Midwife Licensure Exam Research & Evidence-Based Practice — Nursing Research Process & Evidence-Based PracticeExam Answer Templates

Marks

1

Topic

Variables and Hypotheses

Difficulty

easy

Template Id

T1

Examiner Tip

The single mark here is awarded for the phrase 'no relationship/difference.' If that phrase is missing, even a long answer scores zero. Write that phrase first.

Model Answer

The null hypothesis (H0) is a statement that there is no significant relationship or difference between variables in a study. It is what statistical testing attempts to reject.

Question Type

very_short_answer

Answer Structure

• Line 1: State the symbol/name and give a precise definition stating 'no relationship or difference' [1 mark]

Scoring Breakdown

Common Mark Deductions

• Writing 'the hypothesis of the study' without specifying 'null' or 'no difference' — too vague
• Confusing the null hypothesis with the research/alternative hypothesis (H1)
• Omitting the idea that it is tested/rejected by statistical analysis

Key Phrases To Include

• no significant relationship
• no difference
• H0
• statistical testing attempts to reject

Marks

1

Topic

Basic Statistics — Inferential Statistics

Difficulty

easy

Template Id

T2

Examiner Tip

You must mention 'reject the null hypothesis' or 'statistically significant' — whichever the question stem uses. Both terms are acceptable and earn the mark.

Model Answer

The p-value is the probability that a result occurred by chance. A p-value of less than 0.05 indicates that the result is statistically significant, meaning the null hypothesis is rejected.

Question Type

very_short_answer

Answer Structure

• Part A: Define p-value as probability of result occurring by chance
• Part B: State that p < 0.05 means statistically significant / null hypothesis is rejected [1 mark for both parts combined]

Scoring Breakdown

Common Mark Deductions

• Stating only 'the result is significant' without linking to null hypothesis rejection
• Confusing p-value with the level of confidence or effect size
• Writing p > 0.05 as significant — direction error

Key Phrases To Include

• probability
• by chance
• statistically significant
• reject the null hypothesis
• p < 0.05

Marks

1

Topic

Research Designs — Experimental

Difficulty

easy

Template Id

T3

Examiner Tip

Examiners treat this as an all-or-nothing mark — all three words must appear. Memorize: Manipulation + Control + Randomization = True Experiment.

Model Answer

The three hallmarks of a true experimental design are: (1) manipulation of the independent variable, (2) presence of a control group, and (3) randomization of participants.

Question Type

very_short_answer

Answer Structure

• List all three elements clearly in a single sentence or as a numbered list [1 mark — all three required]

Scoring Breakdown

Common Mark Deductions

• Listing only two of the three hallmarks — zero marks if incomplete
• Replacing 'randomization' with 'random sampling' — these are different concepts
• Adding extra incorrect features without listing the three correct ones

Key Phrases To Include

• manipulation
• control group
• randomization
• independent variable

Marks

2

Topic

Data Collection and Instrument Quality

Difficulty

easy

Template Id

T4

Examiner Tip

Adding one clinical example for each (e.g., a glucometer reading for reliability, a depression screening tool for validity) strengthens your answer even in a 2-mark question and protects against partial-credit disputes.

Model Answer

Validity refers to the degree to which an instrument measures what it is intended to measure (e.g., a pain scale that truly captures pain intensity). Reliability refers to the consistency of the instrument in producing the same results under the same conditions over repeated measurements (e.g., a thermometer that gives the same reading each time). An important distinction is that an instrument can be reliable without being valid, but it cannot be valid without being reliable.

