Research Foundations
NSG/456 Version 2
University of Phoenix Material
Research Topic, Problem, and Question
Complete this worksheet to develop your research focus for this course. To help you better understand
the main parts of research, this topic will be the basis for other assignments in the course.
Identify a Research Topic
Grove, Gray, and Polit (2015) define a research topic as “a concept or broad issue that is important to
nursing, such as acute pain, chronic pain management, coping with illness, or health promotion” (p. 131).
Define your broad research topic in one to two sentences.
Identify your Research Problem
Grove, Gray, and Polit (2015) explain that a research problem “is an area in which there is a gap in the
knowledge needed for nursing practice” (p.131).
Write your research problem and explain the significance and background in a 175- to 260-word
narrative.
Develop your Research Question
Research questions should be short, probing, and take variables into account (Grove, Gray & Polit,
2015). Although the PICOS format is not required, your question should address patient, intervention,
comparisons, outcomes for practice, and study design.
Develop a one-sentence research question. (***FRAME THIS QUESTION SO THAT IT CAN’T BE
ANSWERED WITH A “YES” OR “NO”)
Copyright © 2016, 2018 by University of Phoenix. All rights reserved.
1
Research Foundations
NSG/456 Version 2
Copyright © 2016, 2018 by University of Phoenix. All rights reserved.
2
PICOS
A systemic review or meta-analysis is best directed by a relevant clinical question that
focuses the review process and promotes the development of a quality synthesis of research
evidence. One of the most common formats used to develop a relevant clinical question to
guide a systematic review is the PICO or PICOS format described in the Cochrane
Handbook for Systematic Reviews of Interventions (Higgins & Green, 2008).
The PICOS format includes the following elements:
• P—Population or participants of interest (see Chapter 9 on sampling)
• I—Intervention needed for practice (see Chapter 8 on nursing interventions)
• C—Comparisons of the intervention with control, placebo, standard care, variations of the
same intervention, or different therapies (see Chapter 8)
• O—Outcomes needed for practice (see Chapter 10 on measurement methods and Chapter
14 on outcomes research)
• S—Study design (see Chapter 8 on types of study designs)
Research topics
Resources for Topics in Nursing.
By: Riordan, Dale B.; North Carolina Univ., Charlotte. J. Murrey Atkins Library.. 1995 27 pp. (ED382201)
This guide is intended to help the user become familiar with a selected group of reference tools and
resources which are useful in nursing education and practice. It is important for students to use the
correct medical or scientific terminology, understand the scope of a topic, and then utilize the tools
necessary to research subjects of interest. This guide introduces students to the types of literature
available and the components of the research process. The following types of literature are defined and
useful references of each type are given: guides to the nursing literature (1 reference); guides to
the research process (11 references); dictionaries and encyclopedias (9 references); online catalog;
periodical indexes (15 references); computer searches; research reviews (9 references); drug
information (3 references); handbooks and manuals (9 references); statistical data (5 references); style
manuals (1 reference); and writing and communication aids. Instructions are provided on finding reviews
of recent research, books, support information, and journal articles on users' topics and using Library of
Congress subject headings, Atkins Library's Periodicals and Serials List (PASL), government documents,
computer searches, and interlibrary loan. (MAS)
FULL TEXT FROM ERIC , Database:
https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED382201
Synthesis of qualitative research and evidence-based nursing.
English) By: Flemming K, British Journal Of Nursing (Mark Allen Publishing) [Br J Nurs], ISSN: 09660461, 2007 May 24-Jun 13; Vol. 16 (10), pp. 616-20; Publisher: MA Healthcare; PMID: 17577168;
Integrating Diversity, Equity, and Inclusion Topics Into an
Undergraduate Nursing Research Course.
Academic Journal
By: O'Connor, Rebecca. Journal of Nursing Education , Aug2019, Vol. 58 Issue 8, p494-494, 1p
Abstract: The article reports that American Association of Colleges of Nursing called on
academic nursing programs to advance diversity, equity, and inclusion (DEI) to improve the quality
of nursing education and prepare nurses to effectively care for an increasingly diverse American
population. It also mentions need to encourage critical self-reflection on the experiences of marginalized
populations.; DOI: 10.3928/01484834-20190719-13; (AN 137874556)
Twelve Steps for Success in the Nursing Research Journey.
Academic Journal
By: Pierce, Linda L.. Journal of Continuing Education in Nursing , April 2009, Vol. 40 Issue 4, p154-164,
11p Abstract: Research is an integral part of everyday nursing practice. Clients, third-party payers, and
accreditors demand clinical practice based on evidence or research findings. Who will perform
this research? Nurses at all educational levels and in all practice settings can participate in
the research journey. The purpose of this article is to discuss 12 steps, offered as a road map, in
the research process. Nurses can learn these steps for success and increase their ability to conduct
the research that supports and develops nursing science. Reprinted by permission of the publisher.;
DOI: 10.3928/00220124-20090401-02; (AN 508052705)
Subjects: Nurses; Tasks; Nursing -- Research; Continuing education of nurses; Literature
reviews; Research funding; Data analysis; Nursing -- Practice
Gaining access to a research site and participants in medical
and nursing research: a synthesis of accounts.
Academic Journal
By: Høyland, Sindre; Hollund, Jan G; Olsen, Odd E. Medical Education , Feb2015, Vol. 49 Issue 2, p224232, 9p Abstract: Objectives The literature contains few accounts of how access to a research site and
participants in medical and nursing research is gained, and few efforts to synthesise the existing
accounts. Therefore, this article has two main goals: (i) to synthesise our own account of access with
others in the medical and nursing literature, and (ii) to derive from this synthesis considerations of access
and implications for health professions education. Methods Based on field notes from a study conducted
in an orthopaedic surgical section of a Norwegian university hospital, we provide an account of how
access to the operating theatre (research site) and surgical teams (participants) was achieved. We
synthesise the findings by comparing our account with existing accounts on access. Results Our
synthesis translates into a number of considerations related to the gaining of access to a research site
and participants in medical and nursing research. These include conducting continuous negotiations to
ensure the agreement and consent of participants and gatekeepers, and demonstrating transparency
regarding the researcher's identity and the nature of the particular project and findings. These
considerations can raise awareness and preparedness for the process of gaining access, which will
benefit health professions education researchers planning or undertaking studies in educational or clinical
settings. Health professions educators can also include the considerations in structured educational
programmes, specifically methods courses, to instil similar awareness and preparedness in students.
Conclusions We suggest that future medical and nursing research should emphasise a detailed,
unvarnished documentation of the access process that incorporates existing accounts of the process.
[ABSTRACT FROM AUTHOR]; DOI: 10.1111/medu.12622; (AN 100671041)
Subjects: Professional education; Access to information; Academic medical centers;
Education research; Medical education; Qualitative research; Norway; Administration of Education
Programs; All Other Miscellaneous Schools and Instruction; Educational Support Services; Colleges,
Universities, and Professional Schools; Research and Development in the Physical, Engineering, and
Life Sciences (except Biotechnology); Professional and Management Development Training; CINAHL
(Information retrieval system); Medical research; MEDLINE; Negotiation; Nursing research; Online
information services; Research funding; Systematic reviews (Medical research); Meta-synthesis
Week 1
Week 1: Research Foundations
Content: 180 points possible
Points possible
Research Topic
Clearly identifies a broad research topic
20
Research Problem
Clearly identifies a related research problem, explaining
the knowledge gap
30
Explains significance of the problem to illustrate the
need for the research
30
Explains the background of the problem to illustrate
the need for the research
30
Research question
Question is short and clear
20
Identifies patient, intervention, comparisons, outcomes
for practice and study design
50
Points earned/possible
/180
Points earned
Comm
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