Phases of the Nursing Research Process PDF

Phases of the Nursing Research Process Welcome to the world of nursing research! In this presentation, we will explore the different phases of the nursing research process and gain insights into each step. by Richard Allan Soliven The First Step: Identifying the the Research Problem 1 Focus...

Phases of the Nursing Research Process Welcome to the world of nursing research! In this presentation, we will explore the different phases of the nursing research process and gain insights into each step. by Richard Allan Soliven The First Step: Identifying the the Research Problem 1 Focus & Scope 2 Gap Analysis Identify a relevant and Thoroughly review existing meaningful research knowledge to identify gaps problem within the nursing and unexplored areas, field, ensuring it aligns with paving the way for the goals and objectives of innovative research that the study. addresses vital healthcare concerns. 3 Significance Understand the potential impact of the research problem on patient care, nursing practice, and the larger healthcare community. Next Step: Reviewing the Literature Comprehensive Evaluating Sources Synthesizing Search Information Conduct a systematic review Critically analyze the Integrate the findings of of relevant academic credibility, validity, and different studies to identify journals, books, and reliability of the sources, gaps, contradictions, and databases to gather existing ensuring the inclusion of emerging trends, information and insights on reliable evidence in the contributing to the the research problem. nursing research. knowledge base. Designing the Study: Crafting a Methodology Research Framework Data Collection Data Analysis Define the study's theoretical Determine the data collection Analyze the collected data framework, research methods, whether surveys, using suitable statistical questions, objectives, and interviews, observations, or methods, interpreting the hypotheses. Select the most experiments, ensuring ethical results accurately and drawing appropriate research design. considerations and participant meaningful conclusions. privacy. Collecting and Analyzing Data 1 Data Collection Collect data meticulously, following the study's predetermined methods Data Processing & Cleaning 2 and protocols, ensuring accuracy and Organize and clean the collected data, reliability. preparing it for analysis by addressing missing values, outliers, and data integrity issues. 3 Data Analysis & Interpretation Apply advanced statistical techniques to analyze the data, draw meaningful insights, and present the findings effectively using appropriate visual representations. Interpreting the Findings 1 Identifying Patterns 2 Discussion & Implications Look for patterns, trends, and relationships within the Discuss the findings in the data to draw conclusions context of existing literature, and understand the and examine the potential implications for nursing implications for policy practice and patient care. changes, clinical practice, and further research. 3 Limitations & Future Directions Acknowledge the study's limitations and propose recommendations for future research to address gaps and improve the quality of nursing care. Communicating the Results Research Paper Conference Presentations Compile the research findings into a scholarly Share the research findings at national and paper, following the appropriate structure international conferences to disseminate and guidelines of scientific communication. knowledge, exchange ideas, and receive feedback from peers. Publications & Journals Engaging with Stakeholders Submit the research paper for publication in Present the research findings to key academic journals, ensuring wide stakeholders, including policymakers, accessibility to the nursing and healthcare healthcare providers, and patients, to communities. facilitate evidence-based decision-making. Concluding Remarks The nursing research process is a dynamic journey that empowers nurses to contribute to the advancement of patient care, nursing education, and healthcare as a whole. It is a continuous pursuit of knowledge and excellence. Unit VII. Data Collection and Analysis Richard Allan R. Soliven PhD, RN Data Collection and Analysis – Define the primary and secondary endpoints – Cite statistical tests to be used – What level of significance will be accepted? – What outcome is expected? List anticipated results – How will you interpret that outcome? What will you conclude? – What are possible alternate outcomes and interpretations? 2 Data Collection and Analysis Pitfalls and Problems – Address obvious potential technical difficulties – Be clear about plan B (and C) – Opportunity for preemptive strike against potential criticisms 3 Data Collection and Analysis ▪Statistics – Poorly presented or inadequate plans for statistical analyses = major impact on score – Justify sample size and provide power calculations and analysis of variable – Include strategy for adjustments for other variables – Contact statistician for consultation 4 Data Collection and Analysis Getting Ready for Data Collection The data collection process, involves four steps: 1. The construction of data collection form used to organize the data you collect. 2. The designation of the coding strategy to represent data on a data collection form. 3. The collection of the actual data. 4. Entry onto the data collection. 5 Data Collection and Analysis Data – are information gathered during the course of study to answer the question being investigated. The term data covers all information that may be recorded on subjects, such as age, intelligence, or performance scores. Data are gathered using tools, measures, tests, questionnaires, observation checklists, artifacts, etc. 6 Data Collection and Analysis Your data or measures are operationalization of your problem statement. It is important that you select a measure or tool that will provide the most appropriate data you will need to answer your problem. Your variables (independent and dependent) suggest what data you need and how they are to be gathered. Your criterion measure or dependent variable is the focus of your study --- it is the factor to be studied! (Example: School Achievement) Your independent variable or experimental variable is the factor that is manipulated to see what the effect is. (Example: method of teaching) 7 Data Collection and Analysis Common Tools for Data Gathering Survey Questionnaire Interview Guide FGD (Focus Group Discussion) Guide Tests Observation Checklists Laboratory Checklists/Observation 8 Data Collection and Analysis Constructing a Questionnaire A questionnaire includes a set of structured, focused questions that employ a self- reporting, paper-and-pencil format. There are fast and hard rules, only guidelines! The following are reminders in Questionnaire Construction: Avoid Complexity: use simple, conversational language Avoid leading and loaded questions Avoid ambiguity: be as specific as possible Avoid double-barreled items Avoid making assumptions Avoid burdensome questions 9 Data Collection and Analysis Constructing a Questionnaire Questions can be: Open-ended Close ended Questionnaire may contain scales: Likert-scale Verbal frequency scale Bi-polar objectives or Semantic Differential Scale Checklist 10 Data Collection and Analysis Constructing a Questionnaire A well-designed questionnaire is clear, concise and a valuable tool for doing primary research. Information can be obtained on: demographic and socio-economic characteristics consumer attitudes opinions buyer awareness knowledge motivations behaviours. 11 Data Collection and Analysis Constructing a Questionnaire: Some Guidelines The layout of a questionnaire varies by personal preference, however the following points should be taken into consideration. 1. Questionnaires should respond to the research goals you have. (Example: I would like to research how much people are willing to pay for this product, which colours people like best for this product, the size people would like etc…) You should list your research goals first and then look back to make sure your questionnaire addresses each of these goals. 