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Research process
- 1. prepared by : 1. Mahmoud Ahmed Abd Elgawad 2. Alaa El Din Moustafa Hamed Under Supervision : Assist.prof,Dr / Safaa Salah
- 2. To empower participantswith knowledge, skills and positive attitude toward research process.
- 3. by theend of this lecture, every one of the participants should be able to : Define the process Identify the concept of research process. Enumerate factors affecting research process. Explain phases of research process. Identify steps of research process. Identify research paper headings
- 4. Introduction toresearch process. Definition of process. Definition of research process. Factors affecting research process. Phases of research process. Research paper headings.
- 5. Introduction to researchprocess One of the first tasks in reading and evaluating a research study to identify the steps should be taken by the researcher to answer .the research questions
- 6. P Problem RReview of literature O Outcome identification C Conduct study &collect data E Evaluate & Organize data S Summarize result S Solve problem
- 7.
- 8. It isa step by step process involves identifying ,locating ,assessing & analyzing the research question then developing and expressing your ideas in order to find answers and choosing the tasks and ways in which they are carried out.
- 9. FFaaccttoorrss aaffffeeccttiinngg rreesseeaarrcchheerrddeecciissiioonn Research beliefs. Researcher experience. Ethical consideration. resources Research beliefs. Researcher experience. Ethical consideration. resources
- 10. What Knowledgeneed to be known. What research methods are needed to validate ,refine, and generate this knowledge? What meaning can extracted from this study to built a sound knowledge based?
- 12. 1. Conceptual phase. 2. Design and planning phase. 3. Empirical phase. 4. Analytic phase. 5. Dissemination phase.
- 13. The aimof Conceptual phase of research is to prepare general plan of real research
- 14. 1. Formulating theproblem. Generally broad topic area Specific one sentence statement of the problem The problem of the study is best stated as a question which demand answer
- 15. 2. Determine purposeof the study. Eg :- infection control (broad topic) Effect of using hand washing techniques for nurses working in premature center and incidence of infection.
- 16. 3. Searching andreview of literature. Sources of research problem are :- Experience Previous researches Social issues Nurses literature Theories. Development of the theoretical framework. Formulating the hypothesis
- 17. 4. Development ofthe theoretical construction of the future research Theoretical frameworks are a valuable part of scientific research. it will help in selection of the study variables and in defining them.
- 18. 5. Creation ofhypothesis which should be verified / phalsified in future research A research expectation about the results of a research study is expressed in a hypothesis . o eg, The more positive the body image of women who have experienced a mastectomy, the higher is their self-esteem level
- 19. Selecting researchdesign Identify population to be studied Designing sample plan Identify methods of data collection
- 20. Finalizing and reviewing research plan Conduct pilot study
- 21. There areseveral reasons for conducting a pilot study. The researcher can determine the feasibility of the study. Test the instrument that will be used. Gain experience with methodology and instrument, and identify potential problems in data collection.
- 22. Collect data Preparation analysis of data Analysis of data Interpretation of result
- 23. Analysis ofquantative data and/or analysis of qualitative data. Analysis of the data by statistical methods. Interpretation of the results.
- 24. Communication the finding Utilization of the findings
- 25. what……………..problem. Who……………...research team. Why………………aim of research When……………..time . Where……………..setting How ……………....design,sample,tools
- 26. Introduction Background The study ‾ Aims(research questions/hypothesis) ‾ Design/methodology ‾ Sample/participants ‾ Data collection ‾ Validity and reliability ‾ Ethical consideration ‾ Data analysis Results / findings Discussion Conclusions
- 27.
- 30.
- 31. http://www.scribd.com/doc/14185464 /Importance-of- Research-in-Nursing. M.Pam Module /©2009/British/ Nursing Research an introduction /Chapter3 /P28-36. http://nursing world .org/Main Menu Categories/Ethics Standard/Code of Ethics for Nurses.
