2005
DOI: 10.7748/nr.13.2.55.s7
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Using the internet to conduct research

Abstract: The internet has become an everyday communication tool for countless people throughout the world. It has a variety of potential uses in education, practice and research, but only in the last decade have nurse researchers begun to take advantage of the multiple uses the internet has to offer. The author reviews the uses of the internet to conduct research and addresses challenges and issues that currently influence web-based research.

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Cited by 38 publications
(52 citation statements)
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“…For researchers, the benefits include a cheaper and faster data collection and a possibility to enhance representativeness and increase responsiveness by making the study more accessible to a larger group of respondents. For respondents, the benefits include convenience and ease of use [20][21][22]24].…”
Section: Discussionmentioning
confidence: 99%
“…For researchers, the benefits include a cheaper and faster data collection and a possibility to enhance representativeness and increase responsiveness by making the study more accessible to a larger group of respondents. For respondents, the benefits include convenience and ease of use [20][21][22]24].…”
Section: Discussionmentioning
confidence: 99%
“…Web-based surveys have been advocated for a number of years, as a way of obtaining an increased sample size (Eysenbach and Wyatt, 2002, Ahern, 2005, Evans and Mathur, 2005. They have been found an acceptable alternative to paper-based surveys in psychological research (Buchanan and Smith, 1999).…”
Section: Introductionmentioning
confidence: 99%
“…OFGs have previously been shown to provide comparable information to conventional ('face-to-face') focus groups but with the added advantage of convenience, since there is no time constraint, and participants are more likely to honestly disclose their views [17][18][19][20]. Twelve undergraduate students from year 2 and year 4 were randomly selected for inclusion with the rationale that second year undergraduates had experience of integrated modules from their first year modules and that fourth year undergraduates have experience of integrated modules from years one to three and year four, which includes a much stronger components of clinical academic learning and practical learning via Clinical Extra-Mural Studies (CEMS).…”
Section: Qualitative Assessment Of Student Perception Integrated Modulesmentioning
confidence: 99%