NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice
Walden University NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice
Whether one passes or fails an academic assignment such as the Walden University NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice
The introduction for the Walden University NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
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How to Write the Body for NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice
After the introduction, move into the main part of the NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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A Sample Answer For the Assignment: NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice
Title: NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice
NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice
NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice
Inferential statistics facilitates the researcher to analyze data and draw inferences and conclusions from the respective data. They are statistical procedures used to reach conclusions about associations between variables and are explicitly designed to test hypotheses. The selected topic investigates the application of MI (motivational interviewing) and whether it increases referrals and promotes compliance with appointments to treatment programs. It examines the effects of motivational interviewing to determine if patients afflicted with an opioid use disorder accepted referrals to MAT clinics and adherence to scheduled appointments.
APA Citation
Morgenstern et al. (2017). Dismantling motivational interviewing: Effects on initiation of behavior change among problem drinkers seeking treatment. Psychology of Addictive Behaviors: Journal of the Society of Psychologists in Addictive Behaviors, 31(7), 751–762.
Morgenstern et al. (2017) examined MI’s hypothesized active ingredients using a dismantling design. Problem drinkers (N=139) seeking treatment were randomized to one of three conditions: MI, relational MI without the directional elements labeled spirit-only MI (SOMI), or a non-therapy control (NTC) condition and followed for eight weeks. On average, participants were middle-aged, well-educated (70% college graduates), employed (78%), Caucasian (76%), and female (57%). Those assigned to MI or SOMI received four sessions of treatment over eight weeks. Condition equivalence on demographics, drinking, and other problem severity at baseline were determined using chi-square tests, t-tests, and one-way ANOVAs.
There were no significantly different effects of the average of MI and SOMI compared to NTC on either TLFB drinking outcome (MI + SOMI vs NTC: SSD: B = .11, SE = .10, p = .22; HDD: B = −.04, SE = 0.18, p = .73). In addition, there were no significantly different effects on drinking between MI and SOMI (MI vs SOMI: SSD: B = −.00, SE = .09, p = .97; HDD: B = .13, SE = 0.12, p = .27). The study investigated the mechanism of behavior change associated with motivational interviewing, contrasting MI and SOMI to test whether strategies that selectively identify and reinforce change talk led to improved outcomes relative to a client-centered therapy that did not include directional strategies. In addition, the contrast between SOMI and NTC was designed to test whether client-centered therapy strategies alone improved outcomes relative to a non-therapy condition in which participants were offered normative feedback and encouragement to change on their own. Neither hypothesis was supported.
Inferential statistics used t-tests and one-way ANOVAs, among other statistics. No significant differences were found in attrition across conditions. All participants significantly reduced their drinking by week 8, but reductions were equivalent across conditions. The hypothesis that baseline motivation would significantly moderate condition effects on outcome was generally not supported.
References
Morgenstern, J., Kuerbis, A., Houser, J., Levak, S., Amrhein, P., Shao, S., & McKay, J. R. (2017). Dismantling motivational interviewing: Effects on initiation of behavior change among problem drinkers seeking treatment. Psychology of Addictive Behaviors: Journal of the Society of Psychologists in Addictive Behaviors, 31(7), 751–762. https://doi.org/10.1037/adb0000317
Polit, D. F., & Beck, C. T. (2020). Essentials of nursing research: Appraising evidence for nursing practice. Lippincott Williams & Wilkins.
Sample Answer for NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice Included
Student t-test is often applied in the statistical analysis to test hypothesis. In the SPSS output, the results of t-test can be translated in different ways. In other words confidence interval can be applied as well as the significant values obtained. T-test is a form of inferential statistics that is always applied to determine if there is a significant different between the means of two variables or two groups in a dataset (Kim, 2015). The two variables may be related in certain features. While performing t-test, there are always assumptions that have to be made. For example, there is always assumption of equality of variance. Some other assumptions that are always made include normality of data distribution, adequacy of sample size, the data is also assumed to be randomly sampled. The independent sample t-test or two sample t-test is always performed when one variable being considered is categorical while the other is continuous. The continuous variable must have a normal distribution (Delacre et al., 2017).
