Sample Answer for HLT 362 Topic 3 Discussion Question one Provide two different examples of how research uses hypothesis testing, and describe the criteria for rejecting the null hypothesis Included After Question
HLT 362 Topic 3 Discussion Question one Provide two different examples of how research uses hypothesis testing, and describe the criteria for rejecting the null hypothesis
Topic 3 DQ 1
Description:
Provide two different examples of how research uses hypothesis testing, and describe the criteria for rejecting the null hypothesis. Discuss why this is important in your practice and with patient interactions.
Description
Objectives:
1. Evaluate hypothesis testing approaches and their application to health care.
2. Define dependent and independent variables and their role in hypothesis testing.
3. Describe evidence used to “reject “or “do not reject” the null hypothesis.
4. Evaluate the relationship between hypothesis testing and confidence intervals.
Applied Statistics for Health Care
Description:
Read Chapter 3 in Applied Statistics for Health Care.
The Visual Learner: Statistics
Description:
Refer to the “Visual Learner: Statistics” to learn more about the statistical calculations presented in this topic.
Chapter 6: Research Design
Read “Chapter 6: Research Design” and watch the associated videos, by Lane, from Online Statistics Education: An Interactive Multimedia Course of Study.
Chapter 10: Estimation
Description:
Read “Chapter 10: Estimation” and watch the associated videos, by Lane, from Online Statistics Education: An Interactive Multimedia Course of Study.
Chapter 11: Logic of Hypothesis Testing
Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: HLT 362 Topic 3 Discussion Question one Provide two different examples of how research uses hypothesis testing, and describe the criteria for rejecting the null hypothesis
Description:
Read “Chapter 11: Logic of Hypothesis Testing,” and watch the associated videos by Lane, from Online Statistics Education: An Interactive Multimedia Course of Study.
Chapter 12: Test of Means
Description:
Read “Chapter 12: Test of Means” and watch the associated videos, by Lane, from Online Statistics Education: An Interactive Multimedia Course of Study.
Patient Preference and Satisfaction in Hospital-at-Home and Usual Hospital Care for COPD Exacerbations: Results of a Randomised Controlled Trial
Description:
Review “Patient Preference and Satisfaction in Hospital-at-Home and Usual Hospital Care for COPD Exacerbations: Results of a Randomised Controlled Trial,” by Utens et al., from International Journal of Nursing Students(2013).
Review this article in conjunction with the “Article Analysis Example 2” document to help prepare for the article analysis assignment due in this topic.
Hypothesis Testing, Type I and Type II Errors
Description:
Read “Hypothesis Testing, Type I and Type II Errors,” by Banerjee, Chitnis, Jadhay, Bhawalkar, and Chaudhury, from
Industrial Psychiatry Journal (2009).
Probability, Clinical Decision Making and Hypothesis Testing
Description:
Read “Probability, Clinical Decision Making and Hypothesis Testing,” by Banerjee, Jadhave, and Bhawalker, from
Industrial Psychiatry Journal (2009).
Understanding Null Hypothesis Testing
Description:
Read “Understanding Null Hypothesis Testing,” by Jhangiani and Chiang, from the online eBook, Research Methods in Psychology(2013), available on the BC Campus Open Ed website.
As we begin this session, I would like to take this opportunity to clarify my expectations for this course:
Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).
Course Room Etiquette:
- It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
- All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!
Office Hours:
- My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
- Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
- I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.
Late Policy and Grading Policy
Discussion questions:
- I do not mark off for late DQ’s.
- I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
- I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
- Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.
Assignments:
- Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
- Any activity or assignment submitted after the due date will be subject to GCU’s late policy
- Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
- No assignments can be accepted for grading after midnight on the final day of class.
- All assignments will be graded in accordance with the Assignment Grading Rubrics
Participation
- Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
- Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
- It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
- A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
- Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
- I do expect outside sources as well as class materials to formulate your post.
- APA format is not necessary for DQ responses, but I do expect a proper citation for references.
- Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
- I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
- Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.
Plagiarism
- Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
- This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
- Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
- Please review your LopesWrite report prior to final submission.
- Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).
Plagiarism includes:
- Representing the ideas, expressions, or materials of another without due credit.
- Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
- Failing to document direct quotations without proper citation and referencing.
- Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
- If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
- We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.
LopesWrite
- All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
- Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.
Assignment Submissions
- Please note that Microsoft Office is the software requirement at GCU.
- I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
- If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.
Grade of Incomplete
- The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
- The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
- Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.
Grade Disputes
- If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
- While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
- However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.
HLT 362 Topic 3 Discussion Question one Provide two different examples of how research uses hypothesis testing, and describe the criteria for rejecting the null hypothesis Grading Rubric Guidelines
| Performance Category | 10 | 9 | 8 | 4 | 0 |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
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| 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 |
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| 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) |
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Summarizes what was learned from the lesson, readings, and other student posts for the week. |
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| 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 |
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| 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. |
A Sample Answer For the Assignment: HLT 362 Topic 3 Discussion Question one Provide two different examples of how research uses hypothesis testing, and describe the criteria for rejecting the null hypothesis
Title: HLT 362 Topic 3 Discussion Question one Provide two different examples of how research uses hypothesis testing, and describe the criteria for rejecting the null hypothesis
Testing of Hypothesis
Hypothesis testing is essential in research. As Schönbrodt et al. (2017) assert, hypothesis testing is used by researchers to assess the plausibility of the hypothesis using the available sample data. The experiment allows researchers to get evidence concerning the plausibility of the hypothesis. Each process of the hypothesis test contains a set of two conflicting statements or hypotheses about a given population. One example of hypothesis testing can be in the determination of weight loss for diet versus exercise. The first step will be determining the null and alternative hypotheses. The null hypothesis will state that there is no difference in the average fat lost by a population using two methods. This means that the population means the difference is zero. On the other hand, the alternative hypothesis states there is a difference in average fat lost by the population, affirming that the mean difference for the population is not zero (List, Shaikh & Xu, 2019). The next step will be the collection of and summary of data into a test statistic. For instance, if the difference in a sample means is (6.9 – 5.1 = 1.8 kg), the standard difference error for the data will 0. 83.
Therefore, test statistic: Z = 1.8-00.83 = 2.17
Another example of a testing hypothesis is the determination of the p-value. It is important to remember that the alternative hypothesis has two sides. Therefore, p-vale = 2 x test statistic. The first hypothesis is normally the null hypothesis, which explains why the population parameter is equivalent to the claimed value (Dellicour et al., 2019). In the case that the null hypothesis is rejected, an alternative hypothesis called the alternative hypothesis is required. It is used to prove that the observations are the result of the real effect.
Rejecting a null hypothesis involves the use of a significance level of 0.05. It means that the P-vales of the data are less than 0.005, and if it is true is less than 0.005, the null hypothesis is automatically rejected. However, if the p-value is equal or greater than 0.005, the null hypothesis is accepted. Rejection of the null hypothesis is essential in my practice because it helps describe a phenomenon related to patient interaction in the workplace (Dellicour et al., 2019). Besides, it helps the nurse researcher to come up with an objective statement that is directly tested in the study, hence providing the best strategies for improving patient outcomes.
References
Dellicour, S., Lequime, S., Vrancken, B., Gill, M. S., Bastide, P., Gangavarapu, K., … & Nelson, M. I. (2019). Phylogeographic and phylodynamic approaches to epidemiological hypothesis testing. bioRxiv, 788059.
List, J. A., Shaikh, A. M., & Xu, Y. (2019). Multiple hypothesis testing in experimental economics. Experimental Economics, 22(4), 773-793.
Schönbrodt, F. D., Wagenmakers, E. J., Zehetleitner, M., & Perugini, M. (2017). Sequential hypothesis testing with Bayes factors: Efficiently testing mean differences. Psychological methods, 22(2), 322.