Professional Documents
Culture Documents
Nursing research is research that provides evidence used to support nursing practices. Nursing,
as an evidence-based area of practice, has been developing since the time of Florence
Nightingale to the present day, where many nurses now work as researchers based in universities
as well as in the health care setting.
A Nursing Research is a scientific process that validates and refines existing knowledge and
generates new knowledge that directly and indirectly influences nursing practice. It is also
defined as a systematic search for and validation of knowledge about issues of importance to the
nursing profession (Polit & Hungler).
Nurse education places emphasis upon the use of evidence from research in order to rationalise
nursing interventions. Nursing research falls largely into two areas:
Quantitative research is based in the paradigm of logical positivism and is focused upon
outcomes for clients that are measurable, generally using statistics. The dominant
research method is the randomised controlled trial.
The introduction to a research paper can be the most challenging part of the paper to write.
Introductions are generally half a page in length, though they can run longer if the topic requires
additional information. They usually begin with supporting statements, and end with a
description of your hypothesis. They offer a theoretical context to a paper, allowing readers to
understand the reasoning behind your work. Well-written introductions set the tone for the paper,
catch the reader's interest, and communicate the hypothesis or thesis statement.
Begin the opening paragraph with a few sentences containing supporting information
about your topic. Give the reader an idea of what issue you will be discussing, such as,
"Just a few years ago, the term "virtual reference" had little meaning to many librarians."
Immediately opening with your main argument can be too abrupt.
For a scientific research paper, you can begin with a discussion of the significance
of your study, and then lead into the rationale behind your experimental model
and how it met your objectives.
Place the thesis statement or hypothesis in the final sentence of your introduction's first
paragraph. An example of such a closing sentence is, "A librarian can add the warmth and
personal touch to an online interaction that an automated search engine cannot." You may
need to write multiple sentences to explain your thesis.
You want to make the objective of your paper clear in the first paragraph, because
while an introduction can run several paragraphs in length, it will confuse readers
if you introduce your topic in subsequent paragraphs.
Continue your introduction by acquainting your audience with the major points of your
paper, and your objectives and results in a scientific paper, in the order they will appear.
This lets the reader know what to expect.
4 Consider other "starters" for your introduction if your initial approach
doesn't fit well with your topic.
events, or ideas.
Evaluate your writing. Read your introduction, and then read your conclusion. Make sure
there is a fluid transition between them.
Three essential parts of a good introduction are:
1. RATIONALE
Somewhere in the introduction you need to inform the reader of the rationale of your
research. This is a brief explanation of why your research topic is worthy of study and
may make a significant contribution to the body of already existing research.
2. PURPOSE
The statement of purpose is not simply a statement of why the research is being done.
(That is what the rationale section is for.) Rather, "purpose" refers to the goal or
objective of your research. The purpose statement should answer questions. . .
3. RESEARCH QUESTION
The introduction usually ends with a research question or questions. This question
should be. . .
Focused
Clear
RESEARCH PROBLEM
Identification of research problem is the first and foremost step in a scientific method for
conducting a research. To initiate a research, there should be pre-occurred ideas that generated
the necessity for the research to be carried out. The ideas are developed while going though
literatures, discourses with experts and continuation of activities related to the subject matter.
These ideas develop into some specific topics that will be interesting or rewarding if
investigated. These topics generally called problems.
Problems are identified by means of group participation. A group of knowledgeable persons are
identified and their statements in negative sense are collected and grouped into different groups.
Then, from each group, a statement which appears most representative of the group is selected.
There, statements are arranged in sequential order as they appear to the group of experts in the
subject matter. These statements are called problems.
PHENOMENON/PHENOMENA- anything affects the human life such as disease, signs and
symptoms, procedure, MD, antidote, virus, bacteria
HYPOTHESIS- educated guess, scientific guess, tentative statement of a supposed answer to
your problem . It is not yet known if true or false, right/wrong
PHENOMENON+HYPOTHESIS= RESEARCH PROBLEM- Without hypothesis there is no research
problem on a problem
characteristics?
5. Why? What are the probable reasons for the problem? Is there agreement or conflict over
these reasons?
