LUMHS Post RN BSN – Semester III Solved Papers
 |
| Solved LUMHS Post RN BSN Semester III past papers (session 2014-2016, held May 2017). Use as a revision guide and verify with your course notes. |
1. Psychology of Learning
BSN Past Paper Year – 2017 · Solved
B.Sc NURSING (POST-RN), SECOND YEAR, SEMESTER-III
REGULAR EXAMINATION 2016 (SESSION 2014-2016)
PSYCHOLOGY OF LEARNING
Q.1. Define role of personality influences on occupational choice.
Personality is the relatively stable and unique pattern of thoughts, feelings, traits and behaviour that makes each person different from others. Occupational (career) choice is the process by which a person selects a job or profession. A person tends to choose a job that fits his or her personality, because working in a suitable job brings satisfaction, success and stability (person-job fit).
How personality influences occupational choice
- Interests and values: personality shapes what a person enjoys doing (working with people, ideas, things or data) and what matters to him (service, money, power, security).
- Abilities and aptitudes: personality affects confidence and the way abilities are used.
- Temperament: an extrovert often prefers jobs with much contact with people (teaching, nursing, sales), an introvert prefers quiet, detailed work (research, laboratory).
- Self-concept: people choose careers that match the picture they have of themselves.
- Motivation and need for achievement: highly motivated persons choose challenging and leadership roles.
- Emotional stability: affects the ability to work under stress, e.g. emergency and critical care.
Theories linking personality and occupation
Holland's theory says people and work environments can be grouped into six types (RIASEC). The better the match, the greater the satisfaction.
| Type | Personality | Suitable occupations |
|---|---|---|
| Realistic | Practical, physical, likes tools and machines | Mechanic, engineer, farmer |
| Investigative | Analytical, curious, scientific | Scientist, doctor, researcher |
| Artistic | Creative, imaginative, independent | Artist, writer, designer |
| Social | Helpful, caring, good with people | Nurse, teacher, counsellor |
| Enterprising | Persuasive, ambitious, a leader | Manager, lawyer, salesman |
| Conventional | Orderly, careful, follows rules | Accountant, clerk, record keeper |
- Ginzberg's theory: career choice is a developmental process through the fantasy, tentative and realistic stages.
- Super's self-concept theory: a person chooses an occupation that allows him to express his self-concept.
- Big Five traits: conscientiousness is linked with good performance in most jobs, agreeableness with caring professions, extraversion with leadership and sales, and openness with creative work.
In nursing: people with caring, patient, empathetic, responsible and emotionally stable personalities are more likely to choose and succeed in nursing. Other factors also influence choice, such as family, education, economy, gender, culture and the job market.
Q.2. What is the effect of praise and criticism on learning; explain briefly.
Praise is approval, appreciation or positive comment on a person's work or behaviour; criticism is pointing out faults or weaknesses. Both are forms of feedback and strongly affect learning.
Effects of praise
- Acts as positive reinforcement: the praised behaviour is repeated.
- Raises motivation, interest and self-confidence and builds self-esteem.
- Creates a pleasant atmosphere and a good teacher-student relationship.
- Encourages effort and persistence in difficult tasks.
- Limits: insincere, excessive or general praise ("you are clever") may lead to complacency, dependence on approval, or loss of value. It is best to praise effort and specific achievement, sincerely and promptly.
Effects of criticism
- Constructive criticism (specific, private, about the work and not the person, with suggestions for improvement) corrects errors, guides improvement and helps learning.
- Destructive criticism (harsh, public, personal, sarcastic) lowers self-esteem, causes anxiety, fear of failure, resentment, withdrawal and avoidance of learning.
- Too much criticism leads to loss of interest, absenteeism and poor performance.
Research: in Hurlock's classic experiment, children who were praised improved the most, those who were reproved improved less, and those who were ignored improved least. Ignoring the learner is therefore the worst response.
Conclusion for the teacher or nurse educator: use more praise than criticism; praise sincerely and specifically; criticise privately, kindly and constructively, and always suggest how to improve.
Q.3. Define motivation; enlist its types and explain any one.
Motivation is the inner drive or force that arouses, directs and maintains behaviour towards a goal. It answers the question "why does a person act in a certain way?" It is the need or desire that energises a person to learn or to work.
Types of motivation
- Intrinsic motivation – comes from within the person.
- Extrinsic motivation – comes from outside rewards or pressures.
- Positive and negative motivation – based on reward and encouragement versus fear and punishment.
- Achievement, affiliation and power motivation (McClelland) – need to succeed, to belong and to influence others.
- Physiological (primary) and social (secondary) motives – hunger, thirst and sleep versus need for love, approval and status.
