One

Question 1

What is the evidence based practice process?

Answer 1

1. ask a question
2. access the evidence
3. appraise the evidence
4. apply the evidence
5. assess the process

Question 2

what are the 3 levels of research Q’s?

Answer 2

1. Decisional
2. Relational
3. Casual

Question 3

What are the characteristics of a RCT?

Answer 3

Randomization
Manipulation
Control

Question 4

What are examples of threats to internal validity

Answer 4

history
maturation
testing
instrumentation
experimental mortality
statistical regression
selection bias
selection-maturation interaction

Question 5

What are the different types of quantitative studies?

Answer 5

True experimental
Quasi-experimental
Pre-Experimental
Non-experimental

Question 6

Characteristics of True experimental

Answer 6

• need RANDOMIZATION, CONTROL, MANIPULATION
• intervention w/held from control group
• it controls the influence of basic threats to internal validity and eliminates unwanted phenomena
• answers level 3 q’s
• sufficient theory to examine causality
• conditions/ethics that permit R.C.M

Question 7

Characteristics of quasi-experimental

Answer 7

• may not be appropriate or ethical to use randomization or to manipulate the w/holding of an intervention
• choice of this study should be based on level of Q and constraints of research
• participants may be from an already formed group ex) exercise class
• matched groups (age, gender, etc)
• CONTROL AND MANIPULATION

Question 8

Characteristics of pre-experimental

Answer 8

-describes phenomena/relationships, potential bias, –inadequate control
- level 1 Q’s
- descriptive
- doesnt have randomization
- may not have control
collects preliminary info

Question 9

What do factorial designs do?

Answer 9

evaluate the effect of 2 or more independent variables and the effect of the interventions on different factors/levels

Question 10

Characteristics of non-experimental

Answer 10

• useful in testing a concept that naturally occurs
• survey research - level 1
• correlational research - level 2

Question 11

Single blind

Answer 11

participants do not know what group they’re in

Question 12

Double blind

Answer 12

research and partcipants do not know what group theyre in

Question 13

Blind Assessment

Answer 13

person doing the ax. does not no what group they’re in

Question 14

How could bias caused by lack of blinding affect outcomes?

Answer 14

Could increase or decrease effect

Question 15

How can blinding reduce bias?

Answer 15

• may help equalize attention/group
• may help avoid differential attrition
• may help avoid expectation of between/worse outcomes