AS PER INC SYLLABUS-Research and research Process
Introduction and
need for nursing
research
Research is a systematic, logical, and scientific investigation undertaken to explore new facts, verify existing knowledge, and solve real-world problems. It plays a central role in advancing knowledge across disciplines like health, science, technology, education, and social sciences.
✍️ “Research is formalized curiosity. It is poking and prying with a purpose.”
— Zora Neale Hurston
“Research is a systematic and scientific process of inquiry that aims to discover new knowledge, verify existing facts, and solve practical problems through careful observation, investigation, and analysis.”
In nursing, research helps in:
Research is the heart of scientific advancement and evidence-based practice. A clear understanding of its definition lays the foundation for meaningful inquiry, especially in healthcare and nursing.
“Nursing research is a systematic, scientific process that helps improve nursing care, develop best practices, and contribute to evidence-based healthcare through inquiry, observation, and analysis.”
| Area | Examples |
|---|---|
| Clinical Practice | Improving wound care, reducing infections |
| Nursing Education | Evaluating teaching methods or simulation |
| Community Health | Assessing health awareness in rural populations |
| Nursing Administration | Studying nurse-patient ratios and burnout |
Nursing research is a cornerstone of professional nursing practice. It ensures care is scientifically grounded, continuously improved, and responsive to patient needs. Every nurse is both a consumer and contributor of research.
The concept of research refers to the systematic process of investigating, analyzing, and interpreting information to answer questions or solve problems. It involves curiosity, structured inquiry, and the application of scientific methods to generate new knowledge or validate existing information.
✍️ “Research begins with a question and ends with answers based on evidence.”
| Component | Description |
|---|---|
| 🎯 Purposeful Inquiry | Research is always goal-oriented, not random |
| 📋 Systematic Process | Follows organized steps like planning, data collection, analysis |
| 📊 Evidence-Based | Based on observations, experiments, or surveys |
| 🧪 Scientific Method | Uses logical and objective techniques |
| 📚 Knowledge Expansion | Leads to new insights, improvements, and innovations |
In nursing, research helps:
| Type | Focus |
|---|---|
| Basic Research | Expands general knowledge (theoretical) |
| Applied Research | Solves practical problems in clinical settings |
| Action Research | Immediate improvement in local practice |
| Clinical Research | Involves patient-centered investigations |
The concept of research forms the foundation of scientific inquiry and innovation. In nursing, understanding this concept empowers professionals to ask questions, find answers, and apply findings to provide safe, evidence-based, and high-quality care.
A scientific and systematic inquiry into a problem to generate new knowledge or verify existing facts.
A step-by-step logical approach to research including observation, hypothesis formulation, testing, and conclusion.
A specific issue or gap that the researcher intends to address.
✅ Example: High incidence of pressure ulcers in ICU patients.
A concise description of the problem to be studied, forming the foundation of the research.
Broad direction or intention of the study.
✅ To improve postnatal care practices among rural mothers.
Specific, measurable goals that the study seeks to achieve.
A clear, focused, and researchable question that guides the study.
✅ What is the effectiveness of handwashing on infection control?
A tentative prediction or explanation of the relationship between variables.
✅ There is a significant difference in knowledge before and after health education.
Any characteristic that can vary or change during research.
| Type | Meaning | Example |
|---|---|---|
| Independent | Cause or intervention | Health teaching |
| Dependent | Effect or outcome | Knowledge level |
| Controlled | Kept constant to avoid influence | Time, environment |
| Extraneous | External factors that may interfere | Family influence |
How the researcher defines and measures a concept in the study.
✅ “Knowledge” may be operationalized by a structured questionnaire score.
The complete group under study.
✅ All antenatal mothers attending a PHC.
The entire group to whom the researcher wishes to generalize results.
The portion of the target population available for data collection.
A subset of the population selected for study.
✅ 60 adolescent girls from XYZ school.
The process of selecting the sample from the population.
A list of all individuals in the population eligible for the study.
The method used to select the sample.
| Type | Example |
|---|---|
| Random Sampling | Lottery method |
| Stratified Sampling | Dividing population into subgroups |
| Purposive Sampling | Selecting based on purpose |
| Convenience Sampling | Selecting those available easily |
The blueprint or overall plan of the research process.
| Type | Examples |
|---|---|
| Descriptive | Surveys, observational studies |
| Experimental | Randomized controlled trials |
| Quasi-Experimental | Pre-test/post-test without randomization |
| Qualitative | Focus group discussion, phenomenology |
The device used to collect data (e.g., questionnaire, checklist, rating scale).
