2. OBJECTIVES
By the end of this lecture Students will be able;
īĸ To define research and nursing research
īĸ To discuss role of Nurse in research participation
īĸ To enlist the process of research.
īĸ To Know about the importance of Research.
īĸ Discuss the historical trends or history of Nursing
Research.
īĸ To review the types of research methods â Qualitative,
Quantitative and outcomes â
īĸ To discuss areas of high priorities for nurse
researchers
2
3. NURSING RESEARCH -
INTRODUCTION
īĸ Nursing cultural change
īĸ Nurses expected to understand and conduct
research
īĸ Base their professional practice on evidence
īĸ 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
īĸ Research means
īTo Search Again.
īTo examine carefully.
īĸ Research seeks answers to questions in an orderly
and systematic way.
īĸ It is a method of problem solving.
4
5. DEFINITION OF RESEARCH
īĸ It is diligent (careful), systematic inquiry or study
that Validates and refines existing knowledge and
develops new knowledge.
īĸ 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
īĸ 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
īĸ 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:
īļ Describe the characteristics of a particular nursing
situation about which little is known.
īļ Eg. Nurses work stress
īļ Explain phenomenon that must be considered in
planning nursing care.
īļ 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:
īļ Predict the probable outcome of certain nursing decisions
made in relation to client care.
īļ Eg. Oral Care â Lemon, Salt, Chlorhexidine
īļ Control the occurrence of undesired client outcomes.
īļ Eg. Muscle dystrophy prevented / controlled by active, passive
exercise
īļ Initiate, with a fair degree of confidence, activities that will
achieve desired client behavior.
īļ Eg. Good or better IPR makes Good or better client behaviour 8
9. WHY DO NURSES NEED
RESEARCH?
īĸ For the continuous growth of nursing profession.
īĸ Helps nursing to achieve its own professional identity.
īĸ Helps to identify the boundaries of nursing.
īĸ To define the parameters of nursing.
īĸ 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
ī Making essential changes in nursing practice
ī 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.
ī Extend scientific basis
ī 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
15. IMPORTANCE OF RESEARCH IN
NURSING
īĸ EBP increases the need or importance for nursing
research.
īĸ EBP demands high quality / rigorous nursing
research
īĸ EBP indicates clinically appropriate, cost-effective
and result in positive outcomes for clients.
15
16. WHY IS RESEARCH IMPORTANT
IN NURSING?
īĸ Knowledge generated through research is essential to
provide a scientific basis for:-
īĸ Description
īWhat exists in Nursing/practice and discover a new
knowledge.
īĸ Explanation
īExplains the existing knowledge in relation to the
effect and the outcome 16
17. WHY IS RESEARCH
IMPORTANT IN NURSING?
īĸ Like bed sore occur in the old people due to lack
of mobility
īĸ Prediction
īA nurse could predict the out come on the
bases of interventions
īĸ Control
īAbility 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 - Experimental
18
19. QUANTITATIVE RESEARCH
īĸ Is a formal, objective, systematic process in which
numerical data are used to obtain information
about the world.
īĸ 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
īĸ It is conducted to test theory by;
ī Describing variables
ī Examining relationship among variables
ī Determine cause and effect interaction between variables.
Types of Quantitative Research:
īļ Descriptive- explore new areas/describe situations.
īļ Co-relational- examine relationships
īļ Quasi-experimental- effectiveness of intervention.
īļ Experimental- producing positive outcomes. 20
21. QUALITATIVE RESEARCH
īļ Is a systematic, subjective approach used to
describe life experiences and situation and to give
them meaning.
īļ "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
īļ 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:
īļ Phenomenological- describes experience as
lived.
īļ Grounded theory- formulate, test and refine a
theory about a phenomena.
īļ Ethnographic- investigates cultures in depth.
īļ Historical- description analysis of events that
occurred in past.
23
24. OUTCOME RESEARCH
īĸ 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:
īļ The patients responses to medical or Nursing
Intervention.
īļ Functional maintenance/improvement of physical
functioning for the patient.
īļ Financial outcome achieved with the provision of
health care services.
īļ 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
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
īĸ Was developed in the 1960s by two socilogists
Glaser & Strauss
īĸ Focus is on a developing social experience, social
& psychological stages and phases that
characterize a particular event or episode.
īĸ 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
īĸ Rooted in a philosophical tradition
īĸ Developed by Husserl and Heidegger
īĸ Concerned with lived experiences of humans
īĸ It is an approach to thinking about what life
experiences of people are like and what they
mean.
33
34. PHENOMENOLOGY
īĸ Eg. OâDell 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
īĸ Primary research tradition with in anthropology
īĸ Provides framework for studying the patterns, life
ways, and experiences of a cultural group ina
wholistic fashion.
