Test Bank For Nursing Research In Canada,
5th Edition by Mina Singh
Chapters 1-21
,TEST5nBANK5nFOR5nNURSING5nRESEARCH5nIN5nCANADA,5n5TH5nEDITION
by5nMina5nSingh,5nRN,5nRP,5nBSc,5nBScN5nMEd,5nPhD,5nI-
FCNEI,5nCherylyn5nCameron,5nRN,5nPhD,Geri5nLoBiondo-
Wood,5nPhD,5nRN,5nFAAN5nand5nJudith5nHaber,5nPhD,5nRN,5nFAAN
TABLE5nOF5nCONTENT
Part5nI:5nResearch5nOverview5nResearch5nVignette:5nA5nProgram5nof5nResearch5nin5nTranscultural5nNursing
1. The5nRole5n of5nResearch5n in5nNursing
2. Theoretical5nFramework
3. Critical5n Reading5n Strategies:5 n Overview5n of5n the5n Research5 n Process
4. Developing5nResearch5nQuestions,5nHypotheses,5nand5nClinical5nQuestions
5. Finding5nand5n Appraising5nthe5n Literature
6. Legal5nand5nEthical5n Issues
Part5nII:5nQualitative5 n Research5n Research5n Vignette:5n Creating5 n Qualitatively5 n Derived5 n Knowledge5 n for5n a5n Practice5 n Discipline
7. Introduction5n to5 n Qualitative5 n Research
8. Qualitative5nApproaches5nto5nResearch
Part5nIII:5nQuantitative5nResearch5nResearch5nVignette:5nTackling5nthe5nPrevention5nof5nFalls5nAmong5nOlder5n Adults
9. Introduction5n to5n Quantitative5 n Research
10. Experimental5 n and5 n Quasiexperimental5 n Designs
11. Non-experimental 5 n Designs
Part5nIV:5nProcesses5nRelated5nto5nResearch5nResearch5nVignette:5nPartnering5nwith5nparents5nto5nreduce5nnewborn5npain5n -5nevidence5nand5nimplementation
12. Sampling
13. Data5n Collection5 n Methods
14. Rigour5nin5nResearch
15. Qualitative5nData5nAnalysis
16. Quantitative5nData5nAnalysis
17. Presenting5nthe5nFindings
Part5nV:5nCritiquing5nResearch5nResearch5nVignette:5nA5nProgram5nof5nResearch
18. Critiquing5nQualitative5nResearch
19. Critiquing5n Quantitative5n Research
Part5nVI:5nApplication5nof5nResearch:5nEvidence-Informed5nPractice5nResearch5nVignette:5nFrom5nmy5nPh.D.5nto5nher5nPost-
Doctoral5nstudies:5nBuilding5na5nSurvivorship5nCancer5nCare5nProgram
20. Developing5nan5nEvidence-Informed5 n Practice5nResearch5n Vignette:5n Social5nSupport5 n Needs5 n of5n Older5 n Adults
,Chapter5n01:5nThe5nRole5nof5nResearch5nin5nNursing
LoBiondo-Wood:5nNursing5nResearch5nin5nCanada,5n5th5nEdition
MULTIPLE5nCHOICE
1. A5nkey5nstep5nto5nthe5ndevelopment5nof5nnursing5nresearch5nwas
a. the5nendowment5n of5n nursing5n research5n chairs.
b. universities5 n offering5 n baccalaureate5 n nursing5 n programs.
c. a5nbaccalaureate5n degree5nbecoming5nthe5nentry5nto5npractice.
d. the5n Canadian5n Nurses5nAssociation5n developing5 n a5n research5 n mandate.
ANSWER:5n B
Feedback
A Endowment5nof5nnursing5nresearch5nchairs5ndid5nnot5noccur5nuntil5nthe5nnumber5nof5n
nurses5nwith5nPhD5ndegrees5nincreased.
