the significance of research in nursing lesson plan

7/23/2019 The Significance of Research in Nursing Lesson Plan

1/21

Topic: The Significance of Research in Nursing

Audience: Nursing Research

Date: September

Time: 11: 30 pm

Duration: 45 Minutes

enue: !ecture Room "The Anne#$

Methodo%og&: !ecture Discussion

Number of participants: 104

!earning Theories: Ausube%: 'mphasi(ed the use of ad)ance organi(ers *hich he said *as

different from o)er)ie*s and summaries+ ,is use of an ad)ance organi(er acted to bridge the

chasm bet*een %earning materia% and e#isting re%ated ideas+ The ad)anced organi(er used- sought

to bridge ne* .no*%edge *ith *hat *as .no*n "sometimes *hat is .no*n is uncertain and not

concrete$+ Though he specified that his theor& app%ied on%& to reception %earning in schoo%s/ it

*as uti%i(ed because it introduced the topic and aided the seuence of the information to be

imparted+ "rmrod 2 Rice/ 003$+


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representations are sub9ecti)e+ 8runers Disco)er& %earning is an inuir&based/ constructi)ist

%earning theor& that ta.es p%ace in prob%em so%)ing situations *here the %earner dra*s on his or

her o*n past e#perience and e#isting .no*%edge to disco)er facts and re%ationships and ne*

truths to be %earned+ "6uinn 2 ,ughes/ 007$+ Students interact *ith the *or%d b& e#p%oring and

manipu%ating ob9ects/ *rest%ing *ith uestions and contro)ersies/ or performing e#periments+ As

a resu%t/ students ma& be more %i.e%& to remember concepts and .no*%edge disco)ered on their

o*n "in contrast to a transmissionist mode%$+ "6uinn 2 ,ughes/ 007$+ Mode%s that are based

upon disco)er& %earning mode% inc%ude: guided disco)er&/ prob%embased %earning/ simu%ation

based %earning/ casebased %earning/ incidenta% %earning/ among others+ The ad)antages of this

theor& are: it encourages acti)e engagement/ promotes moti)ation/ a tai%ored %earning e#perience/

and promotes autonom&/ responsibi%it&/ independence/ the de)e%opment of creati)it& and prob%em

so%)ing s.i%%s+ "6uinn 2 ,ughes/ 007$ 8runers theor& *as used because it encouraged acti)e

engagement/ promotes moti)ation/ a tai%ored %earning e#perience/ and promotes autonom&/

responsibi%it&/ independence and the de)e%opment of creati)it& and prob%em so%)ing s.i%%s for

this presentation+


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concept of teaching ma.ing the %esson a nstructor/ %ap top computer/ mu%timedia/ *hite board/ mar.ers

handouts+

b9ecti)es: At the end of 45 minutes interacti)e session students shou%d be ab%e to:

1+ Define the term nursing research according to o%it and 8ec. "014$-

8urns 2 ?ro)e "010$- Nies*iadom& "011$

+ >dentif& sources of nursing .no*%edge as cited b& Nies*iadom& "01$-

8urns 2 ?ro)e "010$- o%it and 8ec. "014$+

3+ '#p%ain the aradigms for Nursing Research as offered b& o%it 2 8ec./

"014$- 8urns 2 ?ro)e/ "011$+

4+ '#p%icate the concept of scientific research as suggested b& Nies*iadom&

"01$

5+ Describe the purposes of nursing research according to ;er%inger/ "1@B$-

man/ ;rugman/ 2 Cin./ "003$- o%it 2 8ec./ "014$+

B+ State the goa%s for nursing research as cited b& Nies*iadom& "011$

7+ '#p%ain the ro%e of the nurse in the research process according toNies*iadom& "01$+

Describe the de)e%opment of nursing historica%%& as offered b& Simmons 2


4/21

Nies*iadom&/ R+ "01$+Foundations of nursing research.Fpper Sadd%e Ri)er NG: earsons

man/ ;+ S+/ ;rugman/ M+ '+ 2 Cin./ R+ M+ "003$+Nursing research secrets+ hi%ade%phia:

,an%e& 2 8e%fus+

rmrod/ G+ '+ 2 Rice/ C+ + "003$+Lifespan development and learning+ 8oston/ MA: earson

Hustom ub%ishing+

o%it/ D 2 8ec./ H+ "014$+Essentials of nursing research: Appraising evidence for nursing

practice.hi%ade%phia+ A: Eo%ters ;%u*er ,ea%th I !ippincott Ei%%iams 2 Ei%.ins+

6uinn/ C 2 ,ughes/ S+ "007$+ Quinns principles and practice of nursing education+ !ondon:

Ne%son Thornes

Simmons/ !+ E 2 ,enderson/ + "1@B4$+Nursing research!a survey and assessment+ Ne*

or.: App%etonHentur&Hrofts


5/21


6/21

Time Objectives Contents Teacher

Activity

Learners

Activity

Evaluation

1 min >cebrea.erDa)id

Ausube%:

