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NUR 352 > Test 4 > Flashcards

Test 4 Flashcards

1
Q

The only design that allows for conclusion of cause and effect

A

experimental designs

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2
Q

The gold standard for EBP

A

experimental design

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3
Q

Similar to experimental design, assignment to groups is not random. Evidence of cause and effect is not as strong as a result

A

quasi-experimental design

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4
Q

Studies of intact groups:

A

case/control
ex post facto
causal-comparative

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5
Q

measurement of a group over time

A

time series designs

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6
Q

independent variable manipulated at some point in time, group serves as its own control

A

time series designs

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7
Q

enables researcher to determine effectiveness of intervention & quantify timing of effects

A

time series designs

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8
Q

Enables inference of results from a carefully selected sample to an overall population

A

inferential analysis

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9
Q

quantifies the potential effects of error on the results

A

inferential analysis

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10
Q

Statistical tests in quantitative analysis are selected:

A

a priori

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11
Q

Type of analysis is driven by:

A

goals of the analysis
assumptions of the data
number of variables in the analysis

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12
Q

Based on the assumption that the data fall into a specific distribution, usually the normal distribution

A

parametric

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13
Q

Specific to data that is not normally distributed

A

non-parametric

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14
Q

a single variable (descriptive and summary statistics, single dependent variable or one group)

A

univariate

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15
Q

two variables (relationship between two variables such as correlation, single variable predicts an outcome)

A

bivariate

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16
Q

Simultaneous analysis of multiple variables (greater than two) (multiple predictors on a single outcome or multiple factors on multiple outcomes, multiple groups and several effects)

A

multivariate

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17
Q

indicates that the probability the results are due to chance is very low

A

very low p-value

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18
Q

indicates that the test has statistical significance

A

low p-value

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19
Q

gives inferential analysis its strength

A

comparison of differences to standard error

Calculation of the probability of error

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20
Q

determines if the intervention has an effect that is real

A

statistical significance

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21
Q

quantify if the difference is important

A

clinical significance

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22
Q

Reflects the extent to which an intervention can make a real difference in patients’ lives

A

clinical significance

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23
Q

statistics that inform the importance of findings

A

confidence intervals
minimum important difference
effect size

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24
Q

this sample statistic equals the population parameter

A

estimation

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25
Q

the range of numbers we believe will include the population parameter

A

interval estimate

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26
Q

allows for determination of the amount of uncertainty in the estimate

A

statistical estimation

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27
Q

Two numerical values defining an interval that we believe, with an identified level of confidence, actually includes the estimated population parameter

A

confidence interval

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28
Q

Show the range of possible differences in effect by intervention
Help the nurse determine whether the observed differences suggest true benefits, or just minor change
Reported in the same relative scale as the outcome itself

A

confidence interval

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29
Q

Common ways to find the _____ include:
Compare the change in the outcome to some other measure of chance
Compare the change to a sampling distribution to determine its probability
Consult an expert panel

A

Minimum important difference

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30
Q

is the size of the differences between experimental and control groups

A

effect size

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31
Q

If a difference is detected, may be due to:

A

Experimental treatment caused the effect

Sampling error caused the effect (chance)

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32
Q

We ____ prove the experiment caused the difference

A

cannot

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33
Q

We ____ estimate the probability it was caused by error

A

can

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34
Q

determines whether the differences in mean values between two groups are statistically significant or clinically important:

A

z or t test

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35
Q

appropriate for large samples or testing a population

A

z test

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36
Q

for small samples

A

t test (30 or less)

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37
Q

____ are best for identifying patient preferences, aggregating clinician experiences, and for identifying trends in the recommendations of clinical experts.

A

qualitative studies

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38
Q

The goal of qualitative inquiry

A

to identify the meaning of a phenomenon, event, or experience for an individual.

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39
Q

Used for exploratory questions to establish basic knowledge

A

descriptive qualitative study

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40
Q

Used to extract meaning

Emphasizes process and context in understanding an experience

A

Interpretive qualitative study

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41
Q

qualitative designs have a ____ design

A

emergent

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42
Q

Data gathered directly from informants, through observation, or from documents
Questions that reflect exploration of perceptions
Constant comparison analysis

A

Qualitative designs

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43
Q

Research that is applied to discover the meaning and interpretations of events, phenomena, or experiences by studying cases intensively in natural settings and by subjecting data to analytic interpretation.

A

constructivist research

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44
Q

informants chosen who can best inform the question

A

purposeful sampling strategy

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45
Q

Emergent analytic process that evolves

- Coding units of meaning into themes

A

constant comparison

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46
Q

detailed descriptions

A

field notes

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47
Q

Qualitative data is based on ______ rather than ___ and ____

A

trustworthiness
reliability
validity

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48
Q

types of triangulation

A

Data source triangulation
Investigator triangulation
Theory triangulation
Method triangulation

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49
Q

goals of qualitative analysis

A

Reduce the data to meaningful units that can be described, interpreted, reported
To organize and produce structure to the data collected
To draw out the meaning from the information and develop themes

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50
Q

qualitative analysis challenges

A

No single standard or guideline for the analytic process
Enormous quantity of data is generated that must be reviewed and summarized
Balancing rich description with focus and length limitations

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51
Q

A method of analysis that involves the review of data as they are gathered and comparison of new data to what has been interpreted, in order to support reject earlier conclusions.

