NUR 550 Distinguish between reliability and validity in research design

Sample Answer for NUR 550 Distinguish between reliability and validity in research design Included After Question

NUR 550 Distinguish between reliability and validity in research design

 

Translational research seeks to produce meaningful results that directly benefit human health and its quality should be high at all times. Reliability and validity are the critical concepts used in evaluating research quality. Usually evident in the methods and results sections, reliability and validity indicate how the methods, techniques, or tests used in the research process measure something. The two concepts should be prioritized when creating the research design. Reliability is about the measure’s consistency while validity denotes the accuracy of a measure. 

Reliability indicates the extent to which results can be reproduced when the same research is repeated under the same conditions. Walshe and Brearley (2020) explained that reliability is primarily an issue of results’ consistency across time and different observers, implying that the results are reproducible. In the study by Joseph et al. (2019) on young children’s screen time and physical activity as obesity measures, different focus groups were held in different times with trained staff members facilitating the groups. The same trained staff members led and moderated the focus group discussion with a series of scripted, open-ended questions, specific to physical activity and screen time. Each focus group lasted approximately one hour, assessing results across time and observers. 

The same study can be used to explain the concept of validity as it relates to translational research. Walshe and Brearley (2020) described validity as the extent to which the results match what they are supposed to measure and correspond to established theories. All sets of caregivers agreed that they are responsible to regulating children’s screen time and a busy lifestyle was a barrier to promoting physical activity. The sets of caregivers were also found to be unaware of physical activity and screen time guidelines, which corresponded to the theoretical assumption that parents’ knowledge regarding obesity affects children’s behavior.  

 

References 

Joseph, E. D., Kracht, C. L., St. Romain, J., Allen, A. T., Barbaree, C., Martin, C. K., & Staiano, A. E. (2019). Young children’s screen time and physical activity: Perspectives of parents and early care and education center providers. Global Pediatric Health, 6, 2333794X19865856. https://doi.org/10.1177%2F2333794X19865856 

Walshe, C., & Brearley, S. (Eds.). (2020). Handbook of theory and methods in applied health research: Questions, methods and choices. Edward Elgar Publishing. 

Topic 4 DQ 1

Description:

Distinguish between reliability and validity in research design. Using a translational research article from your graphic organizer, analyze the methods and results sections to discuss reliability and validity as it relates to the translational research. Include the permalink to the article in your reference.

Description

Objectives:

1. Distinguish between reliability and validity in research design.
2. Analyze the reliability and validity of methods and results in a translational research article.
3. Describe strategies to maintain the integrity of translational research.
4. Discuss challenges of research design and data collections.

Population Health: Creating a Culture of Wellness

Description:

Read Chapters 1 and 6 in Population Health: Creating a Culture of Wellness.

Evidence-Based Practice in Nursing and Healthcare

Description:

Read Chapters 5 and 6 in Evidence-Based Practice in Nursing and Healthcare.

Work as an Inclusive Part of Population Health Inequities Research and Prevention

Description:

Read “Work as an Inclusive Part of Population Health Inequities Research and Prevention,” by Ahonen et al., from American Journal of Public Health(2018).

Aligning Evidence-Based Practice With Translational Research: Opportunities for Clinical Practice Research

Description:

Read “Aligning Evidence-Based Practice With Translational Research: Opportunities for Clinical Practice Research,” by Weiss et al., from JONA: The Journal of Nursing Administration (2018).

Environmental Health Sciences in a Translational Research Framework: More than Benches and Bedsides

Description:

Read “Environmental Health Sciences in a Translational Research Framework: More than Benches and Bedsides,” by Kaufman and Curl, from Environmental Health Perspectives (2019).

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 550 Distinguish between reliability and validity in research design

 

Scoping Implementation Science for the Beginner: Locating Yourself on the “Subway Line” of Translational Research

Description:

Read “Scoping Implementation Science for the Beginner: Locating Yourself on the ‘Subway Line’ of Translational Research,” by Lane-Fall, Curran, and Beidas, from BMC Medical Research Methodology (2019).

Description:

Refer to the PICOT you developed for your evidence-based practice project proposal. If your PICOT required revision, include those revisions in this assignment. You will use your PICOT paper for all subsequent assignments you develop as part of your evidence-based practice project proposal in this course and in NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.

NUR 550 Distinguish between reliability and validity in research design 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.

A Sample Answer For the Assignment: NUR 550 Distinguish between reliability and validity in research design

Title: NUR 550 Distinguish between reliability and validity in research design

Epidemiology in Researching and Addressing Population Health Challenges  

Information about the occurrence of diseases is important to enable government and other health agencies in planning. Through epidemiology, research on how infections affect different populations groups are conducted (Bhopal, 2016). This is based on distinctive occurrences of specific illnesses among a selected group of people within a given geographic area. Other than identifying particularly illnesses among the selected groups, epidemiologic research also offers solutions that can be used to guide in the management of conditions to a specific patient population who have already contracted the disease.   

Epidemiology takes into account the population at risk with respect to a given condition. For example, among African Americans, the incidence rates of diabetes are highest when compared to other racial groups in the country (Dagogo-Jack, 2017). The epidemiologic research offers an avenue where scientists can develop insights into the reason for the occurrences of the condition among the Blacks and remedies. Ideally, research studies indicate that the populations engage in lifestyle habits that predisposes them to diabetes. These relate to poor dietary choices and overweight.  

Notably, epidemiological conclusions are used to formulate intervention strategies for the population health challenges affecting African Americans. Specifically, implicit epidemiological investigations are used to develop information on self-management of diabetes among African Americans with the condition. Nonetheless, the study on self-care focuses on identifying specific aspects of lifestyle adjustments that the target population can embrace to reduce the co-morbidities of diabetes. Through a selection of study sample among the African Americans, epidemiologic research can be used to evaluate the effectiveness of a given intervention strategy aimed at addressing diabetes management among the target population (Bhopal, 2016). Epidemiology is also based on the analysis of systematic sampling errors to ascertain the feasibility of self-care education administered to African American populations with diabetes (Dagogo-Jack, 2017). This helps in designing intervention strategies that can be understood and implemented by the target population since it assesses the level of education, cultural beliefs and economic status of the African Americans.  

 

Reference 

Bhopal, R. S. (2016). Concepts of epidemiology: integrating the ideas, theories, principles, and methods of epidemiology. Oxford University Press.  

Dagogo-Jack, S. (Ed.). (2017). Diabetes mellitus in developing countries and underserved communities. New York: Springer International Publishing.