Janice Long, PhD, RN Patricia Hart, PhD, RN Definition of Design - - PowerPoint PPT Presentation

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Janice Long, PhD, RN Patricia Hart, PhD, RN Definition of Design - - PowerPoint PPT Presentation

RESEARCH DESIGNS Janice Long, PhD, RN Patricia Hart, PhD, RN Definition of Design Research design is the master plan that guides and holds together all the major parts of the research project to address the central research questions.


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RESEARCH DESIGNS

Janice Long, PhD, RN Patricia Hart, PhD, RN

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Definition of Design

  • Research design is the master plan that

guides and holds together all the major parts

  • f the research project to address the central

research questions.

  • samples or groups
  • measures
  • treatments or programs
  • time elements
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Choosing a Design

Research Problem/Question Data Methods

  • The research problem dominates the design.
  • The design you choose is based on the problem or research

question you want to answer and how much you know about the problem.

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Basics of Design

Quantitative Objective Deductive Generalizable Uses Numbers Qualitative Subjective Inductive Not generalizable (transferrable) Uses Words Mixed Methods Can use parts of both

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Types of Design

Exploratory

  • Clarify the

problem

  • Define terms
  • Get background

information

  • Establish

research priorities

Descriptive

  • Answers

questions about who, what, when, where and how.

  • Two basic types:
  • Cross- Sectional
  • Longitudinal

Causal

  • If the program or

treatment is given, then the outcome

  • ccurs

Or

  • If the

program/treatment is not given, then the outcome does not occur

  • Answers question

about why

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Exploratory Design

  • May be quantitative or qualitative
  • Secondary Data Analysis
  • Focus Groups
  • Case Analyses
  • Surveys
  • Interviews
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Descriptive Design

  • Does not include researcher imposed treatments
  • Examines variables in their natural environment
  • Time
  • Cross-Sectional Studies measure across one point in time
  • Longitudinal Studies measure across time
  • Correlation
  • Comparison across groups
  • Comparison within groups
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Causal

  • Experimental
  • Examines cause and effect
  • Uses random assignment to groups
  • Quasi-experimental
  • Random assignment to groups is not used but a control group or multiple

measures used

Trochim & Donnelly, 2009

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Threats to Validity in Quantitative Studies

  • Internal Validity
  • The extent to which it is possible to make an inference that the

independent variable, rather than another factor, is truly causing variation in the dependent variable1,p.244

  • Meaning
  • Has to do with how the study was set up and conducted including

how the participants were selected and “managed” once they were in the study

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Threats to Validity in Quantitative Studies

  • External Validity
  • The extent to which it can be inferred that relationships observed in

a study hold true over variations in people, conditions, and settings, as well as over variations in treatments and outcomes1,p350

  • Meaning
  • Has to do with our ability to say if the researchers’ findings would

be useful with a similar group or people, This is called generalizability

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Threats to Internal Validity

Threat What it means What kind of study is most likely to be effected Strategies

Temporal Ambiguity Is the independent variable really coming before the dependent variable Comparative & correlational designs Understanding of the variables under study History The occurrence of external events that take place concurrently with the IV, and that can affect the

  • utcomes.

Longitudinal & Repeated Measures studies. Randomization Control group Maturation Processes occurring within participants during the course of the study as a result of the passage of time rather than as a result of the IV. Participants get older, wiser, more depressed, more hungry, more tired. Longitudinal studies where the participants are more likely to change such as adolescents, infants, or people who are quite ill. Randomization Control group

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Threats to Internal Validity

Threat What it means What kind of study is most likely to be effected Strategies

Testing Occurs when a pretest influences the way subjects respond on a post test. Repeated measures or a pre- test-post-test design Control group Instrumentation Changes made in the way the variable is measured, i.e, BP. Data collectors get better or worse at what they are doing. Physiologic instruments or those in which researchers are collecting the data in person. Regular calibration, use of multiple observers, training of observers establishment of reliability, validity, and objectivity of measurement procedures

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Threats to Internal Validity

Threat What it means What kind of study is most likely to be effected Strategies

Selection Pre-existing differences between the participants selected for a study or those who volunteer for the study & those not in the study. Quasi-experimental studies and convenience samples. Random selection Random assignment Control group Mortality/Attrition Participants drop out of a study or are lost to follow up Longitudinal studies. Subject matching &

  • mission
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Threats to External Validity

Threat What it means What kind of study is most likely to be effected Strategies

Reactivity The influence of participating in a study on the responses of subjects. (Hawthorne effect: Participants’ behaviors affected by personal values or desires t please the experimenter). Researcher may inadvertently affect how intervention conducted or how they interact with participants. Any study with pre-test. Inform the subjects

  • f their roles,

Double-blind experimental designs Effects of Selection Sample does not reflect the general population Convenience samples Randomization

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Threats to External Validity

Threat What it means What kind of study is most likely to be effected Strategies

Interaction of Treatment & Selection of Subjects Where the independent variable might not affect individuals the same way Convenience samples Random selection Random assignment Control group Subject matching Interaction of Treatment & Setting When the intervention in

  • ne setting cannot be

generalized using the same intervention Studies related to the same phenomenon which used similar types of hospitals Use diverse sample populations when conducting studies Interaction of Treatment & History When external events affect the intervention Studies in which the intervention is likely to have changed or the targeted populations may have changed Randomization Control group Replication studies

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QUESTIONS

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References

  • Norwood, S. L. (2009). Research essentials: Foundations

for evidence-based practice. Upper Saddle River, NJ: Pearson Education, Inc.

  • Polit, D. F., & Beck, C. T. (2012). Nursing research:

Generating and assessing evidence for nursing practice. (9th ed.). Philadelphia, PA: Lippincott, Williams, & Wilkins.

  • Schmidt, N. A., & Brown, J. M. (2012). Evidence-based

practice for nurses: Appraisal and application of research (2nd ed.). Sudbury, MA: Jones & Bartlett Learning

  • Trochim & Donnelly (2009) The research methods

knowledge base. Retrieved from http://www.socialresearchmethods.net/kb/destypes.php