Including an exposure to disease, a diagnostic test, a prognostic factor, a treatment, a patient perception, a risk factor, etc.
Is there an alternative treatment to compare?
Including no disease, placebo, a different prognostic factor, absence of risk factor, etc.
What is the clinical outcome, including a time horizon if relevant?
Fill in the blanks with information from your clinical scenario: THERAPY In_______________, what is the effect of ________________on _______________ compared with _________________?
PREVENTION For ___________ does the use of _________________ reduce the future risk of ____________ compared with ______________? DIAGNOSIS OR DIAGNOSTIC TEST Are (Is) ________________ more accurate in diagnosing _______________ compared with ____________? PROGNOSIS Does ____________ influence ______________ in patients who have _____________? ETIOLOGY Are ______________ who have _______________ at ______________ risk for/of ____________ compared with _____________ with/without______________? MEANING How do _______________ diagnosed with _______________ perceive __________________? Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing & healthcare: A guide to best practice . Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins.
Exposed to the golden wind in awakening there is limitless life, liberation, and love in holy harmony, health, and happiness, writing a nursing research question – undergraduate nursing.
Most undergraduate BSN students take a Research and Evidence-Based Practice course. Students are often assigned a small research project or review paper. The assignment begins with writing either a research question, or a clinical question. Usually, the student is given a range of topics, but let’s assume the student is starting from scratch. A good research question is essential to good research and not only answering a question but filling the gaps. I suggest you start my thinking of a research paper as a “who done it” story. Who killed X. What is your method going to be for figuring out who the killer is. Then you apply methods to the facts. Next you identify the killer using for example fingerprints, interrogations, and ballistic testing of the bullet. After you have the evidence, your results, you discuss the results. Finally, discuss the effectiveness of the methods. You conclude by saying in the future you can use these methods to do X, Y, and Z.
Before you start thinking about writing a research question it is good to review the difference between independent and dependent variables.
You will also need an operational definition, so it is possible to measure and manipulate the variable. The operational definition is essentially your measure.
What is your research problem? It should be an area of concern where there is a gap in knowledge necessary for good nursing practice.
Even if a broad area is given, you still need to narrow the topic. Some ways to do that include:
The FINER criteria are one way to write a good question (Hulley et al., 2007).
Ratan et al. (2019) add to FINER in their research question guide. They suggested the purpose of your paper and should be feasible, interesting, novel, ethical, relevant, manageable, appropriate, have potential value and publishability, and be systematic (Read more: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6322175/ ).
Draft your research question based on what you hope to achieve. You can have primary and secondary research questions but remember that more questions generally mean more time and resources. McCombes (2019) suggest the table below as a way to consider drafting your research question.
Describing or exploring | What are the characteristics of X? How has X changed over time? What are the main factors in X? How does X experience Y? How has X dealt with Y? |
Explaining and testing | What is the relationship between X and Y? What is the role of X in Y? What is the impact of X on Y? How does X influence Y? What are the causes of X? |
Evaluating and acting | What are the advantages and disadvantages of X? How effective is X? How can X be achieved? What are the most effective strategies to improve X? How can X be used in Y? |
Many nurses use the PICOT framework to construct research questions. If you prefer the PICOT format then follow this format.
Focused, clear, feasible, specific, and researchable.
