TO vGET vALL vCHAPTERS vEMAIL vME vAT>>>>> v v v
Test Bank For Nursing Research In Canada,
v v v v v v v vv
5th Editionby Mina Singh
v v v v
Chapters 1-21v
, TO vGET vALL vCHAPTERS vEMAIL vME vAT>>>>> v v v v
TEST vBANK vFOR vNURSING vRESEARCH vIN vCANADA, v5TH vEDITION
by vMina vSingh, vRN, vRP, vBSc, vBScN vMEd, vPhD, vI-FCNEI, vCherylyn vCameron, vRN,
v PhD, v Geri vLoBiondo-Wood, vPhD, vRN, v FAAN vand vJudith vHaber, vPhD, vRN, vFAAN
TABLE vOF vCONTENT
Part vI: vResearch vOverview vResearch vVignette: vA vProgram vof vResearch vin vTranscultural vNursing
1. The vRole vof vResearch vin vNursing
2. Theoretical vFramework
3. Critical vReading vStrategies: vOverview vof vthe vResearch vProcess
4. Developing vResearch vQuestions, vHypotheses, vand vClinical vQuestions
5. Finding vand vAppraising vthe vLiterature
6. Legal vand vEthical vIssues
Part vII: vQualitative vResearch vResearch vVignette: vCreating vQualitatively vDerived vKnowledge vfor va vPractice vDiscipline
7. Introduction vto vQualitative vResearch
8. Qualitative vApproaches vto vResearch
Part vIII: vQuantitative vResearch vResearch vVignette: vTackling vthe vPrevention vof vFalls vAmong vOlder vAdults
9. Introduction vto vQuantitative vResearch
10. Experimental vand vQuasiexperimental vDesigns
11. Non-experimental vDesigns
Part vIV: vProcesses vRelated vto vResearch vResearch vVignette: vPartnering vwith vparents vto vreduce vnewborn vpain v- vevidence vand vimplementation
12. Sampling
13. Data vCollection vMethods
14. Rigour vin vResearch
15. Qualitative vData vAnalysis
16. Quantitative vData vAnalysis
17. Presenting vthe vFindings
Part vV: vCritiquing vResearch vResearch vVignette: vA vProgram vof vResearch
18. Critiquing vQualitative vResearch
19. Critiquing vQuantitative vResearch
Part vVI: vApplication vof vResearch: vEvidence-Informed vPractice vResearch vVignette: vFrom vmy vPh.D. vto vher vPost-Doctoral vstudies:
vBuilding va v Survivorship vCancer vCare vProgram
20. Developing van vEvidence-Informed vPractice vResearch vVignette: vSocial vSupport vNeeds vof vOlder vAdults
,Chapter v01: vThe vRole vof vResearch vin vNursing
LoBiondo-Wood: vNursing vResearch vin vCanada, v5th vEdition
MULTIPLE vCHOICE
1. A vkey vstep vto vthe vdevelopment vof vnursing vresearch vwas
a. the vendowment vof vnursing vresearch vchairs.
b. universities voffering vbaccalaureate vnursing vprograms.
c. a vbaccalaureate vdegree vbecoming vthe ventry vto vpractice.
d. the vCanadian vNurses vAssociation vdeveloping va vresearch vmandate.
ANSWER: v B
Feedback
A Endowment vof vnursing vresearch vchairs vdid vnot voccur vuntil vthe vnumber vof
vnurses v with vPhD vdegrees vincreased.
B Universities voffering vbaccalaureate vnursing vprograms vprovided van vintroduction vto
v research vwithin vthe vBScN vprograms vand vled vto vfurther vnursing veducation vat vthe
v MSN vand vPhD vlevels.
C Baccalaureate vdegrees vbecoming vthe ventry vto vpractice vdid vnot voccur vuntil vthe
v twenty-first vcentury.
D The vCanadian vNurses vAssociation vdid vnot vdevelop va vresearch vmandate vuntil vthe
v end vof vthe vtwentieth vcentury.
