Multiple choices
Test Content
Question 1
2 PointsWhat ethical principles were violated in the Tuskegee Syphilis Study?
Coercion of subjects to participate in the study in exchange for financial reward
Failing to inform subjects about the purpose and procedures in the study
Failing to inform the Centers for Disease Control about the results of the study
Not informing the subjects that they were in the study
Question 2
2 PointsWhat is the purpose of an institutional review board (IRB) in a university or clinical agency?
Approve funding for studies based on ethical standards
Critically appraise ethical aspects of published studies
Define ethical standards for the institution
Protect the human rights of subjects in proposed studies
Question 3
2 PointsWhich study is an example of quantitative, non-experimental research?
The researchers track data on the sleep patterns of cancer patients with throat cancer
An evaluation of the effectiveness of a home-based walking program on the improvement of mood
An exploration of the essence of the phenomena of living with breast cancer
A focus group interview on the experiences of nurses caring for the dying elderly in a rural nursing home
Question 4
2 PointsA study compared levels of stress in two groups of new nursing graduates. The group at hospital A received peer mentoring during their orientation. The group at hospital B received a class on stress reduction. What type of study design was used in this research?
Nonexperimental
True experimental
Quasi-experimental
Retrospective
Question 5
2 PointsWhat is “manipulation” in a research study?
Control of the setting in which the study will take place
Unethical exploitation of subjects during the study recruitment or interventions
The introduction of an intervention to assess its impact on a dependent variable
Random assignment of subjects to groups
Question 6
2 PointsA research team planning an experiment wants to prevent researcher bias. What strategy should be implemented in the study design?
Blinding the researchers to which group (experimental or control) the subjects are assigned
Allow the participants to choose which group they want to be assigned to (experimental or control)
Have the researcher choose which group the subject will be assigned to (experiment or control)
Use a purposive sampling strategy to assign subjects to the experimental or control group
Question 7
2 PointsWhat subject rights are protected when a researcher designs a study that maximizes benefits and minimizes risks for research participants?
Anonymity and confidentiality
Fair treatment
Protection from discomfort and harm
Self-determination
Question 8
2 PointsA researcher does not disclose that a portion of the data from the original study sample was not used in the final data analysis. What is this situation an example of?
Failure to disclose the risks and benefits
Lack of scientific objectivity
Plagiarism
Scientific misconduct
Question 9
2 PointsWhich research design is the best for exploring cause-and-effect relationships?
Quasi-experimental designs
Non-experimental designs
Pre-experimental designs
True-experimental designs
Question 10
2 PointsWhich condition(s) is/are essential features of a true experimental design? MULTIPLE RESPONSE ITEM
Intervention/treatment group
Random assignment
Participant self-selects into treatment or control group
Control group
Within-subject comparisons
Question 11
2 PointsWhich research question would be best answered by a study using a true experimental design?
What is the effect of handedness (left-handed, right-handed) on stroke recovery?
What is the prevalence of maternal heroin use in low birth weight infants?
What is the effect of cognitive training on depression among veterans who served in combat?
What is the rate of burnout among nurses who care for patients with dementia?
Question 12
2 PointsThe researcher is interested in studying the prevalence of Zika virus in Florida. What type of research is this?
Descriptive research
Correlational research
Intervention research
Meta-synthesis
Question 13
2 PointsThe researcher is interested in studying the relationship between music use while studying and grades on nursing tests. What type of research is this?
Descriptive research
Correlational research
Meta-analysis
Ethnography
Question 14
2 PointsThe use of a random numbers table for assigning subjects to groups helps to decrease which potential threat to study validity?
Confounding variables
Intervention fidelity
Attrition
Carryover effects
Question 15
2 PointsWhen participants’ behaviors are affected not by the treatment per se, but by their knowledge of participating in a study, interpretation of the findings is complicated by the influence of which effect?
Treatment effect
History threat
Hawthorne effect
Selection threat
Question 16
2 PointsFrom highest to lowest, what order are the following study designs in a level of evidence hierarchy? Correlational Design Expert opinionQuasi-experimental designRandomized controlled trial
Correlational Design Expert opinionQuasi-experimental designRandomized controlled trial
Randomized controlled trialCorrelational Design Quasi-experimental designExpert opinion
Randomized controlled trialExpert opinionCorrelational Design Quasi-experimental design
Randomized controlled trialQuasi-experimental designCorrelational Design Expert opinion
Question 17
2 PointsWhat type of hypothesis is: “There is a negative relationship between nurse attitudes toward people with AIDS and the number of people with AIDS they have cared for”?
