sample questionnaire for nursing research

Surveys and questionnaires in nursing research

Affiliation.

1 Trinity College Dublin, Dublin, Ireland.
PMID: 26080989
DOI: 10.7748/ns.29.42.42.e8904

Surveys and questionnaires are often used in nursing research to elicit the views of large groups of people to develop the nursing knowledge base. This article provides an overview of survey and questionnaire use in nursing research, clarifies the place of the questionnaire as a data collection tool in quantitative research design and provides information and advice about best practice in the development of quantitative surveys and questionnaires.

Keywords: Data collection; nursing research; qualitative research; quantitative research; questionnaire; research; survey; validity.

Nursing Research / methods*
Surveys and Questionnaires* / standards

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Survey Research: An Effective Design for Conducting Nursing Research

Vicki A. Keough, PhD, RN-BC, ACNP Vicki A. Keough Affiliations Dean and Professor at Loyola University Chicago, Marcella Niehoff School of Nursing, Maywood, Illinois Search for articles by this author
Paula Tanabe, PhD, MPH, RN Paula Tanabe Affiliations Research Assistant Professor in the Department of Emergency Medicine and the Institute for Healthcare Studies at Northwestern University, Feinberg School of Medicine, Chicago, Illinois Search for articles by this author

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• Describe the steps of the survey research project.
• Differentiate survey research methods.
a. social desirability
b. social status.
c. validated practice.
d. validated response.
a. Web-based
b. Face-to-face interviews
c. U.S. mail
a. They have the potential for researcher bias.
b. They are time consuming.
c. They reach too many participants.
d. They have the potential for subject bias.
a. A signed consent form from each participant is required.
b. Approval from an institutional review board is not needed.
c. Informed consent is implied when the survey is completed and returned.
d. Respondents cannot be asked for information that would identify them.
a. Purposive sample
b. Population study
c. Target survey
d. Subset sample
a. A questionnaire sent by registered mail
b. A questionnaire that is at least 10 pages long
c. Four contacts by mail followed by a "special" contact
d. The addition of a form letter to the questionnaire
a. outcome validity.
b. inter-rater validity.
c. face validity.
d. construct validity.
a. Outcome validity
b. Inter-rater validity
c. Face validity
d. Construct validity
a. inter-rater reliability.
b. intra-rater reliability.
c. concept validity.
d. database validity.
a. send the surveys out in waves.
b. send all surveys out at one time.
c. hold data entry until the end of data collection.
d. hold data cleaning until the end of data collection.
a. Statistical techniques should be independent of the design.
b. Statistical techniques should match the design.
c. Regression models should be used in the analysis.
d. Pattern testing should be used in the analysis.
c. Data analysis
d. Discussion
• Describe the steps of the survey research project. 1 2 3 4 5 ______________
• Differentiate survey research methods. 1 2 3 4 5 ______________
2 Were the authors knowledgeable about the subject? 1 2 3 4 5 ______________
3 Were the methods of presentation (text, tables, figures, etc.) effective? 1 2 3 4 5 ______________
4 Was the content relevant to the objectives? 1 2 3 4 5 ______________
5 Was the article useful to you in your work? 1 2 3 4 5 ______________
6 Was there enough time allotted for this activity? 1 2 3 4 5 ______________ Comments: ______________ ______________ ______________ ______________ ______________ ______________
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DOI: https://doi.org/10.1016/S2155-8256(15)30315-X

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Narrowing a Clinical Question

Two types of clinical questions, what is pico anyway, picott alternatives and additions, pico process in action, using pico to form the research question, tips and tricks.

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To begin to develop and narrow a clinical research question it is advisable to craft an answerable question that begins and ends with a patient, population, or problem. These are the beginnings of not only developing an answerable EBP question, but also using the PICO process for developing well-built searchable and answerable clinical questions.

There are many elements to developing a good clinical question. Clinical questions can be further divided into two major areas: Background Questions and Foreground Questions .

Background Questions refer to general knowledge and facts. The majority of the information that can be used to inform answers to background questions are found in reference resources like Encyclopedias, Dictionaries, Textbooks, Atlases, Almanacs, Government Publications & Statistical Information, and Indexes.

Foreground Questions are generally more precise and usually revolve around patient/s, populations, or a specific problem. Crafting an appropriate EBP question will not only inform your search strategy which you will apply to the medical literature but will also create a framework for how to maintain and develop your investigative process.

What are some examples of P ?

Diabetes mellitus, Type 2 (problem) Obese
elderly (population)

What are some examples of I ?

Chlorpropamide

What are some examples of C ?

What are some examples of O ?

Management of glucose levels

Using the example from the bottom-center we can start forming a research question:

Is Chlorpropamide (intevention) more efficient than Metformin (comparator) in managing Diabetes Mellitus Type 2 (problem) for obese elderly patients (population)?

*Note: It is not necessary to use every element in PICO or to have both a problem and population in your question. PICO is a tool that helps researchers frame an answerable EBP question.

Synonyms can very helpful throughout your investigative and research process. Using synonyms with boolean operators can potentially expand your search. Databases with subject headings or controlled vocabularies like MeSH in PubMed often have a thesaurus that can match you with appropriate terms.

Boolean operators allow you to manipulate your search.

Use AND to narrow your search

eg. elderly AND diabetes

Use OR to broaden your search

eg. myocardial infarction OR heart attack

Use NOT to exclude terms from your search

eg. children NOT infants

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Last Updated: May 8, 2024 11:33 AM
URL: https://guides.library.ucla.edu/nursing

‘Much will be said and promised over the next six weeks’

STEVE FORD, EDITOR

You are here: Nurse managers

Using online questionnaires to conduct nursing research

23 November, 2008 By NT Contributor

This article explores the concept of using online questionnaires to carry out nursing research. It discusses options for nurses who do not have advanced technical IT skills for electronic distribution of survey questionnaires.

The general principles of web distribution are explained, and some approaches are evaluated in terms of current access to technology and its ease of use. The article also offers some practical advice for nurse researchers, and examines the advantages and disadvantages of using this new method of data collection, compared with traditional hard copy.

Jones, S. et al (2008) Using online questionnaires to conduct nursing research. Nursing Times ; 104: 47, 66–69.

Authors Steve Jones, MBA, BA, CertEd (FE), RMN, DN, is lecturer and head of information technology; Fiona Murphy, MSc, PGCE (FE), BN, NDN, RCNT, HV, RN, is senior lecturer; Mark Edwards, BSc, RN, is tutor; Jane James, MSc, RN, is tutor; all at School of Health Science, University of Wales Swansea.

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Introduction

Increasingly, there is an expectation that nurses and other health care professionals will be involved in research and audit activities and will use the findings from these activities to inform their clinical practice. They are expected to be able to critically appraise evidence from research, be involved in conducting and contributing to audit and be actively involved in undertaking research projects themselves. This requires knowledge about research and in particular the methods that could be used to collect data.

A popular method of collecting data is through surveys, which involves using questionnaires. These are designed through the careful construction of questions to identify facts and opinions from specific groups of respondents (Denscombe, 2003). Using a questionnaire to gather research data is often an attractive proposition as they are arguably more precise and focused than alternative methods such as interviewing and observation by researchers.

The advantages and disadvantages of their use have been widely debated (McKenna et al, 2006; Giuffre, 1997). The main advantage of well-constructed questionnaires appears to be that they enable researchers to easily collect relatively unambiguous data which lends itself to quantitative data analysis (Bowling, 2002). However, questionnaires also have their disadvantages, one of which is that they often achieve a poor rate of return, leading to low response rates.

Two further problems relate to issues of control and transcription. The control issue occurs where researchers have no control over the order in which respondents answer questions (which might be critical to the study), no facility to check on incomplete responses or incomplete questionnaires, and no ability to prevent the questionnaires being passed on to others (Oppenheim, 1992). The transcription issue relates to the task of accurately reading the data from the finished questionnaire – and manually entering it into the analysis software. This is where transcription errors may creep in – particularly where a respondent’s handwriting is difficult to decipher.

Administering questionnaires

Questionnaires can be administered in a variety of ways. They can be distributed by hand or by post, or sent by email to be printed out, completed and then returned.

A newer alternative approach is to deliver the questionnaire entirely electronically via the internet, as an online questionnaire. Respondents access the web page, read the questionnaire and enter their responses directly on to the page.

Online questionnaires have the advantages of hard copy but also have features which make spoiled and incomplete responses impossible to submit. For example, respondents can be guided through the process to ensure they complete the questionnaire fully, properly and in the correct order before they are able to submit it (Solomon, 2001). This overcomes the control issue associated with hard copy.

Another advantageous feature of online questionnaires is that the data analysis tools will either be an integral part of the website or data can be copied or ported directly into analysis software such as SPSS or Microsoft Excel. Typically both options are offered. This means the results are available as the data is entered, and transcription errors and the chore of manual data entry into separate analysis software are eliminated.

However, the problem of low response rates associated with questionnaires remains. In fact there is evidence that the rates are lower for online surveys than for postal surveys (Solomon, 2001). Although these findings are from research carried out almost a decade ago they may still apply.

In a large study conducted in Norway, researchers found that adding the option to respond to a questionnaire via the internet did not significantly increase the overall response to a postal survey (Brøgger et al, 2007). In another large study in Sweden, the return rate for the online version of a questionnaire was 15% compared with 55% for the postal version (Dannetun et al, 2007).

However, it is worth noting that in both the above studies participants were selected randomly. Whitehead (2007) found evidence that response rates for internet-mediated surveys are lower when the request is unsolicited. However, they can still be as high or higher than postal surveys in which people are recruited either face-to-face or online.

Research in practice

An assumption behind this article is that nurses undertaking research are not likely to be targeting large numbers of people at random. Since email is increasingly used as the system of choice for keeping in touch with patient groups, it seems reasonable that web links to research questionnaires could be appended or attached to emailed documents such as appointment reminders, in the same way they are sometimes enclosed with postal versions.

In the surveys cited where low response rates have been reported (Brøgger et al, 2007; Dannetun et al, 2007), login credentials have always been sent to potential respondents by post. The Swedish respondents were offered a choice of completing the form contained in the envelope they had just opened, or turning on their computer, finding the site, successfully logging in and then completing and submitting the same questionnaire online (Dannetun et al, 2007).

The proposal here is that links to questionnaires should be integrated into patients’ ordinary interaction with the health service. They will be sitting at their computer and logged in when they first encounter the questionnaire. So, while it seems people are reluctant to go to the trouble of responding to a web address printed on hard copy – particularly if this is unsolicited – the invitation to click on a link in an already open email is probably a more attractive option. It is also less intrusive than either hard copy or telephone follow-up and works asynchronously, in that patients can respond in their own time.

Including a questionnaire within routine support from their usual health care provider also offers patients assurance they are not responding to a commercial study, as may happen if they arrive at a questionnaire through using a search engine (Etter, 2006). A wide range of data could be collected using questionnaires in this way, such as feedback on the nature and type of post-operative pain or discomfort patients experience, or on particular difficulties they have encountered after discharge. They could even be used to give patients the opportunity to rate aspects of care they received while in hospital.

Technological capabilities

The question remains as to whether or not the target client group for web questionnaires exists, even assuming that nurses are now beginning to embrace a technology they have been hitherto slow to use and adopt (Im and Chee, 2001). However, there is no doubt that in the general population people are more technologically competent than ever before.

Whitehead (2007) identified older adults to be the fastest growing group of internet users. Since this is the most likely target demographic for ex-patient surveys run by nurses it seems likely there is a growing body of potential respondents, as well as access to the sort of technology needed to deliver a survey electronically.

Delivering online questionnaires

To successfully administer an online questionnaire it is necessary to have some degree of IT knowledge or at least to have access to someone with that knowledge. It is probably appropriate to explain here how an online survey works.

Most everyday computer systems still work on the ‘client server’ principle. The ordinary person uses a client computer, which interacts with a remote server computer holding their information store. Data is sent between the client computer, where it is processed, and the server where it is stored.

At the client end is the web-browser, such as Internet Explorer, or perhaps Fire Fox, which loads and displays the questionnaire pages from the website located on the remote server. Any data entered into a questionnaire at the client end is transferred to the website on the remote server, usually by hitting a submit button.

Provided a researcher has the technical skills, or access to someone else who does, the easiest way to manage the delivery of an online questionnaire and the subsequent collection, analysis and storage of data is to have complete control of both ends of this operation.

Unfortunately, this approach is really only suitable for technically able people or for those with unrestricted access to sophisticated IT support. Even today, releasing an online survey is not as simple as creating a questionnaire in Microsoft Word, copying it to a website and then sending around the web address. Any data entered into the questionnaire has to be passed to a database somewhere.

To create this database and link it to the questionnaire is quite technically demanding, and the systems that permit this such as Adobe Enterprise Server are not suitable for people who have only average IT skills.

However, this is far from the only way to deliver an online questionnaire. There are at least three simpler alternatives (Box 1), all three of which involve renting or borrowing space on someone else’s computer, putting the questionnaire on that, and letting the service provider, who has all the IT expertise required, manage the collection and storage of the data.

