Transcribed by: K.Tirados, J.Lagrimas, S. Solon, P. Surigao & J.

Victorino | BSN 4-Y1-9

power who is able to influence opinion

Day 19 — Nursing Research 1
and behaviour
(November 28, 2024 | Friday Review)
○ Borrowing — appropriation and use
of knowledge from other field or
The Research Process at a Glance
discipline to guide nursing practice
● What is research? —
■ Nursing LM is not connected
○ A systematic inquiry that uses
from nursing at all
disciplined methods to answer
○ Trial & Error — an approach with
questions or solve problems (Polit and
unknown outcomes that is used in a
Beck, 2008, p.3)
situation of uncertainty, in which other
■ take note of the systematic
sources of knowledge are unavailable.
na word kasi its a step by step
○ Personal Experience — being
process; hindi ka pwede
personally involved in a situation
mag-skip
■ ex. experiences of SN when
○ An activity directed to questions
they witnessed a patient
whose answers provide new
dying
knowledge to the world at large
○ Role modelling — learning by
(Abdellah & Levine, 1965, p.30)
imitating the behaviours of an expert
○ A pathway to progress and
dito papasok yung mga return
development (Salmorin, 2006, p.1)
demonstration natin since may
nagpeperform muna para ituro satin
Knowledge & Research
bago natin gawin
● Epistemology: study of knowledge
○ Intuition — an insight or
● Three Types:
understanding of a situation as a whole
○ Propositional Knowledge — study of
that usually cannot be logically
facts
explained
○ Personal Knowledge — knowledge
○ Reasoning — processing and
by acquaintance (something we
organizing KULANG
experience on a day to day basis)
■ Types:
○ Procedural Knowledge — knowledge
● Inductive —
of how
specific to general
○ Situation >> Consider the activity of
● Deductive —
recording of a person's blood pressure
general to specific
■ We learn through experience,
reading books, watching a
● MAY KULANG NI-NEXT AGAD
person demonstrate it
● Traditions on the Sources of Knowledge:
Evidence Based Practice
○ Rationalism — way of acquiring
● A systematic process of inquiry that uses
knowledge is by learning things as we
rigorous guidelines to produce unbiased,
go on along with our life
trustworthy answers to questions about the
○ Empiricism — tayo raw na
nursing practice (Houser, 2008, p.3) quanti
individuals are born w/o knowledge at
● A systematic search for and validation of
all (blank slate), we acquire
knowledge about issues of importance to the
knowledge as we grow older
nursing profession (Polit and Hungler, 2009,
● Methods of Acquiring Knowledge:
p.3)
○ Induction — smaller to bigger; we
● A systematic objective process of analyzing
acquire small knowledge and apply it
phenomena of importance to nursing which
to a bigger
encompasses all clinical practice arenas,
○ Deduction — from a major complex
nursing education and nursing administration
topic into simple knowledge
(Wilkinson and Van Leuven, 2007, p. 15)
● Acquisition of Knowledge:
○ two (2) first definition pertains to
○ Tradition — traits or beliefs based on
quantitative research. The 3rd one
customs and last trends
pertains to qualitative research.
○ Authority — we gain knowledge
through a person with expertise and
Why Do Nursing Research?

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Transcribed by: K.Tirados, J.Lagrimas, S. Solon, P. Surigao & J.Victorino | BSN 4-Y1-9

