17 Jun WHAT WOULD BE THE EXPECTED LIFESPAN OF APPROXIMATELY 99% OF THE LIGHT BULBS?
GHS5841 Research and Evidence for Practice
Workbook: Supplementary Assessment
Due Date: November 13 2015 23.55hrs
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This paper consists of 104 marks and constitutes 20% of your grade for this unit.
QUESTION 1 (3 marks)
a) Locate and give the reference for one article that represents the highest evidence available relating to the changing of intravenous administration sets.
b) According to the JBI evidence hierarchy (effectiveness domain) what level of evidence is this article?
c) What is the evidence regarding the frequency of administration set changes?
QUESTION 2 (10 marks)
a) Identify the appropriate measurement scale for the following:
Variable Measurement Scale
Length
Body temperature
Time of day (Night Dawn Noon Afternoon Evening)
pH
Hair Colour
Ranking of journals in a category according to impact factor
Presence or absence of infection
Height
b) You construct a survey and create categories for age what scale is this? Identify one advantage and one disadvantage of measuring the variable in this way.
QUESTION 3 (2 marks)
The lifespan of light bulbs is normally distributed with a mean life of 850 hours and a standard deviation of 20 hours.
a) What would be the expected lifespan of approximately 99% of the light bulbs?
b) What percentage of light bulbs should last for at least 830 hours?
QUESTION 4 (8 marks)
Nursing staff in a surgical ward are interested in acupressure in treating postoperative nausea and vomiting. They decide to carry out a study comparing its effectiveness with that of standard treatment. Patients must consent to the study to be included.
a) Explain the difference between internal and external validity in studies such as this [2 marks] b) Identify 3 threats to internal validity in this study and suggest strategies by which they could be prevented or reduced [6 marks] QUESTION 5 (6 marks)
A class of 30 students received the following marks (expressed as percentages) for their overall assessment.
Student Mark Student Mark Student Mark
Grace 50 Sunil 62 Ahmed 67
Jianxia 76 Louisa 90 Tracey 72
Mark 82 David 72 Lian 62
Herlina 52 Jennifer 54 Abdul 20
James 64 Matilda 69 Melanie 65
Bianca 77 Elise 43 James 59
Mishal 35 Ramon 75 Jehan 67
Nawal 85 Caroline 62 Diana 58
Chris 78 Zara 70 Peter 68
Simon 60 Sunit 56 Rebecca 53
a) Calculate: [3 marks] i) The mean
ii) The median
iii) The mode
b) You wish to know whether there is a difference between the marks obtained by male and female students. How would you examine the association between these two variables? [1 mark] c) What statistical test would you perform to examine the significance of this association? [1 mark] d) You are also interested to know whether there is an association between the marks obtained for this subject and those obtained for another unit which all of the students have taken. To compare the marks you calculate Pearsons correlation coefficient and obtain a result of -0.334. What can you conclude about the relationship between the two sets of marks? [1 mark] QUESTION 6 (3 marks)
The graph below indicates the distribution of the memory test scores of 123 people. What inference can you make about the distribution of scores? [1 mark] c) For this dataset what would be the most appropriate measure of: [2 marks] i) central tendency
ii) dispersion
QUESTION 7 (15 marks)
Julia works in a general medical ward where the majority of patients have intravenous infusions. She is concerned about the incidence of phlebitis around the cannulation site and wonders whether it is related to the type of dressing used to secure the cannula. Currently all cannulae are secured with adhesive tape. After examining a variety of available products Julia and her team decide to try a transparent non-occlusive dressing to see if the incidence of phlebitis is affected.
a) Generate a null hypothesis and an alternate (non-directional) hypothesis for Julias study [2 marks] Null:
Alternate:
Julia and her team commence a study to test this hypothesis. For the first 6 months of the study all enrolled patients have their IV cannulae managed with the standard dressing. The incidence of phlebitis is documented and all other relevant data is collected. For the next six months all enrolled patients have their cannulae managed with the new dressing. The same data is collected as previously.
b) What is the name of this research design? What level of evidence (according to the JBI hierarchy) will it generate? [2 marks] c) What design could be used to provide a higher level of evidence? Why is this second design considered superior? [2 marks] d) Give three (3) reasons why Julias team might have chosen the first design over the second [3 marks] e) For this study identify [2 marks]:
i) the independent variable
ii) the dependent variable
f) How will Julias team examine the association between the independent and dependent variables? [1 mark] g) What statistical test would be appropriate to test the hypothesis? [1 mark] h) The test is performed and the result generated is p=0.004. Interpret the p-value. [1 mark] i) What decision would you expect the researchers to make with respect to the null hypothesis? [1 mark] QUESTION 8 (7 marks)
Researchers are interested in comparing the effectiveness of a non-pharmacological method of managing pain compared with pharmacological management in patients with arthritis. They decide to conduct a systematic review.