Question Type

short_answer

Answer Structure

• Line 1: Define validity — 'measures what it intends to measure' [1 mark]
• Line 2: Define reliability — 'consistent/reproducible results' [1 mark]
• Optional bonus line: State the relationship — reliable ≠ automatically valid (no additional mark but strengthens the answer)

Scoring Breakdown

Common Mark Deductions

• Reversing the definitions — calling reliability 'accuracy' and validity 'consistency'
• Defining one and not the other — only 1 mark awarded
• Being too vague: 'validity is when the tool is good' earns no marks

Key Phrases To Include

• measures what it intends to measure
• consistent
• reproducible
• reliable without being valid
• Cronbach's alpha

Marks

2

Topic

Basic Statistics — Inferential Statistics

Difficulty

medium

Template Id

T5

Examiner Tip

A memory aid that helps: Type I = 'I accused an innocent person' (false positive). Type II = 'I let a guilty person go' (false negative). Reference the alpha level for Type I to show depth.

Model Answer

A Type I error (alpha error) occurs when the researcher rejects a true null hypothesis — concluding there is a significant difference when in reality there is none (false positive). A Type II error (beta error) occurs when the researcher fails to reject a false null hypothesis — concluding there is no significant difference when one actually exists (false negative). Type I error is controlled by setting the significance level (alpha = 0.05), while Type II error is related to the study's statistical power.

Question Type

short_answer

Answer Structure

• Line 1: Define Type I error — false positive / rejecting a true null hypothesis [1 mark]
• Line 2: Define Type II error — false negative / failing to reject a false null hypothesis [1 mark]

Scoring Breakdown

Common Mark Deductions

• Confusing the two types — writing Type I as false negative and Type II as false positive
• Omitting the words 'null hypothesis' from both definitions
• Using only 'alpha error' and 'beta error' without explaining what each means

Key Phrases To Include

• Type I
• false positive
• reject a true null hypothesis
• Type II
• false negative
• fail to reject a false null hypothesis
• alpha
• beta

Marks

2

Topic

Ethics in Nursing Research

Difficulty

medium

Template Id

T6

Examiner Tip

Mentioning RA 10173 or the Belmont Report principles (respect for persons, beneficence, justice) in a 2-mark answer signals strong professional knowledge and distinguishes your answer from basic responses.

Model Answer

Informed consent is the voluntary, informed agreement of a participant to take part in a research study after receiving full disclosure of its purpose, procedures, risks, and benefits. Essential elements include: (1) voluntary participation with the right to withdraw at any time without penalty, (2) disclosure of purpose, procedures, risks, and benefits, (3) comprehension — the participant must understand the information, and (4) competence — the participant must be capable of making a rational decision. In the Philippines, protecting participant information also aligns with RA 10173 (Data Privacy Act of 2012).

Question Type

short_answer

Answer Structure

• Line 1: Define informed consent as voluntary, informed agreement with full disclosure [1 mark]
• Line 2: List at least two essential elements (voluntary participation, right to withdraw, disclosure, comprehension, competence) [1 mark]

Scoring Breakdown

Common Mark Deductions

• Defining informed consent as just 'getting the patient's signature' — misses the voluntary and informed aspects
• Listing elements without defining consent first
• Omitting the 'right to withdraw without penalty' — a commonly tested element

Key Phrases To Include

• voluntary
• informed agreement
• full disclosure
• right to withdraw
• without penalty
• comprehension
• competence
• RA 10173

Marks

3

Topic

Population and Sampling

Difficulty

medium

Template Id

T7

Examiner Tip

Structure your answer in two clear paragraphs — one for probability, one for non-probability. End with an explicit 'Key distinction' sentence. This makes it easy for the examiner to award each mark quickly.

Model Answer

Probability sampling is a method in which every member of the population has a known, equal chance of being selected. It supports generalizability of findings and reduces sampling bias. Example: Simple random sampling — each nurse in a hospital is assigned a number, and participants are chosen using a random number table. Non-probability sampling is a method in which not all members of the population have an equal chance of being selected. It is more convenient and commonly used in qualitative research, but findings cannot be confidently generalized to the entire population. Example: Convenience sampling — the researcher recruits patients who happen to be present at the clinic during data collection. Key distinction: Probability sampling supports statistical generalizability; non-probability sampling does not.

