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

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




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TESTQBANKQFORQNURSINGQRESEARCHQINQCANADA,Q5THQEDITION
byQMinaQSingh,QRN,QRP,QBSc,QBScNQMEd,QPhD,QI-
FCNEI,QCherylynQCameron,QRN,QPhD,QGeriQLoBiondo-
Wood,QPhD,QRN,QFAANQandQJudithQHaber,QPhD,QRN,QFAAN


TABLEQOFQCONTENT
PartQI:QResearchQOverviewQResearchQVignette:QAQProgramQofQResearchQinQTransculturalQNursing

1. TheQRoleQofQResearchQinQNursing

2. TheoreticalQFramework

3. CriticalQReadingQStrategies:QOverviewQofQtheQResearchQProcess

4. DevelopingQResearchQQuestions,QHypotheses,QandQClinicalQQuestions

5. FindingQandQAppraisingQtheQLiterature

6. LegalQandQEthicalQIssues

PartQII:QQualitativeQResearchQResearchQVignette:QCreatingQQualitativelyQDerivedQ KnowledgeQforQaQPracticeQDiscipline

7. IntroductionQtoQQualitativeQResearch

8. QualitativeQApproachesQtoQResearch

PartQIII:QQuantitativeQResearchQResearchQVignette:QTacklingQtheQPreventionQofQFallsQAmongQOlderQAdults

9. IntroductionQtoQQuantitativeQResearch

10. ExperimentalQandQQuasiexperimentalQDesigns

11. Non-experimentalQDesigns

PartQIV:QProcessesQRelatedQtoQResearchQResearchQVignette:QPartneringQwithQparentsQtoQreduceQnewbornQpainQ-
QevidenceQandQimplementation
12. Sampling

13. DataQCollectionQMethods

14. RigourQinQResearch

15. QualitativeQDataQAnalysis

16. QuantitativeQDataQAnalysis

17. PresentingQtheQFindings

PartQV:QCritiquingQResearchQResearchQVignette:QAQProgramQofQResearch

18. CritiquingQQualitativeQResearch

19. CritiquingQQuantitativeQResearch

PartQVI:QApplicationQofQResearch:QEvidence-InformedQPracticeQResearchQVignette:QFromQmyQPh.D.QtoQherQPost-

DoctoralQstudies:QBuildingQaQSurvivorshipQCancerQCareQProgram

20. DevelopingQanQEvidence-InformedQPracticeQResearchQVignette:QSocialQSupportQNeedsQofQOlderQAdults




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ChapterQ01:QTheQRoleQofQResearchQinQNursing
LoBiondo-Wood:QNursingQResearchQinQCanada,Q5thQEdition


MULTIPLEQCHOICE

1. AQkeyQstepQtoQtheQdevelopmentQofQnursingQresearchQwas
a. theQendowmentQofQnursingQresearchQchairs.
b. universitiesQofferingQbaccalaureateQnursingQprograms.
c. aQbaccalaureateQdegreeQbecomingQtheQentryQtoQpractice.
d. theQCanadianQNursesQAssociationQdevelopingQaQresearchQmandate.
ANSWER:Q B

Feedback
A EndowmentQofQnursingQresearchQchairsQdidQnotQoccurQuntilQtheQnumber
QofQnursesQwithQPhDQdegreesQincreased.
B UniversitiesQofferingQbaccalaureateQnursingQprogramsQprovidedQanQintroducti
onQto
researchQwithinQtheQBScNQprogramsQandQledQtoQfurtherQnursingQeducati
onQatQtheQMSNQandQPhDQlevels.
C BaccalaureateQdegreesQbecomingQtheQentryQtoQpracticeQdidQnotQoccur
QuntilQtheQtwenty-firstQcentury.
D TheQCanadianQNursesQAssociationQdidQnotQdevelopQaQresearchQmandate
QuntilQtheQendQofQtheQtwentiethQcentury.

DIF: CognitiveQLevel:QApplication
MSC:QNCLEXQClientQCareQNeedsQCategory:QSafeQandQEffectiveQCareQEnvironment;QHealth
QPromotionQandQMaintenance

2. How is nursing research significant to the profession of nursing?
a. Responsibility is more specifically defined.
b. Liability within the practice of nursing is decreased.
c. A specialized body of knowledge is generated for use in the delivery of health care.
d. The scope of nursing practice is expanded into areas formerly reserved for
other disciplines.
ANSWER: C

Feedback
A ResearchQaidsQinQdocumentingQaccountabilityQofQnurses,QbutQprofe
ssionalQguidelinesQregardingQresponsibilityQalreadyQexist.
B LiabilityQisQaQlegalQconcept.QResearchQdoesQnotQpromoteQliability.
C Theory-basedQnursingQresearchQprovidesQaQfoundationQforQevidence-
informed
nursingQcare.
D NursingQresearchQexpandsQtheQdisciplineQofQnursingQasQitQpertainsQt
oQnursingQpractice.

DIF: CognitiveQLevel:QComprehension
MSC:QNCLEXQClientQCareQNeedsQCategory:QSafeQandQEffectiveQCareQEnvironment;QHealth
QPromotionQandQMaintenance




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3. Why are nursing practice–oriented scientific investigations valuable?
a.They validate the effectiveness of particular nursing interventions.
b.
They encourage consumers to question the quality of health care.
c.
They limit the theory base for clinical decision making.
d.
They mandate health care reform.
ANSWER:Q A

Feedback
A Practice-
focusedQresearchQsupportsQtheQeffectivenessQofQnursingQinterventionsQandQr
einforcesQqualityQofQnursingQcare.
B OnQtheQcontrary,QtheyQhelpQreassureQconsumersQaboutQtheQqualityQofQhealt
hQcare.
C TheyQsupportQtheQdevelopmentQofQtheQtheoryQbaseQforQclinicalQdecisionQm
aking.
D TheyQreinforceQtheQeffectivenessQofQcurrentQnursingQpractice.

DIF: CognitiveQLevel:QComprehension
MSC:QNCLEXQClientQCareQNeedsQCategory:QSafeQandQEffectiveQCareQEnvironment;QHealth
QPromotionQandQMaintenance

4. When a change in nursing practice results in decreased cost of care, what additional
factor must be considered before general implementation of this change?
a. Ensuring compliance of the change by nurses with diverse
educational backgrounds
b. Maintaining or improving the quality of care resulting from the change in practice
c. Encouraging patients to be active partners in their health care decisions
d. Disseminating the change beyond the discipline of nursing
ANSWER: B

Feedback
A NotQallQnursesQareQresponsibleQforQsupervisingQcomplianceQwithQnewQmeas
ures.
B NursesQareQaccountableQtoQmaintainQqualityQpatientQcareQdespiteQcost
-cuttingQmeasures.
C NursesQshouldQencourageQpatientQparticipationQinQcareQdespiteQcost-
cuttingQmeasures.
D NursesQareQnotQresponsibleQforQreformingQotherQdisciplines.

DIF: CognitiveQLevel:QAnalysis
MSC:QNCLEXQClientQCareQNeedsQCategory:QSafeQandQEffectiveQCareQEnvironment;QHealth
QPromotionQandQMaintenance

5. WhyQdoQnursesQwhoQdoQnotQconductQresearchQneedQtoQunderstandQtheQnursingQresearch
Qprocess?
a. ToQidentifyQpotentialQparticipantsQforQclinicalQresearchQstudies
b. ToQassistQinQcollectingQaccurateQdataQforQclinicalQresearchQstudies
c. ToQteachQpatientsQandQfamiliesQaboutQtheQusefulnessQofQparticipationQinQresearch
d. ToQbeQableQtoQevaluateQnursingQresearchQreportsQforQrelevanceQtoQtheirQo
wnQclinicalQpractice
ANSWER:Q D



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