NCM 111 Module

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UNIVERSITY OF NURSING HELP

OF PERPETUAL
DR. JOSE G. TAMAYO MEDICAL UNIVERSITY
National Hi-way Sto. Niño, City of Biñan Laguna
COURSE MODULE NCM 111

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UPHS PHILOSOPHY
“Character Building is Nation Building” The University of Perpetual Help System believes that national
and global development processes, contents, and end-results are predicated on the quality of
education of its people. Towards this end, the institution is committed to the ideals of teaching,
community service and partnership, and research. The University believes in the full development of
the Filipino as a leader, and a physically, intellectually, socially, morally and spiritually dynamic
human being, committed to national development and to the achievement of the best quality of life.
UPHS VISION
The University of Perpetual Help System is a premier University that provides unique and innovative
educational processes, contents, end-results for the pursuit of excellence in academics, technology,
and research through community partnership and industry linkages. The University takes the lead
role as a catalyst for human resource development, and continues to inculcate values as a way of
strengthening the moral fiber of the Filipino individual, proud of their race and prepared for
exemplary global participation in the realm of arts, sciences, humanities, and business. It sees the
Filipino people enjoying quality and abundant life, living in peace, and building a nation that the next
generation shall nourish, cherish and value.
UPHS MISSION
The University of Perpetual Help System is dedicated to the development of the Filipino as a leader. It
aims to graduate dynamic students who are physically, intellectually, socially and spiritually
committed to the achievement of the best quality of life. As a system of services in health and
education, the University of Perpetual Help System is dedicated to the formation of Christian service-
and research-oriented professionals and leaders in quality education and health care. It shall produce
Perpetualites who outstandingly value the virtues of reaching out and helping others as vital
ingredients to nation building.
UPHS CORE VALUES

• Perpetualite Identity
 Love of God, Self, Neighbor, and Country
• Value of Catholic Doctrines
• Academic and Professional Excellence
• Love of Country and Good Governance
• Peace and Global Solidarity
• Health and Ecological Consciousness
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• Filipino Christian Leadership
UPHS QUALITY OBJECTIVES

 To develop competent, locally and globally competitive, professionally ethical, Perpetualite
values’-imbued, health professionals.
 To be regarded as one of the reputable health educational institution in the country;
 To develop quality research activities addressing emerging issues of the health profession;
 To maintain and implement sustainable outreach programs in adopted communities.
PROGRAM OUTCOMES
1. Apply knowledge of physical, social, natural and health sciences, and humanities in the
practice of nursing.
2. Provide safe, appropriate and holistic care to individuals, families, population groups and
community utilizing nursing process.
3. Apply guidelines and principles of evidence-based practice in the delivery of care.
4. Practice nursing in accordance with existing laws, legal, ethical and moral principles.
5. Communicate effectively in speaking, writing and presenting using culturally- appropriate
language.
6. Document to include reporting up-to- date client care accurately and comprehensively.
7. Work effectively in collaboration with inter- intra- and multi-disciplinary and multi- cultural
teams.
8. Practice beginning management and leadership skills in the delivery of client care using the
systems approach.
9. Conduct research with an experience researcher.
10. Engage in lifelong learning with a passion to keep current with national and global health
developments in general, and nursing and health developments in particular.
11. Demonstrate responsible citizenship and pride of being a Filipino.
12. Apply techno- intelligent care system and processes in health care delivery.
13. Adopt the nursing core values in the practice of the profession.
14. Apply entrepreneurship skills in the delivery of nursing care.
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I. COURSE CODE: NCM 111
II. COURSE TITLE: NURSING RESEARCH 1
III. CREDIT UNITS/HOURS: Theory: 2 units (36 hours); RLE – 1 unit (51 hours)
IV. COURSE DESCRIPTION: This is an introductory course intended to equip the nursing
students with concepts, principles in research starting from an overview of the major
phases of the research process. The course will include discussions from formulation to
dissemination of research findings, focus on the formulation of a research problem to the
selection of the research design, planning and choosing the appropriate research tools
for data gathering. This course will require the student of group to present a research
proposal in a colloquium with the application of knowledge and demonstration of skills
and attitude in the conceptual, design and planning phases of the research process.
V. COURSE OUTCOMES:
At the end of the course, the student will know and be able to:
1. Apply knowledge of physical, social, natural and health sciences and humanities
in the practice of nursing;
2. Apply guidelines and principles of evidence - based practice in the delivery of
care;
3. Practice Nursing in accordance with the existing laws, legal, ethical and moral
principles;
4. Communicate effectively in speaking, writing and presenting using culturally-
appropriate language;
5. Report and document up-to-date client care accurately and comprehensively,
6. Work effectively in collaboration with inter- intra and multi-disciplinary, multi-
cultural teams;
7. Conduct Research with experienced Researcher;
8. Apply techno-intelligent care systems and processes in managing resources and
programs;
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9. Apply the fundamental values in relation to the profession
VI. COURSE GUIDELINES/POLICIES:
1. Module LMS conditions are to replicate classroom and Moodle LMS conditioning e.g.
sitting upright, paying attention
2. Each topic is compiled with activity, learning assessment (quiz and unit test),
requirement and assignment.
3. When communicating with your professor / teacher and classmates’ inquiries should
appropriate and relevant to each topic.
4. All message should directly relate to the course or task. Avoid using text lingo, slang
and other non-academic writing.
5. We are all learning this new tool together, some will move faster than others, and
that’s okay! Be patient with your classmates (and teacher) as we learn this tool.
6. Grading System
Lecture (X2) RLE (X1)

Quiz 20% 20%
Activity 40% 40%
Requirement 20% 20%
Attendance 20% 20%
100% 100%
PRELIM GRADE + MIDTERM GRADE + FINALS GRADE /3 = AVERAGE ( NCM 111 Grade)
7. Required Textbook Readings:
 Polit, D. F., & Beck, C. T. (2017). Essentials of Nursing Research: Appraising

Evidence for Nursing Practice (9th ed.). LWW.
 Nieswiadomy, R. M., & Bailey, C. (2017). Foundations of Nursing Research
(7th ed.). Pearson.
 Gnp-Bc, A. R. P. S. G. K., & Faan, R. P. J. G. R. (2018). Understanding Nursing
Research: Building an Evidence-Based Practice, 7e (7th ed.). Elsevier Inc.
8. If you feel unsure with your standing, ask questions to help you understand.
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You can reach me thru Call/ SMS at 09959204458 and official school mail at
[email protected]
VII. COURSE CONTENT:
MODULE 1. Introduction to Nursing Research
MODULE 2. Evidence-based Nursing Research
MODULE 3. Ethical Issues in Nursing Research
MODULE 4. Qualitative Research
MODULE 5. Quantitative Research
PRELIM EXAM
MODULE 6. Identifying Nursing Research Problems
MODULE 7. Review of the Literature
MODULE 8. Theory and Nursing Research
MODULE 9. Hypotheses
MODULE 10. Population and Samples
MIDTERM EXAM
MODULE 11. Measurement of Data Collection
MODULE 12. Presentation and Discussion of Study Findings
MODULE 13. Communication and Utilization of Nursing Research
FINAL EXAM
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MODULE 1
TOPIC TITLE: Introduction to Nursing Research
TOPIC DESCRIPTION:
LEARNING OUTCOMES/OBJECTIVES:
1. Identify the importance of research to nursing

2. Describe four goals for conducting nursing research
3. Compare qualitative and quantitative research
4. Describe the various roles of nurses in research
5. Summarize the development of nursing research and future priorities
INSTRUCTIONS TO THE LEARNER: Welcome to the world of nursing research. You may think it
strange to consider research a world, but it is a truly new way of experiencing reality. Entering a new
world means learning a unique language, incorporating new rules, and using new experiences to
learn how to interact effectively in that world. As you become a part of this new world, you will
modify and expand your perceptions and methods of reasoning.
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PRE-REQUISITE KNOWLEDGE & SKILLS: Theoretical Foundations of Nursing
ACTIVITY 1
1. Go to https://pubmed.ncbi.nlm.nih.gov/ and type in the search engine “nursing care”.

