2025 Summary and Descriptive Statistics There is often the requirement to evaluate descriptive statistics

Summary and Descriptive Statistics 2025

Summary and Descriptive Statistics There is often the requirement to evaluate descriptive statistics for data within the organization or for health care information. Every year the National Cancer Institute collects and publishes data based on patient demographics. Understanding differences between the groups based upon the collected data often informs health care professionals towards research, treatment options, or patient education. Using the data on the “National Cancer Institute Data” Excel spreadsheet, calculate the descriptive statistics indicated below for each of the Race/Ethnicity groups. Refer to your textbook and the Topic Materials, as needed, for assistance in with creating Excel formulas. Provide the following descriptive statistics: Measures of Central Tendency: Mean, Median, and Mode Measures of Variation: Variance, Standard Deviation, and Range (a formula is not needed for Range). Once the data is calculated, provide a 150-250 word analysis of the descriptive statistics on the spreadsheet. This should include differences and health outcomes between groups. APA style is not required, but solid academic writing is expected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are not required to submit this assignment to LopesWrite. Attachments HLT-362V-RS5-NationalCancerInstitutedata.xlsx Application of Statistics in Health Care No of Criteria: 5 Achievement Levels: 5 CriteriaAchievement LevelsDescriptionPercentage1: Unsatisfactory0.00 %2: Less Than Satisfactory65.00 %3: Satisfactory75.00 %4: Good85.00 %5: Excellent100.00 %Content100.0 Measures of Central Tendency (Mean, Median and Mode)25.0Measures of central tendency are not calculated.Measures of central tendency are partially calculated, but two required calculations are missing.Measures of central tendency are mostly calculated, but one required calculation is missing.N/AMeasures of central tendency are calculated.Measures of Variation (Variance, Standard Deviation and Range)25.0Measures of variation are not calculated.Measures of central variation are partially calculated.Measures of central variation are mostly calculated, but one required calculation is missing.N/AMeasures of central variation are calculated for variance and standard deviation. Range is identified.Analysis of Descriptive Statistics25.0Analysis of the descriptive statistics for differences and health outcome recommendations between the groups is not included.Analysis of the descriptive statistics for differences and health outcome recommendations between the groups is incomplete or incorrect.Analysis of the descriptive statistics for differences and health outcome recommendations between the groups is included but lacks accuracy, explanation, or supporting details.Analysis of the descriptive statistics for differences and health outcome recommendations between the groups is complete and mostly accurate and contains explanation and supporting details.Analysis of the descriptive statistics for differences and health outcome recommendations between the groups is extremely thorough and accurate and includes substantial explanation and supporting details.Excel Formulas20.0Excel formulas are incomplete or incorrect.Excel formulas are partially included or contain significant errors that affect problem solutions.Excel formulas are mostly included and contain minor errors.Excel formulas are included for all problems and contain only minor errors.Excel formulas are complete and correct for all problems.Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.Writer is clearly in command of standard, written, academic English. Total Percentage 100

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2025 You are admitting a 19 year old female college student to the hospital for fevers

Assessment of a 19 year old female 2025

You are admitting a 19-year old female college student to the  hospital for fevers. Using the patient information provided,  choose a culture unfamiliar to you and describe what would be  important to remember while you interview this patient. Discuss the  health care support systems available in your community for someone of  this culture. If no support systems are available in your community,  identify a national resource.

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2025 In this Discussion you will reflect on your healthcare organization s use of technology and offer a technology trend you observe

Healthcare Information Technology Trends 2025

In this Discussion, you will reflect on your healthcare organization’s use of technology and offer a technology trend you observe in your environment. To Prepare: Reflect on the Resources related to digital information tools and technologies. Consider your healthcare organization’s use of healthcare technologies to manage and distribute information. Reflect on current and potential future trends, such as use of social media and mobile applications/telehealth, Internet of Things (IoT)-enabled asset tracking, or expert systems/artificial intelligence, and how they may impact nursing practice and healthcare delivery. Post a brief description of general healthcare technology trends, particularly related to data/information you have observed in use in your healthcare organization or nursing practice. Describe any potential challenges or risks that may be inherent in the technologies associated with these trends you described. Then, describe at least one potential benefit and one potential risk associated with data safety, legislation, and patient care for the technologies you described. Next, explain which healthcare technology trends you believe are most promising for impacting healthcare technology in nursing practice and explain why. Describe whether this promise will contribute to improvements in patient care outcomes, efficiencies, or data management. Be specific and provide examples. 3 to 5 References less tha 5 years

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2025 Required Resources Read review the following resources for this activity Textbook Chapter 28 29 30 Lesson Minimum

Case Study 2025

Required Resources Read/review the following resources for this activity: Textbook: Chapter 28, 29, 30 Lesson Minimum of 1 primary source Minimum of 4 scholarly sources (in addition to the textbook) Optional Resources to Explore Feel free to review the library guide for scholarly sources and videos at the following link: Link (website): History Library Guide (Links to an external site.) Introduction The purposes of each case study assignment include the following: To hone your abilities to research using scholarly sources To advance critical thinking and writing skills To compile a response to the prompts provided To explore a historical topic and make connections to change over time Instructions Pick one (1) of the following topics . Then, address the corresponding questions/prompts for your selected topic. Use at least one (1) documented example of the corresponding primary source in your writing. Option 1: McCarthyism and Anti-Communist Campaigns The Cold War brought about an irrational fear of communism and communist activities in the United States. As we are learning this week, one of the most vocal instigators of this paranoia was Senator Joseph McCarthy. McCarthy delivered a speech about the imminent threat of communism on February 9, 1950. Perform a search on the internet and locate and read Joseph McCarthy’s speech given in Wheeling, West Virginia on February 9, 1950. Copy and paste the following keywords into your Google search bar: “Joseph McCarthy, Wheeling, West Virginia.” The speech is also referred to as “Enemies from Within.” Construct the case study by responding to the following prompts: Explain how Senator Joseph McCarthy defined communist nations within the speech. What specific threats did these nations pose? Assess if Senator Joseph McCarthy charges were accurate. Analyze anti-communist sentiments during the Cold War era, were these sentiments valid. If so, how? If not, why not? Explain if there are other examples of events similar to the Red Scare that have occurred throughout history and modern day. Examine what happened to people who invoked the Fifth Amendment, refused to appear or were found in violation of the law as defined by the Congressional Committee. Option 2: The Civil Rights Movement Using the Internet, locate and read Martin Luther King Jr’s “I Have a Dream” speech given in Washington D.C., August 1963. Copy and paste the following keywords into your Google search bar: “I Have a Dream by Martin Luther King, Jr.” Feel free also to locate and incorporate additional scholarly sources to respond to this case study, including information on the Civil Rights Movement. Construct the case study by responding to the following prompts: Explain if the Civil Rights Movement of the 1960s effectively changed the nation. What effect would the Civil Rights Acts have across the continent on minority groups? Do you think that the tactics and strategies that civil rights activists used in the 1960s would apply to today’s racial and ethnic conflicts? Why or why not? Do the ideas of the 1960s still have relevance today? If so how? If not, why not? Analyze how the Civil Rights Movement would impact diversity in America today. Option 3: American Domestic and Foreign Policies (1953-1991) Complete a search either in the Chamberlain Library or internet for domestic and foreign polices of four (4) of the following Presidents. Please incorporate at least one primary source of either a policy or act that you have chosen to write about. Eisenhower Kennedy Johnson Nixon Ford Carter Reagan Then, compare domestic and foreign polices of your four (4) presidents by answering the following prompts: Explain how your selected presidents worked to improve the United States economically and socially. Give at least one example of each president. Assess if the policies of your choice of presidents strengthen or weaken the United States. Explain how you see your choice of presidents served the public interest and further the cause of democracy. Determine if it is constitutional for the United States to fight preemptive wars. Determine if human rights and morality should be the cornerstones of United State foreign policy. Writing Requirements (APA format) Length: 4-5 pages (not including title page and references page) 1-inch margins Double spaced 12-point Times New Roman font Title page References page In-text citations that correspond with your end reference references: .S. history. OpenStax CNX. Retrieved from https://cnx.org/contents/ [email protected] : [email protected] /IntroductionLinks to an external site.