Explanation of the main types
| Point | Intrinsic motivation | Extrinsic motivation |
|---|---|---|
| Source | Interest, curiosity, enjoyment, personal satisfaction and a sense of purpose | Marks, certificates, prizes, salary, praise, promotion, or fear of punishment |
| Example | A nurse studies because she enjoys learning and wants to help patients | A student studies to get a good grade or a scholarship |
| Effect | Longer lasting, deeper learning, more creativity | Works quickly but may fade when the reward is withdrawn |
Maslow's hierarchy also explains motivation: physiological needs → safety → love and belonging → esteem → self-actualisation. A higher need becomes a motivator only when the lower needs are met. A good teacher uses both intrinsic and extrinsic motivation.
Q.4. What is reinforcement? Explain the types of reinforcement.
Reinforcement is any event that follows a response and increases the chance that the response will be repeated. It is the key idea of operant conditioning (B.F. Skinner).
Types of reinforcement
- Positive reinforcement: adding something pleasant after a behaviour to strengthen it. Example: praising a student after a correct injection technique.
- Negative reinforcement: removing something unpleasant after a behaviour to strengthen it. Example: a student who submits the assignment on time is excused from the extra class. (It is not punishment.)
- Primary reinforcers: satisfy basic needs (food, water, rest).
- Secondary (conditioned) reinforcers: learned value, such as money, grades, praise, certificates.
- Continuous reinforcement: every correct response is reinforced (fast learning, quick extinction).
- Intermittent (partial) reinforcement: only some responses are reinforced (slow learning but a more lasting habit), with four schedules:
- Fixed ratio: after a set number of responses (a bonus after 10 patients).
- Variable ratio: after a varying number of responses (a lucky draw).
- Fixed interval: after a fixed time (monthly salary).
- Variable interval: after varying time (surprise inspection praise).
Reinforcement compared with punishment
| Adding a stimulus | Removing a stimulus | |
|---|---|---|
| Increases behaviour | Positive reinforcement | Negative reinforcement |
| Decreases behaviour | Positive punishment (scolding) | Negative punishment (loss of a privilege) |
Extinction is the weakening of a behaviour when reinforcement is stopped.
Q.5. Define the self-esteem, types of esteem, how we increase the self-esteem in people?
Self-esteem is a person's overall opinion of his own worth: how much he values, respects, accepts and approves of himself.
Types of esteem
- According to Maslow:
- Esteem from others (lower esteem): respect, recognition, status, reputation and appreciation from other people.
- Self-esteem (higher esteem): self-respect, confidence, competence, independence and freedom.
- According to level:
- High (healthy) self-esteem – confident, optimistic, accepts mistakes, copes well.
- Low self-esteem – feels worthless, shy, afraid of failure, depends on others' approval, prone to depression and anxiety.
- Inflated or unstable self-esteem – boastful or very sensitive to criticism.
How to increase self-esteem in people
- Give genuine praise and positive feedback, especially for effort and progress.
- Provide success experiences: set realistic, achievable goals and break big tasks into small steps.
- Accept the person without judgement; show respect, listen and encourage expression of feelings.
- Give responsibility and let the person make decisions and take part in care or planning.
- Avoid ridicule, comparison with others and harsh criticism; use constructive feedback.
- Teach positive self-talk and help the person challenge negative thoughts.
- Develop skills and talents, and help the person to recognise strengths.
- Encourage healthy habits (rest, exercise, grooming), social contact and group activities or support groups.
- Provide role models, and counselling when the self-esteem is very low.
Q.6. Write 5 lines on characteristics of adult learner. How we improve the learning disabilities?
Characteristics of the adult learner (Knowles' andragogy)
- Adults are self-directed and want to plan and control their own learning.
- They bring a rich background of experience, which is a resource for learning.
- Their readiness to learn is linked to the roles they play in life, e.g. nurse, parent, supervisor.
- They are problem-centred: they want to apply learning immediately to real problems.
- They are motivated mainly from within (job satisfaction, self-esteem, promotion) and need to know why they must learn something.
- They have limited time, many responsibilities, and prefer respect, a comfortable climate and relevant content.
Improving learning disabilities
Learning disabilities (dyslexia in reading, dysgraphia in writing, dyscalculia in mathematics) are disorders in the way the brain receives, processes or expresses information, in a person with normal or above-normal intelligence. They are not caused by poor teaching, low intelligence or lack of effort. Help includes:
- Early identification and assessment by teachers, psychologists and doctors, and testing for hearing or vision problems.
- An individualised education plan that suits the child's needs.
- Remedial teaching and extra practice in small steps with much repetition.
- Multisensory teaching (seeing, hearing, touching, doing) and use of pictures, colours and demonstrations.
- Assistive tools: audio books, text-to-speech, calculators, spell-check, extra time in tests.