2. A survey title and an explanatory note outlining the reason for the questionnaire and why it is being conducted should appear first. (Example: We would like to know what you really like about the new coke with lime!) 12 Data Collection and Analysis Constructing a Questionnaire: Some Guidelines 4. Instructions should be included as to how the questionnaire should be completed. (Example: Please put a check mark in one of the boxes provided using the pencil given to you.) 5. Generally, you want to put a qualifying question up front. These questions indicate the general level of interest up front. (Example: a questionnaire about people’s hair gel preferences might first ask if the questionnaire respondent uses hair gel.) 6. Start off with general questions and work to more specific ones. Care should be taken to ensure a smooth flow to the order of the questions. 7. Questionnaires should be succinct and as short as possible. 8. Once completed, the questionnaire is to be ‘tested’ to ensure that the information given corresponds to the information requested. 13 Data Collection and Analysis Constructing a Questionnaire Questions can be: Open-ended Close ended Questionnaire may contain scales: Likert-scale Verbal frequency scale Bi-polar objectives or Semantic Differential Scale Checklist 14 Data Collection and Analysis What other typical tools to measure Attitudes and Social Behavior? Attitudes and social behavior can be measured through observation and several paper-and-pencil or written methods. The measures or tools that are typically used to assess attitudes and social behavior are: Observation Technique The Likert Scale The Two-point Scale The Semantic Differential Scale or Bipolar Adjective Scale 15 Data Collection and Analysis 1) Observational Techniques What is observation? Observation is the process of gathering information about a typical behavior of students through a guided inspection and surveillance on a particular time and event or situation. It requires a careful watch and detailed recording of some critical normal and peculiar behavior of students in a given time and condition in order to understand their mind set and values to an identified attitudinal target or social values. 16 Data Collection and Analysis 1) Observational Techniques What are the two ways to observe attitude and social behavior? Observation can unstructured or structured. The difference between structures and unstructured observation is discussed below: Unstructured Observation is an open-ended process. In this type of observation, the teacher needs minimal preparation but detailed recording. The teacher must identify the time and place for observation and how long will it last. Structured Observation requires more preparation time, often substantially more than unstructured observation session. It necessary to determine why you are observing, what you expect to see or think you might see, and how you will record what you see. 17 Data Collection and Analysis 1) Observational Techniques The following steps are useful in preparing for a structured observation session: Indicate why you are observing Assemble an outline of approach and avoidance behaviors appropriate to why you are observing. If possible, list behavior in terms of likelihood of occurrence, to save time scanning the list and recording the behavior. Decide how to record the behavior you observe. 18 Data Collection and Analysis 1) Observational Techniques What to consider when doing observations? When conducting an observation, the teacher will take the following considerations into account: Defining the behavior to be observed. Determining where the observation will take place Knowing when the observation is to take place Identifying the observation technique to be used 19 Data Collection and Analysis 1) Observational Techniques What are some observation techniques? The following are some of the techniques used in conducting student observations: 1. Frequency Counts 2. Rate Technique 3. Duration Recording Technique 4. Interval Recording Technique 5. Time Sampling Technique 6. Anecdotal Records 20 Data Collection and Analysis 1) Observational Techniques Example of an Observation Checklist (Frequency Approach) Structured Observation to Assess Attitude Towards Reading Name: ____________________________________ Date______________ Time ________ Class Level: ________________________ School: _______________________________ Name of Teacher/Observer: __________________________________________________ Behaviors Frequency 1. Looks at books on table __________ 2. Picks up books on table __________ 3. Reads books __________ 4. Tells others about books read __________ 5. Moves away from books on table __________ 6. Makes faces when looking at books __________ 7. Tells others not to read books __________ 8. Expresses dislike for reading __________ 9. Prefers to do something when told to read a book. __________ 10. Other critical behaviors: ________________________________________ __________ ________________________________________ __________ ________________________________________ __________ 21 Data Collection and Analysis 1) Observational Techniques Example of an Observation Checklist (Rating Approach using Verbal Frequency Scaling) Structured Observation to Assess Attitude Towards Reading Name: ____________________________________ Date______________ Time ________ Class Level: ________________________ School: _______________________________ Name of Teacher/Observer: __________________________________________________ Behaviors Always Often Sometimes Seldom Never 1. Look at books on table _____ _____ _____ _____ _____ 2. Picks up books on table _____ _____ _____ _____ _____ 3. Reads books _____ _____ _____ _____ _____ 4. Tells others about books read _____ _____ _____ _____ _____ 5. Moves away from books on table _____ _____ _____ _____ _____ 6. Makes faces when looking at books _____ _____ _____ _____ _____ 7. Tells others not to read books _____ _____ _____ _____ _____ 8. Expresses dislike for reading _____ _____ _____ _____ _____ 9. Prefers to do something when told to read a book _____ _____ _____ _____ _____ 10. Other critical behaviors: ____________________________ _____ _____ _____ _____ _____ ____________________________ _____ _____ _____ _____ _____ ____________________________ _____ _____ _____ _____ _____ 22 Data Collection and Analysis 1) Observational Techniques Example of a Simple Frequency Record Form Student : Behavior : Number of math problems completed on a math worksheet within an hour Date Time Tally of Total Start/Stop Observations Count Feb. 14, 2008 10:30 11:30 XXXXX XXXXX XX 12 Feb. 18, 2008 2:30 3:30 XXXXX XX 7 Feb. 20, 2008 10:30 11:30 XXXXX XXXXX XXXXX 15 Observations taken by: 23 Data Collection and Analysis 1) Observational Techniques Example of a Rate Record Form Student : Behavior : Number of math problems completed on a math worksheet within an hour Date Time Tally of Total Start/Stop Observations Count Feb. 14, 2008 10:30 11:30 XXXXX XXXXX XX 12 Feb. 18, 2008 2:30 3:30 XXXXX XX 7 Feb. 20, 2008 10:30 11:30 XXXXX XXXXX XXXXX 15 Rate (count/length of time) = 34/ 3 = 11.3 per hour Observations taken by: 24 Data Collection and Analysis 1) Observational Techniques Example of a Duration Record Form Tally Sheet for Duration of Behavior Student Name Date of Observation Observed Behavior Starting Time Ending Time Duration Observed by: 25 Data Collection and Analysis 1) Observational Techniques Interval Recording Technique Tally Sheet for Duration of Behavior Student Name Date of Observation Observed Behavior Starting Time Ending Time Total Observed Time Observed by: 26 Data Collection and Analysis 1) Observational Techniques Anecdotal Records Anecdotal records are written notes describing events or incidents that occur. These notes usually become part of a student's file. If a teacher is working with the student at the time of the incident, they may be asked to assist in completing the anecdotal record. Anecdotal records may be used to document: ⚫ a significant event which occurs unexpectedly or infrequently; ⚫ the settings or conditions in which a behavior occurred; ⚫ the antecedents (what happens before) and the consequences (what happens after) of a problem behavior; or ⚫ a conversation with parents. 