BACHELOR OF SCIENCE IN NURSING

NURSING RESEARCH 2 (NURES 2)

COURSE MODULE COURSE UNIT WEEK
2 3 7
QUANTITATIVE DATA

 Read course and unit objectives

 Read study guide prior to class attendance
 Read required learning resources; refer to unit terminologies for jargons
 Proactively participate in classroom discussions
 Participate in weekly discussion board (Canvas)
 Answer and submit course unit tasks.

At the end of this unit, the students are expected to:

Cognitive:
1. Understanding the Quantitative Data
2. Differentiate types of Quantitative Data
3. Understanding the different important facts in Quantitative data
Affective:
1. Listen attentively to the discussions and opinions in the class
2. Initiate asking questions that challenge class thinking
3. Express freely the personal opinion with respect to others opinion

Psychomotor:
1. Participate actively during class discussions
2. Confidently express personal opinion and thoughts in front of the class
• Nursing Research Process: A Quick Guide, website:
https://nursingeducationnetwork.net/2018/07/03/nursing-research-process-a-quick-guide/

• The nursing research process (download the pdf file), website:

https://www.researchgate.net/publication/5647190_The_nursing_research_process

Phase 4- Analytic Phase

4.1. Analyzing through appropriate quantitative or qualitative methods, the research data
4.2. Interpreting the results of the analyses

Filed of statistics:

Descriptive: allow the researcher to organize the data in ways that give meaning and facilitate insight
(frequency distributions and measures of central tendency and dispersion)

Inferential: statistics designed to allow inference from a sample statistic to a population parameter;
commonly used to test hypotheses of similarities and differences in subsets of the sample under study

What we need to know when quantifying data

• Understand the research problem
• Understand the nature of our variables
– Categorical or metric data
– Levels of measurement: NOIR
• Level of Statistical Analysis
• Distinguish the appropriate statistical procedures
 • MEAN – average, add all values divided by the number of values
• MEDIAN – the value which divides the values into two halves

• MODE – most frequent occurring value

DESCRIPTIVE STATISTICS
It is a statistical technique that provides simple description and summary about the sample and about
the observations that has been made.

Biophysiologic Measure
 Purposes of Collecting Biophysiologic Data:

1. Studies of basic biophysiologic processes that have relevance for nursing care

2. Descriptions of the physiologic outcomes of nursing and health care

3. Evaluation of specific nursing interventions

4. Product assessments

5. Studies to evaluate the measurement recording of biophysiologic information gathered by nurses

6. Studies of the correlates of physiologic functioning in patients with health problems.

Types of Biophysiologic Measures:

 1. In Vivo Measurement- are those performed directly in or on living organism.

Ex: CBC, lab test

 2. In Vitro Measurement- performed outside the organism’s body.

Ex: Blood pressure, ECG, taking client’s weight

Understand the nature of our variables

CATEGORICAL AND METRIC DATA

 Categorical data - cases are in defined classes; data are counted or yield frequencies
 e.g. Gender (variable), categories – male and female
 Metric data - cases are measured. Thus, these data yield metric or scale values.
 e.g. height (4.5 meters), IQ (130)

Levels of Measurement: NOIR

 Nominal - Data are classified into categories. These categories have no particular order

e.g. gender, civil status

 Ordinal - Categories imply some sort of ranking

e.g. rank of professors, SES

  Interval - the difference between numbers is a known constant size; zero is arbitrary

e.g. temperature in Celsius, IQ scores

 Ratio - highest level of measurement. Aside from a constant size in difference between
numbers, it has a fixed zero point.

e.g. weight, height

Levels of measurement
Source: Lutz, 1980 & prof G CRUZ

STATISTICS

-It deals with logical collection, organization, presentation, analysis and interpretation of numerical data

Level of Statistical Analysis:

1. Univariate analysis – examination of the distribution of cases on only one variable at a time
 Frequency Distribution (Percentage, Ranking)
 Measures of central tendency (mean, median, mode)
2. Bivariate analysis – two variables are studied, an element of comparison is added
 t-test (independent and dependent): parametric analysis technique used to determine
significant differences between measures of two samples
 ANOVA: statistical test used to examine differences among two or more groups by comparing
the variability between the groups with the variability within the groups.
 Measure or variability (range, standard deviation)

 Chi-square test of independence: used to analyze NOMINAL data to determine

significant differences between observed frequencies within the data and frequencies that
were expected
 Pearson’s Product Moment Correlation: parametric test used to determine relationship
among variables
  Multivariate analysis – several variables are being studied techniques used to analyze
data from complex, multivariate research projects such as multiple regression, time series,
etc.

