LEVELS OF MEASUREMENT NURS 8201

LEVELS OF MEASUREMENT NURS 8201

Sample Answer for LEVELS OF MEASUREMENT NURS 8201 Included After Question

What is the incidence of blood clots from COVID-19 in females over the age of 35?

The above question is an example of a research question. A research question consists of three parts and guides the methods and approaches in which you will study the question to find answers. The research question includes: the question, the topic, and the population or variables. In the example provided above, the question is examining the prevalence of blood clots from severe COVID-19 in a selected population. From this question, the variables can be assessed, considerations can be analyzed, and populations can be sampled in order to guide the research.

Photo Credit: Socha, A. (n.d.). Scale question, balance [Photograph]. pixabay.com. https://pixabay.com/photos/puzzle-last-part-joining-together-3223922/

During Week 2, you developed a research problem statement based on a topic of interest to you or your specific area of practice. Using this research problem statement, you will develop a research question. “A research question is a concise, interrogative statement that is worded in the present tense and includes one or more of a study’s principal concepts or variables” (Gray & Grove, 2020). These questions typically point to the type of study that will be conducted and serves as a guide for the research.

For this Discussion, reflect on your research problem statement. Consider the independent and dependent variables of your research problem through the construction of a research question. Reflect on the potential levels of measurement for your variables and the rationale for the labels, as well as consider the advantages and challenges that you might experience in the statistical analysis of your proposed variables.

_{Reference: 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.}

To Prepare:

• Review your research problem statement from Week 2 to develop your research question.
• Review the Learning Resources on how to describe variables.
• Consider the levels of measurement for your variables: nominal, ordinal, interval, or ratio.
• After reviewing your research question and considering the levels of measurement, analyze your classification for each variable. What was behind your reasoning for labeling the variables? How might the data be analyzed based on these labels?
• Consider advantages and challenges that you might encounter in the statistical analysis of your proposed variables.

By Day 3 of Week 4

Post your research question and describe the independent and dependent variables. Then, identify the level of measurement of both your independent and dependent variables. Provide a brief rationale for your classification of each variable. Be specific. Explain considerations of analyzing data related to each variable based on its level of measurement. Be sure to include any advantages or challenges that you might encounter in your statistical analysis of each variable and explain why.

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By Day 6 of Week 4

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by noting any discrepancies and/or suggesting alternatives in the levels of measurement and statistical analyses described.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 4 Discussion Rubric

LEVELS OF MEASUREMENT NURS 8201

A Sample Answer For the Assignment: LEVELS OF MEASUREMENT NURS 8201

Title: LEVELS OF MEASUREMENT NURS 8201

 

Introduction

My research question in discussion week 2  aims to investigate the impact of mental health stigma on African immigrants living in the United States. The research formulates a study topic to comprehend the elements’ variability. According to Pilot (2010), a research question such as “In (a population) the association between the X and Y variable” should be put out. Thus, using that approach, the study question might be: How does evaluating mental health stigma (variable X)  affect the health and social outcomes of African immigrants in the United States (population)? (variable Y). According to Gray et al. (2017), the independent variable is the thing that affects the dependent variable. The social and health results of African immigrants in the United States are the dependent variable in this study, and the independent variable is investigating mental health stigma. The research question is what is the impact of mental health among  African immigrants living in the United  States?

Independent and Dependent variables

If a variable is dependent on an independent variable, it is said to be dependent (Gray, J., Grove, S. K., & Sutherland, S. 2017). The basis for their study is the assumption or requirement that dependent variables depend on the values of other variables according to some law, rule, or mathematical function. Conversely, independent variables are not thought to depend on any other variable within the parameters of the particular experiment (Lakshminarayan N. (2013). Mental health stigma would be the dependent variable in the study. In a research study, the independent variables are those that we anticipate will have an impact on the dependent variables. African immigrants  the independent factors in this study.