Null
Non-directional
Directional
Theoretical
Question 18
2 PointsWhat does the NULL hypothesis in a research study state?
There will be a causal relationship between variables
There will be a statistically significant relationship between variables
A relationship between variables exists, but it is unknown whether the relationship is positive or negative
No relationship exists between variables
Question 19
2 PointsIn a research report, the researcher states that the proposed study will “explore children’s feelings about chemotherapy side effects”. What does this statement describes?
Research hypothesis
Research design
Research methods
Research purpose
Question 20
2 PointsIn what way could a homogeneous population of subjects in a study weaken the study?
Decreased reliability of the findings
Decreased generalizability of the study findings
Increased number of subjects needed to reach statistical significance
Increased risk that the findings were a result of chance alone
Question 21
2 PointsWhich statement is true about the use of a framework in a nursing research study?
It guides nurses in clinical practice
It explains a portion of a theory
It is one of the major ideas of a theory
It supports the conceptual underpinnings of the study
Question 22
2 PointsThe introduction section of a research report includes a summary of which information?
Description of the study sample
Results from previously conducted research
Funding sources
Proposed methods and design
Question 23
2 PointsWhich behavior by the researcher would be considered a violation of the subject’s confidentiality?
Reporting the mean number of males in the study in a research report
Providing the Institutional Review Board with a table that included the numbers of LGBTQ participant’s in the study
Quoting the qualitative statement of a participant in an article, without including the source of the quote
Contacting a subject’s primary care provider to obtain additional health history information for the study
Question 24
2 PointsRead the report below to answer the question. What type of study is this?A team of researchers conducted a two-year study to test the hypothesis that the quality of mother-infant interactions during the first few days postpartum is related to breastfeeding outcome at 8 weeks postpartum. Married women aged 21 to 35 who were in the third trimester of theirfirstpregnancies and who had expressed a desire to breastfeed their infants for at least 12 weeks were considered eligible for the study. A sample of 125 pregnant women from Seattle who met the study criteria were recruited into the study. The quality of mother-infant interactions was measured between 48 and 96 hours postpartum in the subjects’homes, using a tool called the Nursing Child Assessment Feeding Scale (NCAFS). The NCAFS consists of six sets of items, and each set lists a series of caregiver and/or infant behaviors that the researchers watched for and recorded during routine feedings. For example, one set measures the degree to which the mother fosters her child’s social-emotional growth. Scores from the six sets are summed for a total score that can range from 1 to 76, with higher scores reflecting higher quality interactions. Breastfeeding outcome (breastfeeding one or more times a day versus not breastfeeding at all) was assessed 8 weeks later. Data for the study were collected over a 14-month period. The statistical findings indicated that women who had higher scores on the NCAFS scale postpartum were more likely than women with lower scores to continue to breastfeed at 8 weeks after delivery.
Meta-analysis
Systematic review of literature
Quantitative
Qualitative
Question 25
2 PointsRead the report below to answer the question. What type of research design was used in this study?A team of researchers conducted a two-year study to test the hypothesis that the quality of mother-infant interactions during the first few days postpartum is related to breastfeeding outcome at 8 weeks postpartum. Married women aged 21 to 35 who were in the third trimester of theirfirstpregnancies and who had expressed a desire to breastfeed their infants for at least 12 weeks were considered eligible for the study. A sample of 125 pregnant women from Seattle who met the study criteria were recruited into the study. The quality of mother-infant interactions was measured between 48 and 96 hours postpartum in the subjects’homes, using a tool called the Nursing Child Assessment Feeding Scale (NCAFS). The NCAFS consists of six sets of items, and each set lists a series of caregiver and/or infant behaviors that the researchers watched for and recorded during routine feedings. For example, one set measures the degree to which the mother fosters her child’s social-emotional growth. Scores from the six sets are summed for a total score that can range from 1 to 76, with higher scores reflecting higher quality interactions. Breastfeeding outcome (breastfeeding one or more times a day versus not breastfeeding at all) was assessed 8 weeks later. Data for the study were collected over a 14-month period. The statistical findings indicated that women who had higher scores on the NCAFS scale postpartum were more likely than women with lower scores to continue to breastfeed at 8 weeks after delivery.
