Introduction – Overview of the Research Process
Learning Objectives
By the end of this section, you will be able to:
- Explain the purpose and importance of research in building evidence-based nursing practice and improving patient care.
- Describe the cyclical nature and major steps of the research process.
- Distinguish among types and goals of research.
- Compare different ways of knowing in the context of nursing research.
- Identify knowledge gaps.
- Formulate research questions and hypotheses.
- Connect ideas to clinical nursing practice.
- Reflect on the role of research literacy in nursing practice.
In nursing, research is essential for building evidence-based practice, improving patient care, and guiding clinical decision-making. To fully engage with research, it is important to understand how knowledge is generated and applied. This chapter introduces foundational concepts that support research literacy in nursing. You will learn to differentiate between normative knowledge (what should be) and empirical knowledge (what is) and understand how each influences the way nurses think about care and practice.
The chapter also explores different types of research—exploratory, descriptive, and explanatory—highlighting their distinct purposes and how they shape the questions researchers ask. You will examine what makes a question researchable, how hypotheses are formulated, and the differences between qualitative, quantitative, and mixed methods approaches. Finally, this section introduces the concept of triangulation, a method of combining multiple perspectives or types of data to enhance the reliability and depth of research findings. Together, these concepts provide a strong foundation for understanding, evaluating, and conducting research in the nursing profession.
As shown in Figure 4.1, the research process involves eight essential steps required to achieve the desired goals or aims. The research process is cyclical, beginning with questions or observations and existing scientific knowledge (i.e., literature review), where knowledge gaps are identified and used to guide the development of a research topic. Next, the specific research question is formulated, hypotheses are stated, and the research design is chosen based on the question or aim. Subsequently, the study is conducted, data are collected, analyzed, and written up for publication or dissemination to targeted audiences (Busetto, Wick, & Gumbinger, 2020). The final report or publication contributes to the existing body of knowledge, and the cycle continues.
The first three steps—questions or observations and knowledge, developing the research topic, and developing the research question—will be addressed in this section. Additionally, detailed steps in reviewing the literature and types of reviews will be explored.
Remixed from:
- An Introduction to Research Methods for Undergraduate Health Profession Students by Bunmi Malau-Aduli and Faith Alele (2023), published under a CC BY NC 4.0 license.
Media Attribution
- The cyclical research process (Figure 2.1), by Bunmi Malau-Aduli and Faith Alele (2023) is used under a CC BY NC 4.0 licence.
References
Alele, F., & Malau-Aduli, B. (2023, February 22). 2.1 Research process. In An introduction to research methods for undergraduate health profession students. James Cook University. https://jcu.pressbooks.pub/intro-res-methods-health/chapter/2-1-research-process/
Busetto L, Wick W, Gumbinger C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2(14). doi: 10.1186/s42466-020-00059-z [Open access]
Knowledge based on values, norms, or standards that guide how things ought to be. In nursing, it informs ethical practice, best practices, and professional expectations.
Knowledge derived from observation, measurement, or experience that describes the world as it actually is. In nursing, it forms the evidence base for practice and informs clinical decision-making.