Nurs 8201 Week 8 Discussion: Statistical Analysis In Nursing

Nurs 8201 Week 8 Discussion: Statistical Analysis In Nursing

The article chosen for this discussion is an article by Leigh et al.(2020). The goal and purpose of this article were to explore the predictors of emergency nurses’ protection motivation during the West African Ebola outbreak. This is an example of an article where nonparametric tests were used. For example, the Kruskal-Wallis H test was used in the analysis of the connection between the categorical independent variables like employment, licensure, education level, race, age groups, gender, and other variables related to protection motivation theory. The analysis gave important results. An example is the relationship between gender and psychological variables, which were analyzed.  From the Kruskal-Wallis H test, the self-efficacy χ² value was 11.74, indicating a significance at p<0.005. Male respondents also have a substantially higher self-efficacy as shown from post hoc Dunn-Bonferroni tests.

It is evident that this research did not use parametric methods such as ANOVA and t-test since they were inappropriate for the statistical analysis of the research study’s data. One of the reasons is that parametric tests assume that data usually follow normal distribution; as such, in case the data fails to follow such a trend (Grey & Grove, 2020), then parametric tests can lead to inaccurate results. A typical example from the paper is the case where the Kruskal-Wallis H test was used to explore the distribution of psychological variables in different age groups, as it doesn’t have to make an assumption that the data is normally distributed. ANOVA also assumes homogeneity of variance; hence, it may not be reliable when such an assumption does not hold (Orcan et al.,2020).

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This study has various strengths. One of them is the sample size. The sample size was 388, which is sufficient, hence enhancing generalizability. There is also diversity in educational levels and age groups. The use of nonparametric tests such as Spearman rho correlation and Kruskal-Wallis H test in data analysis shows a robust approach (Juang, 2021). One weakness is that the cross-sectional design used limits the ability to explore the causal relationships between variables. It is also vulnerable to response bias as data collection relies on self-reported information. The findings and recommendations of this research study can contribute to EBP for nursing in that stakeholders can formulate tailored preparedness strategies by identifying factors that influence nurses’ perceptions.

References

Gray, J. R., & Grove, S. K. (2020). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier.

Jiang, J. (2021). Nonparametric statistics. In Large Sample Techniques for Statistics (pp. 379-415). Cham: Springer International Publishing. Doi: 10.1007/978-3-030-91695-4_11

Leigh, L., Taylor, C., Glassman, T., Thompson, A., & Sheu, J. J. (2020). A cross-sectional examination of the factors related to emergency nurses’ motivation to protect themselves against an Ebola infection. Journal of Emergency Nursing46(6), 814-826. https://doi.org/10.1016/j.jen.2020.05.002

Orcan, F. (2020). Parametric or nonparametric: Skewness to test normality for mean comparison. International Journal of Assessment Tools in Education7(2), 255-265. https://doi.org/10.21449/ijate.656077

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WEEK 8 DISCUSSION: STATISTICAL ANALYSIS IN NURSING

 

“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).

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/Links to an external site.

RESOURCES

 

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

WEEK 8: LEARNING RESOURCES

Required Readings

 

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 ( 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.

 

NURS_8201_Week8_Discussion_Rubric

NURS_8201_Week8_Discussion_Rubric

Criteria Ratings Pts
This criterion is linked to a Learning OutcomeMain 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 scholarly sources.
44 to >39.0 ptsExcellent 90%–100%

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 scholarly sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current scholarly sources that are correctly cited and formatted.

39 to >34.0 ptsGood 80%–89%

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 scholarly sources that are correctly cited and formatted.

34 to >30.0 ptsFair 70%–79%

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. Supported by fewer than two scholarly sources that are correctly cited and formatted.

30 to >0 ptsPoor 0%–69%

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 scholarly sources.

44 pts
This criterion is linked to a Learning OutcomeMain Posting: Writing
6 to >5.0 ptsExcellent 90%–100%

Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style. Response is effectively written in Standard Academic English.

5 to >4.0 ptsGood 80%–89%

Written clearly and concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. Response is effectively written in Standard Academic English.

4 to >3.0 ptsFair 70%–79%

Written somewhat clearly and concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. Edits are needed to follow standards for Standard Academic English.

3 to >0 ptsPoor 0%–69%

Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Does not follow Standard Academic English for most of the post.

6 pts
This criterion is linked to a Learning OutcomeMain Posting: Timely and full participation
10 to >8.0 ptsExcellent 90%–100%

Meets requirements for timely, full, and active participation. … Posts main Discussion by due date.

8 to >7.0 ptsGood 80%–89%

Meets requirements for full participation. … Posts main Discussion by due date.