Table 1
Frequency distribution

(N=250) were the total number of respondents- 43.2% of the respondents were male (108) and 56.8%
were female (142).

Table 2 Cross Tabulated Table

In table 2 there are 140 (42.81%) males and 187 (57.19) females for a total of (N=327) participants. N
the total row below were nurses where in (23.8%) are males and (14.06%) are females. The
researchers also considered 113 (34.56% PT as respondents for this research wherein 46 (14.06%)
were males and 67 (20.49%) were female PT. Dentistry took part in this study, 16 (4.89) are males and
12 (3.67%) are female with the total of 28 (8.56%) participants.
Table 3
Weighted Mean

Scale: 1.0-1.49; Very Rare; 1.5-2.49; Rarely; 2.5-3.49; Sometimes; 3.5-4.49; Often; 4.5-5.0; Very Often

MEASURES OF DISPERSION-applicable to at scales

Range -highest value – lowest value

Variance and Standard Deviation – “variance is the average of the squares of the distance each value
is from the mean (Bluman, 1993:95). The square root of the variance is the standard deviation.

Standard Deviation – how disperse the values are from the mean

CHOOSING THE APPROPRIATE MEASURE

biVARIATE ANALYSIS: describing data

NOMINAL

Phi coefficient

- Or mean square contingency coefficient and is a measure of association for two binary variables.
Introduced by Karl Pearson, this measure is similar to the Pearson correlation coefficient in its
interpretation

ORDINAL

Spearman Rho
-is a nonparametric measure of rank correlation (statistical dependence between the ranking of two
variables).
- Spearman's rank correlation coefficient orSpearman's rho, named after Charles Spearman

ORDINAL
Spearman Rho (Maximum value is 1)

- is the nonparametric version of the Pearson correlation coefficient. Your data must
be ordinal, interval or ratio. Spearman’s returns a value from -1 to 1, where:
+1 = a perfect positive correlation between ranks
-1 = a perfect negative correlation between ranks
0 = no correlation between ranks.

ORDINAL
Kruskal-Wallis H test (sometimes also called the "one-way ANOVA on ranks") is a rank-based
nonparametric test that can be used to determine if there are statistically significant differences
between two or more groups of an independent variable on a continuous or ordinal dependent variable.

Kruskal-Wallis H test
- The test determines whether the medians of two or more groups are different. Like most statistical
tests, you calculate a test statistic and compare it to a distribution cut-off point.

Example Kruskal-Wallis
1. You want to find out how test anxiety affects actual test scores. The independent variable “test
anxiety” has three levels: no anxiety, low-medium anxiety and high anxiety. The dependent variable is
the exam score, rated from 0 to 100%.
2. You want to find out how socioeconomic status affects attitude towards sales tax increases. Your
independent variable is “socioeconomic status” with three levels: working class, middle class and
wealthy. The dependent variable is measured on a 4-point Likert scale from strongly agree to strongly
disagree.

Scale
Pearson R is a statistical formula that measures the strength between variables and relationships.
To determine how strong the relationship is between two variables, you need to find the coefficient
value, which can range between -1.00 and 1.00.

Pearson R
If the coefficient value is in the negative range, then that means the relationship between the variables
is negatively correlated, or as one value increases, the other decreases.
If the value is in the positive range, then that means the relationship between the variables is positively
correlated, or both values increase or decrease together.

