NUR 590 Topic 6 DQ 2
Grand Canyon University NUR 590 Topic 6 DQ 2-Step-By-Step Guide
This guide will demonstrate how to complete the NUR 590 Topic 6 DQ 2 assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NUR 590 Topic 6 DQ 2
Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 590 Topic 6 DQ 2 depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NUR 590 Topic 6 DQ 2
The introduction for the Grand Canyon University NUR 590 Topic 6 DQ 2 is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NUR 590 Topic 6 DQ 2
After the introduction, move into the main part of the NUR 590 Topic 6 DQ 2 assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NUR 590 Topic 6 DQ 2
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NUR 590 Topic 6 DQ 2
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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DQ Discuss the difference between statistically significant evidence and clinically significant evidence
Statistically, significant evidence is defined as a result when it is determined that an occurrence is different from the theoretical by coincidence. Statistical significance focuses on the null hypothesis (no association or change), p-value (probability), and the significance level (data collected previous to study). Statistics help researchers, businesses, and other entities to comprehend the extent of the findings of an experiment, survey, or poll (Ranganathan et al., 2017). Statistical importance is intended to ensure that an impact occurs. Decision-makers can use the results of specific research as a helpful tool. Nevertheless, truth, effectiveness, or relevance should not be the prime determinant.
Clinically significant evidence is defined as a result is granted where actual and measurable results have been achieved through intervention. Clinical significance depends on the affected size (correlating multiple variables), the number needed to treat (the affected sample size), and the Jacobson-Truax (calculates reliability change index). In practice, significant clinical results may be reproduced to a considerably higher degree than just significant statistical findings and can thus be utilized in the circumstances with more significant stakes when even a slim margin of mistake is too high (MHA, 2021). The clinical relevance aims at understanding the extent and extent of an impact. This is a vital tool for policymakers working on the pharmacological, psychological, and medical fields of high interest.
DQ Discuss the difference between statistically significant evidence and clinically significant evidence
In evidence-based research practice, statistical importance must always be considered prior to clinical significance. The evidence-based clinical importance of the research project will be utilized to promote good projects findings that correspond with statistically significant results.
MHA. (2021). Clinical Significance vs. Statistical Significance – Side-by-Side Comparison. Mhaonline. https://www.mhaonline.com/faq/clinical-vs-statistical-significance
Ranganathan, P., Pramesh, C., & Buyse, M. (2017). Common pitfalls in statistical analysis: Clinical versus statistical significance. Perspectives in Clinical Research, 6(3), 169. https://doi.org/10.4103/2229-3485.159943
Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: DQ: Discuss the difference between statistically significant evidence and clinically significant evidence
The difference between statistical versus clinical significance is the former reflects reliability of the study results while the latter is the
reflection of how a study has an impact with one’s clinical practice (Ranganathan et al., 2015). Statistical significance can be measured and quantified. It can measure the probability of a null hypothesis being correct when comparing it to the acceptable level of uncertainty (Tenny & Abdelgawad, 2021). This basically is able to determine if the results yielded are true and not just a mere chance. On the other hand, clinical significance refers to the magnitude of the actual treatment effect (Ranganathan et al., 2015).
These findings can be used to advance an evidence based-practice project . It is important to note that statistical significance is not the same as clinical significance. Statistical significance can assist a researcher to whether reject or accept the null hypothesis or use the alternative hypothesis (Tenny & Abdelgawad, 2021). Clinical significance can have implications to the current trends in practice because it may or may not create a positive impact in patient care delivery.
DQ Discuss the difference between statistically significant evidence and clinically significant evidence
References
Ranganathan, P., Pramesh, C. S., & Buyse, M. (2015). Common pitfalls in statistical analysis: Clinical versus statistical significance. Perspectives in Clinical Research, 6(3), 169–170. https://doi.org/10.4103/2229-3485.159943
Tenny, S. & Abdelgawad, I. (2021). Statistical significance. StatPearls Publishing; Available from: https://www.ncbi.nlm.nih.gov/books/NBK459346/
Statistically significant evidence is when an event occurs and the result is thought to be not random in occurrence (Zbrog, n.d.). It is utilized when the researcher is attempting to see if something is not happening by chance, and Zbrog (n.d.) states that it would be well utilized in the initial stages of pharmaceutical trials. Clinically significant evidence is when the results are after a treatment has have results that are quantifiable (Zbrog, n.d.). Zbrog (n.d.) states that this type of significance is mostly utilized in the medical field and among pharmaceutical researchers, really wherever there is an intervention that the researcher needs to be able to measure and quantify. In our EBP projects there is room for both types of evidence. Obviously for most of us we are producing new interventions/ways to do things and therefore are looking at clinically significant evidence, because if our new way of thinking and doing things makes a difference that is significant to practitioners everywhere. With statistically significant evidence, we might not all find this within our own projects but it does have its place in EBP. In my EBP project in the phase where the facility will be utilizing a survey for all patients, it could be found statistically that most of the people agreeing to take the STD test are men who sleep with men. Furthermore, this could reflect that it is MSM who are more likely to have an STD, as most of the other research I have done have found this. It would be interesting to see if this infact happens, or if the other researchers were in areas with higher rates of homosexual STD spread, on purpose or otherwise. There are many reasons one might want this statistical data, it is not significant to my study and would only be statistically significant, whereas the outcome of my intervention is most important to me, and is clinically significant evidence.
Zbrog, M. (n.d.). Clinical Significance vs. Statistical Significance – Side-by-Side Comparison. Mhaonline. Retrieved September 21, 2021, from https://www.mhaonline.com/faq/clinical-vs-statistical-significance
The successful implementation of an evidence-based practice (EBP) proposal depends on the ability of an investigator to synthesize and interpret data collected from research. Therefore, the findings of a study must be differentiated based on their relevance in improving the reliability of research and on their reliance on being applicable within the clinical context. Statistically, significant evidence is a finding that suggests a positive relationship between variables that happened by chance (Schober, Bossers, & Schwarte, 2018). This aspect is evaluated a probability value (p-value) which suggests that a finding is statistically significant if its p-value is above 0.005. The discovery of a finding that is statistically significant allows an investigator to evaluate the parameters of using the study results to justify or confirm the parameters of the EBP proposal. The likelihood that a study finding is true provides the confidence of using the information on evaluating an EBP.
DQ Discuss the difference between statistically significant evidence and clinically significant evidence
On the other hand, clinical significance refers to an evaluation of evidence-based subjective interpretation in terms of its application within a clinical setting. It directly relates to the relevance of information from a study and its impact on patient care; therefore, it influences the healthcare provider’s decision-making process within a practice context (Schober, Bossers, & Schwarte, 2018). Clinically significant evidence can alter and change the existing practice principles and procedures due to its ability to integrate with the practical concerns of care. Therefore, this finding can be used as a supportive element to promoting positive outcomes of an EBP project that is already established to be statistically significant.
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