As usual, in doing things this way, there is a trade-off between the amount of flexibility in the questionnaire creation tools and their ease of use. And, although typically time-limited or restricted demonstrations are free, there will always be a charge for the full version of these products and services.

Using an existing service

The first, simplest and cheapest approach of all, but one really only open to educators, is to exploit the capabilities of whatever virtual learning environment (VLE) is used by the individual researcher’s organisation. The two market leaders are Blackboard – which is used in many universities, and Moodle – the choice of the Open University and many NHS trusts. Both have questionnaire creation modules. A disadvantage to most researchers, other than the simplicity of what is possible, is that potential respondents would need to have an account on the VLE; this means they need to be students at least in name.

Adding a PC application

A better option might be Email Questionnaire 4.15 by CompressWeb, which costs just over £50 for the standard version. This is an example of an application that runs on the PC within Microsoft Outlook or Outlook Express and allows the construction of quite sophisticated questionnaires. It also provides an extensive library of ready-made templates and a variety of reports. A disadvantage for novices is that they may need to know something about their email service, the name, for example, of their ‘PoP server’ – the computer which sends them their internet email. Another requirement is that the software be installed on the PC rather than accessed via the web. This means users need sufficient IT skills and sufficient rights on the PC to do this.

Using a web service

A simpler but slightly more expensive option is to use a web-based questionnaire builder. This requires little more IT skill than the ability to create an account on a website. The site will not interact with the user’s PC other than to send emails confirming, for example, that ‘your questionnaire is launched’. The questionnaire can be distributed by email attachment, by simply sending the web link to potential respondents, but it is not restricted to email recipients running particular email programmes as it runs entirely within the web-browser.

An example, currently costing around £175, is ‘Zoomerang’. Like Email Questionnaire 4.15, Zoomerang offers a range of questionnaire templates. An advantage of using a template, rather than designing a screen from scratch, is that there is no need to worry about design or technical issues, such as keeping the relationship between the elements on the page consistent at different screen resolutions. All this is taken care of, and logos and graphics can be easily added to the basic pages.

Other alternatives

In this article only one application of each type has been examined. Table 1 offers a list of similar alternatives, which would work in similar ways (this list is not exhaustive). Wright (2005) offered a comparative analysis of such products (company mergers have taken place since that evaluation). Of the applications evaluated, only one seems to allow questions to be spread over a number of pages but this may be no bad thing as the requirement to scroll may increase the speed at which questionnaires are completed (Manfreda et al, 2002), and simplify navigation.

Ethical considerations

Electronic data poses a special challenge. Unlike hard copy, it is easy to transmit and duplicate and will be collected using the internet, the electronic infrastructure that supports the worldwide web. Before using electronic means of data collection, in addition to providing the usual letter of explanation and asking for patients’ consent, nurse researchers should ensure the system chosen is acceptable to local IT management, and is in line with local and national connection policies. In practice, it would be better to approach the IT department early and ensure they are happy about the plans before arranging the normal ethical review, as this might save some work. It is also possible they will have encountered people in the area using web questionnaires, or will know of reliable service providers, and will be able to provide some specific support.

Another consideration is that delivering a questionnaire by email, or via patients’ login to a service, targets them personally. This may convince them, despite reassurances to the contrary, that they can be identified in a completed return. Sometimes this may not matter, as they may want to be identified. However, where anonymity is an issue, fear of breach of confidentiality has been identified as a key element affecting survey response rates (Dillman, 2000) and fears of identification associated with non-response (Saewyc et al, 2004; Morrel-Samuels, 2003). Recent research has identified this as a significant determinant of the quality and level of return, even in a highly structured environment with full control over the technology, with participants invited to attend timetabled sessions in PC labs to respond to the questionnaire (Jones et al, 2008).

It is also important to consider the security of data collected. If an individual’s record could be identified from the data collected, then the obligations towards personal data under the Data Protection Act 1998 will apply. If, on the other hand, the data is fully anonymised it will not apply. Difficulties exist where, although personal identifiers are not collected, it may still be possible to deduce patients’ identity from other data in the record. If there is any doubt, clearance should be sought from the organisation’s data protection officer. The Parliamentary Office of Science and Technology has provided advice on this point. In addition, data collected and downloaded will need to be stored safely.

Questionnaires will remain an important method of data collection. The opportunity to deliver these via the internet brings some key advantages but also some challenges. The main issue currently is the need to have a degree of IT expertise in order to distribute the questionnaires. The technology remains a challenge, both for would-be researchers and for respondents. It seems responses tend to come mainly from experienced computer users who find completing a questionnaire with a mouse easy and straightforward (Kiernan et al, 2005). People who are not as accustomed to using computers need some preparation, support and follow-up (Hayslett and Wildemuth, 2004).

Rising to this challenge will become easier as internet use increases and new products arrive on the market designed to allow professionals with no specialist IT skills to create their own online questionnaires. Although there is always a learning curve in using the internet to conduct surveys, like most applications of technology, once basic skills have been learnt the relative effortlessness of this method makes the earlier ‘hard copy’ approach unappealing. Other important considerations, such as assuring respondents of the anonymity and confidentiality of their participation, remain a challenge.

Bowling, A. (2002) Research Methods in Health. Investigating Health and Health Services (2nd ed). Buckingham: Open University Press.

Brøgger, J. et al (2007) No increase in response rate by adding a web response option to a postal population survey: a randomized trial. Journal of Medical Internet Research ; 9: 5, e40.

Dannetun, E. et al (2007) Parents’ attitudes towards hepatitis B vaccination for their children. A survey comparing paper and web questionnaires , Sweden 2005. BMC Public Health; 7: 86.

Denscombe, M. (2003) The Good Research Guide for Small Scale Research Projects (2nd ed). Maidenhead: Open University Press.

Dillman, D.A. (2000) Mail and Internet Surveys: The Tailored Design Method . New York, NY: Wiley.

Etter, J. (2006) Internet-based smoking cessation programs. International Journal of Medical Information ; 75: 1, 110–116.

Giuffre, M. (1997) Designing research survey design: part two. Journal of PeriAnesthesia Nursing ; 12: 5, 358–362.

Hayslett, M.M., Wildemuth, B.M. (2004) Pixels or pencils? The relative effectiveness of web-based versus paper surveys. Library and Information Science Research ; 26: 1, 73–93.

Im, E., Chee, W. (2001) A feminist critique of the use of the internet in nursing research. Advances in Nursing Science ; 23: 4, 67–82.

Jones, S. et al (2008) Doing things differently: advantages and disadvantages of web questionnaires. Nurse Researcher ; 15: 3, 15–26.

Kiernan, N.E. et al (2005) Is a web survey as effective as a mail survey? A field experiment among computer users. American Journal of Evaluation ; 26: 2, 245–252.

Manfreda, K.L. et al (2002) Design of web survey questionnaires: three basic experiments. Journal of Computer Mediated Communication ; 7: 3.

McKenna, H.P. et al (2006) Surveys. In: Gerrish, K., Lacey, A. (eds) The Research Process in Nursing (5th ed). Oxford: Blackwell Publishing.

Morrel-Samuels, P . (2003) Web surveys hidden hazards. Harvard Business Review ; 81: 7, 16–18.

Oppenheim, A.N . (1992) Questionnaire Design, Interviewing and Attitude Measurement. London: Pinter Publishers.

Saewyc, E.M. et al (2004) Measuring sexual orientation in adolescent health surveys: evaluation of eight school-based surveys. Journal of Adolescent Health ; 35: 4, 345e1–15.

Solomon, D.J. (2001) Conducting web-based surveys. Practical Assessment, Research and Evaluation ; 7: 19.

Whitehead, L.C. (2007) Methodological and ethical issues in internet-mediated research in the field of health: an integrated review of the literature. Social Science and Medicine ; 65: 4, 782–791.

Wright, K.B. (2005) Researching internet-based populations: advantages and disadvantages of online survey research, online questionnaire authoring software packages, and web survey services. Journal of Computer-Mediated Communication ; 10: 3, article 11.

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PICOT Question Examples for Nursing Research

Are you looking for examples of nursing PICOT questions to inspire your creativity as you research for a perfect nursing topic for your paper? You came to the right place.

We have a comprehensive guide on how to write a good PICO Question for your case study, research paper, white paper, term paper, project, or capstone paper. Therefore, we will not go into the details in this post. A good PICOT question possesses the following qualities:

A clinical-based question addresses the nursing research areas or topics.
It is specific, concise, and clear.
Patient, problem, or population.
Intervention.
Comparison.
Includes medical, clinical, and nursing terms where necessary.
It is not ambiguous.

For more information, read our comprehensive PICOT Question guide . You can use these questions to inspire your PICOT choice for your evidence-based papers , reports, or nursing research papers.

If you are stuck with assignments and want some help, we offer the best nursing research assignment help online. We have expert nursing writers who can formulate an excellent clinical, research, and PICOT question for you. They can also write dissertations, white papers, theses, reports, and capstones. Do not hesitate to place an order.

List of 180 Plus Best PICOT Questions to Get Inspiration From

Here is a list of nursing PICO questions to inspire you when developing yours. Some PICOT questions might be suitable for BSN and MSN but not DNP. If you are writing a change project for your DNP, try to focus on PICOT questions that align to process changes.

