Test Bank For Nursing Research In Canada,
l# l# l# l# l# l# l#
5th Editionby Mina Singh
l# l# l# l# l#
Chapters 1-21
l# l#
,TEST l#BANK l#FOR l#NURSING l#RESEARCH l#IN l#CANADA, l#5TH l#EDITION
by l#Mina l#Singh, l#RN, l#RP, l#BSc, l#BScN l#MEd, l#PhD, l#I-FCNEI, l#Cherylyn l#Cameron, l#RN,
l#PhD, l#Geri l#LoBiondo-Wood, l#PhD, l#RN, l#FAAN l#and l#Judith l#Haber, l#PhD, l#RN, l#FAAN
TABLE l#OF l#CONTENT
Part l#I: l#Research l#Overview l#Research l#Vignette: l#A l#Program l#of l#Research l#in l#Transcultural l#Nursing
1. The l#Role l#of l#Research l#in l#Nursing
2. Theoretical l#Framework
3. Critical l#Reading l#Strategies: l#Overview l#of l#the l#Research l# Process
4. Developing l#Research l#Questions, l#Hypotheses, l# and l#Clinical l#Questions
5. Finding l#and l# Appraising l#the l#Literature
6. Legal l#and l#Ethical l#Issues
Part l#II: l#Qualitative l#Research l#Research l# Vignette: l#Creating l#Qualitatively l#Derived l # Knowledge l#for l#a l# Practice l#Discipline
7. Introduction l#to l#Qualitative l#Research
8. Qualitative l#Approaches l#to l#Research
Part l#III: l#Quantitative l#Research l#Research l#Vignette: l#Tackling l#the l#Prevention l#of l#Falls l# Among l#Older l# Adults
9. Introduction l#to l#Quantitative l#Research
10. Experimental l#and l#Quasiexperimental l#Designs
11. Non-experimental l# Designs
Part l#IV: l#Processes l#Related l# to l# Research l#Research l#Vignette: l#Partnering l#with l#parents l#to l#reduce l#newborn l# pain l # - l#evidence l#and
l#implementation
12. Sampling
13. Data l#Collection l#Methods
14. Rigour l#in l#Research
15. Qualitative l#Data l#Analysis
16. Quantitative l#Data l#Analysis
17. Presenting l#the l#Findings
Part l#V: l#Critiquing l#Research l#Research l# Vignette: l#A l#Program l#of l#Research
18. Critiquing l#Qualitative l#Research
19. Critiquing l#Quantitative l#Research
Part l#VI: l#Application l#of l#Research: l#Evidence-Informed l#Practice l#Research l#Vignette: l#From l#my l#Ph.D. l#to l#her l#Post-Doctoral l#studies:
l#Building l#a l# Survivorship l#Cancer l#Care l#Program
20. Developing l#an l#Evidence-Informed l# Practice l#Research l# Vignette: l#Social l#Support l# Needs l# of l#Older l#Adults
,Chapter 01: The Role of Research in Nursing
l# l# l# l# l# l# l#
LoBiondo-Wood: Nursing Research in Canada, 5th Edition
l# l# l# l# l# l#
MULTIPLE l#CHOICE
1. A l#key l#step l#to l#the l#development l#of l#nursing l#research l#was
a. the l#endowment l#of l#nursing l#research l#chairs.
b. universities l#offering l#baccalaureate l#nursing l#programs.
c. a l#baccalaureate l# degree l#becoming l#the l#entry l#to l#practice.
d. the l#Canadian l#Nurses l#Association l#developing l#a l#research l#mandate.
ANSWER: l # B
Feedback
A Endowment l#of l#nursing l#research l#chairs l#did l#not l#occur l#until l#the l#number l#of
l#nurses l#with l#PhD l#degrees l#increased.
B Universities l#offering l#baccalaureate l#nursing l#programs l#provided l#an l#introduction
l#to
research l#within l#the l#BScN l#programs l#and l#led l#to l#further l#nursing l#education l#at
l#the l#MSN l#and l#PhD l#levels.
C Baccalaureate l#degrees l#becoming l#the l#entry l#to l#practice l#did l#not l#occur
l#until l#the l#twenty-first l#century.
D The l#Canadian l#Nurses l#Association l#did l#not l#develop l#a l#research l#mandate l#until
l#the l#end l#of l#the l#twentieth l#century.
