Basic Terminology: Unit Three
Sheila Elyse Brooks
Stanbridge College
April 27, 2015
Introduction As we continue our journey through the "trials and errors" of understanding basic statistical terminology. Let 's focus our attention on the following: understanding what is the difference between a hypothesis, statistical hypothesis, and an experimental hypothesis. In addition, I want to explore how researchers determine the appropriate sample size. Now, some of you might be asking the question "what do we do once we have our hypothesis and sample population?" Well, now is a wonderful time to start experimenting with statistical methods like the chi-square test. I will explain this later on.
Hypothesis
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However, most clinical research associates do not hold medical degree of any type. This makes it rather to master the skills I need when I see my patients. Often, we are not allowed to open any lab kits (because they are in sequential order) which makes nurses prone to more mistakes. When I first came to Mount
Carmel, I notice we had simulators. So, I began to think how these simulators could reduce the clinical errors in research. My hypothesis (state of affairs) could be: Clinical research nurses who practice on simulators are more likely to have fewer medical errors then those who do not. My
Experimental hypothesis: Clinical research nurses are 25% more likely to make mistakes when performing clinical skills (such as lab draws and administering study medication) then those nurses who practice on patient simulators. My experiment: Compare the performance of nurses who use patient simulators to practice specific study related skills versus those who do not. After you figure out your hypothesis, you must consider what makes a "good estimate".
Making Good Estimates We obtain a sample in order to obtain a statistical measurement such as a mean form our observation. One can say that different sample sizes would produce different values or variations. The variation between these individual estimates is due to sampling error (Fowler et el, 2002). It is important to note that sampling
Simulation based learning develops skills, knowledge, and attitudes in staff that otherwise cannot be experienced. The staff are put in the client’s position and give them a better understanding of daily struggles. Also puts the focus on the client instead of task completion. 14
Deliberate practise also allows us to standardise exposure for all trainees and try to combat stress that may arise from students feeling inadequately prepared for their role. Simulation also allows for learners to choose which skills they feel they need to improve and removes the need for a specific surgical scenario to arise before they can practice it. adult learning thing.
1. The researchers analyzed the data they collected as though it were at what level of measurement?
Burn, N and Groves, S.K (2005) The Practice of Nursing Research. (6th edition), Elservier, Missouri 63146
As technology evolved and based on the number of epidemics or even disasters being reported in recent years, most hospitals including the Veterans Hospital where I currently work have already opened a simulation lab. The simulation labs unlike before do not only focus on everyday concerns, but they have been having simulating drills for natural, epidemics, and man-made disasters. Based on my experience, the exercises are very intense and portrayed to be as real as it could be.
There remain many questions regarding how and why individuals learn. The optimal methods to train and educate an individual need to be studied, as well as team training for optimal outcomes. Inserting multiple variables into individual training further complicates the issue. The “See One, Do One, Teach One” method has been used in the past, however, with simulation systems, the model should move toward “See Many, Do Many, Teach Many” as it is understood that simulation systems are relevant for novices as well as for experts providing
However, to replace a traditional educational aspect of nursing with simulation would not be ideal. The simulations are practice but they are not actually real, with real patients in the real world. The real world with real patients has its own set of limitations, time constraints and learning outcomes. While Gaberson, Oermann and Shellenbarger address that there are high fidelity simulators, they are still not going to be the real thing
My answers were not decisive which reflect my weak critical thinking skill. For example, when it comes to medication administration, in instances where things are not clear, it should always be referred to the doctor which in this case I belatedly remembered. Nurses should also make sure that they knew how to use all the equipment that is used in the nursing care. In a medical emergency situation, every second counts. In the simulation, epinephrine administration was delayed since the nurse did not know how to use the automatic injection. Over-all the simulation had a significant impact to my learning process.
Have the ability to assess, recognize and interpret diagnostic data, have nursing knowledge in lab results data, medications,
Research and Evidence Base Practice is an essential to the academic nursing. In 2015 the National Nursing Research Roundtable (NNNR) in their annual conference established the need to focus on the nursing practice, research scholarship, and nursing education. In this view, Dr. Patricia Gray, President of the (NNRR) suggest that faculty should be more able to conducted research
medical assistant I choose to help care for those who are in a position of need and medical
In population-based studies, instead of looking at a small group of individuals to make an assumption on the entire population, we are taking numbers that represent the population and determining
Simulation in the field of medicine and nursing has become a significant function of education for students and practicing healthcare providers (Aebersold and Tschannen, 2013). Also, the Institute of Medicine (IOM) recommends simulation as a strategy to support nurses in the ongoing accomplishment of knowledge and skills as well as interprofessional education. The activities of simulation also mimic the reality practice when training is too expensive, rarely occurs, or cause an unnecessary risk for patients (Billings and Halstead, 2012). Furthermore, simulation promotes critical thinking, problem-solving, clinical reasoning and diversity of care in a non-threatening environment (Billings and Halstead, 2012). Therefore, it is essential to prepare
Hospitals are working towards a more team-based training. The last couple years most of my training has been in a simulation lab. I feel it improves communication, teamwork, reinforces skills and new practices. Hands-on simulation experience allows healthcare workers to get messy, make mistakes and sharpen problem-solving skills — with no risk to patients. As nurses, we collaborate with each other on a daily basis but we are trained and tested individually on our skills, theory, and practical situations. As healthcare evolves, stimulation labs should be part of all healthcare works training and testing, that way everyone is better prepared to handle real time events.
To reach to a result we use HYPOTHESIS TESTING FOR DIFFERENCES BETWEEN MEANS WITH DEPENDENT SAMPLES.