Description
PHASES OF NURSING RESEARCH
• Interpreting the results
• Conceptual phase • Design and Planning Phase • Empirical Phase • Analytical Phase • Dissemination Phase
The Dissemination Phase • Communicating the Findings • Utilizing Research Evidence in Practice
The Conceptual Phase • Formulating and Delimiting the Problem • Reviewing the Related Research Literature • Undertaking clinical Field Work • Defining the framework and Developing Conceptual Definitions • Formulating Hypothesis The Design and Planning Phase • Selecting a Research Design • Developing Protocols for the Intervention • Identifying the Population to be Studied • Designing the Sampling Plan The Design and Planning Phase • Specifying Methods to Measure Variables • Developing Methods to Protect Human/Animal Rights • Finalizing and Reviewing the Research Plan The Empirical Phase • Collecting the Data • Preparing Data for Analysis The Analytic Phase • Analyzing the Data • Interpreting the results
The Empirical Phase • Collecting the Data • Preparing Data for Analysis The Analytic Phase • Analyzing the Data
THE RESEARCH PROCESS1. CONCEPTUAL PHASE Identifying a Research Problem • What is the problem? – Area of concern – A perceived difficulty – A feeling of discomfort of the ways things are THE RESEARCH PROCESS Gap in the knowledge base for practice ◦ Not previously studied ◦ No known answer ◦ Conflicting findings ◦ When existence of phenomenon requires explanation Significant for Nursing Identifying a Research Problem • Research Problem – an enigmatic, perplexing, or troubling condition that the researcher wants to address through disciplinary inquiry • Problem Statement – articulates the problem to be addressed, an expression of a dilemma or disturbing situation that needs investigation
Guidelines in Selection of Research Problem • Chosen by the researcher himself • Within the interest, intellectual curiosity and drive of the researcher • Relevant and useful to a specific group of people
• Novel – possesses the element of newness or freshness Guidelines in Selection of Research Problem • Well-defined or specified – set the scope and limits of the study • Measurable • Time bounded • Availability of data and method • Cost and return
Sample Research Problem • A study on the health condition of a group • Define Major concepts –– Health condition – Poverty group Sample Research Problem • Health condition – Physical – Mental – both • Poverty group – Total annual income of ______– With _____ member of the family Sample Research Problem • Specifies the issues or concerns – number of family members who had been ill for the past year • Area of coverage • Who are the respondents - head of the family…. • The study will be completed within a year • Data gathering - Quantitative
Purpose Statement • Clear, concise statement • Goal, aim, focus, or objective of the study • Includes variables, population, & setting
Purpose & Type of Study • The purpose of this study was to – describe.. .– determine differences between groups… – examine relationships among… – determine the effect of… Example Research PurposePurpose of Study : The purpose of this mixed-method descriptive study is to survey pre-licensure nursing faculty in New York State About their knowledge, beliefs ineffectiveness and use of evidence-based teaching strategies which transfer knowledge between theory and practice.
Research Objective • Describe the aims and goals which are expected to be attained at the end of the research process • Stated right after the well-defined research problem on which they are based and from which they logically follow Classifications of Research Objective • General objective – broad statement of purpose which uses abstract unmeasurable concepts • Specific objectives – a statement of purpose which uses welldefined and measurable concepts, the formulation of which should be based on and logically flow from the general objective.
Sources of Information • Primary source: – Research reports which are descriptions of studies written by the researchers who conducted them – First hand accounts of events such as death
– Include letters, eyewitness accounts, journals, ethnographies, information from questionnaires and interviews. Sources of Information • Secondary Source – Research documents are description of studies prepared by someone other than the original researcher – Include histories, biographies and textbooks
Locating Relevant Literature for a Research Review• Electronic Literature Searches A. Electronic Databases: Huge bibliographic files that can be accessed by computer Mapping – a feature that allows you to search for Topics in your own words Example topic: Anorexia Nervosa Look under: anorexia, eating disorders, weight loss, appetite, eating behavior
Where to Locate the Sources of Related Literature and Studies • Libraries • Government and Private Offices • The National Library • The Library of Department of Education Characteristics of Good Related Literature • Must be as recent as possible • Must be objective and unbiased • Must be relevant to the study • Must have been based upon genuinely original and true facts or data to make them valid and reliable • Must not be to few or too many
Theoretical and Conceptual Framework Theory - set of interrelated construct,definitions, and prepositions that present a systematic view of phenomena by specifying relations among variables with the purpose of explaining and predicting the phenomena (Kerlinger, 1973). Theoretical and Conceptual Framework
Locating Relevant Literature for a Research Review • Key Electronic Databases for Nurse Researchers: 1. CINAHL – Cumulative Index to Nursing and Allied Health Literature 2. MEDLINE – Medical Literature OnLine 3. AIDSLINE – AIDS Information OnLine 4. Cancer Lit – Cancer Literature Locating Relevant Literature for a Research Review B. Electronic Catalogue SystemBooks and other holdings of libraries can be scanned electronically.
