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EBP Flashcards

1
Q

3 types of research designs

A

experimental
quasi-experimental
non-experimental

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2
Q

experimental research design must have

A

randomization, control, and manipulation

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3
Q

sampling

A

methods used to control bias

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4
Q

measurement

A

levels of variables

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5
Q

determining the significance of findings

A

p value

confidence intervals

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6
Q

essential components of experimental designs

A

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

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7
Q

true experimental designs

A

randomized clinical control trials (RCT)

before and after designs

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8
Q

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

A
  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:
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9
Q

quasi experimental

A

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

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10
Q

3 common quasi experimental designs

A
  1. nonequivalent control group pretest-posttest
  2. time series designs
  3. preexperimental designs
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11
Q

times series design

A

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

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12
Q

preexperimental design

A

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

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13
Q

one group posttest only design

A

often seen as a pilot setting

no randomization, no pretest

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14
Q

Nonexperimental: 3 descriptive designs

A

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
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15
Q

nonexperimental: 4 correlational designs

A
  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)
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16
Q

data planning and piloting is

A

key component in all research studies

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17
Q

quantitative data

A 
collecting numbers
questionnaires
scales (likert scales, visual analog scales)
physiological indicators (BP)
Issues in quantitative data collection
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18
Q

exploratory/descriptive quantitative research design

A

answers “what” questions; describes frequency of occurrence

questionnaires, scales

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19
Q

correlational quantitative research design

A

examines relationships among variables

questionnaire, scales, biophysiological

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20
Q

quasi-experimental quantitative research design

A

examines why certain effects occur

questionnaire, scales, biophysiological

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21
Q

experimental/clinical trial quantitative research design

A

examines causes of certain effects

questionnaire, scales, biophysiological

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22
Q

Likert scales

A

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

23
Q

Visual Analog scale

A

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

24
Q

nominal data

A

lowest level, categorized in groups

25
Q

ordinal data

A

values continuum, intervals not equal

26
Q

interval data

A

values continuum, intervals equal, no zero

27
Q

ratio data

A

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

28
Q

data must be collected in a very consistent manner

A

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

29
Q

interrater reliability

A

the extent to which two or more individual raters agree

30
Q

Random error

A

error that occurs by chance during measurement

31
Q

systematic error

A

error that occurs in the same way with each measurement

32
Q

validity defined and 3 types

A

the degree that an instrument measures what it is supposed to measure

  1. content
  2. criterion-related
  3. construct validity
33
Q

Reliability

A

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)

34
Q

content validity

A

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

35
Q

criterion-related validity

A

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

36
Q

concurrent validity

A

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.

37
Q

Predictive validity

A

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

38
Q

Construct validity

A 
to what extent does it measure the theoretical construct or trait
measured 6 ways:
hypothesis testing
convergent
divergent
multitrait-multimethod
known groups
factor analysis
39
Q

hypothesis testing

A

hypothesis derived from theories are tested with the new instrument

40
Q

convergent

A

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.

41
Q

divergent

A

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

42
Q

multitrait-multimethod

A

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

43
Q

Known groups

A

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

44
Q

Factor analysis

A

statistical approach to identify items that group together

45
Q

correlation coefficient 1.00=

A

perfect relability

46
Q

correlation coefficient 0.00=

A

absence of reliability

47
Q

what is the acceptable reliability coefficient for well established instruments?

A

0.80

48
Q

what is acceptable reliability coefficient for newly developed instruments?

A

0.70

49
Q

what three attributes are important when testing instruments for reliability?

A

stability
equivalence
internal consistency (homogeneity)

50
Q

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

A 
parallel or alternate form
interrater 
test-retest
split half
item to total correlation
Cronbach's alpha
Kuder-Richardson coefficient
51
Q 
which of the following terms are associated with qualitative sampling?
snowball
random
purposive
subjects
A

snowball

52
Q 
Which of the following are techniques for maintaining scientific rigor in qualitative study?
achieving saturation
thick description
peer debriefing
generalizing to populations
A

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

53
Q 
which of the following are criteria for establishing trustworthiness?
Credibility
reliability
confirmability
inferability
A

credibility and confirmability

54
Q 
which of the following are techniques used by qualitative researchers?
peer review
member checks
data saturation
audit trails
A

all

EBP (2 decks)

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