Test Bank for Burns and Groves The Practice
n! n! n! n! n! n! n!
of Nursing Research 9th Edition by Gray.
n! n! n! n! n! n!
,Chapter 1: Discovering the World of Nursing Research Te
n! n! n! n! n! n! n! n!
st Bank
n!
MULTIPLE CHOICE n!
1. Nurses with a bachelor’s degree in nursing can participate in the implementation of evidence-
n! n! n! n! n! n! n! n! n! n! n! n! n!
n! based protocols in practice. This means that the BSN nurse
n! n! n! n! n! n! n! n! n!
a. Develops evidence-based guidelines n! n!
b. Designs research studies, on which protocols may be based n! n! n! n! n! n! n! n!
c. Evaluates and revises evidence-based protocols n! n! n! n!
d. Contributes practice wisdom when applying protocols in patient settings n! n! n! n! n! n! n! n!
e. Mentors PhD researchers in the clinical setting during protocol development
n! n! n! n! n! n! n! n! n!
ANS: D n!
Nurses with a BSN degree have knowledge of the research process and skills in reading and c
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
ritically appraising studies. They assist with the implementation of evidence-
n! n! n! n! n! n! n! n! n!
based guidelines, protocols, algorithms, and policies in practice. This implies that nurses pro
n! n! n! n! n! n! n! n! n! n! n! n!
vide their point of view, from the clinician’s vantage, when new protocols are being put into
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
practice, and continue to provide feedback, regarding the positive and negative aspects of tho
n! n! n! n! n! n! n! n! n! n! n! n! n!
se protocols.
n!
DIF: Cognitive Level: Analysis n! n! REF: Page 4 n ! n!
2. Research is designed to test the idea of providing companion dogs to elders in a major hospit
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
al, in order to determine the effect upon the elders’ level of orientation. (The dogs’ level of ori
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
entation will not be a focus of the research.) This type of study can do which of the followin
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
g?
a. Control
b. Describe
c. Explain
d. Predict
ANS: A n!
Control is the ability to manipulate the situation to produce the desired outcome. Description
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
involves identifying and understanding the nature of nursing phenomena and, sometimes, the
n! n! n! n! n! n! n! n! n! n! n! n!
relationships among them. Explanation clarifies the relationships among phenomena and ide
n! n! n! n! n! n! n! n! n! n!
ntifies the reasons why certain events occur. The ability to estimate the probability of a speci
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
fic outcome in a given situation in nursing practice is known as prediction. The researcher’s
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
focus is on predicting what is likely.
n! n! n! n! n! n!
DIF: Cognitive Level: Application n! n! REF: Page 13 n ! n!
3. A researcher wants to find out whether children with autism who are hospitalized on a pedia
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
tric ward will require more hours of nursing care than average children when the parents or c
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
aregivers are not present. What type of research outcome does this provide?
n! n! n! n! n! n! n! n! n! n! n!
a. Control
b. Description
c. Explantation
d. Prediction
, ANS: D n!
Control is the ability to manipulate the situation to produce the desired outcome. Description
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
involves identifying and understanding the nature of nursing phenomena and, sometimes, the
n! n! n! n! n! n! n! n! n! n! n! n!
relationships among them. Explanation clarifies the relationships among phenomena and ide
n! n! n! n! n! n! n! n! n! n!
ntifies the reasons why certain events occur. The ability to estimate the probability of a speci
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
fic outcome in a given situation in nursing practice is known as prediction. The researcher’s
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
focus is on predicting what is likely.
n! n! n! n! n! n!
DIF: Cognitive Level: Application n! n! REF: Page 16 n ! n!
4. A researcher who desires to determine the cause-and-
n! n! n! n! n! n! n!
effect relationship between requiring that all children under the age of 8 will ride in special
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
care harnesses and the subsequent rate of children’s spinal cord injury will consequently uti
n! n! n! n! n! n! n! n! n! n! n! n! n!
lize which form of nursing research?
n! n! n! n! n!
a. Descriptive research n!
b. Outcomes research n!
c. Qualitative research n!
d. Quantitative research n!
ANS: D n!
Quantitative research, the most frequently used method, is a formal, objective, systematic me
n! n! n! n! n! n! n! n! n! n! n! n!
thodology to describe variables, test relationships, and examine cause-and-
n! n! n! n! n! n! n! n!
effect interactions. Quantitative research includes experimental research, which is the metho
n! n! n! n! n! n! n! n! n! n!
d for testing cause-and-
n! n! n!
effect relationships between and among specific variables. Qualitative research methods are
n! n! n! n! n! n! n! n! n! n! n!
used for explaining meanings and describing experiences in context. Descriptive research inv
n! n! n! n! n! n! n! n! n! n! n!
olves identifying and understanding the nature of phenomena and, sometimes, the relationshi
n! n! n! n! n! n! n! n! n! n! n!
ps among them. Outcomes research examines the end result of care in huge populations, most
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n
often retrospectively, using a database.
