Test Bank For Nursing Research In Canada,
5th Edition by Mina Singh
Chapters 1-21
,TEST BANK FOR NURSING RESEARCH IN CANADA, 5TH EDITION
by5Mina5Singh,5RN,5RP,5BSc,5BScN5MEd,5PhD,5I-
FCNEI,5Cherylyn5Cameron,5RN,5PhD,Geri5LoBiondo-
Wood,5PhD,5RN,5FAAN5and5Judith5Haber,5PhD,5RN,5FAAN
TABLE5OF5CONTENT
Part5I:5Research5 Overview5Research5Vignette:5A5Program5of5Research5in5Transcultural5Nursing
1. The5Role5 of5Research5 in5Nursing
2. Theoretical5Framework
3. Critical5 Reading5 Strategies:5 Overview5 of5 the5 Research5 Process
4. Developing5Research5Questions,5Hypotheses,5and5Clinical5Questions
5. Finding5and5 Appraising5the5 Literature
6. Legal5and5Ethical5 Issues
Part5 II:5 Qualitative5 Research5 Research5 Vignette:5 Creating5 Qualitatively5 Derived5 Knowledge5 for5 a5 Practice5 Discipline
7. Introduction5 to5 Qualitative5 Research
8. Qualitative5Approaches5to5Research
Part5III:5Quantitative5Research5Research5Vignette:5Tackling5the5Prevention5of5Falls5Among5Older5 Adults
9. Introduction5 to5 Quantitative5 Research
10. Experimental5 and5 Quasiexperimental5 Designs
11. Non-experimental 5 Designs
Part5IV:5Processes5Related5to5Research5Research5Vignette:5Partnering5with5parents5to5reduce5newborn5pain5 -5evidence5and5implementation
12. Sampling
13. Data5 Collection5 Methods
14. Rigour5in5Research
15. Qualitative5Data5Analysis
16. Quantitative5Data5Analysis
17. Presenting5the5Findings
Part5V:5Critiquing5Research5Research5Vignette:5A5Program5of5Research
18. Critiquing5Qualitative5Research
19. Critiquing5 Quantitative5 Research
Part5VI:5Application5of5Research:5Evidence-Informed5Practice5Research5Vignette:5From5my5Ph.D.5to5her5Post-
Doctoral5studies:5Building5a5Survivorship5Cancer5Care5Program
20. Developing5an5Evidence-Informed5 Practice5Research5 Vignette:5 Social5Support5 Needs5 of5 Older5 Adults
,Chapter501:5The5Role5of5Research5in5Nursing
LoBiondo-Wood:5Nursing5Research5in5Canada,55th5Edition
MULTIPLE5CHOICE
1. A5key5step5to5the5development5of5nursing5research5was
a. the5endowment5 of5 nursing5 research5 chairs.
b. universities5 offering5 baccalaureate5 nursing5 programs.
c. a5baccalaureate5 degree5becoming5the5entry5to5practice.
d. the5 Canadian5 Nurses5Association5 developing5 a5 research5 mandate.
ANSWER:5 B
Feedback
A Endowment5of5nursing5research5chairs5did5not5occur5until5the5number5of5nurses5
with5PhD5degrees5increased.
B Universities5offering5baccalaureate5nursing5programs5provided5an5introduction5to5r
esearch5within5the5BScN5programs5and5led5to5further5nursing5education5at5the
MSN5and5 PhD5levels.
C Baccalaureate5degrees5becoming5the5entry5to5practice5did5not5occur5until5the
5twenty-first5century.
D The5Canadian5Nurses5Association5did5not5develop5a5research5mandate5until5the5
end5of5the5twentieth5century.
DIF: Cognitive5 Level:5Application
MSC:5NCLEX5Client5Care5Needs5Category:5Safe5and5Effective5Care5Environment;5Health5Promotionand
5Maintenance
2. How5is5 nursing5 research5 significant5 to5the5 profession5 of5 nursing?
a. Responsibility5is5 more5 specifically5 defined.
b. Liability5within5the5practice5of5nursing5is5decreased.
c. A5specialized5body5of5knowledge5is5generated5for5use5in5the5delivery5of5health5care.
d. The5scope5of5nursing5practice5is5expanded5into5areas5formerly5reserved5for
otherdisciplines.
5
ANSWER:5 C
Feedback
A Research5aids5in5documenting5accountability5of5nurses,5but5professional5guideli
nes5regarding5responsibility5already5exist.
B Liability5 is5 a5 legal5 concept.5 Research5 does5 not5 promote5 liability.
C Theory-based5nursing5research5provides5a5foundation5for5evidence-
informed5nursing5care.
D Nursing5research5expands5the5discipline5of5nursing5as5it5pertains5to5nursing5pr
actice.
DIF: Cognitive5 Level:5 Comprehension
MSC:5NCLEX5Client5Care5Needs5Category:5Safe5and5Effective5Care5Environment;5Health5Promotionand
5Maintenance
, 3. Why5 are5 nursing5 practice–oriented5 scientific5 investigations5 valuable?
a. They5validate5the5effectiveness5of5particular5nursing5interventions.
b. They5encourage5 consumers5 to5 question5the5 quality5 of5 health5 care.
c. They5limit5the5theory5base5for5clinical5decision5making.
d. They5mandate5health5care5reform.
