Unit-4-Quantitative Research design 2024.pdf

An arterial blood gas (ABG) test measures the levels of oxygen and carbon dioxide in the blood, as well as the blood's acid-base balance (pH). The test is performed by drawing blood from an artery, usually in the wrist, arm, or groin. The test can help determine how well the lungs are able to move oxygen into the blood and remove carbon dioxide. It can also help identify breathing problems, lung diseases, and how well treatments are working.
An arterial blood gas (ABG) test measures the levels of oxygen and carbon dioxide in the blood, as well as the blood's acid-base balance (pH). The test is performed by drawing blood from an artery, usually in the wrist, arm, or groin. The test can help determine how well the lungs are able to move oxygen into the blood and remove carbon dioxide. It can also help identify breathing problems, lung diseases, and how well treatments are working.
An arterial blood gas (ABG) test measures the levels of oxygen and carbon dioxide in the blood, as well as the blood's acid-base balance (pH). The test is performed by drawing blood from an artery, usually in the wrist, arm, or groin. The test can help determine how well the lungs are able to move oxygen into the blood and remove carbon dioxide. It can also help identify breathing problems, lung diseases, and how well treatments are working.
An arterial blood gas (ABG) test measures the levels of oxygen and carbon dioxide in the blood, as well as the blood's acid-base balance (pH). The test is performed by drawing blood from an artery, usually in the wrist, arm, or groin. The test can help determine how well the lungs are able to move oxygen into the blood and remove carbon dioxide. It can also help identify breathing problems, lung diseases, and how well treatments are working.
An arterial blood gas (ABG) test measures the levels of oxygen and carbon dioxide in the blood, as well as the blood's acid-base balance (pH). The test is performed by drawing blood from an artery, usually in the wrist, arm, or groin. The test can help determine how well the lungs are able to move oxygen into the blood and remove carbon dioxide. It can also help identify breathing problems, lung diseases, and how well treatments are working.
An arterial blood gas (ABG) test measures the levels of oxygen and carbon dioxide in the blood, as well as the blood's acid-base balance (pH). The test is performed by drawing blood from an artery, usually in the wrist, arm, or groin. The test can help determine how well the lungs are able to move oxygen into the blood and remove carbon dioxide. It can also help identify breathing problems, lung diseases, and how well treatments are working.
An arterial blood gas (ABG) test measures the levels of oxygen and carbon dioxide in the blood, as well as the blood's acid-base balance (pH). The test is performed by drawing blood from an artery, usually in the wrist, arm, or groin. The test can help determine how well the lungs are able to move oxygen into the bl

1. QUANTITATIVE RESEARCH
DESIGN
Presented by: Rizwan Ali
MSN, BSN, ZU
Acknowledgement:
Sami Khokhar,SirRajaKhatri
1
UNIT-IV

2. WHATISRESEARCH?
•Researchcanbedefinedasthe
systematiccollection, description,
analysisand interpretationofdatato
answera certainquestionorsolvea
problem.
•Healthresearchcanalsobedefinedasthe
processforsystematiccollection,
description, analysisandinterpretationof
datathatcanbe usedtoimprovethehealth
ofindividualsorgroups (OHW) .

3. QUANTITATIVE PARADIGM
“An inquiry into a socialor human problems, based on testing a
theorycomposed of variables, measured with numbers, and analyzed
with statistical procedures, inorder to determine whether the
predictive generalizations of the theory hold true.”
(Claydon LS, 2015).
“A formal, objective, systematic process in which numerical data are
utilized to obtain information about the world"
(Burns & Grove, as cited by Cormack, 1991, p. 140).
3

4. CHARACTERISTICS OF QUANTITATIVE STUDIES
4
✓Objectivityisof keyimportance.
✓Allowsustomeasurenumericaldataortoquantifythings.
✓Requirerelativelylargesamplesize.
✓Canbeusedtogeneralizedfindings.
✓Requiretheknowledgeofstatistics.
✓Deductiveapproach fromgeneraltospecific
✓The researcher knows in advance what he or she is looking for.
Goal: Prediction, control, confirmation, test hypotheses.
Quantitative research is inclined to be deductive -- it tests theory.
This is in contrast to most qualitative research which tends to be inductive --- it generates
theory.

