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MODULE 4: CONCEPTUAL PHASE

Week 6: THE RESEARCH PROBLEM

INTRODUCTION
The conceptual phase is the initial phase of research and involves the intellectual process.
These activities include reading, conceptualizing, theorizing, and reviewing ideas with
colleagues or advisers. During this phase, researchers call on such skills as creativity, deductive
reasoning, and firm grounding in previous research on the topic of interest.
LEARNING OUTCOME
At the end of this session, YOU will be able to
1. Describe the phases of nursing research.
2. Identify a researchable problem.
3. Determine the different sources of research problems.
4. Develop the communicate research problem.
OUTLINE
1.Phases of the Nursing Research
A. Quantitative
B. Qualitative

2. Phase I: Conceptual Phase

2.1. Research problem
2.1a. Sources of research problem
2.1b. Developing and refining research problem
2.1.c. Communicating research problem

CONTENT

1.Phases of the Nursing Research

A. QUANTITATIVE RESEARCH

Phase 1: The Conceptual Phase

Step 1: Formulating and Delimiting the Problem

Quantitative researchers begin by identifying an interesting, significant research problem and

formulating research questions.

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Step 2: Reviewing the Related Literature

Quantitative research is typically conducted in the context of previous knowledge. A thorough

literature review provides a foundation on which to base a new evidence and usually is
conducted before data are collected. For clinical problems, learn the status quo of the current
procedures, and to review existing practice guidelines or protocols.

Step 3: Undertaking Clinical Fieldwork

Clinical fieldwork can provide perspectives on recent clinical trends, current diagnostic
procedures, and relevant healthcare-delivery models. It can also help researchers better
understand clients and the settings in which care is provided and this is valuable in gaining
access to an appropriate site or in developing methodologic strategies.

Step 4: Defining the Framework and Developing Conceptual Definitions

Theory is the ultimate aim of science. It transcends the specifics of a particular time, place and
group and aims to identify regularities in the relationships among variables. Researchers should
have a conceptual rationale and conceptual definitions of key variables.

Step 5: Formulating Hypotheses

A hypothesis is a statement of the researcher’s expectations or predictions about relationships

among study variables.

Phase 2: The Design and Planning Phase

Step 6: Selecting a Research Design

The research design is the overall plan for obtaining answers to the research questions.

Step 7: Developing Protocols for the Intervention

An intervention protocol for the study must be developed, specifying exactly what the
biofeedback treatment would entail (e.g., who would administer it? how frequently? how long
the treatment would last and so on) and what the alternative condition would be.

Step 8: Identifying the Population to be Studied

Quantitative researchers need to clarify the group to whom study results can be generalized-
that is, they must identify the population to be studied. A population is all the individuals or
objects with common, defining characteristics.

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Step 9: Designing the Sampling Plan

Researchers collect data from a sample, which is a subset of the population. Using samples is
more practical than collecting data from an entire population.

Step 10: Specifying Methods to Measure Research Variables

Based on the conceptual definitions, researchers identify appropriate methods to

operationalize variables and collect data. Measuring research variables and developing a data
collection plan are challenging activities.

Step 11: Developing Methods to Safeguard Human / Animal Rights

Most nursing studies involve humans and so procedures need to be developed to adhere
ethical principles. Each aspect of the study plan needs to be scrutinized to determine whether
the rights of participants have been adequately protected. A formal presentation to an ethics
committee is often required.

Phase 3: The Empirical Phase

Step 13: Collecting the Data

The plan specifies where and when the data will be gathered, procedures for describing the
study to participants, and methods for recording information.

Step 14: Preparing the Data for Analysis

Data collected in a quantitative study are rarely amenable to direct analysis- preliminary steps
are needed. One such step is coding, which is the process of translating verbal data into
numeric form.

Phase 4: The Analytic Phase

Step 15: Analyzing the Data

Quantitative researchers analyze their data through statistical analyses, which include simple
procedures (e.g., computing an average) as well as ones that are complex.

Step 16: Interpreting the Results

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Interpretation involves making sense of study results and examining their implications.
Researchers attempt to explain the findings in light of prior evidence, theory and their own
clinical experience and in light of the methods they used in the study.

Phase 5: The Dissemination Phase

Step 17: Communicating the Findings

A study cannot contribute evidence to nursing practice if the results are not shared. Another
and often final task of the study, therefore, is the preparation of a research report that
summarizes the study.

Step 18: Utilizing the Findings in Practice

Ideally, the concluding step of a high-quality study is to plan for the use of evidence in practice
settings.

B. QUALITATIVE RESEARCH

Qualitative researchers have a flexible approach. It is impossible to define the flow of activities
in a study precisely. The flow varies from one study to another, and the researchers themselves
do not know ahead of time

Conceptualizing and Planning a Qualitative Study

Identifying the Research Problem

Begin with the broad topic area, focusing on an aspect of a topic that is poorly understood and
about which little is known. The general topic area maybe narrowed and clarified on the basis
of self-reflection and discussion with others, researchers may proceed initially with a fairly
broad research question.

Doing a Literature Review

Qualitative researchers do not all agree about value of an upfront literature review. Some
believe that doing so would influence conceptualization of the focal phenomenon while others
conduct brief preliminary review to get general grounding. In any case, qualitative researchers
typically find a fairly small body of relevant previous work because of the types of questions
they ask.

Selecting and Gaining Entrée into Research Sites

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Researchers may need to engage in anticipatory fieldwork to identify a suitable and

information-rich environment for the study. Gaining entrée typically involves negotiations with
gatekeepers who have authority to permit entry into their world.

Developing an Overall Approach in Qualitative Studies

Qualitative researchers use an emergent design that materializes during the course of data
collection. Certain design features maybe guided by the qualitative research tradition within
which the researcher is working.

2. CONCEPTUAL PHASE: RESEARCH PROBLEM

BASIC TERMINOLOGY

Research problem is an enigmatic or troubling condition that a researcher wants to address

through discipline inquiry. Researchers identify a broad topic, narrow the problem scope, and
identify questions consistent with a paradigm of choice.

Problem statement articulates the problem and describes the need for a study through the
development of an argument.

Research questions are the specific queries the researchers want to answer in addressing the
problem.

Hypotheses are specific predictions about answers to the research questions.

Statement of purpose or purpose statement summarizes the study goals.

SOURCES OF RESEARCH PROBLEMS

1. Clinical experience- Nurse’s everyday clinical experience is rich source of ideas for
research topics.
2. Quality improvement efforts- Important clinical questions sometimes emerge in the
context of findings from quality improvements studies.
3. Nursing literature – Ideas for studies often come from reading the nursing literature.
Research articles may suggest problems indirectly by stimulating the reader’s curiosity
and directly by identifying needed research.
4. Social issues- Topics are sometimes suggested by global social and political issues of
relevance to the healthcare community.
5. Theories – Theories from nursing and other disciplines are another source of research
problem.
6. Ideas from external sources- External sources and direct suggestions can sometimes
provide impetus for a research idea.

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Developing and Refining Research Problems

1. Selecting a topic

This is a creative process. Jot down areas of interest as they come to mind.

2. Narrowing the topic

Once you have identified a topic of interest, you can begin to ask some broad questions that
can lead to a researchable problem.

Examples of questions: What is going on? What is the meaning of….? What is the extent of…?

3. Evaluating Research Problems

There are no rules for making a final selection of a research problem, but some criteria should
be kept in mind.

 Significance of the problem- Evidence from the study should have potential to
contribute meaningfully to nursing practice.
Examples of questions you need to ask yourself:
( Is the problem important to nursing and its clients? Will patient care benefit from the
evidence? Will the findings challenge or lend support to untested assumptions?)

 Researchability of the problem- Not all problems are amenable to research inquiry.
Questions of a moral or ethical in nature, although provocative, cannot be researched.

 Feasibility of addressing the problem- Not all following factors are universally relevant,
but they should be kept in mind:

1. Time- Most studies have deadlines or goals for completion, so the problem must be one
that can be studied in the given time.
2. Availability of the given time- In any study involving humans, researchers need to
consider whether people with the desired characteristics will be available and willing to
cooperate.
3. Cooperation of others- Cooperation from prospective participants and gatekeepers.
4. Facilities and equipment- What facilities and equipment will be needed and whether
they will be available before embarking on a study.
5. Money – Monetary needs for studies vary widely.
Examples:

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a. personal costs
b. participant’s cost
c. supplies
d. printing and duplication costs
e. equipment
f. laboratory fees
g. transportation cost

 Researcher experience- The problem should be chosen from a field about which you
have some prior knowledge or experience.
 Ethical consideration- A research problem may be unfeasible if an investigation of the
problem would pose unfair or unethical demands on participants.
 Researcher interest- Genuine fascination with the chosen research problem is an
important pre-requisite in a study.
COMMUNICATING RESEARCH PROBLEM
A. Problem Statement- an articulation of what it is that is problematic and what is the
impetus for the research. (This is usually written in chapter 1 under the Introduction
and Background of the Study)
SIX COMPONENTS OF PROBLEM STATEMENT IN A QUANTITATIVE STUDY
1. Problem identification: What is wrong with the current situation?
2. Background: What is the context of the problem that readers need to understand?
3. Scope of the problem: How big a problem is it; how many people are affected?
4. Consequences of the problem: What is the cost of fixing the problem?
5. Knowledge gaps: What information about the problem is lacking?
6. Proposed solution: What is the basis for believing that the proposed study would
contribute to the solution of the problem.
Example:
Each year, more than 1 million people are diagnosed with cancer, which remains one of
the top causes of death among both men and women (Citation). Numerous studies
documented that a diagnosis of cancer is associated with high levels of stress. Sizeable
numbers of patients who receive a cancer diagnosis describe feelings of uncertainty, fear,
anger, and loss of control (Citation). Interpersonal relationships, psychological
functioning, and role performance have all been found to suffer following cancer
diagnosis and treatment (Citation). These stressful outcomes can in turn adversely affect
health, long term prognosis, and medical costs among cancer survivors. (Citation)

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A variety of alternative / complementary therapies have been developed in an effect to
decrease the harmful effects of stress on psychological and physiological functioning, and
resources devoted to these therapies have increased in recent years (Citation). However,
many therapies have not been carefully evaluated to determine the efficacy, safety and cost
effectiveness. For example, the use of humor has been recommended as a therapeutic
device to improve the quality of life, decrease stress, and perhaps improve immune
functioning (Citation), but the evidence to justify its popularity is scant. Preliminary
findings from a recent small-scale endocrinology study with a healthy sample exposed to a
humorous intervention (Citation), however, holds promise for further inquiry with
immunocompromises populations.

B. Statement of Purpose- This establishes the study’s general direction and captures its
essence. This is worded declaratively. This also identifies the key study variables and
their possible relationships, as well as the population of interest.
Examples:
Quantitative study
1. The purpose of this study is to determine the incidence and associated risks of falls and
fractures among adults who underwent Roux-en gastric bypass.
Qualitative study
2. The purpose of this study is to explore the characteristics and the contexts related to
sexual behaviors among institutionalized residents.

C. Research questions- In some cases, direct rewording of the statement of purpose. This
is a concise interrogative statement that is worded in the present tense and includes
one or more variables or concepts. In a quantitative study, the foci of research question
are description of key study variables, the examination of relationship among
variables, determination of differences between two or more groups regarding selected
variables and the population under study.
Examples:
QUANTITATIVE STUDY:
1. What are the characteristics of nurses who use humor as a complementary
therapy with hospitalized cancer patients? (DESCRIPTIVE QUESTION)
2. What is the effect of nurses’ use of humor on stress in hospitalized cancer
patients? (RELATIONSHIP QUESTION) or (STATISTICAL QUESTION)

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3. Is the use of humor significantly related to stress among hospitalized cancer

patients? (RELATIONSHIP QUESTION) or (STATISTICAL QUESTION)
4. Is there a significant difference of the experimental group who use humor from
the control group who use pet therapy on stress among hospitalized cancer patients?
(DETERMINATION OF DIFFERENCES BETWEEN TWO GROUPS)
QUALITATIVE STUDY:
1. What is the women’s lived experience of fear of childbirth?

ACTIVITY

ACTIVITY 1: The first activity is IDENTIFICATION. You need to identify the six components of a
problem statement in a research study.

INSTRUCTION

After reading an excerpt of a previous study you need to identify the six components of a
problem statement. Fill up your answer on the space provided in the column. Summarize your
answers in two to three sentences only and use Font 12 Times Roman

*SAMPLE EXCERPT: (Canlas, et al., 2012)

Title of the Study: AWARENESS, ATTITUDE AND UTILIZATION OF FAMILY PALNNING

METHODS AMONG AETAS.

According to Cuevas, in 2003 there are about 84 million people that are expected to grow annually at
2.36% which can cause the population to double in the next 29 years. Moreover, the fertility rate of Filipino
women remains at 3.5 children per woman compared to the desired rate of 2.5. Also, among the currently married
woman, 48% of which are using contraceptive measures while the other 51% shows non-adherence towards family
planning practices (Public Health Nursing, 2008).

In the Philippines there is a prevalence of minority groups, these are people sharing common ethnic, racial
or religious background, especially when constituting a comparatively small proportion of a given population. One
of these minority groups are the Aetas.
Aetas are indigenous people living in scattered isolated mountainous part of Luzon mainly on Bataan and
Zambales. Issues regarding healthcare of this minority group arise specifically about family planning methods as
evidenced by the number of members each Aeta family has of around six to eight. Past studies of Peters and Mead
et. al. identified certain barriers which includes culture and topography. Presently, Aetas go to school which is
constructed within the vicinity of their area and some of them are able to read and write in both English and
Tagalog. Nevertheless, some studies have shown that due to the fragmented composition of the Philippines, ethnic
groups similar to Aetas are not easily penetrated by the health care team. The trouble in gaining access to this health
care program specifically the family planning program provided by the Department of Health (DOH), leads to the
less or non- utilization of these groups.

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Currently, only few researches were conducted regarding the awareness, attitude and utilization of the
people about family planning methods. This fact is also true for Aetas, in the sense that there is no ample amount of
studies that will give rise to information regarding their awareness, attitude and utilization towards family planning
methods. For this reason, the researchers have conducted the study.
Moreover, outburst of numerous issues regarding family planning and reproductive health is now the
concern of most healthcare providers since these ethnic groups lacks enough knowledge about matters concerning
family planning due to certain identified barrier such as economic restraints. Reproductive health among ethnic
groups is overlooked because of cultural barriers such as tradition, language and topography.
However, previous study conducted by Borrero S., Schwarz E., Creinin M., et al.2009, mentioned that there
were no racial or ethnic differences in the overall use of family planning services but there were differences in the
type of services that they received. Thus, the researchers would like to see if the result would be the same or
different to the Aetas in the Philippines with regards to their awareness, attitude and utilization towards family
planning method.

Components Assessment
Problem
identification

Background of
the study

Scope of the
problem

Consequences of
the problem

Knowledge gaps

Proposed
solution

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Total Points 6 points

ASSESSMENT
We will be using rubric to assess how much fully you understand the above concepts. Below are
the criteria on how you will be graded base on your interpretation of EACH component.

Criteria Points
Correctness of the component identified 1 point for each component=6

Total Points 6/6

ACTIVITY 2: The second activity is Write it down. After you learned how to construct properly
the purpose and research questions, you are asked to write down in your own words the
purpose and sample research questions of the study.

INSTRUCTION
After reading the same Sample excerpt (* please read the above study), develop 2 purpose of
the study, 3 descriptive research questions and 2 statistical questions)

Topic Assessment
Purpose of the
study

Research Questions

Total points 14points

ASSESSMENT
We will be using the rubric below based on your interpretation of EACH concept.

Component Points
Correctness of developing 4
the purpose of the study
2*2

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Correctness of developing 10
the research questions 5*2
Total Points 14

Activity 1= 6
Activity 2= 14
Total score 20/20

REFERENCES:

Polit, D. and C. Tatano Beck. Nursing Research: Generating and Assessing Evidence for Nursing
Practice. 8th ed. Philadelphia: J.B. Lippincott Williams and Wilkins, 2018.

Burns, N., & Grove, S. K. (2009). The practice of nursing research: Appraisal, synthesis, and
generation of evidence. St. Louis, Mo: Saunders/Elsevier.

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