Developing the Researchable Problem

NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning,LLC NOT FOR SALE OR DISTRIBUTION © Jones &Bartlett Learning, LLC NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning,LLC NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning,LLC NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning, LLC NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning,LLC NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning,LLC 9781284045932_CH02_027_046.indd 27 Upon completion ofthis chapter, to: prepared the readershouldbe Objectives Researchable Problem the Developing NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning,LLC NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning,LLC NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning,LLC 8. 7. 6. 5. 4. 3. 2. 1. framework. theDiscuss relationship to the ofahypothesis theoretical hypothesis. tistical theDiscuss diff andasta- a research erencehypothesis between hypothesis. nondirectional theDiscuss diff and a adirectional hypothesis erencebetween ahypothesis. lize appropriate most research and whenitwouldbe question to uti- appropriate most when it would be a toDetermine utilize nondirectional. vs. directional tistical, the diffDescribe sta- vs. research erentcategories of hypotheses: theDiscuss ofatestable development hypothesis. Utilize sample to scenarios formulate suitable research questions. research question. tion, specifi a process of developing cally discussing the PICOT to formulate theDiscuss elements a research needed ques- © Jones&Bartlett Learning,LLC.NOTFORSALEORDISTRIBUTION. NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning,LLC NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning,LLC NOT FOR SALE OR DISTRIBUTION © Jones &Bartlett Learning, LLC NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning,LLC NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning, LLC NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning,LLC NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning,LLC CHAPTER CHAPTER NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning,LLC NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning,LLC NOT FORSALEORDISTRIBUTION © Jones&BartlettLearning,LLC 2 27 12/07/14 10:14 AM

28 | Chapter 2 Developing the Researchable Problem

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT9. FORDistinguish SALE between OR DISTRIBUTION the conceptual framework and the theoretiNOT FOR- SALE OR DISTRIBUTION cal framework. 10. Describe the different categories of nursing theories: grand, midrange, and microrange. © Jones & Bartlett11. DeLearning,scribe the differenceLLC between inductive© reasoningJones & andBartlett deduc- Learning, LLC NOT FOR SALE ORtive DISTRIBUTION reasoning. NOT FOR SALE OR DISTRIBUTION 12. Discuss the process of selecting an appropriate theoretical framework.

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTIONSelection of the Research ProblemNOT FOR and SALE OR DISTRIBUTION Development of the Research Question The selection of the research problem is arguably the most important step in the research process, for if the problem is not viable and therefore © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC testable, the entire process may be implemented in vain, wasting valuable NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION man-hours and financial resources while generating nothing more than frustration for the researcher. For the DNP clinician, the research problem must above all relate to some area of practice. The germ of the idea can come directly from patients or colleagues or more indirectly from the © Jones & Bartlettauditing Learning,process if the LLC clinician functions in quality© managementJones & Bartlett or nurs- Learning, LLC NOT FOR SALEing administration OR DISTRIBUTION (Fitzpatrick, 2007). NOT FOR SALE OR DISTRIBUTION The DNP clinician must select a research problem that will contribute to evidence-based practice and to the development of either a hypothesis or a research question. The development of hypotheses and their proper © Jones & Bartlett Learning,usage LLC will be discussed in the ©next Jones sections. & Bartlett According Learning, to Stillwell, LLC NOT FOR SALE OR DISTRIBUTIONFineout-Overhold, Melnyk, and WilliamsonNOT FOR (2010), SALE five OR components DISTRIBUTION will indicate that the researcher has developed a research question that is rooted in an evidence-based practice problem:

© 1.Jones The &patien Bartlettt group Learning,or patient condition LLC is clearly identified.© Jones & Bartlett Learning, LLC NOT2. ThereFOR isSALE an issue OR or interventionDISTRIBUTION that is being investigated, NOTsuch as FOR SALE OR DISTRIBUTION a method of patient care or a specific diagnostic test. 3. There is a specified way for a baseline measurement to be made as well as a method for comparison. © Jones & Bartlett4. An Learning, outcome or LLC result is indicated. © Jones & Bartlett Learning, LLC NOT FOR SALE5. OR There DISTRIBUTION is a time frame required for the interventionNOT FOR to achieveSALE theOR DISTRIBUTION outcome.

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 28 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

Selection of the Research Problem and Development of the Research Question | 29

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOTIn orderFOR SALEfor the ORresearcher DISTRIBUTION to keep these elements in mindNOT while FOR SALE OR DISTRIBUTION developing the research question, the acronym PICOT frequently is utilized:

■■ © Jones & BartlettP =Learning, the specified LLC patient or target population© Jones & Bartlett Learning, LLC ■■ NOT FOR SALE ORI = theDISTRIBUTION issue or intervention being investigatedNOT FOR SALE OR DISTRIBUTION ■■ C = the comparison being made ■■ O = the outcome that may be the result ■■ T = time frame required to achieve the outcome (Stillwell, Fineout- © Jones & Bartlett Learning, LLCOverhold, Melnyk, and Williamson,© Jones 2010).& Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION An example of an acceptable evidence-based practice question would be: Does use of a pain scale reduce the patient’s experience of pain post- operatively? In this case: © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC ■■ P = Patient is undergoing a surgical procedure. NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION ■■ I = Patient is taught how to measure pain using a pain scale. ■■ C = The pain level without using a pain scale is compared to the pain level when using a pain scale. ■■ O = The patient has verbalized or indicated experience of postop- © Jones & Bartletterative Learning, pain. LLC © Jones & Bartlett Learning, LLC NOT FOR SALE■ ■ORT = DISTRIBUTION The time frame is the postoperative timeNOT period. FOR SALE OR DISTRIBUTION