DIF: Cognitive vLevel: vApplication
MSC: vNCLEX vClient vCare vNeeds vCategory: vSafe vand vEffective vCare vEnvironment; vHealth vPromotion
v and vMaintenance
2. How vis vnursing vresearch vsignificant vto vthe vprofession vof vnursing?
a. Responsibility vis vmore vspecifically vdefined.
b. Liability vwithin vthe vpractice vof vnursing vis vdecreased.
c. A vspecialized vbody vof vknowledge vis vgenerated vfor vuse vin vthe vdelivery vof vhealth
vcare.
d. The vscope vof vnursing vpractice vis vexpanded vinto vareas vformerly vreserved vfor
vother v disciplines.
ANSWER:
vC
Feedback
A Research vaids vin vdocumenting vaccountability vof vnurses, vbut vprofessional
v guidelines vregarding vresponsibility valready vexist.
B Liability vis va vlegal vconcept. vResearch vdoes vnot vpromote vliability.
C Theory-based vnursing vresearch vprovides va vfoundation vfor vevidence-informed
v nursing vcare.
D Nursing vresearch vexpands vthe vdiscipline vof vnursing vas vit vpertains vto vnursing
v practice.
DIF: Cognitive vLevel: vComprehension
MSC: vNCLEX vClient vCare vNeeds vCategory: vSafe vand vEffective vCare vEnvironment; vHealth vPromotion
v and vMaintenance
TO vGET vALL vCHAPTERS vEMAIL vME vAT>>>>> v v v
, 3. Why vare vnursing vpractice–oriented vscientific vinvestigations
vvaluable?
a. They vvalidate vthe veffectiveness vof vparticular vnursing
vinterventions.
b. They vencourage vconsumers vto vquestion vthe vquality vof vhealth
vcare.
ANSWER: vA
c. They vlimit vthe vtheory vbase vfor vclinical vdecision vmaking.
d. They vmandate vhealth vcare vreform.
Feedback
A Practice-focused vresearch vsupports vthe veffectiveness vof vnursing vinterventions vand
v reinforces vquality vof vnursing vcare.
B On vthe vcontrary, vthey vhelp vreassure vconsumers vabout vthe vquality vof vhealth vcare.
C They vsupport vthe vdevelopment vof vthe vtheory vbase vfor vclinical vdecision vmaking.
D They vreinforce vthe veffectiveness vof vcurrent vnursing vpractice.
DIF: Cognitive vLevel: vComprehension
MSC: vNCLEX vClient vCare vNeeds vCategory: vSafe vand vEffective vCare vEnvironment; vHealth vPromotion
v and vMaintenance
4. When va vchange vin vnursing vpractice vresults vin vdecreased vcost vof vcare, vwhat vadditional
vfactor v must vbe vconsidered vbefore vgeneral vimplementation vof vthis vchange?
a. Ensuring vcompliance vof vthe vchange vby vnurses vwith vdiverse
veducational v backgrounds
b. Maintaining vor vimproving vthe vquality vof vcare vresulting vfrom vthe vchange vin vpractice
c. Encouraging vpatients vto vbe vactive vpartners vin vtheir vhealth vcare vdecisions
d. Disseminating vthe vchange vbeyond vthe vdiscipline vof vnursing
ANSWER:
vB
Feedback
A Not vall vnurses vare vresponsible vfor vsupervising vcompliance vwith vnew vmeasures.
B Nurses vare vaccountable vto vmaintain vquality vpatient vcare vdespite vcost-cutting
v measures.
C Nurses vshould vencourage vpatient vparticipation vin vcare vdespite vcost-cutting
v measures.
D Nurses vare vnot vresponsible vfor vreforming vother vdisciplines.
DIF: Cognitive vLevel: vAnalysis
MSC: vNCLEX vClient vCare vNeeds vCategory: vSafe vand vEffective vCare vEnvironment; vHealth vPromotion
