For this discussion, you will examine inferential statistics and how they can be used to analyze data in epidemiology. Inferential statistics is different than descriptive statistics. Rather than summarizing the data, inferential statistics test hypotheses so that inferences about a population can be made. Inferential statistics are used to decide whether the outcome of the study is a result of factors planned within the design of the study or determined by chance. With inferential statistics, probability values (p-values) are used to communicate the significance or lack of significance of the results. Choosing the best method to analyze data will depend on factors such as the research question, study design, type of variables, and the sample (Zeni, 2021).
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Upon successful completion of this discussion, you will be able to:
- Explain what inferential statistics are and how they are used in epidemiology.
- Contrast the difference between descriptive and inferential statistics.
Instructions
- Review the rubric to ensure you understand the criteria for earning your grade.
- Read from your textbook Chapter 5.
- Review the Chapter 5 PowerPoint(PowerPoint presentation) file.
- Read the following:
- Common statistical tests and interpretation in nursing research(new tab)
- Basics of statistics for primary care research(new tab)
- Understanding confidence intervals helps you make better clinical decisions(new tab)
- Are you confident about confidence intervals?(new tab)
- Making sense of statistical power(new tab)
- The P value: What it really means(new tab)
- Understanding correlation analysis(new tab)
- Review: Navigating Statistics for Successful Project Implementation(new tab)
- Watch the following videos:
- Choose a problem from your practice that is of interest to you and locate in OCLS a quantitative nursing research article that addresses the problem. Examples of topics are falls, patient handoff, catheter infections, incivility, and mentoring. Use the research article to answer the questions below:
- What was the purpose of the study?
- What were the independent variables (IV) and dependent variables (DV)? Identify the level of measurement for both variables.
- What was the hypothesis?
- What inferential statistics were used to analyze the data? Describe the results.
- Were the results statistically significant (p-value)? Why or why not?
- Support your initial discussion post with references that are relevant, scholarly, peer-reviewed sources, or authoritative
Instructions
I have attached the article to be used. Please let me know if you need anything.
Rubric
| Criteria | Excellent
| Competent
| Needs Improvement
| Inadequate/Failing
| Criterion Score
|
|---|---|---|---|---|---|
| Quality of Initial Post | 16 points (13-16 points) Thoroughly addresses the prompt(s). Post is well developed, refers to relevant course concepts (with citations and references), and provides clear evidence of critical thinking. | 12 points (9-12 points) Adequately addresses the prompt(s). | 8 points (5-8 points) Post addresses the prompt(s) but is limited in referring to relevant course concepts (with citations and references) and providing clear evidence of critical thinking. | 4 points (0-4 points) Post does not address the prompt(s), refer to relevant course concepts (with citations and references), and/or provide evidence of critical thinking. | Score of Quality of Initial Post, / 16 |
| Timeliness | 3 points Initial posting to the question or topic assigned in the workshop activity is made by day five of the workshop. | 2 points Initial posting to the question or topic assigned in the workshop activity is made by day six of the workshop. | 1 point Initial posting to the question or topic assigned in the workshop activity is made by day seven of the workshop. | 0 points No initial posting by day seven of the workshop. | Score of Timeliness, / 3 |
| Interaction | 8 points (7-8 points) Demonstrates critical thinking through quality interaction with at least two classmates by directly commenting on their ideas and making connections to relevant content. Advances the discussion by introducing new ideas, asking clarifying questions, and synthesizing concepts. Responds to faculty follow-up questions. | 6 points (5-6 points) Demonstrates critical thinking through quality interaction with at least two classmates by directly commenting on their ideas and making connections to relevant content. Responds to faculty follow-up questions directed to you. | 4 points (1-4 points) Interaction is incomplete (only one quality response) or lacking in quality in both responses. May or may not respond to faculty follow-up questions directed to you. | 0 points No interaction with classmates. | Score of Interaction, / 8 |
| Written Communication | 3 points Written communication is easy to read and understand. Communicates clearly through the effective control of grammar and spelling. Appropriately uses APA for citations and references. | 2 points Written communication is readable. Communicates clearly through the control of grammar and spelling, with only minimal errors. Appropriately uses APA for citations and references. | 1 point Written communication is not as clear due to a few issues with the effective control of grammar and spelling. Attempts to use APA for citations and references, but errors are present. | 0 points No communication or written communication is not as clear due to many issues with the effective control of grammar and spelling. No attempt to use APA appropriately. | Score of Written Communication, / 3 |
Total
Score of Discussion (30 Points),
/ 30