Among healthy newborn infants in low- and middle-income countries (P), does early skin-to-skin contact of the baby with the mother in the first hour of life (I) compared with drying and wrapping (C) have an impact on neonatal mortality, hypothermia or initiation/exclusivity/ duration of breastfeeding (O)?
Is it necessary to test blood glucose levels 4 times daily for a patient suffering from Type 1 diabetes?
Does raising the head of the bed of a mechanically ventilated patient reduce the chances of pneumonia?
Does music therapy is an effective mode of PACU pain management for patients who are slowly coming out from their anesthesia?
For all neonates (P), should vitamin K prophylaxis (I) be given for the prevention of vitamin K deficiency bleeding (O)?
For young infants (0-2 months) with suspected sepsis managed in health facilities (P), should third generation cephalosporin monotherapy (I) replace currently recommended ampicillin-gentamicin combination (C) as first line empiric treatment for preventing death and sequelae (O)?
In low-birth-weight/pre-term neonates in health facilities (P), is skin-to-skin contact immediately after birth (I) more effective than conventional care (C) in preventing hypothermia (O)?
In children aged 2â€“59 months (P), what is the most effective antibiotic therapy (I, C) for severe pneumonia (O)?
Is skin-to-skin contact of the infant with the mother a more assured way of ensuring neonatal mortality compared to drying and wrapping?
Are oral contraceptives effective in stopping pregnancy for women above 30 years?
Is spironolactone a better drug for reducing the blood pressure of teenagers when compared to clonidine?
What is the usefulness of an LP/spinal tap after the beginning of antivirals for a pediatric population suffering from fever?
In children aged 2â€“59 months in developing countries (P), which parenteral antibiotic or combination of antibiotics (I), at what dose and duration, is effective for the treatment of suspected bacterial meningitis in hospital in reducing mortality and sequelae (O)?
Does the habit of washing hands third-generation workers decrease the events of infections in hospitals?
Is the intake of zinc pills more effective than Vitamin C for preventing cold during winter for middle-aged women?
In children with acute severe malnutrition (P), are antibiotics (I) effective in preventing death and sequelae (O)?
Among, children with lower respiratory tract infection (P), what are the best cut off oxygen saturation levels (D), at different altitudes that will determine hypoxaemia requiring oxygen therapy (O)?
In infants and children in low-resource settings (P), what is the most appropriate method (D) of detecting hypoxaemia in hospitals (O)?
In children with shock (P), what is the most appropriate choice of intravenous fluid therapy (I) to prevent death and sequelae (O)?
In fully conscious children with hypoglycaemia (P) what is the effectiveness of administering sublingual sugar (I)?
Is using toys as distractions during giving needle vaccinations to toddlers an effective pain response management?
What is the result of a higher amount of potassium intake among children with low blood pressure?
Is cup feeding an infant better than feeding through tubes in a NICU setup?
Does the intervention of flushing the heroin via lines a more effective way of treating patients with CVLs/PICCs?
Is the use of intravenous fluid intervention a better remedy for infants under fatal conditions?
Do bedside shift reports help in the overall patient care for nurses?
Is home visitation a better way of dealing with teen pregnancy when compared to regular school visits in rural areas?
Is fentanyl more effective than morphine in dealing with the pain of adults over the age of 50 years?
What are the health outcomes of having a high amount of potassium for adults over the age of 21 years?
Does the use of continuous feed during emesis a more effective way of intervention when compared to the process of stopping the feed for a short period?
Does controlling the amount of sublingual sugar help completely conscious children suffering from hypoglycemia?
Is the lithotomy position an ideal position for giving birth to women in labor?
Does group therapy help patients with schizophrenia to help their conversational skills?
What are the probable after-effects, in the form of bruises and other injuries, of heparin injection therapy for COPD patients?
Would standardized discharge medication education improve home medication adherence in adults age 65 and older compared to-standardized discharge medication education?
In patients with psychiatric disorders is medication non-compliance a greater risk compared with adults experiencing chronic illness?
Is the use of beta-blockers for lowering blood pressure for adult men over the age of 70 years effective?
Nasal swab or nasal aspirate? Which one is more effective for children suffering from seasonal flu?
What are the effects of adding beta-blockers for lowering blood pressure for adult men over the age of 70 years?
Does the process of stopping lipids for 4 hours an effective measure of obtaining the desired TG level for patients who are about to receive TPN?
Is medical intervention a proper way of dealing with childhood obesity among school-going children?
Can nurse-led presentations of mental health associated with bullying help in combating such tendencies in public schools?
What are the impacts of managing Prevacid before a pH probe study for pediatric patients with GERD?
What are the measurable effects of extending ICU stays and antibiotic consumption amongst children with sepsis?
Does the use of infrared skin thermometers justified when compared to the tympanic thermometers for a pediatric population?
What are the roles of a pre-surgery cardiac nurse in order to prevent depression among patients awaiting cardiac operation?
Does the increase in the habit of smoking marijuana among Dutch students increase the chances of depression?
What is the direct connection between VAP and NGT?
Is psychological intervention for people suffering from dementia a more effective measure than giving them a placebo?
Are alarm sensors effective in preventing accidents in hospitals for patients over the age of 65 years?
Is the sudden change of temperature harmful for patients who are neurologically devastated?
Is it necessary to test blood glucose levels, 4 times a day, for a patient suffering from Type 1 diabetes?
Is the use of MDI derive better results, when compared to regular nebulizers, for pediatric patients suffering from asthma?
What are the effects of IVF bolus in controlling the amount of Magnesium Sulfate for patients who are suffering from asthma?
Is the process of stopping lipids for 4 hours an effective measure of obtaining the desired TG level for patients who are about to receive TPN?
What are the standards of vital signs for a pediatric population?
Is daily blood pressure monitoring help in addressing the triggers of hypertension among males over 65 years?
Does receiving phone tweets lower blood sugar levels for people suffering from Type 1 diabetes?
Are males over the age of 30 years who have smoked for more than 1 year exposed to a greater risk of esophageal cancer when compared to the same age group of men who have no history of smoking?
Does the increase in the use of mosquito nets in Uganda help in the reduction of malaria among the infants?
Does the increase in the intake of oral contraceptives increase the chances of breast cancer among 20-30 years old women in the UK?
In postpartum women with postnatal depression (P), does group therapy (I) compared to individual therapy (C) improve maternal-infant bonding (O) after eight weeks (T)?
In patients with chronic pain (P), does mindfulness-based cognitive therapy (I) compared to pharmacotherapy (C) improve quality of life (O) after 12 weeks (T)?
In patients with type 2 diabetes (P), does continuous glucose monitoring (I) compared to self-monitoring of blood glucose (C) improve glycemic control (O) over a period of three months (T)?
In patients with chronic kidney disease (P), does a vegetarian diet (I) compared to a regular diet (C) slow the decline in renal function (O) after one year (T)?
In pediatric patients with acute otitis media (P), does delayed antibiotic prescribing (I) compared to immediate antibiotic prescribing (C) reduce antibiotic use (O) within one week (T)?
In older adults with dementia (P), does pet therapy (I) compared to no pet therapy (C) decrease agitation (O) after three months (T)?
In patients with chronic heart failure (P), does telemonitoring of vital signs (I) compared to standard care (C) reduce hospital readmissions (O) within six months (T)?
In patients with anxiety disorders (P), does exposure therapy (I) compared to cognitive therapy (C) reduce anxiety symptoms (O) after 12 weeks (T)?
In postpartum women with breastfeeding difficulties (P), does lactation consultation (I) compared to standard care (C) increase breastfeeding rates (O) after four weeks (T)?
In patients with chronic obstructive pulmonary disease (P), does long-acting bronchodilator therapy (I) compared to short-acting bronchodilator therapy (C) improve lung function (O) after three months (T)?
In patients with major depressive disorder (P), does bright light therapy (I) compared to placebo (C) reduce depressive symptoms (O) after six weeks (T)?
In patients with diabetes (P), does telemedicine-based diabetes management (I) compared to standard care (C) improve glycemic control (O) over a period of six months (T)?
In patients with chronic kidney disease (P), does a low-phosphorus diet (I) compared to a regular diet (C) decrease serum phosphate levels (O) after one year (T)?
In pediatric patients with acute gastroenteritis (P), does probiotic supplementation (I) compared to placebo (C) reduce the duration of diarrhea (O) within 48 hours (T)?
In patients with chronic pain (P), does acupuncture (I) compared to sham acupuncture (C) reduce pain intensity (O) after eight weeks (T)?
In older adults at risk of falls (P), does a home modification program (I) compared to no intervention (C) reduce the incidence of falls (O) over a period of six months (T)?
In patients with schizophrenia (P), does cognitive remediation therapy (I) compared to standard therapy (C) improve cognitive function (O) after one year (T)?
In patients with chronic kidney disease (P), does angiotensin-converting enzyme inhibitors (I) compared to angiotensin receptor blockers (C) slow the progression of renal disease (O) over a period of two years (T)?
In postoperative patients (P), does chlorhexidine bathing (I) compared to regular bathing (C) reduce the risk of surgical site infections (O) within 30 days (T)?
In patients with type 2 diabetes (P), does a low-carbohydrate, high-fat diet (I) compared to a low-fat diet (C) improve glycemic control (O) over a period of six months (T)?
In patients with chronic obstructive pulmonary disease (P), does pulmonary rehabilitation combined with telemonitoring (I) compared to standard pulmonary rehabilitation (C) improve exercise capacity (O) after three months (T)?
In patients with heart failure (P), does a nurse-led heart failure clinic (I) compared to usual care (C) improve self-care behaviors (O) after six months (T)?
In postpartum women with postnatal depression (P), does telephone-based counseling (I) compared to face-to-face counseling (C) reduce depressive symptoms (O) after eight weeks (T)?
In patients with chronic migraine (P), does prophylactic treatment with topiramate (I) compared to amitriptyline (C) reduce the frequency of migraines (O) after three months (T)?
In pediatric patients with acute otitis media (P), does watchful waiting (I) compared to immediate antibiotic treatment (C) reduce the duration of symptoms (O) within seven days (T)?
In older adults with dementia (P), does reminiscence therapy (I) compared to usual care (C) improve cognitive function (O) after three months (T)?
In patients with chronic heart failure (P), does telemonitoring combined with a medication reminder system (I) compared to telemonitoring alone (C) reduce hospital readmissions (O) within six months (T)?
In patients with asthma (P), does self-management education (I) compared to standard care (C) reduce asthma exacerbations (O) over a period of one year (T)?
In postoperative patients (P), does the use of wound dressings with antimicrobial properties (I) compared to standard dressings (C) reduce the incidence of surgical site infections (O) within 30 days (T)?
In patients with chronic kidney disease (P), does mindfulness-based stress reduction (I) compared to usual care (C) improve psychological well-being (O) over a period of three months (T)?
In adult patients with chronic pain (P), does biofeedback therapy (I) compared to relaxation techniques (C) reduce pain intensity (O) after eight weeks (T)?
In patients with type 2 diabetes (P), does a low-glycemic index diet (I) compared to a high-glycemic-index diet (C) improve glycemic control (O) over a period of six months (T)?
In patients with chronic obstructive pulmonary disease (P), does regular physical activity (I) compared to no physical activity (C) improve health-related quality of life (O) after three months (T)?
In patients with major depressive disorder (P), does mindfulness-based cognitive therapy (I) compared to antidepressant medication (C) reduce depressive symptoms (O) after eight weeks (T)?
In postpartum women (P), does perineal warm compresses (I) compared to standard perineal care (C) reduce perineal pain (O) after vaginal delivery (T)?
In patients with chronic kidney disease (P), does a low-protein, low-phosphorus diet (I) compared to a low-protein diet alone (C) slow the progression of renal disease(O) after two years (T)?
In pediatric patients with attention-deficit/hyperactivity disorder (P), does mindfulness-based interventions (I) compared to medication alone (C) improve attention and behavior (O) after six months (T)?
In patients with chronic pain (P), does cognitive-behavioral therapy (I) compared to physical therapy (C) reduce pain interference (O) after 12 weeks (T)?
In elderly patients with osteoarthritis (P), does aquatic exercise (I) compared to land-based exercise (C) improve joint flexibility and reduce pain (O) after eight weeks (T)?
In patients with multiple sclerosis (P), does high-intensity interval training (I) compared to moderate-intensity continuous training (C) improve physical function (O) after three months (T)?
In postoperative patients (P), does preoperative carbohydrate loading (I) compared to fasting (C) reduce postoperative insulin resistance (O) within 24 hours (T)?
In patients with chronic obstructive pulmonary disease (P), does home-based tele-rehabilitation (I) compared to center-based rehabilitation (C) improve exercise capacity (O) after six months (T)?
In patients with rheumatoid arthritis (P), does tai chi (I) compared to pharmacological treatment (C) reduce joint pain and improve physical function (O) after six months (T)?
In postpartum women with postpartum hemorrhage (P), does early administration of tranexamic acid (I) compared to standard administration (C) reduce blood loss (O) within two hours (T)?
In patients with hypertension (P), does mindfulness meditation (I) compared to relaxation techniques (C) reduce blood pressure (O) after eight weeks (T)?
In elderly patients with hip fractures (P), does multidisciplinary geriatric care (I) compared to standard care (C) improve functional outcomes (O) after three months (T)?
In patients with chronic kidney disease (P), does aerobic exercise (I) compared to resistance exercise (C) improve renal function (O) after six months (T)?
In patients with major depressive disorder (P), does add-on treatment with omega-3 fatty acids (I) compared to placebo (C) reduce depressive symptoms (O) after 12 weeks (T)?
In postoperative patients (P), does preoperative education using multimedia materials (I) compared to standard education (C) improve patient satisfaction (O) after surgery (T)?
In patients with type 2 diabetes (P), does a plant-based diet (I) compared to a standard diet (C) improve glycemic control (O) after three months (T)?
In patients with chronic obstructive pulmonary disease (P), does high-flow oxygen therapy (I) compared to standard oxygen therapy (C) improve exercise tolerance (O) after three months (T)?
In patients with heart failure (P), does nurse-led telephone follow-up (I) compared to standard care (C) reduce hospital readmissions (O) within six months (T)?
In postpartum women with postnatal depression (P), does online cognitive-behavioral therapy (I) compared to face-to-face therapy (C) reduce depressive symptoms (O) after eight weeks (T)?
In patients with chronic migraine (P), does mindfulness-based stress reduction (I) compared to medication alone (C) reduce the frequency and severity of migraines (O) after three months (T)?
In older adults with delirium (P), does structured music intervention (I) compared to standard care (C) reduce the duration of delirium episodes (O) during hospitalization (T)?
In patients with chronic low back pain (P), does yoga (I) compared to physical therapy (C) reduce pain intensity (O) after six weeks (T)?
In pediatric patients with acute otitis media (P), does watchful waiting with pain management (I) compared to immediate antibiotic treatment (C) reduce the need for antibiotics (O) within one week (T)?
In patients with schizophrenia (P), does family psychoeducation (I) compared to standard treatment (C) improve medication adherence (O) over a period of six months (T)?
In patients with chronic kidney disease (P), does a low-phosphorus diet (I) compared to a regular diet (C) slow the progression of renal disease (O) after one year (T)?
In postoperative patients (P), does wound irrigation with saline solution (I) compared to povidone-iodine solution (C) reduce the incidence of surgical site infections (O) within 30 days (T)?
In patients with type 1 diabetes (P), does continuous subcutaneous insulin infusion (I) compared to multiple daily injections (C) improve glycemic control (O) over a period of six months (T)?
In postoperative patients (P), does the use of prophylactic antibiotics (I) compared to no antibiotics (C) reduce the incidence of surgical site infections (O) within 30 days (T)?
In patients with chronic obstructive pulmonary disease (P), does smoking cessation counseling (I) compared to no counseling (C) decrease the frequency of exacerbations (O) over a period of six months (T)?
In patients with diabetes (P), does a multidisciplinary team approach (I) compared to standard care (C) improve self-management behaviors (O) over a period of one year (T)?
In pregnant women with gestational hypertension (P), does bed rest (I) compared to regular activity (C) reduce the risk of developing preeclampsia (O) before delivery (T)?
In patients with chronic kidney disease (P), does angiotensin-converting enzyme inhibitors (I) compared to placebo (C) slow the progression of renal disease (O) over a period of two years (T)?
In older adults with hip fractures (P), does early surgical intervention (I) compared to delayed surgery (C) improve functional outcomes (O) after six months (T)?
In patients with major depressive disorder (P), does exercise (I) compared to antidepressant medication (C) reduce depressive symptoms (O) after eight weeks (T)?
In children with autism spectrum disorder (P), does applied behavior analysis (I) compared to standard therapy (C) improve social communication skills (O) over a period of one year (T)?
In postoperative patients (P), does the use of incentive spirometry (I) compared to no spirometry (C) decrease the incidence of postoperative pulmonary complications (O) within seven days (T)?
In patients with hypertension (P), does a combination of diet modification and exercise (I) compared to medication alone (C) lower blood pressure (O) after six months (T)?
In patients with chronic obstructive pulmonary disease (P), does home oxygen therapy (I) compared to no oxygen therapy (C) improve exercise capacity (O) after threemonths (T)?
In patients with heart failure (P), does a multidisciplinary heart failure management program (I) compared to standard care (C) reduce hospital readmissions (O) within six months (T)?
In postpartum women with postnatal depression (P), does mindfulness meditation (I) compared to relaxation techniques (C) reduce depressive symptoms (O) after eight weeks (T)?
In patients with chronic kidney disease (P), does a low-sodium diet (I) compared to a regular diet (C) lower blood pressure (O) after six months (T)?
In pediatric patients with attention-deficit/hyperactivity disorder (P), does neurofeedback training (I) compared to medication (C) improve attention and behavior (O) after six months (T)?
In patients with chronic pain (P), does transcranial direct current stimulation (I) compared to sham stimulation (C) reduce pain intensity (O) after eight weeks (T)?
In older adults with osteoporosis (P), does a structured exercise program (I) compared to no exercise (C) improve bone mineral density (O) after six months (T)?
In patients with type 2 diabetes (P), does a low-carbohydrate, high-protein diet (I) compared to a standard diet (C) improve glycemic control (O) over a period of six months (T)?
In patients with chronic obstructive pulmonary disease (P), does mindfulness-based stress reduction (I) compared to usual care (C) improve dyspnea symptoms (O) after three months (T)?
In postpartum women with postnatal depression (P), does online peer support (I) compared to individual therapy (C) reduce depressive symptoms (O) after eight weeks (T)?
In patients with chronic kidney disease (P), does resistance training (I) compared to aerobic training (C) improve muscle strength (O) after six months (T)?
In pediatric patients with asthma (P), does a written asthma action plan (I) compared to verbal instructions (C) reduce emergency department visits (O) within six months (T)?
In patients with chronic pain (P), does yoga (I) compared to pharmacological treatment (C) reduce pain interference (O) after eight weeks (T)?
In older adults at risk of falls (P), does a multifactorial falls prevention program (I) compared to no intervention (C) reduce the rate of falls (O) over a period of six months (T)?
In patients with schizophrenia (P), does cognitive-behavioral therapy (I) compared to medication alone (C) reduce positive symptom severity (O) after six months (T)?
In postpartum women with breastfeeding difficulties (P), does breast massage (I) compared to no massage (C) improve milk flow (O) after four weeks (T)?
In patients with chronic obstructive pulmonary disease (P), does long-term oxygen therapy (I) compared to short-term oxygen therapy (C) improve survival rates (O) after one year (T)?
In patients with major depressive disorder (P), does repetitive transcranial magnetic stimulation (I) compared to sham treatment (C) reduce depressive symptoms (O) after six weeks (T)?
In patients with diabetes (P), does a digital health app (I) compared to standard care (C) improve medication adherence (O) over a period of six months (T)?
In patients with chronic kidney disease (P), does a low-potassium diet (I) compared to a regular diet (C) lower serum potassium levels (O) after one year (T)?
In pediatric patients with acute gastroenteritis (P), does oral rehydration solution (I) compared to intravenous fluid therapy (C) reduce hospital admissions (O) within 48 hours (T)?
In patients with chronic pain (P), does hypnotherapy (I) compared to no hypnotherapy (C) reduce pain intensity (O) after eight weeks (T)?
In older adults at risk of falls (P), does a tai chi program (I) compared to no exercise program (C) improve balance and stability (O) after six months (T)?
In patients with chronic heart failure (P), does a home-based self-care intervention (I) compared to standard care (C) reduce hospital readmissions (O) within six months (T)?
In patients with anxiety disorders (P), does acceptance and commitment therapy (I) compared to cognitive-behavioral therapy (C) reduce anxiety symptoms (O) after 12 weeks (T)?
In postpartum women with breastfeeding difficulties (P), does the use of nipple shields (I) compared to no nipple shields (C) improve breastfeeding success (O) after four weeks (T)?
In patients with chronic obstructive pulmonary disease (P), does a comprehensive self-management program (I) compared to usual care (C) improve health-related quality of life (O) after three months (T)?
In patients with major depressive disorder (P), does internet-based cognitive-behavioral therapy (I) compared to face-to-face therapy (C) reduce depressive symptoms (O) after eight weeks (T)?
Does the increase in the habit of smoking marijuana among Dutch students increase the likelihood of depression?
Does the use of pain relief medication during surgery provide more effective pain reduction compared to the same medication given post-surgery?
Does the increase in the intake of oral contraceptives increase the risk of breast cancer among women aged 20-30 in the UK?
Does the habit of washing hands among healthcare workers decrease the rate of infections in hospitals?
Does the use of modern syringes help in reducing needle injuries among healthcare workers in America?
Does encouraging male work colleagues to talk about sexual harassment decrease the rate of depression in the workplace?
Does bullying in boarding schools in Scotland increase the likelihood of domestic violence within a 20-year timeframe?
Does breastfeeding among toddlers in urban United States decrease their chances of obesity as pre-schoolers?
Does the increase in the intake of antidepressants among urban women aged 30 years and older affect their maternal health?
Does forming work groups to discuss domestic violence among the rural population of the United States reduce stress and depression among women?
Does the increased use of mosquito nets in Uganda help in reducing malaria cases among infants?
Can colon cancer be more effectively detected when colonoscopy is supported by an occult blood test compared to colonoscopy alone?
Does regular usage of low-dose aspirin effectively reduce the risk of heart attacks and stroke for women above the age of 80 years?
Is yoga an effective medical therapy for reducing lymphedema in patients recovering from neck cancer?
Does daily blood pressure monitoring help in addressing the triggers of hypertension among males over 65 years?
Does a regular 30-minute exercise regimen effectively reduce the risk of heart disease in adults over 65 years?
Does prolonged exposure to chemotherapy increase the risk of cardiovascular diseases among teenagers suffering from cancer?
Does breastfeeding among toddlers in the urban United States decrease their chances of obesity as pre-schoolers?
Are first-time mothers giving birth to premature babies more prone to postpartum depression compared to second or third-time mothers in the same condition?
For women under the age of 50 years, is a yearly mammogram more effective in preventing breast cancer compared to a mammogram done every 3 years?
After being diagnosed with blood sugar levels, is a four-times-a-day blood glucose monitoring process more effective in controlling the onset of Type 1 diabetes?