- A structured, quiet environment with a regular routine and clear instructions.
- Positive reinforcement and encouragement to build self-esteem; avoid labelling or ridiculing.
- Teaching study and memory strategies, and peer tutoring.
- Speech, occupational or behaviour therapy when needed, parent involvement and counselling.
2. Principle and Method of Teaching
BSN Past Paper Year – 2017 · Solved
B.Sc NURSING (POST-RN), SECOND YEAR, SEMESTER-III
REGULAR EXAMINATION 2016 (SESSION 2014-2016)
PRINCIPLE AND METHOD OF TEACHING
Q.1. Define self-directed learning and its advantages and disadvantages.
Self-directed learning (SDL) is a process in which learners take the initiative, with or without the help of others, to diagnose their learning needs, set goals, find resources, choose and carry out learning methods, and evaluate the results (Knowles). The teacher acts as a guide or facilitator.
| Advantages | Disadvantages |
|---|---|
| Learner takes responsibility, so motivation is high | Needs maturity, self-discipline and time management; weak learners may postpone or give up |
| Learning at one's own pace, time and place | No immediate feedback or correction by a teacher |
| Develops critical thinking, problem-solving and research skills | May learn wrong or incomplete information |
| Better understanding and retention | Not suitable for beginners or very complex topics |
| Prepares for lifelong learning and professional growth, suited to adult learners | Needs resources (books, internet, library) which may not be available |
| Saves teacher's time and cost | Isolation, lack of peer interaction; difficult to assess |
Examples in nursing: learning contracts, reading journals, e-learning, portfolios and reflective diaries.
Q.2. Write advantage and disadvantages of discussion method.
The discussion method is a teaching method in which the teacher and learners exchange ideas, opinions and experiences on a topic through talk, so that learning is active and shared.
| Advantages | Disadvantages |
|---|---|
| Learners are active participants | Time-consuming; the syllabus may not be completed |
| Develops critical thinking, analysis and problem-solving | A few talkative students may dominate while shy ones stay silent |
| Improves communication, listening and confidence | Not suited to large groups |
| Helps change attitudes and values | The talk may drift away from the topic |
| Learners learn from each other's experience; better retention | Needs a skilled leader and learners who have prior knowledge |
| The teacher gets immediate feedback about understanding | May cause arguments or noise |
Tip: keep groups of 6-12, state the topic and rules, and summarise at the end.
Q.3. Define criteria for audiovisual aids; enlist names of AV aids.
Audio-visual (AV) aids are teaching materials that use the senses of hearing and sight to make teaching clearer, more interesting and more lasting.
Criteria for selecting AV aids
- Relevant to the objectives and content of the lesson.
- Suitable for the age, level and background of the learners.
- Accurate, up to date and free of errors.
- Simple, clear and easy to understand; not overcrowded.
- Visible and audible to all learners (size, colour, sound).
- Attractive and interesting, stimulating attention.
- Available, low in cost, portable, durable and easy to use or to prepare.
- Safe and acceptable to the culture and religion.
- Suitable for the teaching method and the time and place; tested before the class.
Names of AV aids
| Type | Examples |
|---|---|
| Visual (non-projected) | Chalkboard / whiteboard, flip chart, charts, posters, pictures, maps, models, real objects and specimens, flannel board, bulletin board, handouts and pamphlets |
| Visual (projected) | Overhead projector and transparencies, slides, PowerPoint (multimedia projector) |
| Audio | Radio, tape recorder, CD or MP3 player, microphone, podcasts |
| Audio-visual | Television, video, films, DVD, computer, smart board, internet and e-learning, simulators and mannequins |
Q.4. Define teaching; enlist any 10 characteristics of good teacher.
Teaching is a planned and purposeful process in which a teacher guides and helps learners to gain knowledge, skills and attitudes, so that their behaviour changes. It is an interaction between teacher and learner to facilitate learning.
Characteristics of a good teacher
- Good knowledge of the subject and updated information.
- Good communication skills – clear voice, simple language, good listening.
- Patience and kindness towards slow learners.
- Enthusiasm and interest in teaching.
- Fairness – treats all students equally, without bias.
- Well-prepared and organised – plans lessons and uses time well.
- Approachable and empathetic – understands the problems of students.
- A role model in behaviour, honesty, discipline and punctuality.
- Uses different methods and AV aids creatively.
- Encourages participation and questions, and develops critical thinking.
- Gives fair evaluation and constructive feedback.
- Has a sense of humour, self-control and a positive attitude, and keeps on learning.
Q.5. What do you know about inquiry method? Give any two examples according to nursing skill.