Relationship of Theory to the research process A theory, conceptual model or theoretical framework identifies parameters for the study guide data collection and provides a perspective in the interpretation of data to enable the researcher to structure facts into an orderly system. Concepts – are abstractions that categorize observations based on commonalities and differences. They are building blocks of theories and they vary in level of abstraction.
Construct – a group of concepts that are directly or indirectly observable. They are derived from a combination of academic and clinical knowledge and add meaning and scope to a theory.
Conceptual models – are concepts that provide a structure or pattern for organizing phenomena of interest in the practice or research. Paradigm – used to mean a model or worldview about a major phenomena of concern to a discipline. Conceptual framework – represents a less formal attempt at organizing phenomena. It was assembled by virtue of its relevance to a common theme. Model – represents some aspects of reality, concrete or abstract, by means of a likeness that may be structural, pictorial, diagrammatic or mathematical (Bush 1979) Theoretical framework – derived from one or more theories or paradigms through the processes of induction or deduction. It postulates relationships among concepts and permits empirical testing. Theoretical model – a group of interrelated theories that provide rationale for the hypotheses, policies and curricula of science whereas theory encompasses fewer phenomena. Difference Between Conceptual and Theoretical Models Conceptual Model or Paradigm
1. It is a pre theoretic basis from which substantive theories may be derived. 2. It is highly abstract. 3. Concepts are related and multidimensional. 4. It provides a perspective for science. 5. It is derived from systematic observation and intuition. 6. It is developed through the process of intuition. 7. It must be evaluated through logical grounds and cannot be empirically tested. Theoretical Model or Framework 1. It proposes a framework derived from theories. 2. It is less abstract than conceptual models. 3. Concepts are narrowly bounded, specific, and explicitly interrelated. 4. It postulates relationships. 5. It is constructed from available theories and findings of empirical research .6. It is developed through the process of induction and deduction. 7. It permits empirical tests. Conceptual Model: Swanson’s theory of caring (1999) INPUT Prenatal Context of Caring:1. As experienced by women who miscarried 2. As provided by parents and professionals in the newborn ICU3. As released by at risk mothers who had received a long term public health nursing intervention PROCESS Caring Process Knowing Being with Doing for Enabling Maintaining belief OUTPUT Development of Caring – based Counseling Intervention
Assumptions Assumption – is a statement describing a fact or condition that is accepted to be true on the basis of logic and reason. Example: 1. All nurses like to give adequate nursing care, but there are factors that prevent them from devoting their full time to the care of patients. 2. The patient who faces surgery has fears and anxieties, which may be manifested or not. Scope, Limitations and Delimitations Scope – deals with the extent to which the study will be made. Limitation – are perceived weaknesses that are discussed and reported. Certain limitations of research are: 1. Insufficient background and skills to study the subject area, identify the problem, and carry through the research process; 2. Lack of available information regarding the study to be undertaken; 3. Insufficient measurement tools to assess and analyze the data. Delimitation – are restrictions that the researcher places on the study prior to data gathering. They may come up in decision making in the course of the study and are intermeshed with the operational definitions in the written report. Formulate the Hypothesis Hypothesis – is a shrewd guess or inference that is formulated and provisionally adopted to explain observed facts or conditions and to guide further investigation. Also a statement of the relationship between the
phenomenon and the variable being studied. 4. Non Directional Hypothesis –predicts only that there is a relationship between the variables being studied but does not specify what it is .5. Null Hypothesis – is an assumption that there is no difference between the studied variables. In stating the hypothesis, the researcher hopes to reject the statement of no difference. Variables ● In quantitative studies, concepts are referred to as variables ● Is a characteristics or quality that takes on different values ● Varies from one person or object to another Different Types of Variables Attribute variables – are inherent characteristics of a person that the researcher measures and observes (age, health beliefs, or weight). Active variable – when a researcher actively creates a variable, as when a special intervention is introduced. Continuous variables – variables that can take an infinite range of values along a continuum (height & weight) Discrete variables – by contrast, is one that has finite number of values between two points (number of children)
Categorical variables
– with distinct categories that do not represent a quantity (gender and blood type). Dependent variable – is the behavior, characteristics, or outcome the researcher is interested in understanding, explaining, predicting or affecting. Independent variable – is the presumed cause of, antecedent to, or influence on the dependent variable. Identify the independent and dependent variables 1. Performance in College of Nursing is related to success in the nurses’ licensure examination. 2. Heredity, home environment and quality of instruction are related to intelligence, motivation, and performance in school. 3. People who smoke are more prone to lung cancer than those who do not smoke. 4.There is a difference in the level of presurgical patients who receive preoperative instruction than those who do not receive such instruction. 5.There will be no correlation between liberalization of attitudes and completion of a course in human sexuality. 6. Graduates of the baccalaureate degree program are more proficient at the bedside than graduates of the diploma program .7. The use of tranquilizers is more effective than shock therapy in treating disturbed mentally ill patients. 8. There is a more significant increase in the rate of healing of decubitus ulcer among subjects who receive regular application of topical insulin than in those who do not. 9. There is no significant difference in skills inventory performance test between
students having a skills laboratory experience and students having a free day preceding the day of test administration.
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