The

ad)anced

organi(er

used- sought

to bridge

ne*

.no*%edge

*ith *hat*as .no*n

Teacher *i%%as. students to

identif& the

issueJs in

picture and

conseuent%&

ascertain the

topic of the

presentation

Students *i%%attempt to

identif& the

issues in the

picture and

ascertain the

topic for

presentation

Students*i%%

correct%&

identif& the

topic of

presentation

subseuent

to %oo.ing at

the picture

3 min Define the

term nursing

research

according to

o%it and

8ec. "01$-

8urns 2

?ro)e"010$-

Nies*iadom

& "011$

o%it and 8ec. "014$ ha)e broad%& defined nursing research as

Ks&stematic inuir& designed to de)e%op .no*%edge about issues of

importance to the nursing profession/ inc%uding nursing practice/

education/ administration/ and informatics= "p+ 3$+

8urns and ?ro)e "010$ ha)e more narro*%& defined nursing research

as Ka scientific process that )a%idates and refines e#isting .no*%edge

and generates ne* .no*%edge that direct%& and indirect%& inf%uencesc%inica% nursing practice= "p+ 744$+

Thus/ b& their definition/ to be ca%%ed nursing research/ stud& resu%ts

must direct%& or indirect%& affect c%inica% nursing practice+

Nies*iadom& "011$ defines it as the s&stematic/ ob9ecti)e process of

ana%&(ing phenomena of importance to nursing+

Fsing this definition/ nursing research inc%udes a%% studies concerning

Teacher *i%%

random%& as.

three students

to define the

terms nursing

research in their

o*n *ords

Teacher *i%%

define the terms

nursing

research using

o*erointJC%a

shcards

according to the

content+

Three students

*i%% attempt to

define the

terms nursing

research in

their o*n

*ords+

Students *i%%

%isten

attenti)e%& and

fo%%o* on

o*eroint as

definition of

nursing

research is

Students

*i%% be ab%e

to correct%&

define the

terms

nursing

research

according tothe content

using terms

such as

Ks&stematic

inuir&

designed to

de)e%op

.no*%edge


7/21

nursing practice/ nursing education/ and nursing administration+

A%so/ studies concerning nurses themse%)es are inc%uded in the broad

categor& of nursing research+ Teacher *i%%

as. threestudent seated

at the bac. of

c%ass to define

the term

nursing

research

according to the

content

sho*n and

stated+

Three students

seated at thebac. of c%ass

*i%% define the

terms nursing

research

according to

the content

about issues

of

importance

to the

nursingprofession/

inc%uding

nursing

practice/

education/

administrati

on/ and

informatics=

3 min >dentif&

sources of

nursing

.no*%edge

as cited b&

Nies*iadom

& "011$-

8urns 2

?ro)e

"010$- o%it

and 8ec."014$+

Nurses ha)e re%ied on se)era% sources of .no*%edge to guide nursing

practice+ ?reat storehouse of .no*%edge for nurses has been

tradition+

TRADITIONin)o%)es the handing do*n of .no*%edge from one

generation to another and %eads to actions that occur because K*e)e

a%*a&s done it that *a&+=

Another source of .no*%edge for nurses has been found in authorit&

or c%inica% e#perienceJe#pertise+

EXPERT OR A"T#ORITIEin a gi)en fie%d often pro)ide.no*%edge for other peop%e "eg+ authors of te#t boo.s$+ >n the past/

nurses %oo.ed to ph&sicians for a great dea% of their practice

.no*%edge+ >t has on%& been in recent &ears that nurses ha)e begun to

bui%d a uniue bod& of nursing .no*%edge+

CLINICAL EXPERIENCE AND TRIAL AND ERROR Nurses

ha)e a%so used tria% and error as a means of disco)ering .no*%edge+

Teacher *i%%

random%& as.

students to

identif& the

sources of

nursing

.no*%edge

Teacher *i%%

identif& the

sources ofnursing

.no*%edge

using

o*eroint

presentation/

*hite board and

mar.ers

Students *i%%

attempt to

identif& the

sources of

nursing

.no*%edge

Students *i%%

fo%%o* on

*hite boardand on

o*eroint

presentation

and as.

uestions

*here

necessar&

Students

*i%%

correct%&

identif& the

sources of

nursing

.no*%edge

b& using

.e& terms

such as/ K

tradition/e#perts or

authorities/

c%inica%

e#perience

and tria% and

error and

scientific


8/21

>f one approach did not *or./ another one *as used+

Cina%%&/ *hen a certain approach *as found to be effecti)e/ the tria%

anderror process ceased+ Creuent%&/ the reasons behind the fai%ure

or success of a certain method *ere not determined+ The goa% *as K>f

it *or.s/ *e%% use it+= Nursing .no*%edge has been obtained fromman& sources/ but the most ob9ecti)e and re%iab%e source of nursing

.no*%edge is CIENTI$IC REEARC# %Nies*iadom&/ 011-

8urns 2 ?ro)e/ 010- o%it 2 8ec./ 014$

Teach *i%% as.

