Formulation of the Problem 2025 PDF

University of Tabuk Faculty of Nursing Formulation of the Problem Evidence Based Practice & Research in Nursing The Conceptual Phase FACULTY OF NURSING Curriculum & Course Development Unit 2  Course_...

University of Tabuk Faculty of Nursing Formulation of the Problem Evidence Based Practice & Research in Nursing The Conceptual Phase FACULTY OF NURSING Curriculum & Course Development Unit 2  Course_ Specification Contributions Observed/perceived Problem Resear ch Setting Research Gap Respondents Ways of Getting/Processing Data Factors to FACULTY OF Consider in Writing NURSING Curriculum & Course Development Unit Research 3  Title of the Study Embodies the substantive words or phrases Consist of 10- Presents the which give 15 words variables and the idea of (Connell Meehan, target what 1999) population research study is all about. FACULTY OF NURSING Curriculum & Course Development Committee 4 Techniques in writing research title 1. It describes what the study  “Health, Well-Being, and is all about. Coping Mechanism of Nurses 2. It contains high specifity in Tabuk, during pandemic” level. 3. It’s academically phrased  “Nurses’ experiences of and NOT wordy. providing nonpharmacological 4. It is within the 10-15 pain management in palliative substantive word requirement of the APA. care: A qualitative study” 5. If the title contains more than one line, it should be  “Effects of Online Teaching written in inverted Strategies to the Skills pyramid. Performance of Nursing 6. The variables being Students ” investigated should be included in the title. FACULTY OF NURSING Curriculum & Course Development Unit 5 Characteristics of a Research Title Specific (goal, variables and locale) Measurable (Quantifiable data and results) Attainable (reasonable & realistic) Relevant (appropriate to the current time, period or circumstances. Time bound (within a specific period of time) Example: “Nursing Student Perception Toward Online Learning during COVID-19 Pandemic” FACULTY OF NURSING Curriculum & Course Development Unit 6 Kinds of Variables FACULTY OF NURSING Curriculum & Course Development Unit 7 Explanato ry Independent Variable Dependent Variable Confounding Variable Variable Extraneous/ Organismic Variable Exogenous Environmental Variable Variable Abstract/Continuous Variable Dichotomous Active Variable FACULTY OF NURSING Curriculum & Course Development Unit 8 Explanatory Independent Variable Dependent Variable Variable Confounding Variable Explanatory Variable Focus of research that indicates direction of influence to what the researcher would like to discover. FACULTY OF NURSING Curriculum & Course Development Unit 9 Explanatory Independent Variable Dependent Variable Variable Confounding Variable Also called experimental, treatment, causal (cause) or stimulus variables. FACULTY OF NURSING Curriculum & Course Development Committee 10 Explanatory Independent Variable Dependent Variable Variable Confounding Variable Also called criterion, effect, response or outcome variable. Affected or influenced by the independent variable. FACULTY OF NURSING Curriculum & Course Development Committee 11 :Identify the IV and DV Family Economic Profile and the Incidence of Malnutrition among Residents of District 5, Manila, Philippines FACULTY OF NURSING Curriculum & Course Development Unit 12 Identify the IV and DV: Leadership Skills and Birth Order in the Family among selected Nursing Students in Adamson University FACULTY OF NURSING Curriculum & Course Development Unit 13 Identify the IV and DV: Managerial Skills of Clinical Preceptors and Student Nurse's Performance FACULTY OF NURSING Curriculum & Course Development Unit 14 :Identify the variable/s Caring Behaviors of Medical Ward Nurses in a selected Government Hospital in Metro Manila Faculty of Nursing 15  Explanatory Independent Variable Dependent Variable Variable Confounding Variable Variable that exists between the independent and the dependent variable. Makes the relationship between IVFACULTY andOF NURSING Curriculum & Course Development DV strong Committee or weak 16 Identify the confounding variables: Faculty of Nursing 17  Independent Variable Explanatory Dependent Variable Variable Confounding Variable Extraneous/ Exogenous Organismic Variable Environmental Variable Variable Abstract/ Continuous Variable Dichotomous Active Variable Department of Nursing 18 Extraneous/ Organismic Variable Exogenous Environmental Variable Extraneous/ Exogenous Variable Not the direct foci of the study but affect results to some extent. FACULTY OF NURSING Curriculum & Course Development Unit 19  Extraneous/ Organismic