NUR 590 Topic 4 DQ 2 Identify which statistical test you would use in conjunction with your selected research design from DQ 1

Sample Answer for NUR 590 Topic 4 DQ 2 Identify which statistical test you would use in conjunction with your selected research design from DQ 1 Included After Question

NUR 590 Topic 4 DQ 2 Identify which statistical test you would use in conjunction with your selected research design from DQ 1

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NUR 590 Topic 4 DQ 2

Identify which statistical test you would use in conjunction with your selected research design from DQ 1 to evaluate the outcomes for your evidence-based project proposal and explain why you selected this test. What kind of information will this test provide about your outcomes?

 

A Sample Answer For the Assignment: NUR 590 Topic 4 DQ 2 Identify which statistical test you would use in conjunction with your selected research design from DQ 1

Title: NUR 590 Topic 4 DQ 2 Identify which statistical test you would use in conjunction with your selected research design from DQ 1

According to Parab & Bhalerao, “statistical tests are mathematical tools for analyzing quantitative data generated in a research study” (2010). There are a number or test that researchers can use which can also become overwhelming and cause confusion for the research, and that can lead to sabotaging and tainting their study. Selecting the statistical test helps the researcher understand what to look for in the study as well as help organize their data. Parab & Bhalerao (2010) stated that “Before selecting a statistical test, a researcher has to simply answer the following six questions, which will lead to correct choice of test:”.

1. How many independent variables covary (vary in the same time period) with the dependent variable?
2. At what level of measurement is the independent variable?
3. What is the level of measurement of the dependent variable?
4. Are the observations independent or dependent?
5. Do the comparisons involve populations to populations, a sample to a population, or are two or more

samples compared?

6. Is the hypothesis being tested comparative or relationship?

 

Statistical testing is used explain the results of a study. The test that I would use would be the t-test. “A t-test is a type of inferential statistic used to determine if there is a significant difference between the means of two groups, which may be related in certain features” (Investopedia, n.d.). I would used this test because of show the averages of nurses to patient ratios to help determine the correlation between low staffing and high staffing and whether each has a positive or negative effect on patient health outcomes.

 

 

 

Reference: NUR 590 Topic 4 DQ 2 Identify which statistical test you would use in conjunction with your selected research design from DQ 1

 

Investopedia. (n.d.). T-Test. Retrieved from https://www.investopedia.com/terms/t/t-test.asp

 

Parab, S. & Bhalerao, S. (2010). Choosing Statistical Test. International Journal of Ayurveda Research. 1(3): 187-191. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2996580/

Statistical tests can be chosen based on independent factors and other project designs. My project seeks to identify if PPE education increases informal (family) caregiver compliance to PPE usage. I’ve identified at least one confounding variable, which is the effects of PPE usage modeling by staff. Siebert et al. (2018) found staff modeling and teaching was a big part of compliance of visitors. However, there is a test which accounts for differences in participants.

I am choosing a mixed design ANOVA test due to the used of different participants in each group. A mixed design measures “change over time, differences between the groups, interaction of time and group effects”  (Tappen, 2016). This will show the differences between groups (education versus no education) and within the groups themselves.  It can be used to measure the change between before and after the intervention of education. It will help control for the different participants in each intervention group. It could measure the change from several different time points, as desired.

Seibert, G., Ewers, T., Barker, A. K., Slavick, A., Wright, M. O., Stevens, L., & Safdar, N. (2018). What do visitors know and how do they feel about contact precautions? American Journal of Infection. 46(1): 115–117.

 

Tappen, R. (2016). Advanced Nursing Research. Jones & Bartlett.

It is important to choose the correct statistical test when conducting research, as research should maintain validity. To correctly perform the statistical analysis of quantitative data, two key points should be considered: One is to identify the type of experimental design correctly, and the other is to check whether data meets the preconditions of the parameter test (Liang & Wang, 2019. If these are not considered, it can cause misuse of data and can possibly conclude false conclusions. I believed that the Paired T- Test would best fit my project proposal. The Paired T-Test tests the difference between two variables with the same population. For example pre and post test scores. This would allow the comparison of performance before and after the completion of the organizational change implementation. Determining the amount of hands off time during cardiopulmonary resuscitation would be the first variable, while the data obtained for hands off time during CPR with implementation of continuous compressions during defibrillation would be the second variable. Comparing these two variables should produce the conclusion that continuous compressions during hands on defibrillation decreases hands off time during CPR and increase patient outcomes. Ultimately this test would determine the amount of “hands-off” during CPR comparing standard CPR and continuous compressions during defibrillation.

Liang, G., Fu, W., & Wang, K. (2019). Analysis of t-test misuses and SPSS operations in medical research papers. Burns & trauma, 7.

Quantitative data come from measurements that yield data in numeric form ranging from binary to continuous numeric expressions(Polit, 2017).The statistical test that I would use is a paired T-test. This is a type of Parametric test which is applied when data is normally distributed not skewed (Najmi et al., 2021). The data should be normally distributed and quantitative. This is appropriate for my project which is a quantitative design. The paired T-test is used when one group serves as its own control group. It is used to compare the two means and is used in small samples(Najmi et al., 2021). My project is to reduce CAUTI rates by using patient/family engagement and empowerment. I would use a T-test to compare pre and post intervention CAUTI rates to determine if the intervention was successful in reducing incidence.

Najmi, A., Sadasivam, B., & Ray, A.(2021). How to choose and interpret a statistical test? An update for budding researchers. Journal of Family Medicine and Primary Care, 10(8), 2763-2767. https://doi-org.lopes.idm.oclc.org/10.4103/jfmpc.jfpc-433-21

 

Pilot, D.F.(2017). Data collection methods. J. Fitzpatrick(ed.), Encyclopedia of nursing research (4th ed.). Springer Publishing Company.

