EBP

Question 1

3 types of research designs

Answer 1

experimental
quasi-experimental
non-experimental

Question 2

experimental research design must have

Answer 2

randomization, control, and manipulation

Question 3

sampling

Answer 3

methods used to control bias

Question 4

measurement

Answer 4

levels of variables

Question 5

determining the significance of findings

Answer 5

p value

confidence intervals

Question 6

essential components of experimental designs

Answer 6

randomly select subjects for the target population
randomly assign subjects to groups
control
manipulation

Question 7

true experimental designs

Answer 7

randomized clinical control trials (RCT)

before and after designs

Question 8

six types of true experimental designs commonly reported in the scientific literature

Answer 8

1. two group, pre-test, post-test (baseline then test after intervention)
2. two group, post test only (lack of baseline limits study)
3. solomon four group (combo of 1&2)
4. multiple experimental groups
5. Factorial
6. Crossover designs:

Question 9

quasi experimental

Answer 9

involve manipulation of the independent variable but do not meet all essential components of experimental designs (lacks either randomization or control group)

Question 10

3 common quasi experimental designs

Answer 10

1. nonequivalent control group pretest-posttest
2. time series designs
3. preexperimental designs

Question 11

times series design

Answer 11

a quasi experimental design where one group is measured prior to administering the intervention and then multiple times after the intervention

Question 12

preexperimental design

Answer 12

a quasi experimental design with posttest only that involves manipulation of the independent variable but lacks control for extraneous variables

Question 13

one group posttest only design

Answer 13

often seen as a pilot setting

no randomization, no pretest

Question 14

Nonexperimental: 3 descriptive designs

Answer 14

used for the purpose of

1. exploratory: describing a phenomenon in detail
2. comparative: explaining relationships and differences among variables
3. survey: predicting relationships and differences among variables

Question 15

nonexperimental: 4 correlational designs

Answer 15

1. covary (change in one variable is associated with change in another variable)
2. descriptive-correlational designs (explain the relationship among the variables or groups using a nondirectional hypothesis)
3. predictive correlational designs (researchers hypothesize which variables are predictors or outcomes)
4. model testing correlational design (test a hypothesized theoretical model)

Question 16

data planning and piloting is

Answer 16

key component in all research studies

Question 17

quantitative data

Answer 17

collecting numbers
questionnaires
scales (likert scales, visual analog scales)
physiological indicators (BP)
Issues in quantitative data collection

Question 18

exploratory/descriptive quantitative research design

Answer 18

answers “what” questions; describes frequency of occurrence

questionnaires, scales

Question 19

correlational quantitative research design

Answer 19

examines relationships among variables

questionnaire, scales, biophysiological

Question 20

quasi-experimental quantitative research design

Answer 20

examines why certain effects occur

questionnaire, scales, biophysiological

Question 21

experimental/clinical trial quantitative research design

Answer 21

examines causes of certain effects

questionnaire, scales, biophysiological

Question 22

Likert scales

Answer 22

ordinal level scale containing seven points on an agree or disagree continuum

Question 23

Visual Analog scale

Answer 23

ratio level scale of a 100 mm line anchored on each end with words or symbols

Question 24

nominal data

Answer 24

lowest level, categorized in groups

Question 25

ordinal data

Answer 25

values continuum, intervals not equal

Question 26

interval data

Answer 26

values continuum, intervals equal, no zero

Question 27

ratio data

Answer 27

highest level, numeric values begin with absolute zero and have equal intervals

Question 28

data must be collected in a very consistent manner

Answer 28

instruments should be administered in same order for all subjects, in the same context and setting, using the same set of directions

Question 29

interrater reliability

Answer 29

the extent to which two or more individual raters agree

Question 30

Random error

Answer 30

error that occurs by chance during measurement

Question 31

systematic error

Answer 31

error that occurs in the same way with each measurement

Question 32

validity defined and 3 types

Answer 32

the degree that an instrument measures what it is supposed to measure 1. content 2. criterion-related 3. construct validity

Question 33

Reliability

Answer 33

obtainment of consistent measurements over time an instrument can be reliable but not valid. (scale measures your weight reliably, but not your anxiety attached to your weight)

Question 34

content validity

Answer 34

test to ensure that the instrument measures the content measured two ways: face validity and content validity (experts perform evaluation) concept being studied must be clearly defined to ensure the selected instrument fits

Question 35

criterion-related validity

Answer 35

degree to which the observed score and the true are related. tested two ways: concurrent validity and predictive

Question 36

concurrent validity

Answer 36

new instrument is administered at the same time as an instrument known to be valid. Scores of the two instruments are compared. Strong positive correlations indicate good validity.

Question 37

Predictive validity

Answer 37

new instrument is given at two different times and scores are correlated. Strong positive correlations indicate good validity

Question 38

Construct validity

Answer 38

``` to what extent does it measure the theoretical construct or trait measured 6 ways: hypothesis testing convergent divergent multitrait-multimethod known groups factor analysis ```

Question 39

hypothesis testing

Answer 39

hypothesis derived from theories are tested with the new instrument

Question 40

convergent

Answer 40

new instrument is administered at the same time as in instrument known to be valid. Scores of the two instruments are compared. Strong, positive correlations indicate good validity.

Question 41

divergent

Answer 41

new instrument is administered at the same time as an instrument measuring the opposite of the concept. Scores of the two instruments are compared. Strong NEGATIVE correlations indicate good validity

Question 42

multitrait-multimethod

Answer 42

new instrument, established instrument of same concept, and established instrument of opposite concept are given at the same time. Strong + and - correlations indicate good validity

Question 43

Known groups

Answer 43

new instrument is administered to individuals known to be high or low on the characteristic being measured.

Question 44

Factor analysis

Answer 44

statistical approach to identify items that group together

Question 45

correlation coefficient 1.00=

Answer 45

perfect relability

Question 46

correlation coefficient 0.00=

Answer 46

absence of reliability

Question 47

what is the acceptable reliability coefficient for well established instruments?

Answer 47

0.80

Question 48

what is acceptable reliability coefficient for newly developed instruments?

Answer 48

0.70

Question 49

what three attributes are important when testing instruments for reliability?

Answer 49

stability equivalence internal consistency (homogeneity)

Question 50

what are the seven ways instruments are tested for reliability? pitsick

Answer 50

``` parallel or alternate form interrater test-retest split half item to total correlation Cronbach's alpha Kuder-Richardson coefficient ```

Question 51

``` which of the following terms are associated with qualitative sampling? snowball random purposive subjects ```

Answer 51

snowball

Question 52

``` Which of the following are techniques for maintaining scientific rigor in qualitative study? achieving saturation thick description peer debriefing generalizing to populations ```

Answer 52

qualitative research does not have the purpose to generalize to a broad population. Aim is to use research somehow. Therefore, the answer is peer debriefing, thick description, and achieving saturation

Question 53

``` which of the following are criteria for establishing trustworthiness? Credibility reliability confirmability inferability ```

Answer 53

credibility and confirmability

Question 54

``` which of the following are techniques used by qualitative researchers? peer review member checks data saturation audit trails ```

Answer 54

all