2. OBJECTIVES
By the end of this lecture Students will be able;
To define research and nursing research
To discuss role of Nurse in research participation
To enlist the process of research.
To Know about the importance of Research.
Discuss the historical trends or history of Nursing
Research.
To review the types of research methods “ Qualitative,
Quantitative and outcomes ”
To discuss areas of high priorities for nurse
researchers
2
3. NURSING RESEARCH -
INTRODUCTION
Nursing cultural change
Nurses expected to understand and conduct
research
Base their professional practice on evidence
Evidence Based Practice defined as the use of the
best clinical evidence in making patient care
decisions, and such evidence typically comes from
research conducted by the nurses and other health
care professionals. 3
4. RESEARCH
Research means
To Search Again.
To examine carefully.
Research seeks answers to questions in an orderly
and systematic way.
It is a method of problem solving.
4
5. DEFINITION OF RESEARCH
It is diligent (careful), systematic inquiry or study
that Validates and refines existing knowledge and
develops new knowledge.
A scientific process that validates and refines
existing knowledge and generates new knowledge
that directly and indirectly influences clinical
nursing practice.
5
6. NURSING RESEARCH
Nursing research is systematic inquiry designed to
develop knowledge about issues of importance to the
nursing profession, including nursing practice,
education, administration, and informatics.
Example of research question
How do adults with acquired brain injury perceive
their social interactions and relationships (Paterson
& Stewart, 2002)
6
7. WHAT DOES RESEARCH DO?
Research enables nurses to:
Describe the characteristics of a particular nursing
situation about which little is known.
Eg. Nurses work stress
Explain phenomenon that must be considered in
planning nursing care.
Eg. Nurses working concept, NPR, Team work, nursing
care / concepts of Psychiatric , Pediatric and OBG clients,
Water birth.
7
8. WHAT DOES RESEARCH DO?
Research enables nurses to:
Predict the probable outcome of certain nursing decisions
made in relation to client care.
Eg. Oral Care – Lemon, Salt, Chlorhexidine
Control the occurrence of undesired client outcomes.
Eg. Muscle dystrophy prevented / controlled by active, passive
exercise
Initiate, with a fair degree of confidence, activities that will
achieve desired client behavior.
Eg. Good or better IPR makes Good or better client behaviour 8
9. WHY DO NURSES NEED
RESEARCH?
For the continuous growth of nursing profession.
Helps nursing to achieve its own professional identity.
Helps to identify the boundaries of nursing.
To define the parameters of nursing.
For cost containment practices.
9
10. ROLE OF NURSE IN RESEARCH
PARTICIPATION AT VARIOUS LEVELS OF
EDUCATION PREPARATION (ANA-1989)
BSN Degree
1. Critiquing & synthesizing research findings from
nursing profession and other discipline for use in
practice.
2. Provide valuable assistance in identifying research
problems and collecting data for studies.
10
11. ROLE OF NURSE IN RESEARCH
PARTICIPATION AT VARIOUS LEVELS OF
EDUCATION PREPARATION (ANA-1989)
Master's degree
1. To lead health care teams
Making essential changes in nursing practice
Health care system based on research
2. Conduct investigations
3. Initial studies in collaboration with other
investigators
4. Facilitate research and Provide consultation 11
12. ROLE OF NURSE IN RESEARCH
PARTICIPATION AT VARIOUS LEVELS OF
EDUCATION PREPARATION (ANA-1989)
Doctoral Degree
1. Assume a major role in the conduct of research.
2. Generation of nursing knowledge in a selected area
of interest.
Extend scientific basis
Develop methods to measure nursing phenomena
12
13. ROLE OF NURSE IN RESEARCH
PARTICIPATION AT VARIOUS LEVELS OF
EDUCATION PREPARATION (ANA-1989)
Post doctoral degree
1. Assumed a full researcher role and has a funded
program of research
2. Develop and coordinate funded research programs
13
15. IMPORTANCE OF RESEARCH IN
NURSING
EBP increases the need or importance for nursing
research.
EBP demands high quality / rigorous nursing
research
EBP indicates clinically appropriate, cost-effective
and result in positive outcomes for clients.
15
16. WHY IS RESEARCH IMPORTANT
IN NURSING?