T-distribution is always considered to be a continuous probability distribution that often arise from the estimation of the mean of a given population with a normal distribution. In most cases t-test is applied in proving hypothesis (Champely et al., 2017). There are different approaches that can be applied in either rejecting or accepting null hypothesis (Test et al., 2018). In t-test, there is always the testing of the difference between the two samples under consideration when the variances of the two variables are unknown.
Assumptions of normality are essential in ensuring accurate or effective processes in the statistical analysis. There is always the need to consider the scale of measurement in the process of undertaking t-test. In most cases, the scale of measurement applied to the data under analysis should always follow an ordinal or continuous scale. Homogeneity of variance is another assumption that is always made regarding t-test (Kim & Park, 2019). In other words, the variance of data under each variable should be equal to ensure that there is effective outcomes in the process of comparing the means using t-test.
Two sample t-test or the independent sample t-test is often used in data analysis to compare the means of two independent groups to test whether there is a statistical evidence that the associated population means have a significant difference. Just like any other t-test, the independent t-test is a parametric test. The independent sample t-test is always recommended when one variable is categorical while the other variable is continuous and normally distributed. In this case, weight is a continuous variable while sex is a categorical variable (Jeanmougin et al., 2018).
The independent sample t-test is most commonly applied in testing the statistical difference between the means of the given two groups. It can also be applied in the determination of the statistical difference between the means of two interventions. Finally, independent sample t-test can be applied in the determination of statistical difference between the means of two change scores. The independent sample t-test can only be applied in comparing the means for two and only two groups (Kruschke, 2018).
You are the DNP-prepared nurse responsible for overseeing staffing for the telehealth services provided at your practice. To determine the number of nurses that you might need for these services, you must determine how many patients might be interested in using the telehealth services versus the traditional clinical practice setting. For a week, you ask each patient visiting the practice his or her interest in setting up a visit via telehealth services. At the conclusion of the week, you use this data and reasoning to develop a statistic of the population interested in telehealth services. You have successfully used inferential statistics to help guide your decision-making for your practice.
The scenario outlined provides a random sampling and assumptions to develop a conclusion. With assumptions, and in this case, a small random sampling, this scenario is ripe with the possibility of error. However, how might inferential statistics be used in a valid and credible way?
The design of a study determines the validity of the results, and if done following appropriate techniques, inferential statistics can determine clear differences and help researchers to form conclusions. In your Discussion, you will focus on two forms of identifying differences in groups: t-tests and analysis of variance (ANOVA).
For this Discussion, review the Learning Resources and reflect on a healthcare issue of interest to find a research article in which to analyze the use of inferential statistical analysis. Reflect on how the study was comprised, the validity of the findings, and whether or not it increased the study’s application to EBP
To Prepare:
- Consider some of the important issues in healthcare delivery or nursing practice today. Bring to mind the topics to which you have been exposed through previous courses in your program of study, as well as any news items that have caught your attention recently. Select one topic to focus on for this Discussion.
- Review journal, newspaper, and/or internet articles that may provide credible information on your selected topic. Then, select one research article to focus on for this Discussion that used inferential statistical analysis (either a t-test or ANOVA) to study the topic.
- With information from the Learning Resources in mind, evaluate the purpose and value of the research study discussed in your selected article and consider the following questions:
- Who comprised the sample in this study?
- What were the sources of data?
- What inferential statistic was used to analyze the data collected (t-test or ANOVA)?
- What were the findings?
- Ask yourself: How did using an inferential statistic bring value to the research study? Did it increase the study’s application to evidence-based practice?
By Day 3 of Week 5
Post a brief description of the topic that you selected for this Discussion. Summarize the study discussed in your selected research article and provide a complete APA citation. Be sure to include a summary of the sample studied, data sources, inferential statistic(s) used, and associated findings. Then, evaluate the purpose and value of this particular research study to the topic. Did using inferential statistics strengthen or weaken the study’s application to evidence-based practice? Why or why not? Be specific and provide examples.