27 Data Collection and Analysis Developing Likert Scale The Likert Scale is a paper-and-pencil method of assessing attitudes and social behaviors was developed and named after Rensis Likert (1932). It consists of series of attitude statements about some person, group or thing. Respondents indicate the extent to which they agree or disagree with each statement, and the overall score then suggests whether the individual’s attitude is favorable or unfavorable. 28 Data Collection and Analysis What are the suggested guidelines in writing Likert Scale statements or items? Write simple, clear and direct sentences. Write short statements. Avoid negatives, especially double negatives. Avoid factual statements. Avoid reference to the past. Avoid absolutes like all, none, always, and never. Avoid non-distinguishing statements or statements that fail to discriminate between various attitude positions. Avoid irrelevancies or statements that fail to address the real issue in question. Use only, merely, or just sparingly. Use one idea per statement 29 Data Collection and Analysis Example of a Likert Scale Attitude towards an Assessment Course Directions: Read each statement and indicate your agreement and disagreement to each of the statements by encircling the letter/s that best represent your feelings. Make sure that you respond to all the statements. Remember that there is no right or wrong respond to this questionnaire There should be one response to every statement. Strongly Agree Uncertain Disagree Strongly Agree Disagree 1. I have a hard time keeping awake in class. SA A U D SD 2. This course should be required for teachers. SA A U D SD 3. I like learning to write objective test items. SA A U D SD 4. I daydream a lot in class. SA A U D SD 5. I often feel like coming to this class. SA A U D SD 30 Data Collection and Analysis How to administer a Likert Scale? If you have already constructed a Likert Scale Questionnaire, then you are ready to use your Likert scale. Each respondent is asked to rate each item on some response scale. For instance, they could rate each item on a 1-to-5 response scale where: 1. = strongly disagree 2. = disagree 3. = undecided (neutral) 4. = agree 5. = strongly agree There are a variety possible response scales (1-to-7, 1-to-9, 0-to-4). All of these odd-numbered scales have a middle value is often labeled Neutral or Undecided. It is also possible to use a forced-choice response scale with an even number of responses and no middle neutral or undecided choice. In this situation, the respondent is forced to decide whether they lean more towards the agree or disagree end of the scale for each item. 31 Data Collection and Analysis How do to Score Likert Scales? To complete this scale, students would simply circle the appropriate letter for each item. In order to score the scale, weights are assigned to each letter, depending on whether the item is worded positively or negatively. For example, the weights assigned are follows: If Positive If Negative Strongly Agree (SA) 5 1 Agree (A) 4 2 Uncertain 3 3 Disagree 2 4 Strongly Disagree (SD) 1 5 An individual’s score for each item would be the value assigned to the choice selected. Scoring of the scale would simply require summing up the weights for the options selected and then dividing the total number of items. This provides the student’s mean attitude score. The final score for the respondent on the scale is the sum of their ratings for all of the items (this is why this is sometimes called a "summated" scale). On some scales, you will have items that are reversed in meaning from the overall direction of the scale. These are called reversal items. You will need to reverse the response value for each of these items before summing for the total. That is, if the respondent gave a 1, you make it a 5; if they gave a 2 you make it a 4; 3 = 3; 4 = 2; and, 5 = 1. 32 Data Collection and Analysis What is the Two-Point Scale? The Two-Point Scale is simply a variable of the Likert-Scale. The only real difference between this scale and the Likert Scale lie in the response options and in the scoring of the scale. Rather than selecting from among five degrees of agreement or disagreement, the respondent must choose between two options: Yes to agree and No to disagree. For this reason, this type of scale is often referred to as forced-choice scale. 33  Data Collection and Analysis Example of Two-Point Scale or Forced-Choice Scale Attitude towards Learning a Foreign Language (FL) Directions: Read each statement and indicate your agreement and disagreement to each of the statements by encircling the letter/s that best represent your feelings. Make sure that you respond to all the statements. Remember that there is no right or wrong respond to this questionnaire There should be one response to every statement. Agree/ Disagree/ Yes No 1. Being able to speak an FL will allow me to understand other cultures. Y N 2. I am fascinated when I hear a foreigner speaking an FL. Y N 3. I am interested in FL because I am also interested in other cultures. Y N 4. I want to learn an FL because it is useful when traveling abroad. Y N 5. Learning an FL is one way of learning other culture. Y N 6. I like to meet people who can speak an FL. Y N 7. I am learning an FL in order to become more educated. Y N 8. I can appreciate more foreign cultures if I know their language. Y N 9. My FL teacher is helpful. Y N 10. I feel that learning an FL is important to me. Y N Adapted from Gonzales, Richard DLC. (2006). Conceptual and Psychometric Properties of Foreign Language Motivation Questionnaire. Philippine Journal of Psychology. Vol. 39. No. 1. 34 Data Collection and Analysis How to score the Two-Point Scale? Coming up with an attitude scale for a two-point scale follows much same process as was used in scoring a Likert Scale. The difference is that weights of +1 and -1 are assigned to the options depending on whether the statements contain positive or negative wording. After summing and averaging the weights for the entire scale, decisions are made as to whether the score indicates a positive or negative attitude. 35 Data Collection and Analysis What is the Semantic Differential or Bipolar Adjective Scale? The Semantic Differential or Bipolar Adjective Scale was originally designed by Charles E. Osgood to measure the connotative meaning of concepts. The respondents are asked to choose where their position lies, on a scale between bipolar words, or range of words or numbers ranging across a bipolar position. This scale differs from the previous two scales because it does not use attitude statements. Instead, a word or phrase referring to the person, object, or group in question is presented along, along with a list of adjectives that have opposite bipolar meanings. By circling one of the seven choices in the scale respondents indicate the degree to which they feel the adjective represents their attitude. 36 Data Collection and Analysis Example of a Bipolar Adjective Scale or Semantic Differential Scale Directions: Put an X mark between each pair of adjectives to best indicate how closely one of the adjectives describes your attitude towards your school. Good Bad Unpleasant Pleasant Fair Unfair Far Near Meaningful Insignificant Lax Strict Positive Negative Difficult Easy Weak Strong Lively Boring Adapted from Gonzales, Richard DLC. (1995). Development and Validation of Learning Environment Scale, De La Salle University-Manila, funded by URCO College Research Fund. 37  Data gathering using Interview Ten Commandments of Interviewing 1. Do not begin the interview cold. 2. Remember that you are there to get information. 3. Be direct. 4. Dress appropriately. 5. Find a quiet place to do the interview where you and the interviewee will not be distracted. 6. If your interviewee does not give you a satisfactory answer the first time you ask a question, rephrase. 7. If possible, use a tape recorder. 8. Make the interviewee feel like an important part of an important project and not just someone taking a test. 9. You become a good interviewer by practicing before the actual interview. 