NURSING RESEARCH MODULES

SAS # 1
LESSON TITLE: NURSING RESEARCH: GOALS AND PURPOSES

CHECK FOR UNDERSTANDING:

1. TRUE
Rationale:
Nursing research is research that provides evidence used to
support nursing practices. Nursing, as an evidence-based area of practice, has been
developing since the time of Florence Nightingale to the present day, where
many nurses now work as researchers based in universities as well as in the health care
setting.

2. TRUE
Rationale:
research aims to describe a phenomenon that relates to the nursing profession. It also
observes, defines and documents nursing situations inquiry and determines the
relationship between and among variables investigated.

3. TRUE
Rationale:
research explores the phenomenon being investigated by observing and recording
events or situations occurring in that phenomenon. It answers “what” questions on the
phenomenon to become familiar with the phenomenon for more precise and accurate
understanding.

4. FALSE, informal
Rationale:
A research should be formal, rigorous and systematic process.

5. TRUE
Rationale:
Nurses must focus on continuing to increase knowledge of pedagogy and evolution of
medical techniques. Set a goal to learn something new every quarter, and research ways
to better develop technology skills, medical techniques, and recommended delivery of
patient care.

6. TRUE
Rationale:
Early Modern French rechercher (“to examine closely"), from Old French recerchier (“to
seek, to look for").

7. FALSE, explanation
Rationale:
Research seeks clarification of a prevailing situation to answer questions that ask “WHY”
a phenomenon occurred. Why did this happen?

8. TRUE
Rationale:
“Polit
 and Beck’s definition also emphasizes system and order in the pursuit of answers to
questions that encompasses the subject of nursing.
9. TRUE
Rationale:
Studying nursing history allows nurses to understand more fully problems currently
affecting the profession, such as pay, regulation, shortage, education, defining practice,
autonomy, and unity. Present day nurses cannot effectively address
these important issues without a foundation of historical knowledge.

10. FALSE, prediction

Rationale:
Prediction- projects a situation or events that could arise from research investigation

SAS # 2
LESSON TITLE: ROLES OF NURSES IN RESEARCH AND CHARACTERISTICS OF RESEARCH

CHECK FOR UNDERSTANDING:

1. B.
Rationale:
A research participant, also called a human subject or an experiment, trial, or study
participant or subject, is a person who voluntarily participates in human
subject research after giving informed consent to be the subject of the research.

2. C.
Rationale:
A Principal Investigator is the primary individual responsible for the preparation,
conduct, and administration of a research grant, cooperative agreement, training or
public service project, contract, or other sponsored project in compliance with
applicable laws and regulations

3. A.
Rationale:
Evaluation can be on a small scale in terms of an individual nurse, or small team
of nurses, evaluating the care provided to patients. Through
disseminating evaluation findings, nurses can contribute to developing the evidence
base.

4. A.
Rationale:
An assumption is an unexamined belief: what we think without realizing we think it. Our
inferences (also called conclusions) are often based on assumptions that we haven't
 thought about critically. A critical thinker, however, is attentive to
these assumptions because they are sometimes incorrect or misguided.

5. C.
Rationale:
A research variable (also called a study variable) is an informal term that means
any variable used in research that has some kind of cause-and-effect relationship

6. B.
Rationale:
The researcher uses results of experiences and observations rooted in objective reality
as sources of knowledge. Knowledge gained through empirical consists of concepts,
processes and other phenomena which are learned through the use of human senses.

7. D.
Rationale:
In-depth approach is used to ensure that all the possible loopholes in the study are
covered. This is done by carefully selecting the population and sample, formulating the
method by which data would be gathered and analyzed, including the appropriate
statistical tools to be used.

8. A.
Rationale:
The researcher identifies and eliminates specific constraints or limitations to ensure
precise and valid results. This will enable the researcher to justify and validate
conclusions drawn from the investigation.

9. C.
Rationale:
The null hypothesis is a typical statistical theory which suggests that no statistical
relationship and significance exists in a set of given single observed variable, between
two sets of observed data and measured phenomena.