Knowledge generated through research is essential to
provide a scientific basis for:-
Description
What exists in Nursing/practice and discover a new
knowledge.
Explanation
Explains the existing knowledge in relation to the
effect and the outcome 16
17. WHY IS RESEARCH
IMPORTANT IN NURSING?
Like bed sore occur in the old people due to lack
of mobility
Prediction
A nurse could predict the out come on the
bases of interventions
Control
Ability to write a prescription to produce the
desire result.
17
18. TYPES OF NURSING RESEARCH
NURSING RESEARCH
Qualitative research Quantitative research Outcome
research
- Phenomenological - Descriptive
- Grounded theory - Correlational
- Ethnographic - Quasi-experimental
- Historical - Experimental18
19. QUANTITATIVE RESEARCH
Is a formal, objective, systematic process in which
numerical data are used to obtain information
about the world.
Is "hard science" it is perceived as rigorous (exact),
systematic and objective focusing on numerical
data and using statistical analysis and controls in
an attempt to eliminate bias.
19
20. QUANTITATIVE RESEARCH
It is conducted to test theory by;
Describing variables
Examining relationship among variables
Determine cause and effect interaction between variables.
Types of Quantitative Research:
Descriptive- explore new areas/describe situations.
Co-relational- examine relationships
Quasi-experimental- effectiveness of intervention.
Experimental- producing positive outcomes. 20
21. QUALITATIVE RESEARCH
Is a systematic, subjective approach used to
describe life experiences and situation and to give
them meaning.
"Mode of systematic inquiry concerned with
understanding human beings and the nature of
their transaction with themselves and with their
surrounding" (Benoliel, 1984).
21
22. QUALITATIVE RESEARCH
Qualitative research is often described as holistic,
that is, concerned with humans and their
environment in all their complexities. It is lived and
as it is defined by the actors themselves
22
23. QUALITATIVE RESEARCH
Types of Qualitative Research:
Phenomenological- describes experience as
lived.
Grounded theory- formulate, test and refine a
theory about a phenomena.
Ethnographic- investigates cultures in depth.
Historical- description analysis of events that
occurred in past.
23
24. OUTCOME RESEARCH
Is focused on examining the end results of care or
determining the changes in health status for the
patient.
24
25. OUTCOME RESEARCH
Four essential areas require for this reason:
The patients responses to medical or Nursing
Intervention.
Functional maintenance/improvement of physical
functioning for the patient.
Financial outcome achieved with the provision of
health care services.
Patients satisfaction with the health outcomes care
received and the health care provider.
25
26. QUANTITATIVE & QUALITATIVE
RESEARCH CHARACTERISTICS
26
Quantitative
Research
Qualitative
Research
1. Hard science Soft Science
2. Focus: Concise and
Narrow
Focus: Complex and
Broad
3. Reductionistic Holistic
4. Objective Subjective
5. Reasoning:
Logistic
Deductive
Reasoning:
Dialectic,
Inductive
6. Basis of knowing:
cause and effects,
relationships
Basis of knowing:
meaning discovery
27. QUANTITATIVE AND
QUALITATIVE RESEARCH
CHARACTERISTICS
27
Quantitative
Research
Qualitative Research
7. Tests theory Develops theory
8. Control Shared
interpretation
9. Instruments Communication and
observation
10. Basic elements
of analysis:
numbers
Basic elements of
analysis: words
11. Statistical
analysis
Individual
interpretation.
12. Generalization Uniqueness
28. MAJOR CLASSES OF
QUANTITATIVE & QUALITATIVE
RESEARCH
Quantitative research Qualitative research
Experimental Research
Non Experimental Research
Disciplinary Traditions
Experimental Research:-
Researchers actively
introduce an intervention or
treatment.
Originated in the
disciplines of
anthropology, sociology
& psychology
28
30. In medical &
Epidemiologic research,
an Experimental study
usually called a
controlled trial or
clinical trial &
Non Experimental
inquiry called as an
observational study.
To describe and
understand the key
social, psychological
and structural
processes occurring
in a social setting.
30
31. GROUNDED THEORY
Was developed in the 1960s by two socilogists
Glaser & Strauss
Focus is on a developing social experience, social
& psychological stages and phases that
characterize a particular event or episode.