The extent to which a tool measures what it is intended to measure.
The consistency and stability of a measuring tool over time.
A small-scale preliminary trial to test the feasibility and reliability of tools/methods.
Protecting participants’ rights: consent, confidentiality, autonomy, non-maleficence.
Facts or information collected for analysis.
| Type | Example |
|---|---|
| Primary Data | Data collected by the researcher (survey, interview) |
| Secondary Data | Already available (records, literature) |
Processing and interpreting collected data using statistical or thematic methods.
Summarizes data: Mean, Median, Mode, SD, Frequency.
Generalizes data and tests hypotheses: t-test, Chi-square, ANOVA.
Indicates the probability that results are due to chance (p-value < 0.05 = significant).
A formal document describing the research process and findings.
A brief summary of the study, usually 250–300 words.
Interpretation and explanation of results in light of objectives and literature.
Final thoughts and implications of the study.
Suggestions for practice, policy, or further research.
Proper citation of all sources used, commonly in APA format.
Supplementary materials like tools, consent forms, ethical approval letters.
Copying others’ work without proper credit — a serious ethical violation.
Using current best evidence to guide nursing care and decisions.
Evaluation of a research paper by experts before publication.
Sharing research findings through presentations, journals, or community programs.
Understanding these research terms is essential for every nurse and student involved in research. It helps in conceptual clarity, quality writing, viva preparation, and ensures scientific integrity throughout the research process.
This content is ideal for academic writing, thesis, presentations, or viva preparation.
Nursing is an evolving, evidence-driven profession. With advancing technology, complex patient needs, and increasing focus on quality care, nursing research is essential to:
Nursing research can be conducted in various domains, broadly categorized as follows:
Research focused on improving bedside care, procedures, and outcomes.
Examples:
Focuses on developing and evaluating teaching strategies, curricula, and student learning.
Examples:
Addresses health needs of individuals, families, and communities.
Examples:
Explores care practices and interventions in psychiatric settings.
Examples:
Research related to workload, leadership, staffing, and decision-making in nursing.
Examples:
Enhancing care during pregnancy, childbirth, and early childhood.
Examples:
Focused on surgical and medical patient care across systems.
Examples:
Integration of best evidence into routine practice.
Examples:
Application of technology and data management in nursing.
Examples:
Nursing research is not optional—it is essential. It empowers nurses to become change-makers by advancing knowledge, solving problems, improving care, and contributing to the overall health system. The scope of research in nursing is broad, covering clinical, educational, community, and administrative domains.
A structured, logical approach to solving healthcare problems and generating evidence-based knowledge.
The scientific method is a systematic, objective, and evidence-driven process used by researchers to investigate phenomena, test hypotheses, and arrive at conclusions. In nursing, it provides a foundation for evidence-based practice, clinical decision-making, and improving patient outcomes.
✍️ “The scientific method transforms observation into evidence and evidence into action.”
✅ Nursing Example: Increased rate of urinary tract infections (UTIs) in catheterized patients.
✅ Example:
Does using a closed urinary drainage system reduce the incidence of UTIs compared to an open system in catheterized patients?
✅ Sources:
PubMed, CINAHL, Scopus, Google Scholar, Nursing Journals.
✅ Types of Hypotheses:
✅ Example:
H₁: Closed drainage system significantly reduces UTI incidence.
H₀: There is no difference between the systems.
✅ Includes:
✅ Nursing Example:
Using a quasi-experimental design to assess effectiveness of health education on anemia prevention.
✅ Tips:
✅ Quantitative Tools:
✅ Software: SPSS, Excel, R, NVivo
✅ Interpretation Includes:
✅ Example:
“The teaching program significantly improved adolescent girls’ knowledge about menstrual hygiene. It is recommended to include such sessions in school health programs.”
