Data Analysis and Results Discussion Health, Medicine Coursework

Week 6 Discussion: Data Analysis and Results (graded)
Discussion
Purpose
This week's graded topics relate to the following Course Outcomes (COs).
CO 2: Apply research principles to the interpretation of the content of published research studies. (PO 4 & 8)
CO 5: Recognize the role of research findings in evidence-based practice. (PO 7 & 8)
Due Date
Discussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students:
Demonstrate understanding of concepts for the week
Integrate scholarly resources
Engage in meaningful dialogue with classmates
Express opinions clearly and logically, in a professional manner
Use the rubric on this page as you compose your answers.
Discussion Questions
Data analysis is key for discovering credible findings from implementing nursing studies. Discussion and conclusions can be made about the meaning of the findings from the data analysis.
Share what you learned about descriptive analysis (statistics), inferential analysis (statistics), and qualitative analysis of data; include something that you learned that was interesting to you and your thoughts on why data analysis is necessary for discovering credible findings for nursing.
Compare clinical significance and statistical significance; include which one is more meaningful to you when considering application of findings to nursing practice.
Week 6: Assigned Readings
Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Jones and Bartlett.
Chapter 11: Summarizing and Reporting Descriptive Data
Chapter 13: Analysis and Reporting of Quantitative Data
Chapter 15: Analyzing and Reporting of Qualitative Results
Outcomes, Objectives, and Concepts
Course Outcomes for the Week Weekly Objectives Main Topics and Concepts
Examine the sources of evidence that contribute to professional nursing practice. (PO 7)
Apply research principles to the interpretation of the content of published research studies. (PO 4 & 8)
Evaluate published nursing research for credibility and significance related to evidence-based practice. (PO 4 & 8)
Recognize the role of research findings in evidence-based practice. (PO 7 & 8)
Critique a research study.
Describe the purpose, design, sample, data collection, analysis, limitations, and conclusion sections of a research study.
Discuss the importance of reading research literature.
Describe the attributes of findings from descriptive, quantitative, and qualitative research.
Define the importance of statistical analytical methods.
Describe information found in the discussion and conclusion sections of research studies.
Define significance when evaluating research findings.
Discuss how research findings are utilized in evidence-based practice. 
Descriptive Statistics
Quantitative Analysis
Statistical Analytical Tests
Statistical Terminology
Understanding the Language of Results
As a way to inform practice, the results of a study are shared through scholarly journals and/or other forms of dissemination. According to AACN (2018), scholarship for EBP includes understanding basic designs and related analytics. In an effort to capture and demonstrate large amounts of numerical data in an efficient and meaningful way, statistics help to condense and present numbers in an organized, logical, understandable, and easy-to-review format. Reporting the analysis and results of a study can be enhanced using two forms of statistics:
Descriptive statistics
Inferential statistics
Descriptive Analysis (Statistics)
Nurses need to understand basic scientific procedures and research activities (QSEN, 2018). Some of this information you should recognize from completing your pre-requisites of math/statistics before taking this course. The purpose of descriptive statistics is to describe; one useful goal descriptive statistics is used is to quickly understand the characteristics of the sample (participants/subjects/people) in the study. Researchers can categorize descriptive data analysis many differing ways (Houser, 2018; Nieswiadomy & Bailey, 2018; Schmidt & Brown, 2019):
Explore descriptive analysis by clicking on each data.
Measures to condense/summarize data
Measures of central tendency of data
Measures of variability of data
Measures of position and relation of data
Graphical presentations of data
Read chapter 11 of the textbook for more details. Descriptive analysis of data is helpful in determining the characteristics of subjects and variables (Houser, 2018). Being able to competently read descriptive analysis will prove to be a valuable skill when considering if the results can be applicable to a particular practice setting.
Quantitative Analysis (Inferential Statistics)
The purpose is to determine the strength and the applicability of findings to the general population (Houser, 2018; Polit & Beck, 2018). The calculation processes and procedures are organized, systematic, and mathematical. "Inferential statistical tests are based on the assumption that chance or sampling error/random errors is the only explanation; however, researchers want to establish that chance/error is not the reason" (Nieswiadomy & Bailey, 2018, p. 250). For nursing studies, incorporating this type of statistical testing is important in rendering strong, sound, reliable results.
Inferential statistics yields robust, scientific findings. By using inferential stats, results can be determined to be statistically and/or clinically significant (Houser, 2018). Read Houser chapter 13 for more information.
Being able to competently read inferential analysis will prove to be a valuable skill when reading research studies and trying to determine if the findings are significant and applicable to practice.