Criteria | Explanation |
Answerable within practical constraints | Be clear by providing enough specifics that the audience can understand the purpose of the research without needing more explanation. Ensure you have enough time and resources to do the research required to answer the question. If you think you might struggle to gain access to enough data or articles, consider revising the question to be more specific. |
Uses specific, well-defined concepts | The research question should flow from the research problem and all the terms you use in the research question should have precise meanings. Avoid vague language and broad ideas, and be clear about what, who, where, and when your question addresses. The question clearly states what you as the researcher/writer want to do. What effect does health education have on people’s ability to manage their own health? What effect does nurse-provided health education have on the ability of people over 60-year-old being able to manage their medications? |
Does not ask for a value judgment, conclusive solution, policy, or course of action | Ask open-ended how and why questions about your general topic or using value laden words (good, bad). Research informs. One way to consider the “so what” of your questions. Why does it matter to you and others? Even if your project focuses on a practical problem, it should aim to improve understanding and suggest possibilities rather than asking for a ready-made solution. What should healthcare do about bad vaccination rates? What are the most effective communication strategies for increasing vaccination rates among nurses under 30 years old? |
Criteria | Explanation |
The question should be complex, not simple | Closed yes/no questions are too simple — they don’t provide enough scope for investigation and discussion. As nurses you are taught how to ask open ended question with patients. Apply that same concept to your research question. Has there been an increase in medication errors in rural hospitals in the past ten years? How have nurse staffing and hours of work affected patterns of medication errors in rural hospitals in the U.S. over the past ten years? |
Cannot be answered with easily found facts and figures | It is probably not complex enough if you can answer the question through a Google search or through reading a single book or article. A good research question requires original data, synthesis of multiple sources, interpretations, and arguments to provide an answer. At a minimum search CINHAL and PubMed. |
Provides scope for debate and deliberation | The answer to the question should not just be a simple statement of fact: there needs to be space for you to discuss and interpret what you found. This is especially important in an essay or research paper, where the answer to your question often takes the form of an argumentative thesis statement. |
Hypothesize | Ask yourself why your argument matters and how others might challenge your argument? What is the “so what”? |
Criteria | Explanation |
Addresses a problem relevant to nursing | Develop the research question based on initial reading around your topic. The research question should focus on addressing a problem or gap in the existing nursing knowledge. |
Contributes to a topical social or academic debate relevant to nursing | The question should contribute to an existing debate — ideally one that is current in nursing or in society at large and has a link to nursing. It should produce knowledge that future nurse researchers or nurses can build on. |
Has not already been answered | An original idea is not required. In one semester it is not possible to do groundbreaking research. Still the question should have some aspect of originality (for example, by focusing on a specific location, a different population, or a different theoretical approach. |
Is the question clear | Be clear and focused. The research question needs to be specific enough for the time available for the work. For most undergraduate students, this is one semester. |
Burns, N. and Grove, S.K. (2001) The Practice of Nursing Research: Conduct, Critique, and Utilization, 5 th ed. Elsevier Saunders.
Hulley, S.B., Summings, S.R., Browner, W.S., Grady, D.G., Newman, T.B. (2007) Desiging Clinical Research. Lippincott Williams & Wilkins.
Kerlinger, F.N. (1979) Behavioral Research: A Conceptual Approach. Holt, Rinehart and Winston.
McCombes, S. (2021) Developing strong research questions. Scribbr. https://www.scribbr.com/research-process/research-questions/
Polit, D. and Beck. C.T. (2022) Essential of Nursing Research: Appraising Evidence for Nursing Practice, 10 th Ed. Wolters Kluwer.
Ratan, S. K., Anand, T., & Ratan, J. (2019). Formulation of Research Question – Stepwise Approach. Journal of Indian Association of Pediatric Surgeons , 24 (1), 15–20. https://doi.org/10.4103/jiaps.JIAPS_76_18 .
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Clinical and epidemiological question frameworks.
Aiming for clarity at the beginning of the project can help you get started right. It can be helpful to use one of the question frameworks detailed below.
Taking a look in relevant resources to see what's already been written about your topic will help you understand how you can best contribute to the body of literature. It will also help you grasp the terminology around the topic, so that you'll be more prepared to do an effective literature search.
You may find that your original topic is too broad. After you have taken the time to evaluate what's already been written about your topic, you'll have a better understanding of what you're interested in.
Step five: create a search for your topic in an appropriate database..
Try one of these tried and true clinical or quantitative research question frameworks. Not sure where to start? PICO is the most common clinical question framework. and PEO works well for public health and epidemiology.
Sometimes the most difficult part of the research process is choosing a topic. Here are some tips for selecting a research question that you will enjoy learning about and will ultimately lead to a good grade.
The links below are great places to start in developing a research question. Browsing current events and hot topics can spark your interest and inspire a topic.
Below is a list of subjects that often relate to nursing issues . Considering these subject terms can help you develop a topic or focus your search .
P opulation/patients
I ntervention/indicator
C omparator/control
Try asking yourself these questions to help develop a research question:
Topic: Obesity
Who? teenagers
What? consumption of high fat foods
Where? school cafeterias
Question : How does the consumption of high fat foods in school cafeterias contribute to teenager obesity?
Topic: Smoke Exposure
Who? children exposed to smoke
What? developmental abilities
Question : How does smoke exposure alter the developmental abilities of children?
Below is worksheet which will help illustrate how a research question develops from a broad topic to a focused question. This could be a helpful resource for you during the process of creating your research question.
Are you looking for examples of nursing PICOT questions to inspire your creativity as you research for a perfect nursing topic for your paper? You came to the right place.
We have a comprehensive guide on how to write a good PICO Question for your case study, research paper, white paper, term paper, project, or capstone paper. Therefore, we will not go into the details in this post. A good PICOT question possesses the following qualities:
For more information, read our comprehensive PICOT Question guide . You can use these questions to inspire your PICOT choice for your evidence-based papers , reports, or nursing research papers.
