DNP-Project Discussion Questions

The following questions answered in about 150 words each

DQ-1

Review “Criticism and Judgment: A Critical Look at Scientific Peer Review,” located in topic materials.

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Discuss the importance of incorporating feedback from a peer review process and dealing with the experience of uncertainty it may create for both the author and the reviewer. You may share whatever information from your peer review that you are comfortable sharing.

Why is peer review so important and how can we use peer review or the professional critique offered to us to improve our scholarly position?

RESOURCES

Hope, A. A., & Munro, C. L. (2019). Criticism and judgment: A critical look at scientific peer review. American Journal of Critical Care, 28(4), 242–245.

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=137294238&site=ehost-live&scope=site

DQ-2

View “Privacy & Health Research in a Data-Driven World” located in topic materials.

After viewing the video, discuss how you plan to protect your patient’s privacy within your project.

RESOURCES

View “Privacy & Health Research in a Data-Driven World,” located on the NIH Videocasting website.

URL:https://videocast.nih.gov/summary.asp?Live=33360&start=182&duration=8224&bhcp=1

DQ-3

Review “Why Causal Inference Matters to Nurses: The Case of Nurse Staffing and Patient Outcomes,” located in topic materials.

How would you define and imply causal inference relative to your quasi-experimental designed project and separate it from bias and other factors that may influence it?

RESOURCES

Costa, D. K., & Yakusheva, O. (2016). Why causal inference matters to nurses: The case of nurse staffing and patient outcomes. Online Journal of Issues in Nursing, 21(2), 1. doi-org.lopes.idm.oclc.org/10.3912/OJIN.Vol21No02Man02

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=hch&AN=116288407&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

DQ-4

Review “Information Bias in Health Research: Definition, Pitfalls, and Adjustment Methods,” located in topic materials.

Using your project proposal, provide an example of each of the types of errors described in the article.

RESOURCES

Althubaiti, A. (2016). Information bias in health research: Definition, pitfalls, and adjustment methods. Journal of Multidisciplinary Healthcare, 2016(1), 211–217. https://doi.org/10.2147/JMDH.S104807

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.b1da50f685f4486d809494257f7e7181&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

DQ-5

Examine your process of data collection and how you will maintain patient privacy during your intervention. How can the Christian worldview of carrying out work within the public arena with compassion, justice, and concern for the common good affect data collection and patient privacy?

DQ-6

Review “Lies, Damned Lies and Statistics: Clinical Importance Versus Statistical Significance in Research,” located in topic materials.

Provide examples of how you addressed feasibility and statistical versus clinical significance in your proposal. For example, why did you select a four-week time frame for your project versus a power analysis? Did you select this because it was feasible? Why or why not and explain.

What is the difference between clinical and statistical significance and why are both important to the patient improvement outcomes of your project?

RESOURCES

Mellis, C. (2018). Lies, damned lies and statistics: Clinical importance versus statistical significance in research. Paediatric Respiratory Reviews, 25, 88–93. https://doi.org/10.1016/j.prrv.2017.02.002

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S1526054217300088&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

DQ-8

Review “How to Make APA Format Tables and Figures Using Microsoft Word,” located in topic materials. Create a table of your proposed analysis including descriptive data in a Word document. Upload it to the discussion forum.

RESOURCES

ATTACHED

DNP-960-RS-MODULE-8-MakingAPAFormatTablesandFiguresUsingMicrosoftWord.docx

How to Make APA Format Tables and Figures Using Microsoft Word

I. Tables versus Figures

Tables and figures are used to display critical information, which may be challenging to share in the text. Tables use words and numbers displayed where the arrangement of the data does not visually display a spatial arrangement. Figures, on the other hand, communicate numerical information using spatial relations for comparison. For specific information about tables and figures according to the Publication Manual of the American Psychological Association (APA, 2020). DNP-Project Discussion Questions

II. Examples of APA Tables

A. Descriptive Table

Table 1

Characteristics of Variables

Variable	Variable Type	Level of Measurement
Group, intervention, or tool	Independent	Nominal
Rates or events	Dependent	Nominal
Socioeconomic status or categories in an order	Dependent	Ordinal
Time, temperature	Dependent	Interval
Age, height, scores of tests	Dependent	Ratio

Note: Add notes here = (Provide any reference, 2019).

