UNIT 1: NURSING RESEARCH

By the end of this lecture Students will be able;

OBJECTIVES

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

2 nurse

researchers

NURSING RESEARCH - INTRODUCTION

Nursing cultural change Nurses research expected to understand and conduct

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

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.

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

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

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

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

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.

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

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

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

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

NURSING RESEARCH PRIORITIES

To Improve:

Nursing as a profession Nursing practice Patient outcomes

14

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

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

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

TYPES OF NURSING RESEARCH

NURSING RESEARCH

Qualitative research research

Quantitative research

Outcome

- Phenomenological - Grounded theory - Ethnographic - Historical

- Descriptive - Correlational - Quasi-experimental - Experimental 18

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

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:

DescriptiveCo-relational-

explore new areas/describe situations. examine relationships

Quasi-experimental- effectiveness of intervention.

Experimental- producing positive outcomes.
20

QUALITATIVE RESEARCH

Is

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

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

QUALITATIVE
Phenomenological-

RESEARCH

Types of Qualitative Research: describes experience as

lived.
Grounded

theory- formulate, test and refine a

theory about a phenomena.

Ethnographic Historical-

investigates cultures in depth.

description analysis of events that

23

occurred in past.

OUTCOME RESEARCH

Is focused on examining the end results of care or determining the changes in health status for the patient.

24

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

25

received and the health care provider.

QUANTITATIVE & QUALITATIVE

RESEARCH CHARACTERISTICS
1. 2. 3. 4. 5. 6. Quantitative Research Hard science Focus: Concise and Narrow Reductionistic Objective Reasoning: Logistic Deductive Basis of knowing: cause and effects, relationships Qualitative Research Soft Science Focus: Complex and Broad Holistic Subjective Reasoning: Dialectic, Inductive Basis of knowing: meaning discovery
26

QUANTITATIVE AND QUALITATIVE

RESEARCH CHARACTERISTICS
Quantitative Research Tests theory Control Instruments Qualitative Research Develops theory Shared interpretation Communication and observation Basic elements of analysis: words Individual interpretation. Uniqueness

7. 8. 9.

10. Basic elements of analysis: numbers 11. Statistical analysis 12. Generalization

27

MAJOR CLASSES OF QUANTITATIVE &

QUALITATIVE RESEARCH
Quantitative research Experimental Research Non Experimental Research Experimental Research:Researchers actively treatment. Originated in the disciplines of & psychology
28

Qualitative research Disciplinary Traditions

introduce an intervention or anthropology, sociology

Non Experimental

It is based on

Research
Researchers are bystanders :- The data

grounded theory,
phenomenology, Ethnography

collected without
introducing treatments or making changes.

29

In medical & Epidemiologic research, an Experimental study

To describe and understand the key social, psychological

usually called a
controlled trial or clinical trial & Non Experimental inquiry called as an observational study.

and structural
processes occurring in a social setting.

30

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

GROUNDED THEORY
Eg. King et al (2006) conducted a series of grounded theory studies with men and women from five ethnocultural groups risk. (CAD) The analysis of the process through which in Canada who had been diagnosed with Coronary Artery Disease

patients met the challenge of managing Coronary

Artery Disease risk.
32

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

PHENOMENOLOGY

Eg. ODell and Jacelon (2005) conducted in

depthinterviews to explore the experiences of women who had undergone vaginal closure

surgery to correct severe vaginal pralapse.

34

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

ETHNOGRAPHY
Eg. Schoenfeld and Juarbe (2005) conducted ethnographic fieldwork in two rural Ecuadorian communities and studied the burdens of

womens roles, the womens perceived health

needs, and their health care resources.

36

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

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

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

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

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

1. THE FACES AND PLACES OF RESEARCH

Studies with human involves two sets of people
I. Those who provide the information II. Those who do the research

42

I. THOSE WHO PROVIDE THE INFORMATION

Ina quantitative study In a qualitative study Subjects Participants or Study Informants informants or or key Study

participants
Respondents

Sample
43

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

RESEARCH SETTINGS

Naturalistic Settings:Laboratory Settings:Multisite studies:-

45

KEY TERMS USED IN QUANTITATIVE AND

QUALITATIVE RESEARCH
CONCEPT Person contributing information QUANTITATIVE TERM Subject, study participant, respondent QUALITATIVE TERM study participant, informant, key informant

Person under taking the study

That which is being investigated System of organizing concepts Information gathered Connection between concepts Logical reasoning process

Researcher, investigator, scientist

Concepts, constructs, variables Theory, theoretical framework, conceptual model Data(numeric values) Relationships (cause-andeffect, functional) Deductive reasoning

Researcher, investigator
Phenomena, concepts Theory, conceptual framework, sensitizing framework Data (narrative descriptions) Patterns of association Inductive reasoning
46

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

2. THE BUILDING BLOCKS OF RESEARCH

A) Phenomena, concepts and constructs

Construct:- It refers to an abstraction or mental

representation
concept.

inferred

from

situations

or

behaviours. It is a more complex abstraction than

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 48

maintenance is a construct.