10. D.
Rationale:
Generalization is the stage where the findings of the study are deemed to have
applicability to
the entire population. Generalization is based on the results obtained on the sample of
cases and instances having common traits and characteristics as the universe. It is the
criterion used in quantitative study to assess the extent to which study findings can be
applied to other groups and settings.
SAS # 3
LESSON TITLE: EVIDENCE-BASED NURSING PRACTICE
CHECK FOR UNDERSTANDING:
What do you think is an evidence-based practice no. 1 or 2? Rationalize your answers.
a. Oxygen use of patients with pneumonia
b. Turning bedridden patient to sides q 2 hours

A. OXYGEN USE OF PATIENTS WITH PNEUMONIA

Rationale:
Evidence-based practice (EBP) is the process of collecting, processing, and implementing
research findings to improve clinical practice, the work environment, or patient
outcomes. ... Utilizing the EBP approach to nursing practice helps us provide the highest
quality and most cost-efficient patient care possible.
Oxygen in arguably one of the most frequently utilized drugs in modern healthcare, but
is often administered to patients at caregivers' discretion with scant evidence as to its
efficacy or safety. Although oxygen is administered for varied medical conditions in the
hospital setting, published literature supports the use of oxygen to reverse hypoxemia,
for trauma victims with traumatic brain injury and hemorrhagic shock, for resuscitation
during cardiac arrest, and for carbon monoxide poisoning.

b. Turning bedridden patient to sides q 2 hours

These researchers found that older adults turned every 2 to 3 hours had fewer ulcers.
This landmark nursing study created the gold standard of turning patients at least every 2 hours.
Some researchers would suggest that critically ill patients should be turned more often.

SAS # 4
LESSON TITLE: IMPORTANCE OF EBP AND THE KEY STEPS IN EBP

CHECK FOR UNDERSTANDING:

Step 1: Formulation of a clinical question:
What will be the effect of social isolation and loneliness to the mental health and physical
health of a person?
Step 2: Finding the best evidence:
PICO steps
Patient: people who are in social isolation and experience loneliness like older people
Intervention: adaptability, community development approach, productive management
Comparison intervention or control group: inflexibility, decline/regression
Outcome: affects higher risk for a variety of physical and mental conditions: high blood
pressure, heart disease, obesity, anxiety, and depression.
Step 3: Critical appraisal and synthesis of the best evidence.
Of those studies which do consider the association with health-related behaviors some suggest
loneliness/social isolation is associated with lower physical activity, alcohol misuse and smoking,
while others found no evidence of variation in lifestyle behavior between lonely and non-lonely
older people. This led some to dispute the claim that health behaviors are associated with
mortality and morbidity among lonely persons.
Step 4: Integration of the evidence
The pace of change in the delivery of health care along with professional responsibilities of
clinical staff to provide high quality services, wants to the necessity of incorporating of research
evidence in decision-making. Implementation of EBP has positive implications for clinical staff,
patients, and organizations. Implementation of EBP in clinical settings is a long-term process and
requires multiple strategies such as individual and organizational factors as well as factors
related to the patients. This study was conducted to evaluate strategies of integration of EBP in
clinical practice.

SAS # 5
LESSON TITLE: THE PICOT FORMAT

CHECK FOR UNDERSTANDING:

1. Handwashing is a universal precaution. No questions about it. But in the clinical area, in
the absence of water, there are other ways to keep health practitioners aseptic. If this is
the clinical question, “Does handwashing among healthcare workers reduce hospital
acquired infection?”, answer the following:

P-roblem/population Handwashing among Healthcare workers

I-ntervention of interest Proper hand washing and PPE

C-omparison No proper handwashing and use of PPE

O-utcome Decrease spread of nosocomial infection

T-ime target After a week of intervention

2. 2. The year 2020 had caused the fear of Covid 19 pandemic. The public and the health
workers are extra cautious in protecting themselves. If this is the clinical question, “Does
 self-quarantine decrease cross infection of Covid 19 among healthcare workers in the
Covid ward?”, answer the following:

P-roblem/population Cross infection of COVID-19 among

Healthcare workers
I-ntervention of interest Wearing of face mask and face shields,
proper handwashing, social distancing,
and possible stay at home.
C-omparison Not wearing of face mask and face
shields, not applying proper
handwashing, and not following the
protocol pf social distancing.
O-utcome Decrease spread of COVID-19 to
healthcare workers and the public
T-ime target After two-weeks of intervention