2. Choose a topic that interests you and copy-paste the abstract. It should be published in the
last 10 years. (2010-2020)
3. Go to the forum “My Research Interest”. Write the title of your chosen topic and paste the
abstract on the body. At the bottom, give 3 reasons why this is your chosen topic.
4. Comment on 2 of your classmate’s works if you agree with the reasons that they have given
and if you would also consider the topic they have chosen.
5. Note: Before posting your work, make sure that it is not yet chosen. If there are two or more
of the same titles, only the first one who submitted will be given a grade. The repeated
submissions will be given “zero”.
TOPIC PRESENTATION:
KEY CONCEPTS
1. Many people do not realize that nurses conduct research. Nurses need to educate the public
by discussing their research and making their findings readily available to the public.
2. Undergraduate nursing curriculums need a research course to help students understand the
research process and its integration throughout the curriculum.
3. Nursing is built on knowledge obtained by asking the right questions, searching for evidence
to support or answer these questions, implementing changes to improve practice, and evaluating the
results of the changes based on research.
4. Nursing research is defined as the systematic objective process of analyzing phenomena
important to nursing.
5. Nursing research encompasses three domains—nursing practice, nursing education, and
nursing administration.
6. Clinical nursing research involves clients or studies that have the potential for affecting the
care of clients.
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7. Although not the only source of nursing knowledge, the scientific method is the most reliable
source.
8. Nurses use a variety of sources to guide nursing practice, including tradition, experts or
authorities, trial and error, and scientific research.
9. The scientific research method is the most objective and reliable source of nursing
knowledge.
10. Information is obtained in an unbiased and controlled manner.
11. Both the scientific research method and the problem-solving processes involve identifying a
problem area, establishing a plan, and collecting and evaluating data.
12. The scientific research method serves a broader purpose than the problem-solving approach.
13. Research is classified into basic or applied research.
14. Basic research develops, tests, and refines theories to generate new knowledge.
15. The majority of nursing research studies are applied and concerned with using new
knowledge to solve immediate or existing problems.
16. Applied research is sometimes difficult to distinguish from basic research.
17. Funding opportunities are available from the federal government, private foundations,
corporations, and professional organizations.
18. The four main goals for conducting nursing research are promoting evidence-based nursing
practice, ensuring the credibility of the nursing profession, providing accountability for nursing
practice, and documenting the cost effectiveness of nursing care.
19. Evidence-based nursing practice helps nurses make clinical decisions based on the best
research evidence in order to provide the best care possible.
20. Nursing must develop its own body of knowledge different from other disciplines to establish
credibility as a profession.
21. Independence of the nursing practice creates a greater need for accountability.
22. The reality of the healthcare picture has forced nurses to shift from solely humanistic and
altruistic traditions and to consider the cost effectiveness to validate funding.
23. Quantitative research is concerned with objectivity, tight controls, and the ability to
generalize findings.
24. Qualitative research is concerned with the subjective meaning of an experience to an
individual.
25. An increasing number of researchers are now using qualitative methods.
26. Quantitative research is a traditional scientific approach based on objective empirical data
whereas qualitative research is based on subjective live experiences.
27. Outcomes research focuses on measurable outcomes of interventions with certain patient
populations.
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28. Although nursing research has always been interested in outcomes research, the label is
recent.
29. Outcomes research looks beyond clinical measurements, which differentiates it from more
traditional research; the designs, methodologies, and sampling procedures are different from
traditional methods.
30. The high cost of healthcare places a strong influence on nursing outcomes research.
31. Depending on educational level, nurses can assume a variety of research roles.
32. Nurses can act as principal investigators, members of research teams, identifiers of
researchable problems, evaluators of research findings, users of research findings, patient/client
advocates during studies, and study subjects/participants.
33. All levels of nurses are responsible for identifying areas of needed research in the field.
34. In order to improve client care, nurses need to break from traditional methods and use
relevant research findings.
35. Nurses serve as support and resources to participants in clinical studies and should be able to
provide explanations and ensure that ethical research aspects are upheld.
36. As shown in the Nurses’ Health Study, nurses can act as study subjects.
37. The authoritarian system of training (Nightingale) hindered the development of nursing
education.
38. Advanced educational preparation started a paradigm shift to nursing research.
ASSIGNMENT 1:
 Read the article “Beyond the Bedside: Why Nursing Research Is Important”
https://www.hospitalrecruiting.com/blog/2615/beyond-the-bedside-why-nursing-research-
is-important/
 Create a 2 minute-video where you will convince a group of student nurses to enter the
Nursing Research career path. Use the lessons you have learned to convince them.
MODULE 2
TOPIC TITLE: Evidence-based Nursing Research
TOPIC DESCRIPTION: Nursing has experienced profound changes in the past few decades. Nurses are
increasingly expected to understand and undertake research and to base their practice on evidence
from research—that is, to adopt an evidence-based practice (EBP). EBP, broadly defined, is the use of
the best evidence in making patient care decisions. Such evidence typically comes from research
conducted by nurses and other health care professionals. Nurse leaders recognize the need to base
specific nursing decisions on evidence indicating that the decisions are clinically appropriate and cost-
effective and result in positive client outcomes.
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 Understand why research is important in nursing
 Discuss the need for evidence-based practice
 Describe broad historical trends and future directions in nursing research
 Identify alternative sources of evidence for nursing practice
 Describe major characteristics of the positivist and constructivist paradigm
TOPIC PRESENTATION:
1. Evidence-based practice is the application of current evidence into clinical expertise. EBP is
ongoing, process orientated, and evolving.
2. Stetler Model lists five phases of activities that guide nurses into the implementation of EBPs.
These phases include preparation, validation, comparative evaluation and decision making,
translation and application, and evaluation.
3. Barriers associated with EBP are workloads, time constraints, lack of knowledge by nurse of
how to obtain relevant evidence, age, and expertise.
4. Facilitators of EBP should be grounded in the culture of the organization by means of

professional goals, hospital departments of nursing, and providing resources.
5. Iowa Model can be used to implement EBP using activities that range from identification of a
problem to revision of the EBP.
ACTIVITY 2:
1. Read Chapter 1 of “Essentials of Nursing Research” by Polit & Beck (2017)
2. Answer the Activity Sheet posted in your Moodle
ACTIVITY SHEET:
I. FILL-IN-THE-BLANKS
1. A __________________________ is a world view, a way of looking at natural phenomena.
2. The world view that holds that there are multiple interpretations of reality
is__________________________.
3. __________________________ is the world view that assumes that there is an orderly reality that
can be studied objectively.
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4. Research designed to solve a pressing practical problem is __________________________ (as

opposed to basic) research.
5. Nurses have discussions in practice settings to read and evaluate studies in the context of journal
__________________________.
6. Research designed to inform nursing practice is referred to as __________________________
nursing research.
7. The degree to which research findings can be applied to people who did not participate in a study
concerns its __________________________.
8. Many studies seek to understand determinants of phenomena and are referred to as
_______________________ probing.
9. A principle that is believed to be true without proof or verification is a(n)
__________________________.
10. __________________________ evidence refers to evidence that is rooted in objective reality and
gathered through the senses.
11. The positivist assumption that phenomena are not random but rather have antecedent causes is
called __________________________.
12. __________________________ is the repeating of a study to determine if findings can be upheld
with a new group of people.
13. The techniques used by researchers to structure a study are called research
__________________________
14. The type of research that analyzes narrative, subjective materials is research
__________________________.
15. The scientific method involves procedures to enhance objectivity and reduce
__________________________ that could distort the results.
16. __________________________research involves the collection and analysis of numeric
information and is associated with the traditional scientific method.
II. SHORT ESSAY. Use 5 sentences to answer the following questions.

1. Why is it important for nurse who will never conduct their own research o
understand research methods?
2. What are some potential consequences to the nursing profession if nurses stopped
conducting their own research?
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MODULE 3
TOPIC TITLE: Ethical Issues in Nursing Research
TOPIC DESCRIPTION: Ethics is concerned with rules and principles of human behavior. As human
behavior is very complex, rules to govern the actions of human beings are difficult to formulate.
Studies of recorded history show that people have always been interested in this topic. The biblical
Ten Commandments are an example of a code of conduct that has endured through the centuries.
Ethical principles frequently change with time and the development of new knowledge.
 Summarize the development of ethical codes and guidelines
 Describe the role of institutional review boards
 Cite examples for the elements of informed consent
 Discuss how integrity in research is promoted
 Analyze issues that threaten integrity in research among nurse researchers
 Explain the role of the nurse researcher as a patient advocate
TOPIC PRESENTATION:
KEY CONCEPTS
1. In the 1940s, Nazis performed many unethical studies on concentration camp prisoners,
rationalizing that their victims were not “real” people.
2. The United States was not immune to these unethical research practices, and with the
Freedom of Information Act, such actions were made public.
3. Unethical studies that took place in the United States were performed atrocities on at-risk
populations, exposing subjects to infectious diseases, testing experimental vaccines, and
leaving diseases untreated.
4. People have always been interested in the need for ethical guidelines to govern the actions of
human beings. These rules change frequently with time and new knowledge.
5. The atrocities that occurred during the 1940s resulted in the establishment of the 1947
Nuremberg Code, identifying ethical standards for research.
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6. The Health Insurance Portability and Accountability Act (HIPAA) protects an individual’s
health information.
7. In 1968, the American Nurses Association Research and Studies Commission published a set
of guidelines for nursing research.
8. The federal government (DHHS) established institutional review boards (IRBs) to review all
research proposals of agencies and institutions receiving federal money.
9. There are many IRBs, and research performed by nurses may fall under the jurisdiction of a
variety of agencies.
10. The principal way of ensuring that the rights of research subjects are protected is through
informed consent.
11. Twelve major elements need to be addressed in the informed consent.
12. Researchers must identify themselves, their qualifications, and their sponsoring agency.
13. Subjects must be made aware of the process by which they were selected to participate in
the study, whether it was by random selection or by possessing certain criteria.
14. Researchers must clearly present the purpose of the study, providing enough information for
subjects to feel confident giving their consent to participate.
15. Subjects must understand the study procedure, including place, time commitment, and
format. If information is withheld, the researcher must debrief the subject following
participation.
16. Subjects must be told of any possible discomforts or invasions of privacy, identifying any and
all risks that might influence the subject’s decision to participate.
17. The Nuremburg Code states that all research must be for the good of society; therefore,
subjects should be made aware of potential benefits to those involved in the study as well as
to others.
18. Monies or any other type of compensation should be described to potential subjects.
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19. Researchers must explain alternative procedures or treatments to participants.
20. If a study is not anonymous, confidentiality must be ensured by the deletion of any
identifying information that would allow subject identification.
21. Subjects must voluntarily agree to participate in a study and have the right to withdraw for
any reason without penalty.
22. Potential subjects must be given the opportunity to ask questions about the study and the
researcher should be available to provide answers both at the time of informed consent and
after.
23. The researcher’s publication plans and desires must be indicated, and subjects should be
given the opportunity to obtain the study results.
24. The Office of Research Integrity (ORI) in the Department of Health and Human Services
investigates cases suspected of misconduct by researchers who have federal funding.
25. The researcher must protect the privacy and dignity of all subjects.
26. The researcher must assume responsibility for study conditions and protect the subjects from
physical or psychological harm.
27. The researcher must be aware of subjects who are vulnerable, either because they are
unable to give informed consent or because the likelihood of coercion is strong.
ACTIVITY 3
1. Go to this site: https://globalhealthtrainingcentre.tghn.org/elearning/
2. Take the “Informed Consent” Course
3. After completing the course, attach the e-certificate in Moodle as proof of completion.
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MODULE 4
TOPIC TITLE: Quantitative Research
TOPIC DESCRIPTION: This module introduces the concept of research design, which is the outline or
plan for a research study. The choice of a research design concerns the overall intended plan and
outcome for the study. It is concerned with the type of data that will be collected, and the means
used to obtain the needed data.
 Summarize criteria for exploratory, descriptive, and explanatory research studies