They perform the systematic review and find 4 studies have been conducted. All have measured patients self-reported pain using a visual analog scale (1-10) and have compared the mean pain score for the experimental and control groups. The researchers are able to combine the findings from these studies in a meta-analysis testing the null hypothesis that there will be no difference in the pain scores between the two treatments. These findings are displayed graphically in the Figure in Appendix 1.
a) What does the figure indicate about the outcomes of the 4 individual studies? [2 marks] b). Comment on the width of the confidence intervals for the various studies. What is the likeliest reason for the difference? [2 marks] c) When the findings from the 4 studies are combined the difference between the mean pain scores is 0.4 with 95% confidence intervals of -0.4 and 1.2. Interpret these confidence intervals [2 marks] d) What conclusion will the researchers make regarding the null hypothesis? [1 mark] QUESTION 9 (21 marks)
Jane is a new graduate coordinator at a hospital where she manages the transition to practice of new graduates employed at the hospital. She has introduced a mentorship program on two of the wards where she provides primary mentorship to 10 graduates and wishes to conduct qualitative research to explore the new graduates perspectives on their transition experience in these wards and compare it to other support programs in the hospital.
a) Identify an appropriate methodology for this study and provide a rationale for its use. Include at least one reference specific to the methodology. Identify the paradigm with which this methodology is aligned. [6 marks] b) Identify and provide the rationale for a suitable sampling strategy for this methodology. [3 marks] c) What data collection strategy/strategies would be most appropriate for this methodology? Give reasons. [3 marks] d) Describe and provide a rationale for an appropriate method of data analysis for this methodology. [3 marks] e) Identify three (3) elements of research rigour relevant to this methodology and provide a specific example of how each could be achieved in this study. [6 marks] QUESTION 10 (16 marks)
a) With respect to the study in the Question 9 identify specific ethical problems which this study raises and the ethical principle which is threatened in each case. What specific strategies could Jane adopt in her research procedures to overcome these ethical problems? [6 marks] b) Provide an example of each of the following ethical review categories and give reasons why the type of study would be categorised in this way [8 marks] i) a type of study requiring approval by the full Human Research Ethics Committee (HREC)
ii) a type of study that could be approved by the Chair of the HREC alone
iii) a type of project that could be exempted from ethical review
iv) a type of study that would not require approval by any external body or committee
c) In the study in Question 9 what type of consent would you expect participants to provide? Why? [2 marks] QUESTION 11 (13 marks)
In the appendix at the end of this document you will find extracts from interview transcripts from a study examining the experiences of lecturers at a UK university. Rachel and Fern are pseudonyms for two of the study participants. The specific question addressed in these extracts is What are lecturers experiences of teaching various types of students?
a) What type of interview are these examples of? [1 mark] b) Written transcripts contain only the words spoken by the participants. What other data is available during the actual interview and is important to take into account when considering their answers to the questions? As a researcher how would you collect this type of data? [4 marks] c) From the data identify two (2) themes that could contribute to answering the research question. Provide 3 examples of data (ie quotes from the interviews) that would contribute to each theme. [8 marks] REFERENCES
APPENDIX I
Figure: Findings of 4 studies showing the difference between the mean pain score (central square) for the experimental (non-pharmacologic management) and control (pharmacologic management) groups. 95% confidence intervals are shown by the lines. The final diamond shows the combined difference between mean scores (mean score for experimental group minus mean score for control group) and 95% confidence intervals (ie meta-analysis of the 4 individual studies).
APPENDIX II
Extract 1: Fern
Interviewer: Okay we are now going to focus on students. A question about the attendance and motivation of students.
