Chapter 10

lOMoARcPSD|20314170
Chapter 10 - test bank
Research for Evidence Informed Practice (University of Saskatchewan)
Studocu is not sponsored or endorsed by any college or university

Downloaded by acacia ferngale ([email protected])
lOMoARcPSD|20314170
Chapter 10: Experimental and Quasiexperimental Designs

LoBiondo-Wood: Nursing Research in Canada, 4th Edition
MULTIPLE CHOICE
1. The nurse is critiquing a research study that used an experimental design. Which of the
following criteria must be met to infer causality?
a. The relationship between cause and effect must be reciprocal.
b. The relationship must not be explainable by any other variable.
c. The independent variable must change in response to manipulation of the
dependent variable.
d. The outcome must be logical, expected, and predictable.
ANS: B
Feedback
A Cause and effect are not necessarily reciprocal.
B Control of other variables that may explain the effect of the independent variable
on the dependent variable is critical to causality.
C In a cause-and-effect relationship, the independent variable changes the
dependent variable.
D Cause-and-effect-relationships are not necessarily logical or expected.
DIF: Cognitive Level: Understanding (Comprehension)

MSC: NCLEX Client Care Needs Category: Safe and Effective Care Environment; Health Promotion
and Maintenance
2. The nurse is critiquing a research study that involves participants undergoing chemotherapy
for breast cancer. Which finding would meet a criterion for inferring causality between
performance of exercise and adaptive behaviour of the participants receiving chemotherapy?
a. Adaptation behaviour began before the exercise program was initiated.
b. Adaptive behaviour occurred in the control group over time.
c. The level of adaptation behaviours increased proportionately with increase in the
intensity of the exercise.
d. No differences in adaptation behaviours were observed between participants in the
experimental group and participants in the control group.
ANS: C
Feedback
A The change in the dependent variable before treatment begins would interfere
with clear causality.
B If a change in adaptation behaviour occurred without treatment, that would
interfere with causality.
C Causality is supported by a clear proportional change in the dependent variable
(adaptive behaviour) following a clear proportional change in the independent
variable (exercise).
D The lack of difference between groups suggests that the independent variable
(treatment) was not causally related to the dependent variable.

lOMoARcPSD|20314170
DIF: Cognitive Level: Applying (Application)

and Maintenance
3. What is the term used to describe the experimental treatment initiated by the researcher?
a. Independent variable
b. Dependent variable
c. Extraneous variable
d. Outcome variable
ANS: A
Feedback
A The other term for experimental treatment is independent variable.
B The dependent variable is also called the outcome.
C The term extraneous variable refers to a variable that can interfere with inferring
causality.
D Outcome variable is another term for dependent variable.
DIF: Cognitive Level: Remembering (Knowledge)

and Maintenance
4. By what specific criterion should you judge the results or findings of experimental research?
a. The size of the experimental group compared with the size of the control group
b. The validity that the experimental treatment caused the desired effect on the
outcome
c. The degree to which the research questions were congruent with the hypotheses
and the purpose of the study
d. The degree to which the researcher was able to apply the findings to clinical or
practice settings
ANS: B
Feedback
A Findings of an experimental study are not ultimately judged by comparing group
sizes.
B The validity of the results of an experimental study depends on how well the
researcher controlled alternative explanatory variables.
C Though important, congruence of research questions, hypotheses, and so on is
not the ultimate criterion for evaluating an experimental effect.
D Clinical applicability does not guarantee validity of experimental results.

and Maintenance
5. Which of the following factors or characteristics is present only in true experimental design
(and not in a quasi-experimental design)?
a. Research question or hypothesis

lOMoARcPSD|20314170
b. Experimental treatment
c. Informed consent
d. Randomization
ANS: D
Feedback
A Research questions or hypotheses are present in all levels of quantitative
research.
B Experimental treatment is also present in a quasi-experimental design.
C Informed consent is required for all types of research.
D Randomization or random assignment to a group is not present in a quasi-
experimental study.