A

constant comparison

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52
Q

Common Qualitative Analytic Styles

A

template analysis
editing analysis
immersion/crystallization

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53
Q

The Phases of Qualitative Analysis

A

Comprehending
Synthesizing
Theorizing
Recontextualizing

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54
Q

Reflection on the data
Explication of themes
Discernment of patterns that form the “essence of the experience”

A

Phenomenology

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55
Q

Generate categories of meaning
Position each category in a theoretical model demonstrating relationships
Create a story from the interconnectedness of the categories
Add informants as the theory unfolds to illuminate and/or refute specific conclusions

A

Grounded Theory

56
Q

Triangulation of multiple sources of information

Use of thick description to draw conclusions

A

Ethnography

57
Q

Criteria for Trustworthiness

A

Credibility
Dependability
Confirmability
Transferability

58
Q

Quantitative analysis can be used for:

A

determine effects of an intervention
Measure the relationships between variables
Detect changes over time

59
Q

PICO stands for:

A

Population
Intervention
Comparison
Outcome

60
Q

Studies of cause and effect similar to experimental designs but using convenience samples or existing groups to test interventions.

A

quasi-experimental designs

61
Q

An intact group design that involves categorization of subjects into groups. An outcome of interest is measured and differences are attributed to the differences in classification of subects.

A

Causal-comparative

62
Q

The strongest type of quasi-experimental design in which subject responses in two or more groups are measured before and after an intervention

A

nonequivalent comparison group before/after design

63
Q

An intact-group design that relies on observation of the relationships between naturally occurring differences in the intervention and outcome.

A

Ex post facto research

64
Q

A type of quasi-experimental design in which data are collected after the intervention is introduced. Lack of baseline data may introduce extraneous variables in the results.

A

nonequivalent comparison group posttest only

65
Q

An intact-group design that involves observation of subjects who exhibit a characteristic matched with subjects who do not. Differences between the subjects allow study of relationships between risk and disease without subjecting healthy individuals to illness

A

case-control study

66
Q

Highly strutured studies of cause and effect applied to determine effectiveness of an intervention

A

experimental design

67
Q

A type of quasi-experimental design in which only one group receives the intervention; an outcome is measured repeatedly over time

A

time-series designs

68
Q

A subgroup of the sample of a quasi-experimental design from which the intervention is withheld. Subjects are similar to and compared with the experimental group, but are not randomly assigned.

A

comparison group

69
Q

A error that is drectly affected by variability and indirectly affected by sample size

A

standard error

70
Q

Statistical tests that make no assumptions about the distribution of the data

A

nonparametric tests

71
Q

A statistic used to represent a population parameter

A

point estimate

72
Q

The categories that make up factors in an ANOVA

A

levels

73
Q

statistical tests that are able to yield reliable results even if their underlying assumptions are violated

A

robust tests

74
Q

Independent variables in an ANOVA that are measured as categories

A

factors

75
Q

Variable that is not a part of the central study, but do exert an effect on the outcome

A

extraneous variables

76
Q

The primary difference between quasi-experimental and experimental designs is:

A

the lack of random assignment to tx groups

77
Q

time-series designs are sometimes considered ____

A

quasi-experimental

78
Q

___ ____ answers the question “What is going on?”

A

descriptive analysis

79
Q

___ _____ answers the question “Are you sure?”

A

inferential analysis

80
Q

an analysis of differences that occur between samples and populations, between groups, or over time because something changed.

A

inferential analysis

81
Q

the p-value represents:

A

the probability that the results were due to standard error

82
Q

low p-value =

A

statistical significance

83
Q

clinical significance is determined if the ___ is within the ___

A

MID; confidence intervale

84
Q

ANOVA stands for:

A

analysis of variance

85
Q

used in a preliminary way to establish basic knowledge about a groups’ or individual’s response to health and illness

A

descriptive qualitative research

86
Q

involves extracting meaning from data in ways that require inductive thought on the part of the researcher

A

interpretive qualitative research

87
Q

emphasizes understanding the meaning that individuals ascribe to their actions and to the reactions of others

A

interpretive qualitative research

88
Q

another word for qualitative research

A

constructivist research

89
Q

grounded in the assumption that individuals construct reality in the form of meaning and interpretation

A

constructivist research

90
Q

useful for determining the effectiveness of an intervention

A

quantitative research

91
Q

useful for describing the acceptability of an intervention

A

qualitative research

92
Q

based on a set of preestablished set of selection criteria and a systematic appraisal of study quality

A

qualitative meta-synthesis

93
Q

encompasses both qualitative and quantitative studies, resulting in a practice guideline that incorporates elements of both types of research

A

integrative review

94
Q

researchers specifically state questions; not objectives, aims, or hypotheses

A

qualitative research

95
Q

research quality designs are sometimes called ___ when they refer to qualitative approaches

A

traditions

96
Q

Occurs when the researcher identifies criteria for the type of informant most likely to illuminate the research question, actively seeks out these individuals, and personally invites their participation.