The inquiry method (inquiry-based or discovery learning) is a learner-centred method in which students find out the answers themselves by asking questions, investigating a problem, collecting and analysing information and drawing conclusions. The teacher acts as a facilitator who guides with questions rather than telling the answer.
Steps
- Identify a problem or question.
- Form a hypothesis or possible explanation.
- Collect information (reading, observation, experiment, interview).
- Analyse the data.
- Draw conclusions and apply them.
- Evaluate and discuss the findings.
Advantages: develops critical thinking, curiosity and research skills; learning is active and lasting. Disadvantages: time-consuming, needs resources and a skilled teacher, and may not suit beginners or large groups.
Examples in nursing skills
- Prevention of pressure ulcers: the teacher asks, "Why do some bed-ridden patients develop pressure sores while others do not?" Students observe patients, use a risk scale (Braden scale), read the evidence on turning, skin care and nutrition, discuss, and then prepare a care plan to prevent them.
- Hospital infection control (hand hygiene): students are asked to find out why infections spread in the ward. They observe hand-washing practice, review infection rates, find the causes, and suggest and demonstrate correct hand-washing steps.
Q.6. Write the PROS & CONS of lecture as a teaching method.
The lecture method is a teacher-centred method in which the teacher presents information orally to a group of learners, mostly one-way.
| Pros (advantages) | Cons (disadvantages) |
|---|---|
| Large amount of content can be covered in a short time | Learners are passive; communication is mostly one-way |
| Suitable for large groups; economical in time, money and staff | Attention and retention fall after about 15-20 minutes |
| Good for introducing a new topic and giving theory and facts | Not suitable for teaching skills (psychomotor) or attitudes (affective) |
| The teacher controls the content and sequence | Individual differences of learners are ignored |
| Useful when books and material are not available | No immediate feedback; success depends heavily on the teacher's skill |
| Can inspire and motivate if the teacher is skilled | May become boring and encourage memorising rather than thinking |
Improving a lecture: keep it short, use AV aids, ask questions, give breaks and examples, and add discussion or a summary.
3. Clinical Teaching & Clinical Supervision
BSN Past Paper Year – 2017 · Solved
B.Sc NURSING (POST-RN), SECOND YEAR, SEMESTER-III
REGULAR EXAMINATION 2016 (SESSION 2014-2016)
CLINICAL TEACHING & CLINICAL SUPERVISION
Q.1. Define clinical teaching. Write down the tips for effective clinical teaching.
Clinical teaching is the teaching and learning process carried out in the real patient-care setting (ward, clinic, community), in which students apply theory to practice, learn skills, develop clinical judgement and professional attitudes, under the guidance of a teacher or preceptor.
Tips for effective clinical teaching
- Orient the students to the unit, staff, routines and safety rules, and explain the learning objectives.
- Plan learning experiences that match the level of the students and the course objectives; select suitable patients.
- Create a safe, supportive climate in which students may ask questions and are not afraid of mistakes.
- Be a role model in skill, communication, ethics and professional behaviour.
- Demonstrate, then let the student practise (show, tell, return demonstration) and supervise closely at first, then give more independence.
- Ask questions that develop critical thinking and link theory with practice.
- Give timely, specific and constructive feedback, privately.
- Protect patients: obtain consent, protect privacy and never allow unsafe practice.
- Use varied methods: bedside teaching, case presentations, care plans, ward rounds, clinical conferences (pre- and post-conference), simulation and demonstration.
- Encourage reflection and self-evaluation.
- Cooperate with ward staff and keep good relationships.
- Evaluate regularly and keep records.
Q.2. What are the barriers of clinical supervision? How supervisor can overcome these barriers.
Clinical supervision is a supportive process in which an experienced nurse guides, supports and monitors a student or junior nurse to maintain safe, quality care and develop competence.
| Barrier | How the supervisor can overcome it |
|---|---|
| Lack of time, heavy workload and staff shortage | Arrange protected, scheduled supervision time; plan the supervision session; ask management for adequate staff and fair student-supervisor ratio |
| Lack of trained supervisors | Get training in supervision, feedback and teaching skills; take part in workshops |
| Poor relationship, lack of trust and fear of evaluation | Build rapport, be approachable and respectful; explain that supervision is for support, not punishment |
| Unclear roles, objectives and expectations | Agree a written contract: goals, roles, how often to meet, and how performance will be judged |
| Poor communication | Use active listening, clear language and regular meetings |
| Theory-practice gap | Link classroom teaching with ward practice; coordinate with the college and ward staff |
| Lack of resources, space and organisational support | Request equipment and a quiet room; get policy backing from management |
| Resistance, anxiety or defensiveness of the supervisee | Give constructive and positive feedback, encourage reflection, and use a non-threatening approach |
| Power difference, cultural or gender issues | Show respect and fairness; encourage open, two-way discussion |
| Poor co-operation of ward staff | Involve them in planning, recognise their help and keep them informed |
Q.3. Briefly explain Benner's stages of clinical competence with example of each stage.