 Distinguish between the types of internal and external validity and threats to each seen in
experimental designs
 Distinguish among true, quasi-, and pre-experimental designs
 Compare and contrast five types of nonexperimental designs
TOPIC PRESENTATION:
KEY CONCEPTS
1. Exploratory studies are conducted when little is known about the phenomenon of interest
and involves a flexible approach to collecting both qualitative and quantitative data, often
without formulating hypotheses.
2. Descriptive studies describe phenomena or the relationship between variables on which

enough information is available to formulate a testable hypothesis.
3. Explanatory studies are the most rigorous, searching for an explanation for relationships
among phenomena through the manipulation of variables and the control of research
conditions.
4. Experimental research is concerned with cause-and-effect relationships, manipulating or

controlling the independent variable (cause), and measuring the dependent variable (effect).
5. Validity of experimental designs is based on the variables that are used to control extraneous
variables.
6. There are six threats to internal validity: selection bias, history, maturation, testing,
instrumentation change, and mortality.
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7. The threat of selection bias exists when the changes in the dependent variable are due to
subject differences rather than to the experimental treatment and can be avoided through
the random assignment of subjects to groups.
8. The threat of history occurs when some event besides the experimental treatment happens
during the course of a study, influencing the dependent variable. Researchers attempt to
control this bias through random assignment of subjects and the inclusion of a simultaneous
control group.
9. The threat of maturation happens when changes occur within subjects during an
experimental study and these changes influence the study results. Use of a comparison group
helps to control this threat.
10. The testing threat may occur in studies when a pretest is given or when subjects have
knowledge of baseline data, influencing their posttest scores.
11. When mechanical instruments or judges are used in the pretest and posttest phases of a
study, the threat of changes in instrumentation accuracy must be considered. Training of
judges and continually checking instrument accuracy reduces this threat.
12. The mortality threat occurs when the attrition rate differs between study groups, and while
this threat cannot be controlled by any research design, establishing a strong researcher-
participant relationship helps participants recognize the importance of their continued
involvement.
13. There are three major threats to external validity—the Hawthorne effect, the experimenter
effect, and the reactive effects of the pretest.
14. The Hawthorne effect occurs when study participants respond in a certain manner because
they are aware that they are being observed; it may be avoided by using a double-blind
experiment.
15. The experimenter effect occurs when subject behaviors in experimental studies are
influenced by researcher characteristics or behavior, such as facial expressions, clothing, age,
gender, and body build.
16. In nonexperimental studies, the term Rosenthal effect indicates the influence of an
interviewer on the respondent’s answers.
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17. The reactive effects of the pretest may occur when subjects have been sensitized to the
experimental treatment through taking the pretest or baseline data knowledge.
18. A symbolic presentation is often used to identify the experimental and comparison groups is a
research study.
19. There are three broad categories of experimental research designs—true experimental, quasi-
experimental, and pre-experimental.
20. True experimental designs are those in which the researcher has a great deal of control over
the research situation, threats to internal validity are minimized, and causality is inferred with
some degree of confidence.
21. In order for an experiment design to be considered a true experimental design, the
researcher must manipulate the experimental variable(s), at least one experimental and one
comparison group must be included in the study, and the subjects must be randomly assigned
to the experimental or the comparison group.
22. There are three main experimental designs: the pretest-posttest control group design, the
posttest-only control group design, and the Solomon four-group design.
23. In the most commonly used experimental design—the pretest-posttest control group design
—subjects are randomly assigned to groups, a pretest is given to both groups, the
experimental group receives the experimental treatment while the comparison group
receives the routine treatment or no treatment, and finally a posttest is given to both groups.
24. The pretest-posttest control group design has both advantages and disadvantages: Although it
controls all threats to internal validity, allowing the researcher to statistically adjust posttest
scores based on initial differences, the disadvantage is the external threat of the reactive
effects of the pretest, meaning results can be generalized only to situations in which a pretest
was administered.
25. In the posttest-only control group design, the subjects are randomly assigned to groups, the
experimental group receives the experimental treatment, the comparison group receives the
routine treatment or no treatment, and a posttest is given to both groups.
26. The posttest-only control group design is superior to the pretest-posttest control group design
because it is easier to carry out and it eliminates any threat of the reactive effects of the
pretest, allowing for more extensive generalizability of the results.
27. In the Solomon four-group design, subjects are randomly assigned to one of four groups. Two
of the groups, experimental group 1 and comparison group 1, are pretested; two of the
groups, experimental group 1 and experimental group 2, receive the experimental treatment;
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while two groups, comparison group 1 and comparison group 2, receive the routine
treatment or no treatment; and a posttest is given to all four groups.
28. Although the Solomon four-group design is considered the most prestigious experimental
design, minimizing threats to both internal and external validity and allowing the researcher
to confidently associate differences between the experimental and the comparison groups
with the experimental treatment, it has the disadvantages of requiring a large sample and
complicated statistical analysis.
29. Quasi-experimental designs are those in which there is either no comparison group or
subjects are not randomly assigned to groups.
30. While quasi-experimental designs do not allow for as much control as true experimental
designs, they do have the advantage of more closely approximating the real world by using
naturally occurring groups.
31. Pre-experimental designs are considered weak because the researcher has little control over
the research.
32. Examples of quasi-experimental designs are the nonequivalent control group design and the
time-series design.
33. The nonequivalent control group design is similar to the pretest-posttest control group design
except that there is no random assignment of subjects to the experimental and comparison
groups.
34. Although internal validity is somewhat controlled in the nonequivalent control group design,
the selection bias internal validity threat remains.
35. Examples of pre-experimental designs are the one-shot case study and the one-group pretest-
posttest design.
36. The one-shot case study is a very weak design in which a single group is exposed to an
experimental treatment and observed after the treatment, not controlling for any threats to
internal validity.
37. In a time-series design, the researcher periodically observes or measures the subjects with
the experimental treatment being administered between two of the observations.
38. In a time-series design, threats to internal validity include history and testing.
39. The one-group pretest-posttest design provides a comparison between a group of subjects
before and after the experimental treatment, not controlling for the internal validity threats
of history, maturation, testing, or instrumentation change.
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40. Nonexperimental research is descriptive in nature, with the researcher describing the
phenomenon as it exists rather than controlling or manipulating the variables.
41. The types of nonexperimental research include survey research, correlational research,
comparative research, and methodological research.
42. Survey studies are investigations in which self-report data are collected from samples with the
purpose of describing populations on some variable(s) of interest.
43. Survey studies have the advantages of being able to provide accurate information on
populations using relatively small samples and allowing large amounts of data to be collected
quickly with minimal cost. One disadvantage of this method is that self-report data may be
unreliable because subjects may provide responses they see as socially acceptable.
44. In correlational studies, the researcher examines the strength of relationships between
variables by determining how changes in one variable are associated with changes in another.
45. The strength and direction of the relationships varies, is indicated by a correlational
coefficient, and may be positive or negative.
46. Comparative studies examine the differences between intact groups on some dependent
variable of interest, without manipulation of the independent variable.
47. Comparative studies may be classified as either retrospective if the dependent variable is
identified at the present and an attempt is made to determine the independent variable that
occurred in the past or prospective if the independent variable is identified at the present
time and then subjects are followed in the future to observe the dependent variable.
48. Although prospective studies have the advantage of being able to employ an experimental
approach and manipulate the independent variable, they have the disadvantage of being
costly.
49. Methodological studies concerned with the development, testing, and evaluation of research
instruments and methods are becoming increasingly popular in nursing research, developing
a stockpile of research instruments appropriate to the field.
50. Secondary analysis studies are an efficient and economical type of study in which data
gathered in previous studies are analyzed, testing new hypotheses or asking new questions of
the existing data.
51. Research may be classified as laboratory or field studies according to the setting in which the
study is conducted.
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52. In laboratory studies, subjects are studied in a specially created environment in which the
researcher attempts to control the research environment as much as possible.
53. Field studies are conducted in a real-life setting in which not much control can be maintained
by the researcher; they are particularly appropriate for the practice discipline of nursing.
54. Determining whether to use experimental or nonexperimental research design depends on

whether the researcher is looking at a cause and effect or simply wishes to describe a
phenomenon.
55. The level of control needed in a study influences the type of experimental research design
that is most appropriate.
56. Other issues, such as cost effectiveness and ethics, may come into play when determining
what type of research design to use.
57. After reading an entire research report, the quantitative research design should be carefully
critiqued to determine whether the appropriate design has been used.
58. Eight questions may serve as a guideline in critiquing the design section of quantitative
studies.
ACTIVITY 4
1. Go to the American Journal of Nursing website.