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2025 The purpose of this assignment is to analyze a health care risk management program

Benchmark – Risk Management Program Analysis 2025

The purpose of this assignment is to analyze a health care risk management program. Conduct research on approaches to risk management processes, policies, and concerns in your current or anticipated professional arena to find an example of a risk management plan. Look for a plan with sufficient content to be able to complete this assignment successfully. In a 1,000‐1,250-word paper, provide an analysis of the risk management plan that includes the following: Summary of the type of risk management plan you selected (new employee, specific audience, community‐focused, etc.) and your rationale for selecting that example. Describe the health care organization to which the plan applies and the role risk management plays in that setting. Description of the standard administrative steps and processes in a typical health care organization’s risk management program compared to the administrative steps and processes you identify in your selected example plan. (Note: For standard risk management policies and procedures, look up the MIPPA-approved accrediting body that regulates the risk management standards in your chosen health care sector, and consider federal, state, and local statutes as well.) Analysis of the key agencies and organizations that regulate the administration of safe health care in your area of concentration and an evaluation of the roles each one plays in the risk management oversight process. Evaluation of your selected risk management plan’s compliance with the standards of its corresponding MIPPA-approved accrediting body relevant to privacy, health care worker safety, and patient safety. Proposed recommendations or changes you would implement in your risk management program example to enhance, improve, or secure the aforementioned compliance standards. In addition to your textbook, you are required to support your analysis with a minimum of three peer‐reviewed references. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Benchmark Information This benchmark assignment assesses the following programmatic competency : BS Health Sciences 3.2 Discuss compliance with risk management protocol.

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2025 In collaboration with the approved course preceptor students will identify a specific evidence based topic for the capstone project change proposal

Capstone Topic Summary 2025

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Write a 150-250 word summary explaining which category your topic and intervention are under (community or leadership). Make sure to include the following: The problem, issue, suggestion, initiative, or educational need that will be the focus of the project The setting or context in which the problem, issue, suggestion, initiative, or educational need can be observed. A description providing a high level of detail regarding the problem, issue, suggestion, initiative, or educational need. Impact of the problem, issue, suggestion, initiative, or educational need on the work environment, the quality of care provided by staff, and patient outcomes. Significance of the problem, issue, suggestion, initiative, or educational need and its implications to nursing. A proposed solution to the identified project topic You are required to retrieve and assess a minimum of 8 peer-reviewed articles. Plan your time accordingly to complete this assignment. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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2025 A Select one of the following communicable diseases that has had an outbreak across international borders influenza

Paper 2025

A. Select one of the following communicable diseases that has had an outbreak across international borders: • influenza • measles • respiratory syndrome coronavirus • meningococcal disease • HIV/AIDS • Ebola virus • hepatitis B • hepatitis C • tuberculosis • Zika virus B. Describe the outbreak of the disease selected in part A, including each of the following: • name of the disease • the countries involved • the date the outbreak was discovered • the dates the disease reached each involved country 1. Analyze the epidemiological determinants and risk factors associated with the outbreak. 2. Discuss the route of transmission of the selected disease. 3. Discuss how an outbreak of the selected disease would impact your community at a systems level (e.g., the functioning of schools, local government, businesses, hospitals). 4. Explain what the reporting protocol would be if an outbreak of the selected disease were to occur in your community. 5. Discuss two strategies (e.g., patient education strategies, community education strategies) that you would recommend to prevent an outbreak of the selected disease in your community. C. Submit a PDF of your score summary from Bentonville that includes each of the following completed activities: • Influenza in Bentonville • Community Advocacy • Emergency Response • Communicable Disease Note: For an example of how your score sheet should look, refer to the attached “Sample Final Results Report: Influenza in Bentonville.” D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. E. Demonstrate professional communication in the content and presentation of your submission. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z RUBRIC A:COMMUNICABLE DISEASE NOT EVIDENT A communicable disease that has had an outbreak across international borders is not selected. APPROACHING COMPETENCE A communicable disease that has had an outbreak across international borders is selected, but the disease is not selected from the given list. COMPETENT A communicable disease from the given list is selected. B:DESCRIPTION OF OUTBREAK NOT EVIDENT A description of the disease outbreak is not provided. APPROACHING COMPETENCE The description of the disease outbreak is missing one or more of the given points, or the description does not apply to the disease selected in part A. COMPETENT The description of the disease outbreak includes each of the given points as they apply to the disease selected in part A. B1:EPIDEMIOLOGICAL DETERMINANTS AND RISK FACTORS NOT EVIDENT An analysis of epidemiological determinants and risk factors of the disease outbreak is not provided. APPROACHING COMPETENCE The analysis does not accurately identify epidemiological determinants of the disease outbreak, does not accurately identify risk factors of the disease outbreak, or does not logically discuss how each epidemiological determinant and risk factor identified is associated with the outbreak of the disease selected in part A. COMPETENT The analysis accurately identifies epidemiological determinants of the disease outbreak, accurately identifies risk factors of the disease outbreak, and logically discusses how each epidemiological determinant and risk factor identified is associated with the outbreak of the disease selected in part A. B2:ROUTE OF TRANSMISSION NOT EVIDENT A discussion of the route of transmission of the disease is not provided. APPROACHING COMPETENCE The discussion does not logically describe the methods, determining factors, environments, and/or hosts required as part of the selected disease’s route of transmission; or the discussion of the route of transmission contains one or more inaccuracies for the disease selected in part A. COMPETENT The discussion logically and accurately describes the methods, determining factors, environments, and/or hosts required as part of the route of transmission for the disease selected in part A. B3:IMPACT ON COMMUNITY NOT EVIDENT A discussion of how an outbreak would impact the community at a systems level is not provided. APPROACHING COMPETENCE The discussion does not accurately or logically explain how areas of the community would be impacted on a systems level if an outbreak were to occur locally. COMPETENT The discussion accurately and logically explains how areas of the community would be impacted on a systems level if an outbreak were to occur locally. B4:REPORTING PROTOCOL NOT EVIDENT An explanation of reporting protocol is not provided. APPROACHING COMPETENCE The explanation does not logically describe the steps, actions, or processes that make up the reporting protocol for the community, or the explanation does not logically discuss how the community reporting protocol would be used if an outbreak of the disease selected in part A were to occur in the community. COMPETENT The explanation logically describes the steps, actions, or processes that make up the reporting protocol for the community and logically discusses how the community reporting protocol would be used if an outbreak of the disease selected in part A were to occur in the community. B5:PREVENTION STRATEGIES NOT EVIDENT A discussion of 2 strategies to prevent an outbreak in the community is not provided. APPROACHING COMPETENCE A discussion of 2 strategies to prevent an outbreak is provided, but the discussion does not logically explain how each strategy would prevent an outbreak of the selected disease in the community, or it does not logically explain why each strategy is recommended. COMPETENT The discussion logically explains how each of the 2 strategies would prevent an outbreak of the selected disease in the community, and it logically explains why each of the 2 strategies are recommended. C:BENTONVILLE ACTION REPORT NOT EVIDENT A Bentonville score summary PDF is not provided. APPROACHING COMPETENCE The submitted Bentonville score summary PDF is missing one or more of the given completed activities, or one or more of the given activities for the submitted Bentonville score summary PDF is incomplete. COMPETENT The submitted Bentonville score summary PDF includes each of the given completed activities. D: SOURCES NOT EVIDENT The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized. APPROACHING COMPETENCE The submission includes in-text citations for sources that are quoted, paraphrased, or summarized, and a reference list; however, the citations and/or reference list is incomplete or inaccurate. COMPETENT The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available. E: PROFESSIONAL COMMUNICATION NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.

