STATISTICAL ANALYSIS IN NURSING NURS 8201

Walden University STATISTICAL ANALYSIS IN NURSING NURS 8201-Step-By-Step Guide

This guide will demonstrate how to complete the Walden University STATISTICAL ANALYSIS IN NURSING NURS 8201 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 STATISTICAL ANALYSIS IN NURSING NURS 8201                       

Whether one passes or fails an academic assignment such as the Walden University STATISTICAL ANALYSIS IN NURSING NURS 8201 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 STATISTICAL ANALYSIS IN NURSING NURS 8201                       

The introduction for the Walden University STATISTICAL ANALYSIS IN NURSING NURS 8201 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.

How to Write the Body for STATISTICAL ANALYSIS IN NURSING NURS 8201                       

After the introduction, move into the main part of the STATISTICAL ANALYSIS IN NURSING NURS 8201  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 STATISTICAL ANALYSIS IN NURSING NURS 8201                       

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 STATISTICAL ANALYSIS IN NURSING NURS 8201                       

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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STATISTICAL ANALYSIS IN NURSING NURS 8201

STATISTICAL ANALYSIS IN NURSING NURS 8201

Clinical decision is of utmost importance in the provision of quality health outcomes. Contingent upon this premise, the two articles establish decision-making procedures and practice guidelines relevant for clinical practice. The first study assesses the feasibility of decision-making processes by nurses stationed at the emergency department of a care facility (Fisher, Orkin & Frazer, 2010). On the other hand, the work of Tjia et al. (2010) purposes to develop guidelines required to monitor the dispensation of high-risk medications while at the same time establish the prevalence of existing laboratory testing concerning these medications.

In order to draw clinical evidence on a factor in decision making, the article by Fisher, Orkin and Frazer (2010) employed the usage of nonparametric tests comprising Fisher’s exact tests and chi-square. The study relied on conjoint analysis to reflect upon the decision-making patterns. The results of this study provided quality outcomes by demonstrating that nurses depended on the functional status of patients, future health status, and family input to undertake decisions on healthcare delivery for their clients. The article by Tjia et al. (2010) utilized t-test and Likert-type scale to formulate guidelines for the utilization of high-risk drugs and to monitor the frequency of dispensing them. The non-parametric test was instrumental in developing medication dispensing guidelines in terms of drug classes, the frequency of medication, monitoring and laboratory testing for efficacy.

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According to numerous empirical studies, parametric parameters receive useful application in the testing of study group means. Nevertheless, the effectiveness of the methodology remains debatable within the context of the present articles. For instance, the use of t-test and ANOVA requires normal distribution of the applicable data regarding the research. Since data from the two articles were not distributed, it became paramount for the authors to consider skewing of non-normal distribution to produce the results (Gibbons & Chakraborti, 2011). Therefore, the approach remains embedded on assumptions and as such it has a high vulnerability to error. However, the assertion receives higher applicability in the second article. Nonetheless, the application of ANOVA and t-test requires studies that have a broad distribution of sample sizes, a threshold that neither of the two articles met.  

Despite providing results on the clinical decision and high-risk drug dispensing techniques, certain strengths and weakness characterized the studies. The first article used conjoint analysis techniques to design a workable mathematics model required for clinical decision-making process for nurses in the emergency department (Fisher, Orkin & Frazer, 2010). However, the technique involving proxy decision-making for this study is complex considering the premise that it does not uniformly address the responses of all nurses.

As such, the study could be subject to speculation hence casting doubt on the accuracy of information obtained from the first study. In the article by Tjia et al. (2010), the selected study design captured a multispecialty population and therefore provided a reflection of clinical practice in the United States of America. However, utilization of the Likert-type scale could subject the study outcomes to errors due to a lack of consensus on the questions administered to participants. Considerably, findings and recommendations in the work of Fisher, Orkin and Frazer (2010) provide the need for aligning clinical decisions as per the patients in the emergency department for purposes of improving the quality of care. Correspondingly, the other article offers guidelines for safe administration of high-risk medications to establish an evidence-based practice in a healthcare setting.

STATISTICAL ANALYSIS IN NURSING NURS 8201

In the entire coursework, the present author discovers nonparametric tests as commonly applied to the processes of analyzing data. Specifically, chi-square dominates most of the literature review in clinical research. Evidently, the adoption of this test has demonstrated effectiveness in the analysis of nominal data. Furthermore, the technique has a high level of accuracy since it has received comparison with observed frequencies obtained from null hypotheses. Nevertheless,  the adoption of other nonparametric tests such as the Wilcoxon matched-pairs test, Mann-Whitney U and Kruskal-Wallis tests does not readily occur since they measure rank-ordered data. According to Gibbons and Chakraborti (2011), the application of the above-mentioned non-parametric tests in multifarious clinical studies does not normally occur since outliers have the capacity to obscure the outcomes. Moreover, the outliers have minimal impact on the chi-square tests.

Reference

Fisher, K., Orkin, F., & Frazer, C. (2010). Utilizing conjoint analysis to explicate health care decision making by emergency department nurses: a feasibility study. Applied Nursing Research, 23(1), 30-35.

Gibbons, J. D., & Chakraborti, S. (2011). Nonparametric statistical inference. In International encyclopedia of statistical science (pp. 977-979). Springer, Berlin, Heidelberg.

Tjia, J., Field, T. S., Garber, L. D., Donovan, J. L., Kanaan, A. O., Raebel, M. A., … & Gurwitz, J. H. (2010). Development and pilot testing of guidelines to monitor high-risk medications in the ambulatory setting. The American journal of managed care, 16(7), 489-496.

“An essential component of nursing education is ensuring students develop the competencies in the use of empirical evidence in their clinical practice. The fundamental goal of statistics courses is to teach healthcare professionals the proper uses of statistical thinking to enable them to effectively evaluate the literature and integrate evidence into their practice” (Baghi & Kornides, 2014).

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How are research methods used in nursing? What particular methods are used in your area of nursing practice? Over the last few weeks, you have been exploring these questions, and you will continue this exploration examining the specific tests and methods that may be used in your particular area of nursing practice. Why might different methods be used based on an area of practice? Why is it important for DNP-prepared nurses to be familiar with various research methods?

For this Discussion, reflect on the tests and methods utilized in research studies, presented over the last eight weeks of the course, to consider the approach, impact, and purpose of these in conducting nursing research. Using a selected article, consider the approach used and reflect on how that approach might fits within your area of nursing practice.

_{Reference: Baghi, H., & Kornides, M. (2013). Current and future health care professionals attitudes toward and knowledge of statistics: How confidence influences learning. Journal of Nursing Education Practitioners 3(7), 24–29 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4239707/}

To Prepare:

• Review the articles presented in this week’s Learning Resources and analyze each study’s use of statistical and nonparametric tests.
• Select an article to focus on for this Discussion.
• Ask yourself: Which method is most commonly used in research studies that pertain to my area of nursing practice, and why this might be so?

By Day 3 of Week 8

Post a critical analysis of the article that you selected by addressing the following:

• What are the goals and purpose of the research study described by the article you selected?
• How are nonparametric tests used in the research study? What are the results of their use? Be specific.
• Why are parametric methods (t tests and ANOVA) inappropriate for the statistical analysis of the research study’s data? Be specific and provide examples.
• What are the strengths and weaknesses of the research study (e.g., study design, sampling, and measurement)?
• How could the findings and recommendations of the research study contribute to evidence-based practice for nursing?

By Day 6 of Week 8

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.
• Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
• Validate an idea with your own experience and additional research.
• Suggest an alternative perspective based on additional evidence drawn from readings or after synthesizing multiple postings.
• Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Statistical analysis is when the researcher gathers information and groups them to draw a conclusion based on the variables (Guetterman, 2019). As we learned in past discussions, the two types of statistical analysis are descriptive and inferential. Knowledge of statistical analysis is essential in data collection, organization, and conclusion development.

Goals and Purpose of the Research

In this week’s discussion, I chose the article “Effects of a work-based critical program for novice nurses” by Kim et al. (2018). The study aims to determine the effectiveness of a work-based reflection program to improve novice nurses’ ability to communicate, develop their critical thinking skills and improve clinical judgment (Kim et al., 2018). This article concluded that a work-based reflection program for novice nurses positively improved communication and critical thinking abilities and helped novice nurses adapt to their new work environment. I love programs that increase novice nurses’ confidence and ability to think critically in practice. Such programs increase nurses’ ability to grow by communicating, adapting to a fast-paced work environment, and feeling supported by expert nurses and management that can lead to career and professional growth.

Parametric versus Non-Parametric Methods

Parametric and non-parametric methods are classifications of statistical methods and are understood better using graphs or illustrations than by definition (Hopkins et al., 2018). Parametric statistical methods are used when researchers assume that the samples are normally distributed with the same parameters (Hopkins et al., 2018). Non-parametric statistical methods do not assume the sample shape or parameters (Hopkins et al., 2018). In this study, the authors used a non -parametric method Mann U test and Wilcoxon rank-sum tests to determine the differences in mean ranks and assess the null hypotheses that medians are equal among the groups. The authors used this method because the data presented are not normally distributed, and they are determining the effects of the reflection program between controlled and experimental groups (Schober et al., 2020). This indicates that parametric statistics are not applicable since data does not have a normal distribution.

Strengths and Weaknesses

Strengths of the study include the development of a work-based critical reflection program; they provided training to nurses to become Reflective Practitioners who will facilitate the program and implement them to staff nurses. Weaknesses of the study include participants from only one organization, a small sample size, and the author’s do not control the Reflective Practitioner’s characteristics in delivering the program.

Implications to Nursing Practice

This article provided insights on how we can potentially increase novice nurses’ skills in communication, critical thinking and job performance. Critical thinking skills increases our ability in clinical decision-making. The authors stated that providing such program to novice nurses promote decrease intent to leave and this can potentially increase nursing retention and decrease shortage issues.

Reference

Guetterman T. C. (2019). Basics of statistics for primary care research. Family medicine and community health, 7(2), e000067. https://doi.org/10.1136/fmch-2018-000067

Hopkins, S., Dettori, J. R., & Chapman, J. R. (2018). Parametric and Nonparametric Tests in Spine Research: Why Do They Matter?. Global spine journal, 8(6), 652–654. https://doi.org/10.1177/2192568218782679

Kim, Y. H., Min, J., Kim, S. H., & Shin, S. (2018). Effects of a work-based critical reflection program for novice nurses.  BMC Medical Education, 18(30), 1–6.  doi:10.1186/s12909-018-1135-0

Schober, P., & Vetter, T. R. (2020). Nonparametric Statistical Methods in Medical Research. Anesthesia and analgesia, 131(6), 1862–1863. https://doi.org/10.1213/ANE.0000000000005101