to funding source
74

75. STEPS IN QUANTITATIVE
RESEARCH
75
PHASE 3:
THE
EMPIRICAL
(PRACTICAL)
PHASE
13: Collecting the Data
14: Preparing the Data for
Analysis
PHASE 4:
THE
ANALYTIC
PHASE
15: Analyzing the Data
16: Interpreting the Results

76. PHASE 3: EMPIRICAL PHASE
 Collecting research data
 Preparing those data for analysis
 Time consuming part
 Requires several weeks, months of work

77. STEP 13: COLLECTING DATA
 Proceeds according to the pre established plan
 Plan typically specifies procedures for the actual
data collection – where, when
 Describing the study to the participants
 Recording the information
 Technological advance helps

78. STEP 14: PREPARING FOR DATA
ANALYSIS
 Coding: translation of verbal data into numeric
form
 Eg: Gender might be coded M1 and F2
 Transferring data from written documents on to
computer files for subsequent analysis

79. PHASE 4: ANALYTIC PHASE
 Data collected in empirical phase are subjected to
analysis and interpretation

80. STEP 15: ANALYZING THE DATA
 Orderly and coherent fashion
 Quantitative information analyzed through
statistical procedures
 Statistical analysis

81. STEP 16: INTERPRETING THE
RESULTS
 Interpretation: process of making sense of study
results and of examining their implications
 Explaining the findings with prior evidence,
theory and their own clinical experience
 Interpretation also involves, how findings can
best be used in clinical practice, or what further
research is needed

82. STEPS IN QUANTITATIVE
RESEARCH
82
PHASE 5: THE
DISSEMINATION
PHASE
17: Communicating the Findings
18: Utilizing the Findings in
Practice

83. PHASE 5: DISSEMINATION PHASE
 In analytic phase the research question posed are
answered
 Responsibility is not completed it ends with the
study results dissemination

84. STEP 17: COMMUNICATING THE
FINDINGS
 Final task – preparation of a research report to
share with others
 Various forms of research reports are – term
papers, dissertations, journal articles,
presentation at conferences
 journal articles – reports appearing in
professional journals as nursing research

85. STEP 18: UTILIZING THE FINDING
IN PRACTICE
 High quality study is to plan for its use in
practice settings
 Recommending the evidence of the study to be
incorporated into practice of nursing

86. ACTIVITIES IN A QUALITATIVE
STUDY

87. RESEARCH PROCESS OR FLOW OF STEPS IN
QUALITATIVE RESEARCH
87
Planning the study
•Identifying the research problem
•Doing a literature review
•Developing a overall approach
•Selecting and gaining entrée into research sites
•Developing methods to safeguard participants
Developing data collection
strategies
•Deciding what type of data to gather and how
to gather
•Deciding from whom to collect the data
•Deciding how to enhance the trustworthiness
Gathering and analyzing data
•Collecting data
•Organizing and analyzing data
•Evaluating data: making modifications to data collection
strategies, if necessary
•Evaluating data: determining if saturation has been
achieved
Disseminating findings
•Communicating findings
•Utilizing or making
recommendations for utilizing
findings in practice and future
research

88. HISTORY IN NURSING
RESEARCH
 Began with Florence Nightingale over 150 years ago
(1850).
 In (1859) describes her initial research activities
which looked at the importance of leading
environment in promoting physical and mental well
being
 Ventilation
 Cleanliness
 Purity of water
 Diet
88

89. HISTORY IN NURSING
RESEARCH
 In addition collected the data of morbidity from
Crimean War this made the military provide:
 Enough food.
 Clear quarters for the sick.
 Appropriate medical treatment.
 These interventions made impact on public health
(military help)
 drastically reduces mortality from 43% up-to 2% in the
Crimean War.
 Testing public water
 Improve sanitation
 preventing starvation.
89

90. HISTORY IN NURSING RESEARCH
 1900- 20’s
First Journal Published “ American Journal of
nursing (1900)
Case study appeared ( 1920 - 1930)
In-depth analysis and systematic description of
one patient or group to promote understanding of
nursing Research.
90

91. HISTORY IN NURSING
RESEARCH
Little research done except for a few
important educational studies
recommending establishing School of
nursing in a university. (Gold mark report,
1923)
First doctoral program for nurses was at
Teachers college in Colombia. (NYC) in
1924. 91

92. HISTORY IN NURSING RESEARCH
 1950
American Nurse Association (ANA) initiated a five
year study on nursing functions and activities.
Clinical Research began
Research took on new importance due to vision of
Virginian Henderson & Faye Abdullah;
One could see more nurses with Master's degree
and School of Nursing began introducing research
as a separate course 92

93.  1952
First Journal Of Nursing Research published.
Researches conducted at Baccalaureate and
masters level.
 1953
The institute of Research and services in Nursing
education established at teachers collage
Columbia University, New York.
Provided learning experience in research for
Doctoral studies.
 late 60's saw more research being done that
imported clinical and quality of care 93

94.  1970's
 Saw nursing process as focus for many studies.
 Saw increase in number of nursing theories and
models.
 Image: Journal of nursing scholarly, first published in
1967 and Advance in nursing science in 1978
( Including Nursing Theories) by STTI.
• To tackle the issue of communication /
dissemination of information
 Council of Nurse research establish
94

95.  1980's
 Clinical research became the important design in
research
 Saw many new journals being published e.g. Cancer
nursing; Pediatric nursing, Dimension of critical care
nursing etc.., Applied nursing research.
 Clinical research written priority of the 80's
increase funding for nursing research.
 The ANA achieved a victory by establishing the
National Center for Nursing Research in 1985.
95

96.  Priorities of National Center for Nursing Research
1999 includes:
Community based nursing models.
Effectiveness of nursing interventions in
HIV/AIDS.
Cognitive impairment.
Living with chronic illness. 96

97. QUANTITATIVE & QUALITATIVE
RESEARCH CHARACTERISTICS
97
Quantitative
Research
Qualitative Research
1. Hard science Soft Science
2. Focus: Concise
and Narrow
Focus: Complex and
Broad
3. Reductionistic Holistic
4. Objective Subjective
5. Reasoning:
Logistic
Deductive
Reasoning:
Dialectic,
Inductive
6. Basis of knowing:
cause and effects,
relationships
Basis of knowing:
meaning discovery

98. QUALITATIVE RESEARCH
CHARACTERISTICS
98
Quantitative
Research
Qualitative Research
7. Tests theory Develops theory
8. Control Shared
interpretation
9. Instruments Communication and
observation
10
.
Basic elements
of analysis:
numbers
Basic elements of
analysis: words
11
.
Statistical
analysis
Individual
interpretation.
12
.
Generalization Uniqueness

99. AREAS OF HIGH PRIORITY FOR
NURSE RESEARCHER
 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
 Education of nurses
 Nursing workforce skills mix
99

100. REFERENCES
 Polit, D.F., and Bech, C.T. “Nursing Research;
principles and Methods” 7th
edition, LWW.
 Burns, N., and Grove, S.K. (2007).
“Understanding Nursing Research; building an
evidence based practice” 4th
edition, New Delhi,
Elsevier.
100

101. REFERENCES
 Anonymous, (n.d). Promoting Research in Clinical
Practice: Strategies for Implementing Research
Initiatives. Journal of Trauma Nursing, April/June
2009
Acknowledgements
 Dr. Fauziya Ali Ph.D
 Tazeen Saeed Ali RN, RM, BScN, MSc
(Epidemiology)
101