10. Thank the interviewee and ask if he or she has any question. 38 Data Collection and Analysis Workshop for Module 4: Designing a Questionnaire/Checklist 1. What does your problem require? A Questionnaire? 2. If yes, design a questionnaire that will you to gather data that will answer your problem. 3. Prepare some sample items in various formats --- Likert, Open-ended, Close-ended, Bipolar, Verbal Frequency Scale Checklist, etc. 39 Data Collection and Analysis Getting Reading for Data Analysis Once you have collected data, you know what kind of data and information you have gathered --- then your next step is to develop an organizational scheme for analyzing them so that you can apply the most appropriate techniques to analyze and make sense of your findings. Think of your RAW DATA (unorganized data) as a jigzaw puzzle and the results of your data analysis as the strategy you use to put the pieces together. Once data are in…..develop data collection form (or coding sheets) which can now be easily done through spreadsheets --- allowing you to perform easier encoding. 40 Data Collection and Analysis Getting Reading for Data Analysis Data Analysis can be: Qualitative Thematic Analysis Discourse Analysis Content Analysis Quantitative Descriptive Statistics Inferential Statistics 41 Data Collection and Analysis Quantitative Data Analysis Descriptive and inferential statistics are quite different from one another, but work hand in hand. Descriptive Statistics – you can describe some the characteristics of the distribution you have collected, such as average, variability, dispersion, etc. Inferential Statistics – allows you to make decisions about how the data you collected related to your original hypothesis and how the results might be generalizable to a larger population than those you surveyed. 42 Module 4: Data Collection and Analysis Basic Statistical Methods at a Glance Statistical Methods Descriptive Methods Inferential Methods Applied to 2..to other Univariate Bivariate Multivariate means statistics Multiple Shape Correlation 2 Groups regression Regression t-test Center (prediction) (independent) Dependent Spread group t -test ANOVA Relative position 43 Data Collection and Analysis Quick Approach to Determine Statistical Test Are you examining relationship between variables or examining the difference between groups on one more variables? I’m examining differences between Groups on one or more variables I’m examining relationships between variables Are the same participants being tested more than once? Yes No How many variables How many variables Are your dealing with? Are you dealing with? How many groups You are dealing with? Two variables More than Two Groups More than 2 variables 2 Groups More than Two Groups 2 Groups T-test for the Regression, factor Related Significance of the Analysis, or T-test for T-test for Dependent Measures of Independent Simple Correlation coef. Canonical analysis ANOVA samples sample ANOVA 44 Data Collection and Analysis Programs to perform statistical analysis: 1. SPSS 2. Matematica 3. Statistica 4. MS Excel 45 Data Collection and Analysis Some Qualitative Analysis Techniques 1. Discourse Analysis 2. Thematic Analysis 3. Content Analysis Qualitative Analysis 4. Phenomenological Analysis 46 Unit VII.b Theoretical vs. Conceptual Frameworks Richard Allan R. Soliven PhD, RN Theoretical framework refers to a set of interconnected concepts, definitions, and propositions that provide a systematic view of phenomena or events. It serves as a foundation for theory development and guides research design, data collection, and analysis. Theoretical frameworks in nursing research help to explain and predict phenomena, contributing to the advancement of nursing knowledge. THEORETICAL FRAMEWORK 1.contains concepts derived from existing theory or related literature 2. a synthesis rather than a compilation 3. serves as guide in data analysis and interpretation 4. either deductive or inductive in approach 5.linear, comparative, causal or correrelational in emphases relative to the proposed research problem 6. supported by related literature Sample Theoretical Framework Conceptual framework provides a structure for organizing and understanding the key concepts, variables, and relationships within a specific research study. It clarifies the research questions, identifies the variables of interest, and guides the selection of appropriate research methods and data analysis techniques. Conceptual frameworks in nursing research help to provide a framework for understanding and interpreting study findings. CONCEPTUAL FRAMEWORK 1.more empirical and supported by related studies 2. shows interactions of research variables 3.corresponds to the proposed research questions and hypotheses 4. illustrated by a conceptual model Sample Conceptual Model Waste Management Socio- Directly Indirectly Health demographic Exposed Exposed Profile Profile Self-Reported Health Quality Figure 1. Conceptual Model Key Differences While both theoretical and conceptual frameworks are essential in nursing research, they differ in their scope and purpose. 1. Theoretical frameworks are broader in scope and aim to explain and predict phenomena, 2..While Conceptual frameworks are specific to a particular research study and guide the research process. Understanding these distinctions is crucial for conducting rigorous and evidence- based nursing research.  Theory building comparison (Sarantakos 1998: 15) Differences Quantitative Research Qualitative Research Logic of theory Deductive Inductive Direction of From theory From reality theory building Verification After theory Concurrent building is with research completed process Concepts Firmly defined Begins with orienting, before research sensitising; developed during research Generalizations Inductive Analytic or exemplar Unit VII. Research Population and Sampling Richard Allan R. Soliven PhD, RN Learning Objectives At the end of the chapter, the students will be able to: 1. Define and identify the different levels of measurement and variables 2. Define, appraise, use and interpret the different tools used for data analysis Richard Allan R. Soliven, RN, MSN [email protected] 2 09154501980 Identifying the population to be studied 1. Sampling: Who will participate in the study? 2. Measurement: How will the key variables be measured? Richard Allan R. Soliven, RN, MSN [email protected] 3 09154501980 REVIEW Unit of Analysis: is the entity under study, or who is being described or analyzed Individuals Groups Organizations Social Interactions Social Artifacts Richard Allan R. Soliven, RN, MSN [email protected] 4 09154501980 Research population is generally a large collection of individuals or objects that is the main focus of a scientific query. It is for the benefit of the population that researches are done. is also known as a well-defined collection of individuals or objects known to have similar characteristics. All individuals or objects within a certain population usually have a common, binding characteristic or trait. Richard Allan R. Soliven, RN, MSN [email protected] 5 09154501980 Theory of Sampling The theory of sampling is as follows: 1. Researchers want to gather information about a whole group of people (the population). 2. Researchers can only observe a part of the population (the sample). 3. The findings from the sample are generalized, or extended, back to the population. Richard Allan R. Soliven, RN, MSN [email protected] 6 09154501980 Richard Allan R. Soliven, RN, MSN [email protected] 7 09278052526  SAMPLE DESIGN NON-PROBABILITY SAMPLES PROBABILITY SAMPLES.CONVENIENCE SIMPLE RANDOM.JUDGMENTAL STRATIFIED.QUOTA CLUSTER.SNOWBALL SYSTEMATIC Types of sampling 1. Probability Sampling – Sample has a known probability of being selected Types: a. Simple random sampling b. Stratified random sampling c.) Cluster random sampling d.) Systematic random sampling Richard Allan R. Soliven, RN, MSN [email protected] 9 09154501980 10 Simple Random Sampling every individual in the target population has an equal chance of being part of the sample. This requires two steps: 1. Obtain a complete list of the population. 