Patricia Benner (1984) adapted the Dreyfus model to nursing. She described five stages through which a nurse passes as she gains clinical experience, from following rules to acting from intuition:
| Stage | Description | Example |
|---|---|---|
| 1. Novice | No clinical experience (e.g. a student); follows rules and checklists strictly; cannot judge what is important; needs close supervision | A student follows the procedure steps one by one to take a blood pressure and cannot decide what to do if the reading is unexpected |
| 2. Advanced beginner | Has some experience (a new graduate); notices recurring patterns, but still depends on rules and finds it hard to set priorities | A new nurse recognises the pattern of breathlessness in a patient with asthma but still needs help to decide which patient to attend first |
| 3. Competent | About 2-3 years' experience; plans work consciously, sets priorities, organises and is efficient, but is not yet quick or flexible | A staff nurse plans the care for her six patients, orders the tasks by priority and manages the shift on her own |
| 4. Proficient | About 3-5 years; sees the situation as a whole rather than in parts, learns from experience and notices changes early | A nurse notices a post-operative patient's restlessness and fast pulse and recognises early shock, before the monitor alarm |
| 5. Expert | Many years of experience; acts from deep intuitive understanding without relying on rules; highly skilled and flexible | An experienced ICU nurse senses that a patient is about to deteriorate, acts quickly and calls the doctor with the right request |
Q.4. Describe how to evaluate student's performance in clinical setting.
Clinical evaluation is the process of judging the student's knowledge, skills and attitudes in the real practice area, by comparing performance with set standards and objectives.
Steps
- Set clear objectives and criteria, and tell the students in advance.
- Select suitable methods and tools.
- Observe and collect data over a period of time (not one occasion).
- Compare performance with the standard and judge it.
- Give timely, private and constructive feedback and discuss strengths and weaknesses.
- Record the result and plan improvement or remedial teaching.
Methods and tools
- Direct observation with a rating scale or checklist (e.g. for a procedure).
- Anecdotal records of important incidents, and the student's logbook or procedure record.
- Written work: nursing care plans, care studies and reports.
- Clinical conferences, case presentations and oral questions (viva).
- OSCE (objective structured clinical examination), DOPS (direct observation of procedural skills) and simulation.
- Self-evaluation (reflective journal), peer evaluation and a portfolio.
- Feedback from patients and ward staff.
Areas evaluated
Knowledge, clinical skills, application of the nursing process, communication, documentation, professional behaviour, ethics, attendance and punctuality.
Good evaluation is valid, reliable, objective, fair, continuous, and practical to carry out. Formative evaluation is done during learning to give feedback; summative evaluation is done at the end to give a grade.
Q.5. Explain the purpose of clinical teaching / supervision.
Purposes of clinical teaching
- To link theory with practice and apply classroom knowledge to real patients.
- To develop psychomotor skills, clinical judgement and critical thinking.
- To develop professional attitudes, values and ethics, and good communication.
- To build confidence and the ability to work in a team.
- To ensure safe patient care while students learn.
- To prepare students for independent practice and to socialise them into the nursing role.
Purposes of clinical supervision (Proctor's three functions)
- Normative (managerial): to maintain professional standards, safe practice and accountability.
- Formative (educational): to develop the knowledge, skills and reflection of the supervisee and to give feedback.
- Restorative (supportive): to give emotional support, reduce stress and burnout, and increase job satisfaction.
Overall, it improves the quality of patient care, gives continuous professional development and helps assess competence.
Q.6. Define instruction process skill and discuss the five phases of instructional process skill.
Instructional process skill is the teacher's ability to carry out the complete process of teaching in an organised way: to find out what learners need, plan the lesson, teach it using suitable methods and evaluate whether the learning objectives have been reached.
The five phases
- Assessment: collect information about the learners (level, previous knowledge, learning style, needs, motivation) and about the setting and available resources.
- Diagnosis (analysis of learning needs): analyse the data and identify the learning needs and problems that the teaching must address.
- Planning: write the objectives, choose the content, methods, AV aids and time, and prepare the lesson plan and evaluation tools.
- Implementation: deliver the lesson: introduce the topic, present the content using the planned methods, involve the learners, and summarise.
- Evaluation: check whether the objectives were achieved (questions, tests, observation, feedback), judge the teaching itself and revise the plan.
Alternative five-phase model (5E): Engage, Explore, Explain, Elaborate and Evaluate.
