EBP Week 2: Basic Principles of Research

Flashcards on research principles, types, key considerations, and critical appraisal.

Research

The systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions.

Master of Science in Nursing (MSN) Research Competencies

Critically appraise and synthesize studies to develop protocols, clinical algorithms, and policies; collaborate in research projects and provide clinical expertise for research.

Doctor of Nursing Practice (DNP) Research Competencies

Participate in EBP guideline development, develop, implement, evaluate, and revise protocols, policies, and EBP guidelines; conduct clinical trials in conjunction with nurse researchers.

Doctor of Philosophy (PhD) Research Competencies

Assume major scientific role in conducting research to generate empirical knowledge, obtain research funding and lead research teams.

Descriptive Quantitative Research

Accurate account of characteristics of individuals, groups, epidemics, or contexts; useful in early investigations of a phenomenon.

Correlational Quantitative Research

Systematic investigation of relationships between variables; does not determine cause and effect.

Quasi-experimental Quantitative Research

Examines causal relationships and why certain events happen; no randomization.

Experimental Quantitative Research

Systematic controlled investigation performed to predict and control the phenomena via randomization to groups.

Research Hypothesis

States an expectation of what will be uncovered, a predicted answer to the research question.

Study Population

People in a defined setting.

Sample

Subset of people in the defined setting.

Inference

Reasoned judgment that the characteristics of the sample resemble patient population.

Independent Variable

you can control or change to see how it affects something else

Dependent Variable

Outcome variable.

Validity

Extent to which a tool measures the actual condition it is meant to measure.

Reliability

Consistency of measures over time.

Bias

Systematic error that can distort the results in a non-random way.

Null Hypothesis

Assume no relationship.

p-values

Likelihood of results due to chance.

Confidence Intervals

Contains range of true value; measure of precision.

Covariate variables

Other variables associated with the outcome – should be included in statistical models when associated with outcomes to account for their influence on the outcome (age, prior instrument playing experience)

Confounding variables

Specific type of covariate associated with both the predictor and the outcome – should be included in statistical models to obtain the adjusted odds of the predictor’s impact on an outcome

Measurement

The assignment of numbers or categories to represent the amount, frequency or degree of an attribute or phenomenon/occurrence; used to operationalize or measure variables in a study

Nominal level data

You can categorize your data by labeling them in mutually exclusive groups, but there is no order between the categories.

Ordinal level data

You can categorize and rank your data in an order, but you cannot say anything about the intervals between the rankings.

Interval level data

You can categorize, rank, and infer equal intervals between neighboring data points, but there is no true zero point.

Ratio level data

You can categorize, rank, and infer equal intervals between neighboring data points, and there is a true zero point.

Face Validity

Does the instrument appear to measure phenomenon of interest?

Content validity

Does the instrument include dimensions of the phenomenon under study?

Construct Validity

Does the instrument perform as expected between similar and dissimilar constructs?

Convergent Validity

how closely a test is related to other tests that measure the same (or similar) constructs

Discriminant Validity

Unlike-constructs do not have similar scores

Instrument Reliability

How consistently an instrument measures the target attribute.

Internal consistency

The extent to which all the items/questions on an instrument are measuring the same attribute.

Bias

Introduced at any point in study.

Hypotheses

Stated expectations, a predicted answer to the research question.

Directional hypothesis

Predicts the direction of a relationship

Non-directional hypothesis

Predicts the existence of a relationship, not its direction

Type I error

Rejecting the null hypothesis when it is actually true

Type II error

false negative, when a test says there’s nothing there but there actually is. You fail to reject the null hypothesis

Appraisal

Determines the usefulness of a study to patient care.

Abstract

Brief study overview

Methods

Details study procedures, e.g. study design, study setting, participants, instruments, analyses, etc.

Results

Reports study findings

Discussion

Places study findings in context with existing literature; describes study limitations

Purpose Statement

provides the objective of the study