NR 439 Week 6 Discussion Data Results and Analysis
NR 439 Week 6 Discussion Data Results and Analysis
NR 439 Week 6 Discussion Data Results and Analysis
According to this week’s lesson, the four basic rules for understanding results in a research study are understand the purpose of the study, identify the variables—dependent and independent, identify how the variables are measured, and look at the measures of central tendency and the measures of variability for the study variables. I chose to explore the rule: identify the variables-dependent and independent. A dependent variable is something that depends on other factors. An independent variable is a variable that stands alone and isn’t changed by the other variables you are trying to measure. A dependent factor can be changed by what happens with the independent factor but a dependent factor can never change an independent factor. A simple example would be: Insulin causes a drop in blood sugar. Insulin is the independent factor and blood sugar is the dependent factor. There is no way for blood sugar to cause a drop in insulin.
“Statistical significance tells us the findings are real; clinical significance tells us if the results are important for practice” (Houser, 2018, p. 356). Both statistical significance and clinical significance relate to quantitative data. Statistical significance could mean that in 0.5% of the population x, y, and z occurred. The probability of it happening could be chance because it is such a small percentage of the population. Clinical significance shows to what degree the new intervention is needed to make a difference in a client’s life. Clinical significance is thought to be much more meaningful but without the initial statistical significance, further studies would not have been done to prove a clinical significance. In reference to practice, clinical significance is more important when applying evidence to my practice. When utilizing clinical significance, there is evidence-based support of your actions.
“The goal of statistical inference is to estimate likely true or large-sample effects based on random samples from the collective(s) of interest” (Wilkinson & Winter, 2014, p. 492). In a study, the variances between groups are measured quantitatively and examined using inferential statistics. Inferential statistics utilize numbers to determine the probability that random error plays a role in the outcome. It also suggests that independent variables have an effect on the results. Descriptive statistics are usually related to the mean, minimum, maximum, standard deviation, and median of results. These studies are not usually utilized for change in evidence-based practice but are more likely to be used to measure current practice. An example of inferential statistics would be if I questioned all of the Emergency Department nurses at my facility about the effects of education on compassion fatigue. The results would infer that the results would be the same in another location but I only used a small population. For the descriptive statistics, I would use a table, graph, or chart in addition to the statistical data to summarize my study.
References:
Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Sudbury, MA: Jones & Bartlett.
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Wilkinson, M., & Winter, E.M. (2014). Clinical and practical importance vs statistical significance: Limitations of conventional statistical inference. International Journal of Therapy & Rehabilitation, 21(10), 488-495.
For one independent variable, there may be more than one dependent variable. On the contrary, for more than one dependent variable, there is always one independent variable. The value of independent variable is changeable, while we cannot change the value of dependent variable. The independent variable is controllable, while we cannot control the value of dependent variable (Petter, DeLone, & McLean, 2013). Dependent variable depends upon independent variable, as when independent variable will change, there must be a change in the value of dependent variable. On the other hand, there is no impact of dependent variable upon independent variable. The value of independent variable is that which is manipulated in an experiment, while dependent variable is that value, which is observed by the researcher in an experiment
Petter, S., DeLone, W., & McLean, E. R. (2013). Information systems success: The quest for the independent variables. Journal of Management Information Systems, 29(4), 7-62.
Data analysis is very important – it crunches all of the numbers or themes and tells you what you have at the end. Unfortunately (for me, anyway), if it is a quantitative study, you are left with a bunch of statistics.
Mercifully for all of us, we are not asking you to perform a statistical analysis on any data – you just have to tell us what you’ve learned about these statistics, and why data analysis is so important.
Remember, you have to discuss three types of analysis: descriptive analysis (statistics), inferential analysis (statistics), and qualitative analysis of data.
Question 1. Share what you learned about descriptive analysis (statistics) and Qualitative analysis of data, include something that you learned that was interesting to you and your thoughts on why data analysis is necessary for discovering credible findings in nursing.
Descriptive data: Numbers in a data set that are collected to represent research variables. Houser (2018). Descriptive date uses simple mathematical /calculations. Most are straightforward and can be done using a calculator. These techniques provide essential information in a research study. Researchers who created descriptive reports must have the correct statistical technique for the data that has been collected. The data must be presented so readers easily comprehend and don’t misunderstand. This also applies to nurses using statistical data in the clinical setting.
Inferential data: Statistical test to determine if results found in a sample are representative of a larger population. Houser (2018). It’s the differences that occurs between samples and populations, between groups or over time, because of changes. These changes are seen as risk factors in control studies. An event interference is used to determine if the outcome was affected by the change. It’s a generalization about a population which is based on sampling.
Qualitative analysis: Focuses on an understanding of the means end of an experience. From the individual perspective. Houser (2018). It focuses on verbal descriptions and the observation of behaviors to analyze for the conclusions. These methods are most appropriate for obtaining the meaning of the patient’s experience. Thus understanding what is the best therapeutic intervention. What I found interesting was these methods can work together best for me in the clinical setting. The researcher utilizes the clinical data collected that will best get the expected outcome.
