Biostatics Research Nursing Essay Paper
Biostatics Research Nursing Essay Paper
This week we have looked at the research design and how that impacts our data type and collection. Let\’s look at where and how to find data to establish parameters and definitions for research.
Imagine your nurse manager wants to evaluate the CAUTI rates on your unit to see if your unit numbers are within normal limits. While we would like to have CAUTI rates at zero, what is the realistic benchmark and how could you establish what “normal limits” are? You have been asked to investigate this question. Search for an appropriate source giving statistics on CAUTIs and note whether the data they provide is an accurate evaluative benchmark. Defend your choice.
Biostatics Research Nursing
A benchmark establishes the threshold that gauges the collected and evaluated data for statistics based on a metric, rule set or data rule. A typical rule is a desired performance level that establishes a standard for good performance. A benchmark identifies the minimum level of tolerance for exceptions or acceptability for the data. It can be construed as the quantitative quality standard that is defined by performance expectations. In setting the benchmark for the data rule, all statistical analysis for the same rule would be conducted based on the benchmark. The differences between the statistic that is measured and the set benchmark is the variance. It is the variance that is calculated on an ongoing basis to monitor the data and determined whether the target has been achieved or exceeded the benchmark or the data falls short of the benchmark (Khakshooy & Chiappelli, 2018). For the data rule, the benchmark criteria can be based on percentages or counts to determine of the meets, exceeds or fails to meet the benchmark criteria. Whether the variance is negative or positive, the value must be calculated and indicated. A benchmark helps in normalizing data trends and evaluating data performance against standards while analyzing deviations over time (Bekker, Chen & Ferreira, 2020). For instance, analysis of CAUTI data can set a benchmark for the data rule definition based on the desired performance and average performance of similar medical facilities operating in the same area. For the benchmark, tolerance for error would be set and benchmark coded with indications of acceptable thresholds, such as considering performance within 2 points of the benchmark as acceptable. Overall, a benchmark helps to monitor actual data performance against the desired performance.
Reference
Bekker, A., Chen, D., & Ferreira, J. (Eds.) (2020). Computational and Methodological Statistics and Biostatistics: Contemporary Essays in Advancement. Springer AG.
Khakshooy, A., & Chiappelli, F. (2018). Practical Biostatistics in Translational Healthcare. Springer-Verlag.
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These are the missing pieces for revision
Guidelines for Evaluating a Qualitative Study
- Transparency
Transparency is the extent to which the researcher provided details about the study processes such as decisions made during data collection and analysis, ethical concerns that were noted, and personal perspectives that may bias the findings The researcher may indicate that field notes were written immediately after each interview. For examples, such field notes may include thoughts on what worked or did not work in getting participants to talk freely as well as insights from the researcher’s self-reflection of his or her response to the data. Biostatics Research Nursing Essay Paper
- II. Truth
Truth as a characteristic of qualitative studies is not absolute. Your evaluation is influenced by your confidence that the findings can be confirmed by reviewing the audit trail, field notes, or transcripts (note the overlap with transparency). Strategies implemented to increase rigor, such as comparing transcripts to audio recordings, sharing the findings with participants and writing memos, also increase your confidence in the truth of the findings. Truth also includes the conceptual and experiential fit of the findings with your view of the phenomenon. Your view of the phenomenon also may expand as you empathize with the thoughts, feelings, and experiences of the participants. Some describe this as intuition or new insights that emerge as you read the article. - III. Time
In qualitative research, the researcher is the instrument (Marshall & Rossman, 2016). Time must be spent in gathering data, developing relationships with participants and key informants, interviewing additional participants based on initial data analysis, and being immersed in the data during analysis and interpretation. These activities take time. Some qualitative experts have described this study characteristic as “prolonged engagement” and “persistent observation” (Roller & Lavrakas, 2015, p. 21). As a researcher, you need time to reflect and analyze your own responses to the data as well as thoroughly analyze the data. One indication of the amount of time spent engaged in the study is the depth and comprehensiveness of the descriptions (note the overlap with transparency).
- Transformation
- Do the findings go beyond reporting facts and words to describing experiences with depth and insight?
- Are there other possible interpretations of the data?
- How do the meaning and interpretation of the data match or contrast with previous research findings?
- What contributions do the findings of the study make to what is known about the phenomenon?
- Has the researcher taken the time to hone the writing—to transform the stories of the participants to a narrative that exhibits both thoroughness and eloquence?
- Transferability
Trustworthiness V. is a necessary, but not sufficient, condition for transferability. Transferability is the applicability of the findings to another population or phenomenon, or stated another way the “ability to do something of value with the outcomes” (Roller & Lavrakas, 2015, p. 23). To be transferable, the findings must have meaning for similar groups or settings. The reader or user of the findings is the one who makes the determination of transferability (Streubert & Carpenter, 2011). If you have answered the previous questions and concluded the study is trustworthy, proceed with answering the following questions to determine the transferability of the findings to your practice.- How similar were the study participants to the persons or groups with whom you interact? Are there general truths that emerged from the research that might be used with similar populations, or with people in similar circumstances?
- What implications may the findings have for your practice?
- What actions could be taken that are consistent with the findings?
- How does the study move research, theory, knowledge, education, and practice forward?
You answered the question of time all of this was in the original directions!!!