Variable Exogenous Environmental Variable Physiological, psychological and demographic factors that could affect the outcome of the study. Ex. Age, sex, civil status, education, employment, ethnicity and religion FACULTY OF NURSING Curriculum & Course Development Committee 20  Extraneous/ Organismic Variable Exogenous Environmental Variable Economic, anthropological, sociological and physical factors that influence phenomenon under study. Ex. Climate, hospital setting, home setting FACULTY OF NURSING Curriculum & Course Development Unit 21  Independent Variable Explanatory Dependent Variable Variable Confounding Variable Extraneous/ Organismic Variable Exogenous Environmental Variable Variable Abstract/ Continuous Variable Dichotomous Active Variable Department of Nursing 22  Abstract/Continuous Variable Factors that have different values which are quantitatively measured and statistically tested through the hypotheses. Ex. Age – values from 0 to 100 FACULTY OF NURSING BP – 120/80Curriculum to Unit & Course Development 23  Independent Variable Explanatory Dependent Variable Variable Confounding Variable Extraneous/ Organismic Variable Exogenous Environmental Variable Variable Abstract/Continuous Variable Dichotomous Active Variable Faculty of Nursing 24 Dichotomous Factors with only two values used in comparative study. Ex. Smoker and non- smoker Pregnant and non- pregnant Male and female FACULTY OF NURSING Curriculum & Course Development Committee 25  Independent Variable Explanatory Dependent Variable Variable Confounding Variable Extraneous/ Organismic Variable Exogenous Environmental Variable Variable Abstract/Continuous Variable Dichotomous Active Variable Faculty of Nursing 26  Active Variable Researcher creates and manipulates. Commonly used in experimental study. FACULTY OF NURSING Curriculum & Course Development Committee 27 Faculty of Nursing 28 Writing an Introduction Faculty of Nursing 29  Introduction Should stimulate Includes Rationale the also or interest of authoritati backgroun the reader Purpose of ve d of the and the study viewpoints research researcher’ and problem s interest statistics in doing the study FACULTY OF NURSING Curriculum & Course Development Unit 30 Terminologies  Research problem  An enigmatic, perplexing, or troubling condition  Problem statement  A statement articulating the research problem and making an argument to conduct a new study  Statement of purpose  Summary of an overall goal  Research questions  The specific queries the researcher wants to answer in addressing the research problem  Hypotheses  The researcher’s predictions about relationships among variables Faculty of Nursing 31 Terms Relating to Research Problems With Examples  Research problem may arise from the following: Feeling Gap Daily of between experien Perceive discomfo what is ce that d rt the and what requires difficulty way should further things be inquiry are FACULTY OF NURSING Curriculum & Course Development Unit 33 Sources of Research Problems Clinical experience Nursing literature Social issues Theory Suggestions from external sources (e.g., priority statements of national organizations or funders) Components of a Problem Statement Identification of the problem (What is wrong with the current situation?) Background (What is the nature or context of the problem?) Scope (How big is the problem, and how many people are affected?) Consequences (What are the consequences of not fixing the problem)? Knowledge gaps (What information about the problem is lacking?) Proposed solution (How will the study contribute to the problem’s solution?) Copyright © 2018 Wolters Kluwer · All Rights Reserved Statement of Purpose: Quantitative Studies Identifies key study variables Identifies possible relationships among variables Indicates the population of interest Suggests, through use of verbs, the nature of the inquiry (e.g., to test..., to compare..., to evaluate...) Copyright © 2018 Wolters Kluwer · All Rights Reserved Statement of Purpose: Qualitative Studies Identifies the central phenomenon Suggests the research tradition (e.g., grounded theory, ethnography) Indicates the group, community, or setting of interest Suggests, through use of verbs, the nature of the inquiry (e.g., to describe..., to discover..., to explore...) Copyright © 2018 Wolters Kluwer · All Rights Reserved  Statement of the Problem Consists Presents Indicates of 2 the the parts: Must be problem variables clearly - Main/Major to be and the statement of stated addresse populatio the problem d n - Minor/Sub - problems FACULTY OF NURSING Curriculum & Course Development Unit 38 S T A Main/ T E Major Main