DNP 801 Topic 5 DQ 1 describe personal and research bias

DNP 801 Topic 5 DQ 1 describe personal and research bias

DNP 801 Topic 5 DQ 1 describe personal and research bias

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: DNP 801 Topic 5 DQ 1 describe personal and research bias

In your own words, describe personal and research bias and explain why bias is one of the main reasons for poor validity in research outcomes. How could a quality improvement project (DPI Project) be affected if the research used had bias? How would the site be affected? Using one of the primary research articles you selected for you PICOT-D, discuss potential bias that could have occurred and how this affects the research outcomes and ultimately the validity of the studies. Is it still viable research for your DPI Project?

REPLY TO DISCUSSION

EN

Posted Date

Mar 20, 2022, 11:15 AM

Unread

 

Bias is any trend or deviation from the truth in data collection, data analysis, interpretation, and publication that can cause false conclusions. Bias can occur either intentionally or unintentionally. Intention to introduce bias into someone’s research is not moral. Nevertheless, considering the possible consequences of biased research, it is almost equally irresponsible to conduct and publish biased research unintentionally (Gardenier JS, Resnik DB, 2019). Bias distorts the truth, it interferes with the ability to truly understand the environments around us. It is the most challenging obstacle for researchers. It is worth pointing out that every study has its confounding variables and limitations. Confounding effects cannot be completely avoided. While Personal bias happens when the research results are altered due to personal beliefs, customs, attitudes, culture, and errors among many other factors. It also means that the researcher must have analyzed the research data based on his/her beliefs rather than the views perceived by the respondents (Scott K, McSherry R, 2019) In research studies having a well-designed research protocol explicitly outlining data collection and analysis can assist in reducing bias. Feasibility studies are often undertaken to refine protocols and procedures. Bias can be reduced by maximizing follow up and where appropriate in randomized control trials analysis should be based on the intention to treat principle, a strategy that assesses clinical effectiveness because not everyone complies with treatment and the treatment people receive may be changed according to how they respond. Bias research has been criticized for lacking transparency in relation to the analytical processes employed (Smith, J., & Noble, H. 2018).

A quality improvement DPI project could be affected or reduced by the random selection of participants since I am using a clinic setting and in the case of clinical trials randomization of participants into comparison groups. Also, some participants might withdraw from the study or be lost due to failed follow-up. This can result in sample bias or change the characteristics of participants in comparison groups.  In qualitative research purposeful sampling has advantages when compared to convenience sampling in that bias is reduced because the sample is constantly refined to meet the study aims. Premature closure of the selection of participants before analysis is complete can threaten the validity of a qualitative study. This can be overcome by continuing to recruit new participants into the study during data analysis until no new information emerges, known as data saturation.

References DNP 801 Topic 5 DQ 1 describe personal and research bias

 

Gardenier JS, Resnik DB. The misuse of statistics: concepts, tools, and a research agenda. Account Res. 2019;9:65–74. http://dx.doi.org/10.1080/08989620212968. [PubMed] [Google Scholar]

 

Scott K, McSherry R. Evidence-based nursing: clarifying the concepts for nurses in practice. Nursing in Critical Care, 2019: 3; 67-71 p 1089.

 

Smith, J., & Noble, H. (2018). Bias in research. Evidence-Based Nursing, 17(4), 100-101. https://doi.org/10.1136/eb-2018-101946

• NM

 

Mar 21, 2022, 9:39 PM

Unread

Great posting Elsie. Bias distorts the significance of the findings in the study in a systematic way which most times arises from the design method used. So, the researcher needs to be focused and alert because research can be introduced at any time in the study and also be aware of the different sources of possible bias. Sources like selection bias can affect who is placed in a particular group. This selection bias is reduced when researchers use random selection to place participants in groups (Melnyk, & Fineout-Overholt, 2018). Another source of bias is when the researcher knows who receives what intervention especially in randomized control trials. To minimize the bias reported from the author the authors should not be aware, it is called double blinded or triple blinded-when the person administering the intervention is not aware of who is in what group (Melnyk, & Fineout-Overholt, 2018). There are biases due to not following up with the participants especially when they drop out and not reporting it as such. There is also contamination bias. This is when the participants in the control group are exposed to the intervention of the experimental group (Melnyk, & Fineout-Overholt, 2018). There are also the cross-cultural measurement invariances that occur from with different cultural languages leading to culture bias, translation bias and comprehension bias. All these three are intertwined because there could be different cultural groups hence the culture, comprehension, and translation bias (CCT) procedure tools are used to minimize the bias. This allows for the dissociation of the three cultural biases (Bader, Jobst, Zettler, Hilbig, & Moshagen, 2021).

References: DNP 801 Topic 5 DQ 1 describe personal and research bias

 

Bader, M., Jobst, L. J., Zettler, I., Hilbig, B. E., & Moshagen, M. (2021). Disentangling the effects of culture and language on measurement noninvariance in cross-cultural research: The culture, comprehension, and translation bias (CCT) procedure. Psychological Assessment, 33(5), 375-384. https://doi.org/10.1037/pas0000989

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice. LWW.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: DNP 801 Topic 5 DQ 1 describe personal and research bias

DNP 801 Topic 5 DQ 1 describe personal and research bias Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Check Out Also: DNP 801 Topic 4 DQ 2 Distinguish between quantitative and qualitative research