Introduction to nursing research

1. Introduction to
Nursing Research

2. Think about this…for
later discussion
A Philanthropist puts a
notice on the bulletin
board at your school or
work setting. She wrote
that she is willing to fund a
$200,000 nursing study in
the name of her deceased
mother who was cared for
by “wonderful nurses.”
She is asking for
suggestions. What one
study would you suggest?

3. Nursing Research
Why is a course in research
methods part of this
program???
What are your gut feelings
about taking this class???
Are you…
excited?
full of dread?
fearful
curious
angry
ready for this whole thing to
be over?!

4. Research and the
Consumer
Science produces knowledge
This knowledge provides
society with more choices…or
does it control our choices?
Can be used to manipulate
Can imply info which isn’t
necessarily “fact”

5. What do I believe???
One study “says” to do one
thing; another study says that
I should do the opposite!
What is a person to do?

6. Read the study?
Do you simply
accept the
findings
because they
are “scientific?”
How do you
know which
studies are
credible?
This course will
help!

7. Why get excited
about research?
“The essence of
all research
originates in
curiosity - a
desire to find
out how and
why things
happen”
How can…?
Why is…?
What is the best
way to…?
What
causes…?
What are the
effects of…?
I wonder...

8. Importance of
Nursing Research
Nurses ask questions aimed at
gaining new knowledge to
improve pt. care
Research-based (evidence
based) practice = integrating
research findings into clinical
decision making

9. Importance of
Nursing Research
Accountability for care-related
decisions; research expands
nursing practice
Reinforce identity of nursing
as a profession – knowing/
understanding pts. health
care experience

10. History of Nursing
Research
Began with Nightingale and
Crimean War- mid 1800s
Early 1900s – problems in nursing:
education, staffing issues
1960s Practice oriented research;
first nursing research journals
1983 - ANA Center for Research
for Nursing

11. History of Nursing
Research
1986 - National Center for
Nursing Research (NIH);
awards/grants to support
nursing research & training
1993 – Re-designated at NIH
as the National Institute of
Nursing Research (NINR)

12. Scientific Inquiry
Observable, verifiable data
collected to:
Describe
Explain
Predict events

13. Scientific Method
Select/define a problem
Formulate research
question/hypothesis
Collect data
Analyze data
Report results

14. Scientific Method
2 Unique Characteristics:
Objectivity – distance
research from personal
beliefs, values, attitudes
Why???
Empirical Data –
documenting objective
data through direct
observation = reality

15. Scientific Method
Test:
Ideas
Hunches
Guesses
Doesn’t that sound like
fun???

16. Nursing Research
Application of
scientific method to
areas of interest to
nursing
Primarily involves
studying people –
People do not
behave
consistently as do
objects/chemicals
in a laboratory!
This poses special challenges!

17. Continuum of
participation
Consumers of research –
read and evaluate
Participate in the research
process, utilize findings
Conduct research

18. Quantitative
Research
Formal, objective, systematic
process using
 measurement
 hypothesis testing
 data analysis
Traditional approaches such as
experiments, questionnaires,
surveys

19. Qualitative Research
Evaluate subjective life
experiences and give meaning to
them
Focuses on understanding
phenomena from an individual’s
perspective
Approaches: observation, in-depth
interviews, case studies, narrative

20. Triangulation
Using both quantitative and
qualitative methods to collect
data
May combine various research
designs/data collection
techniques in the same study –
combine psychosocial surveys,
interviews, observations
Two approaches are
complimentary and can give an
accurate reflection of reality.

21. The Research
Language - Some
Terminology
Variable
Data
Rigor
Control
Sampling
Setting

22. Concept of Variable
Measurable characteristic
that varies among subjects
Research is conducted
because this variance occurs!
Types:
Independent – presumed
cause
Dependent – presumed
effect

23. Data
Pieces of information obtained in
a study
Are the actual “values” of the
study variables
Quantitative - numeric values
Qualitative - narrative
descriptions

24. Concept of RIGOR
Striving for excellence in
research. Involves:
Discipline
Adherence to detail
Strict accuracy!
Uses precise measurement
tools

25. Concept of
CONTROL
Using “rules” to decrease error
and increase probability that
study findings are an accurate
reflection of reality
Ensure results that reflect true
relationship among variables
Reduction of the influence of
unwanted “extraneous” variables

26. Concept of
SAMPLING
Who/what do you want to
study?
Choosing subjects who are
“representative” of the study
population
Random & Non-Random
Sampling

27. Concept of SETTING
Location of the study - can affect
results
Natural Setting: Uncontrolled, real
life situation
Partially Controlled: Manipulated or
modified in some way
Highly Controlled: Artificial
environment for sole purpose of
doing research. Decreases effects
of outside influences.