● It aims to: but is fallible and subject to revision

○ bring new knowledge to inform the by repeated measures
practice of nursing ○ large sample sizes
○ to improve the level of care for the ○ generalize results to the wider
clientele population in a given context
● Uses of Nursing Research: ○ determining the probability that a
○ Synthesize findings of others into a hypothesis is true or false (but not to
coherent guide for practice prove it whether actual false sya or
○ Explore and describe phenomena that true)
affect health ○ development of theories that can only
○ Find solutions to existing and be approximately (probably) true
emerging problems ● Features of Interpretivism / Constructivism:
○ Test traditional approaches to patient ○ Aim to understand the perspective of
care for continued relevance and the individuals in the study
effectiveness ○ Knowledge is developed through
● Purposes of Nursing Research: description, exploration, understanding
○ Describe — describing a and interpretation.
phenomenon ○ Small samples
○ Explain — offers understanding, ○ Context and situation specific
clarification and information ○ Active involvement of participants as
○ Predict — Estimates and anticipates 'co researchers’
probability of outcome ○ Qualitative research somehow gusto
○ Control — manipulation of a given mo ilevel ang understanding mo sa
solution level ng???
● Nurses’ Roles in Research: ○ Researcher involved in the
○ Principal Investigator participant's world
○ Member of the research team ○ Interactive data collection methods
○ Identifier of researchable problems ○ Interpret words to gain understanding
○ Evaluator of the new research findings ○ Outcomes are patterns of meaning,
○ User of research finding themes or theory
○ Patient or client advocate during ○ Generalisable results are not an aim.
studies ● Features of Critical / Transformative /
○ Subject in studies Participatory / Advocacy or aka. Action
Research:
Philosophical Origins ○ Aim to change a situation by
● Saan ba nanggaling? challenging the current situation and
planning change (action agenda or
(1) Paradigms reform)
● Features of Positivism / Post Positivism: ○ Questions/issues are concerned with
○ Systematic inquiry important social issues of the day (eg.
○ Scientists are influenced by their oppression, empowerment, inequality)
interests, cultural experiences, world ○ Research inquiry needs to be
views intertwined with politics and a
○ Observation and measurement political agenda
○ Multiple measures and observations ○ Working with others
○ Control ○ Collaborating through all stages of the
○ Inshort — ang positivism ay research
Quantitative? or particularly ○ The researcher is embedded in the
Experimental research (may mga post research group
and pre test [repeated testing / ○ Highly contextualized knowledge
replication?] to verify if the data
gathered is factual) Getting Grips w/ Research Designs
○ Knowledge generation Classification of Research Designs
○ Objective knowledge can be gained ● Experimental Designs
from direct observation and experience ○ True Experiment (RCT)

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Transcribed by: K.Tirados, J.Lagrimas, S. Solon, P. Surigao & J.Victorino | BSN 4-Y1-9

○ Quasi-experiment— may kulang na ○ Speed kills

component ng experimental ○ Overeating causes weight gain.
(randomization) ○ Bacteria causes infections
● Non Experimental Designs (Numerical) ○ Skin-to-skin contact between mother
○ Descriptive and baby after birth promotes bonding.
○ Correlational ○ Smoking cigarettes causes chronic
● Non Experimental Designs (Narrative / obstructive pulmonary
Words) ● Most common mistakes ng novice researcher ay
○ Descriptive nagtatanong ng mga question na can be easily
○ Phenomenology answered by the participants it should be
○ Ethnography analyzed by the data.
○ Grounded theory ● SOP should always begin with a descriptive
○ Narrative question: “what is?” or "what are?”, then
○ Action Research followed by inferential questions “is there?”
○ Case Study (nagtatanong na ng relationship or correlation)
● Next question would be inferential: starting
Additional Only: Method of Research with “is there” to identify relationship or
● Quantitative Method correlation. Once identified all inferential qs,
● Qualitative Method remember that the number of inferential
● Mixed Method questions will be equal to the number of
○ Exploratory Sequential hypotheses. they are not proven to be true or
○ Explanatory Sequential false.
○ Convergent — sabay gagawin ang
quanti at quali data gather and data Non Experimental Designs
will be analyze and anong magiging ● Descriptive/Observational: studies that
result will be complimenting each describe a phenomenon and its statistical
other?? nature, e.g. frequencies, averages, percentages
● Correlational Designs: can study the
Experimental Designs relationship between one variable and another
● Randomized Clinical Trials/True experimental by examining the differences in the dependent
design variable in two groups or examine the
● "cause and effect" relationship between two or more variables in
● 3 Criteria: one group. These can describe a relationship,
○ Intervention — predict a relationship or investigate
○ Control — experimental (group of performance on several variables.
individuals na lalagyan ng ● Causal Comparative/ Ex-Post-Facto: Studies
intervention) and control groups (as is the relationship between the independent and
na group) dependent variables where it is not possible or
○ Randomization — everyone will have unethical to manipulate the independent
an equal chance na mapili, kapag wala variable.
ito sa experimental research, it will
become quasi experimental (kapag Descriptive / Observational Study
walang randomization sa data it ● Broadly focuses on observing or describing a
simply means na quasi experimental phenomenon to provide a precise account of its
sya) existence or nature, its prevalence and/or
● Identify the Independent & Dependent distribution
Variable: ● Key Features:
○ A broken leg results in pain ○ Large sample sizes
○ Heart rate increases with exercise
○ Self-monitoring of blood glucose Correlational Study
levels every day leads to better ● Purpose: examination of association
glycemic control. (relationship) between two or more variables
○ Practicing improves performance ● Paradigm: post positivist
○ Attendance rate at lectures impacts on
examination success,

