Research Sas 20-30

NUR 027 (Nursing Research 1-Lecture)
STUDENT ACTIVITY SHEET BS NURSING/SECOND YEAR

Session # 20
Materials:
LESSON TITLE: SAMPLING Book, pen and notebook
Textbook:
LEARNING OUTCOMES:
Upon completion of this lesson, the nursing student will be able Barrientos-Tan, C. (2011). A Research Guide in
to: Nursing Education: Building an Evidence-Based
Practice. Pasay City: Philippines, Visprint Inc.
1. Identify research terminologies in sampling.
2. Apply knowledge in sampling terminologies.
References:
Polit, Denise F. & Beck, Cheryl T. (2012). Nursing
research: Generating and assessing evidence for
nursing research (9th ed.), Philadelphia, PA:
Wolters Kluwer Health/ Lippincott Williams &
Wilkins.
LESSON REVIEW (5 minutes)

The instructor will open a box of rolled papers with your assigned numbers. The students whose numbers were picked by
the instructor will answer one of the following questions:
1. What is a mixed method or multimethod studies?
2. What are the six mixed method designs by Creswell?
MAIN LESSON (30 minutes)
Sampling Terminologies in Qualitative and Quantitative Research
A sample is a subset of population elements.

A representative sample is one whose key characteristics closely approximate those of the population.
Sample may be categorized as follows:
 Respondents or participants of the study

These individuals who will respond to the survey particularly in non-experimental or descriptive studies.
 Subject of the study
These are individuals who will receive treatment or intervention and or special attention in experi mental
studies.
 Key Informants or volunteer samples
These are individuals chosen to provide the most vital information in qualitative studies. These are the
people who have the experience and can articulate the phenomenon under study and are willing to talk at
length with the researcher.
Sampling is the process of selecting a portion of the population to represent the entire population so that inferences
about the population can be made. This is a practical and efficient means of ensuring the quality of data that will be
gathered.
Element is the most basic unit about which information is collected.
Example: Nurse A from the Geriatric Ward
A sampling unit refers to a specific area or place which can be used during the sampling process.
This document and the information thereon is the property of PHINMA

Education (Department of Nursing) 1 of 5
Example:
Medical – Surgical Ward
Skill Laboratory
A sampling frame comprises a complete list of sampling units from which sample is drawn.
Example:
If there are a total of 10 clinical areas in a hospital only 2 or 3 areas are sampled
Sampling bias refers to the systematic overrepresentation or underrepresentation of some segment of the population
in terms of a characteristic relevant to the research question
Guideposts on the Sampling Procedure

In studying a population, it is not necessary that the entire population be covered by the study. It would suffice to
investigate a sample drawn from that population to be able to adequately know something about the target population.
However, the sample must be chosen in accordance with some parameters. Below are guideposts on how to proceed
with the sampling procedure (Polit and Beck, 2008).
1. Universe
The universe is a totality of elements to which research findings may apply. This also refers to the target
population, the group of people or objects from which the researcher intends to collect data and generalize the
findings of the study.
Example: patients; student nurses, staff nurses
2. Population
Population refers to the accessible group of individuals from which the samples will be drawn by the researcher,
consistent with specific criteria, or the total possible participation of the group in the study.
Following are specific types of population:
a. Target Population
This is the group of individuals or objects which is of interest to the researcher and about which speculative
information is desired.
Example:
All student nurses of X College of Nursing
All patients in the Medical-Surgical Ward

b. Subject or Respondent Population
This is the group of individuals or objects chosen to provide actual data and information needed in a research.
Example:
BSN IV or the graduating student nurses of X College of Nursing
c. Stratum
This term describes a mutually exclusive segment of the population, distinguished by one or more trait or
qualifications.
Example:
Age – youngest to oldest
Civil status – single or married
d. Eligibility or Inclusion criteria

This is the criteria or characteristics specified in the population to be included in the study. Exclusion criteria
are the characteristics of the population that are not specified in the study and are therefore disqualified to
participate in the study.
CHECK FOR UNDERSTANDING (15 minutes)

Short Quiz. You are to identify whether the following is a sample, sampling unit, universe, target population or
subject population.
1. Student A from BSN block 2
ANSWER: __________________________
2. Physical Therapy students
ANSWER: __________________________
3. All Pharmacy students in PHINMA colleges and universities
ANSWER: __________________________
4. OB-Gyne Unit
ANSWER: __________________________
5. Clinical Instructors in the ICU Unit of Sacred Heart Hospital
ANSWER: __________________________
6. Covid Ward
ANSWER: __________________________
7. Affiliating students to the National Center for Mental Health
ANSWER: __________________________
8. Frontliners
ANSWER: __________________________
9. All BMLS junior students
ANSWER: __________________________

10. Group A level 2 students assigned in DR
ANSWER: __________________________
RATIONALIZATION ACTIVITY
The instructor will now rationalize the answers to the students and will encourage them to ask questions and to discuss
among their classmates.
1. ANSWER: ________________________________
RATIONALE:___________________________________________________________________________________
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2. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
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3. ANSWER: ________________________________________
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4. ANSWER: ________
RATIONALE:___________________________________________________________________________________
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5. ANSWER: ________________________________________
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6. ANSWER: ________________________________________
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9. ANSWER: ________________________________________
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10. ANSWER: ________________________________________

RATIONALE:___________________________________________________________________________________
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LESSON WRAP-UP (10 minutes)
You will now mark (encircle) the session you have finished today in the tracker below. This is simply a visual to help you
track how much work you have accomplished and how much work there is left to do.
You are done with the session! Let’s track your progress.
AL Strategy: CHORAL WORK
The teacher will flash some cards to reactivate and deepen your prior knowledge on sampling terminologies and
procedure. A series of cards will be flashed to make the class answer in unison for mastery. The pace will be quick so that
all will enjoy being part of the group. Occasionally, the teacher will say. “Say it with power” or “More energy please” to
maintain group energy.
(REMINDER: Students will be asked to bring calculator for the next meeting)

Session # 21
Materials:
LESSON TITLE: SAMPLING DESIGN Book, pen and notebook
Textbook:
LEARNING OUTCOME:
Upon completion of this lesson, the nursing student will be Barrientos-Tan, C. (2011). A Research Guide in
able to: Nursing Education: Building an Evidence-Based
1. Apply Slovin’s formula in computing sample size.
References:
Wilkins.

1. What is the difference between a sample and a representative sample?
2. What are the categories of sample?
3. What are the guideposts in the sampling procedure?
Sampling Design
The sampling design is the scheme that specifies the number of samples drawn from the population, the inclusion and
exclusion criteria for their choice and the sampling technique used, such as purposive, random sampling, stratified and
convenience sampling, among others.
To get the sample size from the population, the Slovin formula may be used:
n = ____N____
1+( N x e2)
Where n = is the number of samples

N = is the population
E = sampling error ranging from 1% to 10%
Sampling Size
This is the total number of samples who will participate in the study after the sampling design was completed.
Sampling error may arise when the value of one sample size differ from another drawn from the same population.

MARGIN OF ERROR (Random sampling error)
 The level of confidence
 10% margin of error → 90% level of confidence
 5% margin of error → 95%
 1% margin of error → 99%
EXAMPLE:
Answers:
N= 44+47+47=138
n = 138 / 1 + (138 x .052)

= 138 / 1 + (138 x .0025)
= 138 / 1 + (.345)
= 138 / 1.345
= 102.60
= 103

Short Quiz. You are to compute for the sample size by writing the formula and complete solution. Borrowing of calculators
is not allowed (10 points).

ANSWERS:
Answers: ( Note: Formula- 2 points, final answer in whole number- 2 points, 1 point for the rest of the solution).

AL Strategy: Microlecture
The teacher will ask some students to choose and recite an outcome sentence. The following are the outcome
sentences:
I learned………
I was surprised…….
I’m beginning to wonder……..
I rediscovered……………..

Session # 22
Materials:
LESSON TITLE: PROBABILITY SAMPLING Book, pen and notebook
Textbook:
LEARNING OUTCOMES:
1. Explain probability sampling.
2. Identify types of probability sampling.
References:
Wilkins.

