1. Evidence Based Practice & Research in Nursing Level 8, Academic Year (AY) 1434—1435 H Vanessa B. Varona, RN, MAN

2. Research Instrumentation

3. Guidelines for Developing Research Instruments 1.Instrument must suit the purpose of the study. 2.Gather needed data for testing hypotheses and answering questions in the study. 3.Indicators must be valid, arranged logically and relate to the problems and hypotheses

4. Guidelines for Developing Research Instruments 4.Indicators should be stated that responses will not be biased. 5.Reliable and can produce comparable data when used on different subjects 6.Constructed in such a way that cheating is minimized

5. Guidelines for Developing Research Instruments 7.Instrument should be easy to administer. Directions are specific and simply stated 8.Scale of measurement must be appropriate and reliable

6. Types of Research Instrument Questionnaire Interview Anectodal Records and other Documentary Materials Mechanical Instruments

7. Methods of Interviewing 1.Personal Interview 2.Telephone Surveys 3.Mall Surveys 4.Computer Direct Interviews 5.E-mail Surveys 6.Internet/Intranet Surveys

8. Preparation of the Questionnaire and the Interview Schedule 1.Decide whether data will be collected through interview or questionnaire – How instrument should be structured – What information will be gathered

9. Preparation of the Questionnaire and the Interview Schedule 2.Determine which information is sought 3.Prepare brief introduction and cover letter 4.Determine the general content of the question. – Choose exact word – Arrange in proper sequence

10. Preparation of the Questionnaire and the Interview Schedule 5.Prepare draft 6.Subject the draft to critical review and pre- testing 7.Administer the revised draft

11. Types of Questions 1.Open-ended Examples: - What is it like to survive cancer? - How was your stay in this hospital? - Why did you choose to be treated here?

12. PROSCONS Provide rich in depth data Do not restricts participants’ answers Detailed information Gain good insight regarding participants’ opinions Let respondents raise issues Difficult to capture all answer Difficult for participants to answer May produce answers not relevant to the question May allow people not to brother to answer questions fully

13. Types of Questions 2. Closed Ended - Answerable by short factual answer

14. PROS CONS Quick to answer Easy to understand Engage people, including those with limited literacy skills Easy to quantify responses Avoid overly lengthy answers Can be leading Respondents can only answer in ways the question allows Respondents cannot raise new issues

15. Scaling Question Responses Allow respondents to match their level of agreement with the statement. Closely fits what they think or feel. Agreement Scale Measures how good or bad they rated an experience, process or product. Evaluation Scale Measures response represents experience on all, some or only a very few occasions. Frequency Scale

16. Agreement Scale STRONGLY AGREE AGREE UNDECIDED DISAGREE STRONGLY DISAGREE

17. Evaluation Scale EXCELLENT VERY GOOD UNDECIDED POOR VERY POOR

18. Frequency Scale ALWAYS USUALLY SOMETIMES RARELY NEVER

19. Visual Analogue Scale Excellent Very Poor Engages people even with limited literacy skills, the use of pictures can enhance the ability of the researcher to collect data

20. Types of Closed-ended Questions 1.Dichotomous Items 2.Multichotomous Items 3.Cafeteria Questions 4.Rank Order Questions 5.Checklist

21. Types of Error 1.Telescoping Error 2.Recall Loss

22. Characteristics of Good Questions 1. Specifically answer the research problem 2.Clearly and briefly stated 3.Objective and detached from the researcher’s own judgment

23. Characteristics of Good Questions 4.Responses are easy to interpret and tabulate 5.Use of language appropriate to respondents’ level of understanding 6.Neatly printed 7.Bear the researcher’s signature

24. Ways of Stating Research Questions 1.State in the affirmative rather than negative manner 2.Questions should be neutrally worded to avoid biased responses

25. Ways of Stating Research Questions 3.Ambiguous questions must be avoided. 4.Avoid double negative questions. 5.Avoid double barreled questions or two questions stated as one.

26. Department of Nursing Advantages of Questionnaire Facilitates data gathering Easy to test data for reliability and validity Less time consuming Preserves the anonymity and confidentiality

27. Department of Nursing Disadvantages of Questionnaire Printing and mailing is costly Response rate may be low Respondents may provide only socially acceptable answers

28. Department of Nursing Disadvantages of Questionnaire Less chance to clarify ambiguous answers Respondents must be literate and with no physical handicaps Rate of retrieval can be low

29. Department of Nursing29 Advantages of Interview Responses are broad and varied Respondents can give complete answers if questions are well structured Verbal and non-verbal behavior can be observed There is flexibility in questions

30. Department of Nursing30 Disadvantages of Interview Time consuming and expensive Schedule for interview may be difficult to make Respondents’ answers may be influenced by behavior Interviewers need training

31. What is Field Test or Dry Run? Assess for validity and reliability by means of pre-test or dry run before the actual study Pre-test respondents are part of the population but will not participate in the actual study

32. Purposes for Conducting a Field Test 1.To determine feasibility of the study 2.To validate the instruments for measuring the variables 3.Check the reliability of the instrument

33. Purposes for Conducting a Field Test 4.Provide a dry run to ensure efficiency and effectiveness 5.Ensure the use of correct language 6.Assess and evaluate study procedures 7.Revisions are made on both the content and structure

34. Criteria for Evaluating the Instrument Efficiency – refers to the capability to measure items within a given time frame. Sensitivity – ability to distinguish characteristics of individuals or phenomena. Reliability – degree of consistency or accuracy Validity - degree to which an instrument measures what it intends to measure

35. References Sherman, R. O. & Eggenberger, T. (2008). Transitioning internationally recruited nurses into clinical settings. Journal of Continuing Education in Nursing, 39 (12), 535-44. Tombaugh, J. Mayfield, C., & Durand, R. (2011). Spiritual expression at work: exploring the active voice of workplace spirituality. Retrieved from http://search.proquest.com/docview/868257687/1417EAC B30831975A4A/1?accountid=33657