SAS # 6
LESSON TITLE: HIERARCHY OF EVIDENCE

CHECK FOR UNDERSTANDING:

1. Level 1
Rationale:
Evidence from a systematic review or meta-analysis of all relevant RCTs (randomized
controlled trial) or evidence-based clinical practice guidelines based on systematic
reviews of RCTs or three or more RCTs of good quality that have similar results.
2. Level 3
Rationale:
Evidence obtained from well-designed controlled trials without randomization (i.e.
quasi-experimental).
3. Level 3
Rationale:
Evidence obtained from well-designed controlled trials without randomization (i.e.
quasi-experimental).
4. Level 2
Rationale:
Evidence obtained from at least one well-designed RCT (e.g. large multi-site RCT).
5. Level 4
Rationale:
Evidence from well-designed case-control or cohort studies.
6. Level 2
Rationale:
Evidence obtained from at least one well-designed RCT (e.g. large multi-site RCT).
7. Level 4
Rationale:
Evidence from well-designed case-control or cohort studies.
8. Level 5
Rationale:
Evidence from systematic reviews of descriptive and qualitative studies (meta-synthesis).
9. Level 7
Rationale:
 Evidence from the opinion of authorities and/or reports of expert committees. Because
the study wants to have an opinion from medical scientists in which they are part in
authorities or expert committees.

10. Level 3
Rationale:
Evidence obtained from well-designed controlled trials without randomization (i.e.
quasi-experimental). Because the study research involves the manipulation of an
independent variable without the random assignment of participants to conditions or
orders of conditions. Among the important types are nonequivalent groups designs,
pretest-posttest, and interrupted time-series designs.

SAS # 7
LESSON TITLE: RESEARCH VARIABLES

LEARNING OUTCOMES:
Upon completion of this lesson, the nursing student will be able
to:
1. Describe variables in a quantitative and qualitative
research.
2. Discuss the characteristics of variables.

CHECK FOR UNDERSTANDING

1. Identify the variables in the following statement of the problem.
- Student Nurses – age, gender, religion, and year level are the variables of SOP

2. What variable/s in the SOP can be homogenous or have limited variability among
student nurses?
- Age and year-level are considered to be homogenous
SAS # 8
LESSON TITLE: EXPLANATORY VARIABLES
LEARNING OUTCOMES:
Upon completion of this lesson, the nursing student will be able
to:
1. Explain the explanatory variables in research.
2. Differentiate types of explanatory variables.

CHECK FOR UNDERSTANDING

1. Is hearing acuity of the elderly affecting self-esteem?
ANSWERS:
IV: __Hearing acuity of the elders__ _____
DV: __Self Esteem____________________________
IV/EV: _________Age_____________________

2. Does home birth affect the parents’ satisfaction with the childbirth experience?
ANSWERS:
IV: _______Home Birth_______________________
DV: _____Parent’s Satisfaction_________________________
IV/EV: _____Home Setting_________________________

3. What cases of upper respiratory infection attributed to the cold weather?

ANSWERS:
IV: __Upper Respiratory Infection_______________________
DV: _Cold Weather_____________________________
IV/EV: __Climate__________________________

4. Is the recurring polio virus a consequence of non-adherence to OPV?

ANSWERS:
IV: ___Upper Respiratory Infection______
DV: __Non-adherence to POV__________
IV/EV: __Organizational set-up________________________

5. Are the student enrolees in BSN increasing upon announcement of job order for nurses in the
European
countries?
ANSWERS:
IV: __Student Enrollees________________
DV: BSN course increasing_________________________
IV/EV: ____Job order for nurses__________________________
 SAS # 9
LESSON TITLE: RESEARCH PROBLEMS
LEARNING OUTCOMES:
Upon completion of this lesson, the nursing student will be able
to:
1. Recognize research problems.
2. Determine researchable problems.

CHECK FOR UNDERSTANDING

Research Problem # 1.
- Does family planning affect the financial status of a family?

Research Problem # 2.
- What cases of skin problems attributed to the UV rays from the sun?