The impetus for a researchable problem frequently may arise from a clinical situation the researcher notes. In addition, the DNP clinician may © Jones & Bartlett Learning,make LLCan observation in his or her© daily Jones practice & Bartlett and wonder Learning, whether theLLC NOT FOR SALE OR DISTRIBUTIONclinical issue is coincidental or factNOT based. FOR A SALEresearchable OR DISTRIBUTIONproblem may arise from reading journal articles in the DNP graduate’s field of practice. Research articles typically state areas for further study that have arisen from that particular manuscript. Often an article will state that a recom- mendation© Jones is& made Bartlett for replication Learning, of LLCthe original study with a different© Jones & Bartlett Learning, LLC populationNOT FOR of SALEpatients OR or usingDISTRIBUTION a different type of methodology NOT(Beyea, FOR SALE OR DISTRIBUTION 2000). As potential researchable problems arise during the course of a typical practice-oriented day, the researcher should maintain a pocket- sized notebook specifically to jot down such thoughts. At the end of the © Jones & Bartlettday, additional Learning, details LLC can be recorded, and then ©Internet Jones search & Bartlett engines Learning, LLC NOT FOR SALEcan be OR used DISTRIBUTION to review the literature that is readilyNOT available FOR on SALE the topic. OR DISTRIBUTION This will aid in the decision of whether the problem is manageable for the

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 29 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

30 | Chapter 2 Developing the Researchable Problem

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC researcher,NOT FOR practical SALE toOR implement DISTRIBUTION in the form of research, and ofNOT suffi FOR - SALE OR DISTRIBUTION cient interest to the researcher to be the focus of a lengthy project (Van Cott & Smith, 2009). Th e researcher should also consider several practical concerns while © Jones & Bartlettformulating Learning, the research LLC question: © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION ■ Is the research question one that could be easily understood by readers who are not nurses? Th is will help ensure the research report can be formulated into an article that could be published, © Jones & Bartlett Learning, LLCbecause the broader the audience,© Jones the & more Bartlett likely thatLearning, publication LLC will occur. Furthermore, the nature of the practice-oriented doc- NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION torate incorporates elements of multiple fi elds of study, including management, economics, fi nance, and psychology, to name only a few. It is important to strive to appeal to the wide audience of pro- fessionals who practice in these areas. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC ■ Is the answer to the research question not immediately obvious? NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION If the answer is clearly obvious, the problem has no researchable basis. ■ Can the research question be answered in the time available to the researcher? If the question requires an indeterminately long period of © Jones & Bartletttime Learning, to be answered, LLC it will not be practical as© a researchableJones & Bartlett problem. Learning, LLC NOT FOR SALE■ ORCan DISTRIBUTION the research question be answered usingNOT the fiFOR nancial SALE and ORper- DISTRIBUTION sonnel resources available to the researcher? If the question would require more money and personnel than the researcher has available, it is not practical as a researchable problem (Learning Domain, © Jones & Bartlett Learning, LLC2009). Th e researcher must© Jones be brutally & Bartlett honest regardingLearning, his LLC or NOT FOR SALE OR DISTRIBUTIONher own skills and resources—ifNOT FORthe project SALE would OR DISTRIBUTIONrequire hiring additional personnel to fi ll in knowledge gaps, and funds for such

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC TOOLBOX NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Th ink about the current practice situation in your own facility. Can you name three factors in your own work area that would form the basis of a research question? Now think beyond your own work area into other © Jones & Bartlettdepartments. Learning, Can you LLC name three factors that would© Jones involve &collabora- Bartlett Learning, LLC NOT FOR SALEtion OR with DISTRIBUTION other departments and would also generateNOT research FOR questions? SALE OR DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 30 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

Appropriate Use of a Research Question | 31

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT personnelFOR SALE are lacking,OR DISTRIBUTION the researcher must strongly considerNOT either FOR SALE OR DISTRIBUTION phrasing the research question in a diff erent manner or selecting a new topic.

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC Appropriate Use of a Research Question NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION A research question is most often used instead of a hypothesis when an exploratory or descriptive study is being undertaken. Th is type of qual- itative research design is frequently used when there is a lack of litera- © Jones & Bartlett Learning,ture in LLC an area of interest to the researcher.© Jones Th& Bartlette descriptive Learning, fi ndings LLCthat NOT FOR SALE OR DISTRIBUTIONare often generated in qualitativeNOT studies FOR can SALE provide OR the DISTRIBUTION basis for further research that will utilize hypotheses. As previously mentioned, the sole intention of exploratory research designs is to make the researcher more familiar with the phenomena being investigated so that additional, more© Jones precise & research Bartlett questions Learning, as well LLC as hypotheses can be generated.© Jones & Bartlett Learning, LLC ThNOT ese FORstudies SALE can be ORutilized DISTRIBUTION when the researcher is working withNOT a new FOR SALE OR DISTRIBUTION phenomenon that has never been thoroughly investigated. Compare this research design to descriptive studies, which are intended to more accurately represent a phenomenon that may have already undergone some © Jones & Bartlettprevious Learning, investigation LLC so that additional research© questionsJones & and Bartlett poten- Learning, LLC NOT FOR SALEtially evenOR DISTRIBUTIONhypotheses can be generated (Manheim,NOT Rich, FOR & Willnat, SALE 2002). OR DISTRIBUTION Recognizing that a research question should be written for an exploratory research design when the phenomenon being studied is one that has never been thoroughly investigated before, an acceptable research question could be, “Is the incidence of substance abuse greater in hospice © Jones & Bartlett Learning,nurses LLC who have experienced cancer© Jones in their & ownBartlett families Learning, than in hos- LLC NOT FOR SALE OR DISTRIBUTIONpice nurses who have no fi rsthandNOT experience FOR SALEwith the OR disease?” DISTRIBUTION Note that

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC TOOLBOX NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Put yourself in the position of a researcher who is contemplating a descriptive study. Th ink about a phenomenon that is related to your current work situation and has been already investigated but could warrant additional © Jones & Bartlettinvestigation. Learning, How LLCcould a research question be© generatedJones & from Bartlett this Learning, LLC NOT FOR SALEphenomenon? OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 31 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

32 | Chapter 2 Developing the Researchable Problem

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC thereNOT is FOR no attempt SALE to OR predict DISTRIBUTION any relationship that might exist, althoughNOT FOR SALE OR DISTRIBUTION the question is specifi c enough to provide direction for the study.