Selecting the Appropriate Statistical Test
In order to determine the most essential statistical analytical tests to be performed, the researcher must consider the following (Houser, 2018):
Research question
Number of groups to be tested
Level of measurements for the variables
Statistical and mathematical capabilities of each statistical test
The following are some of the most common descriptive and inferential analysis/statistical tests performed in nursing studies (Houser, 2018; Polit & Beck, 2018; Nieswiadomy & Bailey, 2018):
Chart
(Houser, 2018: Polit & Beck, 2018; Niewsiadomy & Bailey, 2018; Schmidt & Brown, 2019)
Image Description
Many times graphics, tables, and figures will be used to visually organize and portray findings. Each of these offer visual aides to enhance the readers (your) ability to quickly review data. Read your Houser textbook chapters for more information about each statistical test.
Qualitative Analysis (Results)
Analysis
Evidence-based practice emphasizes equality within all areas of scientific methodology, clinical experience, and patient preferences; therefore, one does not trump the other in terms of significance. Qualitative studies are valuable to nursing practice as these studies are designed to provide insight towards the latter two, both clinical experience and patient preferences.
When reading research studies that describes the meaning of an experience, the methods or procedures should be clearly described; yet may seem to unfold during the description. "Some qualitative research may or may not report the type/category of qualitative design used in the study; therefore, the study may be labeled qualitative or content analysis" (Houser, 2018, p. 411); some research articles may be labeled by the classification of qualitative design such as ethnography, grounded theory, phenomenology, or case research. All qualitative studies should outline some of the following methods (Houser, 2018; Polit & Beck):
On-line information:
Sampling procedures
Inclusion criteria
Data collection techniques
Overview of the analysis
Data analysis (should begin with data collection)
Interpreting data collected
comprehening
synthesizing
theorizing
recontextualizing
Data management (should begin early)
Content analysis
catalog, code, codebook
reviewed for themes/patterns/common threads
analysis—uses an analytic method
report themes with supporting quotes
main themes and sub-themes should be reported
interpretation of themes
conclusions are based on themes
overall implications for nursing practice is described in terms of understanding the lived experience
Includes efforts to establish/enhance qualitative validity:
(Read Houser, 2018, pp. 244-246 and chapter 15)
Trustworthiness
Credibility
Dependability
Confirmability
Bracketing
Purposive sampling
Saturation
Triangulation, member checking, peer debriefing
Prolonged engagement
External checks
Inter-rater and inter-coder reliability
Inquiry audit/Audit trail
Decision trail
Deep level detail
Even though qualitative studies may be challenging due to the use of unfolding techniques and the large amounts of word data, findings are valuable in helping to understand and determine the patient or informant's perceptions, feelings, and experiences. These types of studies are just as valuable as quantitative studies in helping to establish an evidence-based nursing practice.
Discussion and Conclusion
After analyzing the results, the researcher reviews all the findings and considers whether or not the research question posed earlier in the process was answered. An opinion may be formed regarding the implications of the findings and how they may be applied to practice.
Many readers only look at the abstract and conclusion of the research report. They skip over the methods and results section because this information may seem too technical or difficult to understand. This course gives you the knowledge, skills, and ability necessary to read and critique an entire report and decide for yourself if the evidence should be applied to your practice. From this point on, instead of simply relying on the researcher's interpretation of the findings, utilize research only if you understand how it was conducted and how the findings were determined. If you read only the conclusion, you risk basing your practice on evidence that is irrelevant, inappropriate, or worse, inaccurate and/or does not apply.
The discussion and conclusion sections bring the research process full circle by referring back to the earlier steps. The conclusion addresses whether the research serves to help close the knowledge gap. The discussion summarizes important findings and compares them to other studies described in the literature review. The conclusion also acknowledges the limitations of the study and how these may impact the credibility and applicability of the findings.
Next, we will connect how the types of questions asked influences the designs of studies, the type of data collected, the methods/ways to collect data, and both the analysis and interpretation of results.
Connecting Research Type and Findings
Knowledge
The meaning of the findings proposed by the researcher varies depending upon whether the nature of the research question is descriptive, quantitative, or qualitative.
Descriptive Questions and Findings
Descriptive research uses a basic design that seeks to understand phenomena.
Descriptive questions ask about what is happening.
Relational questions examine relationships between variables, but the variables are not manipulated.
The data may be collected from surveys, questionnaires, interviews, and observation. Descriptive statistics may be reported for a descriptive question, including the mean, median, and standard deviation. If a relational question was asked, correlation statistics, such as the correlation coefficient, may be done.
The researcher should avoid over interpreting the findings. As its name implies, descriptive research is only meant to describe and does not necessarily seek to infer generalizability. Credibility and confidence in the ability to generalize the conclusion to your situation depends primarily on the strength of the sampling strategy. If the strategy was well designed, and the subjects reflect your population, you will have more confidence in utilizing the evidence.
Quantitative Questions and Findings
Quantitative questions in research are stronger levels of evidence when compared to descriptive questions. Descriptive research seeks to describe only what exists. Quantitative research seeks to make conclusions about the effectiveness of an intervention. This type of research uses probability to identify relationships, make predictions, and sometimes infer cause and effect.
Quantitative questions can be broken down into PICO elements - population, intervention, comparison, and outcome. Each element may become a variable in the quantitative study that could have an experimental or quasi-experimental design. The ability to demonstrate causality from interventions leads the nurse to expect certain outcomes when quantitative research-based evidence is applied.
Quantitative findings impact differs from the findings of descriptive research because quantitative research links interventions to outcomes. Quantitative findings are arguably the strongest evidence that nurses can use to integrate evidence into their practice.
Qualitative Questions and Findings
Qualitative research questions produce a different type of evidence when compared to quantitative research. Qualitative studies do not seek to manipulate variables or to control them. The researcher is not attempting to show cause and effect relationships. Instead, qualitative research is looking for meaning in the lived experience of its subjects. The phenomena are not measured, and numbers are not reported, except in a limited way. Instead, the phenomena are analyzed to understand their meaning.
Most qualitative research is descriptive in nature. Qualitative questions ask about perceptions, feelings, motivations, attitudes, and other subjective information. The nurse should look for these when deciding whether to apply evidence from qualitative research findings.
Qualitative research findings help understand the holistic nature of nursing care. The link between the findings of qualitative research to practice is more indirect, but just as valuable as those from quantitative research.
Reading Research Literature
Methods
When reading quantitative studies, the section labeled methods or procedures should include a description of each test performed. All results from the quantitative analysis/statistical tests performed will be discussed in a different section labeled results or findings.
When reading qualitative research studies that describe the meaning of an experience, the methods or procedures should be clearly described, yet may seem to unfold during the description. "Some qualitative research may or may not report the type/category of qualitative design used in the study; therefore, the study may be labeled qualitative or content analysis" (Houser, 2018, p. 411). This type of article may be labeled by the classification of qualitative design such as ethnography, grounded theory, phenomenology, or case research.
Findings/Results
Studies should include a findings or discussion, limitations, conclusion, and implications for practice section. Each of these sections enhances the readers (your) ability to determine the significance and applicability of findings to practice.
Read over Houser's Where to Look section in each chapter to learn how to locate information when reading articles.
Summary
The discussion and conclusion of the research report/article reveals the insights of the researcher regarding the meaning of the results from the data analysis. The strengths and limitations are shared. The reader should consider these when deciding whether to apply the evidence to practice.
iscussion Board Rubric 9_19
Discussion Board Rubric 9_19
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeAnswers the initial graded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week.
16.0 pts
Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.
14.0 pts
Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.
12.0 pts
Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.
0.0 pts
Minimally addresses the initial discussion question(s) or does not address the initial question(s).
16.0 pts
This criterion is linked to a Learning OutcomeIntegrates evidence to support discussion. Sources are credited. ( APA format not required)
12.0 pts
Integrates evidence to support your discussion from: assigned readings OR online lessons, AND at least one outside scholarly source. Sources are credited.
10.0 pts
Integrates evidence to support discussion from: assigned readings OR online lesson. Sources are credited.
9.0 pts
Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson. Sources are credited.
0.0 pts
Does not integrate any evidence.
12.0 pts
This criterion is linked to a Learning OutcomeEngages in meaningful dialogue with classmates or instructor before the end of the week.
14.0 pts
Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.
12.0 pts
Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.
10.0 pts
Responds to a classmate and/or instructor but does not further the discussion.
0.0 pts
No response post to another student or instructor.
14.0 pts
This criterion is linked to a Learning OutcomeCommunicates in a professional manner.
8.0 pts
Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).
7.0 pts
Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).
6.0 pts
Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).
0.0 pts
Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).
8.0 pts
This criterion is linked to a Learning OutcomePARTICIPATION: Response to initial question:
Responds to initial discussion question(s) by
Wednesday, 11:59 p.m. M.T.
0.0 pts
0 points deducted
Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.
0.0 pts
5 points deducted
Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.
0.0 pts
This criterion is linked to a Learning OutcomePARTICIPATION Total posts:
Participates in the discussion at least three times on at least two different days.
0.0 pts
0 points deducted
Posts in the discussion at least three times AND on two different days.
0.0 pts
5 points deducted
Posts fewer than three times OR does not participate on at least two different da