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N3 Midterms > (CD) EBP > Flashcards

(CD) EBP Flashcards

Preparation for care design midterm *on SG

1
Q

Level Ia

A

Systematic review of RCT

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2
Q

Level Ib

A

Systematic review of non-randomized, quasi-experimental

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3
Q

Level IIa

A

Single RCT

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4
Q

Level IIb

A

Single non-randomized trial, single quasi-experimental

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5
Q

Level III

A

Systematic review correlational, observational

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6
Q

Level IV

A

Single correlational, observational

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7
Q

Level V

A

Systematic review of qualitative, descriptive, physiological

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8
Q

Level VI

A

Single qualitative, descriptive, physiological

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9
Q

Level VII

A

expert opinion, panels, opinions of authorities

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10
Q

The purpose/goal of EBP

A 
Develop practice guidelines. 
Reduce practice variation
Provide most effective care
Provide est patient outcomes
Decrease health care cost
Reduce healthcare provider turnover rate
Improves healthcare provider role satisfaction
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11
Q

Role of the BSN nurse in research

A

Read and critically appraise studies
use best research evidence in practice
Assist with problem identification
Assist with data collection

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12
Q

Ways nurses acquire knowledge?

A 
Traditions
Authority
Borrowing
Trail and error
Personal experience
Role-modeling and mentorship
intuition
Reasoning
Research
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13
Q

Strength of evidence: A

A

level 1 evidence
or
consistent findings across II, III, or IV

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14
Q

Strength of evidence: B

A

Consistent findings from level II, III, IV, or V

not I

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15
Q

Strength of evidence: C

A

Evidence of levels II, III, IV, or V with inconsistent findings

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16
Q

Strength of evidence: D

A

Little or no evidence level VI only

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17
Q

Strength of evidence: E

A

Level VII, panel consensus; opinion of expert, case reports

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18
Q

*Qualitative

A

Subjective approach used to describe life experiences and situations

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19
Q

*Things to look out for in determining a study is qualitative

A

An interaction/activity is observed

Small sample size (usually up to 15)

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20
Q

*Quantitative

A

A formal, objective, systematic, process in which numerical data is used to obtain info

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21
Q

*Things to look out for in determining a study is quantitative

A

Usually looking at a clinical problem
large to very large sample size
reports with numbers and statistical tests

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22
Q

Are systematic-reviews and meta-analysis considered primary sources?

A

Yes
Because they take the data and make new conclusions and ideas. They are not just analyzing someone elses data and discussing.

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23
Q

*Pain level in Hispanic patients over 65 that see a group practice arthritis physicians aquatic exercise program where patents can continue to take arthritis medications

Control group

A

Group that just that only uses their medications

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24
Q

*Pain level in Hispanic patients over 65 that see a group practice arthritis physicians aquatic exercise program where patents can continue to take arthritis medications

Intervention group

A

Group that participates in the aquatic exercises program

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25
Q

*Pain level in Hispanic patients over 65 that see a group practice arthritis physicians aquatic exercise program where patents can continue to take arthritis medications

independent variable

A

aquatic program

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26
Q

*Pain level in Hispanic patients over 65 that see a group practice arthritis physicians aquatic exercise program where patents can continue to take arthritis medications

dependent variable

A

pain level

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27
Q

*Quasi-experimental

A

Testing an intervention with some sort of lesser control

lack of random selection
and/or
lack of a control group

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28
Q

*Correlational

A

examining the relationships between two variables

Looks at the nature not cause/effect

29
Q

*Types of correlation: Negative

A

One goes up the other goes down

ex/ inc. in the consumption of alcohol and dec. in grade

30
Q

*Types of correlation: Positive

A

One goes up and the other goes up

ex/ inc. in hours slept and inc. in grade

31
Q

*Types of correlation: symetrical

A

?

32
Q

*Types of correlation: Asymmetrical

A

?

33
Q

Five steps of EBP

A 
Form a clinical question to identify a problem (PICO)
Gather the best evidence
Analyze the evidence
Apply the evidence to clinical practice
Asses the result
34
Q

PICO(T)

A 
Population of interest
Intervention of interest
Comparison of interest
Outcome of interest
Time
35
Q

Steps for conducting a literature review (7)

A

IDENTIFY the research problem
PLAN the information retrieval process
CARRY out the search strategy
SCREEN the initial list f citations
RETRIEVE full text of studies for evaluation
CRITICALLY appraise the studies quality and findings
SUMMARIZE and synthesis the findings

36
Q

Requirements for an experimental study

A

Random sampling
Control group
Control of the intervention

37
Q

What is the purpose of control in a study?