© Jones & BartlettAppropriate Learning, Use of LLC a Hypothesis © Jones & Bartlett Learning, LLC NOT FOR SALEAs previously OR DISTRIBUTION mentioned, research questions are NOTtypically FOR used SALE when ORan DISTRIBUTION exploratory or descriptive research design is being undertaken. For the most part, hypotheses should be developed for all other types of research projects. A hypothesis can be considered to be a prediction that will help © Jones & Bartlett Learning,the researcher LLC seek a solution to© theJones research & Bartlett problem. Learning, Specifi cally, LLC a NOT FOR SALE OR DISTRIBUTIONhypothesis is a statement about NOTthe relationship FOR SALE between OR DISTRIBUTION two or more variables, with variables being the properties the researcher is studying. Variables are designated as either the independent variable or the dependent variable. Th e independent variable leads to the eff ect produced© Jones in the & dependent Bartlett variable. Learning, For example, LLC if the researcher is studying© Jones & Bartlett Learning, LLC theNOT eff FORect of SALEcaff eine OR intake DISTRIBUTION and test anxiety in students, caff eineNOT intake FOR SALE OR DISTRIBUTION would be the independent variable leading to the eff ect, which in this case would be test anxiety or the dependent variable. Th e dependent variable is actually the one the researcher is primarily concerned with under- © Jones & Bartlettstanding Learning,more thoroughly. LLC It is important to understand© Jones that although& Bartlett the Learning, LLC NOT FOR SALEresearcher OR DISTRIBUTION recognizes that variability in the dependentNOT variable FOR SALEis assumed OR DISTRIBUTION to depend on changes in the independent variable, there is no implication that a causal relationship is occurring (LoBiondo-Wood & Haber, 2002).

Suppose you are an investigator who is interested in studying the eff ect of consumption of a high-fi ber diet on nursing students’ performance in the clinical setting. What would you designate as the independent variable? ©What Jones would & beBartlett the dependent Learning, variable? LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

Developing a Testable Hypothesis © Jones & BartlettOnce the Learning, researcher LLC has formulated a researchable© Jones problem & Bartlett and has Learning, LLC NOT FOR SALEdetermined OR DISTRIBUTION that a hypothesis is more appropriateNOT for theFOR research SALE proj- OR DISTRIBUTION ect than a research question, the next step in the research process for the

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 32 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

Developing a Testable Hypothesis | 33

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC DNPNOT clinician FOR SALE involves OR developing DISTRIBUTION the testable hypothesis. AccordingNOT to FOR SALE OR DISTRIBUTION LoBiondo-Wood and Haber (2002), hypotheses serve three purposes for the researcher:

© Jones & Bartlett1. To Learning, provide a connection LLC between theory and© Jones the real &world Bartlett of the Learning, LLC NOT FOR SALE ORpatient DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 2. To advance knowledge of the researcher through potential new discoveries 3. To provide direction for a research project by identifying a possible © Jones & Bartlett Learning, LLCanticipated outcome of the© research Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Hypotheses are generated by either dependent variable or deductive reasoning. If trial and error is used to construct a theory, the hypotheses may be produced by inductive generalization. Hypotheses generated inductively can be prominent in exploratory research, which can be used to © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC construct theories, but they do not help explain phenomena. Once a the- NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION ory has been stated relating variables in a logical system, hypotheses can be derived from the theory by deductive reasoning (Manheim et al., 2002). Several characteristics make an acceptable hypothesis, one of which is a relationship statement, which identifies the predicted relationship © Jones & Bartlettbetween Learning,the variables. LLC For example, a possible hypothesis© Jones for & aBartlett research Learning, LLC NOT FOR SALEproject OR could DISTRIBUTION be “High school students who do notNOT drink FOR caffeinated SALE sodas OR DISTRIBUTION have a lesser degree of test anxiety in comparison to high school students who drink at least two caffeinated sodas daily.” This is an acceptable hypothesis because it makes a predictive statement about the variables, © Jones & Bartlett Learning,specifically, LLC that caffeine use in ©high Jones school &students Bartlett has Learning,an effect on LLC their NOT FOR SALE OR DISTRIBUTIONlevel of test anxiety. Note that theNOT direction FOR of SALE the predicted OR DISTRIBUTION relationship is also specified, in this case, using the phrase lesser degree (LoBiondo- Wood & Haber, 2002). Furthermore, an appropriate hypothesis should specify the variables being investigated, the population being studied, and the© Jonespredicted & outcome. Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOTPerhaps FOR the SALE most ORimportant DISTRIBUTION characteristic of an acceptable hypothNOT -FOR SALE OR DISTRIBUTION esis is its testability by the researcher. This means that the variables of the hypothesis can be observed, measured, and analyzed. Specifically, this indicates that once the data are collected and analyzed accurately, the © Jones & Bartletthypothesis Learning, will be either LLC supported or not supported.© Jones Once the & hypothesis Bartlett Learning, LLC NOT FOR SALEis tested, OR theDISTRIBUTION outcome proposed by the hypothesisNOT either FOR will beSALE congru OR- DISTRIBUTION ent with the actual outcome that occurs or will be different. A hypothesis

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 33 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