īĸ 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
womenâs roles, the womenâs perceived health
needs, and their health care resources.
36
37. THE CONSUMER-PRODUCER
CONTINUUM IN NURSING
RESEARCH
īĸ Consumers of nursing research:- Read research
reports to develop new skills and to search for
relevant findings that may affect their practice.
īĸ 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
īĸ Researcher or investigator
īĸ Collaborative research
īĸ Project director or principal Investigator
īĸ Co-investigators
īĸ Reviewers
īĸ Peer reviewers
īĸ Funder or sponsor
44
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
īĸ 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
īĸ Construct:- It refers to an abstraction or mental
representation inferred from situations or
behaviours. It is a more complex abstraction than
concept.
īĸ 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
īĸ Theory :-
Is a systematic, abstract explanation of some
aspect of reality.
īĸ 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
īĸ 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
īĸ Variable:- is something varies or differs.
Eg. Weight, anxiety levels, body temperature etc.
each varies from one person to another.
īĸ Heterogeneous:- The degree to which objects are
dissimilar on some attribute.
īĸ Homogenous:- The degree to which the objects are
similar.
51
52. RESEARCH
C) VARIABLES :- I. CONTINUOUS, DISCRETE AND
CATEGORIAL VARIABLES
īĸ 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
īĸ 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
īĸ Independent variable :-
The presumed cause is the independent
variable
īĸ Dependent Variable:-
The presumed effect is dependent variable
55
56. 2. THE BUILDING BLOCKS OF
RESEARCH
C) VARIABLES :- II. DEPENDENT AND
INDEPENDENT VARIABLES
īĸ Outcome Variable:- The variable capturing the
outcome of interest
Smoking Lung cancer
(cause) (effect)
Independent V Dependent V
56
57. STEPS IN RESEARCH
īĸ From beginning point to end point
īĸ Sequence of steps
īĸ General flow of activities are typical in quantitative
studies
īĸ 5 phases and each phase has certain steps
ī Conceptual phase
ī Designing and planning phase
ī Empirical phase
ī Analytic phase
ī 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
īĸ Strong intellectual and conceptual activity
īĸ These activities include
ī Reading
ī Conceptualizing
ī Theorizing
ī Reconceptualizing
ī Reviewing ideas
īĸ Skills needed are,
ī Creativity
ī Deductive reasoning, Insight and firm grounding in previous
research on the topic of interest
59
60. Step1: Formulating and Delimiting
(state clearly) the Problem
īĸ Researcher identifies an interesting, significant
problem and good research questions.
īĸ Good research depends to a great degree of good
questions.
īĸ While developing a research question, researchers
must pay close attention to
ī Substantive issues
ī Theoretical issues
ī Clinical issues
ī Methodologic issues and
ī Ethical issues
60
61. Step 2: Reviewing the Related Literature
īĸ Quantitative research conducted within the context of
previous knowledge.
īĸ What is already known about a research problem?
īĸ Through literature review
īĸ For clinical problems learn about âstatus quoâ of
current procedures relating to topic
īĸ Review existing practice guidelines or protocols.
61
62. Step 3: Undertaking Clinical Fieldwork
īĸ To refresh or updating clinical knowledge.
ī Spend time in clinical settings
ī Discussing the topic with clinicians, health care
administrators and observing current practices.
īĸ Clinical field work provides perspectives.
ī Recent clinical trends
ī Current diagnostic procedures and Relevant health care
delivery models
ī Better understand affected client and setting in which the
care is provided
īĸ Field work strengthen the study.
62
63. Step 4: Defining Framework &
Developing Conceptual Definitions
īĸ Quantitative research performed within the context of
a theoretical framework
īĸ Findings may have broader significance and utility.
īĸ If research question not embedded in a theory
ī Have a conceptual rationale
ī Clear sense of concepts under study
īĸ Development of conceptual framework is an important
task
63
64. Step 5: Formulating Hypotheses
īĸ Hypothesis is a statement of researcherâs expectations
about relationship between study variables.
īĸ It is predictions of expected outcomes.
īĸ The research question ask how the concepts under
investigation might be related.
īĸ But the hypothesis predicts the answer.
