Chapter 20: Collecting and Managing Data

Chapter 20: Collecting and Managing Data

Complete Chapter Questions With Answers

Sample Questions Are Posted Below

MULTIPLE CHOICE

1. Planning as a step in the quantitative research process ends when the data collection has begun. Which is the true statement about planning in the qualitative research process?

ANS:  D

A data collection plan details how the researcher will implement the study. The plan for collecting data is specific to the study being conducted and requires that the researcher consider some of the more common elements of research, mapping out procedures ahead of time. This extensive planning increases the accuracy of the data collected and the validity of the study findings. In qualitative methods, however, the researcher may adapt the data collection or analysis strategies during the study.

DIF:    Cognitive Level: Analysis                REF:   Page 517

2. What is the general rule about collecting demographic data during an interview?

ANS:  D

The researcher should consider the importance of each piece of datum and the subject’s time required to collect it. If the data can be obtained from patient records or any other written sources, the researcher does not need to ask the subject to provide this information. To collect data from a patient’s records, the researcher must make sure to include the intent to do so in the consent form and ensure that the institutional review board has authorized the team to do this. The qualitative researcher has the power to shape the interview agenda. Participants have the power to choose the level of responses they will provide. The researcher might begin the interview by asking a broad question such as “Describe for me your experience with…” or “Tell me about….” Ideally, the participant will respond as though she or he is telling a story. The researcher responds nonverbally with a nod or eye contact to convey interest in what is being said, and tries to avoid agreeing or disagreeing with what the participant is saying. The less the researcher says, the better.

DIF:    Cognitive Level: Comprehension     REF:   Page 517

3. A researcher is collecting data in a hospital during cardiopulmonary resuscitation. The researcher has devised a data collection form that contains five columns for data entry. During the first three data collection periods, the form works reasonably well, although the researcher has to turn the page over and write on the back. During the fourth, however, the CPR incident occurs in the emergency department and includes many procedures and interventions, and the researcher ends up taking a blank piece of paper and recording data on that. Later, it takes him 40 minutes to unscramble and collate the data and record it properly. What must be done now?

ANS:  B

Before data collection begins, the researcher develops or adapts forms on which to record data. These forms can be used to record demographic data, information from the patient record, observations, or values from physiological measures. The researcher also might need to collect other data that may be extraneous or confounding variables such as the subject’s physician, stage of illness, length of illness or hospitalization, complications, date of data collection, time of day and day of week of data collection, and any untoward events that occur during the data collection period. Data collection forms must be designed so that the data are easily recorded. If a form isn’t working, design a better form. Data collection forms themselves do not need institutional review board (IRB) approval—the information to be collected is what the IRB approves.

DIF:    Cognitive Level: Application           REF:   Page 517

4. The quantitative researcher collects many pieces of quantitative data as words, not numbers. Prior to statistical analysis, all of the data pieces must be coded. What does this mean?

ANS:  A

Coding is the process of transforming language data into numerical symbols that can be entered easily into the computer. For example, variables such as race, gender, ethnicity, and diagnoses can be categorized and given numerical labels. For gender, the male category could be identified by a “1” and the female category by a “2.” The coding categories developed for the research must be both mutually exclusive and mutually exhaustive so, with respect to the latter, inclusion of “3”—decline to state and “4”—none of the above might be useful.

DIF:    Cognitive Level: Application           REF:   Page 517