If you are stuck with assignments and want some help, we offer the best nursing research assignment help online. We have expert nursing writers who can formulate an excellent clinical, research, and PICOT question for you. They can also write dissertations, white papers, theses, reports, and capstones. Do not hesitate to place an order.
Here is a list of nursing PICO questions to inspire you when developing yours. Some PICOT questions might be suitable for BSN and MSN but not DNP. If you are writing a change project for your DNP, try to focus on PICOT questions that align to process changes.
Related: How to write an abstract poster presentation.
You can never go wrong with getting expertly written examples as a source for your inspiration. They factor in all the qualities of a good PICO question, which sets you miles ahead in your research process.
If you need a personalized approach to choosing a good PICOT question and writing a problem and purpose statement, our nursing paper acers can help you.
Nursing research specialists work with nursing students, professional nurses, and medical students to advance their academic and career goals. We offer private, reliable, confidential, and top-quality services.
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NurseMyGrades is being relied upon by thousands of students worldwide to ace their nursing studies. We offer high quality sample papers that help students in their revision as well as helping them remain abreast of what is expected of them.
The PICOT question format is a consistent "formula" for developing answerable, researchable questions.
Note: Not every question will have an intervention (as in a meaning question) or time (when it is implied in another part of the question) component.
Template for Asking PICOT Questions
For an intervention/therapy:
In _______(P), what is the effect of _______(I) on ______(O) compared with _______(C) within ________ (T)?
For etiology:
Are ____ (P) who have _______ (I) at ___ (Increased/decreased) risk for/of_______ (O) compared with ______ (P) with/without ______ (C) over _____ (T)?
Diagnosis or diagnostic test:
Are (is) _________ (I) more accurate in diagnosing ________ (P) compared with ______ (C) for _______ (O)?
Prevention:
For ________ (P) does the use of ______ (I) reduce the future risk of ________ (O) compared with _________ (C)?
Prognosis/Predictions
Does __________ (I) influence ________ (O) in patients who have _______ (P) over ______ (T)?
How do ________ (P) diagnosed with _______ (I) perceive ______ (O) during _____ (T)?
Melnyk B., & Fineout-Overholt E. (2010). Evidence-based practice in nursing & healthcare. New York: Lippincott Williams & Wilkins.
The PICO(T) Question
A clinical question that is composed using the PICO or PICOT format will help you to focus your search and help you to develop your research skills which are essential in finding the best available evidence.
The most common PICO(T) elements are:
P - Population
I - Intervention
C - Comparison (if applicable)
O - Outcome
(T) - Time (if applicable)
In order be successful in using Evidence Based Practice (EBP) you will need to learn how to develop well-composed clinical questions. By formatting your research question in a PICO(T) format you can gather evidence relevant to your patient's problem. Well-composed PICO(T) questions generally contain up to four components each represented in the acronym " PICO(T)" P=Patient or Population and Problem; I=Intervention or Indicator; C=Comparison or Control (not part of all questions); O=Outcome; T=Time or Type.
Phd in nursing science program, examples of broad clinical research questions include:.
DISTINCTIONS
Two types of clinical questions, what is pico anyway, picott alternatives and additions, pico process in action, using pico to form the research question, tips and tricks.
To begin to develop and narrow a clinical research question it is advisable to craft an answerable question that begins and ends with a patient, population, or problem. These are the beginnings of not only developing an answerable EBP question, but also using the PICO process for developing well-built searchable and answerable clinical questions.
There are many elements to developing a good clinical question. Clinical questions can be further divided into two major areas: Background Questions and Foreground Questions .
Background Questions refer to general knowledge and facts. The majority of the information that can be used to inform answers to background questions are found in reference resources like Encyclopedias, Dictionaries, Textbooks, Atlases, Almanacs, Government Publications & Statistical Information, and Indexes.
Foreground Questions are generally more precise and usually revolve around patient/s, populations, or a specific problem. Crafting an appropriate EBP question will not only inform your search strategy which you will apply to the medical literature but will also create a framework for how to maintain and develop your investigative process.
Patient, population, problem | |
Intervention, exposure, or prognosis factor | |
Comparison or comparator | |
Outcome |
Type of question | |
Timeframe |
What are some examples of P ?
What are some examples of I ?
What are some examples of C ?
What are some examples of O ?
Using the example from the bottom-center we can start forming a research question:
Is Chlorpropamide (intevention) more efficient than Metformin (comparator) in managing Diabetes Mellitus Type 2 (problem) for obese elderly patients (population)?
