capella NURS-FPX8035 all asessments (1-4) 2020

NURS-FPX8035

Foundations of Evidence-Based Practice in Nursing

Assessment 1 Instructions: Appraising Qualitative Research

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• PRINT
• Summarize and critically appraise a selected article. In addition to a one-page executive summary, include a completed critical appraisal tool in your submission.

Introduction

Evidence-based practice (EBP) is the process of searching for, appraising, and integrating the most relevant, best research evidence to answer a clinical question or address a health care challenge. This best research evidence is weighed along with patient preferences and values, organizational data, and professional expertise. Because of this, doctoral professionals must develop a working knowledge of how to critically appraise research studies and the evidence they provide. Qualitative studies often provide the best evidence and are becoming more and more important in the realm of EBP. Professional literature provides tools to assist in developing this skill.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• • Competency 1: Apply the steps of the evidence-based practice process to a health care challenge.
    • Compose a PICOT question that the researcher might have used as a foundation for the study.
  • Competency 2: Evaluate qualitative research methods and results as they relate to evidence-based practice.
    • Summarize the study by describing its purpose, method, design, and results.
    • Evaluate a qualitative study by applying a critical appraisal tool.
  • Competency 5: Apply knowledge of your own role and those of other professions to appropriately assess and address the health care needs of patients and to promote and advance the health of populations.
    • Explain how health care professionals in multiple roles could use the study findings to work together to provide care, promote health, and prevent disease.
  • Competency 6: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
    • Write clearly and concisely in a logically coherent and appropriate form and style.

Preparation

• • Search the Capella library for a tool that guides the critical appraisal of a qualitative study. The Evidence-Based Practice in Nursing & Health Sciences has suggestions, or you may choose a different tool.
  • Choose and read one of these three qualitative studies:
    • Howson, A., Turell, W., & Roc, A. (2018). Perceived self-efficacy in B-cell non-Hodgkin lymphomas: Qualitative outcomes in patient-directed education. Health Education Journal, 77(4), 430–443.
    • Koffer Miller, K., Mathew, M., Nonnemacher, S., & Shea, L. (2018). Program experiences of adults with autism, their families, and providers: Findings from a focus group study. Autism, 22(3), 345–356.
    • Masupe, T. K., Ndayi, K., Tsolekile, L., Delobelle, P., & Puoane, T. (2018). Redefining diabetes and the concept of self-management from a patient’s perspective: Implications for disease risk factor management. Health Education Research, 33(1), 40–54.

Instructions

Write an executive summary, including the following:

• • Identify PICOT components and compose a PICOT question that the researcher might have used as a foundation for the health care challenge addressed by the study.
  • Summarize the study by describing its purpose, design, methods, and results.

Following your executive summary, create a table or other organized format to record your answers to the critical appraisal tool you selected. Include at least two resources from additional research to support your answers to the appraisal. Provide citations and references for all resources used. This portion of the assessment will be graded on the following criterion:

• • Evaluate a qualitative study by applying a critical appraisal tool.

After completing the appraisal, return to the executive summary. Add explanation to meet the following criterion:

• • Explain how health care professionals in multiple roles could use the study findings to work together to improve care, promote health, and prevent disease.

Additional Requirements

• • Page length: Include 3–4 pages, including the executive summary and the appraisal table.
  • References: Provide APA citations and references for the article and the critical appraisal tool you select, as well as other resources used.
  • Writing: Write clearly and concisely in a logically coherent and appropriate form and style.

Resources: Components of Evidence-Based Practice

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• • Evidence-Based Practice in Nursing & Health Sciences.
    • Refer to the resources in this Capella Library Guide, including the list of books on the topic.
  • Vila Health: The PICO(T) Process | Transcript.
    • This media piece models the creation of a PICO(T) question.
  • Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing and healthcare (4th ed.). Philadelphia, PA: Wolters Kluwer Health. Available in the courseroom via the VitalSource Bookshelf link.
    • Chapter 6, "Critically Appraising Qualitative Evidence for Clinical Decision Making," pages 189–217.

Assessment 2 Instructions: Integrating and Implementing Qualitative Evidence

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• PRINT
• Write a 4-6 page paper in which you carry out steps of the evidence-based practice process in relation to a health care challenge presented in media and readings. After your assessment is completed and evaluated, submit it to Smarthinking and request feedback on a writing skill you are interested in or concerned about.

