The Effect of Spirituality on Healthcare of Nursing students at SDCA

Quantitative and Descriptive Study

Presented to the Faculty of Nursing
School of Nursing and Allied Health Studies
St. Dominic College of Asia
City of Bacoor, Cavite

In Partial Fulfillment of the Requirements for the

Degree of Bachelor of Science in Nursing

Inciong, Mary Rhoniel G.

Gulipatan, Frances Anne P.
Lacanlele, Rinoa S.
Gyenes, Ma. Beatriz

[Student Surname, Given Name M.I.]

Adviser

[Date of the Final Defense]

 Approval Sheet

The study:

“[INSERT STUDY TITLE – INSERT STUDY TITLE – INSERT STUDY TITLE –

INSERT STUDY TITLE – INSERT STUDY TITLE]”

prepared and submitted by Mr./Ms. [insert name of the student/s in First Name-M.I.-
Surname format] and Mr./Ms. [insert name of the student/s in First Name-M.I.-
Surname format] in partial fulfillment of the requirements for the degree of Bachelor of
[insert program] has been examined and are recommended for acceptance and approval.

[INSERT NAME OF THE ADVISER]

Adviser

Approved by the Research Panel with the grade of ______ on the [n th] day of
[Month Year].

[INSERT NAME OF THE THESIS DEFENSE CHAIR]

Chair, Thesis Defense

[INSERT NAME OF THE PANELIST] [INSERT NAME OF THE PANELIST]

Panelist Panelist

Accepted in partial fulfillment of the requirements for the degree of Bachelor of

[insert program].

[INSERT NAME OF THE DEAN]

Dean, School of [insert school]
F-RDO-011 Rev. 1 (07-22-19) Acknowledgment

[Insert Text]
 Dedication

[Insert Text]
 Abstract

HIV -RELATED KNOWLEDGE, ATTITUDES, AND HIV RISK

BEHAVIOR AMONG COLLEGE FRESHMAN WOMEN:
IMPLICATIONS FOR COUNSELING

By
Sugatan, A.X., Bobier, C.X., Clemente, M.X., Malazarte, N.X., & Periodico, A.X
St. Dominic College of Asia, 2003

Joyce Jones, Advisor

The purpose of the study was to investigate the relationship between selected

demographic variables, knowledge of HIV/AIDS, attitudes towards using condoms, HIV

risk behaviors, involvement in HIV/AIDS intervention programs, and the degree of

sexual behavior among college freshman women. The population used in this study was a

historically black institution located in a large southeastern city in Texas.

The sample for this study consisted of four hundred seventeen (417) female

freshman students who participated in 2002 fall orientation. The instrument utilized for

this study was the modified version of the TSU AIDS Risk Survey Schedule. The random

sampling procedure was used in this study. A half-split reliability coefficient of .77 was

computed for the investigative instrument. The investigative instrument was judged to

have excellent content validity. Additionally, the data were tested through the application

of the Standard Multiple Regression Procedure and the Multiple Correlation, with a level

of significance of .05 or greater. The results indicate that a linear relationship did not

exist between HIV-related knowledge and the degree of sexual behavior among college

freshman women. Likewise, there was no significant linear relationship between the

demographic variables of age, ethnicity and marital status and the degree of sexual
behavior among college female students. Also, the variable drug use had no linear

relationship with the degree of sexual behavior among college freshman women.

However, a linear relationship was found between the variable attitudes towards

using condoms and the degree of sexual behavior among college female students.

Additionally, a significant linear relationship was found between involvement in

HTV/AB3S intervention programs and the degree of sexual behavior among college

freshman women. Participation In an HIV/AIDS intervention program appeared to

decrease the sexual behavior of college freshman women. Moreover, alcohol use had a

direct linear relationship on the degree of sexual behavior. Alcohol Use seemed to

promote an increase in sexual behaviors among college female students. It is

recommended by the researcher that a follow-up study be done that examines the sexual

behavior of female freshman students from different geographic regions of the country.

The results indicate that a linear relationship did not exist between HIV-related

knowledge and the degree of sexual behavior among college freshman women. Likewise,

there was no significant linear relationship between the demographic variables of age,

ethnicity and marital status and the degree of sexual behavior among college female

students. Also, the variable drug use had no linear relationship with the degree of sexual

behavior among college freshman women.

However, a linear relationship was found between the variable attitudes towards

using condoms and the degree of sexual behavior among college female students.