three students

in the midd%e

and three at thefront to identif&

one source of

nursing

.no*%edge

according to the

content

Three students

seated in the

midd%e and

three at thefront of the

c%ass *i%%

identif& one

source of

nursing

.no*%edge

according to

the content

research=

10mi

n

'#p%ain the

aradigms

for Nursing

Research as

offered b&

o%it 2

8ec./

"014$-

8urns 2

?ro)e/

"011$+

The uestions that nurse researchers as./ and the methods the& use to

ans*er their uestions/ spring from a researchers )ie* of ho* the

*or%d K*or.s+= >n research par%ance "%anguage$/ a paradigm is a

*or%d )ie*/ a genera% perspecti)e on the *or%ds comp%e#ities+

Discip%ined inuir& in nursing has been conducted main%& *ithin t*o

broad paradigms+

T#E POITI&IT PARADI'(L has dominated nursing research

for decades and is rooted in 1@th centur& thought/ guided b& such

phi%osophers as Ne*ton and !oc.e "o%it 2 8ec./ 014- 8urns 2

?ro)e/ 011$+ ositi)ism is a ref%ection of a broader cu%tura%mo)ement "modernism$ that emphasi(es the rationa% and the

scientific+ A fundamenta% assumption of positi)ists is that there is a

rea%it& out there that can be studied and .no*n+ "An assumptionis a

princip%e that is be%ie)ed to be true *ithout )erification$+ Adherents of

positi)ism assume that nature is ordered and regu%ar/ and that a rea%it&

e#ists independent of human obser)ation+ >n other *ords/ the *or%d is

assumed not to be mere%& a creation of the human mind+

Teacher *i%%

as. one student

at the bac. and

one at the front

to %ocate pieces

of papers

p%aced under

their des.s and

*i%% discuss the

concept that is

*ritten on them

Teacher *i%%

e#p%ain the

paradigms for

nursing

uti%i(ing

o*eroint

Students *i%%

%ocate pieces

of papers

p%aced under

their des.s and

*i%% attempt to

discuss the

concepts that

are *ritten on

them

Students *i%%

fo%%o* on

o*eroint

and in

handouts and

as. uestions

Students

*i%%

correct%&

e#p%ain

paradigms

for nursing

b& using

terms such

as

KS>T>>

SM Afundamenta%

assumption

of

positi)ists is

that there is

a rea%it& out

there that


9/21

The re%ated assumption of determinism refers to the positi)ists be%ief

that phenomena are not hapha(ard/ but rather ha)e antecedent causes+

>f a person has a stro.e/ the scientist in a positi)ist tradition assumes

that there must be one or more reasons that can be potentia%%&identified+

Eithin the positi)ist paradigm/ much research acti)it& is aimed at

understanding the under%&ing causes of natura% phenomena "o%it 2

8ec./ 014- 8urns 2 ?ro)e/ 011$+

T#E CONTR"CTI&IT PARADI'("sometimes ca%%ed the

naturalisticparadigm$ began as a countermo)ement to positi)ism

*ith *riters such as Eeber and ;ant+ The constructi)ist paradigm is a

ma9or a%ternati)e s&stem for conducting research in nursing+ Cor the

natura%istic inuirer/ rea%it& is not a fi#ed entit& but rather a

construction of the peop%e participating in the research- rea%it& e#ists

*ithin a conte#t/ and man& constructions are possib%e+ Natura%ists ta.e

the position of re%ati)ism: if there are mu%tip%e interpretations of

rea%it& that e#ist in peop%es minds/ then there is no process b& *hich

the u%timate truth or fa%sit& of the constructions can be determined+

"o%it 2 8ec./ 014- 8urns 2 ?ro)e/ 011$+

presentation

and handouts

on the on the

paradigms

according to thecontents

Teacher *i%%

random%& as.

t*o student to

e#p%ain each

paradigm

according to the

contents

as necessar& as

teacher

e#p%ains

paradigms for

nursingaccording to

the contents

T*o students

*i%% e#p%ain

each paradigm

of nursing

according to

the contents

can be

studied and

.no*n

HNSTRF

HT>>SM + Cor the

natura%istic

inuirer/

rea%it& is not

a fi#ed

entit& but

rather a

construction

of the

peop%e

participating

in the

research-

rea%it& e#ists

*ithin a

conte#t/ and

man&

construction

s arepossib%e+


10/21

0mi

n

'#p%icate the

concept of

scientific

research as

suggested b&Nies*iadom

& "011$

Traditiona% scientific research is characteri(ed b& se)era% features+

The researcher uses s&stematic/ order%&/ and ob9ecti)e methods of

see.ing information+ The scientific method uses empirica% data/ *hich

are data gathered through the sense organs+

>nformation is gained in the form of data or facts that are obtained inan unbiased manner from some aspect of the rea% *or%d

