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(CD) EBP Flashcards

Preparation for care design midterm *on SG (69 cards)

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1
Q

Level Ia

A

Systematic review of RCT

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2
Q

Level Ib

A

Systematic review of non-randomized, quasi-experimental

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3
Q

Level IIa

A

Single RCT

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4
Q

Level IIb

A

Single non-randomized trial, single quasi-experimental

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5
Q

Level III

A

Systematic review correlational, observational

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6
Q

Level IV

A

Single correlational, observational

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7
Q

Level V

A

Systematic review of qualitative, descriptive, physiological

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8
Q

Level VI

A

Single qualitative, descriptive, physiological

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9
Q

Level VII

A

expert opinion, panels, opinions of authorities

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10
Q

The purpose/goal of EBP

A 
Develop practice guidelines. 
Reduce practice variation
Provide most effective care
Provide est patient outcomes
Decrease health care cost
Reduce healthcare provider turnover rate
Improves healthcare provider role satisfaction
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11
Q

Role of the BSN nurse in research

A

Read and critically appraise studies
use best research evidence in practice
Assist with problem identification
Assist with data collection

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12
Q

Ways nurses acquire knowledge?

A 
Traditions
Authority
Borrowing
Trail and error
Personal experience
Role-modeling and mentorship
intuition
Reasoning
Research
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13
Q

Strength of evidence: A

A

level 1 evidence
or
consistent findings across II, III, or IV

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14
Q

Strength of evidence: B

A

Consistent findings from level II, III, IV, or V

not I

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15
Q

Strength of evidence: C

A

Evidence of levels II, III, IV, or V with inconsistent findings

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16
Q

Strength of evidence: D

A

Little or no evidence level VI only

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17
Q

Strength of evidence: E

A

Level VII, panel consensus; opinion of expert, case reports

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18
Q

*Qualitative

A

Subjective approach used to describe life experiences and situations

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19
Q

*Things to look out for in determining a study is qualitative

A

An interaction/activity is observed

Small sample size (usually up to 15)

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20
Q

*Quantitative

A

A formal, objective, systematic, process in which numerical data is used to obtain info

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21
Q

*Things to look out for in determining a study is quantitative

A

Usually looking at a clinical problem
large to very large sample size
reports with numbers and statistical tests

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22
Q

Are systematic-reviews and meta-analysis considered primary sources?

A

Yes
Because they take the data and make new conclusions and ideas. They are not just analyzing someone elses data and discussing.

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23
Q

*Pain level in Hispanic patients over 65 that see a group practice arthritis physicians aquatic exercise program where patents can continue to take arthritis medications

Control group

A

Group that just that only uses their medications

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24
Q

*Pain level in Hispanic patients over 65 that see a group practice arthritis physicians aquatic exercise program where patents can continue to take arthritis medications