Introduction

In addition to critically appraising qualitative research, one of the roles of a health care leader is to interpret qualitative study results and determine the significance of and potential impact the evidence may have in the evidence-based practice process. In this assessment, you will apply several steps of the EBP process to a health care challenge.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• • Competency 1: Apply the steps of the evidence-based practice process to a health care challenge.
    • Construct a PICOT question based on the information provided.
    • Implement a search strategy for the best evidence based on a PICOT question.
    • Recommend strategies to implement an evidence-based intervention.
  • Competency 2: Evaluate qualitative research methods as they relate to evidence-based practice.
    • Evaluate the strengths and weaknesses of the evidence provided in a study in relationship to a health care challenge.
  • Competency 3: Interpret the results and significance of qualitative health care data analyses in the evidence-based practice process.
    • Interpret the results of studies and their implications in relation to a health care challenge.
  • Competency 5: Apply knowledge of your own role and those of other professions to appropriately assess and address the health care needs of patients and to promote and advance the health of populations.
    • Analyze how health care professionals in multiple roles can apply the findings in a qualitative study to improve practice.
  • Competency 6: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
    • Write clearly and concisely in a logically coherent and appropriate form and style.

Preparation

For this assessment, you will apply these steps of EBP to address a health care challenge for an organization. The health care challenge, organizational details, and qualitative research evidence are provided via the following resources.

• • Vila Health: The Best Evidence for a Healthcare Challenge.
  • Carlfjord, S., Öhrn, A., & Gunnarsson, A. (2018). Experiences from ten years of incident reporting in health care: A qualitative study among department managers and coordinators. BMC Health Services Research, 18, 1–9.

Instructions

Write a paper in which you carry out several steps of the evidence-based practice process in relation to a health care challenge presented in media and readings. These instructions include scoring guide criteria and explanatory details as needed.

Construct a PICOT Question based on the information provided.

• • This is Step 1 of the process. Summarize the PICOT components of the health care challenge presented in the media piece and the study, and construct a PICOT question on which you will base your search for additional evidence for an appropriate intervention to improve the health care challenge.

Implement a search strategy for the best evidence based on your PICOT question.

• • Step 2 of the EBP process is to search for the best evidence based on your PICOT question. Search for the best research evidence in one additional study that will support the CNO's suggested intervention or the best research evidence that supports an alternative intervention. Identify and summarize the study you found for this purpose in the Capella library.
  • Describe your search strategy, and explain how you determined it would lead to the best evidence for your PICOT. Defend why the study you found contains the best evidence for your question.

Evaluate the strengths and weaknesses of the evidence provided in the study in relationship to the health care challenge.

• • Step 3 is to rapidly appraise the studies. Critically appraise the study provided and the one you found. Consider the research design and methods in relation to the evidence presented when you choose a critical appraisal tool and complete an appraisal for each study.

Interpret the evidence and its implications in relation to a health care challenge.

• • Step 4 is to integrate research evidence with internal evidence, clinical expertise, patient preferences and values, and make recommendations based on all of the data and information. In this part of your paper, synthesize all of the evidence, including research evidence, organizational data, and staff perceptions.

Recommend strategies to implement an evidence-based intervention.

• • Complete Step 4 of EBP by recommending the intervention in your PICOT supported by a synthesis of the evidence presented in the studies.

Analyze how health care professionals in multiple roles may apply the findings in a qualitative study to improve practice.

• • Conclude by reflecting on how your own role and other roles may improve practice based upon your interpretation of the implications of the studies. This part of your paper reaches beyond the steps of EBP to address how interprofessional collaboration and communication can lead to improvements in health care.

 

Assessment 3 Instructions: Normal Data Distribution and Two-Variable Correlation Testing

• PRINT
• For this three-part assessment you will create a histogram or bar graph for a data set, perform assumption and correlation tests, and interpret your graphic and test results in a 2-to-3 page paper.

In this unit we focus on whether two or more groups have important differences on a single variable of interest. For example, for the dependent variable stress score, we may want to know if there is a difference in stress between males and females, or maybe we would like to know if there is a difference in stress levels between people who drink chamomile tea and those who do not, or maybe we would like to determine if a group of expectant parents is less anxious (this is the dependent variable) about the birthing experience after a series of discussions with experienced parents. In each of these examples we have two groups (two groups being compared or the same group being compared before and after), and one dependent variable that is being compared in each group. In this unit you will begin exploring popular statistical techniques (and their assumptions) that are used to compare two or more groups.