✅ Modes of Dissemination:
Scenario:
Nurses observe frequent falls among elderly in a hospital ward.
| Step | Action |
|---|---|
| Observation | Frequent patient falls reported |
| Problem | What are the risk factors contributing to falls? |
| Literature Review | Studies on fall risk, prevention strategies |
| Hypothesis | Increased staffing reduces fall rates |
| Design | Observational study |
| Data Collection | Fall incidents before and after intervention |
| Analysis | Compare rates using t-test |
| Interpretation | Staffing levels impact patient safety |
| Conclusion | Suggest staff-to-patient ratio improvement |
| Dissemination | Submit findings to hospital admin and publish |
The scientific method provides a rigorous and trustworthy pathway for nurses to explore problems, develop knowledge, and improve care. It ensures that nursing practices are rational, evidence-based, and outcome-oriented.
The research process is a structured sequence of steps that guide the researcher from identifying a problem to reporting results.
🔍 This is the foundation of the entire research process.
Example (Nursing):
High rates of medication errors among new staff nurses.
📚 A comprehensive review of existing research, theories, and published data.
Sources: PubMed, CINAHL, textbooks, journals.
🎯 Define what the study aims to achieve.
Example:
To assess the effectiveness of a structured teaching program on breastfeeding techniques among new mothers.
📋 Choose how the study will be carried out.
Example:
Quasi-experimental one-group pre-test post-test design.
👥 Identify whom the study will involve.
Example:
60 antenatal mothers selected using purposive sampling.
🧪 Choose or create the tools to collect data.
Example:
Structured knowledge questionnaire on hand hygiene.
🔄 A small-scale version of the study to test feasibility.
📊 The core of research—gathering information from participants.
Methods: Observation, interview, self-report, record review
📈 Convert raw data into meaningful results.
Example:
Mean post-test score increased significantly (p < 0.001), indicating effectiveness of the intervention.
🧠 Summarize findings and relate them to the objectives and hypothesis.
📝 A formal written presentation of the research process and findings.
📤 Sharing your research with others to create impact.
| Step | Description |
|---|---|
| 1 | Identify the problem |
| 2 | Review literature |
| 3 | Set objectives/hypotheses |
| 4 | Choose research design |
| 5 | Select population and sample |
| 6 | Develop tools |
| 7 | Conduct pilot study |
| 8 | Collect data |
| 9 | Analyze and interpret data |
| 10 | Draw conclusions and recommendations |
| 11 | Write report |
| 12 | Disseminate finding |
The research process is a systematic journey from identifying a problem to implementing evidence-based solutions. For nurses, it empowers them to improve care, innovate, and advocate for best practices through scientific inquiry.
Perfect for nursing students, research presentations, assignments, or thesis writing.
Good research is a systematic, objective, ethical, and logical process that leads to reliable, valid, and generalizable results, contributing to knowledge and practical improvements, especially in health and nursing care.
✍️ “Good research doesn’t just answer a question—it ensures the answer is trustworthy and useful.”
✅ Example: Clearly defined steps from planning to data interpretation.
✅ Example: Using statistical significance to support findings.
✅ Example: Survey results, clinical measurements, or lab data.
✅ Example: Using blinded assessments or standardized tools.
✅ Example: Publishing detailed methodology for reproducibility.
✅ Example: Studying hand hygiene compliance to reduce infections.
✅ Example: Approval from Institutional Ethics Committee.
✅ Example: Findings help revise clinical care protocols.
✅ Example: Use of calibrated tools and validated questionnaires.
✅ Example: A study on nursing burnout applicable to multiple hospitals.
✅ Example: Using gamification to teach nursing students.
✅ Example: APA-style bibliography, detailed appendices.
Good research is more than data collection — it is methodical, ethical, relevant, and applicable. For nurses, good research forms the backbone of safe, effective, and patient-centered care.
Evidence-Based Practice (EBP) is the conscientious, explicit, and judicious use of the best current evidence, combined with clinical expertise and patient preferences, to guide decision-making in healthcare.
✍️ “EBP integrates the best research with clinical expertise and patient values for optimum care.” — Sackett et al.