and Maintenance
6. What aspect should be the primary consideration in critiquing the research report of an
experimental study and determining the validity of the conclusions presented?
a. How well the researcher controlled for extraneous variables
b. The number of participants who dropped out of the control and experimental
groups
c. The credentials and previous experience of the researcher
d. The number of persons involved in the data collection process
ANS: A
Feedback
A Control is the ultimate criterion in experimental research because it is related to
constancy in the manipulation of variables.
B Although mortality (dropout rate) is important, it is not the primary
consideration in determining the validity of the findings.
C Researcher credentials and experience, while important, do not ensure
experimental control.
D The number of data collectors is not a primary criterion for determining the
validity of conclusions.

and Maintenance
7. How differently is the independent variable handled in studies with an experimental design or
a quasi-experimental design?
a. An independent variable is not identified or needed in a quasi-experimental design.
b. Both designs identify an independent variable, and both manipulate the
independent variable.
c. Experimental designs demonstrate that the independent variable is related to the
outcome, but quasi-experimental studies allow for independent variables that stand
alone.

lOMoARcPSD|20314170
d. Although both designs identify an independent variable, experimental designs

identify it before the research is initiated, and quasi-experimental designs identify
it after the data have been analyzed.
ANS: B
Feedback
A A quasi-experimental design incorporates both dependent and independent
variables.
B The major difference between experimental and quasi-experimental designs is
the randomization of groups; independent variables are manipulated in both
designs.
C Both experimental and quasi-experimental designs examine the relationship of
dependent and independent variables.
D In both designs (experimental and quasi-experimental), variables are identified
before the study begins.

and Maintenance
8. Random assignment of participants to experimental and control groups has which of these
effects?
a. Minimizes mortality within groups
b. Maximizes variance between groups
c. Decreases systematic bias
d. Increases selection bias
ANS: C
Feedback
A Randomization has no effect on mortality (dropout rate).
B Randomization minimizes pretreatment variance between groups, rather than
maximizing variance. This helps to ensure that posttreatment differences are
related to the independent (treatment) variable alone.
C Random assignment to groups helps to ensure that other (extraneous) variables
that could affect changes in the dependent variable are equally distributed within
groups, thus reducing systematic bias.
D Randomization reduces selection bias, rather than increasing it.

and Maintenance
9. Which of the following statements about random assignment or randomization is true?

a. The randomization process decreases the influence of researcher bias but can
increase the effect of systematic bias in a study.
b. The randomization process decreases the influence of systematic bias but can
increase the effect of researcher bias in a study.
c. With randomization, each participant has an equal and known probability of being

lOMoARcPSD|20314170
assigned to any group in a study.

d. Randomization eliminates the need for informed consent.
ANS: C
Feedback
A Randomization does not decrease researcher bias or necessarily increase
systematic bias.
B Randomization does not necessarily influence systematic bias or researcher bias.
C Randomization, or random assignment to a group, implies that each participant
has an equal and known probability of being assigned to a group.
D Informed consent is always required in any type of research on human
participants.

and Maintenance
10. Why is randomization important in a study with an experimental design?

a. It reduces the risk of the participant being harmed by participation in the study.
b. It ensures that the experimental group and the control group have the same number
of participants.
c. It allows the study to proceed without the researcher knowing the identity of the
treatment group.
d. It increases the likelihood that differences in the outcomes of the groups are not
related to chance alone.
ANS: D
Feedback
A Randomization does not protect a research participant from harm.
B Sampling techniques such as quota sampling, not randomization, ensure equal
group size.
C Randomization does not blind the researcher to treatment group versus control
group.
D Randomization helps attribute any group differences in study outcomes to the
treatment or experimental condition and not to chance alone.