The independent t-test, also called unpaired t-test, is typically used in health care to compare two groups of individuals that are entirely unrelated to each other (that is, independent), thus the one group cannot influence the other group. For example, we may wish to compare a drug treatment group to a control group (those not receiving drug treatment) for a specific clinical characteristic (dependent variable) that can be measured at the interval or ratio level (such as cholesterol, depression scale, or memory test).

The dependent t-test, also called paired t-test, compares two groups for a dependent variable measured at the interval or ratio level as well; however, these two groups are in reality just one group. But because they are measured before and after an intervention, we consider them as two groups for analytical purposes. This group is considered dependent because nothing is expected to vary in the nature of the individuals being measured except as a result of the intervention, as the group is composed of the same individuals.

Overview

One of the most important steps along the researcher's path to data analysis is to become familiar with the character of the raw data collected for the project. Before weaving the strands of data into an analytical story that is related to a study's goals, researchers typically inspect the completeness and quality of the data with various visualization techniques (graphics), summary tables, and mathematical tests of quality (assumption tests), as discussed in Assessment 2. One of these latter tests is a correlation analysis. With this approach, the researcher performs a very basic series of exploratory tests on variable pairs to identify any potentially interesting (yet unknown) relationships between groups of data (variables). Correlational analyses are often later performed as part of the predetermined data analysis plan to answer a specific research question.

Demonstration of Proficiency

By successfully completing this assessment you will address the following scoring guide criteria, which align to the indicated course competencies.

• • Competency 1: Describe underlying concepts and reasoning related to the collection and evaluation of quantitative data in health care research.
    • Interpret the overall clinical meaning and limitations of the relationship of two variables, based on a correlation analysis and literature regarding age and stress.
  • Competency 2: Apply appropriate statistical methods using common software tools in the collection and evaluation of health care data.
    • Create a histogram and scatter plot for variables tested for normal distribution.
    • Perform a normal distribution assumption test for two variables to determine if data is normally distributed.
    • Perform an appropriate correlation test to determine the direction and strength or magnitude of the relationship between two variables.
  • Competency 3: Interpret the results and practical significance of statistical health care data analyses.
    • Interpret the effect size for correlation analysis results.
  • Competency 5: Address assignment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
    • Articulate meaning relevant to the main topic, scope, and purpose of the prompt. 
    • Apply APA formatting to in-text citations and references.

Instructions

For this three-part assessment, complete the following, referring to Yoga Stress (PSS) Study Data Set [XLSX], which you have used previously, as needed.

Software

The following statistical analysis software is required to complete your assessments in this course:

• • IBM SPSS Statistics Standard or Premium GradPack, version 22 or higher, for PC or Mac.

You have access to the more robust IBM SPSS Statistics Premium GradPack.

Please refer to the Statistical Software page on Campus for general information on SPSS software, including the most recent version made available to Capella learners.

Part 1: Graphic Representation of the Data from the Yoga Stress (PSS) Study Data Set

1. 1. Create a histogram or bar graph (according to the measurement level of the data) of the following variables: Age, Education, Pre-intervention Psychological Stress Score (PSS).
      • Refer to the following resources as needed while creating your histogram:
        • SPSS Tutorials. (n.d.). What is a histogram? Retrieved from https://www.spss-tutorials.com/histogram-what-is-it/
        • SPSS Tutorials. (n.d.). Creating histograms in SPSS. Retrieved from https://www.spss-tutorials.com/creating-histograms-in-spss/
        • Creating Histograms in SPSS.
   2. Create a scatter plot of the following pair of variables: Age versus Pre-intervention Psychological Stress Score (PSS).
      • Refer to the following resources, as needed, while creating your scatterplot:
        • Displaying Relationships: Scatterplot.
        • Interpreting Scatterplots.

Part 2: Statistical Tests

1. 1. Perform a preanalysis assumption test for a normal distribution test to determine if the data you intend to use for the correlation tests passes the assumption of being normally distributed.
      • You will use this test for Age and Pre-intervention Psychological Stress Score (PSS).
   2. Perform the appropriate correlation test to determine the direction and strength or magnitude of the relationship between these two variables from Step 1.
      • Remember, we are not concerned about causation at this point and want to determine only if there is a statistical association.