Related: How to write an abstract poster presentation.

You can never go wrong with getting expertly written examples as a source for your inspiration. They factor in all the qualities of a good PICO question, which sets you miles ahead in your research process.

If you need a personalized approach to choosing a good PICOT question and writing a problem and purpose statement, our nursing paper acers can help you.

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Nursing Research Nursing Test Bank and Practice Questions (60 Items)

Welcome to your nursing test bank and practice questions for nursing research.

Nursing Research Test Bank

Nursing research has a great significance on the contemporary and future professional nursing practice , thus rendering it an essential component of the educational process. Research is typically not among the traditional responsibilities of an entry-level nurse . Many nurses are involved in either direct patient care or administrative aspects of health care. However, nursing research is a growing field in which individuals within the profession can contribute a variety of skills and experiences to the science of nursing care. Nursing research is critical to the nursing profession and is necessary for continuing advancements that promote optimal nursing care. Test your knowledge about nursing research in this 60-item nursing test bank .

Quiz Guidelines

Before you start, here are some examination guidelines and reminders you must read:

Practice Exams : Engage with our Practice Exams to hone your skills in a supportive, low-pressure environment. These exams provide immediate feedback and explanations, helping you grasp core concepts, identify improvement areas, and build confidence in your knowledge and abilities.
You’re given 2 minutes per item.
For Challenge Exams, click on the “Start Quiz” button to start the quiz.
Complete the quiz : Ensure that you answer the entire quiz. Only after you’ve answered every item will the score and rationales be shown.
Learn from the rationales : After each quiz, click on the “View Questions” button to understand the explanation for each answer.
Free access : Guess what? Our test banks are 100% FREE. Skip the hassle – no sign-ups or registrations here. A sincere promise from Nurseslabs: we have not and won’t ever request your credit card details or personal info for our practice questions. We’re dedicated to keeping this service accessible and cost-free, especially for our amazing students and nurses. So, take the leap and elevate your career hassle-free!
Share your thoughts : We’d love your feedback, scores, and questions! Please share them in the comments below.

Quizzes included in this guide are:

Recommended Resources

Recommended books and resources for your NCLEX success:

Disclosure: Included below are affiliate links from Amazon at no additional cost from you. We may earn a small commission from your purchase. For more information, check out our privacy policy .

Saunders Comprehensive Review for the NCLEX-RN Saunders Comprehensive Review for the NCLEX-RN Examination is often referred to as the best nursing exam review book ever. More than 5,700 practice questions are available in the text. Detailed test-taking strategies are provided for each question, with hints for analyzing and uncovering the correct answer option.

Strategies for Student Success on the Next Generation NCLEX® (NGN) Test Items Next Generation NCLEX®-style practice questions of all types are illustrated through stand-alone case studies and unfolding case studies. NCSBN Clinical Judgment Measurement Model (NCJMM) is included throughout with case scenarios that integrate the six clinical judgment cognitive skills.

Saunders Q & A Review for the NCLEX-RN® Examination This edition contains over 6,000 practice questions with each question containing a test-taking strategy and justifications for correct and incorrect answers to enhance review. Questions are organized according to the most recent NCLEX-RN test blueprint Client Needs and Integrated Processes. Questions are written at higher cognitive levels (applying, analyzing, synthesizing, evaluating, and creating) than those on the test itself.

NCLEX-RN Prep Plus by Kaplan The NCLEX-RN Prep Plus from Kaplan employs expert critical thinking techniques and targeted sample questions. This edition identifies seven types of NGN questions and explains in detail how to approach and answer each type. In addition, it provides 10 critical thinking pathways for analyzing exam questions.

Illustrated Study Guide for the NCLEX-RN® Exam The 10th edition of the Illustrated Study Guide for the NCLEX-RN Exam, 10th Edition. This study guide gives you a robust, visual, less-intimidating way to remember key facts. 2,500 review questions are now included on the Evolve companion website. 25 additional illustrations and mnemonics make the book more appealing than ever.

NCLEX RN Examination Prep Flashcards (2023 Edition) NCLEX RN Exam Review FlashCards Study Guide with Practice Test Questions [Full-Color Cards] from Test Prep Books. These flashcards are ready for use, allowing you to begin studying immediately. Each flash card is color-coded for easy subject identification.

4 thoughts on “Nursing Research Nursing Test Bank and Practice Questions (60 Items)”

Thanks for the well prepared questions and answers. It will be of a great help for those who look up your contributions.

Hi Zac, we’re having some performance issues with the quizzes so we’re forced to change their settings in the meantime. We are working on a solution and will revert the changes once we’re sure that the problem is resolved. Thanks for the understanding!

I need pass question and answer on nursing research

National Sample Survey of Registered Nurses (NSSRN)

New findings on the state of the nursing workforce.

In March 2024, HRSA released new data, survey results, and workforce projections on the U.S. nursing workforce.

Key findings of the National Sample Survey of Registered Nurses (NSSRN) show that the nursing workforce is becoming more diverse, more highly educated, but less satisfied with their job. The survey data also show the effects of COVID on the profession, while workforce projections show shortages increasing in nursing occupations through 2036.

Read the factsheet (PDF - 83 KB) for more information.

In 2022–2023, the National Center for Health Workforce Analysis, in collaboration with the U.S. Census Bureau, surveyed registered nurses in the United States. Nearly 50,000 registered nurses provided data. We compiled the results, produced several reports on the data, and updated an easy-to-use dashboard to display the latest information.

From its inaugural assessment in 1977, the National Sample Survey of Registered Nurses (NSSRN) represents the longest running survey of registered nurses (RNs) in the United States. The survey examines the characteristics of registered nurses and their experiences in nursing.

How can I review findings on the nursing workforce?

We provide summary reports as well as a dashboard to present our findings on the nursing workforce, based on data from the 2022 NSSRN.

Nursing reports and briefs

Nursing Education and Training: Data from the 2022 NSSRN (PDF - 425 KB)
Experiences of Nurses Working During the COVID-19 Pandemic: Data from the 2022 NSSRN (PDF - 288 KB)
Job Satisfaction Among Registered Nurses: Data from the 2022 NSSRN (PDF - 389 KB)

Nursing Workforce Dashboard

The Nursing Workforce Dashboard visualizes data from both the 2022 and 2018 NSSRN, which includes detailed information on the nursing workforce in the United States. This dashboard provides insights on the nursing profession by showing their work environment, education, demographics, hours, earnings, and more. It also helps us predict what nurses will need in the future.

The dashboard enables you to access the 400,000 unique data points from the survey and visualize this data on the nursing workforce landscape, including demographics, employment, education, earnings, and hours for various categories of nurses (RNs, NPs, and APRNs).

The dashboard serves as a benchmark for providing educators, health workforce leaders, and policymakers with key details and developments of the nursing workforce supply.

Because these data were based on the nursing workforce in December 2021, the impact of the COVID-19 pandemic is now reflected in the dashboard.

Training videos on the Nursing Dashboard

We developed these videos in Zoom to demonstrate how to use the features of the dashboard.

