Research 2 SAS 1-6

NUR 028 (Nursing Research 2-Lecture)
STUDENT ACTIVITY SHEET BS NURSING/THIRD YEAR

Session # 1
Materials:
LESSON TITLE: TYPES OF RESEARCH DATA AND Book, pen and notebook
METHOD OF DATA COLLECTION
Textbook:
LEARNING OUTCOMES:
Upon completion of this lesson, the nursing student will be able Barrientos-Tan, C. (2011). A Research Guide in
to: Nursing Education: Building an Evidence-Based
Practice. Pasay City: Philippines, Visprint Inc.
1. Describe the types of research data
2. Explain methods of data collection
References:
Polit, Denise F. & Beck, Cheryl T. (2012). Nursing
research: Generating and assessing evidence for
nursing research (9th ed.), Philadelphia, PA:
Wolters Kluwer Health/ Lippincott Williams &
Wilkins.
SUBJECT ORIENTATION (15 minutes)

The instructor will start to introduce himself/herself. The course outline will be distributed and discussed accordingly.
Listed below are the additional information vital in this orientation which must be discussed inside the classroom by the
instructor.
1. The calendar of activities for major examinations

2. Course Syllabus
3. Classroom rules and regulations
4. Computation of grades specific for the subject
5. The essence and significance in grade computation of these modules
6. Election of class officers, if still undone
7. Other information that will be deemed necessary by the instructor
MAIN LESSON (20 minutes)
Types of Research Data

The conduct of research will yield research data. The type of research data is determined by the purpose of the study, the
method of research used, and the tools to be used in gathering the data. Research data greatly affect the implications of
research findings and the development of theory.
1. Cross-sectional Data
The researcher dips into study setting at a given point after the study design is completed, then gathers present
data on events occurring at that time. Such data is limited to the subjects at one point in time, and is best
gathered when the time frame is of short duration.
Example:
A study is conducted on the amount of nursing care a patient receives on certain days according to
categorization of needs an problems.
2. Retrospective Data
Frequently called ex-post facto studies. In this particular type, data are collected on events in the past before a
study design is completed, or data collected “after the fact”.
This document and the information thereon is the property of PHINMA

Education (Department of Nursing) 1 of 5
Example:
Fear responses of children during physical examination. The data will expectedly indicate previous
unpleasant experiences with health workers that could have influenced the children’s behaviour.
In such studies, it appears that events have occurred prior to the initiation of the study, and that data covering that
event have already been gathered by means of questionnaires or through analysis of existing records. Results
are limited to the availability of data.
3. Prospective Data
Refers to future data or events that occurred after the study design has been completed, but the study is pursued
over a relatively long period of time into the future.
Example:
What will happen to Cancer Patients who are discharged from the hospital after six months?
Prospective and retrospective researches are sometimes called longitudinal studies because they extend over a
long period of time. All experimental studies are prospective, and have the advantage of the possibility of
manipulating research variables and observing the effects of these after a period of time.
Retrospective cross-sectional prospective

Past current future
Categories of Data Collection
1. Primary data collection

In primary data collection, the researcher personally collects data from actual respondents using methods such as
interviews and questionnaires.
The key point here is that the data collected is unique to the researcher and the research. It is not accessible to
anyone else until it is published. The primary data generated by the methods below, may be qualitative in nature
usually in the form of words, or quantitative usually in the form of numbers or where the researcher can make
counts of words used. There are many methods of collecting primary data and the main methods include:
 questionnaires
 interviews
 focus group interviews
 observation
 case-studies
 diaries
 critical incidents
 portfolios
 physiologic instruments
 psychometric measurements
2. Secondary data collection

In secondary data collection, the researcher uses data that was collected for another purpose such as patient’s
medical records, employees or patients’ satisfaction surveys, organizational business reports and government
databases.
By their nature, they are easier to collect and gather than primary data. Its use is limited only by the specific
administrative procedures in different institutions.

