errors to ensure basic safety (Alexander & Fizell, 2010, Galloway & Whitman, 2009, Kohn, 2009, Rivard, 2010). Little is known regarding the potential benefits of infusing nontechnical skills training such as situation awareness into nursing education for the purposes of reducing errors and promoting patient safety (Wheeler & Wheeler, 2010). Therefore, the research problem is a need to develop and test new teaching interventions such as situation awareness training used in conjunction with clinical simulations that target reducing medication administration error and developing prevention skills. See Appendix A (beginning on p. 88) for more examples of problem statements. Purpose of the Study Begin this section by stating the purpose of your study [e.g., The purpose of the study is to . . . in order to . . .]. The purpose statement should (a) either end with an in order to conclusion so that you reader understands why the research is being conducted, or (b) have a second sentence explaining the goal the study accomplished. For example, a purpose statement for a cross sectional survey might state: The purpose of this study is to examine the educational aspirations and needs of a representative sample of female ex-offenders in order to generate new strategies to produce positive outcomes for women who are navigating through the reentry process, which may lead to breaking the cycle of recidivism. See Appendix A for more examples of purpose statements. Remember that a purpose statement is a direct response to the problem that you have carefully identified in the sections above and clearly articulated in the statement of the problem. The purpose statement attempts to capture the essence of what your study will accomplish in one or two clear sentences
discuss the sample size relative to confidence limits and statistical emphasize the triangulation that you have incorporated in your method; emphasize how the limitations in your study and selection of key variables will preclude drawing an invalid conclusion; if applicable, rule out any Hawthorne effect [where participants change their behavior because they know they are in a study]; if applicable, rule out an Experimenter expectancy the researcher selected participants that wanted the treatment to work or had specific knowledge, skills or attitudes that do not reflect their peers in general but do align with the researcher's intentions]; and/or rule out all potential sources for in drawing invalid or inappropriate conclusions and inferences. One of the best text books available that discusses this important aspect of defending a quantitative research method as the original work of Campbell and Stanley (1963) the researchers who developed the ideas of internal and external validity. Campbell and Stanley (1963, pp. 5-6) provided a checklist of factors (extraneous variables) that could jeopardize the internal and external validity of conducting experimental and quasi-experimental research. Campbell and Stanley's eight factors jeopardizing internal validity are history, maturation, testing, instrumentation, statistical regression, biases resulting in differential selection of respondents for the comparison groups, experimental mortality, and selection-maturation interaction. Conclude this section by summarizing how your analysis counters threats to validity and ensures the study is internally valid.
test. Thus the researcher could justify using an independent samples t test instead of ANOVA. Therefore both Chapters 3 and 4 should reflect a t test instead of ANOVA. Both Chapters should state that ANOVA was planned but due to lower participation than anticipated a t test was conducted instead. Summary of the Results [for Quantitative Studies Only] Organize the Summary of the Results section by each research question or its null hypothesis, if applicable. Clearly, accurately, and concisely show the result for each research question. Statements here should simply summarize the results and not describe the analysis or details, which are presented in the next section. Within this section, if possible, limit the result to a single sentence concisely summarizing each result. Here are two examples: Research Question 1 A significant difference in reading scores was found between the class of third grade students who received the Tucker Reading Strategy intervention and the third grade class that did not receive the Tucker Reading Strategy intervention. H0 for Research Question 2 No significant relationship was found between the mean scores for self-efficacy and the mean scores for teacher engagement. Research Design and Introduction to the Analysis [for Qualitative Studies Only] This is a section that identifies the qualitative research design [basic qualitative, phenomenological, case study, ethnographic, grounded theory, etc.] and how the data were analyzed in relation to the specific design. This section provides an overview in light of