2. Randomly select individuals from that list for the sample. Richard Allan R. Soliven, RN, MSN [email protected] 11 09154501980 12 Stratified Random Sampling is possible when it makes sense to partition the population into groups based on a factor that may influence the variable that is being measured. Requires 4 steps: 1. Determine the strata that the population will be divided into. 2. Determine the number of participants necessary for each stratum. 3. Split the units of analysis into the respective strata. 4. Randomly sample participants from within the group. Richard Allan R. Soliven, RN, MSN [email protected] 13 09154501980 14  Example 1 Example 2 Population All people in Philippines All CMU Students Groups (Strata) 3 Regions (Luzon, 9 colleges (agri, Visayas, Mindanao) vetmed, etc) Obtain Simple Random 500 people from each 5 students from each Sampling region college Sample 3x500= 1500 selected 9x5=45 students people selected students Richard Allan R. Soliven, RN, MSN [email protected] 15 09154501980 CLUSTER RANDOM SAMPLING is very different from Stratified Sampling. With cluster sampling one should: 1. divide the population into groups (clusters). 2. obtain a simple random sample of so many clusters from all possible clusters. 3. obtain data on every sampling unit in each of the randomly selected clusters. 16  Example 1 Example 2 Population All people in All CMU Students Philippines Groups (Cluster) 3 Regions (Luzon, 9 colleges Visayas, Mindanao) (agri,vetmed,etc) Obtain a Simple 1 region from 3 3 colleges from 9 Random Sampling possible region possible colleges Sample All people from 1 All students from the 3 selected region selected colleges Richard Allan R. Soliven, RN, MSN [email protected] 17 09154501980 Systematic sampling 1. Prepare a list of all the elements in the universe and number them. This list can be according to alphabetical order, as in records etc. 2. Then from the list, every third/every 8th / or any other number in the like manner can be selected. For this method, population needs to be homogeneous. This method is frequently used, because it is simple, direct and inexpensive. Also known as patterned, serial or chain sampling. 16 Richard Allan R. Soliven, RN, MSN [email protected] 19 09154501980 Types of sampling 2. Judgment Sampling / Non-probability – Sample does not have known probability of being selected. Types: a.) Accidental/Convenience/Volunteer sampling. b.) Purposive/ judgmental sampling. c.) Snowball/chain sampling d.) Quota sampling Richard Allan R. Soliven, RN, MSN [email protected] 20 09154501980 CONVENIENCE SAMPLING  The sampling procedure of obtaining the people or units that are most conveniently available  Accidental sampling is a type of non- probability sampling which involves the sample being drawn from that part of the population which is close to hand 21 22 QUOTA SAMPLING  in quota sampling, the population is first segmented into mutually exclusive In quota sampling the selection of the sample is non-random sub-groups  In the quota sampling the interviewers are instructed to interview a specified no of persons from each category. In studying peoples status, living conditions, preference, opinions, attitude s, etc 23 24  JUDGEMENT SAMPLING  Samples in which the selection criteria are based on personal judgment that the element is representative of the population under study.  Example:-- In test marketing, a judgement is made as to which cities would constitute the best ones for testing the marketability of a new product. 25 Richard Allan R. Soliven, RN, MSN [email protected] 26 09154501980 SNOWBALL SAMPLING  samples in which selection of additional respondents is based on referrals from the initial respondents  Initial respondents are selected by probability methods  Additional respondents are obtained from information provided by the initial respondents 27 Richard Allan R. Soliven, RN, MSN [email protected] 28 09154501980  Defining the target SAMPLING PROCESS population. Specifying the sampling frame. Specifying the sampling unit. Selection of the sampling method. Determination of sample size. Specifying the sampling plan. Selecting the sample. 29 End Richard Allan R. Soliven, RN, MSN [email protected] 30 09154501980 Unit VIII. ETHICAL ASPECTS OF NURSING RESEARCH Richard Allan R. Soliven, Ph.D., RN Ethical Priniciples for Protecting Participants (Investigator) ◼ Respects autonomous research participants’ capacity to consent to participant in research & to determine the degree & duration of that participation without negative consequences. ◼ Prevents, minimizes harm to research participants and/or promotes good to all research persons involved in the research. Including researcher, respondents, and vulnerable groups Ethical Priniciples for Protecting Participants (Investigator) ◼ Respects the personhood of research participants Includes their families and significant others, valuing their diversity. ◼ Ensures that the benefits and the burdens of research are equitably distributed in the selection of research participants. ◼ Protects the privacy of research participants to the maximum degree possible. Ethical Priniciples for Protecting Participants (Investigator) ◼ Ensures the ethical integrity of the research process by use of appropriate checks and balances throughout the conduct, dissemination, & implementation of research. ◼ Reports suspected, alleged, or known incidents of scientific misconduct in research to appropriate institutional officials for investigation. Ethical Priniciples for Protecting Participants (Investigator) ◼ Maintains competency in the subject matter & methodologies of his/her research, as well as in other professional or societal issues that affect nursing research & the public good. ◼ Involved in animal research maximizes the benefits of the research with the least possible harm or suffering to the animals. Ethical Priniciples in the Conduct of Research ◼ The Belmont Report articulates three (3) primary ethical principles on which standards of ethical conduct in research are based: ❑ Beneficence ❑ Respect for Human Dignity ❑ Justice Beneficence Imposes a duty on researchers to minimize harm & to maximize benefits ◼ RIGHT TO PROTECTION FROM HARM & DISCOMFORT ❑ Nonmaleficence-encompasses the maxim “above all, do no harm” (physical, emotional, social or financial) ◼ RIGHT TO PROTECTION FROM EXPLOITATION ❑ Involvement in a study should not place the participants at a disadvantage or expose them to situations for which they have not been prepared. Respect for Human Dignity Includes the right to self-determination and the right to full disclosure Respect for Human Dignity ◼ RIGHT TO SELF-DETERMINATION-humans should be treated as autonomous agents, capable of controlling their own activities ❑ The right to decide voluntarily whether to participate in a study, without the risk of incurring adverse consequences Respect for Human Dignity ◼ Freedom form Coercion, of any type Coercion involves explicit or implicit threats of penalty for failing to participate in a study or excessive rewards from agreeing to participate. ❑ The right of the participant to ask questions, ❑ The right to refuse to give information, or ❑ The right to withdraw from the study Respect for Human Dignity ◼ RIGHT TO FULL DISCLOSURE-refers to the people’s right to make informed, voluntary decisions about study participation Respect for Human Dignity ❑ Full Disclosure – means that the researcher has fully described the nature of the study, the person’s right to refuse participation, the researcher’s responsibilities, and the likely risks & benefits that would be incurred. ❑ Deception – can involve deliberately withholding or providing participants false info about the study. Justice ◼ Refers to the participant’s right to fair treatment and their right to privacy Justice ◼ RIGHT TO FAIR TREATMENT-concerns the equitable distribution of benefits & burdens of research. The selection of the study participants should be based on research requirements & not on the vulnerability or compromised position of certain people. Justice ◼ Groups of People with Low Social Standing ❑ Poor people ❑ Prisoners ❑ Slaves ❑ Mentally retarded ❑ And people who cannot protect their own interest like dying patients to ensure that they are not exploited for the advancement of knowledge Justice ◼ RIGHT TO PRIVACY-ensuring that the research is not more intrusive than it needs to be & that the participant’s privacy is maintained throughout the study. Procedures for Protecting Study Participants ◼ Risk / Benefit Assessment ◼ Informed Consent ◼ Confidentiality Procedures ◼ Debriefings ◼ Referrals Risk / Benefit Assessment ◼ One of the strategies that researchers use to protect study participants ◼ Is designed to determine whether the benefits of participating in a study are in line with the costs, be they financial, physical, emotional, or social-that is, whether the risk/benefit ratio is acceptable Risk / Benefit Assessment ◼ This ratio should also be considered in terms of whether the risks to participants are commensurate with the benefit to society & the nursing profession in terms of the quality of evidence produced ◼ The general guideline is that the degree of risk to be taken by those participating in the research should never exceed the potential humanitarian benefits of the knowledge to be gained Risk / Benefit Assessment ◼ Major Potential Benefits to Participants ❑ Access to an intervention that might otherwise be unavailable to them ❑ Comfort in being able to discuss their situation or problem with a friendly, objective person ❑ Increased knowledge about themselves or their conditions, either through opportunity for introspection & self-reflection or through direct interaction with researchers. Risk / Benefit Assessment ◼ Major Potential Benefits to Participants ❑ Escape from normal routine, excitement of being part of a study ❑ Satisfaction that information they provide may help others with similar problems or conditions ❑ Direct monetary or material gains through stipends or other incentives Risk / Benefit Assessment ◼ Major Potential Risks to Participants ❑ Physical harm, including unanticipated side effects ❑ Physical discomfort, fatigue, or boredom ❑ Psychological or emotional distress resulting from self-disclosure, introspection, fear of the unknown, discomfort with strangers, fear of eventual repercussions, anger or embarrassment at the type of questions being asked Risk / Benefit Assessment ◼ Major Potential Risks to Participants ❑ Social risks, such as the risk for stigma, adverse effects on personal relationships, loss of status ❑ Loss of privacy ❑ Loss of time ❑ Monetary costs (e.g. for transportation, child care, time lost from work) Informed Consent ◼ One particularly important procedure for safeguarding participants & protecting their right to self-determination ◼ It means that participant have adequate information regarding the research, are capable of comprehending the information, & have the power of free choice, enabling them to consent to or decline participation voluntarily. The Content of Informed Consent ◼ Participant Status ◼ Potential Risks ◼ Study Goals ◼ Potential Benefits ◼ Type of Data ◼ Alternatives ◼ Procedures ◼ Compensation ◼ Nature of the Commitment ◼ Confidentiality Pledge ◼ Sponsorship ◼ Voluntary Consent ◼ Participant Selection ◼ Right to Withdraw & Withhold Information ◼ Contact Information Confidentiality Procedures ◼ Study participants have the right to expect that any data they provide will be kept in the strictest confidence ◼ Participants’ right to privacy is protected through various confidentiality procedures Confidentiality Procedures ◼ Anonymity ❑ The most secure means of protecting confidentiality ❑ Occurs when even the researcher cannot link participants to their data ❑ For example: if questionnaires were distributed to a group of nursing home residents and were returned without any identifying information on them, responses would be anonymous Confidentiality Procedures ◼ Confidentiality in the Absence of Anonymity ❑ When anonymity is impossible, a promise of confidentiality needs to be implemented ❑ It is a pledge that any information participants provide will not be publicly reported in a manner that identifies them & will not be made accessible to others Confidentiality Procedures ◼ Confidentiality in the Absence of Anonymity ❑ This means that research info should not be shared with strangers, nor with people known to the participants (e.g. family members, physicians, other nurses), unless the participant gives the researcher explicit permission to do so Debriefings ◼ Refers to the communication with study participants after participation is completed regarding various aspects of the study ◼ Sessions after data collection to permit participants to ask questions or air complaints ◼ This is especially important when the data collection has been stressful or when ethical guidelines had to be ‘bent’ (e.g. if any deception was used in explaining the study) Referrals ◼ Providing contact information for local service providers who could assist with any issue about participants’ need for help ◼ Example of Referrals: Neufeld & Harrison (2003) studied appraisals of support among women caring for a family member with dementia. The research involved a series of interviews over an 18-month period with the women caregivers. Referrals to mental health or other support services were available to study participants who expressed a need. Treatment of Vulnerable Groups ◼ The rights of special vulnerable groups may need to be protected through additional procedures and heightened sensitivity ◼ They may be incapable of giving fully informed consent (e.g. mentally retarded) or may be at high risk for unintended side effects because of their circumstances (e.g. pregnant women) Treatment of Vulnerable Groups ◼ Researchers interested in studying high-risk groups should be acquainted with guidelines governing informed consent, risk/benefit assessment, and acceptable research procedures for such groups Treatment of Vulnerable Groups ◼ Research with vulnerable subjects should be undertaken only when the risk/benefit ratio is low or when there is no alternative (e.g. childhood development studies require child participants) Considered as Being Vulnerable ◼ Children ❑ Assent-refers to the child’s affirmative agreement to participate ◼ Mentally or emotionally disabled people ◼ Severely ill or physically disabled people ◼ The terminally ill ◼ Institutionalized people ◼ Pregnant women Reviews and Committees ◼ Most hospitals, universities, and other institutions where research is conducted have established formal committees and protocols for reviewing proposed research plans before they are implemented. ◼ These committees are sometimes called human subjects committees, ethical advisory boards, research ethics committees. End WRITING THESIS PROPOSAL Richard Allan R. Soliven, Ph.D. Sections of Thesis proposal TITLE (COVER PAGE) CHAPTER I INTRODUCTION Background of the Study Statement of the Problem Hypotheses Significance of the Study Scope and Limitation Definition of Terms CHAPTER II REVIEW OF RELATED LITERATURE AND THEORETICAL FRAMEWORK CHAPTER III METHODOLOGY Research Design Research Environment Respondents and Sampling Procedure Research Instrument Data Collection Procedure Data Analysis Procedure REFERENCES APPENDICES Transmittal Letter Research Tool Informed Consent Form Curriculum Vitae  Cover page EXPOSURE TO WASTES AND SELF-REPORTED HEALTH QUALITY OF WASTE MANAGEMENT WORKERS OF MARAMAG, BUKIDNON A Dissertation Proposal Presented to the Faculty of the College of Nursing Central Mindanao University In Partial Fulfillment of the Requirements for the Degree Bachelor of Science in Nursing MAE DAYANNE MAGHUYOP-SOLIVEN March 2020  Qualities of good titles 1.shows the variables to be measured and investigated (independent versus dependent) 2. suggests what research design may be used 3. indicates the research participants (for human subjects), organisms (natural sciences) or materials (for engineering, ICT etc) 4. shows the locale or setting of the study  Anatomy of a Title EXPOSURE TO WASTES AND SELF-REPORTED HEALTH QUALITY OF WASTE MANAGEMENT WORKERS OF MARAMAG, BUKIDNON Variables: EXPOSURE TO WASTES- Independent SELF-REPORTED HEALTH