! n! n! n! n!
DIF: Cognitive Level: Application n! n! REF: Page 3 n ! n!
5. Despite the presence of an intraventricular drain, the intracranial pressure of an ICU neuro pa
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
tient remains increased. The nurse recalibrates the machine, makes sure the monitor is on the
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n
same level as the drain, checks all connections, and then notifies the physician, who comes to
! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
the unit and inserts a new drain. What type of reasoning prompts the nurse to recalibrate, ens
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
ure proper placement, and check connections?
n! n! n! n! n!
a. Abstract reasoning n!
b. Concrete thinking n!
c. Logistic reasoning n!
d. Reality testing n!
ANS: C n!
Logistic reasoning is used to break a whole into parts that can be carefully examined. Concr
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n !
ete thinking is oriented toward and limited by tangible things or by events that are observed
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
and experienced in reality. Abstract reasoning is oriented toward the development of an idea
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
without application to, or association with, a particular instance. Reality testing is used to vali
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
date what is observed in the empirical world.
n! n! n! n! n! n! n!
DIF: Cognitive Level: Application n! n! REF: Page 6 n ! n!
6. A nurse with considerable clinical expertise develops a policy for managing agitated patients
n! n! n! n! n! n! n! n! n! n! n! n!
n! in the emergency department. The resultant policy emanates from
n! n! n! n! n! n! n! n!
, a. Abstract reasoning n!
b. Concrete thinking n!
c. Logistic reasoning n!
d. Reality testing n!
ANS: A n!
Abstract reasoning is oriented toward the development of an idea without application to, or a
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
ssociation with, a particular instance. Concrete thinking is oriented toward and limited by tan
n! n! n! n! n! n! n! n! n! n! n! n! n!
gible things or by events that are observed and experienced in reality. Logistic reasoning is us
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
ed to break a whole into parts that can be carefully examined. Reality testing is used to valid
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
ate what is observed in the empirical world.
n! n! n! n! n! n! n!
DIF: Cognitive Level: Application n! n! REF: Page 7 n ! n!
7. A nurse with considerable clinical expertise develops a policy for managing agitated patients
n! n! n! n! n! n! n! n! n! n! n! n!
n! in the emergency department. The type of reasoning the nurse uses to do this is
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
n! reas
oning.
a. Problematic
b. Operational
c. Logistic
d. Inductive
ANS: D n!
Inductive reasoning involves reasoning that moves from the specific to the general, whereby
n! n! n! n! n! n! n! n! n! n! n! n! n!
particular instances are observed and then combined into a larger whole or general statement.
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
Problematic reasoning involves (1) identifying a problem and factors influencing it, (2) selec
n! n! n! n! n! n! n! n! n! n! n! n!
ting solutions to the problem, and (3) resolving the problem. Operational reasoning involves
n! n! n! n! n! n! n! n! n! n! n! n! n!
the identification of and discrimination among many alternatives and viewpoints.
n! n! n! n! n! n! n! n! n!
Logistic reasoning is used to break the whole into parts that can be carefully examined, as the
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
relationships among the parts can also be. n! n! n! n! n! n!
DIF: Cognitive Level: Synthesis n! n! REF: Page 7 n ! n!
8. What is the best explanation of intuition that forms a legitimate source of knowledge in
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
nursing?
n!
a. It is based on knowledge thoroughly incorporated into thought but seldom
n! n! n! n! n! n! n! n! n! n!
articulated. n!
b. It is based on a gift from the universe and should be honored when it arrives.
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
c. It is never inaccurate. n! n! n!
d. It is a revisiting of old knowledge, accompanied by deep reflection.
n! n! n! n! n! n! n! n! n! n!
ANS: A n!
Intuition is the revisiting of old knowledge accompanied by deep reflection.
n! n! n! n! n! n! n! n! n! n!
DIF: Cognitive Level: Application n! n! REF: Page 5 n ! n!
9. Why is operational reasoning necessary for research?
n! n! n! n! n! n!
a. Abstract concepts are of no use to nursing. n! n! n! n! n! n! n!
b. Standard interventions are obtained from operational reasoning. n! n! n! n! n! n!
c. It allows the researcher to measure the concepts studied.
n! n! n! n! n! n! n! n!
d. It facilitates the researcher’s rapport with families.
n! n! n! n! n! n!
n! n! n! n! n! n! n!
of Nursing Research 9th Edition by Gray.
n! n! n! n! n! n!
