NUR-550 Topic 4 DQ 1 Distinguish between reliability and validity in research design
NUR-550 Topic 4 DQ 1 Distinguish between reliability and validity in research design
Topic 4 DQ 1
Dec 15-17, 2022
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.
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CAT 4: Critical Appraisal of Research
Optional assignment for participation credit.
Read the article in the syllabus entitled “Environmental Health Sciences in a Translational Research Framework: More than Benches and Bedsides.” https://doi-org.lopes.idm.oclc.org/10.1289/EHP4067
The article’s objective was to incorporate the translational science paradigm to the environmental health sciences through the stages of scientific discovery, knowledge acquisition, policy development, and evaluation. We will be doing a review back to Week 1 for this exercise. Please match the aspects of the study with the correct phase of translational research in the attached document.
Kaufman, J. D., & Curl, C. L. (2019). Environmental Health Sciences in a Translational Research Framework: More than Benches and Bedsides. Environmental Health Perspectives, 127(4), 1–7. https://doi-org.lopes.idm.oclc.org/10.1289/EHP4067
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Dec 16, 2022, 11:29 AM
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Dec 16, 2022, 2:10 PM
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Dec 17, 2022, 9:54 AM
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Reliability and validity are both used in research to design to assess how well a tests measure something. The two concepts are very closely related but they have some key differences that set them apart. I think validity is harder to understand and validity means that something measures what it is meant to measure (Learnosity, 2022). If the research, you are doing is designed to determine if a participant understands a set of principles that it can be valid if it is able to show the person does understand or who does not (Learnosity, 2022). An example of something being valid would be like the physical skills exams versus the theory exams when you take a basic life support class. You are tested on your physical skills as you must show the instructor you know how to do compressions and rescue breathes properly but at the end you also have to take a theory exam to validate that you understand basic life support and could perform it properly if needed before you are certified. Only doing one part would not validate that you understand. Reliability means that something is consistent and replicable (Learnosity, 2022). In other words, something that is reliable will have the same or similar results every single time its done. This may be a dumb example but if you do the same problem on the same calculator over and over again and it gives you the same answer that is a reliable calculator.
One of my article’s titled Central Line Care: Reducing Central Line – Associated Bloodstream Infections on a Hematologic Malignancy and Stem cell Transplant Unit used the method of administering a pretest to nurses and created an education al program based on their responses (Beaudry & Scotto DiMaso, 2020). The program was a two-hour class using different types of teaching, including standardized practices associated with central line care (Beaudry & Scotto DiMaso, 2020). They were then given a post-test after the program and a certain period of time. The scores from the pretest and post-test were analyzed. The program was effective in standardizing education and improving knowledge gaps, resulting in the reduction of CLABSI rates (Beaudry & Scotto DiMaso, 2020). Overall, the staff’s knowledge surrounding central line care and maintenance increased by 16% (Beaudry & Scotto DiMaso, 2020). No CLABSI events were reported on the unit from the time of program initiation. The validity of the results was okay because the clinical outcome and the outcome of the test showed an increase in knowledge, but I think the increase should have been more. I also think this it is reliable because it was the same nurses all throughout but as they increase their knowledge results will change and the program will change so it’s hard to say if it is reliable.
References NUR-550 Topic 4 DQ 2 Identify a data collection tool you could use for your research
Beaudry, J., & Scotto DiMaso, K. (2020). Central Line Care: Reducing Central Line–Associated Bloodstream Infections on a Hematologic Malignancy and Stem Cell Transplant Unit. Clinical Journal of Oncology Nursing, 24(2), 148–152. https://doi.org/10.1188/20.cjon.148-152
Learnosity. (2022, November 14). What is the difference between validity & reliability? Question mark Online Assessment Platform. https://www.questionmark.com/resources/blog/what-is-the-difference-between-validity-reliability/
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Thank you Jessica for your discussion regarding this week’s topic. Reliability and validity are important terms when it comes to research. As you stated, the two concepts are closely related but have key differences (Bannigan & Watson, 2009).. Reliability is concerned with the error of measurement in the study, while validity is concerned with the interpretation of the data. Validity is making sure what needs to be measured is being measured (Bannigan & Watson, 2009).. Both of these add value to research.
References: NUR-550 Topic 4 DQ 2 Identify a data collection tool you could use for your research
Bannigan, & Watson. (2009, June 22). Reliability and Validity in a Nutshell. Retrieved December 16, 2022, from https://my.enmu.edu/c/document_library/get_file?uuid=299fd446-72fa-4e09-9681-51825a0cb1b7&groupId=4153058&filename=sbbannigan-nur502.pdf
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Reliability is the stability of measurement over time (O’Mathuna & Fineout-Overholt, 2019). For example, a scale will perform consistently over the course of a year. Sometimes, instruments like a scale will need to be recalibrated to remain reliable.
Validity is when an instrument measures what it claims to measure (O’Mathuna & Fineout-Overholt, 2019). O’Mathuna and Fineout-Overholt use the example of a scale that claims to measure fear would be invalid if it was discovered that it was really measuring anxiety (2019).
Mascret, et al. studied older adults on their acceptance level of a virtual reality headset to determine if this type of technology could be useful in fall prevention. A link for the study is here: https://www.jmir.org/2020/12/e20691/ . The study sample included 271 men and women over the age of 65 who were able to walk independently and had never used the virtual reality headset before. They were given information about the headset. Researchers questioned perceived usefulness, ease of use, and enjoyment using a Likert scale of 1 (strongly disagree) to 5 (strongly agree). This scale is valid as it tests the participants’ opinions toward the device. It may lack reliability as participants may be inclined to give a higher score to appear accepting of technologies (Mascret, et al., 2020). The researchers tested reliability using McDonald omegas, a statistical technique that checks reliability. Participants were also asked to rate their confidence to perform daily tasks without falling and physical activity goals toward fall prevention using similar
scales. Participants were found to have less acceptance of the device if they were more confident in daily activities. Participants who had personal goals toward increased physical ability were more likely to accept the headset. All results were self-reported, but the scales remained consistent throughout the testing.
Mascret, N., Delbes, L., Voron, A., Temprado, J., & Montagne, G. (2020). Acceptance of a virtual reality headset designed for fall prevention in older adults: Questionnaire study. Journal of Medical Internet Research, 22(12) e20691. https://doi.org/10.2196/20691
O’Mathuna, D.P. & Fineout-Overholt, E. (2019). Critically appraising quantitative evidence for clinical decision making. In Melnyk, B.M. & Fineout-Overholt, E. (Eds.), Evidence-based practice in nursing & healthcare (pp.124-188). Wolters Kluwer. https://bibliu.com/app/#/view/books/9781496386892/epub/OEBPS/xhtml/01_title.html#page_i
NUR-550 Topic 4 DQ 2 Identify a data collection tool you could use for your research 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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| 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. |