5. DIMENSIONSOFRESEARCHDESIGNS
TimeFrame
Control
over
independent
variable
Measurement of
independent
and dependent
variable

6. DESCRIPTIVE
TrueExperimentalQuantitative
Research
Designs
Non-
Experimental
Co-relational
Quasi-Experimental
Experimental

8. 1.DESCRIPTIVE RESEARCH
•It is design to gain more information about characteristics within a
particular field of study.
•Its purpose is to describe, observe and document aspect of a situation as it
naturally occur.
•It serve as a starting point for hypothesis generation or theory
development.
•It is frequently used when very little is known about a topic.
•Involves collecting data in order to test hypotheses or answer questions
regarding the participants of the study.
8

9. DESCRIPTIVERESEARCHDESIGN
Example
•A nationalstudywasconducted, involving116acutecarefacilitiesin34
statestodeterminetheincidenceofpressureulcers. Incidencefor17,650
patientsinmedicalsurgicalorintensivecareunitswasmeasured.
(Whittington, Patrick, & Roberts, 2000)

11. DESCRIPTIVERESEARCHDESIGN
ComparativeDescriptiveDesign:
•Usedtodescribetheexistingdifferencesbetweentwonaturallyoccurring
groups
•Mayusedescriptiveorinferentialstatistics (descriptive statistics state facts and
proven outcomes from a population, whereas inferential statistics analyze samplings to
make predictions about larger populations)
Example:
•Comparingtheincidenceofpressureulcersbetweenthosehavinglengthof
stayoneweek, andthosehavinglengthofstay twoweeks.

13. CORRELATIONALRESEARCHDESIGN
•The purposes are to:
•Understand linkages and relationships among two or more variables without
introducing any intervention.
•Identify associations that can further be tested through experimental
research for causality (Polite & Beck, 2017).
•Using Correlational analysis, the researcher determines:
•Strength of relationship
•Type (positive or Negative) of relationship
•Example: “Social support is negatively associated with the level of
Depression”.
•Correlation does not prove causation

14. CORRELATIONALRESEARCHDESIGN
•Thestrengthofarelationshipvariesfrom–1(perfectnegativecorrelation)to
+1(perfectpositivecorrelation),with0indicating norelationship.
•TheprimaryintentofCorrelationalstudiesistoexplainthenatureof
relationshipintherealworld,nottodeterminethecauseandeffect.
•Thecorrelationalstudiesareinherentlyweakerthan
experimentalstudies.

17. CORRELATIONALRESEARCHDESIGN
Example
•AstudyinvolvedAfrican-Americanpostpartumwomentodescribethe
relationshipbetweenbody imageperceptionsandtheirweight.Theyfounda
strongnegativeassociationbetweenthetwo(Morin,Brogan,&Flavin,2002).
•Astudyintendedtodescribetherelationshipbetweenpatients’levelofactivity
(activehours)andtheirglycemiccontrol(Randombloodsugar),among
peoplewithtypeIdiabetes.Theyappliedregressiontoidentifythevaluesof
RBSwithdifferentactivitylevels(Faulkner,Hathaway,Milstead,&Burghen,2001).

18. EXPERIMENTALRESEARCHDESIGN
•Researchersareactiveagents, notthepassiveobservers
•Itprovidestheframeworkforestablishinga relationship between
causeandeffect
•Researchinwhichtheinvestigatordeliberatelycontrolsand
manipulatestheindependentvariabletoobservetheeffectofthatchange
onanotherdependentvariable.

19. EXPERIMENTALRESEARCHDESIGN
Atrueexperimentaldesignischaracterizedby thefollowingproperties:
1.Manipulation
2.Control
3.Randomization
4.Replication

20. EXPERIMENTALRESEARCHDESIGN
Manipulation:
•Itinvolvesdoingsomething)intervention/treatment( tothestudy
participants
•Theexperimentermanipulatestheindependentvariableby
administeringintervention(s) andobservestheeffectonthedependent
variable.
•Example: Gentlemassageiseffectiveasa painreliefmeasurefor
elderlynursinghomeresidents.

