Tests and ANOVA in Clinical Practice paper

Tests and ANOVA in Clinical Practice paper

 

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Kersten, M., Vincent-Hoper, S., Krampitz, H., & Nienhaus, A. (2019). Development and evaluation of a training program for dialysis nurses – an intervention study. Journal of Occupational Medicine and Toxicology, 14, 3. https://doi.org/10.1186/s12995-019-0223-3 Tests and ANOVA in Clinical Practice paper

The topic of interest is preventing psychological disorders among nurses. There is a nursing shortage reported at approximately 64% with the situation expected to worsen over time (Rosetter, 2020).  This creates a challenge for medical organizations as they nurses are overworked and under pressure. Medical organizations must look for strategies to maintain healthy, efficiently working and qualified nurse personnel. One strategy for achieving this is to establish a health-promoting work environment to include stress management interventions (Stanhope & Lancaster, 2020).  Tests and ANOVA in Clinical Practice paper

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The article of interest is Kersten et al. (2019) that presents the results of an intervention study into the development and evaluation of a training program for dialysis nurses. It reports that dialysis nurses work in a complex and demanding environment, and this creates psychological pressures that make the work environment less favorable for them with a high possibility of leaving the position. The study postulated that implementing a stress management program (with activities at the individual and organizational levels to include nurse education) would create a health-promoting environment for the nurses. The study specifically evaluated how the interventions affected different social resources, individual resources, and positive and negative indicators of nurses’ wellbeing. The collected data was subjected to ANOVA with the results indicating that while most of the measures displayed small to medium effect sizes, the effects were insignificant. Significantly different mean levels were reported for sense of community (F(2, 64) = 4.592, p = .014, partial η2 = .125) and burnout (F(2, 64) = 3.757, p = .029, partial η2 = .105). The difference in mean levels was not statistically significant for: social support (F(2, 64) = 2.047, p = .137, partial η2 = .060), feedback (F(2, 64) = 1.438, p = .245, partial η2 = .043), self-efficacy (F(2, 64) = .364, p = .697, partial η2 = .011), health awareness (F(2, 64) = 1.012, p = .369, partial η2 = .031), coping (F(2, 64) = .752, p = .476, partial η2 = .023), stress (F(2, 64) = .651, p = .525, partial η2 = .020), and job satisfaction (F(2, 64) = 2.138, p = .126, partial η2 = .063). These results reveal that the intervention caused a significant increase in the sense of community and significant decrease in burnout (Kersten et al., 2019).

The purpose of Kersten et al. (2019) is to acknowledge that while nurses face pressure at work, the organization can provide them with a supportive work environment that eases the pressures they face. The pre-post comparison shows the performance before and after the intervention, thereby showing that the intervention was responsible for any performance differences reported. While a cursory comparison of the means may show that the intervention causes improvements, the ANOVA test helps to show if the differences are statistically significant. This shows that the use of ANOVA as inferential statistics strengthened the study’s application to evidence-based practice. In essence, the ANOVA has helped to understand how the participants respond to the intervention with the null hypothesis for the test being that the means in the pre- and post-intervention periods being equal. Statistically significant results for the ANOVA test mean that the two means are different (or unequal), an indication that there was a significant change between the pre- and post-intervention periods (Grove & Cipher, 2020). Tests and ANOVA in Clinical Practice paper

For this Discussion, review the Learning Resources and reflect on a healthcare issue of interest to find a research article in which to analyze the use of inferential statistical analysis. Reflect on how the study was comprised, the validity of the findings, and whether or not it increased the study’s application to EBP To Prepare: Consider some of the important issues in healthcare delivery or nursing practice today. Bring to mind the topics to which you have been exposed through previous courses in your program of study, as well as any news items that have caught your attention recently. Select one topic to focus on for this Discussion. Review journal, newspaper, and/or internet articles that may provide credible information on your selected topic. Then, select one research article to focus on for this Discussion that used inferential statistical analysis (either a t-test or ANOVA) to study the topic. With information from the Learning Resources in mind, evaluate the purpose and value of the research study discussed in your selected article and consider the following questions: Who comprised the sample in this study? What were the sources of data? What inferential statistic was used to analyze the data collected (t-test or ANOVA)? What were the findings? Ask yourself: How did using an inferential statistic bring value to the research study? Did it increase the study’s application to evidence-based practice? By Day 3 of Week 5 Post a brief description of the topic that you selected for this Discussion. Summarize the study discussed in your selected research article and provide a complete APA citation. Be sure to include a summary of the sample studied, data sources, inferential statistic(s) used, and associated findings. Then, evaluate the purpose and value of this particular research study to the topic. Did using inferential statistics strengthen or weaken the study’s application to evidence-based practice? Why or why not? Be specific and provide examples. Some references Gray, J. R., & Grove, S. K. (2020). Tests and ANOVA in Clinical Practice paper

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Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier. Chapter 25, “Using Statistics to Determine Differences” (pp. 687–698) Donovan, L. M., & Payne, C. L. (2021). Organizational commitment of nurse faculty teaching in accelerated baccalaureate nursing programs. Nursing Education Perspectives, 42(2), 81–86. doi:10.1097/01.NEP.0000000000000764 Gray, J. A., & Kim, J. (2020). Palliative care needs of direct care workers caring for people with intellectual and developmental disabilities. British Journal of Learning Disabilities, 48(1), 69–77. doi:10.1111/bld.12318 Hilvert, E., Hoover, J., Sterling, A., & Schroeder, S. (2020). Comparing tense and agreement productivity in boys with fragile X syndrome, children with developmental language disorder, and children with typical development. Journal of Speech, Language and Hearing Research, 63(4), 1181–1194. doi:10.1044/2019_JSLHR-19-00022

References

Grove, S. K., & Cipher, D. J. (2020). Statistics for Nursing Research: A Workbook for Evidence-Based Practice (3rd ed.). Elsevier, Inc.

Kersten, M., Vincent-Hoper, S., Krampitz, H., & Nienhaus, A. (2019). Development and evaluation of a training program for dialysis nurses – an intervention study. Journal of Occupational Medicine and Toxicology, 14, 3. https://doi.org/10.1186/s12995-019-0223-3

Rosseter, R. (2020, September). Nursing Shortage. https://www.aacnnursing.org/news-information/fact-sheets/nursing-shortage

Stanhope, M., & Lancaster, J. (2020). Public Health Nursing: Population-Centered Health Care in the Community. Elsevier, Inc. Tests and ANOVA in Clinical Practice paper

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