2. Look for 5 qualitative researches.
3. Summarize the research.
4. Suggest another study that would be related to the ones you have chosen.
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MODULE 5
TOPIC TITLE: Qualitative Research and Mixed Methods
TOPIC DESCRIPTION: Qualitative and mixed methods research are increasingly accepted in academe
and practice, and sought out as a way for nurses to understand more about human responses to
actual or potential illness and disease (Morse, 2015). Qualitative studies are particularly well-suited
for questions about which there is little or no research. Qualitative studies can often help answer
questions about processes humans use to avoid, cope with, or adjust to illness and disease.
 Summarize the important features of six common types of qualitative designs
 Discuss the main principles and purposes that guide researchers to use more than one
method
 Describe the strategies a researcher might use in a mixed method study
TOPIC PRESENTATION:
KEY CONCEPTS
1. The six most common types of qualitative research designs reported in the nursing research
literature are phenomenological, ethnographic, grounded theory, historical, case study, and
action research.
2. Phenomenological studies examine human experiences through descriptions provided by the

people involved in order to gain an understanding of the meaning the experiences hold for
them.
3. In phenomenological studies, the researchers must “dwell with the subjects’ descriptions in
quiet contemplation,” avoiding reviewing literature or letting their own beliefs or feelings
hinder their ability to see the experience from the eyes of the person who has lived the
experience.
4. The phenomenological study process involves simultaneous data collection (often through
interviews) and analysis, searching for themes and patterns in the data.
5. Ethnographic studies involve the systematic collection and analysis of data about cultural
groups or subgroups in order to grasp the patterns of the people in their familiar
environment.
6. Ethnographic studies can provide insightful descriptions, test established theories, or develop
new theories.
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7. The ethnographic study process most often involves the researcher living with the people
being studied, becoming part of their culture, and simultaneously collecting participant
observations and interviews of key informants.
8. Grounded theory is a qualitative research approach developed in 1967 by two sociologists,

Glaser and Strauss, that uses both an inductive and a deductive approach to theory
development.
9. The grounded theory study process involves the constant comparison of data collected and
analyzed simultaneously in the field setting, developing a theory, and grounding the theory in
the data from which it was derived.
10. Grounded theory studies use purposeful sampling, seeking out informants who will be able to
shed new light on the phenomenon being studied.
11. Unlike the quantitative study process, a review of literature is not performed prior to
beginning a grounded theory study so as to prevent the researcher from having preconceived
opinions. Instead, the researcher consults the literature after concepts are identified and
relationships are specified in order to determine if similar associations have been discovered
in the past.
12. The aim of grounded theory studies is to discover fundamental patterns in social life (basic
social processes), and it is more concerned with hypotheses generation than hypotheses
testing.
13. Case studies are in-depth examinations of people, groups of people, or an institution that
help generate, rather than test, hypotheses in order to formalize experimental knowledge and
improve nursing care quality.
14. Case studies may be considered as qualitative or quantitative research, depending on the
study’s purpose and design. In order to be considered qualitative, they must explore the
meaning of experiences to the study participants themselves rather than generalize the
results to other groups of people.
15. Case study data are collected through various means such as questionnaires, interviews,
observations, or written accounts by the participants, and then analyzed through content
analysis, searching for patterns and themes present in the communication messages.
16. Some difficulties associated with case studies include the subject-selection process,
costliness, subject dropout, and the amount of time the studies may take to complete.
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17. Action research is a type of qualitative research that seeks action to improve practice and
studies the effects of the action that was taken, with the implementation of solutions in a
particular healthcare setting being an actual part of the research process.
18. Participatory action research (PAR) is a special kind of community-based action research in
which there is collaboration between the study participants and the researcher in all steps of
the study.
19. Mixed methods research is a research approach or methodology focusing on research

questions for real life contextual relationships using multiple methods.
20. Mixed methods uses qualitative and quantitative data gathering and analyzing methods
available.
21. There are six strategies for mixed methods research: sequential explanatory, sequential
exploratory, sequential transformative, concurrent triangulation, concurrent nested, and
concurrent transformative.
22. The methods of research should answer the research question or problem posed by the
study.
ACTIVITY 5
1. Go to the American Journal of Nursing website.

2. Look for 3 quantitative and 2 mixed methods researches.
3. Summarize the research.
4. Suggest another study that would be related to the ones you have chosen.
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MODULE 6
TOPIC TITLE: Identifying a Research Problem
TOPIC DESCRIPTION: The number of potential nursing studies is infinite. You may have read about
some research priorities identified by various nursing leaders and nursing organizations. The excuse
of “I can’t think of anything to study” is not an acceptable reason for failing to conduct research. The
first step, and one of the most important requirements of the research process, is to be able to
delineate the study area clearly and state the research problem concisely. This is also one of the most
difficult tasks of the researcher, especially for the beginning researcher. Many hours may be spent on
this part of the research project.
 Identify and summarize sources of nursing research problems
 Describe factors to be considered when choosing an appropriate topic for a re-search study
 Compare the criteria to be considered when writing a research question
 Write research questions for proposed nursing studies
 Explain the guidelines for critiquing problem statements, purpose statements, and research
questions in published research reports and articles
TOPIC PRESENTATION:
KEY CONCEPTS
1. A clearly identified and developed research problem gives direction to the study and helps
the reader evaluate the research article.
2. The four very important sources for generating nursing research problems are personal
experiences, literature sources, existing theories, and previous research.
3. One of the most important considerations in a study addresses the ethical component of the
study.
4. All nursing studies should have relevance to the practice of nursing.
5. The researcher must be very interested in and intrigued by the research.
6. Research is conducted by nurses who have advanced educational degrees, but the research
process should also be learned and encouraged at the undergraduate level.
7. Researchers must consider the feasibility of a study’s time frame, costs, equipment and
supplies, support, and subject availability.
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8. The important criteria for writing a research question are that it is written in interrogative
sentence form, includes the population, includes the variables, and is empirically testable.
9. A research question should be written in an interrogative sentence form that is clear,

grammatically correct, and demands an answer.
10. The research question must identify the main group of interest of the study.
11. The research study—whether it is univariate, bivariate, or multivariate—should include all the
variables.
12. The research question needs to be empirically testable, containing variables that can be
measured by the researcher.
13. Research questions that examine more than one variable are usually written as correlational
or comparative statements.
14. Research questions need to be neutral or nonpredictive when very little information or
knowledge is known about the study.
15. The process for writing problem statements is made easier when a specific format is used.
16. The problem statement is presented at the beginning of the research article.
17. Certain questions should be asked to evaluate problem statements.
ACTIVITY
Contact a nurse researcher in an institution. Ask for an example of specific nursing research problems
related to (a) personal experiences, (b) literature sources, (c) existing theories, and (d) previous
research.
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MODULE 7
TOPIC TITLE: Review of the Literature
TOPIC DESCRIPTION: Reviewing the literature relevant to a research topic is a standard part of doing
research. A literature review provides an analysis and synthesis of information from research studies,
scholarly articles, books, dissertations, conference proceedings, and other materials relevant to a
particular topic. A literature review should foster new research by identifying the areas where
extensive research has been completed, and by uncovering areas where more research is needed.
 Explain the purpose of a literature review
 Differentiate among primary and secondary sources and research articles and grey literature
 Construct an effectively designed search strategy that includes a concise research question
 Conduct a comprehensive literature search on a given topic
 Recognize differences in content and accessibility between nursing research databases
 Evaluate, analyze, and synthesize literature sources for inclusion in a literature review
TOPIC PRESENTATION:
1. Reviewing past literature is a standard part of conducting research.