DIF: Cognitive l#Level: l#Application
MSC: l#NCLEX l#Client l#Care l#Needs l#Category: l#Safe l#and l#Effective l#Care l#Environment; l#Health
l#Promotion l#and l#Maintenance
2. How l#is l#nursing l#research l#significant l#to l#the l#profession l#of l#nursing?
a. Responsibility l#is l#more l#specifically l#defined.
b. Liability l#within l#the l#practice l#of l#nursing l#is l#decreased.
c. A l#specialized l#body l#of l#knowledge l#is l#generated l#for l#use l#in l#the l#delivery l#of l#health l#care.
d. The l#scope l#of l#nursing l#practice l#is l#expanded l#into l#areas l#formerly l#reserved l#for
l# other l#disciplines.
ANSWER: l # C
Feedback
A Research l#aids l#in l#documenting l#accountability l#of l#nurses, l#but l#professional
l#guidelines l#regarding l#responsibility l#already l#exist.
B Liability l#is l#a l#legal l#concept. l#Research l#does l#not l#promote l#liability.
C Theory-based l#nursing l#research l#provides l#a l#foundation l#for l#evidence-informed
nursing l#care.
D Nursing l#research l#expands l#the l#discipline l#of l#nursing l#as l#it l#pertains l#to l#nursing
l#practice.
DIF: Cognitive l#Level: l#Comprehension
MSC: l#NCLEX l#Client l#Care l#Needs l#Category: l#Safe l#and l#Effective l#Care l#Environment; l#Health
l#Promotion l#and l#Maintenance
, 3. Why l#are l#nursing l#practice–oriented l#scientific l#investigations l#valuable?
a. They l#validate l#the l#effectiveness l#of l#particular l#nursing l#interventions.
b. They l#encourage l#consumers l#to l#question l#the l#quality l#of l#health l#care.
c. They l#limit l#the l#theory l#base l#for l#clinical l#decision l#making.
d. They l#mandate l#health l#care l#reform.
ANSWER: l # A
Feedback
A Practice-focused l#research l#supports l#the l#effectiveness l#of l#nursing l#interventions
l#and l#reinforces l#quality l#of l#nursing l#care.
B On l#the l#contrary, l#they l#help l#reassure l#consumers l#about l#the l#quality l#of l#health
l#care.
C They l#support l#the l#development l#of l#the l#theory l#base l#for l#clinical l#decision
l#making.
D They l#reinforce l#the l#effectiveness l#of l#current l#nursing l#practice.
DIF: Cognitive l#Level: l#Comprehension
MSC: l#NCLEX l#Client l#Care l#Needs l#Category: l#Safe l#and l#Effective l#Care l#Environment; l#Health
l#Promotion l#and l#Maintenance
4. When l#a l#change l#in l#nursing l#practice l#results l#in l#decreased l#cost l#of l#care, l#what l#additional
l# factor l#must l#be l#considered l#before l#general l#implementation l#of l#this l#change?
a. Ensuring l#compliance l#of l#the l#change l#by l#nurses l#with l#diverse
educational l#backgrounds
l#
b. Maintaining l#or l#improving l#the l#quality l#of l#care l#resulting l#from l#the l#change l#in l#practice
c. Encouraging l#patients l#to l#be l#active l#partners l#in l#their l#health l#care l#decisions
d. Disseminating l#the l#change l#beyond l#the l#discipline l#of l#nursing
ANSWER: l # B
Feedback
A Not l#all l#nurses l#are l#responsible l#for l#supervising l#compliance l#with l#new
l#measures.
B Nurses l#are l#accountable l#to l#maintain l#quality l#patient l#care l#despite l#cost-cutting
l#measures.
C Nurses l#should l#encourage l#patient l#participation l#in l#care l#despite l#cost-cutting
l#measures.
D Nurses l#are l#not l#responsible l#for l#reforming l#other l#disciplines.
DIF: Cognitive l# Level: l#Analysis
MSC: l#NCLEX l#Client l#Care l#Needs l#Category: l#Safe l#and l#Effective l#Care l#Environment; l#Health
l#Promotion l#and l#Maintenance
5. Why l#do l#nurses l#who l#do l#not l#conduct l#research l#need l#to l#understand l#the l#nursing l#research
l# process?
