INTRODUCTION TO RESEARCH

RESEARCH DEFINED (ENCYCLOPEDIA)

 French word “cerchier” – to “seek or search”.
 Prefix “re” – “again” – signifies replication of the search.
 One seeks extensively for new knowledge or for directly utilizing knowledge in
a specific true-to-life situations which “involves careful or critical thinking”.

RESEARCH DEFINED (WEBSTER)

 Research may be defined as a “scientific investigation of phenomena” which
includes collection, analysis, interpretation, and presentation of facts that links
man’s speculation with reality.

Webster (1992) – research is a studious inquiry or examination.

Barr (1951) – “any systematic search for understanding limited to particular subject
that for purposes of investigation has been cast in problematic form and formally
defined.

Treece and Treece (1973) – “research, in the broadest sense, is an attempt to gain
solutions to problems. It is collection of data in a rigorously controlled situation for the
purpose of prediction or explanation.”

Best (1978) – “is considered to be a formal, systematic and intensive process of

carrying on a scientific analysis for the purpose of discovery and development of an
organized body of knowledge.”

Polit and Hungler, 1999

 Is a systematic search for and validation (justification) of knowledge about
issues of importance to the nursing profession.

Burns and Grove, 1997

 Is concerned with knowledge that directly and indirectly influences nursing
practice.

NURSING RESEARCH (POLIT & BECK, 2004)

 Nursing Research is a “systematic inquiry/study and assessment designed to
develop knowledge about issues or phenomena of importance to Nursing
Profession, including Nursing Practice, Education, Administration and
Informatics.

 Scrutiny of observable event or facts to patients, staff nurses, health workers and
many others which includes collection, presentation, analysis, and interpretation
of phenomena that binds / connects nurses thoughts with actuality.

RESEARCH DEFINED (POLIT AND BECK, 2013)

  Research is a “systematic inquiry that uses disciplined methods to answer
questions or solve problems.”

 Three Ultimate Goals:

 Develop
 Refine
 Expand Body of Knowledge

IMPORTANCE OF NURSING RESEARCH

1. Determine what evidence/s exist.
2. To come up with a solution to an existing problem.
3. Research improves the quality of life.
4. Research improves instruction (research oriented and unique qualities).

ROLES OF NURSES IN RESEARCH

1. Principal investigator.
2. Member of a research team.
3. Identifier of researchable problems.
4. Evaluator of research findings.
5. User of research findings (Research Utilization).
6. Patient/client advocate during studies – ethical aspects of research are upheld.
7. Subject/participant in studies.

GOALS FOR CONDUCTING NURSING RESEARCH

1. Promote Evidence-Based Nursing Practice – nurses make clinical decisions
based on the best research evidence, their clinical expertise, and the health care
preferences of their patients / clients.

2. Ensure Credibility of the Nursing Profession – nurses can determine what it

is that they do and how they do it that distinguishes them from other groups in
the health care field.
- To show what is unique about our profession or services.

3. Provide accountability for Nursing Practice – independent in making

decisions.
- Accountable to those who are recipients of our care.

4. Document the Cost Effectiveness of Nursing Care – consumers have become

more cognizant / aware of the cost of health care and are asking for explanations
of services they receive.

QUALITIES OF A GOOD NURSE RESEARCHER

 The qualities of a good nurse researcher have also an acronym of NURSE
RESEARCHER
N - Noble (high moral principles);
U - Understanding and caring to patients;
R - Respectful;
 S - Sincere to his/her work;
E - Excellent in performing his/her duty;

R - Research-oriented;
E - Efficient;
S - Scientific;
E - Effective;
A - Active;
R - Resourceful;
C - Creative;
H - Honest;
E - Economical; and
R - Religious.

QUANTITATIVE AND QUALITATIVE RESEARCH

 Nurse researchers conduct both quantitative and qualitative studies.
1. Quantitative research - is concerned with objectivity, tight controls over
the research situation, and to ability to generalize findings.
2. Qualitative research – is concerned with subjective meaning of
experiences to individuals.
3. Mixed-Method – when doing a sole quantitative or qualitative approach
study does not suffice to answer the research question.

CLASSIFICATION OF NURSING RESEARCH

 Research may be classified, according to the general purpose of the study, as
basic or applied research.

1. Basic research – This also called “pure research” or “fundamental research”.

 is concerned with generating new knowledge. Basic research is
conducted to develop, test, and refine theories and generate new
knowledge (Kerlinger, 1986; Oman, Krugman, & Fink, 2003; Polit
& Beck, 2008).
 Sometimes it is said that basic research “seeks knowledge for
knowledge’s sake.”

2. Applied research – Also called “practical research”.

 is concerned with using knowledge to solve immediate problems. It
is directed toward generating knowledge that can be used in the
near future. It is often conducted to seek solutions to existing
problems (Burns & Grove, 2009; Polit & Beck, 2008).
 Is designed to directly influence or improve clinical practice.
HISTORY
 Nursing research was able to develop and expand only as nurses received
advanced educational preparation. The growth of nursing research seems to be
directly related to the educational levels of nurses.

MAJOR PHASES OF NURSING RESEARCH

The Five Major Phases of Quantitative Research
1. The Conceptual Phase
2. The Design and Planning Phase
3. The Empirical Phase
4. The Analytical Phase
5. The Dissemination and Utilization Phase

Activities in a Qualitative Research

A. CONCEPTUALIZING AND PLANNING A QUALITATIVE STUDY:
1. Identifying a Research Problem.
2. Doing a Literature Review.
3. Selecting and Gaining Entrée into Research Sites
4. Designing Qualitative Studies.
5. Addressing Ethical Issues.

B. CONDUCTING A QUALITATIVE STUDY:

1. Sampling
2. Data Collection
3. Data Analysis
4. Interpretation

C. DISSEMINATING QUALITATIVE FINDINGS.

THE CONCEPTUAL PHASE

Source/s of Topics: NATURAL CURIOSITY, or BURNING INTEREST, and
INTELLECTUAL CURIOSITY.

Guidelines in Making the Research Title

 Clarity and conciseness
 Obvious focus of the research
 It should contain the population and major variable(s).
 no more than 12 words, (APA, 2015)
 no more than 8 words.
 UC format is Maximum of 15 words only
“A Study of…,” “The Relationship Between…,” or “The Effects of…,”

General Recommendations (Perry, et.al., 2002):

1. A title should attract the readers attention.
2. Formal titles that are not too “clever” or “cute”.
3. Should clearly reflect the Main Theme, Issue or Position discussed in the
article.
4. The title should be as specific as possible given the restrictions on length.
5. Some of the key words listed after the abstract should appear in the title.
6. The title should preferably answer the following questions:
“How”
 “What” “With whom”?

“Where / in what context”

Basic Structure for a Title (Grobler, 2003)

Main Theme or Research Topic
+
Research Design
+
Population
+
Geographical Area

MAJOR PHASES OF NURSING RESEARCH

The Research Problem

 A research problem is a statement about an area of concern, a condition to be
improved, a difficulty to be eliminated, or a troubling question that exists in
scholarly literature, in theory, or in practice that points to the need for
meaningful understanding and deliberate investigation.

Introduction
 A research problem is a question that researcher wants to answer or a problem
that a researcher wants to solve
 Identification & formulation or a research problem is the first step of the
research process
 Selection of research problem depends on several factors such as researcher’s
knowledge, skills, interest, expertise, motivation & creativity with respect to the
subject of inquiry.
 It is believed that most of the good research studies need lots of time for
selection of a research problem.

The Research Problem

 A researcher knows that a problem is researchable when (Calmorin and
Calmorin, 2007):
1. There is no known solution to the problem,
2. The solution can be answered by using biostatistical methods and
techniques,
3. There are probable solutions but they are not yet tested, or
4. The occurrence of phenomena require scientific investigation to arrive at
precise solution.
  Should be clearly and explicitly expressed in interrogative form because
questions have quality of posing the problem quickly.
 Whether a research problem is Historical, Descriptive, Experimental, or Case
Study, it has SMART characteristics:
S – specific
M – measurable
A – achievable
R – realistic
T- time-bound

Sources of Research Problem

 It is said that research is born out of man’s problems and man’s major problems
demand research.
1. Personal Experiences – observed something in nursing practice that was a
source of concern.

2. Specialization – Major field or forte of staff nurse/nurse researcher is

catalyst towards research.

3. Literature Sources – the existing nursing literature is an excellent source

of ideas for research. Nearly every published study concludes with
recommendations for further studies. Unpublished theses and dissertations
also contain suggestions for studies.

4. Existing and past researches – existing and past researches are rich
sources of research problems even using replication utilizing the same
instrument but administered to different group of subjects and area in order
to compare the similarities and differences of the findings.

5. Existing Theories – the testing of an existing theory, or deductive

research, is definitely needed in nursing. Most researchers, begin with a
problem that has personal relevance in their immediate work environment.

6. Theses, Dissertation, and Research Journals – Recommendations is

one of the sections in Chapter 4 of a thesis and dissertation. Thesis and
dissertation writers recommend problems related to their studies for future
research. Likewise, researchers’ publication in the research journals also
recommend relevant studies for future research.

Criteria of a Good Research Problem

1. Enthusiastic – interesting to attract the attention of the researcher.
2. Relevant to the Government’s Thrust (Ex. Family planning).
3. Relevant to the needs of the patients and people – nurse researchers must keep
in mind that research results are not only for themselves but for the patients and
people.
 4. Innovative – a good research problem must be novel (having or showing fine
personal or high moral principles) and useful. It can also be restatement and
restructuring of an old problem to make it new.
5. Inventive – a good research problem must be original and unique. The findings
of the study worthy for a patent (open for the public).
6. Cost effective – The 7Ms – Manpower, Money, Materials, Methods, Machinery,
Moment of time, and Marketing are needed in conducting research.
7. Return of Investment – Meaning – if a researcher invests or spends money in
research, he also gains money. In other words, research results are not only for
publication but also for commercialization to have return of investment so that
the budget will not be exhausted.
8. Measurable – by using research instrument in gathering data and appropriate
biostatistical tool.
9. Time-bound – can be completed within the time frame scheduled.

Research Problem Considerations

 Many factors should be considered when trying to decide if a certain topic is
appropriate for a scientific investigation. Some of these factors include:
1. Ethical Issues.
2. Significance of the Study for Nursing.
3. Personal Motivation of the Researcher.
4. Qualifications of the Researcher, and
5. Feasibility of the Study (Time, Cost, Equipment and Supplies,
Administrative Support, Peer Support, and Availability of Subjects).

FORMULATING THE STATEMENT OF THE PROBLEM (SOP)

Guidelines
 Based on research objectives and stated in interrogative form.
1. To describe / determine a particular phenomenon, event, or situation.
2. To determine if two or more variables are related.
3. To compare characteristics based on the variables of the study.
4. Stated in question form but should not be answerable by “yes” or “no”.
5. Stated on “what”, “to”, and “how”.

General Problem
1. Reflects the general objective of the research.
2. Based on the title of the study.
3. Indicates major variables and population under study.

Ways of Stating the Problem

1. a question and/or several questions.
2. a declarative sentence and/or a series of complete statements.
3. a combination of both, i.e., a statement followed by a series of questions or
vice versa.

Examples of stating the problem

1. Problems stated in a question form:
1.1 Single question
a. Who are more proficient at the bedside, the graduates of a diploma or
those of the basic degree program?
b. Are the hours of nursing care available in general hospitals related to
patient satisfaction with nursing care?
c. Do patients in open wards in a general hospital receive more nursing care
than those in private rooms?

1.2 Single question followed by a series of questions.

1. What are the common methods of contraception practiced by mothers in
Quezon Hill Barangay?
a. Is the selection of a particular method influenced by religion,
socio-economic status or education of the patients?
b. What problems do these mothers meet, if any, in the
particular method of their choices?
c. What implications does this study have for public health nurses
in the area?

2. Problems stated in the form of a declarative sentence.

2.1 Single declarative sentence
a. To compare the affectivity of nursing aides trained through teaching
machines than with conventional methods.
b. To identify common problems of Nurse Administrators in some private
school/colleges of nursing.
c. To determine the factors causing satisfaction and dissatisfaction in the
work life of nurses in selected hospitals in Baguio City.

2.2 A series of declarative sentences:

The study attempts to determine:
a. The general food patterns and food intake as well as food choices of
families, whose mothers had nutrition education background.
b. The food groups in which their meals were deficient.
c. How adequately these nutritional needs are met.
d. The foods that may safely substitute for unavailable or expensive foods.

3. A declarative sentence followed by a series of questions.

To determine the proper sequence of learning experiences in operating room
nursing geared to the needs of students and patients in surgery:
a. What were the needs of the students and patients in surgery?
b. What sequence of learning experience was provided for students in
operating room particular?
c. Was this sequence in meeting the above needs?
Types of Research Questions
1. Descriptive - when a study is designed primarily to describe what is going on or
what exists.
2. Inferential - when the study is designed to look at the relationships (causal-
effects), or comparison (significant difference) between or among variables.

FORMULATING THE RESEARCH OBJECTIVES

Defining the Purpose or the Objectives of the Research

 The problem deals with “what” is to be studied, the purpose with “why” the
study is being undertaken.

Writing the Statement of Purpose

Declarative statement.
 Sometimes combines “what” is being done and “why” it is being done.
 The purpose must be:
a. Clear
b. Precise (Detailed or Accurate)
c. Concrete (Real or Happening in Real Life situation)
d. Easy to communicate
 Usually contains an active verb common preceded by the preposition to begin
with “to”.

Example of writing the purposes:

Sample 1:
1. The purpose of this study is to determine if a specifically planned program of
reality orientation would decrease the degree of confusion in elderly confused
patients in a home setting.
2. To assess the amount of knowledge of the post-surgical patient has in caring for
his colostomy bag.

Sample 2:
The purpose of this study is to test the effect of problem orientation on the nursing
student’s ability to identify problem/s in nursing research.

Sample 3:
This study primarily aims to investigate the effectiveness of coordination and
collaboration among nursing students in a group setting.

 Objectives must denote measurable attributes, or observable phenomena, so that

one could determine whether the objectives or goals have been met or whether
have been solved .
 Objectives serve as a guide in intelligently evaluating or analyzing the research.
 Describe the desired outcomes of the study and must be stated in such as a way
as to make achievement possible
Writing the SOP and Objectives (example)

This study primarily aimed to determine the extent of implementation of the

Integrated Management Childhood Illness (IMCI) in Community Health Centers
(CHCs) in Baguio City, towards the development of an action plan to improve or
strengthen the implementation of IMCI.

Specifically, it sought to answer the following questions:

(Descriptive SOP)
1. What is the extent of implementation of IMCI in CHCs in Baguio City according
to:
a. human resources capacitation.
b. health systems; and
c. community-based approaches?
2. What limiting factors are identified with the extent of implementation of IMCI in
CHCs in Baguio City along the following?
a. behavioral and environmental factors; and
b. educational and ecological factors.
(Inferential SOP)
3. In there a significant difference on the extent of IMCI implementation in the
CHCs in Baguio City?

4. What experiences of the CHC workers are encountered in the implementation of

IMCI?
5. What action plan can be developed to further the implementation of IMCI?