v and vMaintenance
5. Why vdo vnurses vwho vdo vnot vconduct vresearch vneed vto vunderstand vthe vnursing vresearch vprocess?
a. To videntify vpotential vparticipants vfor vclinical vresearch vstudies
b. To vassist vin vcollecting vaccurate vdata vfor vclinical vresearch vstudies
c. To vteach vpatients vand vfamilies vabout vthe vusefulness vof vparticipation vin vresearch
d. To vbe vable vto vevaluate vnursing vresearch vreports vfor vrelevance vto vtheir vown vclinical
v practice
ANSWER: v D
TO vGET vALL vCHAPTERS vEMAIL vME vAT>>>>> v v v
Test Bank For Nursing Research In Canada,
v v v v v v v vv
5th Editionby Mina Singh
v v v v
Chapters 1-21v
, TO vGET vALL vCHAPTERS vEMAIL vME vAT>>>>> v v v v
TEST vBANK vFOR vNURSING vRESEARCH vIN vCANADA, v5TH vEDITION
by vMina vSingh, vRN, vRP, vBSc, vBScN vMEd, vPhD, vI-FCNEI, vCherylyn vCameron, vRN,
v PhD, v Geri vLoBiondo-Wood, vPhD, vRN, v FAAN vand vJudith vHaber, vPhD, vRN, vFAAN
TABLE vOF vCONTENT
Part vI: vResearch vOverview vResearch vVignette: vA vProgram vof vResearch vin vTranscultural vNursing
1. The vRole vof vResearch vin vNursing
2. Theoretical vFramework
3. Critical vReading vStrategies: vOverview vof vthe vResearch vProcess
4. Developing vResearch vQuestions, vHypotheses, vand vClinical vQuestions
5. Finding vand vAppraising vthe vLiterature
6. Legal vand vEthical vIssues
Part vII: vQualitative vResearch vResearch vVignette: vCreating vQualitatively vDerived vKnowledge vfor va vPractice vDiscipline
7. Introduction vto vQualitative vResearch
8. Qualitative vApproaches vto vResearch
Part vIII: vQuantitative vResearch vResearch vVignette: vTackling vthe vPrevention vof vFalls vAmong vOlder vAdults
9. Introduction vto vQuantitative vResearch
10. Experimental vand vQuasiexperimental vDesigns
11. Non-experimental vDesigns
Part vIV: vProcesses vRelated vto vResearch vResearch vVignette: vPartnering vwith vparents vto vreduce vnewborn vpain v- vevidence vand vimplementation
12. Sampling
13. Data vCollection vMethods
14. Rigour vin vResearch
15. Qualitative vData vAnalysis
16. Quantitative vData vAnalysis
17. Presenting vthe vFindings
Part vV: vCritiquing vResearch vResearch vVignette: vA vProgram vof vResearch
18. Critiquing vQualitative vResearch
19. Critiquing vQuantitative vResearch
Part vVI: vApplication vof vResearch: vEvidence-Informed vPractice vResearch vVignette: vFrom vmy vPh.D. vto vher vPost-Doctoral vstudies:
vBuilding va v Survivorship vCancer vCare vProgram
20. Developing van vEvidence-Informed vPractice vResearch vVignette: vSocial vSupport vNeeds vof vOlder vAdults
,Chapter v01: vThe vRole vof vResearch vin vNursing
LoBiondo-Wood: vNursing vResearch vin vCanada, v5th vEdition
MULTIPLE vCHOICE
1. A vkey vstep vto vthe vdevelopment vof vnursing vresearch vwas
a. the vendowment vof vnursing vresearch vchairs.
b. universities voffering vbaccalaureate vnursing vprograms.
c. a vbaccalaureate vdegree vbecoming vthe ventry vto vpractice.
d. the vCanadian vNurses vAssociation vdeveloping va vresearch vmandate.
ANSWER: v B
Feedback
A Endowment vof vnursing vresearch vchairs vdid vnot voccur vuntil vthe vnumber vof
vnurses v with vPhD vdegrees vincreased.
B Universities voffering vbaccalaureate vnursing vprograms vprovided van vintroduction vto
v research vwithin vthe vBScN vprograms vand vled vto vfurther vnursing veducation vat vthe
v MSN vand vPhD vlevels.
C Baccalaureate vdegrees vbecoming vthe ventry vto vpractice vdid vnot voccur vuntil vthe
v twenty-first vcentury.
D The vCanadian vNurses vAssociation vdid vnot vdevelop va vresearch vmandate vuntil vthe
v end vof vthe vtwentieth vcentury.
DIF: Cognitive vLevel: vApplication
MSC: vNCLEX vClient vCare vNeeds vCategory: vSafe vand vEffective vCare vEnvironment; vHealth vPromotion
v and vMaintenance
2. How vis vnursing vresearch vsignificant vto vthe vprofession vof vnursing?
a. Responsibility vis vmore vspecifically vdefined.
b. Liability vwithin vthe vpractice vof vnursing vis vdecreased.
c. A vspecialized vbody vof vknowledge vis vgenerated vfor vuse vin vthe vdelivery vof vhealth
vcare.
d. The vscope vof vnursing vpractice vis vexpanded vinto vareas vformerly vreserved vfor
vother v disciplines.
ANSWER:
vC
Feedback
A Research vaids vin vdocumenting vaccountability vof vnurses, vbut vprofessional
v guidelines vregarding vresponsibility valready vexist.
B Liability vis va vlegal vconcept. vResearch vdoes vnot vpromote vliability.
C Theory-based vnursing vresearch vprovides va vfoundation vfor vevidence-informed
v nursing vcare.
D Nursing vresearch vexpands vthe vdiscipline vof vnursing vas vit vpertains vto vnursing
v practice.
DIF: Cognitive vLevel: vComprehension
MSC: vNCLEX vClient vCare vNeeds vCategory: vSafe vand vEffective vCare vEnvironment; vHealth vPromotion
v and vMaintenance
TO vGET vALL vCHAPTERS vEMAIL vME vAT>>>>> v v v
, 3. Why vare vnursing vpractice–oriented vscientific vinvestigations
vvaluable?
a. They vvalidate vthe veffectiveness vof vparticular vnursing
vinterventions.
b. They vencourage vconsumers vto vquestion vthe vquality vof vhealth
vcare.
ANSWER: vA
c. They vlimit vthe vtheory vbase vfor vclinical vdecision vmaking.
d. They vmandate vhealth vcare vreform.
Feedback
A Practice-focused vresearch vsupports vthe veffectiveness vof vnursing vinterventions vand
v reinforces vquality vof vnursing vcare.
B On vthe vcontrary, vthey vhelp vreassure vconsumers vabout vthe vquality vof vhealth vcare.
C They vsupport vthe vdevelopment vof vthe vtheory vbase vfor vclinical vdecision vmaking.
D They vreinforce vthe veffectiveness vof vcurrent vnursing vpractice.
DIF: Cognitive vLevel: vComprehension
MSC: vNCLEX vClient vCare vNeeds vCategory: vSafe vand vEffective vCare vEnvironment; vHealth vPromotion
v and vMaintenance
4. When va vchange vin vnursing vpractice vresults vin vdecreased vcost vof vcare, vwhat vadditional
vfactor v must vbe vconsidered vbefore vgeneral vimplementation vof vthis vchange?
a. Ensuring vcompliance vof vthe vchange vby vnurses vwith vdiverse
veducational v backgrounds
b. Maintaining vor vimproving vthe vquality vof vcare vresulting vfrom vthe vchange vin vpractice
c. Encouraging vpatients vto vbe vactive vpartners vin vtheir vhealth vcare vdecisions
d. Disseminating vthe vchange vbeyond vthe vdiscipline vof vnursing
ANSWER:
vB
Feedback
A Not vall vnurses vare vresponsible vfor vsupervising vcompliance vwith vnew vmeasures.
B Nurses vare vaccountable vto vmaintain vquality vpatient vcare vdespite vcost-cutting
v measures.
C Nurses vshould vencourage vpatient vparticipation vin vcare vdespite vcost-cutting
v measures.
D Nurses vare vnot vresponsible vfor vreforming vother vdisciplines.
DIF: Cognitive vLevel: vAnalysis
MSC: vNCLEX vClient vCare vNeeds vCategory: vSafe vand vEffective vCare vEnvironment; vHealth vPromotion
v and vMaintenance
5. Why vdo vnurses vwho vdo vnot vconduct vresearch vneed vto vunderstand vthe vnursing vresearch vprocess?
a. To videntify vpotential vparticipants vfor vclinical vresearch vstudies
b. To vassist vin vcollecting vaccurate vdata vfor vclinical vresearch vstudies
c. To vteach vpatients vand vfamilies vabout vthe vusefulness vof vparticipation vin vresearch
d. To vbe vable vto vevaluate vnursing vresearch vreports vfor vrelevance vto vtheir vown vclinical
v practice
ANSWER: v D
TO vGET vALL vCHAPTERS vEMAIL vME vAT>>>>> v v v