QUALITY- Dependent Subject: WASTE MANAGEMENT WORKERS Locale: MARAMAG BUKIDNON BACKGROUND OF THE STUDY 1.what is the global, national and local status of the issues to be investigated (based on news reports, related studies, experts, personal observations) 2.rationale for conducting the study (for what use the data) 3.data gaps need to fill up based on available or absence of studies 4. must be convincing to the proposal reviewer STATEMENT OF THE PROBLEM 1.states the problem per se and the research problem which evolved from related studies; to fill in gaps, replicate, expand 2.comprise of primary research problem and specific research questions 3.for quantitative research testing hypotheses, the “what questions” are embedded in the paragraph; the specific questions are bulleted 4.the specific research questions will answer the primary research problem HYPOTHESES 1. provides tentative answer to research questions 2. determines statistical tool 3. stated in various ways: non-directional versus directional, null versus alternative a.non-directional (also null): There is no significant relationship between exposure to waste and self-reported health quality of workers. b.directional: Direct exposure to waste results to low self- reported health quality of workers. c.alternative: There is a significant relationship between exposure to waste and self-reported health quality of workers. Anatomy of research problem Statement means the assertion or presentation of a theme in a paper or orally Problem refers to a question raised for inquiry to generate solution or answer; pertains to a research problem that evolves from a problem per se EXPOSURE TO WASTES AND SELF-REPORTED HEALTH QUALITY OF WASTE MANAGEMENT WORKERS OF MARAMAG, BUKIDNON Statement of the Problem ORTHODOX  This proposed study aims to determine the exposure to wastes and the self-reported health quality of waste management workers of Maramag, Bukidnon. Specifically, it will investigate the following questions:  1. What is the sociodemographic and health profile of the waste management workers in terms of the following: 1. age 5. tobacco and liquor consumption 2. sex 6. illness in the past 12 months 3. residence 7. health seeking behaviors 4. income 2. What are the nature of the tasks of waste management workers classified as directly and indirectly exposed to wastes? 3. Is there a significant relationship between socio-demographic profile and exposure to wastes of waste management workers? 4. Is there a significant relationship between socio-demographic profile and self-reported health quality of waste management workers? 5. Is there a significant relationship between exposure to wastes and self-reported health quality of waste management workers? 6. What recommendations can be drawn from the findings that will help in addressing the health problems and needs of waste management workers given the financial condition of the Municipal government of Maramag?  Statement of the Problem UNORTHODOX The nature of work of waste management workers makes them vulnerable to ailments but this can be variable due to their differential exposure to various toxic waste materials. This issue has to be addressed as part of work safety but there are local government units that cannot sufficiently provide health security measures to these workers due to limited budget which may be true to the case of Bayawan City that maintains a Waste Management and Ecology Center with a sanitary landfill and a wastewater treatment facility. Thus, this proposed study aims to determine if the types of exposure to toxic wastes due to the nature of the assigned tasks are related to the self-reported health quality of waste management workers with various sociodemographic and health backgrounds. In this regard, their sociodemographic profile such as age, sex, residence and monthly income and health profile such as tobacco and liquor consumption, illness in the past 12 months, and health seeking behaviors have first to be established. In order to answer the primary research problem, the following research questions will be investigated: 1. Is there a significant relationship between the socio-demographic profile and exposure to wastes of waste management workers? 2. Is there a significant relationship between the health profile and exposure to wastes of waste management workers? 3. Is there a significant relationship between socio-demographic profile and self-reported health quality of waste management workers? 4. Is there a significant relationship between exposure to wastes and self- reported health quality of waste management workers?  Hypotheses Generally, it is hypothesized that no significant relationships exist among sociodemographic and health profile, exposure to wastes, and self-reported health quality of waste management workers. In order to prove this, the following hypotheses will be tested: 1. There is no significant relationship between socio-demographic profile and exposure to wastes of waste management workers. 2. There is no significant relationship between health profile and exposure to wastes of waste management workers. 3. There is no significant relationship between socio-demographic profile and self-reported health quality of waste management workers. 4. There is no significant relationship between exposure to wastes and self- reported health quality of waste management workers. SIGNIFICANCE OF THE STUDY 1. enumerates to what or whom the results of the study become relevant 2. describes how the study will be relevant 3. related to the research problem 4. basis for making recommendations at the end as outputs of the study 5. one basis for the approval or disapproval of funding  SCOPE AND LIMITATIONS 1. serve as shield when questioned on matters beyond the identified scope 2. scope refers to what issues or phenomenon and people or places the study will cover or include in the investigation 3. limitation comes in the form of the sample size, tool used, areas covered, time expended  DEFINITION OF TERMS 1.includes terms that are variables to be measured reflected in the title and research questions 2.terms are defined corresponding to their levels of measurement as variables: nominal, ordinal, interval, ratio 3.other terms or acronyms should be defined or spelled when used in certain paragraph for the first time REVIEW OF RELATED LITERATURE 1. related and not exactly the same 2. either conceptual or related studies 3. correspond to the variables referred to in the research questions 4. synthesis of findings and not compilation as local or foreign, past or recent 5. provides ideas on methods, findings, conclusions 6. contains confirmatory and contradictory ideas 7. basis for framing theoretical and conceptual frameworks  How to conduct a review 1. paraphrasing- getting the gist of a paragraph 2. summarizing- getting the gist of a study, article or book 3. directly quoting- getting exactly the sentence or paragraph 4.evaluating-commenting on a method, finding or conclusion All must cite the sources of concepts and ideas (Soliven 2020) THEORETICAL FRAMEWORK 1.contains concepts derived from existing theory or related literature 2. a synthesis rather than a compilation 3. serves as guide in data analysis and interpretation 4. either deductive or inductive in approach 5.linear, comparative, causal or correrelational in emphases relative to the proposed research problem 6. supported by related literature  Theory building comparison (Sarantakos 1998: 15) Differences Quantitative Research Qualitative Research Logic of theory Deductive Inductive Direction of From theory From reality theory building Verification After theory building Concurrent with is completed research process Concepts Firmly defined before Begins with orienting, research sensitising; developed during research Generalizations Inductive Analytic or exemplar CONCEPTUAL FRAMEWORK 1.more empirical and supported by related studies 2. shows interactions of research variables 3.corresponds to the proposed research questions and hypotheses 4. illustrated by a conceptual model  Conceptual Model Waste Management Socio- Directly Indirectly Health demographic Exposed Exposed Profile