34 | Chapter 2 Developing the Researchable Problem

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC canNOT fail FOR to achieve SALE testability OR DISTRIBUTION if the researcher has not predicted theNOT antici FOR- SALE OR DISTRIBUTION pated outcome, has not utilized observable or measurable variables, or has failed to use objective phrases in wording the hypothesis (LoBiondo- Wood & Haber, 2002). © Jones & BartlettIf a researchLearning, problem LLC was proposed at the beginning© Jones of &the Bartlett research Learning, LLC NOT FOR SALEreport, OR the DISTRIBUTIONhypothesis should directly respond to thatNOT problem. FOR The SALE variables OR DISTRIBUTION of the hypothesis should be understandable to the reader. A criterion that is related to testability is the idea of the hypothesis being stated in such a way as to be clearly supported or not supported. Although the more evidence © Jones & Bartlett Learning,that is LLC provided, the more likely it© is Jones for a hypothesis & Bartlett to beLearning, accepted, butLLC hypotheses are ultimately never proven (LoBiondo-Wood & Haber, 2002). NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION A hypothesis can be formulated in such a way as to be directional or nondirectional. A directional hypothesis specifies the predicted direction of the relationship between the independent and dependent variables. Some proponents of directional hypotheses argue that researchers natu- © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC rally have expectations about the outcomes of their research, and thus NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION may be potentially biased. An example of a directional hypothesis would be, “An oncology floor staffed with at least 75 percent registered nurses is positively related to patients verbalizing a decreased level of pain and nausea.” A hypothesis that is deductive and is derived from a theoretical © Jones & Bartlettframework Learning, is usually LLC directional. This means that© Jones the theory & Bartlett will pro- Learning, LLC NOT FOR SALEvide theOR rationale DISTRIBUTION for proposing that a relationshipNOT between FOR variables SALE willOR DISTRIBUTION have a particular outcome. If there is no theoretical framework to provide rationale, a nondirectional hypothesis may be more appropriately utilized. Even if a theoretical framework is used as a base for a nondirectional © Jones & Bartlett Learning,hypothesis, LLC it usually is not as fully© developedJones & asBartlett a directional Learning, hypothesis LLC NOT FOR SALE OR DISTRIBUTIONwould be. A nondirectional hypothesisNOT FOR indicates SALE the existenceOR DISTRIBUTION of a relationship between variables but does not specify the predicted direction. An example would be, “There will be a difference in the level of anxiety reported by nursing faculty who participate in a weekly focus group on current© Jones research.” & Bartlett Researchers Learning, who favor LLC the nondirectional hypothesis© Jones & Bartlett Learning, LLC believeNOT FORthat this SALE format OR is DISTRIBUTIONmore objective and impartial than theNOT direc -FOR SALE OR DISTRIBUTION tional hypothesis (LoBiondo-Wood & Haber, 2002). Just as a hypothesis can be categorized as directional or nondirectional, it can also be categorized as a statistical hypothesis or a research © Jones & Bartletthypothesis Learning,. A research LLC hypothesis is also called© a Jonesscientific & Bartlett hypothe- Learning, LLC NOT FOR SALEsis. The OR researchDISTRIBUTION hypothesis consists of a statementNOT about FOR the SALE expected OR DISTRIBUTION relationship among the variables and indicates what the outcome of the

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 34 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

Developing a Testable Hypothesis | 35

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC studyNOT is FOR expected SALE to be. OR If statistically DISTRIBUTION significant findings are obtainedNOT for FOR a SALE OR DISTRIBUTION research hypothesis, the hypothesis is supported. The statistical hypothesis is also called the null hypothesis, and it states that there is no relationship between the independent and dependent variables. If a statistically © Jones & Bartlettsignificant Learning, relationship LLC emerges between the variables© Jones at a specific & Bartlett level of Learning, LLC NOT FOR SALEsignificance, OR DISTRIBUTION the null hypothesis is rejected, and consequentlyNOT FOR theSALE research OR DISTRIBUTION hypothesis is accepted. An example of a null hypothesis would be, “There will be no difference in the level of anxiety reported by nursing faculty who participate in a weekly focus group on current research and those nursing © Jones & Bartlett Learning,faculty LLC who do not participate in such© Jones a focus & group” Bartlett (LoBiondo-Wood Learning, LLC & Haber, 2002). NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION LoBiondo-Wood and Haber (2002) have provided specific steps that would indicate whether a research question or a hypothesis should be developed, and if a hypothesis is most appropriate, the type of hypothesis to formulate: © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT1. TheFOR litera SALEture reviewOR DISTRIBUTION and theoretical framework are examinedNOT to FOR SALE OR DISTRIBUTION determine the concepts to be studied. 2. The primary purpose of the study and the research problem are determined. © Jones & Bartlett3. If Learning,the primary LLCpurpose is exploratory, descriptive,© Jones or & hypothesis Bartlett Learning, LLC NOT FOR SALE ORgenerating, DISTRIBUTION then research questions shouldNOT be generated. FOR SALE OR DISTRIBUTION 4. If the primary purpose is to test causal or associative relationships, then hypotheses should be generated.

An additional characteristic of a sound hypothesis is its consistency © Jones & Bartlett Learning,with anLLC existing body of knowledge© andJones its basis & Bartlett on sound Learning, scientific ratio LLC- NOT FOR SALE OR DISTRIBUTIONnale. The reader of the researchNOT study FOR should SALE be able OR to DISTRIBUTIONtrace the flow of an idea from the researchable problem to the research question or hypothesis, which also has a direct route to the literature review and the theoretical framework (LoBiondo-Wood & Haber, 2002). Thetheoretical or© conceptualJones & Bartlett framework Learning, will be discussed LLC in more detail later© in Jones this & Bartlett Learning, LLC chapter,NOT FOR and the SALE literature OR reviewDISTRIBUTION that will generate the theoreticalNOT frame FOR- SALE OR DISTRIBUTION work will be discussed elsewhere in this text. To reiterate, at this point in the research process, the DNP clinician should have:

© Jones & Bartlett■■ Selected Learning, a researchable LLC problem that is realistic© Jones based & Bartlett on avail- Learning, LLC NOT FOR SALE ORable DISTRIBUTION resources, both financial and personnel,NOT and FOR on the SALE accessible OR DISTRIBUTION patient population.

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 35 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

36 | Chapter 2 Developing the Researchable Problem

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT■ SketchedFOR SALE out a OR rough DISTRIBUTION enough outline of what is being investigatedNOT FOR SALE OR DISTRIBUTION so as to determine if an exploratory or descriptive research design is needed. ■ Determined whether a research question or a hypothesis is more © Jones & Bartlettappropriate Learning, for LLC the project. © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Th e next step in the process will be to determine a theoretical framework for the project, and that will guide the wording of the hypothesis, assuming that a hypothesis is more appropriate for the project than a © Jones & Bartlett Learning,research LLC question. Th e theoretical© framework Jones & Bartlettwill assist the Learning, DNP clinician LLC in determining whether the hypothesis should be directional or nondirec- NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION tional, statistical, or research in nature.