4. Bio-statistics
BSN Past Paper Year – 2017 · Solved
B.Sc NURSING (POST-RN), SECOND YEAR, SEMESTER-III
REGULAR EXAMINATION 2016 (SESSION 2014-2016)
BIO-STATISTICS
Q.1. Define bio-statistics & explain the importance of bio-statistics in nursing field.
Bio-statistics is the branch of statistics that deals with biological, medical and health data: it covers the collection, organisation, presentation, analysis and interpretation of data about health and disease so that sound decisions can be made.
Importance in nursing
- Understanding and using research: a nurse must read, interpret and judge research reports for evidence-based practice.
- Doing research: choosing the sample, analysing data and drawing conclusions.
- Health planning: knowing the size of health problems (birth, death, disease rates) so that services and resources are planned.
- Evaluating programmes: measuring the success of immunisation, family planning or treatment programmes.
- Patient care: using normal ranges, growth charts, trends of vital signs and laboratory values.
- Hospital management: bed occupancy, patient load, infection rates and staffing.
- Community health assessment: identifying high-risk groups and monitoring health trends.
- Quality improvement and decision-making based on facts rather than opinion.
Q.2. Define the presenting of data? List down the methods of presenting data and explain any two of them.
Presentation of data is the arrangement of the collected (raw) data in a neat, organised form, such as tables and diagrams, so that it is easy to understand, compare and interpret.
Methods of presenting data
- Tabular presentation: simple table and frequency distribution table.
- Diagrammatic presentation: bar chart (simple, multiple, component), pie chart, pictogram, map diagram.
- Graphic presentation: histogram, frequency polygon, frequency curve, ogive (cumulative frequency curve), line graph, scatter diagram.
Explanation of selected methods
1. Table (frequency distribution): data are arranged in rows and columns with a title, headings and totals. In a frequency table each value (or class) is listed with the number of times it occurs. Example for 32 days of data:
| Deaths per day | 0 | 1 | 2 | 3 | 4 | 5 | Total |
|---|---|---|---|---|---|---|---|
| Number of days | 6 | 7 | 12 | 2 | 3 | 2 | 32 |
2. Bar chart: separate rectangular bars of equal width, with gaps between them, are drawn for each category; the length (height) of the bar shows the frequency. It is used for qualitative (categorical) or discrete data, e.g. number of patients in each ward.
3. Pie chart: a circle divided into slices; the angle of each slice is (frequency ÷ total) × 360°. It shows the share of each part of a whole, e.g. causes of admission.
4. Histogram: adjacent bars (no gaps) drawn for a continuous frequency distribution; the area or height shows the frequency of each class, e.g. the age distribution of patients.
5. Line graph: points joined by lines to show change over time, e.g. a temperature chart or the monthly number of cases.
Q.3. Define normal distribution, write down characteristics of normal distribution?
The normal distribution (Gaussian distribution) is a continuous, symmetrical, bell-shaped frequency distribution in which most values lie near the mean and become fewer as they move away from it on either side. It is described by its mean (μ) and standard deviation (σ). Many biological measurements (height, blood pressure, haemoglobin) are approximately normal.
Characteristics
- The curve is bell-shaped and symmetrical about the mean (skewness is zero).
- The mean, median and mode are equal and lie at the centre (the peak).
- The total area under the curve is 1 (100%).
- The two tails come closer to the horizontal axis but never touch it (asymptotic).
- It is completely defined by its mean and standard deviation.
- Empirical rule: about 68% of values lie within ±1 SD of the mean, 95% within ±2 SD (more exactly 1.96 SD) and 99.7% within ±3 SD.
- It is unimodal (one peak), and the curve changes direction (points of inflexion) at ±1 SD.
- The standard normal distribution has mean 0 and SD 1; any value can be converted to a Z score, Z = (x − μ) / σ.
Q.4. Define the following (any five): i. Mean ii. Nominal data iii. Numerator iv. Denominator v. Ratio vi. Central tendency
All six are defined below.
- Mean: the arithmetic average of a set of values, found by adding all the values and dividing by the number of values: Mean = Σx / n. Example: 2, 4, 6 → (2 + 4 + 6) / 3 = 4.
- Nominal data: qualitative data that are grouped into named categories with no order or rank between them, e.g. sex, blood group, religion, marital status.
- Numerator: the upper part of a fraction, rate, ratio or proportion; it is the number of events or cases of interest, e.g. the number of deaths in a year.
- Denominator: the lower part of a fraction, rate or ratio; it is the total population at risk or the group to which the numerator is compared, e.g. the total mid-year population.
- Ratio: the relationship between two quantities, showing how many times one is contained in the other, written as a : b or a / b. In a ratio the numerator is not part of the denominator. Example: male to female ratio 105 : 100, or nurse to patient ratio 1 : 6.
- Central tendency: a single value that represents the centre or typical value of a data set around which the other values cluster. The three measures are the mean, median and mode.
