Test Bank: Nursing Research in Canada 5th Edition by Singh - Ch. 1-21, 9780323778985, with Rationales

TEST BANK
LoBiondo-Wood: Nursing Research in Canada,
5th Edition by Mina Singh Chapters 1-21

,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:QCreatingQQualitativelyQDerivedQKnowledgeQforQaQPracticeQDiscipline

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

,ChapterQ01:QTheQRoleQofQResearchQinQNursing
LoBiondo-Wood:QNursingQResearchQinQCanada,Q5thQEdition


MULTIPLEQCHOICE

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

Feedback
A EndowmentQofQnursingQresearchQchairsQdidQnotQoccurQuntilQtheQnumberQofQnur
sesQwithQPhDQdegreesQincreased.
B UniversitiesQofferingQbaccalaureateQnursingQprogramsQprovidedQanQintroductionQto
QresearchQwithinQtheQBScNQprogramsQandQledQtoQfurtherQnursingQeducationQatQthe

MSNQandQPhDQlevels.
C BaccalaureateQdegreesQbecomingQtheQentryQtoQpracticeQdidQnotQoccurQuntilQth
eQtwenty-firstQcentury.
D TheQCanadianQNursesQAssociationQdidQnotQdevelopQaQresearchQmandateQuntilQthe
endQofQtheQtwentiethQcentury.

DIF: CognitiveQLevel:QApplication
MSC:QNCLEXQClientQCareQNeedsQCategory:QSafeQandQEffectiveQCareQEnvironment;QHealthQPromoti
onQandQMaintenance

2. HowQisQnursingQresearchQsignificantQtoQtheQprofessionQofQnursing?
a. ResponsibilityQisQmoreQspecificallyQdefined.
b. LiabilityQwithinQtheQpracticeQofQnursingQisQdecreased.
c. AQspecializedQbodyQofQknowledgeQisQgeneratedQforQuseQinQtheQdeliveryQofQhealthQcare.
d. TheQscopeQofQnursingQpracticeQisQexpandedQintoQareasQformerlyQreservedQforQoth
erQdisciplines.
ANS:Q C

Feedback
A ResearchQaidsQinQdocumentingQaccountabilityQofQnurses,QbutQprofessional
guidelinesQregardingQresponsibilityQalreadyQexist.
B LiabilityQisQaQlegalQconcept.QResearchQdoesQnotQpromoteQliability.
C Theory-basedQnursingQresearchQprovidesQaQfoundationQforQevidence-
informedQnursingQcare.
D NursingQresearchQexpandsQtheQdisciplineQofQnursingQasQitQpertainsQtoQnursin
gQpractice.

DIF: CognitiveQLevel:QComprehension
MSC:QNCLEXQClientQCareQNeedsQCategory:QSafeQandQEffectiveQCareQEnvironment;QHealthQPromoti
onQandQMaintenance

, 3. WhyQareQnursingQpractice–orientedQscientificQinvestigationsQvaluable?
a. TheyQvalidateQtheQeffectivenessQofQparticularQnursingQinterventions.
b. TheyQencourageQconsumersQtoQquestionQtheQqualityQofQhealthQcare.
c. TheyQlimitQtheQtheoryQbaseQforQclinicalQdecisionQmaking.
d. TheyQmandateQhealthQcareQreform.
ANS:Q A

Feedback
A Practice-focusedQresearchQsupportsQtheQeffectivenessQofQnursingQinterventionsQand
reinforcesQqualityQofQnursingQcare.
B OnQtheQcontrary,QtheyQhelpQreassureQconsumersQaboutQtheQqualityQofQhealthQcare.
C TheyQsupportQtheQdevelopmentQofQtheQtheoryQbaseQforQclinicalQdecisionQmaking.
D TheyQreinforceQtheQeffectivenessQofQcurrentQnursingQpractice.

DIF: CognitiveQLevel:QComprehension
MSC:QNCLEXQClientQCareQNeedsQCategory:QSafeQandQEffectiveQCareQEnvironment;QHealthQPromoti
onQandQMaintenance

4. WhenQaQchangeQinQnursingQpracticeQresultsQinQdecreasedQcostQofQcare,QwhatQadditionalQfact
orQmustQbeQconsideredQbeforeQgeneralQimplementationQofQthisQchange?
a. EnsuringQcomplianceQofQtheQchangeQbyQnursesQwithQdiverseQeducationa
lQbackgrounds
b. MaintainingQorQimprovingQtheQqualityQofQcareQresultingQfromQtheQchangeQinQpractice
c. EncouragingQpatientsQtoQbeQactiveQpartnersQinQtheirQhealthQcareQdecisions
d. DisseminatingQtheQchangeQbeyondQtheQdisciplineQofQnursing
ANS:Q B

Feedback
A NotQallQnursesQareQresponsibleQforQsupervisingQcomplianceQwithQnewQmeasures.
B NursesQareQaccountableQtoQmaintainQqualityQpatientQcareQdespiteQcost-cutting
measures.
C NursesQshouldQencourageQpatientQparticipationQinQcareQdespiteQcost-
cuttingQmeasures.
D NursesQareQnotQresponsibleQforQreformingQotherQdisciplines.

DIF: CognitiveQLevel:QAnalysis
MSC:QNCLEXQClientQCareQNeedsQCategory:QSafeQandQEffectiveQCareQEnvironment;QHealthQPromoti
onQandQMaintenance

5. WhyQdoQnursesQwhoQdoQnotQconductQresearchQneedQtoQunderstandQtheQnursingQresearchQprocess
?
a. ToQidentifyQpotentialQparticipantsQforQclinicalQresearchQstudies
b. ToQassistQinQcollectingQaccurateQdataQforQclinicalQresearchQstudies
c. ToQteachQpatientsQandQfamiliesQaboutQtheQusefulnessQofQparticipationQinQresearch
d. ToQbeQableQtoQevaluateQnursingQresearchQreportsQforQrelevanceQtoQtheirQownQclinic
alQpractice
ANS:Q D