Level of measurement

The four types of measures—nominal, ordinal, interval, and ratio—determine the type of analysis the researcher conducts. Each of the qualities identified is assigned a number in the nominal measurement, the lowest level evaluation (Pilot, 2010). In this investigation, the nominal measurement might be one in the absence of stigma or zero in the presence of stigma. Second, interval measurement can be used to examine the social and health outcomes of individuals in this community. Marateb et al. (2014) state that the subjects in interval measures are ordered based on the size of the items and the extent to which they possess a specific attribute. The author will first define the social and health outcomes for this study project, which include long-term mental health problems, impaired quality of life, financial hardships, substance addiction and usage, and impaired self-esteem. The dependent variable might then be separated using interval measurements into the following categories: Impact on social or health consequences equals 0. Adverse consequences are defined as one to two social or health outcomes and three or more social or health outcomes..

Challenges of statistical

The measurement level significantly influences the data and study results. Nominal data are not ranked, no distance separates values, and listing distinct categories in one category does not impact listing another (Marateb et al., 2014). The existence or absence of the X-variable stigma, which is defined as unfavorable views, attitudes, or beliefs regarding mental health symptoms and disorders, serves as the nominal data for this study. One drawback of using nominal data is that it lacks specified intervals between the components, making non-parametric statistics the sole way to examine it (Lakshminarayan, 2013). An interval measurement is a more advanced kind of measuring that reveals the rank and magnitude. If the study is to be accurately measured, then associated data analysis must be considered. This study would consider essential connections between the teenager’s parents’ cultural beliefs and the impact on the adolescent. The information gathered must be kept private. All belief systems must be respected, and no conclusion should be drawn based solely on the available information. Parental agreement must be sought before including adolescents in the study, and research ethical guidelines must be strictly followed. The study would provide specific difficulties. Finding participants may become challenging if the individuals continue to refuse to discuss mental health. It is possible that parents will not agree to let their teenagers take part in the research.

 

References

Lakshminarayan N. (2013). Know Your Data Before You Undertake Research.

The Journal of the Indian Prosthodontic Society,13(3), 384-386. https://doi.org/10.1007/s13191-013-0300-8

Gray, J., Grove, S. K., & Sutherland, S. (2017).Burns and Grove’s the practice of nursing

research: Appraisal, synthesis, and generation of evidence(8th ed.). Elsevier.

Marateb, H. R., Mansourian, M., Adibi, P., & Farina, D. (2014). Manipulating measurement

scales in medical statistical analysis and data mining: A review of

methodologies. Journal of research in medical sciences : the official journal of Isfahan

University of Medical Sciences,19(1), 47-56

Polit, D. (2010).Statistics and data analysis for nursing research (2nd ed.). Upper Saddle River,NJ:Pearson Education Inc

A Sample Answer 2 For the Assignment: LEVELS OF MEASUREMENT NURS 8201

Title: LEVELS OF MEASUREMENT NURS 8201

A research question, as the name suggests, is the question that a research study or project attempts to answer through its thesis statement (Fandino, 2019). It is also the question concerning a specific problem or issue that is answered in a research study’s conclusion following a concise analysis and data interpretation. A research question is written in a way that outlines the different elements of a project, including the study population, study design, and the variables (Fandino, 2019). The primary goal of a research question is to narrow down a broad topic of interest to a specific area of study. A study design may combine qualitative, quantitative, or mixed-method (Fandino, 2019). This discussion will post a research question and describe the independent and dependent variables. It will also identify the level of measurement of both independent and dependent variables and the rationale for classifying each variable.

Research question

The research problem statement developed during week 2 is to study the link between social media usage and adolescent body image disturbance, considering various moderating factors and potential interventions. Therefore, the study’s research question would be: What is the relationship between social media use and adolescent body image disturbance?

The independent and dependent variables

Independent variables are the factors that a researcher can manipulate or control in an experimental study (Andrade, 2021). The name independent is given to mean that other variables do not influence the variables in the study. The independent variables in this research question include the duration of social media use, the type of content viewed, and the diversity of social media platforms visited.

A dependent variable refers to the variable being tested or measured in a scientific experiment (Andrade, 2021). In other words, dependent variables depend on independent variables in a research study. Simply put, it happens due to manipulating the independent variables (Andrade, 2021). The dependent variable in the developed study question is body image disturbance. Body image dissatisfaction is influenced by negative self-perception of one’s body and adherence to societal beauty standards.

The level of measurement of independent and dependent variables

There are various levels of measurement appropriate for the independent variables. For instance, variables such as the diverse social media platforms and the type of content viewed fall under the nominal level of measurement (Allanson & Notar, 2020). The diversity of social media platforms can also fall under the ordinal level of measurement (Allanson & Notar, 2020). The variable duration of social media use in hours per day falls under interval and ratio levels of measurement (Allanson & Notar, 2020).

Several levels of measurement apply for the dependent variable body image disturbance. For instance, the body image disturbance could be high, low, or moderate, which qualifies it under the nominal level of measurement (Allanson & Notar, 2020). Similarly, the body image disturbance measured using a Likert scale falls under the ordinal level of measurement (Allanson & Notar, 2020). Also, the interval level becomes the most appropriate when a numerical scale measures body image disturbance (Allanson & Notar, 2020).

The considerations of analyzing data related to each variable

The study must consider significant considerations on the relationship between social media use and adolescent body image disturbance. The first issue is confidentiality, as the analysis may interfere with the adolescent’s private and sensitive information (Nakalega et al., 2021). Also, the issue of informed consent may be at play in the analysis of data relating to the body image disturbance variable (Nakalega et al., 2021). This is because the participants are minors and may need help understanding the various aspects of the research. This also means they may be unable to make informed decisions about participating in the study. The issue of beneficence may also be considered in this variable as it emphasizes the need to prioritize the well-being of patients and cause no harm (Nakalega et al., 2021). Moreover, the investigating team should pay much attention to the issue of veracity, provide truthful information, and be honest while interacting with participants (Nakalega et al., 2021).

Advantages or challenges that might be encountered in statistical analysis of each variable

The variable duration of social media use may have significant advantages. For instance, it may help provide insight into the amount of time spent on social media platforms that negatively impacts adolescents’ body image. However, the challenge is that the accuracy of the information presented may be subject to participants’ memory and misreporting. Examining diverse media platforms accessed may also be advantageous because it helps compare how each media platform affects the user’s body image. The challenge here is that categorizing the impact of every media platform may be a complex process.

In conclusion, the research study focusing on the relationship between social media use and adolescent body image disturbance provides a comprehensive understanding of the variables involved and their respective levels of measurement. Independent variables like the duration of social media use, the type of content viewed, and the diversity of social media platforms demonstrate a range of measurement levels from nominal to ratio, offering a detailed perspective on the factors influencing adolescent body image. The dependent variable, body image disturbance, measured through various scales, highlights the complexity and multifaceted nature of this psychological phenomenon. The study also emphasizes the importance of ethical considerations such as confidentiality and informed consent, particularly when dealing with sensitive data from minors. While the statistical analysis of these variables presents both advantages and challenges, such as insights into the impact of social media and the difficulties in accurately categorizing this impact, the research holds significant potential for understanding and addressing body image disturbances among adolescents in the context of their social media usage. This understanding is crucial for developing effective interventions and promoting healthier social media practices among this vulnerable age group.

References

Allanson, P. E., & Notar, C. E. (2020). Statistics as measurement: 4 scales/levels of measurement. Education Quarterly Reviews, 3(3).

Andrade C. (2021). A Student’s Guide to the Classification and Operationalization of Variables in the Conceptualization and Design of a Clinical Study: Part 1. Indian journal of psychological medicine, 43(2), 177–179. https://doi.org/10.1177/0253717621994334

Fandino, W. (2019). Formulating a good research question: Pearls and pitfalls. Indian Journal of Anaesthesia, 63(8), 611.

Week 4 Discussion

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		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