By Day 6 of Week 5
Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days in one or more of the following ways:
- Ask a probing question, substantiated with additional background information, evidence, or research.
- Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
Submission and Grading Information
Grading Criteria
Also Read: NURS 8201 Week 4 Discussion: Levels of Measurement
To access your rubric:
Week 5 Discussion Rubric
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Post by Day 3 of Week 5 and Respond by Day 6 of Week 5
To Participate in this Discussion:
Week 5 Discussion
I adore your topic about how the management of diabetes distress plays a major role in its overall management. I have seen many patients with poor diabetes management come and go within the critical care setting due to life threatening illness associated with diabetes complications. I cannot emphasize enough that as DNP prepared nurses, we serve as the educators for patients and their families. After reading your blog, I did not take diabetes distress as an emotion that is concerning and that needs to become a part of our assessment in order for proper education be instilled within the patients. Also, being a critical care nurse, we get too busy getting caught up dealing with the patient’s critically acute problems and we fail to see the problems that led to that acute problem/situation.
In my personal experience as a bedside RN that is taking care of many diabetic patients. I have never took the time to really sit down and assess a patients emotions (distress) about how they truly feel about their diabetic disease and how they are coping with the disease and its management. For one, many patients here on the island that I serve, do not even know that they may be pre-diabetic or already diabetic for that matter.
About 50% of the population on Guam, present to their healthcare providers when they are already in the critical state of their diabetes illness because they do not think that diabetes education and management is important and if left untreated may cause critical complications. Seldom, do healthcare providers even try to understand how a patient feels about their diabetes illness and are often under distress themselves without even knowing. After reading your blog, it became an insightful information for me research more information about how diabetic distress causes mismanagement in their plan of care.
In addition to you research, I have found an interesting article that I found by Khan & Choudhary (2018), providing inferential statistics of how diabetes distress has been linked with suboptimal glycemic control using the diabetes distress scale (DDS-2). About N=129 participants ANOVA testing categorizing three groups based on the DDS-2 scale and within the mean age of 45.2 +/- 19 years of diabetes duration. The result of this research proves that patients with higher distress has a high HbA1C accompanied with higher appointments missed resulting in suboptimal diabetic management.
In another interesting randomized study done by Misra et.al. (2021), diabetes distress is considered to be one of the most important psychosocial concerns among adult with adults. These individuals experience diabetes distress or the emotional response due to the diagnosis, burdens, and demands of the complex disease management regimen, challenges of interactions with the providers, and/or inadequate support of indifferent interpersonal relationships.
This is considered an underdeveloped area of research and as DNP prepared nurses, it is important that we establish partnership with the patients and other healthcare providers to address health inequities. In this randomized control trial of an ANOVA research, compared changes among N=20 participants using demographic variables of age, gender, marital status, education, income, BMI, and self-reported physical and mental health.
Furthermore, alongside the multicomponent interventions such as health experts, dieticians, pharmacists, and dieticians trained to perform a 12 week disease self-management programs. Data collections and measures included baseline diabetes assessment and the use of diabetes distress scale (DDS), which is a 17 question self-report questionnaire to determine if the mean results would be 2.0 to 3.0, which indicates high distress levels. The study also performs a two sided paired t-test to detect difference in HbA1C and high blood pressure; which resulted into an 80% power to detect a 0.85 point difference in HbA1C versus a 3.5 mmHg difference in blood pressure with a significant level of 0.05. Overall results included mean age and BMI of 55 + 9.6 years and 36.4 + 8.8 kg/m2, making majority females, non-Hispanic whites, married, had college degrees, with family incomes less than $50,000 annually. The mean baseline distress was 1.84 + 0.71 and about 20& overall is due to emotional burden. Post-interventions in a 12 week span, although 33% of the controlled group participants stall had HbA1C > 8.0 and BPs > 140s, versus the intervention group resulting in 37% with lowered HbA1C and blood pressure; the total diabetes distress reduced among participants.