Major component is the discovery of a core
variable.
31
32. GROUNDED THEORY
Eg. King et al (2006) conducted a series of
grounded theory studies with men and women
from five ethnocultural groups in Canada who
had been diagnosed with Coronary Artery Disease
risk. (CAD)
The analysis of the process through which
patients met the challenge of managing Coronary
Artery Disease risk. 32
33. PHENOMENOLOGY
Rooted in a philosophical tradition
Developed by Husserl and Heidegger
Concerned with lived experiences of humans
It is an approach to thinking about what life
experiences of people are like and what they
mean.
33
34. PHENOMENOLOGY
Eg. O’Dell and Jacelon (2005) conducted in
depthinterviews to explore the experiences of
women who had undergone vaginal closure
surgery to correct severe vaginal pralapse.
34
35. ETHNOGRAPHY
Primary research tradition with in anthropology
Provides framework for studying the patterns, life
ways, and experiences of a cultural group ina
wholistic fashion.
Aim of ethnographers is to learn from members
of a cultural group, to understand their world
view as they perceive & live it to describe their
customs & norms
35
36. ETHNOGRAPHY
Eg. Schoenfeld and Juarbe (2005) conducted
ethnographic fieldwork in two rural Ecuadorian
communities and studied the burdens of
women’s roles, the women’s perceived health
needs, and their health care resources.
36
37. THE CONSUMER-PRODUCER
CONTINUUM IN NURSING
RESEARCH
Consumers of nursing research:- Read research
reports to develop new skills and to search for
relevant findings that may affect their practice.
Producers of nursing research:- Nurses who
actively participate in designing and implementing
studies.
37
38. VARIETY OF RESEARCH
ACTIVITIES BY CONSUMER-
PRODUCER CONTINUUM.
1.Participating in a journal club in a practice
setting, which involves meetings among nurses to
discuss and critique research articles.
2.Solving clinical problems and making clinical
decisions based on rigorous research
3.Collaborating in the development of an idea for a
clinical research project.
38
39. VARIETY OF RESEARCH
ACTIVITIES BY CONSUMER-
PRODUCER CONTINUUM.
4.Reviewing a proposed research plan with respect
to its feasibility in a clinical setting and offering
clinical expertise to improve the plan.
5.Recruiting potential study participants
6.Assisting in the collection research information
(e.g. distributing questionnaires to patients.)
39
40. VARIETY OF RESEARCH
ACTIVITIES BY CONSUMER-
PRODUCER CONTINUUM.
7.Giving clients information and advice about
participation in studies
8.Discussing the implications and relevance of
research findings with clients.
40
41. TERMS AND CONCEPTS OF
RESEARCH
1. The faces and places of research
2. The building blocks of research
a. Phenomena, Concepts and Constructs
b. Theories and conceptual models
c. Variables
d. Conceptual and operational definition
e. Data
3. Relationships
41
42. 1. THE FACES AND PLACES OF
RESEARCH
Studies with human involves two sets of people
I. Those who provide the II. Those who do
the
information research
42
43. I. THOSE WHO PROVIDE THE
INFORMATION
Ina quantitative study In a qualitative study
Subjects or Study
Participants
Informants or key
informants or Study
participants
Respondents
Sample
43
44. II. THOSE WHO DO THE
RESEARCH
Researcher or investigator
Collaborative research
Project director or principal Investigator
Co-investigators
Reviewers
Peer reviewers
Funder or sponsor
44
46. KEY TERMS USED IN QUANTITATIVE
AND QUALITATIVE RESEARCH
CONCEPT QUANTITATIVE TERM QUALITATIVE TERM
Person contributing
information
Subject, study participant,
respondent
study participant, informant,
key informant
Person under taking
the study
Researcher, investigator,
scientist
Researcher, investigator
That which is being
investigated
Concepts, constructs,
variables
Phenomena, concepts
System of organizing
concepts
Theory, theoretical
framework, conceptual
model
Theory, conceptual
framework, sensitizing
framework
Information gathered Data(numeric values) Data (narrative descriptions)
Connection between
concepts
Relationships (cause-and-
effect, functional)
Patterns of association
Logical reasoning
process
Deductive reasoning Inductive reasoning 46
47. 2. THE BUILDING BLOCKS OF
RESEARCH
A) Phenomena, Concepts and Constructs
Concepts:- Research involves abstractions.
