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The utility of the research problem statement
-Ask An Expert Edited
by Patricia
A. Martin,
PhD,
RN
Patricia A. Martin, PhD, RN, is Director Research at Wright State University--Miami Nursing, Dayton. OH 45435. -
The Utility
for Nursing Valley School
of
of the Research
ANY researchers, particularly nurses whose dominant role is not that of researcher, question the need for the many formal steps of the research process. The statement of the research problem is one step that has come under fire many times. The research problem statement, formatted appropriately, can be very useful to the research process. As the nurse researcher in a clinical agency for several years and as a faculty member with graduate nursing students learning about research methods and about the research expectations encompassed in their role as clinician/educatot-/administrator, I have often been approached with a proposed research topic minus any problem statement. These novices introduce their topic via either the clinical problem (e.g., How can the cancer patient be made more comfortable? or How can the nursery environment be made more quiet?) or alternately by using the intended solution (e.g., the researcher wants to use research to develop a new program, a new/alternate approach, or a new nursing position.) The novice has not learned that research only brings new knowledge to bear on the situation and that by itself research does not solve clinical dilemmas. Research contributes to a scientific basis for better decision making but does not make the decision. Knowing the “clinical problem” that is troubling the practitioner is very helpful to the researcher consultant in guiding the beginning researcher. Once the researcher can see the importance of identifying “what is not known” to planning the most appropriate research project, the novice will work hard to clarify this important step also. The appropriately formatted research problem statement reminds the researcher of this knowledge-building focus of research.
M
USEFULLY FORMATTED RESEARCH PROBLEM STATEMENT
One or more succinct sentences stating the knowledge gap that exists around an important Applied
Nursing
Research,
Vol. 7, No. 1 (February),
1994:
pp. 47-49
Problem
Statement
clinical dilemma is a functional step in the research process. Bums and Grove (1993) stated the research problem statement will answer the question “What information is needed to improve this situation” (p. 121). It is obvious that such a problem statement can not be arrived at without a preliminary review of the most relevant research literature. The review itself is important before the empirical researcher plans the current research. It is at least a remote possibility that the knowledge sought by the practicing nurse already exists in available research reports. Bums and Grove ( 1993) have several useful problem statements taken from the research literature: ‘ ‘ . . . it is not clear whether stress levels or coping patterns change with the passing of time”; “ whether these soothing effects translate into energy conservation is not known”; and “. . . research on informed consent has investigated one or more consent elements rather than the process” (pp. 135136). THE ROOT OF THE CONFUSION
Although nursing research texts are consistent in the need for the research problem to include the variables and the population plus to be significant, feasible, and researchable (Mate0 & Glass, 1991; Nieswiadomy, 1993; Polit & Hungler, 1991, 1993; Wilson, 1993), there is minimal agreement regarding the format of the statement. The novice’s omission or confusion regarding the problem statement is hardly lessened by texts that state or infer that the research problem and the purpose are the same or interchangeable for directing a proposed study (Mate0 & Glass, 1991; Polit & Hungler, 1991, 1993). Polit and Hungler (1991) illustrate the declarative format: “The purpose of this research is . .” (p. 81). Although Mateo and Glass (1991) Copyright 0 1994 by W.B. Saunders 0897-1897f94lO701 -ooo9$5.00l0
Company
47
48
detail how to arrive at a problem in great depth, they also illustrate the declarative form with a purpose statement: “The purpose of this research is to examine . . . ” (p. 119). However, Wilson (1993) clearly states that the problem and purpose statements are not synonymous. Nieswiadomy (1993) also differentiates between them; problem statement is the “what” and purpose addresses the “why” or use for the study results. Also problematic is the question or interrogative statement format that is espoused by texts (Mate0 &Glass, 1991; Nieswiadomy, 1993; Polit & Hungler, 1991, 1993). Wilson (1993) does not advocate either format and gives examples of both types. This interrogative format necessitates the researcher making the fine distinction between the problem statement and the research question(s) and hypothesis with the research question/hypothesis supposedly more specific (Polit & Hungler, 1991, 1993; Wilson, 1991). Polit and Hungler (1991) illustrate the problem statement: “Is early discharge for hemorrhoidectomy patients related to postoperative problems?” (p. 82). Likewise, Nieswiadomy (1993) illustrates the problem statement: “Is there a relationship between the number of