BACHELOR OF SCIENCE IN NURSING

NCMB 311(NURSING RESEARCH 1)

COURSE MODULE COURSE UNIT WEEK
2 7 8
Research Sampling

 Read course and unit objectives

 Read study guide prior to class attendance
 Read required learning resources; refer to unit terminologies for jargons
 Proactively participate in classroom discussions
 Participate in weekly discussion board (Canvas)
 Answer and submit course unit tasks.

Grove, B. (2019). Understanding Nursing Research. 7th Ed. Elsevier

Polit, D. F. (2018). Essentials of Nursing Research: Appraising Evidence for Nursing Practice. 9th ed.,
Wolters Kluwer

At the end of the course unit (CM), learners will be able to:

Cognitive:
1. Identify the appropriate Description of the Respondents
2. To know appropriate Sample size
3. Determine appropriate Sampling Design
Affective:
1. Listen attentively during class discussions
2. Demonstrate tact and respect when challenging other people’s opinions and ideas
3. Accept comments and reactions of classmates on one’s opinions openly and graciously.
Psychomotor:
1. Participate actively during class discussions and group activities
2. Express opinion and thoughts in front of the class

Introduction
Description of the Respondents
 The researcher(s) must explain how and where the subjects are taken and the bring description
of the respondents.
 The agency and frequency of subjects must be mentioned
 Subjects must be adequate

Sample Description of the Respondents

 The respondents of the study were the ninety (100) students currently enrolled in Nursing Care
Management (NCM) 101. The respondents already passed the prerequisite subjects specifically
Nursing Care Management 100 and Computer 1.

Adequate Sampling
 The size of sample must be determined before the conduct of the study.
 There are no fixed rules but there are recommendations:
 When the population is homogenous, a smaller sample is enough; if heterogeneous, a
larger sample is recommended
 The size of sample varies inversely as the size of the population
 For greater accuracy, a larger sample is recommended

Types of Sampling Design

PROBABILITY SAMPLING NON PROBABILITY SAMPLING

Each of the units in the target
population has the same chance of
being included in the sample
Greater possibility of representative
sample of the population
No way that each of the units in the
target population has the same
chance of being included in the
sample
No assurance that every unit has
some chance of being included

Conclusion derived from data gathered Conclusion derived from data

can be generalized for the whole gathered is limited only to the
population sample itself
Types of Probability Sampling
 Simple Random Sampling – can be done through the lottery method or table of random
numbers
 Systematic Sampling – uses the sampling interval formula
sampling interval = total population/desired sample size
 Stratified Sampling – used to ensure that different groups of the population are adequately
included in the sample.
 Cluster Sampling – used in large scale surveys; sampling larger groupings then smaller
groupings
 Multi-stage Sampling – the selection of the sample is accomplished in more than 2 steps

Types of Non-Probability Sampling

 Accidental or Convenience Sampling– obtained when the researcher selects whatever
sampling units are conveniently available
 Purposive Sampling – The sample depends upon the subjective judgment of the
researcher.
 Quota Sampling – researcher(s) have an assignment of a “quota” or a certain number that
must be covered by the research including several criterias.
 Snowball Sampling - starts with known sources of information who or which will in turn
give other sources of information.
 Networking Sampling – this is used to find socially devalued urban populations such as
addicts, alcoholics, child abusers and criminals because they are usually hidden from
outsiders.

Sample Sampling

 Purposive Sampling technique was employed in the study. Ninety (90) students were taught
about the Urinary Elimination. The students were divided into Lecture Groups with pure
traditional classroom lecture for one (1) hour, Web Groups were exposed to pure course
website experience for one (1) hour, and Eclectic Groups have one-half (1/2) hour lecture with
one-half (1/2) hour course website experience. Each group has thirty (30) students that were
further subdivided into subgroups U (upper group), M (middle group) and L (lower group). Each
subgroup has ten (10) students.

Research sampling- blueprint of the study

Grove, B. (2019). Understanding Nursing Research. 7th Ed. Elsevier
Polit, D. F. (2018). Essentials of Nursing Research: Appraising Evidence for Nursing Practice. 9th ed.,
Wolters Kluwer

 Almedia, A.B. (2016). Research Fundamentals from Concept to Output: A Guide for
Researchers and Thesis Writers.Manila: Adriana Publishing Co
 Barrientos, Crestita. (2011). A Research guide in nursing education: building an evidence-based
practice: textbook and workbook: part 1: 4th Ed. Pasay City: Visprint
 Cronin, P., Coughlan M., & Smith, V (2015) Understanding Nursing and Healthcare Research.
Sage Publications Ltd.
 De Belen, R.T. (2015). Research Methods and thesis Writing, 1 st edition. QC: Wiseman
Publishing
 Dino, M.J. (2015). Common Manual for Publication and Scientific Studies. 2nd ed., Vj7 Printing
and Packaging Inc.: Our Lady of Fatima University
 Houser, J. (2015). Nursing Research: Reading, Using and Creating Evidence. 3rd ed.,
Burlington: Jones and Barlett
 Polit, D. and Beck, C. (2010) Essentials of Nursing Research: Appraising Evidence for Nursing
Practice, 7th edition, Wolters Kluwer Health | Lippincott Williams & Wilkins.

 Describe the appropriate inclusion and exclusion criteria in selecting your respondents
 Determine the appropriate research design in your research capsule