Nursing Research in Canada 5th Edition Singh LoBiondo-Wood Test Bank

Test Bank For Nursing Research In Canada,
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5th Edition by Mina Singh
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Chapters 1-21 A

,TESTABANKAFORANURSINGARESEARCHAINACANADA,A5THAEDITION
byAMinaASingh,ARN,ARP,ABSc,ABScNAMEd,APhD,AI-
FCNEI,ACherylynACameron,ARN,APhD,AGeriALoBiondo-
Wood,APhD,ARN,AFAANAandAJudithAHaber,APhD,ARN,AFAAN


TABLEAOFACONTENT
PartAI:AResearchAOverviewAResearchAVignette:AAAProgramAofAResearchAinATransculturalANursing

1. TheARoleAofAResearchAinANursing

2. TheoreticalAFramework

3. CriticalAReadingAStrategies:AOverviewAofAtheAResearchAProcess

4. DevelopingAResearchAQuestions,AHypotheses,AandAClinicalAQuestions

5. FindingAandAAppraisingAtheALiterature

6. LegalAandAEthicalAIssues

PartAII:AQualitativeAResearchAResearchAVignette:ACreatingAQualitativelyADerivedAKnowledgeAforAaAPracticeADiscipline

7. IntroductionAtoAQualitativeAResearch

8. QualitativeAApproachesAtoAResearch

PartAIII:AQuantitativeAResearchAResearchAVignette:ATacklingAtheAPreventionAofAFallsAAmongAOlderAAdults

9. IntroductionAtoAQuantitativeAResearch

10. ExperimentalAandAQuasiexperimentalADesigns

11. Non-experimentalADesigns

PartAIV:AProcessesARelatedAtoAResearchAResearchAVignette:APartneringAwithAparentsAtoAreduceAnewbornApainA-AevidenceAandAimplementation

12. Sampling

13. DataACollectionAMethods

14. RigourAinAResearch

15. QualitativeADataAAnalysis

16. QuantitativeADataAAnalysis

17. PresentingAtheAFindings

PartAV:ACritiquingAResearchAResearchAVignette:AAAProgramAofAResearch

18. CritiquingAQualitativeAResearch

19. CritiquingAQuantitativeAResearch

PartAVI:AApplicationAofAResearch:AEvidence-InformedAPracticeAResearchAVignette:AFromAmyAPh.D.AtoAherAPost-

DoctoralAstudies:ABuildingAaASurvivorshipACancerACareAProgram

20. DevelopingAanAEvidence-InformedAPracticeAResearchAVignette:ASocialASupportANeedsAofAOlderAAdults

,Chapter 01: The Role of Research in Nursing
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LoBiondo-Wood: Nursing Research in Canada, 5th Edition
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MULTIPLEACHOICE

1. AAkeyAstepAtoAtheAdevelopmentAofAnursingAresearchAwas
a. theAendowmentAofAnursingAresearchAchairs.
b. universitiesAofferingAbaccalaureateAnursingAprograms.
c. aAbaccalaureateAdegreeAbecomingAtheAentryAtoApractice.
d. theACanadianANursesAAssociationAdevelopingAaAresearchAmandate.
ANSWER:A B

Feedback
A EndowmentAofAnursingAresearchAchairsAdidAnotAoccurAuntilAtheAnumberAofAnursesAwit
hAPhDAdegreesAincreased.
B UniversitiesAofferingAbaccalaureateAnursingAprogramsAprovidedAanAintroductionAtoAr
esearchAwithinAtheABScNAprogramsAandAledAtoAfurtherAnursingAeducationAatAthe
MSNAandAPhDAlevels.
C BaccalaureateAdegreesAbecomingAtheAentryAtoApracticeAdidAnotAoccurAuntilAtheAt
wenty-firstAcentury.
D TheACanadianANursesAAssociationAdidAnotAdevelopAaAresearchAmandateAuntilAthe
endAofAtheAtwentiethAcentury.