"Nies*iadom&/ 011$+

The researcher tries to e#ercise as much contro% as possib%e o)er the

research situation/ to minimi(e biased resu%ts++

The researchers opinions and persona% biases shou%d not inf%uence

the findings of a stud&+ There are man& simi%arities bet*een scientific

research and the prob%emso%)ing approach that is fami%iar to a%%

nurses+ 8oth processes in)o%)e identif&ing a prob%em area/

estab%ishing a p%an/ co%%ecting data/ and e)a%uating the data+

The purposes of these t*o acti)ities are/ ho*e)er/ uite different

"Nies*iadom&/ 011$+

rob%em so%)ing attempts to see. a so%ution to a prob%em that e#ists

for a person or persons in a gi)en setting+ The purpose of scientific

research is much broader+ >t see.s to obtain .no*%edge that can be

genera%i(ed to other peop%e and to other settings+

Cor e#amp%e/ the nursing staff might be concerned about the best

approach to teaching Mrs+ Smith/ a b%ind patient/ ho* to operate aninsu%in pump "Nies*iadom&/ 011$

This *ou%d be an e#amp%e of an immediate prob%em that needs a

so%ution+ Scientific research/ in contrast/ *ou%d be concerned *ith the

best approach to use in teaching b%ind peop%e/ in genera%/ ho* to

operate insu%in pumps+ Scientific research is concerned *ith the

abi%it& to genera%i(e research resu%ts "Nies*iadom&/ 011$+

Teacher *i%%

as. one student

from each ro*

to e#p%ain the

concept ofscientific

research- heJshe

can ca%% on ro*

members for

assistance

Teacher *i%%

e#p%ain the

concept of

scientific *ith

the aid of

o*eroint

presentation/

*hite board and

mar.ers

according to the

content

Teacher *i%%

random%& as.

persons to

e#p%ain the

concept of

ne student

from each ro*

*i%% attempt to

e#p%ain the


research/

heJshe can ca%%

on ro*

members for

assistance

Students *i%%

sit/ %isten/ as.

uestions

*here

necessar& as

teacher

e#p%ains the

concept of

scientific

research

according to

the contents

Students *i%%

e#p%ain the

concept of

scientific

research

Students

*i%% be ab%e

to correct%&

e#p%ain the


research b&

using .e&

terms such

as KThe

researcher

uses

s&stematic/

order%&/ and

ob9ecti)e

methods of

see.ing

information+

The

scientific

method uses

empirica%

data/ *hich

are datagathered

through the

sense

organs=


11/21

scientific

research

according to the

content

according to

the content

5min Describe the

purposes of

nursing

research

according to

;er%inger/

"1@B$-

man/

;rugman/ 2

Cin./ "003$-

o%it 2

8ec./

"014$+

Research ma& be c%assified/ according to the genera% purpose of the

stud&/ as basic and app%ied research+

)AIC REEARC#*P"RE REEARC#is concerned *ith

generating ne* .no*%edge

APPLIED REEARC#is concerned *ith using .no*%edge to so%)e

immediate prob%ems+

8asic research is conducted to de)e%op/ test/ and refine theories and

generate ne* .no*%edge ";er%inger/ 1@B- man/ ;rugman/ 2 Cin./

003- o%it 2 8ec./ 014$+

Sometimes it is said that basic research see.s K.no*%edge for

.no*%edges sa.e+= Ehether basic research see.s to generate or

de)e%op theories/ immediate app%ication of the resu%ts usua%%& does not

occur+ >n fact/ &ears ma& pass before the socia% usefu%ness of theresu%ts of the research is determined or ac.no*%edged+