Table 1

Number of Handoffs Per Groups

Group	Number of Handoffs (%)
Pre-Intervention Group (Baseline)	150 (50%)
SBAR Group	150 (50%)

Note. SBAR handoff was defined as …. (Reference, 2020)

Table 1

Age, Gender Level of Education, and Experience

		n	%
Gender	Male	4	13.3
	Female	26	86.7
Age	24-30	15	50.0
	31-40	7	23.3
	41-50	4	13.3
	51-60	2	6.6
	61-70	2	6.6
Level of Education	Diploma	2	6.6
	Associates in Nursing	2	6.6
	Bachelor of Science in Nursing	24	80.0
	Master of Science in Nursing	2	6.6
Oncology Nursing Certification	Nurses with certification	4	13.3
	Nurses without certification	26	86.7
Years of Experience in Nursing
Nursing	0-5 years	10	33.3
	6-10 years	5	16.7
	11-20 years	10	33.3
	21-30 years	5	16.7
Charge Nurse	0-5 years	5	16.7
	6-10 years	10	33.3
	11-20 years	10	33.3
	21-30 years	5	16.7
Working on Unit	0-5 years	10	33.3
	6-10 years	10	33.3
	11-20 years	5	16.7
	21-30 years	5	16.7

Table 1

Number of Hours Per Week Spent in Various Activities

Group	Baseline (n = 30)	Post Intervention (n = 30)	Total Sample (n = 60)
	M (SD)	M (SD)	M (SD)
Schoolwork	18.23 (7.79)	16.23 (3.99)	17.63 (1.2)
Physical activities	19.54 (3.63)	14.23 (2.84)*	18.67 (1.0)
Socializing	16.23 (3.99)	17.63 (1.2)	18.23 (7.79)
Watching television	14.23 (2.84)	18.67 (1.0)	19.54 (3.63)
Extracurricular activities	19.54 (3.63)	18.23 (7.79)	19.22 (5.45)

Note. Schoolwork was defined as time spent doing classwork outside of regular class time. *statistically significant at p <.05

B. Chi-Square Example (Group IV x Group DV)

Table 1

Cross-tabulation of Groups and Misses and Non-Misses

Group	Communication Misses/Non-Misses
	No Misses	Misses	U	p
Baseline
Intervention

Note. **= p < .01. Adjusted standardized residuals appear in parentheses below group frequencies.

Table 1

Cross-tabulation of Gender and Chronic Pain

Chronic Pain	Gender
	Female	Male	χ2	Φ
Yes	3 (-2.5)	8 (2.5)	4.10**	.50
No	8 (2.5)	4 (-2.5)

Note. **= p < .01. Adjusted standardized residuals appear in parentheses below group frequencies.

C. t-Test Example (Dichotomous Group IV x Score DV)

Notice two separate t-test results have been reported, which can be compared by the reader.

Table 1

Chronic Pain Score and Exercise Time for Males and Females

	Gender
	Female	Male	t	Df
Pain Score	3.33 (1.70)	3.75 (1.79)	-2.20*	175
Exercise Time	4.28 (.7509)	3.87 (.9280)	4.2**	176

Note. * = p < .05, *** = p < .001. Standard deviations appear in parentheses below means.

Table 1

Enter a descriptive title.

	Outcome
	Before Score	After Score	t	Df
Baseline	Mean (SD)	Mean (SD)	Value for t*	Degrees of freedom value
Intervention	Mean (SD)	Mean (SD)	Value for t*	Degrees of freedom value

Note. * = p < .05, *** = p < .001. Standard deviations appear in parentheses below means.

D. One Way ANOVA with 3 Groups Example (Group IV x Score DV)

Within an analysis of variance (ANOVA), an analysis of the effects of comparisons is reported using the F and n2. Notice in the table below, four different analyses or comparisons are displayed. However, if a significant difference is noted, the analysis should go further and provide the comparisons which are made post hoc for any significant analyses. The F value is marked as significant or not with asterisks (***). The power of this table is the ability to examine four different analyses at the same time. DNP-Project Discussion Questions

Table 1

Analysis of Variance for Sleep Times and Experimental Groups

	Experimental Group
	Aerobic Exercise	Weight Lifting	No Exercise	F	η2
Total Sleep Time	8.23a (.55)	6.93b (.90)	7.73ab (.55)	4.78***	.18
Total Wake Time	3.56a (.70)	3.62a (.55)	3.24a (.90)	.07	.00
Total Light Sleep	3.29c (.73)	2.89 (.72)	3.02b (.49)	1.95*	.06
Total Deep Sleep	3.21b (.19)	3.10a (.28)	3.30a (.19)	.20	.01

Note. * = p < .05, *** = p < .001. Standard deviations appear in parentheses below means. Means with differing subscripts within rows are significantly different at the p < .05 based on Fisher’s LSD post hoc paired comparisons.

Any comparison found to be significant should be further evaluated using a post hoc analysis to determine the factor associated with the significance, e.g., aerobic exercise, weightlifting, or no exercise.