Additionally, a significant linear relationship was found between involvement in

HTV/AB3S intervention programs and the degree of sexual behavior among college

freshman women. Participation In an HIV/AIDS intervention program appeared to

decrease the sexual behavior of college freshman women. Moreover, alcohol use had a

direct linear relationship on the degree of sexual behavior. Alcohol Use seemed to

promote an increase in sexual behaviors among college female students. It is

recommended by the researcher that a follow-up study be done that examines the sexual

behavior of female freshman students from different geographic regions of the country.
Research Ethics Committee Certification
Statistical Product and Services Solution (SPSS) Certification
Turnitin Certification
Research Commercial Value Certification
 English Language Editing and APA Style 7th Edition Certification

This is to certify that the study “[Insert Study Title – Insert Study Title – Insert
Study Title – Insert Study Title – Insert Study Title]” underwent Grammar and Content
Editing (syntax, sentence structure and logic) and has adopted and followed the citation
and referencing style APA Style 6th Edition and as validated by the undersigned. The
study is now ready for final binding.

[Name of the Grammarian]

[Designation, Affiliation]
 Certification of Originality

The study [Insert Study Title – Insert Study Title – Insert Study Title – Insert
Study Title – Insert Study Title] is original and not copied from other sources. The
completed research has less duplication in terms of content, and methodology used
against the databases and the content of other website with the aim to identify plagiarism.
Its title has no exact similarity with any previous study in terms of title itself, local of
study, and/or the respondents in the pursue of the research.

[Name of the Student] [Name of the Student]

Researcher Researcher

[Name of the Student] [Name of the Student]

Researcher Researcher

[Name of the Student]

Researcher

Attested by:

[Name of the Adviser] [Name of the Program Chair]

Adviser Program Chair of [Program]

[Name of the Dean]

Dean, School of [School]
 List of Tables
Table 1: …………………………………………………………………………... 6
Table 2 (and so on…): …………………………………………………………… 6
 List of Figures
Figure 1: ………………………………………………………………………….. 6
Figure 2 (and so on…): …………………………………………………………... 7
 List of Abbreviations
W.H.O. World Health Organization
 TABLE OF CONTENTS
Approval Sheet 1
Dedication 3
Abstract 4
Research Ethics Committee Certification 7
Statistical Product and Services Solution (SPSS) Certification 8
Turnitin Certification 9
Research Commercial Value Certification 10
English Language Editing and APA Style 7th Edition Certification 11
Certification of Originality 12
List of Tables 13
List of Figures 14
List of Abbreviations 15
CHAPTER I 17
The Problem and Review of Related Literature 17
Background of the Study 17
Purpose of the Study 20
Review of Related Literature 21
Synthesis 22
Conceptual Framework 22
Definition of Terms 23
Significance of the Study 28
CHAPTER II 30
Methodology 30
Research Design 30
Instrumentation 31
Validity 32
Reliability 32
Data Collection 33
Ethical Consideration 33
Data Analysis 34
 CHAPTER I
The Problem and Review of Related Literature

Background of the Study

Healthcare professionals are entrusted with the holistic care of their clients. This
means nurses and other healthcare providers care for the soul and spirit as well as for the
body. By caring for individuals in a way that acknowledges the mind-body-spirit
connection, healthcare providers acknowledge the whole person. Spiritual care is a part of
holistic care. Most health professionals interact with all three dimensions of a person;
Physical, mental, and spiritual. While most professions are competent at assessing the
physical and mental aspects, it is equally important that they develop confidence in
addressing the client’s spiritual needs as well. Health care professionals must also
become confident and competent with spiritual caregiving, expand their skills in
assessing the spiritual domain and develop and implement appropriate spiritual
interventions. (Puchalski, 2004) The health care professional can play a major role in
providing spiritual care. Although many institutions provide clergy visits, nurses in
particular spend a great deal of time with their clients. Healthcare professionals need to
be aware of this situation because clients want a trusting and caring relationship with
their healthcare provider to feel spiritually supported and nurtured. The provision of care
will encompass a more holistic perspective- one that attends to all aspects of mind, body,
and spirit. A holistic foundation means that healthcare providers will assess and respond
to each client`s physical, emotional, mental, and spiritual dimensions.

Many older adults turn to spirituality to cope with illness, the death of loved ones, or the
anticipation of their deaths. Individuals facing death often experience, guilt, fear, anxiety,
and resentment. Having faith in a supreme being often helps them reaffirm the value and
meaning of life. Individuals with a life-threatening disease or those who are dying can
still find beauty and meaning in life, and the importance of the role of health care
professionals in providing spiritual support cannot be overemphasized. The impact of
spirituality on recovery from disease and the promotion of health is a topic that has
received the attention of us researchers. This study aimed to review the impact of
spirituality on people’s health and to discuss the relationship between health and belief in
spiritual powers. Since spirituality and healthcare were frequently associated before
modern times, nurses have made an effort to balance their care by recovering medicine's
more spiritual foundations in recent decades. Serving the full person physically,
emotional, social, and spiritual is what is meant by spiritual or compassionate care.
According to (Connerton & Moe, 2018) “Addressing the holistic needs of the patient
requires the nurse to address emotional as well as physical needs” . Spiritual patients may
draw on their beliefs to manage their condition, their pain, and the rigors of life.
According to several studies, those who are spiritual have a more upbeat outlook and a
higher quality of life. For instance, those with advanced cancer who found solace in their
religious and spiritual practices were happier, more content with their life, and
experienced less discomfort.