8asic research often uses %aborator& anima%s as sub9ects+

App%ied research is directed to*ard generating .no*%edge that can be

used in the near future+ >t is often conducted to see. so%utions to

e#isting prob%ems "8urns 2 ?ro)e/ 010- ;er%inger/ 1@B- o%it 2

8ec./ 014$+ >t appears that the ma9orit& of nursing studies ha)e been

Teacher *i%%

as. t*o

students to

describe one

purpose each

for nursing

research

Teacher *i%%

describe the

purposes for

nursing

researchuti%i(ing

o*eroint

presentation

Teacher *i%%

T*o students

*i%% attempt to

describe one

purpose each

for nursing

research

Students *i%%

%isten and

fo%%o* on

o*eroint

presentation asteacher

describe the

purposes for

nursing

research

T*o students

Students

*i%% be ab%e

to correct%&

describe the

purposes for

nursing

research b&

using terms

such as/ K

8AS>H

R'S'ARH

, is

concerned*ith

generating

ne*

.no*%edge

A!>'D

R'S'ARH


12/21

e#amp%es of app%ied research+ Man& of these studies ha)e focused on

nursing inter)entions for patients and their fami%ies+ The distinction

bet*een basic and app%ied research is rea%%& not as c%ear cut as it ma&

seem "Nies*iadom&/ 011$+

Sometimes the findings of basic research are app%ied rather uic.%& in

the c%inica% setting/ *hereas the findings of app%ied research actua%%&

%ead to basic studies+ Man& studies contain e%ements of both basic and

app%ied research because theor& is being tested that *i%% ha)e

immediate imp%ications for nursing+ The distinction bet*een basic and

app%ied research ma& ha)e more to do *ith financia% support for the

pro9ect than *ith the purpose of the stud&+ >n this sense/ basic research

ma& imp%& that the researcher is pro)ided support to *or. on a

particu%ar pro9ect *ithout ha)ing to indicate the immediate practica%

usefu%ness of the findings+ A%though nursing research is genera%%& of

the app%ied t&pe/ *hich is more %i.e%& to recei)e funding than basic

research/ nurses must search for funding "Nies*iadom&/ 011$+

as. t*o

students *hose

surname begin

*ith the %etter

KE= to describethe purposes for

nursing

*hose

surnames

begin *ith the

%etter KE= *i%%

describe thepurposes for

nursing

research

, is

concerned

*ith using

.no*%edge

to so%)eimmediate

prob%ems+

State the

goa%s for

nursing

research ascited b&

Nies*iadom

& "011$

The importance of nursing research cannot be stressed enough+

Some of the goa%s for conducting research are to "a$ promote

e)idencebased nursing practice/ "b$ ensure credibi%it& of the nursingprofession/ "c$ pro)ide accountabi%it& for nursing practice/ and "d$

document the cost effecti)eness of nursing care+

PRO(OTE E&IDENCE+)AED N"RIN' PRACTICE

The ma9or reason for conducting nursing research is to foster

optimum care for c%ients+ ')idencebased nursing practice "'8N$

Teacher *i%%

as. four

students to state

one goa% ofnursing

research

Teacher *i%%

state the goa%s

for nursing

research using

Cour students

*i%% attempt to

state one goa%

of nursingresearch

Students *i%%

%isten and

fo%%o* on

o*eroint

Students

*i%% be ab%e

to correct%&

state thegoa%s of

nursing

research as

e)idenced

b& the use

of *ords

such as/


13/21

means that nurses ma.e c%inica% decisions based on the best research

e)idence/ their c%inica% e#pertise/ and the hea%th care preferences of

their patientsJc%ients+ A%though '8N ma& be based on factors other

than research findings/ such as patient preferences and the e#pertise of

c%inicians/ the aim of '8N is to pro)ide the best possib%e care basedon the best a)ai%ab%e research "Nies*iadom&/ 011$+ The nursing

profession e#ists to pro)ide a ser)ice to societ&/ and this ser)ice

shou%d be based on accurate .no*%edge+ Research has been

determined to be the most re%iab%e means of obtaining .no*%edge+ As

pre)ious%& mentioned/ there are other means of acuiring .no*%edge/

such as through tradition/ authorit&/ and tria% and error+ The scientific

method/ ho*e)er/ has been determined to be the most ob9ecti)e/

s&stematic *a& of obtaining .no*%edge+ "Nies*iadom&/ 011$

EN"RE CREDI)ILIT, O$ T#E N"RIN' PRO$EION

>n the past/ nursing *as freuent%& thought of as a )ocation rather

than a profession+ >n fact/ the strugg%e to gain professiona% status has

been %ong and difficu%t+ ne of the criteria for a profession is the

e#istence of a bod& of .no*%edge that is distinct from that of other

discip%ines+ Nursing has traditiona%%& borro*ed .no*%edge from the

natura% and socia% sciences/ and on%& in recent &ears ha)e nurses

concentrated on estab%ishing a uniue bod& of .no*%edge that *ou%d

a%%o* nursing to be c%ear%& identified as a distinct profession+ Themost )a%id means of de)e%oping this .no*%edge base is scientific

research+ Through research/ nurses can determine *hat it is that the&

do and ho* the& do it that distinguishes them from other groups in the

hea%th care fie%d+ Nurses must demonstrate to the genera% pub%ic that

nursing ma.es a difference in the hea%th status of peop%e+

"Nies*iadom&/ 011$

o*eroint

presentation

and *hite

board/ mar.ers

Teacher *i%%

as. t*o

students in the

midd%e and t*o

at the sides to

of the

c%assroom state

the goa%s for

nursing

research

according to the

contents

presentation

and b%ac.board

as teacher

e#p%ain the

goa%s ofnursing

research

T*o students

in the midd%e

and t*o at the

side of the

c%assroom *i%%

state the goa%s

for nursing

research

according to

the contents

KSome of

the goa%s for

conducting

research are

to "a$promote

e)idence

based

nursing

practice/ "b$

ensure

credibi%it&

of the

nursing

profession/

"c$ pro)ide

accountabi%i

t& for

nursing

practice/

and "d$

document

the cost

effecti)eness of nursing

care+=


14/21

PRO&IDE ACCO"NTA)ILIT, $OR N"RIN' PRACTICE

As nurses ha)e become more independent in ma.ing decisions about

the care of c%ients/ their independence has brought about a greater

need for accountabi%it&+ There is an o%d sa&ing that e)er& pri)i%ege isaccompanied b& a corresponding dut&+ The pri)i%ege of being

