NURSING

RESEARCH 2

Prepared by: Jose Emamuel S. Galecia RN, LPT, MAEd

 No phones
Come on-time

NURSING Inform Instructor prior to the day of absent

RESEARCH 2 Reason/s
Date
Resort
Photocopy of ID with signatures
 Requirements:
Notebook
Inclusions:
Attendance, Quizzes, Workshop scores,
Excuse letter, Explanation/Incident
NURSING report, and, Major exam
SPSS software

RESEARCH 1
 Research defined
▪ “To search again” (etymological)

▪ Nursing research is a systematic inquiry that uses disciplined

methods to answer questions or solve problems (Polit and Beck,
2008).

Let’s review!
 Research According to Measurement and Data Analysis
▪ Quantitative Research
It is a formal, objective, systematic process in which the numerical data
are used to obtain information; None-experimental in nature.
Research Methods:
1. Descriptive Research- provides an accurate portrayal or account of
characteristics of particular individuals. Eg. Surveys

2. Correlational Research
Examines the relationships between two or more variables and
determines the type (positive – parallel or negative - inverse) or degree
(strength) of the relationship.
▪ Qualitative research
It is systematic, interactive and subjective
approach used to describe life experiences
and give them meaning (Marshall and
Rossman, 2006).
It is conducted to describe and promote
understanding of human experience such as
pain, caring and comfort.
it is an interpretative methodological
approach to produce more of a subjective
science than quantitative research.
▪ Mixed research
Research According to the Time frame used

1.Longitudinal- future data

2.Cross-sectional-Present data
3.Retrospective- past data
 Improve pt.
outcomes

Evidence-based practice is the conscientious use of current best evidence of

making clinical decisions over intuition (Cullum et al., 2008)
Randomized controlled trials

Cochrane, 1971
Ethical principle and guidelines for Nurse Researchers 90

1. Informed consent
2. Beneficence and Nonmaleficence
freedom from harm and exploitation
3. Respect for human dignity
Self-determination(coercion) & full disclosure
4. Justice and Fairness
Fair treatment, Anonymity & Confidentiality, and
Intellectual property(plagiarism)
RA 10173, or the Data Privacy Act of 2012. & Phil. Copyright Law (RA 8293)
Components of a research report (proposal)
Content
Title Page
Table of Contents
Introduction
Background and Rationale
Statement of the Problem

I. Aims and Objectives of the Study

Definition of Terms
Significance of the Study
Scope and Limitations of the Study

II.
Review of Related Literature
Conceptual Literature
Research Literature
Synthesis of the Literature Review
Research Framework
Theoretical and Conceptual
 Methodology

III. The Rationale of the Study Designs

Study Setting, Population, and Justification of the
Sample Size
Criteria of the Study Population
Recruitment Process
Plans for Data Processing and Analysis
Ethical / Biosafety Clearance
References
Appendices
Research Variable
▪ Explanatory variables
Independent (CI)
Dependent (Effect)
Intervening/mediator – affected by IV
Moderator – not affected by IV
▪ Extraneous or Confounding(temp.) and Exogenous
variables149
 Statement of the Problem
- Descriptive and Inferential
1.3.2 Secondary Objectives
Specifically, this study will seek answers to the following questions;
1. What are the personal profiles of enrolled freshmen nursing students at Saint Anthony’s College
in terms of,
1.1 Sex at birth;
1.2 Age;
1.3 Type of tracks graduated;
1.4 Type of secondary school graduated from; and
1.5 Family’s monthly income?
2. What is the level of mental readiness of enrolled freshmen nursing students in an online
learning modality at Saint Anthony’s College ?
3. What is the level of technical readiness of enrolled freshmen nursing students in an online
learning modality at Saint Anthony’s College ?
4. Is there a significant relationship between mental and technical readiness of enrolled freshmen
nursing students in an online learning modality at Saint Anthony’s College ?
 ASSUMPTIONS
- with good logical basis
- Universal, Study, and
Theory/Researched based
 Inferential SOP
1. Is there a significant difference in the level of instructional leadership capacity of elementary school
administrators when they are categorized according to length of administrative experience, position, school size, sex,
and school type?
2. Is there a significant difference in the level of instructional leadership support of elementary school
administrators when they are categorized according to length of administrative experience, position, school size, sex,
and school type?
3. Is there a significant relationship between the level of instructional leadership capacity and instructional
leadership support of elementary school administrators?

Hypothesis:
On the basis of the aforementioned problems, the following hypotheses will be considered:
1. There is no significant difference in the level of instructional leadership capacity of elementary school
administrators when they are categorized according to length of administrative experience, position, school size,
sex, and school type.
2. There is no significant difference in the level of instructional leadership support of elementary school
administrators when they are categorized according to length of administrative experience, position, school size,
sex, and school type.
3. There is no significant relationship among the different areas of instructional leadership capacity and instructional
leadership support of elementary school administrators.
If p value is less than 0.05 reject the null hypothesis.
Types of Sampling
1. Non-probability/non-random
Accidental/convenience 310
Quota A new staff nurse would like to collect data on
Purposive/Judgmental common problems encountered by renal
Snowball/network/chain
patients in the hospital. In this survey, she
selects only the ESRD patients in the hospital.
Modal instance – qualitative This is an example of what type of sampling?

2. Probability/random – equal chance

Simple
Stratified
To select the sample, you decided to randomly select 10
barangays out of 51 barangays composing Malolos City. Sample
Cluster was again randomly selected from a list from each of the 10
barangays. The sampling technique you will use is called
Systematic
Modal instance – qualitative
 IV. Results & Discussion

(Results to answer Specific Objective 1)

(Results to answer Specific Objective 2)
(Results to answer Specific Objective 3)
Discussion
(Major Insights 1)
(Major Insights 2)
(Major Insights 3)
V. Summary of Findings & Conclusion
Summary of Findings
Limitations of the Study
Recommendations
Conclusion
References
Appendices
Table 1.
Table 2.

Figure 1.
Figure 2.
Figure 3.
Validity of Instrument -Measures what tends to be measure

• Researchers made - Experts

• Standardized materials – Informed the original author/s and cite
accordingly
Four primary categories of validity exist:
Does the test capture the idea that it is supposed to capture? This is known as
construct validity.
Content validity- Is the test's content valid? Does it accurately reflect the
objectives of the assessment?
Face validity: Does the test's content seem appropriate for its objectives?
Criterion validity: Do the findings fairly quantify the specific outcome they
are intended to quantify?
 -Consistency of instruments

Reliability of Instrument

• Perform Cronbach's alpha

• Or copy the Cronbach’s alpha value of any study done locally with
the same instruments.
Statistical tool

Descriptive:
Mean, percentage, standard deviation

Inferential:

parametric Non-parametric
2 IV relationship T-test Mann-whitney u
More than 2 IV anova Kruskal wallis
relationship
Correlation(non-linear) Pearson-r spearman
predictor Linear
regression/multiple
Descriptive statistical tool

Descriptive statistical Description:

tool :

Mean/median/mode average

percentage Fraction of the subject in a group

Standard deviation How spread the data?

Homo/heterogenous

frequency Number of a subject in a group

(As much as possible)
Types of research instruments:
• Questionnaire
Open – ended/close-ended
Dichotomous/Multichotomous/Fixed
alertantive/Projective/Cafeteria/rank-order/Checklist

• Interview-structured/unstructured(e.g. personal, telephone, mail,

computer-directed, internet, and e-mail)
• Scales(likert)
Vignette- reaction to a certain situation
Q-sorts-using set of cards
• Self-report
• Anecdotal records-writings
• Mechanical instruments- such as weighing scale
 Types of Questions Asked:
• Open – ended/close-ended
• Structured, semi, unstructured
• Dichotomous/Multichotomous/Fixed-
alertantive/Projective/Cafeteria/rank-order/Checklist 382
 -Measures what tends to be measure

-Consistency of instruments

Validity of Instrument

• Researchers made - Experts

• Standardized materials – Informed the original author/s
- Cite accordingly

Reliability of Instrument

• Perform Cronbach's alpha

• Or copy the Cronbach’s alpha value of any study done locally with
the same instruments.
 Type of research data:
Cross-sectional - A study follows a group of person living with HIV
for several years to assess the impact of viral drug therapy on infant health.
Retrospective-A researcher analyzes existing medical records to
investigate the relationship between COPD and smoking.
Prospective/longitudinal- A study compares the blood sugar of two
groups of patients, one taking a new medication
and the other taking a placebo.

Categories of data
Primary-researcher primarily collect
Secondary-researcher used data collected by others

Steps in data collection

Explain, Clarify, Administer, Describe
Measurement of variables
Assigning numerical values to variable(coding)
419

Nominal data Data that can be organized into Categorical/discreet

CATEGORIES of a defined property but
cannot be compared

Ordinal Used when data can be assigned Categorical/discreet

categories that can be ranked

Interval Have equal numerical distance between Continuous/discreet

intervals. NO ZERO SCALE. Zero has
value

Ratio Highest form of measure, similar to Continuous/discreet

interval BUT with ZERO POINT
Assessing qualitative data(Lincoln & Guba, 1985)
“Rigor and trustworthiness”

1. Credibility – believability, prolonged

engagement and persistent observation(data
saturation), peer/member debriefing, and
triangulation (refers to using multiple data
sources, such as interviews, observations, and
documents, to understand a topic
comprehensively). Focuses on ensuring the
findings are believable and true to the
participants' experiences. A researcher discusses
emerging themes with study participants to
confirm their interpretations
2. Dependability – having an external audit.
Assessing qualitative data(Lincoln & Guba, 1985)
“Rigor and trustworthiness”

3. Confirmability- neutrality, must be based on

participants, not on the researcher. Replicability of
the research findings if conducted by another
researcher?
4. Transferability- can be applied to
others(generalization)
5. Authenticity- truthfully
6. Triangulation- employs interviews, observations,
and document analysis to understand the factors
influencing medication adherence.
Assessing qualitative data(Lincoln & Guba, 1985)
“Rigor and trustworthiness”

Strategies:
Intensive listening, careful probing (involve
encouraging participants to elaborate on their
experiences), and audio taping.
 Statistical measurement
Common terms!
P value/sig./alpha
Equal or more than 0.05(alpha value)- not significant
Less than 0.05- significant
Continuous/discreet(ration&interval)
Categorical(nominal&ordinal)
Data saturation analysis- audio recording of an interview to
reach same response

Random error- ex. Bias

systemic error- ex. People error(computation)
 Statistical measurement
- summarize, organized, analyzed, and present data

Descriptive – answer the questions rather than yes/no (e.g. Central tendency, frequency,
standard deviation, percentage). It can answer the questions:
1. What is the level, extent, and demographic information
-percentage
-ranking
-Weighted Mean
-median, mean , mode(central tendency)
-range, standard deviation, variance, interquartile range (dispersion)

Inferential- to give a conclusion, answer the probable question yes/no. To test the hypothesis,
it can infer questions:
1.Significant difference- t test/mann wittney, anova/Kruskal wallis
2.Sgnificant relationship/association- Pearson/spearman
3.Significant predictors-linear of muiltple

Data distribution
- how data are
Dispersed.
Normal=not skewed
Kolmogorov Smirnov(>50)/ Shapiro Wilks’test(<50)
- test for data distribution

As a rule of thumb, we conclude that

a variable is not normally distributed if “Sig.” < 0.05.
 Once data distribution was established, hypotheses can now be
tested using
Inferential statistics.

Type of error according to Decision theory(Burns & Grove, 2007)

Type 1 error- null is rejected which is not supposed to be. It

decreases as p value is lesser.
p value = 0.05-0.01
Type 2 error- null hypothesis was accepted but is not supposed to
be. p value was set to
0.05 instead of 0.01(medical).
Test for inferential statistics
 Test for inferential statistics
Significant difference

Significant relationship/association/correlation
 Test for inferential statistics

Feature Linear Regression Multiple Regression Chi square

Independent One independent variable Two or more independent

Variables (predictor) variables (predictors) Categorical variables(association

Model the relationship Model the relationship between Determine

between two quantitative one quantitative variable and association/independence
Purpose variables multiple predictors between categorical variables
Determining if there's a
- Predicting exam scores - Predicting house prices based relationship between gender and
Examples based on hours of study on size, location, and features preference for a certain product
- Predicting sales based on
- Predicting plant growth advertising spending and product
based on sunlight exposure quality

- Examining the relationship - Analyzing the factors influencing

between income and health student performance
 Chapter 4. Analysis and interpretation
Strategies:
Preanalysis457
Preliminary assessment
Preliminary actions- take note the reverse coding
Principal analysis
Interpretation

Reporting:
Findings of the study
Presentation(textual and tabular461)
Interpretation(tables and figures)
 Chapter 4

RESULTS & DISCUSSION

4.1. Descriptive Analysis (interpret the results and introduce the table)

4.1.1. Results for Specific Objective 1

4.1.2. Results for Specific Objective 2

4.1.3. Results for Specific Objective 3

Just focus on reporting major results that will be interpreted further in the Discussion
Section. This is where central tendency, standard deviation, percentage, and frequency are
used

NOTE: Do not discuss the implications of results and always italicize the acronym of the
descriptive stats(e.g. p, t, M, SD)
 Chapter 4

RESULTS & DISCUSSION

4.2. Inferential Analysis (interpret the results and introduce the table)

4.3. Discussion

4.3.1. Discuss Major Insights 1

4.3.2. Discuss Major Insights 2

4.3.3. Discuss Major Insights 3

Any results that involved inferential statistics (i.e., Pearson r, Spearman, t-Test. ANOVA, etc.) are
written here. The explanation in this section will eventually provide the basis for our decision on
whether to accept or reject our null hypothesis.
Retrieve ALL OF THE LITERATURES that are relevant to your research and discuss your results
as compared to the literature.

DO NOT make any assumptions or statements without substantial proof/references. Avoid using
terms that will reflect that you are sure, especially if you are doing descriptive research only.
Chapter 4

Workshop
 Chapter 4

Workshop

*p< .05
a. Since the computed two-tail probability of 0.511 is less than the alpha level of 0.05, the null hypothesis is
rejected.
b. There was a significant difference in the Antibody produced as to COVID vaccine Manufacturer.
c. Nurses whether single or married have similar/the same level of work-life balance.
 Chapter 4

Workshop

*p< .05
a. Since the computed two-tail probability of 0.511 is less than the alpha level of 0.05, the null hypothesis is
rejected.
b. There was a significant difference in the Antibody produced as to COVID vaccine brand manufacturer.
c. Number of antibodies was statistically different from the three vaccines(post hoc test required for further
determination od specific brand)
Chapter 4

Workshop
 Chapter 4

Workshop

Using Table 3, interpret the level of stress of students according to their sex
Chapter 4

Workshop

Using Table 1, interpret the personal profile of students

according to their monthly income.
 Chapter 4

Workshop

Interpret the statistical results by stating the following:

a. Statistical decision
b. Findings
c. Psychological decision
 Chapter 5
Summary of Findings, - Summarize the results with fewer numbers

Recommendation – Focus on the results and highlight those

mentioned in the significance of the study

Conclusion – State your main interpretation as a general view.

 Chapter 5
Summary of Findings, - Summarize the results with fewer numbers.
Reiterate your aims and objectives and answer one by one in a summative style.

5.2 Limitations of the Study - What are the flaws and weaknesses in your research
designs, sampling, instrumentations, or statistical analysis? How will this affect the validity,
reliability, and trustworthiness of your findings? What suggestions for revisions in the
research design will you give if there are future researchers who are interested in doing the
same study as yours?

5.3 Recommendations Focus on the results and highlight those mentioned in the

significance of the study

5.4 Conclusion
What is the greatest takeaway/lesson that your research wants to convey? What are the
implications of this study to the overall profession of nursing?