CHECK FOR UNDERSTANDING (15 minutes)
Short Quiz. Multiple Choice. You have to read and analyze the following questions carefully. Write your answer in
CAPITAL letters only. Erasures and superimpositions will be marked wrong. (10 points)
Situation. A group of investigators are working on a field study exploring childhood obesity in the town of Pandayan.
The data will be gathered using questionnaire, observation and physiologic measurement. The study aims to determine
the risk factors of childhood obesity- the diet, activity and parental support given to children to formulate a program on
Child Wellness.
1. Based of the study, the category of data collection is:
a. Primary
b. Secondary
c. Both A & B
d. None of the above
ANSWER: ___________
2. From the purpose of the study cited above, the type of research data is:
a. Cross-sectional
b. Retrospective
c. Prospective
ANSWER: ___________
3. Which of the following secondary data will help investigators achieve their research goal?
a. Immunization record
b. Dietary Record
c. School Record
d. List of Family menu
ANSWER: ___________
4. If a focused group interview with the parents regarding their children will be utilized for the childhood obesity study,
the research data is:
a. Primary-Cross-sectional
b. Primary- Retrospective
c. Primary-Prospective
ANSWER: ___________
5. If the study aims to determine the physiologic measurements of children next Friday, the type of research data is:
a. Cross-sectional
b. Retrospective
c. Prospective
ANSWER: ___________
6. Which of the following is an example of an ex post facto research? Select all that applies.
a. Randomized controlled Trial on Frozen Plasma Treatment for COVID Clients
b. Experimental Study on Drug Treatment for Flu
c. Descriptive Study on Best Practices to Prevent Pneumonia
d. A Case Study on TB Patients Drug Resistance
ANSWER: ___________
7. A descriptive data on Level of Knowledge in Dengue Fever Among Barangay X residents can be obtained from any of
the following except:
a. Checklist

b. Questionnaire
c. Interview schedule
d. Unstructured Interview guide
ANSWER: ___________
8. In a follow up study of Deworming children in Barangay Y, the type of research collection should be:
a. The same tool with the primary research
b. Questionnaire and Anthropometric measurement
c. Stool Exam
d. Varying tool from the primary research
ANSWER: ___________
9. Data obtained from the civil registry is considered a secondary data.

a. Yes
b. No
c. Maybe
ANSWER: ___________
10. Which of the following is a secondary data?

a. Interview
b. Researcher’s observation
c. Bracketing Note
d. Nurses’ Endorsement logbook
ANSWER: ___________
RATIONALIZATION ACTIVITY
The instructor will now rationalize the answers to the students and will encourage them to ask questions and to discuss
among their classmates for 15 minutes.
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LESSON WRAP-UP (10 minutes)
You will now mark (encircle) the session you have finished today in the tracker below. This is simply a visual to help you
track how much work you have accomplished and how much work there is left to do.
You are done with the session! Let’s track your progress.
AL Strategy: Microlecture
You have to choose and recite an outcome sentence. The following are the outcome sentences:
I learned………
I was surprised…….
I’m beginning to wonder……..
I rediscovered……………..

Session # 2
Materials:
LESSON TITLE: METHODS OF COLLECTING DATA Book, pen and notebook
LEARNING OUTCOME: Textbook:
Upon completion of this lesson, the nursing student is
expected to: Barrientos-Tan, C. (2011). A Research Guide in
Nursing Education: Building an Evidence-Based
1. Discuss the methods of collecting data. Practice. Pasay City: Philippines, Visprint Inc.
References:
Wilkins.
LESSON REVIEW (5 minutes)

The instructor will open a box of rolled papers with your assigned numbers. If your number will be picked by the instructor,
you have to answer one of the following questions:
1. What are the categories of data collection?
2. Who can explain the three types of research data?
Methods of Collecting Data

The following are the ways to collect data:
1. Use of already existing or available data
These are pertinent reports and other documents of an institution which could be any of the following
a. Raw data form basic documents such as records of patient’s admissions, birth dates, and discharges among
others
b. Tubular data indicating number of patients admitted or discharged by year or month or total number of
deliveries surgeries or the workload of nurses.
2. Use of observers’ data

These are gathered through actual observation and recording of events. For ethical reasons the subjects must be
informed that they are being observed.
Types of Observers
a. Non-participant observer
This observer does not share the same milieu with the subjects and is not a member of the group or subjects
of the study. Data from this source have the advantage of high level precision because subjective judgement
is minimal.
Example:
Ward clerks are trained to observe and record student nurses’ nursing care practices and the
response of patients to their nursing care.