*Note: It is not necessary to use every element in PICO or to have both a problem and population in your question. PICO is a tool that helps researchers frame an answerable EBP question.
Synonyms can very helpful throughout your investigative and research process. Using synonyms with boolean operators can potentially expand your search. Databases with subject headings or controlled vocabularies like MeSH in PubMed often have a thesaurus that can match you with appropriate terms.
Elderly | Geriatrics, Aged |
Heart Attack | Myocardial Infarction |
Boolean operators allow you to manipulate your search.
Use AND to narrow your search
eg. elderly AND diabetes
Use OR to broaden your search
eg. myocardial infarction OR heart attack
Use NOT to exclude terms from your search
eg. children NOT infants
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Before you start developing your research question, think about your research objectives:
Watch the following video (6:26) to get you started:
The benefits of doing a background search :
: You can do at any stage of the development of your question. |
In this step, a will help you identify articles and books which can inspire more ideas and reveal aspects of your research interest that you may not have considered. |
The resources linked below are a good place to start:
Now you have explored different aspects of your topic, you may construct more focused questions (you can create a few questions and pick one later).
A will show you how others formulate their questions, hence expand your research direction. |
Once you have a few questions to choose from, pick one and refine it even further.
A may help you identify additional keywords in this step. |
The PICO framework (or other variations) can be useful for developing an answerable clinical question.
The example question used in this guide is a PICO question: How does speech therapy compare to cognitive behavioural therapy in improving speech fluency in adolescents?
OR | teenager with a stutter | |
| speech therapy | |
| cognitive behavioural therapy | |
| speech fluency |
: PICO is one option, there are other frameworks you can use too! |
Use the interactive PICO worksheet to get started with your question, or you can download the worksheet document.
Here are some different frameworks you may want to use:
opulation ( atient), ntervention, omparison ( ontrol) and utcome. Add a imeframe if required. Used particularly for treatment type questions. | |
A variation of PICO where = xposure and = imeframe if required. | |
Developed in the context of practice guideline adaptation. Includes = rofessionals/ atients, = utcome and = ealthcare Setting. | |
= etting (where), = erspective (for whom), = ntervention (what), = omparison (compared with what), = valuation (Booth 2006). | |
= ample, = henomenon of interest, = esign, = valuation, = esearch type. Useful for qualitative or mixed method studies (Cooke, Smith and Booth 2012). | |
= Expectations, = lient group, = ocation, = Impact, = rofession, = ervice (Wildridge & Bell 2002). | |
= Political, = Economic, = ocial, = echnological, = nvironmental, = egal (CIPD 2010). |
There are a number of PICO variations which can be used for different types of questions, such as qualitative, and background and foreground questions. Visit the Evidence-Based Practice (EBP) Guide to learn more:
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Nursing research has a tremendous influence on current and future professional nursing practice, thus rendering it an essential component of the educational process. This article chronicles the learning experiences of two undergraduate nursing students who were provided with the opportunity to become team members in a study funded by the National Institute of Nursing Research. The application process, the various learning opportunities and responsibilities performed by the students, and the benefits and outcomes of the experience are described. The authors hope that by sharing their learning experiences, more students will be given similar opportunities using the strategies presented in this article. Nursing research is critical to the nursing profession and is necessary for continuing advancements that promote optimal nursing care.
Throughout the 21st century, the role of nurse has evolved significantly. Nurses work in a variety of settings, including the hospital, the classroom, the community health department, the business sector, home health care, and the laboratory. Although each role carries different responsibilities, the primary goal of a professional nurse remains the same: to be the client's advocate and provide optimal care on the basis of evidence obtained through research.
Baccalaureate programs in the United States prepare students for entry-level nursing positions. The focus is to care for individuals throughout the human life span. Knowledge is acquired from textbooks, classroom and Web-based instruction, simulation, and clinical experiences. The goal of all programs is for students to graduate as safe, entry-level professionals, having received a well-rounded exposure to the nursing field. Students are exposed to evidence-based nursing practice throughout their curriculum; however, the allocated time for nursing research is often limited. Many programs require only one 3-credit hour course for nursing research. This amount of time is limited, despite the broad spectrum of nursing research and its influence on current and future nursing care.