Profile Self-Reported Health Quality Figure 1. Conceptual Model METHODOLOGY 1. Research design 2. Research environment 3. Respondent and sampling procedure 4. Research instrument 5. Data gathering procedure (includes ethics) 6. Data analysis procedure  Research design 1. relative to the primary research problem 2. experimental (control vs. treatment), quasi- experimental or non-experimental (social survey, historical, developmental, etc.) 3. descriptive and exploratory (without hypotheses to test) 4. comparative (measuring differences between groups or time) 5. relational (measuring associations, correlations between variables)  Research environment 1. description of the place where the study will be conducted 2. provides the social, economic, cultural and physical contexts of the study (if needed) 3. included only in the proposal if appropriate and includes locale Respondents and sampling procedure 1.relevant for research involving human subjects as sources of data 2. describe the number of individual to be included; how they are randomly or purposively identified or sampled 3. sampling method is relative to the research problem 4. comparative- stratified sampling; correlational- other sampling types  Research instrument 1. type of instrument is relative to the research problem (e.g. historical= key informant interview guide, development preference= face to face interview questionnaire) 2. every type has inherent advantages and disadvantages (e.g. self-administered questionnaire= low retrieval rate, poor quality of responses; personal interview= costly, needs more time)  Data gathering procedure 1. describe the methods to gather data relative to the research design and research problem 2. should consider data quality than convenience; cheaper but of quality is acceptable 3.personally collected data is better than by hired interviewer 4. considerate of the time frame or deadline and budget of the study 5. describe ethical considerations in data gathering  Data analysis procedure 1. guided by the research problem and types of variables being measured 2. different statistical tools have different and values and uses: describe, compare, predict or project 3. describing: percentage distribution, measures of central tendency, dispersion 4. comparing: test of significance of difference (e.g. chi- square, t-test, ANOVA, etc.) 5. predicting: test of significance of relationships (e.g. goodness of fit, Spearman, Pearson, etc.)  Matrix of Statistical Tools Some relationship tests (Sarantakos 1998) Level Association Tests Nominal Yule’s Q, Lamda, Contingency coefficient, Cramer’s V, etc. Ordinal Spearman’s rank-order correlation Interval Pearson’s product-moment / ratio correlation  Matrix of Statistical Tools Some tests of significance (Sarantakos 1998) No. & types of Nominal Ordinal Interval/ratio samples (non-para) (parametric) (parametric) One Goodness of fit Kolmogorov- t-test test Smirnov test Two independent Test of Mann-Whitney, U- t-test independence test Two dependent McNemar test Sign test, t-test Wilcoxon test More than two Chi-square Kruskall-Wallis ANOVA independent More than two Cochran Q-test Friedman test ANOVA dependent REFERENCES 1. list of books and articles used in the proposal 2. arranged alphabetically; not classified as books, journals, reports, internet sources 3. use APA (American Psychological Association) format if required  WORK PLAN Example Activities Deliverables/Outputs Due Date Coordinating, meeting, and Network, coordination and support Month 1 establishing network with from local officials and agencies officials and authorities who are Established research protocol involve in the study Preparing materials for Materials such as questionnaires, Month 2 procurement, designing and software and hardware tools, creep fabricating needed framework, apparatus, running system and elements, and tools for utilization database, design models in the projects Identification samples and Installed materials for the Month 2 sampling process experiment and sample sites Sample surveys and facilitated Complete survey instruments and Months management effectiveness rating rating tool 3,4,5,6 BUDGETARY OUTLAY/LINE ITEM BUDGET Items Quantity Total (Php) Informed Consent Form Checklist for Required: (May Submit As Scanned Document or in PDF file) Application 1. Capsule Thesis Proposal Form (accomplished form from the adviser) 2. Certification from the Adviser (get it from the adviser) Colloquium Proposal will 3. Approved Colloquium Schedule (accomplished form proceed once the student from the college registrar) has submitted with the 4. Five (5) ring-bound copy of the thesis capstone proposal following special for each of the three (3) advisory committee and two documentary requirements (2) for dean and research coordinator). Additional to the Research Coordinator. copies may be required upon request. (With the current situation, students may procure this these through online submission) 5. Defense of proposals must be handed in one (1) week before the proposed schedule to the research coordinator. (research coordinator will be responsible for distributing to the research panel) Note: No proposal will be accepted if these requirements are not satisfied. END Evidence-Based Practice in Nursing Learn how evidence-based practice is vital to advance the nursing profession and improve patient outcomes. by Richard Allan Soliven What is Evidence-Based Practice? 1 Definition 2 Importance Evidence-based practice involves using the Evidence-based practice is essential to ensure the best available evidence to inform decision- high-quality patient care and improve decision-making and improve patient outcomes. outcomes. Research in Evidence-Based Practice 1 Conducting Literature Reviews Literature reviews are important to identify evidence relevant to a particular Evaluating Research Studies 2 particular patient or population. Evaluation of research studies is critical to critical to determine the level of evidence evidence and their quality. 3 Identifying Quality Evidence Knowing how to identify high-quality evidence to inform patient care decisions decisions is crucial. Implementing Evidence-Based Practice in Nursing Translating Research into Overcoming Barriers to Promoting a Culture of into Practice Implementation Evidence-Based Practice Turning research findings into Barriers to implementing Establishing a culture that values practice requires close evidence-based practice include values using evidence to inform collaboration between lack of resources, time inform decision-making is researchers and clinicians. constraints, and lack of essential for successful knowledge or skills. implementation. Benefits of Evidence-Based Practice in Nursing Improved Patient Increased Efficiency Advancement of the Outcomes and Cost-Effectiveness Nursing Profession Effectiveness Evidence-based practice leads Implementing evidence-based leads to better patient Evidence-based practice can based practice can help outcomes and enhances the can help healthcare systems advance the nursing the quality of care they systems use available profession and improve receive. resources effectively. nurses' job satisfaction. Challenges in Implementing Evidence-Based Based Practice 1 Limited Resources and Time Constraints Limited resources and time constraints can Resistance to Change 2 make it difficult to implement evidence- Resistance to change from healthcare based practice. healthcare providers, patients, and organizational bureaucracy can make implementing EBP difficult. 3 Addressing Individual and Organizational Barriers Individual and organizational barriers such such as lack of knowledge or access to to technology must be addressed to implement EBP successfully. Conclusion and Call to Action Start Now! Promote EBP Culture Enjoy the Benefits! Implementing evidence-based Patient-centered care means Implementing evidence-based based practice requires a making evidence-based decisions. based practice can improve collaborative effort and Create a culture of curiosity and patient outcomes, your nursing commitment. Let's take the questioning! nursing skills, and the quality of plunge! of care.