Types of non-participant observers
1. Overt non-participant observer
The observer identifies herself and her task of conducting research and informing the subjects of the
types of data to be collected.
2. Covert non-participant observer

The observer does not identify herself to the subjects she will observe. This may not be ethical since the
latter have the right to be informed of activities being involved in the process of research investigation.
b. Participant observer
The observer shares the same milieu and is better acquainted with the subjects. The observer may be a
member of the group assigned to collect data while taking part in the activity of the subjects.
Example:
Staff nurse A who is part of the population is being trained to observe Staff nurse B who is the
subject of the study. Both are assigned to the ICU on a 6 am to 2 pm shift.
Types of Participant observers:

1. Overt participant observer
The observer is involved with the subjects and has full knowledge an awareness of the subjects to be
observed.
2. Covert participant observer

The observer interacts with the subjects and observes their behaviour without their knowledge. This may
be construed by the subjects as “spying who might find out the real purpose of the observer’s activity.
This may have ethical implications similar to those of the covert non-participant observer.
Two methods of observations

a. Structured Observations.
These are done when the researcher has prior knowledge of the phenomenon of interest. The behaviour
checklist may help indicate the frequency of the subjects’ observed behaviour.
b. Unstructured Observation
The researcher attempts to describe the events or behaviour with no preconceived ideas of what will be
seen or observed. This requires a high degree of attention and concentration on the part of the
researcher.
3. The Use of Self Recording or the Reporting Approach

Self-recording and reporting method of data collection uses a specially prepared document intended to collect
data called instruments. This method describes tools, devices, test and other measures used in data collection.
It explains in detail how these are applied and validated.
4. Use of Delphi Technique

This technique uses a series of questionnaires to gather a consensus of options and information from a group of
experts. The process continues until a consensus is reached. Similar to questionnaires, it includes a large number
of subjects or respondents but its primary objective is to gather consensus of opinions, judgments or choices.
The Delphi Technique was originally conceived as a way to obtain the opinion of experts without necessarily
bringing them together face to face.
This is normally achieved through a series of rounds where information is fed back to panel members using
questionnaires. The Delphi technique can be used in developing a learning resource in mental health, cancer
research and others.
The following are types of Delphi technique according to Benner & Ketefian (2008):
 Classic Delphi
Questions are presented to a panel of informed individuals in a scientific field asking their opinions on a
particular issue or problem.

 Modified Delphi
Uses interview or focus groups to gather their opinions on certain issues or trends.
 Policy Delphi
Used mostly in organizations to examine and explore policy issues. A committee could be used to
formulate the argued policy
 Real-time Delphi
Uses a structured time, avoiding delay caused by pen and paper type, hence a face to face analysis is
done by the researcher.
 E-delphi
Uses electronics of e-mails, completion of online information by either classic or modified Delphi
technique.
5. Critical Incident Technique

This technique employs a set of principles for collecting data on observable human activities. It has high value in
nursing since the data is based on actual incidents and is not merely hypothetical. It is flexible to examine
interpersonal communication skills (Polit & Beck, 2008)
The researcher develops a codebook to define data before initiating data collection. Coding is the process of
transforming data into numerical symbols that can be easily entered into the computer (Houser, 2008) For
example, “religion catholic” as 1 and “non-catholic” as 2. Included in the codebook are definition of variables,
copies of all scales, questionnaires and forms used in the study. After data collection is completed forms are
checked for legibility and completeness and verify data as necessary.

