Chapter 01

NURSING RESEARCH 106 - D
ORIENTATION
PREPARED BY: KENNETH JOE R. CORALES , RN, LPT, *MPH
Copyright © 2022 Wolters Kluwer. All Rights Reserved.
Course Title: NURSING RESEARCH
o COURSE CODE – NUR 106 – D

COURSE DESCRIPTION
 - This is an introductory course intended to equip the
nursing students with concepts, principles in research
starting from an overview of the major phases of the
research process.
 The course will include discussions from formulation
to dissemination of research findings, focus on the
formulation of a research problem to the selection of
the research design, planning and choosing the
appropriate research tools for data gathering. This
course will require the students or groups to present
a research proposal in a colloquium with the
application of knowledge and demonstration of skills
and attitudes in the conceptual, design and planning
phases of the research process.

Course Credit : 3 Units: 2 Units
Lecture (36 hours) and 1 Unit RLE (51 hours)
Placement : Level III, First
Semester
Pre-requisites : Nur 204, Mat
105

COURSE OUTCOMES
 At the end of the subject course, given relevant

situations/conditions, the student will be able to:
 Apply knowledge of physical, social, natural and
health sciences, and humanities in nursing research.
 Provide safe, appropriate, and holistic care to
individuals, families, population groups and
community utilizing the nursing process and results
of research.
 Apply guidelines and principles of evidence-based
practice in professional growth and development.

COURSE OUTCOMES
 Practice nursing in accordance with existing laws,

legal, ethical and moral principles related to nursing
research.
 Communicate effectively and honestly in speaking,
writing and presenting using age and culturally
appropriate language in nursing research.
 Document client care and relate it to research
accurately and comprehensively.
 Work effectively in collaboration with inter-, intra-,
and multi-disciplinary and multi-cultural teams in
research undertaking.

COURSE OUTCOMES
 Practice beginning management and leadership skills

in research.
 Engage in lifelong learning with passion to keep
current with national and global developments in
general and in nursing research in particular.
 Apply techno-intelligent care systems and processes
in nursing research.
 Adopt the nursing core values in the application and
conduct of research.
 Apply entrepreneurial skills in nursing research.


Grading System:
Components Prelim Midterm Finals
Quiz 20% 20% 20%
Unit/Long Exam 20% 20% 20%
Papers and Presentations 20% 20% 20%
Recitation/Attendance 10% 10% 10%
Major Exam 30% 30% 30%
Total 100% 100% 100%
Final Grade: Prelim Grade (25%) + Midterm Grade (30%) +

Final Grade (35%) + Proposal (10%)

Classroom Policies:
 Uniform – Students are expected to wear their

proper uniform with ID and its prescribed lanyard.
 Hair – Boys must have their proper haircut
(preferably clean cut) and must free themselves
from very conspicuous beard/mustache. Girls with
long hair are expected to wear headband or tie their
hair.

Classroom Policies:
 Attendance – It must be strictly observed that
students who commit three (3) consecutive
unexcused absences will be dropped from the class.
Tardy students shall also be subjected to the same
consequence in the following condition:
 (a) two-time tardiness is equivalent to one day of
absence; (b) students who get out from the class
before the time ends shall be considered tardy and
shall also be subjected to the same consequence;
and (c) 15 minutes after the time is given as a grace
period for students not to be considered tardy.
Students must present an excuse letter signed by a
parent or guardian stating the reason for
tardiness/absence and must be noted by the dean of
the College.
Classroom Policies:
 Academic Dishonesty – Cheating is a mortal sin for

future nurses. Anyone caught cheating (by any
means) shall face consequences upon the discretion
of the teacher. Repeated dishonesty cases shall be
reported to the dean’s office for further actions.
 Taking quizzes, seat works, classroom activities, etc.
– Any student who fails to take any of the activity
(for whatever reason) under this clause shall never
be given the chance to cope with the deficiency
unless the reason is valid (upon the discretion of the
teacher) and is noted by the dean.

Classroom Policies:
 Taking major examinations – Students who fail to

take the examinations five (5) days after the
scheduled examination date shall never be allowed
to take the exam for whatever purpose it may be
unless, otherwise the dean allows it.
 Submission of requirements – any requirement
submitted two (2) days after the deadline shall
never be accepted. deduction system shall be
imposed after the first day.