a. To l#identify l#potential l#participants l#for l#clinical l#research l#studies
b. To l#assist l#in l#collecting l#accurate l#data l#for l#clinical l#research l#studies
c. To l#teach l#patients l#and l#families l#about l#the l#usefulness l#of l#participation l#in l#research
d. To l#be l#able l#to l#evaluate l#nursing l#research l#reports l#for l#relevance l#to l#their l#own
l#clinical l#practice
ANSWER: l # D
l# l# l# l# l# l# l#
5th Editionby Mina Singh
l# l# l# l# l#
Chapters 1-21
l# l#
,TEST l#BANK l#FOR l#NURSING l#RESEARCH l#IN l#CANADA, l#5TH l#EDITION
by l#Mina l#Singh, l#RN, l#RP, l#BSc, l#BScN l#MEd, l#PhD, l#I-FCNEI, l#Cherylyn l#Cameron, l#RN,
l#PhD, l#Geri l#LoBiondo-Wood, l#PhD, l#RN, l#FAAN l#and l#Judith l#Haber, l#PhD, l#RN, l#FAAN
TABLE l#OF l#CONTENT
Part l#I: l#Research l#Overview l#Research l#Vignette: l#A l#Program l#of l#Research l#in l#Transcultural l#Nursing
1. The l#Role l#of l#Research l#in l#Nursing
2. Theoretical l#Framework
3. Critical l#Reading l#Strategies: l#Overview l#of l#the l#Research l# Process
4. Developing l#Research l#Questions, l#Hypotheses, l# and l#Clinical l#Questions
5. Finding l#and l# Appraising l#the l#Literature
6. Legal l#and l#Ethical l#Issues
Part l#II: l#Qualitative l#Research l#Research l# Vignette: l#Creating l#Qualitatively l#Derived l # Knowledge l#for l#a l# Practice l#Discipline
7. Introduction l#to l#Qualitative l#Research
8. Qualitative l#Approaches l#to l#Research
Part l#III: l#Quantitative l#Research l#Research l#Vignette: l#Tackling l#the l#Prevention l#of l#Falls l# Among l#Older l# Adults
9. Introduction l#to l#Quantitative l#Research
10. Experimental l#and l#Quasiexperimental l#Designs
11. Non-experimental l# Designs
Part l#IV: l#Processes l#Related l# to l# Research l#Research l#Vignette: l#Partnering l#with l#parents l#to l#reduce l#newborn l# pain l # - l#evidence l#and
l#implementation
12. Sampling
13. Data l#Collection l#Methods
14. Rigour l#in l#Research
15. Qualitative l#Data l#Analysis
16. Quantitative l#Data l#Analysis
17. Presenting l#the l#Findings
Part l#V: l#Critiquing l#Research l#Research l# Vignette: l#A l#Program l#of l#Research
18. Critiquing l#Qualitative l#Research
19. Critiquing l#Quantitative l#Research
Part l#VI: l#Application l#of l#Research: l#Evidence-Informed l#Practice l#Research l#Vignette: l#From l#my l#Ph.D. l#to l#her l#Post-Doctoral l#studies:
l#Building l#a l# Survivorship l#Cancer l#Care l#Program
20. Developing l#an l#Evidence-Informed l# Practice l#Research l# Vignette: l#Social l#Support l# Needs l# of l#Older l#Adults
,Chapter 01: The Role of Research in Nursing
l# l# l# l# l# l# l#
LoBiondo-Wood: Nursing Research in Canada, 5th Edition
l# l# l# l# l# l#
MULTIPLE l#CHOICE
1. A l#key l#step l#to l#the l#development l#of l#nursing l#research l#was
a. the l#endowment l#of l#nursing l#research l#chairs.
b. universities l#offering l#baccalaureate l#nursing l#programs.
c. a l#baccalaureate l# degree l#becoming l#the l#entry l#to l#practice.
d. the l#Canadian l#Nurses l#Association l#developing l#a l#research l#mandate.
ANSWER: l # B
Feedback
A Endowment l#of l#nursing l#research l#chairs l#did l#not l#occur l#until l#the l#number l#of
l#nurses l#with l#PhD l#degrees l#increased.
B Universities l#offering l#baccalaureate l#nursing l#programs l#provided l#an l#introduction
l#to
research l#within l#the l#BScN l#programs l#and l#led l#to l#further l#nursing l#education l#at
l#the l#MSN l#and l#PhD l#levels.
C Baccalaureate l#degrees l#becoming l#the l#entry l#to l#practice l#did l#not l#occur
l#until l#the l#twenty-first l#century.
D The l#Canadian l#Nurses l#Association l#did l#not l#develop l#a l#research l#mandate l#until
l#the l#end l#of l#the l#twentieth l#century.