Short Quiz. You have to read and analyze the sentences carefully then write T if the statement is correct and F if the
statement is incorrect. Erasures and superimpositions are not allowed (10 points).
1. The covert participant observer interacts with the subjects and observes their behaviour without their knowledge.
ANSWER: ___________
2. Miss A, an observer identifies herself as part of the research team for pediatric-oncologic department. She had
informed the nurse subjects of the types of data to be collected in the ward. She is a covert observer.
ANSWER: ___________
3. The Delphi Technique was conceived as a way to obtain the opinion of experts without necessarily bringing them
together face to face.
ANSWER: ___________
4. The researcher attempts to describe the events or behaviour with no preconceived ideas of what will be seen or
observed in a structured observation.
ANSWER: ___________
5. Mr. G formulated a questionnaire for his correlational study research instrument. His data collecting method is
Delphi technique.
ANSWER: ___________
6. The yearly mortality rate and recovery rate from COPD in a hospital can be obtained from an already existing
data.
ANSWER: ___________
7. In a retrospective study by student K, when he plans to make use of a codebook to be able to assign values to
information he is using an e-Delphi.
ANSWER: ___________
8. The participant observer shares the same milieu and is aware of the subjects in the study.
ANSWER: ___________

9. In unstructured observation, a checklist may help indicate the frequency of the subjects’ observed behaviour.
ANSWER: ___________
10. A policy Delphi is used to reveal arguments within a panel to address a policy issue.
ANSWER: ___________
The instructor will now rationalize the answers to the students and will encourage them to ask questions and to
discuss among their classmates.
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AL Strategy: CHORAL WORK
The teacher will flash some cards to reactivate and deepen your prior knowledge on the methods of collecting data. A
series of cards will be flashed to make the class answer in unison for mastery. The pace will be quick so that all will enjoy
being part of the group. Occasionally, the teacher will say. “Say it with power” or “More energy please” to maintain
group energy.

Session # 3
Materials:
LESSON TITLE: MEASUREMENT OF VARIABLES Book, pen and notebook

Upon completion of this lesson, the nursing student is Barrientos-Tan, C. (2011). A Research Guide in
expected to: Nursing Education: Building an Evidence-Based
1. Identify the levels of measurement. Practice. Pasay City: Philippines, Visprint Inc.
References:
Wilkins.
https://www.ncbi.nlm.nih.gov/pubmed/16052183

The instructor will open a box of rolled papers with your assigned numbers. The students whose numbers will be picked
by the instructor will answer one of the following questions:
1. What are the methods of collecting data?
2. What is the difference between structured and unstructured observation?
3. What are the types of observers?
Variables are qualities, properties or characteristics of persons, things, or situations, may change or vary, manipulated,
measured, or controlled.
Measurement is a procedure for assigning numerical values to represent the amount of an attribute present in an
object or person.
Advantages of Measurement
1. It removes subjectivity and guesswork.

2. Obtain reasonably precise information.
3. It serves as a language of communication.
Levels of Measurement determine the type of statistical analysis that can be used and the type of conclusions that can
be drawn from the investigation.
1. Nominal are used to classify variables into categories but cannot be ranked, categories are mutually exclusive
Ex. GENDER: 1 Male or 1 Female

2 Female or 2 Male
CIVIL STATUS: 1 Single

2 Married
3 Others

2. Ordinal are used to show relative rankings of variables, and in ordering observations according to magnitude or
intensity; from most to least; highest to lowest
Ex. Scales – the devices designed to assign a numeric score for people to place them on a continuum with
respect to attributes being measured
a. Likert Scale- consists of several declarative items that express a viewpoint on a topic. Respondents typically
are asked to indicate the degree to which they agree or disagree with the opinion expressed by the statement
b. Semantic Differential Scale -participants are asked to rate concepts on a series of bipolar adjectives.
Respondents place a check at the appropriate point on a 7-point scale that extends from one extreme of the
dimension to the other.
c. Vignettes- brief case reports or descriptions of events to which respondents are asked to react.
Descriptions are structured to elicit information about respondents’ perceptions of some phenomenon or their
projected actions
d. Q Sorts- participants are presented with a set of cards on which words or phrases are written; they are told to
sort the cards along a specified bipolar dimension.
Typically, there are between 50 to 100 cards to be sorted into 9 or 11 piles

e. Visual Analog Scale - used to measure subjective experiences
Example: pain, fatigue, dyspnea, nausea
f. Graphic Rating Scale- A scale in which respondents are asked to rate something (e.g., concept or an issue)
along an ordered, numbered continuum, typically on a bipolar dimension (e.g., “excellent” to “very poor”)
3. Interval- rankings of variables on a scale with equal intervals between the numbers, consists of real numbers,
The zero point remains arbitrary and not absolute
Ex: Temperature in degree Centigrade
Temperature in degree Fahrenheit
Date, pH
4. Ratio- ranking of variables on scales with equal intervals, distance between ranks is specified up to the zero point
level, the zero is absolute
Ex: weight, height, income, No. of children/clients, temperature in degree Kelvin