6. Solutions: What solutions have already been tried? How successful have they been?
6. Is the problem viewed as a concern by many different people? A research problem that evokes
the concern of many different people administrative, politicians, health professionals, the
general public-is more likely to receive priority funding than one that only a small group of
researchers view as a concern.
7. Have many studies already addressed the problem? For some reproductive health issues study
has been extensive, and much is already known about the etiologies of the problem. For example,
the complications and failure rates of different IUDs have been widely studied. Would another
IUD study add significant new information?
What information should be included in the statement of the problem?
1. A brief description of socioeconomic and cultural characteristics and an overview of
health status and the health care system in the country or district in as for as these are
relevant to the problem. Include a few illustrative statistics, if available, to help describe
the context in which the problem occurs.
2. A concise description of the nature of the problem (the discrepancy between what is and
what should be) and of its size, distribution, and severity (who is affected, where, since
when, and what are the consequences for those affected and for the services)?
3. An analysis of the major factors that may influence the problem and a convincing
argument that available knowledge is insufficient to solve it.
4. A brief description of any solutions that have been tried in the past, how well they have
worked, and why further research is needed?
5. A description of the type of information expected to result from the project and how this
information will be used to help to solve the problem.
6. If necessary, a short list of definitions of crucial concepts used in the statement of the
problem.
Research Problem Analysis
The researcher is often required to do research on a problem with which he or she is not very
familiar. Health workers and managers or community members may be mush more familiar with
the problem. But even they may never have given critical attention to the various aspects of the
problem.
A systematic analysis of the problem, completed jointly by the researchers, health workers,
managers, and community representatives is a very step in designing the research because it:
1. Enables those concerned to pool their knowledge of the problem,
2. Clarifies the problem and the possible factors that may be contributing to it, and
3. Facilitates decisions concerning the focus and scope of the research.
5 Ways to Formulate the Research Problem
1. Specify the Research Objectives
A clear statement of objectives will help you develop effective research.
It will help the decision makers evaluate your project. Its critical that you have manageable
objectives. (Two or three clear goals will help to keep your research project focused and
relevant.)
2. Review the Environment or Context of the Research Problem
As a marketing researcher, you must work closely with your team. This will help you determine
whether the findings of your project will produce enough information to be worth the cost.
In order to do this, you have to identify the environmental variables that will affect the research
project.
3. Explore the Nature of the Problem
Research problems range from simple to complex, depending on the number of variables and the
nature of their relationship.
If you understand the nature of the problem as a researcher, you will be able to better develop a
solution for the problem.
To help you understand all dimensions, you might want to consider focus groups of consumers,
sales people, managers, or professionals to provide what is sometimes much needed insight.
4. Define the Variable Relationships
Marketing plans often focus on creating a sequence of behaviors that occur over time, as in the
adoption of a new package design, or the introduction of a new product.
Such programs create a commitment to follow some behavioral pattern in the future.
Studying such a process involves:
Determining the functional relationships between the variables and which variables are
critical to the solution of the problem.
During the problem formulation stage, you will want to generate and consider as many courses
of action and variable relationships as possible.
5. The Consequences of Alternative Courses of Action
There are always consequences to any course of action. Anticipating and communicating the
possible outcomes of various courses of action is a primary responsibility in the research process.
Research in Nursing must be systematic, empirical, controlled and critical investigation, or a
hypothetical (hypothesis) proposition related to nature phenomenon. Must be conducted to affirm or
deny hypothesis
Insufficient awareness of diabetes and of self care measures among diabetic patients and
their relatives;
The high rate of re-admissions among diabetes (a discrepancy between what is and what
should be in the services)
The high rate of diabetic complications (a discrepancy between what is and what should
be in the health of the patients);
The nature of the problem; the discrepancy between what is and what you prefer the
situation to be, in terms of re-admissions and /or complications;
The distribution of the problem who is effected, when, and where; and
The size and intensity of the problem is it widespread, how server is it, what are its
consequences (such as disability, death, and waste or resources).