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2025 Assignment 2 Study Plan Based on your practice exam question results from Week 2 identify strengths and areas

nursing assignment. 2025

Assignment 2: Study Plan Based on your practice exam question results from Week 2, identify strengths and areas of opportunity and create a tailored study plan to use throughout this course to help you prepare for the national certification exam. This will serve as an action plan to help you track your goals, tasks, and progress. You will revisit and update your study plan in NRNP 6675, and you may continue to refine and use it until you take the exam. Photo Credit: [Jacob Ammentorp Lund]/[iStock / Getty Images Plus]/Getty Images To Prepare Reflect on your practice exam question results from Week 2. Identify content-area strengths and opportunities for improvement. Also reflect on your overall test taking. Was the length of time allotted comfortable, or did you run out of time? Did a particular question format prove difficult? The Assignment Based on your practice test question results, and considering the national certification exam, summarize your strengths and opportunities for improvement. Note: Your grade for this Assignment will not be derived from your test results but from your self-reflection and study plan. Create a study plan for this quarter to prepare for the certification exam, including three or four SMART goals and the tasks you need to complete to accomplish each goal. Include a timetable for accomplishing them and a description of how you will measure your progress. Describe resources you would use to accomplish your goals and tasks, such as ways to participate in a study group or review course, mnemonics and other mental strategies, and print or online resources you could use to study.

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2025 205 225 Concept Notebook Rubric 205 225 Concept Notebook RubricCriteriaRatingsPtsThis criterion is linked to a Learning

Mobility VCBC Post Work 2025

205/225 Concept Notebook Rubric 205/225 Concept Notebook RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeRelated Concept 1 ptsSatisfactory Documented at least 2 concepts, related to the client with a detailed explanation of each related concept and how the related concept is impacted by the main concept, and correct APA in-text citations (if used). 0.5 ptsNeeds Improvement Documented at least 1 concept, 1 concept is related to the client, or only minimal explanation of each related concept and how the related concept is impacted by the main concept, or incorrect APA in-text citations (if used). 0 ptsUnsatisfactory Documented no related concept, did not relate the concept to the client, no explanation of each related concept and how the related concept is impacted by the main concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeExemplar 1 ptsSatisfactory Documented at least 3 Exemplars, related to the client and correct APA in-text citations (if used). 0.5 ptsNeeds Improvement Documented 1-2 Exemplars, 1-2 concepts are related to the client, or incorrect APA in-text citations (if used). 0 ptsUnsatisfactory Documented no Exemplars , did not relate the concept to the client and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeAssessment 1 ptsSatisfactory Documented at least 3 assessments used to find and rule out alterations with the main concept and are all related to the client, a detailed explanation of each assessment and why one would do that assessment relating to the concept, and correct APA in-text citations (if used). 0.5 ptsNeeds Improvement Documented 1-2 assessments used to find and rule out alterations with the main concept and 1-2 relate to the client, minimal explanation of why one would do that assessment relating to the concept, and incorrect APA in-text citations (if used). 0 ptsUnsatisfactory Documented no assessments used to find and rule out alterations with the main concept and did not relate to the client, no explanation of why one would do that assessment relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeLab & Diagnostic 1 ptsSatisfactory Documented at least 3 lab or diagnostic test used to find and rule out alterations with the main concept and all related to the client, a detailed explanation of each lab/test and why one would do that lab/test relating to the concept, and correct APA in-text citations (if used). 0.5 ptsNeeds Improvement Documented 1-2 lab or diagnostic test used to find and rule out alterations with the main concept, 1-2 relate to the client, minimal explanation of each lab/test and why one would do that lab/test relating to the concept, and incorrect APA in-text citations (if used). 0 ptsUnsatisfactory Documented no lab or diagnostic test used to find and rule out alterations with the main concept and did not relate to the client, no explanation of each lab/test and why one would do that lab/test relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeInterventions 1 ptsSatisfactory Documented at least 3 nursing interventions needed to care for clients with alterations to the main concept and all related to the client, a detailed explanation of each intervention and why one would perform the interventions relating to the concept, and correct APA in-text citations (if used). 0.5 ptsNeeds Improvement Documented 1-2 nursing interventions needed to care for clients with alterations to the main concept, 1-2 relate to the client, minimal explanation of each intervention and why one would perform the interventions relating to the concept, and incorrect APA in-text citations (if used). 0 ptsUnsatisfactory Documented no nursing interventions needed to care for clients with alterations to the main concept and did not relate to the client, no explanation of each intervention and why one would perform the interventions relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeMedications 1 ptsSatisfactory Documented at least 3 medications administered to clients to treat or prevent alterations to the main concept and all related to the client, a detailed explanation of each medication and why one would administer the medication relating to the concept, and correct APA in-text citations (if used). 0.5 ptsNeeds Improvement Documented 1-2medications administered to clients to treat or prevent alterations to the main concept, 1-2 relate to the client, minimal explanation of each medication and why one would administer the medication relating to the concept, and incorrect APA in-text citations (if used). 0 ptsUnsatisfactory Documented no medications administered to clients to treat or prevent alterations to the main concept and did not relate to the client, no explanation of each medication and why one would administer the medication relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomePotential Complications 1 ptsSatisfactory Documented at least 2 potential problems that could occur if alterations to the main concept are not addressed/treated and all related to the client, a detailed explanation of each complication and how it could occur relating to the concept, and correct APA in-text citations (if used). 0.5 ptsNeeds Improvement Documented 1 potential problem that could occur if alterations to the main concept are not addressed/treated, 1 concept is related to the client, minimal explanation of each complication and how it could occur relating to the concept, and incorrect APA in-text citations (if used). 0 ptsUnsatisfactory Documented no potential problems that could occur if alterations to the main concept are not addressed/treated, did not relate the concept to the client, no explanation of each complication and how it could occur relating to the concept, and incorrect APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeCollaborative Care 1 ptsSatisfactory Documented at least 1 department/ancillary staff that may be needed to treat clients who have or are at risk for alterations with the main concept and is related to the client, a detailed explanation of each how that department/ancillary staff could assist the client relating to the concept, and correct APA in-text citations (if used). 0.5 ptsNeeds Improvement Documented at least 1 department/ancillary staff that may be needed to treat clients who have or are at risk for alterations with the main concept and is related to the client, minimal explanation of each how that department/ancillary staff could assist the client relating to the concept, and incorrect APA in-text citations (if used). 0 ptsUnsatisfactory Documented no department/ancillary staff that may be needed to treat clients who have or are at risk for alterations with the main concept, did not relate the concept to the client, no explanation of each how that department/ancillary staff could assist the client relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeSpelling and Grammar 1 ptsSatisfactory 0- 2 mistakes in spelling or grammar. 0.5 ptsNeeds Improvement 3 -4 mistakes in spelling or grammar. 0 ptsUnsatisfactory 5 or more mistakes in spelling or grammar. 1 pts This criterion is linked to a Learning OutcomeReferencesCorrect APA references. 1 ptsSatisfactory Correct APA references. 0.5 ptsNeeds Improvement Incorrect APA references. 0 ptsUnsatisfactory No APA references. 1 pts Total Points: 10 Previous Next