Fern: I think thats difficult I think now were treating the preliminary degree as a career grade its becoming a bit like school. In a sense youve got some kids who love to be there and other kids who cant be bothered because theyre just going through the motions. And there used to be about 510% of people went to university so I imagine you were effectively teaching that minority who really want to be there. But now you have some who are not too bothered; theyre here to get a qualification and get on with their lives and theyre quite instrumental with that. But people dont attend because theyre working they dont come in because as soon as they know what the assessment is they go to do it and dont want to learn. Theyre not particularly interested in learning they just want to get the assessment and thats it. So I think to a certain extent that I understand thats instrumental to students doing reasonably well. They dont have a breadth of education but they can technically get though the assignment. So I just let them get on with it and concentrate on those who really want to do it you know. So really its like the old university group inside the mass really so you know I just focus thats not true I dont just focus on those who are interested. But if a minority like lectures arent compulsory we dont take down registers so there might be people not there. But we do take registers in seminars so we have more people there. If I find some people havent turned up to class I dont worry about it because I teach those that are there and those who are there by definition are the most interested. So attendance is a problem that cynicism of oh lets get through this oh weve got to do this degree lets get through it. Theres still loads of interested students but if theyre not there then theyre either working or not interested.
Interviewer: Okay what is your experience of teaching mature students?
Fern: Oh it used to be fabulous in the good old days when there were grants we had loads and loads of mature students and sometimes up to a third of a course were made up of mature students. And there would be all sorts of people we had vicars we had retired miners all sorts of people coming in. And lots of women who had returned to work after having children. And several of them struggled with it but some of them were really fabulous. In fact we had a couple of mature students just recently on the course; I wouldnt say more so than other students but they were here because they wanted to be here. And they were desperate to learn and desperate to know some of the brightest students we had were the mature students. And I thought it was marvellous taking somebody who had no chance of education and suddenly had the confidence to realise that they could come to learn and I think its fabulous. I really really enjoyed that you dont have that now because of course they cant afford to take the loans out mature students they have to work. You know no government grants theres no support for them so theyve all gone nearly all gone.
Interviewer: Have you noticed this change since it became a university or just the whole
Fern: Its the loss of the grant. I dont think its got anything to do with turning into a university; I suppose theres also the whole strict admissions and this kind of thing. But I dont think thats got to do with being a university because I think traditional universities used to take in more mature students all the time so I dont think its got anything to do with being a university. I think that its just to do with increased bureaucracy and the loss of grants.
Interviewer: Have you noticed any differences between the way that students like to be taught? Like more traditional students liking it one way and mature students a different way or?
Fern: I dont know
Interviewer: A difference in methods of teaching?
Fern: I dont think theres a difference in methods of teaching. I think all students now need the information they want to know what the assessment is; they want to know what they need to do because they want to know how to get the marks. They really are quite instrumental whereas the mature students never were here just to get the qualification that was the icing on the cake. They were here to learn and to enjoy the process. Im not sure that students enjoy the process any more; I dont know if students get a kick out of learning anymore they do it because they have to do it otherwise they wont get the jobs they want. So whether its to do with style of teaching its got to do with the content and the seminars the attitude is just very very different take the information.
Interviewer: What is your experience of overseas students?
Fern: Loads of it through the years. Again its about the same; there was a stage where the international students were quite exceptional: they had quite a struggle to get here and wanted to learn as much as possible. Whereas now we get loads of international students being sent by their government to get trained up to get qualifications and therefore they havent got a hunger to learn. Well thats not true some of them do. But their priority is to get that qualification in the time scale because otherwise theyll have to pay the money back or lose their job so people are under that very instrumental pressure so not doing it for the love of it. I think its much the same; I dont think its to do with being an international student but I think its to do with being put through the grinder to get the qualifications. And I think that makes it difficult but many of them are a delight to teach very interesting obviously they bring new experiences and different perspectives.
Interviewer: And what about language barriers?
Fern: Thats very difficult because if people just arent experienced they may not understand what youre saying. I have quite a fast delivery so I dont probably teach in a style that students would find useful. I work with PowerPoint but then I explain things and I think that I do that quite quickly and therefore if the language isnt there I think that to pick up the meaning of what I am saying may be quite difficult. So I do try to repeat things rather than say it slowly I try to say things two or three times. But yes I think people seem to learn quite quickly when they get here and have to learn another language. But I know students who can barely speak and still manage to get through it somehow. I think a combination of low motivation not really being very on top of a subject and not being able to speak when youve got that combination its pretty difficult but I havent often seen those combinations all together. For instance I have very able very polite international students who barely speak English but as I say they can still get over it. Its a mixture really.
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