hours that baccalaureate nursing students have studied and their anxiety levels before the midterm examination?” (p. 63). On the other hand, Wilson says that research problem statements that can be answered by a yes or no are inappropriate. Wilson illustrates the wrong question format: “Do most patients rest well in intensive care units?” (p, 49); her illustration of an improvement was “What conditions in intensive care units contribute to diminished rest patterns for patients?” (p. 50). Both Wilson (1993) and Polit and Hungler (199 1) use examples that are less specific than the hypothesis, but Mateo and Glass (1991) show the hypothesis merely as the restatement of the problem in answer form: “Is there a difference in the tolerance to . . . ?” and “There is no difference in the tolerance to . . ?” (p. 120). The beginner in research generally uses one text and must only suffer when the distinction between preliminary parts are too fine, but the more advanced student begins to explore multiple texts and finds that there seems to be no right way or that an alternate interpretation is that “anything goes”not a happy state for intellectual growth. The nurse who is primarily a clinician may want to dispense with the purely academic aspects of the research
ASK
AN EXPERT
process and get to what is considered the more important aspects. The practicing nurse is most often a doer, and the subtleties of the role of the research problem statement may need further explication. Usually the novice can see the need for identifying the research question(s) or hypothesis but may dismiss the more subtle roles of the problem, significance/justification, and purpose as academic exercises needed only in the classroom or to blend in with the academicians when seeking funding or presenting their findings. Indeed the research consultant often experiences the new nurse researcher coming with a design more firmly in mind than any of the preliminary steps of the research process. However, the good problem statement truly helps the researcher move through the research process. The research problem statement focuses the researcher on the larger issues-the issues that need and deserve better understanding. This grasp of the problem statement’s function and the associated progression as a researcher is not unlike the role development of the clinician. The beginning practitioner usually would show a mother how to comfort an obviously “difficult baby,” but the more experienced practitioner assesseseach mother for the “difficulty” of the baby. As researchers progress in their use of the problem statement, the role of the preliminary steps of the research process become trusted friends that lead the researchers consistently to desired knowledge, the knowledge on which to evolve their practice. HELPFUL APPROACHES
Starting a problem statement with “it is not known if/that . .” is a stock phrase that has proven helpful in developing a useful problem statement. Even beginning researchers see the value in a literature review, but the synthesis of the literature where the researcher knows what is not known is a higher level of research practice. An equally useful phrase is “inability to generalize limited findings because of small sample/single site/flawed study . . . but preliminary results suggest . . .” This latter phrase helps make the need for replication more explicit and begin to exorcise the mistaken belief that replication is somehow a lesser type of research. The practitioner who has a clear understanding of the knowledge gaps surrounding the clinical problem that they wish to solve can more easily learn if the situation needs
ASK
AN
49
EXPERT
one simple study, a complex study, or a series of research projects to close the gap. CONCLUSION
The useful problem statement will identify the variable(s) and the population. The format for the problem statement will be declarative not interrogative. It will be different from and proceed the purpose statement. The problem statement will direct one to the knowledge gap, although preceding or succeeding sentences will give the clinical context for why this knowledge gap needs to be closed. This will establish the significance of the problem statement. Lastly, the problem must be feasible and researchable. Using these criteria to develop a useful problem statement will set the stage for your research. You will know where you
are going and you will know when you get there. Happy researching! REFERENCES Bums, N., & Grove, S.K. (Eds.). (1993). Research Problem and Purpose. In The practice of nursing research: Conduct, critique and utilization (pp. 121-140) (2nd ed.). Philadelphia, PA: Saunders. Mateo, M., & Glass, E. (1991). Progressing from an idea to a research question. In M. Mateo & K. Kirchhoff (Ed.), Conducting and using nursing research in fhe clinical setting (pp. 115-122). Baltimore, MD, Williams & Wilkins. Nieswiadomy, R. (1992). Foundations of nursing research (2nd ed.). Norwalk, CT: Appleton & Lange. Polit, D., & Hungler, B. (1991). Nursing researchprinciples and methods (4th ed.). Philadelphia, PA: Lippincott. Polit, D., & Hungler, B. (1992). Essentials of nursing research (3rd ed.). Philadelphia, PA: Lippincott. Wilson, H. (1993). Inrroducing research in nursing (2nd ed.). Redwood City, CA: Addison-Wesley.