1. What is a sampling design?
2. What is Slovin’s formula?
3. What is a sampling error?
Probability Sampling
It involves the random selection of subjects or elements of the population. The goal is to examine representative elements
of the population. It is also called randomized sampling.
Each unit in the population has a known, non-zero chance of being included in the sample
Types of Probability Sampling

a. Simple Random Sampling
The selection of samples on random basis from a sampling frame. Each element has an equal chance or
probability of being chosen as subject of the study. It involves the use of a sampling frame, listing all the elements
in the population from which the sample is drawn, using the table of random numbers, computer software
generated table of random numbers or a lottery. It is used in survey involving relatively small population with
readily available sampling frames.
Lottery draw

b. Stratified Random Sampling
Stratified random sampling divides the population into homogenous subgroups from which elements are selected
at random. This is done to ensure representatives of the sample size by grouping elements with similar strata an
selected the desired number of elements.
Example:
Pick out 200 samples from a 5,000 elements in a population, then group them according to age, sex, civil
status and occupation
c. Cluster Sampling or Multi-Stage Sampling

Cluster sampling or multi-stage sampling is the successive selection of random samples from larger to smaller
units by using either simple random or stratified random methods. It involves several stages in drawing the
samples from the population. It is used when a sampling frame for the elements is not readily available and when
cost considerations are important.
Example:
Province municipality village Individual respondent
At each stage, simple random, systematic and stratified techniques may be used.

d. Systematic or Sequential Sampling
Systematic or sequential sampling is the selection of samples in sequence according to a predetermined modality
such as: every 10th name in a list of patients in odd or even numbered rooms; every 5 th house on the block; every
6th baby in the nursery. This is used when a sampling frame is not available
The sample can also be drawn from a sampling list. Sequence of selection can also be done in odd or even
numbered names on the sampling list. The researcher picks out the first name by chance, then proceed to every
5th or 10th name, takes every nth person on a list.
FORMULA:
k = N/n
k = sampling interval (nth)

 The standard distance between elements chosen for the sample
 The ratio of the population size to the sample size
Advantages & Disadvantages of Probability Sampling
Advantages of Probability Sampling Disadvantages of Probability Sampling
 There is less bias  It is time consuming

 Every element in the population is given an  Expensive
equal (independent) chance to be selected.  Inconvenient ; and
 Impossible to obtain

Short Quiz. You are to identify the type of probability sampling associated with the following keyword/s. Erasures and
superimpositions will be marked wrong (10 points).
1. Sampling interval
ANSWER: __________________________
2. Multi-stage sampling
ANSWER: __________________________
3. Stratification
ANSWER: __________________________
4. Nth person
ANSWER: __________________________
5. Sequential sampling
ANSWER: __________________________
6. Non-zero chance
ANSWER: __________________________
7. Table of Random Numbers
ANSWER: __________________________

8. Randomized sampling
ANSWER: __________________________
9. Lottery draw
ANSWER: __________________________
10. No sampling frame
ANSWER: __________________________
1. ANSWER: ________________________________
RATIONALE:___________________________________________________________________________________
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2. ANSWER: ________________________________________
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10. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
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The instructor will flash some cards to reactivate and deepen your prior knowledge on probability sampling. A
series of cards will be flashed to make the class answer in unison for mastery. The pace will be quick so that all will enjoy
being part of the group. Occasionally, the instructor will say. “Say it with power” or “More energy please” to maintain
group energy.

Session # 23
Materials:
LESSON TITLE: NON-PROBABILITY SAMPLING Book, pen and notebook
Textbook:
LEARNING OUTCOMES:
1. Explain non-probability sampling.
2. Identify the types of non-probability sampling.
References:
Wilkins.

1. What is probability sampling?
2. What are the types of probability sampling?
Non-Probability Sampling
Respondents or subjects are selected in a non-random way. The researcher desires to use available subjects at his
convenience anytime during the period of the study.
The results are best utilized only for descriptive purposes rather than for making generalizations or inferences about the
target population. Purposely chosen for an in-depth understanding of a particular experience, situation, cultural element,
or misconduct
Types of Non-Probability Sampling
a. Accidental or Convenience Sampling

Accidental or convenience sampling uses the most readily available or most convenient group of people as study
respondents. They are also called as volunteer samples. It is used when it is extremely difficult to select either a random
or a non-random sample. It is also called Haphazard, Grab, or Opportunity Sampling.
However, in general, convenience sample cannot be considered representative of any population and should be avoided
if at all possible unless this is the only choice available. It is considered the weakest form of sampling and is subject to
bias. It can be used for pilot testing.
b. Quota Sampling
The researcher identifies the population to be studied and determines the proportion needed in the population. Quota
Sampling divides the population into homogenous sub-population to ensure the presence of representative proportions of

the various strata in the sample. The researcher establishes desired proportions for some variables of interest to be able
to elicit homogeneous data.
The population is first divided into strata. Then, instead of the doing random samples from each stratum, the researcher
simply takes a pre-determined quota from the different strata. The sample within the prescribed quota is selected
based on the personal judgment of the researcher.
For example, a study on Injecting Practices Researcher selects:

of Injecting Drug Users (IDUs) in Pangasinan
Males 40%
Females 60%
c. Purposive or Judgment Sampling

The subjects in purposive sampling are handpicked to be included in the sampling frame based on certain qualities for
purposes of the study. Subjects are viewed as “typical cases” or “experts” that provide enough data to answer the
research questions. Purposive sampling is commonly used in qualitative studies. When using this method, sampling is
done with a purpose in mind.
A “representative sample” of the population is selected based on an expert’s subjective judgment or on some pre-
specified criteria. It is the handpicking supposedly typical or interesting cases. With a purposive sample, the researcher is
likely to get the opinions of the target population, but may also put undue weight on subgroups in the population that are
more readily accessible.
d. Snowball or Network sampling

Snowball or network sampling consist of identifying few persons who meet the inclusion criteria of the study and who in
turn refer other individual who may be interviewed. It is also called Chain, Referral or Reputational sampling. This is used
to gain access to people who are difficult to identify. This process continues until the desired number of respondents is
reached.
Snowball means the effort that start on a small scale and intensifies in the process. However, a problem may occur in this
method if there is limited number of qualified samples and the extent of trust and cooperation of the referred samples with
the researcher.

e. Consecutive sampling
The recruitment of ALL people from an accessible population who meet all the eligibility criteria over a specific time
interval or for a specified sample size. It is considered the best of all non-probability/non-random sampling methods
because it includes all subjects that are available that makes the sample a better representation of the entire population. It
has similarity with convenience sampling.
f. Theoretical Sampling
Theoretical sampling is a term coined by Barney Glaser and Anselm Strauss (1967). It seeks to discover categories and
their properties in order to explain interrelationships that exist within the theory that has already been studied. It is one of
the tool of qualitative research.
The researcher’s goal of theoretical sampling is not the same as with probability sampling nor the representative capture
of all possible elements, but to gain a deeper understanding of the phenomena under study and facilitate the development
of theory.
Example:
In a study of mothers of twins, 16 mothers were interviewed to describe the “blur period.” At first, the
researcher identified those who had 1 yr. old twins. But since these mothers could not adequately
describe the “blur period” as it was a blur, the researcher then next interviewed mother of 3 month old
twins to determine if they could still recall how the “blur period” was like regarding the phase of
mothering twins (Polit & Beck, 2002).
Advantages & Disadvantages of Non-Probability Sampling
Advantages of Non-Probability Sampling Disadvantages of Non-Probability Sampling
Convenient  It is likely to produce biased samples or errors

in judgment
 Easy to produce anytime  The researcher cannot estimate the precise
 Less time spent for selection of the elements of the population that will be
respondents included in the samples.
Economical  Certain elements may have no chance to be
included in the sample.
 Less expensive
 No fixed budget required

Short Quiz. You are to identify the type of probability sampling associated with the following keywords. Erasures and
1. Typical cases
ANSWER: __________________________
2. Volunteer samples
ANSWER: __________________________
3. Opportunity sampling
ANSWER: __________________________
4. Non-randomized sampling
ANSWER: __________________________
5. Pre-determined quota
ANSWER: __________________________
6. Chain sampling

ANSWER: __________________________
7. Representative sample
ANSWER: __________________________
8. Haphazard sampling
ANSWER: __________________________
9. Interrelationship
ANSWER: __________________________
10. Referral sampling
ANSWER: __________________________
1. ANSWER: ________________________________
RATIONALE:___________________________________________________________________________________
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2. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
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3. ANSWER: ________________________________________
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8. ANSWER: ________________________________________
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AL Strategy: CAT 3-2-1
After the lesson, each of you will be asked to write in a one fourth sheet of paper the following:
Three things you learned:
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
Two things you still want to learn more about:
1. ______________________________________________________
2. ______________________________________________________
One question you still have:
1. ______________________________________________________
The instructor collects the papers and will answer your queries before the class dismissed.