There are many definitions and interpretations, but a particularly good one is the
notion that spirituality is the connection that patients make to something or someone
beyond themselves as a means of reaching self-actualization or healing. Spirituality is a
gray area for nurses and doctors. For many of us, this is unexplored territory, since we
simply are not trained well to talk about it. As it is, we owe it to our patients and their
families to become more comfortable in this area. One might argue that we are too busy
with care decisions at the bedside to make time for venturing into the spiritual, but if it is
as important as bodily health, then the opposite is true and we cannot afford to ignore it.
For many patients, spirituality is the foundation and support that enables them to move
from despair and brokenness to a sense of well-being and wellness. Considering this
factor, it is then important to the holistic patient care process in that it helps to address
individuals' understanding of illness and healing. (Jafari et al., 2014) Spiritual practices
can provide a background wherein anxieties about physical and mental functioning may
be faced, felt, and understood. Clinical studies show concrete relationships between
measures of health and religious acts that include prayer, religious observance, and
devotion. An intuitive, interpersonal, altruistic, and integrative expression that depends
on the nurse's understanding of the transcendent dimension of existence but that
represents the patient's reality is what is sometimes referred to as spiritual nursing care.

References:

Connerton, C. S., & Moe, C. S. (2018). The Essence of Spiritual Care. Creative
Nursing, 24(1), 36–41. https://doi.org/10.1891/1078-4535.24.1.36

Jafari, N., Loghmani, A., & Puchalski, C. M. (2014). Spirituality and health care in
Iran: time to reconsider. Journal of Religion and Health, 53(6), 1918–1922.
https://doi.org/10.1007/s10943-014-9887-2

Puchalski, C. (2004). Spirituality in health: the role of spirituality in critical care.

Critical Care Clinics, 20(3), 487–504, x. https://doi.org/10.1016/j.ccc.2004.03.007

Purpose of the Study

As of the moment, tons of nurses are going abroad to earn more and for career growth,

hence our country lacks healthcare providers. Spirituality in Nursing is vital as early as studying

the course itself, for you to be able to focus you should have a strong motivation toward your

goal.
Significance of the Study: The results will show the importance of spirituality in nursing
students and how it affects the students currently and shortly.

College of Nursing Dean. They can create several activities that will enhance or wake up the
spirituality of the students and can help them focus more on their goals.

Clinical Instructors. they can make a culture-based approach to help the students further
towards their spirituality.

Students. Since we have different religious/cultural beliefs, the most vital is how to respect
everyone and be able to perform nursing practices and set the fire to their spirituality and goals.

St. Dominic College of Asia. As the students perform well and demonstrate the importance of
being a nurse and how they do it, they will inspire others, perhaps the patients and children, who
will be able to understand how rewarding it is to be a nurse and may pursue that degree shortly.
And will have an optimistic view of the school.

Review of Related Literature

The review of related literature is divided in to _____ sections. The first section

focuses_________________. The second section deals with___________. A summary

completes the chapter.

[Insert text]

[Insert Sub-content Title. If any.]

[Insert text. If any.]

Synthesis

Theoretical Framework

The purpose of the theoretical framework is to tie the dissertation together. As the

researcher, you should approach the proposed research from a theory or set of theories

that provide the backdrop for the work (researchers do not create theory; they use

established theory in which to embed their work). This section should describe how this

study will relate to existing theories and discuss how the methodology being used in the
study links to those theories. Questions to answer: Is the theoretical foundation strong?

Are the theoretical sources apparent? Are they appropriate for the topic? Do they need

further explanation? Further, the theoretical framework describes a context within which

to locate the intended project and suggests why doing such a study is worthwhile. The

theoretical framework justifies the methods you plan to use for conducting the study and

presents how this research will contribute to the body of knowledge and/or practice.

Further, it describes the context within which to locate the intended project and suggests

why doing such a study is worthwhile.

Synthesis

Summary, should show the in-text citations of similarity and difference of the related
studies

Conceptual Framework

[Insert text]

[Insert Sub-content Title. If any.]

[Insert text. If any.]

Figure 1: [Insert Figure Title]
Definition of Terms

The Definition of Terms section of Chapter 1 defines the study constructs and

provides a common understanding of the technical terms, exclusive jargon, variables,

phenomena, concepts, and technical terminology used within the scope of the study.

Terms are defined in lay terms and in the context in which they are used within the study.

Each definition may be a few sentences to a paragraph in length. This section includes

any words that may be unknown to a lay person (words with unusual or ambiguous

meanings or technical terms).