Part 3: Yoga Stress (PSS) Study Paper

• • Include the histogram and scatter plot graphics you created earlier for Age and Pre-intervention Psychological Stress Score (PSS).
    • Provide an interpretation for these graphics.
  • Report the statistical outcome of the correlation analysis using appropriate scholarly style, including a brief interpretation of the effect size of the correlation.
  • Interpret the practical, real-world meaning (and limitations of the interpretation) of the relationship of these two variables based on the correlation analysis you performed.
  • Include the SPSS ".sav" output file that shows your programming and results from Parts 1 and 2 for this assessment.
  • Provide at least one evidence-based scholarly or peer-reviewed article that supports your interpretation.

 

Normal Data Distribution and Two-Variable Correlation Testing Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Create a histogram and scatter plot for variables tested for normal distribution.	Does not create a histogram for variables tested for normal distribution.	Creates a histogram for variables tested for normal distribution, but the histogram or curve is flawed.	Creates a histogram for variables tested for normal distribution.	Creates a histogram for variables tested for normal distribution and explains what the histogram shows.
Perform a normal distribution assumption test for two variables to determine if data is normally distributed.	Does not perform a normal distribution assumption test for two variables to determine if data is normally distributed.	Performs a normal distribution assumption test for two variables to determine if data is normally distributed, but the test is performed incorrectly or is otherwise flawed.	Performs a normal distribution assumption test for two variables to determine if data is normally distributed.	Performs a normal distribution assumption test for two variables to determine if data is normally distributed and explains how the test was conducted.
Perform an appropriate correlation test to determine the direction and strength or magnitude of the relationship between two variables.	Does not perform an appropriate correlation test to determine the direction and strength or magnitude of the relationship between two variables.	Performs an appropriate correlation test to determine the direction and strength or magnitude of the relationship between two variables, but the test is performed incorrectly or is otherwise flawed.	Performs an appropriate correlation test to determine the direction and strength or magnitude of the relationship between two variables.	Performs an appropriate correlation test to determine the direction and strength or magnitude of the relationship between two variables, and explains how the test was conducted.
Interpret the effect size for correlation analysis results.	Does not interpret the effect size for correlation analysis results.	Interprets the effect size for correlation analysis results, but the interpretation is inaccurate or otherwise flawed.	Interprets the effect size for correlation analysis results.	Interprets the effect size for correlation analysis results and explains how the effect size was identified.
Interpret the overall clinical meaning and limitations of the relationship of two variables, based on a correlation analysis and literature regarding age and stress.	Does not interpret the overall clinical meaning and limitations of the relationship of two variables, based on a correlation analysis and literature regarding age and stress.	Interprets the overall clinical meaning and limitations of the relationship of two variables, based on a correlation analysis and literature regarding age and stress, but the interpretation in incomplete, inaccurate, or otherwise flawed.	Interprets the overall clinical meaning and limitations of the relationship of two variables, based on a correlation analysis and literature regarding age and stress.	Interprets the overall clinical meaning and limitations of the relationship of two variables, based on a correlation analysis and literature regarding age and stress. Explains how the clinical meaning and limitations might affect future decisions.
Articulate meaning relevant to the main topic, scope, and purpose of the prompt.	Writing is unrelated to the assignment prompt.	Addresses a specific topic with unclear intent or insufficient depth.	Articulates meaning relevant to the main topic, scope, and purpose of the prompt.	Articulates a focused response to the assignment prompt and demonstrates a thorough understanding of the main topic, scope, and purpose.
Apply APA formatting to in-text citations and references.	Does not apply APA formatting to in-text citations and references.	Applies APA formatting to in-text citations and references incorrectly and/or inconsistently, detracting noticeably from good scholarship.	Applies APA formatting to in-text citations and references.	Exhibits strict and nearly flawless adherence to APA formatting of in-text citations and references.

 

Resources: Chi-Square Analysis

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• PRINT
• Chi-square is a very flexible data analysis tool to answer relationship or association questions that cannot be answered by the other inferential tests you have learned during this course. Although there is actually a "family" of chi-square tests, we will focus on just two of the most commonly used: the chi-square test for independence (also called chi-square test for association) and the chi-square goodness of fit test. The chi-square test for association is used to explore an association or independence between two variables where data for both variables is measured at the category level (also referred to as nominal data). The chi-square test is flexible enough to allow us to test data measured at the ordinal level, but we will stick with categorical data to keep things simple.

Interestingly, whether one variable is dependent or independent is not important in this test. All that matters is that there are two categorical data-type variables. Remember too that when categorical data has only two levels of possible answers (such as yes or no), then we say this is dichotomous data. If you see these terms, they probably refer to categorical data.

Understanding what chi-square is, as well as how to perform the analysis will be helpful as you complete this assessment.

Chi-square Analysis

• • Heavey, E. (2019). Statistics for nursing: A practical approach (3rd ed.). Burlington, MA: Jones & Bartlett. Available in the courseroom via the VitalSource Bookshelf link.
    • Chapter 8, "Chi-square."
  • Geher, G., & Hall, S. (2014). Straightforward statistics: Understanding the tools of research. New York, NY: Oxford University Press.
    • Read Chapter 13, "Chi-square and Hypothesis Testing With Categorical Variable."
  • Dr Nic's Maths and Stats. (n.d.). Analysing data in a two-way table (including chi-squared test) [Video]. Retrieved from https://www.youtube.com/watch?v=jhz0ubW0EWk
  • Dr Nic's Maths and Stats. (n.d.). Understanding and calculating the chi-squared statistic in two-way tables [Video]. Retrieved from https://www.youtube.com/watch?v=qfxzG6FgVlM

Resources: Displaying Data

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• PRINT
• The following resources provide information on displaying and interpreting data from histograms and scatterplots. This type of visual display is often used when attempting to communicate the type of relationship between two variables.

Displaying Data

• • SPSS Tutorials. (n.d.). What is a histogram? Retrieved from: https://www.spss-tutorials.com/histogram-what-is-it/
  • SPSS Tutorials. (n.d.). Creating histograms in SPSS. Retrieved from: https://www.spss-tutorials.com/creating-histograms-in-spss/
  • Creating Histograms in SPSS.
  • Displaying Relationships: Scatterplots.
  • Interpreting Scatterplots.

Activity: SPSS Practice: Performing T-tests

• PRINT
• SPSS PRACTICE: PERFORMING T-TESTS

Context

To best prepare for the upcoming assessment, you must understand how to perform and interpret paired several different t-tests. SPSS makes it relatively easy to perform parametric testing.

To add to your statistical programming skills and prepare you for the next unit, we will be using SPSS to perform two different types of parametric t-tests.

Again, like the Assessment 1 practice activity, you will first complete tasks in SPSS and then answer questions in a formative activity, SPSS Practice: Performing T-tests, to check your work.

Activity Instructions

For this activity, use the data found in the Emotional Well-Being (SF-36) Study [XLSX] data set you created previously. You will have to use two t-tests: independent samples (unpaired) t-test and the dependent samples (paired) t-test.

INDEPENDENT SAMPLES (UNPAIRED) T-TEST

To determine the varying effects of the dietary treatment on males versus females (which are, admittedly, "independent" of each other), perform an independent samples t-test on the Well-Being dependent variable in male participants compared to the same scores in female participants.

Note: You will need to create a new dependent variable related to the treatment-related change in well-being scores (Hint: Change score = Post-Tx Well-Being – Baseline SF-36 Well-Being Score).

DEPENDENT SAMPLES (PAIRED) T-TEST

Next, to compare the effects of the Dietary Treatment on the well-being of males at baseline to well-being scores in the same males after treatment, perform a dependent (paired) samples t-test for the dependent variable Well-Being (Hint: use Baseline versus Post-Tx).

Save your work on the Emotional Well-Being data set. Once you have completed the practice tasks, leave SPSS open for reference and answer the questions in the SPSS Practice: Performing T-tests formative activity to check your work.

 

Assessment 4 Instructions: Analyzing a Health Care Data Set

• PRINT
• For this assessment, you will determine the relevant statistical tests to apply to the analysis of a data set, and then write a 3–4 page interpretation of the results of your analysis.

This assessment will ask you to select, apply, and interpret the results of a variety of statistical tests on a health care data set. This may include tests you have learned about or applied previously in the course, or the new nonparametic t-Test which is presented in the resources for this assessment. The challenge is using what you have learned to determine the best course of action to complete the interpretative tasks the assessment lays out for you. This attempts to mirror real-world situations where the data or statistical analysis could be approached in a variety of different ways. To decide which statistical test to use for the various dependent variables to be analyzed, one must first know more about the data type (measurement level) within those variables.