Classroom Policies:
 On the issue of respect – Any student who manifests

any of the following disrespectful actions:
 a) leaving the classroom without notifying the
teacher or without the teacher’s approval; b)
chattering with seatmate(s)/ classmate(s) while the
discussion is on-going; c) and other actions which
the teacher may find disrespectful, shall be
subjected to consequences upon the discretion of
the teacher. Repetitive case of disrespect shall be
reported to the dean’s office for further actions.

Classroom Policies:
 Cleanliness – the room and surrounding areas shall

be kept clean and orderly. Nursing students are
expected to be models of cleanliness and orderliness
in the campus.
 Other policies are contained in the signed Student
Manual and Pink book.

References:
 Avilla, R.A. (2016). Practical research 1. Makati City:

Diwa Learning Systems, Inc.

 Polit, D.F & Beck, C.T. (2017). Essentials of nursing
research. (9th ed.). Lippincott Williams and Wilkins:
USA

 Internet sources

Course Outline and Timeframe:
Peri Wee Days Topics

od k
1-2 Nature of Inquiry
Prel
3-5 October 6, 2022 Quantitative vs. Qualitative
im
Research
6-8 Qualitative Research
Midt
9-10 Research Problems and
erm
Hypotheses
11- November 21, 2022 Scope and Limitations
12
13- Review of Literature and
Fina 14 Studies
ls 15 Sampling Procedures
16- Research Methods and
17 Data Collection
AGENDA
 BROWN ENVELOPE
 RED BALLPEN
 RESPECT AND COURTESY
 READ JOURNALS AND RESEARCHES
 CLASS OFFICERS
 COLLOQIUM
 RESEARCH GAP (CHAPTERS 1 TO 3)
 FUEL ACCOUNT

SAMPLE RESEARCH TITLES:
 The Role of Facebook in Combating Misinformation

Online.
 Buying Power of Social Media Users in Online
Marketing.
 Level of Support of Parents on Distance Learning of
Junior High School Students.
 Behavioral Changes Among Junior High School
Students.

RESEARCH TITLES
 EFFECT OF THERAPEUTIC TOUCH ON THE ANXIETY

LEVEL OF HOSPITALIZED FEMALE ELDERLY.
 EFFECT OF HERBAL TREATMENT ON THE LEVEL OF
PAIN TOLERANCE OF THE SELECTED CANCER
PATIENTS.
 EFFECTIVENESS OF INTERACTIVE AND
TRADITIONAL TEACHING ON THE REVIEW
PERFORMANCE OF NURSING STUDENTS IN A
SELECTED SCHOOL OF NURSING IN DUMAGUETE.

RESEARCH TITLES
 THE LIVED EXPERIENCES OF RECOVERED COVID-19

PATIENTS UNDER MODERATE RISKS

Chapter 1
Introducing Nursing Research
for Evidence-Based Practice
What Is Nursing Research?
 Research
o Systematic inquiry using disciplined methods to
answer questions or solve problems
 Nursing research
o Systematic inquiry to develop trustworthy
evidence about issues of importance to nurses
and their clients
 Clinical nursing research
o Nursing research designed to guide nursing
practice

The Importance of Research to
Evidence-Based Nursing
 Evidence-based practice (EBP)

o The use of the best clinical evidence in making
patient care decisions
o The basis for nursing decisions; influences many
recent clinical practice changes
o Produces decisions that are clinically
appropriate, cost-effective, and result in positive
client outcomes

Roles of Nurses in Research
 Contribute an idea for a study.

 Gather information from those taking part in a
study.
 Advise clients about participating in a study.
 Search for research evidence to address a practice
problem.
 Discuss the implications of a study in a journal club
in a practice setting; meet to discuss research
articles.

Nursing Research: Past and Present
 1850s: Pioneered by Florence Nightingale
 1950s: First journal on research (Nursing Research) helped to
propel nursing research.
 1960s: Practice-oriented research began to emerge, and
research-oriented journals started publication in several
countries.
 1970s: A change in research emphasis from areas such as
teaching and nurses’ characteristics to improvements in client
care. Nurses also began to pay attention to the utilization of
research findings in nursing practice.
 1986: National Center for Nursing Research established at
NIH.
 1993: National Institute of Nursing Research (NINR)
established and increase in nursing journals

Current and Future Directions for Nursing
Research
 Continued focus on evidence-based practice (EBP)
 Ongoing growth of research syntheses
 Increased emphasis on patient centeredness
 Relatedly, greater interest in the applicability of
research
 Expanded local research and quality improvement
efforts in health care settings
 Increased focus on health disparities
 Growing interest in defining and ascertaining clinical
significance

Question #1
Tell whether the following statement is True or False.