A

purposeful selection

97
Q

involves sampling participants who meet certain inclusion criteria and then stratifying them according to age, gender, ethcicity, and other criteria

A

stratified purposeful sampling

98
Q

The results of the study represent the realities of the participants as musch as possible

A

credibility

99
Q

the researcher attempts to enhance objectivity by reducing bias in methods and procedures

A

confirmability

100
Q

repetition of the study with similar subjects in similar circumstances results in consistent findings

A

dependability

101
Q

results can be transferred to situations with similar subjects and settings

A

transferability

102
Q

A sensitiviity to the ways in which the researcher and the research process have shaped the data; based on introspection and acknowledgment of bias

A

reflexivity

103
Q

investment of sufficient time in the data collection process so that the research gains an in-depth understanding of the culture, language, or views of the group under study

A

prolonged engagement

104
Q

enhancing credibility by cross-cheking information and conclusions, using multiple data sources, using multiple research methods or researchers to study the phenomenon, or using multiple theories and perspectives to interpret the data

A

triangulation

105
Q

a type of triangulation in which multiple data sources are used in a study

A

data source triangulation

106
Q

a type of triangulation in which more than one person is used to collect, analyze, or interpret a set of data

A

investigator triangulation

107
Q

involves gaining and using multiple perspectives from other researchers or published literature

A

theory triangulation

108
Q

entails the use of multiple data collection methods

A

method triangulation

109
Q

Asking paritcipants to review and comment on the accuracy of transcripts, interpretations, or conclusions.

A

member checking

110
Q

A thorough, conscientious reflection on and documentation of the decisions that were made, the procedures that were designed, and the questions that were addressed during analysis

A

audit trail

111
Q

qualitative research has a __ focus

A

subjective

112
Q

intense study of a single subject or small group of subjects

A

case research method

113
Q

interpretation of the meaning in verbal responses or in documents

A

content analysis

114
Q

Designs that rely on data collected via interviews or document analysis and that use interpretive coding to arrive at themes and patterns.

A

content analysis

115
Q

useful for understanding the way in which patients react and respond to both everyday experiences and unique events

A

phenomenology

116
Q

The goal is to develop rich, detailed, insightful descriptions of the way individuals react to the experiences in their lives.

A

phenomenology

117
Q

A process that occurs when an observer has extended contact with the subjects of a study. The subjects revert to natural behaviors and come to disregard that observer’s presence

A

habituation

118
Q

Intent is to discover a pattern of reactions, interactions, and relationships among people and their concerns

A

grounded theory

119
Q

provides evidence about the ways people react and interact with one another and with their own health and illness.

A

grounded theory

120
Q

The degree to which descriptive information such as events, subjects, setting, time, and places are accurately reported.

A

descriptive validity

121
Q

Thedegree to which participants’ viewpoitns, thoughts, intentions,a nd experiences are accurately understood and reported by the qualitative researcher

A

interpretive validity

122
Q

The degree to which a theory or theoretical explanation informing or developed from a research study fits the data and, therefore, is credible and defensible

A

theoretical validity

123
Q

The degree to which an evaluative framework or critique is applied to the object of study

A

evaluative validity

124
Q

involves the selection of a second sample of informants with less restrictive criteria to encourage diverse viewpoints to emerge

A

theoretical sampling

125
Q

geared toward interpretation of text to find meaningful segments.

A

editing analysis

126
Q

reduced to the fewest components; the simplest model that will demonstrate a concept

A

parsimonious

127
Q

A qualitative data analysis and cognitive process undertaken by the researcher to search for meaning that may lead to a theory

A

recontextualizing

128
Q

Occurs when the researcher attempts to make sense of the data that have been collected an get a sense of the overall tone.

A

comprehending

129
Q

Leads the researcher to sift through the data using inductive reasoning to put the pieces of the puzzle together

A

synthesizing

130
Q

Brings the researcher to the point of what he or she believes has truly emerged from the data

A

theorizing

131
Q

A system of organizing data into preset categories to allow for examination and further analysis

A

schematic

132
Q

labels, descriptions, or definitions assigned to data to allow them to be categorized and analyzed in qualitative research.

A

codes

133
Q

implicit, recurring, and unifying ideas derived from the raw data in qualitative research

A

themes

134
Q

An external check on credibility of results in which objective peers with expertise in the qualitative method of analysis review and explore various aspects o the data

A

peer debriefing

135
Q

A measure of interrate or intercoder reliability between two raters or coders. The test yields the percentage of agreement and the probabilty of error.

A

Cohen’s kappa

136
Q

A review of data and relevant documents, procedures, and results by an external reviewer

A

inquiry audit

137
Q

A detailed description of the researcher’s decision rules for data categorization and inferences made in the analysis

A

decision trail

NUR 352 (3 decks)

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