NUR 027 (Nursing Research- Lecture)
Session # 24
Materials:
LESSON TITLE: RESEARCH INSTRUMENTS Book, pen and notebook
Textbook:
LEARNING OUTCOMES:
1. Describe research instruments.
2. Discuss questionnaire and its types.
3. Explain the procedure in formulating questions. References:
Wilkins.

1. What is non- probability sampling?
2. What are the types of non-probability sampling?
Research Instruments
Research instruments serve as measurement tools and are an integral component of any nursing research study.
Instruments are specially prepared tools or devices used to collect needed data or information and facilitate observations
and measurement of research variables, consistent with the purpose of the study. Research instrument must be valid and
reliable to avoid inaccurate data and consequent spurious results. These are administered to the subjects or respondents
after being proven valid and reliable by means of pre-test or dry runs.
Types of Research Instrument

Questionnaire
Questionnaire is a self-directing instrument structured with questions and indicators for the respondent to react. It is a
paper and pencil approach in which the participants are asked to answer a set of printed questions.
Questionnaire is the most frequently used clerical research instrument to gather needed data from the respondents
pertinent to the purpose of the study.
Questionnaire measures information levels, opinions, attitudes, beliefs, ideas, feelings and perceptual assessment of the
respondents regarding the variables of the study. This also include factual information on the demographic profile of the
respondents such as age, sex, civil status, educational level and income, among others.
Types of Questionnaire

A. Free Response Questions or Open-ended or Unstructured Questionnaire – answerable by Why?,
What?, How?. It allows respondents complete freedom in answering but researchers may have difficulties in
time and expense for tabulating and summarizing the results
B. Closed-ended or Structured Questionnaire- response is already prepared and just chosen from options
given by the researcher. It is time saving, easy to tabulate and summarize results but responses are limited to
those already provided by the researcher.
Formulating Questions
a. Review your Objectives, Problem and Sub-problems.

 Draw a list of information you need to collect from participants
 Each item should relate to the topic under study
 Base questions on literature , if not enough literature, then ask logical questions
 Those derived from findings and unasked questions
b. The questionnaire needs to be adapted to your study population
 Know your study population Ex. Occupation, educational attainment, language knowledge, special
sensitivities, etc.
 Use a language that is understood by the respondents
 Avoid complex or technical terms that your respondents may not be familiar with ( jargons)
c. Avoid ambiguous questions (the meaning can be interpreted differently by different people)
 Avoid using negative words like “not” (these can be easily missed by respondents and the tone of the
wording can affect responses)
 Choose alternative wordings carefully
Ex. Question: Has your standard of living decreased substantially as a result of a sharp increase in your
monthly mortgage payments?
Respondent 1: No. (My standard of living has not dropped because of mortgage payments.)
Respondent 2: No. (My mortgage payments have not increased.)
d. Avoid double-barreled questions (Multiple concepts in one question)
Ex. Question: Do you intend to leave work and return to full-time study this year?
1 2 3 4 5
An effective nurse supervisor is one who is punctual and

considerate.
e. Avoid using negative words like “not”

 These can be easily missed by respondents
 The tone of the wording can affect responses
 Choose alternative wordings carefully
Ex. Question 1a: Do you think that same-sex marriage should not be allowed?
Question 1b: Do you think that same-sex marriage should be forbidden?
Advantages and Disadvantages of the Use of Questionnaires
Advantages of the Use of Questionnaires Disadvantages of the Use of Questionnaires
1. Facilitates data gathering 1. Printing and mailing is costly

2. Easy to test data for reliability and validity 2. Response rate may be low
3. Less time consuming than interview and 3. Respondents may provide only socially
observation and acceptable answers
4. Preserves the anonymity and confidentiality of 4. There is less chance to clarify ambiguous
the respondent’s reactions and answers. answers
5. Flexibility on the part of respondents to fill-up 5. Respondents must be literate and with no
the questionnaire physical handicaps and
6. Easy administration and retrieval 6. Rate of retrieval can be low because retrieval
itself is difficult
C

Short Quiz. You are to write TRUE if the statement is correct and FALSE if the statement is incorrect. Erasures and
superimpositions will be marled wrong. (10 points)
1. A research instrument is a data gathering tool.
ANSWER: __________________________
2. Free response questions cannot be tabulated.
ANSWER: __________________________
3. Options given in the questionnaire should be based from the researcher’s personal knowledge.
ANSWER: __________________________
4. A structured questionnaire will yield more accurate data than the unstructured questionnaire.
ANSWER: __________________________
5. Nursing jargons can be included in a research instrument when the respondents are nurses.
ANSWER: __________________________
6. A questionnaire can be used in a qualitative study.
ANSWER: __________________________
7. An example of a double barreled question is: Is Nursing Research 1 a challenging and interesting course?
ANSWER: __________________________
8. Personal profile of respondents like year level and number of subjects enrolled can be part of a questionnaire.
ANSWER: __________________________
9. A questionnaire written in English is always acceptable for distribution among respondents.
ANSWER: __________________________
10. A questionnaire is translated in the language/dialect most familiar to the researcher for easy interpretation.
ANSWER: __________________________
1. ANSWER: ________________________________
RATIONALE:___________________________________________________________________________________
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2. ANSWER: ________________________________________
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3. ANSWER: ________________________________________

RATIONALE:___________________________________________________________________________________
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AL Strategy: Think, Pair Share
You will be paired up to the person to your right. The instructor will pose the question, “If your respondents are
from level 1 BSN, are jargon words allowed in a questionnaire? Why? Why Not?”. Each pair will share insights and
write it on a sheet of paper. Pairs will articulate their answer as the instructor calls them to recite.

INSTRUCTOR’S GUIDE BS NURSING/SECOND YEAR
Session # 25
Materials:
LESSON TITLE: OTHER TYPES OF RESEARCH Book, pen and notebook
INSTRUMENTS
Textbook:
LEARNING OUTCOME: Barrientos-Tan, C. (2011). A Research Guide in
Upon completion of this lesson, the nursing student will be able Nursing Education: Building an Evidence-Based
to: Practice. Pasay City: Philippines, Visprint Inc.
1. Describe other types of research instruments.

References:
Wilkins.

