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Evidence Based Practice > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Blueprint or detailed plan for conducting a study

A

Research design

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2
Q

design involves examining a group of subjects simultaneously in various stage of development, levels of education, severity of illness, or stages of recovery to describe change in a phenomenon across stage.

A

cross sectional

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3
Q

design involves collecting data from the same subjects at different points in time and might also be referred to as repeated measures.

A

longitudinal

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4
Q

Distortion of study findings that are slanted or deviated from the true or expected.

A

Bias

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5
Q

Examines the effect of a particular intervention on selected outcomes

A

Causality

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6
Q

. The power to direct or manipulates factors to achieve a desired outcome. This is greater in experimental than quasi-experimental designs

A

Control

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7
Q

. The recognition that several interrelating variables can be involved in causing a particular outcome. The presence of multiple causes for an effect.

A

Multicausality

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8
Q

Addresses relative rather than absolute causality.

A

probablity

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9
Q

A form of control generally used in quasi-experimental and experimental studies.

A

Manipulation

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10
Q

Validity is focused on determining if study findings are accurate

A

Internal validitiy

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11
Q

Validity is concerned with the extent to which study findings can be generalized beyond the sample used in the study.

A

External validity

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12
Q

The design uses large number of subjects to test a treatment’s effect and compare results with a control group who did not receive the treatment.
The subjects come from a reference population.
Randomization of subjects is essential.
Usually, multiple geographic locations are used.

A

Randomized Controlled Trial (RCT)

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13
Q

Which type of study is considered strongest for testing the effectiveness of an intervention?

A

Randomized Controlled Trial (RCT)

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14
Q

Selection of a subset of a population to represent the whole population

A

Sampling

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15
Q

The portion of the target population to which the researcher has reasonable access

A

Accessible population

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16
Q

An entire set of individuals or elements who meet the sampling criteria

A

Target population

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17
Q

Characteristics that the subject or element must possess to be part of the target population

A

Inclusion criteria

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18
Q

Characteristics that can cause a person or element to be excluded from the target population

A

Exclusion criteria

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19
Q

Researchers may narrowly define the sampling -> Researcher may have difficult obtaining an adequately sized sample from the accessible population, which can limit the generalization of findings.

A

Homogenou sample

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20
Q

A sample in which subjects have a broad range of values being studies, which increases the representativeness of the sample and the ability to generalize from the accessible population to the target population.

A

Heterogeneous sample

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21
Q

the sample, access population, and target population are alike in as many ways as possible.
A researcher uses a sample whose members have characteristics similar to those of the population from which it is drawn.

A

Representativeness

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22
Q

Withdrawal/drop or loss of subjects from a study

A

Sample attrition

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23
Q

Number of subjects who remain in and complete a study

A

Sample retention

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24
Q

A listing of every member of the population, using the sampling criteria to define membership in the population

A

Sampling frame

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25
Q

Probability (Random) Sampling

A

Simple random sampling
Stratified random sampling
Cluster sampling
Systematic sampling

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26
Q

Non-probability (Non-Random) Sampling

A 
Purposive sampling
Convenience sampling 
Quota sampling 
Network
Theoretical sampling
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27
Q

the size of difference between the groups or the strength of the relationship between two variables

A

Effect size

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28
Q

size <0.30 or

A

Small effect

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29
Q

0.30 to 0.50 or

A

Medium effect

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30
Q

> 0.50 or >- 0.50

A

Large effect

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31
Q

________ of study data occurs when additional sampling provides no new information, only redundancy of previous collected data

A

Saturation

32
Q

concrete things, such as oxygen saturation, temperature, blood pressure, weight, demographic variables

A

direct measures

33
Q

abstract concepts such as pain, depression, coping, self-care, and self-esteem, anxiety level, feelings

A

Indirect measures

34
Q

is concerned with how consistently the measurement technique measures the concept of interest

A

Reliability

35
Q

The lowest acceptable coefficient for a well-developed measurement tool is

A

0.80

36
Q

The ____ of an instrument is a determination of how well the instrument reflects the abstract concept being examined.

A

validity

37
Q

Sensitivity

A

probability of disease= true positive rate

38
Q

Specificity

A

probability of no disease = true negative rate

39
Q

Types of Scales

A

Rating scales
The Likert scale (common)
Visual analog scales

40
Q

used when data can be organized into categories of a defined property but the categories cannot be rank-ordered.

For example, researchers sometimes categorize study participants by medical diagnosis. However, the category of kidney stone cannot be rated higher than the category of gastric ulcer; similarly, across categories, ovarian cyst is no closer to kidney stone than to gastric ulcer. The categories differ in quality but not quantity.

A

Nominal

41
Q

data are assigned to categories that can be ranked. (Rule: The categories can be ranked.) To rank data, one category is judged to be (or is ranked) higher or lower, or better or worse, than another category.

ex:
0 = no shortness of breath with ADLs
1 = minimal shortness of breaths with ADLs
2 = moderate shortness of breath with ADLs
3 = extreme shortness of breath with ADLs
4 = shortness of breath so severe that the person is unable to perform ADLs without
assistance

A

Ordinal

42
Q

have equal numerical distances between the intervals.
it is not possible to provide the absolute amount of the attribute because the interval scale lacks a zero point. Temperature is the most commonly used example of an interval scale. The difference between the temperatures of 70° F and 80° F is 10° F and is the same as the difference between the temperatures of 30° F and 40° F. Changes in temperature can be measured precisely. However, a temperature of 0° F does not indicate the absence of temperature.