Short Quiz. You have to identify if the level of measurement with the variables given below is Nominal, Ordinal, Interval or
Ratio. Erasures and superimpositions will be marked wrong. (10 points)
1. Marital Status
ANSWER: ___________
2. Income
ANSWER: ___________
3. Stress
ANSWER: ___________
4. Ph
ANSWER: ___________
5. Level of Knowledge
ANSWER: ___________
6. Perception
ANSWER: ___________
7. Year Level
ANSWER: ___________
8. Storm Signal
ANSWER: ___________
9. No. of nurses per shift

ANSWER: ___________
10. Type of bacteria

ANSWER: ___________
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AL Strategy: CAT 3-2-1
After the lesson, each of you will be asked to write in a one fourth sheet of paper the following:
Three things student learned:
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
Two things student still want to learn more about:
1. ______________________________________________________
2. ______________________________________________________
One question student still have:
1. ______________________________________________________
The instructor will validate your learning and answer questions before the class dismissed.

Session # 4
Materials:
LESSON TITLE: SOURCES OF MEASUREMENT ERRORS Book, pen and notebook

1. Explain the sources of measurement errors.
References:
Wilkins.

1. What are the four levels of measurement?
2. How are the levels of measurement different from one another?
3. Give examples of the four level of measurement
Sources of Measurement Errors

Measurement errors occur when there is a difference between what exists in reality and what is measured by a research
instrument (Burns & Grove, 2007). Instruments and objects being measured are influenced by several factors which
represent bias or can alter the resulting data. These influencing factors must be controlled in order to prevent extraneous
variables causing inaccurate data. The most common factors causing measurement errors are the following (Polit & Beck,
2008):
1. Environmental contaminants
Responses and scores are affected by the situation. Examples are temperature, lighting, time, friendliness of
researchers, presence of observers, research locale, among others.
2. Variation in personal factors

Response or scores are affected by the respondents’ personal states which influence motivation to cooperate.
Examples are fatigue, hunger, anxiety or mood.
3. Quality of responses
Characteristics and responses of respondents can interfere with accurate measures. Examples are social
desirability, acquiescence and extreme responses which social desirability, acquiescence and extreme responses
which can cause potential problems in self-report measures.
Acquiescence happens when the respondents agree to statements regardless of content.
4. Variation in data collections

Different ways of collecting data from one person to another can cause score variations. Examples are changes in
instruction, coding categories, approaches, among others.
5. Clarity of the instrument

If instructions are poorly understood, then scores are affected by confusion or misunderstanding. For example,
respondents may have varied interpretations of the questions in the instrument causing distorted measurement of
the variables.
6. Sampling of items
Errors can occurs as a result of sampling of items used to measure a variable. For example, a student score on
the 100 item test depends on what items are included as discussed and learned.
7. Format of the instrument

The manner in which the instrument is prepared such as its technical aspect, can influence measurement.
Examples are open-ended vs. closed-ended questions, oral vs. written. Order and sequence of questions may
yield different responses or information leading to errors in measurements.

Graded Recitation. Assemble with your respective thesis group. The following situation and question are given for you to
share insights. All students per group will present their answers in 1-2 sentences only.
Situation: A group of student nurses are working on their descriptive study entitled, “ BREASTFEEDING PRACTICES
OF TEENAGE MOTHERS”. A researcher formulated questionnaire checked by their adviser was revised. The 6 students
in the group plan to float their 25-item questionnaire next week Wednesday without their adviser’s go signal t as they
believe that they must have a good head start in their class for more time in data analysis. However, the weather forecast
is cloudy on the scheduled date of their data gathering. They also have 3 hours (1pm-4pm) vacant time on the day of their
supposedly data gathering. The researchers need to be in school for their 4pm Geriatric Nursing class .
Question:
What errors of measurement might result from the researchers’ premature action to float questionnaire? Why?
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AL Strategy: Think, Pair Share
You will be paired up with another member of your thesis group. The instructor will pose the question, “What can
you anticipate as measurement error/s in your group research?”. You have to share insights and write it on a sheet
of paper. Each pair will articulate their answer as the instructor calls them to recite.

Sessions # 5
Materials:
LESSON TITLE: RELIABLITY Book, pen and notebook
Textbook:
LEARNING OUTCOME:
1. Discuss reliability and its three important methods.
References:
Wilkins.

1. What are examples of measurement errors?
2. How does quality of response become a measurement error?
3. What is an environmental contaminant?
Reliability refers to the accuracy and precision of research tool. When a measure is precise, then the reader has a level
of confidence that differences between groups are not explained by differences in the way the trait was measured.
Methods of Testing Reliability

a. Stability of measurement
This is the extent to which the scores are obtained when the instrument is used with same samples on separate
occasions. A stable research instrument is one that can be repeated over and over (at different times) on the
same research subject and will produce the same result.
Major limitation → it can only be done when you can assume that the trait being measured will remain constant
over time; it is not useful in the measurement of changeable or transient states
Example of a stable concept = intelligence (can be measured repeatedly, at regular intervals, and to obtain the
same score)
Example of an unstable concept = pain (changeable, subject to frequent fluctuations even in persons with
chronic pain)
Tests of Stability
1. Test – Retest- the repeated measurements over time using the same instrument on the same subjects is
expected to produce the same results. This is used in interviews, examinations, and questionnaires.
A reliable questionnaire will give you consistent results over time. If the results are not consistent, the
questionnaire is not considered reliable and will need to be revised until it does measure consistently.

2. Repeated Observations- this method has the same basic elements as test/retest. The measurement of
the variable or trait is repeated over time, and the results at each measurement time are expected to be
very similar.
If you get different ratings at each measurement time, you will question:
Whether or not you have a reliable rating;
Whether or not you are measuring a stable trait or characteristic; or,
Whether or not you are observing the same way each time (i.e., whether you are a consistent observer)
b. Internal Consistency
The instrument shows that all indicators or subparts measures the same characteristics or attributes of the
variables. For example, the scale measures the nurse attitude towards patient care, it could be inappropriate
to include items on competencies rather than attitude since competencies of the nurse is not the attributes or
characteristics measured in the study.
Internal consistency must be established before an instrument can be used for research purposes .
a. Any new instrument that you might develop will require pilot testing before using it in your research
project.
b. If you revise an existing tool, you should treat it as a new tool for purposes of reliability testing.
c. Even an established instrument should be tested for internal consistency each time it is used with a
new population.
Tests of Internal Consistency

1. Split-Half Correlations- scores on one half of a subject’s responses are compared to scores on the
other half. If all items are consistently measuring the overall concept, then the scores on the two
halves of the test should be highly correlated.
2. Cronbach’s alpha coefficient- a measure of internal consistency, that is, how closely related a set
of items are as a group. It is a useful device for establishing reliability in a highly structured
quantitative data collection instrument.
It is not particularly useful in open-ended questionnaires or interviews, unstructured observations,
projective tests, available data, or other qualitative data collection methods and instruments.
c. Equivalence
Primarily concerns the degree to which two or more independent observers or coders agree about scoring. If
there is a high level of agreement, then the assumption is that measurement errors have been minimized.
Tests of Equivalence
1. Alternate Form- two tests are developed based on the same content but the individual items are
different. When these two tests are administered to subjects at the same time, the results can be
compared. This can be new sources of error through subjects fatigue and boredom.
Obtaining similar results on the two alternate forms of the instrument gives support for the reliability of
both forms of instrument.
2. Inter-Rater / Intra-Rater Reliability- this is the method of testing for equivalence when the design
calls for observation and is used to determine whether two observers (inter-rater) using the same
instrument at the same time will obtain similar results. Intra-rater reliability is a measure of
consistency an observer is at measuring a constant phenomenon,
A reliable instrument should produce the same results if both observers are using it the same way.
Example: BP readings using a stethoscope and sphygmomanometer – can also provide unreliable
data on test/retest when the reading is done with less than ten minutes between tests. To test the
inter-rater reliability of a blood pressure reading, a double stethoscope is used which enables two
people to listen and agree on BP readings at the same time.

Short Quiz. You have to read and analyze the statements carefully then write T if the statement is correct and F if the
statement is incorrect. Erasures and superimpositions will be marked wrong (10 points).
1. A test of stability can only be done when you can assume that the trait being measured will remain constant over time.
ANSWER: ___________
2. In the test-retest, if the results are consistent, the questionnaire is not considered reliable and will need to be revised
until it does measure consistently.
ANSWER: ___________
3. Intra-rater reliability measures the consistency of two researchers at measuring a constant phenomenon.
ANSWER: ___________
4. Repeated observation is a test of internal consistency.

ANSWER: ___________
5. An example of an unstable concept is anxiety level of people.

ANSWER: ___________
6. An established instrument should be tested for equivalence each time it is used with a new population.
ANSWER: ___________
7. Scores on one half of a subject’s responses are compared to scores on the other half in split half correlations.
ANSWER: ___________
8. A high level of agreement between two observers is an assumption that measurement errors have been minimized in
internal consistency.
ANSWER: ___________
9. Alternate form is used when two tests are developed based on the same content but the individual items are different.
ANSWER: ___________
10. Cronbach’s alpha coefficient is used in qualitative data collecting instruments.

ANSWER: ___________
1. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
2. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
3. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
4. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
5. ANSWER: ________

RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
6. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
7. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
8. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
9. ANSWER: ________
RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
10. ANSWER: ________

RATIONALE:___________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________
AL Strategy: Muddiest Point
The instructor summarizes the lesson discussed leaving enough time for you to respond. You will be asked to
bring out ¼ sheet of pad papers to write on your answers when the instructor asks the following question:
In today’s session in research, what was least clear to you?
The instructor collects the responses before the students leave. Responses from the students will be answered
before the class dismissed.

Session # 6
Materials:
LESSON TITLE: VALIDITY AND THE ASPECT OF SELF- Book, pen and notebook
EVIDENT MEASURES
Textbook:
LEARNING OUTCOME: Barrientos-Tan, C. (2011). A Research Guide in
Upon completion of this lesson, the nursing student will be able Nursing Education: Building an Evidence-Based
to: Practice. Pasay City: Philippines, Visprint Inc.
1. Compute for Item Content Validity Index (I-CVI)

and Scale Content Validity Index (S-CVI). References:
Wilkins.

1. What are the methods of testing reliability and their examples?
2. What is the difference between a stable and unstable concept?
3. What is a cronbach’s alpha?
Validity is the degree by which the instrument measures what it intends to measure. Validity should proved that the
instrument will consistently measure the right variables to be investigated.
It also refers to an instrument’s ability to actually measure/test what it is supposed to measure/test.
METHODS OF ESTABLISHING VALIDITY OF MEASUREMENT TECHNIQUE
A. SELF-EVIDENT MEASURES
These methods of establishing validity deal with basic levels of knowledge about the variable and look at an
instrument’s apparent value as a measurement technique rather than at its actual value. In other words, the
instrument appears to measure what it is supposed to measure.
A1. Face Validity

Refers to whether the instrument looks as though it is measuring the appropriate construct
At the most basic level, when little or nothing is known about the variable being measured, the level of validity
obtainable is called face validity
“On the face of it. . .” . . . “I think I will find out what I want to know by asking these questions. It looks right to me.”
This is the lowest level of validation and is used only when you are beginning to study a particular variable and
have no prior research literature to refer to.
If there is literature on the variable, either theory or research → face validity is not sufficient
A2. Content Validity