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2025 Exercise 16 Understanding Independent Samples t Test Statistical Technique in Review The independent samples

Please see below and contact 2025

Exercise 16 Understanding Independent Samples t -Test Statistical Technique in Review The independent samples t -test is a parametric statistical technique used to determine significant differences between the scores obtained from two samples or groups. Since the t -test is considered fairly easy to calculate, researchers often use it in determining differences between two groups. The t -test examines the differences between the means of the two groups in a study and adjusts that difference for the variability (computed by the standard error) among the data. When interpreting the results of t -tests, the larger the calculated t ratio, in absolute value, the greater the difference between the two groups. The significance of a t ratio can be determined by comparison with the critical values in a statistical table for the t distribution using the degrees of freedom ( df ) for the study (see Appendix A Critical Values for Student’s t Distribution at the back of this text). The formula for df for an independent t -test is as follows: d f = ( number of subjects in sample 1 + number of subjects in sample 2 ) − 2 Example d f = ( 65 in sample 1 + 67 in sample 2 ) − 2 = 132 − 2 = 130 The t -test should be conducted only once to examine differences between two groups in a study, because conducting multiple t -tests on study data can result in an inflated Type 1 error rate. A Type I error occurs when the researcher rejects the null hypothesis when it is in actuality true. Researchers need to consider other statistical analysis options for their study data rather than conducting multiple t -tests. However, if multiple t -tests are conducted, researchers can perform a Bonferroni procedure or more conservative post hoc tests like Tukey’s honestly significant difference (HSD), Student-Newman-Keuls, or Scheffé test to reduce the risk of a Type I error. Only the Bonferroni procedure is covered in this text; details about the other, more stringent post hoc tests can be found in Plichta and Kelvin (2013) and Zar (2010) . The Bonferroni procedure is a simple calculation in which the alpha is divided by the number of t -tests conducted on different aspects of the study data. The resulting number is used as the alpha or level of significance for each of the t -tests conducted. The Bonferroni procedure formula is as follows: alpha (α) ÷ number of t -tests performed on study data = more stringent study α to determine the significance of study results. For example, if a study’s α was set at 0.05 and the researcher planned on conducting five t -tests on the study data, the α would be divided by the five t -tests (0.05 ÷ 5 = 0.01), with a resulting α of 0.01 to be used to determine significant differences in the study. The t -test for independent samples or groups includes the following assumptions: 1. The raw scores in the population are normally distributed. 2. The dependent variable(s) is(are) measured at the interval or ratio levels. 162 3. The two groups examined for differences have equal variance, which is best achieved by a random sample and random assignment to groups. 4. All scores or observations collected within each group are independent or not related to other study scores or observations. The t -test is robust, meaning the results are reliable even if one of the assumptions has been violated. However, the t -test is not robust regarding between-samples or within-samples independence assumptions or with respect to extreme violation of the assumption of normality. Groups do not need to be of equal sizes but rather of equal variance. Groups are independent if the two sets of data were not taken from the same subjects and if the scores are not related ( Grove, Burns, & Gray, 2013 ; Plichta & Kelvin, 2013 ). This exercise focuses on interpreting and critically appraising the t -tests results presented in research reports. Exercise 31 provides a step-by-step process for calculating the independent samples t -test. Research Article Source Canbulat, N., Ayhan, F., & Inal, S. (2015). Effectiveness of external cold and vibration for procedural pain relief during peripheral intravenous cannulation in pediatric patients. Pain Management Nursing, 16 (1), 33–39. Introduction Canbulat and colleagues (2015 , p. 33) conducted an experimental study to determine the “effects of external cold and vibration stimulation via Buzzy on the pain and anxiety levels of children during peripheral intravenous (IV) cannulation.” Buzzy is an 8 × 5 × 2.5 cm battery-operated device for delivering external cold and vibration, which resembles a bee in shape and coloring and has a smiling face. A total of 176 children between the ages of 7 and 12 years who had never had an IV insertion before were recruited and randomly assigned into the equally sized intervention and control groups. During IV insertion, “the control group received no treatment. The intervention group received external cold and vibration stimulation via Buzzy . . . Buzzy was administered about 5 cm above the application area just before the procedure, and the vibration continued until the end of the procedure” ( Canbulat et al., 2015 , p. 36). Canbulat et al. (2015 , pp. 37–38) concluded that “the application of external cold and vibration stimulation were effective in relieving pain and anxiety in children during peripheral IV” insertion and were “quick-acting and effective nonpharmacological measures for pain reduction.” The researchers concluded that the Buzzy intervention is inexpensive and can be easily implemented in clinical practice with a pediatric population. Relevant Study Results The level of significance for this study was set at α = 0.05. “There were no differences between the two groups in terms of age, sex [gender], BMI, and preprocedural anxiety according to the self, the parents’, and the observer’s reports ( p > 0.05) ( Table 1 ). When the pain and anxiety levels were compared with an independent samples t test, . . . the children in the external cold and vibration stimulation [intervention] group had significantly lower pain levels than the control group according to their self-reports (both WBFC [Wong Baker Faces Scale] and VAS [visual analog scale] scores; p < 0.001) ( Table 2 ). The external cold and vibration stimulation group had significantly lower fear and anxiety 163 levels than the control group, according to parents' and the observer's reports ( p < 0.001) ( Table 3 )” ( Canbulat et al., 2015 , p. 36). TABLE 1 COMPARISON OF GROUPS IN TERMS OF VARIABLES THAT MAY AFFECT PROCEDURAL PAIN AND ANXIETY LEVELS Characteristic Buzzy ( n = 88) Control ( n = 88) χ 2 p Sex Female (%), n 11 (12.5) 13 (14.8) .82 Male (%), n 77 (87.5) 75 (85.2) .41 Characteristic Buzzy ( n = 88) Control ( n = 88) t p Age (mean ± SD ) 8.25 ± 1.51 8.61 ± 1.69 −1.498 .136 BMI (mean ± SD ) 25.41 ± 6.74 26.94 ± 8.68 −1.309 .192 Preprocedural anxiety Self-report (mean ± SD ) 2.03 ± 1.29 2.11 ± 1.58 −0.364 .716 Parent report (mean ± SD ) 2.11 ± 1.20 2.17 ± 1.42 −0.285 .776 Observer report (mean ± SD ) 2.18 ± 1.17 2.24 ± 1.37 −0.295 .768 BMI, body mass index. Canbulat, N., Ayban, F., & Inal, S. (2015). Effectiveness of external cold and vibration for procedural pain relief during peripheral intravenous cannulation in pediatric patients. Pain Management Nursing, 16 (1), p. 36. TABLE 2 COMPARISON OF GROUPS' PROCEDURAL PAIN LEVELS DURING PERIPHERAL IV CANNULATION Buzzy ( n = 88) Control ( n = 88) t p Procedural self-reported pain with WBFS (mean ± SD ) 2.75 ± 2.68 5.70 ± 3.31 −6.498 0.000 Procedural self-reported pain with VAS (mean ± SD ) 1.66 ± 1.95 4.09 ± 3.21 −6.065 0.000 IV, intravenous; WBFS, Wong-Baker Faces Scale; SD , standard deviation; VAS, visual analog scale. Canbulat, N., Ayban, F., & Inal, S. (2015). Effectiveness of external cold and vibration for procedural pain relief during peripheral intravenous cannulation in pediatric patients. Pain Management Nursing, 16 (1), p. 37. TABLE 3 COMPARISON OF GROUPS' PROCEDURAL ANXIETY LEVELS DURING PERIPHERAL IV CANNULATION Procedural Child Anxiety Buzzy ( n = 88) Control ( n = 88) t p Parent reported (mean ± SD ) 0.94 ± 1.06 2.09 ± 1.39 −6.135 0.000 Observer reported (mean ± SD ) 0.92 ± 1.03 2.14 ± 1.34 −6.745 0.000 SD , standard deviation; IV, intravenous. Canbulat, N., Ayban, F., & Inal, S. (2015). Effectiveness of external cold and vibration for procedural pain relief during peripheral intravenous cannulation in pediatric patients. Pain Management Nursing, 16 (1), p. 37. 164 Study Questions 1. What type of statistical test was conducted by Canbulat et al. (2015) to examine group differences in the dependent variables of procedural pain and anxiety levels in this study? What two groups were analyzed for differences? 