issue to be M E Statement answered N of the T Problem O Breaks down the major F SOP Also refers to specific T H Minor/ objective of the study E Sub- Serves as guide for data P Problems collection, measurement R and analysis O At least 3-8 sub-problems B L E M Faculty of Nursing 39 MAJOR STATEMENT OF THE PROBLEM Ex. To determine the correlation between Staff Nurses’ extent of knowledge and their clinical performance of the Nursing Process as a basis for “Improving the Curriculum and the Related Learning Experience Programs of Nursing Education” and the Staff Development/Training Program of the Nursing service. The statement includes the subject of the inquiry (knowledge, clinical performance, and nursing process), the population (staff nurses), and the purpose of the study, (basis to improve the curriculum, RLE and staff development/training program). Minor/specific or sub-problems Ex. 1. What is the staff nurses’ knowledge of the nursing process in relation to its five basic aspects: 1.1 assessment 1.2 nursing diagnosis; 1.3 planning 1.4 implementation; 1.5 evaluation 2. What is the extent of the staff nurses’ knowledge of the nursing process as perceived by themselves and their head nurses? 3. To what extent is the nursing process performed efficiently by the staff nurses as perceived by themselves and their head nurses? 4. Is there any significant correlation between the staff nurses’ extent of knowledge and their clinical performance of the nursing process in relation to the five components? 5. Is there any significant difference in the staff nurses’ knowledge and their clinical performance of the nursing process as perceived by themselves and their head nurses A well stated problem guides the researcher in determining the research design. Faculty of Nursing 43 Research Questions Are sometimes direct rewordings of statements of purpose, worded as questions Are sometimes used to clarify or lend specificity to the purpose statement In quantitative studies, typically pose queries about the relationships among variables Copyright © 2018 Wolters Kluwer · All Rights Reserved Research Questions—(cont.) In qualitative studies, research questions often pose queries linked to the research tradition: – Grounded theory: process questions – Phenomenology: meaning questions – Ethnography: cultural description questions Copyright © 2018 Wolters Kluwer · All Rights Reserved Research Hypotheses States an expectation, a predicted answer to the research question Should almost always involve two or more variables Suggests the predicted relationship between the independent variable and the dependent variable Copyright © 2018 Wolters Kluwer · All Rights Reserved Research Hypotheses—(cont.) A hypothesis: – Must contain terms that indicate a relationship (e.g., more than, different from, associated with) – Is articulated almost exclusively in quantitative (not qualitative) studies – Is tested through statistical procedures Copyright © 2018 Wolters Kluwer · All Rights Reserved Directional Versus Nondirectional Hypotheses Directional hypothesis – Specifies the expected direction of the relationship between variables Nondirectional hypothesis – Predicts the existence of a relationship, not its direction Copyright © 2018 Wolters Kluwer · All Rights Reserved Research Versus Null Hypotheses Research hypothesis – States the actual prediction of a relationship Null hypothesis – Expresses the absence of a relationship (used only in statistical testing) Copyright © 2018 Wolters Kluwer · All Rights Reserved Hypotheses and Proof Hypotheses are never proved or disproved. – Statistical hypothesis testing cannot provide absolute proof—only probabilistic information to support an inference that a hypothesis is probably correct (or not). Hypotheses are supported, or rejected, by the study data. Copyright © 2018 Wolters Kluwer · All Rights Reserved Critiquing Research Problems, Questions, and Hypotheses Evaluate whether researchers have adequately communicated their research problem. Consider whether the problem has significance for nursing and evidence-based practice. Determine whether the research problem is compatible with the chosen research paradigm and its associated methods. Evaluate whether the statement of purpose or research questions lend themselves to research inquiry. Copyright © 2018 Wolters Kluwer · All Rights Reserved Textbook Polit, D., & Beck, C., (2018).Essentials of Nursing Research. Appraising Evidence for Nursing Practice. Wulters Kluwer Copyright © 2018 Wolters Kluwer · All Rights Reserved Next Topic Reviewing the related literature Undertaking clinical fieldwork Faculty of Nursing 53