Reference(s):
Khan, A. & Choudhary, P. (2018). Investigating the association between diabetes distress and
self-management behaviors. PubMed National Library of Medicine. 12(6). 1116-1124. Retrieved from https://pubmed.ncbi.nlm.nih.gov/30101610/
Misra, R., Shawley-Brzoska, S., Khan, R., Kirk, B., Wen, S., & Sambamoorthi, U. (2021).
Addressing diabetes distress in self-management programs. Journal of Appalachian Health. 3(3). Retrieved from https://muse.jhu.edu/article/801147
Since entering the career of nursing, I believe that most nurses would like to gather as much experience as they can to become a proficient and well-rounded staff in this profession. Being a nurse for about six years now, I have spent the last two and a half years working my way up to become an intensive care unit (ICU) nurse. Being an ICU nurse is a specialty in itself that provides many nursing with the competitive pay, comprehensive benefits, and extensive learning experience in critical level of care. As the ICU can be a stressful environment for patients and families, with established long term consequences, the impact that this unique environment can have on healthcare professionals is increasingly being recognized.
What I have noticed while being a nurse in the critical care environment, I have noticed a significant increase in our nurse turnover rates for both local and traveling nurse staff. For as long as I have been working in this hospital (in a different unit at the time), many nurses are either not trained properly and/or experiencing burnout early on in their career due particularly in the ICU unit. The exposure of nurses within a high acuity nursing environment without the proper support from our management has led to burnout. Furthermore, I have noticed that the ICU unit is the only unit with the least amount of local nurses that stay employed for at least two years into their career life.
Most of the staff nurses that I have worked with have expressed the desires to leave off-island in search for better opportunities or change in nursing career. Our hospital is going through a constant battle with recruiting and retaining their nursing staff, specifically more significant in the ICU unit. Our medical director is currently working alongside the hospital administrators about looking for ways to address the increase burnout that the staff nurses are experiencing and construct a resilient healthcare system. For as long as I have been working in this hospital (in a different unit at the time), many nurses are either not trained properly with the advanced skills needed dealing with life threatening illnesses and/or lack the skills to tackle critically ill conditions. As a result overall, burnout causes decrease in quality of care, poor performances, increase mortality in patients, and errors in the healthcare environment.
The impact that this unique environment can have on healthcare professionals is increasing therefore, as a DNP prepared nurse, to gain a more complete understanding of critical care well-being requires commitment to measure, develops interventions, and re-measure them. An analysis variation or ANOVA tests done for each survey or experimental results are significant and help us figure out if the studies prove our hypothesis. Inferential statistics takes data from samples and make generalizations about a population. Experimental analysis using t-test, to compare the means of two groups or ANOVA (analysis of variance) to analyze the difference between the means of more than two groups, would help make estimates about the population at study (nurses) and testing hypothesis to draw conclusions (Bhandari, 2020).
One of the chosen inferential articles that describe the prevalence of burnout in the ICU healthcare assessed in the included analysis of variance study (ANOVA) through PubMed, Medline, and a web of sciences article reviews and observational study designs. Within the articles, the most commonly used instruments for data collection include the Maslach burnout inventory (MBI), professional quality of life scale, work related behavior, and experience patterns. According to a 4 large scale research study reported that the burnout prevalence rates ranges between 28%-61%; this study suggests that ICU workers were slightly (about 20%) more prone to burnout than the average healthcare (Chuang, Tseng, Lin, Lin & Chen, 2016). The following risk factors reported include: age, sex, marital status, personality traits, work experiences, work environment, workload, shift work, ethical issues, and decision making choices.
In another article review done by Kerlin, McPeake & Mikkelsen (2020), being that ICU can be a stress environment for both patients and families; the impact that this environment can have on healthcare environment is being increasingly recognized. Challenging situations, exposure to high mortality and daily difficult workloads can lead to excessive stress and resultant in moral distress, leading to burnout syndrome. This cross-sectional study, most critical care nurses experience about 81% of one or more burnout symptoms. The framework presented in this article implies that multidisciplinary and coordinated cares are essential components to high quality critical care delivery. The publications are assessed for relevance to using data to support observational study designs that examine associations between any risk factors and burnout in the ICU setting.
In a systematic meta-analysis done by Ramirez-Elvira et.al. (2021), the ANOVA is carried out with different articles and journals from Medline and CINAHL following the PRISMA (preferred reporting item for systematic reviews and meta-analysis), with a sampling of N= 1989; there was an estimate of about 31% prevalence for high emotional exhaustion, 18% high depersonalization, and 49% low personal achievement (p.2). Furthermore, in an inferential statistical cross-sectional total population study among N=60 nurses using a self-administered MBI questionnaire resulted into a high burnout percentage of about 62% (Cishahayo, Nankundwa, Sego, & Bhengu, 2017). Burnout is measured through high emotional exhaustion (48%), high depersonalization (25%), and low personal accomplishment (50%).
On a much larger and international scale, in study done by Bhagavathula et.al. (2018), an institution based teaching hospital with a cross-sectional study conduced among healthcare providers N=500 serving about >50,000 population in Ethiopia; a questionnaire with sociodemographic details using descriptive analysis using correlation and multivariate logistic regression studied ANOVA using survey questionnaires of MBI scale. The overall prevalence of burnout is about 14%, respondents with debility was 53%, increase self criticism of about 56%, and depressive symptoms of about 46%. As a result, the nursing profession was a significant determinant for emotional exhaustion and burnout.
In conclusion, most inferential studies summarized above strengthens the application of evidenced based practices in promoting recruitment and retention policies in decreasing the risk of burnouts. Critical care courses and educational programs should be established by the support faculty to meet the needs of critical care assessments and criteria. Practice variability that necessitates changing for better conditions in a resource limited setting may excavate the underlying factors associated with nursing burnout.
Reference(s):
Bhagavathula, A., Abegaz, T., Belachew, S., Gebreyohannes, E., Gebresillassie, B., & Chattu, V.
(2018). Prevalence of burnout syndrome among healthcare professionals working at Gondar University Hospital, Ethiopia. Journal of Educational Health Promotion 7(145). Retrieved from https://www.jehp.net/article.asp?issn=2277-9531;year=2018;volume=7;issue=1;spage=145;epage=145;aulast=Bhagavathula
Bhandari, P. (2020). An introduction to inferential statistics. Scribbr Statistics. Retrieved
Chuang, C., Tseng, P., Lin, C., Lin, K. & Chen, Y. (2016). Burnout in the intensive care unit
professionals. Medicine Baltimore Journal. 95(50). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5268051/
Cishahayo, E., Nankundwa, E., Sego, R., & Bhengu, B. (2017). Burnout among nurses working
in critical care settings: A case of a selected tertiary hospital in Rwanda. International Journal of Research in Medical Sciences. 5(12). Retrieved from https://www.msjonline.org/index.php/ijrms/article/view/4101
Kerlin, M., Mc Peake, J., & Mikkelsen, M. (2020). Burnout and joy in the profession of critical
care medicine. BMC Critical Care Journal. 24(98). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7092567/
Ramirez-Elvira, S., Romero-Bejar, J., Suleiman-Martos, N., Gomez-Urquiza, J., Monsalve-
Reyes, C., Canadas-Delafuentes, G…Albendin-Garcia, L. (2021). Prevalence, risk factors, and burnout levels in intensive care unit: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health. 18.Retrieved from www.mdpi.com/pdf
Since entering the career of nursing, I believe that most nurses would like to gather as much experience as they can to become a proficient and well-rounded staff in this profession. Being a nurse for about six years now, I have spent the last two and a half years working my way up to become an intensive care unit (ICU) nurse. Being an ICU nurse is a specialty in itself that provides many nursing with the competitive pay, comprehensive benefits, and extensive learning experience in critical level of care. As the ICU can be a stressful environment for patients and families, with established long term consequences, the impact that this unique environment can have on healthcare professionals is increasingly being recognized.
What I have noticed while being a nurse in the critical care environment, I have noticed a significant increase in our nurse turnover rates for both local and traveling nurse staff. For as long as I have been working in this hospital (in a different unit at the time), many nurses are either not trained properly and/or experiencing burnout early on in their career due particularly in the ICU unit. The exposure of nurses within a high acuity nursing environment without the proper support from our management has led to burnout. Furthermore, I have noticed that the ICU unit is the only unit with the least amount of local nurses that stay employed for at least two years into their career life.
Most of the staff nurses that I have worked with have expressed the desires to leave off-island in search for better opportunities or change in nursing career. Our hospital is going through a constant battle with recruiting and retaining their nursing staff, specifically more significant in the ICU unit. Our medical director is currently working alongside the hospital administrators about looking for ways to address the increase burnout that the staff nurses are experiencing and construct a resilient healthcare system. For as long as I have been working in this hospital (in a different unit at the time), many nurses are either not trained properly with the advanced skills needed dealing with life threatening illnesses and/or lack the skills to tackle critically ill conditions. As a result overall, burnout causes decrease in quality of care, poor performances, increase mortality in patients, and errors in the healthcare environment.
The impact that this unique environment can have on healthcare professionals is increasing therefore, as a DNP prepared nurse, to gain a more complete understanding of critical care well-being requires commitment to measure, develops interventions, and re-measure them. An analysis variation or ANOVA tests done for each survey or experimental results are significant and help us figure out if the studies prove our hypothesis. Inferential statistics takes data from samples and make generalizations about a population. Experimental analysis using t-test, to compare the means of two groups or ANOVA (analysis of variance) to analyze the difference between the means of more than two groups, would help make estimates about the population at study (nurses) and testing hypothesis to draw conclusions (Bhandari, 2020).
One of the chosen inferential articles that describe the prevalence of burnout in the ICU healthcare assessed in the included analysis of variance study (ANOVA) through PubMed, Medline, and a web of sciences article reviews and observational study designs. Within the articles, the most commonly used instruments for data collection include the Maslach burnout inventory (MBI), professional quality of life scale, work related behavior, and experience patterns. According to a 4 large scale research study reported that the burnout prevalence rates ranges between 28%-61%; this study suggests that ICU workers were slightly (about 20%) more prone to burnout than the average healthcare (Chuang, Tseng, Lin, Lin & Chen, 2016). The following risk factors reported include: age, sex, marital status, personality traits, work experiences, work environment, workload, shift work, ethical issues, and decision making choices.
In another article review done by Kerlin, McPeake & Mikkelsen (2020), being that ICU can be a stress environment for both patients and families; the impact that this environment can have on healthcare environment is being increasingly recognized. Challenging situations, exposure to high mortality and daily difficult workloads can lead to excessive stress and resultant in moral distress, leading to burnout syndrome. This cross-sectional study, most critical care nurses experience about 81% of one or more burnout symptoms. The framework presented in this article implies that multidisciplinary and coordinated cares are essential components to high quality critical care delivery. The publications are assessed for relevance to using data to support observational study designs that examine associations between any risk factors and burnout in the ICU setting.
In a systematic meta-analysis done by Ramirez-Elvira et.al. (2021), the ANOVA is carried out with different articles and journals from Medline and CINAHL following the PRISMA (preferred reporting item for systematic reviews and meta-analysis), with a sampling of N= 1989; there was an estimate of about 31% prevalence for high emotional exhaustion, 18% high depersonalization, and 49% low personal achievement (p.2). Furthermore, in an inferential statistical cross-sectional total population study among N=60 nurses using a self-administered MBI questionnaire resulted into a high burnout percentage of about 62% (Cishahayo, Nankundwa, Sego, & Bhengu, 2017). Burnout is measured through high emotional exhaustion (48%), high depersonalization (25%), and low personal accomplishment (50%).
On a much larger and international scale, in study done by Bhagavathula et.al. (2018), an institution based teaching hospital with a cross-sectional study conduced among healthcare providers N=500 serving about >50,000 population in Ethiopia; a questionnaire with sociodemographic details using descriptive analysis using correlation and multivariate logistic regression studied ANOVA using survey questionnaires of MBI scale. The overall prevalence of burnout is about 14%, respondents with debility was 53%, increase self criticism of about 56%, and depressive symptoms of about 46%. As a result, the nursing profession was a significant determinant for emotional exhaustion and burnout.