DIF: Cognitive l#Level: l#Application
MSC: l#NCLEX l#Client l#Care l#Needs l#Category: l#Safe l#and l#Effective l#Care l#Environment; l#Health
l#Promotion l#and l#Maintenance
2. How l#is l#nursing l#research l#significant l#to l#the l#profession l#of l#nursing?
a. Responsibility l#is l#more l#specifically l#defined.
b. Liability l#within l#the l#practice l#of l#nursing l#is l#decreased.
c. A l#specialized l#body l#of l#knowledge l#is l#generated l#for l#use l#in l#the l#delivery l#of l#health l#care.
d. The l#scope l#of l#nursing l#practice l#is l#expanded l#into l#areas l#formerly l#reserved l#for
l# other l#disciplines.
ANSWER: l # C
Feedback
A Research l#aids l#in l#documenting l#accountability l#of l#nurses, l#but l#professional
l#guidelines l#regarding l#responsibility l#already l#exist.
B Liability l#is l#a l#legal l#concept. l#Research l#does l#not l#promote l#liability.
C Theory-based l#nursing l#research l#provides l#a l#foundation l#for l#evidence-informed
nursing l#care.
D Nursing l#research l#expands l#the l#discipline l#of l#nursing l#as l#it l#pertains l#to l#nursing
l#practice.
DIF: Cognitive l#Level: l#Comprehension
MSC: l#NCLEX l#Client l#Care l#Needs l#Category: l#Safe l#and l#Effective l#Care l#Environment; l#Health
l#Promotion l#and l#Maintenance
, 3. Why l#are l#nursing l#practice–oriented l#scientific l#investigations l#valuable?
a. They l#validate l#the l#effectiveness l#of l#particular l#nursing l#interventions.
b. They l#encourage l#consumers l#to l#question l#the l#quality l#of l#health l#care.
c. They l#limit l#the l#theory l#base l#for l#clinical l#decision l#making.
d. They l#mandate l#health l#care l#reform.
ANSWER: l # A
Feedback
A Practice-focused l#research l#supports l#the l#effectiveness l#of l#nursing l#interventions
l#and l#reinforces l#quality l#of l#nursing l#care.
B On l#the l#contrary, l#they l#help l#reassure l#consumers l#about l#the l#quality l#of l#health
l#care.
C They l#support l#the l#development l#of l#the l#theory l#base l#for l#clinical l#decision
l#making.
D They l#reinforce l#the l#effectiveness l#of l#current l#nursing l#practice.
DIF: Cognitive l#Level: l#Comprehension
MSC: l#NCLEX l#Client l#Care l#Needs l#Category: l#Safe l#and l#Effective l#Care l#Environment; l#Health
l#Promotion l#and l#Maintenance
4. When l#a l#change l#in l#nursing l#practice l#results l#in l#decreased l#cost l#of l#care, l#what l#additional
l# factor l#must l#be l#considered l#before l#general l#implementation l#of l#this l#change?
a. Ensuring l#compliance l#of l#the l#change l#by l#nurses l#with l#diverse
educational l#backgrounds
l#
b. Maintaining l#or l#improving l#the l#quality l#of l#care l#resulting l#from l#the l#change l#in l#practice
c. Encouraging l#patients l#to l#be l#active l#partners l#in l#their l#health l#care l#decisions
d. Disseminating l#the l#change l#beyond l#the l#discipline l#of l#nursing
ANSWER: l # B
Feedback
A Not l#all l#nurses l#are l#responsible l#for l#supervising l#compliance l#with l#new
l#measures.
B Nurses l#are l#accountable l#to l#maintain l#quality l#patient l#care l#despite l#cost-cutting
l#measures.
C Nurses l#should l#encourage l#patient l#participation l#in l#care l#despite l#cost-cutting
l#measures.
D Nurses l#are l#not l#responsible l#for l#reforming l#other l#disciplines.
DIF: Cognitive l# Level: l#Analysis
MSC: l#NCLEX l#Client l#Care l#Needs l#Category: l#Safe l#and l#Effective l#Care l#Environment; l#Health
l#Promotion l#and l#Maintenance
5. Why l#do l#nurses l#who l#do l#not l#conduct l#research l#need l#to l#understand l#the l#nursing l#research
l# process?
a. To l#identify l#potential l#participants l#for l#clinical l#research l#studies
b. To l#assist l#in l#collecting l#accurate l#data l#for l#clinical l#research l#studies
c. To l#teach l#patients l#and l#families l#about l#the l#usefulness l#of l#participation l#in l#research
d. To l#be l#able l#to l#evaluate l#nursing l#research l#reports l#for l#relevance l#to l#their l#own
l#clinical l#practice
ANSWER: l # D
