NUR-550 Topic 4 DQ 2 Identify a data collection tool you could use for your research -

NUR-550 Topic 4 DQ 2 Identify a data collection tool you could use for your research

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Topic 4 DQ 2

Dec 15-19, 2022

Identify a data collection tool you could use for your research. Consider how you could employ translational research to potentially overcome barriers, which may arise during data collection. Identify the best type of translational research to address this barrier and provide rationale for the type you have chosen. What strategies would you employ to provide an understanding of your chosen type of translational research and to gather collaborative support?

REPLY TO DISCUSSION

HK

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UPDATED–here is another link for a similar video as the other one did not work.

Optional assignment for participation credit.

Watch the 5-minute you tube video on validity and reliability. Please give 3 differences between reliability and validity (there were several discussed).

https://www.youtube.com/watch?v=r_hdl7NklXQ

Hall, Leigh. (2022, Dec 20). Understanding reliability vs. validity in research . [Video]. YouTube.

https://www.youtube.com/watch?v=r_hdl7NklXQ

Read

1.Reliability is about the consistency of a measure

validity is about the accuracy of a measure.

2.A valid measurement is usually reliable

3.If a measurement is not reliable, it’s likely not valid

4.Reliability is not equal to validity

Hall, Leigh. (2022, Dec 20). Understanding reliability vs. validity in research . [Video]. YouTube.

https://www.youtube.com/watch?v=r_hdl7NklXQ

Dec 21, 2022, 2:55 PM

Read

Reliability is the degree to which results can be replicated under the same or similar conditions/methods, while validity is whether the study methods/tools measure what they claim to be measuring (Hall, 2022).

Another difference is that reliability describes how consistent a study’s methods/results are, but validity just looks at how/what a tool measures (Hall, 2022).

Lastly, and most importantly, reliability does not equal validity and vice versa (Hall, 2022). It is necessary for researchers to understand their differences in order to achieve reliable and valid scientific evidence.

Reference Identify either a safety or quality improvement initiative related to improving population health.

Hall, L. A. (2022, Dec 20). Understanding reliability vs. validity in research . [Video]. YouTube.

https://www.youtube.com/watch?v=r_hdl7NklXQ

Dec 21, 2022, 9:33 PM

Read

Reliability-extent to which the results can be replicated under the same conditions

If you read the procedures of the study, should be able to replicate it
Saying something is consistent

Validity—do the results measure what they are supposed to measure

Data collection procedures measuring what they are suppose too
Example: wanting to test reading comprehensions, but ask students to respond to a writing prompt…that would be testing their writing skills not reading comphrension

NUR-550 Topic 4 DQ 2 Identify a data collection tool you could use for your research

References: Identify either a safety or quality improvement initiative related to improving population health.

Hall, Leigh. (2022, Dec 20). Understanding reliability vs. validity in research . [Video]. YouTube.

https://www.youtube.com/watch?v=r_hdl7NklXQ

Read

Thank you for sharing the informative and interesting video. Three differences between reliability and validity that I was able to identify from the video is that 1) reliability focuses on the how something is being measured and validity focus on the what is being measured. 2) If a process is reliable it can be repeated to obtain the same results, if a process is valid it is accurately addressing the issue or question at hand. 3) Reliability and validity are not equal to one another, but they do depend on one another. It is very difficult to have a valid result that is not reliable.

Reference: Identify either a safety or quality improvement initiative related to improving population health.

Hall, Leigh. (2022, Dec 20). Understanding reliability vs. validity in research . [Video]. YouTube.

https://www.youtube.com/watch?v=r_hdl7NklXQ

SF

Read

There are multiple data collection tools that are used in research. These tools range from surveys to interviews to observations (Paradis et al., 2016). For my research, the best data collection tool would be content analysis of photography/video recordings (Paradis et al., 2016). When comparing infant safe sleep environments before and after an intervention, analyzing the adherence to safe sleep guidelines via checklist at different points in time will determine if the intervention was successful and collect necessary data.

Some barriers that may arise during data collection include lack of response by parents/parents not sending in photos of infant sleep spaces in a timely manner (Canty et al., 2020). In order to address this barrier, T2 translational research should be employed with considerations for parents with access to fewer resources (Canty et al., 2020). Using the T2 phase of translational research will help researchers see what efforts need to be employed to promote adherence to parents sending photos/videos to their healthcare professionals.

In order to gather collaborative support on my translational research, I would educate obstetric clinics and hospitals with labor and delivery units on the disparity of sudden unexpected infant deaths (SUIDs) among African American populations. The disparity

demonstrates that something needs to be done to help prevent SUIDs, starting with making sure infants sleep in safe environments via telehealth communications to help prevent this occurrence. Education and presentation of current studies/evidence on this topic could help foster collaboration and understanding for this research.

References Identify either a safety or quality improvement initiative related to improving population health.

Canty, E. A., Fogel, B. N., Batra, E. K., Schaefer, E. W., Beiler, J. S., & Paul, I. M. (2020). Improving infant sleep safety via electronic health record communication: A randomized controlled trial. BMC Pediatrics, 20(1), 1-9. https://doi.org/10.1186/s12887-020-02369-2

Paradis, E., O’Brien, B., Nimmon, L., Bandiera, G., & Martimianakis, M. A. (2016). Design: Selection of data collection methods. Journal of graduate Medical Education, 8(2), 263-264. https://doi.org/10.4300/JGME-D-16-00098.1

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Identify either a safety or quality improvement initiative related to improving population health. 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.

NUR-550 Topic 4 DQ 2 Identify a data collection tool you could use for your research