Overview

Public health researchers are often involved in collaborating in the design, development, and analysis of community initiatives of varying complexity. While this course alone will not provide sufficient training for you to act as a statistical consultant, it does offer a broad and practice-based analytic foundation that can position you to better understand and more fully contribute to real-world project teams. Building on the basic statistical concepts and analytical techniques of the previous units, this assessment is an opportunity to use your cumulative quantitative-analysis skills to address a broad set of real-world research questions.

Demonstration of Proficiency

By successfully completing this assessment you will address the following scoring guide criteria, which align to the indicated course competencies.

• • Competency 2: Apply appropriate statistical methods using common software tools in the collection and evaluation of health care data.
    • Perform the most appropriate parametric or nonparametric test to answer each question.
  • Competency 3: Interpret the results and practical significance of statistical health care data analyses.
    • Assess the assumption of normal distribution prior to analysis.
    • Appropriately interpret the statistical output (such as estimate, p-value, confidence interval, and effect size) resulting from each statistical test.
    • Summarize the clinical implications, significance, and potential limitations of the study data and outcomes.
  • Competency 4: Assess the quality of quantitative research methods reported in peer-reviewed health care literature.
    • Describe the practical significance of the results of statistical tests.
  • Competency 5: Address assignment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
    • Articulate meaning relevant to the main topic, scope, and purpose of the prompt. 
    • Apply APA formatting to in-text citations and references.

Instructions

Complete the following for this two-part assessment.

Software

The following statistical analysis software is required to complete your assessments in this course:

• • IBM SPSS Statistics Standard or Premium GradPack, version 22 or higher, for PC or Mac.

You have access to the more robust IBM SPSS Statistics Premium GradPack.

Please refer to the Statistical Software page on Campus for general information on SPSS software, including the most recent version made available to Capella learners.

Part 1: Yoga and Stress Study Statistical Tests

1. 1. Use the Yoga Stress (PSS) Study Data Set [XLSX] to determine the measurement level of data of the dependent or outcome variable (Psychological Stress Score) you are analyzing.
      • Is the data categorical, ordinal, or interval or ratio?
   2. Before performing any statistical tests, you must d?etermine which tests would be most appropriate for your data type.
      • Perform a preevaluation of the data for outliers (all variables) and normal distribution (only dependent variables) as you have done previously.
      • U?se How to Choose a Statistical Test [PPTX] as general guidance in helping you to decide which test to use.
      • Use the readings, media, resources, and textbook as guides to perform an analysis of the selected variables.
   3. Perform and interpret an appropriate series of statistical tests (including preanalytical testing for outliers and normal distribution of data) that answer the following research questions:
      • How would you quantitatively describe the study population?
        • Summarize the primary demographic data using descriptive statistics.

• • • Is there any association between gender and race in this military study?
      • Perform an appropriate chi-square analysis.
  • Perform preliminary assessment of the data, then compare pretest to post-test scores.
    • In total population being studied, what was the effect of the yoga intervention on stress?
  • Provide the SPSS ".sav" output file that shows your programming and results for this assessment.

Part 2: Interpretive Report

1. 1. Summarize the clinical implications related to the statistical outcomes for each of the questions above.
   2. Describe potential limitations of the study (Part 1, number 3).

Additional Requirements

• • Length: Your paper will be 3–4 typed, double-spaced pages of content plus title and reference pages.
  • ?Font: Times New Roman, 12 points.
  • APA Format: Your title and reference pages must conform to APA format and style guidelines. See the APA Module for more information. The body of your paper does not need to conform to APA guidelines. Do make sure that it is clear, persuasive, organized, and well written, without grammatical, punctuation, or spelling errors. You also must cite your sources according to APA guidelines.

Refer to the helpful links in Resources as you prepare your assessment.

Please review the assessment scoring guide before completing your submission. The requirements outlined above correspond to the grading criteria in the scoring guide, so be sure to address each point. In addition, you may want to review the performance-level descriptions for each criterion to see how your work will be assessed.