and Maintenance
11. Control is important in an experimental research study for which of these reasons?
a. It ensures maintenance of participant confidentiality.
b. It introduces one or more constants into the experimental situation.
c. It prevents data collection from extending beyond the original time specified for
the study.
d. It ensures a cause-and-effect relationship between independent and dependent
variables.
ANS: B

lOMoARcPSD|20314170
Feedback
A Participant confidentiality is protected by the researcher’s coding of participants
to mask their identity.
B Control is essential to minimize the effects of extraneous variables on the
interaction of the identified independent and dependent variables. Control of
variables makes it possible to explain a study’s findings with accuracy.
C Control in an experimental design is not related to the time period of the study.
D Control does not ensure a cause-and-effect relationship between the treatment
variable and the outcome.

and Maintenance
12. What is the meaning of “control” in a study with an experimental design?

a. The care taken to ensure maintenance of participant confidentiality
b. The introduction of one or more constants into the experimental situation
c. The ability of the researcher to prevent data collection from extending beyond the
original time specified for the study
d. The faithfulness of the researcher in the application of all the assumptions of the
experimental process to the study
ANS: B
Feedback
A Participant confidentiality is protected by the researcher’s coding of participants.
B Control is the introduction of one or more constants into the experimental
situation.
C Control in an experimental design is not related to specific periods of a study.
D Control is associated with holding factors constant, rather than with applying
experimental assumptions.

and Maintenance
13. In a true experimental study, the control group is the group that does what?
a. Receives the experimental treatment
b. Receives the placebo treatment
c. Experiences the adverse results
d. Experiences the reactive effects
ANS: B
Feedback
A The group that receives the experimental treatment is the experimental group,
not the control group.
B In true experimental research, the control group is the group that receives the
usual or a placebo treatment, rather than the experimental one.

lOMoARcPSD|20314170
C The occurrence of adverse results is not confined to the control group and, in
fact, is more likely in the treatment group.
D Reactive (Hawthorne) effects are the effects of being studied, which can occur in
both experimental and control groups.

and Maintenance
14. Which action would increase the control of an experimental study?

a. Establishing strict criteria for participant selection
b. Allowing participants to decide whether or not to be in the experimental group
c. Ensuring that participants do not know the purpose of the experimental study
d. Increasing the number of assistants involved in data collection
ANS: A
Feedback
A Strict participant selection criteria help to minimize bias and limit extraneous
variables.
B Self-selection for the treatment group would be likely to decrease control,
increase bias, and limit the validity of study outcomes.
C Participants are entitled to know the purpose of a study via informed consent.
D Increasing the number of research assistants to collect data can decrease control
if they are not specially trained.

and Maintenance
15. Using the abstract information provided below, identify which group would be considered the
“control group” for this experimental study.
“To determine the efficacy of a cognitive-behavioural intervention for treating insomnia in
breast cancer survivors, randomized controlled trials were conducted with seventy-two
women who through sleep diaries were identified as experiencing insomnia. Participants were
randomly assigned to a multicomponent intervention including stimulus control instructions,
sleep restriction, and sleep or a single-component group (sleep education).”
a. The group receiving the multicomponent.
b. The group receiving the single component.
c. The group experiencing adverse effects.
d. The group refusing to participate.
ANS: B
Feedback
A The group receiving the multicomponent is the experimental or treatment group.
B In true experimental research, the control group is the group that receives the
usual treatment. The single component is the usual treatment.
C Adverse effects do not occur only in the control group but are more likely to
occur in the treatment group.

lOMoARcPSD|20314170
D Refusal to participate does not refer to control group status.

and Maintenance
16. In a study about help to quit smoking, one group of participants received a single supportive
phone call 10 days after attending a program on strategies to resist the urge to smoke. A
second group received a weekly supportive phone call for 6 weeks after attending the same
program, and a third group received no supportive phone calls after attending the program.
What property of experimental research did the researcher employ in this study?
a. Quasi-experimental research—no control group
b. Random assignment to research groups
c. Manipulation of the intervention dose
d. Controlling for extraneous variables
ANS: C
Feedback
A There was a control group—the group that received no phone calls.
B The description of the study does not indicate whether random assignment was
done.
C The description of the study indicates manipulation of the independent variable
with various patterns of interventions, that is, phone calls.
D Control of extraneous variables is not evident in this description.