Research Problem # 3.
- Does being handicapped affect the self-esteem of children

RATIONALIZATION ACTIVITY
Proposed Research Question Accomplished Nearly Unaccomplished
Accomplished
(3) (2) (1)
It is new and unexplored
It is significant to the nursing profession or
nursing practice/nursing education
It has specific scope
It has data accessibility
Data can be counted in analyzed in words

Research Problem # 1

- The first problem is very wide because it focuses pm family. It is important to

research this kind of problem, to analyze and have an outcome if the past research
regarding family planning are effectivie
Research Problem # 2

- The second problem was about the effect of UV rays to the skin of a person. It is
important to study this problem because it helps the medical professional in
reducing this kind of cases

Research Problem # 3
- The third problem about the effect of being a handicapped to the self-esteem of a
person. It is important to study this problem, to raise awareness of other individual
that being handicapped is not the end of everything and to make them realize their
worth as a person.
SAS # 10
LESSON TITLE: RELATED LITERATURE
LEARNING TARGETS:
Upon completion of this lesson, the nursing student will be able
to:
1. Explain literature review.
2. Differentiate types of related literature.
3. Identify the categories and sources of materials for
literature review.

CHECK FOR UNDERSTANDING

1. Which of the following is an example of a non-research reference?

a. An abstract of a systematic review
b. A news article from Rappler
c. A dissertation
d. Epidemiologic studies on Covid 19
ANSWER: ____A_______

2. All of the following are secondary sources of data except:

a. Systematic review
b. Dissertation review
c. Replicate study
d. Thesis Review
ANSWER: ___A___________

3. An example of a research literature is:

a. An opinion by an expert
b. An interview with a statistician
c. A report by WHO
d. A reviewed article in data collection by a nurse
ANSWER: _____D_________

4. When used as a literature, an external review by a panel of a study is considered:

a. Primary
b. Secondary
c. Both A & B
d. None of the above
ANSWER: ______B________

5. Commentaries are classified as:

a. Abstract
b. Concepts
c. Theories
d. Research
ANSWER: _____A_________

6. To identify similarities and differences of previous researches in a study, these are to be

included in the related
research/study:
a. Research aims, methodology, results
b. Research aims, terms used, results
c. Research aims, methodology, conclusions
d. Research aims and results only
ANSWER: ___A___________

7. A replicate study is not a:

a. A form of triangulation
b. A study on the same subject but different problems
c. A study on the same subject or problem
d. A study using of multiple sources and reference or multiple findings
ANSWER: ____B__________

8. A thesis abstract contains:

a. 50-250 words
b. 60-250 words
c. 70-250 words
d. 100-250 words
ANSWER: _____A_________

9. A thesis abstract contains all of the following except:

a. Introduction
b. Conclusions and Recommendations
c. Problem, Methodology
d. Findings
ANSWER: __A____________

10. You are to complete a group thesis as a requirement in the course Nursing Research 2. If
your study will be used for
an evaluative analysis after a year, it can be considered as:
a. Thesis Abstract
b. Thesis Review
c. Related Research Literature
d. Replicate Study
ANSWER: ____B________
SAS # 11
LESSON TITLE: THEORIES, MODELS, CONCEPTS AND
FRAMEWORKS

1. Semantic and structural simplicity answers the question:

a. How clear is the theory?
b. How simple is the theory?
c. How broad is the theory?
d. None of the above
ANSWER: A

2. Theory refers to an abstract generalization that offers a systematic explanation about how
phenomena are:
a. Compared
b. Consistent
c. Interrelated
d. Unified
ANSWER: C

3. It deals with how a particular theory relates to the world of people, health, environment and
nursing.
a. Criteria
b. External Criteria
c. Internal Criteria
d. None of the above
ANSWER: B

4. It is a visual presentation of variables that interrelate with one another as perceived by the
researcher before an actual
empirical investigation is done to prove its relationship.
a. Concept
b. Conceptual Model
c. Conceptual Paradigm
d. Framework
ANSWER: C

5. A theory is limited to its testability and ultimate use in a/an:

a. Complexity and Parsimony
b. Derivable consequences
c. Empirical precision
d. Generalizability
ANSWER: C

