NUR 330 Midterm UPDATED ACTUAL Questions and
CORRECT Answers
Critical Appraisal Process of carefully and systematically examining research to consider its quality,
results and relevance to your own context
All studies have strengths and limitations.
ASK: what do these mean for the conclusion that researchers make and how are
these relevant for my application
Research Systematic inquiry that uses structured methods to answer questions and solve
problems
Nursing research Systematic inquiry designed to develop trustworthy evidence about issues of
importance to nurses and their clients
Role of research in nursing Discipline-specific knowledge
Goal: expand knowledge to inform practice and address questions relevant to
profession
Interprofessional collaboration; yet distinct body of knowledge
,Historical Perspectives - 20th century 1900-1940: Emphasis on preparation of nurses to practice; some studies appear
with focus on nurses’ education
1950s: First Master’s Degree in Nursing programs offered
1979: Federal funding for first Centre for Nursing Research at McGill University
1991: First Canadian PhD in Nursing Program (U of A)
1999: Nursing Research Fund, $25 million government initiative to promote
nursing research over 10 years
Historical Perspectives - 21st century • Initiation of Research Chair Awards; granted to researchers at numerous
universities in Canada
• Currently 18 schools in Canada offer Nursing PhD Studies
• Nurse scientists lead or collaborate with interdisciplinary teams to plan, direct,
conduct studies on issues relevant to nursing practice, education and health care
administration
• Apply to grants to secure research funding, including federal Tri-Council funding
agencies
- Canadian Institutes of Health Research (CIHR)
- Natural Sciences and Engineering Research Council (NSERC)
- Social Sciences and Humanities Research Council (SSHRC)
Research to Practice Gap • Only 40% of research is implemented in practice
• 20-30% of clients get care not needed or that is potentially harmful
The 17-year estimate
Estimated to take 17 years [for 40%] of research to get implemented in practice
Nursing and Roles in Research 1) Consumer of research
2) Generator of clinical questions
3) Investigator/participant in research
4) Protector of research participants
"All nurses — including clinicians, educators, researchers, administrators and
policy-makers — must collaborate with other health-care stakeholders to facilitate
evidence-informed decision-making and practice."
CNO ETP Competency: Clinician Clinician role
Incorporates knowledge from nursing science, social sciences, humanities, and
health-related research into plans of care.
, CNO ETP Competency: Professional Professional role
2.9 Adheres to the self-regulatory requirements of jurisdictional legislation to
protect the public by
c) seeking and using new knowledge that may enhance, support, or influence
competence in practice
CNO ETP: Advocate Advocate Role
7.10 Advocates for client’s rights and ensures informed consent, guided by
legislation, practice standards, and ethics.
7.12 Assesses client’s understanding of informed consent, and implements
actions when client is unable to provide informed consent.
CNO ETP: Scholar Scholar Role
9.1 Uses best evidence to make informed decisions.
9.2 Translates knowledge from relevant sources into professional practice
9.5 Identifies and analyzes emerging evidence and technologies that may
change, enhance, or support health care
9.7 Supports research activities and develops own research skills.
Paradigms and Research Methods • A paradigm is a way to view the world and its complexities, based on certain
assumptions about reality
• Paradigms often form the foundation from which the research is undertaken
Positivist/Post-Positivist Paradigm • Reality exists (and can be potentially known)
• Researcher independent from those being researched
• Objectivity is sought: values and biases are to be held in check
• Aim of inquiry: explanation and prediction
• Emphasis on measured, quantitative information
Constructivist/Interpretivist Paradigm • Reality is multiple and subjective, constructed by individuals
• Researcher interacts with those being researched
• Subjectivity, perspectives and values are recognized as influential and inevitable
• Aim of inquiry: understanding of social realities, interpretation of meaning
• Emphasis on narrative information
Comparing Paradigms
Comparing the Major Assumptions of the Post-Positivist
and Constructivist Paradigms
CORRECT Answers
Critical Appraisal Process of carefully and systematically examining research to consider its quality,
results and relevance to your own context
All studies have strengths and limitations.
ASK: what do these mean for the conclusion that researchers make and how are
these relevant for my application
Research Systematic inquiry that uses structured methods to answer questions and solve
problems
Nursing research Systematic inquiry designed to develop trustworthy evidence about issues of
importance to nurses and their clients
Role of research in nursing Discipline-specific knowledge
Goal: expand knowledge to inform practice and address questions relevant to
profession
Interprofessional collaboration; yet distinct body of knowledge
,Historical Perspectives - 20th century 1900-1940: Emphasis on preparation of nurses to practice; some studies appear
with focus on nurses’ education
1950s: First Master’s Degree in Nursing programs offered
1979: Federal funding for first Centre for Nursing Research at McGill University
1991: First Canadian PhD in Nursing Program (U of A)
1999: Nursing Research Fund, $25 million government initiative to promote
nursing research over 10 years
Historical Perspectives - 21st century • Initiation of Research Chair Awards; granted to researchers at numerous
universities in Canada
• Currently 18 schools in Canada offer Nursing PhD Studies
• Nurse scientists lead or collaborate with interdisciplinary teams to plan, direct,
conduct studies on issues relevant to nursing practice, education and health care
administration
• Apply to grants to secure research funding, including federal Tri-Council funding
agencies
- Canadian Institutes of Health Research (CIHR)
- Natural Sciences and Engineering Research Council (NSERC)
- Social Sciences and Humanities Research Council (SSHRC)
Research to Practice Gap • Only 40% of research is implemented in practice
• 20-30% of clients get care not needed or that is potentially harmful
The 17-year estimate
Estimated to take 17 years [for 40%] of research to get implemented in practice
Nursing and Roles in Research 1) Consumer of research
2) Generator of clinical questions
3) Investigator/participant in research
4) Protector of research participants
"All nurses — including clinicians, educators, researchers, administrators and
policy-makers — must collaborate with other health-care stakeholders to facilitate
evidence-informed decision-making and practice."
CNO ETP Competency: Clinician Clinician role
Incorporates knowledge from nursing science, social sciences, humanities, and
health-related research into plans of care.
, CNO ETP Competency: Professional Professional role
2.9 Adheres to the self-regulatory requirements of jurisdictional legislation to
protect the public by
c) seeking and using new knowledge that may enhance, support, or influence
competence in practice
CNO ETP: Advocate Advocate Role
7.10 Advocates for client’s rights and ensures informed consent, guided by
legislation, practice standards, and ethics.
7.12 Assesses client’s understanding of informed consent, and implements
actions when client is unable to provide informed consent.
CNO ETP: Scholar Scholar Role
9.1 Uses best evidence to make informed decisions.
9.2 Translates knowledge from relevant sources into professional practice
9.5 Identifies and analyzes emerging evidence and technologies that may
change, enhance, or support health care
9.7 Supports research activities and develops own research skills.
Paradigms and Research Methods • A paradigm is a way to view the world and its complexities, based on certain
assumptions about reality
• Paradigms often form the foundation from which the research is undertaken
Positivist/Post-Positivist Paradigm • Reality exists (and can be potentially known)
• Researcher independent from those being researched
• Objectivity is sought: values and biases are to be held in check
• Aim of inquiry: explanation and prediction
• Emphasis on measured, quantitative information
Constructivist/Interpretivist Paradigm • Reality is multiple and subjective, constructed by individuals
• Researcher interacts with those being researched
• Subjectivity, perspectives and values are recognized as influential and inevitable
• Aim of inquiry: understanding of social realities, interpretation of meaning
• Emphasis on narrative information
Comparing Paradigms
Comparing the Major Assumptions of the Post-Positivist
and Constructivist Paradigms
