NUR/443 Version 3 / 1
Read Me First
Week Two
Introduction
This week, you begin your study by reviewing the research process. You discover how to use this process in addressing knowledge and practice gaps. Addressing knowledge gaps requires that the nurse researcherclearly discern or define the problem as compared to the hypothesis.As you review research,you also focus on research from the perspective of the nurse researcher and the nurse clinician.
Research involves theory;therefore,it is necessary to provide a general overview of theoretical and conceptual frameworks, theories, concepts, and statements.Theories are often abstract and must be tested through research. Some theories evolve out of research. The goal this week is to determine how theories apply to research and practice (Burns & Grove, 2011; Walker &Avant, 2005).
Research designed elements serve as a blueprint for the study. You review potential designs for quantitativestudies including descriptive, correlational, quasi-experimental, and experimental.Qualitative studies include grounded theory, historical, phenomenological, and ethnographic approaches to study designs. You discover what these designs entail and what types of outcomes are to be considered (Burns & Grove, 2011).
After reviewing the foundational framework for research design, a discussion of sampling concepts, theories, frame and representativeness provides direction in understanding samples in both types of research studies. Also included this week, is an overview of the types of settings for research (Burns & Grove, 2011).
Finally, it is essential that the nurse researcheridentify the level of research evidencethat is presented for review. Level-one evidence is considered the most reliable information obtained from meta-analysis or systematic reviews, while level-four evidence is evidence obtained from expert committee reports, opinions, or clinicalexperiences of respected authorities (National Clearinghouse Guidelines, 2010).
This week in relation to the course and the program
In week two, the course emphasis moves to specific details surrounding research. You are introduced to components of problem identification, design, sampling, and setting selection. In addition, you are guided in the process of determining strength of evidence compiled in research documents.
As you read, consider the areas within your own practice that demonstrate a knowledge and practice gap. Try to move from a broad understanding of the foundations for research to a more specific type and design of research, sampling, and analysis, and imagine how research is pertinent to related phenomenon in your practice.
Hints for a reading strategy of the assigned materials
As you read the information for this week, consider which designs are appropriate for research. Think about which research studies are most applicable to your particular practice setting. Which sample sizes and settingsmost effectively apply to your work setting?
Some questions to ask as you develop your critical thinking
- What is the best way to identify frameworks and designs in research reports?
- Why is it necessary to review levels of evidence when determining which research information to use for theory and evidence-based practice application?
Summary
This week provides an overview of the theoretical framework and organizational beginning of research considerations, as well as, indications for the strength of evidence provided by research and other reports and data.
References
Burns, N., & Grove, S. K. (2011).Understanding nursing research: Building an evidence-based practice (5th ed.). St. Louis, MO: Saunders Elsevier.
National Clearinghouse Guidelines. (2010). Definitions of levels of evidence. Retrieved 3/31/2020 from
Walker, L. O., & Avant, K. C. (2005). Strategies for theory construction in nursing (4th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall