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PURPOSES OF NURSING RESEARCH

Basic research to extend the base of knowledge in nursing.
To formulate or refine a nursing theory.
Applied research to find solutions to existing problems.
To enhance the immediate utility of Evidence-Base-Practice.
To study the effectiveness of a nursing interventions.
To discover general principles of human behavior to solve problems in nursing practice.
To achieve varying level of explanation.
To identify, describe, explore, explain and predict and to exert control over the existing health problem situation.
To link research findings with Evidence-Base-Practice.
To develop and rigorously test a new method of measuring patient outcomes.
To help nurses make Evidence-Base treatment decisions.
To determine the benefits and risks of the newly developed or existing interventions.
To assess the cost-effectiveness of nursing interventions.
To diagnose, assess patients and to measure important clinical outcomes.
To facilitate the development of long-term care plans for patients.
To provide guideline to patients to make important lifestyle choices and to be vigilant for key symptoms.
To decide resource allocation.
To prevent harm to the patients.
To determine the factors that, influence the health or cause illness, mortality, morbidity.
To design effective interventions.
To motivate people to comply with the treatment.
To engage in health promotion activities.
To study the barriers to positive health practices.
To understand the processes clients experience in a transition through health care crisis.
To assess the prevalence of phenomenon. (How much?)
To study the frequency of the phenomenon. (How often?)
To understand the nature of phenomenon. (What is?)
To study the factors related to the phenomenon. (What influence)
To know the antecedents of the phenomenon. (What leads to?)
To identify the causal pathway of the phenomenon.
TO apply theory to explain the phenomenon.
TO understand the alterations in the phenomenon with modification or introduction of an intervention.
To predict the occurrence of cause and effect.
To make the phenomenon occur or to alter its prevalence.
To define the phenomenon.
To label the phenomenon.
To understand the dimensions of the phenomenon.
To know the important aspects of the phenomenon.
To understand the nature of the phenomenon in depth.
To study the events/outcomes to which the phenomenon leads.
To illustrate the process by which the phenomenon evolves or experienced.
To identify what makes the phenomenon occur/exist.
To study the working of the phenomenon.
To learn the meaning of the phenomenon.
To evaluate the occurrence of the phenomenon.

2 comments:

Purposes of nursing research

its good content having basic information about nursing research.

The Importance of Nursing Research

Nursing research has a tremendous influence on current and future professional nursing practice, thus rendering it an essential component of the educational process. This article chronicles the learning experiences of two undergraduate nursing students who were provided with the opportunity to become team members in a study funded by the National Institute of Nursing Research. The application process, the various learning opportunities and responsibilities performed by the students, and the benefits and outcomes of the experience are described. The authors hope that by sharing their learning experiences, more students will be given similar opportunities using the strategies presented in this article. Nursing research is critical to the nursing profession and is necessary for continuing advancements that promote optimal nursing care.

Throughout the 21st century, the role of nurse has evolved significantly. Nurses work in a variety of settings, including the hospital, the classroom, the community health department, the business sector, home health care, and the laboratory. Although each role carries different responsibilities, the primary goal of a professional nurse remains the same: to be the client's advocate and provide optimal care on the basis of evidence obtained through research.

Baccalaureate programs in the United States prepare students for entry-level nursing positions. The focus is to care for individuals throughout the human life span. Knowledge is acquired from textbooks, classroom and Web-based instruction, simulation, and clinical experiences. The goal of all programs is for students to graduate as safe, entry-level professionals, having received a well-rounded exposure to the nursing field. Students are exposed to evidence-based nursing practice throughout their curriculum; however, the allocated time for nursing research is often limited. Many programs require only one 3-credit hour course for nursing research. This amount of time is limited, despite the broad spectrum of nursing research and its influence on current and future nursing care.

Research is typically not among the traditional responsibilities of an entry-level nurse. Many nurses are involved in either direct patient care or administrative aspects of health care. Nursing research is a growing field in which individuals within the profession can contribute a variety of skills and experiences to the science of nursing care. There are frequent misconceptions as to what nursing research is. Some individuals do not even know how to begin to define nursing research. According to Polit and Beck (2006) , nursing research is:

systematic inquiry designed to develop knowledge about issues of importance to nurses, including nursing practice, nursing education, and nursing administration. (p. 4)

Nursing research is vital to the practice of professional nursing, and the importance of its inclusion during undergraduate instruction cannot be overemphasized. Only with exposure and experience can students begin to understand the concept and importance of nursing research.

The purpose of this article is to describe undergraduate students’ experiences of becoming aware of and participating in a federally funded research study from the National Institute of Nursing Research. As a part of funding for the study, which was an AREA award ( A cademic R esearch E nhancement A ward, R15 mechanism), there were designated opportunities for student involvement. The primary aim of the research study was to investigate the effects of gene-environment interactions on risk factors of preclinical cardiovascular disease in a cohort of 585 young adults who all had a positive family history of cardiovascular disease (i.e., essential hypertension or premature myocardial infarction at age 55 or younger in one or both biological parents or in one or more grandparents), verified in the medical record. Specific genes examined included cytochrome P-450, family 1, subfamily A, polypeptide 1; cytochrome P-450 2A; glutathione S-transferase mu 1; and glutathione S-transferase theta 1. Cardiovascular-dependent measures were diastolic blood pressure, endothelium-dependent arterial vasodilation, left ventricular mass indexed for body size, systolic blood pressure, and total peripheral resistance. The effects of ethnicity and gender were also explored.

Learning Opportunity

The learning process began with the principal investigator (M.S.T.) of the study visiting the junior class (class of 2007) of baccalaureate students at the Medical College of Georgia. This particular student group was chosen due to their academic standing because they would have the chance to take full advantage of learning directly from a nurse researcher for one full year before graduation. The principal investigator briefly presented and discussed the growing field of nursing research, the advancements made by nursing research, and the critical role of nursing research to nursing practice. The principal investigator also presented an overview of the funded research study and extended an invitation to students to apply for two part-time positions on the grant that were designed specifically for nursing student involvement. Students recognized the excellent opportunity and were intrigued with the future possibilities. They understood this option was unique and appeared to be a great pathway for becoming an active participant in learning the nursing research process through involvement in an official nursing research study.

The principal investigator established objective criteria for the application process. The criteria included writing a maximum 1-page essay sharing the reasons why the students wanted to join the research project as a team member and also sharing their personal and professional goals for involvement in the study. Many students were interested; thus, it was a very competitive process. The principal investigator reviewed the essays and selected approximately 10 prospective individuals for an interview. The interview was an extension of the essay. At the interview, the principal investigator further described the positions, provided a detailed overview of the grant, and had the opportunity to gain a better understanding of the student candidates. The students were encouraged to ask questions to further understand the expectations of the prospective opportunity. The interview also provided the students with increased exposure to the study's goal and more familiarization with the expectations of the funded positions.

After the interview process was completed, two individuals were selected, per the grant specifications. The selected individuals described the interview process as a positive experience that helped solidify their desire to become involved in the research study. The principal investigator emphasized that this job opportunity was designed to be a learning experience in which the students would be guided through the entire research study process and become members of a multidisciplinary team. Time responsibilities for each student included approximately 6 hours per week. The principal investigator communicated clearly that the nursing baccalaureate program was the first priority for the students, and thus provided a flexible work schedule.

Research Study Experience

The students began working in early april 2006. The first step in the work experience included 6 weeks of funded orientation. This was their first exposure to the research process; thus, it was important for the students to be provided with a strong foundation. Orientation included attending a team meeting and being introduced to the members of the multidisciplinary team (i.e., biostatistician, cardiologist, geneticists, nurse researcher, and psychologist, all of whom served as co-investigators, and the genetic laboratory personnel); reviewing the grant application; completing the Collaborative Institutional Training Initiative (CITI) (2000) ; completing the Roche educational program on genetics; and touring the worksite facilities. Reviewing the grant gave the students a better understanding of the specific aims and objectives of the study and the intended procedures of the genetic laboratory work in which the students would be involved. The complexity of the grant required the principal investigator to further explain and clarify specific details. The CITI training, which is required by the institution's Office of Human Research Protection, was completed online and took approximately 5.5 hours. The CITI program was presented in a tutorial format, and satisfactory completion of numerous quizzes was required. The task was tedious and time consuming, but valuable and essential, as it increased the awareness of the established codes of conduct for research. At the conclusion of the CITI training, the students understood the necessary policies and procedures for maintaining security and confidentiality of human subjects, the legal and ethical issues regarding the research process, and the essential procedures for research conduct.

Although the students had a basic understanding of genetics, they completed the Roche Genetics Education Program (2004) to gain a deeper understanding. The program was direct and easy to navigate and was excellent for all learning styles, as it contained both visual and auditory explanations. The explanations covered both basic and complex genetic concepts. Through the use of the genetics program, the students were able to comprehend abstract genetic details and to further understand the importance and influence of genetics on personal health. To conclude the orientation process, students were taught basic laboratory procedures, such as polymerase chain reaction and restrictive enzyme digestion, which were used to perform genotyping for the study. After these procedures had been observed several times, the students were given the opportunity to acquire hands-on experience with these laboratory techniques. Each of these components of the orientation process provided the students with the needed foundation for becoming involved in the research study.

After approximately 2 months of orientation, the students were ready to begin working in the genetics laboratory. One of the primary responsibilities of the students would be to further learn and become confident with genotyping techniques. The laboratory was shared among research personnel of several funded studies, with various research experiments being conducted concurrently. The students, under the supervision of the principal investigator and geneticist (H.Z.), also worked with experienced research assistants to perform the genotyping. The students maintained a daily log describing the laboratory genotyping procedures and experiments, and these logs were reviewed at team meetings. Although the actual procedure for polymerase chain reaction seemed straightforward, the students quickly learned that quality control must be used. Sometimes during genotyping, the DNA samples did not produce results. The students discovered that there are numerous contributing factors to successful polymerase chain reaction, such as quality of DNA templates, primer specifications, temperature settings, gel conditions, pipette measuring accuracy, and general laboratory techniques. Even the slightest error could result in permanent DNA sample loss, major experiment failure, or DNA sample contamination.

The students met with the research team members frequently to discuss and troubleshoot potential solutions and problem solve techniques that would foster improving the success rate and productivity of the genotyping. From the laboratory experience, the students learned that every detail must be considered and addressed precisely and meticulously when conducting experiments. Sometimes the process became frustrating, but the students soon discovered that patience and persistence were the most important attributes for a laboratory researcher to possess. The laboratory experience was an excellent hands-on learning opportunity. The students no longer viewed research as strictly information gathered from a journal or textbook, but rather as a physical act that required extreme concentration, dedication, and determination.

After spending numerous months in the laboratory performing the required genotyping, the students had the opportunity to be exposed to another role of a nurse researcher. They performed literature reviews regarding the study. Although the students had written papers in their nursing school program that required literature citations, they were not familiar with all of the library resources available to them. In no time, the students learned which library and online resources had the most validity and what would be the most relevant to their study. The literature search results provided the students and principal investigator with information on new studies that had been conducted on gene-environment interactions regarding tobacco smoke exposure and cardiovascular disease. From the literature review experience, the students learned the importance of being selective and time efficient. Often when a search was first begun, thousands of articles were listed, but the students learned the importance of narrowing the searches to the specific areas of focus. After the students completed their searches, they met with the principal investigator, who provided direction on the articles identified as the most relevant to the study.

The students continued working with the principal investigator during data review, analysis, and preparation of dissemination of the results (i.e., the publishing process). They helped to prepare an abstract submission of the study presented at an international meeting ( Tingen et al., 2007 ). They also helped with the preparation of manuscripts of the study results. By the conclusion of their work experience, the students will have been exposed to and participated in the entire research process.

Benefits and Outcomes

From the students’ perspectives, this opportunity was extremely beneficial. Prior to this experience, the students were not familiar with nursing research. Their original perception of research was that it was conducted by people with chemistry, biology, biochemistry, and genetic degrees in laboratories at major universities. They now realize that nursing and research can be combined and that optimal nursing care is dependent on the latest research findings. In addition, the students believe this opportunity has been beneficial in learning that nurse researchers are valuable to nurses in other settings. For example, one of the long-term goals of this research study is to develop appropriate interventions for children who are more susceptible to and at risk for the harmful effects of tobacco smoke due to their genetic heritage. The information obtained by a nurse researcher can be disseminated to nurses who work directly with the individuals to whom the research applies. Practice that has shown to be effective through research allows nurses to better advocate for patients and provide the best possible care. Although the majority of nurses who provide patient care will be consumers of nursing research, implementing evidence-based nursing practice is crucial to provide optimal nursing care. Information from nursing research has the potential to directly impact the care provided to patients in all health care settings.

Now that the students have had the opportunity to become more familiar with nursing research through involvement as team members, they recognize that their future professional possibilities are endless. Nursing research is an emerging and growing field in which individuals can apply their nursing education to discover new advancements that promote evidence-based care. They learned the research process and the important roles that each team member plays during the study phases of conception, design, implementation, analysis, and dissemination. Each aspect of the research process is important and contributes to the overall success of the study.

The students also discovered the benefit of trying new things. Prior to this experience, they had little exposure to the research process and nursing research. Consequently, they had to be receptive to learning and recognize that acquiring new knowledge was a gradual process. At times, the students felt anxious because all aspects were new, but they realized that without trying, they would never advance and feel comfortable with the research process. As the students reflected, they thought this was an excellent growing experience professionally, scholastically, and personally. In addition, this opportunity benefited the students’ peers through discussions and their sharing of work responsibilities, the research process, and the importance of evidence-based practice. As future nurses, the students are strong proponents of nursing research, and this experience has also broadened their horizons regarding future professional growth and opportunities. In addition, they have a better understanding of the importance of scientific evidence to support their clinical practice. As a result, the students thought that a stronger emphasis should be placed on nursing research in undergraduate baccalaureate education and that more students should have the opportunity to participate as team members in nursing research studies.

The students were almost one full year into nursing school and thought they had learned about all of the possibilities for their futures when they were first presented with this learning opportunity. They knew their future options were numerous and included working in acute care and community settings. They also realized they could further their education and pursue graduate degrees to include a master's degree and become an administrator, educator, clinical nurse specialist, nurse anesthetist, or nurse practitioner, or potentially pursue a doctorate. They did not know there was an emerging and growing field in which their nursing education could be applied and furthered—the area of research and the role of becoming a nurse researcher. Prior to this experience, students perceived their possibilities for a professional career in nursing were tremendous. Now by being involved in the entire process of conducting a federally funded research study, they realized their future professional possibilities are limitless.

The authors of this paper hope that by sharing their experience, they will encourage both nursing faculty and nursing students to not only introduce the research process into the nursing curriculum, but also to consider making nursing research a tangible and more integrated process. They think that a more beneficial approach to the introduction of research may be achieved through incorporating research-related content into each nursing course throughout the educational process. This could be conducted in addition to the current curriculum plan of many schools of nursing that require a single and concentrated 3-hour research course with a goal of research becoming a positive experience for students that is enthusiastically received as a new learning opportunity. In addition, students who are involved as team members in a funded research study may be provided with scheduled classroom opportunities for making progress reports to their peers. Also, the students could field questions regarding the research project and their experiences. These activities may foster increased learning and interest about research among the students’ classmates.

As nursing students are the future members of the nursing profession, and for the profession to continue to advance, nursing research must be the foundation of comprehensive, evidence-based clinical practice. This may only occur with increased exposure to nursing research. Therefore, it is critical that the future members of the nursing profession be exposed to, develop an appreciation for, and become more involved in nursing research, and thus incorporate its outcomes into the delivery of optimal professional nursing practice.

Acknowledgments

The lead author was awarded a grant (NR008871) from the National Institutes of Health, National Institute of Nursing Research.

Collaborative Institutional Training Initiative [April 14, 2006]; Office of Human Research Protection. The Medical College of Georgia. 2000 from http://www.mcg.edu/Research/ohrp/training/citi.html .
Polit DF, Beck CT. Essentials of nursing research: Methods, appraisal, and utilization. 6th ed. Lippincott Williams & Wilkins; Philadelphia: 2006. [ Google Scholar ]
Roche Genetics Education Program [May 10, 2006]; Education. 2004 from http://www.roche.com/research_and_development_r_d_overview/education.htm .
Tingen MS, Ludwig DA, Dong Y, Zhu H, Andrews JO, Burnett AH, et al. Tobacco smoke exposure and genetics: Youth at risk for cardiovascular disease.. Proceedings of the 13th Annual Meeting of the Society for Research on Nicotine and Tobacco.2007. p. 39. [ Google Scholar ]

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Nursing Research:. Building a Culture At NHRMC Lorna Bell-Kotwall, RN, PhD.

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Nursing Research: Building a Culture At NHRMC Lorna Bell-Kotwall, RN, PhD

“Nursing creates the culture of the healthcare organization. If nurses don’t drive change, it won’t happen, and if nurses don’t change, it doesn’t matter who else does”Timothy Porter-O’Grady, DM, APRN, FAAN

“Half of what you are taught in school will be proven wrong in 10 years, and the trouble is, none of your teachers know which half!” Harvard Medical School • “We double our medical information every 3-5 years. Do we change nursing practices every 3-5 years to match new/changing medical knowledge?”

Nursing Research • What • Definition • Nursing Process & Nursing Research: Similarities • Types, Qualities • Why • Standards ( professional, national, & accreditation) • Examples of best practice at NHRMC • Professional commitment • Your organization, research, & EBP • How • Using a Research/EBP Model: The Iowa Model • Principles of EBP • Comparing research, EBP, QI • Barriers to Implementing EBP • Research, EBP, & QI at NHRMC • How to get started: Use of PICO format • Where • Research in the Hospital • Nursing Research Committee

Nursing Research: Building a Culture What? Why? How? Where?

I.What? • Research is a systematic search for knowledge • Validate and refine current knowledge • Generate new knowledge • Problem solving approach to understand, describe, explain, predict, control • Ultimate goal to improve nursing practice

What does the literature say? State your problem How are you planning to study your population? What does your patient assessment tell you? What are the deficits/areas for nursing care? What is the plan for your nursing care? Nursing Research & Nursing Process: Are they similar?

How are you going to evaluate your study findings? How will you share your findings with others? (presentations, publications, research utilization) Ultimate goal: to promote quality of nursing practice How are you going to evaluate your nursing care? How will you share your info with others? (follow up with staff, shift report, huddles, rounding, staff meetings) Ultimate goal: to provide quality nursing care Nursing Research & Nursing Process: Are they similar?

Nursing Research & Nursing Process:Similarities • Both require background assessment • Both require determination of a problem • Both involve a plan for implementation • Both include an evaluation of findings • Follow up of information (patient and/or research study), communication of findings • Both have a goal of promoting optimal patient care

Types of Nursing Research • Quantitive; Measuring, frequently large numbers (sample size), collection of data, analysis, results conclusions, implications for nurses • Qualitative: More subjective methods, increased meaning & understanding, small groups, requires training, implications for nurses

Qualities of all types of Research • Aim is to increase/produce new knowledge • Results should be generalized to larger groups • Will have end point when desired sample is reached • Requires IRB approval and participant consent • Results are published universally to share with wide base of persons

II. Why ?? • Part of Nursing Standards in our local Professional Organization (NCBON), and our National Professional Association (ANA) • Pillar goals for all NHRMC employees, and NHRMC Nursing Performance standards • National accredition standards: JCAHO, NIH, IHI,CMS “require” evidence of best practices for funding incentives

II.More Reasons Why… • Current Standards require Healthcare providers to use research/evidence based principles in their practice. Some examples include: SCIP, AMI, CHF core measures programs. Other excellent examples of best practice includes all programs of excellence at NHRMC: Bariatric, Trauma, Cancer, Neonatology Registries.

II. More Reasons Why … • Professional Commitment: Basic care nurse or research/EBP Nurse? • What is the degree of your professional responsibility? Why is it important?

Do you provide basic nursing care or are you a research/EBP nurse? • Basic Nurse Qualities: • Provide quality nursing care • Pride in caring for Patients • Respect, moral integrity • Safety in Workplace • Function as part of multidisciplinary team

EBP/Research-oriented nurse • Control over nursing practice • Provide excellence in patient care • Encourage autonomy, responsibility, & accountability for nursing practice • Improve multidisciplinary relationship & gain mutual respect for discipline

Your Organization, Research and EBP • WHY??? • Recognition for contribution to research • Enhancement of patient care, competitiveness for market • Economical considerations, cost effective care • Promote collaboration with academic affiliations • Achievement of accreditation ( JCAHO, etc)

III. How ??Using a Research/EBP model • IOWA model: ( Maria Titler,1997) • Acts as a guide for differentiating between EBP, research, and steps to complete • Guides process of implementing findings to practice, (research utilization) and evaluating effect • Provides guidelines for problem solving and clinical decision making • Adaptable & simple to use : individual, committee, or by the organization ( over 900 requests for use; students- presentations, projects; organizations-research/EBP programs,

Iowa Model of EBP (Titler, 1997)

Principles of Evidence Based Practice • Process that requires the integration of the best research evidence, along with clinical expertise, moderated by patient values, needs, and preferences, in the delivery of quality, cost effective care.

Evidence Based Practice within A Context of Caring:( Melnyk & Fineout-Overholt, 2005) A model for practice requires the integration of: 1. Evidence: • Research/Evidence based theories, & opinion leaders/expert panels • Assessment of the patients History & Physical Exam, & Availability of healthcare resources 2. Clinical Expertise 3. Patient preferences and values Which results in: ***Evidence-based Clinical Decision making, and Quality Patient Outcomes

Comparison of Research, EBP, & Quality Improvement • Research: Process, & product, global, discovery of knowledge, only complete when considered with DISSEMINATION and UTILIZATION • EBP: Process, use of research in conjunction with other factors for optimal patient outcome • QI: Process: narrow, specific, goal to improve aspect of practice, optimal outcome for pop’n

Barriers to Implementing • It takes up to 17 years to implement research and proven best practices into the clinical setting ( NINR, 2009) Why? • Only 15% of clinicians are using current best practices ( Melnyk, 2010) Why? • Lack of knowledge, misperceptions or negative views about research/EBP • Staff not committed to belief in better benefits ( more positive outcomes) • Threat of having to tackle journal sources • Overwhelming patient loads • Organizational constraints (Support and resources) • Demands from pts for certain type of treatment • Inadequate content & behavioral skills re:EBP in educational & orientation programs • Traditional characteristics of practicing nurses( basic nurse)

Research, EBP, Quality Improvement, & NHRMC Nurses -Current QI( PI, QA) projects: see Nursing Department, Nursing Congress, Professional development website for examples and application documents, -Become familiar with use of PDSA Model for Improvement ( See Nursing Congress: Professional Development website), Net learning Module ***Become active, and participate: Unit, ( ie. Unit based Journal Clubs, Unit Based practice, policy & procedure development, Hospital Committees & Professional Association

How to get started with a Research/EBP project: Use of Pico Worksheet Define your clinical problem using the PICO components described below: P - Patient/disease-describe patients chief complaint,(primary problem, disease, co-existing conditions), most important characteristics I - Intervention –what do you plan to do for the patient C - Comparative intervention (optional) What have others done? Is there an alternative? ( compare effect of 2 drugs, 2 nursing procedures) O – Outcome- what you plan to accomplish, improve (should be measurable: ie improve function or test score, relieve or eliminate symptoms, reduce adverse events, improve satisfaction scores)

Using the PICO Format Example from the Clinical Scenario: P - adults experiencing (moderate) depressionI - St. John's Wort ( specifically stated, no alternative))C - antidepressantsO - relief of symptoms . Write out your clinical Question using the PICO components. • This format can also help you to do a search of all relevant terms. By writing out a question, you help clarify exactly what you need to answer. The results of your search will only be as good as the initial question that you ask. • An example of a research question from our Clinical Scenario: For adult patients with moderate depression, is St. John's Wort (hypericum) more effective for symptom relief than antidepressants? • Literature Sources. Visit SEAHEC Digital Library for assistance http://library.ncahec.net/main.cfm

IV. Where?? Research in the Hospital • Role of the IRB Visit the Website for further information: http://www.nhrmc.org/body.cfm?id=4398&fr=true • Multidisciplinary Symposiums • Nursing Congress • Practice, Professional Development, Outcomes Improvement, Retention, Finance • Nursing Grand Rounds • Poster Symposiums, Annual Research Day • New Nursing Research Committee

Nursing Research Committee • Purpose: To engage nurses at all levels in the research process, and participate in educational research activities: • Research Journal Clubs; sharing with Nurse Managers • Participate in poster symposiums • Develop research proposal • Mentor all nurses who want to do research • Goals for 2010: • All members complete research projects, IRB approval • Promote increased use of clinical ladders-research focus • Nursing research website, net learning module • Lunch N Learn Research series for RNs

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Nursing Research in America. Barbara J. Speck, PhD, RN Visiting Faculty Scholar Shandong University School of Nursing Jinan, Shandong, China Associate Professor University of Louisville School of Nursing Louisville, Kentucky, USA. Nursing Research. Historical perspective

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Nursing research

Nursing research. provides the foundation for EVIDENCE-BASED NURSING PRACTICE. Research Utilization.

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Nursing 326 – Research

Nursing 326 – Research. Nursing Research Web Address: http://www.utc.edu/judith-wakim Click on N423 or Access the same site from Blackboard Back to class 1. Orientation to Nursing 326. Who’s Who Course Description and Purpose Objectives Textbooks Teaching Strategies

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Nursing Research Academy

Nursing Research Academy. Information Resources for Nursing June 18, 2010 Elaine Ott Krystal K Slivka, MLS. Nursing Research Academy. Library, Staff, and Services Library AEC, C2-230 (SE corner of 2 nd floor of AEC) Staffed Mon-Fri 8:00-4:30pm Staff Elaine Ott

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Nursing Research. persentation Prof. Sayneya M.Risk Prof. Nawal A. Fouad. 2007-2008. Introduction. Graduate level course: Doctorate Degree Academic year: 2007 Faculty: Prof. Saneya Rizk Prof. Nawal Fouad Teaching methods: Lectures/Seminars/Students activities

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Nursing Research. Fall 2014 Amy Schleigh Hayes Technology & Electronic Resources Librarian (973) 290-4258 [email protected]. Topic Outline. Starting Point: Nursing Subject Guide Finding Books via CoolCat, WorldCat InterLibrary Loan

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NURSING RESEARCH DAY 2012

NURSING RESEARCH DAY 2012. Presentations by:. Honors, Master’s Thesis, DNP and PhD Students Dean’s Research Award Recipients Partner’s Nursing Research Award Recipients Sponsored by: UTHSC-H School of Nursing Zeta Pi Chapter of Sigma Theta Tau. SAVE THE DATE Friday, April 20, 2012

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Nursing Research. Dr.Meena Ganapathy. Methods of acquiring knowledge. Tradition Authority Borrowing Trial & error Personal experience Role modeling Intuition Reasoning. Levels of development of knowledge. Novice Advance beginner Competent Proficient Expert. Reasoning.

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Theory and Nursing Research

7. Theory and Nursing Research. Learning Objectives. Define Theory, Concept, Construct, Proposition, Empirical Generalization, Model, And Conceptual Models Discuss Four Nursing Conceptual Models Distinguish Between Theoretical And Conceptual Frameworks. Learning Objectives.

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Identifying Nursing Research Problems

Identifying Nursing Research Problems. Recognizing Problems.

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Nursing-Research-An-Overview

NURSING RESEARCH OVERVIEW IS IMPORTANT IN NURSING PROFESSION

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Nursing research
Nursing research - Download as a PDF or view online for free. ... Nursing 7001 Vulnerable Populations Presentation Nursing 7001 vulnerable populations presentation. ... by researchers for a specific purpose. For eg. Self care in Orem's Model of health maintenance is a construct. 48
Nursing Research
in the field of health care evidence based practice is most important for most accurate care and treatment.for this purpose research is compulsory.this presentation tells about the importance of research,leadership and management in nursing. role of research, leadership and management in nursing
PDF Nursing Research Series Essentials of Science: Methods, Appraisal and
©Kaiser Permanente Northern and Southern California Nursing Research Research Aims, Purpose, and Hypotheses 4 [email protected] ©2010 Kaiser Permanente Southern & Northern California Nursing Research Objectives • By the completion of this presentation the participant will be able to: 1. Understand the general purpose of a nursing ...
Nursing Research: Definitions and Directions
In order to provide further insight into the need for, philosophy, and scope of nursing research this appendix presents a position statement issued by the Commission on Nursing Research of the American Nurses' Association. It is quoted here in its entirety:**American Nurses' Association. Research priorities for the 1980s: Generating a scientific basis for nursing practice (Publication No. D-68 ...
Introduction to Nursing Research and Evidence-Based Practice
A scientific process that validates and refines existing knowledge and generates new knowledge that directly and indirectly influences nursing practice. It is the key to building an evidence-based practice for nursing. 7 Using Research in Practice. Synthesis of knowledge (research, theory, and clinical experiences) Effect of philosophy Making a ...
PDF Nursing Research Series Essentials of Science: Methods, Appraisal and
By the completion of this presentation, the participant will be able to: Describe three characteristics of a descriptive study. Explain two components of a correlational study. Discuss the major strengths and weaknesses for one type of descriptive study. For more detailed information, please consult Polit and Beck's "Nursing Research ...
Introduction to Nursing Research and Evidence-Based Practice
21 Test Your Knowledge Question: Answer Answer: B! Some of the essential areas that require investigation through outcomes research include: (1) patient responses to nursing and medical interventions; (2) functional maintenance or improvement of physical, mental, and social functioning for the patient; (3) financial outcomes achieved with the provision of health care services; and (4) patient ...
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Understanding Nursing Research: Using Research in Evidence-Based Practice Chapter 1: Evidence-Based Nursing: Using Research in Practice. Overview of course • The outcome of the course is to become critical and intelligent users of nursing research in clinical care. • The course will use clinical vignettes, some in-class data, and current published research for learning.
Nursing Research
Nursing research is a general term for the systemic investigation of the methods, goals, values and outcomes of nursing practice. As is true for other healthcare professionals, many nurses rely upon custom, habit or institutional norms to guide nursing practice. One of the central goals of nursing research is to subject such practice to ...
Evidence-Based Practice and Nursing Research Chapter ppt download
Presentation on theme: "Evidence-Based Practice and Nursing Research Chapter 6."— Presentation transcript: ... Chapter 1 Conducting & Reading Research Baumgartner et al Chapter 1 Nature and Purpose of Research. Chapter 13: Descriptive and Exploratory Research.
PURPOSES OF NURSING RESEARCH ~ Nursing Path
General Purpose of nursing research is to answer the questions or solve problems of relevance to the nursing profession. Basic research to extend the base of knowledge in nursing. To formulate or refine a nursing theory. Applied research to find solutions to existing problems. To enhance the immediate utility of Evidence-Base-Practice.
The Importance of Nursing Research
4) Nursing research is vital to the practice of professional nursing, and the importance of its inclusion during undergraduate instruction cannot be overemphasized. Only with exposure and experience can students begin to understand the concept and importance of nursing research. The purpose of this article is to describe undergraduate students ...
What We Do
NINR prioritizes research framed through five lenses. NINR identified five complementary and synergistic research lenses that best leverage the strengths of nursing research and promote multilevel approaches, cross-disciplinary and -sectoral collaboration, and community engagement in research. The research lenses are: Health Equity
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Presentation Transcript. Research Utilization • Through Research Utilization, efforts and knowledge obtained from research is transformed into clinical practice, culminating in nursing practice that is evidence-based, to help understand the importance of evidence-based practice. Evidence-based practice • The process of systematically ...
Nursing Research Presentations
Nursing Research Nursing Research Presentations; Taking Your Research to the Masses: Publishing Your Results From Project to Presentation to Publication. Dr. Rod Hicks presents the steps and tips for publishing your research study and results. Taking Your Research to the Masses: Publishing Your Results Project Dissemination Phase
Inutroduction to Nursing Research
Research example of a qualitative study Dr. Aidah Abu ElSoud Alkaissi Division of Intensive Care & Anaesthesiology University of Linköping- Sweden. Download ppt "Inutroduction to Nursing Research". Unit 1 Learning objectives Introduction to Nursing Research At the end of this chapter the student should be able to : v Define nursing research v ...
PDF Nursing Grand Rounds Module 2
Nursing Grand Rounds (NGR) is an educational opportunity for University of California Davis Health Systems' nurses of scholarly presentations to promote excellence in Nursing. NGR provides staff nurses a forum to share clinical expertise and the best of nursing practice system-wide. Nurses gain new knowledge, learn new skills and improve ...
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Presentation Transcript. Nursing Research: Building a Culture At NHRMC Lorna Bell-Kotwall, RN, PhD. "Nursing creates the culture of the healthcare organization. If nurses don't drive change, it won't happen, and if nurses don't change, it doesn't matter who else does"Timothy Porter-O'Grady, DM, APRN, FAAN. "Half of what you are ...
NINR
The mission of the National Institute of Nursing Research (NINR) is to promote and improve the health of individuals, families, and communities. To achieve this mission, NINR supports and conducts clinical and basic research and research training on health and illness, research that spans and integrates the behavioral and biological sciences, and that develops the scientific basis for clinical ...