Practice of Nursing Research Appraisal Synthesis 7th Edition By Grove Burns
Practice of Nursing Research Appraisal Synthesis 7th Edition By Grove Burns
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Chapter 11: Selecting a Quantitative Research Design
Complete Chapter Questions With Answers
Sample Questions Are Posted Below
MULTIPLE CHOICE
| a. | It compares statistics between the current time and an earlier time, whereas the typical descriptive design focuses on only one time period. |
| b. | It compares a number of variables and examines the relationship between them, whereas a typical descriptive design never does this. |
| c. | It differs in name only; both have the same design. |
| d. | It describes data from two different groups, whereas a typical descriptive design focuses on a single group. |
ANS: D
The commonly used descriptive study design examines characteristics of a single sample. It identifies a phenomenon of interest and the variables within the phenomenon, develops conceptual and operational definitions of the variables, and describes the variables. The comparative descriptive design examines and describes differences in variables in two or more groups that occur naturally in the setting. Descriptive statistics and inferential statistical analyses may be used to examine differences between or among groups.
DIF: Cognitive Level: Analysis REF: Page 216
| a. | Subjects are elderly. |
| b. | Data analysis is complex, and missing data points necessitate dropping the subject from the analysis. |
| c. | Data collection occurs over a much longer period of time. |
| d. | There is selection bias because of the study requirements. |
ANS: C
Longitudinal designs examine changes in the same subjects over time. They are expensive and require a long period of researcher and subject commitment. Measurement must be carefully planned and implemented, because the measures will be used repeatedly over time. There is often a bias in selection of subjects because of the requirement for a long-term commitment. In addition, loss of subjects (attrition—subject quits participating in the study) can be high and can decrease the validity of findings.
DIF: Cognitive Level: Analysis REF: Page 219
| a. | They all study subjects at one time. |
| b. | They all focus on change over time. |
| c. | They all involve data collection over months or year. |
| d. | They are identical to longitudinal designs. |
ANS: B
Cross-sectional designs examine groups of subjects in various stages of development, trends, patterns, and changes simultaneously with the intent to describe changes in the phenomenon across stages. The assumption is that the stages are part of a process that will progress over time. Selecting subjects at various points in the process provides important information about the totality of the process, even though the same subjects are not monitored through the entire process. Trend designs examine changes in the general population in relation to a particular phenomenon. The researchers select different samples of subjects from the same population at preset intervals of time, and at each selected time, they collect data from that particular sample. A merger of the cross-sectional or longitudinal and trend designs, the event-partitioning design, is used in some cases to increase sample size and to avoid the effects of history on the validity of findings. Cook and Campbell referred to these as cohort designs with treatment partitioning. True longitudinal designs examine changes in the same subjects over time. They are expensive and require a long period of researcher and subject commitment. Measurement must be carefully planned and implemented because the measures will be used repeatedly over time.
DIF: Cognitive Level: Synthesis REF: Page 220
| a. | The potentially extraneous variable is treated as an ordinal variable in the randomized block design but can be considered as a ratio or interval variable in a multivariate analysis. |
| b. | In a multivariate analysis, the extraneous variable is excluded from analysis. |
| c. | In a randomized block design two to three times as many subjects were required for statistical analysis. |
| d. | In a randomized block design, the sample is chosen so that it lacks the potentially extraneous variable. |
ANS: A
The randomized block design uses the two-group pretest-posttest or the two-group posttest pattern with the addition of a blocking variable. The blocking variable, if uncontrolled, is expected to confound the findings of the study. To prevent confounding of the findings, the subjects are rank ordered in relation to the blocking variable. This procedure ensures that the experimental group and the comparison group are equal in relation to the potentially confounding variable. The effect of blocking can also be accomplished statistically (through the use of analysis of covariance) without categorizing the confounding variable into discrete components.
DIF: Cognitive Level: Analysis REF: Page 246
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