NSGD 2216 - Critical Inquiry Modules 1 -5
Exam Questions With Correct Answers
Nursing Research|
The systematic inquiry designed to develop trustworthy evidence about issues of
| | | | | | | | | | |
importance to nurses and their clients.
| | | | |
Clinical nursing research
| |
Research designed to guide nursing practice
| | | | |
Evidence-based practice (EBP) | |
The use of the best evidence in making patient care decisions.
| | | | | | | | | |
Where does EBP come from?
| | | |
Research conducted by nurses and other health care professionals.
| | | | | | | |
Best Practice Spotlight Organizations (BPSOs)
| | | |
,Program developed by Registered Nurses Association of Ontario (RNAO) to
| | | | | | | | | |
recognize health care organizations that make a commitment to EBP.
| | | | | | | | |
Consumers of nursing research | | |
Nurses who read research reports to keep up-to-date on findings that affect their
| | | | | | | | | | | | |
practice.
Produces of nursing research
| | |
Nurses who actively design and undertake studies.
| | | | | |
Research-related activities in which nurse can participate:
| | | | | |
1. Identify an idea for an clinical inquiry
| | | | | | |
2. Assist in collecting research information
| | | | |
3. Offer advice to clients about participating in a study
| | | | | | | | |
4. Search for research evidence
| | | |
5. Discuss the implications of a study in a journal club in your practice setting,
| | | | | | | | | | | | | | |
which involves meetings to discuss research articles.
| | | | | |
,Nursing research began with:
| | |
Florence Nighingale |
Future directions for nursing research:
| | | |
1. Continued focus on EBP
| | | |
2. Stronger evidence through confirmatory strategies
| | | | |
3. Continued emphasis on systematic reviews (cornerstone of EBP)
| | | | | | | |
4. Expanded local research in health care settings
| | | | | | |
5. Expanded dissemination of research findings
| | | | |
6. Increased focus on diversity issues and health disparities
| | | | | | | |
7. Clinical significance and patient-oriented research
| | | | |
8. Interprofessional collaboration and health research
| | | | |
Paradigm
A worldview, a general perspective to explain the world's complexities
| | | | | | | | |
A way of looking at natural phenomena that encompasses a set of philosophical
| | | | | | | | | | | | |
assumptions and that guides one's approach to inquiry
| | | | | | |
, Positivist Paradigm: Assumption
| |
Reality exists; there is a real world driven by real, natural causes
| | | | | | | | | | |
Positive Paradigm: Relationship between researcher and those being researched.
| | | | | | | |
The researcher is independent from those being researched.
| | | | | | |
Positive Paradigm: Role of values in the inquiry
| | | | | | |
Values and biases are to be held in check; objectivity is sought
| | | | | | | | | | |
Positive Paradigm: Best methods for obtaining evidence
| | | | | |
*Deductive processes - hypotheses testing
| | | |
*Emphasis on discrete, specific concepts
| | | |
*Focus on the objective and quantifiable
| | | | |
*Corroboration of researchers' predictions | | |
*Fixed, pre-specified design
| |
Exam Questions With Correct Answers
Nursing Research|
The systematic inquiry designed to develop trustworthy evidence about issues of
| | | | | | | | | | |
importance to nurses and their clients.
| | | | |
Clinical nursing research
| |
Research designed to guide nursing practice
| | | | |
Evidence-based practice (EBP) | |
The use of the best evidence in making patient care decisions.
| | | | | | | | | |
Where does EBP come from?
| | | |
Research conducted by nurses and other health care professionals.
| | | | | | | |
Best Practice Spotlight Organizations (BPSOs)
| | | |
,Program developed by Registered Nurses Association of Ontario (RNAO) to
| | | | | | | | | |
recognize health care organizations that make a commitment to EBP.
| | | | | | | | |
Consumers of nursing research | | |
Nurses who read research reports to keep up-to-date on findings that affect their
| | | | | | | | | | | | |
practice.
Produces of nursing research
| | |
Nurses who actively design and undertake studies.
| | | | | |
Research-related activities in which nurse can participate:
| | | | | |
1. Identify an idea for an clinical inquiry
| | | | | | |
2. Assist in collecting research information
| | | | |
3. Offer advice to clients about participating in a study
| | | | | | | | |
4. Search for research evidence
| | | |
5. Discuss the implications of a study in a journal club in your practice setting,
| | | | | | | | | | | | | | |
which involves meetings to discuss research articles.
| | | | | |
,Nursing research began with:
| | |
Florence Nighingale |
Future directions for nursing research:
| | | |
1. Continued focus on EBP
| | | |
2. Stronger evidence through confirmatory strategies
| | | | |
3. Continued emphasis on systematic reviews (cornerstone of EBP)
| | | | | | | |
4. Expanded local research in health care settings
| | | | | | |
5. Expanded dissemination of research findings
| | | | |
6. Increased focus on diversity issues and health disparities
| | | | | | | |
7. Clinical significance and patient-oriented research
| | | | |
8. Interprofessional collaboration and health research
| | | | |
Paradigm
A worldview, a general perspective to explain the world's complexities
| | | | | | | | |
A way of looking at natural phenomena that encompasses a set of philosophical
| | | | | | | | | | | | |
assumptions and that guides one's approach to inquiry
| | | | | | |
, Positivist Paradigm: Assumption
| |
Reality exists; there is a real world driven by real, natural causes
| | | | | | | | | | |
Positive Paradigm: Relationship between researcher and those being researched.
| | | | | | | |
The researcher is independent from those being researched.
| | | | | | |
Positive Paradigm: Role of values in the inquiry
| | | | | | |
Values and biases are to be held in check; objectivity is sought
| | | | | | | | | | |
Positive Paradigm: Best methods for obtaining evidence
| | | | | |
*Deductive processes - hypotheses testing
| | | |
*Emphasis on discrete, specific concepts
| | | |
*Focus on the objective and quantifiable
| | | | |
*Corroboration of researchers' predictions | | |
*Fixed, pre-specified design
| |