Question Type

short_answer

Answer Structure

• Point 1: Define probability sampling — equal, known chance for each member; supports generalizability [1 mark]
• Point 2: Define non-probability sampling — unequal/unknown chance; weaker generalizability [1 mark]
• Point 3: Provide one correct example of each type (e.g., simple random vs. convenience sampling) [1 mark]

Scoring Breakdown

Common Mark Deductions

• Giving an example of only one type instead of both
• Misclassifying purposive or quota sampling as probability sampling
• Failing to mention generalizability as the key difference between the two types

Key Phrases To Include

• equal chance
• known probability
• generalizability
• sampling bias
• simple random
• convenience
• systematic
• stratified
• purposive
• snowball

Marks

3

Topic

Basic Statistics — Levels of Measurement

Difficulty

medium

Template Id

T8

Examiner Tip

Adding the ratio level as a note at the end (even when not asked) shows comprehensive knowledge and can protect your score if any of your three definitions are borderline.

Model Answer

Nominal level of measurement involves categories that have no meaningful order or ranking. Variables are simply named or labeled. Example: Blood type (A, B, AB, O) or patient's sex (male, female). Ordinal level of measurement involves categories that can be ranked or ordered, but the intervals between categories are not necessarily equal. Example: Pain scale rating of 0–10 (mild, moderate, severe) or a Likert scale response (strongly agree to strongly disagree). Interval level of measurement involves ordered categories with equal intervals between values, but there is no true zero point. Example: Body temperature measured in degrees Celsius (0°C does not mean absence of temperature). Note: The ratio level (e.g., weight, pulse rate, blood pressure) adds a true zero and is the highest level of measurement.

Question Type

short_answer

Answer Structure

• Point 1: Define nominal — categories, no order; give nursing example [1 mark]
• Point 2: Define ordinal — ranked categories, unequal intervals; give nursing example [1 mark]
• Point 3: Define interval — equal intervals, no true zero; give nursing example [1 mark]

Scoring Breakdown

Common Mark Deductions

• Describing interval as having a 'true zero' — this is the ratio level, not interval
• Using weight or pulse rate as an interval example — these are ratio level
• Omitting the nursing context from examples — generic examples earn partial credit only

Key Phrases To Include

• categories
• no meaningful order
• ranked
• unequal intervals
• equal intervals
• no true zero
• blood type
• pain scale
• temperature in Celsius

Marks

3

Topic

Evidence-Based Practice

Difficulty

medium

Template Id

T9

Examiner Tip

Always define EBP first before listing the steps — examiners award a separate mark for the definition. Writing 'PICOT' without expanding the acronym also costs a mark in some rubrics.

Model Answer

Evidence-Based Practice (EBP) integrates the best available research evidence, clinical expertise, and patient values and preferences to guide nursing care decisions. The 5 A's of EBP are: 1. Ask — Formulate a focused clinical question using the PICO(T) format (Population, Intervention, Comparison, Outcome, Time). 2. Acquire — Search for the best available evidence through databases such as PubMed, CINAHL, or the Cochrane Library. 3. Appraise — Critically evaluate the evidence for validity, reliability, and relevance to the clinical question. 4. Apply — Integrate the evidence with clinical judgment and patient preferences to implement a practice change. 5. Assess/Evaluate — Monitor the outcomes after applying the evidence and adjust practice accordingly if needed.

Question Type

short_answer

Answer Structure

• Opening sentence: Define EBP with its three components (best evidence + clinical expertise + patient values) [1 mark]
• Points 2–3: List and briefly explain at least three of the 5 A's correctly [1 mark]
• Points 4–5: Complete all five A's with accurate descriptions, including PICO(T) mention [1 mark]

Scoring Breakdown

Common Mark Deductions

• Omitting patient values/preferences from the EBP definition — a very common error
• Listing the 5 A's without explaining what each step involves
• Confusing EBP with the research process — EBP applies existing evidence; research generates new knowledge

Key Phrases To Include

• best available evidence
• clinical expertise
• patient values
• Ask
• Acquire
• Appraise
• Apply
• Assess
• PICO(T)
• Population
• Intervention
• Comparison
• Outcome

Marks

3

Topic

Research Approaches and Designs

Difficulty

medium

Template Id

T10

Examiner Tip

Using a Philippine nursing context for examples (e.g., Filipino nurses, Filipino community health) resonates well in NLE answers and demonstrates applied understanding.