independent practitioners brings *ith it the dut& of being accountab%e

to those *ho are recipients of our care+ A%though nurses ha)e

genera%%& been g%ad to achie)e some degree of independence from the

medica% profession/ in some *a&s %ife *as easier *hen ph&sicians

*ere considered to be responsib%e for a%% aspects of hea%th care+ At

that time/ if a nurse made a medication error/ the ph&sician "and

sometimes the hospita%$ *as he%d responsib%e+ The idea of a %a*suit

being brought against a nurse *as a%most unthin.ab%e+

The genera% pub%ic has gained more .no*%edge of hea%th care/ and

e#pectations of nurses as pro)iders of care ha)e increased+ To be

accountab%e for their practice/ nurses must ha)e a sound rationa%e for

their actions/ based on .no*%edge that is gained through scientific

research+ Nurses ha)e the responsibi%it& of .eeping their .no*%edge

base current/ and one of the best sources of current .no*%edge is the

research %iterature+ The abi%it& to critiue research artic%es and

determine findings that are appropriate for practice is a s.i%% that is

needed b& a%% nurses "Nies*iadom&/ 011$+

DOC"(ENT T#E COT E$$ECTI&ENE O$ N"RIN'

CARE

8ecause of nursings humanistic and a%truistic tradition/ it has been

difficu%t for nurses to consider the cost effecti)eness of nursing care+

The goa% has been to he%p peop%e achie)e or maintain hea%th/


15/21

regard%ess of cost+ 8ut the rea%it& of the hea%th care picture has forced

nurses to thin. in monetar& terms+ Some nurses are acuiring

additiona% education in business and finance to he%p them better

understand the financia% aspects of hea%th care+ Eith the increased

cost of hea%th care/ a%% discip%ines *ithin the hea%th care fie%d ha)ebeen ca%%ed on to demonstrate their )a%ue in a do%%arandcents

fashion+ Honsumers ha)e become more cogni(ant of the cost of hea%th

care and are as.ing for e#p%anations of ser)ices the& recei)e

"Nies*iadom&/ 011$+ These consumers need to be made a*are of the

importance of nursing care in re%ation to maintaining the hea%th of

*e%% c%ients and in promoting the reco)er& and rehabi%itation of i%%

c%ients+ Nursing ser)ices can consume a %arge percentage of a

hospita%s budget+ Eith prospecti)e pa&ment s&stems determining the

amount of reimbursements that hospita%s recei)e/ nursing care

ser)ices are being c%ose%& e#amined+

>t is not difficu%t to determine that hospita%s cou%d cut costs b&

curtai%ing nursing ser)ices+ >f nursing care can be demonstrated to be

cost effecti)e/ hospita%s *i%% %oo. to other sources for Kcutting the fat+=

>f effecti)e nursing care can a%%o* c%ients to %ea)e hospita%s in better

condition and in %ess time than predicted/ hospita%s *i%% ma.e more

profit or/ in the case of nonprofit %oose %ess resources "Nies*iadom&/

011$+

'#p%ain the

ro%e of the

nurse in the

research

process

according to

Nies*iadom

Nurses prepared at the bacca%aureate %e)e% shou%d be ab%e to read

research critica%%& and determine if research resu%ts are read& for use

in c%inica% practice+ The& shou%d be ab%e to identif& c%inica% prob%ems

that need to be in)estigated+ 8acca%aureateprepared nurses shou%d

a%so assist e#perienced in)estigators to gain access to c%inica% sites+

The& shou%d he%p se%ect appropriate data co%%ection methods and

co%%ect data+ Cina%%&/ the& shou%d imp%ement research findings in their

Teacher *i%%

as. four

students to

e#p%ain one ro%e

each of the

nurse in the

research

Cour students

*i%% attempt to

e#p%ain one

ro%e each of the

nurse in the

research

process

Students

*i%% be ab%e

to correct%&

state the

ro%es of

nurse in the

research


16/21

& "011$+ practice "Nies*iadom&/ 011$

)era%%/ there are man& ro%es that nurses can assume in association

*ith research pro9ects+ Some of these inc%ude the fo%%o*ing: rincipa%

in)estigator/ Member of a research team/ >dentifier of researchab%eprob%ems/ ')a%uator of research findings/ FserJconsumer of research

findings/ atientJc%ient ad)ocate during studies and

Sub9ectJparticipant in studies "Nies*iadom&/ 011$+

PRINCIPAL IN&ETI'ATOR

Nurses can and shou%d ser)e as principa% in)estigators in scientific

in)estigations+ To be a principa% in)estigator/ specia% research

preparation is necessar&+ >t might be possib%e for a beginning

researcher to conduct a sma%%sca%e sur)e& stud&/ but preparation

be&ond the bacca%aureate %e)e% is necessar& for independent

in)estigator status in most nursing research studies+

(E()ER O$ A REEARC# TEA(

Nurses can ser)e as members of a research team+ The& ma& act as

data co%%ectors or administer the e#perimenta% inter)ention of the

stud&+ As nurses increasing%& participate in research/ it is possib%e that

interest and enthusiasm to conduct their o*n in)estigations ma& gro*"Nies*iadom&/ 011$+

