Research Question Templates for Selected Clinical Problems

Note: IV = independent variable(s); DV = dependent variable(s); MV = moderator variable(s).

Basic Research Questions About Relationships

  • In ______,population
  • what is the relationship between ______, IV
  • and ______?DV

Treatment/Intervention Research Questions

  • Basic:
  • In ______,population
  • what is the effect of ______,IV: intervention
  • in comparison to ______,IV: comparisonintervention
  • on ______?DV
  • With a Moderator:
  • In ______,population
  • does the effect of ______, IV: intervention
  • in comparison to ______, IV: comparison
  • on ______DV
  • vary by ______?MV

Prognosis Research Questions

  • Basic:
  • For ______population
  • does ______,IV: disease/condition
  • relative to ______,IV: comparative disease
  • increase the risk of (or influence) ______?DV
  • With a Moderator:
  • For ______population
  • does ______,IV: disease/condition
  • relative to ______,IV: comparative disease
  • increase the risk of (or influence) ______DV
  • equally for ______as for______?MV

Etiology/Harm Research Questions

  • Basic:
  • Does ______IV: exposure/characteristic
  • compared to ______IV: comparative exposure
  • affect/increase the risk of ______DV
  • in ______?population
  • With a Moderator:
  • Does ______IV: exposure/characteristic
  • compared to ______IV: comparative exposure
  • affect/increase the risk of ______DV
  • in ______population
  • equally for ______as for______?MV

Comparative Diagnosis/Assessment Research Questions

  • Basic:
  • For ______,population
  • does ______tool/procedure
  • yield more accurate or appropriate diagnostic/assessment
  • information than ______comparative tool
  • about ______?outcome

Descriptive (Quantitative) Research Questions

  • Basic:
  • In ______,population
  • what is the frequency/prevalence/average value of ______
  • ______? variable of interest
  • Quality of a Diagnostic/Assessment Tool:
  • For ______,population
  • does ______tool
  • yield valid and reliable information about ______?outcome

Qualitative Questions

  • Descriptive, Experiential:
  • What is it like for ______population
  • to experience ______?condition/illness/circumstance
  • Meaning:
  • What does it mean for ______population
  • to experience ______?condition/illness/circumstance
  • Descriptive, Cultural:
  • How does ______cultural group
  • manage/experience/address/structure______
  • ______?situation/condition/circumstance
  • Process:
  • What is the process by which______population
  • cope with, adapt to, or live with ______? condition/illness/circumstance

Worksheet: Key Components of a Problem Statement

Problem identification: What is wrong with the current situation?

Background: What is the context of the situation that readers need to understand?

Scope of the problem: How big a problem is it, how many people are affected?

Consequences of the problem: What are the costs of not fixing the problem?

Knowledge gaps:What information about the problem is lacking?

Proposed solution: What is the basis for believing that the proposed study would contribute to the solution of the problem?

BOX4.3 Guidelines for Critiquing Research Problems, Research Questions, and Hypotheses
1. What is the research problem? Is the problem statement easy to locate and is it clearly stated? Does the problem statement build a cogent and persuasive argument for the new study?
2. Does the problem have significance for nursing? How might the research contribute to nursing practice, administration, education, or policy?
3. Is there a good fit between the research problem and the paradigm in which the research was conducted? Is there a good fit between the problem and the qualitative research tradition (if applicable)?
4. Does the report formally present a statement of purpose, research question, and/or hypotheses? Is this information communicated clearly and concisely, and is it placed in a logical and useful location?
5. Are purpose statements or questions worded appropriately? For example, are key concepts/variables identified, and is the population of interest specified? Are verbs used appropriately to suggest the nature of the inquiry and/or the research tradition?
6. If hypotheses were not formally stated, is their absence justified? Are statistical tests used in analyzing the data despite the absence of stated hypotheses?
7. Do hypotheses (if any) flow from a theory or previous research? Is there a justifiable basis for the predictions?
8. Are hypotheses (if any) properly worded—do they state a predicted relationship between two or more variables? Are they directional or nondirectional, and is there a rationale for how they were stated? Are they presented as research or as null hypotheses?

Useful Websites for Chapter 4: Resources for Research Problems, Research Questions, and Hypotheses

Note: The following websites were functional as of the date of going to press and may no longer be active.

How to write a research question /
Developing hypothesis and research questions (PowerPoint) /
Developing research questions (Simon) /
Turning a topic into a research question (Tufts) /
From problem statement to research question (PowerPoint) (Fischler) /
Mediator versus moderator variable (University of Wisconsin–Madison) /
Mediator vs. moderating variables (Ohio University) /

Links to Relevant Open-Access Journal Articles for Chapter 4:

Resources forResearchProblems, Research Questions, and Hypotheses

Aslam, S., & Emmanuel, P. (2010). Formulating a researchable question: A critical step for facilitating good clinical research. Indian Journal of Sexually Transmitted Diseases and AIDS, 31, 47–50. /
***Collins, S.A., Cato, K., Albers, D., Scott, K., Stetson, P., Bakken, S., & Vawdrey, D. (2013). Relationship between nursing documentation and patients’ mortality. American Journal of Critical Care, 22, 306–313. /
Durbin, C. G.,Jr. (2004). How to come up with a good research question: Framing the hypothesis. Respiratory Care, 49, 1195–1198. /
Farrugia, P., Petrisor, B., Farrokhyar, F., & Bhandari, M. (2010). Practical tips for surgical research: Research questions, hypotheses and objectives. Canadian Journal of Surgery, 53, 278–281. /
**Grey, M., Jaser, S., Whittemore, R., Jeon, S., & Lindemann, E. (2011). Coping skills training for parents of children with type 1 diabetes: 12-Month outcomes. Nursing Research, 60, 173–181. /
Hinshaw, S. (2007). Moderators and mediators of treatment outcome for youth with ADHD: Understanding for whom and how interventions work. Journal of Pediatric Psychology, 32, 664–675. /
**Levy, J.A., Landerman, L., & Davis, L. (2011). Advances in mediation analysis can facilitate nursing research. Nursing Research, 60, 333–339. /
Mackinnon, D. P. (2011). Integrating mediators and moderators in research design. Research on Social Work Practice, 21, 675–681. /
*Wesmiller, S. W., Bender, C., Sereika, S., Ahrendt, G., Bonaventura, M., Bovbjerg, D., & Conley, Y. (2014). Association between serotonin transport polymorphisms and postdischarge nausea and vomiting in women following breast cancer surgery. Oncology Nursing Forum, 41, 195–202. /
Wyatt, J., & Guly, H. (2002). Identifying the research question and planning the project. Emergency Medicine Journal, 19, 318–321. /

*Article cited in Chapter 4 of the textbook.

**Article cited in the Supplement to Chapter 4 on the book’s website.

***Article cited in Chapter 4 of the Resource Manual.