Objectives and Data

Collection Tools
Lecture #3
Pauline Anderson-Johnson
NURS4014
Objectives
 Break down the goal or purpose into smaller, more
specific and measureable parts
 They specify the
 Outcome
 Variables to be measured
 Population
 Objectives
 Make them simple and not complex
 SMART
 Specific – use specific verbs
 Measurable – must have measurable units. They should be
quantifiable. Want to make sure you can achieve your objective
 Achievable
 Relevant
 Timely – what is the time frame for achieving the objective
Examples of verbs

 To identify
 To describe
 To determine
 To compare
 To estimate
 To assess
Examples of smart objectives
 Class Sharing
1. To determine
Examples of smart objectives
 Class Sharing
1. To determine factors influencing students’ use of research and EBP in the clinical setting
2. To
 To identify if nursing students find research and EBP useful in clinical practice
 To assess how frequently students use EBP and research in clinical practice
 … factors that contribute or inhibit the use of EBP and research ….
 To determine the relationship between students’ perception of
usefulness of research and EBP and its application in providing
guidance
 Remember to start with the simpler objectives and then write the
objectives that show relationship between 2 variables
 Variables should be easily identified and measured (using the
questions from your questionnaire)
 To determine examine factors leading to a negative attitude towards the
implementation and use of EBP in the clinical setting

 To evaluate how realistic students find incorporating EBP in the clinical

setting
 Whether students consider the use of research and EBP as important to
improve patient’s outcome
 To investigate students’ perception of EBP and research
 To investigate students’ perception of the usefulness of EBP and research
in the clinical setting
 Relationship bet students’ perception of EBP competence and utilization of
EBP in clinical practice

 To determine the
 To assess the rationale behind nursing students’ attitudes (Perception)
towards research
 ……. EBP in the clinical setting
 Evaluate nursing students’ effectiveness (how will you measure this) of
research and EBP in the clinical setting

 To determine the relationship

 To determine the usefulness of EBP to students in the clinical setting
 To explore the relationship between nursing student’ perception of EBP
and the use of EBP in the cinical setting
 ts
 To determine the extent to which EBP is being utilized in the clinical setting
 To determine the relationship between Students’ perception of EBP and use of EBP in the
clinical setting
 To determine nursing students perception of usefulness of EBP in the clinical practice
 Identify the number of students who are willing to utilize EBP and research in clinical
practice
 To determine nursing students perception of EBP
 To Ascertain the frequency of students engagement in EBP in the clinical setting
 Assess your objectives
 Do the objectives address all aspects of the problem in a logical
and coherent way?
 Are they clearly phrased?
 Are they defined in a logical and coherent way?
 Are they realistic?
 Are they relevant? – show clear relation to the topic and goal of
the study
Data collection

Remember:
 You should be able to transform your research question/interest into
data for analysis
Data collection tool

 Self report
 Questionnaire
 Interview Schedule
 Observations
 Biophysical measurements
Collected data (questions/variables) used to answer/measure
objective

 Example (class discussion)

 Obj :
 Which questions should be used to get this objective answered?

 …??