,Chapter 1: Discovering the World of Nursing Research Te
n! n! n! n! n! n! n! n!
st Bank
n!
MULTIPLE CHOICE n!
1. Nurses with a bachelor’s degree in nursing can participate in the implementation of evidence-
n! n! n! n! n! n! n! n! n! n! n! n! n!
n! based protocols in practice. This means that the BSN nurse
n! n! n! n! n! n! n! n! n!
a. Develops evidence-based guidelines n! n!
b. Designs research studies, on which protocols may be based n! n! n! n! n! n! n! n!
c. Evaluates and revises evidence-based protocols n! n! n! n!
d. Contributes practice wisdom when applying protocols in patient settings n! n! n! n! n! n! n! n!
e. Mentors PhD researchers in the clinical setting during protocol development
n! n! n! n! n! n! n! n! n!
ANS: D n!
Nurses with a BSN degree have knowledge of the research process and skills in reading and c
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
ritically appraising studies. They assist with the implementation of evidence-
n! n! n! n! n! n! n! n! n!
based guidelines, protocols, algorithms, and policies in practice. This implies that nurses pro
n! n! n! n! n! n! n! n! n! n! n! n!
vide their point of view, from the clinician’s vantage, when new protocols are being put into
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
practice, and continue to provide feedback, regarding the positive and negative aspects of tho
n! n! n! n! n! n! n! n! n! n! n! n! n!
se protocols.
n!
DIF: Cognitive Level: Analysis n! n! REF: Page 4 n ! n!
2. Research is designed to test the idea of providing companion dogs to elders in a major hospit
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
al, in order to determine the effect upon the elders’ level of orientation. (The dogs’ level of ori
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
entation will not be a focus of the research.) This type of study can do which of the followin
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
g?
a. Control
b. Describe
c. Explain
d. Predict
ANS: A n!
Control is the ability to manipulate the situation to produce the desired outcome. Description
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
involves identifying and understanding the nature of nursing phenomena and, sometimes, the
n! n! n! n! n! n! n! n! n! n! n! n!
relationships among them. Explanation clarifies the relationships among phenomena and ide
n! n! n! n! n! n! n! n! n! n!
ntifies the reasons why certain events occur. The ability to estimate the probability of a speci
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
fic outcome in a given situation in nursing practice is known as prediction. The researcher’s
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
focus is on predicting what is likely.
n! n! n! n! n! n!
DIF: Cognitive Level: Application n! n! REF: Page 13 n ! n!
3. A researcher wants to find out whether children with autism who are hospitalized on a pedia
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
tric ward will require more hours of nursing care than average children when the parents or c
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
aregivers are not present. What type of research outcome does this provide?
n! n! n! n! n! n! n! n! n! n! n!
a. Control
b. Description
c. Explantation
d. Prediction
, ANS: D n!
Control is the ability to manipulate the situation to produce the desired outcome. Description
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
involves identifying and understanding the nature of nursing phenomena and, sometimes, the
n! n! n! n! n! n! n! n! n! n! n! n!
relationships among them. Explanation clarifies the relationships among phenomena and ide
n! n! n! n! n! n! n! n! n! n!
ntifies the reasons why certain events occur. The ability to estimate the probability of a speci
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
fic outcome in a given situation in nursing practice is known as prediction. The researcher’s
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
focus is on predicting what is likely.
n! n! n! n! n! n!
DIF: Cognitive Level: Application n! n! REF: Page 16 n ! n!
4. A researcher who desires to determine the cause-and-
n! n! n! n! n! n! n!
effect relationship between requiring that all children under the age of 8 will ride in special
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
care harnesses and the subsequent rate of children’s spinal cord injury will consequently uti
n! n! n! n! n! n! n! n! n! n! n! n! n!
lize which form of nursing research?
n! n! n! n! n!
a. Descriptive research n!
b. Outcomes research n!
c. Qualitative research n!
d. Quantitative research n!
ANS: D n!
Quantitative research, the most frequently used method, is a formal, objective, systematic me
n! n! n! n! n! n! n! n! n! n! n! n!
thodology to describe variables, test relationships, and examine cause-and-
n! n! n! n! n! n! n! n!
effect interactions. Quantitative research includes experimental research, which is the metho
n! n! n! n! n! n! n! n! n! n!
d for testing cause-and-
n! n! n!
effect relationships between and among specific variables. Qualitative research methods are
n! n! n! n! n! n! n! n! n! n! n!
used for explaining meanings and describing experiences in context. Descriptive research inv
n! n! n! n! n! n! n! n! n! n! n!
olves identifying and understanding the nature of phenomena and, sometimes, the relationshi
n! n! n! n! n! n! n! n! n! n! n!
ps among them. Outcomes research examines the end result of care in huge populations, most
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n
often retrospectively, using a database.
