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NUR3300 > Exam 2 Quantitative Measurement > Flashcards

Exam 2 Quantitative Measurement Flashcards

1
Q

Where is data collection found?

A

Methods section of the article.

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2
Q

Rule of thumb

A

“Garbage in, garbage out” If you make poor measurements, you’re going to get bad results

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3
Q

Pretest tools. Why?

A

Performs as expected
Ease of administration
Time commitment
Subject understanding

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4
Q

Data/datum

A

Data is plural, datum singular

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5
Q

Instrument/tools

A

Different word, same thing

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6
Q

Remote indicator

A

how to measure something.

Example: A way to measure pain…facial expression, body language

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7
Q

Standardized instrument

A

An instrument (or tool) that has been checked for reliability/validity, always will work the same

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8
Q

Subscale

A

Take a general topic, break it down

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9
Q

Explicit

A

As accurate as possible

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10
Q

Widely applicable

A

Applies to the general population

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11
Q

Orderly

A

Tidy flow…visually aesthetic

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12
Q

Specific

A

Specific to topic…

Example: DEPRESSION, not anxiety or sadness

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13
Q

Realistic

A

Time appropriate, cost appropriate

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14
Q

Structure

A

High(forces subject to pick a specific answer), middle, low(open ended questions)

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15
Q

Quantifiability

A

Ability of data to be recorded by numbers

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16
Q

Obtrusiveness

A

To what extend does the subject know they are being observed/assessed

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17
Q

Objectivity

A

To what extend are the results subject to bias

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18
Q

Descriptive/Exploratory Design

A

Observational checklist - unique to this design
Questionnaire - very popular
Scale

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19
Q

Correlational/Quasi-Experimental/Experimental/Clinical Trial

A

Questionnaire
Survey
Biophysical

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20
Q

Biophysical Measurement…why use?

A

Relevance to nursing (BP, HR, Temp, Lab values…etc)
Impact of nursing actions
Evaluate nursing procedures
Find health related correlations

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21
Q

Biophysical Measurements need to be…

A

Appropriately collected, recorded, stored, tested, and reported

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22
Q

Psychosocial Measurements

Self Reports

A

Interviews, written questionnaires, etc

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23
Q

Psychosocial Measurements

Observations

A

Checklists, observational rating scales

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24
Q

Likert-type

A

5-7 points

Ex: strongly agree, agree, undecided, disagree, strongly disagree

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25
Q

Visual Analog Scale (VAS)

A

0-100mm

100mm line, subject places vertical line on scale based on their answer.

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26
Q

Semantic differential

A

Forced choices, range

Ex: range of sad to happy, five blank lines, place check mark saying how happy you feel.

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27
Q

Q-sort

A

agree/disagree

Sort index cards into piles…agree/disagree, then agree/strongly agree; strongly disagree/disagree

28
Q

Projective techniques

A

Appropriate for right brained people/children

Ex: Ink blots, pictures, music. Opinions are projected on the image

29
Q

Criteria when examining tools

A

Appropriate (to question/design/population)
Feasible
Acceptable to subject
Reliable and valid

30
Q

Measurement Errors

A

Need to reflect as much truth as possible in our measurements

31
Q

Observed value

A

True value + Error

32
Q

Error can be:

A 
Random
Systematic (Biased)
33
Q

How can you reduce error?

A

Use reliable and valid tools.

34
Q

Reliability

A

Examines stability, equivalence and internal consistency of the tool

35
Q

Correlations
-Pearson r
Chronbach’s alpha

A

.90 and above is very reliable
.80-.89 very good
.60-.79 typical

36
Q

Stability:

-Test/retest

A

same instrument given more than one time using same conditions
find if there is a correlation (r) between scores
want a strong correlation

37
Q

Stability:

-parallel/alternate form

A

two versions of the same instrument

Example: use the same questions, but move them around…put them in a different order

38
Q

Internal consistancy

A

The questionnaire deals with the same conceptual area consistently throughout the tool
ex: all the questions are about “happiness”

39
Q

Split-half

A

see if 1st half and 2nd half of test are highly correlated

40
Q

item to total

A

strong correlation in total score

41
Q

kuder-richardson coefficient

A

dichotomous scores

42
Q

chronbach’s alpha

A

continuous scores

43
Q

Equivalence

-Inter-rater

A

Do two or more people score the observations the same

Gives the researcher a correlation coefficient

44
Q

If doing the test-retest…

A

the longer the lag time, the lower the r

45
Q

The more homogeneous the sample…

A

they lower the reliability.

46
Q

Validity

A

The tool actually measures the variable of interest.

47
Q

Can a tool be valid without being reliable?

A

NO. If a tool is valid, it must be reliable. However, a tool can be reliable without being valid.

48
Q

Face

A

The items (questions) look appropriate to the general population. It “looks right.”

49
Q

Content

A

Items derived from literature and expert advice.
Items look appropriate to experts in the field
Items with questionable ratings are modified or dropped.

50
Q

Construct

A

Do the items measure all important aspects of the concept and are those important aspects measured appropriately.

  • Known groups
  • Hypothesis testing
  • Convergence/divergence
  • Factor analysis
  • Multimethod/multitrait
51
Q

Criterion

A

Compares to another measure…logically connected

-Tries to determine how observed score might compare to the true scores

52
Q

Predictive

A

This measurement correlates well with predictions made using this measurement.
Ex. if you have a strong high school GPA, you’ll have a strong college GPA

53
Q

Concurrent

A

This measurement correlates well with another ‘gold standard’ measurement given at the same time.

54
Q

Sensitivity

A

The ability of an instrument to correctly identify a “case” or correctly screen for or diagnose a condition.
Ex. This IS depression

55
Q

Specificity

A

The ability of an instrument to correctly identify ‘non-cases’ or to rule out those without the condition.
Ex…this shows it is NOT depression

56
Q

Response rate

A

Very low… 5%, 10% with a reminder

57
Q

Subject characteristics

A

may limit responses…age, physical limitations

58
Q

Complexity

A

Needs to be low in complexity in order to be comprehended

59
Q

Scale

A

specifies all the possible values a given measurement may have

60
Q

All scales have:

A
  • At least two values
  • Exhaustive scope
  • Mutually exclusive categories
61
Q

Categorical/dichotomous

A

1 for boy, 2 for girl

62
Q

Continuous

A

1,2,3,4 etc…

63
Q

Nominal

A

Using an arbitrary number represent your variable

ex. 1 for boy, 2 for girl
* Categorical

64
Q

Ordinal

A

Using a systematic ordering of numbers to represent ordered responses.
Not measured…no ‘distance’ between numbers.
Ex. Strongly agree=5….strongly disagree=1
*Categorical
*Likert-scale

65
Q

Interval

A

Using a systematic ordering of numbers to represent ordered responses
there IS a true distance between the numbers
NO true zero point
*Continuous
ex. temperature (above and below zero)

66
Q

Ratio

A 
Most sophisticated
There is a true distance between the numbers
IS a true zero point
*Continuous
Ex height/weight/age
67
Q

Scoring the tool

A

Check the instructions
Total scores vs. subscale scores
Positives and negatives…today was a good day yes or no, vs, today was a bad day yes or no

NUR3300 (20 decks)

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