Test Bank For Nursing Research In Canada, 5th Edition by Mina Singh Chapters 1-21

Test Bank For Nursing Research In Canada,
5th Edition by Mina Singh
Chapters 1-21

,TEST BANK FOR NURSING RESEARCH IN CANADA, 5TH EDITION
by nMina nSingh, nRN, nRP, nBSc, nBScN nMEd, nPhD, nI-FCNEI, nCherylyn nCameron, nRN,
nPhD,Geri nLoBiondo-Wood, nPhD, nRN, nFAAN nand nJudith nHaber, nPhD, nRN, nFAAN




TABLE nOF nCONTENT
Part nI: nResearch nOverview nResearch nVignette: nA nProgram nof nResearch nin nTranscultural nNursing

1. The nRole n of nResearch n in n Nursing

2. Theoretical nFramework

3. Critical n Reading n Strategies: n Overview n of n the n Research n Process

4. Developing nResearch nQuestions, nHypotheses, nand nClinical nQuestions

5. Finding nand n Appraising nthe n Literature

6. Legal nand nEthical n Issues

Part nII: nQualitative n Research n Research n Vignette: n Creating n Qualitatively n Derived n Knowledge n for n a n Practice n Discipline

7. Introduction n to n Qualitative n Research

8. Qualitative nApproaches nto nResearch

Part nIII: nQuantitative nResearch nResearch nVignette: nTackling nthe nPrevention nof nFalls nAmong nOlder n Adults

9. Introduction n to n Quantitative n Research

10. Experimental n and n Quasiexperimental n Designs

11. Non-experimental n Designs

Part nIV: nProcesses nRelated nto nResearch nResearch nVignette: nPartnering nwith nparents nto nreduce nnewborn n pain n - nevidence nand nimplementation

12. Sampling

13. Data n Collection n Methods

14. Rigour nin nResearch

15. Qualitative nData nAnalysis

16. Quantitative nData nAnalysis

17. Presenting nthe nFindings

Part nV: nCritiquing nResearch nResearch nVignette: nA nProgram nof nResearch

18. Critiquing nQualitative nResearch

19. Critiquing n Quantitative n Research

Part nVI: nApplication nof nResearch: nEvidence-Informed nPractice nResearch nVignette: nFrom nmy nPh.D. nto nher nPost-Doctoral nstudies:

nBuilding na nSurvivorship nCancer nCare nProgram


20. Developing nan nEvidence-Informed n Practice nResearch n Vignette: n Social nSupport n Needs n of n Older n Adults

,Chapter n01: nThe nRole nof nResearch nin nNursing
LoBiondo-Wood: nNursing nResearch nin nCanada, n5th nEdition

MULTIPLE nCHOICE

1. A nkey nstep nto nthe ndevelopment nof nnursing nresearch nwas
a. the nendowment n of n nursing n research n chairs.
b. universities n offering n baccalaureate n nursing n programs.
c. a nbaccalaureate n degree nbecoming nthe nentry nto npractice.
d. the n Canadian n Nurses nAssociation n developing n a n research n mandate.
ANSWER: n B

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A Endowment nof nnursing nresearch nchairs ndid nnot noccur nuntil nthe nnumber nof
nnurses nwith nPhD ndegrees nincreased.

B Universities noffering nbaccalaureate nnursing nprograms nprovided nan nintroduction
nto nresearch nwithin nthe nBScN nprograms nand nled nto nfurther nnursing neducation nat

nthe

MSN nand n PhD nlevels.
C Baccalaureate ndegrees nbecoming nthe nentry nto npractice ndid nnot noccur nuntil
nthe ntwenty-first ncentury.

D The nCanadian nNurses nAssociation ndid nnot ndevelop na nresearch nmandate nuntil
nthe nend nof nthe ntwentieth ncentury.