6. A theory must discriminate between what nursing is and what it is not in the external criteria:
a. Adequacy
b. Utility
c. Significance
d. Discrimination
ANSWER: D

7. Significance under the external criteria determines the theory’s:

a. Meaningfulness
b. Practicality
c. Specificity
d. Usefulness
ANSWER: A

8. It is a set of statement that describes or explains phenomena in a systematic way, pointing

out why one event relates to
another or what causes an event to occur.
a. Concept
b. Conceptual Model
c. Conceptual Paradigm
d. Theory
ANSWER: D

9. Which of the following is not a part of the internal criteria of a research?

a. Complexity and Parsimony
b. Empirical precision
c. Generalizability
d. Significance
ANSWER: D

10. It indicates whether the theory has narrow or broad focus and can simplify relatedness of
concepts and or variables in
the study.
a. Adequacy
b. Utility
c. Scope
d. Discrimination
ANSWER: C
SAS # 12
LESSON TITLE: DEFINING TERMINOLOGIES

1. Student nurse. This pertains to the college students currently enrolled in the college of
Nursing who are done with their duty in the psychiatric area.
ANSWER: A

2. Psychiatric Rotation. A scheduled duty in the psychiatric ward.

ANSWER: A

3. Multifactorial status of student nurses. This pertains to the physical, social, psychological, and
spiritual condition of student nurses before and after the psychiatric rotation.
ANSWER: A

4. Mixed Method Research. A research design consists of both quantitative and qualitative
aspects of research.
ANSWER: A

5. Physical. That refers to the activities of the physical body.

ANSWER: A

6. Social. Refers to how a student communicates and bring herself into an activity with a
mentally ill client.
ANSWER: B

7. Psychological. This refers to the cognitive impact or effect on a student nurse before, during,
and after exposure to a psychiatric client.
ANSWER: B

8. Spiritual. Refers to the sensitivity or attachment of a student nurse toward his/her own belief.
ANSWER: B

9. Emotional. Refers to the feelings, sensations, and reactions of a student nurse before, during,
and after an interaction to a psychiatric client.
ANSWER: B

10. Challenges of Student Nurses. This pertains to the difficulties encountered by the student
nurses in the psychiatric rotation.
ANSWER: A
SAS # 13
LESSON TITLE: ASSUMPTIONS

