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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
Visual Analog Scale (VAS)
0-100mm | 100mm line, subject places vertical line on scale based on their answer.
26
Semantic differential
Forced choices, range | Ex: range of sad to happy, five blank lines, place check mark saying how happy you feel.
27
Q-sort
agree/disagree | Sort index cards into piles...agree/disagree, then agree/strongly agree; strongly disagree/disagree
28
Projective techniques
Appropriate for right brained people/children | Ex: Ink blots, pictures, music. Opinions are projected on the image
29
Criteria when examining tools
Appropriate (to question/design/population) Feasible Acceptable to subject Reliable and valid
30
Measurement Errors
Need to reflect as much truth as possible in our measurements
31
Observed value
True value + Error
32
Error can be:
``` Random Systematic (Biased) ```
33
How can you reduce error?
Use reliable and valid tools.
34
Reliability
Examines stability, equivalence and internal consistency of the tool
35
Correlations -Pearson r Chronbach's alpha
.90 and above is very reliable .80-.89 very good .60-.79 typical
36
Stability: | -Test/retest
same instrument given more than one time using same conditions find if there is a correlation (r) between scores want a strong correlation
37
Stability: | -parallel/alternate form
two versions of the same instrument | Example: use the same questions, but move them around...put them in a different order
38
Internal consistancy
The questionnaire deals with the same conceptual area consistently throughout the tool ex: all the questions are about "happiness"
39
Split-half
see if 1st half and 2nd half of test are highly correlated
40
item to total
strong correlation in total score
41
kuder-richardson coefficient
dichotomous scores
42
chronbach's alpha
continuous scores
43
Equivalence | -Inter-rater
Do two or more people score the observations the same | Gives the researcher a correlation coefficient
44
If doing the test-retest...
the longer the lag time, the lower the r
45
The more homogeneous the sample...
they lower the reliability.
46
Validity
The tool actually measures the variable of interest.
47
Can a tool be valid without being reliable?
NO. If a tool is valid, it must be reliable. However, a tool can be reliable without being valid.
48
Face
The items (questions) look appropriate to the general population. It "looks right."
49
Content
Items derived from literature and expert advice. Items look appropriate to experts in the field Items with questionable ratings are modified or dropped.
50
Construct
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
Criterion
Compares to another measure...logically connected | -Tries to determine how observed score might compare to the true scores
52
Predictive
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
Concurrent
This measurement correlates well with another 'gold standard' measurement given at the same time.
54
Sensitivity
The ability of an instrument to correctly identify a "case" or correctly screen for or diagnose a condition. Ex. This IS depression
55
Specificity
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
Response rate
Very low... 5%, 10% with a reminder
57
Subject characteristics
may limit responses...age, physical limitations
58
Complexity
Needs to be low in complexity in order to be comprehended
59
Scale
specifies all the possible values a given measurement may have
60
All scales have:
- At least two values - Exhaustive scope - Mutually exclusive categories
61
Categorical/dichotomous
1 for boy, 2 for girl
62
Continuous
1,2,3,4 etc...
63
Nominal
Using an arbitrary number represent your variable ex. 1 for boy, 2 for girl * Categorical
64
Ordinal
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
Interval
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
Ratio
``` Most sophisticated There is a true distance between the numbers IS a true zero point *Continuous Ex height/weight/age ```
67
Scoring the tool
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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