1. What is a research instrument?
2. What is a questionnaire?
3. What are the types of questionnaire?
4. How does a researcher formulate a questionnaire?
Interview
Interview is the next most used research instrument. The researcher, in a one-on-one dialogue with the subject, asks or
reads the questions to elicit answers from the latter. The researcher may use the following devices such as video camera
and tape recorder or other methods to ensure that data are accurately recorded. A research assistant may help record the
questions and answers during the interview.
An interview schedule is used for formal interviews. And interview guide consisting of pertinent questions is used in
informal interviews.
Types of Interview
a. Structured Interview
Specifically, this kind of interview is a dialogue in which the interviewer is guided by prepared questions to
gather needed data with ease from respondents or interviewees of the study.
b. Unstructured Interview
Here, the interviewer asks the questions at random but makes sure that needed data from the respondents
will give holistic information on the subject of the interview. The interviewer is free to direct the course of the
interview.
Methods of Interviewing

a. Personal interview
The interviewer asks questions facing the interviewee. This can take place at any place where the respondent
is willing to answer the questions asked by the researcher.
b. Telephone Interview
The most popular interviewing method through which people can be easily contacted.
c. Mail Surveys
This allows the respondent to answer during his or her leisure time or most convenient time. These are not
intrusive and considered the least expensive method.
Computer Directed Interviews

Interviewees enter their own answers directly into the computer. Computers can be used in the hospitals,
malls, offices, among others. Some researchers set up a Web page survey for this purpose.
E-mail Surveys
These are both efficient and economical and more people have full internet access with no cost involved once
more people have full internet access with no cost involved once the set-up is complete. The respondent an
attach pictures, sound files, but limited only to simple questions.
Internet/Intranet (Web Page) Surveys

These are extremely fast since the questionnaire is posted on Website which can gather several thousand
responses within a few hours. Many will respond to an e-mail invitation to take a survey within a few days.
Web page questionnaires can use colors, fonts and other formatting. It can give more honest answers to
sensitive questions such as drug use or sexual habits, among others
Advantages and Disadvantages of Interviews

Advantages of Interviews Disadvantages of Interviews
1. Responses are broad and varied 1. They can be time consuming and expensive
2. Respondents can give complete answers if 2. The schedule for interviews may be difficult to
questions are well structured make
3. Verbal and non-verbal behavior can be 3. Respondents’ answers may be influenced by
observed and the interviewer’s behavior and
4. There is flexibility in questions asked and 4. Interviewers need training
respondents reaction to these.
Scales
Scales are devices designed to assign a numeric score to people to place them on a continuum with respect to attributes
being measured. Social-psychological scales used in quantitative studies can discriminated among people having
different attitudes, fears, motives, perceptions, personality traits, and needs. The following are types of scales:
a. Likert scale consists of declarative statements or items that expresses viewpoint on a topic. The respondent shall
indicate the degree of agreement or disagreement.
b. Semantic Differential scale is another technique for measuring attitudes. Concepts are rated by the subjects or
respondents according to the degree by which the variables being measured affects them.
c. Visual analogue scale is used to measure subjective experiences of the respondents such as pain, fatigue and
nausea to name a few.
d. Graphic Rating Scale is a scale in which respondents are asked to rate something (e.g., concept or an issue)
along an ordered, numbered continuum, typically on a bipolar dimension
e. Q sorts is a sorting technique. Subjects are presented with a set of cards on which words, phrases or statements
are written. They are asked to sort the card along a specified bipolar dimension (Polit & Beck, 2008)

Vignettes are brief descriptions of situations to which subjects are asked to react. The descriptions are structured to
elicit information about respondents’ perceptions, opinions, or knowledge about a phenomenon. Vignettes are written
descriptions but can also be video recorded.
Self-reports
A Self-report is a measure where a person is asked to report his or her own behavior or mental contents. Self-report
measures include questions like “How happy are you on a scale of 1 to 10?” or “Do you dream in color?” Most people will
agree to answer such questions, but the results are not always dependable. In fact, self-report measure are notoriously
inaccurate and unreliable.
The least accurate type of self-report measure is one that asks a person to look back in time and remember details of a
behaviour or experience called the retrospective self-report. This combines the uncertainty of self-report with the
uncertainty of memory reconstruction. Even a person who exerts effort to tell the truth cannot necessarily distinguish
between a creative fabrication and a genuine memory.
Anecdotal Records and other Documentary Materials

Anecdotal records are personal accounts of the researcher written on a notebook or typewritten for recording purposes.
Documentary materials supplements the primary data gathered to enhance the veracity of the variables investigated.
Mechanical Instruments or Biophysiological Measures

These include diagnostic machines, e.g. X-rays, ultrasound, computed tomography scan, magnetic resonance imaging;
treatment devices such as mechanical ventilators, resuscitators, defibrillators, suction machines, parenteral infusion,
traction, casting, Milwaukee brace, heart lung machines, fetal heart monitoring device, blood pressure apparatus,
stethoscope, microscope, weighing scale, computer assisted interview or observation, video and teleconferencing and
electronic learning devices, among others.

Short Quiz. Students will be instructed to write TRUE if the statement is correct and FALSE if the statement is incorrect..
(10 points)
1. An interview guide is prepared prior to the unstructured interview.
ANSWER: __________________________
2. Visual analogue scale can be used to measure objective experiences of the respondents such as anxiety.
ANSWER: __________________________
3. A brief descriptions of a toddler’s reaction when a medication is given by a nurse dressed up like an astronaut is a
called a vignette.
ANSWER: __________________________
4. A retrospective self-report is found out to be the least accurate among all self-report data.
ANSWER: __________________________
5. A happy-sad scale is considered a graphic rating scale.
ANSWER: __________________________
6. A Likert scale is consists of several declarative items that express a viewpoint on a topic.
ANSWER: __________________________
7. Respondents’ answers may be influenced by the interviewer’s behaviour in an interview.
ANSWER: __________________________

8. Verbal and non-verbal behavior of respondents can be observed in a scale.
ANSWER: __________________________
9. Scales are devices designed to assign a numeric score to people to place them on a continuum with respect to
attributes being measured.
ANSWER: __________________________
10. In Q sort, participants are presented with a set of cards on which words or phrases are written.
ANSWER: __________________________
1. ANSWER: ________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
2. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
3. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
4. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
5. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
6. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
7. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
8. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________

9. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
10. ANSWER: ________________________________________

RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________

AL Strategy: Muddiest Point
The instructor summarizes the lesson discussed leaving enough time for you to respond. You will be asked to
bring out ¼ sheet of pad paper to write on your answer when the instructor asks the following question:
In today’s session in research, what was least clear to you?
The instructor collects the papers and answers the “unclear” part of the discussion before the class dismissed.

Session # 26
Materials:
LESSON TITLE: ETHICS IN RESEARCH Book, pen and notebook
Textbook:
LEARNING OUTCOMES:
1. Explain the ethical aspect of research.
2. Illustrate the ethical standards in research.
References:
Wilkins.

1. Aside from questionnaire, what are the other types of research instruments?
2. What are the types and methods of interview?
Ethical Aspects of Nursing Research

The word “ethics” is Greek for “ethikos.” It refers to ‘the rule of conduct recognized in certain associations or departments
of human life’ (Simpson, 2004).
Nursing Research uses human beings as subjects, hence, the researcher must exercise caution to protect the rights of
the subjects against undue impositions. The complex nature of nursing research may place the researcher and the
participants of the study in a potentially compromising situation.
Basis for Ethical Standards
Because of these unethical activities in the name of science, several codes were developed examples of which are the
Nuremberg Code, Declaration of Helsinki, Council for International Organizations of Medical Sciences (CIOMS), Belmont
Report and Professional Code of Ethics for Nurses.
A. Nuremberg Code
This code was developed in 1949 borne out of the Nuremberg trials. This was done primarily due to sadistic treatment
of subjects by Nazi experimenters. Hence, rules were formulated to guide investigators in their conduct of research.
The code stipulated the following as essential requirements of ethical research which are voluntary consent,
withdrawal of subjects from study, protection of subjects from physical and mental suffering, injury, disability and
death, and balance of benefits and risks.
Ten Directives for Human Experimentation