! n! n! n! n!
DIF: Cognitive Level: Application n! n! REF: Page 3 n ! n!
5. Despite the presence of an intraventricular drain, the intracranial pressure of an ICU neuro pa
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
tient remains increased. The nurse recalibrates the machine, makes sure the monitor is on the
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n
same level as the drain, checks all connections, and then notifies the physician, who comes to
! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
the unit and inserts a new drain. What type of reasoning prompts the nurse to recalibrate, ens
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
ure proper placement, and check connections?
n! n! n! n! n!
a. Abstract reasoning n!
b. Concrete thinking n!
c. Logistic reasoning n!
d. Reality testing n!
ANS: C n!
Logistic reasoning is used to break a whole into parts that can be carefully examined. Concr
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n !
ete thinking is oriented toward and limited by tangible things or by events that are observed
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
and experienced in reality. Abstract reasoning is oriented toward the development of an idea
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
without application to, or association with, a particular instance. Reality testing is used to vali
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
date what is observed in the empirical world.
n! n! n! n! n! n! n!
DIF: Cognitive Level: Application n! n! REF: Page 6 n ! n!
6. A nurse with considerable clinical expertise develops a policy for managing agitated patients
n! n! n! n! n! n! n! n! n! n! n! n!
n! in the emergency department. The resultant policy emanates from
n! n! n! n! n! n! n! n!
, a. Abstract reasoning n!
b. Concrete thinking n!
c. Logistic reasoning n!
d. Reality testing n!
ANS: A n!
Abstract reasoning is oriented toward the development of an idea without application to, or a
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
ssociation with, a particular instance. Concrete thinking is oriented toward and limited by tan
n! n! n! n! n! n! n! n! n! n! n! n! n!
gible things or by events that are observed and experienced in reality. Logistic reasoning is us
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
ed to break a whole into parts that can be carefully examined. Reality testing is used to valid
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
ate what is observed in the empirical world.
n! n! n! n! n! n! n!
DIF: Cognitive Level: Application n! n! REF: Page 7 n ! n!
7. A nurse with considerable clinical expertise develops a policy for managing agitated patients
n! n! n! n! n! n! n! n! n! n! n! n!
n! in the emergency department. The type of reasoning the nurse uses to do this is
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
n! reas
oning.
a. Problematic
b. Operational
c. Logistic
d. Inductive
ANS: D n!
Inductive reasoning involves reasoning that moves from the specific to the general, whereby
n! n! n! n! n! n! n! n! n! n! n! n! n!
particular instances are observed and then combined into a larger whole or general statement.
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
Problematic reasoning involves (1) identifying a problem and factors influencing it, (2) selec
n! n! n! n! n! n! n! n! n! n! n! n!
ting solutions to the problem, and (3) resolving the problem. Operational reasoning involves
n! n! n! n! n! n! n! n! n! n! n! n! n!
the identification of and discrimination among many alternatives and viewpoints.
n! n! n! n! n! n! n! n! n!
Logistic reasoning is used to break the whole into parts that can be carefully examined, as the
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
relationships among the parts can also be. n! n! n! n! n! n!
DIF: Cognitive Level: Synthesis n! n! REF: Page 7 n ! n!
8. What is the best explanation of intuition that forms a legitimate source of knowledge in
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
nursing?
n!
a. It is based on knowledge thoroughly incorporated into thought but seldom
n! n! n! n! n! n! n! n! n! n!
articulated. n!
b. It is based on a gift from the universe and should be honored when it arrives.
n! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
c. It is never inaccurate. n! n! n!
d. It is a revisiting of old knowledge, accompanied by deep reflection.
n! n! n! n! n! n! n! n! n! n!
ANS: A n!
Intuition is the revisiting of old knowledge accompanied by deep reflection.
n! n! n! n! n! n! n! n! n! n!
DIF: Cognitive Level: Application n! n! REF: Page 5 n ! n!
9. Why is operational reasoning necessary for research?
n! n! n! n! n! n!
a. Abstract concepts are of no use to nursing. n! n! n! n! n! n! n!
b. Standard interventions are obtained from operational reasoning. n! n! n! n! n! n!
c. It allows the researcher to measure the concepts studied.
n! n! n! n! n! n! n! n!
d. It facilitates the researcher’s rapport with families.
n! n! n! n! n! n!