Model Answer

Quantitative research is an approach that measures variables numerically, tests hypotheses, and seeks objective, generalizable results using deductive reasoning. It answers questions about 'how many,' 'how much,' or 'whether there is a difference.' Example: An RCT measuring the effect of a wound care protocol on healing time. Qualitative research is an approach that explores meaning, lived experience, and processes through narrative data using inductive reasoning. It answers questions about 'what is it like' or 'how does this happen.' Findings are rich and contextual but not statistically generalizable. Two qualitative research traditions: 1. Phenomenology — explores the lived experience of individuals with a particular phenomenon (e.g., the experience of Filipino nurses working in understaffed units). 2. Grounded theory — generates a theory grounded in data collected from participants about a social process (e.g., how patients cope with a new cancer diagnosis). Other traditions include ethnography (study of culture) and case study.

Question Type

short_answer

Answer Structure

• Point 1: Define quantitative research — numerical, hypothesis-testing, deductive, generalizable [1 mark]
• Point 2: Define qualitative research — narrative, meaning-focused, inductive, contextual [1 mark]
• Point 3: Name and describe two qualitative traditions correctly (phenomenology, grounded theory, ethnography, or case study) [1 mark]

Scoring Breakdown

Common Mark Deductions

• Describing qualitative research as 'not scientific' or 'subjective only' — this is an oversimplification that may cost marks
• Naming qualitative traditions without explaining what each explores
• Confusing 'inductive' and 'deductive' — qualitative is inductive, quantitative is deductive

Key Phrases To Include

• numerical
• hypothesis-testing
• deductive
• generalizable
• lived experience
• narrative
• inductive
• phenomenology
• grounded theory
• ethnography

Marks

5

Topic

Research Variables, Designs, and Statistics

Difficulty

hard

Template Id

T11

Examiner Tip

In case-based 5-mark questions, examiners award marks for each distinct point — never combine two points in one sentence. Write in numbered points so the examiner can check off each mark criterion clearly.

Model Answer

Independent variable (IV): The home-based education program (the intervention being implemented and manipulated by the researcher). Dependent variable (DV): Blood sugar control (measured as fasting blood glucose levels or HbA1c) — the outcome being measured to determine the effect of the intervention. Appropriate research design: Quasi-experimental design (specifically, a one-group pretest-posttest design or a nonequivalent control group design). Justification: A quasi-experimental design is appropriate because: 1. There IS manipulation of the independent variable — the nurse actively implements the home-based education program. 2. However, in a community setting such as Barangay Mabini, true randomization of participants to treatment and control groups is often ethically and logistically difficult (neighbors may share information; random assignment in a community is impractical). 3. A true experimental design (RCT) would require strict randomization, which may not be feasible in this barangay-level setting. If resources and ethical approval permit randomization across multiple barangays (cluster randomization), a true experimental/RCT design would yield stronger causal evidence and would be preferable. Expected findings: If the education program is effective, blood sugar levels (DV) should decrease significantly after the intervention, as measured by a paired t-test (pre- and post-intervention comparison). Note: Correlation does not equal causation in non-experimental designs; the quasi-experimental design allows causal inference only with appropriate controls.

Question Type

case_study

Answer Structure

• Point 1: Correctly identify the independent variable (home-based education program) [1 mark]
• Point 2: Correctly identify the dependent variable (blood sugar control / fasting glucose / HbA1c) [1 mark]
• Point 3: Name the appropriate research design (quasi-experimental) [1 mark]
• Point 4: Give at least two valid reasons justifying the design choice [1 mark]
• Point 5: Mention when a true experimental design would be preferred, or identify an appropriate statistical test, showing higher-level reasoning [1 mark]

Scoring Breakdown

Common Mark Deductions

• Reversing IV and DV — labeling blood sugar as IV and education program as DV
• Recommending a purely descriptive design when the study clearly involves an intervention
• Naming the design as 'experimental' without addressing the absence of randomization
• Failing to justify the design with specific reasons tied to the case scenario
• Writing a generic answer without referencing 'Barangay Mabini' or the community health context

Key Phrases To Include

• independent variable
• dependent variable
• quasi-experimental
• manipulation
• randomization
• control group
• community setting
• paired t-test
• causal inference
• RCT

Marks

5

Topic

Ethics in Nursing Research

Difficulty

hard

Template Id

T12

Examiner Tip

Organize this answer with clear headings — 'Ethical Principles' and 'Vulnerable Populations.' Examiners marking a 5-mark response scan for distinct points. Headings help them locate and award marks efficiently.

Model Answer

Ethical Principles in Nursing Research: Nursing research ethics are grounded in the Belmont Report principles, which nursing expands to include five core principles: 1. Respect for Persons (Autonomy) — Participants have the right to self-determination; they must voluntarily decide to participate without coercion or undue influence. This is operationalized through the informed consent process, which requires full disclosure of the study's purpose, procedures, risks, and benefits, as well as the unconditional right to withdraw at any time without penalty. 2. Beneficence — The researcher must maximize benefits to participants and to society. This means the potential benefits of the research must outweigh its risks. 3. Nonmaleficence — The researcher must minimize harm and protect participants from physical, psychological, social, and financial injury. 4. Justice — The burdens and benefits of research must be distributed fairly. No group should bear a disproportionate burden (e.g., exploiting the poor or uneducated as research subjects while only the wealthy benefit). 5. Fidelity — The researcher must maintain honesty, keep promises, and fulfill obligations to participants. Philippine Context: Research in the Philippines is governed by the National Ethical Guidelines for Health and Health-Related Research issued by the Philippine Health Research Ethics Board (PHREB/DOST). Data privacy is protected under RA 10173 (Data Privacy Act of 2012). Oversight is provided by an Institutional Review Board (IRB) or Ethics Review Committee before any research involving human participants may begin. Special Protections for Vulnerable Populations: Vulnerable populations require additional safeguards because their capacity for voluntary, informed consent may be compromised: - Children (minors): Require parental/guardian informed consent AND the child's own assent (agreement appropriate to their age and understanding). - Pregnant women: Need extra protection because interventions may affect both mother and fetus. - Prisoners and detainees: May face coercion due to their restricted environment; special IRB review is required. - Cognitively impaired individuals (e.g., dementia patients): A legal guardian must provide proxy consent; the individual's assent should still be sought when possible. - Critically ill patients: Their condition may impair voluntary decision-making; timing and setting of consent must be carefully managed. In all cases, the IRB reviews protocols involving vulnerable groups with heightened scrutiny to ensure ethical standards are met.

Question Type

long_answer

Answer Structure

• Section 1: Name and explain all five ethical principles (Respect for Persons, Beneficence, Nonmaleficence, Justice, Fidelity) — with brief explanation of each [2 marks]
• Section 2: Reference Philippine regulatory context (PHREB, RA 10173, IRB) [1 mark]
• Section 3: Identify at least three vulnerable population groups and explain their specific protection needs [1 mark]
• Section 4: Explain the assent-plus-consent requirement for minors and proxy consent for cognitively impaired [1 mark]

Scoring Breakdown

Common Mark Deductions

• Listing only three principles (from the Belmont Report) without adding nonmaleficence and fidelity — costs 1 mark
• Omitting the Philippine regulatory framework entirely — costs 1 mark
• Discussing vulnerable populations without specifying the assent requirement for minors
• Using 'confidentiality' as a principle name instead of grouping it under respect for persons or justice

Key Phrases To Include

• Belmont Report
• respect for persons
• autonomy
• beneficence
• nonmaleficence
• justice
• fidelity
• informed consent
• right to withdraw
• PHREB
• RA 10173
• IRB
• assent
• parental consent
• proxy consent
• vulnerable populations

Marks

5

Topic

Evidence-Based Practice — Hierarchy of Evidence

Difficulty

hard

Template Id

T13

Examiner Tip

For any 5-mark question, aim for at least five distinct, well-explained points. Use headings and numbered lists. If you finish in three points, expand each with a clinical example — that usually uncovers the missing marks.

Model Answer

The Hierarchy (Levels) of Evidence in EBP: The hierarchy of evidence ranks study types from strongest to weakest based on their ability to minimize bias and establish causal relationships. In EBP, nurses use this hierarchy to select the highest available level of evidence to guide clinical decisions. From strongest to weakest: 1. Systematic reviews and meta-analyses of Randomized Controlled Trials (RCTs) — strongest evidence. 2. Individual well-designed RCTs. 3. Controlled trials without randomization / quasi-experimental studies. 4. Cohort and case-control studies (observational). 5. Systematic reviews of descriptive or qualitative studies. 6. Single descriptive or qualitative studies. 7. Expert opinion and consensus — weakest evidence. Why Systematic Reviews and Meta-Analyses of RCTs Are the Strongest: A systematic review is a rigorous, comprehensive synthesis of all available studies on a specific clinical question, using explicit and reproducible methods to identify, select, and critically appraise relevant research. A meta-analysis takes this a step further by statistically pooling the results of multiple RCTs to produce a combined, more precise estimate of effect. Reasons for their superior strength: 1. Minimization of individual study bias — by combining multiple RCTs, the overall findings are less susceptible to the random errors or biases of any single study. 2. Increased statistical power — pooling large samples from many studies gives greater power to detect true effects that individual small studies might miss. 3. Comprehensiveness — systematic reviews account for all available evidence on a topic, reducing publication bias through formal search strategies. 4. Randomization as the gold standard — each included RCT has already randomized participants, which controls for confounding variables and supports causal inference better than any other design. Clinical Application: In Philippine nursing practice, before implementing a new wound care protocol or infection control bundle, the nurse should first search for systematic reviews or meta-analyses on the topic. If no such evidence exists, the next best level (individual RCTs) should be sought. Expert opinion alone (e.g., a senior physician's preference) is insufficient justification for changing evidence-based practice. Note: Statistical significance in individual studies does not automatically make a practice EBP — the nurse must appraise the evidence using critical appraisal tools and consider clinical significance and patient values.

Question Type

long_answer

Answer Structure

• Section 1: List all seven levels of the evidence hierarchy in correct order from strongest to weakest [2 marks]
• Section 2: Define systematic review and meta-analysis accurately [1 mark]
• Section 3: Explain at least two reasons why systematic reviews of RCTs are the strongest (minimization of bias, increased power, comprehensiveness, RCT randomization as gold standard) [1 mark]
• Section 4: Apply to Philippine nursing context with a clinical example OR explain the difference between statistical and clinical significance [1 mark]

Scoring Breakdown

Common Mark Deductions

• Reversing the hierarchy — placing expert opinion at the top
• Confusing systematic review and meta-analysis as identical concepts
• Failing to explain WHY RCTs are strong (just stating 'randomization' without elaboration)
• Not connecting the hierarchy to actual nursing decision-making — answering in abstract terms only

Key Phrases To Include

• systematic review
• meta-analysis
• RCT
• hierarchy of evidence
• randomization
• gold standard
• causal inference
• bias
• statistical power
• expert opinion
• clinical significance
• PICO(T)

Marks

3

Topic

Basic Statistics — Correlation

Difficulty

medium

Template Id

T14

Examiner Tip

When interpreting r, always address TWO things: (1) direction (positive or negative) and (2) strength (weak, moderate, strong). A common shortcut: r values of 0.1–0.3 = weak, 0.4–0.6 = moderate, 0.7–0.9 = strong, 1.0 = perfect.

Model Answer

The correlation coefficient (r) is a statistical measure that describes the strength and direction of the linear relationship between two variables. Its value ranges from −1 to +1, where the sign indicates direction (positive or negative) and the magnitude indicates strength (closer to ±1 = stronger; closer to 0 = weaker). Interpretation: • r = +0.85 — Strong positive correlation. As one variable increases, the other also increases. Example: As nursing hours per patient increase, patient satisfaction scores also tend to increase. This is a strong relationship. • r = 0.00 — No linear relationship between the two variables. Knowing one variable tells you nothing about the other. • r = −0.60 — Moderate negative (inverse) correlation. As one variable increases, the other decreases. Example: As nurse workload increases, documentation accuracy tends to decrease. This is a moderate inverse relationship. Important note: Correlation does not prove causation. Even a strong r value does not confirm that one variable causes the other to change.

Question Type

short_answer

Answer Structure

• Line 1: Define correlation coefficient r — ranges −1 to +1, sign = direction, magnitude = strength [1 mark]
• Lines 2–4: Correctly interpret all three values with direction and strength labels [1 mark]
• Line 5: State the important limitation — correlation does not equal causation [1 mark]

Scoring Breakdown

Common Mark Deductions

• Describing r = −0.60 as a 'weak' correlation — negative sign indicates direction, not weakness; 0.60 is moderate
• Stating that r = +0.85 proves that one variable causes the other
• Failing to interpret all three values — partial interpretation earns partial credit only

Key Phrases To Include

• ranges from −1 to +1
• direction
• strength
• positive correlation
• negative correlation
• no linear relationship
• strong
• moderate
• correlation does not equal causation

Marks

3

Topic

The Research Process

Difficulty

easy

Template Id

T15

Examiner Tip

A memory acronym for the 10 steps: 'Pretty Little Foxes Have Selected Several Data Analysis Interpretations Carefully' (Problem, Literature, Framework, Hypotheses, Select design, Sample, Data collection, Analysis, Interpretation, Communicate). Use whatever mnemonic helps you recall the correct sequence.

Model Answer

The nursing research process is a systematic, step-by-step inquiry designed to develop, refine, and expand nursing knowledge that improves patient care and clinical decision-making. Steps of the Quantitative Research Process (in order): 1. Identify and state the research problem — define the knowledge gap and its significance. 2. Review the related literature — synthesize existing knowledge and locate the gap. 3. Formulate the theoretical or conceptual framework — the guiding lens of the study. 4. State the research questions, objectives, or hypotheses. 5. Select the research design and methodology. 6. Identify the population and sample; select a sampling method. 7. Collect data using valid and reliable instruments. 8. Analyze data using appropriate statistical methods. 9. Interpret findings and draw conclusions. 10. Communicate, disseminate, and recommend application of findings.

Question Type

short_answer

Answer Structure

• Opening: Define the research process as systematic inquiry to generate nursing knowledge [1 mark]
• Steps 1–5: List the first five steps in correct order [1 mark]
• Steps 6–10: List the remaining five steps in correct order [1 mark]

Scoring Breakdown

Common Mark Deductions

• Listing steps out of sequence — e.g., placing data collection before selecting the research design
• Omitting the literature review step or the conceptual framework step
• Ending the process at data analysis without including interpretation and dissemination

Key Phrases To Include

• systematic inquiry
• research problem
• literature review
• conceptual framework
• hypothesis
• research design
• sampling
• data collection
• data analysis
• interpret findings
• disseminate