Part 1: Introduction, the Demographics Tab, the Education/Licenses Tab (21:34 min) Part 2: The Employment and Work Environment Tabs (8:32 min) Part 3: The Earnings and Hours Tabs (8:16 min)

Where can I find more data from the NSSRN?

Visit the Data Warehouse for Nursing Workforce Survey Data . Find data on registered nurses from 1977-2022 and nurse practitioners from our 2012 survey.

You can also download the survey questionnaire, 2022 National Sample Survey of Registered Nurses (PDF - 1 MB) .

Where can I find information on the 2018 NSSRN?

We maintain the following information on the 2018 survey and findings from the data.

Brief Summary of Results: 2018 NSSRN (PDF - 848 KB)
Technical Documentation for the 2018 NSSRN (PDF - 7 MB) *
Nursing Education and Training in the United States (PDF - 524 KB)
Brief: Job Satisfaction Among Registered Nurses – Pre-COVID
2018 National Sample Survey of Registered Nurses (PDF - 906 KB) *

Who do I contact with questions?

Email us at [email protected] .

* If you use assistive technology, you may not be able to access information in this file. For help, call 1-800-221-9393 (TTY: 877-897-9910), 8 a.m.-8 p.m. ET weekdays (except federal holidays).

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Examples of Research Questions

Phd in nursing science program, examples of broad clinical research questions include:.

Does the administration of pain medication at time of surgical incision reduce the need for pain medication twenty-four hours after surgery?
What maternal factors are associated with obesity in toddlers?
What elements of a peer support intervention prevent suicide in high school females?
What is the most accurate and comprehensive way to determine men’s experience of physical assault?
Is yoga as effective as traditional physical therapy in reducing lymphedema in patients who have had head and neck cancer treatment?
In the third stage of labor, what is the effect of cord cutting within the first three minutes on placenta separation?
Do teenagers with Type 1 diabetes who receive phone tweet reminders maintain lower blood sugars than those who do not?
Do the elderly diagnosed with dementia experience pain?
How can siblings’ risk of depression be predicted after the death of a child?
How can cachexia be prevented in cancer patients receiving aggressive protocols involving radiation and chemotherapy?

Examples of some general health services research questions are:

Does the organization of renal transplant nurse coordinators’ responsibilities influence live donor rates?
What activities of nurse managers are associated with nurse turnover? 30 day readmission rates?
What effect does the Nurse Faculty Loan program have on the nurse researcher workforce? What effect would a 20% decrease in funds have?
How do psychiatric hospital unit designs influence the incidence of patients’ aggression?
What are Native American patient preferences regarding the timing, location and costs for weight management counseling and how will meeting these preferences influence participation?
What predicts registered nurse retention in the US Army?
How, if at all, are the timing and location of suicide prevention appointments linked to veterans‘ suicide rates?
What predicts the sustainability of quality improvement programs in operating rooms?
Do integrated computerized nursing records across points of care improve patient outcomes?
How many nurse practitioners will the US need in 2020?

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Questionnaire Development of a Good Nurse and Better Nursing From Korean Nurses' Perspective

Mihyun park.

1 PhD, RN, Associate Professor, College of Nursing, The Catholic University of Korea, Seoul, ROK

Eun-Jun PARK

2 PhD, RN, Professor, Department of Nursing, Konkuk University, ROK.

The concepts of “good nurse” and “better nursing” have changed over time and should be investigated from the perspective of nurses.

The aim of this study was to develop and assess the psychometric properties of two questionnaires used to assess “good nurse” and “better nursing.”

The interview data of 30 registered nurses (RNs) from a previous study were reviewed to develop the questionnaire items, and content validity was examined. One hundred seventeen RNs participated in a pilot survey for pretesting the constructs, 469 RNs participated in a main survey to explore these constructs using exploratory factor analysis (EFA), and 468 RNs participated in model refining and validation using confirmatory factor analysis.

After a critical review of RN interview data and content validity evaluation, 73 of 124 statements on “good nurse” and 56 of 57 statements on “better nursing” were selected. In the pilot survey, the number of items was reduced to 45 for both questionnaires using an EFA. In the main survey, EFA was used to load 34 items on the five factors of the good nurse questionnaire and 26 items on the three factors of the better nursing questionnaire. In the confirmatory factor analysis, to obtain better fitting models, the good nurse questionnaire consisted of 17 items on the five factors of collaboration, professional competency, self-efficacy, a sense of achievement, and compassion, whereas the better nursing questionnaire consisted of 16 items on the three factors of person-centered nursing, proactive nursing, and expertise in caring. The construct reliability, convergent validity, and discriminant validity of the questionnaires were achieved.

Conclusions/Implications for Practice

The concept of “good nurse” from the perspectives of the nurses in this study was similar with those of patients in previous studies, while including individual traits such as sense of achievement. Better nursing is conceptualized with the exemplary performance of nursing focusing on the nature of nursing and leading excellence and power in clinical practice. The study findings inform what nursing education and workforce development should focus on for nursing to continuously progress. Furthermore, it is recommended that the concepts of a good nurse and better nursing be compared across different countries using the questionnaires.

Introduction

What makes a good nurse? Although the concepts of a good nurse vary in the nursing literature, “good nursing” is often referred to among the public and nursing professionals. According to the virtue ethics of Aristotle, a good nurse is one who possesses essential virtues to perform a nurse's function well. Nurse virtues have changed through history and differed depending on the identified function of a nurse as nurses' identity changes responding to changes in healthcare. Although a univocal definition of a good nurse across time and location seems to be impractical, it still requires a continuous inquiry among nursing scholars.

Since the beginning of modern nursing, nurses' identity has changed from assistants of physicians to providers of professional care to patients. This change has led to a paradigmatic shift in the concept of a good nurse ( Begley, 2010 ). According to historical reviews ( Begley, 2010 ; Fry, 2004 ), the notion of a good nurse has changed from an etiquette-oriented perspective to an ethics-oriented perspective and from a vocation to a professional. The virtue of a good nurse in the Nightingale period included assisting physicians with loyalty, obedience, and modesty. These are no longer generally considered virtues of current professional nurses, especially in many developed countries. Rather, accountability and autonomy may be the essential virtues of today's nursing professionals ( Begley, 2010 ; Fry, 2004 ).

Nursing scholars who study the virtues and concept of a good nurse today often inquire the view of patients. This current trend in nursing studies is desirable because nurses identify their primary role as promoting the well-being of patients. Thus, nursing outcomes should reflect patients' experience with nurses. Patients commonly described a good nurse as having virtues such as being compassionate, kind, respectful, honest, and responsible in addition to having professional knowledge and skills to promptly address their care needs ( Gallagher et al., 2009 ; Rchaidia et al., 2009 ; Van der Elst et al., 2012 ). Although these virtues are common in both Western and Eastern countries, Asian patients reflect Asian values and culture in their perspectives of a good nurse. In Taiwanese ( Chou et al., 2007 ) and Korean ( Cho et al., 2006 ; Han et al., 2006 ) studies, patients expressed that a good nurse should treat them as family or as a relative, which reflects Asian culture recognizing their family members as ideal and primary caregivers. The patients in a Japanese study ( Izumi et al., 2006 ) emphasized having good interpersonal relationship skills as a virtue of a good nurse, introducing the traditional meaning of the kanji character “Person- hito. ” Differences in the essential virtues of nurses across time and place may promote further study on a good nurse in various societies.

Furthermore, the perspectives of a good nurse must be learned from not only patients but also nurses. There are differences and similarities in the perspectives between patients and nurses ( Aydin Er et al., 2017 ; Catlett & Lovan, 2011 ; Kim et al., 2019 ). Some virtues of a good nurse such as being compassionate, respectful, and responsible and having professional knowledge and skills were shared between patients and nurses. However, unlike patients, nurses identified collaboration or commitment to a relationship with colleagues or an organization as the virtues of a good nurse ( Catlett & Lovan, 2011 ; Kim et al., 2019 ). Nurses do not limit their role in a patient–nurse relationship, although both patients and nurses often emphasize virtues required for the relationship. Accordingly, the perspectives of nurses on a good nurse need to be explored in addition to those of patients. The concept of a good nurse would reveal the critical virtues of nurses who are responding to rapidly changing healthcare environments, including patients' expectations. Thus, nursing education and evaluation should be consistent with the critical virtues of nurses to enhance the quality of the nursing workforce.

Korean scholars conducted a qualitative study to learn nurses' perspectives of a good nurse and better nursing for the first time in 2015 ( Um et al., 2017 ). They investigated the concept of better nursing to develop a good nursing practice in terms of positive change and improvement in nursing. The participating nurses were asked to describe some anecdotes in narrative form based on their direct or indirect experiences of being a good nurse and promoting a better nursing practice. In the study, the definition of a good nurse or better nursing was not given to the nurses, and nurses were asked to provide their own perspectives by asking questions such as “Who is a good nurse?” and “What is your experience or observation about better nursing practice for patients?” The identified characters of a good nurse in the study were not very different from those in previous studies. For example, the nurses described good nurses as those who showed observation and assessment skills based on knowledge, compassion for their patients in pain and difficulties, and attitudes of helping or treating other nurses well. Better nursing was described using anecdotes of providing outstanding patient care with excellence and power, as emphasized in Benner (1984) . For example, one of the study participants illustrated a caring situation that a nurse provided basic care to a patient in a coma in a comforting and skillful manner with a beautiful smile and soft words such as “Grandma, please enjoy your meal” every day although she had never received any response from this patient.

However, although this prior qualitative study informed about the characteristics of a good nurse and better nursing, it was limited in terms of the generalizability of findings. To obtain concepts of a good nurse and better nursing that are generally agreed upon by Korean nurses, this study surveyed a large number of nurses and explored these concepts using quantitative evidence. Furthermore, on the basis of the qualitative data of self-reflection in this study, two constructs of a good nurse and better nursing were developed and validated.

Study Design

This methodological study was designed to develop and validate two instruments for use in Korea. These instruments were (a) a good nurse questionnaire and (b) a better nursing questionnaire.

Ethical Consideration

This study was approved by the institutional review board (No. MC16QISI0067). No individual identification information was collected, and the completed surveys were individually sealed and returned by mail.

Study Procedure and Sample

This study was conducted following the stages of a questionnaire-item development, repeated-construct exploration, and model refinement and validation (Figure (Figure1). 1 ). The English versions of the instruments were developed using forward–backward translation by bilingual experts.

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Study process

The questionnaire items were developed based on the interview data of 30 registered nurses (RNs) and tested for content validity on 10 subject experts. The interview data were obtained from a previous study entitled, “A Good Nurse and Better Nursing,” in which one of the authors had participated ( Um et al., 2017 ). Preliminary questionnaire items were developed using three steps. First, the interview data were imported to MAXQDA Version 11 (VERBI GmbH, Berlin, Germany), and all meaningful statements were selected, allowing for duplications, which resulted in 475 statements on a good nurse and 285 statements on better nursing. Second, the selected excerpts were restated into general statements applicable across different hospital settings and RNs. For example, a statement “When I did something wrong while taking care of my patient, I let the patients or colleagues know about it” was changed to “A good nurse frankly admits her/his errors and mistakes.” As a result, 223 statements on a good nurse and 177 on better nursing were obtained. Third, redundant statements with similar meanings were integrated and removed, whereas their meanings were clarified using the original data. For example, statements such as “A good nurse accepts even a patient's request that seems unnecessary” and “A good nurse admits and accepts a patient behavior that is annoying and difficult to understand” were combined into one statement of “A good nurse admits and accepts a patient's response that is difficult to understand because (s)he is a patient.” At the end of the questionnaire-item development process, there remained 124 statements on a good nurse and 57 on better nursing.

Ten subject experts evaluated the content validity of the questionnaire items using a 4-point scale. The experts were five nursing professors who had studied nursing humanities and five clinical nurses with clinical nursing careers of longer than 5 years each. Items with a content validity index of .80 or higher ( Polit & Beck, 2006 ) were selected for the pilot survey. Four items with a content validity index of .70 were also included in the pilot survey, as they were repeatedly emphasized as critical characteristics of better nursing in the original interview data. Accordingly, the numbers of survey items for the pilot survey were 73 (58.9%) of 124 statements on a good nurse and 56 (98.2%) of 57 statements on better nursing.

The pilot survey was conducted to pretest the concept and shorten the survey. Perceptions of a good nurse and better nursing were evaluated on a scale ranging from 1 = not agree at all to 5 = strongly agree . An item was excluded from the first exploratory factor analysis (EFA) if it had less than an average score of 4.0 points. A sample size for factor analysis is at least 100 ( Kyriazos, 2018 ). Thus, 117 of 125 invited RNs (response rate: 93.6%) participated in the pilot survey from four hospitals with 500 or more beds in August 2016. One hundred nine surveys were analyzed after excluding eight unreliable surveys because of most responses being uncompleted or answered without variation.

For the main survey, 1,040 RNs were invited and 950 (91.3% response rate) from 36 hospitals returned the individually sealed paper surveys by mail. These RNs were recruited in two stages. First, 40 hospitals were selected by cluster random sampling from all Korean hospitals grouped by four hospital locations and three hospital sizes (1,000 or more beds, 500–1,000 beds, and less than 500 beds). Second, 1,040 RNs were recruited by convenience sampling from the 40 hospitals.

Nine hundred thirty-seven surveys with reliable responses were selected and randomly assigned using MS Excel software for analysis in the construct exploration stage ( n = 469) or the refinement and validation stage ( n = 468). The participants' demographic characteristics, including age, gender, religion, duration of work, type of nursing unit, and work position, were not statistically different at α = .05 between the two sets of data.

Data Analysis

SPSS Version 24.0 (IBM, Inc., Armonk, NY, USA) was used for the descriptive statistics analysis and EFA. AMOS 20.0 (IBM, Inc., Armonk, NY, USA) was used for the confirmatory factory analysis (CFA). In the repeated construct exploration stage, items with Pearson's correlation coefficients of either ≥ .80 or ≤ .30 were excluded from the factor analysis because of redundancy or low relevancy ( Pett et al., 2003 ). Bartlett's test of sphericity and Kaiser–Meyer–Olkin (KMO) were calculated to evaluate the suitability of the data for EFA. Principal component analysis (PCA) was adopted for factor extraction, and orthogonal rotation (the varimax method) was applied assuming no correlation among factors. A factor loading of ≥ .50 was accepted. The number of factors was determined if the eigenvalue was greater than 1, percentage of extracted variance was ≥ 5%, and cumulative percentage of variance was ≥ 50% ( Pett et al., 2003 ). The reliability of the questionnaire was assessed in terms of internal consistency using Cronbach's α coefficient. As pairwise deletion was adopted, sample sizes differed depending on the variables.

CFA was conducted using the AMOS 20.0 program to refine and validate the factor structure obtained as the result of EFA. Goodness-of-fit indices (GFIs) were adopted to test how well the construct structure from the EFA fits the validation data ( n = 468). A chi-square test, normed χ 2 , root mean square error of approximation (RMSEA), standardized root mean squared residual (SRMR), GFI, and adjusted GFI (AGFI) were used as an absolute fit index, whereas normed fit index (NFI), comparative fit index (CFI), and Tucker–Lewis index (TLI) were used as an incremental index. The EFA factor structure was modified to improve model fit using the modification index ( Kang, 2013 ).

The convergent validity of primitive constructs derived from the EFA results was accepted with standardized factor loading values of ≥ .50 and average variance extraction (AVE) values of ≥ .50 ( Hair et al., 2010 ). Construct reliability, also called composite reliability, in CFA was considered acceptable at ≥ .70 ( Hair et al., 2010 ). Discriminant validity was assessed using the criterion that the confidence interval of the estimated correlation between any two latent constructs (± 2 SE s from the point estimate) does not include 1 ( Haddock & Maio, 2004 ).

Construct Pretest Stage

In the pilot survey ( N = 109), most of the participating RNs were female (95.4%, n = 104), were an average of 32.72 ± 6.48 years old, self-identified as religious (66.1%, n = 72), held a bachelor's degree (52.3%, n = 57), worked as a staff nurse (57.8%, n = 63), and had an average career duration of 10.26 ± 6.11 years. Before conducting a factor analysis, eight items of “a good nurse” and seven items of “better nursing” were removed because they had a low agreement level (< 4.0).

The KMO values were .90 for both instruments, indicating excellent sampling adequacy, and Bartlett's tests of sphericity were statistically significant ( p < .001), rejecting the null hypothesis that no relationship exists among the items ( Pett et al., 2003 ). Because all of the items were collapsed into one factor using PCA, a principal axis factoring was used for further item reduction. In the results of factor analysis with orthogonal rotation, items with communality < .50, with factor loadings < .30, or loaded on more than one factor were removed ( Mooi, Sarstedt, & Mooi-Reci, 2018 ). After applying the criteria for factor retention such as the eigenvalue (> 1), percentage of extracted variance (≥ 5%), and cumulative percentage of variance (≥ 50%), 45 items under five factors were retained in the good nurse questionnaire and 45 items under three factors were retained in the better nursing questionnaire.

Construct Exploration Stage

EFA was conducted with the first half of the main survey participants ( n = 469 RNs). Most of the RNs in this group were female (95.7%, n = 449), were an average of 34.77 ± 9.26 years old, self-identified as religious (51.2%, n = 240), worked as a staff nurse (81.9%, n = 384), and had an average career duration of 11.33 ± 8.36 years. For the instruments, the data were appropriate for factor analysis given that Bartlett's tests of sphericity were statistically significant ( p < .001) and KMO values were quite high (.97).

Factors were extracted using repetitive PCA with orthogonal rotation, and then the same criteria were used for factor retention. The factor loadings of each item in addition to the eigenvalues of each factor, variance explained, cumulative variance, and Cronbach's α of the good nurse questionnaire are shown in Table Table1. 1 . The same information about the better nursing questionnaire is presented in Table Table2. 2 . For the good nurse questionnaire, 34 of the 45 items that loaded on the five factors were extracted, explaining 65.6% of the variance, whereas 26 of the 45 items that loaded on the three factors were identified for better nursing, explaining 67.1% of the variance. No items were cross-loaded or had a factor loading value less than .50.

Primitive Construct of the Good Nurse Questionnaire Using Exploratory Factor Analysis and Reliability Analysis

a Items were retained after confirmatory factor analysis.

Primitive Construct of the Better Nursing Questionnaire Using Exploratory Factor Analysis and Reliability Analysis

Model Refining and Validating Stage

The hypothesized models of the good nurse questionnaire and better nursing questionnaire from the EFA results were tested using CFA on the second half of the main survey participants ( n = 468 RNs). Most of the participants in this group were female (95.9%, n = 449), were an average of 34.49 ± 9.35 years old, self-identified as religious (57.3%, n = 268), worked as a staff nurse (83.3%, n = 390), and had an average career duration of 11.01 ± 8.46 years.

Good nurse questionnaire

Observational variables of latent construct were examined for reliability and significance using CFA. The model fit indices of the primitive good nurse questionnaire were not satisfactory, as shown in Table Table3. 3 . Thus, the constructs of the primitive questionnaires from the EFA result were modified using the modification index of CFA. In the modified good nurse model, the number of items was decreased from 34 to 17, and the GFI was improved (normed χ 2 = 2.14, GFI = .95, AGFI = .92, CFI = .97, NFI = .95, TLI = .96, SRMR = .03, and RMSEA = .05). The χ 2 test was significant ( p < .001), indicating that the sample correlation matrix did not fit the hypothesized model. However, the χ 2 test is particularly sensitive to sample size and is often significant when a large sample is used ( Hair et al., 2010 ). Therefore, examining various fit indices is recommended.

Model Fit Indices of the Good Nurse Questionnaire and the Better Nursing Questionnaire

Note . RMSEA = root mean square error of approximation; SRMR = standardized root mean squared residual; GFI = goodness of fit index; AGFI = adjusted goodness of fit index; NFI = normed fit index; CFI = comparative fit index; TLI = Tucker–Lewis index.

As shown in Table Table4, 4 , the factor loadings of the 17 items ranged between .57 and .87, indicating statistical significance ( p < .001). The convergent validity of the final model was acceptable considering that the AVE values ranged from .46 to .63, higher than a criterion of .5, with the exception of one factor that exhibited moderate convergent validity. Moreover, conceptual reliability ranged from .71 to .89, which was higher than the minimum acceptable level of .7, indicating convergent reliability.

Final Construct of the Good Nurse Questionnaire Using Confirmatory Factor Analysis and Reliability Analysis

Note . All factor loadings were statistically significant at the p < .001 level. λ = standardized factor loading; SMC = square multiple correlation; CR = conceptual reliability; AVE = average variance extraction.

To assess discriminant validity, the confidence interval of the estimated correlation between factors was calculated. Whereas factor correlations ranged between .66 (Factor 1 and Factor 5) and .84 (Factor 3 and Factor 4), the confidence interval of the estimated correlations between Factor 3 and Factor 4 ranged from .78 and .90 and did not include 1 ( Haddock & Maio, 2004 ). The five constructs of the final model were considered validly discriminant.

After reviewing the CFA results of a good nurse questionnaire with regard to its use as a tool to measure the virtues of good nurses, the final measurement model consisted of five factors: collaboration (five items), professional competency (four items), self-efficacy (two items), a sense of achievement (three items), and compassion (three items). The Cronbach's alpha for internal consistency was .93, ranging from .70 to .89, depending on a factor of a good nurse. The definition for each factor is provided in Table Table5 5 .

Descriptions of the Questionnaires' Dimensions

Better nursing questionnaire

The model fit indices of the primitive questionnaire of the EFA results for better nursing were not satisfactory, as shown in Table Table3, 3 , and the model was modified using the CFA. In the modified questionnaire model, the number of items was reduced from 26 to 16, and the GFIs were improved as follows: normed χ 2 = 2.06, GFI = .95, AGFI = .93, CFI = .98, NFI = .97, TLI = .98, SRMR = .03, and RMSEA = .05.

As shown in Table Table4, 4 , the factor loadings of the 16 items ranged between .75 and .89 ( p < .001). The AVE values were .61–.74 (> .5), and convergent validity was acceptable. Conceptual reliability ranged between .90 and .93 (> .7), indicating good convergent reliability. Factor correlations ranged between .86 (Factor 2 and Factor 3) and .89 (Factor 1 and Factor 2). The confidence interval for the estimated correlation between Factor 1 and Factor 2 (.83 and .95) did not include 1. Thus, the discriminant validity of the final model was considered acceptable.

After reviewing the CFA results of the better nursing questionnaire, the final measurement model included three factors: person-centered nursing (eight items), proactive nursing (five items), and expertise in nursing (three items). The Cronbach's alpha for internal consistency was .96, ranging from .90 to .93. The definitions of each factor are provided in Table Table5 5 .

The constructs of a good nurse questionnaire and better nursing questionnaire were validated by conducting exploratory and confirmatory analyses on nationwide survey data of RNs in Korea. In this section, the five constructs of the good nurse questionnaire will be discussed first, followed by a discussion of the features of the better nursing questionnaire. On the basis of the results of this study, a good nurse may be defined as a professional who performs her or his role well in terms of the essential five virtues of “collaboration, professional competency, self-efficacy, a sense of achievement, and compassion.”

The first construct of the good nurse questionnaire, “collaboration,” was also recognized as an attribute of a good nurse from the perspective of nurses in a previous study ( Catlett & Lovan, 2011 ; Kim et al., 2019 ). It may be difficult for patients to be aware of how collaboration among nurses influences their care. The modern code of ethics for nurses emphasizes collaboration with other healthcare professionals based on mutual trust and respect ( International Council of Nurses, 2012 ; Korean Nurses Association, 2013 ). Collaboration is an ethical responsibility of nurses because quality care and patient safety are possible in today's complex healthcare environments through interdisciplinary care teams working in collaboration with multiple healthcare providers and through nurses creating a bridge between these care teams and patients. Nurses relay patient information to other nurses, doctors, physiotherapists, social workers, dieticians, and other healthcare professionals. Thus, the nursing virtue of collaboration has become even more critical.

The two virtues of “professional competency” and “compassion” on the good nurse questionnaire were frequently identified in previous studies both by nurses ( Aydin Er et al., 2017 ; Catlett & Lovan, 2011 ; Kim et al., 2019 ) and by patients ( Rchaidia et al., 2009 ; Van der Elst et al., 2012 ). There is no question that a good nurse should present appropriate professional knowledge, skills, and attitudes with compassion. Nurses must continuously improve their knowledge and skills as healthcare professionals to adopt new treatments and better technology for the benefit of their patients. At the same time, a good nurse must be able to feel empathy toward patients as well as support and build therapeutic relationships with their patients ( Gastmans et al., 1998 ). A nurse who has excellent nursing knowledge and skills but lacks a compassionate attitude may not be considered to be a good nurse.

Finally, “self-efficacy” and “a sense of achievement” were identified as critical virtues of a good nurse. A good nurse not only believes in his or her own ability with a positive attitude for patient care but also possesses a strong sense of achievement based on professional pride and satisfaction in his or her nursing practice. These psychological attributes are common characteristics of professionals ( Evetts, 2014 ). Nursing care is a professional response that is customized to a wide array of difficult patient conditions, which may be interpreted quite differently depending on an individual nurse's self-efficacy. In the current healthcare environment, nurses are required to confront and manage diverse challenges. Thus, nurses must possess a high self-efficacy. Furthermore, patients in a Japanese study ( Izumi et al., 2006 ) expressed that they expected a good nurse to have pride in and a passion for nursing work. This study also found that good nurses felt pride and happiness in their nursing work, which related closely to their professionalism. In particular, nurses' professionalism in terms of valuing their work may lead them to remain in their profession and workplace ( Çelik & Hisar, 2012 ; Guerrero et al., 2017 ). Because of concerns over high rates of professional attrition, sense of achievement has been increasingly considered to be a key virtue in the nursing profession. In conclusion, a good nurse must be able to provide professional care with a compassionate attitude, collaborate with diverse work teams, and present a high level of self-efficacy and sense of achievement.

