Comparison Chart for Three Quantitative Studies
Analyzing Quantitative Research Designs: Comparison Table
| Article 1– Reference
citation Khatiban and Sangestani (2014). The effects of using problem-based learning in the clinical nursing education on the students’ outcomes in Iran: A quasi-experimental study. Nurse Education in Practice, 14(6), 698-703. doi:10.1016/j.nepr.2014.10.002
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Article 2 -Reference citation
Cote, Gagnon, Houme, Abdeljelil, and Gagnon (2012). Using the theory of planned behaviour to predict nurses’ intention to integrate research evidence into clinical decision‐making. Journal of Advanced Nursing, 68(10), 2289-2298. doi:10.1111/j.1365-2648.2011.05922.x |
Article 3 – Reference
citation Mulready-Shick, Flanagan, Banister, Mylott, and Curtin (2013). Evaluating dedicated education units for clinical education quality. Journal of Nursing Education, 52(11), 606-614. doi:http://dx.doi.org/10.3928/01484834-20131014-07
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| Research problem | It is known that the outcomes of educational programs are challenging but what is not known is whether student’s knowledge, skills, attitudes and behaviors could be measured as the outcomes of a new training method.
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Although prior research has identified factors influencing research utilization by nurses, there is still a gap between research and practice.
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No randomized controlled studies
conducted by an external evaluation research team, comparing DEU and traditional clinical education within the same nursing course, had previously been conducted.
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| Research purpose | The Khatiban and Sangestani (2014) study was conducted to evaluate the effects of problem-based learning (PBL) compared with the traditional method (non NPBL) on students’ outcomes.
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The purpose of the Cote et al. (2012) study was to predict nurses’ intention to integrate research evidence into clinical decision‐making.
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The purpose of the Mulready-Shick et al. (2013) study was to compare the clinical education quality for students educated in either the DEU innovation or traditional clinical education model |
| Research question | RQ1: Will the students in the comparison group show higher levels of knowledge and skill compared to the students in NPBL group that did not participate in the intervention?
RQ2: Will the students in the comparison group show higher levels of using the nursing process of assessment, diagnosis, planning, implementation, and evaluation compared to the students in NPBL that used science to solve clinical problems? RQ3: Will the students in the comparison group show more positive attitudes toward their learning experiences in using the nursing process compared to the students that did not use the nursing process?
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Are nurses feeling a moral obligation to integrate research findings in the care delivered to their patients and nurses’ beliefs that people around them would approve their actions and perceive that they have a high degree of control over the integration of research findings into clinical decision-making, significant predictors of nurses’ intention to integrate research findings into clinical decision making?
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RQ1: Will students in the treatment group rate instructor quality and learning opportunities higher than traditionally precepted students?
RQ2: Will students in the treatment group show higher levels of clinical growth as compared to traditionally precepted students?
RQ3: Will students in the treatment group have greater opportunity for quality and safety competency development as compared to traditionally precepted students?
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| Hypothesis | H1: Compared to the students in the two control groups, students in the intervened group would show higher levels of knowledge and skill.
H2: Compared to the students in both control groups, students in the intervened group would show higher use of the nursing process of assessment, diagnosis, planning, implementation and evaluation. H3: Compared to the students in both control groups, students in the intervened group would show more positive attitudes toward their learning experiences in using the nursing process.
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The main hypothesis of the research is that nurses’ attitude towards the use of research findings, subjective norm, and perceived behavioral control predict their intention to integrate research findings into clinical decision-making. A second hypothesis is that intentions will be predicted by moral norm and past behavior.
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H1: Compared to students in the two groups, students in the treatment group
will rate instructor quality and learning opportunities higher than traditionally precepted students? H2: Compared to students in the two groups, students in the treatment group will show higher levels of clinical growth as compared to traditionally precepted students
H3: Compared to students in the two groups, students in the treatment group will have greater opportunity for quality and safety competency development as compared to traditionally precepted students? |
| Variables | The problem-based learning is the independent variable.
There were three dependent variables: knowledge and skill, the nursing process, and attitude. |
The dependent or outcome variable is intention.
There were eight theoretical or construct variables: attitude, behavioral beliefs, subjective norm, normative beliefs, perceived behavioral control, control beliefs, moral norm, and past behavior.
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The DEU clinical model is the independent variable. There were four dependent variables: instructor quality, unit learning opportunities, growth in clinical learning and opportunities for quality and safety competency development |
| Level of measurement | The problem-based learning is the independent variable. The level of measurement is nominal; participated in the intervention, did not participate in the intervention. There were three dependent variables; knowledge and skill, the nursing process, and attitude were all interval levels of measurements.
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The dependent and dependent variables were all interval levels of measurement. | The DEU is the independent variable. The level of measurement is interval. There were four dependent variables; clinical education experiences with instructors, learning opportunities, students growth in learning, and developing important
professional competencies were all interval levels of measurements.
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| Research design | The research design for the Khatiban and Sangestani (2014) study was a quasi-experimental design.
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The research design for Cote et al. (2012) is a predictive correlational design | The research design for Mulready-Shick et al. (2013) was an experimental design. |
| Statistical test | The two-way ANOVA | Multiple linear regression
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The two-way ANOVA and multiple regression |
| Target population | The target population included university third-year undergraduate students.
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Nurses who work in a university hospital setting. | The target population included first semester, junior-level nursing students. |
| Sample size | There were a total of 70 university undergraduate students in the sample. | The sample included 336 nurses working in a university hospital | There were a total of 165 first semesters, junior-level nursing students. |