For eg. The terms of pain, quality of life, and
resilience are all abstractions of particular aspects
of human behaviour and characteristics. These
abstractions are called concepts. In qualitative
study it is known as Phenomena.
47
48. 2. THE BUILDING BLOCKS OF
RESEARCH
A) Phenomena, concepts and constructs
Construct:- It refers to an abstraction or mental
representation inferred from situations or
behaviours. It is a more complex abstraction than
concept.
Constructs are abstractions that are deliberately and
systematically invented (or constructed) by
researchers for a specific purpose.
For eg. Self care in Orem's Model of health
maintenance is a construct.
48
49. 2. THE BUILDING BLOCKS OF
RESEARCH
B) Theories and conceptual Models
Theory :-
Is a systematic, abstract explanation of some
aspect of reality.
Conceptual Models: interrelated concepts or
abstractions assembled together in a rational
scheme by virtue of their relevance to a common
theme; some times called conceptual framework.
49
50. 2. THE BUILDING BLOCKS OF
RESEARCH
C) VARIABLES
In quantitative studies, concepts are usually called
as variables
i. Continuous, Discrete and categorial variables
ii. Dependent & independent variables
50
51. 2. THE BUILDING BLOCKS OF
RESEARCH
C) VARIABLES
Variable:- is something varies or differs.
Eg. Weight, anxiety levels, body temperature etc.
each varies from one person to another.
Heterogeneous:- The degree to which objects are
dissimilar on some attribute.
Homogenous:- The degree to which the objects are
similar.
51
52. RESEARCH
C) VARIABLES :- I. CONTINUOUS, DISCRETE AND
CATEGORIAL VARIABLES
Continuous variables:- have values along a
continuous and, in theory, can assume an infinite
number of values between two points.
Eg. Continuous variable weight between 1 & 2
pounds, the number of values is limitless.
1.05, 1.7, 1.333, and so on.
52
53. RESEARCH
C) VARIABLES :- I. CONTINUOUS, DISCRETE AND
CATEGORIAL VARIABLES
Discrete variable:- has a finite number of values
between any two points, representing discrete
quantities
Eg. If people were asked how many children they had,
they might answer.
0, 1, 2, 3 or more. The value for number of
children discrete, because number such as 1.5 is
not meaningful. Between 1 & 3, the only possible
value is 2.
53
54. 2. THE BUILDING BLOCKS OF
RESEARCH
C) VARIABLES :- I. CONTINUOUS, DISCRETE AND
CATEGORIAL VARIABLES
Categorial variables:- variable that take on a
handful of discrete non-quantitative values are
called categorial variables.
For eg. Blood type has four values that is A, B, AB
and O.
Dichotomous variables:- Categorical variables take
on only two values.
Eg. Gender is dichotomous Male & Female 54
55. 2. THE BUILDING BLOCKS OF
RESEARCH
C) VARIABLES :- II. DEPENDENT AND
INDEPENDENT VARIABLES
Independent variable :-
The presumed cause is the independent
variable
Dependent Variable:-
The presumed effect is dependent variable
55
56. 2. THE BUILDING BLOCKS OF
RESEARCH
C) VARIABLES :- II. DEPENDENT AND
INDEPENDENT VARIABLES
Outcome Variable:- The variable capturing the
outcome of interest
Smoking Lung cancer
(cause) (effect)
Independent V Dependent V
56
57. STEPS IN RESEARCH
From beginning point to end point
Sequence of steps
General flow of activities are typical in quantitative
studies
5 phases and each phase has certain steps
Conceptual phase
Designing and planning phase
Empirical phase
Analytic phase
Dissemination phase
57
58. STEPS IN QUANTITATIVE
RESEARCH
58
PHASE 1:
THE
CONCEPTUAL
PHASE
1: Formulating and Delimiting (state
clearly) the Problem
2: Reviewing the Related Literature
3: Undertaking Clinical Fieldwork
4: Defining Framework & Developing
Conceptual Definitions
5: Formulating Hypotheses
59. PHASE 1: THE CONCEPTUAL
PHASE
Strong intellectual and conceptual activity
These activities include
Reading
Conceptualizing
Theorizing
Reconceptualizing
Reviewing ideas
Skills needed are,
Creativity
Deductive reasoning, Insight and firm grounding in previous
research on the topic of interest
59
60. Step1: Formulating and Delimiting
(state clearly) the Problem
Researcher identifies an interesting, significant
problem and good research questions.