E&AL"ATOR O$ REEARC# $INDIN'

')er& nurse shou%d be in)o%)ed in the e)a%uation of research findings+

As research consumers/ nurses ha)e the ob%igation to become fami%iar

*ith research findings and determine the usefu%ness of these findings

process

Teacher *i%%

e#p%ain the

ro%es of thenurse in the

research

process using

o*eroint

presentation

and *hite

board/ mar.ers

Teacher *i%%

as. t*o

students in the

midd%e and t*o

at the sides to

of the

c%assroom

e#p%ain the

ro%es of the

nurse in theresearch

process

according to the

contents

Students *i%%

%isten and

fo%%o* ono*eroint

presentation

and b%ac.board

as teacher

e#p%ain the

ro%es of the

nurse in

research

T*o students

in the midd%e

and t*o at the

side of the

c%assroom *i%%

e#p%ain the

ro%e of the

nurse research

in the research

processaccording to

the contents

process as

e)idenced

b& the use

of *ords

such as/)era%%/

there are

man& ro%es

that nurses

can assume

in

association

*ith

research

pro9ects+

Some of

these

inc%ude the

fo%%o*ing:

rincipa%

in)estigator/

Member of

a research

team/>dentifier of

researchab%e

prob%ems/

')a%uator of

research

findings/

FserJconsu


17/21

in the practice area+ 8eginning researchers shou%d critiue research

artic%es/ first *ith the he%p of an e#perienced researcher and

e)entua%%& on their o*n/ through the use of .no*%edge gained in a

structured research course "either in their basic nursing education

program or in a continuing education course$ "Nies*iadom&/ 011$

"ER*CON"(ER O$ REEARC# $INDIN'

Through the &ears/ nurses ha)e tended to carr& out nursing procedures

and pro)ide nursing care Kthe *a& *e)e a%*a&s done it+=

Hhange is difficu%t to bring about/ but research findings ha)e no )a%ue

if the& are not put into use+ After e)a%uating research findings/ nurses

shou%d use re%e)ant findings in their practice+ The primar& goa% of

nursing research/ as mentioned ear%ier/ is the impro)ed care of c%ients+

,o*e)er/ nurses must be 9udicious in their use of research findings+

The resu%ts of one sma%% stud& conducted *ith a samp%e of 15

)o%unteers *ou%d not pro)ide sufficient e)idence for a change in

nursing practice+ Research uti%i(ation and e)idencebased nursing

practice are re%ated because both processes p%ace emphasis on

research findings+ ,o*e)er/ research uti%i(ation focuses on the

imp%ementation of findings from specific research studies+The goa% of

research uti%i(ation is to see that the findings of research studies are

actua%%& put into p%a& in nursing practice "Nies*iadom&/ 011$+

PATIENT*CLIENT AD&OCATE D"RIN' T"DIE

A%% nurses ha)e the responsibi%it& to act as patientJc%ient ad)ocates

*hen their patientJc%ients are in)o%)ed in research+ This ad)ocac&

in)o%)es ma.ing sure that the ethica% aspects of research are uphe%d+

Nurses shou%d he%p ans*er uestions and e#p%ain a stud& to potentia%

mer of

research

findings/

atientJc%ien

t ad)ocateduring

studies and

Sub9ectJpart

icipant in

studies=


18/21

participants before the stud& begins+ The& a%so might be a)ai%ab%e

during the stud& to ans*er uestions or pro)ide support to stud&

participants+

")-ECT*PARTICIPANT IN T"DIENurses ma& act as sub9ects or participants in research "Nies*iadom&/

011$+

Describe the

de)e%opment

of nursing

historica%%&

as offered b&

Simmons 2

,enderson/

"1@B4$-

Nies*iadom

& "011$

Nursing research *as ab%e to de)e%op and e#pand on%& as nurses

recei)ed ad)anced educationa% preparation+ The gro*th of nursing

research seems to be direct%& re%ated to the educationa% %e)e%s of

nurses+ A%though the first uni)ersit&based nursing program in the

Fnited States *as begun in 1@0@/ the number of such programs

increased )er& s%o*%&+ >n the ear%& part of this centur&/ nurse %eaders

*ere more concerned *ith increasing the number of nurses and

estab%ishing hospita%affi%iated nursing schoo%s than *ith estab%ishing

uni)ersit& programs+

8ecause nurses *ere not prepared to conduct research/ man& of the

ear%& nursing studies *ere conducted b& members of other discip%ines+

8eginning *ith the 1@3 stud&/ *hose fina% resu%ts *as tit%ed the

?o%dmar. Report/ nonnurses became in)o%)ed in stud&ing nurses and

nursing+ Socio%ogists *ere particu%ar%& interested in the K%earning/

%i)ing/ and *or.ing= e#perienced b& nurses "Abde%%ah 2 !e)ine/

1@B5$+

Research conducted b& socio%ogists and beha)iora% scientists added to

their respecti)e bodies of .no*%edge but did not necessari%& e#pand

nursings bod& of .no*%edge ",enderson/ 1@5B$+ As nurses recei)ed

ad)anced educationa% preparation and became ua%ified to conduct

research/ man& of the studies the& carried out *ere in nursing

education because most nurses before 1@50 recei)ed their ad)anced

Teacher *i%%

random%& as.