B Universities5noffering5nbaccalaureate5nnursing5nprograms5nprovided5nan5nintroduction
5nto5nresearch 5nwithin5nthe5nBScN5nprograms5nand5nled5nto5nfurther5nnursing5neducatio
n5nat5nthe
MSN5nand5n PhD5nlevels.
C Baccalaureate5ndegrees5nbecoming5nthe5nentry5nto5npractice5ndid5nnot5noccur5nun
til5nthe5ntwenty-first5ncentury.
D The5nCanadian5nNurses5nAssociation5ndid5nnot5ndevelop5na5nresearch5nmandate5nun
til5nthe5nend5nof5nthe5ntwentieth5ncentury.
DIF: Cognitive5n Level:5nApplication
MSC:5nNCLEX5nClient5nCare5nNeeds5nCategory:5nSafe5nand5nEffective5nCare5nEnvironment;5nHealth5nProm
otionand5nMaintenance
2. How5nis5n nursing5n research5n significant5 n to5nthe5n profession5n of5n nursing?
a. Responsibility5nis5 n more5 n specifically5 n defined.
b. Liability5nwithin5nthe5npractice5nof5nnursing5nis5ndecreased.
c. A5nspecialized5nbody5nof5nknowledge5nis5ngenerated5nfor5nuse5nin5nthe5ndelivery5nof5nhealth5ncare.
d. The5nscope5nof5nnursing5npractice5nis5nexpanded5ninto5nareas5nformerly5nreserv
ed5nfor5notherdisciplines.
ANSWER:5n C
Feedback
A Research5naids5nin5ndocumenting5naccountability5nof5nnurses,5nbut5nprofessional5ng
uidelines5nregarding5nresponsibility5nalready5nexist.
B Liability5n is5 n a5n legal5 n concept.5 n Research5n does5n not5n promote5 n liability.
C Theory-based5nnursing5nresearch5nprovides5na5nfoundation5nfor5nevidence-
informed5nnursing5ncare.
D Nursing5nresearch5nexpands5nthe5ndiscipline5nof5nnursing5nas5nit5npertains5nto5nnur
sing5npractice.
DIF: Cognitive5 n Level:5 n Comprehension
MSC:5nNCLEX5nClient5nCare5nNeeds5nCategory:5nSafe5nand5nEffective5nCare5nEnvironment;5nHealth5nProm
otionand5nMaintenance
, 3. Why5 n are5 n nursing5 n practice–
oriented5 n scientific5 n investigations5 n valuable?
a. They5nvalidate5nthe5neffectiveness5nof5nparticular5nnursing5ninterventions.
b. They5nencourage5n consumers5n to5n question5nthe5n quality5n of5n health5 n care.
c. They5nlimit5nthe5ntheory5nbase5nfor5nclinical5ndecision5nmaking.
d. They5nmandate5nhealth5ncare5nreform.
ANSWER:5n A
Feedback
A Practice-
focused5nresearch5nsupports5nthe5neffectiveness5nof5nnursing5ninterventions5nand5nreinfor
ces5nquality5nof5nnursing5ncare.
B On5nthe5ncontrary,5nthey5nhelp5nreassure5nconsumers5nabout5nthe5nquality5nof5nhealth5nc
are.
C They5nsupport5nthe5ndevelopment5nof5nthe5ntheory5nbase5nfor5nclinical5ndecision5nmaking
.
D They5nreinforce5nthe5neffectiveness5 n of5n current5n nursing5n practice.