2. A comprehensive literature review identifies areas where extensive research has been
completed and uncovers areas that need more research.
3. Classic and new research is identified in the literature review.
4. A literature review also assists to plan the study methodology necessary for research.
5. Recommendations accompany published studies and can aid in developing a research
question and study.
6. Various literature sources are available and are listed in Table 7-1. Sources include reference
materials, books, scholarly journals, magazines, news sources, statistics, reports, research
studies and conference papers, thesis and dissertations, and social media.
7. A primary source is an account of a research study written by the original investigators.
8. A secondary source is a summary or description of a research study written by someone other
than the study investigator.
9. Grey literature sources are those that are produced on all levels of government, academics,
business, and industry in print and electronic formats not controlled by commercial
publishers.
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10. Publication bias has led to grey literature published in systematic reviews and meta-analysis
studies, which may also be more easily understood by a lay audience.
11. Search strategies start with the identification of the research question.
12. Next a set of search terms or phases within a time frame that is significant to the topic is
created.
13. An “advanced search” should also be used during the search.
14. Asking a librarian either in person or virtually can be helpful.
15. Tools such as catalogs and databases are necessary for nursing research.
16. Some examples of databases are CINAHL, MEDLINE, Cochrane Database of Systematic Review,
Ovid Nursing, Proquest Dissertations and Thesis databases, and Scopus.
17. A large number of resources are available for nurse researchers to use in nursing, medicine,
and allied health.
18. There are four CINAHL online databases (the CINAHL Database, CINAHL Plus, CINAHL with Full
Text, and CINAHL Plus with Full Text), which, through the use of Internet platforms, provide
records from a variety of resources.
19. The CINAHL Database is the basic CINAHL database.
20. CINAHL Plus indexes more journals covering a longer time span than the basic database.
21. CINAHL with Full Text indexes the same number of journals as the basic database, while also
providing full text for more than 600 journals.
22. CINAHL Plus with Full Text is one of the newest databases relevant to nursing, superior to its
older counterparts.
23. The Registry of Nursing Research is a free online database that provides access to a variety of
resources.
24. The MEDLINE database provides free online access to life science articles published
worldwide, with a concentration on biomedicine.
25. MEDLINE with Full Text is the world’s most comprehensive source for full-text articles from
medical journals.
26. MEDLINEPlus is the NLM’s free website for consumer health information.
27. PubMed is the official database of the NIH.
28. Published by an international network of individuals and institutions, the Cochrane Database
of Systematic Review stresses evidence-based practice.
29. ERIC is a bibliographic and full-text database of education research and education-related
information.
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30. PsycINFO is an online database of literature in psychology and related disciplines that can be
accessed for a fee.
31. ProQuest Dissertations & Theses Database is a resource for theses and dissertations from
students at accredited institutions.
32. Science Direct provides abstracting and indexing for scientific, technical, and medical peer-
reviewed journals and books.
33. Scopus is an abstract and citation database of scientific journals, books, and conference
proceedings from the fields of science, technology, medicine, social sciences, and arts and
humanities.
34. Writing the literature combines all sources with either an analysis or synthesis of the
literature sources.
35. It is important to note the dates of the reference articles as you review the literature.
36. The literature review should contain mostly paraphrases, not direct quotes.
37. The documentation of pertinent information is critical because the task of literature reviews is
so labor intensive.
38. A format is helpful to ensure that all the pertinent information is obtained from the literature
sources.
39. The literature review includes an introduction, a body, a section on suggestions for further
research, and a closing summary.
ACTIVITY
Ask the librarian to attend one of the class sessions and present the students with pertinent
information about the library’s hours, services, and nursing databases.
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MODULE 8
TOPIC TITLE: Theory and Nursing Research
TOPIC DESCRIPTION: When a theoretical framework guides research, the theory guides the research
process from the beginning to the end—that is, from the identification of the research problem to
the formulation of the study conclusions.
 Summarize the key terminology for nursing theory
 Compare types and distinguish scopes of nursing theories
 Describe how theory is integrated into nursing research
 Summarize how nursing theory is developed, tested, and critiqued
TOPIC PRESENTATION:
1. It is important to gain a basic understanding of all the terminology related to theories and
models.
2. A theory is a set of related statements that describes or explains phenomena in a systematic
way.
3. A concept is a word picture or mental idea of a phenomenon.
4. A construct is a term used to indicate a phenomenon that cannot be directly observed but
must be inferred by certain concrete or less abstract indicators of the phenomenon.
5. A proposition is a statement or assertion of the relationship between concepts.
6. Empirical generalizations summarize the results of several empirical studies.
7. A hypothesis predicts the relationship between two or more variables.
8. A model is a symbolic representation of some phenomenon or phenomena.
9. Conceptual models are made up of concepts and propositions that state the relationship
between the concepts.
10. Dorothea Orem developed her self-care conceptual nursing model in the early 1950s, and it
has led to the development of theories on nursing systems, self-care deficit, and self-care.
11. Martha Rogers’s Science of Unitary Human Beings, first introduced in 1970, sees people as
unified wholes, constantly changing, and becoming increasingly complex.
12. Callista Roy’s adaptation model of 1970 views humans as biopsychosocial beings in constant
interaction with the environment, adapting through a series of responsive modes.
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13. In 1972, Betty Neuman introduced her systems model, focusing on the total person,
protected from client system stressors by a flexible line of defense, with nursing interventions
taking place at different points in this dynamic relationship.
14. Grand theories address a broad range of phenomena in the environment or in the
experiences of humans.
15. Middle-range theories have a more narrow focus and are concerned with only a small area of
the environment or human experiences.
16. Disagreement exists among nurse research experts on whether nursing research needs to use
a nursing theory.
17. Some important nursing theories include Mishel’s Uncertainty in Illness theory, Pender’s
Health Promotion Model, and Watson’s Theory of Human Caring.
18. Practice theories have more specific and narrow scope of application of nursing practice.
19. Nursing is a practice discipline and uses a variety of theories from other disciplines.
20. Some nurse researchers believe that a combination of theories from nursing and other
disciplines guides research more appropriately than a theory from only one discipline.
21. The most efficient way to obtain a body of knowledge for nursing is to test and build on the
work of existing nursing theories.
22. The chosen theory should use a step-by-step approach for testing the theory.
23. Nursing research studies should be based on theoretical or conceptual frameworks.
24. The reader evaluates the appropriateness of the theory or framework as the research report
is read.
25. The reader determines if there is a thorough explanation of the concepts, their relationship to
each other, and how operational definitions are developed, using a series of guidelines.
ACTIVITY
Use the Internet and a search engine to find at least three different definitions for theory, concept,
construct, proposition, empirical generalization, model, and conceptual models.
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MODULE 9
TOPIC TITLE: Hypotheses
TOPIC DESCRIPTION: In scientific research, hypotheses are intelligent guesses that assist the
researcher in seeking the solution to a problem. Kerlinger (1986) has defined a hypothesis as a
“conjectural statement of the relations between two or more variables”
 Describe the role of hypotheses in research studies
 Compare classifications of hypotheses
 Describe the considerations when developing hypotheses
TOPIC PRESENTATION:
1. Hypotheses serve several purposes: They lend objectivity to investigations, test theoretical
propositions, advance scientific knowledge, guide research design, dictate the type of
statistical analysis used, and show the reader the researcher’s expectations about the study.
2. Hypotheses are more important than ever in this day of evidence-based nursing practice.
3. A researcher should be able to state the source or rationale for each hypothesis, whether it
comes from personal experience, theories, or from previous research studies.
4. The most important source of a hypothesis is a theoretical or conceptual framework
developed for the study, in which the researcher isolates a propositional statement from the
study framework and tests it empirically.
5. Hypotheses may be derived from a nurse’s personal experiences or observations.
6. Hypotheses may be classified as simple or complex.
7. Hypotheses may be classified as research hypotheses or null hypotheses.
8. Research hypotheses may be either directional or nondirectional.
9. A simple hypothesis concerns the relationship between one independent and one dependent
variable.
10. A complex hypothesis concerns a relationship in which two or more independent variables,
two or more dependent variables, or both are being examined in the same study.
11. Hypotheses for nursing research studies can be derived from the findings of other studies.
12. A nondirectional research hypothesis predicts that a relationship exists between variables
without predicting the direction of the relationship.
13. A directional research hypothesis predicts the type of relationship between the variables.
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14. Directional hypotheses have the advantage of making the researcher’s expectations clear,
allowing more precise testing of theoretical propositions, and allowing the use of one-tailed
statistical tests.
15. Nondirectional hypotheses may be used when a study is not theory based and therefore no
prediction can be made or when previous study findings related to the relationship between
variables have been contradictory.
16. The researcher should determine if the study necessitates a complex hypothesis or whether it
is better to divide into two or more simple hypotheses.
17. A null hypothesis predicts that no relationship exists between variables and tests this
hypothesis statistically.
18. A research hypothesis states the expected relationship between variables. The research
hypothesis may also be called a scientific, substantive, or theoretical hypothesis.
19. The use of theoretical frameworks in nursing research has brought about a preference for
research hypotheses over null hypotheses.
20. The level of significance for rejecting a null hypothesis is usually set at 0.05 in nursing,
meaning that the researcher is willing to risk being wrong 5% of the time when rejecting the
null hypothesis.
21. In some cases, the null hypothesis and the research hypothesis are the same.
22. A hypothesis should be written in a declarative sentence in the present tense, contain the
population and the variables, reflect the problem statement, and be empirically testable.
23. A hypothesis is used to test only a proposition of a theory, not the entire theory, and neither
hypotheses nor theories are ever proved or disproved.
24. By both supporting or rejecting null and research hypotheses, the theory from which the
hypotheses are derived is either supported or not supported.
25. Hypotheses are needed only when the relationship between variables is being studied.
26. Qualitative, single-variable descriptive, and methodological studies do not test hypotheses.
27. Research questions may be used in place of hypotheses in certain studies, or they may be
posed in addition to hypotheses, relating to other areas of interest concerning the study
topic.
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MODULE 10
TOPIC TITLE: Populations and Samples
TOPIC DESCRIPTION: A population is a complete set of persons or objects that possess some common
characteristic of interest to the researcher. Quantitative research is very interested in populations.
Qualitative research focuses more on individuals themselves.
 Summarize the concepts related to populations and samples in research design
 Differentiate among various types of probability and nonprobability sampling methods
 Explain sampling size, sampling error and sampling bias
TOPIC PRESENTATION:
1. The population is a complete set of persons or objects that possess some common
characteristic that is of interest to the researcher.
2. The sample is a subset of the population that is selected to represent the population.
3. The method of selection of the sample and the sample size will determine how
representative a sample is of the population.
4. Other terms associated with the sample are element and sampling frame.
5. The population of a study is composed of two groups: the target population and the
accessible population.
6. The target population comprises the entire group of people or objects to which the
researcher wishes to generalize the findings of a study. It consists of people or things that
meet the designated set of criteria of interest to the researcher.
7. The accessible population is the group of people or objects that is available to the researcher
for a particular study.
8. The conclusions of a research study are based on data obtained from the accessible
population, and statistical inferences should be made only to the group from which the
sample was randomly selected.
9. The four methods of probability sampling are simple, stratified, cluster, and systematic.
10. Random selection is a key term in the probability sampling definition. Random selection
means that each study subject or object has an equal chance of being placed into any one of
the study groups.
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11. Probability sampling allows the researcher to estimate only the chance that any given
population element will be included in the sample. It allows inferential statistics to be used
with greater confidence and gives the researcher the ability to generalize the findings of a
study to the entire population.
12. Simple random sampling is a type of probability sampling that ensures that each element of
the population has an equal and independent chance of being chosen.
13. The advantages of simple random sampling are as follows: (a) Little knowledge of population
is sufficient, (b) it is the most unbiased probability method, and (c) it is easy to analyze data
and compute errors.
14. The disadvantages of simple random sampling are as follows: (a) A complete listing of
population is necessary, and (b) it is time consuming.
15. The steps in obtaining a simple random sampling are to (a) identify the accessible population
or list all the elements of the population and (b) select a method for choosing the sample. It
may be as simple as drawing slips of paper that represent each element from a hat.
16. Stratified random sampling is a random sampling process in which a sample is selected after
the population has been divided into subgroups or strata according to some variable of
importance to the research study. A simple random sample is then taken from each of these
subgroups.
17. Two approaches for selecting a sample using a stratified random sampling are (a)
proportional stratified sampling and (b) disproportional stratified sampling.
18. The advantages of stratified random sampling are as follows: (a) It increases the probability
of a sample being representative, and (b) it ensures an adequate number of cases for
subgroups.
19. The disadvantages of stratified random sampling are as follows: (a) It requires accurate
knowledge of the population, (b) it may be costly to prepare stratified lists, and (c) statistics
are more complicated.
20. Cluster random sampling is selecting large groups or clusters to become the sampling units
rather than individual people from the population. Then successive steps of selection are
done (state, city, and county). During each phase of sampling from the clusters, simple,
stratified, or systematic random sampling may be used.
21. The advantages of cluster random sampling are as follows: (a) It saves time and money, (b)
arrangements are made with small number of sampling units, and (c) characteristics of
clusters as well as those of population can be estimated.
22. The disadvantages of cluster random sampling are as follows: (a) It causes a larger sampling
error than other probability samples, (b) it requires assignment of each member of a
population uniquely to a cluster, and (c) the statistics are more complicated.
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23. Systematic random sampling is a random sampling process in which every kth (e.g., every
5th, 8th, or 21st) element or member of the population is selected for the sample. To
perform this type of sampling, the researcher (a) obtains a listing of the population, (b)
determines the sample size, (c) determines the sampling interval (k = N/n), (d) selects a
random starting point, and (e) selects every kth element.
24. The advantages of systematic random sampling are that it is (a) easy to draw a sample, (b)
economical, and (c) a time-saving technique.
25. The disadvantages of systematic random sampling are that (a) samples may be biased if
ordering of the population is not random and (b) after the first sampling element is chosen,
population members no longer have an equal chance of being chosen.
26. Samples are chosen through two types of sampling procedures: probability and
nonprobability.
27. Probability sampling is the use of a random sampling process to obtain a sample from
members or elements of a population; it includes simple, stratified, cluster, and systematic
random sampling techniques.
28. Nonprobability sampling is a sampling process in which the sample elements are chosen from
the population through nonrandom methods; it includes convenience, quota, and purposive
methods.
29. In nonprobability sampling, the sample elements are chosen from the population by
nonrandom methods. These methods are more likely to produce a biased sample, and the
researcher cannot estimate the probability that each element of the population will be
included in the sample. This restricts the generalizations that can be made about the study
findings.
30. The three most frequently used nonprobability sampling techniques are (a) convenience, (b)
quota, and (c) purposive.
31. Convenience sampling involves choosing the most readily available people or objects for a
study. These elements may or may not be typical of the population.
32. Snowball sampling is a convenience sampling method that involves the assistance of study
subjects to obtain other potential subjects. It is called network sampling because the study
subjects provide other study subjects. It is helpful in finding people who are otherwise
reluctant to make their identity known.
33. Quota sampling is a nonprobability sampling procedure in which the researcher divides the
population into homogeneous strata and then obtains sample elements from each of the
strata through convenience samples. These variables frequently include subject attributes
such as age, gender, and educational background. The number of elements chosen from each
stratum is generally in proportion to the size of that stratum in the total population.
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34. Purposive sampling is a nonprobability sampling procedure in which the researcher uses
personal judgment to select subjects who are considered to be representative of the
population. Many qualitative studies use purposive samples.
35. Advantages for using nonprobability sampling procedures are savings in time and money. A
major disadvantage of using nonprobability sampling procedures is that the elements are not
chosen randomly and thus are not typical of the population.
36. Research studies are classified as longitudinal or cross-sectional, depending on the time
frame for selecting and studying subjects.
37. A longitudinal study follows subjects over a period into the future. A cohort study is a special
type of longitudinal study in which subjects who have been born during one particular period
or who have similar backgrounds are studied. The number of data collection periods and time
intervals in between the data collection points depend on the nature and length of the study.
Data are gathered from the same subjects several times to determine changes associated
with the passage of time.
38. A cross-sectional study examines subjects at one point in time. Data are gathered on subjects
at only one point in time. Cross-sectional studies examine several different groups that are
thought to be representative of different age groups, periods, or developmental states.
39. Longitudinal studies are more accurate means of studying changes that occur over time.
Cross-sectional studies are conducted because they are less expensive and easier to conduct.
40. No simple rules exist to determine the “correct” sample size. Qualitative studies use much
smaller samples than qualitative studies. Some factors to be considered in quantitative
studies are the following: (a) the homogeneity of the population (with a very homogenous
population, a small sample may suffice); (b) the degree of precision desired by the researcher
(larger sample = greater precision); and (c) the type of sampling procedure that will be used
(probability sampling requires smaller samples than nonprobability sampling).
41. A sample size of 100 ensures the benefits of the central limit theorem. Sample sizes as small
as 30 are generally adequate to ensure that the sampling distribution of the mean will closely
approximate the normal curve.
42. Larger sample sizes may be needed when (a) many uncontrolled variables are present, (b)
small differences are expected in members of the population on the variable of interest, (c)
the population must be divided into subgroups, (d) the dropout rate among subjects is
expected to be high, and (e) statistical tests are used that require minimum sample sizes.
43. Power analysis is a procedure that can be used to determine the needed sample size for a
research study. The power of a statistical test is its ability to detect statistical significance in
the study, when it is present.
44. When power is low, the likelihood of making a type II error is high. Nearly all external funding
sources require that a power analysis be conducted to determine the optimum sample size
for the proposed study.
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45. Most nursing research studies are limited to small convenience samples. Generalizations to
total populations are thus difficult to make with any degree of confidence. The use of small
sample sizes warrants the need for replication studies. If similar results are obtained from
these replication studies, generalizations to other populations are more appropriate.
46. Sampling error is defined as the difference between data obtained from a random sample and
the data that would be obtained if an entire population were measured. Sampling error is not
under the researcher’s control; it is caused by chance variations that may occur when a
sample is chosen to represent a population.
47. Sampling bias occurs when samples are not carefully selected. All nonprobability sampling
methods are subject to sampling bias. Random sampling procedures are subject to bias if
some elements decide not to participate in the study.
ACTIVITY
DEBATE. Ask eight students to volunteer for a debate. Place four students on the side that believes
probability sampling procedures are the ideal method to use for research studies. Place the other
four students on the side that advocates for nonprobability sampling procedures. Each side should
present a rationale for their sampling technique.
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MODULE 11
TOPIC TITLE: Measurement and Data Collection
TOPIC DESCRIPTION: Now the fun part of a research study begins. All of the preliminary phases of the
study have been completed, and data collection is about to start. Many researchers are excited when
they talk about the data-collection phase of their studies. This is the time when they get to interact
with their study participants personally or through reading their responses on questionnaires. The
real detective work begins. In any study, the investigator must devise a way to examine or measure
the concepts of interest. For example, anxiety could be measured in several ways, such as through
galvanic skin response, pulse rates, or self-report questionnaires.
 Differentiate among the four levels of measurement

