NR 505 Week 6: Statistical and Clinical Significance

Sample Answer for NR 505 Week 6: Statistical and Clinical Significance Included After Question

NR 505 Week 6: Statistical and Clinical Significance

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 505 Week 6: Statistical and Clinical Significance

The difference between statistically significant results and clinical significance is very
interesting. For this discussion, respond to each of the following topics.
 Distinguish between statistical and clinical
significance of results.
 Would it be possible to have research study results
that supported the acceptance of the null
hypothesis and demonstrate clinical significance?
Provide a hypothetical example that supports your
answer.
 If you question the credibility of the results from a
qualitative study, would the information have clinical
significance for your practice area? Why or why
not? Provide a hypothetical example that supports
your answer.

A Sample Answer For the Assignment: NR 505 Week 6: Statistical and Clinical Significance

Title: NR 505 Week 6: Statistical and Clinical Significance

Christy Holden
Jun 4, 2018Jun 4 at 7:45pm
Manage Discussion Entry
Professor and class,
Statistical and clinical significance of
research are both very important within the
medical community and both are only
productive when they bring change or
influence on the patient population. According
to El-Masri (2016) a statistically significant
result shows the observed effect is not likely
due to chance. For example, the values

assigned to rule out the null hypothesis are
based on pre-determined criteria. Statistical
significance allows the researcher to make
determinations based on the study findings and
data as to the true value this research will have
on the patient population. Clinical significance
measures the magnitude of the relationship
between the independent variable and the
outcome variable (El-Masri, 2016). Clinical
significance is measured by the value it brings
to quality of life, patient outcomes, and cost.
Healthcare professionals must be careful to
ensure the results of the study are credible and
they can be transferred to positively impact a
patient population.
In my opinion, I believe you can accept
the null hypothesis and still demonstrate
clinical significance. My understanding of
clinical significance is the impact it brings to
the patient population from the research data
available whether the results show productive
change or harmful change. “Was the treatment
plan effective?” and “Does it have significance
within the clinical practice?” are questions that
help determine clinical significance. For
example, a hypothetical research study on a
group of clinically depressed patients utilizing
cognitive behavior therapy as the independent
variable showed no statistically significant
difference between the control group and the
independent group than the null hypothesis is
accepted. However, the clinical results of the
data showed many participants responded well
to cognitive behavior therapy and verbalized
improved mood, outlook, and quality of life.
The researcher could look at confidence
intervals to determine if cognitive behavior
therapy had clinical significance on the
depressed patient population and could
produce change within the clinical setting such

as improved quality care outcomes, patient
satisfaction, or a reduction in hospital stays.
Clinical significance refers to the real-life
impact of research findings (El-Masri, 2016).
According to Connelly (2014) the
clinical significance of a study must be
determined by the clinician because they know
the needs of their patient population and the
practice setting in which they operate. In my
opinion, if I questioned the credibility of the
qualitative study I could still potentially find
clinical significance in my practice area. For
example, a hypothetical study on veterans’
suicide risk post deployment with in-depth
interviews on a sample size of approximately
20 veterans to discuss their experience with re-
integration into society and the effects on their
mental health needs. The credibility of the data
could be in question simply because the
saturation of the data did not occur. However,
as a clinician working in a rural setting with a
large veteran population, I see how certain
questions regarding post deployment and
mental health needs could improve the quality
of life and possibly reduce the suicide risk
within my patient population then I have
discovered clinical significance while
questioning the credibility of the study.
Connelly, L.M. (2014). Statistical and clinical
significance. Medsurg Nursing: Official
Journal of the Academy of Medical-Surgical
Nurses, 23(2), 118-9.
El-Masri, M. M. (2016). Statistical versus
clinical significance in nursing research. The
Canadian Journal of Nursing Research =
Revue Canadienne De Recherche en Sciences
Infirmieres, 48(2), 31-32.
doi:10.1177/0844562116677895
o

Collapse SubdiscussionLinda Marcuccilli
Linda Marcuccilli
Jun 5, 2018Jun 5 at 3:34pm
Manage Discussion Entry
Thank you for your fine discussion on
significance, Christy, as we can see that quant
studies have a clearer aspect on significance
compared to qual studies, however, with
incorporating strategies for trustworthiness,
credible research studies are developed. Great
job!

NR 505 Week 6 Statistical and Clinical Significance

Dr. L


Christy Holden
Christy Holden
Jun 8, 2018Jun 8 at 5:20pm
Manage Discussion Entry
Professor response:
Dr. L.,
The question I chose this week discusses
how my research on veterans could be
transferred to a different population group. I found
this question fascinating and I feel I have two
distinct population groups that could fall into a
similar situation as veterans returning from
combat and reintegrating back into a civilian
lifestyle. The first group would be police officers

who are accustomed to putting their life on the
line every day in the line of duty. I can see where
police officers see many fellow officers wounded
or killed because of protecting others. Meffert
et.al (2014) discussed the similarities between a
combat veteran and a police officer and the level
of stress endured and the high rate of post
traumatic stress disorder (PTSD) as a result of
their career choice. Police officers are often the
first line of defense and first responder in a life-
threatening situation, emergency scenario, or
domestic abuse where women and children are
being assaulted.
The qualitative research on post war
veterans could easily relate to police officers as
they try to have normal lives and when they are
off duty. The common thread with these two
disciplines is the PTSD from work related
violence that permeates their existence on and off
duty. Meffert (2014) discusses how PTSD can
impact work and personal relationships and effect
overall mental health and the individual’s ability to
relate to others. The second group I feel could
relate to the qualitative study would be victims of
domestic violence. In this population group there
is a combat zone within the home setting thus
increasing the risks for victims to experience
PTSD. Victims of domestic abuse can have a
difficult time relating to other individuals within the
community and can feel isolated and alone and
live in a constant posture of defense and fear for
their personal safety. This posture of defense can
impact mental well-being and a sense of

belonginess similar to that of the post war
veteran. All three situations could benefit from
qualitative research on reintegration into
community following life outside of their previous
combat zone.

Meffert, S. M., Henn-Haase, C., Metzler, T. J.,
Qian, M., Best, S., Hirschfeld, A., & Marmar, C. R.
(2014). Prospective study of police officer
spouse/partners: a new pathway to secondary

trauma and relationship violence. Plos One, 9(7),
e100663. doi:10.1371/journal.pone.0100663

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 505 Week 6: Statistical and Clinical Significance

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.

Also Check Out: NR 505 Week 5: Research Literature, Design, Sampling and Implementation