Three aspects characterize the concept of better nursing, including, in descending order of explained variance, “person-centered nursing” (28.8%), “proactive nursing” (24.0%), and “expertise in nursing” (14.3%). Of nursing practices exhibited by good nurses, better nursing in this study referred to a nurse who performs at a higher level than expected. As anticipated, one of the better-nursing characteristics, “expertise in nursing,” facilitates the integration by nurses of professional knowledge and skills into actual practice with a deep understanding of a clinical situation based on their experience. However, this factor explained only 14.3% of the concept.

“Person-centered nursing” and “proactive nursing” largely explained the concept of better nursing. In line with “person-centered nursing,” nurses are expected to be nonjudgmental and respectful of each patient's life, preserve the personhood of their patients, and feel that they are healed through the therapeutic relationship. Currently in nursing, person-centered care is defined as a holistic approach that provides respectful and individualized care to patients ( Morgan & Yoder, 2012 ). The more that medical treatment depends on high technology to maximize efficiency and accuracy, the more that patients desire to seek humanity in nursing care. Nurses should pursue person-centered care continuously in their own nursing practices without compromising on nursing care quality. Although person-centered care may not be challenging for most patients, it becomes critical for those patients with special needs or complex conditions. Exceptional efforts are required for a nurse to be responsive to and responsible for those patients. Therefore, the concept of person-centered care may not be considered beyond “proactive nursing” in better nursing. “Proactive nursing” means taking an active approach toward patients to address individualized care needs using creative problem-solving abilities and playing a role as an agent for change in the treatment team.

Better nursing practices were highlighted in exemplars cited by Benner (1984) . She asserted that these exemplars described excellence and power in nursing, including transformative power, integrative caring, advocacy, healing power, affirmative power, and creative problem solving. Better nursing may require the virtues and excellence of a good nurse. According to Aristotle's virtue ethics, virtue grows mostly from teaching and results from habit. Therefore, being a good nurse is a process that requires teaching, repeated practice, and then habituation in one's work. This study has practical and educational implications. The five essential virtues of a good nurse may be used to guide a prelicensure nursing education program. To train up good nurses, nursing education should cultivate all five of these virtues, which should be taught via classroom and extracurricular activities.

The virtues of a good nurse and the characteristics of better nursing may be used to evaluate nurses and their practice in nursing organizations. Most nursing instruments assess either nursing competencies or caring behaviors separately in relation to a good nurse or better nursing ( Park & Kim, 2016 ). However, being a good nurse and acting better nursing may require both competent practice and caring behavior. Furthermore, nursing professional development must focus on “what sort of nurse they ought to be,” while admitting the importance of learning “what and how to do” for the nursing profession. The concepts of the good nurse questionnaire and better nursing questionnaire may help expose nurses to a good role model for clinical practice in terms of “what sort of nurse they ought to be” as well as “what and how to do.” Therefore, the questionnaires may be useful for the evaluation of nurses and their practice in a holistic way and for guiding nurses to reinforce their strengths and improve their weaknesses in terms of being a good nurse and acting better nursing.

The study findings are meaningful given that Korean nurses' understandings of a good nurse and better nursing have never been formally discussed and agreed upon until now. It is timely to have formulated these agreed-upon concepts because of the increasing diversity in the nursing workforce in terms of age, gender, academic background, and previous work experiences. However, the results of this study should be considered in the cultural context of Korean nursing. Because the role and status of nurses vary from country to country, the concept of Korean nurses of “good nurse” and “better nursing” may not be generalizable to other countries. However, on the basis of the findings of previous studies, the characteristics of these two concepts seem to share much in common across countries. If the questionnaires are used in different countries, nursing scholars may compare the related concepts and better understand how different nursing systems and roles influence the concept of a good nurse and better nursing. In addition, these two concepts are changing over time alongside changes in the role of nurses. Therefore, continued study of these concepts is necessary.

Acknowledgments

This research was funded by the Hospital Nurses Association of Korea in 2016. We would like to thank Young Rhan Um and Kyung Ja Song, who conducted the qualitative study titled “A Good Nurse, Better Nursing” and provided significant comments and heartfelt support during the project.

Author Contributions

Study conception and design: MP, EP

Data collection: MP

Data analysis and interpretation: MP, EP

Drafting of the article: MP, EP

Critical revision of the article: MP, EP

The authors declare no conflicts of interest.

Cite this article as: Park, M., & Park, E.-J. (2020). Questionnaire development of a good nurse and better nursing from Korean nurses' perspective. The Journal of Nursing Research , 28 (6), Article e120. https://doi.org/10.1097/jnr.0000000000000393

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Research article
Open access
Published: 09 November 2005

A qualitative study of nursing student experiences of clinical practice

Farkhondeh Sharif 1 &
Sara Masoumi 2

BMC Nursing volume 4 , Article number: 6 ( 2005 ) Cite this article

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Nursing student's experiences of their clinical practice provide greater insight to develop an effective clinical teaching strategy in nursing education. The main objective of this study was to investigate student nurses' experience about their clinical practice.

Focus groups were used to obtain students' opinion and experiences about their clinical practice. 90 baccalaureate nursing students at Shiraz University of Medical Sciences (Faculty of Nursing and Midwifery) were selected randomly from two hundred students and were arranged in 9 groups of ten students. To analyze the data the method used to code and categories focus group data were adapted from approaches to qualitative data analysis.

Four themes emerged from the focus group data. From the students' point of view," initial clinical anxiety", "theory-practice gap"," clinical supervision", professional role", were considered as important factors in clinical experience.

The result of this study showed that nursing students were not satisfied with the clinical component of their education. They experienced anxiety as a result of feeling incompetent and lack of professional nursing skills and knowledge to take care of various patients in the clinical setting.

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Clinical experience has been always an integral part of nursing education. It prepares student nurses to be able of "doing" as well as "knowing" the clinical principles in practice. The clinical practice stimulates students to use their critical thinking skills for problem solving [ 1 ]

Awareness of the existence of stress in nursing students by nurse educators and responding to it will help to diminish student nurses experience of stress. [ 2 ]

Clinical experience is one of the most anxiety producing components of the nursing program which has been identified by nursing students. In a descriptive correlational study by Beck and Srivastava 94 second, third and fourth year nursing students reported that clinical experience was the most stressful part of the nursing program[ 3 ]. Lack of clinical experience, unfamiliar areas, difficult patients, fear of making mistakes and being evaluated by faculty members were expressed by the students as anxiety-producing situations in their initial clinical experience. In study done by Hart and Rotem stressful events for nursing students during clinical practice have been studied. They found that the initial clinical experience was the most anxiety producing part of their clinical experience [ 4 ]. The sources of stress during clinical practice have been studied by many researchers [ 5 – 10 ] and [ 11 ].

The researcher came to realize that nursing students have a great deal of anxiety when they begin their clinical practice in the second year. It is hoped that an investigation of the student's view on their clinical experience can help to develop an effective clinical teaching strategy in nursing education.

A focus group design was used to investigate the nursing student's view about the clinical practice. Focus group involves organized discussion with a selected group of individuals to gain information about their views and experiences of a topic and is particularly suited for obtaining several perspectives about the same topic. Focus groups are widely used as a data collection technique. The purpose of using focus group is to obtain information of a qualitative nature from a predetermined and limited number of people [ 12 , 13 ].

Using focus group in qualitative research concentrates on words and observations to express reality and attempts to describe people in natural situations [ 14 ].

The group interview is essentially a qualitative data gathering technique [ 13 ]. It can be used at any point in a research program and one of the common uses of it is to obtain general background information about a topic of interest [ 14 ].

Focus groups interviews are essential in the evaluation process as part of a need assessment, during a program, at the end of the program or months after the completion of a program to gather perceptions on the outcome of that program [ 15 , 16 ]. Kruegger (1988) stated focus group data can be used before, during and after programs in order to provide valuable data for decision making [ 12 ].

The participants from which the sample was drawn consisted of 90 baccalaureate nursing students from two hundred nursing students (30 students from the second year and 30 from the third and 30 from the fourth year) at Shiraz University of Medical Sciences (Faculty of Nursing and Midwifery). The second year nursing students already started their clinical experience. They were arranged in nine groups of ten students. Initially, the topics developed included 9 open-ended questions that were related to their nursing clinical experience. The topics were used to stimulate discussion.

The following topics were used to stimulate discussion regarding clinical experience in the focus groups.

How do you feel about being a student in nursing education?

How do you feel about nursing in general?

Is there any thing about the clinical field that might cause you to feel anxious about it?

Would you like to talk about those clinical experiences which you found most anxiety producing?

Which clinical experiences did you find enjoyable?

What are the best and worst things do you think can happen during the clinical experience?

What do nursing students worry about regarding clinical experiences?

How do you think clinical experiences can be improved?

What is your expectation of clinical experiences?

The first two questions were general questions which were used as ice breakers to stimulate discussion and put participants at ease encouraging them to interact in a normal manner with the facilitator.

Data analysis

The following steps were undertaken in the focus group data analysis.

Immediate debriefing after each focus group with the observer and debriefing notes were made. Debriefing notes included comments about the focus group process and the significance of data

Listening to the tape and transcribing the content of the tape

Checking the content of the tape with the observer noting and considering any non-verbal behavior. The benefit of transcription and checking the contents with the observer was in picking up the following:

Parts of words

Non-verbal communication, gestures and behavior...

The researcher facilitated the groups. The observer was a public health graduate who attended all focus groups and helped the researcher by taking notes and observing students' on non-verbal behavior during the focus group sessions. Observer was not known to students and researcher

The methods used to code and categorise focus group data were adapted from approaches to qualitative content analysis discussed by Graneheim and Lundman [ 17 ] and focus group data analysis by Stewart and Shamdasani [ 14 ] For coding the transcript it was necessary to go through the transcripts line by line and paragraph by paragraph, looking for significant statements and codes according to the topics addressed. The researcher compared the various codes based on differences and similarities and sorted into categories and finally the categories was formulated into a 4 themes.

The researcher was guided to use and three levels of coding [ 17 , 18 ]. Three levels of coding selected as appropriate for coding the data.

Level 1 coding examined the data line by line and making codes which were taken from the language of the subjects who attended the focus groups.

Level 2 coding which is a comparing of coded data with other data and the creation of categories. Categories are simply coded data that seem to cluster together and may result from condensing of level 1 code [ 17 , 19 ].

Level 3 coding which describes the Basic Social Psychological Process which is the title given to the central themes that emerge from the categories.

Table 1 shows the three level codes for one of the theme

The documents were submitted to two assessors for validation. This action provides an opportunity to determine the reliability of the coding [ 14 , 15 ]. Following a review of the codes and categories there was agreement on the classification.

Ethical considerations

The study was conducted after approval has been obtained from Shiraz university vice-chancellor for research and in addition permission to conduct the study was obtained from Dean of the Faculty of Nursing and Midwifery. All participants were informed of the objective and design of the study and a written consent received from the participants for interviews and they were free to leave focus group if they wish.

Most of the students were females (%94) and single (% 86) with age between 18–25.

The qualitative analysis led to the emergence of the four themes from the focus group data. From the students' point of view," initial clinical anxiety", "theory-practice gap", clinical supervision"," professional role", was considered as important factors in clinical experience.

Initial clinical anxiety

This theme emerged from all focus group discussion where students described the difficulties experienced at the beginning of placement. Almost all of the students had identified feeling anxious in their initial clinical placement. Worrying about giving the wrong information to the patient was one of the issues brought up by students.

One of the students said:

On the first day I was so anxious about giving the wrong information to the patient. I remember one of the patients asked me what my diagnosis is. ' I said 'I do not know', she said 'you do not know? How can you look after me if you do not know what my diagnosis is?'

From all the focus group sessions, the students stated that the first month of their training in clinical placement was anxiety producing for them.

One of the students expressed:

The most stressful situation is when we make the next step. I mean ... clinical placement and we don't have enough clinical experience to accomplish the task, and do our nursing duties .

Almost all of the fourth year students in the focus group sessions felt that their stress reduced as their training and experience progressed.

Another cause of student's anxiety in initial clinical experience was the students' concern about the possibility of harming a patient through their lack of knowledge in the second year.

One of the students reported:

In the first day of clinical placement two patients were assigned to me. One of them had IV fluid. When I introduced myself to her, I noticed her IV was running out. I was really scared and I did not know what to do and I called my instructor .

Fear of failure and making mistakes concerning nursing procedures was expressed by another student. She said:

I was so anxious when I had to change the colostomy dressing of my 24 years old patient. It took me 45 minutes to change the dressing. I went ten times to the clinic to bring the stuff. My heart rate was increasing and my hand was shaking. I was very embarrassed in front of my patient and instructor. I will never forget that day .

Sellek researched anxiety-creating incidents for nursing students. He suggested that the ward is the best place to learn but very few of the learner's needs are met in this setting. Incidents such as evaluation by others on initial clinical experience and total patient care, as well as interpersonal relations with staff, quality of care and procedures are anxiety producing [ 11 ].

Theory-practice gap

The category theory-practice gap emerged from all focus discussion where almost every student in the focus group sessions described in some way the lack of integration of theory into clinical practice.

I have learnt so many things in the class, but there is not much more chance to do them in actual settings .

Another student mentioned:

When I just learned theory for example about a disease such as diabetic mellitus and then I go on the ward and see the real patient with diabetic mellitus, I relate it back to what I learned in class and that way it will remain in my mind. It is not happen sometimes .

The literature suggests that there is a gap between theory and practice. It has been identified by Allmark and Tolly [ 20 , 21 ]. The development of practice theory, theory which is developed from practice, for practice, is one way of reducing the theory-practice gap [ 21 ]. Rolfe suggests that by reconsidering the relationship between theory and practise the gap can be closed. He suggests facilitating reflection on the realities of clinical life by nursing theorists will reduce the theory-practice gap. The theory- practice gap is felt most acutely by student nurses. They find themselves torn between the demands of their tutor and practising nurses in real clinical situations. They were faced with different real clinical situations and are unable to generalise from what they learnt in theory [ 22 ].

Clinical supervision

Clinical supervision is recognised as a developmental opportunity to develop clinical leadership. Working with the practitioners through the milieu of clinical supervision is a powerful way of enabling them to realize desirable practice [ 23 ]. Clinical nursing supervision is an ongoing systematic process that encourages and supports improved professional practice. According to Berggren and Severinsson the clinical nurse supervisors' ethical value system is involved in her/his process of decision making. [ 24 , 25 ]

Clinical Supervision by Head Nurse (Nursing Unit Manager) and Staff Nurses was another issue discussed by the students in the focus group sessions. One of the students said:

Sometimes we are taught mostly by the Head Nurse or other Nursing staff. The ward staff are not concerned about what students learn, they are busy with their duties and they are unable to have both an educational and a service role

Another student added:

Some of the nursing staff have good interaction with nursing students and they are interested in helping students in the clinical placement but they are not aware of the skills and strategies which are necessary in clinical education and are not prepared for their role to act as an instructor in the clinical placement

The students mostly mentioned their instructor's role as an evaluative person. The majority of students had the perception that their instructors have a more evaluative role than a teaching role.

The literature suggests that the clinical nurse supervisors should expressed their existence as a role model for the supervisees [ 24 ]

Professional role

One view that was frequently expressed by student nurses in the focus group sessions was that students often thought that their work was 'not really professional nursing' they were confused by what they had learned in the faculty and what in reality was expected of them in practice.

We just do basic nursing care, very basic . ... You know ... giving bed baths, keeping patients clean and making their beds. Anyone can do it. We spend four years studying nursing but we do not feel we are doing a professional job .

The role of the professional nurse and nursing auxiliaries was another issue discussed by one of the students:

The role of auxiliaries such as registered practical nurse and Nurses Aids are the same as the role of the professional nurse. We spend four years and we have learned that nursing is a professional job and it requires training and skills and knowledge, but when we see that Nurses Aids are doing the same things, it can not be considered a professional job .

The result of student's views toward clinical experience showed that they were not satisfied with the clinical component of their education. Four themes of concern for students were 'initial clinical anxiety', 'theory-practice gap', 'clinical supervision', and 'professional role'.

The nursing students clearly identified that the initial clinical experience is very stressful for them. Students in the second year experienced more anxiety compared with third and fourth year students. This was similar to the finding of Bell and Ruth who found that nursing students have a higher level of anxiety in second year [ 26 , 27 ]. Neary identified three main categories of concern for students which are the fear of doing harm to patients, the sense of not belonging to the nursing team and of not being fully competent on registration [ 28 ] which are similar to what our students mentioned in the focus group discussions. Jinks and Patmon also found that students felt they had an insufficiency in clinical skills upon completion of pre-registration program [ 29 ].

Initial clinical experience was the most anxiety producing part of student clinical experience. In this study fear of making mistake (fear of failure) and being evaluated by faculty members were expressed by the students as anxiety-producing situations in their initial clinical experience. This finding is supported by Hart and Rotem [ 4 ] and Stephens [ 30 ]. Developing confidence is an important component of clinical nursing practice [ 31 ]. Development of confidence should be facilitated by the process of nursing education; as a result students become competent and confident. Differences between actual and expected behaviour in the clinical placement creates conflicts in nursing students. Nursing students receive instructions which are different to what they have been taught in the classroom. Students feel anxious and this anxiety has effect on their performance [ 32 ]. The existence of theory-practice gap in nursing has been an issue of concern for many years as it has been shown to delay student learning. All the students in this study clearly demonstrated that there is a gap between theory and practice. This finding is supported by other studies such as Ferguson and Jinks [ 33 ] and Hewison and Wildman [ 34 ] and Bjork [ 35 ]. Discrepancy between theory and practice has long been a source of concern to teachers, practitioners and learners. It deeply rooted in the history of nurse education. Theory-practice gap has been recognised for over 50 years in nursing. This issue is said to have caused the movement of nurse education into higher education sector [ 34 ].

Clinical supervision was one of the main themes in this study. According to participant, instructor role in assisting student nurses to reach professional excellence is very important. In this study, the majority of students had the perception that their instructors have a more evaluative role than a teaching role. About half of the students mentioned that some of the head Nurse (Nursing Unit Manager) and Staff Nurses are very good in supervising us in the clinical area. The clinical instructor or mentors can play an important role in student nurses' self-confidence, promote role socialization, and encourage independence which leads to clinical competency [ 36 ]. A supportive and socialising role was identified by the students as the mentor's function. This finding is similar to the finding of Earnshaw [ 37 ]. According to Begat and Severinsson supporting nurses by clinical nurse specialist reported that they may have a positive effect on their perceptions of well-being and less anxiety and physical symptoms [ 25 ].

The students identified factors that influence their professional socialisation. Professional role and hierarchy of occupation were factors which were frequently expressed by the students. Self-evaluation of professional knowledge, values and skills contribute to the professional's self-concept [ 38 ]. The professional role encompasses skills, knowledge and behaviour learned through professional socialisation [ 39 ]. The acquisition of career attitudes, values and motives which are held by society are important stages in the socialisation process [ 40 ]. According to Corwin autonomy, independence, decision-making and innovation are achieved through professional self-concept 41 . Lengacher (1994) discussed the importance of faculty staff in the socialisation process of students and in preparing them for reality in practice. Maintenance and/or nurturance of the student's self-esteem play an important role for facilitation of socialisation process 42 .

One view that was expressed by second and third year student nurses in the focus group sessions was that students often thought that their work was 'not really professional nursing' they were confused by what they had learned in the faculty and what in reality was expected of them in practice.

The finding of this study and the literature support the need to rethink about the clinical skills training in nursing education. It is clear that all themes mentioned by the students play an important role in student learning and nursing education in general. There were some similarities between the results of this study with other reported studies and confirmed that some of the factors are universal in nursing education. Nursing students expressed their views and mentioned their worry about the initial clinical anxiety, theory-practice gap, professional role and clinical supervision. They mentioned that integration of both theory and practice with good clinical supervision enabling them to feel that they are enough competent to take care of the patients. The result of this study would help us as educators to design strategies for more effective clinical teaching. The results of this study should be considered by nursing education and nursing practice professionals. Faculties of nursing need to be concerned about solving student problems in education and clinical practice. The findings support the need for Faculty of Nursing to plan nursing curriculum in a way that nursing students be involved actively in their education.

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Acknowledgements

The author would like to thank the student nurses who participated in this study for their valuable contribution

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Psychiatric Nursing Department, Fatemeh (P.B.U.H) College of Nursing and Midwifery Shiraz University of Medical Sciences, Zand BlvD, Shiraz, Iran

Farkhondeh Sharif

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FSH: Initiation and design of the research, focus groups conduction, data collection, analysis and writing the paper, SM: Editorial revision of paper

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(PDF) Designing and Using Surveys in Nursing Research: A Contemporary
Reaching a sample and attaining an appropriate response rate is an ongoing challenge and necessitates careful consideration when designing a nursing research study using an online survey approach.
Survey Research: An Effective Design for Conducting Nursing Research
An important advantage of survey research is its flexibility. Surveys can be used to conduct large national studies or to query small groups. Surveys can be made up of a few unstructured questions or can involve a large-scale, multisite longitudinal study with multiple highly validated questionnaires. Regardless of the study's degree of sophistication and rigor, nurses must understand how to ...
Research Guides: Nursing: Forming Evidence-Based (EBP) Questions
There are many elements to developing a good clinical question. Clinical questions can be further divided into two major areas: Background Questions and Foreground Questions. Background Questions refer to general knowledge and facts. The majority of the information that can be used to inform answers to background questions are found in reference resources like Encyclopedias, Dictionaries ...
Survey techniques for nursing studies
This idea was examined through the comparison of a sample of nursing studies that used surveys and includes knowledge of non-nursing survey experts such as D.A. Dillman. ... having the researcher be physically present during the survey to explain the purpose of their research, as well as answer questions directly would be beneficial. Be ...
Using online questionnaires to conduct nursing research
The relative effectiveness of web-based versus paper surveys. Library and Information Science Research; 26: 1, 73-93. Im, E., Chee, W. (2001) A feminist critique of the use of the internet in nursing research. Advances in Nursing Science; 23: 4, 67-82.
180 Plus PICO (T) Question Examples for Nursing Research
A good PICOT question possesses the following qualities: A clinical-based question addresses the nursing research areas or topics. It is specific, concise, and clear. Patient, problem, or population. Intervention. Comparison. Outcome. Includes medical, clinical, and nursing terms where necessary. It is not ambiguous.
(PDF) 97. Nurses Research questionnaire
Factor 1: attitude towards nursing research (15 items). In. general, nurses were positive to nursing research (mean. 3.9 on a scale of 1-5; the higher the mean, the more. positive the attitude ...
Nursing Research Nursing Test Bank and Practice Questions ...
Welcome to your nursing test bank and practice questions for nursing research.. Nursing Research Test Bank. Nursing research has a great significance on the contemporary and future professional nursing practice, thus rendering it an essential component of the educational process.Research is typically not among the traditional responsibilities of an entry-level nurse.
Developing a survey to measure nursing students' knowledge, attitudes
The goal of phase 3 was to obtain initial face validity of the proposed survey using a sample of nursing student informants. More ... The Delphi technique in nursing and health research. 1st ed. City: Wiley; 2011. Willis GB. Cognitive interviewing: a tool for improving questionnaire design. 1st ed. Thousand Oaks, Calif: Sage; 2005. ISBN ...
(PDF) Establishing appropriate sample size for developing and
Based on the number of items in this research questionnaire and alpha of 0.05, a sample size of over 500 was required to detect at least 95% of the test efficacy (12). Therefore, based on the ...
The Nurses' Attitudes and Beliefs Questionnaire: a Psychometric
Nursing Education 125 Nursing Research 125 Chapter Summary 127 Thesis Summary 128 REFERENCES 129 APPENDIX A 142 APPENDIX B 149 APPENDIX C 150 APPENDIX D 151 . V LIST OF TABLES Table 1. Demographic Characteristics of the Survey Sample 63 Table 2. Demographic Characteristics of the Focus Group 65 Table 3. Level of Education: Item Scores 70 Table ...
National Sample Survey of Registered Nurses (NSSRN)
In March 2024, HRSA released new data, survey results, and workforce projections on the U.S. nursing workforce. Key findings of the National Sample Survey of Registered Nurses (NSSRN) show that the nursing workforce is becoming more diverse, more highly educated, but less satisfied with their job. The survey data also show the effects of COVID ...
Examples of Research Questions
Examples of some general health services research questions are: Does the organization of renal transplant nurse coordinators' responsibilities influence live donor rates? What activities of nurse managers are associated with nurse turnover? 30 day readmission rates? What effect does the Nurse Faculty Loan program have on the nurse researcher ...
A Practical Guide to Writing Quantitative and Qualitative Research
INTRODUCTION. Scientific research is usually initiated by posing evidenced-based research questions which are then explicitly restated as hypotheses.1,2 The hypotheses provide directions to guide the study, solutions, explanations, and expected results.3,4 Both research questions and hypotheses are essentially formulated based on conventional theories and real-world processes, which allow the ...
Questionnaire Development of a Good Nurse and Better Nursing From
Study Procedure and Sample. ... After reviewing the CFA results of the better nursing questionnaire, the final measurement model included three factors: person-centered nursing (eight items), proactive nursing (five items), and expertise in nursing (three items). ... Research in Nursing & Health, 29 (5), 489-497. 10.1002/nur.20147.
A qualitative study of nursing student experiences of clinical practice
In study done by Hart and Rotem stressful events for nursing students during clinical practice have been studied. They found that the initial clinical experience was the most anxiety producing part of their clinical experience [ 4 ]. The sources of stress during clinical practice have been studied by many researchers [ 5 - 10] and [ 11 ].
Attention-Deficit / Hyperactivity Disorder (ADHD)
Find information on symptoms, diagnosis, treatment, data, research, and free resources. Find information on symptoms, diagnosis, treatment, data, research, and free resources. Skip directly to site content Skip directly to search. An official website of the United States government.

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National Sample Survey of Registered Nurses (NSSRN)

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Questionnaire Development of a Good Nurse and Better Nursing From Korean Nurses' Perspective

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Model Refining and Validating Stage

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A qualitative study of nursing student experiences of clinical practice

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Initial clinical anxiety

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