 Compare data-collection methods and instruments
 Compare and contrast the concepts of reliability and validity
 Explain the factors and issues that impact data collection
TOPIC PRESENTATION:
1. Measurement is the process of assigning numbers to variables. These numbers can

be assigned in several ways: (a) counting, (b) ranking, and (c) comparing objects or events.
2. Measurement, as used in research, implies the quantification of information. Because

it involves quantification of data, it is applied most frequently to quantitative research designs.
3. When qualitative data are summarized and placed into categories, they lend
themselves to quantification and would be included in the concept of measurement.
4. The four levels of measurement or measurement scales are nominal, ordinal,

interval, and ratio.
5. The nominal level of measurement is the lowest level of measurement and involves
the naming or categorizing of objects or events. The categories must be distinct from each other
(mutually exclusive categories) and include all of the possible ways of categorizing the data
(exhaustive categories). Examples are gender, religious affiliations, marital status, and political party
membership. This type of data is usually assigned a symbol (0 or 1) to help in the data analysis
process.
6. The ordinal level of measurement refers to data that can be rank ordered as well as
placed into categories. The exact differences between the ranks cannot be specified with these types
of data. The numbers obtained from this measurement process indicate the order rather than the
exact quantity of the variables. Examples of this level are mild, moderate, and severe.
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7. The interval level of measurement concerns data that not only can be placed into
categories and ranked, but also that the distance between the ranks can be specified. Interval data
consists of “real” numbers. The categories in interval data are the actual numbers on a scale.
Examples are body temperature or weight.
8. The ratio level of measurement is considered the highest level of data. It includes
data that can be categorized and ranked; in addition, the distance between ranks can be specified,
and a “true” or natural zero point can be identified. The zero point means that there is a total
absence of the quantity being measured. Examples of this level are money in a bank account or pain.
9. When the researcher is concerned about the precision of the data, the interval or
ratio level of measurement should be selected. When ranked or categorized data are sufficient to use
in the research study, ordinal data may be used. If categories of data are all that are needed, nominal
data will be appropriate.
10. The main considerations in determining the level of measurement for data are (a) the level of
measurement that is appropriate for the type of data that is being sought and (b) the degree of
precision that is desired when it is possible to consider the data at more than one level of
measurement.
11. Five important questions should be asked when the researcher is in the process of collecting
data: Who? When? Where? What? And how? Use the acronym WWWWH.
12. Who will collect the data? This question is easy to answer if the researcher is going to collect
all the data. Scientific investigations frequently involve a team of researchers. Any time there is more
than one person collecting data, assurances must be made that the data are collected in the same
manner.
13. When will the data be collected? The determination of this question will need to be made
according to month, day, hour, and so on for data collection. Also, determination has to be made for
the question, “How long will the data collection take?” Frequently, the only way to answer this
question is through a trial run of the procedure.
14. Where will the data be collected? The setting for the data collection must be carefully
determined. Optimum conditions should be sought.
15. What data will be collected? This question calls for a decision to be made about the type of
data that is being sought. For example, is the study designed to measure knowledge, attitudes, or
behaviors? The type of data needed to answer the research questions or to test the research
hypothesis should be the main consideration in data collection.
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16. How will the data be collected? The research instrument is important for this question.
Choosing a data collection instrument is a major decision that must be made after careful
consideration of the possible alternatives.
17. Several factors determine the data collection method:
(a) the research question(s) or hypothesis or hypotheses, (b) the design of the study, and (c) the
amount of knowledge available about the variable of interest.
18. Several examples of data-collection methods are (a) self-report questionnaires,
(b) interviews, (c) physiological measures, (d) attitude scales, (e) psychological tests, and (f)
observational methods. Questionnaires are the most frequently reported method of data collection
in nursing studies.
19. Many research studies use a variety of data-collection methods. When the various methods
used give the same results, greater confidence in the study findings will occur.
20. Great care should be taken to select the most appropriate instrument or instruments. The
researcher should conduct a review of the literature on the topic of interest. When an existing
instrument is used for the study, note its reliability and validity.
21. A variety of sources may be used to search for a research instrument. The Mental
Measurement Yearbooks (MMYs) consist of 18 volumes with the first one published in 1938. The
Instruments for Clinical Health-Care Research consists of four volumes and is a well-used source for
nursing research. Measurement of Nursing Outcomes is devoted to the measurement of client
outcomes. Many of these existing instruments are copyrighted, and the holder must be contacted to
obtain permission to use the instrument.
22. If no instrument is discovered, the researcher is faced with developing a new instrument, or it
may be possible to revise an existing instrument. A pilot study is conducted to pretest the new
instrument. A pilot study is a small-scale trial run of the actual research project. Factors such as time,
cost, and availability of persons similar to the study subjects will help determine the size of the pilot
group.
23. Several criteria should be considered when deciding on a data-collection instrument, for
example, the practicality, reliability, and validity of the instrument.
24. The practicality of the instrument concerns its cost and appropriateness for the study
population. A variety of questions may help in this process. The practicality of the instrument must be
taken into account before considering the reliability and validity of the instrument.
25. Reliability of an instrument concerns its consistency and stability. Reliability needs to be
determined whether the instrument is a mechanical device, a written questionnaire, or a human
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observer. The degree of reliability is usually determined by the use of correlational procedures.
Researchers should choose the most appropriate type of reliability for their particular study, such as
stability reliability, equivalence reliability, or internal reliability.
26. The validity of an instrument concerns its ability to gather the data that it is intended to
gather. The greater the validity of an instrument, the more confidence the researcher has that the
instrument will obtain data that will answer the research questions or test the research hypotheses.
Validity may be established through a panel of experts or through an examination of the existing
literature on the topic. If statistical procedures are used to obtain validity measures, they generally
are correlational procedures.
27. The three types of reliability are stability, equivalence, and internal consistency.
28. Stability reliability of an instrument refers to its consistency over time. When a physiological
instrument is used, the researcher has to ensure that it is very stable and accurate. When a
questionnaire is used, the researcher tests and retests the questionnaire over time to see if the
results are almost identical. Instruments that have a high correlation coefficient (or high test-retest
reliability) will be close to 1.00.
29. Equivalence reliability of an instrument concerns the degree to which two different forms of
an instrument obtain the same results or two or more observers using a single instrument obtain the
same results. Alternate forms reliability, or parallel forms reliability, is the term used when two forms
of the same instrument are compared. Interrater or interobserver reliability are terms applied to the
comparisons of raters or observers using the same instrument. Correlation coefficients are also
obtained. The higher the correlation coefficient (closer to 1.00), the more confidence the researcher
can have that the two forms of the test are gathering the same information.
30. Internal consistency reliability, or scale reliability, addresses the extent to which all items on
an instrument measure the same variable. This type of reliability is appropriate only when the
instrument is examining one concept or construct at a time. It is concerned with the sample of items
used to measure the variable of interest. Internal consistency reliability is measured using split-half
procedures. A common type of internal consistency procedure is the coefficient alpha (α) or
Cronbach’s alpha, which provides the estimate of the reliability of all possible ways of dividing an
instrument into two halves.
31. Four broad categories of validity to consider are face, content, criterion, and construct. Face
and content validity are concerned only with the instrument that is under consideration whereas
criterion and construct validity are concerned with how well the instrument under consideration
compares with other measures of the variable of interest.
32. An instrument is said to have face validity when a preliminary examination shows that it is
measuring what it is supposed to measure, the variable(s) of interest. This validity can be examined
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through the use of experts in the content area or through the use of people who have characteristics
similar to those of the potential subjects.
33. Content validity is concerned with the scope or range of items used to measure the variable.
In other words, are the number and type of items adequate to measure the variable(s) of interest? Is
there adequate sampling of all possible items to get the desired data? Methods to determine content
validity are (a) comparing the content of the instrument with the literature, (b) using a panel of
experts who have expertise in the given subject area, and (c) developing a test blueprint designed
around the objective for the content being taught and the level of knowledge that is expected.
34. Criterion validity is concerned with the extent to which an instrument corresponds to or is
correlated with some criterion measure of the variable of interest. It assesses the ability of an
instrument to determine the subjects’ responses at the present time or to predict subjects’ responses
in the future. The two forms of criterion validity are concurrent validity and predictive validity.
35. Concurrent validity compares an instrument’s ability to obtain a measurement of subjects’