DIF: Cognitive n Level: nApplication
MSC: nNCLEX nClient nCare nNeeds nCategory: nSafe nand nEffective nCare nEnvironment; nHealth
nPromotionand nMaintenance



2. How nis n nursing n research n significant n to nthe n profession n of n nursing?
a. Responsibility nis n more n specifically n defined.
b. Liability nwithin nthe npractice nof nnursing nis ndecreased.
c. A nspecialized nbody nof nknowledge nis ngenerated nfor nuse nin nthe ndelivery nof nhealth ncare.
d. The nscope nof nnursing npractice nis nexpanded ninto nareas nformerly nreserved
nfor notherdisciplines.
ANSWER: n C

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A Research naids nin ndocumenting naccountability nof nnurses, nbut nprofessional
nguidelines nregarding nresponsibility nalready nexist.

B Liability n is n a n legal n concept. n Research n does n not n promote n liability.
C Theory-based nnursing nresearch nprovides na nfoundation nfor nevidence-informed
nnursing ncare.

D Nursing nresearch nexpands nthe ndiscipline nof nnursing nas nit npertains nto nnursing
npractice.



DIF: Cognitive n Level: n Comprehension
MSC: nNCLEX nClient nCare nNeeds nCategory: nSafe nand nEffective nCare nEnvironment; nHealth
nPromotionand nMaintenance

, 3. Why n are n nursing n practice–oriented n scientific n investigations n valuable?
a. They nvalidate nthe neffectiveness nof nparticular nnursing ninterventions.
b. They nencourage n consumers n to n question nthe n quality n of n health n care.
c. They nlimit nthe ntheory nbase nfor nclinical ndecision nmaking.
d. They nmandate nhealth ncare nreform.
ANSWER: n A

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A Practice-focused nresearch nsupports nthe neffectiveness nof nnursing ninterventions nand
nreinforces nquality nof nnursing ncare.

B On nthe ncontrary, nthey nhelp nreassure nconsumers nabout nthe nquality nof nhealth ncare.
C They nsupport nthe ndevelopment nof nthe ntheory nbase nfor nclinical ndecision nmaking.
D They nreinforce nthe neffectiveness n of n current n nursing n practice.

DIF: Cognitive n Level: n Comprehension
MSC: nNCLEX nClient nCare nNeeds nCategory: nSafe nand nEffective nCare nEnvironment; nHealth
nPromotionand nMaintenance



4. When na nchange nin nnursing npractice nresults nin ndecreased ncost nof ncare, nwhat
additional n nfactormust nbe nconsidered nbefore ngeneral nimplementation nof nthis
n

change?
n

a. Ensuring ncompliance nof nthe nchange nby nnurses nwith ndiverse
neducational nbackgrounds

b. Maintaining nor nimproving nthe nquality nof ncare nresulting nfrom nthe nchange nin npractice
c. Encouraging npatients nto nbe nactive npartners nin ntheir nhealth ncare ndecisions
d. Disseminating n the n change n beyond n the n discipline n of n nursing
ANSWER: n B

Feedback
A Not n all n nurses n are nresponsible n for n supervising n compliance n with n new n measures.
B Nurses nare naccountable nto nmaintain nquality npatient ncare ndespite ncost-cutting
nmeasures.

C Nurses nshould nencourage npatient nparticipation nin ncare ndespite ncost-
cutting nmeasures.
D Nurses nare nnot nresponsible nfor nreforming nother ndisciplines.

DIF: Cognitive n Level: nAnalysis
MSC: nNCLEX nClient nCare nNeeds nCategory: nSafe nand nEffective nCare nEnvironment; nHealth
nPromotionand nMaintenance



5. Why ndo nnurses n who ndo n not n conduct nresearch n need n to nunderstand nthe n nursing n research nprocess?
a. To nidentify npotential nparticipants nfor nclinical nresearch nstudies
b. To n assist n in n collecting n accurate n data nfor n clinical n research n studies
c. To nteach npatients nand nfamilies nabout nthe nusefulness nof nparticipation nin nresearch
d. To nbe nable nto nevaluate nnursing nresearch nreports nfor nrelevance nto ntheir nown
clinical npractice
n


ANSWER: n D