Introduction to Nursing Research
Whether working on an Associate Degree or a Doctorate, this guide provides the tools for effective research.
If you’re lucky, your instructor will suggest topics for you. But if not, there are many ways to come up with topics:
Once you have a general idea for a topic you will then need to consider how to properly scope it.
A good topic is like Goldilocks's porridge: it is neither too broad nor too narrow. For example:
Too broad: Global Warming
Too narrow: The effects of global warming on the Gap Creek in Cumberland Gap Tennessee.
The research question or thesis is that sweet spot in between that is just right.
This page gives you one example of how you might go about refining a topic into a more focused thesis. This process will of course vary depending on the nature of your project.
Though we introduce the idea of tightly focusing your research here at the beginning, in reality you may well find that you will not be able to do this until you've started researching and reading sources more deeply. So if you find yourself unable to do this at the beginning, take heart and remember that research is rarely a straightforward process. It typically involves a lot of back and forth, jumping ahead and going back. At some point however, you should focus your research on a specific question or thesis.
Crafting a Thesis: In the beginning stages of working on an essay assignment, it's important to be able to move from a set of keywords and concepts to a solid working thesis which can guide the further research and writing on your paper.
A thesis is a firm statement of claim regarding your topic. Where a topic simply names a subject area that could be discussed in any of a variety of ways, the thesis actually moves the discussion of that topic in a very certain direction. The thesis says something concrete about the topic.
When making a thesis, keep a few things in mind. The thesis is not a claim that can be answered with a simple "yes" or "no". It is also not a simple statement of fact, nor is it simply an assertion of opinion.
Consider the following ways of responding to a writing assignment about Gary Snyder's poem "Axe Handles":
| Relevant Keyword or Concept | Work |
| Topic | The Idea of Work in Gary Snyder's "Axe Handles" |
| Yes/No Question | Is Gary Snyder's poem a successful poem? |
| Simple Statement of Fact | "Axe Handles" begins with Snyder giving his son Kai a lesson in how to throw a hatchet. |
| Assertion of Opinion | "Axe Handles" is the greatest Beat poem written about physical work. |
Notice that none of the above examples are examples of a thesis. The keyword and topic don't yet say anything about Snyder's ideas about work in the poem. With any yes/no question, the answer is simply one word -- either "yes" or "no" -- which doesn't encourage the more detailed discussion expected in the essay. The statement of fact is so obvious that there is no need to say anything more; anyone reading the first few lines of Snyder's poem would know this, so they definitely don't need to read a whole essay about it. Finally, the assertion of opinion simply pushes a value the writer holds on the reader without indicating reasons.
The thesis must do more. Again, it has to make a strong statement about the topic, and that statement should be one that the essay writer can then give a variety of evidence in order to convince the reader. An example of a thesis that uses the above topic might be:
In "Axe Handles," Gary Snyder demonstrates the similar importance of both physical and intellectual work.
If you read this thesis in an essay, you can clearly see what the author is going to do with the bulk of his or her essay: S/he is going to give evidence that will convince the reader that, in "Axe Handles," Gary Snyder shows that he values physical and intellectual work in similar ways. The specific direction of the essay is now fairly clear. That is what any good thesis should do.
Picking Keywords: Choose words that match what you're looking for.
Combine Keywords: Use words like AND, OR, and NOT to make your search more specific.
Use Quotation Marks: Put quotes around phrases to find them exactly as they are.
Use Shortcuts: Use symbols like * or ? to find different versions of words.
Narrow Down: Use filters to focus your search on what you need.
Look Everywhere: Don't stick to just one place to search.
Check References: Look at the sources others used for more ideas.
Use Categories: Some databases organize things by categories; use them.
Look at Contents: Check out the table of contents and index in books and journals.
Keep Track: Write down what you find and where you found it.
Truncation enables you to search for all possible variations of a word by placing an asterisk at the end of the root word, allowing it to represent any combination of letters that follow. This feature is commonly available in many databases.
Examples:
"comput*" would retrieve results for "computer," "computers," "computing," etc.
"educat*" would retrieve results for "education," "educational," "educate," etc.
"child*" would retrieve results for "child," "children," "childhood," etc.
Wildcards in catalog searching are symbols, like * or ?, that represent one or more characters, allowing you to search for variations of a word or phrase within a database or catalog.
Examples:
Using ? (Question Mark):
Using ! (Exclamation Mark):
Place quotation marks around your multi-keyword phrases to make sure that the search engine or database pulls up results containing the complete phrases instead of irrelevant results that contain the individual words in any order.