Using statistical data analysis can be used in many ways and be of benefit in not only the business world, but in the healthcare world as well, especially research. One would need to understand what statistical methods are and the principles behind them to be able to analyze or correctly interpret the data that comes from the results (Wienclaw, 2021). The statistical test that I would use in the evidence-based practice (EBP) project proposal to evaluate the outcomes would be that of regression analysis. This is considered a reliable method of being able to identify which variables have an impact on the outcome of the topic of interest. There are different types of regression analysis that can be used in which one type is linear regression.

Linear regression analysis would be the specific statistical test that I would use for my project. The reason why I selected this test was because I want to determine what impact my independent variables (education and no education) have on the outcome of my dependent variable (cervical cancer screening rates). Linear regression analysis statistical test is used to “estimate the association of greater than or equal to 1 independent (predictor) variables with a continuous dependent variable” (Schober & Vetter, 2021, p. 108). The kind of information that this test will provide about my outcomes on my project would be an estimate of the effect of my independent variables (education and no education) on my dependent variable (cervical cancer screening rates). This will help determine the impact of education versus no education on the increasing cervical cancer screening rates in my population of ethnic minority women. The use of linear regression analysis can also provide me with information on the interaction of my two independent variables and whether the effect of one depends on the value of the other (Schober & Vetter, 2021).

Reference: NUR 590 Topic 4 DQ 2 Identify which statistical test you would use in conjunction with your selected research design from DQ 1

Schober, P., & Vetter, T. R. (2021). Linear regression in medical research. Anesthesia & Analgesia, 132(1), 108-109. https://doi.org/10.1213/ANE.0000000000005206

 

Wienclaw, R. A. (2021). Statistics and data analysis. Salem Press Encyclopedia. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89163982&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

Predictive analytics moves beyond standard forecasting or estimating and is a form of data science (What is predictive analytics? The PAW resource guide, 2021). Prediction is at the center of big data, and the whole point of data is to learn from it to predict. Predictions drive and render organizational and operational decisions. Rather than solely providing insights, a predictive model generates a predictive score for each individual, which directly drives or informs decisions for that individual, e.g., whether to apply a specific medical treatment. Decision-makers can allocate budgets based on per-person predictions, assisting health leaders in the challenge of resource allocation (Giga, 2017). A predictive model supports early identification, allowing preventative interventions to begin earlier while possibly decreasing the need for invasive investigative procedures later in the continuum of care.

The mission of Predictive Analytics World (PAW) is to foster breakthroughs in the value-driven operationalization of established deep learning methods (What is predictive analytics? The PAW resource guide, 2021). Their mission aligns for this evidence-based practice (EBP) project, and to process the pilot implementation data before deciding whether the change is appropriate for adoption into practice and if the process should be hard-wired and integrated system-wide. Ultimately, producing better patient outcomes by helping to target and treat high-risk patients is the goal (Giga, 2017). Predictive analytics technology learns from the data to predict or infer an unknown, resulting in improved outcomes, lower costs, and higher patient satisfaction. The data will determine if the unknown, whether conducting routine sleep screening increases the discovery and treatment of obstructive sleep apnea (OSA). From this starting point, the data collection will build on evaluating the potential rewards against expenditures while providing high-value patient outcomes (Giga, 2017).

 

References NUR 590 Topic 4 DQ 2 Identify which statistical test you would use in conjunction with your selected research design from DQ 1

 

Giga, A. (2017). How health leaders can benefit from predictive analytics. Healthcare Management Forum, 30(6), 274–277. https://doi.org/10.1177/0840470417716470

 

What is predictive analytics? The paw resource guide. Predictive Analytics World. (2021, March 2). https://www.predictiveanalyticsworld.com/predictive-analytics/.

The type of Study I chose for my project is a quantitative study, this study requires gathering data from a reliable verifiable source. Once the data is collected a statistical analysis of the data would be required to help present the data. When interpreting the data, a statistical test can also help decrease bias by helping the clinicians consider how multiple explanations for a report study can be presented(Melnyk & Fineout-Overholt, 2019).

My evidenced based project goal is to view how will education of nurses about QBL improve their awareness and start earlier treatment of Postpartum hemorrhage. The Statistical test I choose is the t-test this test is used to analyze the population and compare to means to different populations. The T-test will help to analyze the data pulled from the chart review and compare the post-

implementation data to the pre-implementation data(Fitzpatrick, 2017). The T-test is a simple test that compares the differences between two groups and find a significant statistical occurrence. The data will be utilized to show how the education of the process increased the usage of QBL and increased awareness of how to use the tool will improve patient care. The T-test will compare the pre and post data with  hopes it will reveal how the implementation of this test improved awareness. My other hopes will show how this implementation of the project gives the nurses the why behind the project and increase buy in.

Fitzpatrick, J. J. (Ed.). (2017). Encyclopedia of nursing research (4th ed.) [ebook]. Springer Publishing Company. https://doi.org/10.1891/9780826133052

Melnyk, B. M., PhD, RN. APRN-CNP, FAANP, FNAP, FAAN, & Fineout-Overholt, E., PhD, RN, FNAP, FAAN. (2019). Evidence-Based Practice in Nursing& Healthcare A Guide to Best Practice (4th ed.). Wolters Kluwer.

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NUR 590 Topic 4 DQ 2 Identify which statistical test you would use in conjunction with your selected research design from DQ 1 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 Read: NUR 590 Topic 4 DQ 1 What are some of the obstacles or barriers to implementing evidence-based practice (EBP) in nursing?