Exam 1: NUR253/ NUR 253 (NEW 2026/ 2027 Update) Concepts of Mental Health Nursing Guide| Questions & Answers| Grade A| 100% Correct (Accurate Solutions)- Galen

Exam 1: NUR253/ NUR 253 (NEW 2026/ 2027 Update) Concepts of Mental Health Nursing Guide| Questions & Answers| Grade A| 100% Correct (Accurate Solutions)- Galen Q. Science Checklist ANSWER Focuses on the natural world Aims to explain natural world Testable ideas Evidence Involves scientific community Ongoing Benefits from scientific behavior Q. Behaving Scientifically ANSWER Pay attention to what others have done Expose ideas to testing Assimilate the evidence Openly communicate ideas and test to other Play fair, act with integrity Q. Science in Disguise ANSWER Intelligent design- supernatural- cannot measure this Astrology Q. Science does NOT: ANSWER Make moral judgments Make aesthetic judgments Tell us how to use scientific knowledge Draw conclusions about supernatural explanations Q. Scientific Method ANSWER 1. Ask Questions 2. Do background research 3. Construct Hypothesis 4. Test (experiment) 5. Procedure working? Y/N 6. Analyze data and draw conclusion 7. Results align with hypothesis/ results align partially or not at all with hypothesis 8. Communicate results Q. Nursing Science ANSWER area of knowledge concerned with the adaption of individual in groups to actual or potential health problems- knowledge about environment that influences health- knowledge about therapeutic intervention- promote health Q. In the headlines: Flint Michigan Water Crisis ANSWER Contaminated waters High lead levels Decreased bone and muscle growth, poor muscle coordination, damage to nervous system, kidneys and hearing Q. What is nursing research? (4 domains of nursing) ANSWER n 2. environment 3. health (systematic gathering) 4. nursing Q. Essential elements of evidence based on practice: MODEL (AAA-AA-E) ANSWER -Assess -Ask -Acquire -Appraise -Apply -Evaluate Q. When do you seek evidence? (Assess)- What is an effective clinical q? ANSWER -Develop clinical q: PICO(T) Population Intervention Comparison Outcome (Time) Q. How have we found a's to q's in the past? How should we find answers for the best clinical practices-find answers to clinical questions ANSWER acquire Q. What is a research report? ANSWER Need to be published in peer review journal Primary source- from researcher Secondary- person who reads research and writes systematic reviews Q. What is an abstract and where can you find it? ANSWER Summary- beginning of an article Q. How do you become a critical and intelligent user of research? ANSWER (appraisal) Q. What is a systematic review? ANSWER addresses gap in knowledge using a systematic approach- summarizes other people's research Q. Levels of Evidence: ANSWER 1. research based evidence -reports of many research studies -individual randomized clinical trials -non-experimental research 2. non-research-based evidence -clinical reports -nurse's experiences -textbooks -opinions, beliefs, untested ideas Q. Who is Roslaind Franklin ANSWER Studied DNA structure Q. Evidence Based-Practice ANSWER a. A problem solving approach to clinical practice b. Integrates a systematic search for and critical appraisal of the most relevant evidence to answer a burning clinical question c. Take into account clinical expertise, patient preferences and values Q. Problem ANSWER a. Newly diagnosed adolescents with diabetes and their lack of knowledge about the disease and treatment b. "How can I help my young diabetic patient feel better?" - What is the better Q? Better Questions a. "What is the efficacy of individual versus group teaching methods for newly diagnosed adolescent diabetic patients on patient adherence to diabetic regimen?" b. P=adolescent diabetic patients c. I=individual teaching method d. C=group teaching method e. O=patient adherence to regimen f. (T)=newly diagnosed through measurement of treatment adherence Q. Research -Quantitative -Qualitative a. Quantitative (data collected in form of) ANSWER i. Numbers ii. Statistics b. Qualitative (information about beliefs and experiences) i. Interviews ii. Words iii.Themes (abstractions: reflect phrases, words and ideas) Q. Research report and associated terms ANSWER a. Introduction: statement of the problem b. Methods c. Results d. Discussion/Conclusions Q. Conclusions ANSWER a. Limitations b. Implications of practice c. What do conclusions sections entail? i. Outcomes ii. Answer to research question Q. Limitations part of conclusion section ANSWER i. Limitations are boundaries ii. Questions/example: a limitation of a study may include a disproportionate number of males to females within the study sample iii.Answer: true iv. Inadequate sampling may be considered a limitation of the study if the true population is not included Q. 10. Results a. What do results sections entail? b. The findings c. What points do you need to know about the results sections d. Data analysis ANSWER i. Themes ii. Descriptive results iii.Multivariate iv. Significance SUMMARIZES the specific information gathered in the research study Q. Statistical Tests ANSWER a. Significance b. P value (% of time this could have happened by chance alone) or equal to 5%. This could have happened by chance (significance) (HIGH P VALUE=good stats) Methods: a. The overall process of implication research b. Quantitative c. Qualitative d. Mixed Methods e. Measures f. Samples g. Procedures h. Data The methods section entails a. Sampling b. Data collection procedures c. Data analysis methods What is a sample? Smaller group/subset of interest that is studied in a research study In the methods section of research report- describes how many people were chose, what was done Where is the sample