ANSWER:5 A
Feedback
A Practice-
focused5research5supports5the5effectiveness5of5nursing5interventions5and5reinforces5q
uality5of5nursing5care.
B On5the5contrary,5they5help5reassure5consumers5about5the5quality5of5health5care.
C They5support5the5development5of5the5theory5base5for5clinical5decision5making.
D They5reinforce5the5effectiveness5 of5 current5 nursing5 practice.
DIF: Cognitive5 Level:5 Comprehension
MSC:5NCLEX5Client5Care5Needs5Category:5Safe5and5Effective5Care5Environment;5Health5Promotionand
5Maintenance
4. When5a5change5in5nursing5practice5results5in5decreased5cost5of5care,5what5additional55
factormust5be5considered5before5general5implementation5of5this5change?
a. Ensuring5compliance5of5the5change5by5nurses5with5diverse5educational5b
ackgrounds
b. Maintaining5or5improving5the5quality5of5care5resulting5from5the5change5in5practice
c. Encouraging5patients5to5be5active5partners5in5their5health5care5decisions
d. Disseminating5 the5 change5 beyond5 the5 discipline5 of5 nursing
ANSWER:5 B
Feedback
A Not5 all5 nurses5 are5 responsible5 for5 supervising5 compliance5 with5 new5 measures.
B Nurses5are5accountable5to5maintain5quality5patient5care5despite5cost-
cutting5measures.
C Nurses5should5encourage5patient5participation5in5care5despite5cost-
cutting5measures.
D Nurses5are5not5responsible5for5reforming5other5disciplines.
DIF: Cognitive5 Level:5Analysis
MSC:5NCLEX5Client5Care5Needs5Category:5Safe5and5Effective5Care5Environment;5Health5Promotionand
5Maintenance
5. Why5do5nurses5 who5do5 not5 conduct5research5 need5 to5understand5the5 nursing5 research5process?
a. To5identify5potential5participants5for5clinical5research5studies
b. To5 assist5 in5 collecting5accurate5 data5for5 clinical5 research5 studies
c. To5teach5patients5and5families5about5the5usefulness5of5participation5in5research
d. To5be5able5to5evaluate5nursing5research5reports5for5relevance5to5their5own5clinical
practice
5
ANSWER:5 D
5th Edition by Mina Singh
Chapters 1-21
,TEST BANK FOR NURSING RESEARCH IN CANADA, 5TH EDITION
by5Mina5Singh,5RN,5RP,5BSc,5BScN5MEd,5PhD,5I-
FCNEI,5Cherylyn5Cameron,5RN,5PhD,Geri5LoBiondo-
Wood,5PhD,5RN,5FAAN5and5Judith5Haber,5PhD,5RN,5FAAN
TABLE5OF5CONTENT
Part5I:5Research5 Overview5Research5Vignette:5A5Program5of5Research5in5Transcultural5Nursing
1. The5Role5 of5Research5 in5Nursing
2. Theoretical5Framework
3. Critical5 Reading5 Strategies:5 Overview5 of5 the5 Research5 Process
4. Developing5Research5Questions,5Hypotheses,5and5Clinical5Questions
5. Finding5and5 Appraising5the5 Literature
6. Legal5and5Ethical5 Issues
Part5 II:5 Qualitative5 Research5 Research5 Vignette:5 Creating5 Qualitatively5 Derived5 Knowledge5 for5 a5 Practice5 Discipline
7. Introduction5 to5 Qualitative5 Research
8. Qualitative5Approaches5to5Research
Part5III:5Quantitative5Research5Research5Vignette:5Tackling5the5Prevention5of5Falls5Among5Older5 Adults
9. Introduction5 to5 Quantitative5 Research
10. Experimental5 and5 Quasiexperimental5 Designs
11. Non-experimental 5 Designs
Part5IV:5Processes5Related5to5Research5Research5Vignette:5Partnering5with5parents5to5reduce5newborn5pain5 -5evidence5and5implementation
12. Sampling
13. Data5 Collection5 Methods
14. Rigour5in5Research
15. Qualitative5Data5Analysis
16. Quantitative5Data5Analysis
17. Presenting5the5Findings
Part5V:5Critiquing5Research5Research5Vignette:5A5Program5of5Research
18. Critiquing5Qualitative5Research
19. Critiquing5 Quantitative5 Research
Part5VI:5Application5of5Research:5Evidence-Informed5Practice5Research5Vignette:5From5my5Ph.D.5to5her5Post-
Doctoral5studies:5Building5a5Survivorship5Cancer5Care5Program
20. Developing5an5Evidence-Informed5 Practice5Research5 Vignette:5 Social5Support5 Needs5 of5 Older5 Adults
,Chapter501:5The5Role5of5Research5in5Nursing
LoBiondo-Wood:5Nursing5Research5in5Canada,55th5Edition
MULTIPLE5CHOICE
1. A5key5step5to5the5development5of5nursing5research5was
a. the5endowment5 of5 nursing5 research5 chairs.
b. universities5 offering5 baccalaureate5 nursing5 programs.
c. a5baccalaureate5 degree5becoming5the5entry5to5practice.
d. the5 Canadian5 Nurses5Association5 developing5 a5 research5 mandate.