E. Factorial ANOVA Example 2 x 3 Between-Subjects Design

Two tables are used within a factorial ANOVA. First, the overall results for the main effects are provided for the two independent variables. Then the interaction effect for the two independent variables is provided. The simple effects are used to show any interactions which may be present. DNP-Project Discussion Questions

Table 1

Experimental Group x Sex Factorial Analysis of Variance for Sleep Scores

Source	Df	F	η2	p
Experimental Group	2	7.93	.17	.001**
Sex	1	31.41	.34	.001**
Group x Sex (interaction)	2	7.85	.17	.002 **
Error (within groups)	30

** = p < .01.

Table 5

Analysis of Sleep Scores for Experimental Groups by Gender

Aerobic Exercise

Weight Lifting

No Exercise

Simple Effects:

F df (2, 30)

Males

10.37a

(2.50)

10.30a

(2.34)

10.33a

(1.63)

.04

Females

4.83a

(1.60)

10.50b

(2.59)

4.50a

(1.52)

15.74**

Simple Effects:

F df (1, 30)

23.56**

.00

23.56**

Note. ** = p < .01. Standard deviations appear in parentheses bellow means. Means with differing subscripts within rows are significantly different at the p < .05 based on Fisher’s LSD post hoc paired comparisons.

F. Correlations (Scores IV x Scores IV)

Table 1

Pearson’s Product Moment Correlations for Chronic Pain Score, Exercise Attitude Scores,

and Physical Activity

Demographic Influences on Exercise

Weight

Age

Chronic Pain Score

Pain Level

.39***

-.07

Pain Intensity

.15

.22*

Physical Exercise

Type of Exercise

-.26**

-.19†

Time of Exercise

-.13

-.21*

Intent to Exercise

.02

-.10

Note. † = p < .10, *= p < .05, **= p < .01, ***= p < .001. N = 96 for all analyses.

III. Examples of APA Figures

Figures are used to show spatial relationships so that comparisons between variables or factors can be visually demonstrated. Figures should be easy to read, relevant, and identify the features being compared using labels, titles, and colors to present the data. The figure should be kept on one page and supplement the text. The caption should provide enough detail that the figure can be understood without having to refer to the text. DNP-Project Discussion Questions

Figure 1 Graph of Scores Before and After

Note: Reprinted from S. GCU. Alternatively, adapted from or www.website.com and reprinted with permission.

Additional Examples:

Table 1

Chronic Pain Score and Exercise Time for Males and Females

	Gender
	Female	Male	t	Df
Pain Score	3.33 (1.70)	3.75 (1.79)	-2.20*	175
Exercise Time	4.28 (.7509)	3.87 (.9280)	4.2**	176

Note. * = p < .05, *** = p < .001. Standard deviations appear in parentheses below means.

Table 1

Table Title Should be Capitalized and Italicized, if Longer Than One-line, Single Space the Title so That it Runs Like This.

______________________________________________________________________________

Variable Variable

Category Group Group Group Group

Table Spanner

1 # # # #

2 # # # #

3 # # # #

___________________________________________________________________________

Table Spanner

1 # # # #

2 # # # #

3 # # # #

___________________________________________________________________________

Total # # # #

Table 1

Means and Standard Deviations in the Measure

_____________________________________________________________________________

Enter the Measure or Variable Score

Category n M SD

1	#	#	#
2	#	#	#
3	#	#	#
4	#	#	#
5	#	#	#

Note: Enter notes

*Enter specific notes

Table 1

Participant Characteristics

__________________________________________________________________________

Group One Other Group

Measure M SD M SD F (DF) p __

1	#	#	#	#	#(#,#)	#
2	#	#	#	#	#(#,#)	#
3	#	#	#	#	#(#,#)	#
4	#	#	#	#	#(#,#)	#

Table 1

Independent Sample t-test

____________________________________________________________________________________

	Group One Group Two
Source	M	SD	M	SD	t (df)	p***
Variable 1	#	#	#	#	# (#)	#

____________________________________________________________________________________

Note: M = Mean, SD = Standard Deviation.

***P<0.001. N=#

Table 1

Chi-Square Results

Group Before After χ2* φ*
Yes	# (##)	# (##)	#	#
No	# (##)	# (##)

Note. **= p < .01. Adjusted standardized residuals appear in parentheses low group frequencies.

Table 1

One-Way Analysis of Variance of the Results

Source	df	SS	MS	F	p
Between groups	2	18.14	9.07	4.09	.02
Within groups	70	155.23	2.22
Total	72	173.37

____________________________________________________________________________________

References

American Psychological Association (2020). Publication manual of the American Psychological

Association. (7th ed.). Washington, DC; Author

Microsoft Word ®. (2019). Retrieved from https://products.office.com/

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