2. What did Canbulat et al. (2015) set the level of significance, or alpha (α), at for this study? 3. What are the t and p (probability) values for procedural self-reported pain measured with a visual analog scale (VAS)? What do these results mean? 4. What is the null hypothesis for observer-reported procedural anxiety for the two groups? Was this null hypothesis accepted or rejected in this study? Provide a rationale for your answer. 5. What is the t- test result for BMI? Is this result statistically significant? Provide a rationale for your answer. What does this result mean for the study? 165 6. What causes an increased risk for Type I errors when t -tests are conducted in a study? How might researchers reduce the increased risk for a Type I error in a study? 7. Assuming that the t -tests presented in Table 2 and Table 3 are all the t -tests performed by Canbulat et al. (2015) to analyze the dependent variables' data, calculate a Bonferroni procedure for this study. 8. Would the t -test for observer-reported procedural anxiety be significant based on the more stringent α calculated using the Bonferroni procedure in question 7? Provide a rationale for your answer. 9. The results in Table 1 indicate that the Buzzy intervention group and the control group were not significantly different for gender, age, body mass index (BMI), or preprocedural anxiety (as measured by self-report, parent report, or observer report). What do these results indicate about the equivalence of the intervention and control groups at the beginning of the study? Why are these results important? 10. Canbulat et al. (2015) conducted the χ 2 test to analyze the difference in sex or gender between the Buzzy intervention group and the control group. Would an independent samples t -test be appropriate to analyze the gender data in this study (review algorithm in Exercise 12 )? Provide a rationale for your answer. 166 Answers to Study Questions 1. An independent samples t -test was conducted to examine group differences in the dependent variables in this study. The two groups analyzed for differences were the Buzzy experimental or intervention group and the control group. 2. The level of significance or alpha (α) was set at 0.05. 3. The result was t = −6.065, p = 0.000 for procedural self-reported pain with the VAS (see Table 2 ). The t value is statistically significant as indicated by the p = 0.000, which is less than α = 0.05 set for this study. The t result means there is a significant difference between the Buzzy intervention group and the control group in terms of the procedural self-reported pain measured with the VAS. As a point of clarification, p values are never zero in a study. There is always some chance of error. 4. The null hypothesis is: There is no difference in observer-reported procedural anxiety levels between the Buzzy intervention and the control groups for school-age children. The t = −6.745 for observer-reported procedural anxiety levels, p = 0.000, which is less than α = 0.05 set for this study. Since this study result was statistically significant, the null hypothesis was rejected. 5. The t = −1.309 for BMI. The nonsignificant p = .192 for BMI is greater than α = 0.05 set for this study. The nonsignificant result means there is no statistically significant difference between the Buzzy intervention and control groups for BMI. The two groups need to be similar for demographic variables to decrease the potential for error and increase the likelihood that the results are an accurate reflection of reality. 6. The conduct of multiple t -tests causes an increased risk for Type I errors. If only one t -test is conducted on study data, the risk of Type I error does not increase. The Bonferroni procedure and the more stringent Tukey's honestly significant difference (HSD), Student Newman-Keuls, or Scheffé test can be calculated to reduce the risk of a Type I error ( Plichta & Kelvin, 2013 ; Zar, 2010 ). 7. The Bonferroni procedure is calculated by alpha ÷ number of t -tests conducted on study variables' data. Note that researchers do not always report all t -tests conducted, especially if they were not statistically significant. The t -tests conducted on demographic data are not of concern. Canbulat et al. reported the results of four t -tests conducted to examine differences between the intervention and control groups for the dependent variables procedural self-reported pain with WBFS, procedural self-reported pain with VAS, parent-reported anxiety levels, and observer-reported anxiety levels. The Bonferroni calculation for this study: 0.05 (alpha) ÷ number of t -tests conducted = 0.05 ÷ 4 = 0.0125. The new α set for the study is 0.0125. 8. Based on the Bonferroni result = 0.0125 obtained in Question 7, the t = −6.745, p = 0.000, is still significant since it is less than 0.0125. 167 9. The intervention and control groups were examined for differences related to the demographic variables gender, age, and BMI and the dependent variable preprocedural anxiety that might have affected the procedural pain and anxiety posttest levels in the children 7 to 12 years old. These nonsignificant results indicate the intervention and control groups were similar or equivalent for these variables at the beginning of the study. Thus, Canbulat et al. (2015) can conclude the significant differences found between the two groups for procedural pain and anxiety levels were probably due to the effects of the intervention rather than sampling error or initial group differences. 10. No, the independent samples t -test would not have been appropriate to analyze the differences in gender between the Buzzy intervention and control groups. The demographic variable gender is measured at the nominal level or categories of females and males. Thus, the χ 2 test is the appropriate statistic for analyzing gender data (see Exercise 19 ). In contrast, the t -test is appropriate for analyzing data for the demographic variables age and BMI measured at the ratio level. 169 EXERCISE 16 Questions to Be Graded Follow your instructor's directions to submit your answers to the following questions for grading. Your instructor may ask you to write your answers below and submit them as a hard copy for grading. Alternatively, your instructor may ask you to use the space below for notes and submit your answers online at http://evolve.elsevier.com/Grove/Statistics/ under “Questions to Be Graded.” Name: _______________________________________________________ Class: _____________________ Date: ___________________________________________________________________________________ 1. What do degrees of freedom ( df ) mean? Canbulat et al. (2015) did not provide the df s in their study. Why is it important to know the df for a t ratio? Using the df formula, calculate the df for this study. 2. What are the means and standard deviations ( SD s) for age for the Buzzy intervention and control groups? What statistical analysis is conducted to determine the difference in means for age for the two groups? Was this an appropriate analysis technique? Provide a rationale for your answer. 3. What are the t value and p value for age? What do these results mean? 4. What are the assumptions for conducting the independent samples t -test? 170 5. Are the groups in this study independent or dependent? Provide a rationale for your answer. 6. What is the null hypothesis for procedural self-reported pain measured with the Wong Baker Faces Scale (WBFS) for the two groups? Was this null hypothesis accepted or rejected in this study? Provide a rationale for your answer. 7. Should a Bonferroni procedure be conducted in this study? Provide a rationale for your answer. 8. What variable has a result of t = −6.135, p = 0.000? What does the result mean? 9. In your opinion, is it an expected or unexpected finding that both t values on Table 2 were found to be statistically significant. Provide a rationale for your answer. 10. Describe one potential clinical benefit for pediatric patients to receive the Buzzy intervention that combined cold and vibration Exercise 17 Understanding Paired or Dependent Samples t -Test Statistical Technique in Review The paired or dependent samples t -test is a parametric statistical procedure calculated to determine differences between two sets of repeated measures data from one group of people. The scores used in the analysis might be obtained from the same subjects under different conditions, such as the one group pretest–posttest design. With this type of design, a single group of subjects experiences the pretest, treatment, and posttest. Subjects are referred to as serving as their own control during the pretest, which is then compared with the posttest scores following the treatment. Paired scores also result from a one-group repeated measures design, where one group of participants is exposed to different levels of an intervention. For example, one group of participants might be exposed to two different doses of a medication and the outcomes for each participant for each dose of medication are measured, resulting in paired scores. The one group design is considered a weak quasi-experimental design because it is difficult to determine the effects of a treatment without a comparison to a separate control group ( Shadish, Cook, & Campbell, 2002 ). A less common type of paired groups is when the groups are matched as part of the design to ensure similarities between the two groups and thus reduce the effect of extraneous variables ( Grove, Burns, & Gray, 2013 ; Shadish et al., 2002 ). For example, two groups might be matched on demographic variables such as gender, age, and severity of illness to reduce the extraneous effects of these variables on the study results. The assumptions for the paired samples t -test are as follows: 1. The distribution of scores is normal or approximately normal. 