Good research depends to a great degree of good
questions.
While developing a research question, researchers
must pay close attention to
Substantive issues
Theoretical issues
Clinical issues
Methodologic issues and
Ethical issues
60
61. Step 2: Reviewing the Related Literature
Quantitative research conducted within the context of
previous knowledge.
What is already known about a research problem?
Through literature review
For clinical problems learn about “status quo” of
current procedures relating to topic
Review existing practice guidelines or protocols.
61
62. Step 3: Undertaking Clinical Fieldwork
To refresh or updating clinical knowledge.
Spend time in clinical settings
Discussing the topic with clinicians, health care
administrators and observing current practices.
Clinical field work provides perspectives.
Recent clinical trends
Current diagnostic procedures and Relevant health care
delivery models
Better understand affected client and setting in which the
care is provided
Field work strengthen the study.
62
63. Step 4: Defining Framework &
Developing Conceptual Definitions
Quantitative research performed within the context of
a theoretical framework
Findings may have broader significance and utility.
If research question not embedded in a theory
Have a conceptual rationale
Clear sense of concepts under study
Development of conceptual framework is an important
task
63
64. Step 5: Formulating Hypotheses
Hypothesis is a statement of researcher’s expectations
about relationship between study variables.
It is predictions of expected outcomes.
The research question ask how the concepts under
investigation might be related.
But the hypothesis predicts the answer.
64
65. STEP 5: FORMULATING
HYPOTHESES
Eg. Research Question
Is preeclamptic toxemia related to stress factors
during pregnancy?
Hypothesis
Women with a higher incidence of stress during
pregnancy will be more likely than women with a
lower incidence of stress to experience
preeclamptic taxemia.
65
66. STEPS IN QUANTITATIVE
RESEARCH
66
PHASE 2:
THE DESIGN
AND
PLANNING
PHASE
6: Selecting a Research Design
7: Developing Protocols for the
Intervention
8: Identifying the Population to be
Studied
9: Designing the Sampling Plan
10: Specifying Methods to Measure the
Research Variables
11: Developing Methods for
Safeguarding human/ Animal Rights
12: Finalizing and Reviewing the
Research Plan
67. PHASE 2: THE DESIGN AND
PLANNING PHASE
Second major phase of quantitative study
Decision about methods and procedures to
address the research question
Plan for actual collection of data
Nature if research question dictates the methods
to be used
Considerable flexibility and makes many
decisions
Methodologic decisions have important
implications for the integrity of study findings
67
68. STEP-6 SELECTING A RESEARCH
DESIGNS
It is the overall plan for obtaining answers
Helps in handling some difficulties encountered during
research process
Research designs in quantitative study- non-
experimental, experimental
Researcher specify the design will be adopted,
procedure to minimize the bias and enhance the
interpretability of results
In quantitative study research designs are highly
structured and controlled
Research design indicates other aspects of study
Eg. How often data will be collected, what type of
comparisons will be made, where the study will take
place
68
69. STEP 7- DEVELOPING PROTOCOLS
FOR THE INTERVENTION
In experimental research the researcher creates
the independent variable – means participants
exposed to different treatments
Eg. Relaxation therapy
Development of intervention protocol – who
would administer it, how frequently, over how
long a period the treatment would lost, and so on
and what alternative condition would be
The goal of well articulated protocol is treating
the subjects in each group same way
In non-experimental research this step is
unnecessary
69
70. STEP 8- IDENTIFYING THE
POPULATION
Quantitative researchers need to know
Characteristics of study participants
To which group the study results can be generalized
ie identification of the population to be studied
Population is all the individuals or objects with
common, defining characteristics
Eg.
Population undergoing chemotherapy in belgaum
Menopausal women in belgaum
Neonates in belgaum
70
71. STEP 9-DESIGNING AND SAMPLING
PHASE
Data collected from the sample which is a subset of the
population
Using samples is more practical and less costly than
collecting a data from an entire population
But the risk is the sample might not adequately reflect
the population traits
In quantitative study the sample’s adequacy is
assessed by the criterion of
“REPRESENTATIVENESS”
The quality of the sample depends on how typical or
representative, the sample is of the population
Sophisticated sampling procedures
Sampling plan specifies in advance hoe the sample will
be selected, recruited and how many subjects
71
72. STEP 10- SPECIFYING METHODS TO
MEASURE RESEARCH VARIABLE
It must be developed or it can be barrowed
Quantitative data collection approaches are
self reports – interviews
Observations – sleep and wake status of infants
Bio physiologic measurements
Data collection plan – task of developing
measuring variables
Complex and challenging process
72
73. 11. DEVELOPING METHODS TO SAFE
GUARD THE HUMAN OR ANIMAL
RIGHTS
Nursing research involves human subjects and
some times animals
Ensure that study adheres to ethical principals
Protection of rights of study subjects
Review committee acceptance
73
74. 12. REVIVING AND FINALIZING THE
RESEARCH PLAN
Performing number of tests to ensure smooth
work
Eg
Readability – ability to understand
Pretest – measuring instrument
Pilot study
Submission of proposal to funding source
74
75. STEPS IN QUANTITATIVE
RESEARCH
75
PHASE 3:
THE
EMPIRICAL
(PRACTICAL)
PHASE
13: Collecting the Data
14: Preparing the Data for
Analysis
PHASE 4:
THE
ANALYTIC
PHASE
15: Analyzing the Data
16: Interpreting the Results
76. PHASE 3: EMPIRICAL PHASE
Collecting research data
Preparing those data for analysis
Time consuming part
Requires several weeks, months of work
77. STEP 13: COLLECTING DATA
Proceeds according to the pre established plan
Plan typically specifies procedures for the actual
data collection – where, when
Describing the study to the participants
Recording the information
Technological advance helps
78. STEP 14: PREPARING FOR DATA
ANALYSIS
Coding: translation of verbal data into numeric
form
Eg: Gender might be coded M1 and F2
Transferring data from written documents on to
computer files for subsequent analysis
79. PHASE 4: ANALYTIC PHASE
Data collected in empirical phase are subjected to
analysis and interpretation
80. STEP 15: ANALYZING THE DATA
Orderly and coherent fashion
Quantitative information analyzed through
statistical procedures
Statistical analysis
81. STEP 16: INTERPRETING THE
RESULTS
Interpretation: process of making sense of study
results and of examining their implications
Explaining the findings with prior evidence,
theory and their own clinical experience
Interpretation also involves, how findings can
best be used in clinical practice, or what further
research is needed
83. PHASE 5: DISSEMINATION PHASE
In analytic phase the research question posed are
answered
Responsibility is not completed it ends with the
study results dissemination
84. STEP 17: COMMUNICATING THE
FINDINGS
Final task – preparation of a research report to
share with others
Various forms of research reports are – term
papers, dissertations, journal articles,
presentation at conferences
journal articles – reports appearing in
professional journals as nursing research
85. STEP 18: UTILIZING THE FINDING
IN PRACTICE
High quality study is to plan for its use in
practice settings
Recommending the evidence of the study to be
incorporated into practice of nursing
87. RESEARCH PROCESS OR FLOW OF STEPS IN
QUALITATIVE RESEARCH
87
Planning the study
•Identifying the research problem
•Doing a literature review
•Developing a overall approach
•Selecting and gaining entrée into research sites
•Developing methods to safeguard participants
Developing data collection
strategies
•Deciding what type of data to gather and how
to gather
•Deciding from whom to collect the data
•Deciding how to enhance the trustworthiness
Gathering and analyzing data
•Collecting data
•Organizing and analyzing data
•Evaluating data: making modifications to data collection
strategies, if necessary
•Evaluating data: determining if saturation has been
achieved
Disseminating findings
•Communicating findings
•Utilizing or making
recommendations for utilizing
findings in practice and future
research
88. HISTORY IN NURSING
RESEARCH
Began with Florence Nightingale over 150 years ago
(1850).