behavior that is comparable to some other criterion of that behavior. Does the instrument under
consideration correlate with another instrument that measures the same behavior or responses? The
correlation coefficient is used to measure concurrent validity. The closer the value of the correlation
coefficient to 1.00, the higher is the validity of the instrument. Predictive validity is concerned with
the ability of an instrument to predict behavior or responses of subjects in the future.
36. Construct validity is the most difficult validity to measure. It is concerned with the degree to
which an instrument measures the construct that it is supposed to measure. A construct is a concept
or abstraction created or “constructed” by the researcher. Construct validity involves the
measurement of a variable that is not directly observable but rather is an abstract concept derived
from observable behavior. Several methods are used to measure construct validity, for example,
known-groups procedure and factor analysis.
37. Known-groups procedure is performed when the instrument is administered to two groups of
people whose responses are expected to differ on the variable of interest. The researcher expects to
find that differences occur in the scores in order to show that the instrument has construct validity.
Factor analysis is a method used to identify clusters of related items on an instrument or scale. This
type of procedure helps the researcher determine whether the tool is measuring only one construct
or several constructs. Correlational procedures are used to determine if the items cluster together.
38. Reliability and validity are closely associated. Both of these qualities are considered when
selecting a research instrument. Reliability is considered first because reliability is a necessary
condition for validity. An instrument cannot be valid unless it is reliable. However, the reliability of an
instrument tells nothing about the degree of validity. An instrument can be very reliable and have a
low validity correlation coefficient value.
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39. Some error is expected to exist in the data because they are collected from human beings
and the degree of control that may be placed on the research situation is limited. The errors in data
collection can arise from (a) instrument inadequacies, (b) instrument administration biases, (c)
environmental variations during the data-collection process, and (d) temporary subject
characteristics during the data-collection process.
40. When critiquing the data-collection section of the research reports, first try to find the
section in the report in which the measurement and collection of data are reported. Next, determine
if the level of measurement is appropriate to test the research hypothesis or answer the research
question. Third, determine if the research instruments are described clearly and thoroughly and
whether you are able to find reliability and validity information. Finally, the results of the pilot study
should be reported. If not, the researcher should give some rationale for the failure to do so.
ACTIVITY
Use a search engine and look for 2 quantitative research and identify the levels of measurements
used.
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MODULE 12
TOPIC TITLE: Presentation and Discussion of Study Findings
TOPIC DESCRIPTION: Most research reports present the findings in both a narrative form and in
tables. There is some disagreement about the function of the table in relation to the narrative
presentation. Some people want to see all of the results in both places. Other individuals contend
that results presented in tables should not be reported in their entirety in the text and that only
highlights or important items from the table should be presented in the narrative.
1. Summarize the parts of a presentation of findings
2. Explain the discussion of findings, study hypotheses, and statistical and clinical significance
3. Describe the purpose of conclusions, implications, and recommendations for research studies.
TOPIC PRESENTATION:
1. Most research reports present findings in both a narrative form and in tables.
2. Narrative findings should be clearly and concisely presented in the text. In qualitative studies,
narrative presentations predominate; they generally contain direct quotes from participants and then
discuss patterns and themes found in the data. In quantitative studies, the narrative presentation
should present data that support or fail to support each study hypothesis. The statistical test that was
used, the test results, degrees of freedom, and the probability value should always be included in the
presentation of the findings.
3. Tables are a means of organizing data to make them more easily understood and interpreted.
Hypothesis testing results should be placed in a table, or a footnote should be added to provide the
test results, degrees of freedom, and the probability level. Tables should contain columns and rows.
The vertical entries in a table are referred to as columns and the horizontal entries are called rows.
Cells are the boxes that are formed where rows and columns intersect.
4. The term figure is used to indicate any type of visual presentation other than a table. Figures
include graphs, diagrams, line drawings, and photographs. They are particularly useful in presenting
demographic data about subjects.
5. The presentation of inferential statistics used to test the hypotheses is the most important
aspect of the findings in studies in which hypotheses have been formulated. Research hypotheses
predict study results based on the theoretical framework or on previous research studies.
6. The results of hypothesis testing fall into one of three categories: (a) the null hypothesis is
not rejected, (b) the null hypothesis is rejected and the research hypothesis is supported, and (c) the
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null hypothesis is rejected and the results are in the opposite direction from the prediction of the
research hypothesis.
7. When the study results are congruent with the study prediction found in the research
hypothesis, it provides empirical support for the hypothesis. The investigator asserts with a degree of
certainty (probability level) that the results were not due to chance.
8. Even when the null hypothesis is not rejected, negative results may be as important as
positive results. It is important to be objective when considering negative results and then explain the
negative results.
9. Discovery of results that are in the opposite direction of the study prediction is not
supportive of the study’s theoretical framework. These results may also be incongruent with previous
research results. For an investigator faced with this dilemma, the best thing that can be done is to try
to make some sense out of the findings and give some tentative explanations for the results.
Recommendations may then be made for further research based on the explanations.
10. Statistical significance means that the null hypothesis has been rejected and that the
differences found between groups on the variable of interest or the correlations found between two
variables are not likely to be a chance occurrence. This significance may not be clinically important.
Clinical significance means that the findings may be useful in the clinical setting with patients. Ideally,
study findings are both statistically and clinically significant.
11. Study conclusions show what knowledge has been gained by the study and are also an
attempt to generalize findings. They are based on the study problem, purpose, hypothesis, and
theoretical framework. The researcher emphasizes what the study has demonstrated in these areas
but remains somewhat conservative in drawing conclusions from the findings. The findings of a study
are concrete and tied into the specific data of the study, whereas the conclusions are more abstract
and use more general terms.
12. The implications of a study are the “shoulds” or what needs to happen next. They are
conceivable changes based on the conclusions of the study, whether more research is called for to
further verify the study results, no change is needed, or changes need to be made based on the study
conclusions.
13. The last section of every research report should contain recommendations for further
research. This section proposes replication of the study or a new study in which the present study
limitations are considered. The researcher may suggest an extension of the present study.
14. Replication of a study involves carrying out a study similar to one that previously has been
done. Only minor changes are made from the previous study.
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15. Common recommendations that are made concerning limitations are (a) alteration in the
sample (different age group or educational level of the subjects), (b) alteration in the instrument
(either a change in an existing instrument or use of another instrument), (c) control of variables
(taking only a certain age group in the sample or selecting a random sample instead of using a
convenience sample), and (d) change in methodology (providing six weeks of the experimental
treatment instead of four weeks).
16. After completing a study, the investigator should be in a good position to determine the next
step that needs to be taken to examine the subject area under consideration. Extensions of the
research study suggests future research that is based on the findings of a particular study, the
findings of previous research, and the current state of the theoretical framework that was used in the
study.
17. The investigator must be very objective when presenting the findings of a study. However, in
discussing the study results, the researcher has an opportunity to interject some subjective
interpretation of the data. The discussion section of a research report should talk about the findings
of each hypothesis that was tested or each research question that was answered. The findings should
be interpreted in relation to the study framework and previous literature on the topic. Study
conclusions should be presented and implications for nursing practice, nursing education, and nursing
research should be indicated. Recommendations for replication or extension of the study should be
suggested.
ACTIVITY
Read a research article and critique the findings, conclusions, implications, and recommendations of
the article
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MODULE 13
TOPIC TITLE: Communication and Utilization of Nursing Research
TOPIC DESCRIPTION: Although the communication of research findings is frequently considered to be