Q.5. Differentiate the qualitative data & quantitative data with example.
| Point | Qualitative data | Quantitative data |
|---|---|---|
| Meaning | Describes quality, kind or category; not measured in numbers | Measured or counted and expressed as numbers |
| Also called | Categorical or attribute data | Numerical or metric data |
| Types | Nominal (no order) and ordinal (ordered) | Discrete (counted, whole numbers) and continuous (measured, any value) |
| Examples | Sex, blood group, religion, colour, pain level (mild, moderate, severe), satisfaction | Number of patients (discrete), age, weight, height, blood pressure, temperature (continuous) |
| Summary measures | Frequency, percentage, proportion, mode | Mean, median, standard deviation, range |
| Presentation | Bar chart, pie chart | Histogram, frequency polygon, line graph |
| Research | Common in qualitative research (words, themes) | Common in quantitative research (numerical analysis) |
Q.6. Death record of an accident and emergency department per day in a town hospital was as follow: 0, 2, 2, 1, 2, 2, 3, 5, 3, 2, 2, 2, 1, 0, 1, 2, 4, 2, 0, 1, 0, 1, 0, 2, 4, 4, 2, 2, 0, 1, 1, 5. Calculate mean, median and mode.
Number of observations (days), n = 32. Frequency table:
| Deaths per day (x) | Frequency (f) | f × x | Cumulative frequency |
|---|---|---|---|
| 0 | 6 | 0 | 6 |
| 1 | 7 | 7 | 13 |
| 2 | 12 | 24 | 25 |
| 3 | 2 | 6 | 27 |
| 4 | 3 | 12 | 30 |
| 5 | 2 | 10 | 32 |
| Total | 32 | 59 |
1. Mean
2. Median
Arrange the values in order: 0, 0, 0, 0, 0, 0, 1, 1, 1, 1, 1, 1, 1, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 2, 3, 3, 4, 4, 4, 5, 5.
The cumulative frequency reaches 13 at the value 1 and 25 at the value 2, so the 16th and 17th values both lie in the group "2".
3. Mode
The value that occurs most often is 2, which occurs 12 times.
5. Nursing Research
BSN Past Paper Year – 2017 · Solved
B.Sc NURSING (POST-RN), SECOND YEAR, SEMESTER-III
REGULAR EXAMINATION 2016 (SESSION 2014-2016)
NURSING RESEARCH
Q.1. Briefly describe the components of the research abstract.
A research abstract is a short, self-contained summary (usually 150-300 words) of a research study that tells the reader what was done and found, so that he can decide whether to read the full report. It is placed at the beginning of the report or article. A structured abstract has these components:
- Title (and sometimes authors) – short and clear.
- Background / introduction: the problem, why the study is important.
- Objective / purpose: the aim, research question or hypothesis.
- Methods: the study design, setting, sample (size and selection), data collection tools and method of analysis.
- Results: the main findings, with key numbers and statistics.
- Conclusion: the meaning of the findings, implications for nursing practice and recommendations.
- Keywords: 3-5 words for indexing and searching.
A good abstract is accurate, brief, written in the past tense, uses no unexplained abbreviations and contains no information that is not in the report.
Q.2. Differentiate between qualitative and quantitative research.
| Point | Qualitative research | Quantitative research |
|---|---|---|
| Purpose | To understand experiences, meanings and feelings in depth | To measure, test hypotheses and find relationships |
| Nature of data | Words, text, observations (non-numerical) | Numbers and statistics |
| Approach | Inductive (theory comes from data); holistic and subjective | Deductive (tests a theory); objective |
| Sample | Small, purposive; sampling until data saturation | Large, often randomly selected |
| Data collection | Interviews, focus group discussions, participant observation | Questionnaires, scales, structured observation, laboratory measurements |
| Designs | Phenomenology, grounded theory, ethnography, case study | Experimental, quasi-experimental, survey, correlational |
| Analysis | Thematic or content analysis | Statistical analysis |
| Researcher's role | Closely involved with participants | Detached and neutral |
| Findings | Descriptive, narrative; not generalisable | Numerical; can be generalised to the population |
| Example | "Experiences of nurses working with cancer patients" | "Effect of a pain-relief method on pain scores of postoperative patients" |
Q.3. Discuss the ethical principles of nursing research.
Research ethics protect the rights, safety and dignity of the people who take part. The ethical principles of the Belmont Report, with other commonly listed principles, are:
- Respect for persons (autonomy): people have the right to decide freely. It requires informed consent (the participant gets full information about the purpose, procedures, risks, benefits and his right to refuse or withdraw at any time, understands it, and agrees voluntarily) and voluntary participation without coercion. Persons with reduced autonomy (children, the mentally ill, prisoners, unconscious patients) need extra protection.
- Beneficence: do good and maximise benefits; the study must benefit participants or society and risks must be smaller than the benefits.
- Non-maleficence: do no harm: protect from physical, emotional, social and financial harm.
- Justice: fair selection of participants and fair distribution of risks and benefits; no group should be exploited or excluded without reason.
- Confidentiality, anonymity and privacy: keep the participants' information secret and do not reveal their identity; store data safely.
- Veracity (honesty) and fidelity: be truthful in reporting; no fabrication, falsification or plagiarism; keep promises made to participants.
Safeguards: approval from an ethical review committee (institutional review board), written consent, permission from the institution, and use of codes of ethics such as the Nuremberg Code and the Declaration of Helsinki.
Q.4. Briefly discuss the types of hypothesis.
A hypothesis is a tentative, testable statement predicting the relationship between two or more variables.
| Type | Meaning | Example |
|---|---|---|
| Simple | One independent and one dependent variable | Smoking is related to lung cancer |
| Complex | Two or more independent and/or dependent variables | Smoking and air pollution are related to lung cancer and heart disease |
| Directional | States the direction of the relationship (more, less, higher, lower) | Patients who receive preoperative teaching have lower anxiety than those who do not |
| Non-directional | States that a relationship or difference exists, but not its direction | There is a relationship between age and blood pressure |
| Null (H0) | States that there is no relationship or difference; it is the one tested statistically | There is no difference in pain scores between the two groups |
| Alternative / research (H1) | States that there is a relationship or difference; accepted when the null is rejected | There is a difference in pain scores between the two groups |
| Associative and causal | Associative: variables are related; causal: one variable causes a change in another | Associative: BMI is related to blood pressure. Causal: a new drug lowers blood pressure |
Q.5. Enlist the types of sampling and give advantages and disadvantages of any two of them.
Sampling is the process of selecting a part (sample) of the population to represent the whole in a study.
Types of sampling
- Probability sampling (every member has a known chance of selection): simple random, systematic, stratified, cluster and multistage sampling.
- Non-probability sampling (selection is not random): convenience, purposive (judgemental), quota, snowball and consecutive sampling.
Advantages and disadvantages
| Type | Meaning | Advantages | Disadvantages |
|---|---|---|---|
| Simple random | Every member has an equal chance, by lottery or random-number table | Unbiased, representative; easy to analyse | Needs a complete list of the population; may be costly or difficult for large or scattered populations |
| Systematic | Every kth member from a list after a random start | Simple, quick and spreads the sample evenly | Biased if the list has a hidden pattern |
| Stratified | Population divided into groups (strata), then a random sample from each | Ensures representation of all groups; more precise | Needs information to make strata; more complex and costly |
| Cluster | Natural groups (wards, villages) are randomly selected and all members studied | Cheap and practical for large, scattered populations | Higher sampling error than simple random sampling |
| Convenience | Subjects who are easily available are chosen | Quick, cheap and easy | Not representative; high risk of bias; cannot be generalised |
| Purposive | The researcher selects people who best suit the purpose of the study | Useful for qualitative research and for experts | Depends on the researcher's judgement; may be biased |
| Quota | Fixed numbers are taken from each category (e.g. 50 men, 50 women) by non-random means | Represents categories; quick | Selection within the quota is not random; bias |
| Snowball | Participants refer other participants | Useful for hidden or hard-to-reach groups | Sample is not representative; depends on the referrals |
The two types required by the question can be taken from the table; simple random and convenience sampling are the usual choices.
Q.6. What are the role of nurses in nursing research.
Nurses are in the best position to identify problems in patient care, so they play an important part in research at all levels of education:
- Identify research problems and ask clinical questions from daily practice.
- Review the literature and read and critique research reports.
- Apply research findings in practice (evidence-based practice) and update policies, protocols and procedures.
- Take part in research: collect data, help to obtain participants, record accurately and assist research teams.
- Protect the rights of participants: obtain informed consent, ensure confidentiality and report ethical problems.
- Conduct research (especially nurses with higher education): plan and carry out studies and analyse the data.
- Share findings: present at seminars and conferences, write articles and teach colleagues.
- Promote a research culture in the hospital: journal clubs, mentoring and support to other nurses.
- Help to obtain research funds, and join ethical review committees and policy making.
| Level of nursing education | Usual research role |
|---|---|
| Diploma / RN | Identify problems, help with data collection and use research findings |
| BSN / Post-RN BSN | Read and critique research, apply findings and take part in studies |
| Master's (MSN) | Analyse, apply and lead studies; teach and guide others |
| Doctorate (PhD) | Plan and carry out independent research and develop theory |
 Held in May 2017){kind=link}
0 Comments