and Maintenance
17. In a study about help to quit smoking, one group of participants received a single supportive
phone call 10 days after attending a program on strategies to resist the urge to smoke. A
second group received a weekly supportive phone call for 6 weeks after attending the same
program, and a third group received no supportive phone calls after attending the program.
What is the dependent variable in the research scenario?
a. Program on strategies to resist smoking
b. Elimination of cigarette smoking
c. Weekly supportive phone call
d. No supportive phone call
ANS: B
Feedback
A The program of strategies to resist smoking was the independent variable.
B The dependent (outcome) variable is quitting cigarette smoking.
C The weekly supportive phone call was part of the treatment (independent)
variable.
D The control group received no supportive phone call.

lOMoARcPSD|20314170
and Maintenance
18. A study was conducted to determine whether a videotape would be more effective than a
pamphlet in instructing college-age women to perform breast self-examination on a regular
basis. Which of the following conditions could be considered an antecedent variable?
a. Four participants in the pamphlet-based instruction group had mothers who had
been received a diagnosis of breast cancer, and the other group had no participants
with mothers diagnosed with breast cancer.
b. The group that received the videotape training comprised members of one sorority,
and the group that received the pamphlet-based instruction comprised members of
a different sorority.
c. During the study, most participants received flu shots through the college’s student
health service.
d. The pamphlet group had 38 members, and the videotape group had 33 members.
ANS: A
Feedback
A An antecedent variable (e.g., mothers with breast cancer) is something that
occurs before the study but may affect the outcome and confuse results.
B The sorority effect would occur during data collection in the study, not before
the study.
C Flu immunization would not have occurred before the study, but during the
study.
D Sample size would occur during the study, not before it.
DIF: Cognitive Level: Analyzing (Analysis)

and Maintenance
19. A study compared weight loss in obese participants between those who participated in a
support group and those who chose not to. Which of the following factors or conditions in the
study would be considered an intervening variable?
a. Data collection for both groups occurred over the Thanksgiving holiday.
b. The group that did not participate in a support group had a greater percentage of
male participants.
c. Three participants received a diagnosis of hypertension 1 month after the study
began.
d. Two participants dropped out of the study 1 month after the study began.
ANS: C
Feedback
A If a factor affects both groups, then it is likely not an intervening variable.
B Group size and gender would be part of the study.
C An intervening variable (e.g., hypertension diagnosis) affects the participant
during the course of the study; it is therefore not part of the study and could
affect the dependent variable.
D Participant attrition would not be considered an intervening variable.

lOMoARcPSD|20314170
DIF: Cognitive Level: Analyzing (Analysis)

and Maintenance
20. What type of threat to validity is minimized by the use of the Solomon four-group design?
a. Mortality
b. Selection bias
c. Testing
d. Antecedent variable
ANS: C
Feedback
A Use of four groups does not control participant mortality or attrition.
B Selection bias would be controlled by correct sampling processes.
C Testing threats to internal validity are ruled out by Solomon four-group design.
D Antecedent variables are not controlled by the use of the four-group design.

and Maintenance
21. For which of the following studies would an after-only experimental research design be most
appropriate?
a. The effect of cause of spousal death on widow self-esteem
b. The effect of preoperative teaching on vascular complications after surgery
c. The effect of a mentorship program on improvement of student performance in a
BSN program
d. The effectiveness of using the videotape to teach adolescent men about the
warning signs of testicular cancer.
ANS: B
Feedback
A The effect of cause of spousal death cannot be controlled and studied.
B After-only design is particularly useful when outcomes cannot be measured
beforehand (e.g., postoperative complications).
C Student performance can be measured before and after the intervention
(mentorship program).
D Knowledge about testicular cancer can be measured before and after the
intervention (videotape teaching).

and Maintenance
22. Why would a nurse researcher opt for a quasi-experimental study design instead of an
experimental study design?
a. The study is planned to be conducted in a laboratory setting.
b. An experimental treatment is not part of the study.

lOMoARcPSD|20314170
c. The researcher has not conducted research before.