Research is typically not among the traditional responsibilities of an entry-level nurse. Many nurses are involved in either direct patient care or administrative aspects of health care. Nursing research is a growing field in which individuals within the profession can contribute a variety of skills and experiences to the science of nursing care. There are frequent misconceptions as to what nursing research is. Some individuals do not even know how to begin to define nursing research. According to Polit and Beck (2006) , nursing research is:
systematic inquiry designed to develop knowledge about issues of importance to nurses, including nursing practice, nursing education, and nursing administration. (p. 4)
Nursing research is vital to the practice of professional nursing, and the importance of its inclusion during undergraduate instruction cannot be overemphasized. Only with exposure and experience can students begin to understand the concept and importance of nursing research.
The purpose of this article is to describe undergraduate students’ experiences of becoming aware of and participating in a federally funded research study from the National Institute of Nursing Research. As a part of funding for the study, which was an AREA award ( A cademic R esearch E nhancement A ward, R15 mechanism), there were designated opportunities for student involvement. The primary aim of the research study was to investigate the effects of gene-environment interactions on risk factors of preclinical cardiovascular disease in a cohort of 585 young adults who all had a positive family history of cardiovascular disease (i.e., essential hypertension or premature myocardial infarction at age 55 or younger in one or both biological parents or in one or more grandparents), verified in the medical record. Specific genes examined included cytochrome P-450, family 1, subfamily A, polypeptide 1; cytochrome P-450 2A; glutathione S-transferase mu 1; and glutathione S-transferase theta 1. Cardiovascular-dependent measures were diastolic blood pressure, endothelium-dependent arterial vasodilation, left ventricular mass indexed for body size, systolic blood pressure, and total peripheral resistance. The effects of ethnicity and gender were also explored.
The learning process began with the principal investigator (M.S.T.) of the study visiting the junior class (class of 2007) of baccalaureate students at the Medical College of Georgia. This particular student group was chosen due to their academic standing because they would have the chance to take full advantage of learning directly from a nurse researcher for one full year before graduation. The principal investigator briefly presented and discussed the growing field of nursing research, the advancements made by nursing research, and the critical role of nursing research to nursing practice. The principal investigator also presented an overview of the funded research study and extended an invitation to students to apply for two part-time positions on the grant that were designed specifically for nursing student involvement. Students recognized the excellent opportunity and were intrigued with the future possibilities. They understood this option was unique and appeared to be a great pathway for becoming an active participant in learning the nursing research process through involvement in an official nursing research study.
The principal investigator established objective criteria for the application process. The criteria included writing a maximum 1-page essay sharing the reasons why the students wanted to join the research project as a team member and also sharing their personal and professional goals for involvement in the study. Many students were interested; thus, it was a very competitive process. The principal investigator reviewed the essays and selected approximately 10 prospective individuals for an interview. The interview was an extension of the essay. At the interview, the principal investigator further described the positions, provided a detailed overview of the grant, and had the opportunity to gain a better understanding of the student candidates. The students were encouraged to ask questions to further understand the expectations of the prospective opportunity. The interview also provided the students with increased exposure to the study's goal and more familiarization with the expectations of the funded positions.
After the interview process was completed, two individuals were selected, per the grant specifications. The selected individuals described the interview process as a positive experience that helped solidify their desire to become involved in the research study. The principal investigator emphasized that this job opportunity was designed to be a learning experience in which the students would be guided through the entire research study process and become members of a multidisciplinary team. Time responsibilities for each student included approximately 6 hours per week. The principal investigator communicated clearly that the nursing baccalaureate program was the first priority for the students, and thus provided a flexible work schedule.
The students began working in early april 2006. The first step in the work experience included 6 weeks of funded orientation. This was their first exposure to the research process; thus, it was important for the students to be provided with a strong foundation. Orientation included attending a team meeting and being introduced to the members of the multidisciplinary team (i.e., biostatistician, cardiologist, geneticists, nurse researcher, and psychologist, all of whom served as co-investigators, and the genetic laboratory personnel); reviewing the grant application; completing the Collaborative Institutional Training Initiative (CITI) (2000) ; completing the Roche educational program on genetics; and touring the worksite facilities. Reviewing the grant gave the students a better understanding of the specific aims and objectives of the study and the intended procedures of the genetic laboratory work in which the students would be involved. The complexity of the grant required the principal investigator to further explain and clarify specific details. The CITI training, which is required by the institution's Office of Human Research Protection, was completed online and took approximately 5.5 hours. The CITI program was presented in a tutorial format, and satisfactory completion of numerous quizzes was required. The task was tedious and time consuming, but valuable and essential, as it increased the awareness of the established codes of conduct for research. At the conclusion of the CITI training, the students understood the necessary policies and procedures for maintaining security and confidentiality of human subjects, the legal and ethical issues regarding the research process, and the essential procedures for research conduct.