True experimental
Prospective correlational
Retrospective correlational
Quasi-experimental
Question 26
2 PointsRead the report below to answer the question. What intervention was used in this study?A team of researchers conducted a two-year study to test the hypothesis that the quality of mother-infant interactions during the first few days postpartum is related to breastfeeding outcome at 8 weeks postpartum. Married women aged 21 to 35 who were in the third trimester of theirfirstpregnancies and who had expressed a desire to breastfeed their infants for at least 12 weeks were considered eligible for the study. A sample of 125 pregnant women from Seattle who met the study criteria were recruited into the study. The quality of mother-infant interactions was measured between 48 and 96 hours postpartum in the subjects’homes, using a tool called the Nursing Child Assessment Feeding Scale (NCAFS). The NCAFS consists of six sets of items, and each set lists a series of caregiver and/or infant behaviors that the researchers watched for and recorded during routine feedings. For example, one set measures the degree to which the mother fosters her child’s social-emotional growth. Scores from the six sets are summed for a total score that can range from 1 to 76, with higher scores reflecting higher quality interactions. Breastfeeding outcome (breastfeeding one or more times a day versus not breastfeeding at all) was assessed 8 weeks later. Data for the study were collected over a 14-month period. The statistical findings indicated that women who had higher scores on the NCAFS scale postpartum were more likely than women with lower scores to continue to breastfeed at 8 weeks after delivery.
Breast feeding education given in the subjects’ homes
Mother-infant interaction counseling
The study was non-experimental and had no intervention
Completion of the Nursing Child Assessment Feeding Scale
Question 27
2 PointsRead the report below to answer the question. What was the dependent variable in this study?A team of researchers conducted a two-year study to test the hypothesis that the quality of mother-infant interactions during the first few days postpartum is related to breastfeeding outcome at 8 weeks postpartum. Married women aged 21 to 35 who were in the third trimester of theirfirstpregnancies and who had expressed a desire to breastfeed their infants for at least 12 weeks were considered eligible for the study. A sample of 125 pregnant women from Seattle who met the study criteria were recruited into the study. The quality of mother-infant interactions was measured between 48 and 96 hours postpartum in the subjects’homes, using a tool called the Nursing Child Assessment Feeding Scale (NCAFS). The NCAFS consists of six sets of items, and each set lists a series of caregiver and/or infant behaviors that the researchers watched for and recorded during routine feedings. For example, one set measures the degree to which the mother fosters her child’s social-emotional growth. Scores from the six sets are summed for a total score that can range from 1 to 76, with higher scores reflecting higher quality interactions. Breastfeeding outcome (breastfeeding one or more times a day versus not breastfeeding at all) was assessed 8 weeks later. Data for the study were collected over a 14-month period. The statistical findings indicated that women who had higher scores on the NCAFS scale postpartum were more likely than women with lower scores to continue to breastfeed at 8 weeks after delivery.
Child’s social-emotional growth
The quality of the mother-infant interactions
Breast feeding versus non-breastfeeding status
There was no dependent variable
Question 28
2 PointsRead the case below and answer the question based on the study report. What was the purpose of the study by Scott et al.?Scott, L. D., Setter-Kline, K., & Britton, A.S. (2004). The effects of nursing interventions to enhance mental health and quality of life among individuals with heart failure.App Nurs Res17(4): 248-256.Abstract: Heart failure (HF) is a progressive, debilitating syndrome with significant physical and psychological comorbidities. As psychosocial variables have been found to contribute to HF morbidity and mortality, methods to improve mental health and quality of life have been explored. This study examined the effects of mutual goal setting and supportive-educative nursing interventions on mental health and quality of life. An experimental, repeated-measures design with a convenience sample of 88 participants was used. The mutual goal setting nursing intervention was found to significantly support improved mental health and quality of life in this population over a 6-month period.ProcedureIn collaboration with the home health agency, potential participants were identified with arrangements made for a home visit during the first week of the client’s admission to agency’scare. A scripted approach was used to explain the study and to obtain informed consent. Once informed consent was obtained, initial baseline data were collected and participants were randomly assigned to one of three nursing intervention groups (mutual goal setting, supportive- educative, or placebo) by the principal investigator using a table of random numbers.All participants received routine HF management according to the home care agency’s protocol.In addition to this routine care, three specific nursing interventions (mutual goal setting, supportive- educative, placebo) were developed for use in this study. The mutual goal setting and supportive educative interventions were based on the Agency for Health Care Policy and Research (AHCPR) heart failure clinical practice guidelines (Konstam et al., 1994). With the mutual goal-setting intervention, nurses interacted with clients to examine their values about HF and to determine goals for achievement using the consumer version of the AHCPR heart failure clinical practice guidelines (AHCPR, 1994). Once goals were identified and prioritized, methods were mutually explored and strategies developed for goal attainment. Although the mutual goal- setting intervention was designed to allow clients to develop their own outcomes, the supportive- educative intervention had predetermined outcomes. The supportive-educative nursing intervention taught the client about self-care management while providing additional support. The placebo intervention consisted of health promotion topics that excluded information contained in the AHCPR heart failure guidelines (Konstam et al., 1994).Special sessions were held to instruct graduate student nurse research assistants to administer thenursing interventions. Each intervention group (mutual goal setting, supportive- educative, or placebo) had its own nurse interventionist to prevent cross contamination. Using prepared scripts and materials, the nurse interventionists met with individual participants each week for a total ofeight consecutive weeks in the participants’ own homes.
Improve the morbidity and mortality statistics of hospitalized individuals with heart failure
Design interventions to use with middle-aged persons with heart failure
Examine the effectiveness of two nursing interventions in persons with heart failure receiving home care
Provide continuity of care and home visits to individuals with heart failure
Question 29
2 PointsRead the report below to answer the question. In the study by Scott et al., which type of research design was used?Scott, L. D., Setter-Kline, K., & Britton, A.S. (2004). The effects of nursing interventions to enhance mental health and quality of life among individuals with heart failure.App Nurs Res17(4): 248-256.Abstract: Heart failure (HF) is a progressive, debilitating syndrome with significant physical and psychological comorbidities. As psychosocial variables have been found to contribute to HF morbidity and mortality, methods to improve mental health and quality of life have been explored. This study examined the effects of mutual goal setting and supportive-educative nursing interventions on mental health and quality of life. An experimental, repeated-measures design with a convenience sample of 88 participants was used. The mutual goal setting nursing intervention was found to significantly support improved mental health and quality of life in this population over a 6-month period.ProcedureIn collaboration with the home health agency, potential participants were identified with arrangements made for a home visit during the first week of the client’s admission to agency’scare. A scripted approach was used to explain the study and to obtain informed consent. Once informed consent was obtained, initial baseline data were collected and participants were randomly assigned to one of three nursing intervention groups (mutual goal setting, supportive- educative, or placebo) by the principal investigator using a table of random numbers.All participants received routine HF management according to the home care agency’s protocol.In addition to this routine care, three specific nursing interventions (mutual goal setting, supportive- educative, placebo) were developed for use in this study. The mutual goal setting and supportive educative interventions were based on the Agency for Health Care Policy and Research (AHCPR) heart failure clinical practice guidelines (Konstam et al., 1994). With the mutual goal-setting intervention, nurses interacted with clients to examine their values about HF and to determine goals for achievement using the consumer version of the AHCPR heart failure clinical practice guidelines (AHCPR, 1994). Once goals were identified and prioritized, methods were mutually explored and strategies developed for goal attainment. Although the mutual goal- setting intervention was designed to allow clients to develop their own outcomes, the supportive- educative intervention had predetermined outcomes. The supportive-educative nursing intervention taught the client about self-care management while providing additional support. The placebo intervention consisted of health promotion topics that excluded information contained in the AHCPR heart failure guidelines (Konstam et al., 1994).Special sessions were held to instruct graduate student nurse research assistants to administer thenursing interventions. Each intervention group (mutual goal setting, supportive- educative, or placebo) had its own nurse interventionist to prevent cross contamination. Using prepared scripts and materials, the nurse interventionists met with individual participants each week for a total ofeight consecutive weeks in the participants’ own homes.
True-experimental
Quasi-experimental
Non-experimental
Qualitative
Question 30
2 PointsRead the report below to answer the question. In this study by Scott et al., what was the dependent variable?Scott, L. D., Setter-Kline, K., & Britton, A.S. (2004). The effects of nursing interventions to enhance mental health and quality of life among individuals with heart failure.App Nurs Res17(4): 248-256.Abstract: Heart failure (HF) is a progressive, debilitating syndrome with significant physical and psychological comorbidities. As psychosocial variables have been found to contribute to HF morbidity and mortality, methods to improve mental health and quality of life have been explored. This study examined the effects of mutual goal setting and supportive-educative nursing interventions on mental health and quality of life. An experimental, repeated-measures design with a convenience sample of 88 participants was used. The mutual goal setting nursing intervention was found to significantly support improved mental health and quality of life in this population over a 6-month period.ProcedureIn collaboration with the home health agency, potential participants were identified with arrangements made for a home visit during the first week of the client’s admission to agency’scare. A scripted approach was used to explain the study and to obtain informed consent. Once informed consent was obtained, initial baseline data were collected and participants were randomly assigned to one of three nursing intervention groups (mutual goal setting, supportive- educative, or placebo) by the principal investigator using a table of random numbers.All participants received routine HF management according to the home care agency’s protocol.In addition to this routine care, three specific nursing interventions (mutual goal setting, supportive- educative, placebo) were developed for use in this study. The mutual goal setting and supportive educative interventions were based on the Agency for Health Care Policy and Research (AHCPR) heart failure clinical practice guidelines (Konstam et al., 1994). With the mutual goal-setting intervention, nurses interacted with clients to examine their values about HF and to determine goals for achievement using the consumer version of the AHCPR heart failure clinical practice guidelines (AHCPR, 1994). Once goals were identified and prioritized, methods were mutually explored and strategies developed for goal attainment. Although the mutual goal- setting intervention was designed to allow clients to develop their own outcomes, the supportive- educative intervention had predetermined outcomes. The supportive-educative nursing intervention taught the client about self-care management while providing additional support. The placebo intervention consisted of health promotion topics that excluded information contained in the AHCPR heart failure guidelines (Konstam et al., 1994).Special sessions were held to instruct graduate student nurse research assistants to administer thenursing interventions. Each intervention group (mutual goal setting, supportive- educative, or placebo) had its own nurse interventionist to prevent cross contamination. Using prepared scripts and materials, the nurse interventionists met with individual participants each week for a total ofeight consecutive weeks in the participants’ own homes.
Characteristics of the study participants
Home care setting and family members caring for the patients
Mental health and quality of life
Mutual goal setting or supportive education
Question 31
2 PointsRead the report below to answer the question. In the study by Scott et al., what was a potential threat to external validity?Scott, L. D., Setter-Kline, K., & Britton, A.S. (2004). The effects of nursing interventions to enhance mental health and quality of life among individuals with heart failure.App Nurs Res17(4): 248-256.Abstract: Heart failure (HF) is a progressive, debilitating syndrome with significant physical and psychological comorbidities. As psychosocial variables have been found to contribute to HF morbidity and mortality, methods to improve mental health and quality of life have been explored. This study examined the effects of mutual goal setting and supportive-educative nursing interventions on mental health and quality of life. An experimental, repeated-measures design with a convenience sample of 88 participants was used. The mutual goal setting nursing intervention was found to significantly support improved mental health and quality of life in this population over a 6-month period.ProcedureIn collaboration with the home health agency, potential participants were identified with arrangements made for a home visit during the first week of the client’s admission to agency’scare. A scripted approach was used to explain the study and to obtain informed consent. Once informed consent was obtained, initial baseline data were collected and participants were randomly assigned to one of three nursing intervention groups (mutual goal setting, supportive- educative, or placebo) by the principal investigator using a table of random numbers.All participants received routine HF management according to the home care agency’s protocol.In addition to this routine care, three specific nursing interventions (mutual goal setting, supportive- educative, placebo) were developed for use in this study. The mutual goal setting and supportive educative interventions were based on the Agency for Health Care Policy and Research (AHCPR) heart failure clinical practice guidelines (Konstam et al., 1994). With the mutual goal-setting intervention, nurses interacted with clients to examine their values about HF and to determine goals for achievement using the consumer version of the AHCPR heart failure clinical practice guidelines (AHCPR, 1994). Once goals were identified and prioritized, methods were mutually explored and strategies developed for goal attainment. Although the mutual goal- setting intervention was designed to allow clients to develop their own outcomes, the supportive- educative intervention had predetermined outcomes. The supportive-educative nursing intervention taught the client about self-care management while providing additional support. The placebo intervention consisted of health promotion topics that excluded information contained in the AHCPR heart failure guidelines (Konstam et al., 1994).Special sessions were held to instruct graduate student nurse research assistants to administer thenursing interventions. Each intervention group (mutual goal setting, supportive- educative, or placebo) had its own nurse interventionist to prevent cross contamination. Using prepared scripts and materials, the nurse interventionists met with individual participants each week for a total ofeight consecutive weeks in the participants’ own homes.
Similar baseline measurements of mental health and quality of life scores in all 3 groups
The repeated measures design
A scripted approach to obtain informed consent
The use of only one home health agency
Question 32
2 PointsRead the report below to answer the question. In the study by Scott et al., what was the independent variable?Scott, L. D., Setter-Kline, K., & Britton, A.S. (2004). The effects of nursing interventions to enhance mental health and quality of life among individuals with heart failure.App Nurs Res17(4): 248-256.Abstract: Heart failure (HF) is a progressive, debilitating syndrome with significant physical and psychological comorbidities. As psychosocial variables have been found to contribute to HF morbidity and mortality, methods to improve mental health and quality of life have been explored. This study examined the effects of mutual goal setting and supportive-educative nursing interventions on mental health and quality of life. An experimental, repeated-measures design with a convenience sample of 88 participants was used. The mutual goal setting nursing intervention was found to significantly support improved mental health and quality of life in this population over a 6-month period.ProcedureIn collaboration with the home health agency, potential participants were identified with arrangements made for a home visit during the first week of the client’s admission to agency’scare. A scripted approach was used to explain the study and to obtain informed consent. Once informed consent was obtained, initial baseline data were collected and participants were randomly assigned to one of three nursing intervention groups (mutual goal setting, supportive- educative, or placebo) by the principal investigator using a table of random numbers.All participants received routine HF management according to the home care agency’s protocol.In addition to this routine care, three specific nursing interventions (mutual goal setting, supportive- educative, placebo) were developed for use in this study. The mutual goal setting and supportive educative interventions were based on the Agency for Health Care Policy and Research (AHCPR) heart failure clinical practice guidelines (Konstam et al., 1994). With the mutual goal-setting intervention, nurses interacted with clients to examine their values about HF and to determine goals for achievement using the consumer version of the AHCPR heart failure clinical practice guidelines (AHCPR, 1994). Once goals were identified and prioritized, methods were mutually explored and strategies developed for goal attainment. Although the mutual goal- setting intervention was designed to allow clients to develop their own outcomes, the supportive- educative intervention had predetermined outcomes. The supportive-educative nursing intervention taught the client about self-care management while providing additional support. The placebo intervention consisted of health promotion topics that excluded information contained in the AHCPR heart failure guidelines (Konstam et al., 1994).Special sessions were held to instruct graduate student nurse research assistants to administer thenursing interventions. Each intervention group (mutual goal setting, supportive- educative, or placebo) had its own nurse interventionist to prevent cross contamination. Using prepared scripts and materials, the nurse interventionists met with individual participants each week for a total ofeight consecutive weeks in the participants’ own homes.
Characteristics of the study participants
Home care setting and family members caring for the patients
Mental health and quality of life
Mutual goal setting or supportive education
Question 33
2 PointsWhich study features are necessary to demonstrate causality? MULTIPLE RESPONSE ITEM
The cause must occur prior to the effect
There must be a statistically significant association between the independent and dependent variables
No confounding variables that could explain the effect
Use of within subjects research population
A heterogeneous study population
Question 34
2 PointsWhich study uses a cross-sectional design?
Miller compared the nutritional status of breast fed versus bottle fed infants by assessing albumin levels at three months of age
Johnson tested the effectiveness of a supplemental nutrition program given to infants through age 4 by comparing the body mass index between participant versus non-participant groups annually from ages 6-12.
Hodgkin collected data from the medical records of adults who had survived bladder cancer and correlated this with their past history of tobacco use, urinary tract infections and exposure to pesticides.
Freeman interviewed women whose daughters had children before the age of 17 at the grandchild’s birth, six months, and 12 months to explore the grandmothers’ perspective of familial role transitions.
Question 35
2 PointsA nurse researcher wants to test if participation in gaming activities are related to cognitive decline in elderly people living in assisted living facilities. The researcher plans to review the resident activity logs for the previous six months for participation in gaming activities and correlate the findings with the residents’ cognitive abilities. Which data collection plan will best help the researcher answer this question?
Cross-sectional
Retrospective
Prospective
Random
Question 36
2 PointsThe nurse researcher randomly drops by the study site to evaluate that the research assistants are implementing the study’s independent variable exactly as it was designed. The researcher does this to control which study characteristic?
Matching
Statistical control
Randomization
Intervention fidelity
Question 37
2 PointsIn the research question “What is the effect of relaxation therapy versus biofeedback on the functional ability of patients with rheumatoid arthritis?, what is the “O” of the PICO format?
Functional ability
Rheumatoid arthritis
Biofeedback
Relaxation therapy
Question 38
2 PointsWhich statement is true about “sampling”?
Sampling is selecting a portion of the population to represent the larger population
Quantitative and qualitative research typically use the same sampling methods
Eligibility criteria is not an important consideration when choosing the sample
Sample size is not a concern in quantitative research
Question 39
2 PointsWhich sampling design involves randomization in the sample selection process?
Probability
Convenience
Snowball
Purposive
Question 40
2 PointsThe sampling approach used by quantitative researchers differs from the sampling approach used by qualitative researchers in which way?
Quantitative researchers use probability sampling methods to increase the generalizability of the findings
Qualitative researchers use non-probability sampling techniques to make sure their participants represent the population at large
Generalizability is an important consideration when choosing a sampling design for qualitative research
Snowball sampling is a common strategy for recruiting participants in true experimental design studies
Question 41
2 PointsResearchers hand out surveys to nursing students in the School of Nursing lobby to evaluate opinions about passive versus active classroom learning strategies. What method would help ensure that the researchers obtain a representative sample based on gender and ethnicity?
Simple random sampling
Convenience sampling
Quota sampling
Systematic sampling
Question 42
2 PointsWhat statement describes the concept of “sampling attrition”?
Number of participants who failed to meet the inclusion criteria
Inability to access identified members of a population
Number of participants who dropped out during the study
Number of participants who die while participating in a study
Question 43
2 PointsAs part of an evidence-based project, a student nurse is required to use primary sources for a literature review. Which study would be an example of a primary source?
A meta-analysis of the use of herbal supplements to improve immune function in people with systematic lupus erythematous
A meta-synthesis report of factors that reduce stigma for people living with HIV/AIDS
A research team’s report on a quasi-experimental design study to determine if massage or swaddling works best to decrease post-procedure stress in preterm infants
A systematic review of nursing interventions to prevent falls in hospitalized children ages 1-8.
Question 44
2 PointsThe Clinical Practice Committee at a hospital is looking at the evidence for methods to prevent pressure ulcers. They are evaluating several studies to determine the external validity of the results. Why is this important?
It explains how confounding variables could explain the results.
It demonstrates that the results can be applied to settings or groups beyond the study population.
To identify if the study’s outcome measurements are consistent with the institution’s outcome benchmarks.
To determine which studies have the strongest statistical significance.
Question 45
2 PointsThe researchers design a plan to identify and select participants for their study. The plan maximizes the chance that each member of a population has an equal chance of being included in the study. What is this practice called?
Random assignment
Matching
Homogeneity
Random sampling
Question 46
2 PointsRead the article by Bich et al. (2018) and answer the following question: What are the PICO components of this study?
Question 47
2 PointsRead the article by Bich et al. (2018) and answer the following question: The authors report that this study is a quasi-experimental design. What features of this study make it “quasi experimental” rather than true experimental or non-experimental?
Question 48
2 PointsRead the article by Bich et al. (2018). Identify three demographic variables (basic characteristics) that are statistically, significantly different between the treatment and control group.
Question 49
2 PointsRead the article by Bich et al. (2018). Write a null hypothesis that represents the research problem in this study.
Question 50
2 PointsRead the article by Bich et al. (2018) and answer the following question: The researchers state “We hypothesized that after the intervention, the community under intervention will have higher proportions of women practicing early breastfeeding initiation and exclusive breastfeeding at 1, 4, and 6 months than women in the controlcommunity.” What type of hypothesis is this?
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