In (1859) describes her initial research activities
which looked at the importance of leading
environment in promoting physical and mental well
being
Ventilation
Cleanliness
Purity of water
Diet
88
89. HISTORY IN NURSING
RESEARCH
In addition collected the data of morbidity from
Crimean War this made the military provide:
Enough food.
Clear quarters for the sick.
Appropriate medical treatment.
These interventions made impact on public health
(military help)
drastically reduces mortality from 43% up-to 2% in the
Crimean War.
Testing public water
Improve sanitation
preventing starvation.
89
90. HISTORY IN NURSING RESEARCH
1900- 20’s
First Journal Published “ American Journal of
nursing (1900)
Case study appeared ( 1920 - 1930)
In-depth analysis and systematic description of
one patient or group to promote understanding of
nursing Research.
90
91. HISTORY IN NURSING
RESEARCH
Little research done except for a few
important educational studies
recommending establishing School of
nursing in a university. (Gold mark report,
1923)
First doctoral program for nurses was at
Teachers college in Colombia. (NYC) in
1924. 91
92. HISTORY IN NURSING RESEARCH
1950
American Nurse Association (ANA) initiated a five
year study on nursing functions and activities.
Clinical Research began
Research took on new importance due to vision of
Virginian Henderson & Faye Abdullah;
One could see more nurses with Master's degree
and School of Nursing began introducing research
as a separate course 92
93. 1952
First Journal Of Nursing Research published.
Researches conducted at Baccalaureate and
masters level.
1953
The institute of Research and services in Nursing
education established at teachers collage
Columbia University, New York.
Provided learning experience in research for
Doctoral studies.
late 60's saw more research being done that
imported clinical and quality of care 93
94. 1970's
Saw nursing process as focus for many studies.
Saw increase in number of nursing theories and
models.
Image: Journal of nursing scholarly, first published in
1967 and Advance in nursing science in 1978
( Including Nursing Theories) by STTI.
• To tackle the issue of communication /
dissemination of information
Council of Nurse research establish
94
95. 1980's
Clinical research became the important design in
research
Saw many new journals being published e.g. Cancer
nursing; Pediatric nursing, Dimension of critical care
nursing etc.., Applied nursing research.
Clinical research written priority of the 80's
increase funding for nursing research.
The ANA achieved a victory by establishing the
National Center for Nursing Research in 1985.
95
96. Priorities of National Center for Nursing Research
1999 includes:
Community based nursing models.
Effectiveness of nursing interventions in
HIV/AIDS.
Cognitive impairment.
Living with chronic illness. 96
97. QUANTITATIVE & QUALITATIVE
RESEARCH CHARACTERISTICS
97
Quantitative
Research
Qualitative Research
1. Hard science Soft Science
2. Focus: Concise
and Narrow
Focus: Complex and
Broad
3. Reductionistic Holistic
4. Objective Subjective
5. Reasoning:
Logistic
Deductive
Reasoning:
Dialectic,
Inductive
6. Basis of knowing:
cause and effects,
relationships
Basis of knowing:
meaning discovery
98. QUALITATIVE RESEARCH
CHARACTERISTICS
98
Quantitative
Research
Qualitative Research
7. Tests theory Develops theory
8. Control Shared
interpretation
9. Instruments Communication and
observation
10
.
Basic elements
of analysis:
numbers
Basic elements of
analysis: words
11
.
Statistical
analysis
Individual
interpretation.
12
.
Generalization Uniqueness
99. AREAS OF HIGH PRIORITY FOR
NURSE RESEARCHER
Patient focused research
The management processes within health care
services
Cultural issues for nurses and patients
The history of nursing
Ethical decision making
Nursing and professional regulation
Education of nurses
Nursing workforce skills mix
99
100. REFERENCES
Polit, D.F., and Bech, C.T. “Nursing Research;
principles and Methods” 7th
edition, LWW.
Burns, N., and Grove, S.K. (2007).
“Understanding Nursing Research; building an
evidence based practice” 4th
edition, New Delhi,
Elsevier.
100
101. REFERENCES
Anonymous, (n.d). Promoting Research in Clinical
Practice: Strategies for Implementing Research
Initiatives. Journal of Trauma Nursing, April/June
2009
Acknowledgements
Dr. Fauziya Ali Ph.D
Tazeen Saeed Ali RN, RM, BScN, MSc
(Epidemiology)
101