Concerns the degree to which an instrument has an appropriate sample of items for the construct being
measured and adequately covers the construct domain
Involves comparing the content of the measurement technique to the known literature on the topic and validating
the fact that the tool does represent the literature accurately
Content validity is frequently estimated:
a) From the review of literature on the topic, or
b) Through consultation with experts in the field who have become experts by having done unpublished
research in the area
 Use of Judge Panels → Face Validity

You put together a group of people that you believe are knowledgeable about the content you are testing or
knowledgeable about the process of developing questions.
These people, called Panel of Experts or Subject Matter Experts (SMEs), are asked to judge whether or not, “on
the face of it,” your work appears to be sound, that it will do what you want it to do.
Students can use: classmates who are familiar about the topic; instructors, particularly those who are familiar
with or teaching the subject; thesis committee; clinical staff (if it is a clinical study), etc.
The point is to get opinions other than your own.
CONTENT VALIDITY INDEX (CVI)

Parameters:
1 = Not Relevant
2 = Somewhat Relevant
3 = Quite Relevant
4 = Highly Relevant
ITEM CONTENT VALIDITY INDEX = Number of experts giving a rating of 3 or 4
Number of experts
0.78 (acceptable) or higher
SCALE CONTENT VALIDITY INDEX (S-CVI = Take average across I-CVIs
S-CVI = .90 or higher

Ave
S-CVI = 4.5 / 5 = .90 (ACCEPTED)

Seatwork. Students will be instructed to compute manually for the - ICVI and S-CVI.
S-CVI= ?

S-CVI=4/ 5 =
AL Strategy: Numbered Heads Together
As part of the review of the lesson given, you will be grouped into 6. All of you will be assigned of a number so that
each team has number 1, 2, 3, 4, 5, & 6. The following question will be asked by the teacher:
What is the importance of content validity in research?
You have to discuss the answer in your respective group. After your group discussion, the instructor calls out
numbers. The students called by the instructor who are standing are the speaker for their team.


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NUR 028 (Nursing Research 2-Lecture)

STUDENT ACTIVITY SHEET BS NURSING/THIRD YEAR

SUBJECT ORIENTATION (15 minutes)

1. The calendar of activities for major examinations

MAIN LESSON (20 minutes)

Types of Research Data

This document and the information thereon is the property of PHINMA

Retrospective cross-sectional prospective

Categories of Data Collection

1. Primary data collection

2. Secondary data collection

This document and the information thereon is the property of PHINMA

This document and the information thereon is the property of PHINMA

9. Data obtained from the civil registry is considered a secondary data.

10. Which of the following is a secondary data?

This document and the information thereon is the property of PHINMA

10. ANSWER: ________

LESSON WRAP-UP (10 minutes)

I’m beginning to wonder……..

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LESSON REVIEW (5 minutes)

MAIN LESSON (30 minutes)

Methods of Collecting Data

2. Use of observers’ data

This document and the information thereon is the property of PHINMA

2. Covert non-participant observer

Types of Participant observers:

2. Covert participant observer

Two methods of observations

3. The Use of Self Recording or the Reporting Approach

4. Use of Delphi Technique

This document and the information thereon is the property of PHINMA

5. Critical Incident Technique

CHECK FOR UNDERSTANDING (15 minutes)

This document and the information thereon is the property of PHINMA

10. ANSWER: ________

This document and the information thereon is the property of PHINMA

AL Strategy: CHORAL WORK

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LEARNING OUTCOME: Textbook:

LESSON REVIEW (5 minutes)

MAIN LESSON (30 minutes)

1. It removes subjectivity and guesswork.

Ex. GENDER: 1 Male or 1 Female

CIVIL STATUS: 1 Single

This document and the information thereon is the property of PHINMA

This document and the information thereon is the property of PHINMA

This document and the information thereon is the property of PHINMA

9. No. of nurses per shift

10. Type of bacteria

This document and the information thereon is the property of PHINMA

10. ANSWER: ________

LESSON WRAP-UP (10 minutes)

AL Strategy: CAT 3-2-1

Three things student learned:

Two things student still want to learn more about:

One question student still have:

This document and the information thereon is the property of PHINMA

LEARNING OUTCOME: Textbook: