Validity And Reliability

Values and Motives Questionnaire: The Technical Manual (n.d.). Retrieved from the Liberty COUN 521 website: Psytech International.

The Values and Motives Questionnaire, also known as the Values and Motives Inventory, is designed to examine a person’s motivation in relation to his values and activities. In order to ensure a comprehensive understanding of values, the VMQ assess three distinct areas, including: interpersonal, intrinsic, and extrinsic. Interpersonal values, according to the VMQ refer to one’s relationships with others. Intrinsic values contain one’s personal beliefs and attitudes. Finally, extrinsic values are one’s motivating factors at the workplace. Each of these three areas contain twelve topics

Credibility is similar to internal validity in quantitative studies; if a study is credible, the reader can have faith that the study and its findings are accurate; to determine credibility the reader should look for the use of standard procedures, extended observation and/or contact with the participants, member checking, and reexamination of the data (Connelly, 2016). Dependability, refers to the constancy of the data over time and condition, and is comparable to reliability in quantitative research. However, in qualitative studies, it is important to understand that the study’s nature affects its conditions. Measures that denote a dependable study include peer debriefings, and the maintenance process logs (Connelly,

The research question addressed by the article titled, “The Effect of Unit-Based Simulation on Nurses’ Identification of Deteriorating Patients” by Disher et al., are: 1. What is the effect of using unit-based, high-fidelity simulation as an educational tool on RNs’ knowledge levels in handling acute respiratory deteriorating patients on step-down cardiovascular units in a community hospital? 2. What is the effect of using unit-based, high-fidelity simulation as an educational tool on RNs’ self-confidence levels in handling acute respiratory deteriorating patients on step-down cardiovascular units in a community hospital? (Disher et al., 2014)

Strengthening of the self-concept could be brought on by using processes such as the five core aspects of self-awareness:

In the surveys and randomized controlled trials, validity, reliability and generalizability are three key factors.

Arlington’s second goal was identified as “client will experience fewer cognitive distortions”. The first objective identified for goal two is “client will develop positive self-talk”. The second objective was identified as “client will exhibit increased self-awareness regarding cognitive distortions”. In addition to objectives, action steps were also identified in order to help Ms. Arlington accomplish her goal. The first action step identified under goal two and objective one is “clinician will aid the client in identifying positive affirmations”. The second action step identified under goal two objective one is “clinician will practice reciting positive affirmations with client and instruct her to recite them three times a day”. Finally, the first action step identified under goal two and objective two is “clinician will help client to maintain a thought record” and the second objective under goal two and objective two is “clinician will engage in mind and body relaxation techniques with

There are 7 aspects in assessing the validity of instruments: content experts approach, factor analysis, concurrent approach, predictive, convergent/divergent, contrasted groups, and hypothesis testing. Six aspects of validity were demonstrated with SCHFI. Data was gathered from studies that used SCHFI, which supported the evidence that symptom recognition is the key to successful self-care management. Confidence has a moderate effect on self-care management. Finally, self-confidence has a mediating effect on social support and self-care outcomes (Cameron et al., 2009).

Validity and reliability help ascertain the quality of a piece of research by verifying the trustworthiness of a study. Validity verifies the research is measuring what the researchers intended to study. Validity is measured by degree in particular uses. Researchers must show the inference, to the study, is the proper amount. Validity is commonly examined through evidence based on relations to other variables. This occurs when results from one test are compared to similar tests (McMillan, 2012).

There are various methods you can use to validate the reliability of the information. The information will only be reliable if the information is being received from a dependable source. The accuracy of the information and the relevance of it should also be up for consideration. There can be many ways of errors occurring in the information from human error when inputting it to the source material being incorrect or inaccurate. The two main techniques used to test the reliability of the information are the validation and verification methods. The verification method involves checking that the data entered will match up with the original source. The two main ways of doing this is either to use proofreading techniques or to use the double entry

Aronson and Colleagues (2013) believes that in most cases new nurses find themselves under prepared to handle complex patient cases when patient illness rapidly deteriorates. The researchers use quasi- experimental studies for the research. The study thus sought to evaluate the preliminary effectiveness of theory based role modelling intervention on enhancing the students competencies in responding to stimulated response to rescue event. The measurement of the performance was enhanced by Heart Failure Simulation Competency Evaluation Tool (HFSCET). According to Aaronson, Glynn, B., and Squires, T., this research was based on a performance which was previously validated by Heart Failure simulation Competency with a pre-test score of 59.08 and a post-test score of 87.08 (2013).

In order to create validity teachers must make sure that we align our curriculum to the standards we teach. So how do we align the curriculum? To start off, alignment means the interrelationship between the standards, assessment, and instruction we teach. To achieve this, we need to follow the goal of alignment. The goal is student understanding. As teachers, we need to make sure we make meaning of life’s big ideas and transfer those big ideas. To accomplish the alignment goal, Grant Wiggins and Jay McTighe had designed an alignment tool that creates validity in the classroom. The alignment tool is called Understanding by Design (UbD). UbD looks at the teacher’s role as a coach for making meaning of life’s big ideas and transferring them. It

According to chapter four, “To control the effects of memory on test-retest reliability (which can produce an overestimate of reliability), one strategy is to avoid the reuse of a measure and to use equivalent versions of the measure instead” (Gatewood, Murray, Barrick 112). In order to control the reliability, there are four ways to estimate reliability. The first estimate is Inter-rater reliability, which evaluates the reliability across different people. For example, with inter-rater reliability the same test is given to different people and the scores are evaluated. The second estimate is test-retest reliability, which evaluates the reliability across time. For example, with test-retest reliability the same test is given to the same

Metric tools can set parameters or measures quantitative assessment for measurement, comparison and to track performance or production (Skandamis, Andritsos, Psomas, & Paramythiotis, 2015). The metric tool that was ultilzied in the case study was the Self-Efficacy for Managining Chronic Disease 6-Item Scale. The Self-Efficacy for Managing Chronic Disease 6-Item Scale was created and validated by the Stanford Patient Education Resource Center. The Self-Efficacy for Managing Chronic Disease 6-Item Scale incorporates several areas that are common among many chronic diseases including, symptom control, role function, emotional functioning and communicating with physicians (Lorig, Sobel, Ritte, Laurent, and Hobbs, 2001).

Self-confidence is viewed one of the most influential aspect in people's everyday lives (Bandura, 1986). As an emergency nurse responder, they are moderately confident in dealing efficiently with emergency situations while performing basic life support to a victim. Moderately true can have its contributors and factors why the emergency nurse responders mostly chose this instead of being exactly true. One being, Moderately confident that the responders mentioned that they have joined or gone through enough trainings/programs on basic life support for the responders to say they are confident enough to apply what they have learned. Even being with the institution for a long period, in this case a few responders have said upon interviewing that