Pearson R

p- value= Alternative approach in decision making

Decision rule: if p <a (0.01 or 0.05) Reject the H₀ conclude Ha

Example of Pearson R
Participants' age and reported level of income. if there is a positive or negative relationship between
someone's age and their income level. After conducting the test, your Pearson correlation coefficient
value is +.20 (near 0).
Therefore, you would have a slightly positive correlation between the two variables, so the strength of
the relationship is also positive and considered weak. You could confidently conclude there is a weak
relationship and positive correlation between one's age and their income. In other words, as
people grow older, their income tends to increase as well.
Participants' anxiety score and the number of hours they work each week. After conducting the test,
your Pearson correlation coefficient value is -.80 near -1.
Therefore, you would have a negative correlation between the two variables, and the strength of the
relationship would be strong. You could confidently conclude there is a strong relationship and negative
correlation between one's anxiety score and how many hours a week they report working.
Therefore, those who scored high on anxiety would tend to report less hours of work per
week, while those who scored lower on anxiety would tend to report more
hours of work each week.

A. ANALYZING THE DATA

Level of significance: α, probability of rejecting a true Ho hypothesis

Setting the level of significance is setting the probability of erroneously rejecting a true Ho to be at the
most equal to α
α is conventionally set at 0.05, 0.01 or 0.1
e.g. rejecting Ho set at α =.05 means that the probability of rejecting a true Ho is at most only 5%. Or
5 times in 100 samples

B. INTERPRETING THE RESULTS

Hypothesis Testing

Statistical Hypothesis is subjected to statistics.

CV =/< TV ---- accept the Ho
CV > TV ------ reject the Ho

ERRORS
Type I
Type II

B. INTERPRETING THE RESULTS

Hypothesis Testing

ERRORS
Type I: error that occurs when the researcher concludes that the samples tested are from different
populations (a significant difference exists between groups) when, in fact, the samples are from the
same population (no significant difference exists between groups); null hypothesis is rejected when it is
true

Type II: error that occurs when the researcher concludes that no significant difference exists between
the samples examined when, in fact, a difference exists; the null hypothesis is regarded as true when it
is false
B. INTERPRETING THE RESULTS
Hypothesis Testing

Example:
Ho: not guilty
Ha: guilty

Decision of the judge: he is guilty.

but in reality, he is not! (Type I error)
Decision of the judge: he is not guilty or he is innocent.
but in reality , he is guilty/criminal. (Type II error)

ERRORS
Type I: (False Positive Error)

A Type I error (sometimes called a Type 1 error), is the incorrect rejection of a true null
hypothesis.
Is asserting something as true when it is actually false. This false positive error is basically a “false
alarm”
In reality: a person is NOT SICK. But after the test the result is (HE or SHE is SICK)

ERRORS

Type II: (False Negative Error)

A type II error occurs when the null hypothesis is actually false, but was accepted as true by the testing.
A type II error, or false negative, is where a test result indicates that a condition failed, while it actually
was successful.

In reality the person is sick. But after the test He or she is healthy or not sick.


 Exploring the Understanding of the Research Process Nursing Essay, website:
https://nursinganswers.net/essays/exploring-the-understanding-of-the-research-processnursing-
essay.php
 Steps of research process (slide #31-68), website:
https://www.slideshare.net/babithadevu/babithas-note-on-unit-01-introduction-to-
researchresearch-process
 Literature review as a research methodology: An overview and guidelines, website:
https://www.sciencedirect.com/science/article/pii/S0148296319304564
Study Questions

1. Identify and discuss what are the potential challenges that you may encounter in each steps
of the research process and provide solutions in each identified challenge.
2. Together with your group mates, Start on your data collection phase. Ensure that all steps in
each phase are included.

 Barrientos, Crestita. (2011). A Research guide in nursing education: building an evidence-based

practice: textbook and workbook: part 1: 4th Ed. Pasay City: Visprint
 Cronin, P., Coughlan M., & Smith, V (2015) Understanding Nursing and Healthcare Research.
Sage Publications Ltd.
 Polit, D. and Beck, C. (2010) Essentials of Nursing Research: Appraising Evidence for Nursing
Practice, 7th edition, Wolters Kluwer Health | Lippincott Williams & Wilkins.