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Transcribed by: K.Tirados, J.Lagrimas, S. Solon, P. Surigao & J.Victorino | BSN 4-Y1-9

● Design: one point in time Longitudinal os in ● "There is a recognition that each person's truth
Predictive, one variable can predict the score on may be different but both have equal validity"
another at a Ιατον date (prospective) ● Uses purposive sampling, snowball and
● Sample: 30 or greater Heterogenous (different) convenience sampling in selecting participants.
group to allow for a range of scores ● Data Collection Methods:
● Data Collection: data are collected on each ○ Interviewing —
variable using measurement tool ■ 2 Types: focus group
● Data Analysis: discussion & one on one
○ Scattergram interview (mas intimate)
○ Relationships are linear, non-linear, ○ Observation — used of pen and paper
○ uncorrelated Correlation coefficient. approach by writing it out or video
○ Perfect negative correlation (negative recording to capture the facial
linear relationship) represented as -1.0. expressions and other non verbal cues.
○ Perfect positive correlation (postive ○ Examination of personal documents
linear relationship) signified os 1.0.0.0
indicates no relationship uncorrelated) KQualitative….
○ Regression/multiple regression Grounded Theory Study
● Classifying the Strength of a Correlation: ● Purpose: generation of substantive theories
○ Correlation coefficient about psychesasini phenomena that is grounded
■ 0.29 to 0.00 in the dato
■ ±0.30 to 0.69 ● Paradigm: most commonly constructionism
■ ±0.70 to 1.0 but can ass be pasimvist
○ Strength of the relationship ● Sampling: Theoretical
■ Weak to none ● Data Collection:
■ Moderate ○ Observation
■ Strong ○ Interviewing (can be unstructured or
semi-structured)
Ex Post Facto ● Data Analysis: document analysis
● KULANG ● Data collection and data analysis undertaken
simultaneously
Application of Non Experimental
Designs in Healthcare Research Ethnographical Study
Surveys ● Purpose: The study of the culture and social
● These are tools or useful means of collecting structure of groups to uncover, describe and
data because of their versatility. interpret the group's shared communication
● Classification According Time Dimension: system, values, beliefs, behaviors and practices
○ Snap Shot — captured present time ● Paradigm:
○ Cross Sectional — prevalence of ○ Interpretivist
certain ○ Critical/ transformative/ participatory/
○ Cohort — recording of developmental advancy
stages ● Sampling: Purposive
■ Prospective: looking into the ● Data Collection: Researcher is instrument of
future data collection (becoming a participant)
■ Retrospective: historical ○ Use of pictures, images, symbols
type ○ Participant observation
○ Direct observation
Non Experimental Designs (Narrative/Words) ○ Interviewing
● Non-experimental designs that collect ● Data Analysis:
narratives. ○ Write an ethnography (narrative
● aka. Qualitative Research account of the cultural groupantouder's
● It seeks to interpret and understand human view)
experience from the perspective of the person ○ Thick description of the patterns of
experiencing it. social and cultural relations
● More into the EMIC perspective (perspective ● di lahat ng may lived experiences sa title ay
ng subjects) phenomenology agad, yung iba ay descriptive

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Transcribed by: K.Tirados, J.Lagrimas, S. Solon, P. Surigao & J.Victorino | BSN 4-Y1-9