DIF: Cognitive5 n Level:5 n Comprehension
MSC:5nNCLEX5nClient5nCare5nNeeds5nCategory:5nSafe5nand5nEffective5nCare5nEnvironment;5nHealth5nProm
otionand5nMaintenance
4. When5na5nchange5nin5nnursing5npractice5nresults5nin5ndecreased5ncost5nof5ncare,5nwhat5nad
ditional5n5nfactormust5nbe5nconsidered5nbefore5ngeneral5nimplementation5nof5nthis5nchang
e?
a. Ensuring5ncompliance5nof5nthe5nchange5nby5nnurses5nwith5ndiverse5neducati
onal5nbackgrounds
b. Maintaining5nor5nimproving5nthe5nquality5nof5ncare5nresulting5nfrom5nthe5nchange5nin5npractice
c. Encouraging5npatients5nto5nbe5nactive5npartners5nin5ntheir5nhealth5ncare5ndecisions
d. Disseminating5 n the5 n change5 n beyond5 n the5n discipline5 n of5 n nursing
ANSWER:5n B
Feedback
A Not5 n all5 n nurses5 n are5nresponsible5 n for5 n supervising5 n compliance5 n with5 n new5n measur
es.
B Nurses5nare5naccountable5nto5nmaintain5nquality5npatient5ncare5ndespite5ncost-
cutting5nmeasures.
C Nurses5nshould5nencourage5npatient5nparticipation5nin5ncare5ndespite5ncost-
cutting5nmeasures.
D Nurses5nare5nnot5nresponsible5nfor5nreforming5nother5ndisciplines.
DIF: Cognitive5n Level:5nAnalysis
MSC:5nNCLEX5nClient5nCare5nNeeds5nCategory:5nSafe5nand5nEffective5nCare5nEnvironment;5nHealth5nProm
otionand5nMaintenance
5. Why5ndo5nnurses5 n who5ndo5n not5 n conduct5nresearch5n need5n to5nunderstand5nthe5n nursing5n research5nprocess?
a. To5nidentify5npotential5nparticipants5nfor5nclinical5nresearch5nstudies
b. To5n assist5 n in5n collecting5n accurate5n data5nfor5n clinical5n research5n studies
c. To5nteach5npatients5nand5nfamilies5nabout5nthe5nusefulness5nof5nparticipation5nin5nresearch
d. To5nbe5nable5nto5nevaluate5nnursing5nresearch5nreports5nfor5nrelevance5nto5ntheir5nown5
nclinical5npractice
ANSWER:5n D
5th Edition by Mina Singh
Chapters 1-21
,TEST5nBANK5nFOR5nNURSING5nRESEARCH5nIN5nCANADA,5n5TH5nEDITION
by5nMina5nSingh,5nRN,5nRP,5nBSc,5nBScN5nMEd,5nPhD,5nI-
FCNEI,5nCherylyn5nCameron,5nRN,5nPhD,Geri5nLoBiondo-
Wood,5nPhD,5nRN,5nFAAN5nand5nJudith5nHaber,5nPhD,5nRN,5nFAAN
TABLE5nOF5nCONTENT
Part5nI:5nResearch5nOverview5nResearch5nVignette:5nA5nProgram5nof5nResearch5nin5nTranscultural5nNursing
1. The5nRole5n of5nResearch5n in5nNursing
2. Theoretical5nFramework
3. Critical5n Reading5n Strategies:5 n Overview5n of5n the5n Research5 n Process
4. Developing5nResearch5nQuestions,5nHypotheses,5nand5nClinical5nQuestions
5. Finding5nand5n Appraising5nthe5n Literature
6. Legal5nand5nEthical5n Issues
Part5nII:5nQualitative5 n Research5n Research5n Vignette:5n Creating5 n Qualitatively5 n Derived5 n Knowledge5 n for5n a5n Practice5 n Discipline
7. Introduction5n to5 n Qualitative5 n Research
8. Qualitative5nApproaches5nto5nResearch
Part5nIII:5nQuantitative5nResearch5nResearch5nVignette:5nTackling5nthe5nPrevention5nof5nFalls5nAmong5nOlder5n Adults
9. Introduction5n to5n Quantitative5 n Research
10. Experimental5 n and5 n Quasiexperimental5 n Designs