Editor's Notes
- #6 Rationale: Welcome to “Cross-referencing: Using MLA Format.” This presentation is designed to introduce your students to the purposes of documentation, as well as methods for effectively using parenthetical citations and a Works Cited page. The twenty-two slides presented here are designed to aid the facilitator in an interactive presentation of strategies for using MLA style. This presentation is ideal for the beginning of a research unit in a humanities course or any assignment that requires MLA documentation. This presentation may be supplemented with OWL handouts, including “Using MLA Format.” (http://owl.english.purdue.edu/handouts/research/r_mla.html), “Paraphrase: Write It in Your Own Words” (http://owl.english.purdue.edu/handouts/research/r_paraphr.html), “Quoting, Paraphrasing, and Summarizing” (http://owl.english.purdue.edu/handouts/research/r_quotprsum.html), and “Avoiding Plagiarism” (http://owl.english.purdue.edu/handouts/research/r_plagiar.html). Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page. Writer and Designer: Jennifer Liethen Kunka Contributors: Muriel Harris, Karen Bishop, Bryan Kopp, Matthew Mooney, David Neyhart, and Andrew Kunka Developed with resources courtesy of the Purdue University Writing Lab Grant funding courtesy of the Multimedia Instructional Development Center at Purdue University © Copyright Purdue University, 2000.
- #11 Key Concepts: This slide allows the facilitator to explain the purposes for using MLA documentation. MLA format provides writers with a system for cross-referencing their sources—from their parenthetical references to their works cited page. This cross-referencing system allows readers to locate the publication information of source material. This is of great value for researchers who may want to locate your sources for their own research projects. The proper use of MLA style also shows the credibility of writers; such writers show accountability to their source material. Most importantly, the use of MLA style can protect writers from accusations of plagiarism—the purposeful or accidental use of source material by other writers without giving appropriate credit. The next slide provides additional information on plagiarism. Click to reveal each item.
- #13 Key Concepts: Plagiarism is a serious offense in the university system, and may result in punishments ranging from failure of the assignment, failure of the course, or expulsion from school. There is a handout on OWL about plagiarism and can be found at http://owl.english.purdue.edu/workshops/hypertext/ResearchW/plag.html Click to reveal each item.
- #15 Key Concepts: There are many rules for following MLA format, and the facilitator should stress that it is nearly impossible to memorize them all. Students’ best course of action is to utilize the official MLA handbook or the MLA section in an updated composition textbook as guides for properly using the documentation format. Since the Modern Language Association, a professional group of English and Foreign Language professors and instructors, periodically updates the guide, students should be certain that they are using the most current information possible. The most recent edition of the MLA guide was published in 1999. The MLA web site at www.mla.org also provides some limited information on recent changes to the guide. There are other resources for finding current information on MLA format. The Purdue University Writing Lab has a printable handout on MLA style at its web site: owl.english.purdue.edu. The web site also provides other links for MLA style information on the web. For quick questions on MLA format, students can also call the Writing Lab Grammar Hotline at 494-3723. Click to reveal each item.
- #20 Key Concepts: This slide offers students a sample of what a Works Cited page looks like.* For this particular paper, four sources were used. The first and second sources are reprints of earlier published novels, hence the use of the two dates. The second source has three dashed lines in place of the author, Charles Dickens. This is to indicate that the same author wrote both concurrently listed works. The third source is a book published in 1958. Note the abbreviations for “University” and “Press.” The fourth source is an article from a continually paginated journal. The facilitator may choose to explain the form of this page. Note that “Works Cited” is centered at the top. All sources are double spaced and alphabetized according to author. All lines after the first line of an entry should be indented five spaces. The facilitator may also choose to reference students to the final pages on the Writing Lab MLA handout, which also offers a sample Works Cited. * From “’I am Born:’ The Birth of Identity in David Copperfield and Bleak House” by Jennifer L. Kunka, Purdue University (unpublished manuscript).
- #21 Rationale: This slide shows the basic information needed for entries on the works cited page.
- #23 Examples: This slide provides examples of a few commonly used citation formats. The web page example will prove to be the most confusing for students (particularly because MLA just released information on citing web pages). The web page example lists the author’s name (if available), the title of the article in quotation marks, the title of the web site underlined or italicized, the date of publication, the publisher, the date information was accessed by the user, and the web address in brackets. Students may not find all of this information when they look at a web page, particularly the author’s name, the date, and the publisher. The facilitator should remind students that they should list in order the information that they do have. Click to reveal each example.
- #25 Examples: This slide offers examples of citations for a newspaper article and for a source (in this case, a newspaper article) with no author. The facilitator might ask students how to alphabetize a source with no author within a Works Cited page. They should alphabetize according to their next best piece of information--here, the first word of the article, “Cigarette.” Click to reveal each example.