A

Interval

43
Q

the highest form of measurement and meets all the rules of other forms of measurement: mutually exclusive categories, exhaustive categories, ordered ranks, equally spaced intervals, and a continuum of values.

  • have absolute zero points.
  • Weight, length, and volume are commonly used as examples of ratio scales.
A

Ratio

44
Q

theoretical frequency distribution of all possible values in a population.

A

Normal curve

45
Q

In a normal distribution curve, the mode, median, and mean are ____.

A

equal

46
Q

the analysis of nondirectional hypothesis

A

Two-tailed test of significance

47
Q

the analysis of directional hypothesis

A

One-tailed test of significance

48
Q

One-tailed statistics test are uniformly more ______ than two-tailed test

A

powerful

49
Q

When a researcher tests a hypothesis that values will exceed a certain value, the researcher is interested only in one side of the curve—the “more than” side

A

The hypothesis is directional, and this type of hypothesis is called “one-tailed.”

50
Q

If the researcher tests a hypothesis that values will “differ from” the usual values (either larger or smaller)

A

the hypothesis is nondirectional, and it is called “two-tailed.

51
Q

Type I error

A

false positive

52
Q

Type II error

A

false negative

53
Q

4 parameters of a power analysis

A

The level of significance (α = 0.05)
Sample size
Power (minimum acceptable power is = (80%)
Effect size (> 0.50 : large)

54
Q

____ is the probability that a statistical test will detect a significant difference if one exists

A

power

55
Q

Measures of central tendency

A

mode, median, mean

56
Q

Measures of dispersion

A 
Range
Variance
Standard Deviation
Confidence Interval
Standardized Scores 
Scatterplots
57
Q

Data are presented in raw, counted form.

1: /
2: /////
3: ///
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A

Ungrouped frequency

58
Q 
Example: Data are pre-grouped into categories. 
	Ages 20 to 39: 14
	Ages 40 to 59: 43
	Ages 60 to 79: 26
	Ages 80 to 100: 4
A

grouped frequency

59
Q

Measures of dispersion

A

range, standard deviation, and variance.

60
Q

Standardized Scores
Raw scores that cannot be compared and are transformed into standardized scores
Common standardized score is a _____

A

Z-score

61
Q

a visual representation of data, on a scaled graph, with two axes. It is used to display matched values—height versus weight, for instance. Unless drawn to scale, a scatterplot is only fairly good at displaying dispersion, and provides no quantification

A

Scatterplot

62
Q

Pearson Product-Moment Correlation
Factor Analysis

examines…

A

relationships

63
Q

Regression Analysis

does what…

A

predicts outcomes

64
Q

Chi-Square
t-Test
Analysis of Variance (ANOVA)

examines….

A

difference

65
Q

Tests for the presence of a relationship between two variables

A

Pearson Product-Moment Correlation

66
Q

Used when one wishes to predict the value of one variable based on the value of one or more other variables

A

Regression analysis

67
Q

Tests for significant differences between two samples

Most commonly used test of differences

A

t-test

68
Q

Tests for differences between variance.
More flexible than other analyses in that it can examine data from 2 or more.
used for two or more groups, except that it examines variances instead of means, again to determine whether the groups are the same

A

Analysis of Variance (ANOVA)

69
Q

Used with nominal or ordinal data.

determines whether two or more groups differ

A

Chi-square

70
Q

the most basic of the probability sampling plans. It is achieved by randomly selecting elements from the sampling frame. Researchers can accomplish random selection in a variety of ways; it is limited only by the imagination of the researcher. If the sampling frame is small, researchers can write names on slips of paper, place them into a container, mix them well, and then draw them out one at a time until they have reached the desired sample size. A computer program is the most common method for randomly selecting study participants. The researcher can enter the sampling frame (list of potential participants) into a computer, which randomly selects participants until the desired sample size is achieved.

A

Simple random sampling

71
Q

used in situations in which the researcher knows some of the variables in the population that are critical for achieving representativeness. Variables commonly used for stratification include age, gender, race and ethnicity, socioeconomic status, diagnosis, geographic region, type of nursing care, and site of care.

A

Stratified random sampling

72
Q

researcher develops a sampling frame that includes a list of all the states, cities, institutions, or clinicians with which elements of the identified population can be linked. A randomized sample of these states, cities, institutions, or clinicians can then be used in the study. In some cases, this randomized selection continues through several stages and is then referred to as multistage sampling.

A

cluster sampling

73
Q

used when an ordered list of all members of the population is available. The process involves selecting every kth individual on the list, using a starting point selected randomly.

A

Systematic sampling

74
Q

also called accidental sampling, is a relatively weak approach because it provides little opportunity to control for biases; participants are included in the study merely because they happen to be in the right place at the right time

A

Convenience sampling

75
Q

uses a convenience sampling technique with an added feature—a strategy to ensure the inclusion of participant types likely to be underrepresented in the convenience sample, such as females, minority groups, older adults, and the poor, rich, and undereducated.

A

Quota sampling

Evidence Based Practice (1 decks)

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