2. The dependent variable(s) is(are) measured at interval or ratio levels. 3. Repeated measures data are collected from one group of subjects, resulting in paired scores. 4. The differences between the paired scores are independent. Research Article Source Lindseth, G. N., Coolahan, S. E., Petros, T. V., & Lindseth, P. D. (2014). Neurobehavioral effects of aspartame consumption. Research in Nursing & Health, 37 (3), 185–193. Introduction Despite the widespread use of the artificial sweetener aspartame in drinks and food, there are concern and controversy about the mixed research evidence on its neurobehavioral 172 effects. Thus Lindseth and colleagues (2014) conducted a one-group repeated measures design to determine the neurobehavioral effects of consuming both low- and high-aspartame diets in a sample of 28 college students. “The participants served as their own controls. . . . A random assignment of the diets was used to avoid an error of variance for possible systematic effects of order” ( Lindseth et al., 2014 , p. 187). “Healthy adults who consumed a study-prepared high-aspartame diet (25 mg/kg body weight/day) for 8 days and a low-aspartame diet (10 mg/kg body weight/day) for 8 days, with a 2-week washout between the diets, were examined for within-subject differences in cognition, depression, mood, and headache. Measures included weight of foods consumed containing aspartame, mood and depression scales, and cognitive tests for working memory and spatial orientation. When consuming high-aspartame diets, participants had more irritable mood, exhibited more depression, and performed worse on spatial orientation tests. Aspartame consumption did not influence working memory. Given that the higher intake level tested here was well below the maximum acceptable daily intake level of 40–50 mg/kg body weight/day, careful consideration is warranted when consuming food products that may affect neurobehavioral health” ( Lindseth et al., 2014 , p. 185). Relevant Study Results “The mean age of the study participants was 20.8 years ( SD = 2.5). The average number of years of education was 13.4 ( SD = 1.0), and the mean body mass index was 24.1 ( SD = 3.5). . . . Based on Vandenberg MRT scores, spatial orientation scores were significantly better for participants after their low-aspartame intake period than after their high intake period ( Table 2 ). Two participants had clinically significant cognitive impairment after consuming high-aspartame diets. . . . Participants were significantly more depressed after they consumed the high-aspartame diet compared to when they consumed the low-aspartame diet ( Table 2 ). . . . Only one participant reported a headache; no difference in headache incidence between high- and low-aspartame intake periods could be established” ( Lindseth et al., 2014 , p. 190). TABLE 2 WITHIN-SUBJECT DIFFERENCES IN NEUROBEHAVIOR SCORES AFTER HIGH AND LOW ASPARTAME INTAKE ( N = 28) Variable M SD Paired t -Test p Spatial orientation High-aspartame 14.1 4.2 2.4 .03 * Low-aspartame 16.6 4.3 Working memory High-aspartame 730.0 152.7 1.5 N.S. Low-aspartame 761.1 201.6 Mood (irritability) High-aspartame 33.4 9.0 3.4 .002 ** Low-aspartame 30.5 7.3 Depression High-aspartame 36.8 7.0 3.8 .001 ** Low-aspartame 34.4 6.2 * p < .05. ** p < .01. M = Mean; SD = Standard deviation; N.S. = Nonsignificant. Lindseth, G. N., Coolahan, S. E., Petros, T. V., & Lindseth, P. D. (2014). Neurobehavioral effects of aspartame consumption. Research in Nursing & Health, 37 (3), p. 190 173 Study Questions 1. Are independent or dependent (paired) scores examined in this study? Provide a rationale for your answer. 2. What independent (intervention) and dependent (outcome) variables were included in this study? 3. What inferential statistical technique was calculated to examine differences in the participants when they received the high-aspartame diet intervention versus the low-aspartame diet? Is this technique appropriate? Provide a rationale for your answer. 4. What statistical techniques were calculated to describe spatial orientation for the participants consuming low- and high-aspartame diets? Were these techniques appropriate? Provide a rationale for your answer. 5. What was the dispersion of the scores for spatial orientation for the high- and low-aspartame diets? Is the dispersion of these scores similar or different? Provide a rationale for your answer. 6. What is the paired t -test value for spatial orientation between the participants' consumption of high- and low-aspartame diets? Are these results significant? Provide a rationale for your answer. 174 7. State the null hypothesis for spatial orientation for this study. Was this hypothesis accepted or rejected? Provide a rationale for your answer. 8. Discuss the meaning of the results regarding spatial orientation for this study. What is the clinical importance of this result? Document your answer. 9. Was there a significant difference in the participants' reported headaches between the high- and low-aspartame intake periods? What does the result indicate? 10. What additional research is needed to determine the neurobehavioral effects of aspartame consumption? 175 Answers to Study Questions 1. This study was conducted using one group of 28 college students who consumed both high- and low- aspartame diets and differences in their responses to these two diets (interventions) were examined. Lindseth et al. (2014 , p. 187) stated that “the participants served as their own controls” in this study, indicating the scores from the one group are paired. In Table 2 , the t -tests are identified as paired t -tests, which are conducted on dependent or paired samples. 2. The interventions were high-aspartame diet (25 mg/kg body weight/day) and low-aspartame diet (10 mg/kg body weight/day). The dependent or outcome variables were spatial orientation, working memory, mood (irritability), depression, and headaches (see Table 2 and narrative of results). 3. Differences were examined with the paired t -test (see Table 2 ). This statistical technique is appropriate since the study included one group and the participants served as their own control ( Plichta & Kelvin, 2013 ). The dependent variables were measured at least at the interval level for each subject following their consumption of high- and low-aspartame diets and were then examined for differences to determine the effects of the two aspartame diets. 4. Means and standard deviations ( SD s) were used to describe spatial orientation for high- and low-aspartame diets. The data in the study were considered at least interval level, so means and SD s are the appropriate analysis techniques for describing the study dependent variables ( Grove et al., 2013 ). 5. Standard deviation ( SD ) is a measure of dispersion that was reported in this study. Spatial orientation following a high-aspartame diet had an SD = 4.2 and an SD = 4.3 for a low-aspartame diet. These SD s are very similar, indicating similar dispersions of spatial orientation scores following the two aspartame diets. 6. Paired t -test = 2.4 for spatial orientation, which is a statistically significant result since p = .03*. The single asterisk (*) directs the reader to the footnote at the bottom of the table, which identifies * p < .05. Since the study result of p = .03 is less than α = .05 set for this study, then the result is statistically significant. 7. There is no significant difference in spatial orientation scores for participants following consumption of a low-aspartame diet versus a high-aspartame diet. The null hypothesis was rejected because of the significant difference found for spatial orientation (see the answer to Question 6). Significant results cause the rejection of the null hypothesis and lend support to the research hypothesis that the levels of aspartame do effect spatial orientation. 