A for Universal assumption

B for study assumption
C for Theory or Research-based assumptions

1. All blondes have blue eyes.

ANSWER: A

2. Duty shift affects work performance.

ANSWER: B

3. Work recognition boosts morale of employees.

ANSWER: A

4. A disinfectant kills harmful microorganisms.

ANSWER: A

5. Clinical teaching affects the confidence of student nurses in performing nursing procedures.
ANSWER: B

6. Rest and sleep influence mood.

ANSWER: B

7. Cancer is a fatal disease.

ANSWER: A

8. Clients with depression have feelings of unworthiness.

ANSWER: B

9. Elderly people are at risk for Covid 19.

ANSWER: A

10. The prevalence of Kwashiorkor is determined by a country’s economy.

ANSWER: C
SAS # 14
LESSON TITLE: HYPOTHESES

CHECK FOR UNDERSTANDING

A. Simple
B. Complex
C. Directional
D. Non-Directional
E. Associative
F. Causal

1. Anxiety increases heart rate and blood pressure.

ANSWERS: B, C, F

2. Malnourished children are more likely to deteriorate in academics.

ANSWERS: A, D, F

3. Sociable people live longer than the isolated people.

ANSWERS: A, C, E

4. Clients with fever, difficulty of breathing and sore throat are more likely to develop Covid 19.
ANSWERS: B, C, E

5. Sleeplessness and fear are related to the Pandemic crisis.

ANSWERS: B, C, F

6. Homebirth delivery increases maternal and neonatal mortality rate.

ANSWERS: C, B, F

7. Multiple Sclerosis is related to staccato speech.

ANSWERS: A, D, E

8. Herbal supplementation among adults tend to lower kidney stone formation.

ANSWERS: C, B, F

9. Nurses and student nurses are more likely to develop resilience in a stressful environment.
ANSWERS: B, C, F

10. Intellectual curiosity is related to high self-esteem.

ANSWERS: A, C, E
SAS # 15
LESSON TITLE: QUANTITATIVE RESEARCH DESIGN

1. Knowledge and Attitude of Commercial Sex Workers in Contraception

ANSWER: Content Analysis

2. Competency Appraisal of Student Nurses in ER

ANSWER: Methodological Research

3. SAP Distribution in ECQ Areas

ANSWER: Content Analysis

4. Mental Status Examination Using Case Analysis to assess Thought Process Among Elderly
Clients
ANSWER: Surveys

5. Effectiveness of Music Therapy Among Trauma Patients

ANSWER: Clinical Trials or Intervention Research

6. Network Rivalry in the Philippine Television

ANSWER: Content Analysis

7. Treatment Adherence Among Diabetic Clients in Dagupan City

ANSWER: Clinical Trials or Intervention Research

8. Performance Checklist of Midwives in NICU

ANSWER: Evaluative Research

9. Randomized Controlled Trial Using Drug X to Alcoholic Clients

ANSWER: Methodological Research

10. Human Rights Violations in War Against Drugs

ANSWER: Secondary Analysis
SAS # 16
LESSON TITLE: QUANTITATIVE RESEARCH DESIGN

1. When data is collected only at one point in time, the research design is called:
a. Cross-sectional design
b. Follow-up study
c. Panel Design
d. Trend Study
ANSWERS: A

2. It is a study which determines relationship between variables by determining how changes in

one variable relate to
changes in another variable at one point in a time:
a. Descriptive Normative
b. Correlational
c. Comparative
d. Content Analysis
ANSWERS: B

3. Nurse A is interested in putting up a lying-in maternity clinic with a group of fellow in the
nursing department. To determine
if the business will be viable, what study must be undertaken?
a. Content Analysis
b. Correlational study
c. Descriptive Evaluative Survey
d. Feasibility study
ANSWERS: D

4. A group of nursing educators aims to determine the learning outcome in Medical and Surgical
Nursing by utilizing role
play and group game. The appropriate research design is:
a. Descriptive Normative Survey
b. Descriptive Evaluative Survey
c. Comparative Study
d. Content Analysis
ANSWERS: B

5. A survey on the practices of ER nurses in pain management is considered a:

a. Descriptive Normative Survey
b. Descriptive Evaluative Survey
c. Comparative Study
d. Content Analysis
ANSWERS: A

6. The Department of Health in the Philippines Pandemic Intervention and Services is the
interest of Mr. G., a public health
nurse. He plans to do this by documentary review. This kind of descriptive study is: a. Content
Analysis
b. Correlational study
c. Descriptive Evaluative Survey
d. Feasibility study
ANSWERS: C
7. This study involves a comprehensive presentation and interpretation of statistical tabulations
of data yielded by a survey.
a. Descriptive Study
b. Methodological Study
c. Comparative Study
d. All of the above
ANSWERS: A

8. Which of the following study is not a longitudinal design?

a. Evaluative survey
b. Follow-up study
c. Panel Study
d. Trend Study
ANSWERS: A

9. In a Tracer study on the Status of BSN graduates from 2011-2015, what can be an appropriate
research design? a.
Follow-up study
b. Feasibility study
c. Evaluative Survey
d. Normative Survey
ANSWERS: C

10. A descriptive study is also a survey study:

a. Yes
b. No
c. Maybe
d. None of the above
ANSWERS: A
SAS # 17
LESSON TITLE: QUALITATIVE RESEARCH DESIGN: PHENOMENOLOGICAL STUDIES

1. Quantitative: Objective; Qualitative: Subjective

2. Husserlian: Descriptive; Heideggerian: Interpretive

3. Bracketing: Immersion; Intuiting: Data Reduction

4. Descriptive Phenomenology: Bracketing; Ethnography: Interpretive Phenomenology

5. Statistician: expert in statistics; Qualitative expert: expert in qualitative studies

6. Interpretive Phenomenology: Martin Heidegger; Descriptive Phenomenology: Edmund Gustav

Albrecht Husserl

7. Hermeneutics: to describe, interpret and explain the lived experiences of people; Human
Ethology: biology of human behavior