Although the students had a basic understanding of genetics, they completed the Roche Genetics Education Program (2004) to gain a deeper understanding. The program was direct and easy to navigate and was excellent for all learning styles, as it contained both visual and auditory explanations. The explanations covered both basic and complex genetic concepts. Through the use of the genetics program, the students were able to comprehend abstract genetic details and to further understand the importance and influence of genetics on personal health. To conclude the orientation process, students were taught basic laboratory procedures, such as polymerase chain reaction and restrictive enzyme digestion, which were used to perform genotyping for the study. After these procedures had been observed several times, the students were given the opportunity to acquire hands-on experience with these laboratory techniques. Each of these components of the orientation process provided the students with the needed foundation for becoming involved in the research study.
After approximately 2 months of orientation, the students were ready to begin working in the genetics laboratory. One of the primary responsibilities of the students would be to further learn and become confident with genotyping techniques. The laboratory was shared among research personnel of several funded studies, with various research experiments being conducted concurrently. The students, under the supervision of the principal investigator and geneticist (H.Z.), also worked with experienced research assistants to perform the genotyping. The students maintained a daily log describing the laboratory genotyping procedures and experiments, and these logs were reviewed at team meetings. Although the actual procedure for polymerase chain reaction seemed straightforward, the students quickly learned that quality control must be used. Sometimes during genotyping, the DNA samples did not produce results. The students discovered that there are numerous contributing factors to successful polymerase chain reaction, such as quality of DNA templates, primer specifications, temperature settings, gel conditions, pipette measuring accuracy, and general laboratory techniques. Even the slightest error could result in permanent DNA sample loss, major experiment failure, or DNA sample contamination.
The students met with the research team members frequently to discuss and troubleshoot potential solutions and problem solve techniques that would foster improving the success rate and productivity of the genotyping. From the laboratory experience, the students learned that every detail must be considered and addressed precisely and meticulously when conducting experiments. Sometimes the process became frustrating, but the students soon discovered that patience and persistence were the most important attributes for a laboratory researcher to possess. The laboratory experience was an excellent hands-on learning opportunity. The students no longer viewed research as strictly information gathered from a journal or textbook, but rather as a physical act that required extreme concentration, dedication, and determination.
After spending numerous months in the laboratory performing the required genotyping, the students had the opportunity to be exposed to another role of a nurse researcher. They performed literature reviews regarding the study. Although the students had written papers in their nursing school program that required literature citations, they were not familiar with all of the library resources available to them. In no time, the students learned which library and online resources had the most validity and what would be the most relevant to their study. The literature search results provided the students and principal investigator with information on new studies that had been conducted on gene-environment interactions regarding tobacco smoke exposure and cardiovascular disease. From the literature review experience, the students learned the importance of being selective and time efficient. Often when a search was first begun, thousands of articles were listed, but the students learned the importance of narrowing the searches to the specific areas of focus. After the students completed their searches, they met with the principal investigator, who provided direction on the articles identified as the most relevant to the study.
The students continued working with the principal investigator during data review, analysis, and preparation of dissemination of the results (i.e., the publishing process). They helped to prepare an abstract submission of the study presented at an international meeting ( Tingen et al., 2007 ). They also helped with the preparation of manuscripts of the study results. By the conclusion of their work experience, the students will have been exposed to and participated in the entire research process.
From the students’ perspectives, this opportunity was extremely beneficial. Prior to this experience, the students were not familiar with nursing research. Their original perception of research was that it was conducted by people with chemistry, biology, biochemistry, and genetic degrees in laboratories at major universities. They now realize that nursing and research can be combined and that optimal nursing care is dependent on the latest research findings. In addition, the students believe this opportunity has been beneficial in learning that nurse researchers are valuable to nurses in other settings. For example, one of the long-term goals of this research study is to develop appropriate interventions for children who are more susceptible to and at risk for the harmful effects of tobacco smoke due to their genetic heritage. The information obtained by a nurse researcher can be disseminated to nurses who work directly with the individuals to whom the research applies. Practice that has shown to be effective through research allows nurses to better advocate for patients and provide the best possible care. Although the majority of nurses who provide patient care will be consumers of nursing research, implementing evidence-based nursing practice is crucial to provide optimal nursing care. Information from nursing research has the potential to directly impact the care provided to patients in all health care settings.
Now that the students have had the opportunity to become more familiar with nursing research through involvement as team members, they recognize that their future professional possibilities are endless. Nursing research is an emerging and growing field in which individuals can apply their nursing education to discover new advancements that promote evidence-based care. They learned the research process and the important roles that each team member plays during the study phases of conception, design, implementation, analysis, and dissemination. Each aspect of the research process is important and contributes to the overall success of the study.