7 to >6.0 ptsFair 70%–79%

Posts main Discussion by due date.

6 to >0 ptsPoor 0%–69%

Does not meet requirements for full participation. … Does not post main Discussion by due date.

10 pts
This criterion is linked to a Learning OutcomeFirst Response: Post to colleague’s main post that is reflective and justified with scholarly sources.
9 to >8.0 ptsExcellent 90%–100%

Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. Uses scholarly sources to support ideas. Demonstrates synthesis and understanding of learning objectives. Scholarly sources are correctly cited and formatted.

8 to >7.0 ptsGood 80%–89%

Response has some depth and may exhibit critical thinking or application to practice setting. Uses scholarly sources to support ideas. Demonstrates a beginning synthesis and understanding of learning objectives. Scholarly sources are correctly cited and formatted.

7 to >6.0 ptsFair 70%–79%

Response is on topic and may have some depth. Minimal or no scholarly sources provided.

6 to >0 ptsPoor 0%–69%

Response may not be on topic and lacks depth. No sources.

9 pts
This criterion is linked to a Learning OutcomeFirst Response: Writing
6 to >5.0 ptsExcellent 90%–100%

Communication is professional and respectful to colleagues. Response to faculty questions is fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more scholarly sources. Response is effectively written in Standard Academic English.

5 to >4.0 ptsGood 80%–89%

Communication is mostly professional and respectful to colleagues. Response to faculty questions is mostly answered, if posed. Provides opinions and ideas that are supported by at least two scholarly sources. Response is written in Academic English.

4 to >3.0 ptsFair 70%–79%

Response posed in the Discussion may lack effective professional communication. Response to faculty questions is minimally addressed, if posed. Few or no scholarly sources are cited.

3 to >0 ptsPoor 0%–69%

Responses posted in the Discussion lack effective communication. Response to faculty questions is missing. No scholarly sources are cited.

6 pts
This criterion is linked to a Learning OutcomeFirst Response: Timely and full participation
5 to >4.0 ptsExcellent 90%–100%

Meets requirements for timely, full, and active participation. … Posts by due date.

4 to >3.0 ptsGood 80%–89%

Meets requirements for full participation. … Posts by due date.

3 to >2.0 ptsFair 70%–79%

Posts by due date.

2 to >0 ptsPoor 0%–69%

Does not meet requirements for full participation. … Does not post by due date.

5 pts
This criterion is linked to a Learning OutcomeSecond Response: Post to colleague’s main post that is reflective and justified with scholarly sources.
9 to >8.0 ptsExcellent 90%–100%

Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. Uses scholarly sources to support ideas. Demonstrates synthesis and understanding of learning objectives. Scholarly sources are correctly cited and formatted.

8 to >7.0 ptsGood 80%–89%

Response has some depth and may exhibit critical thinking or application to practice setting. Uses scholarly sources to support ideas. Demonstrates a beginning synthesis and understanding of learning objectives. Scholarly sources are correctly cited and formatted.

7 to >6.0 ptsFair 70%–79%

Response is on topic and may have some depth. Minimal or no scholarly sources provided.

6 to >0 ptsPoor 0%–69%

Response may not be on topic and lacks depth. No sources.

9 pts
This criterion is linked to a Learning OutcomeSecond Response: Writing
6 to >5.0 ptsExcellent 90%–100%

Communication is professional and respectful to colleagues. Response to faculty questions is fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more scholarly sources. Response is effectively written in Standard Academic English.

5 to >4.0 ptsGood 80%–89%

Communication is mostly professional and respectful to colleagues. Response to faculty questions is mostly answered, if posed. Provides opinions and ideas that are supported by few at least two scholarly sources…. Response is written in Standard Academic English.

4 to >3.0 ptsFair 70%–79%

Response posed in the Discussion may lack effective professional communication. Response to faculty questions is minimally addressed, if posed. Few or no scholarly sources are cited.

3 to >0 ptsPoor 0%–69%

Responses posted in the Discussion lack effective communication. Response to faculty questions is missing. No scholarly sources are cited.

6 pts
This criterion is linked to a Learning OutcomeSecond Response: Timely and full participation
5 to >4.0 ptsExcellent 90%–100%

Meets requirements for timely, full, and active participation. Posts by due date.

4 to >3.0 ptsGood 80%–89%

Meets requirements for full participation. Posts by due date.

3 to >2.0 ptsFair 70%–79%

Posts by due date.

2 to >0 ptsPoor 0%–69%

Does not meet requirements for full participation. Does not post by due date.

5 pts
Total Points: 100

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