Resources: Nonparametric T-Test

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• PRINT
• Most of your focus in this course thus far has been on health care situations where it is reasonable to assume that the data you are analyzing is normally distributed. What happens if you find yourself in a situation where you cannot make that assumption about the data? This may happen with interval or ratio data if your sample size is small (fewer than 30) or each group is skewed in opposite directions. You also may not be able to assume normal distribution if the data is measured at the ordinal level, which is less precise than interval or ratio data. If you encounter either of these scenarios, you may need to consider using nonparametric tests.

Fortunately, nonparametric tests are very flexible because they are distribution free! So why not use nonparametric tests all the time? The reason has to do with power. Like a powerful microscope that can magnify tiny differences in small objects, the parametric tests can identify significant differences in small increments of data. Like a toy microscope, nonparametric tests are great for examining bigger objects, but they do not work well on small objects.

The following resources will help add additional information, strategies, and tools to your repertoire to help in completing this assessment.

Nonparametric t-Test

• • Heavey, E. (2019). Statistics for nursing: A practical approach (3rd ed.). Burlington, MA: Jones & Bartlett. Available in the courseroom via the VitalSource Bookshelf link.
    • Appendix B, "Working With Small Samples."
  • Health Knowledge. (n.d.). Parametric and non-parametric tests for comparing two or more groups. Retrieved from https://www.healthknowledge.org.uk/public-health-textbook/research-methods/1b-statistical-methods/parametric-nonparametric-tests
  • Hoskin, T. (n.d.). Parametric and nonparametric: Demistifying the terms [PDF]. Available from https://www.mayo.edu/documents/berd-5-6/doc-20274735
  • Nahm, F. S. (2016). Nonparametric statistical tests for the continuous data: The basic concept and the practical use. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4754273/
  • Pryjmachuk, S., & Richards, D. A. (2007). Look before you leap and don't put all your eggs in one basket. Journal of Research in Nursing, 12(1), 43–54.
  • Laerd Statistics. (n.d.). Wilcoxon signed-rank test using SPSS statistics. Retrieved from https://statistics.laerd.com/spss-tutorials/wilcoxon-signed-rank-test-using-spss-statistics.php
  • Laerd Statistics. (n.d.). Mann-Whitney u test using SPSS statistics. Retrieved from https://statistics.laerd.com/spss-tutorials/mann-whitney-u-test-using-spss-statistics.php

Activity: SPSS Practice: Mann-Whitney and Wilcoxon Signed Rank (Nonparametric) Tests

• PRINT
• SPSS PRACTICE: MANN-WHITNEY AND WILCOXON SIGNED RANK (NONPARAMETRIC) TESTS

Context

The nonparametric tests that you are being asked to perform in this assessment (Mann-Whitney U, the nonparametric equivalent of the independent t-test and the Wilcoxon Test, the nonparametric equivalent of the dependent t-test) are most often used if the interval or ratio data is not normally distributed or if the data being analyzed is at the ordinal (ranked) measurement level.

To best prepare for this assessment, you must understand how to perform and interpret paired t-tests.

Again, like the previous practice activities, you will first complete tasks in SPSS and then answer questions in a formative activity, SPSS Practice: Mann-Whitney and Wilcoxon Signed Rank (Nonparametric) Tests, to check your work.

Activity Instructions

For this activity, use the data scenario we described in the Assessment 3 practice activity (the various group comparisons for well-being), but we will pretend that the normal distribution assumption that we tested was violated (this is, test results suggest that the data is not normally distributed).

Perform a nonparametric Mann-Whitney test and a Wilcoxon signed-rank on the appropriate data from the Emotional Well-Being (SF-36) Study [XLSX]. 

MANN-WHITNEY TEST

Since the Mann-Whitney test is the nonparametric equivalent of the independent t-test you will again utilize the data related to the dietary treatment on males versus females. Perform the Mann-Whitney test on the Well-Being dependent variable in male participants compared to the same scores in female participants.

WILCOXON SIGNED RANK TEST

Since the Wilcoxon Signed Rank is the nonparametric equivalent of the dependent t-test, compare the effects of the Dietary Treatment on the well-being of males at baseline to well-being scores in the same males after treatment, perform a Wilcoxon Signed Rank test for the dependent variable Well-Being.

Save your work on the Emotional Well-Being data set. 

Once you have completed the practice tasks, leave SPSS open for reference and answer the questions in the SPSS Practice: Mann-Whitney and Wilcoxon Signed Rank (Nonparametric) Tests formative activity to check your work.