11. Non-experimental 5 n Designs
Part5nIV:5nProcesses5nRelated5nto5nResearch5nResearch5nVignette:5nPartnering5nwith5nparents5nto5nreduce5nnewborn5npain5n -5nevidence5nand5nimplementation
12. Sampling
13. Data5n Collection5 n Methods
14. Rigour5nin5nResearch
15. Qualitative5nData5nAnalysis
16. Quantitative5nData5nAnalysis
17. Presenting5nthe5nFindings
Part5nV:5nCritiquing5nResearch5nResearch5nVignette:5nA5nProgram5nof5nResearch
18. Critiquing5nQualitative5nResearch
19. Critiquing5n Quantitative5n Research
Part5nVI:5nApplication5nof5nResearch:5nEvidence-Informed5nPractice5nResearch5nVignette:5nFrom5nmy5nPh.D.5nto5nher5nPost-
Doctoral5nstudies:5nBuilding5na5nSurvivorship5nCancer5nCare5nProgram
20. Developing5nan5nEvidence-Informed5 n Practice5nResearch5n Vignette:5n Social5nSupport5 n Needs5 n of5n Older5 n Adults
,Chapter5n01:5nThe5nRole5nof5nResearch5nin5nNursing
LoBiondo-Wood:5nNursing5nResearch5nin5nCanada,5n5th5nEdition
MULTIPLE5nCHOICE
1. A5nkey5nstep5nto5nthe5ndevelopment5nof5nnursing5nresearch5nwas
a. the5nendowment5n of5n nursing5n research5n chairs.
b. universities5 n offering5 n baccalaureate5 n nursing5 n programs.
c. a5nbaccalaureate5n degree5nbecoming5nthe5nentry5nto5npractice.
d. the5n Canadian5n Nurses5nAssociation5n developing5 n a5n research5 n mandate.
ANSWER:5n B
Feedback
A Endowment5nof5nnursing5nresearch5nchairs5ndid5nnot5noccur5nuntil5nthe5nnumber5nof5n
nurses5nwith5nPhD5ndegrees5nincreased.
B Universities5noffering5nbaccalaureate5nnursing5nprograms5nprovided5nan5nintroduction
5nto5nresearch 5nwithin5nthe5nBScN5nprograms5nand5nled5nto5nfurther5nnursing5neducatio
n5nat5nthe
MSN5nand5n PhD5nlevels.
C Baccalaureate5ndegrees5nbecoming5nthe5nentry5nto5npractice5ndid5nnot5noccur5nun
til5nthe5ntwenty-first5ncentury.
D The5nCanadian5nNurses5nAssociation5ndid5nnot5ndevelop5na5nresearch5nmandate5nun
til5nthe5nend5nof5nthe5ntwentieth5ncentury.
DIF: Cognitive5n Level:5nApplication
MSC:5nNCLEX5nClient5nCare5nNeeds5nCategory:5nSafe5nand5nEffective5nCare5nEnvironment;5nHealth5nProm
otionand5nMaintenance
2. How5nis5n nursing5n research5n significant5 n to5nthe5n profession5n of5n nursing?
a. Responsibility5nis5 n more5 n specifically5 n defined.
b. Liability5nwithin5nthe5npractice5nof5nnursing5nis5ndecreased.
c. A5nspecialized5nbody5nof5nknowledge5nis5ngenerated5nfor5nuse5nin5nthe5ndelivery5nof5nhealth5ncare.
d. The5nscope5nof5nnursing5npractice5nis5nexpanded5ninto5nareas5nformerly5nreserv
ed5nfor5notherdisciplines.
ANSWER:5n C
Feedback
A Research5naids5nin5ndocumenting5naccountability5nof5nnurses,5nbut5nprofessional5ng
uidelines5nregarding5nresponsibility5nalready5nexist.
B Liability5n is5 n a5n legal5 n concept.5 n Research5n does5n not5n promote5 n liability.
C Theory-based5nnursing5nresearch5nprovides5na5nfoundation5nfor5nevidence-
informed5nnursing5ncare.
D Nursing5nresearch5nexpands5nthe5ndiscipline5nof5nnursing5nas5nit5npertains5nto5nnur
sing5npractice.
