8210 week 7 dis
Assignment Task Part 2
Respond to one of your colleagues’ posts in 125 words of the following:
1. Make recommendations for the design choice.
2. Explain whether you think that this is the appropriate ANOVA test to use for the research question. Why or why not?
3. As a lay reader, were you able to understand the results and their implications? Why or why not?
Romel Jimera
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Amilia and Nurmalia (2020) used a descriptive study to investigate the difference in patient safety competencies between the classroom and clinical settings. The 181 nursing students were selected using a stratified random sampling with 63 third-year students, 69 fourth-year students, and 49 clinical nursing students. The authors employed the Health Professional Safety Survey to determine student knowledge of the patient safety elements. They analyzed the demographic data descriptively and utilized a one-way analysis of variance (ANOVA) test, aside from the paired t-test and the independent t-test, to assess the differences between study years and patient safety parameters.
This study aimed to determine if there are variations between the classroom and clinical learning for nursing students. The authors used the t-test to compare the classroom learning differences between the two groups. Meanwhile, the one-way ANOVA test was appropriate for finding the difference among the three groups. ANOVA is commonly used when the study compares three or more groups (Frankfort-Nachmias et al., 2021).
Table 1. Comparing the scores in clinical learning among student groups (Amilia & Nurmilia, 2020) The omnibus test showed a statistically significant difference in clinical learning with p<.05 in all three groups, thus rejecting the null hypothesis. The authors did not identify if a post hoc test was used. One of the ANOVA assumptions, homogeneity, is that the variances between groups should be comparable (Frankfort-Nachmias et al., 2021). Consequently, in this case, the ANOVA test was only employed in clinical learning, while a t-test was utilized in classroom learning due to having only two groups. Further, the authors did not report the effect size, which they should have since the clinical sample size is uniquely smaller than the classroom sample size.
Table 2. Comparing the score between the classroom and clinical learning (Amilia & Nurmilla, 2020)
Null hypothesis: There is no difference in the mean of patient safety competencies among the group.
Alternative hypothesis: At least one group differs significantly from the overall dependent variable means.
Five out of seven patient safety domains have a p-value of <.05, rejecting the null hypothesis. The results stand alone in finding the difference in patient safety competencies between the classroom and clinical learning using the paired t-test, ANOVA, and independent t-test. Among the seven elements of patient safety competence, "clinical safety" (M = 4.36, p = 0.002) and "communicate effectively" (M = 4.29, p = 0.000) received the most significant scores in the classroom. In contrast, "adverse events" received the lowest score (M = 4.03, p = 0.003) (Amilia & Nurmalia, 2020).
Accordingly, this study found that nursing students' patient safety abilities were more significant than in clinical situations in the classroom. Patient safety is a critical concern, and clinical educators should address it. Therefore, further teaching on different aspects of patient safety, such as recognizing and responding to unforeseen events, should be included in the curriculum and clinical setting.
References
Amilia, R., & Nurmalia, D. (2020). A comparison of patient safety competencies between clinical and classroom settings among nursing students. Nurse Media Journal of Nursing, 10(1), 66-75. https://doi.org/10.14710/nmjn.v10i1.25231
Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2021). Social statistics for a diverse society (9th ed.). Sage.
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