Definitions must be supported with citations from scholarly sources. Do not use

Wikipedia to define terms. This popular “open source” online encyclopedia can be

helpful and interesting for the layperson, but it is not appropriate for formal academic

research and writing. Additionally, do not use dictionaries to define terms. A paragraph

introducing this section prior to listing the definition of terms can be inserted. However, a

lead-in phrase is needed to introduce the terms such as: “The following terms were used

operationally in this study.” This is also a good place to “operationally define” unique

phrases specific to this research. See below for the correct format:

Term, Write the definition of the word. This is considered a Level 3 heading.,

Make sure the definition is properly cited (Author, 2010, p.123). Terms often use

abbreviations. According to the American Psychological Association (APA),

abbreviations are best used only when they allow for clear communication with the

audience. Standard abbreviations, such as units of measurement and names of states, do

not need to be written out. APA also allows abbreviations that appear as words in
Merriam-Webster’s Collegiate Dictionary (2005) to be used without explanation

[4.224.30].

Spaces. Do not use periods or spaces in abbreviations of all capital letters unless

the abbreviation is a proper name or refers to participants using identity-concealing

labels. The exception to this rule is that a period is used when abbreviating the United

States as an adjective. Use a period if the abbreviation is a Latin abbreviation or a

reference abbreviation [4.02]. Use standard newspaper practice when presenting AM and

PM times, as in 7:30 PM or 6:00 AM.

Abbreviations. Do not use periods with abbreviated measurements, (e.g., cd, ft,

lb, mi, and min). The exception to this rule is to use a period when abbreviated inch (in.)

to avoid confusion with the word “in”. Units of measurement and statistical abbreviations

should only be abbreviated when accompanied by numerical values, e.g., 7 mg, 12 mi, M

= 7.5 measured in milligrams, several miles after the exit, the means were determined

[4.27].

Time units. Only certain units of time should be abbreviated. Do abbreviate hr,

min, ms, ns, s. However, do not abbreviate day, week, month, and year [4.27]. To form

the plural of abbreviations, add “s” alone without apostrophe or italicization (e.g., vols,

IQs, Eds). The exception to this rule is not to add “s” to pluralize units of measurement

(12 m not 12 ms) [4.29].- italicized

Research Questions

This study aims to understand the effect of Spirituality on the Health Care of a

nursing student.

Specifically, it seeks to answer the following questions:

1. How can spiritual belief make SDCA nursing students better?

2. What is the importance of spirituality in nursing students?
3. What are the advantages and disadvantages of applying spiritual beliefs in patient care?
4. How can spirituality be used to provide holistic care to a nursing student's patient?
Chapter 1 will be presented again in Chapter 3 to provide clear continuity for the reader

and to help frame your data analysis in Chapter 4.

If your study is qualitative, state the research question(s) the study will answer, and

describe the phenomenon to be studied. Qualitative studies will typically have one

overarching research question with three or more sub-questions. If your study is

quantitative, state the research questions the study will answer, identify the variables, and

state the hypotheses (predictive statements) using the format appropriate for the specific

design. Quantitative studies will typically have three or four research questions and

associated hypotheses; mixed method studies can use both depending on the design.

In a paragraph prior to listing the research questions or hypotheses, include a discussion

of the research questions, relating them to the problem statement. Then, include a leading

phrase to introduce the questions such as: The following research questions guide this

qualitative study:

RQ1: This is an example of how a qualitative research question should align

within the text of the manuscript. Indent .25 inches from the left margin. Text that wraps

around to the next line is indented using the Hanging Indent feature at .5”.

RQ2: Add a research question here following the format above. Additional

research questions should follow the same format.

Or for a quantitative study the research questions are formatted as below. The following

research question and hypotheses guide this quantitative study:

RQ1: This is an example of how a quantitative research questions and hypotheses

should align within the text of the manuscript. Indent .25 inches from the left
margin. Text that wraps around to the next line is indented using the Hanging Indent

feature at .5”.

H1o: The null hypothesis that aligns to the research question is listed here.

H1a: The alternative hypothesis that aligns to the research question and

null hypothesis is listed here. Repeat this pattern for each quantitative research question

and associated hypotheses.

Scope and Limitation

This study investigated the extent of collaboration in academic and service

partnerships in nursing. This further explored the barriers in building such partnerships,

and differences in the assessment of nursing administrators, senior faculty, and nursing

students. To answer the problem statement, the researcher developed research

instruments guided by numerous literature and relevant studies. Such instrument

underwent a deliberate and careful validation by subject experts as well as reliability

using Cronbach alpha coefficients.

The four groups of participants including nursing administrators, faculty, clinical

staff nurses, and students were chosen using a non-random selection specifically the

purposive sampling. Furthermore, the participants were informed and consented on the

main purpose, objectives, and expected outcome of this study. There were only 500 total

accessible samples from the target population within Metro Manila. There were 10

nursing schools and 10 hospitals, on the contrary, there were only 7 nursing schools and 5

affiliated hospitals that voluntarily gave their willingness to participate in this study.

The data collection began last October 2013 and ended in February 2014.
Significance of the Study

This section identifies and describes the significance of the study. It also discusses

the implications of the potential results based on the research questions and problem

statement, hypotheses, or the investigated phenomena. Further, it describes how the

research fits within and will contribute to the current literature or body of research.

Finally, it describes the potential practical applications from the research. This section is

of particular importance because it justifies the need for, and the relevance of, the

research.

The following will benefit from the study:

Nursing Leaders. The findings of this study will provide an overview of the

current status of building collaboration in academic and service communities. In this

regard, they will be able to identify both strong and weak points of academic-service

partnerships. Consequently, they will be able to strategically plan on how partnerships

can be facilitated, strengthened and sustained for the benefit of the students, faculty, and

the nursing profession at large. On the other hand, barriers of collaboration would also be

properly addressed together with faculty, students and leaders from the service industries.

Nursing Students. The findings of the study will be beneficial to the students as

they are the recipients and active collaborators in the teaching-learning process. With

this, the academic and service institutions will be working together to provide and deliver

what is appropriate to the community of learners. Leaders would be able to address issues

that would inhibit the provision of quality education together with the nursing service

industries. The learning experiences obtained from various affiliating institutions would
know the areas that students need to be exposed and apply what they have learned from

their learning institutions.

Professional Nursing Organizations. The findings of this study will benefit

professional nursing organizations as collaborators and catalysts that would help to

strengthen the status of nursing in the country through academic-service partnerships.

Many of the leading and recognized nursing associations in the country are also providers

of learning and continuing education for students and nurses; they would also expand

opportunities to disseminate the significance and importance of building collaboration

and partnerships.

Future Researchers. The findings of this study can be improved by means of

further investigation including a large sample population to represent the entire country.

The questionnaire can be used at the same time; however, it needs to be retested and

revalidated for cultural sensitivity and acceptability. The findings may also contribute to

the growing needs and demands in exploring the extent of collaboration between

academic and service industries.

 CHAPTER II
Methodology
Research Design

This section elaborates on the nature of the Research Design for the Study section

from Chapter 1. It includes a detailed description of, and a rationale for, the specific

design for the study. It also discusses the specific research design for the study

(descriptive, correlational, experimental, quasi-experimental, historical, case study,

ethnography, phenomenology, content analysis, exploratory, explanatory, embedded,

triangulation, etc.) and describes how it aligns to the selected methodology indicated in

the previous section. Additionally, it describes why the selected design is the best option

to collect the data to answer the research needed for the study. It explains exactly how the

selected design will be used to collect data for each and every variable (for a quantitative

study), or how the selected design will be used to collect data to describe the nature of the

phenomena in detail (for a qualitative study). It identifies the specific instruments and

data sources to be used to collect all of the different data required for the study. 

Arguments are supported by citations from articles and books on research

methodology and/or design. This section should specify the independent, dependent,

and/or classificatory variables as appropriate. Be sure to relate the variables back to the

research questions and/or hypotheses. A brief discussion of the type of data collection

tool chosen (survey, interview, observation, etc.) can also be included in this section as

related to the variables.

Sampling Technique

Sample Size Determination

Instrumentation

This section fully identifies and describes the types of data that will be

collected, as well as the specific instruments and sources used to collect those data

(tests, questionnaires, interviews, data bases, media, etc.). Discuss the specific

instrument or source to collect data for each variable or group for a quantitative

study. Discuss the specific instrument or source to collect information to describe

the phenomena being studied for a qualitative study. Use the “Instrumentation”

heading if you are conducting quantitative research. Use the “Sources of Data”

heading if you are conducting qualitative research. Use appropriate APA level

subheadings for each data collection instrument and place a copy of all instruments

in an appendix.

If you are using an existing instrument, make sure to discuss in detail the

characteristics of the instrument. For example, on a preexisting survey tool describe:

how the instrument was developed and constructed, the validity and reliability of

the instrument, the number of items or questions included in the survey, the

calculation of the scores, and the scale of measurement of data obtained from the

instrument. You must also obtain all appropriate use permissions from instrument

authors. If you are developing your own instrument, describe in detail the process

used to develop the instrument, how the validity and reliability of the instrument
was established, and the characteristics of the instrument as described above. You

must describe the Pilot Test or Field Test that you performed to ensure that there is

no bias in your questions or instrument.

Validity

This section describes and defends the procedures used to determine the

validity of the data collected. Validity refers to the degree to which a study

accurately reflects or assesses the specific concept that the researcher is attempting

to measure. Ask if what is actually being measured is what was set out to be

measured. As a researcher, you must be concerned with both external and internal

validity. External validity refers to the extent to which the results of the study are

generalizable (quantitative) or transferable (qualitative) to the population. Internal

validity refers to the rigor with which the study was conducted (study design, theory

instrumentation, measurements, etc.). For this section, provide specific validity

statistics for quantitative instruments, identifying how they were developed. Explain

specific approaches on how validity will be addressed for qualitative data collection

approaches.