DIF: CognitiveALevel:AApplication
MSC:ANCLEXAClientACareANeedsACategory:ASafeAandAEffectiveACareAEnvironment;AHealthAPromotionAand
AMaintenance




2. HowAisAnursingAresearchAsignificantAtoAtheAprofessionAofAnursing?
a. ResponsibilityAisAmoreAspecificallyAdefined.
b. LiabilityAwithinAtheApracticeAofAnursingAisAdecreased.
c. AAspecializedAbodyAofAknowledgeAisAgeneratedAforAuseAinAtheAdeliveryAofAhealthAcare.
d. TheAscopeAofAnursingApracticeAisAexpandedAintoAareasAformerlyAreservedAforAotherA
disciplines.
ANSWER:A C

Feedback
A ResearchAaidsAinAdocumentingAaccountabilityAofAnurses,AbutAprofessional
guidelinesAregardingAresponsibilityAalreadyAexist.
B LiabilityAisAaAlegalAconcept.AResearchAdoesAnotApromoteAliability.
C Theory-basedAnursingAresearchAprovidesAaAfoundationAforAevidence-
informedAnursingAcare.
D NursingAresearchAexpandsAtheAdisciplineAofAnursingAasAitApertainsAtoAnursingAp
ractice.

DIF: CognitiveALevel:AComprehension
MSC:ANCLEXAClientACareANeedsACategory:ASafeAandAEffectiveACareAEnvironment;AHealthAPromotionAand
AMaintenance

, 3. WhyAareAnursingApractice–orientedAscientificAinvestigationsAvaluable?
a. TheyAvalidateAtheAeffectivenessAofAparticularAnursingAinterventions.
b. TheyAencourageAconsumersAtoAquestionAtheAqualityAofAhealthAcare.
c. TheyAlimitAtheAtheoryAbaseAforAclinicalAdecisionAmaking.
d. TheyAmandateAhealthAcareAreform.
ANSWER:A A

Feedback
A Practice-focusedAresearchAsupportsAtheAeffectivenessAofAnursingAinterventionsAand
reinforcesAqualityAofAnursingAcare.
B OnAtheAcontrary,AtheyAhelpAreassureAconsumersAaboutAtheAqualityAofAhealthAcare.
C TheyAsupportAtheAdevelopmentAofAtheAtheoryAbaseAforAclinicalAdecisionAmaking.
D TheyAreinforceAtheAeffectivenessAofAcurrentAnursingApractice.

DIF: CognitiveALevel:AComprehension
MSC:ANCLEXAClientACareANeedsACategory:ASafeAandAEffectiveACareAEnvironment;AHealthAPromotionAand
AMaintenance



4. WhenAaAchangeAinAnursingApracticeAresultsAinAdecreasedAcostAofAcare,AwhatAadditionalAfactorA
mustAbeAconsideredAbeforeAgeneralAimplementationAofAthisAchange?
a. EnsuringAcomplianceAofAtheAchangeAbyAnursesAwithAdiverseAeducationalAb
ackgrounds
b. MaintainingAorAimprovingAtheAqualityAofAcareAresultingAfromAtheAchangeAinApractice
c. EncouragingApatientsAtoAbeAactiveApartnersAinAtheirAhealthAcareAdecisions
d. DisseminatingAtheAchangeAbeyondAtheAdisciplineAofAnursing
ANSWER:A B

Feedback
A NotAallAnursesAareAresponsibleAforAsupervisingAcomplianceAwithAnewAmeasures.
B NursesAareAaccountableAtoAmaintainAqualityApatientAcareAdespiteAcost-cutting
measures.
C NursesAshouldAencourageApatientAparticipationAinAcareAdespiteAcost-
cuttingAmeasures.
D NursesAareAnotAresponsibleAforAreformingAotherAdisciplines.

DIF: CognitiveALevel:AAnalysis
MSC:ANCLEXAClientACareANeedsACategory:ASafeAandAEffectiveACareAEnvironment;AHealthAPromotionAand
AMaintenance



5. WhyAdoAnursesAwhoAdoAnotAconductAresearchAneedAtoAunderstandAtheAnursingAresearchAprocess?
a. ToAidentifyApotentialAparticipantsAforAclinicalAresearchAstudies
b. ToAassistAinAcollectingAaccurateAdataAforAclinicalAresearchAstudies
c. ToAteachApatientsAandAfamiliesAaboutAtheAusefulnessAofAparticipationAinAresearch
d. ToAbeAableAtoAevaluateAnursingAresearchAreportsAforArelevanceAtoAtheirAownAclinicalA
practice
ANSWER:A D