In conclusion, most inferential studies summarized above strengthens the application of evidenced based practices in promoting recruitment and retention policies in decreasing the risk of burnouts. Critical care courses and educational programs should be established by the support faculty to meet the needs of critical care assessments and criteria. Practice variability that necessitates changing for better conditions in a resource limited setting may excavate the underlying factors associated with nursing burnout.
Reference(s):
Bhagavathula, A., Abegaz, T., Belachew, S., Gebreyohannes, E., Gebresillassie, B., & Chattu, V.
(2018). Prevalence of burnout syndrome among healthcare professionals working at Gondar University Hospital, Ethiopia. Journal of Educational Health Promotion 7(145). Retrieved from https://www.jehp.net/article.asp?issn=2277-9531;year=2018;volume=7;issue=1;spage=145;epage=145;aulast=Bhagavathula
Bhandari, P. (2020). An introduction to inferential statistics. Scribbr Statistics. Retrieved
Chuang, C., Tseng, P., Lin, C., Lin, K. & Chen, Y. (2016). Burnout in the intensive care unit
professionals. Medicine Baltimore Journal. 95(50). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5268051/
Cishahayo, E., Nankundwa, E., Sego, R., & Bhengu, B. (2017). Burnout among nurses working
in critical care settings: A case of a selected tertiary hospital in Rwanda. International Journal of Research in Medical Sciences. 5(12). Retrieved from https://www.msjonline.org/index.php/ijrms/article/view/4101
Kerlin, M., Mc Peake, J., & Mikkelsen, M. (2020). Burnout and joy in the profession of critical
care medicine. BMC Critical Care Journal. 24(98). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7092567/
Ramirez-Elvira, S., Romero-Bejar, J., Suleiman-Martos, N., Gomez-Urquiza, J., Monsalve-
Reyes, C., Canadas-Delafuentes, G…Albendin-Garcia, L. (2021). Prevalence, risk factors, and burnout levels in intensive care unit: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health. 18.Retrieved from www.mdpi.com/pdf
Name: NURS_8201_Week5_Discussion_Rubric
| Excellent
90–100 | Good
80–89 | Fair
70–79 | Poor
0–69 | |||
| Main Posting:
Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. | 40 (40%) – 44 (44%)
Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources. | 35 (35%) – 39 (39%)
Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references. | 31 (31%) – 34 (34%)
Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Cited with fewer than two credible references. | 0 (0%) – 30 (30%)
Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible references. | ||
| Main Posting:
Writing | 6 (6%) – 6 (6%)
Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style. | 5 (5%) – 5 (5%)
Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. | 4 (4%) – 4 (4%)
Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. | 0 (0%) – 3 (3%)
Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. | ||
| Main Posting:
Timely and full participation | 9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation. Posts main Discussion by due date. | 8 (8%) – 8 (8%)
Meets requirements for full participation. Posts main Discussion by due date. | 7 (7%) – 7 (7%)
Posts main Discussion by due date. | 0 (0%) – 6 (6%)
Does not meet requirements for full participation. Does not post main Discussion by due date. | ||
| First Response:
Post to colleague’s main post that is reflective and justified with credible sources. | 9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. | 8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. | 7 (7%) – 7 (7%)
Response is on topic and may have some depth. | 0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. | ||
| First Response:
Writing | 6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. | 5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. | 4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. | 0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. | ||
| First Response:
Timely and full participation | 5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. | 4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. | 3 (3%) – 3 (3%)
Posts by due date. | 0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. | ||
| Second Response: Post to colleague’s main post that is reflective and justified with credible sources. | 9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. | 8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. | 7 (7%) – 7 (7%)
Response is on topic and may have some depth. | 0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. | ||
| Second Response: Writing | 6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. | 5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. | 4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. | 0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. | ||
| Second Response: Timely and full participation | 5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. | 4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. | 3 (3%) – 3 (3%)
Posts by due date. | 0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. | ||
| Total Points: 100 | ||||||
Name: NURS_8201_Week5_Discussion_Rubric
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