found? -In the methods section of research report- describes how many people were chose, what was done to find them and what if any limits or restrictions were placed on who or which research could be done in the study -Describes how many pts or people declined to be in the study, withdrew What are procedures? a. Specific actions researchers takes to get information b. Qualitative procedures c. Quantitative procedures d. Mixed-methods procedures e. Ex: Post partum depression i. Qualitative (tell me what it is like to be depressed after giving birth) ii. Quantitative (use a depression scale): EPDS scoring f. Question: what type of data collection for quantitative What is data? Information we collect in a study Data Analysis? What we do with data/ to get a better picture of what the data tells us The problem section entails: a. Describes the problem b. Why is it needed c. What methods were used d. Researchers predictions: hypothesis e. Literature review f. Theory (maybe): a written description about how abstract factors may relate to affect one another The problem section entails a. Describes the problem b. Why is it needed c. What methods were used d. Researchers predictions: hypothesis e. Literature review f. Theory (maybe): a written description about how abstract factors may relate to affect one another What are theories a. Can serve as the basis for predictions within a research study- a written description of how several factors may relate to and affect each other factors in a theory abstract (ideas/concept) Stress theory: Lazarus and Folkman a. Life events b. Perceptions of threat c. Perceptions of ability to manage threat d. Stress Research process: steps 1) Define problem or gap in knowledge 2) Plan approach to acquire answer to the problem or gap in knowledge 3) Implement study 4) Analyze: interpret findings 5) Disseminate results (share findings) Relationship of Research Process and Report Research Process and Nursing Process SIMILARITIES i. Processes that have steps ii. Form of problems solving iii.Complex puzzles Research Process and Nursing Process DIFFERENCES i. Research process goal is to develop knowledge ii. Nursing process provides scientific nursing care, planning and implementing care Types of research reports address more than one study a. Meta-analysis b. Systematic reviews Metasynthesis a report of a study of a group of single research studies using qualitative methods Meta-analysis quantitative approach to knowledge development that applies statistics to numeric results from different studies that addressed the same research problem to look for combines results that would not happen by chance alone Systematic Addresses a specific clinical question by summarizing multiple research studied along with other evidence- differs from MS and MA b/c systematic applies statistical procedures to the information collected from individual studies Improvement strategies: resemble research process but are different a. Quality improvement: seeks to find practice related answers b. Process improvement: a management system Linda Aiken PhD, RN, FAAN • There is a direct relationship between nurse staffing and nursing well being • Looked at post-op patients, units with low staffing had an increased rate of death Part of the research process Discussion and conclusions o What is the answer to my question? o What did the study conclude Discussion and Conclusions • Quantitative method vs. qualitative method • Quantitative methods - Objective -Assume that there are concrete answers to the questions • Qualitative -Subjective -Assume that experiences are unique Discussion section of a research report • Summary: of the key findings • Comparison: debate-possible meanings- findings w/other studies or to existing theory, speculation and DEBATE about the possible explanations for the results and how they fit w/current knowledge -Replication is duplication, confirmation and verification • Confirm/ predict (theory-not always) • Speculation The meanings of study results are almost always open to debate! There are different expectations for the content of the discussion section for studies using qualitative versus quantitative methods Goals/expectations Quantitative: -Generalization: the ability to apply the findings to a broader population • Qualitative -Conceptualization: the process of creating a picture of an abstract idea Implications for practice • The meaning of the results and how they apply to clinical practice What do we expect to find in the conclusions? • What we know now • Limitations: aspects of a study that create some uncertainty about the meaning or decisions that are derived from the study Conclusion section of the research report • New knowledge • Conceptualization or generalization • Study limitations Limitations (strengths and weaknesses) • What might limit our ability to draw conclusions from the study? o The sample: who was in the study? o Study design: overall plan of the study o Measures used: inconsistent or inaccurate o Methods: timing and procedures Can conclusions differ? YES Conclusions may differ depending on • Researchers familiarity with theory • Perspective taken in discussion • Interpretation Common Errors • Failure to include a major aspect • Presenting a confusing summary or presenting new results (inconsistency) • Over-interpreting the results In summary • Discussion sections include a summary, comparison and speculation • Conclusion sections identify the new knowledge discovered from the study and the limits of that knowledge • Conclusions are open in interpretation and may differ Nurses, as intelligent consumers of research: • Consider the limitations • Keep a questioning and thoughtful perspective as you read