A signifi cant part of having a realistic researchable problem is the determi- nation of available resources and an accessible patient population. Th ink about a current situation existing in your work environment that would © Jones & Bartlettgenerate Learning, a potential researchLLC question. Are there resources© Jones that would& Bartlett help Learning, LLC NOT FOR SALEfuel OR an investigationDISTRIBUTION of this question? If so, what typeNOT of FORresources SALE exist? OR DISTRIBUTION Financial? Personnel? Knowledge and expertise? Do you have access to a patient population to utilize in your investigation?

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Use of a Th eoretical or Conceptual Framework It is important to recognize the link that exists among nursing theory, practice, and research. Just as nursing theory guides nursing practice, it is© practice Jones that & Bartlett tends to generateLearning, the questionsLLC that will ultimately© formJones & Bartlett Learning, LLC researchNOT FOR questions SALE or OR hypotheses, DISTRIBUTION and it is research that will aidNOT in the FOR SALE OR DISTRIBUTION development of guidelines for practice. Th e terms conceptual framework and theoretical framework are frequently used interchangeably, although it is important to remember that whereas a concept is a mental image © Jones & Bartlettof an idea, Learning, theories are LLC made up of interrelated ©concepts. Jones For& Bartlett example, Learning, LLC NOT FOR SALEanxiety OR is DISTRIBUTIONa concept, and a theory could use the NOTconcepts FOR of testingSALE andOR DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 36 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

Use of a Theoretical or Conceptual Framework | 37

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC anxietyNOT FOR to attempt SALE to predictOR DISTRIBUTION how test anxiety can fluctuate in juniorNOT year FOR SALE OR DISTRIBUTION nursing students. The different categories of nursing theories will be discussed briefly in the following paragraphs prior to discussing the process of selecting a theoretical framework to guide the research project. © Jones & BartlettNursing Learning, literature LLC frequently uses the terms ©grand Jones theory, & Bartlettmidrange Learning, LLC NOT FOR SALEtheory OR, and DISTRIBUTION microrange theory to categorize nursingNOT theories. FOR SALE A grand OR DISTRIBUTION theory is the most abstract level of theory that establishes a knowledge base for nursing. Such a theory tends to include concepts such as per- son, health, and environment. Grand theories include those proposed by © Jones & Bartlett Learning,the great LLC nursing theorists such as© DorotheaJones & Orem, Bartlett Martha Learning, Rogers, and LLC Imogene King, to name only a few (LoBiondo-Wood & Haber, 2002). NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION In comparison, midrange theories incorporate nursing practice and research into ideas that are integral to the discipline. Finally, a low-level microrange theory could actually be synonymous with a hypothesis. It contains concrete concepts that are linked to form a statement that will © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC be examined in practice and research. The beauty of the microrange the- NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION ory is that DNP clinicians, because of their unique relationship to both practice and research due to the nature of the practice doctorate, are in a position every day to generate such low-level theories (LoBiondo-Wood & Haber, 2002). © Jones & BartlettOnce Learning, the DNP clinician LLC understands the types© of Jones nursing &theories Bartlett that Learning, LLC NOT FOR SALEmake OR up theoreticalDISTRIBUTION frameworks, the next step NOTin the FORresearch SALE process OR DISTRIBUTION involves selection of a framework that is appropriate for the research project and will provide direction and organization for the study. In order to select the appropriate framework, the researcher must determine whether © Jones & Bartlett Learning,inductive LLC or deductive reasoning© will Jones be used & Bartlett throughout Learning, the process. LLC NOT FOR SALE OR DISTRIBUTIONIt is the choice of inductive or deductiveNOT FOR reasoning SALE thatOR willDISTRIBUTION determine whether a conceptual framework or a more structured theoretical framework should be used to guide the project. If the DNP clinician chooses to use inductive reasoning when developing his or her research project, he© orJones she will & needBartlett to start Learning, with the LLCdetails of experience with nursing© Jones & Bartlett Learning, LLC practiceNOT FOR and move SALE toward OR aDISTRIBUTION general picture. In comparison, deductiveNOT rea -FOR SALE OR DISTRIBUTION soning can also be used to develop the project. This involves starting with the general picture or theory and moving toward a direction for nursing practice (LoBiondo-Wood & Haber, 2002). © Jones & BartlettLoBiondo-Wood Learning, LLCand Haber (2002) developed© a Jonesdecision &tree Bartlett that can Learning, LLC NOT FOR SALEbe broken OR DISTRIBUTION down to provide direction for the noviceNOT researcher FOR SALE on how OR to DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 37 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

38 | Chapter 2 Developing the Researchable Problem

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC decideNOT FORwhether SALE a conceptual OR DISTRIBUTION or theoretical framework is more appropriNOT FOR- SALE OR DISTRIBUTION ate for the research project:

1. The esearcherr must initially decide whether deductive or inductive reasoning will be used to guide and organize the project: © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC ■■ Is the goal to create a structure that will guide the research? If NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION so, deductive reasoning is being used, and a conceptual framework should be utilized. ■■ Is the goal to identify a structure that will guide the research? If so, deductive reasoning is still being used, but a theoretical © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC framework should be utilized instead. NOT FOR SALE OR DISTRIBUTION■■ Is the goal to begin to collectNOT FORdata to SALE address OR a researchDISTRIBUTION question or hypothesis? If so, inductive reasoning is being used, and a framework does not have to be specified at this point because it will be based on the data collected and the literature review. © Jones2. If a the &oretical Bartlett framework Learning, is judged LLC to be most appropriate ©for Jones this & Bartlett Learning, LLC NOT project,FOR SALE then the OR researcher DISTRIBUTION must select the type of theory thatNOT will FOR SALE OR DISTRIBUTION serve as the basis of the framework: grand, midrange, or microrange.