64
65. STEP 5: FORMULATING
HYPOTHESES
īĸ 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
īĸ Second major phase of quantitative study
īĸ Decision about methods and procedures to
address the research question
īĸ Plan for actual collection of data
īĸ Nature if research question dictates the methods
to be used
īĸ Considerable flexibility and makes many
decisions
īĸ Methodologic decisions have important
implications for the integrity of study findings
67
68. STEP-6 SELECTING A RESEARCH
DESIGNS
īĸ It is the overall plan for obtaining answers
īĸ Helps in handling some difficulties encountered during
research process
īĸ Research designs in quantitative study- non-
experimental, experimental
īĸ Researcher specify the design will be adopted,
procedure to minimize the bias and enhance the
interpretability of results
īĸ In quantitative study research designs are highly
structured and controlled
īĸ Research design indicates other aspects of study
īĸ 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
īĸ In experimental research the researcher creates
the independent variable â means participants
exposed to different treatments
īĸ Eg. Relaxation therapy
īĸ Development of intervention protocol â who
would administer it, how frequently, over how
long a period the treatment would lost, and so on
and what alternative condition would be
īĸ The goal of well articulated protocol is treating
the subjects in each group same way
īĸ In non-experimental research this step is
unnecessary
69
70. STEP 8- IDENTIFYING THE
POPULATION
īĸ Quantitative researchers need to know
ī Characteristics of study participants
ī To which group the study results can be generalized
ie identification of the population to be studied
īĸ Population is all the individuals or objects with
common, defining characteristics
Eg.
ī Population undergoing chemotherapy in belgaum
ī Menopausal women in belgaum
ī Neonates in belgaum
70
71. STEP 9-DESIGNING AND SAMPLING
PHASE
īĸ Data collected from the sample which is a subset of the
population
īĸ Using samples is more practical and less costly than
collecting a data from an entire population
īĸ But the risk is the sample might not adequately reflect
the population traits
īĸ In quantitative study the sampleâs adequacy is
assessed by the criterion of
âREPRESENTATIVENESSâ
īĸ The quality of the sample depends on how typical or
representative, the sample is of the population
īĸ Sophisticated sampling procedures
īĸ 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
īĸ It must be developed or it can be barrowed
īĸ Quantitative data collection approaches are
ī self reports â interviews
ī Observations â sleep and wake status of infants
ī Bio physiologic measurements
īĸ Data collection plan â task of developing
measuring variables
īĸ Complex and challenging process
72
73. 11. DEVELOPING METHODS TO SAFE
GUARD THE HUMAN OR ANIMAL
RIGHTS
īĸ Nursing research involves human subjects and
some times animals
īĸ Ensure that study adheres to ethical principals
īĸ Protection of rights of study subjects
īĸ Review committee acceptance
73
74. 12. REVIVING AND FINALIZING THE
RESEARCH PLAN
īĸ Performing number of tests to ensure smooth
work
īĸ Eg
ī Readability â ability to understand
ī Pretest â measuring instrument
ī Pilot study
īĸ 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
īĸ Collecting research data
īĸ Preparing those data for analysis
īĸ Time consuming part
īĸ Requires several weeks, months of work
77. STEP 13: COLLECTING DATA
īĸ Proceeds according to the pre established plan
īĸ Plan typically specifies procedures for the actual
data collection â where, when
īĸ Describing the study to the participants
īĸ Recording the information
īĸ Technological advance helps
78. STEP 14: PREPARING FOR DATA
ANALYSIS
īĸ Coding: translation of verbal data into numeric
form
īĸ Eg: Gender might be coded M1 and F2
īĸ Transferring data from written documents on to
computer files for subsequent analysis
79. PHASE 4: ANALYTIC PHASE
īĸ Data collected in empirical phase are subjected to
analysis and interpretation
80. STEP 15: ANALYZING THE DATA
īĸ Orderly and coherent fashion
īĸ Quantitative information analyzed through
statistical procedures
īĸ Statistical analysis
81. STEP 16: INTERPRETING THE
RESULTS
īĸ Interpretation: process of making sense of study
results and of examining their implications
īĸ Explaining the findings with prior evidence,
theory and their own clinical experience
īĸ Interpretation also involves, how findings can
best be used in clinical practice, or what further
research is needed
83. PHASE 5: DISSEMINATION PHASE
īĸ In analytic phase the research question posed are
answered
īĸ Responsibility is not completed it ends with the
study results dissemination
84. STEP 17: COMMUNICATING THE
FINDINGS
īĸ Final task â preparation of a research report to
share with others
īĸ Various forms of research reports are â term
papers, dissertations, journal articles,
presentation at conferences
īĸ journal articles â reports appearing in
professional journals as nursing research
85. STEP 18: UTILIZING THE FINDING
IN PRACTICE
īĸ High quality study is to plan for its use in
practice settings
īĸ Recommending the evidence of the study to be
incorporated into practice of nursing
87. RESEARCH PROCESS OR FLOW OF STEPS IN
QUALITATIVE RESEARCH
87
Planning the study
âĸIdentifying the research problem
âĸDoing a literature review
âĸDeveloping a overall approach
âĸSelecting and gaining entrÊe into research sites
âĸDeveloping methods to safeguard participants
Developing data collection
strategies
âĸDeciding what type of data to gather and how
to gather
âĸDeciding from whom to collect the data
âĸDeciding how to enhance the trustworthiness
Gathering and analyzing data
âĸCollecting data
âĸOrganizing and analyzing data
âĸEvaluating data: making modifications to data collection
strategies, if necessary
âĸEvaluating data: determining if saturation has been
achieved
Disseminating findings
âĸCommunicating findings
âĸUtilizing or making
recommendations for utilizing
findings in practice and future
research
88. HISTORY IN NURSING
RESEARCH
ī Began with Florence Nightingale over 150 years ago
(1850).