the discussion and conclusions • Remember that each individual research study may shed light evidence based practice(EBP): a process used by healthcare professionals to make clinical decisions and to answer clinical questions -research utilization: the use of research in practice; your understanding of research and clinical experience will allow you to be a contributor to a research team -research literacy: you have an understanding of research terms and processes and are able to discern the validity of the research study's findings or EBI -evidence based models: offer a philosophical and practical approach in applying valid research findings to clinical practice in any healthcare field -peer reviewed: an article or journal has been evaluated by other professionals in the same field -abstract: a summary or condensed version of a research report; it takes away from the total picture or information about a research study and gives only limited information on the study itself; helps decide whether or not you should acquire the whole report; helps to decide whether the research addressed the clinical question of interest and whether it studied patients or situations that are similar to your clinical case, so that the research is relevant -systematic review: process of EBP that addresses clinical questions by searching the literature,evaluating evidence, and choosing an intervention—the product of this process is a systematic review of the research literature regarding a particular clinical question and is considered by many as one of the strongest form of evidence for EBP; gathers reports of research studies that address the problem -conclusions: identify what was found and complete a report by identifying an outcome; they specifically describe or discuss the researcher's final decisions or determinations regarding the research problem; include a description of implications for clinical research; inclusion cautions/limitations -limitations: aspects of how the study was conducted that create uncertainty concerning the conclusion that can be derived from the study as well as the decisions that can be based on it -results: summarizes the specific findings from the study; contains a summary or condensed version of what the authors believe are the most important findings -data: info collected in the study -data analysis: organizing and compiling data; pulls elements or info together to present a clear picture of the info collected, but it does not interpret or describe the implications for practice of that picture of the information -themes: abstractions that reflect phrases, words, or ideas that appear repeatedly when a researcher analyzes what people have said about the particular experience, feeling, or situation; summarizes and synthesizes discrete ideas to create a picture from the words -mean: average for a set of numbers -statistics: language that describes data analysis of information in numbers -descriptive results: summarize information without comparing it with other information -significance: statistical term indicating a low likelihood that any differences or relationships found in the study happened by chance -p-values indicate what percentage of the time the results reported would have happened by chance alone -multivariate: indicates that the study reports findings for three (multi) or more factors (variate) and includes the relationships among those different factors -logistic regression: allows us to look at relationships between more than two factors and test whether these relationships are likely to occur by chance -methods: describes the overall process of how the researchers went about implementing the research study, including who was included in the study, how info was collected, and what interventions was tested -qualitative methods: focus on understanding the complexity of humans within the context of their lives; focus on subjective info and never attempt to predict or control the phenomenon of -quantitative methods: focus on understanding and breaking down the phenomenon into parts to see how they do or do not connect; focus on objective information and can yield predictions and -mixed methods: focuses on both quantitative and qualitative by describing individuals' experiences, feelings, or perceptions and the measurable portions of the variables -sample: smaller group, or subset of a group, of interest that is studied in a research -procedures: specific actions taken by researchers to gather info about the problem being studied -measures: the specific used to assign a number or numbers to an aspect or factor being studied -problem: describes the gap in knowledge that is addressed by the research study -literature review: focused summary of what has already been published regarding the question or problem -theory: description of how several factors may relate to and affect each other -hypothesis a prediction regarding the relationships or effects if selected factors on other -research process: a process with steps, a form of problem solving, complex "puzzle", purpose is to develop knowledge, plans and implements knowledge acquisition, analysis and interpretation concerned with knowing -nursing process: a process with steps, a form of problem solving, complex "puzzle", purpose is to provide scientifically, plans and implements delivery of care, evaluation concerned with outcomes -meta-synthesis: report of a study of a group of single research studies using qualitative methods (from a few studies) -meta-analysis: quantitative approach to knowledge development that applies to statistics to numeric results from different studies that addressed the same research problem to look for combined results that would not