Once the type of reasoning that will guide the project has been © Jones & Bartlettdetermined, Learning, the researcher LLC needs to specify a ©framework Jones & and Bartlett deter- Learning, LLC NOT FOR SALEmine ORwhether DISTRIBUTION a conceptual or theoretical frameworkNOT willFOR be SALEused. If ORhe DISTRIBUTION or she decides that inductive reasoning will be used and there is not a need to specify the type of framework to be used at this point, then the researcher should proceed with the literature review, which will be the © Jones & Bartlett Learning,focus LLCof another chapter. © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Learning Enhancement Tools 1. Suppose you are a DNP graduate who is functioning in a manage- © Jonesment &position. Bartlett You Learning, want to find LLC out if using 8-hour shifts© ratherJones & Bartlett Learning, LLC NOT thanFOR 12-hour SALE shifts OR inDISTRIBUTION an intensive care unit will lead to a decreasedNOT FOR SALE OR DISTRIBUTION number of medication errors. Formulate a research question for this inquiry, specifying each element of the PICOT acronym. 2. Imagine you are a DNP graduate who is functioning in a nurse man- © Jones & Bartlettager Learning, position. YouLLC want to find out if using© Jonesa differently & Bartlett designed Learning, LLC NOT FOR SALE ORmedication DISTRIBUTION cart will lead to a decreased NOTnumber FOR of medicationSALE OR DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 38 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

Learning Enhancement Tools | 39

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT errorsFOR onSALE a medical-surgical OR DISTRIBUTION floor. Formulate a research NOTquestion FOR SALE OR DISTRIBUTION for this inquiry, specifying each element of the PICOT acronym. 3. Assume you are a DNP student who is interested in performing a research project on nurses’ perceptions of nurse coworkers who © Jones & Bartlettcontinue Learning, to function LLC in their current job ©role Jones while &undergoing Bartlett Learning, LLC NOT FOR SALE ORtreatment DISTRIBUTION for cancer. NOT FOR SALE OR DISTRIBUTION a. Do you think that a research question or a hypothesis would be more appropriate for this study? Give the rationale for your answer. © Jones & Bartlett Learning, LLCb. Write either a research ©question Jones or & a hypothesisBartlett Learning, for this project LLC based on your answer. NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION c. As the researcher, suppose you opt to use a hypothesis for this research project. Write both a directional and a nondirectional hypothesis for the project. d. Write a statistical hypothesis for the research project. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC 4. Suppose you are a DNP student who is interested in performing a NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION research project on whether cancer patients’ level of pain is affected by being cared for by nurses who use prayer as their primary cop- ing method. a. Do you think that a research question or a hypothesis would © Jones & Bartlett Learning,be more appropriate LLC for this study? Give© theJones rationale & Bartlett for your Learning, LLC NOT FOR SALE OR answer.DISTRIBUTION NOT FOR SALE OR DISTRIBUTION b. Write either a research question or a hypothesis for this project based on your answer. c. As the researcher, suppose you opt to use a hypothesis for this © Jones & Bartlett Learning, LLCresearch project. Write© both Jones a directional & Bartlett and a Learning, nondirectional LLC NOT FOR SALE OR DISTRIBUTIONhypothesis for the project.NOT FOR SALE OR DISTRIBUTION d. Write a statistical hypothesis for the research project. 5. Imagine you are a DNP student who is interested in performing a research project on whether the children of hospice nurses tend © Jonesto engage & Bartlett in substance Learning, abuse to LLC a greater extent than the children© Jones & Bartlett Learning, LLC NOT ofFOR nurses SALE who workOR DISTRIBUTION in other areas of patient care. NOT FOR SALE OR DISTRIBUTION a. Do you think that a research question or a hypothesis would be more appropriate for this study? Give the rationale for your answer. © Jones & Bartlettb. Learning, Write either LLC a research question or a hypothesis© Jones for & this Bartlett project Learning, LLC NOT FOR SALE OR basedDISTRIBUTION on your answer. NOT FOR SALE OR DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 39 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

40 | Chapter 2 Developing the Researchable Problem

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT c.FOR Write SALE both ORa directional DISTRIBUTION and a nondirectional hypothesisNOT for FOR SALE OR DISTRIBUTION the project in the event that as the researcher, you opt to use a hypothesis for this research project. d. Write a statistical hypothesis for the research project. © Jones & Bartlett6. Read Learning, the passage LLC in the box that follows and© determineJones & if Bartlett research Learning, LLC NOT FOR SALE ORquestions DISTRIBUTION or hypotheses are embedded in NOTthe material. FOR SALE OR DISTRIBUTION a. Do you think that they were appropriate for the selection? b. If not, explain your answer and write new ones for the material, writing both directional and nondirectional hypotheses, as well © Jones & Bartlett Learning, LLCas research and statistical© Joneshypotheses. & Bartlett Learning, LLC c. Can you determine if inductive or deductive reasoning was the NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION basis for the study’s organization? Examine your answer. d. Can you identify a conceptual or theoretical framework that was utilized? e. If you can identify a framework, do you think that the concep- © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC tual or theoretical framework that was used was appropriate for NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION the type of study performed? Explain your answer.

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC TOOLBOX NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Th e recent paradigm shift in higher education has directly impacted nursing academia. Th e shift from teacher-centered teaching to learner-centered learning has resulted in a nursing educational environment that is student © Jones & Bartlett Learning,driven LLC “where the faculty guides ©the Jones individual & Bartlettdevelopment Learning, of students LLC NOT FOR SALE OR DISTRIBUTIONas needed” (Billings & Halstead, 2005,NOT p. FOR xiii). Nurse SALE educators OR DISTRIBUTION must consider the unique needs of the individual student and the theoretical con- structs of self-directed learning, self-regulation, and learning motivation and the use of educational strategies and support methods to promote and enhance student integration of content value and progression toward ©intrinsic Jones motivation. & Bartlett Academic Learning, learning LLC activities focus on the develop-© Jones & Bartlett Learning, LLC NOTment FOR of critical SALE thinking OR skills, DISTRIBUTION autonomous decision making, clinical com-NOT FOR SALE OR DISTRIBUTION petence, case management skills, and teaching strategies focused on health promotion and disease management (Billings & Halstead, 2005; Ahern & Wink, 2010; Allen & Seaman, 2011; American Association of Colleges of © Jones & BartlettNursing, Learning, 2012; Jones LLC & Wolf, 2010). © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

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Resources | 41

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Multiple studies on academic self-regulation have been conducted in nursing education (Ali, Carlton, & Ryan, 2004; Ausburn, 2004; Beitz & Snarponis, 2006; Billings & Halstead, 2005; Fearing & Riley, 2005; Forrest, 2004; Knapp, 2004; Parker, Riza, Tierney, & Barrett, 2005; Peterson & Berns, © Jones & Bartlett2005; Phillips,Learning, 2006; Ryan,LLC Carlton, & Ali, 2005); however,© Jones a review & Bartlett of the Learning, LLC NOT FOR SALEliterature OR DISTRIBUTION revealed that no study has been conductedNOT in nursing FOR education SALE OR DISTRIBUTION to determine the presence or absence of academic motivation diff erences between groups of nursing students.