21. EXPERIMENTALRESEARCHDESIGN
Control:
•Itisachievedby strictlycontrollingtheintervention(duration,method,
performer),andthecharacteristicsoftheparticipants (diagnosis,age,typeof
procedure)
•Themorestrictthecontrolisinanexperimentalstudy,themorevalidwillbe
thefindings
•Controlgroupreferstoagroupofparticipantswhoseperformanceona
dependentvariableisusedtoevaluatethe performanceoftheexperimental
groupon thesamedependent variable(forcomparisonpurpose).

22. EXPERIMENTALRESEARCHDESIGN
•providing equal chance for every unit of target population to be included
as a study sample, at the same time to be either as an experimental or
control group.
Randomization:
•Itinvolvesplacingparticipantsininterventionalandcontrolgroupsat
random
•Randomizationreducesbiasinthegroupswithrespecttoattributes
thatcouldaffectthedependentvariable)limitsextraneousvariables(.

23. REPLICATION
Replication means the experiment should be repeated more than
once. It helps to increase the accuracy of the experiment, with
which the main effects and interaction can be estimated.

24. TRUE OR CLASSICAL EXPERIMENTAL DESIGN
True experimental studies are also known as random assignment
study. It involves random assignment of participants to more than
one purposively created group, and then comparison of outcomes
for the created groups.

25. EXPERIMENTALRESEARCHDESIGN
TypesofTrueExperimentalStudies
•TimesandPlacementofMeasures
•PosttestonlyControlgroupdesign
•Pre-test-Post-testControlgroupdesign
•Repeatedmeasuresdesign
•Numberofstudysites/settings
•Singlefacilitybasedstudies
•Multisitelargestudies(RandomizedClinicaltrials)
•Numberofindependentvariables/interventions
•Oneindependentvariable
•Twoormorethantwoindependentvariables(Factorial2x2design)

26. Experimental
Research
Design
EXAMPLEOFINTERVENTIONALSTUDY
•Design ---Pretest Post test
•A study intends to test that the air-filled blankets
are more effective than water-filled blankets in
cooling critically ill patients with fever.
•The study assigned patients to the two different
types of blankets (independent variable) and
measured the (dependent variable) body
temperature twice, i.e. before and after the
intervention.

27. PRETEST-POSTTEST CONTROL GROUP DESIGN
In this, the subjects are assigned randomly to experimental and control
groups. Pretest and posttest are carried out before and after the
manipulation of independent variable in experimental group and the
effect of the treatment is observed.
Experimental group pretest intervention posttest
Random assignment
Control group pretest --- posttest

28. http://www.fortunecity.com/greenfield/grizzly/432/rra2.htm

29. EXPERIMENTALRESEARCHDESIGN
ExampleofInterventionalStudy
Design---Posttestonly
•A studywasdesignedtomeasuretheeffectsofaneducationalintervention
relatingtourinaryincontinenceonthesubsequenthelp-seekingbehaviorof
olderadults. Onegroupreceivedindividualizedinstructionandwritten
information, andtheotherreceivedwritteninformationalone. Twomonths
later, theresearcherdeterminedhowmanyparticipantsineachgroupsought
professionalhelpforurinaryincontinence.
(Milne, 2000

30. QUASI-EXPERIMENTALRESEARCHDESIGN
•Like true experiments, these studies also involve intervention, and
examine the effects of that intervention, using selected methods of
measurement.
•The purpose of quasi-experimental research is to examine casual
relationships or to determine the effect of one variable on another, with
lesser level of control and randomization, where it is not possible
practically
•Quasi-experimental studies differ from experimental studies bythe
•less level of the control achieved by the researcher
•lack of Randomization

31. TYPES OF QUASI EXPERIMENTAL STUDIES DESIGN
Pretest Posttest Nonequivalent Group.
•With this design, both a control group and an experimental group is
compared, however, the groups are chosen and assigned out of
convenience (naturally occurring or self-selected groups) rather than
through randomization.
•We might ask students in one class to participate in a problem-based
learning (PBL) tutorial about a topic, and the students in the other class to
attend a F2F lecture on that topic. We would then measure all of the
students ’knowledge about the topic before and after. Those students who
participated would be our treatment group; those who did not would be our
control group.

32. Groups are not equivalent at
baseline, due to..
✓Self-selection
✓Non-random assignment
✓Use of existing groups
✓Participants not blind
Non equivalent
Non-equivalent two-group designs
Exp Gp
Con Gp
Posttest
Posttest
Assessments may or may not be
controlled
✓Survey or interviews
✓Archival / existing data, e.g.,
clinic records, grades
Intervention or event
Intervention or event may or may not be
controlled by researcher;
✓Existing program
✓Experimental intervention
✓Naturally occurring event
(No baseline)

35. TYPESOFQUASI-EXPERIMENTALDESIGN
Pretest Posttest Single group Design.
•This refers to the pretesting and post-testing of one group of subjects
before and after the intervention.
•The purpose might be to determine long term effect of treatment and
therefore the number of pre-and posttests can vary from one to many
(time series design).
•This design is applied where having a control group is not possible; but it
is a weak design

36. QUASI-EXPERIMENTALRESEARCHDESIGN
Example (Quasi-experimental Design)
•A study used a quasi-experimental design to evaluate the effectiveness of a
new dressing versus a traditional one. The researcher assigns one ward (ward
A) as interventional group, and all patients admitted to ward A were dressed
with the new dressing; whereas ward B was taken as a control group, and all
patients admitted to ward B were dressed with the traditional dressing. Before
dressing application, skin staging was assessed. Outcome of both the dressings
was observed after two weeks of daily dressing, in terms of wound healing
(skin staging), and was compared.

37. QUASI-EXPERIMENTALRESEARCHDESIGN
Another Example…
•A researcher wanted to study the effectiveness of 24hour presence of
parents with children 2-5years old, during their hospitalization at ICU, in
managing children’s anxiety. Children’s baseline anxiety was measured
before the intervention. The researcher wanted to test this intervention
against a control group of hospitalized children with intermittent presence
of parents allowed. However, both the things could not be followed in a
single unit, by randomizing few children to the intervention and few to the
control group. Hence one entire ICU was taken as intervention and another
was taken as control group.

38. BASICRESEARCH
•Definition: Research conducted primarily to advance scientific
knowledge and understanding, without immediate practical application
in mind. It focuses on fundamental questions and explores theoretical
concepts, often leading to new discoveries and breakthroughs.
•Example: Studying the behavior of subatomic particles to understand
the fundamental laws of physics.

39. APPLIED RESEARCH
•Definition: Research aimed at solving specific practical problems or
developing new technologies and products. It focuses on applying existing
knowledge to address real-world challenges and improve our lives.
•Example: Designing a new drug to treat a specific disease based on
previous research in molecular biology.

40. RIGORINQUANTITATIVERESEARCH
•Rigoristhestrivingforexcellenceinresearchanditinvolves:
•Discipline
•Adherencetodetail
•Strictaccuracy

41. WHATBRINGSRIGORINQUANTITATIVERESEARCHES?
Representativ
e Sampling
Controlled
Study Design
Measurement
Ethics

42. 1.REPRESENTATIVESAMPLING:
•This refers to selecting a sample that accurately reflects the characteristics
of the larger population you're interested in studying. It's crucial to avoid
bias and ensure your findings can be applied to the broader population.
Techniques like random sampling, stratified sampling, and cluster
sampling can help achieve representativeness.
•Without this, your findings may only be relevant to the specific sample you
studied and cannot be generalized to the wider population, undermining
the research's overall value.

43. 2.CONTROLLEDSTUDYDESIGN:
•Definition: In quantitative research, controlling refers to minimizing the
influence of extraneous variables that might affect the outcomes of the
study. This allows researchers to isolate the specific relationship between
the independent and dependent variables they are interested in.
•Types of control: Randomization, control groups, matching, statistical
techniques.

44. 3. MEASUREMENT:
•This involves using valid and reliable tools to collect data on the variables
you're interested in. Validity implies the tool measures what it's supposed to,
while reliability means it consistently produces the same results under
similar conditions.
•Poorly designed or inaccurate measurements can lead to invalid findings and
misleading conclusions. Careful selection and validation of instruments like
surveys, questionnaires, and observation protocols are essential.

45. SOMEADDITIONALPOINTSTOCONSIDERINSTUDYRIGOR
Transparency and replicability: Rigorous research should be
transparent in its methods and data analysis, allowing for
independent replications by other researchers.
Ethical considerations: Maintaining ethical standards in data
collection, analysis, and reporting is crucial.
Mixed methods: Sometimes, combining quantitative and
qualitative methods can enhance the overall rigor and insights of
a study.

46. HOWTOSTRUCTUREARESEARCH?
❖Title
❖Abstract
❖Introduction
❖Studyquestion,Objectives,problemstatement
❖Methodology
❖Studydesign
❖Subjects
•Inclusion/exclusioncriteria
•Sampling
•Recruitmentplans
•Methodofassignmenttostudygroups
❖Samplesize
❖Datacollection
❖Variables
❖Measures/instruments
❖Intervention
❖Dataanalysis
❖Ethicalconsiderations
•Consentform
•Privacyofinformation
❖Result
❖Discussion
•Conclusion
•Limitations
•Recommendation
❖References

47. CRITICALAPPRAISALGUIDELINES
•Is the design used in the study the most appropriate design to obtain the needed data?
•Does the design provide a means to examine all the objectives, questions, or hypotheses?
•Is the treatment clearly described? Is the treatment appropriate for examining the study purpose
and hypotheses? Does the study framework explain the links between the treatment (independent
variable) and the proposed outcomes (dependent variables)? Was a protocol developed to promote
consistent implementation of the treatment to ensure intervention fidelity? Did the researcher
monitor implementation of the treatment to ensure consistency? If the treatment was not
consistently implemented, what might be the impact on the findings?
•Did the researcher identify the threats to design validity (statistical conclusion validity, internal
validity, construct validity, and external validity) and minimize them as much as possible?
•If more than one group was used, did the groups appear equivalent?
•If a treatment was implemented, were the subjects randomly assigned to the treatment group or
were the treatment and comparison groups matched? Were the treatment and comparison group
assignments appropriate for the purpose of the study?

48. IDENTIFYSTUDYDESIGN (ACTIVITY)
1.Observation of the eating habits of children in school cafeterias.
2.Examination of the factors influencing job satisfaction among employees in a particular industry.
3.Analysis of trends in consumer behavior regarding online shopping habits during the holiday season.
4.Investigation of the relationship between hours of sleep and academic performance among high school
students.
5.Examination of the association between income level and health outcomes in a specific community.
6.Research on the relationship between job stress and productivity in a corporate setting.
7.Evaluation of the effectiveness of a new teaching method on student learning outcomes in a classroom setting.
8.Assessment of the impact of a smoking cessation program on participants ’long-term smoking habits.
9.Study on the effectiveness of a community intervention program in reducing crime rates in a neighborhood.
10.Investigation of the effect of a new drug on blood pressure control in patients with hypertension.
11.Study on the impact of different teaching strategies on students ’comprehension of a specific subject.
12.Evaluation of the effectiveness of a cognitive-behavioral therapy program on reducing anxiety symptoms in
individuals.

49. REFERENCES
•Grove, S. K., & Gray, J. R. ( 2018E hcraeseR gnisruN gnidnatsrednU .)-kooB:
Building an Evidence-Based Practice. Elsevier Health Sciences.
•Polit, D.F. & Beck, C.T. ( 2017gnissessa dna gnitareneG :hcraeser gnisruN .)
evidence for nursing practice (10th ed.). Philadelphia: Wolters Kluwer
•Walker, W. ( 2005 gnivlovni sngised hcraeser fo sessenkaew dna shtgnerts ehT .)
quantitative measures. Journal of Research in Nursing, 10(5) ,571-582.

50. Thank you
[email protected] 50