happen by chance alone (from several studies) -quality improvement: process of evaluation of healthcare services to see if they meet specific standards or outcomes of care and to identify how they can be improved -quality improvement studies: examine relationships among factors that may affect the outcome or actions of interest -process improvement: management system in which all participants involved strive to improve customer satisfaction -steps of research process: 1.) define and describe a knowledge gap or problem 2.) develop a detailed plan to gather info to address the problem or gap in knowledge 3.) implement the study 4.) analyze and interpret the results of the study 5.)disseminate the findings from the research study -discussion: summarizes, compares, and speculates about the results of the study; first part usually includes a summary that addresses the results that directly relate to the major research question -confirmation: verification of results from other studies -replication: a study that is a duplication of an earlier study; major purpose is confirmation -speculation: process of reflecting on results and offering some explanation for them ; generally considers several alternative explanations for the results and provides a rationale for the author's judgement about which is the best explanation -conceptualization: process of creating a picture of an abstract idea; it is a picture of some aspect of health -generalization: ability to apply a particular study's findings to the broader population represented by the sample -conclusion: the conclusions of a research report describe the knowledge that the researcher believes can be gained from the study -accuracy/consistency: referred to as validity, rigor, and reliability -study design: the overall plan or organization of the study -common errors: failure to include one or more major aspects of a discussion or conclusion, presenting a confusing summary of key findings or presenting new results, and over interpreting the results 3 components of EBP Research-based information, clinical expertise, pt preferences How do nurses participate in EBP Use critical thinking skills to review research / eval info / use decision making skills to apply evidence to patient care how long can adaption of EBP take 17-20 years can be slow Who is more likely to be positive of EBP Younger/ new grad nurses Barriers Individual nurse facors organizational facotrs Individual barrier Doesn't value, resistant to change, lack of time, lack resources to obtain evidence Organizational factors Administration lack of factors facilities culture of institution what is nursing research Defined as "a planned and systematic activity that leads to new knowledge and/or discovery of solutions to problems or questions." Steps of research progress Identify question conduct review of literature identify theoretical framework select research design implement study analyze data draw conclusions disseminate findings Types of Research descriptive explanatory predictive basic or applied quantitative or qualitative descriptive research Answers what is it Explanatory research Addresses why or how predictive research Forecast precise relationships and says when phenomenon will occur quantative research objective empirical evidence detective reason numbers Qualitative Research Not objective inductive reasoning detailed description of meanings uses words Components of a research article Abstract intro review of literature theoretical framework methods results discussion 5 levels of collaboration Individual, organizational, regional, national, and international individual level Staff nurse, nurse managers, nurse executives, APN Organization level Healthcare system actions recognize nurses increased interest to pracitce set vision of excellence establish infrastructure to accomplice EBP regional level Skills of local librarian collab with local programs use research centers national level The Agency for Healthcare Research and Quality (AHRQ) The National Institute of Nursing Research (NINR) Oncology Nursing Society (ONS) Association of Women's Health, Obstetric and Neonatal Nurses (AWHONN) The National Nursing Practice Network (NNPN) The American Nurses Credentialing Center (ANCC) International level Changes that result from collab with diff countries Identifying research questions Problem, problem statement, statement of purpose, research question, hypotheses Research problem Research problem is area of concern when there's a gap in knowledge that requires solution Developing problem statement Formal statement describing problem addressed in study Statement of purpose Why study is being conducted Developing research question Flow from problem statment develops new knowledge Hypothesis Formal statement regarding relationship between 2 or more variables Developing hypothesis includes an independent and defendant variable should be ethical feasibility and relevant to nursing practice Types of hypothesis Associative vs casual simple vs complex nondirectional vs directional null vs research variable Attribute that varies and takes on different values can be directly or non directly measure Directly measured variable BP, pulse, rec, BM Non directly measurable Independent varibale Can be manipulated causes an effect of DV x variable experimental Dependant Influenced by IV Occurs in responses to manipulation of IV y variable Formulating EBP Questions PICOT P— pt population I — intervention of interest C — comparison of interest O — outcomes T — time Mediator Ex. Tired— passive aggressive— arguments Moderator IG straight to social comparison due to self esteem Learn More You can also click the terms or definitions to blur or reveal them