Research Process and Methods

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Research Questions and Hypotheses Connelly, Lynne M. Medsurg NursingMedsurg Nursing; Pitman; Pitman Vol. 24, Iss. 6, (Nov/Dec 2015): 435-436.

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In this issue, Klaus and Steinwedel (2015) as well as Nash (2015) used research questions to frame the specific

purposes of their studies. In other studies, researchers may use research hypotheses. In this column, I will

discuss the nature of each and how they differ from each other. Depending on what the researcher is trying to

determine, either research questions or hypotheses may be appropriate for the study being reported.

Research Questions

A research question outlines the phenomena under study, who were studied, and what the researcher wanted to

know about them. In any study, this includes the specific phenomena usually expressed as variables to be studied,

the population studied, and the problem to be addressed (written in a question format) (Polit & Beck, 2014). This

should not be a broad, vague idea about the topic of interest. Novice researchers often need to narrow their focus

to what can be accomplished in a particular study. Research questions are used when no specific direction is

predicted. Some authors write a purpose statement rather than a question, but it has the same components of

phenomena, population, and specific gap in knowledge to be addressed, written as a declarative statement.

Large studies may have more than one research question that can range from simple to complex. Questions arise

when a gap exists in the knowledge about a particular area of concern (Farrugia, Petrisor, Farrokhyar, & Bhandari,

2010). Having a current understanding of the field of study thus is imperative when developing a study.

A research question might be used to direct a literature review (Nash, 2015) or a pilot study (Klaus & Steinwedel,

2015). A question is used when we do not have a particular hunch or hypothesis about the outcome of the study.

The research question for Klaus and Steinwedel was, "Is there an effect on nurses' intent to engage in personal

preparedness after a disaster preparedness intervention?" This question did not predict if the effect would be

positive (increase in intent to engage in personal preparedness) or negative (decrease in intent to engage in

personal preparedness). Researchers just wanted to know if there would be any effect.

A good research question is feasible, interesting, novel, ethical, and relevant (Farrugia et al., 2010). As another

example in a medical-surgical study on nurses' knowledge of delirium, Baker, Taggart, Nivens, and Tillam (2015)

offered four research questions:

1. What was nurses' level of knowledge of delirium?

2. What was nurses' level of knowledge of delirium risk factors?

3. Was there a correlation between nurses' years of experience, education, and practice area, and their knowledge

of delirium and its risk factors?

4. How did nurses perceive their own knowledge competency related to delirium? (p. 17)

Of note, the third question did not predict the direction of the relationship between years of experience, education,

and practice area, and nurses' knowledge of delirium and its risk factors.

Research Hypotheses

A research hypothesis is a specific statement that predicts the direction and nature of the results of a study.

Hypotheses can be simple or complex, but they should be understandable to most readers. A hypothesis usually

outlines the precise relationship between two or more variables; it can represent an association between the

variables or a cause and effect relationship (Ross, 1998). With two variables, one variable is the independent

variable and the other is the dependent or outcome variable. In the case of a hypothesis, the researcher has strong

reasons to believe the results will take a certain direction based on the literature or a theory (Polit & Beck, 2014).

With or without a theory, hypotheses suggest an explanation that is logical and feasible. With a hypothesis,

readers should be able to read the article and state clearly if the hypothesis was supported or not supported by

study results. In an experiment, a comparison group is included in the hypothesis. Hypotheses should be written

clearly and be found easily in the article by readers (Haber, 2014). Data analysis should address each hypothesis

directly.

For example, in a study by Pritts and Hiller (2014) on implementation of physician-nurse patient rounding on a

medical unit, the hypotheses appeared in a separate section of the article. They were as follows:

1. Incorporating physician-nurse patient rounding will lead to increased perception of collaboration between the

two groups.

2. With implementation of patient rounding, nurses will have an increase in satisfaction with their interaction with

physicians.

3. Patient satisfaction with their care based on their perception of the teamwork among caregivers, including

physicians and nurses, will increase. (p. 409)

These hypotheses clearly stated the perception of collaboration, nurse satisfaction, and patient satisfaction

would increase (predicted direction) after rounding was implemented.

Conclusion

Research questions and hypotheses are used to guide the study and provide a framework for examining results.

They lead to the research aims, which outline specific methods and procedures the researcher will use to find the

desired answers (Pilot & Beck, 2014). Both are important to define the study's end point. The hypothesis or

question needs to be well founded and refined to produce relevant results (von Schnacky, 2014). Research

questions and hypotheses also should be developed before data collection and not modified after results to

obtain a better or more statistically significant result.

Readers of research need to understand the components of a study so they also can understand the results.

Relevant results are based on well-developed research questions (or purpose statements) and hypotheses. If

more information is needed, the references can be a starting point to help clarify the understanding of research

questions and hypotheses.

ReferencesReferences

REFERENCES

Baker, N.D., Taggart, H.M., Nivens, A., & Tillam, P. (2015). Delirium: Why are nurses confused? MEDSURG Nursing,

24(1), 15-26.

Farrugia, P., Petrisor, B.A., Farrokhyar, F., & Bhandari, M. (2010). Research questions, hypotheses and objectives.

Canadian Journal of Surgery, 53(4), 278-281.

Haber, J. (2014). Research questions, hypotheses, and clinical questions. In G. LoBiondo & J. Haber (Eds.), Nursing

research: Methods and critical appraisal for evidence-based practice (8th ed.) (pp. 27-55). St. Louis, MO: Mosby.

Klaus, K., & Steinwedel, C. (2015) Maggot debridement therapy: Advancing to the past in wound care. MEDSURG

Nursing, 24(6), 407-411.

Nash, T.J. (2015). Unveiling the truth about nurses' personal preparedness for disaster response: A pilot study.

MEDSURG Nursing, 24(6), 425-431.

Polit, D.F., & Beck, C.T. (2014). Essentials of nursing research: Appraising evidence for nursing practice (8th ed.).

Philadelphia, PA: Wolters Kluwer/Lippincott Williams & Wilkins.

Ross, D. (1998). Hypotheses: How the research question is asked. Orthopaedic Nursing, 17, 3.

Pritts, K.E., & Hiller, L.G. (2014). Implementation of physician and nurse patient rounding on a 42-bed medical unit.

MEDSURG Nursing, 23(6), 408-413.

Von Schnacky, C. (2014). Hypotheses and ethos of publication. European Journal of Clinical Nutrition, 68(8), 863.

AuthorAffiliationAuthorAffiliation

Lynne M. Connelly, PhD, RN, is Associate Professor and Director of Nursing, Robert J. Dehaemers Endowed Chair,

Benedictine College Atchison, KS. She is Research Editor for MEDSURG Nursing.

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