Intervention group

A

Group that participates in the aquatic exercises program

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25
*Pain level in Hispanic patients over 65 that see a group practice arthritis physicians aquatic exercise program where patents can continue to take arthritis medications independent variable
aquatic program
26
*Pain level in Hispanic patients over 65 that see a group practice arthritis physicians aquatic exercise program where patents can continue to take arthritis medications dependent variable
pain level
27
*Quasi-experimental
Testing an intervention with some sort of lesser control lack of random selection and/or lack of a control group
28
*Correlational
examining the relationships between two variables | Looks at the nature not cause/effect
29
*Types of correlation: Negative
One goes up the other goes down ex/ inc. in the consumption of alcohol and dec. in grade
30
*Types of correlation: Positive
One goes up and the other goes up ex/ inc. in hours slept and inc. in grade
31
*Types of correlation: symetrical
?
32
*Types of correlation: Asymmetrical
?
33
Five steps of EBP
``` Form a clinical question to identify a problem (PICO) Gather the best evidence Analyze the evidence Apply the evidence to clinical practice Asses the result ```
34
PICO(T)
``` Population of interest Intervention of interest Comparison of interest Outcome of interest Time ```
35
Steps for conducting a literature review (7)
IDENTIFY the research problem PLAN the information retrieval process CARRY out the search strategy SCREEN the initial list f citations RETRIEVE full text of studies for evaluation CRITICALLY appraise the studies quality and findings SUMMARIZE and synthesis the findings
36
Requirements for an experimental study
Random sampling Control group Control of the intervention
37
What is the purpose of control in a study?
To increase the probability that the results are true to reality
38
*Probability sampling types
simple random sampling Stratified random sampling Cluster sampling Systematic sampling
39
*Non-probability sampling types
Purpose sampling Network or snowball sampling Theoretical sampling
40
*Simple random sampling
Equivalent to putting names in a hat and picking names out until sample size is reached`
41
*Stratified random sampling
Setting categories/variables that are circuital for representatives and randomly selecting people until each categories either has the same number of people or matches the % in the total population
42
*Cluster sampling
Developing a list of places in which elements of the identified population can be linked and then using a random selection from the randomly selected places. ex/ 10 from nursing, 10 from OT, 10 from business.
43
*Systematic sampling
Creating a list of the people in some type of order (name, age, id number, ect..) and selecting every ___th one. Needs a random starting place
44
*Convenience sampling
participants are included simply because they are in the right place at the right time.
45
*Quota sampling
Is convenience sampling with the precaution to be sure populations/participant likely to underepresented are chosen in proportion to what is in the population
46
*Network/snowball sampling
I pick one person and then ask them to bring 2 people they know and then those 2 people bring 2 people they know.
47
*Purpose sampling
Picking people of a specific person/type. | Used often to qualitative (interviews)
48
*Levels of measurement: Nominal
word descriptions
49
*Levels of measurement: Ordinal
word description, but has an order/hierarchy
50
*Levels of measurement: Interval
Numbers | No absolute zero
51
*Levels of measurement: Ratio
Has an absolute zero | comparable
52
Reliability of measure
Degree of consistency with which it measures the attribute it is supposed to be measuring
53
*Cronbach's alpha
Test for reliability--homogeneity .7 = acceptable .8 = good .9 = Excellent Does alpha equal at least .7?
54
*Reliability testing looks at?
Stability--same results when the test is repeated Homogeneity-- internal consistency Equivalence-- inter-rater reliability (same results different test) Generalizbility--
55
Validity
Degree to which an instrument measures what it is supposed to measure not reliability: reliable does not mean its valid
56
*Internal validity
will this intervention/independent variable make a change or difference in the dependable variable
57
*External validity (problem?)
Are you able to generalize the study to a larger group?
58
*Scales used for measurement?
Self-reporting Visual analog (faces) Likert (1=strongly agree, 2= agree, ect..) Observational
59
*Null hypothesis
There is no relationship between the (2) things that are being studied. -typically the opposite of the alternative/researchers hypothesis
60
*P value
Measurement of the level of significance want p<0.05 p<0.05 indicated statistically significance and result were not due to chance
61
Type 1 error
positive but really negative (false positive) null hypothesis rejected but should be accepted researchers hypothesis accepted should be rejected ex/ autism/vaccines
62
Type 2 error
negative but really positive (false negative) null hypothesis accepted but should be rejected researchers hypothesis rejected should be accepted
63
*T-test Symbol Level of data Does/used for
S: t L: interval, ratio D/U: looks at the differences between two groups
64
Chi squared Symbol Level of data Does/used for
S: x L: nominal D/U: compares expected to what is observed
65
*Correlation Symbol Level of data Does/used for
S: r L: interval, ratio D/U: examines if relationships exist (not direction)
66
*ANOVA Symbol Level of data Does/used for
S: F L: interval, ratio D/U: looks at the difference in means between more than 2 groups. (does not say between what 2 groups tho)
67
Regression Symbol Level of data Does/used for
S: R L: interval, ratio D/U: make predictions about phenomena
68
Correlation test results
+/- 1 perfect pos/neg relationship +/- .5 strong +/- .3-.5 moderate < +/- .3 weak
69
post hoc test?
used to determine the location of differences between more than 2 groups

N3 Midterms (8 decks)

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