Reliability

This section describes and defends the procedures used to determine the

reliability of the data collected. Reliability is the extent to which an experiment, test,

or any measuring procedure is replicable and yields the same result with repeated

trials. For this section, provide specific reliability statistics for quantitative
instruments, identifying how the statistics were developed. Explain specific

approaches on how reliability will be addressed for qualitative data collection

approaches.

Data Collection

This section details the entirety of the process used to collect the data. Describe

the step-by-step procedures used to carry out all the major steps for data collection for the

study in a way that would allow another researcher to replicate the study. Think of this

section of Chapter 3 as a recipe, that you need to carefully follow in order to produce the

best possible study results (or “entree”).

If you were to insert a table in this section, for any reason, set it up as shown

below. Refer to Table 1 on page 29 for formatting instructions. [Insert Sub-content Title.

If any.]

Figure 2. Phases in Data Collection

Ethical Consideration

This section should demonstrate adherence to the key principles of the Belmont Report

(respect, justice and beneficence) in the study design, sampling procedures, and within

the theoretical framework, research problem, and questions. You should clearly discuss

how your data will be stored, safeguarded, and destroyed, as well as how the results of

the study will be published. This section should also reference IRB approval to conduct

the research, which includes subject recruiting and informed consent processes, in regard

to the voluntary nature of study. Finally, the IRB approval letter with the protocol

number, informed consent/subject assent documents, site authorization letter(s), or any

other measures required to protect the participants or institutions, must be included in an

appendix.

Data Analysis

This section presents a description of the process that was used to analyze the

data. If hypotheses or research question(s) guided the study, data analysis procedures can

be framed relative to each research question or hypothesis. Data can also be organized by

chronology of phenomena, by themes and patterns, or by other approaches as deemed

appropriate according for a qualitative study.

 CHAPTER III
RESULTS
This section, which is the primary section of this chapter, presents a summary and

analysis of the data in a nonevaluative, unbiased, organized manner that relates to the

research question(s) and/or hypothesis(es). List the research question(s) as they are

discussed to ensure that the readers see that the question has been addressed. Answer the

research question(s) in the order that they are listed for quantitative studies. Learners can

organize data in several different ways for qualitative studies including by research

question, by themes and patterns, or by other approaches deemed appropriate for the

study.

The results must be presented without implication, speculation, assessment,

evaluation, or interpretation. Discussion of results and conclusions are left for Chapter 4.

Refer to the APA Style Manual for additional lists and examples. In quantitative

dissertations, it is not required for all data analyzed to be presented; however, it is

important to provide descriptive statistics and the results of the applicable statistical tests

used in conducting the analysis of the data. It is also important that there are descriptive

statistics provided on all variables. Nevertheless, it is also acceptable to put most of this

in the appendix if the chapter becomes too lengthy.

Required components include descriptive and inferential statistics. Descriptive

statistics describe or summarize data sets using frequency distributions (e.g., to describe

the distribution for the test scores in a class of 30 pupils) or graphical displays such as bar

graphs (e.g., to display increases in a school district's budget each year for the past five

years), as well as histograms (e.g., to show spending per child in school and display

mean, median, modes, and frequencies), line graphs (e.g., to display peak scores for the
classroom group), and scatterplots (e.g., to display the relationship between two

variables).

Descriptive statistics also include numerical indexes such as averages, percentile

ranks, measures of central tendency, correlations, measures of variability and standard

deviation, and measures of relative standing.

Inferential statistics describe the numerical characteristics of data and then go

beyond the data to make inferences about the population based on the sample data.

Inferential statistics also estimate the characteristics of populations and test hypotheses.

Table 1

Correct Formatting for a Multiple Line Table Title is Single Spacing and

Should Look Like this Example

Variable Column A Column B Column C

M (SD) M (SD) M (SD)
Row 1 10.1 (1.11) 20.2 (2.22) 30.3 (3.33)
Row 2 20.2 (2.22) 30.3 (3.33) 20.2 (2.22)
Row 3 30.3 (3.33) 10.1 (1.11) 10.1 (1.11)
Note. Adapted from “Sampling and Recruitment in Studies of Doctoral Students,” by
I.M. Researcher, 2010, Journal of Perspicuity, 25, p. 100. Reprinted with permission.

Profile Characteristics of the Participants

Table 1 Profile Characteristics of the Participants (n=100)

Table 1

Participant Demographics (N=245)

 Measure n %
Sex
Male 152 62.0
Female 93 38.0
Education
Did not complete high school 24 9.8
Year 10 8 3.3
Year 12 139 56.7
TAFE certificate or diploma 11 4.5
Undergraduate 55 22.4
Post-graduate diploma 5 2.0
Masters 3 1.2

Table 1 presents the profile characteristics of the participants. Present the data

ascending

[Insert text]

Experimental follow up study

Table 11

Means and Standard Deviations for Well-being by Condition

Pre-test 1 Month follow up Activity compared with control

CI CI
Activity M SD n M SD n g lower upper  
Condition 1 1.77 0.77 155 2.44 1.10 135 0.71 0.47 0.95
Condition 2 1.79 0.68 120 2.15 0.70 110 0.52 0.26 0.79
Condition 3 3.92 0.93 154 3.41 1.38 133 -0.44 -0.67 -0.20
Control 3.91 0.82 119 3.65 0.85 109 - - -

Scores on different measures (scales) by condition

Table 12
Means and Standard Deviations of Key Measures by Condition
Measure Rest Activity Control
Scale 1 35.00 (12.23) 35.00 (12.23) 35.00 (12.23)
Scale 2 35.00 (12.23) 35.00 (12.23) 35.00 (12.23)
Scale 3 35.00 (12.23) 35.00 (12.23) 35.00 (12.23)

Properties of key variables

Table 13
Means and Standard Deviations of Key Measures
Range
Measure n M SD α Possible Actual
MBI Emotional exhaustion 59 17.90 12.84 .75 1-50 1-50
MBI depersonalization 59 4.68 5.39 .75 0-5 0-5
MBI personal 59 34.71 9.17 .75 0-5 0-5
accomplishment
Depression 59 3.32 4.46 .75 0-5 0-5
Anxiety 59 2.51 3.46 .75 0-5 0-5
Stress 59 5.95 5.01 .75 0-5 0-5
Social support number 59 2.92 1.53 .75 0-5 0-5
Social support satisfaction 59 5.22 0.98 .75 0-5 0-5
Organisational support 59 29.88 11.53 .75 0-5 0-5
Challenging behaviour 59 8.21 1.65 .75 0-5 0-5

Correlation matrix
Table 21
Correlation Matrix for Key Measures (N = 107)
Measure 2 3 4
1. PA (Time 1) -.30** .64*** -.46***
2. NA (Time 1) -.39*** .52***
3. Resilience (Time 1) -.55***
4. Depression (Change)
Note. PA = <name>; NA = <name>; Change = based on Time 2 – Time 1.
* p < .05 (two-tailed). ** p < .01 (two-tailed). *** p < .001 (two-tailed).

In both of the above examples, the number following r in parentheses

corresponds to the degrees of freedom (df), which is directly tied to the sample

size. Then the correlation coefficient is reported, followed by the p-value. Note
that when a p-value is less than .001, we do not report p = .000. This is because p-

values can never be equal to zero. P-values below .001 are reported as p < .001.

Regression

Results of the multiple linear regression indicated that there was a

collective significant effect between the gender, age, and job satisfaction, (F(9,

394) = 20.82, p < .001, R2 = .32). The individual predictors were examined further

and indicated that age (t = -11.98, p = .002) and gender (t = 2.81, p = .005) were

significant predictors in the model.

Results of the binary logistic regression indicated that there was a

significant association between age, gender, race, and passing the reading exam

(χ2(3) = 69.22, p < .001).

In the above examples, the numbers in parentheses after the test statistics F

and χ2 again represent the degrees of freedom. The F statistics will always have

two numbers reported for the degrees of freedom following the format: (df

regression, df error). For statistics such as R2 and p-values where the number

before the decimal point is assumed to be zero, the 0 is omitted.

T-Tests

Results of the independent sample t-tests indicated that there were not

significant differences in job satisfaction between males and females, (t(29) = -

1.85, p = .074).
 Results of the dependent (paired) sample t-tests indicated that there were

significant differences in job satisfaction between pretest and posttest, (t(33) =

37.25, p < .001). Once again, for t-tests, the number in parentheses following the t

is the degrees of freedom.

Analysis of Variance (ANOVA)

Results of the ANOVA indicated that there were not significant differences

in job satisfaction between ethnicities (F(2, 125) = 0.16, p = .854, partial η2

= .003).

Following the F notation from the previous regression example, the first

number in parentheses refers to the numerator degrees of freedom and the second

number corresponds to the denominator (error) degrees of freedom. The partial η2

refers to the effect size of the test.

For qualitative studies, it is important to provide a complete picture of the

constant comparative analysis conducted or of the coding pursued to arrive at a set of

themes or conclusions about the subject. In qualitative studies, if thematic analysis is

used, the questions to ask include the following:

1. What themes occur in interviews and field notes?

2. Does the study provide samples that the themes exist by using interviews

or field notes?

3. What topics were mentioned most often?

4. What issues were most important to the people in the study?

 5. How do the participants view the topic of research?

6. What kinds of relationships are apparent? (e.g., strict inclusion,

cause-effect, function, sequence)?

7. How can the categories identified in the data be ordered into

meaningful, grounded theories?

8. After completing the first draft of Chapter 4, ask these general questions:

9. Are the findings clearly presented, so any reader could understand them?

10. Are all the tables, graphics or visual displays well-organized and easy to read?

11. Are the important data described in the text?

12. Is factual data information separate from analysis and evaluation?

13. Are the data organized by research questions?

Make sure to include appropriate graphics to present the results. Always introduce,

present, and discuss the visual organizers in narrative form. Never insert

a visual organizer without these three steps.

A figure is a graph, chart, map, drawing, or photograph. Below is an

example of a figure labeled per APA style. Do not include a figure unless it adds

substantively to the understanding of the results or it duplicates other elements in

the narrative. If a figure is used, a label must be placed under the figure. As with

tables, refer to the figure by number in the narrative preceding the placement of the

figure. Make sure a table or figure is not split between pages. Below is another
example of a table that the characteristics of a servant leader.

The Servant Leader

Table 3

Trait Descriptors
Values People By believing in people
By serving other’s needs before his or her
own By receptive, non-judgmental
listening
Develops People By providing opportunities for learning
and growth
By modeling appropriate behavior
By building up others through
encouragement and
affirmation
Builds Community By building strong personal relationships
By working collaboratively with others
By valuing the differences of others
Displays Authenticity By being open and accountable to others
By a willingness to learn from others By
maintaining integrity and trust
Provides Leadership
By envisioning the future By taking
initiative By clarifying goals

Shares Leadership By facilitating a shared vision By sharing

power and releasing control By sharing
status and promoting others
Note. Derived from Laub, J. (1999). Assessing the servant organization: Development of
the servant organizational leadership assessment (SOLA) instrument (Doctoral
Dissertation). Available from ProQuest Dissertation and Theses Database. (UMI No.
9921922)

CHAPTER IV
DISCUSSION

[Insert text]

[Insert Sub-content Title. If any.]

[Insert text. If any.]

 CHAPTER V
Summary of Findings, Conclusion, Recommendation
Summary

This section of Chapter 5 should be organized by research question(s),

hypothesis(es), theme, or any manner that allows summarizing the specific findings

supported by the data and the literature.

Conclusion

The section presents conclusions made based on the data analysis and

findings of the study and relates the findings back to the literature, significance of

the study in Chapter 1, Advancing Scientific Knowledge in Chapter 1. Significant

themes/ findings are compared and contrasted, evaluated, and discussed in light of

the existing body of knowledge. The significance of every finding is analyzed and

related to the significance section and advancing scientific knowledge section of

Chapter 1. Additionally, the significance of the findings is analyzed and related

back to the literature and ties the study together. The findings are bounded by the

research study parameters described in Chapters 1 and 2, are supported by the data

and theory, and directly relate to the research question(s). No unrelated or

speculative information is presented in this section. This section of Chapter 5

should be organized by research question(s), hypothesis(es), theme, or any manner

that allows summarizing the specific findings supported by the data and the

literature. Conclusions represent the contribution to knowledge and fill in the gap

in the knowledge. They should also relate directly to the significance of the study.

The conclusions are major generalizations, and an answer to the research problem

developed in Chapters 1. This is where the study binds together. In this section,

personal opinion is permitted, as long as it is backed with the data, grounded in the

research methods and supported in the literature.

Recommendation

This section should describe what could happen because of this research. It also

tells the reader what the research implies theoretically, practically, and for the future.

Additionally, it provides a retrospective examination of the theoretical framework

presented in Chapter 2 considering the dissertation’s findings. A critical evaluation of the

strengths and weaknesses of the study and the degree to which the conclusions are

credible given the methodology, research design, and data, should also be presented. The

section delineates applications of new insights derived from the dissertation to solve real

and significant problems. Implications can be grouped into those related to theory or
generalization, those related to practice, and those related to future research. Separate

sections with corresponding headings provide proper organization.

Theoretical implications. Theoretical implications involve interpretation of the

dissertation findings in terms of the research question(s) and hypothesis(es) that guided

the study. It is appropriate to evaluate the strengths and weaknesses of the study critically

and include the degree to which the conclusions are credible given the method and data.

It should also include a critical, retrospective examination of the framework

presented in the Literature Review section considering the dissertation’s new findings.

Practical implications. Practical implications should delineate applications of

new insights derived from the dissertation to solve real and significant problems. These

implications refer to how the results of the study can be applied in professional practice.

Future implications. Two kinds of implications for future research are possible:

one based on what the study did find or do, and the other based on what the study did not

find or do. Generally, future research could look at different kinds of subjects in different
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https://www.youtube.com/watch?v=Ntl8K6UDPdE
 Appendix A
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 Appendix B
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EDUCATIONAL BACKGROUND

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