Resources

Alligood,© Jones M., & &Bartlett Marriner-Tomey, Learning, A. LLC(2009). Nursing theory: Utilization© Jones & Bartlett Learning, LLC NOTand FOR application. SALE (7thOR ed.),DISTRIBUTION St. Louis, MO: Mosby. NOT FOR SALE OR DISTRIBUTION Barrett, E. (2002). Th e nurse theorists: 21st-century updates—Callista Roy. Nursing Science Quarterly, 15, 308–310. Clarke, P., Killeen, M., Messmer, P., & Sieloff , C. (2008). Practitioner as theorist: A reprise. Nursing Science Quarterly, 21, 315–321. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC Cody, W. (Ed.). (2006). Philosophical and theoretical perspectives for NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION advanced nursing. Sudbury, MA: Jones and Bartlett. Fawcett, J. (2002). Th e nurse theorists: 21st-century updates—Jean Wat- son. Nursing Science Quarterly, 15, 214–219. Fawcett, J. (2003). Th e nurse theorists: 21st century updates—Martha E. © Jones & Bartlett Learning,Rogers. LLC Nursing Science Quarterly,© Jones 16, 44–51. & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTIONFawcett, J. (2005). Analysis and evaluationNOT FOR of contemporary SALE OR nursingDISTRIBUTION knowledge: Nursing models and theories. Philadelphia, PA: F.A. Davis Company. Fawcett, J. (2007). Envisioning nursing in 2050 through the eyes of nurse theorists: King, Neuman, and Roy. Nursing Science Quarterly, 20, 108. Fawcett,© Jones J. (2012). & Bartlett Contemporary Learning, nursing LLC knowledge: Analysis and© evalu- Jones & Bartlett Learning, LLC NOTation FOR of nursing SALE models OR DISTRIBUTION and theories (3rd ed.), Philadelphia, PA:NOT F.A. FOR SALE OR DISTRIBUTION Davis Company. Fitzpatrick, J., & Whall, A. (2005). Conceptual models of nursing: Analy- sis and application. Upper Saddle River, NJ: Pearson Prentice Hall. © Jones & BartlettLeininger, Learning, M., & McFarland, LLC M. (Eds.). (2006). Culture© Jonescare diversity & Bartlett and uni- Learning, LLC NOT FOR SALEversality: OR DISTRIBUTION A worldwide nursing theory. Sudbury,NOT MA: JonesFOR and SALE Bartlett. OR DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 41 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

42 | Chapter 2 Developing the Researchable Problem

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC Madrid,NOT FOR M. (1997). SALE Patterns OR DISTRIBUTION of Rogerian knowing. New York, NY:NOT NLN FOR SALE OR DISTRIBUTION Press. Neumann, B., & Fawcett, J. (2010). The Neumann systems model (5th ed.), Upper Saddle River, NJ: Prentice Hall. © Jones & BartlettPilkington, Learning, F. (2003). Conceptual LLC models of nursing:© InternationalJones & Bartlett in scope Learning, LLC NOT FOR SALEand OR substance? DISTRIBUTION The case of the Roy adaptationNOT model. FOR Nursing SALE Science OR DISTRIBUTION Quarterly, 16, 315–318. Pilkington, F. (2007). Envisioning nursing in 2050 through the eyes of nurse theorists: Katie Eriksson and Margaret Newman. Nursing Sci- © Jones & Bartlett Learning,ence LLC Quarterly, 20, 200. © Jones & Bartlett Learning, LLC Pilkington, F. (2007). Envisioning nursing in 2050 through the eyes of NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION nurse theorists: Leininger and Watson. Nursing Science Quarterly, 20, 8. Pilkington, F. (2007). Envisioning nursing in 2050 through the eyes of nurse theorists: Rosemarie Rizzo Parse and Martha E. Rogers. Nurs- © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC ing Science Quarterly, 20, 307–308. NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Polifroni, E., & Welch, M. (1999). Perspectives on philosophy of science in nursing. Philadelphia, PA: Lippincott. Powers, B., & Knapp, T. (2010). Dictionary of nursing theory and research (4th ed.), Philadelphia, PA: Springer. © Jones & BartlettReed, P. (2002).Learning, What LLC is nursing science? Nursing© Science Jones Quarterly, & Bartlett 15, Learning, LLC NOT FOR SALE51–60. OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Reed, P. (2004). Conceptual models of nursing: International in scope and substance? The case of the Neumann systems model. Nursing Science Quarterly, 17, 50–54. © Jones & Bartlett Learning,Renpenning, LLC K., & Taylor, S. (2003).© Jones Self care & theory Bartlett in nursing. Learning, Philadel LLC- NOT FOR SALE OR DISTRIBUTIONphia, PA: Springer. NOT FOR SALE OR DISTRIBUTION Sitzman, K., & Eichelberger, L. (2010). Understanding the work of nurse theorists: A creative beginning (2nd ed.), Sudbury, MA: Jones and Bartlett. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 42 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

Resources | 43

A decision tree can be utilized when determining your researchable problem. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Do I know the population that I am interested in working with?

Yes No

Consider the individuals that you © Jones & Bartlett Learning, LLC Move on to © Jones & Bartlett Learning, LLC typically can access, such as in your next step NOT FOR SALE OR DISTRIBUTION NOT FORworkplace SALE OR DISTRIBUTION

Do I know the locale of this population, such as a hospital or an academic setting, for example? © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE YesOR DISTRIBUTION No NOT FOR SALE OR DISTRIBUTION Consider your typical work Move on to setting, such as a hospital or next step academic environment, and whether it would lend itself to application research © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTIONDo I know of an issue that concerns me regarding thisNOT population FOR SALE OR DISTRIBUTION of individuals in this setting?