Question 2. Compare Clinical significance and statistical significance, include which one is more meaningful to you when considering application of findings in nursing practice.
Clinical involves collecting data which involves people looking at understanding the disease, studying pattern, cause and how the disease effects the specific groups.
Statistical significance: Is a mathematical tool which determines whether the outcome of an experiment is the result of a relationship between specific factors or the result of chance. It claims that results from data by testing or experimentation does not occur randomly but is likely to be from a specific cause.
Clinical significance is more important to me. I can obtain the effectiveness of an intervention from the patient. This supports my nursing practice and validates the interventions chosen for the specific problems.
Reference,
Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th edition). Jones & Bartlett
This is generally great…I just want to clarify one thing.
You said, “It focuses on verbal descriptions and the observation of behaviors to analyze for the conclusions. These methods are most appropriate for obtaining the meaning of the patient’s experience. ” That is true about qualitative RESEARCH, but what is qualitative analysis? How is it conducted?
Qualitative Analysis utilizes small sample sizes. This data is usually words rather than numbers. It is used to characterize clear interventions for a defined group and not generalize loosely for a large population. Qualitative Analysis uses sampling which is deliberate. It is not designed to make statistical inferences.
This is still true of qualitative research, not qualitative analysis.
Can you try this again?
Nice job with your post this week. It was easy to read and understand. I see you described clinical significance and statistical significance but did not go into depth with the comparison. I do like your choice of clinical significance in the last paragraph. Clinical significance is so important in all that we do as nurses. The numbers can say what they want, but each patient is different, and seeing a good clinical outcome is what we as nurses want. The difference between Clinical and statistical significance is that clinical significance is assigned to an outcome where the course of treatment had a positive and quantifiable effect on the patient (Houser, 2018). Whereas Statistical significance is when an event is unlikely to have occurred by chance and is calculated out. In extremely broad terms, Basically, Clinical Significance will verify the extent of the thing that is happening and Statistical Significance means it’s likely that something is happening or it is calculated to happen a certain way. Again, nice job, and thanks for sharing what you learned.
Houser, J. (2018). Nursing research: Reading, using, and creating evidence. (4th ed.). Burlington, MA: Jones and Bartlett Learning.
Qualitative Analysis : Methods are designed to ask the who, what and why questions. It catalogs and organizes the data, not analyze. It is suited to examine social constraints, group norms, interventions and policy implications. It is used as preliminary work in survey question design.
See my comment to Grace about qualitative analysis.
I really enjoyed reading your post this week. I also agree that the clinical significance is very important because that is the level that we use at the clinical level. It is important for us to understand how things work and how they will affect us and our patients.
It’s Tuesday night and I haven’t heard from anyone!
Please don’t leave your discussion post for the last minute…
when is the discussion due in the assignment it says sunday please clarify thank you nancy
The discussion and the Week 6 Assignment are both due on Sunday. However, for the discussion you have to post on 2 separate days, so one of your posts needs to be done by Saturday.
Data Results and Analysis
After the data are collected, it is time to analyze the results! Discuss one of the four basic rules for understanding results in a research study. Compare clinical significance and statistical significance. Which one is more meaningful when considering applying evidence to your practice? Compare descriptive statistics and inferential statistics in research. Please give an example of each type that could be collected in a study that would be done on your nursing clinical issue you identified in previous Weeks.
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Participation: RN-to-BSN
In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.
1. Attendance
Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.
2. Guidelines and Rubric for Discussions
PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:
- Demonstrate understanding of concepts for the week
- Integrate scholarly resources
- Engage in meaningful dialogue with classmates
- Express opinions clearly and logically, in a professional manner
Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.
Participation points: It is expected that you will meet the minimum participation requirement described above. If not:
- You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
- You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.
3. Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
4. Participation Guidelines
You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.
5. Grading Rubric
Discussion Criteria | A (100%) Outstanding or highest level of performance |
B (87%) Very good or high level of performance |
C (76%) Competent or satisfactory level of performance |
F (0) Poor or failing or unsatisfactory level of performance |
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Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points |
Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.16 points | Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.14 points | Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.12 points | Minimally addresses the initial discussion question(s) or does not address the initial question(s).0 points |
Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points |
Integrates evidence to support your discussion from:
Sources are credited.* 12 points |
Integrates evidence to support discussion from:
Sources are credited.* 10 points |
Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.Sources are credited.*9 points | Does not integrate any evidence.0 points |
Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points |
Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.14 points | Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.12 points | Responds to a classmate and/or instructor but does not further the discussion.10 points | No response post to another student or instructor.0 points |
Communicates in a professional manner. 8 points |
Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).8 points | Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).7 points | Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).6 points | Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).0 points |
PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T. |
0 points lost
Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. |
-5 points
Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. |
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PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days. |
0 points lost
Posts in the discussion at least three times AND on two different days. |
-5 points
Posts fewer than three times OR does not participate on at least two different days. |
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NOTES: * Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required. |
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** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites. | ||||
*** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings. | ||||
NOTE: A zero is the lowest score that a student can be assigned. |
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