ANSWER:5 B
Feedback
A Endowment5of5nursing5research5chairs5did5not5occur5until5the5number5of5nurses5
with5PhD5degrees5increased.
B Universities5offering5baccalaureate5nursing5programs5provided5an5introduction5to5r
esearch5within5the5BScN5programs5and5led5to5further5nursing5education5at5the
MSN5and5 PhD5levels.
C Baccalaureate5degrees5becoming5the5entry5to5practice5did5not5occur5until5the
5twenty-first5century.
D The5Canadian5Nurses5Association5did5not5develop5a5research5mandate5until5the5
end5of5the5twentieth5century.
DIF: Cognitive5 Level:5Application
MSC:5NCLEX5Client5Care5Needs5Category:5Safe5and5Effective5Care5Environment;5Health5Promotionand
5Maintenance
2. How5is5 nursing5 research5 significant5 to5the5 profession5 of5 nursing?
a. Responsibility5is5 more5 specifically5 defined.
b. Liability5within5the5practice5of5nursing5is5decreased.
c. A5specialized5body5of5knowledge5is5generated5for5use5in5the5delivery5of5health5care.
d. The5scope5of5nursing5practice5is5expanded5into5areas5formerly5reserved5for
otherdisciplines.
5
ANSWER:5 C
Feedback
A Research5aids5in5documenting5accountability5of5nurses,5but5professional5guideli
nes5regarding5responsibility5already5exist.
B Liability5 is5 a5 legal5 concept.5 Research5 does5 not5 promote5 liability.
C Theory-based5nursing5research5provides5a5foundation5for5evidence-
informed5nursing5care.
D Nursing5research5expands5the5discipline5of5nursing5as5it5pertains5to5nursing5pr
actice.
DIF: Cognitive5 Level:5 Comprehension
MSC:5NCLEX5Client5Care5Needs5Category:5Safe5and5Effective5Care5Environment;5Health5Promotionand
5Maintenance
, 3. Why5 are5 nursing5 practice–oriented5 scientific5 investigations5 valuable?
a. They5validate5the5effectiveness5of5particular5nursing5interventions.
b. They5encourage5 consumers5 to5 question5the5 quality5 of5 health5 care.
c. They5limit5the5theory5base5for5clinical5decision5making.
d. They5mandate5health5care5reform.
ANSWER:5 A
Feedback
A Practice-
focused5research5supports5the5effectiveness5of5nursing5interventions5and5reinforces5q
uality5of5nursing5care.
B On5the5contrary,5they5help5reassure5consumers5about5the5quality5of5health5care.
C They5support5the5development5of5the5theory5base5for5clinical5decision5making.
D They5reinforce5the5effectiveness5 of5 current5 nursing5 practice.
DIF: Cognitive5 Level:5 Comprehension
MSC:5NCLEX5Client5Care5Needs5Category:5Safe5and5Effective5Care5Environment;5Health5Promotionand
5Maintenance
4. When5a5change5in5nursing5practice5results5in5decreased5cost5of5care,5what5additional55
factormust5be5considered5before5general5implementation5of5this5change?
a. Ensuring5compliance5of5the5change5by5nurses5with5diverse5educational5b
ackgrounds
b. Maintaining5or5improving5the5quality5of5care5resulting5from5the5change5in5practice
c. Encouraging5patients5to5be5active5partners5in5their5health5care5decisions
d. Disseminating5 the5 change5 beyond5 the5 discipline5 of5 nursing
ANSWER:5 B
Feedback
A Not5 all5 nurses5 are5 responsible5 for5 supervising5 compliance5 with5 new5 measures.
B Nurses5are5accountable5to5maintain5quality5patient5care5despite5cost-
cutting5measures.
C Nurses5should5encourage5patient5participation5in5care5despite5cost-
cutting5measures.
D Nurses5are5not5responsible5for5reforming5other5disciplines.
DIF: Cognitive5 Level:5Analysis
MSC:5NCLEX5Client5Care5Needs5Category:5Safe5and5Effective5Care5Environment;5Health5Promotionand
5Maintenance
5. Why5do5nurses5 who5do5 not5 conduct5research5 need5 to5understand5the5 nursing5 research5process?
a. To5identify5potential5participants5for5clinical5research5studies
b. To5 assist5 in5 collecting5accurate5 data5for5 clinical5 research5 studies
c. To5teach5patients5and5families5about5the5usefulness5of5participation5in5research
d. To5be5able5to5evaluate5nursing5research5reports5for5relevance5to5their5own5clinical
practice
5
ANSWER:5 D