research. if yung variables ng research ay ■ Fold notes

paulit ulit na nag ooccur, it will be ■ Diaries and reflective journals
phenomenology pero kung isang beses lang ○ Evaluation phase
nangyari yung variable nung research, it is ■ Audit Reflection through
descriptive Interviews, focus groups
● Data Analysis: Varies according to the type of
Phenomenological Study data that have been collected
● Purpose:
○ Description of and experience Case Study
(descriptive phenomenology) in order ● Purpose: Identify and study a single or
to get at its 'essence multiple cases in order to gain insight into one
○ Interpretation to arrive at an issue of getting a deeper understanding of the
understanding of what it means to case itself.
experience. ● Paradigm:
● Paradigm: Interpretivist ○ Positivist/post-positivist
● Sampling: Purposive ○ Interpretivist
● Data Collection: ○ Constructivist
○ Multiple, individual, in-depth, ● Sampling: Purposive
unstructured interviews, ● Data Collection:
○ Diary writing ○ Multiple sources
○ Observation (heideggerian) — ○ Interviews
studying people as they are practically ○ Observation (direct and participant)
engaged in life ○ Documentation
● Data Analysis: ○ Audio visual material
○ Description of the essence of ○ Archival records
phenomenon (husserlian) Colaizzi ○ Artifacts
(1978); Giorgi (1997, 20000, 2000b, ● Data Analysis: can be holistic (complete cose
2006) is presented) or embedded (focus on one
○ Interpretation and Understanding aspect)
(Heideggarian/ hermeneutic) ○ May begin with a description of the
Vancouver school, Fleming et al. case (history, chronology of events,
(2003) daily activities)
○ If more than one case, thematic
Narrative Research Study analysis of data (within case analysis)
● KULANG may be undertaken and followed
● 3 Dimensions of a Narrative Study: thematic analysts across the senses
○ Temporal (time dimensions) (cross-case analysis)
○ Focuses on interaction (personal and
social) Steps in the Research Process
○ Occurs in specific places ● Develop a Researchable Topic
○ Identifying the Research Problem /
Action Research Study Topic of Interest
● Purpose: Problem solving to an identified issue ○ Reviewing the Literature
and enactment of a change to achieve the ○ Devising a Research Question/
desired outcome. Hypothesis
● Paradigm: Positivist/post-positivist ● Organize your Research
● Sampling: Critical/participatory/advocacy ○ Selecting a methodology
● Data Collection: ○ Identifying the population and
○ Purposive selecting a sample
○ Identifying the problem/issue phase ○ Planning the method of data collection
○ Questionnaires ■ if descriptive method on
○ Interviews and/or focus groups quantitative research much
○ Implementation phase better to use a survey form
■ Documentary review ○ Respecting ethical principles
■ Participant observation ■ Ethical clearance first bago..

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Transcribed by: K.Tirados, J.Lagrimas, S. Solon, P. Surigao & J.Victorino | BSN 4-Y1-9

○ Demonstrating rigour trustworthiness ○ It seeks information or describes

■ Quanti — Validity testing existing phenomena related to the
with 3 validators to check if subject area…
the respondents are answering ○ Mostly to describe solving the
the SOP research problem.
■ Quanti — Reliability testing ○ E.g. "Does the use of the internet
● Gather & Analyze Information influence health service users
○ Gathering data decision-making behaviours
○ Analysing data ● Level II
○ Discussing and interpreting the results ○ Are formulated when there is some
and implications for practice existing knowledge on a topic of
○ Disseminating the results interest but little understanding of the
● Identifying the research problem/topic of relationship between phenomena
interest/broad question associated with the topic.
○ Sources: ○ Requires quantitative type studies
■ Clinical practice because some type of statistical
■ Education/classroom analysis is required to determine
discussions relationships.
■ Reviewing literature — there ○ E.g. "Do women who present with
are new trends in healthcare decreased fetal movements in the third
practice trimester of pregnancy increased
■ Health service users adverse pregnancy outcome have
■ Society ● Level III
● The Research Problem — ○ Are formulated when there is a
○ Problem statement considerable amount of information
■ most basic old step in the about the topic of interest.
process of research topic ○ Questions are formulated to test a
○ Described as an aspect of a topic that theory or to examine whether there is a
might be troubling, concerning or causal relationship between two or
thought provoking and perplexing. more variables.
○ E.g. "Does cryotherapy relieve muscle
Topic — Preterm birth soreness after exercise more
● Associated issues: Infection causes preterm effectively that muscle massage?"
birth muscle
● Prediction: Preterm birth might be predicted if
we monitor, more closely women who are at Research Hypotheses
higher risk of preterm birth ● A research hypothesis is written as a statement
● Infant development: Babies who are born rather than a question in which the researcher
preterm are at a higher risk of developing offers a prediction as to what the outcome of
neurological long-term deficits. the study will be.
● Psychological impact: Preterm births impacts
on the psychological wellbeing of parents Types of Hypotheses (Wording of Hypotheses)
● Prevention: Targeted Interventions might Null VS Alternative Hypothesis
prevent preterm births ● Null Hypothesis
● Financial implications: The resource demands ○ It states that there are no differences
associated with preterm birth negatively affect between the particular groups or
the healthcare service provider. variables under investigation.
● Alternative Hypothesis
Research Questions ○ It states that there is a difference
Distinct Types/Levels between the particular groups or
● Level I variables under investigation with the
○ These are questions formulated when direction of that difference provide
there is little known about a topic of
interest.