28. Some Myths About
Research
The purpose of research is to
“prove” or “confirm” a theory.
Research findings are presented as
complete and conclusive answers.
There is a hierarchy of research
methodology that places true
“experimental” research at the top.

29. Intro to the
Research Process
Involves decision making - what
methods will help to answer a
research question/test a
hypothesis?
Is flexible - multiple possibilities,
each with its own
strengths/weaknesses
Is a circular process

30. The Research
Process
What do I want to know?
Does anyone else know anything
about this?
I’ll make an educated guess about
what I think the answer to my
question will be.
Here’s what I’m going to do to try to
answer my question.

31. The Research
Process
I’ll try to make sense out of all
this info I’ve collected.
What did I find? Was my
hunch supported?
What do I want to know
now???

32. Major Phases in the
Research Process
1. Selecting and defining the
problem in need of
investigation
2. Selecting a research design
3. Collecting data
4. Analyzing data
5. Utilizing the Findings

33. Phase 1
Selecting and defining the problem
(area of research)
ID a question or area where
knowledge can be advanced
Review related literature for
rationale to do study
ID theoretical framework for
interpreting results (maybe) (see
chap 3)
Propose research question and/or
hypothesis

34. Phase 2
Choose study or research design
ID Study Population (chap 8)
Design Sampling Plan (chap 11)
Define how will variables be
measured
Setting
How data will be collected - tools
Pilot Study - Revisions

35. Phase 3
Data Collection - according to pre-
established plan (implements the plans
designed in Phase I & II) (chap 9)
recruiting
obtaining consent
training staff
collecting data
Organization of the data
How do you analyze the data?
(must be appropriate form)
May be the longest phase of the
research process

36. Phase 4
Data Analysis
Interpret findings
Draw conclusions
Hypothesis is supported or
rejected (chap 10)
How best to utilize findings?
New question formulated? (can
lead to new questions that can
stimulate further study)

37. Phase 5
Disseminate findings - Share
findings with colleagues
May report findings in journal
articles, oral presentations,
poster presentations
Utilize findings - use in nursing
practice

38. Classification of research is
based on the purpose of a study
and the amount of control

39. Types of Research:
Basic Vs. Applied
Basic or “Pure” Research:
Pursuit of knowledge or finding
truth
Generates, refines or tests
theory
Often uses laboratory setting
Findings may not be directly
useful in practice
May be used later in
development of
treatment/drug/theory

40. Basic Vs. Applied
Applied or “Practical” Research
Knowledge intended to directly
influence clinical practice
Conducted in actual practice
conditions
Solve problems, make decisions,
predict/control outcomes
Evaluate interventions
Test/validate theories
Evaluate “Basic” research
knowledge for usefulness

41. The research findings contribute
to some modifications of present
practices.
Ie: patient care, education,
administration

42. Experimental vs.
nonexperimental
Experimental:
Researcher
manipulates or
controls variable(s)
and observes effect
in other variable(s)
Evaluates cause
and effect
relationship
Ex: Does a pre-op
intervention program
to ↑ self efficacy
affect self care
measures post-op?
Nonexperimental:
Describes or looks
at relationships(s) or
correlation between
variables.
Variables are not
manipulated by the
researcher
Ex: Correlation
between HRT use
and breast CA

43. Descriptive
Research
Uses questionnaires, surveys,
interviews or observations to
collect data

44. Correlation
Research
Relationships between and
among variables
Collection of data on at least 2
variables for the same group of
individuals
Calculator-the correlation
between the measurer
Highest number of research
studies in nursing are classified
as description correlation design

45. Time dimension:
Retrospective vs.
Prospective
Retrospective:
Examines data
already collected
in the past
Ex: Review of
medical records
to examine
previous history in
of cholesterol
levels in s/p MI
patients
Prospective:
examines data
being collected in
the present
Ex: Study
describing social
support and
coping
mechanisms of
women with
ovarian CA

46. Time Dimension:
Cross-Sectional vs.
Longitudinal
Cross-sectional:
Collects data at
one point in
time
What exists
today?
Longitudinal:
Studies
examines
variables of
interest over a
period of time
Advantages –
ability to
collect data on
the same
individual over
time

47. Many Approaches to
Research
Choice of
design –
the fun
part!

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