Perceived problems and factors contributing to these problems may be placed in balloons. The
relationship between them can be indicated by arrows that can be either one-way arrows (for
cause effect relationships) or two-way arrows (for mutual relationships). The core problem can
be identified by drawing a double line around it.
Defining a research problem is crucial in defining the quality of the answers, and determines the
exact research method used. A quantitative experimental design usesdeductive reasoning to
arrive at a testable hypothesis.
Qualitative research designs use inductive reasoning to propose a research statement.
Casual observation
a. The relationships between the cognitive and affective realms
b. The effect of positive and negative reinforcement
2.
3.
Related literature
a. The use of math manipulatives in secondary schools
b. The comparison of state and national dropout profiles
4.
5.
Practical situations
a. Evaluating a specific instructional program
b. Evaluating a specific school restructuring effort
6.
7.
b.
Research Objectives
Research Objectives are statements of what the researcher intends to do. The objectives flow
directly from the problem. They communicate what the researcher plans to do. Structurally, the
objectives are seen as small particles which constitute the problem. The problem may be stated
broadly but the objective should be should be stated in more specific and measurable term.
2. specific- The Specific objectives may be viewed as sub-objectives or small particles of the
general objective. The following should be examined in stating the specific objectives:
1. Specific variables
2. Variables expressed in measurable terms
3. Suggestion on the type of analysis to be done
HYPOTHESES
Hypotheses are tentative statements of the expected relationships between two or more variables
a.
b.
The class using math manipulatives will show significantly higher levels of math
achievement than the class using a traditional algorithm approach
them
When supported provides empirical evidence of the predictive nature of the
Types of hypotheses
exists. This is purely statistical in nature. This does not represent the
outcome anticipated by the researcher
Criteria for evaluating research hypotheses
a.
b.
c.
d.
e.
f.
VARIABLES
Variables are anything that might impact the outcome of your study. An operational definition
describes exactly what the variables are and how they are measured within the context of your
study. For example, if you were doing a study on the impact of sleep deprivation on driving
performance, you would need to operationally define what you mean by sleep deprivation and
driving performance.
In this example you might define sleep deprivation as getting less than seven hours of sleep at
night and define driving performance as how well a participant does on a driving test.
What is the purpose of operationally defining variables? The main purpose is control. By
understanding what your are measuring, you can control for it by holding the variable constant
between all of the groups or manipulating it as an independent variable.
The operational definition of variables is a crucial but often misunderstood part of research,
especially the research paper. It might be assumed, for example, that hot water is hot water. But
how hot? "Hot water" can be 100 degrees or 250 degrees or 1,000 degrees Fahrenheit.
Researchers therefore must define exactly what they mean by their terms. General terms like
adult, or autistic, or sleep deprivation don't work. Being specific ensures that the research is both
understood when evaluated by peers and also reproducible.
A variable is something that can change, such as 'gender' and are typically the focus of a study.
Attributes are sub-values of a variable, such as 'male' and 'female'. An exhaustive list contains all
possible answers, for example gender could also include 'male transgender' and 'female
transgender' (and both can be pre- or post-operative).
Mutually exclusive attributes are those that cannot occur at the same time. Thus in a survey a
person may be requested to select one answer from a list of alternatives (as opposed to selecting
as many that might apply).
Quantitative data is numeric. This is useful for mathematical and statistical analysis that
leads to a predictive formula.
Qualitative data is based on human judgement. You can turn qualitative data into
quantitative data, for example by counting the proportion of people who hold a particular
qualitative viewpoint.
Units are the ways that variables are classified. These include: individuals, groups, social
interactions and objects.
Types
Descriptive variables are those that which will be reported on, without relating them to
anything in particular.
Categorical variables result from a selection from categories, such as 'agree' and
'disagree'. Nominal and ordinal variables are categorical.
Discrete variables are numeric variables that come from a limited set of numbers. They
may result from , answering questions such as 'how many', 'how often', etc.
Continuous variables are numeric variables that can take any value, such as weight.
A dependent variable is one which changes as a result of the independent variable being
changed, and is put on the Y-axis in graphs.
Latency: Time between measuring dependent and independent variable (some things take
time to take effect).Control