A

To increase the probability that the results are true to reality

38
Q

*Probability sampling types

A

simple random sampling
Stratified random sampling
Cluster sampling
Systematic sampling

39
Q

*Non-probability sampling types

A

Purpose sampling
Network or snowball sampling
Theoretical sampling

40
Q

*Simple random sampling

A

Equivalent to putting names in a hat and picking names out until sample size is reached`

41
Q

*Stratified random sampling

A

Setting categories/variables that are circuital for representatives and randomly selecting people until each categories either has the same number of people or matches the % in the total population

42
Q

*Cluster sampling

A

Developing a list of places in which elements of the identified population can be linked and then using a random selection from the randomly selected places.

ex/ 10 from nursing, 10 from OT, 10 from business.

43
Q

*Systematic sampling

A

Creating a list of the people in some type of order (name, age, id number, ect..) and selecting every ___th one. Needs a random starting place

44
Q

*Convenience sampling

A

participants are included simply because they are in the right place at the right time.

45
Q

*Quota sampling

A

Is convenience sampling with the precaution to be sure populations/participant likely to underepresented are chosen in proportion to what is in the population

46
Q

*Network/snowball sampling

A

I pick one person and then ask them to bring 2 people they know and then those 2 people bring 2 people they know.

47
Q

*Purpose sampling

A

Picking people of a specific person/type.

Used often to qualitative (interviews)

48
Q

*Levels of measurement: Nominal

A

word descriptions

49
Q

*Levels of measurement: Ordinal

A

word description, but has an order/hierarchy

50
Q

*Levels of measurement: Interval

A

Numbers

No absolute zero

51
Q

*Levels of measurement: Ratio

A

Has an absolute zero

comparable

52
Q

Reliability of measure

A

Degree of consistency with which it measures the attribute it is supposed to be measuring

53
Q

*Cronbach’s alpha

A

Test for reliability–homogeneity
.7 = acceptable
.8 = good
.9 = Excellent

Does alpha equal at least .7?

54
Q

*Reliability testing looks at?

A

Stability–same results when the test is repeated
Homogeneity– internal consistency
Equivalence– inter-rater reliability (same results different test)
Generalizbility–

55
Q

Validity

A

Degree to which an instrument measures what it is supposed to measure

not reliability: reliable does not mean its valid

56
Q

*Internal validity

A

will this intervention/independent variable make a change or difference in the dependable variable

57
Q

*External validity (problem?)

A

Are you able to generalize the study to a larger group?

58
Q

*Scales used for measurement?

A

Self-reporting
Visual analog (faces)
Likert (1=strongly agree, 2= agree, ect..)
Observational

59
Q

*Null hypothesis

A

There is no relationship between the (2) things that are being studied.
-typically the opposite of the alternative/researchers hypothesis

60
Q

*P value

A

Measurement of the level of significance
want p<0.05
p<0.05 indicated statistically significance and result were not due to chance

61
Q

Type 1 error

A

positive but really negative (false positive)

null hypothesis rejected but should be accepted
researchers hypothesis accepted should be rejected

ex/ autism/vaccines

62
Q

Type 2 error

A

negative but really positive (false negative)

null hypothesis accepted but should be rejected
researchers hypothesis rejected should be accepted

63
Q

*T-test

Symbol
Level of data
Does/used for

A

S: t
L: interval, ratio
D/U: looks at the differences between two groups

64
Q

Chi squared

Symbol
Level of data
Does/used for

A

S: x
L: nominal
D/U: compares expected to what is observed

65
Q

*Correlation

Symbol
Level of data
Does/used for

A

S: r
L: interval, ratio
D/U: examines if relationships exist (not direction)

66
Q

*ANOVA

Symbol
Level of data
Does/used for

A

S: F
L: interval, ratio
D/U: looks at the difference in means between more than 2 groups. (does not say between what 2 groups tho)

67
Q

Regression

Symbol
Level of data
Does/used for

A

S: R
L: interval, ratio
D/U: make predictions about phenomena

68
Q

Correlation test results

A

+/- 1 perfect pos/neg relationship
+/- .5 strong
+/- .3-.5 moderate
< +/- .3 weak

69
Q

post hoc test?

A

used to determine the location of differences between more than 2 groups

N3 Midterms (8 decks)

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