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

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

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

2. THE BUILDING BLOCKS OF RESEARCH

C) VARIABLES :- I. CONTINUOUS, DISCRETE AND CATEGORIAL
VARIABLES

Continuous

variables:-

have

values

along

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

2. THE BUILDING BLOCKS OF 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

2. THE BUILDING BLOCKS OF RESEARCH

C) VARIABLES :- I. CONTINUOUS, DISCRETE AND CATEGORIAL
VARIABLES

Categorial

variables:-

variable

that

take

on

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

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

2. THE

BUILDING BLOCKS OF RESEARCH

VARIABLES

C) VARIABLES :- II. DEPENDENT AND INDEPENDENT

Outcome Variable:- The variable capturing the

outcome of interest Smoking (cause) Independent V Lung cancer (effect) Dependent V

56

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

RESEARCH PROCESS OR FLOW OF STEPS

IN QUANTITATIVE RESEARCH
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

58

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

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

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

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
62

Field work strengthen the study.

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

Step 5: Formulating Hypotheses

Hypothesis is a statement of researchers 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

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
65

preeclamptic taxemia.

RESEARCH PROCESS OR FLOW OF STEPS

IN QUANTITATIVE RESEARCH
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
66

PHASE 2: THE DESIGN AND PLANNING PHASE

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

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 68 comparisons will be made, where the study will take place Research design is architectural back bone of the study

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

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

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 samples 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

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

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

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

RESEARCH PROCESS OR FLOW OF STEPS

IN QUANTITATIVE RESEARCH
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

75

PHASE 3: EMPIRICAL PHASE

Collecting research data Preparing those data for analysis Time consuming part Requires several weeks, months of work

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

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

PHASE 4: ANALYTIC PHASE

Data collected in empirical phase are subjected to analysis and interpretation

STEP 15: ANALYZING THE

DATA

Orderly and coherent fashion Quantitative information analyzed through statistical procedures Statistical analysis

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

RESEARCH PROCESS OR FLOW OF STEPS

IN QUANTITATIVE RESEARCH

PHASE 5: THE DISSEMINATION

17: Communicating the Findings

18: Utilizing the Findings in Practice

PHASE

82

PHASE 5: DISSEMINATION PHASE

In analytic phase the research question posed are answered Responsibility is not completed it ends with the study results dissemination

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

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

ACTIVITIES IN A QUALITATIVE STUDY

RESEARCH PROCESS

OR FLOW OF STEPS IN

QUALITATIVE RESEARCH
Planning the study
Identifying the research problem Doing a literature review Developing a overall approach Selecting and gaining entre into research sites Developing methods to safeguard participants

Disseminating findings
Communicating findings Utilizing or making recommendations for utilizing findings in practice and future research

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 87

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

88

Diet

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

HISTORY

IN NURSING RESEARCH

1900- 20s

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

HISTORY IN NURSING RESEARCH

Little

research

done

except

for

few of

important recommending 1923)

educational establishing

studies School

nursing in a university. (Gold mark report,

First doctoral program for nurses was at

Teachers college in Colombia. (NYC) in

1924.
91

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

1952

First Journal Of Nursing Research published. Researches conducted at Baccalaureate and masters level. 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.

1953

late 60's saw more research being done that

imported clinical and quality of care
93

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

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

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

QUANTITATIVE & QUALITATIVE

RESEARCH CHARACTERISTICS
Quantitative Research Hard science Focus: Concise and Narrow Reductionistic Objective Reasoning: Logistic Deductive Basis of knowing: cause and effects, relationships Qualitative Research Soft Science Focus: Complex and Broad Holistic Subjective Reasoning: Dialectic, Inductive Basis of knowing: meaning discovery

1. 2. 3. 4. 5. 6.

97

QUANTITATIVE AND QUALITATIVE

RESEARCH CHARACTERISTICS
Quantitative Research 7. Tests theory 8. Control 9. Instruments 10 Basic elements . of analysis: numbers 11 Statistical . analysis 12 Generalization . Qualitative Research Develops theory Shared interpretation Communication and observation Basic elements of analysis: words Individual interpretation. Uniqueness

98

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

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

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