1. Voluntary consent : absolutely essential
2. Generalizable knowledge: NO other way, NOT random and UNNECESSARY in nature
3. Animal experimentation should PRECEDE human experimentation
4. UNNECESSARY physical and mental SUFFERING and INJURY should be avoided
5. No experiment should be conducted if there is reason to believe that DEATH OR DISABLING injury will occur
6. Degree Of Risk To Subjects should never exceed the HUMANITARIAN IMPORTANCE of the problem
7. Risks to the subjects should be minimized through PROPER PREPARATION
8. Experiments should only be conducted by scientifically qualified investigators
9. Subjects should always be at liberty to withdraw from experiments
10. Investigators must be ready to end the experiment at any stage if there is cause to believe that continuing the
experiment is likely to result in injury, disability or death to the subject
B. Declaration of Helsinki
This declaration was adopted by the World Medical Association in 1964. It was last updated in 2000. The main
contribution of this document was the introduction of the distinction between therapeutic and non-therapeutic
research. In therapeutic research the patient could benefit from experimental treatment that might have beneficial
results. In a non-therapeutic research, the main goal in the generation of new knowledge which might produce
beneficial results to future patients but less likely to the actual research subjects.
C. CIOMS
The CIOMs Guidelines, formally known as International Ethical Guidelines for Biomedical Research Involving Human
Subjects, is a set of ethical principles regarding human experimentation. It was created in 1993 by the Council for
International Organizations of Medical Science (CIOMS) and was updated in 2002. The 21 guidelines, fifteen of which
were in the original report, addressed issues including informed consent, standards for external review, recruitment of
participants and so on. The guidelines are general instructions and principles of ethical biomedical research.
D. Belmont Report
On July12, 1974, the National Research Act was signed into law thereby creating the National Commission for the
Protection of Human Subjects of Biomedical and Behavioural Research. The commission was to identify the basic
ethical principles that should underlie the conduct of biomedical and behavioural research involving human subjects
and to develop guidelines to assure that such research of this sort is conducted in accordance with those principles.
The report was published by the commission in 1979 titled The Belmont Report. This report had the following
considerations:
 The boundaries between biomedical and behavioural research and the accepted routine practice of medicine;
 The role of assessment of risk-benefit criteria in the determination of the appropriateness of research
involving human subjects;
 Appropriate guidelines for the selection of human subjects for participation in such research
 The nature and definition of informed consent in various research settings.
E. Code of Ethics for Nurses

The code revised in 2000 is a guide for action based on social values and needs. The code served as the standard for
nurses’ performance worldwide since it was first adopted in 1953. The new version, revised for the first time in 27
years, responds to the realities of nursing and health care in a changing society.

Graded Recitation. Students will be instructed to read the situation given below and to answer the following questions in
not more than 5 sentences.
Situation
You are an investigator proposing to use data from a colleague’s database to conduct secondary analyses. You want to
examine the behaviour and attitudes of male students. Your colleague will provide coded data for your proposed studies,
and you and he enter into an agreement by which he will keep the key to the code and will have no other involvement in
the research. Therefore, your colleague is not an investigator in your research.
Questions:
1. Does this study involve human subjects? Why? Why not?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2. Is the study ethical? Why? Why not?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

The instructor will now ask the students to recite and let them rationalize the answers as they will be encouraged to
discuss among their classmates.
ANSWERS:
1. Does this study involve human subjects? Why? Why not?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2. Is the study ethical? Why? Why not?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

AL Strategy: Numbered Heads Together
As part of the review of the lesson given, you will be grouped into 6. Each of you will be assigned of a number so that
each team has numbers 1, 2, 3, 4, 5, & 6. The following question will be asked by the instructor:
What makes a research in nursing ethical?
You will discuss your answer in your respective group. After your group discussion, the instructor calls out numbers.
The students standing are the speaker for their team.

Session # 27
Materials:
LESSON TITLE: ETHICAL THEORIES IN RESEARCH Book, pen and notebook
Textbook:
LEARNING OUTCOME:
1. Explain the ethical theories in research.
References:
Wilkins.
https://www.researchgate.net/publication/2281748
13_Three_General_Theories_of_Ethics_and_the_
Integrative_Role_of_Integrity_Theory
http://www.bbc.co.uk/ethics/introduction/intuitionis
m_1.shtml

1. What is ethics in research?
2. What are the basis for ethical standards in Nursing Research?
Ethical Theories
Ethical principles have their basis on ethical theories. These standards by which man lives and acts are anchored on
certain principles such as goodness or rightness of an act or decision. In research and decision-making, one arrives at
either deductively or inductively.
1. Deductive approach
Under this approach, ‘a general theory or principle’ is applied to a particular case and the ‘right’ decision or course
of action is determined by a process of deducting from a general theory to a particular case (Houser, 2008). It is
the inverted pyramid. Three (3) thoughts run under this approach:
a. Teleology (greatest good)

Teleology came from the word “telos” which means end. Teleology is a type of consequentialism
(consequentialist ethics), which asserts that actions are determined by right or wrong, good or bad in terms of
their consequences. Teleology relates to good that emerges from an action. It is concerned with maximizing
the preferences or values of the people concerned. Teleology is a doctrine of the consequences of ethical
decisions such as “the end justifies the means.” When deciding a course of action, the nurse must be guided
by what will bring out the greatest value for the greatest number of people.

b. Deontology (duty-based)
The word “deontological” comes from the Greek “deon, “ which means, one must. Deontology calls for a
nurse moral obligation, the morality of ethical decision is separated from its consequences. It is a specific
action related to the “cause of justice.”
For example is “to tell the truth no matter who gets hurt.” Under this theory, the freedom of the individual is
recognized but the common good is also considered. This theory is associated with Immanuel Kant, a
German philosopher (1724-1804) who posited that morality is founded on ‘reason’ and the ultimate end of
reason is autonomous of an individual’s desires or preferences. .
Codes of professional conduct are deontological codes that state the duties of the profession. Research
codes demand informed consent from participants and demonstrate the reciprocity principle of treating others
as ends, never as means to an end such that nursing care intervention will promote client’s wellness.
Sometimes conflict with the duty to respect the same client’s autonomous wishes concerning treatments.
c. Intuitionism (insights)
Intuitionism is knowing what is right or wrong which is not a matter of rational thought of learning. It is the
power of the mind of knowing things without conscious reasoning and has quick and ready insights of what is
good for the client. For example, striking a demanding client need not be taught, however, it is the moral
insight of a nurse that dictates her own actions or responses to any situation. Intuitionism teaches three main
things:
 There are real objective moral truths that are independent of human beings.
 These are fundamental truths that can't be broken down into parts or defined by reference to anything
except other moral truths.
 Human beings can discover these truths by using their minds in a particular, intuitive way.
2. Inductive approach
In this approach, justifications or judgments are rendered on particular cases. These specific case or particular
judgments can eventually serve as patterns for general cases. The inductive approaches to ethical decision
making tends to emphasize the particulars of the case at hand. There are two (2) ways involved in this approach..
a. Virtue ethics
The etymological origin of the term “vir-tue” can be traced back to both the Greek “arête” and the Latin
“virtus”. Arete means “virtue” and “ex-cellence.” This refers to someone‟s or something‟s ability to achieve a
specific goal. However, the Latin virtus means “manliness” or “bravery.”
This focuses on the moral character of an individual rather than on abstract principles. It does so by claiming
certain traits of character, the virtues are being in themselves morally valuable. Roach’s 5 C’s of caring are
examples of these virtues such as compassion, competence, conscience, concern and commitment.
Virtue ethics, in the case of nursing, emphasizes competency or excellence in performance as nursing moved
towards competency based practice. This is concerned with the development of expertise and excellence in
nursing practice.
b. Ethics of care
This is linked to virtue ethics and is concerned most on activities of caring which focuses the client-nurse
relationship. The moral emphasis in caring ethics is on the motives of any action or decision, how the person
performs those actions and or whether the actions promote or thwart positive relationship between the nurse
and her clients (Melia, 2004).
3. Reflective approach
Under this approach, one’s moral beliefs are a reflection of one’s perceptions in particular cases. It is more a
process than an outcome.
Beauchamp and Childress’ Principlism / coherence theory is an example of this approach. This theory suggests
that general principles can be applied with sensitivity to the particulars of the case. It emphasizes that principles
need to be made specific for cases, while analysis of particular cases can gain much illumination from general
principles. There are four principles that are intended to act as guides to action and decision making. These are
non-maleficence, beneficence, justice and respect for autonomy (Beauchamp and Childress, 2001).

Short Quiz. Basic Analogy. This is a test of logical relations. You are to read and analyze the inferences given then
supply the word/group of missing word/s. Erasures and superimpositions will be marked wrong. (10 points)
1. Principlism ; Reflective Approach: Institutionism ; ________________
2. Teleology; ___________________: Deontology; duty based
3. Ethics of Care ; caring: Virtue ethics ;_________________
4. Deductive : general : ___________________; particular
5. Deontology ; cause of justice : Teleology ; ____________________
6. Kant ; _______________: Roach ; Virtue Ethics
7. _______________ ; virtue : Virtus ; manliness
8. Intuitionism; _______________ : Teleology ; consequences
9. Deon ; one must : ________________ ; end
10. Teleology ; Deductive : Ethics of Care ; _______________
1. ANSWER: ________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
2. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
3. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
4. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
5. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
6. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
7. ANSWER: ________________________________________

RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
8. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
9. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
10. ANSWER: ________________________________________

RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________

AL Strategy: Using Risk Language
The instructor will you to recite on the things learned during the discussion and will pose the question, “Who is
willing to risk an answer?”.This strategy will help less confident students move beyond their apprehensions and
participate fully and to remind students all students how risk taking serves learning in research.

Session # 28
Materials:
LESSON TITLE: ETHICAL PRINCIPLES AND GUILDELINES Book, pen and notebook
FOR NURSE RESEARCHERS
Textbook:
LEARNING OUTCOMES: Barrientos-Tan, C. (2011). A Research Guide in
Upon completion of this lesson, the nursing student will be able Nursing Education: Building an Evidence-Based
to: Practice. Pasay City: Philippines, Visprint Inc.
1. Illustrate the ethical principles in research.

2. Apply ethical principles in research. References:
Wilkins.

1. What are ethical theories?
2. What are the theories under deductive and inductive approach?
Ethical Principles and Guidelines for Nurse Researchers

Nurse researchers are bound to face issues with ethical implications as they endeavor to contribute to the betterment of
patient care. At times, the need for quality evidence in nursing research may not adhere to ethical principles and
guidelines for nurse researchers:
1. Informed Consent
The participants must be fully informed about the nature of research, its purposes and potential risks and benefits.
They must have the power of free choice to voluntarily consent to or decline participation in the study. They must
also be informed of the anticipated results of the study and how this would affect them and the target population.
Informed consent is an essential mechanism for ensuring that basic ethical principles are observed when
research involves human subjects.
There is informed consent when an individual is able to exercise free choice without infringement by any external
force such as, fraud, deceit or any other form of coercion. An individual’s family member or legal representative
can also give informed consent on behalf of the individual who is not competent to personally give consent in
cases of vulnerable subjects who may be incapable of giving fully informed consent. For example are the
physically disabled, terminally ill, pregnant and or breastfeeding mothers and children (Polit & Beck, 2009).
In the case of children, it is normally required that child’s assent be obtained for children 7 years of age and
above. Assent refers to the child’s consent to participate in a research situation. (Louiselle McGrath, 2008).
2. Beneficence and Nonmaleficence

This is a fundamental ethical principle in research, which means “to do good’ and “to do no harm” to study
participants.
Beneficence is an action ‘to do good.” This is done to benefit others. Beneficent actions can be taken to mean
merely preventing or removing harm or to simply improve the situation of others. It imposes a duty on researchers
to minimize harm and to maximize benefits. A related principle I nonmaleficence.
Nonmaleficence means “to do no harm.” The term nonmaleficence derives from the ancient Latin maxim primum
non nocere. Nurse researcher have a tradition of utilitarian approaches, meaning that the greatest good should be
accomplished through any public health action. These principles of beneficence and nonmaleficence require the
researcher to assure participants of the following issues:
a. Freedom from any Physical and Psychological Harm.

The researcher should minimize all kinds of harm or discomfort and provide safety measures to prevent
potential injury, distress or disability imposed on the study participants during the time of the study. This
means that the researcher must guarantee safety and protection of the participants from any detrimental
effects of the study. The researcher should also anticipate for any unforeseen eventualities and situations that
were not previously accounted for.
b. Freedom from Exploitation

The participants must be safe from situations that will expose them to threats or liabilities. Any information
provided by the participant must not be used against them.
Moreover, the relationship established during the research process must be beneficial to both the researcher
and the participants without any consequent risks that may arise from the outcome of the study. There should
also be no exploitation of self as researcher, as well as the research assistants during the study period.
3. Respect for human dignity

The rights of all involved in the study must be protected and respected. These include the right to self-
determination, right to remain anonymous or the right to confidentiality of personal information.
a. The right to self determination

This refers to the right of prospective participants to voluntarily participate or refuse to participate in the study.
There should be no undue pressure or coercion, such as threat of penalty for failing to participate or
excessive rewards for agreeing to participate.
b. The right to full disclosure

The researcher must fully explain to the participants the nature and purpose of the study, the right to refuse
participation, the researcher’s responsibilities, and the potential risks and benefits of the study.
Deception and concealment of information which is deliberately withholding information about the study or
providing participants with false information will interfere with the right of the participants to make truly
informed decisions about personal and professional benefits of participation.
Researchers must show respect to study participants by cautiously attending to their emotional rights and the
nature of their interactions.
Debriefing sessions after data collection is completed will allow participants to ask questions or air their
complaints. Debriefing is a formal strategy that researchers can use to communicate their respect and
concern for the participants especially when data collection has been stressful or if ethical guidelines were
ignored e.g. deception (Polit & Beck, 2008)
The right to self-determination and full disclosure is embodied in the informed consent.
4. Justice and Fairness

Study participants deserve fair and equitable treatment before, during and after the study period
a. The right to fair treatment

The researcher should provide all target participants equal chances in the selection process, must comply
with agreements as regard to procedures, techniques or benefits due to the participants. Adequate orientation

and training must likewise be provided to the participants if needed, as well as giving them due respect and
courtesy at all times.
b. Anonymity and Confidentiality

Research participants have the right to privacy and confidentiality, consistent with respect for human dignity,
particularly when anticipated results have negative implications on them. The researcher shall exercise
prudence in making pronouncements regarding the results of the study.
c. Right to intellectual property

The researcher should respect the right to intellectual property and must guarantee factual and evidence-
based data. There should be no plagiarism or presenting the ideas or words of another as one’s own or
distortion or fabrication of data for purpose of completing research on time.
The Philippine Copyright Law (RA 8293) protects the intellectual property rights of authors and artists with
respect to his or her personal relationship with their work and utilization of these by others. It is a good policy
to have one’s work undergo an evaluation by a review board inception.
Researchers may encounter difficulty in assessing risks and benefits or in developing procedures to protect
human rights. Their commitment to conduct the study may influence their judgement, hence the ethical
dimension of the study is usually subjected to external review.
Institutional policies is granting researchers’ access to study participants may involve review of proposed
research plan by an independent Research Ethics Board (REB) or the Institutional Review Board (IRB) in
hospitals and universities before the study gets underway. The REB or IRB are tasked to assess the ethical
standards are met in relation to research involving the protection of the rights of human subjects. They are
empowered to direct modification or termination of research conducted within the institution if ethical violation
are observed.
An example is the case of research undertaken by a group of student researchers who undertook a study on
the effectiveness of bubble blowing as a diversional activity in the management of pain experienced by pre-
school children during intravenous line insertion. The researchers obtained approval from the hospital ethics
review board before conducting the study in order to ensure compliance of the ethical guidelines set by the
institution.

Short Quiz. You are to read and analyze the questions carefully and write your answers in CAPITAL letters only.
Erasures and superimpositions will be marked wrong. (10 points)
1. A group of researchers are investigating the prevalence of Social Anxiety Disorder in the Covid pandemic. Miss
Houston is enrolled in this study but at some nights she was sleepless and agitated that she wants to withdraw. With
the ethical principles in research, which of the following will justify her withdrawal from the study?
a. Anonymity and Confidentiality
b. Beneficence
c. Respect for Human Dignity
d. Justice and Fairness
ANSWER: _________
2. Miss Houston claims she was not ready to participate in the study on PTSD but one of the researchers enrolled her
anyway because she is a friend of a friend. This is a violation of what principle:
a. Right to Full Disclosure
b. Right to Self-Determination
c. Right to Intellectual Property
d. Anonymity
ANSWER: _________
3. During the investigation, Miss Houston has some queries regarding her research participation. In an ethical research
undertaking, which of the following is true?

a. Miss Houston must be given a punishment
b. Miss Houston must be given a debriefing
c. Miss Houston must be given a negative remark
d. Miss Houston must be convinced to continue with study
ANSWER: _________
4. Which of the following describes the principle of anonymity?

a. An informed consent was given to participants
b. Risk of the investigation was disclosed to participants
c. Participants names were withheld
d. Disclosure of research benefits and risks to participants
ANSWER: _________
5. The informed consent holds that:

a. All literatures are properly referenced
b. The investigator informs the participant of the research findings
c. All participants were not coerced
d. Agreement of participants to participate in a study upon learning the actual and potential consequences
ANSWER: _________
6. Which of the following describes the right to self-determination?

a. Fair treatment
b. Participant animosity
c. Provision of safety measures
d. Voluntary participation
ANSWER: _________
7. Freedom from physical and psychological harm in the principle of beneficence will not:
a. Guarantee safety and protection
b. Present assent in the study
c. Minimize harm and discomfort
d. Prevent potential injury
ANSWER: _________
8. The primary purpose of the IRB is to:

a. Review the scientific merit of the completed research
b. Make sure the vulnerable groups are included in the study
c. Protect the researchers’ from any responsibility
d. Protect the rights of the participants in a study
ANSWER: _________
9. Plagiarism is a violation to the:

a. Right to intellectual property
b. Right to Fair Treatment
c. Right to Full Disclosure
d. Right to Self-Determination
ANSWER: _________
10. Any information provided by the participant must not be used against them in the practice of:
a. Anonymity
b. Confidentiality
c. Freedom from Physical and Psychological Harm
d. Freedom from Exploitation

ANSWER: _________
1. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
2. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
3. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
4. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
5. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
6. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
7. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
8. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
9. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
10. ANSWER: ________

RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________

AL Strategy: Turn and Talk
Step 1: The instructor poses this question:
How will researchers assure participants that they have freedom from exploitation in a study?
Step 2: Turn to the next student seated to your right to be his/her partner.
Step 3: Each pair is given 2 minutes to discuss answers from the assigned question. When the time is up, you will be
assigned to share thoughts and ideas from your discussion.

Session # 29
Materials:
LESSON TITLE: CONTENT OF INFORMED CONSENT Book, pen and notebook
Textbook:
LEARNING OUTCOME:
1. Identify the content of informed consent in details.
References:
Wilkins.

1. What are the ethical principles for nurse researchers?
2. What rights of the participants fall under respect for human dignity? justice and fairness?
The Content of Informed Consent

Fully informed consent involves communicating the following pieces of information to participants:
1. Participant status
Prospective participants need to understand the distinction between research and treatment. They should be told
which healthcare activities are routine and which are implemented specifically for the study. They also should be
informed that data they provide will be used for research purposes.
2. Study goals
The overall goals of the research should be stated, in lay rather than technical terms. The use to which the data
will be put should be described.
3. Type of data
Prospective participants should be told what type of data will be collected.
4. Procedures
Prospective participants should be given a description of the data collection procedures and of procedures to be
used in any innovative treatment.
5. Nature of the commitment

Participants should be told the expected time commitment at each point of contact and the number of contacts
within a given timeframe.

6. Sponsorship
Information on who is sponsoring or funding the study should be noted; if the research is part of an academic
requirement, this information should be shared.
7. Participant selection
Prospective participants should be told how they were selected for recruitment and how many people will be
participating.
8. Potential risk
Prospective participants should be informed of any foreseeable risk (physical, psychological, social or economic)
or discomfort and efforts that will be taken to minimize risks. The possibility of unforeseeable risk should also be
discussed, if appropriate. If injury or damage is possible, treatments that will be made available to participants
should be described. When risks are more than minimal, prospective participants should be encouraged to seek
advice before consenting.
9. Potential benefits
Specific benefits to participants, if any, should be described, as well as possible benefits to others.
10. Alternatives
If appropriate, participants should be told about alternative procedures or treatment that might be advantageous
to them.
11. Compensation
It stipends or reimbursement are to be paid (or if treatments are offered without fee), these arrangements should
be discussed.
12. Confidentiality pledge

Prospective participants should be assured that their privacy will at all times be protected. If anonymity can be
guaranteed, this should be stated.
13. Voluntary consent

Researchers should indicate that participation is strictly voluntary and that failure to volunteer will not result in any
penalty or loss of benefits.
14. Right to withdraw and withhold information

Prospective participants should be told that, after consenting, they have the right to withdraw from the study or to
withhold any specific piece of information. Researchers may need to describe circumstances under which
researchers would terminate the study.
15. Contact information

The researcher should tell participants whom they could contact in the event of further questions, comments or
complaints.

Short Quiz. You are to read and analyze the informed consent below then identify the parts of the informed consent on
the blanks provided by writing the number representing it. Erasures and superimpositions will be marked wrong. (15
points).
1- Participant status 9- Potential benefits
2- Study goals 10- Alternatives
3- Type of data 11- Compensation
4- Procedures 12- Confidentiality pledge
5- Nature of the commitment 13- Voluntary consent
6- Sponsorship 14- Right to withdraw and withhold information
7- Participant selection 15- Contact information
8- Potential risk

Informed Consent Form
____ I understand that I am being asked to participate in a research study at Excel

____ Hospital and Medical Center. This research study will evaluate; What it is like being a
mother of multiples during the first year of the infants’ lives. If I agree to participate in the
__, __ study, I will be interviewed for approximately 30 to 60 minutes about my experience as a
____ mother of multiple infants. The interview will be tape-recorded and take place in a private
____ office at Saint Francis Hospital. No identifying information will be included when the interview
____ is transcribed. I understand I will receive P5,000.00 for participating in the study. There are no
____ known risks associated with this study.
____ I realize that I may not participate in the study if I am younger than 18 years of age or I
cannot speak English.
____ I realize that the knowledge gained from this study may help either me or other mothers of
Multiple infants in the future.
____ I realize that my participation in this study is entirely voluntary and I may withdraw from the
____ study at any time I wish. If I decide to discontinue my participation in this study. I will
Continue to be treated in the usual and customary fashion.
____ I understand that all study data will be kept confidential. However, this information may be
used in nursing publications or presentations.
____ I understand that if I sustain injuries from my participation in this research project. I will not
be automatically compensated by Excel Hospital and Medical Center.
____ If I need to, I can contact Dr. Sheree Ganzon, University of Pangasinan, College of Nursing, any
time during the study.
__, __ The study has been explained to me. I have read and understand this consent form, all of my
Questions have been answered and I agree to participate. I understand that I will be given a
Copy of this signed consent form.
____________________ ____________________
Signature of Participant Date
____________________ ____________________
Signature of Witness Date
ANSWERS:
Informed Consent Form
____ I understand that I am being asked to participate in a research study at Excel

____ Hospital and Medical Center. This research study will evaluate; What it is like being a
mother of multiples during the first year of the infants’ lives. If I agree to participate in the
__, __ study, I will be interviewed for approximately 30 to 60 minutes about my experience as a
____ mother of multiple infants. The interview will be tape-recorded and take place in a private
____ office at Saint Francis Hospital. No identifying information will be included when the interview
____ is transcribed. I understand I will receive P5,000.00 for participating in the study. There are no
____ known risks associated with this study.
____ I realize that I may not participate in the study if I am younger than 18 years of age or I

cannot speak English.
____ I realize that the knowledge gained from this study may help either me or other mothers of
Multiple infants in the future.
____ I realize that my participation in this study is entirely voluntary and I may withdraw from the
____ study at any time I wish. If I decide to discontinue my participation in this study. I will
Continue to be treated in the usual and customary fashion.
____ I understand that all study data will be kept confidential. However, this information may be
used in nursing publications or presentations.
____ I understand that if I sustain injuries from my participation in this research project. I will not
be automatically compensated by Excel Hospital and Medical Center.
____ If I need to, I can contact Dr. Sheree Ganzon, University of Pangasinan, College of Nursing, any
time during the study.
__, __ The study has been explained to me. I have read and understand this consent form, all of my
Questions have been answered and I agree to participate. I understand that I will be given a
Copy of this signed consent form.
____________________ ____________________
Signature of Participant Date
____________________ ____________________
Signature of Witness Date

AL Strategy: Microlecture
The teacher will ask some students to choose and recite an outcome sentence. The following are the outcome
sentences:
I learned………
I was surprised…….
I’m beginning to wonder……..
I rediscovered……………..

Session # 30
Materials:
LESSON TITLE: TREATMENT OF VULNERABLE GROUPS Book, pen and notebook
Textbook:
LEARNING OUTCOME:
1. Discuss how the vulnerable groups are protected in
research.
References:
Wilkins.

1. What are the parts of an informed consent?
2. What is the relevance of an informed consent in a study?
Treatment of Vulnerable Groups

Vulnerable populations may be incapable of giving fully informed consent (e.g. mentally retarded people) or may be at risk
of unintended side effects because of their circumstances (e.g. pregnant women)
Among the groups that nurse researchers should consider vulnerable are the following:
1. Children
Legally and ethically, children do not have competence to give informed consent, so the informed consent of
children’s parents or legal guardians must be obtained. It is appropriate, however especially if the child is at least
7 years old to obtain the child’s assent as well. Assent refers to the child’s affirmative agreement to participate. If
the child is mature enough (e.g. a 12-year-old) to understand basic informed consent information, it is advisable to
obtain written assent from the child as well as evidence of respect for the child’s right to self-determination.
2. Mentally or emotionally disabled people

Individuals whose disability makes it impossible for them to weigh the risk and benefits of participation (e.g.
people affected by cognitive impairment, coma and so on) also cannot legally or ethically provide informed
consent. In such cases, researchers should obtain the written consent of a legal guardian. To the extent possible,
informed consent or assent from participants themselves should be sought as a supplement to consent by a
guardian.
3. Severely ill or physically disabled people

For patients who are very ill or undergoing certain treatment, it might be necessary to assess their ability to make
reasoned decisions about study participation. For example, with deaf participants, the entire consent process may

need to be in writing. For people who have a physical impairment preventing them from writing or for participants
who cannot read and write, alternative procedures for documenting informed (such s audiotaping or videotaping
consent proceedings) should be used.
4. The terminally ill

Terminally ill people who participate in studies seldom expect to benefit personally from the research, so the
risk/benefit ratio needs to be carefully assessed. Researchers must also take steps to ensure that the healthcare
and comfort of terminally ill participants are not compromised. Special procedures may be needed to obtain
informed consent it they are physically or mentally incapacitated.
5. Institutionalized people
Particular care is required in recruiting institutionalized people because they depend on healthcare personnel and
may feel pressured into participating, or may believe that their treatment would be jeopardized by failure to
cooperate. Inmates of prisons and other correctional facilities, who have lost their autonomy in many spheres of
activity, may similarly feel constrained in their ability to withhold consent.
6. Pregnant women
The U.S. government has issued additional requirements governing research with pregnant women and fetuses
(Code of Federal Regulation, 2005, Subpart B). These requirements reflect a desire to safeguard both the
pregnant woman, who may be at heightened physical and psychological risk and the fetus, who cannot give
informed consent. The regulations stipulate that a pregnant woman cannot be involved in a study unless its
purpose is to meet the health needs of the pregnant woman, and risks to her and the fetus are minimized or there
is only a minimal risk to the fetus.

Short Quiz. You are to write TRUE if the statement is correct and FALSE if the statement is incorrect. Erasures and
1. An 8-year old child with mental retardation can be asked for an assent.
ANSWER: __________________________
2. An elderly with dementia can be a participant of a research despite his family members’ refusal to give their consent.
ANSWER: __________________________
3. A healthy adult person’s decision to participate in research should not be influenced by anyone involved in conducting
the research.
ANSWER: __________________________
4. A pregnant woman can be given compensation as a benefit of participating in a study.
ANSWER: __________________________
5. Decisions to enroll comatose clients in human experimentation can be consented by medical practitioners in a
pandemic.
ANSWER: __________________________
6. If Mr. X, a person deprived of liberty who is out on bail participates in a study, a researcher has to treat him as part of
the vulnerable group.
ANSWER: __________________________
7. All children below 18 years of age need legal guardian to give informed consent.
ANSWER: __________________________

8. In a clinical trial of a new psychotherapeutic modality, clients who claim to be suffering from depression but are not
diagnosed can not be taken as subjects as they are part of the vulnerable group.
ANSWER: __________________________
9. Harm may result when a researcher decides to include patients in a pediatric ward without their family members’
consent.
ANSWER: __________________________
10. All individuals with no college degree are part of the vulnerable population.
ANSWER: __________________________
1. ANSWER: ________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
2. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
3. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
4. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
5. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
6. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
7. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
8. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________

9. ANSWER: ________________________________________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
10. ANSWER: ________________________________________

RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________

The teacher will flash some cards to reactivate and deepen your prior knowledge on treatment of vulnerable groups. A
series of cards will be flashed to make the class answer in unison for mastery. The pace will be quick so that all will enjoy
being part of the group. Occasionally, the teacher will say. “Say it with power” or “More energy please” to maintain
group energy.


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NUR 027 (Nursing Research 1-Lecture)

STUDENT ACTIVITY SHEET BS NURSING/SECOND YEAR

LESSON REVIEW (5 minutes)

MAIN LESSON (30 minutes)

Sampling Terminologies in Qualitative and Quantitative Research

A sample is a subset of population elements.

Sample may be categorized as follows:

 Respondents or participants of the study

This document and the information thereon is the property of PHINMA

Guideposts on the Sampling Procedure

Example: patients; student nurses, staff nurses

Following are specific types of population:

This document and the information thereon is the property of PHINMA

d. Eligibility or Inclusion criteria

CHECK FOR UNDERSTANDING (15 minutes)

2. Physical Therapy students

3. All Pharmacy students in PHINMA colleges and universities

5. Clinical Instructors in the ICU Unit of Sacred Heart Hospital

7. Affiliating students to the National Center for Mental Health

9. All BMLS junior students

This document and the information thereon is the property of PHINMA

10. ANSWER: ________________________________________

This document and the information thereon is the property of PHINMA

AL Strategy: CHORAL WORK

This document and the information thereon is the property of PHINMA

LESSON REVIEW (5 minutes)

MAIN LESSON (30 minutes)

Where n = is the number of samples

This document and the information thereon is the property of PHINMA

n = 138 / 1 + (138 x .052)

CHECK FOR UNDERSTANDING (15 minutes)

This document and the information thereon is the property of PHINMA

LESSON WRAP-UP (10 minutes)

I’m beginning to wonder……..

This document and the information thereon is the property of PHINMA

LESSON REVIEW (5 minutes)

MAIN LESSON (30 minutes)

Types of Probability Sampling

This document and the information thereon is the property of PHINMA

c. Cluster Sampling or Multi-Stage Sampling

This document and the information thereon is the property of PHINMA

k = sampling interval (nth)

Advantages & Disadvantages of Probability Sampling

Advantages of Probability Sampling Disadvantages of Probability Sampling

 There is less bias  It is time consuming

CHECK FOR UNDERSTANDING (15 minutes)

7. Table of Random Numbers

This document and the information thereon is the property of PHINMA

10. No sampling frame

This document and the information thereon is the property of PHINMA

LESSON WRAP-UP (10 minutes)

AL Strategy: CHORAL WORK

This document and the information thereon is the property of PHINMA

LESSON REVIEW (5 minutes)

MAIN LESSON (30 minutes)

Types of Non-Probability Sampling

a. Accidental or Convenience Sampling

This document and the information thereon is the property of PHINMA

For example, a study on Injecting Practices Researcher selects:

c. Purposive or Judgment Sampling

d. Snowball or Network sampling

This document and the information thereon is the property of PHINMA

Advantages & Disadvantages of Non-Probability Sampling

Advantages of Non-Probability Sampling Disadvantages of Non-Probability Sampling