NR 439 Week 6 Discussion Data Results and Analysis Recent

NR 439 Week 6 Discussion Data Results and Analysis Recent

NR 439 Week 6 Discussion Data Results and Analysis Recent

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.

online nursing essays

Struggling to Meet Your Deadline?

Get your assignment on NR 439 Week 6 Discussion Data Results and Analysis Recent done on time by medical experts. Don’t wait – ORDER NOW!

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.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:NR 439 Week 6 Discussion Data Results and Analysis Recent

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.

APA Writing Checklist

Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.

☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.

☐The title page is present. APA format is applied correctly. There are no errors.

☐ The introduction is present. APA format is applied correctly. There are no errors.

☐ Topic is well defined.

☐ Strong thesis statement is included in the introduction of the paper.

☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.

☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:NR 439 Week 6 Discussion Data Results and Analysis Recent

☐ All sources are cited. APA style and format are correctly applied and are free from error.

☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.

Scholarly Resources:Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.

Examples of Scholarly Resources include:Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.

NR 439 Week 6 Discussion Data Results and Analysis Recent

Peer-Reviewed Journals:Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.

Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.

Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.

☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStormto check your writing.

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
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:

  • assigned readings** OR online lessons, AND
  • at least one outside scholarly source.***

Sources are credited.*

12 points

Integrates evidence to support discussion from:

  • assigned readings OR online lesson.

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.

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.

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.
** 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.

Don’t wait until the last minute

Fill in your requirements and let our experts deliver your work asap.