Research findings increasingly must meet the test of
being clinically significant, and medical practitioners
have taken center stage in efforts to define clinical
significance.
a. True
b. False

Answer to Question #1
b. False
Rationale: Research findings increasingly must meet
the test of being clinically significant, and patients
have taken center stage in efforts to define clinical
significance. A major challenge in the years ahead will
involve incorporating both research evidence and
patient preferences into clinical decisions.

NINR’s Strategic Plan: Areas of Focus
 Symptom science: promoting personalized health

strategies
 Wellness: promoting health and preventing disease
 Self-management: improving quality of life for
individuals with chronic illness
 End-of-life and palliative care: the science of
compassion

Knowledge Sources for Nursing Practice
 Tradition and “experts”

 Clinical experience and trial and error
 Disciplined research: best method of acquiring
reliable knowledge; evidence-based findings

Question #2
What is the best method of acquiring reliable

knowledge on which to base a clinical practice?
a. Traditions and authority
b. Clinical experience and trial and error
c. Assembled information
d. Disciplined research

d. Disciplined research
Rationale: Disciplined research is considered the best
method of acquiring reliable knowledge that humans
have developed. Evidence-based health care compels
nurses to base their clinical practice, to the extent
possible, on rigorous research-based findings rather
than on tradition, authority, or personal experience.
However, nursing will always be a rich blend of art and
science.

Paradigms and Methods for Nursing
Research
 Paradigm
o Worldview or general perspective of the world’s
complexities
 Assumption
o A principle that is believed to be true without
verification
 Key paradigms for nursing research
o Positivist paradigm
o Constructivist paradigm

Research Methods
 The techniques used to structure a study and to

gather, analyze, and interpret information
o Quantitative research: most closely allied with
the positivist tradition
o Qualitative research: associated with the
constructivist tradition
 Positivists sometimes undertake qualitative
studies, and constructivist researchers
sometimes collect quantitative information.

Positivism Paradigm #1
 Positivism
o Reality exists; it should be studied and known.
o Assumes that nature is ordered and regular, and
that a reality exists independent of human
observation
o Assumption of determinism refers to the belief
that phenomena are not haphazard but rather
have antecedent causes.
 Research activity is aimed at understanding
the underlying causes of natural phenomena.
 Objectivity is prized; strive to be as unbiased
as possible.
 Positivism: Scientific Method
o Involves using orderly procedures to gather primarily
quantitative information
o Quantitative Research
o The gathering of empirical evidence—evidence that
is rooted in objective reality and gathered through the
senses rather than through personal beliefs
o Information is numeric information resulting from
some type of formal measurement and that is
analyzed statistically.
o Strive to go beyond the specifics of a situation;
generalize research findings to individuals who did not
take part in the study (generalizability).


Constructivist Paradigm #1
 Constructivist
o Reality is not a fixed entity but rather a construction
of the people participating in the research.
o Reality exists within a context with many
constructions.
o Assumes that nature is ordered and regular and that
a reality exists independent of human observation
o Assumes that knowledge is maximized when the
distance between the inquirer and participants in the
study is minimized
 The voices and interpretations of those under
study are crucial to understanding the
phenomenon.

Constructivist Paradigm #2
 Constructivist: Scientific Method
o Focuses on understanding the human experience as it
is lived
o Qualitative Research
o Emphasizes the dynamic, holistic, and individual
aspects of human life and tries to capture those
aspects in their entirety, within the context of those
who are experiencing them
o Flexible; typically is undertaken in naturalistic settings
o Yields rich, in-depth information that can potentially
clarify the dimensions of a complicated phenomenon

Question #3
What is a major assumption of the constructivist

paradigm worldview?
a. Reality is mentally constructed by individuals.
b. The researcher is independent from those
researched.
c. Values and biases are held in check.
d. Subjectivity is not desirable.

a. Reality is mentally constructed by individuals.

Rationale: In the constructivist paradigm, reality is
multiple and subjective and mentally constructed by
individuals. The researcher is independent from those
researched, values and biases are held in check, and
subjectivity is not desirable in the positivist paradigm.

Question #4

Quantitative research is allied with the constructivist
tradition.
a. True
b. False

b. False
Rationale: Qualitative research is associated with
constructivist tradition that involves a dynamic design
and holism and is context-bound.

Common Features in Both Paradigms
 Ultimate goals
 External evidence
 Reliance on human cooperation
 Ethical constraints
 Fallibility

Research for Varying Levels of
Explanation
 Identification: What is this phenomenon? What is its
name? (Qual)
 Description: How prevalent is the phenomenon? (Quan)
What are the dimensions or characteristics of the
phenomenon? (Qual)
 Exploration: What factors are related to the
phenomenon? (Quan) What is the full nature of the
phenomenon? (Qual)
 Prediction/control: If phenomenon X occurs, will
phenomenon Y follow? Can the phenomenon be
prevented? (Quan)
 Explanation: What is the underlying cause of the
phenomenon? (Quan) What does the phenomenon mean?
(Qual)
Research Purposes Linked to EBP #1
 Therapy/intervention
 Diagnosis and assessment
 Prognosis
 Etiology (causation)/prevention of harm
 Description
 Meaning and process

Research Purposes Linked to EBP #2

Basics of Evidence-Based Nursing Practice
#1
 Evidence-based practice (EBP)
o Best evidence
 Clinical problem-solving strategy that de-
emphasizes decisions based on tradition or expert
opinion
o Patient preferences and values
 Require understanding patients’ circumstances,
such as the resources at their disposal
o Clinical expertise
 Knowledge gained during training and continuing
education, experiences with patient care, and
interdisciplinary sharing of new knowledge

Basics of Evidence-Based Nursing Practice
#2

Sources of “Best” Research Evidence
 Primary studies
 Systematic review
o Meta-analysis (quantitative)
o Meta-synthesis (qualitative)
o Meta-aggregation (qualitative)
o Mixed studies review (qualitative and
quantitative)

Evidence Hierarchies and Level of
Evidence Scales #1
 Evidence hierarchies (see Fig. 1.2)
 Rank evidence sources in terms of their risk of bias,
focusing mainly on risk of bias in studies addressing
Therapy questions
• Represented as pyramid
• Least bias for making inferences about the
effects of an intervention—at the top
• Level of evidence (LOE) scales
• Level I evidence usually is considered the best
(least biased) type of evidence.
• Randomized controlled trial (RCT)

Evidence Hierarchies and Level of
Evidence Scales #2

Asking Well-Worded Clinical Questions #1
 The first activity in EBP involves asking well-worded
clinical questions that can be answered with research
evidence.
 PICO
o P: the Population or patients (What are key
characteristics of the patients or people?)
o I: the Intervention, influence, or exposure (What is
the intervention or therapy of interest? or, What is a
potentially beneficial—or harmful—influence?)
o C: an explicit Comparison to the “I” component (With
what is the intervention or influence being
compared?)
o O: the Outcome (What is the outcome in which we
are interested?)
Asking Well-Worded Clinical Questions #2

Question #5

The “P” in the PICO acronym refers to the key
characteristics of the people being interviewed.
a. True
b. False

a. True
Rationale: P stands for the Population or patients
(What are key characteristics of the patients or
people?).

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NURSING RESEARCH 106 - D

o COURSE CODE – NUR 106 – D

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 At the end of the subject course, given relevant

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 Practice nursing in accordance with existing laws,

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 Practice beginning management and leadership skills

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

Quiz 20% 20% 20%

Unit/Long Exam 20% 20% 20%

Papers and Presentations 20% 20% 20%

Recitation/Attendance 10% 10% 10%

Major Exam 30% 30% 30%

Total 100% 100% 100%

Final Grade: Prelim Grade (25%) + Midterm Grade (30%) +

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 Uniform – Students are expected to wear their

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 Academic Dishonesty – Cheating is a mortal sin for

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 Taking major examinations – Students who fail to

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 On the issue of respect – Any student who manifests

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 Cleanliness – the room and surrounding areas shall

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 Avilla, R.A. (2016). Practical research 1. Makati City:

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

Peri Wee Days Topics

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 The Role of Facebook in Combating Misinformation

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 EFFECT OF THERAPEUTIC TOUCH ON THE ANXIETY

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 THE LIVED EXPERIENCES OF RECOVERED COVID-19

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 Evidence-based practice (EBP)

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 Contribute an idea for a study.

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

Tell whether the following statement is True or False.

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 Symptom science: promoting personalized health

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 Tradition and “experts”

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

What is the best method of acquiring reliable

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

 The techniques used to structure a study and to

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

Copyright © 2022 Wolters Kluwer. All Rights Reserved.

Copyright © 2022 Wolters Kluwer. All Rights Reserved.