8. Methodologic notes: researcher’s strategies and methods; Personal Notes: researcher’s own
feelings

9. Personal Notes: researcher’s own feelings; Theoretical or analytical notes; researchers

attaching meaning to observations

10. Open to meanings: Intuiting; Dissects significant meaning: Analyzing

SAS # 18
LESSON TITLE: TYPES OF QUALITATIVE RESEARCH

1. An in-depth examination an analysis of people or groups of people in relation to nursing

issues or problems that are
important to the client and the researcher.
a. Ethnography
b. Grounded theory
c. Field Study
d. Case Study
ANSWERS: D

2. The study aims to define the structure of culture rather than to describe people and their
social interaction, emotions and
materials.
a. Classical Ethnography
b. Critical Ethnography
c. Hermeneutic Ethnography
d. Systematic Ethnography
ANSWERS: D

3. This research involving analysis of events that occurred in the remote or recent past
a. Grounded theory
b. Field Study
c. Historical study
d. Ethnographic Study
ANSWERS: C

4. A study that include personal history, growth and development patterns, significant
accomplishments and the implications
of these to the individual and to society.
a. Biography
b. Case Study
c. Field study
d. Grounded Theory study
ANSWERS: B

5. The life story of Sister Callista Roy and her contribution to the nursing profession written by a
Filipino-nurse researcher
is called:
a. Biography
b. Case Study
c. Field study
d. Grounded Theory study
ANSWERS: A

6. Student A aims to discover meanings of observed social interactions in an ethnographic study.

This will fall under:
a. Classical Ethnography
b. Critical Ethnography
c. Hermeneutic Ethnography
d. Systematic Ethnography
ANSWERS: C
7. This is a qualitative study developed by Glaser and Strauss.
a. Grounded theory study
b. Field Study
c. Historical study
d. Ethnographic Study
ANSWERS: A

8. Which of the following is an ethnographic study?

a. Lived Experience of Student Nurses in the Operating Room
b. The Survival Techniques of Indigenous People in the 2020 Pandemic
c. Deep in a Purple Eye: Coping Mechanisms of Abused Women
d. Medical Frontliners Oath: Duty or Calling?
ANSWERS: A

9. Which of the following is not a qualitative study?

a. Quasi-experimental study
b. Ethnographic Study
c. Phenomenological Study
d. Quasi-experimental study
ANSWERS: A

10. Grounded theory studies are concerned with the analysis of data leading to the
development of: a.
Concept
b. Framework
c. Models
d. Theory
ANSWERS: D
SAS # 19
LESSON TITLE: MIXED METHOD STUDIES

1. Mixed method of research integrates both qualitative and quantitative data in a single study
or coordinated clusters of studies.
ANSWER: TRUE

2. A sequential exploratory research starts with a qualitative data collection before quantitative
data gathering.
ANSWER: FALSE

3. Concurrent triangulation means both quantitative and qualitative data are collected at the
same time.
ANSWER: TRUE

4. Mixed method studies may have two types of qualitative data only.
ANSWER: FALSE

5. Words and numbers may represent a qualitative data.

ANSWER: FALSE

6. A quantitative data proceeds after a qualitative data in a sequential explanatory design.

ANSWER: FALSE

7. A concurrent triangulation design corroborate findings within a study.

ANSWER: TRUE

8. Nested means that a primary method of research guides the secondary method.
ANSWER: TRUE

9. The results of the quantitative and qualitative data are integrated in the interpretation phase
of Sequential explanatory research.
ANSWER: TRUE

10. Concurrent triangulation is used to overcome a weakness in using one method with the
strengths of another.
ANSWER: TRUE
SAS # 20
LESSON TITLE: SAMPLING

1. Student A from BSN block 2

ANSWER: sample

2. Physical Therapy students

ANSWER: universe

3. All Pharmacy students in PHINMA colleges and universities

ANSWER: target population

4. OB-Gyne Unit
ANSWER: sampling unit

5. Clinical Instructors in the ICU Unit of Sacred Heart Hospital

ANSWER: subject population

6. Covid Ward
ANSWER: sampling unit

7. Affiliating students to the National Center for Mental Health

ANSWER: subject population

8. Frontliners
ANSWER: universe

9. All BMLS junior students

ANSWER: target population

10. Group A level 2 students assigned in DR

ANSWER: sample
SAS # 21
LESSON TITLE: SAMPLING DESIGN

SURVEY OF FRONTLINERS

UNIT A UNIT B UNIT C

32 45 41

MARGIN OF ERROR SET AT 6%

SAS # 22
LESSON TITLE: PROBABILITY SAMPLING

1. Sampling interval
ANSWER: Systematic or Sequential Sampling

2. Multi-stage sampling
ANSWER: Cluster Sampling or Multi-Stage Sampling

3. Stratification
ANSWER: Stratified Random Sampling

4. Nth person
ANSWER: Systematic or Sequential Sampling

5. Sequential sampling
ANSWER: Systematic or Sequential Sampling

6. Non-zero chance
ANSWER: Probability Sampling

7. Table of Random Numbers

ANSWER: Simple Random Sampling

8. Randomized sampling
ANSWER: Probability Sampling

9. Lottery draw
ANSWER: Simple Random Sampling

10. No sampling frame

ANSWER: Systematic or Sequential Sampling
SAS # 23
LESSON TITLE: NON-PROBABILITY SAMPLING

1. Typical cases
ANSWER: Purposive or Judgment Sampling

2. Volunteer samples
ANSWER: Accidental or Convenience Samplin

3. Opportunity sampling
ANSWER: Accidental or Convenience Sampling

4. Non-randomized sampling
ANSWER: Non-Probability Sampling

5. Pre-determined quota
ANSWER: Quota Sampling

6. Chain sampling
ANSWER: Snowball or Network sampling

7. Representative sample
ANSWER: Purposive or Judgment Sampling

8. Haphazard sampling
ANSWER: Accidental or Convenience Sampling

9. Interrelationship
ANSWER: Theoretical Sampling

10. Referral sampling

ANSWER: Snowball or Network sampling
SAS # 24
LESSON TITLE: RESEARCH INSTRUMENTS

1. A research instrument is a data gathering tool.

ANSWER: TRUE

2. Free response questions cannot be tabulated.

ANSWER: FALSE

3. Options given in the questionnaire should be based from the researcher’s personal
knowledge.
ANSWER: FALSE

4. A structured questionnaire will yield more accurate data than the unstructured
questionnaire.
ANSWER: TRUE

5. Nursing jargons can be included in a research instrument when the respondents are nurses.
ANSWER: TRUE

6. A questionnaire can be used in a qualitative study.

ANSWER: TRUE

7. An example of a double barreled question is: Is Nursing Research 1 a challenging and

interesting course?
ANSWER: TRUE

8. Personal profile of respondents like year level and number of subjects enrolled can be part of
a questionnaire.
ANSWER: FALSE

9. A questionnaire written in English is always acceptable for distribution among respondents.

ANSWER: TRUE

10. A questionnaire is translated in the language/dialect most familiar to the researcher for easy
interpretation.
ANSWER: TRUE
SAS # 25
LESSON TITLE: OTHER TYPES OF RESEARCH INSTRUMENT

1. An interview guide is prepared prior to the unstructured interview.

ANSWER: FALSE

2. Visual analogue scale can be used to measure objective experiences of the respondents such
as anxiety.
ANSWER: FALSE

3. A brief descriptions of a toddler’s reaction when a medication is given by a nurse dressed up

like an astronaut is a called a vignette.
ANSWER: TRUE

4. A retrospective self-report is found out to be the least accurate among all self-report data.
ANSWER: TRUE

5. A happy-sad scale is considered a graphic rating scale.

ANSWER: FALSE

6. A Likert scale is consisting of several declarative items that express a viewpoint on a topic.
ANSWER: TRUE

7. Respondents’ answers may be influenced by the interviewer’s behaviour in an interview.

ANSWER: TRUE

8. Verbal and non-verbal behavior of respondents can be observed in a scale.

ANSWER: TRUE

9. Scales are devices designed to assign a numeric score to people to place them on a
continuum with respect to attributes being measured.
ANSWER: TRUE

10. In Q sort, participants are presented with a set of cards on which words or phrases are
written.
ANSWER: TRUE