ī In (1859) describes her initial research activities
which looked at the importance of leading
environment in promoting physical and mental well
being
ī Ventilation
ī Cleanliness
ī Purity of water
ī Diet
88
89. HISTORY IN NURSING
RESEARCH
īĸ In addition collected the data of morbidity from
Crimean War this made the military provide:
ī§ Enough food.
ī§ Clear quarters for the sick.
ī§ Appropriate medical treatment.
īĸ These interventions made impact on public health
(military help)
ī drastically reduces mortality from 43% up-to 2% in the
Crimean War.
ī Testing public water
ī Improve sanitation
ī preventing starvation.
89
90. HISTORY IN NURSING RESEARCH
īĸ 1900- 20âs
īFirst Journal Published â American Journal of
nursing (1900)
īĸCase study appeared ( 1920 - 1930)
īIn-depth analysis and systematic description of
one patient or group to promote understanding of
nursing Research.
90
91. HISTORY IN NURSING
RESEARCH
īLittle research done except for a few
important educational studies
recommending establishing School of
nursing in a university. (Gold mark report,
1923)
īFirst doctoral program for nurses was at
Teachers college in Colombia. (NYC) in
1924. 91
92. HISTORY IN NURSING RESEARCH
īĸ 1950
īAmerican Nurse Association (ANA) initiated a five
year study on nursing functions and activities.
īClinical Research began
īResearch took on new importance due to vision of
Virginian Henderson & Faye Abdullah;
īĸOne could see more nurses with Master's degree
and School of Nursing began introducing research
as a separate course 92
93. īĸ 1952
īFirst Journal Of Nursing Research published.
īResearches conducted at Baccalaureate and
masters level.
īĸ 1953
īThe institute of Research and services in Nursing
education established at teachers collage
Columbia University, New York.
īĸProvided learning experience in research for
Doctoral studies.
īĸ late 60's saw more research being done that
imported clinical and quality of care 93
94. īĸ 1970's
īĸ Saw nursing process as focus for many studies.
īĸ Saw increase in number of nursing theories and
models.
īĸ Image: Journal of nursing scholarly, first published in
1967 and Advance in nursing science in 1978
( Including Nursing Theories) by STTI.
âĸ To tackle the issue of communication /
dissemination of information
īĸ Council of Nurse research establish
94
95. īĸ 1980's
īĸ Clinical research became the important design in
research
īĸ Saw many new journals being published e.g. Cancer
nursing; Pediatric nursing, Dimension of critical care
nursing etc.., Applied nursing research.
īĸ Clinical research written priority of the 80's
īincrease funding for nursing research.
ī The ANA achieved a victory by establishing the
National Center for Nursing Research in 1985.
95
96. īĸ Priorities of National Center for Nursing Research
1999 includes:
īCommunity based nursing models.
īEffectiveness of nursing interventions in
HIV/AIDS.
īCognitive impairment.
īLiving 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
īĸ Patient focused research
īĸ The management processes within health care
services
īĸ Cultural issues for nurses and patients
īĸ The history of nursing
īĸ Ethical decision making
īĸ Nursing and professional regulation
īĸ Education of nurses
īĸ Nursing workforce skills mix
99
100. REFERENCES
īĸ Polit, D.F., and Bech, C.T. âNursing Research;
principles and Methodsâ 7th
edition, LWW.
īĸ Burns, N., and Grove, S.K. (2007).
âUnderstanding Nursing Research; building an
evidence based practiceâ 4th
edition, New Delhi,
Elsevier.
100
101. REFERENCES
īĸ Anonymous, (n.d). Promoting Research in Clinical
Practice: Strategies for Implementing Research
Initiatives. Journal of Trauma Nursing, April/June
2009
Acknowledgements
īĸ Dr. Fauziya Ali Ph.D
īĸ Tazeen Saeed Ali RN, RM, BScN, MSc
(Epidemiology)
101