DIF: Cognitive5 n Level:5 n Comprehension
MSC:5nNCLEX5nClient5nCare5nNeeds5nCategory:5nSafe5nand5nEffective5nCare5nEnvironment;5nHealth5nProm
otionand5nMaintenance
, 3. Why5 n are5 n nursing5 n practice–
oriented5 n scientific5 n investigations5 n valuable?
a. They5nvalidate5nthe5neffectiveness5nof5nparticular5nnursing5ninterventions.
b. They5nencourage5n consumers5n to5n question5nthe5n quality5n of5n health5 n care.
c. They5nlimit5nthe5ntheory5nbase5nfor5nclinical5ndecision5nmaking.
d. They5nmandate5nhealth5ncare5nreform.
ANSWER:5n A
Feedback
A Practice-
focused5nresearch5nsupports5nthe5neffectiveness5nof5nnursing5ninterventions5nand5nreinfor
ces5nquality5nof5nnursing5ncare.
B On5nthe5ncontrary,5nthey5nhelp5nreassure5nconsumers5nabout5nthe5nquality5nof5nhealth5nc
are.
C They5nsupport5nthe5ndevelopment5nof5nthe5ntheory5nbase5nfor5nclinical5ndecision5nmaking
.
D They5nreinforce5nthe5neffectiveness5 n of5n current5n nursing5n practice.
DIF: Cognitive5 n Level:5 n Comprehension
MSC:5nNCLEX5nClient5nCare5nNeeds5nCategory:5nSafe5nand5nEffective5nCare5nEnvironment;5nHealth5nProm
otionand5nMaintenance
4. When5na5nchange5nin5nnursing5npractice5nresults5nin5ndecreased5ncost5nof5ncare,5nwhat5nad
ditional5n5nfactormust5nbe5nconsidered5nbefore5ngeneral5nimplementation5nof5nthis5nchang
e?
a. Ensuring5ncompliance5nof5nthe5nchange5nby5nnurses5nwith5ndiverse5neducati
onal5nbackgrounds
b. Maintaining5nor5nimproving5nthe5nquality5nof5ncare5nresulting5nfrom5nthe5nchange5nin5npractice
c. Encouraging5npatients5nto5nbe5nactive5npartners5nin5ntheir5nhealth5ncare5ndecisions
d. Disseminating5 n the5 n change5 n beyond5 n the5n discipline5 n of5 n nursing
ANSWER:5n B
Feedback
A Not5 n all5 n nurses5 n are5nresponsible5 n for5 n supervising5 n compliance5 n with5 n new5n measur
es.
B Nurses5nare5naccountable5nto5nmaintain5nquality5npatient5ncare5ndespite5ncost-
cutting5nmeasures.
C Nurses5nshould5nencourage5npatient5nparticipation5nin5ncare5ndespite5ncost-
cutting5nmeasures.
D Nurses5nare5nnot5nresponsible5nfor5nreforming5nother5ndisciplines.
DIF: Cognitive5n Level:5nAnalysis
MSC:5nNCLEX5nClient5nCare5nNeeds5nCategory:5nSafe5nand5nEffective5nCare5nEnvironment;5nHealth5nProm
otionand5nMaintenance
5. Why5ndo5nnurses5 n who5ndo5n not5 n conduct5nresearch5n need5n to5nunderstand5nthe5n nursing5n research5nprocess?
a. To5nidentify5npotential5nparticipants5nfor5nclinical5nresearch5nstudies
b. To5n assist5 n in5n collecting5n accurate5n data5nfor5n clinical5n research5n studies
c. To5nteach5npatients5nand5nfamilies5nabout5nthe5nusefulness5nof5nparticipation5nin5nresearch
d. To5nbe5nable5nto5nevaluate5nnursing5nresearch5nreports5nfor5nrelevance5nto5ntheir5nown5
nclinical5npractice
ANSWER:5n D