EBP is based on a three-part framework:
| Component | Description |
|---|---|
| 🔬 Best Research Evidence | From systematic research, RCTs, reviews, clinical studies |
| 👩⚕️ Clinical Expertise | Skills and experience of the healthcare provider |
| 🧍♂️ Patient Preferences and Values | Respecting choices, needs, and culture of the individual |
EBP helps nurses:
| Clinical Area | EBP Practice |
|---|---|
| Wound Care | Using hydrocolloid dressings for pressure ulcers |
| Infection Control | Alcohol-based hand rubs to reduce hospital-acquired infections |
| Patient Education | Tailored teaching strategies based on literacy levels |
| Pain Management | Non-pharmacological methods like guided imagery and positioning |
Evidence-Based Practice is not just a concept — it is a standard of modern nursing care. By blending research, experience, and patient needs, EBP ensures that nursing interventions are safe, effective, and ethical. Every nurse should be an active participant in the EBP process to promote quality care and continuous improvement.
Evidence-Based Practice (EBP) refers to the process of making clinical decisions based on a combination of the best available scientific evidence, professional expertise, and patient values.
It ensures that healthcare interventions are:
EBP = Best Evidence + Clinical Expertise + Patient Values
This means nurses and healthcare professionals do not rely solely on tradition or routine, but use up-to-date research findings and individual judgment, while also respecting patients’ choices and cultural beliefs.
The primary purpose of EBP is to bridge the gap between research and clinical practice, ensuring that every patient receives care that is backed by the best available evidence, is cost-effective, and tailored to their needs.
🧠 “EBP is not just about reading research—it’s about applying it to care, step by step.”
The EBP process follows a structured approach to integrate best evidence into clinical decision-making.
| P | Patient/Problem – Who is the patient population? |
|---|---|
| I | Intervention – What is the proposed intervention? |
| C | Comparison – Is there an alternative to compare? |
| O | Outcome – What result are you looking for? |
✅ Example:
In elderly patients (P), does regular repositioning (I) compared to no schedule (C) reduce pressure ulcers (O)?
✅ Include: Systematic reviews, meta-analyses, RCTs, clinical practice guidelines.
✅ Look for bias, sample size, strength of evidence, and p-values.
✅ Modify care plans or interventions accordingly.
✅ Example: Use evidence-based wound dressing protocol for diabetic foot care.
✅ Collect data using feedback forms, clinical indicators, or patient satisfaction surveys.
✅ Encourages a culture of learning and continuous improvement.
| Step | Description |
|---|---|
| 1. Ask | Formulate a clinical question (PICO format) |
| 2. Acquire | Search for the best evidence |
| 3. Appraise | Critically evaluate the evidence |
| 4. Apply | Integrate evidence with practice and patient preferences |
| 5. Assess | Evaluate the outcomes and effectiveness |
| 6. Share | Disseminate the results for broader application |
🔍 “Despite its benefits, EBP is not always easy to implement. Various factors can hinder its application in real-life nursing settings.”
Barriers to EBP are obstacles or challenges that prevent healthcare professionals from searching for, interpreting, or applying research evidence in clinical decision-making.
They can occur at:
These are related to knowledge, skills, or attitudes of nurses and health professionals:
| Barrier | Description |
|---|---|
| 🔸 Lack of EBP Knowledge | Nurses may not be trained in research or critical appraisal. |
| 🔸 Limited Research Skills | Difficulty in reading, interpreting, or applying findings. |
| 🔸 Negative Attitudes | Belief that research is not practical or necessary. |
| 🔸 Time Constraints | Heavy workload leaves no time to read or implement evidence. |
| 🔸 Fear of Change | Hesitation to move away from traditional practices. |
These stem from the work environment, leadership, and resources:
| Barrier | Description |
|---|---|
| 🔸 Lack of Administrative Support | No encouragement from managers or supervisors to use EBP. |
| 🔸 Insufficient Staffing | Low nurse-patient ratios make EBP implementation difficult. |
| 🔸 Limited Access to Resources | No access to journals, databases, or library support. |
| 🔸 No EBP Culture | The workplace may not value research or continuous learning. |
| 🔸 Poor Communication | Lack of collaboration or sharing of findings among staff. |
These include policy and system-level issues:
| Barrier | Description |
|---|---|
| 🔸 Paywalls for Journals | Research articles are often not freely available. |
| 🔸 Language or Technical Barriers | Research papers may be hard to understand. |
| 🔸 Outdated Guidelines | Practice protocols may not reflect current evidence. |
| 🔸 Lack of Time to Conduct Research | Especially for nurse educators or clinicians. |
Barriers to EBP are real and common, but they can be overcome with:
Every nurse plays a vital role in overcoming these barriers and promoting a culture of evidence-based care.