1 / 34

From idea to research proposal

From idea to research proposal. <Insert Name and Centre>. Aim. To be able to construct a research proposal following the identification of a practice problem. Objectives. To be able to phrase answerable research questions

carson-brady
Télécharger la présentation

From idea to research proposal

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. From idea to research proposal <Insert Name and Centre>

  2. Aim • To be able to construct a research proposal following the identification of a practice problem

  3. Objectives • To be able to phrase answerable research questions • To be aware of the key differences between qualitative and quantitative research techniques

  4. Phrasing the question • Defining the research question • All research begins with a question • Directs all aspects of the research study • Will need refining in the planning stages • Should be realistic and not over-ambitious • Should be specific and precise • Should be important • Initial steps • Get it down on paper • Can it broken down to bite size pieces?

  5. Research paradigms • Qualitative • Aims to understand people’s experiences of the world • ‘what does it feel like’ or ‘what is important to you’? • Develops theory • Quantitative • Quantifies phenomena • ‘How long’ or ‘how many’? • Tests theory

  6. Qualitative or quantitative? • Why do people not take their medicines? • Does a community-based education programme improve compliance in cardiac patients? • PICO (Population, Intervention, Comparision, Outcome)

  7. Qualitative or quantitative? • Why do patients engage with alternative healthcare practitioners? • Does aloe vera gel improve the quality of life in patients with psoriasis compared to placebo?

  8. Goal of qualitative research • Development of concepts which help us to understand phenomena in natural settings, giving due emphasis to the meanings, experiences, and views of participants (Mays and Pope 1997, p.4) • Therefore it aims to discover meanings, understand actions, generate theory.

  9. Qualitative research • Natural setting vs. experimental • Sample • small numbers, purposive, informative cases, not randomly selected • how many is enough? • Data • Interview transcripts, quotations, descriptions, not numeric • Analysis – theory may emerge from the data

  10. Qualitative approaches • Phenomenology • Ethnography • Grounded theory • Case study • Narrative • Considerable overlap between approaches

  11. Collecting qualitative data • Depends upon approach • Research instrument = researcher • Observations • overt vs. covert and the Hawthorne Effect • recorded in field diaries • Open and semi-structured interviews • 1-1, group or ‘focus group’ • Documents • Audio-visual (e.g video)

  12. Analysing data • Depends upon approach • Approach-specific frameworks • General tips • Transcribe data • Code the data (e.g highlight similar ideas in same colour) • Look for emerging themes • From these themes, try to generalise about the phenomenon in question

  13. Quality in qualitative research • Debate – the nature of knowledge produced by qualitative research • CASP tool • Rigour - has a thorough and appropriate approach been applied to key research methods in the study? Reflexivity. • Credibility - are the findings well presented and meaningful? • Relevance - how useful are the findings to you and your organisation? Context?

  14. Quantitative research • Many study designs (e.g. RCT, case control, cohort) • Experimental setting • Sample • Statistically informed • Sample randomly selected from population • Data • Numeric • Analysis - generally testing theory but not always

  15. Collecting and analysing data • Data collected by validated instruments (e.g QoL scales, diagnostic criteria, questionnaires) • Analysed using descriptive or inferential statistics • Quality in quantitative studies

  16. Service evaluation research • ‘Are we doing the right things with the right people at the right time?’ • Service evaluation research may … • Determine whether the programme addresses the problem • Examine what resources are needed or how effectively they are being used • Measure service achievement • Improve service delivery

  17. Service evaluation research • Formative (before intervention) vs. summative (after intervention) • Often use ‘mixed methods’ • Process measures of effectiveness (e.g. timely answer) vs. outcome measures (e.g patient outcome)

  18. Research, audit or service evaluation (research)? • Confusion +++ • Generating new knowledge • Does a service meet a pre-determined standard? • What standard does a service meet?

  19. Group exercise • Groups of 3-4 • 1-2 scenarios each • Feedback

  20. Service evaluation: case study • Research strategy top 5 questions: • What impact does the UKMi enquiry answering service have on patient care? • What economic impact do UKMi services and products have for the NHS? What are the costs and benefits? • Are UKMi internet resources (e.g. new product reviews, news) used by healthcare professionals in the care of individual patients? • How can UKMi best support 24/7 NHS services? • What can UKMi contribute to the management and maintenance of electronic prescribing systems?

  21. How can UKMi best support 24/7 NHS services? • How would you answer this question? Where would you start? • What are the possible methods? • Qualitative or quantitative? • What have other researchers done?

  22. Literature review • Identifies what has been done before • Helps to form the research question and the study objectives • Clear objectives will guide the entire research study

  23. Rationale • MI services available 9-5 • Debate around hospital pharmacy 24/7 • Deaths due to medication errors rising • Majority of errors occur when pharmacy is shut • Inadequate access to information repeatedly proposed as a cause of error

  24. Literature review: unanswered questions • What medicines information do UK healthcare professionals need ooh? • How do they currently access it? • Are there any barriers during this time? • How would they prefer to access it? • (Has it led to an error in their practice?) • Does UKMi service need to develop to support them further?

  25. Research paradigm: options • Qualitative • Group or 1-1 interviews • Observation • Quantitative • Survey using a questionnaire

  26. Research paradigm • Quantitative paradigm suitable as • Pre-existing knowledge exists • Nature of data is straightforward • BUT relevant issues may be overlooked • Enables efficient data collection and analysis

  27. Survey methods • Survey methods used to describe • Events (accessing information) • Behaviour (how information is accessed) • Attitudes (how professionals would prefer to access information) • Data extrapolated from a sample to the whole population • Hypotheses developed that can be tested (e.g. nurses are more likely to require information about IV medicines ooh)

  28. Survey methods • Surveys usually collect information by • postal or other self-completion questionnaire methods • diaries • personal face-to-face or telephone interviews

  29. Developing the research instrument • Research instrument must be validated (e.g. questionnaire, quality of life scale, thermometer, clock) • It must measure what it is intended to measure (valid) and be repeatable over time (reliable)

  30. Sampling frame • Study population: All NHS doctors and nurses that work outside the hours of 9am to 5pm Monday to Friday, or anytime at weekends • Proposed study sampling frame – all FY1, FY2s and nurses that work ooh • Accessing staff names (ethics, data protection)

  31. Key results • Low response rate • Average need; 1 to 5 time per shift • Questions were most likely to relate to; • adverse effects • drug interactions • dose • practical aspects of drug administration including intravenous compatibility

  32. Key results • Tendency to use paper-based resources and their peers • Majority did not perceive there to be barriers • Questions that are more difficult to answer • Chemotherapy, IV medicines • Wants • Extended hour MI, links to validated online sources, Q&As

  33. Conclusions • NHS health professionals need reliable, relevant advice that can be accessed quickly and with minimal effort out-of-hours to help them make decisions beside the patient • Examples of opportunities for UKMi; • Change to current nine to five pattern • Increased training of on-call teams • Development of NeLM including ooh-specific Q&As • Increased training of nursing and medical staff with information and evaluation skills • Links to validated websites from Trust intranets

  34. Learning outcomes • By the end of the session you will • Be able to phrase answerable research questions • Be aware of the key differences between qualitative and quantitative research techniques

More Related