the last formal step in the research process, it is only the beginning of the most important phase of
research—the utilization of research findings. Utilization of research findings is the final step of the
research process. Nurse researchers need to exert as much effort in implementing research findings
as they do in conducting research in the first place.
1. Describe the means of communicating nursing research findings.
2. Summarize issues related to research utilization.
TOPIC PRESENTATION:
1. No research project is complete until the final research report, a written or oral summary of a
study, has been written. The research report should be written out, even when a verbal presentation
is also given.
2. Effective writing should be clear, accurate, and concise. It should be planned and organized
before the writing is begun. The results of a study should be presented in an interesting and
informative manner.
3. The research report should be presented in the order of the research process. The major part
of the research report is written in the past tense because the study has already occurred.
Hypotheses and conclusions are written in the present tense, and the implications and
recommendations are directed toward the future.
4. Presenting a research paper involves an oral presentation of a research report. The report is
referred to or read by the investigator during the presentation. The use of an outline or audiovisual
aids can greatly enhance a presentation. The presenter is usually allotted 15 to 30 minutes, and at
some conferences, time is also allowed for questions. The advantages of this method over publishing
the findings in a journal article include the opportunity to present findings that are recent, the chance
to interact with those people who are interested in the study, and the ability to locate other
researchers who are studying the same or similar phenomena.
5. Posters are a visual method of presentation that may be seen by a large number of people in
a short time period. The presenters usually remain with their posters and interact with the viewers.
Posters appeal to those who want to get a general, overall view of the many research studies that are
being conducted by nurses. The initial view of the poster is important, so attractive color
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combinations should be used. Diagrams, graphs, and tables are effective means of presenting the
findings of a study. The poster should contain the research questions, hypothesis or hypotheses, a
description of the sample, the methods, the findings, and major conclusions.
6. Preparing a journal article involves summarizing research reports and providing a brief
coverage of the findings. The sections of the article and the format will vary according to the journal,
but most articles contain an introduction, a review of literature, the methods, the findings, and a
discussion.
7. A journal may be selected before or after a manuscript is prepared. If the manuscript is

written first, the author then seeks a journal that is appropriate for the proposed article as written.
Otherwise, the author can determine the journal is most appropriate for the content of the article
and then prepare the manuscript according to the guidelines of the journal and the needs of its
readers.
8. A refereed journal evaluates manuscripts using panels of expert colleagues chosen by the
journal’s editorial staff. A nonrefereed journal uses editorial staff members or consultants to review
manuscripts. A peer review is when manuscripts are evaluated by professional colleagues who are
content or methodological experts. In a blind review, the reviewers are not aware of the author’s
identity before the manuscript is evaluated. Some journals are beginning to introduce an open review
process, in which the reviewer signs his or her reviews.
9. A letter of inquiry, called a query letter, is submitted to a journal by the author to determine
the journal’s interest in the manuscript. A query letter contains an outline of the manuscript and
important information about the manuscript. If more than one journal is willing to accept the
manuscript, then a decision must be made as to which journal to choose. A manuscript should be
submitted to one journal at a time. Once the manuscript is submitted and revised, galley proofs or
sheets of paper showing how the article will appear in typeset form are sent to the author to be
proofread for errors.
10. When funding is received for a study, the researcher is nearly always expected to provide a
final report at the completion of the project. This report may be a brief summary or a lengthy report
outlining the steps in the research process.
11. Theses and dissertations are an important means of communication for research studies that
are conducted to fulfill educational requirements. Dissertations contain more in-depth investigations
than theses and provide new knowledge for the profession. Theses are usually concerned with
testing existing theory, whereas dissertations focus on refining existing theories or generating new
theories.
12. Five of the most common barriers to nursing research utilization are (a) nurses’ lack of
knowledge of nursing research, (b) nurses’ negative attitudes toward research, (c) inadequate means
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of disseminating nursing research findings, (d) lack of institutional support for research, and (e) study
findings that are not ready for use in nursing practice.
13. A nurse’s lack of knowledge about nursing research is compounded by the finding that nurses
may have knowledge about research but are reluctant to change their traditional practices.
14. Studies have shown that nurses with positive attitudes were more likely to use research
findings. Attitude was more strongly correlated with research utilization than the two other variables
that were considered: institutional support and availability of research findings.
15. Inadequate dissemination of nursing research findings involves two areas. First, nursing
research studies are not always published or presented at research meetings or workshops. Second,
studies that are published or presented are frequently written for researchers rather than for
practicing clinicians.
16. Nurses frequently perceive little institutional support for nursing research. Nurses say that
poor institutional support is shown by a lack of authority to change patient care procedures and
insufficient time to implement new practices.
17. In order for research to be ready for use in practice, the findings must have been replicated in
several clinical settings, with similar results being found.
18. Bridging the gap between research and practice is instrumental for dissemination of results
from research.
19. The Western Council on Higher Education for Nursing (WCHEN) Regional Program for Nursing
Research Development project and the Conduct and Utilization of Research in Nursing (CURN) are
two widely known projects that have fostered research utilization.
20. The WCHEN project, conducted in the late 1970s, included nurses from various settings who
attended three-day workshops in which they were taught how to use the change process to bring
about research utilization. A problem encountered was the lack of reliable nursing studies that were
appropriate for implementation in nursing practice during that period.
21. The CURN project is a five-year project to stimulate the conduct of research in clinical settings
and to increase the use of research findings in the daily practice of nurses. As a result of this project,
nursing innovations (protocols) were developed for nine practice problems.
22. Rogers’s (1995) innovation-diffusion model contains five stages: (a) knowledge, (b)
persuasion, (c) decision, (d) implementation, and (e) confirmation.
23. Stetler’s (2001) revised model has five phases: (a) preparation, (b) validation, (c) comparative
evaluation and decision making, (d) translation/application, and (e) evaluation.
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ACTIVITY
Attend a RESEARCH CONFERENCE and critique the research presentations based on the information
learned in this section
Prepared by:
Professor Cherry Ann G. Durante, RN, MSPH

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COLLEGE

UNIVERSITY OF NURSING HELP

COURSE MODULE NCM 111

UPHS CORE VALUES

• Filipino Christian Leadership

UPHS QUALITY OBJECTIVES

I. COURSE CODE: NCM 111

II. COURSE TITLE: NURSING RESEARCH 1

9. Apply the fundamental values in relation to the profession

VI. COURSE GUIDELINES/POLICIES:

Lecture (X2) RLE (X1)

7. Required Textbook Readings:

 Polit, D. F., & Beck, C. T. (2017). Essentials of Nursing Research: Appraising

VII. COURSE CONTENT:

MODULE 1. Introduction to Nursing Research

MODULE 2. Evidence-based Nursing Research

MODULE 3. Ethical Issues in Nursing Research

MODULE 4. Qualitative Research

MODULE 5. Quantitative Research

MODULE 6. Identifying Nursing Research Problems

MODULE 7. Review of the Literature

MODULE 8. Theory and Nursing Research

MODULE 10. Population and Samples

MODULE 11. Measurement of Data Collection

MODULE 12. Presentation and Discussion of Study Findings

MODULE 13. Communication and Utilization of Nursing Research

TOPIC TITLE: Introduction to Nursing Research

1. Identify the importance of research to nursing

PRE-REQUISITE KNOWLEDGE & SKILLS: Theoretical Foundations of Nursing

1. Go to https://pubmed.ncbi.nlm.nih.gov/ and type in the search engine “nursing care”.

TOPIC TITLE: Evidence-based Nursing Research

4. Facilitators of EBP should be grounded in the culture of the organization by means of

4. Research designed to solve a pressing practical problem is __________________________ (as

II. SHORT ESSAY. Use 5 sentences to answer the following questions.

TOPIC TITLE: Ethical Issues in Nursing Research

11. Twelve major elements need to be addressed in the informed consent.

19. Researchers must explain alternative procedures or treatments to participants.

1. Go to this site: https://globalhealthtrainingcentre.tghn.org/elearning/

2. Take the “Informed Consent” Course

TOPIC TITLE: Quantitative Research

 Summarize criteria for exploratory, descriptive, and explanatory research studies

2. Descriptive studies describe phenomena or the relationship between variables on which

4. Experimental research is concerned with cause-and-effect relationships, manipulating or

54. Determining whether to use experimental or nonexperimental research design depends on

1. Go to the American Journal of Nursing website.

TOPIC TITLE: Qualitative Research and Mixed Methods

2. Phenomenological studies examine human experiences through descriptions provided by the

8. Grounded theory is a qualitative research approach developed in 1967 by two sociologists,

19. Mixed methods research is a research approach or methodology focusing on research

1. Go to the American Journal of Nursing website.

TOPIC TITLE: Identifying a Research Problem

4. All nursing studies should have relevance to the practice of nursing.

5. The researcher must be very interested in and intrigued by the research.

9. A research question should be written in an interrogative sentence form that is clear,

17. Certain questions should be asked to evaluate problem statements.

TOPIC TITLE: Review of the Literature

1. Reviewing past literature is a standard part of conducting research.

TOPIC TITLE: Theory and Nursing Research

TOPIC TITLE: Hypotheses

TOPIC TITLE: Populations and Samples