NUR 590 Discuss the difference between statistically significant evidence and clinically significant evidence

NUR 590 Discuss the difference between statistically significant evidence and clinically significant evidence

Sample Answer for NUR 590 Discuss the difference between statistically significant evidence and clinically significant evidenceIncluded After Question

Topic 6 DQ 2

Assessment Description

Discuss the difference between statistically significant evidence and clinically significant evidence. How would each of these findings be used to advance an evidence-based practice project?

A Sample Answer For the Assignment: NUR 590 Discuss the difference between statistically significant evidence and clinically significant evidence

Title:  NUR 590 Discuss the difference between statistically significant evidence and clinically significant evidence

In research, statistically significant and clinically significant evidence are two different concepts, each important in advancing evidence-based practice programs. According to Polit and Beck (2020), statistical significance refers to the likelihood that the observed results in a study are not related to chance but are a true reflection of the relationship between variables. Statistical tests are used in quantitative research to examine if the findings are likely to have occurred by chance. When a result is statistically significant, it indicates that there is a true effect or correlation between the variables under consideration.

Clinical significance, on the other hand, focuses on the practical or real-world importance of the research findings, the authors added. It assesses whether the observed effect or difference between groups greatly impacts patient outcomes or clinical practice. For instance, a treatment may be statistically significant in reducing the severity of symptoms in a particular condition, but if the effect size is small, the clinical significance may be questionable. In such cases, the treatment may be statistically effective, but its practical impact on the patient’s quality of life might be minimal.

Each of these findings can be used to advance an evidenced-based practice project in such a way. Statistically significant findings are essential for determining whether there is a genuine effect in the study. When conducting an evidence-based practice project, researchers use statistical analyses to determine whether the intervention being studied produces meaningful outcomes compared to the control intervention. If the findings are statistically significant, it suggests that the intervention has a measurable impact and that the results are unlikely to be due to chance alone. This information can guide healthcare practitioners in deciding whether to adopt the intervention in their practice.

Clinically significant evidence is equally vital in evidence-based practice. While statistical significance helps establish the existence of an effect, clinical significance evaluates the practical value of the intervention in real-life settings. Clinicians and researchers must consider whether the observed effects are meaningful and relevant to patients’ well-being. Even if an intervention is statistically significant, it might not be clinically significant if the observed differences are too small to make a tangible difference in patient outcomes.

Polit, D. F., & Beck, C. T. (2020). Nursing Research: Generating and Assessing Evidence for Nursing Practice. LWW.

A Sample Answer 2 For the Assignment: NUR 590 Discuss the difference between statistically significant evidence and clinically significant evidence

Title:  NUR 590 Discuss the difference between statistically significant evidence and clinically significant evidence

One of the major focuses of research efforts is to improve patient outcomes. As such, the data collected during the research should be analyzed, and a conclusion made to help describe the implications and significance of the patient issues at hand. In the process of analysis and conclusion, researchers can use developed and established research standards to indicate whether the results are clinically significant, statistically significant, or both (Grove & Cipher, 2019). Clinical significance and statistical significance are usually used in research to help describe the results obtained in reference to the problem at hand.

Even though the two terms are important in research, they have two different meanings. Statistical significance means that the difference or relationship observed between two or more variables in a research effort is a result of a particular intervention that has been implemented and not just by chance (Sharma, 2021). The implication is that when this term is used, it is a reflection of the likelihood of the observed differences being a true reflection of an implemented intervention and not by chance. As per normal research guidelines, a research result is considered statistically significant if the p-value is lower than 0.05.

Clinical significance is also used to help in further description of the results obtained in research, especially nursing research. It is a subjective interpretation of the evidence obtained and has a meaning in reference to the patients in the research. The implication is that the interpretation is open to the investigator bias. In nursing research, findings are said to be clinically significant in cases where the investigator or researcher believes that the results are medically beneficial or important; as such, they can be used as guidelines to improve care outcomes. Statistical and clinical significance are both useful in supporting evidence-based practice projects (Griffiths & Needleman, 2019). For instance, statistical significance can be applied when creating EBP guidelines. In addition, clinical significance can be used to direct care as part of EBP.

References

Grove, S. K., & Cipher, D. J. (2019). Statistics for nursing research-e-book: a workbook for evidence-based practice. Elsevier Health Sciences.

Griffiths, P., & Needleman, J. (2019). Statistical significance testing and p-values: Defending the indefensible? A discussion paper and position statement. International Journal of Nursing Studies, 99, 103384. https://doi.org/10.1016/j.ijnurstu.2019.07.001

Sharma, H. (2021). Statistical significance or clinical significance? A researcher’s dilemma for appropriate interpretation of research results. Saudi Journal of Anaesthesia, 15(4), 431. https://doi.org/10.4103%2Fsja.sja_158_21

A Sample Answer 3 For the Assignment: NUR 590 Discuss the difference between statistically significant evidence and clinically significant evidence

Title:  NUR 590 Discuss the difference between statistically significant evidence and clinically significant evidence

Statistically significant evidence is evidence that demonstrates that there is a difference occurring within the examined groups, however, this does not necessarily demonstrate clinical significance of the data. Even though collected data may demonstrate changes that seem to correspond with an intervention, these findings may not make a clinical difference for the studied population (Melnyk & Fineout-Overholt, 2019). In order to prove clinical significance, the results should have effects that are both genuine and quantifiable, or statistically supported. This plays a key role in validating data gathered from pharmaceutical testing, vaccine testing, and other areas of medical research such as medical device testing (Clinical Significance vs. Statistical Significance – Side-by-Side Comparison, 2023).

Despite these differences, both clinical and statistical significance are important factors to consider when interpreting data for use in evidence-based research. The ultimate goal of these types of studies is the betterment of healthcare delivery and benefits to positive patient outcomes. While clinical significance demonstrates the applicability of findings, statistical significance determines whether study interventions caused the outcomes or whether they happened by chance (Melnyk & Fineout-Overholt, 2019). Being mindful of this knowledge allows for data gathered from evidence-based research to be more properly applied in research studies. After determining the statistical significance of results and ensuring that the intervention does demonstrate an impact on the outcomes, we can then apply this knowledge to assessing its implications for use in clinical practice (Clinical Significance vs. Statistical Significance – Side-by-Side Comparison, 2023).

References

Clinical Significance vs. Statistical Significance – Side-by-Side Comparison. (2023, May 12). Mhaonline. https://www.mhaonline.com/faq/clinical-vs-statistical-significance

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best practice (4th ed.). Wolters Kluwer. ISBN-13: 9781496384539

UR 590 Discuss the difference between statistically significant evidence and clinically significant evidence
UR 590 Discuss the difference between statistically significant evidence and clinically significant evidence

 

Objectives:

  1. Develop an evaluation plan for the evidence-based project proposal.
  2. Identify gaps in the literature based on findings.
  3. Evaluate evidence to determine and implement the best evidence for practice.

Assessments

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Evidence-Based Practice Project Proposal: Evaluation Plan

Assessment Description

In 750-1,000 words, develop an evaluation plan to be included in your final evidence-based practice project proposal. You will use the evaluation plan in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.

Provide the following criteria in the evaluation, making sure it is comprehensive and concise:

  1. Discuss the expected outcomes for your evidence-based practice project proposal.
  2. Review the various data collection tools associated with your selected research design and select one data collection tool that would be effective for your research design. Explain how this tool is valid, reliable, and applicable.
  3. Select a statistical test for your project and explain why it is best suited for the tool you choose.
  4. Describe what methods you will apply to your data collection tool and how the outcomes will be measured and evaluated based on the tool you selected.
  5. Propose strategies that will be taken if outcomes do not provide positive or expected results.
  6. Describe the plans to maintain, extend, revise, and discontinue a proposed solution after implementation.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite a minimum of five peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

 

 

NUR 590 Discuss the difference between statistically significant evidence and clinically significant evidence 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 590 Discuss the difference between statistically significant evidence and clinically significant evidence

Title: NUR 590 Discuss the difference between statistically significant evidence and clinically significant evidence

Nursing research plays a critical role in addressing various clinical and patient care issues. Therefore, depending on the problem or practice gap, researchers employ various research methods to help them answer such questions. Analysis of the research obtained is concluded by commenting on whether the evidence obtained is statistically significant, clinically significant, or both. Clinical and statistical significance are both used in nursing research; however, the two are different. Statistical significance implies that the result, relationship, or difference observed between the variables was not solely caused by chance or a normal variation (Sharma, 2021). The implication is that statistical significance shows the likelihood or extent that the finding from the research is true and is not by chance. Therefore, when the p-value is less than 0.05, then the evidence is statistically significant and did not happen by chance. 

Clinical significance is a subjective interpretation of the evidence as meaningful to a patient or a group of patients, hence prone to the bias of the investigator. Clinically significant evidence, therefore, occur when investigators believe that the findings are medically important, hence can be applied to help guide how care is offered to patients (de Oliveira Faria et al.,2021). Statistical significance can be used to advance evidence-based projects in that the obtained p-value can be used to inform the researchers on what to do with the findings. For example, if the evidence shows that the p value is less than 0.05, then such findings can be used as a source of evidence-based practice since they did not happen by chance but are a result of the implemented intervention (Griffiths & Needleman, 2019). Clinical significant evidence can also be used as appropriate to guide the care offered to patients and support EBP. 

 

References 

de Oliveira Faria, S., Lima, G. A. S., Carvalho, A. L., Marta, G. N., Howell, D., & Eluf-Neto, J. (2022). Clinically significant changes in health-related quality of life in head and neck cancer patients following intensive nutritional care during radiotherapy. European Journal of Oncology Nursing, 56, 102065. https://doi.org/10.1016/j.ejon.2021.102065 

Griffiths, P., & Needleman, J. (2019). Statistical significance testing and p-values: Defending the indefensible? A discussion paper and position statement. International Journal of Nursing Studies, 99, 103384. https://doi.org/10.1016/j.ijnurstu.2019.07.001 

Sharma, H. (2021). Statistical significance or clinical significance? A researcher’s dilemma for appropriate interpretation of research results. Saudi Journal of Anaesthesia, 15(4), 431. https://doi.org/10.4103%2Fsja.sja_158_21