8. The researchers reported, “Based on Vandenberg MRT scores, spatial orientation scores were significantly better for participants after their low-aspartame intake period than after their high intake period ( Table 2 )” ( Lindseth et al., 2014 , p. 190). This result is clinically important since the high-aspartame diet significantly reduced the participants' spatial orientation. 176 Healthcare providers need to be aware of this finding, since it is consistent with previous research, and encourage people to consume fewer diet drinks and foods with aspartame. The American Heart Association and the American Diabetic Association have provided a statement about the effects of aspartame that can be found on the National Guideline Clearinghouse website at http://www.guideline.gov/content.aspx?id=38431&search=effects+aspartame . 9. There was no significant difference in reported headaches based on the level (high or low) of aspartame diet consumed. Additional research is needed to determine if this result is an accurate reflection of reality or is due to design weaknesses, sampling or data collection errors, or chance ( Grove et al., 2013 ). 10. Additional studies are needed with larger samples to determine the effects of aspartame in the diet. Lindseth et al. (2014) conducted a power analysis that indicated the sample size should have been at least 30 participants. Thus, the sample size was small at N = 28, which increased the potential for a Type II error. Diets higher in aspartame (40–50 mg/kg body weight/day) should be examined for neurobehavioral effects. Longitudinal studies to examine the effects of aspartame over more than 8 days are needed. Future research needs to examine the length of washout period needed between the different levels of aspartame diets. Researchers also need to examine the measurement methods to ensure they have strong validity and reliability. Could a stronger test of working memory be used in future research? 177 EXERCISE 17 Questions to Be Graded Name: _______________________________________________________ Class: _____________________ Date: ___________________________________________________________________________________ Follow your instructor's directions to submit your answers to the following questions for grading. Your instructor may ask you to write your answers below and submit them as a hard copy for grading. Alternatively, your instructor may ask you to use the space below for notes and submit your answers online at http://evolve.elsevier.com/Grove/Statistics/ under “Questions to Be Graded.” 1. What are the assumptions for conducting a paired or dependent samples t -test in a study? Which of these assumptions do you think were met by the Lindseth et al. (2014) study? 2. In the introduction, Lindseth et al. (2014) described a “2-week washout between diets.” What does this mean? Why is this important? 3. What is the paired t -test value for mood (irritability) between the participants' consumption of high- versus low-aspartame diets? Is this result statistically significant? Provide a rationale for your answer. 4. State the null hypothesis for mood (irritability) that was tested in this study. Was this hypothesis accepted or rejected? Provide a rationale for your answer. 178 5. Which t value in Table 2 represents the greatest relative or standardized difference between the high- and low-aspartame diets? Is this t value statistically significant? Provide a rationale for your answer. 6. Discuss why the larger t values are more likely to be statistically significant. 7. Discuss the meaning of the results regarding depression for this study. What is the clinical importance of this result? 8. What is the smallest, paired t -test value in Table 2 ? Why do you think the smaller t values are not statistically significant? 9. Discuss the clinical importance of these study results about the consumption of aspartame. Document your answer with a relevant source. 10. Are these study findings related to the consumption of high- and low-aspartame diets ready for implementation in practice? Provide a rationale for your answer. | Exercise 17 Understanding Paired or Dependent Samples t -Test Statistical Technique in Review The paired or dependent samples t -test is a parametric statistical procedure calculated to determine differences between two sets of repeated measures data from one group of people. The scores used in the analysis might be obtained from the same subjects under different conditions, such as the one group pretest–posttest design. With this type of design, a single group of subjects experiences the pretest, treatment, and posttest. Subjects are referred to as serving as their own control during the pretest, which is then compared with the posttest scores following the treatment. Paired scores also result from a one-group repeated measures design, where one group of participants is exposed to different levels of an intervention. For example, one group of participants might be exposed to two different doses of a medication and the outcomes for each participant for each dose of medication are measured, resulting in paired scores. The one group design is considered a weak quasi-experimental design because it is difficult to determine the effects of a treatment without a comparison to a separate control group ( Shadish, Cook, & Campbell, 2002 ). A less common type of paired groups is when the groups are matched as part of the design to ensure similarities between the two groups and thus reduce the effect of extraneous variables ( Grove, Burns, & Gray, 2013 ; Shadish et al., 2002 ). For example, two groups might be matched on demographic variables such as gender, age, and severity of illness to reduce the extraneous effects of these variables on the study results. The assumptions for the paired samples t -test are as follows: 1. The distribution of scores is normal or approximately normal. 2. The dependent variable(s) is(are) measured at interval or ratio levels. 3. Repeated measures data are collected from one group of subjects, resulting in paired scores. 4. The differences between the paired scores are independent. Research Article Source Lindseth, G. N., Coolahan, S. E., Petros, T. V., & Lindseth, P. D. (2014). Neurobehavioral effects of aspartame consumption. Research in Nursing & Health, 37 (3), 185–193. Introduction Despite the widespread use of the artificial sweetener aspartame in drinks and food, there are concern and controversy about the mixed research evidence on its neurobehavioral 172 effects. Thus Lindseth and colleagues (2014) conducted a one-group repeated measures design to determine the neurobehavioral effects of consuming both low- and high-aspartame diets in a sample of 28 college students. “The participants served as their own controls. . . . A random assignment of the diets was used to avoid an error of variance for possible systematic effects of order” ( Lindseth et al., 2014 , p. 187). “Healthy adults who consumed a study-prepared high-aspartame diet (25 mg/kg body weight/day) for 8 days and a low-aspartame diet (10 mg/kg body weight/day) for 8 days, with a 2-week washout between the diets, were examined for within-subject differences in cognition, depression, mood, and headache. Measures included weight of foods consumed containing aspartame, mood and depression scales, and cognitive tests for working memory and spatial orientation. When consuming high-aspartame diets, participants had more irritable mood, exhibited more depression, and performed worse on spatial orientation tests. Aspartame consumption did not influence working memory. Given that the higher intake level tested here was well below the maximum acceptable daily intake level of 40–50 mg/kg body weight/day, careful consideration is warranted when consuming food products that may affect neurobehavioral health” ( Lindseth et al., 2014 , p. 185). Relevant Study Results “The mean age of the study participants was 20.8 years ( SD = 2.5). The average number of years of education was 13.4 ( SD = 1.0), and the mean body mass index was 24.1 ( SD = 3.5). . . . Based on Vandenberg MRT scores, spatial orientation scores were significantly better for participants after their low-aspartame intake period than after their high intake period ( Table 2 ). Two participants had clinically significant cognitive impairment after consuming high-aspartame diets. . . . Participants were significantly more depressed after they consumed the high-aspartame diet compared to when they consumed the low-aspartame diet ( Table 2 ). . . . Only one participant reported a headache; no difference in headache incidence between high- and low-aspartame intake periods could be established” ( Lindseth et al., 2014 , p. 190). TABLE 2 WITHIN-SUBJECT DIFFERENCES IN NEUROBEHAVIOR SCORES AFTER HIGH AND LOW ASPARTAME INTAKE ( N = 28) Variable M SD Paired t -Test p Spatial orientation High-aspartame 14.1 4.2 2.4 .03 * Low-aspartame 16.6 4.3 Working memory High-aspartame 730.0 152.7 1.5 N.S. Low-aspartame 761.1 201.6 Mood (irritability) High-aspartame 33.4 9.0 3.4 .002 ** Low-aspartame 30.5 7.3 Depression High-aspartame 36.8 7.0 3.8 .001 ** Low-aspartame 34.4 6.2 * p < .05. ** p < .01. M = Mean; SD = Standard deviation; N.S. = Nonsignificant. Lindseth, G. N., Coolahan, S. E., Petros, T. V., & Lindseth, P. D. (2014). Neurobehavioral effects of aspartame consumption. Research in Nursing & Health, 37 (3), p. 190 173 Study Questions 1. Are independent or dependent (paired) scores examined in this study? Provide a rationale for your answer. 