by Patricia
A. Martin,
PhD,
RN
Patricia A. Martin, PhD, RN, is Director Research at Wright State University--Miami Nursing, Dayton. OH 45435. -
The Utility
for Nursing Valley School
of
of the Research
ANY researchers, particularly nurses whose dominant role is not that of researcher, question the need for the many formal steps of the research process. The statement of the research problem is one step that has come under fire many times. The research problem statement, formatted appropriately, can be very useful to the research process. As the nurse researcher in a clinical agency for several years and as a faculty member with graduate nursing students learning about research methods and about the research expectations encompassed in their role as clinician/educatot-/administrator, I have often been approached with a proposed research topic minus any problem statement. These novices introduce their topic via either the clinical problem (e.g., How can the cancer patient be made more comfortable? or How can the nursery environment be made more quiet?) or alternately by using the intended solution (e.g., the researcher wants to use research to develop a new program, a new/alternate approach, or a new nursing position.) The novice has not learned that research only brings new knowledge to bear on the situation and that by itself research does not solve clinical dilemmas. Research contributes to a scientific basis for better decision making but does not make the decision. Knowing the “clinical problem” that is troubling the practitioner is very helpful to the researcher consultant in guiding the beginning researcher. Once the researcher can see the importance of identifying “what is not known” to planning the most appropriate research project, the novice will work hard to clarify this important step also. The appropriately formatted research problem statement reminds the researcher of this knowledge-building focus of research.
M
USEFULLY FORMATTED RESEARCH PROBLEM STATEMENT
One or more succinct sentences stating the knowledge gap that exists around an important Applied
Nursing
Research,
Vol. 7, No. 1 (February),
1994:
pp. 47-49
Problem
Statement
clinical dilemma is a functional step in the research process. Bums and Grove (1993) stated the research problem statement will answer the question “What information is needed to improve this situation” (p. 121). It is obvious that such a problem statement can not be arrived at without a preliminary review of the most relevant research literature. The review itself is important before the empirical researcher plans the current research. It is at least a remote possibility that the knowledge sought by the practicing nurse already exists in available research reports. Bums and Grove ( 1993) have several useful problem statements taken from the research literature: ‘ ‘ . . . it is not clear whether stress levels or coping patterns change with the passing of time”; “ whether these soothing effects translate into energy conservation is not known”; and “. . . research on informed consent has investigated one or more consent elements rather than the process” (pp. 135136). THE ROOT OF THE CONFUSION
Although nursing research texts are consistent in the need for the research problem to include the variables and the population plus to be significant, feasible, and researchable (Mate0 & Glass, 1991; Nieswiadomy, 1993; Polit & Hungler, 1991, 1993; Wilson, 1993), there is minimal agreement regarding the format of the statement. The novice’s omission or confusion regarding the problem statement is hardly lessened by texts that state or infer that the research problem and the purpose are the same or interchangeable for directing a proposed study (Mate0 & Glass, 1991; Polit & Hungler, 1991, 1993). Polit and Hungler (1991) illustrate the declarative format: “The purpose of this research is . .” (p. 81). Although Mateo and Glass (1991) Copyright 0 1994 by W.B. Saunders 0897-1897f94lO701 -ooo9$5.00l0
Company
47
48
detail how to arrive at a problem in great depth, they also illustrate the declarative form with a purpose statement: “The purpose of this research is to examine . . . ” (p. 119). However, Wilson (1993) clearly states that the problem and purpose statements are not synonymous. Nieswiadomy (1993) also differentiates between them; problem statement is the “what” and purpose addresses the “why” or use for the study results. Also problematic is the question or interrogative statement format that is espoused by texts (Mate0 &Glass, 1991; Nieswiadomy, 1993; Polit & Hungler, 1991, 1993). Wilson (1993) does not advocate either format and gives examples of both types. This interrogative format necessitates the researcher making the fine distinction between the problem statement and the research question(s) and hypothesis with the research question/hypothesis supposedly more specific (Polit & Hungler, 1991, 1993; Wilson, 1991). Polit and Hungler (1991) illustrate the problem statement: “Is early discharge for hemorrhoidectomy patients related to postoperative problems?” (p. 82). Likewise, Nieswiadomy (1993) illustrates the problem statement: “Is there a relationship between the number of hours that baccalaureate nursing students have studied and