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Transcribed by: K.Tirados, J.Lagrimas, S. Solon, P. Surigao & J.Victorino | BSN 4-Y1-9

○ emphasizes the study's desired end

accomplishment.
○ Use strong verbs in stating your
aim: evaluate, determine, explain,
assess
● Research Objectives:
● Are specific statements of purpose in
which a research aim is broke down
into more detailed and manageable
Study The Following Statements… sections
1. Older patients are more at risk for experiencing ● Research Question — What are
a fall than younger ones. — Directional current national practices for
2. There is a relationship between the age of a predicting and preventing preterm
patient and the risk for falling. (Non) birth?
3. The older the patient, the greater the risk that he ● Aim — To describe current national
or she will fall. — Directional management strategies for predicting
4. Older patients differ from younger ones with and preventing preterm birth.
respect to their risk of falling. (Non) ● 1. national maternity care practices for
5. Younger patients tend to be less at risk for a fall predicting and preventing preterm birth.
than older patients. — Directional ● Objectives —
6. The risk of falling increases with the age of the ○ To determine
patient — Directional similarities/differences in
practices.
Directional VS Non Directional Hypothesis ○ To compare national practices
● Directional Hypothesis: one that specifies not with best practice
only the existence but also the expected recommendations.
direction of the relationship between variables. ○ To compare national practices
● Non Directional Hypothesis: it does not with the international
stipulate the direction of the relationship literature and the empirical
between variables, evidence base.

Simple VS Complex Hypothesis Evidence Based Practice

● Simple Hypothesis ● It is the conscientious use of current best
○ : a hypothesis that expresses an evidence in making clinical decisions about
expected relationship between one patient-care. (Sackett et al., 2000)
independent and one dependent ● Terms to Remember:
variable. ○ Evidence-based practice (EBP)
○ Complex Hypothesis: a prediction of ○ Research utilization (RU)
a relationship between two or more
independent variables and two or more Evidence of Hierarchy
dependent variables ● Levels of hierarchy

Research Aims & Objectives

● Research Aim:
○ Is a concise statement setting down the
intent of a research study.
○ It describes the overall purpose of the
study and
Resources for EBP

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Transcribed by: K.Tirados, J.Lagrimas, S. Solon, P. Surigao & J.Victorino | BSN 4-Y1-9

● Systematic reviews: considered as the

cornerstone of EBP
● 2 Forms:
○ Meta Analysis — A technique for
integrating quantitative research
findings statistically. summarizes the
research findings Day _ — Nursing Research 2
■ Snethen, Broome and Cashin (December _, 2024 | _ Review)
(2006) conducted a
meta-analysis to analyze
research on the effectiveness
of weightloss interventions Colors
for children. The researchers K
integrated results from seven K
(7) intervention studies. The K
aggregated evidence K
indicated that such K
interventions have a positive
effect on children's weight
losss
○ Meta Synthesis — Integration of
qualitative research findings on a
specific topic that are themselves
interpretive synthesis of narrative
information
■ Goodman (2005) conducted.
a metasynthesis of seven (7)
qualitative studies that
focused on the experiences of
fatherhood in the early
months after birth of an
infant. In all, 134 fathers
were represented in the
metasynthesis. Goodman
identified four overarching
phases of becoming a father:
entering with expectations
and intentions, confronting
reality, working to develop a
role as an involveed father
and reaping the benefits.
● Clinical Practice Guidelines: represents an
effort to distill a large body of evidence into
manageable forin.
● Difference from Systematic Reviews:
○ Gives specific practice
recommendations
○ address all issues relevant how clinical
○ Necessity
○ KULANG

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