Examples:
"climate change": This would retrieve results where the words "climate" and "change" appear together as a phrase, rather than separately anywhere in the text.
"artificial intelligence": This would retrieve results specifically about artificial intelligence as a concept or field, rather than articles that mention both "artificial" and "intelligence" separately.
"global warming effects": This would retrieve results containing the exact phrase "global warming effects," helping to narrow down the search to resources specifically discussing the effects of global warming.
Boolean operators are used in computer programming and database searching to combine or exclude keywords in order to narrow down or broaden search results. There are three primary Boolean operators: AND, OR, and NOT.
AND: This operator narrows down search results by requiring that all specified keywords are present in the results. For example, searching for "cats AND dogs" will return only results that contain both "cats" and "dogs."
OR: This operator broadens search results by including any results that contain at least one of the specified keywords. For example, searching for "cats OR dogs" will return results that contain either "cats," "dogs," or both.
NOT: This operator excludes certain keywords from search results. It is useful for refining searches by excluding irrelevant terms. For example, searching for "cats NOT dogs" will return results that contain "cats" but not "dogs."
Effective use of Boolean operators can greatly enhance research efficiency by helping you to:
When conducting research, it's essential to carefully choose and combine Boolean operators to construct search queries that yield the most relevant and useful results. Additionally, using parentheses to group related terms can help clarify the logic of complex searches.
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The ACRL (Association of College & Research Libraries) Framework for Information Literacy in Higher Education is a conceptual approach that emphasizes the dynamic and evolving nature of information. It guides learners to develop critical thinking skills, explore diverse perspectives, and engage with information ethically and effectively in various contexts.
For more information, please visit ACRL's Framework for Information Literacy for Higher Education.
"Authority is Constructed and Contextual" highlights that authority isn't fixed but shaped by various factors within specific contexts. It urges learners to critically assess sources by examining authors' expertise, credibility, biases, and the social, cultural, and institutional contexts. This understanding empowers learners to discern information sources more effectively for informed decision-making in academic and everyday situations.
"Information Creation" emphasizes that information evolves through creation, production, and dissemination processes. Learners are prompted to acknowledge that information is contextually influenced and shaped by factors like purpose, audience, and format. This understanding enables critical evaluation of information reliability, credibility, and relevance for informed decision-making in research, scholarship, and daily activities
"Information Has Value" underscores that information is not free; it holds economic, social, and cultural significance. This concept prompts learners to respect intellectual property rights, critically assess information sources, and acknowledge the efforts of creators. By recognizing the multifaceted value of information, individuals can make informed decisions about its use and contribute to ethical information practices.
"Research as Inquiry" emphasizes that research is a dynamic process of questioning, exploration, and discovery. It encourages learners to approach research with curiosity and skepticism, continually refining their questions and methods as they seek answers. This concept promotes critical thinking and problem-solving skills, guiding individuals to engage actively in the research process to deepen their understanding and produce new knowledge.
"Scholarship as Conversation" depicts academic discourse as a continual exchange of ideas among scholars, fostering critique and development over time. It highlights the iterative process of scholarly communication, where new insights emerge through engagement with diverse perspectives and existing literature. This encourages learners to actively engage by analyzing research, sharing their perspectives, and contributing to the advancement of knowledge in their field.
"Searching as Strategic Exploration" sees information retrieval as purposeful, urging strategic planning and adaptability. It stresses using diverse search strategies, tools, and sources for effective results. Learners are encouraged to approach search as an iterative, reflective process, refining strategies based on feedback and discoveries to meet their information needs.
The CRAAP method is a framework for evaluating sources based on Currency, Relevance, Authority, Accuracy, and Purpose. It originated from librarians at California State University, Chico, who developed it as a tool to help students critically assess the credibility and quality of information sources for academic research.
Think about whether the information is up-to-date. Is it recent enough to be useful for what you're looking for, or is it old and possibly outdated?
Consider if the information is actually helpful for what you're trying to do. Does it relate directly to your topic or question, or is it just kind of sort of related?
Look at who wrote the information. Are they someone who knows what they're talking about, or just some random person? Also, check if the website or source is reputable.
Check if the information is correct and trustworthy. Are there any mistakes or lies? Can you trust what the source is saying?
Consider why the information exists. Is it trying to inform you, convince you of something, entertain you, or sell you something? Understanding the purpose helps you see if there might be any hidden agendas.