d. Full experimental control is not possible.
ANS: D
Feedback
A A laboratory setting, in itself, would not preclude the use of an experimental
design.
B If no experimental treatment is used, then the study does not have a quasi-
experimental design.
C Researcher inexperience should not influence the choice of design.
D When full experimental control is not possible, it is appropriate for the
researcher to select a quasi-experimental design.

and Maintenance
23. Which of the following types of quasi-experimental design is implemented when participants
are not randomly assigned to groups?
a. Nonequivalent control group design
b. After-only control group design
c. Solomon four-group design
d. Time series design
ANS: A
Feedback
A Nonequivalent control group design is a quasi-experimental design in which
participants are not randomly assigned to groups.
B After-only control group design does not preclude the use of random assignment.
C Random assignment does occur in the Solomon four-group design.
D A time series design involves multiple episodes of data collection; it does not
mean that random assignment is not used.

and Maintenance
24. A planned quasi-experimental study using a nonequivalent control group design has several
extraneous variables that threaten its internal validity. The nurse researcher’s actions should be
based on which understanding?
a. The results of the study will not be statistically significant.
b. The random assignment of participants to groups will nullify the intervening
variables.
c. The study should be strengthened by controlling intervening variables.
d. Because observation rather than causation is the purpose of the study, no action is
necessary.
ANS: C

lOMoARcPSD|20314170
Feedback
A The statistical significance of the study will not necessarily be affected by the
extraneous variables.
B By definition, a nonequivalent control group design indicates no random
assignment was done. When extraneous variables are identified as threats to the
study, they should be controlled using other approaches. For example, if
experimental and control groups differ systematically on an important
intervening variable (e.g., socioeconomic status), a better match of groups
should be attempted.
C Identifying and controlling threats to internal validity will strengthen the study’s
design.
D Causation is being examined because this is a quasi-experimental study.

and Maintenance
25. What advantage do quasi-experimental studies have over experimental studies?

a. A smaller sample size is sufficient to obtain significant results in quasi-
experimental studies.
b. Quasi-experimental studies are stronger in establishing cause-and-effect
relationships.
c. Descriptive statistics can be used to analyze the data in quasi-experimental studies.
d. Quasi-experimental studies are more adaptable to real-world settings.
ANS: D
Feedback
A Sample size is determined by power analysis, rather than design, in quasi-
experimental studies.
B Quasi-experimental designs are not as strong as experimental designs.
C Descriptive statistics can be used for both quasi-experimental and experimental
studies.
D Quasi-experimental studies are more adaptable to real-world settings, where
randomization is difficult or impossible.

and Maintenance
26. A study was conducted to determine if videotaped instruction was more effective than written
instruction (a pamphlet) to teach menopausal women the benefits of regular mammograms.
Which condition would be considered an antecedent variable?
a. There were 38 participants in the pamphlet group and 34 participants in the
videotape group.
b. During the study, 50% of the videotape group received flu shots, whereas 25% of
those in the pamphlet group received flu shots.
c. Four members of the pamphlet group had mothers who had been received a
diagnosis of breast cancer, but no members of the videotape group had mothers
who had been received a diagnosis of breast cancer.

lOMoARcPSD|20314170
d. While participating in the study, five members of the videotape group began
performing breast self-examination (BSE), while two members of the pamphlet
group began performing BSE.
ANS: C
Feedback
A The sample size is a factor occurring during the study, not before it.
B Because influenza immunization occurred during the study, it is not an
antecedent variable.
C An antecedent variable is something that occurred before the study but can affect
the outcome and confound results.
D Because BSE occurred during the study, it is not an antecedent variable.

and Maintenance
27. Which of the following is a purpose of evaluation research in nursing?

a. Documenting the cost effectiveness of new nursing interventions
b. Discovering the health beliefs of a specific ethnic group
c. Defining the cause-and-effect relationship in poor surgical outcomes
d. Describing various models of health care delivery
ANS: A
Feedback
A Evaluation research is the use of research methods to evaluate a program,
treatment, or policy (e.g., a nursing intervention).
B Health beliefs of a specific group would be learned through an ethnographic
study.
C Cause-and-effect relationships can be analyzed with experimental or quasi-
experimental approaches.
D Describing models of health care delivery most likely occurs in descriptive
research.

and Maintenance
28. In the study by Siminoff, Burant, and Ibrahim entitled “Racial Disparities in Preferences and
Perceptions Regarding Organ Donation,” sampling was done using a random digit telephone
technique. What threats to internal validity does this prevent?
a. Selection effects
b. Selection bias
c. Social desirability bias
d. Testing effects
ANS: B
Feedback

lOMoARcPSD|20314170
A The researchers used randomly selected individuals in this study, which reduced
selection bias.
B The researchers used randomly selected individuals in this study, which reduced
selection bias—which could threaten internal validity.
C Probability sampling helped reduce selection bias, not social desirability bias.
D Probability sampling would not reduce the effects of testing, but would help
reduce selection bias.

and Maintenance
29. A study was conducted to determine if videotaped instruction was more effective than written
instruction (a pamphlet) to teach menopausal women the benefits of regular mammograms.
Which condition would be considered an antecedent variable?
a. There were 38 participants in the pamphlet group and 34 participants in the
videotape group.
b. During the study, 50% of the videotape group received flu shots, whereas 25% of
those in the pamphlet group received flu shots.
c. Four members of the pamphlet group had mothers who had been received a
diagnosis of breast cancer, but no members of the videotape group had mothers
who had been received a diagnosis of breast cancer.
d. While participating in the study, five members of the videotape group began
performing breast self-examination (BSE), while two members of the pamphlet
group began performing BSE.
ANS: C
Feedback
A The sample size is a factor occurring during the study, not before it.
B Because influenza immunization occurred during the study, it is not an
antecedent variable.
C An antecedent variable is something that occurred before the study but can affect
the outcome and confound results.
D Because BSE occurred during the study, it is not an antecedent variable.

and Maintenance
30. In a study using a true experimental design, which of these methods would control for
antecedent variables?
a. Manipulation of the independent variable
b. After-only data collection
c. Intervention fidelity
d. Random assignment to groups
ANS: D
Feedback

lOMoARcPSD|20314170
A Manipulation of the independent variable cannot control a factor that occurred

before the study.
B After-only data collection would not control preexisting variables.
C Systematically delivering the intervention would not control preexisting
variables.
D Random assignment to groups helps ensure that antecedent (preexisting)
variables will be similarly distributed between groups.

and Maintenance
31. How are threats to validity affected when studies are conducted in real-world settings?
a. Threats to both internal and external validity are increased.
b. Threats to both internal and external validity are decreased.
c. Threats to internal validity are decreased, whereas threats to external validity are
increased.
d. Threats to internal validity are increased, while threats to external validity are
decreased.
ANS: D
Feedback
A Studies conducted in real-world settings have fewer threats to external validity.
B Studies conducted in real-world settings have more threats to internal validity.
C Studies conducted in real-world settings have more threats to internal validity
and fewer threats to external validity.
D Studies conducted in real-world settings have fewer threats to external validity
(generalizability) but have more threats to internal validity (control issues).

and Maintenance
32. How are threats to validity affected when studies are conducted in laboratory settings?
a. Threats to both internal and external validity are increased.
b. Threats to both internal and external validity are decreased.
c. Threats to internal validity are decreased, whereas threats to external validity are
increased.
d. Threats to internal validity are increased, whereas threats to external validity are
decreased.
ANS: C
Feedback
A Studies conducted in laboratory settings have fewer threats to internal validity.
B Studies conducted in laboratory settings have more threats to external validity.
C Studies conducted in laboratory settings have fewer threats to internal validity
(control issues) and more threats to external validity (generalizability to other
populations).

lOMoARcPSD|20314170
D Studies conducted in laboratory settings have fewer threats to internal validity

and more threats to external validity.

and Maintenance
MULTIPLE RESPONSE
1. Which are characteristics of quasi-experimental research designs that are considered

weaknesses, compared with experimental designs? (Select all that apply.)
a. Cost of implementation
b. Confidence in making causal assertions
c. Subject to contamination of internal validity
d. Disruptive to the usual routine of the setting
e. Difficult to perform in a particular clinical setting
f. Findings due to interference of extraneous variables
ANS: B, C, F
Feedback
Correct The primary weakness of quasi-experimental designs, compared with
experimental designs, is the weakened confidence in making causal
assertions.
Quasi-experimental designs are particularly subject to contamination of
internal validity by extraneous variables.
Findings of quasi-experimental studies may be due to the influence of
extraneous variables, rather than the experimental treatment (independent
variable).
Incorrect The costs associated with quasi-experimental designs are generally much
lower than the costs of experimental designs.
Quasi-experimental designs are much less disruptive to the usual routine
of the setting than experimental designs.
Quasi-experimental designs are easier to perform in a particular clinical
setting than experimental designs.

and Maintenance
2. A research study in a laboratory setting incorporates four groups (two control and two
experimental) in which only one experimental group and one control group are pretested,
while all four groups are posttested. Which descriptions of the design are accurate? (Select all
that apply.)
a. Experimental design
b. After-only experimental design
c. Real-world experimental design
d. quasi-experimental design
e. Solomon four-group design

lOMoARcPSD|20314170
ANS: A, E
Feedback
Correct The example describes a type of experimental design, a Solomon four-
group design.
The example describes a Solomon four-group design.
Incorrect An after-only experimental design does not include any pretesting.
A real-world experimental design would be conducted in an actual practice
setting, not a laboratory.
The example describes an experimental study conducted in a laboratory. A
quasi-experimental design would be conducted in a real-world setting.

and Maintenance
3. A nurse researcher is planning a quantitative (experimental) research study to test the effect of
a new wound product on wound healing. Which of these factors is necessary to implement an
experimental pretest-posttest design? (Select all that apply.)
a. Inclusion of a second control group
b. Ability to collect pretest data
c. Use of two posttreatment data collection times
d. Participants randomized to the control group only
e. Random assignment of participants to treatment and control groups
ANS: B, E
Feedback
Correct To implement a pretest-posttest design, it must be possible to collect
pretest data.
Random assignment must be possible for both treatment and control
groups.
Incorrect There is no need for a second control group for a pretest-posttest design.
There is no need for two posttreatment data collection times; only one is
needed.
Randomization must be possible for both treatment and control groups.

and Maintenance
4. A research study is planned to determine the effect of nutritional supplementation and type of
support surface on the rate of wound healing in sacral myocutaneous flap failures. Which is an
independent variable in this study? (Select all that apply.)
a. Rate of wound healing
b. Sacral myocutaneous flap
c. Retailer source of protein supplement
d. Type of support surface
e. Nutritional supplementation
ANS: D, E

lOMoARcPSD|20314170
Feedback
Correct The type of support surface is one of the specified interventions or
treatments (independent variables).
Nutritional supplementation is one of the specified interventions or
treatments (independent variables).
Incorrect Rate of wound healing is the dependent variable.
Sacral myocutaneous flap failure is the type of wound being studied.
The retailer of the protein supplement is not an independent variable in
this study. It would be an independent variable if two different retailers’
supplements were being compared.

and Maintenance
5. Which research designs could be classified as experimental? (Select all that apply.)
a. Solomon four-group design
b. After-only design
c. Nonequivalent control group design
d. After-only nonequivalent control group design
e. One-group pretest-posttest design
f. True experimental pretest-posttest control group design
g. Time series design
ANS: A, B, F
Feedback
Correct The Solomon four-group design is an experimental design.
The after-only design is an experimental design.
A true experimental pretest-posttest control group design is an
experimental design.
Incorrect A nonequivalent control group design is a quasi-experimental design.
An after-only nonequivalent control group design is a quasi-experimental
design.
A one-group pretest-posttest design is a quasi-experimental design.
A time series design is a quasi-experimental design.

and Maintenance
6. Which of these research designs could be classified as quasi-experimental? (Select all that
apply.)
a. Solomon four-group design
b. After-only design
c. Nonequivalent control group design
d. After-only nonequivalent control group design
e. One-group pretest-posttest design
f. True experimental pretest-posttest group design

lOMoARcPSD|20314170
g. Time series design

ANS: C, D, E, G
Feedback
Correct A nonequivalent control group design is a quasi-experimental design.
After-only nonequivalent control group design is a quasi-experimental
design.
A one-group pretest-posttest design is a quasi-experimental design.
A times-series design is a quasi-experimental design.
Incorrect A Solomon four-group design is an experimental design.
An after-only design is an experimental design.
A true experimental pretest-posttest design is an experimental design.

and Maintenance

Chapter 10

Uploaded by

Copyright:

Available Formats

Chapter 10

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 10

Uploaded by

Copyright:

Available Formats

lOMoARcPSD|20314170

Chapter 10 - test bank

Research for Evidence Informed Practice (University of Saskatchewan)

Studocu is not sponsored or endorsed by any college or university

Chapter 10: Experimental and Quasiexperimental Designs

DIF: Cognitive Level: Understanding (Comprehension)

Downloaded by acacia ferngale ([email protected])

DIF: Cognitive Level: Applying (Application)

DIF: Cognitive Level: Remembering (Knowledge)

DIF: Cognitive Level: Understanding (Comprehension)

Downloaded by acacia ferngale ([email protected])

DIF: Cognitive Level: Understanding (Comprehension)

DIF: Cognitive Level: Understanding (Comprehension)

Downloaded by acacia ferngale ([email protected])

d. Although both designs identify an independent variable, experimental designs

DIF: Cognitive Level: Understanding (Comprehension)

DIF: Cognitive Level: Understanding (Comprehension)

9. Which of the following statements about random assignment or randomization is true?

Downloaded by acacia ferngale ([email protected])

assigned to any group in a study.

DIF: Cognitive Level: Remembering (Knowledge)

10. Why is randomization important in a study with an experimental design?

DIF: Cognitive Level: Understanding (Comprehension)

Downloaded by acacia ferngale ([email protected])

DIF: Cognitive Level: Understanding (Comprehension)

12. What is the meaning of “control” in a study with an experimental design?

DIF: Cognitive Level: Understanding (Comprehension)

Downloaded by acacia ferngale ([email protected])

DIF: Cognitive Level: Understanding (Comprehension)

14. Which action would increase the control of an experimental study?

DIF: Cognitive Level: Understanding (Comprehension)

Downloaded by acacia ferngale ([email protected])

D Refusal to participate does not refer to control group status.

DIF: Cognitive Level: Understanding (Comprehension)

DIF: Cognitive Level: Applying (Application)

DIF: Cognitive Level: Applying (Application)

Downloaded by acacia ferngale ([email protected])

DIF: Cognitive Level: Analyzing (Analysis)

Downloaded by acacia ferngale ([email protected])

DIF: Cognitive Level: Analyzing (Analysis)

DIF: Cognitive Level: Understanding (Comprehension)

DIF: Cognitive Level: Applying (Application)

Downloaded by acacia ferngale ([email protected])

c. The researcher has not conducted research before.

DIF: Cognitive Level: Understanding (Comprehension)

DIF: Cognitive Level: Remembering (Knowledge)

Downloaded by acacia ferngale ([email protected])

DIF: Cognitive Level: Applying (Application)

25. What advantage do quasi-experimental studies have over experimental studies?

DIF: Cognitive Level: Understanding (Comprehension)

Downloaded by acacia ferngale ([email protected])

DIF: Cognitive Level: Applying (Application)

27. Which of the following is a purpose of evaluation research in nursing?

DIF: Cognitive Level: Understanding (Comprehension)

Downloaded by acacia ferngale ([email protected])

DIF: Cognitive Level: Applying (Application)

DIF: Cognitive Level: Applying (Application)

Downloaded by acacia ferngale ([email protected])

A Manipulation of the independent variable cannot control a factor that occurred