their anxiety levels before the midterm examination?” (p. 63). On the other hand, Wilson says that research problem statements that can be answered by a yes or no are inappropriate. Wilson illustrates the wrong question format: “Do most patients rest well in intensive care units?” (p, 49); her illustration of an improvement was “What conditions in intensive care units contribute to diminished rest patterns for patients?” (p. 50). Both Wilson (1993) and Polit and Hungler (199 1) use examples that are less specific than the hypothesis, but Mateo and Glass (1991) show the hypothesis merely as the restatement of the problem in answer form: “Is there a difference in the tolerance to . . . ?” and “There is no difference in the tolerance to . . ?” (p. 120). The beginner in research generally uses one text and must only suffer when the distinction between preliminary parts are too fine, but the more advanced student begins to explore multiple texts and finds that there seems to be no right way or that an alternate interpretation is that “anything goes”not a happy state for intellectual growth. The nurse who is primarily a clinician may want to dispense with the purely academic aspects of the research
ASK
AN EXPERT
process and get to what is considered the more important aspects. The practicing nurse is most often a doer, and the subtleties of the role of the research problem statement may need further explication. Usually the novice can see the need for identifying the research question(s) or hypothesis but may dismiss the more subtle roles of the problem, significance/justification, and purpose as academic exercises needed only in the classroom or to blend in with the academicians when seeking funding or presenting their findings. Indeed the research consultant often experiences the new nurse researcher coming with a design more firmly in mind than any of the preliminary steps of the research process. However, the good problem statement truly helps the researcher move through the research process. The research problem statement focuses the researcher on the larger issues-the issues that need and deserve better understanding. This grasp of the problem statement’s function and the associated progression as a researcher is not unlike the role development of the clinician. The beginning practitioner usually would show a mother how to comfort an obviously “difficult baby,” but the more experienced practitioner assesseseach mother for the “difficulty” of the baby. As researchers progress in their use of the problem statement, the role of the preliminary steps of the research process become trusted friends that lead the researchers consistently to desired knowledge, the knowledge on which to evolve their practice. HELPFUL APPROACHES
Starting a problem statement with “it is not known if/that . .” is a stock phrase that has proven helpful in developing a useful problem statement. Even beginning researchers see the value in a literature review, but the synthesis of the literature where the researcher knows what is not known is a higher level of research practice. An equally useful phrase is “inability to generalize limited findings because of small sample/single site/flawed study . . . but preliminary results suggest . . .” This latter phrase helps make the need for replication more explicit and begin to exorcise the mistaken belief that replication is somehow a lesser type of research. The practitioner who has a clear understanding of the knowledge gaps surrounding the clinical problem that they wish to solve can more easily learn if the situation needs
ASK
AN
49
EXPERT
one simple study, a complex study, or a series of research projects to close the gap. CONCLUSION
The useful problem statement will identify the variable(s) and the population. The format for the problem statement will be declarative not interrogative. It will be different from and proceed the purpose statement. The problem statement will direct one to the knowledge gap, although preceding or succeeding sentences will give the clinical context for why this knowledge gap needs to be closed. This will establish the significance of the problem statement. Lastly, the problem must be feasible and researchable. Using these criteria to develop a useful problem statement will set the stage for your research. You will know where you
are going and you will know when you get there. Happy researching! REFERENCES Bums, N., & Grove, S.K. (Eds.). (1993). Research Problem and Purpose. In The practice of nursing research: Conduct, critique and utilization (pp. 121-140) (2nd ed.). Philadelphia, PA: Saunders. Mateo, M., & Glass, E. (1991). Progressing from an idea to a research question. In M. Mateo & K. Kirchhoff (Ed.), Conducting and using nursing research in fhe clinical setting (pp. 115-122). Baltimore, MD, Williams & Wilkins. Nieswiadomy, R. (1992). Foundations of nursing research (2nd ed.). Norwalk, CT: Appleton & Lange. Polit, D., & Hungler, B. (1991). Nursing researchprinciples and methods (4th ed.). Philadelphia, PA: Lippincott. Polit, D., & Hungler, B. (1992). Essentials of nursing research (3rd ed.). Philadelphia, PA: Lippincott. Wilson, H. (1993). Inrroducing research in nursing (2nd ed.). Redwood City, CA: Addison-Wesley.