2. What independent (intervention) and dependent (outcome) variables were included in this study? 3. What inferential statistical technique was calculated to examine differences in the participants when they received the high-aspartame diet intervention versus the low-aspartame diet? Is this technique appropriate? Provide a rationale for your answer. 4. What statistical techniques were calculated to describe spatial orientation for the participants consuming low- and high-aspartame diets? Were these techniques appropriate? Provide a rationale for your answer. 5. What was the dispersion of the scores for spatial orientation for the high- and low-aspartame diets? Is the dispersion of these scores similar or different? Provide a rationale for your answer. 6. What is the paired t -test value for spatial orientation between the participants' consumption of high- and low-aspartame diets? Are these results significant? Provide a rationale for your answer. 174 7. State the null hypothesis for spatial orientation for this study. Was this hypothesis accepted or rejected? Provide a rationale for your answer. 8. Discuss the meaning of the results regarding spatial orientation for this study. What is the clinical importance of this result? Document your answer. 9. Was there a significant difference in the participants' reported headaches between the high- and low-aspartame intake periods? What does the result indicate? 10. What additional research is needed to determine the neurobehavioral effects of aspartame consumption? 175 Answers to Study Questions 1. This study was conducted using one group of 28 college students who consumed both high- and low- aspartame diets and differences in their responses to these two diets (interventions) were examined. Lindseth et al. (2014 , p. 187) stated that “the participants served as their own controls” in this study, indicating the scores from the one group are paired. In Table 2 , the t -tests are identified as paired t -tests, which are conducted on dependent or paired samples. 2. The interventions were high-aspartame diet (25 mg/kg body weight/day) and low-aspartame diet (10 mg/kg body weight/day). The dependent or outcome variables were spatial orientation, working memory, mood (irritability), depression, and headaches (see Table 2 and narrative of results). 3. Differences were examined with the paired t -test (see Table 2 ). This statistical technique is appropriate since the study included one group and the participants served as their own control ( Plichta & Kelvin, 2013 ). The dependent variables were measured at least at the interval level for each subject following their consumption of high- and low-aspartame diets and were then examined for differences to determine the effects of the two aspartame diets. 4. Means and standard deviations ( SD s) were used to describe spatial orientation for high- and low-aspartame diets. The data in the study were considered at least interval level, so means and SD s are the appropriate analysis techniques for describing the study dependent variables ( Grove et al., 2013 ). 5. Standard deviation ( SD ) is a measure of dispersion that was reported in this study. Spatial orientation following a high-aspartame diet had an SD = 4.2 and an SD = 4.3 for a low-aspartame diet. These SD s are very similar, indicating similar dispersions of spatial orientation scores following the two aspartame diets. 6. Paired t -test = 2.4 for spatial orientation, which is a statistically significant result since p = .03*. The single asterisk (*) directs the reader to the footnote at the bottom of the table, which identifies * p < .05. Since the study result of p = .03 is less than α = .05 set for this study, then the result is statistically significant. 7. There is no significant difference in spatial orientation scores for participants following consumption of a low-aspartame diet versus a high-aspartame diet. The null hypothesis was rejected because of the significant difference found for spatial orientation (see the answer to Question 6). Significant results cause the rejection of the null hypothesis and lend support to the research hypothesis that the levels of aspartame do effect spatial orientation. 8. The researchers reported, “Based on Vandenberg MRT scores, spatial orientation scores were significantly better for participants after their low-aspartame intake period than after their high intake period ( Table 2 )” ( Lindseth et al., 2014 , p. 190). This result is clinically important since the high-aspartame diet significantly reduced the participants' spatial orientation. 176 Healthcare providers need to be aware of this finding, since it is consistent with previous research, and encourage people to consume fewer diet drinks and foods with aspartame. The American Heart Association and the American Diabetic Association have provided a statement about the effects of aspartame that can be found on the National Guideline Clearinghouse website at http://www.guideline.gov/content.aspx?id=38431&search=effects+aspartame . 9. There was no significant difference in reported headaches based on the level (high or low) of aspartame diet consumed. Additional research is needed to determine if this result is an accurate reflection of reality or is due to design weaknesses, sampling or data collection errors, or chance ( Grove et al., 2013 ). 10. Additional studies are needed with larger samples to determine the effects of aspartame in the diet. Lindseth et al. (2014) conducted a power analysis that indicated the sample size should have been at least 30 participants. Thus, the sample size was small at N = 28, which increased the potential for a Type II error. Diets higher in aspartame (40–50 mg/kg body weight/day) should be examined for neurobehavioral effects. Longitudinal studies to examine the effects of aspartame over more than 8 days are needed. Future research needs to examine the length of washout period needed between the different levels of aspartame diets. Researchers also need to examine the measurement methods to ensure they have strong validity and reliability. Could a stronger test of working memory be used in future research? 177 EXERCISE 17 Questions to Be Graded Name: _______________________________________________________ Class: _____________________ Date: ___________________________________________________________________________________ Follow your instructor's directions to submit your answers to the following questions for grading. Your instructor may ask you to write your answers below and submit them as a hard copy for grading. Alternatively, your instructor may ask you to use the space below for notes and submit your answers online at http://evolve.elsevier.com/Grove/Statistics/ under “Questions to Be Graded.” 1. What are the assumptions for conducting a paired or dependent samples t -test in a study? Which of these assumptions do you think were met by the Lindseth et al. (2014) study? 2. In the introduction, Lindseth et al. (2014) described a “2-week washout between diets.” What does this mean? Why is this important? 3. What is the paired t -test value for mood (irritability) between the participants' consumption of high- versus low-aspartame diets? Is this result statistically significant? Provide a rationale for your answer. 4. State the null hypothesis for mood (irritability) that was tested in this study. Was this hypothesis accepted or rejected? Provide a rationale for your answer. 178 5. Which t value in Table 2 represents the greatest relative or standardized difference between the high- and low-aspartame diets? Is this t value statistically significant? Provide a rationale for your answer. 6. Discuss why the larger t values are more likely to be statistically significant. 7. Discuss the meaning of the results regarding depression for this study. What is the clinical importance of this result? 8. What is the smallest, paired t -test value in Table 2 ? Why do you think the smaller t values are not statistically significant? 9. Discuss the clinical importance of these study results about the consumption of aspartame. Document your answer with a relevant source. 10. Are these study findings related to the consumption of high- and low-aspartame diets ready for implementation in practice? Provide a rationale for your answer. There are two exercises that i posted exercise 16 and 17. both exercises has 10 questions at the end which says questions to be graded. I need to do that questions. Nursing Assignment Help 2025