students to

describe the

de)e%opment of

nursing

historica%%&

Teacher *i%%

describe the

de)e%opment of

nursing

historica%%&

using

o*eroint

presentation

and *hiteboard/ mar.ers

Teacher *i%%

as. t*o

students in the

midd%e and t*o

Students *i%%

attempt to

describe the

de)e%opment

of nursing

historica%%& one

Students *i%%

%isten and

fo%%o* on

o*eroint

presentation

and b%ac.board

as teacher

describes the

de)e%opmentof nursing

historica%%&

T*o students

in the midd%e

and t*o at the

side of the

Students

*i%% be ab%e

to correct%&

state the

goa%s of

nursing

research as

e)idenced

b& the use

of *ords

such as/

KNursing

research

*as ab%e to

de)e%op and

e#pand on%&

as nursesrecei)ed

ad)anced

educationa%

preparation+

The gro*th

of nursing

research


19/21

degrees in education+ ,o*e)er/ e)en during the ear%& ha%f of this

centur&/ the need for c%inica% nursing research *as e)ident

"Nies*iadom&/ 011$

A%though C%orence Nightinga%e recommended c%inica% nursingresearch in the mid100s/ her ad)ice *as not fo%%o*ed b& most

nurses unti% o)er 100 &ears %ater+ Some of the studies that she

recommended/ such as those concerning en)ironmenta% hea%th

ha(ards/ are being conducted toda&+ >t is on%& in recent &ears that

Nightinga%e has come to be appreciated for the tru%& e#traordinar&

*oman that she *as+ >f nurses had begun sooner to fo%%o* the

e#amp%e of their first %eader/ nursing *ou%d be much further a%ong in

estab%ishing a bod& of nursing .no*%edge+

8oth the number and the ua%it& of nursing studies ha)e increased

dramatica%%&+ There are man& note*orth& e)ents in the historica%

de)e%opment of nursing research "Nies*iadom&/ 011$+

Nursing research *as s%o* to de)e%op in the Fnited States as *e%% as

in the rest of the *or%d+ Some of this s%o* gro*th is re%ated to the

de)e%opment of nursing education+ Despite her s.i%% in independent

scientific in)estigation/ C%orence Nightinga%e deri)ed the foundation

for modern nursing education from the mi%itar& tradition/ *hich

emphasi(ed the concept of authorit&+ The authoritarian s&stem of

training *as a deterrent to the de)e%opment of inuiring minds"Simmons 2 ,enderson/ 1@B4$+

at the sides of

the c%assroom

to describe the

de)e%opment of

nursingresearch

historica%%&

according to the

contents

c%assroom *i%%

describe the

de)e%opment

of nursing

historica%%&according to

the contents

seems to be

direct%&

re%ated to

the

educationa%%e)e%s of

nurses+

A%though

the first

uni)ersit&

based

nursing

program in

the Fnited

States *as

begun in

1@0@/ the

number of

such

programs

increased

)er&

s%o*%&+=

E&AL"ATION


20/21

1+ Ehat is nursing research+ >dentif& fi)e sources of nursing .no*%edge

3+ State the t*o paradigms used in nursing4+ Define scientific research

5+ ut%ine t*o purposes of nursing research

B+ State the goa%s of nursing research7+ Name t*o ro%es of the nurse in research

AN.ER

1+ A Ks&stematic inuir& designed to de)e%op .no*%edge about issues of importance to the nursing profession/ inc%uding nursingpractice/ education/ administration/ and informatics=+ TRAD>T>N/ 'O'RTS/ AFT,R>T>'S / H!>N>HA! 'O'R>'NH' AND TR>A! AND 'RRR

3+ ositi)ism and constructi)ism4+ App%ication of scientific method to the in)estigation of re%ationships among natura% phenomenon/ or to so%)e a medica% or

NFRS>N? R8!'M+5+ 8AS>H R'S'ARH, L for de)e%opment of ;no*%edge 2 A!>'D R'S'ARH, L used to so%)e a c%inica% prob%em

B+ Some of the goa%s for conducting research are to "a$ promote e)idencebased nursing practice/ "b$ ensure credibi%it& of the

nursing profession/ "c$ pro)ide accountabi%it& for nursing practice/ and "d$ document the cost effecti)eness of nursing care+

7+ )era%%/ there are man& ro%es that nurses can assume in association *ith research pro9ects+ Some of these inc%ude the

fo%%o*ing: rincipa% in)estigator/ Member of a research team/ >dentifier of researchab%e prob%ems/ ')a%uator of researchfindings/ FserJconsumer of research findings/ atientJc%ient ad)ocate during studies and Sub9ectJparticipant in studies


21/21

the significance of research in nursing lesson plan

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