The students also discovered the benefit of trying new things. Prior to this experience, they had little exposure to the research process and nursing research. Consequently, they had to be receptive to learning and recognize that acquiring new knowledge was a gradual process. At times, the students felt anxious because all aspects were new, but they realized that without trying, they would never advance and feel comfortable with the research process. As the students reflected, they thought this was an excellent growing experience professionally, scholastically, and personally. In addition, this opportunity benefited the students’ peers through discussions and their sharing of work responsibilities, the research process, and the importance of evidence-based practice. As future nurses, the students are strong proponents of nursing research, and this experience has also broadened their horizons regarding future professional growth and opportunities. In addition, they have a better understanding of the importance of scientific evidence to support their clinical practice. As a result, the students thought that a stronger emphasis should be placed on nursing research in undergraduate baccalaureate education and that more students should have the opportunity to participate as team members in nursing research studies.
The students were almost one full year into nursing school and thought they had learned about all of the possibilities for their futures when they were first presented with this learning opportunity. They knew their future options were numerous and included working in acute care and community settings. They also realized they could further their education and pursue graduate degrees to include a master's degree and become an administrator, educator, clinical nurse specialist, nurse anesthetist, or nurse practitioner, or potentially pursue a doctorate. They did not know there was an emerging and growing field in which their nursing education could be applied and furthered—the area of research and the role of becoming a nurse researcher. Prior to this experience, students perceived their possibilities for a professional career in nursing were tremendous. Now by being involved in the entire process of conducting a federally funded research study, they realized their future professional possibilities are limitless.
The authors of this paper hope that by sharing their experience, they will encourage both nursing faculty and nursing students to not only introduce the research process into the nursing curriculum, but also to consider making nursing research a tangible and more integrated process. They think that a more beneficial approach to the introduction of research may be achieved through incorporating research-related content into each nursing course throughout the educational process. This could be conducted in addition to the current curriculum plan of many schools of nursing that require a single and concentrated 3-hour research course with a goal of research becoming a positive experience for students that is enthusiastically received as a new learning opportunity. In addition, students who are involved as team members in a funded research study may be provided with scheduled classroom opportunities for making progress reports to their peers. Also, the students could field questions regarding the research project and their experiences. These activities may foster increased learning and interest about research among the students’ classmates.
As nursing students are the future members of the nursing profession, and for the profession to continue to advance, nursing research must be the foundation of comprehensive, evidence-based clinical practice. This may only occur with increased exposure to nursing research. Therefore, it is critical that the future members of the nursing profession be exposed to, develop an appreciation for, and become more involved in nursing research, and thus incorporate its outcomes into the delivery of optimal professional nursing practice.
The lead author was awarded a grant (NR008871) from the National Institutes of Health, National Institute of Nursing Research.
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Welcome to your nursing test bank and practice questions for nursing research.. Nursing Research Test Bank. Nursing research has a great significance on the contemporary and future professional nursing practice, thus rendering it an essential component of the educational process.Research is typically not among the traditional responsibilities of an entry-level nurse.
A. Research provides the nurse with evidence-based knowledge needed to make sound clinical decisions. B. It only takes once small study to change nursing practice dramatically. C. Traditional nursing care is no longer appropriate for twenty-first century nursing. D.
A nursing research paper is a work of academic writing composed by a nurse or nursing student. The paper may present information on a specific topic or answer a question. During LPN/LVN and RN programs, most papers you write focus on learning to use research databases, evaluate appropriate resources, and format your writing with APA style.
A simple nursing research paper, especially an expository or informative type, can have 5 paragraphs, like a typical essay. However, longer research papers have additional sections. Scientific Nursing Research Paper Structure. Here is a breakdown of how a well-formatted and scientific nursing research paper should look like. Title Page.
If learners wish to avoid constantly writing and re-writing the same research question papers, then they should follow the main tips: Initially, search and familiarize yourself with the literature on selected topics. Create and note down the nursing paper's structural elements. Finalize the bibliography before finishing with the composition.
Study with Quizlet and memorize flashcards containing terms like 1. Which of the following is an example of nursing research? a. A nursing student writes a paper on diabetes for a health course. b. A patient looks up a medication on the internet before agreeing to take it. c. A nurse washes his hands before performing wound care. d. Operating room nurses track surgical suite door openings and ...
O: Outcome. PICO is a formula used to develop a researchable clinical question. The purpose of a PICO question is to help breakdown a research question into smaller parts, making the evaluation of evidence more straightforward. P: Population, patient, or problem. I: Intervention or indicator. C: Comparison or control.
b. Thematic analysis: Identify themes and patterns in qualitative data, providing rich insights into your research question. 7. Writing the Nursing Research Paper: Structure your paper following the typical components of a scientific research paper. Title Page. In nursing research papers, we usually use APA or Harvard formats because they are ...
The first step in doing this is to determine the type of question: background or foreground. The type of question helps to determine the resource to access to answer the question. Background questions ask for general knowledge about a condition or thing. Broaden the scope - "The Forest". Provides basics for a a greater grasp of concepts.
12. List and describe any 5 purposes of Nursing Research. 13. Explain the steps of Scientific Method. SHORT ANSWERS 1. Define research. 2. Define nursing research. 3. State any four needs of nursing research. 4. State any four characteristics of good research. 5. Define the Research Process 6. Define Problem-solving Process. 7. Mention two ...
I put this together from multiple sources to help undergraduate nursing students write a research question Most undergraduate BSN students take a Research and Evidence-Based Practice course. Students are often assigned a small research project or review paper. The assignment begins with writing either a research question, or a clinical question.
Step Five: Create a search for your topic in an appropriate database. After meeting with your librarian, you should have a good idea of what terms you might use and where you can search for your topic. Do a couple of searches to find the best results and mark the papers you want to keep by grabbing the permalink, citation, or by emailing it to ...
The purpose of this paper is to present the Mayo Clinic Nursing Research (MCNR) model (Figure (Figure1)—a 1)—a model developed to guide and focus nursing science generation in a practice‐based setting with an emphasis on promoting the health and well‐being of patients and caregivers with complex needs. The components of the model are ...
Here are some tips for selecting a research question that you will enjoy learning about and will ultimately lead to a good grade. Read through your assignment. Professors design an assignment outline for a reason. Make sure your topic can and will adhere to their requirements and guidelines. Choose a topic you are interested in.
A good PICOT question possesses the following qualities: A clinical-based question addresses the nursing research areas or topics. It is specific, concise, and clear. Patient, problem, or population. Intervention. Comparison. Outcome. Includes medical, clinical, and nursing terms where necessary. It is not ambiguous.
By formatting your research question in a PICO (T) format you can gather evidence relevant to your patient's problem. Well-composed PICO (T) questions generally contain up to four components each represented in the acronym "PICO (T)" P=Patient or Population and Problem; I=Intervention or Indicator; C=Comparison or Control (not part of all ...
Examples of some general health services research questions are: Does the organization of renal transplant nurse coordinators' responsibilities influence live donor rates? What activities of nurse managers are associated with nurse turnover? 30 day readmission rates? What effect does the Nurse Faculty Loan program have on the nurse researcher ...
There are many elements to developing a good clinical question. Clinical questions can be further divided into two major areas: Background Questions and Foreground Questions. Background Questions refer to general knowledge and facts. The majority of the information that can be used to inform answers to background questions are found in reference resources like Encyclopedias, Dictionaries ...
Evidence-based practice is now widely recognized as the key to improving healthcare quality and patient outcomes. Although the purposes of nursing research (conducting research to generate new knowledge) and evidence-based nursing practice (utilizing best evidence as basis of nursing practice) seem quite different, an increasing number of research studies have been conducted with the goal of ...
This study aims to investigate the mediating role of self-compassion in the relationship between attachment styles and empathy in nurses. Mohammad Hassan Asayesh, Yasser Rezapour-Mirsaleh, Fahimeh Koohestani and Naghmeh Asadi. BMC Nursing 2024 23 :545. Research Published on: 9 August 2024.
Developing a question helps you focus on an aspect of your topic, which will streamline your research and writing. To create a research question: Pick a topic you are interested in. Narrow the topic to a particular aspect. Brainstorm some questions around your topic aspect. Select a question to work with. Focus the question by making it more ...
Virtual Library - Question Bank Bachelor of Science in Nursing Degree Examinations B.Sc., (Nursing) FIRST YEAR. PAPER. SUBJECT. YEAR. Paper I Anatomy and Physiology. 2007-2024. ... Paper III Nursing Research & Statistics. 2012-2023. Paper IV Management of Nursing Services and Education. 2012-2023. FOURTH YEAR.
Nursing research is a growing field in which individuals within the profession can contribute a variety of skills and experiences to the science of nursing care. There are frequent misconceptions as to what nursing research is. Some individuals do not even know how to begin to define nursing research. According to Polit and Beck (2006), nursing ...