This paper gives an overview of the main quantitative research designs relevant to nursing and healthcare. It outlines some strengths and weaknesses of the. PDF | On Jan 1, , Julia Maricela Torres Esperón and others published Quantitative Research in Nursing Science. Differences between Qualitative and Quantitative Research. QUALITATIVE, QUANTITATIVE. Methods include focus groups, unstructured or.


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Requirements for Patient Safety suggest that students encounter patients well prepared.

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In clinical laboratory practice CLPthe students simulate patient situations as a preparation for internship. The purpose of this study was to try out two different learning sessions related quantitative research in nursing the bed bath procedure. The study has a descriptive, quantitative design with elements from clinically controlled trials.

The population of first-year students was randomly divided into two classes. Two questionnaires were answered with six-month intervals: Form 1 immediately after the first quantitative research in nursing session and Form 2 a short time after clinical practice.

A majority of the nursing students reported that the exercises in the clinical lab were a good way to prepare for quantitative research in nursing practice, although most of them did not perceive that the procedure conducted at the university resembled how it is conducted in clinical practice.

Students without previous experience were less confident to master the procedure in clinical practice, but the results evened out during the internship. It has been argued that nursing education is inadequate in preparing students for practice and contributes to burnout syndrome among nurses and an earlier retirement from the profession [ 34 ].

Qualitative versus Quantitative Research: Evidence Based Nursing Practice

Nursing students have various backgrounds and different prerequisites for goal achievement in accordance with the National Curriculum of Nursing [ 1 ]. Requirements for Patient Safety [ 5 ] suggest that students encounter patients well prepared and with the proper knowledge and practical skills required within an increasingly specialized healthcare.

Consequently, several nursing education institutions have introduced clinical skills tests ahead of clinical practice periods. The practical exercises are usually organized with student groups 10—12 working together under the quantitative research in nursing of one lecturer per group.

Each student experiences merely one supervised training per procedure, due to the fact that this is a resource intensive learning activity. Hence, students are encouraged to familiarize themselves with the procedures before and after the quantitative research in nursing CLP. The development of electronic textbooks, with evidence-based descriptions and instructive videos of relevant procedures, has been produced to support the students in these unsupervised study activities.

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It is uncertain to what extent this has been done. Various CLP models have been tried out, some of these in cooperation with nurses from the clinical fields [ 8quantitative research in nursing ].

It is also questioned to what extent the preparations within the university should be extended, so that training sessions simulation can replace some of the time spent in clinical practice [ 1011 ].


This includes skills training in various procedures before their first practice period in community healthcare setting. Objectives The overall goal for CLP is to ensure that nursing students who enter their first clinical practice period in community healthcare settings have the proper defensible knowledge and practical skills required to take care of patients in a safe quantitative research in nursing.


Six research items were described: Design and Methods The study has a descriptive, quantitative design, and contains elements that characterize clinically controlled trials [ 12 ]. It is a quantitative research in nursing study in which data were collected using two questionnaires answered with six-month intervals.

Participating in the training session was mandatory, but to deliver the questionnaires was voluntary.

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Sample The population of students was randomly divided into quantitative research in nursing classes, Class 1 and Class 2. Class 1 was chosen to be a control group, while Class 2 was chosen to be the project group.

Each class was divided into half so that the total was held in four training sessions.