Yes No

Consider something that you typically Move on to ﬁnd frustrating that occurs to these next step © Jones & Bartlett Learning, LLC © Jonesindividuals & in thisBartlett environment Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

Can this issue potentially be measured in some way? (consider pain scales, depression questionnaires, satisfaction surveys)

NOT FOR SALE OR DISTRIBUTIONConsider some means of allowing NOT FOR SALE OR DISTRIBUTION Move on to this issue to be measured—if there next step is no means of measuring the issue reconsider using this as your problem

© Jones & Bartlett Learning,e end result LLC of completing the decision tree will© be Jonesthe germ & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTIONof a researchable problem. NOT FOR SALE OR DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 43 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

44 | Chapter 2 Developing the Researchable Problem

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOTReferences FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Ahern, N., & Wink, D. M. (2010). Virtual learning environments: Second life. Nurse educator, 35(6), 225–227. doi:10.1097 /NNE.0b013e3181f7e943 © Jones & BartlettAli, N. S., Learning, Carlton, K. LLC H., & Ryan, M. (2004). Students’© Jones perceptions& Bartlett Learning, LLC NOT FOR SALEof OR online DISTRIBUTION learning: Implications for teaching.NOT NurseFOR SALEEducator, OR DISTRIBUTION 29(3), 111–115. Allen, I. E., & Seaman, J. (2011). Going the distance: Online education in the United States, 2011 (Sloan Consortium). Washington, © Jones & Bartlett Learning,DC: LLC U.S. Government Printing© Jones Office. & Bartlett Retrieved Learning, from http:// LLC NOT FOR SALE OR DISTRIBUTIONsloanconsortium.org/publications/survey/going_distance_2011NOT FOR SALE OR DISTRIBUTION American Association of Colleges of Nursing. (2012). Nurs- ing faculty shortage. Retrieved from www.aacn.nche.edu /media-relations/fact-sheets/nursing-faculty-shortage Ausburn,© Jones L. & J. Bartlett (2004). Course Learning, design LLC elements most valued by© adult Jones & Bartlett Learning, LLC NOTlearners FOR inSALE blended OR online DISTRIBUTION education environments: An AmeriNOT FOR- SALE OR DISTRIBUTION can perspective [Electronic version]. Educational Media Inter- national, 41(4), 327–337. Beitz, J. M., & Snarponis, J. A. (2006). Strategies for online teaching © Jones & Bartlettand Learning,learning. Nurse LLC Educator, 31(1), 20–25.© Jones & Bartlett Learning, LLC NOT FOR SALEBeyea, OR S. DISTRIBUTION(2000). Getting started in nursing NOTresearch FOR and SALE tips forOR DISTRIBUTION success. AORN Journal, 72(6), 1061–1062. Billings, D. M., & Halstead, J. A. (2005). Teaching in nursing: A guide for faculty (2nd ed.). St. Louis, MO: Elsevier Saunders. © Jones & Bartlett Learning,Fearing, LLC A., & Riley, M. (2005).© GraduateJones & students’Bartlett perceptionsLearning, LLCof NOT FOR SALE OR DISTRIBUTIONonline teaching and relationshipsNOT FOR to preferredSALE OR learning DISTRIBUTION styles [Electronic version]. Medsurg Nursing, 14(6), 383–389. Fitzpatrick, J. (2007). Finding the research for evidence-based practice. Nursing Times, 103(17), 32–33. Forrest,© Jones S. (2004).& Bartlett Learning Learning, and teaching: LLC The reciprocal link.© JourJones- & Bartlett Learning, LLC nal of Continuing Education in Nursing, 35(2), 74–79. NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Jones, D., & Wolf, D. (2010). Shaping the future of nursing education today using distant education technology. The ABNF Jour- nal, 44–47. Knapp, B. (2004). Competency: An essential component of caring © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC in nursing. Nursing Administration Quarterly, 28(4), 285–287. NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 44 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

References | 45

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC LearningNOT FOR Domain. SALE (2009).OR DISTRIBUTION Module 2: Stating the research problem.NOT FOR SALE OR DISTRIBUTION Retrieved from http://www.learningdomain.com/module_2 .stating.problem.doc LoBiondo-Wood, G., & Haber, J. (2002). Nursing research: Meth- © Jones & Bartlettods, Learning,critical appraisal, LLC and utilization. St.© Louis, Jones MO: & BartlettElsevier. Learning, LLC NOT FOR SALEManheim, OR DISTRIBUTION J., Rich, R., & Willnat, L. (2002). EmpiricalNOT FOR political SALE anal OR- DISTRIBUTION ysis: Research methods in political science. New York, NY: Addi- son Wesley Longman. Parker, E. B., Riza, L., Tierney, S., & Barrett, A. (2005). Interdis- © Jones & Bartlett Learning,ciplinary LLC collaboration: An© effectiveJones & approachBartlett Learning,for developing LLC Web-based courses [Electronic version]. Computers, Informat- NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION ics, Nursing, 23(6), 308–313. Peterson, R., & Berns, S. (2005). Establishing standards for intranet on-line education [Electronic version]. Nursing Economics, 23(5), 268–270. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC Phillips, J. M. (2006). Preparing preceptors through online educa- NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION tion. Journal for Nurses in Staff Development, 22(3), 150–156. Ryan, M., Carlton, K. H., & Ali, N. S. (2005). A model for faculty teaching online: Confirmation of a dimensional matrix. Journal of Nursing Education, 44(8), 357–365. © Jones & BartlettStillwell, Learning, S., Fineout-Overhold, LLC E., Melnyk, B.,© andJones Williamson, & Bartlett K. Learning, LLC NOT FOR SALE(2010). OR DISTRIBUTION Evidence-based practice, step by step:NOT Asking FOR SALE the clini OR- DISTRIBUTION cal question, 110(3), 58-61. Van Cott, A., & Smith, M. (2009). Nursing research: Tips and tools to simplify the process. Dermatology Nursing, 21(3), 138–140. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284045932_CH02_027_046.indd 45 12/07/14 10:14 AM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION