Academic and Professional Success Plan

NURS 6002: Foundations of Graduate Study

 

 

 

 

Academic and Professional Success Plan

 

Prepared by:

 

Semiloore Akerele

 

This document is to be used for NURS 6002 Foundations of Graduate Study to complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.

For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.

 

 

Week 1 | Part 1: My Academic and Professional Network

 

I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.

 

Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.

 

 

NETWORK MEMBER 1

Name: Laurie Jenig BSN

 

 

Title:  Nursing Manager

 

 

Organization: Aurora Behavioral Health

 

 

Academic or Professional:  Professional

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

I selected this individual because of her leadership school. Despite the pressure at her workplace she is well coordinated and will never transfer aggression to her staff. She is a good listener and was resourceful to me during my BSN.  She thinks carefully and she has the ability to bounce idea back and forth with me

 

 

 

 

 

NETWORK MEMBER 2

 

Name: Bukola Adeyemi

 

 

Title: PMH-NP

 

 

Organization: Aurora Behavioral Health

 

 

Academic or Professional: Professional

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

Notes: I choose Bukola because she has been working with this organization for eight years. She started as a floor nurse in this organization, became a charge nurse and went back to school to be Psychiatry nurse practitioner. She gave me the push I need to go back to school. She brought some textbooks she used when she did hers.  She is well experienced in psychiatry nursing.  

 

 

 

NETWORK MEMBER 3

 

Name: Silfa Jones

 

 

Title: RN, BSN

 

 

Organization: Thorek Memorial Hospital

 

 

Academic or Professional:  Academics

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

Notes: I choose her because we were study mate for BSN. She currently in Walden too for psychiatry nursing.  We both attended meeting and seminars that benefitted our career the time. She is like a push to me and it makes all easy because I can get a physical person discuss my classes with.

 

 

NETWORK MEMBER 4

 

Name: Melisa P MSN

 

 

Title: charge Nurse

 

 

Organization: Thorek Memorial Hospital

 

 

Academic or Professional:  Academic

 

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

Notes: I choose Melissa because she is a resourceful person.  She had her Bachelors in  psychology and the did her masters in Nursing. Apart from being a floor Nurse she just published her first articles in one of the local nursing Journal in Illinois. She is currently seeking for more information on what food will benefit schizophrenic patients. She is constantly in search of new knowledge.

 

 

 

 

ADDITIONAL NETWORK MEMBERS

 

Week 2 | Part 2: Academic Resources and Strategies

 

I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.

 

Directions: In the space below Identify and describe at least three academic resources or strategies that can be applied to the MSN program, and at least three professional resources that can be applied to success in the nursing practice in general or your specialty in particular. For each, explain how you intend to use these resources, and how they might benefit you academically and professionally.

 

 

Academic Resource/Strategy 1

Internet – The Internet is an incredible method to conduct investigations for an essential and auxiliary purpose. Since the arrangement of reference books are presently accessible on the web as opposed to printed frames; I currently manage everything on the internet. Pretty much everything is available on the web a large portion of them are accessible in a free source. I plan on using this insightful resource without confinements of my ability since the internet supports types of learning creation and information utilization that vary enormously from the epistemological assumptions of formal tutoring and mass guidance.

 

Academic Resource/Strategy 2

Tutoring and Help Rooms – I append myself to qualified and prepared peer tutors who will help me with mastering my course content and growing my potential for academic accomplishment. At the point when joined with customary participation of classes and recitations, visits to educators’ available time, utilization of departmental Help Rooms and development of peer study groups, mentoring serves as a proactive advance for guaranteeing that I scholastically succeed (Bradshaw & Hultquist, 2016). My technique is to search for my an academic director who will help me in recognizing different grounds assets that may be of help as I create study abilities and great work propensities, including Stress-busters.

 

 

Academic Resource/Strategy 3

Local Library – The use of my local library offers a full scope of assets and services to help all parts of my studies. Librarians will enable me to locate the best print and electronic assets and show me how to utilize bibliographic software just as different instruments that will allow me to design and manage data. My procedure will be straightforward since more often than not I go to classes, I will visit the library around evening time when I am finished with my classes.

 

Professional Resource/Strategy 1

ANA (American Nurses Association) – My plans for joining the association would enable me to finish the hover between clinical practice and the outside elements that impact nursing. Joining this association can too benefit me to increase clinical abilities and furthermore improve both my expert network and future profession prospects. There are such a substantial number of devices and resources for orderlies that I trust I will probably exploit as i advance in this field.

 

Professional Resource/Strategy 2

National Federation for Specialty Nursing Organizations (NFSNO) – This will enable me to create the vitality, stream of thoughts, and proactive work expected to keep up a sound calling that advocates for the necessities of its clients and medical attendants, and the trust of society (Sayles & Shelton, 2005).

 

Professional Resource/Strategy 3

ICN (The International Council of Nurses) – I plan to adequately look into the International Council of Nurses since ICN attempts to guarantee quality nursing care for all, stable wellbeing arrangements all-inclusive, the progression of nursing information, and the presence worldwide of a regarded nursing profession and a skilled and fulfilled nursing workforce. The association will enable me to create a consolidated stage for the definition and extent of training in my field.

 

ADDITIONAL RESOURCES/STRATEGIES

 

 

 

 

Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics

 

I have analyzed the relationship between academic integrity and writing, as well as the relationship between professional practices and scholarly ethics. I have also identified strategies I intend to pursue to maintain integrity and ethics of my academic work while a student of the MSN program, as well as my professional work as a nurse throughout my career. The results of these efforts are shared below.

 

Directions: In the space below craft your analysis/writing sample, including Part 1 (The Connection Between Academic and Professional Integrity) and Part 2 (Strategies for Maintaining Integrity of Work).

 

 

Part 1: Writing Sample: The Connection Between Academic and Professional Integrity

 

In the space below write a 2- 3-paragraph analysis that includes the following:

 

· Explanation for the relationship between academic integrity and writing

· Explanation for the relationship between professional practices and scholarly ethics

· Cite at least 2 resources that support your arguments, being sure to use proper APA formatting.

· Use Grammarly and SafeAssign to improve the product.

· Explain how Grammarly, Safe Assign, and paraphrasing contributes to academic integrity

 

Academic integrity is defined as the frequencies of being honest and it is being displayed in all academic aspects. Violation of academic integrity makes it hard for students to access suitable knowledge which is important in having a successful academic outcome. The most common factors associated with academic dishonesty are related to issues such as plagiarism and academic forgery. Plagiarism and academic forgery are considered to be unethical in the academic environment. In a nursing career, there is a connection between academic integrity and writing. In academic ethics, any person is capable of displaying moral ethics on the written work through recognizing the work of other scholars. Integrity is considered to be the most important aspect of writing since it is demonstrating some important aspects of academic intellectuality (Cock, 2016). For the purposes of ensuring that there is academic integrity while writing a project or essay, it is always important to avoid involvement in plagiarism to help in the presentation of authentic and original work. When the work of other scholars is used, it is crucial to acknowledge them through referencing.

The relationship between professional practices and scholarly ethics

In nursing practices, it is always important to adopt the practice of embracing scholarly ethics to ensure that there is involvement in honesty practices. In nursing practice, ethical standards are high values and are considered to be the moral integrity which forms an important element towards delivering quality healthcare services to the patients (Milton, 2015). Evidence-based practice is important in ensuring that there is a professional practice within the field of nursing practice and it is usually based on the scholarly articles.it is, therefore, a requirement that nurses put more focus on the scholarly articles which are easily referable. A constructive link between professionalism and the academic ethics is helping in the creation of ethical workplace for nurses hence assisting in the development of trust from the patients to ensure that there is a delivery of quality care to the clients. There is also the existence of the code of ethics which guides nursing practices and are based on the scholarly articles written by specific authors or organizations. It is, therefore, a requirement for nurses to observe the code of ethics to help in improving the quality of care being provided to the patients.

How Grammarly, safe assign and paraphrasing are contributing to the academic integrity

Grammarly, safe assign and paraphrasing are playing an essential role in enhancing the ability of the students. Grammarly allows students to proofread the grammatical errors, spelling check, and punctuation. It is also possible to check on plagiarism which also provides the chances of making a correction to the mistakes made and citing appropriate sources. Correspondingly, Safe Assign and Turnitin are applications which have been developed to help in the detection of plagiarism. These applications are important in helping the students or writers to gather more knowledge regarding the appropriate methods of using academic resources and methods of citing them during writing (Milton, 2015).

 

 

 

 

 

 

 

 

 

 

 

 

PART 2: Strategies for Maintaining Integrity of Work

 

Expand on your thoughts from Part 1 by:

 

Identifying and describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.

 

 

 

Based on my academic work, I have the intention of upholding academic integrity by practicing suitable paraphrasing while writing as well as citing scholarly articles. Grammarly will be continuously used to ensure that the standards of the grammar are met. I am also aiming at making a continuous consultation with my instructor for guidance more so in the areas where I feel to be not well conversant with. The assigned academic work will be submitted on a timely basis and will observe time to make sure that I sit in an area which is safe and appropriate which might help in reducing the chances of looking at the answers of the fellow student. Private properties such as cell phones and bags will be placed far from the exam room to avoid any temptation of cheating. The safe assign and Turnitin app will be relied on to help in correcting the plagiarism issues and making correction prior to the submission of my work. Being a nurse, I will deeply rely on evidence-based care as well as the standard code of ethics to help in the delivery of quality healthcare services. I will always be honest, show empathy, and trustworthy to the patients.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 4 | Part 4: Research Analysis

 

I have identified one topic of interest for further study. I have researched and identified one peer-reviewed research article focused on this topic and have analyzed this article. The results of these efforts are shared below.

 

Directions: Complete Step 1 by using the table and subsequent space below identify and analyze the research article you have selected. Complete Step 2 by summarizing in 2-3 paragraphs the results of your analysis using the space identified.

 

 

 

 

 

Step 1: Research Analysis

The scholarly article which is peer-reviewed which I selected is “Associations of age at cannabis first use and later substance abuse with mental health and depression in young men.”

The authors associated between age at cannabis first use and the recurrence of cannabis usage utilizing a “Cox proportional hazard technique.” Relationship with other unlawful medication use, liquor reliance, nicotine reliance, psychological well-being, and depression was examined utilizing direct relapses and logistics relapses. In this manner, the expert practice utilization of the speculations/ideas displayed in the article is the Cox proportional hazard show that they explored the relationship between the survival time of participants and at least one indicator factors.

 

Complete the table below

Topic of Interest: Associations of age at cannabis first use and later substance abuse with mental health and depression in young men
Research Article: Include full citation in APA format, as well as link or search details (such as DOI) Henchoz, Y., N’Goran, A. A., Baggio, S., Deline, S., Studer, J., & Gmel, G. (2016). Associations of age at cannabis first use and later substance abuse with mental health and depression in young men. Journal of Substance Use21(1), 85-91.Retrieved from: https://www.tandfonline.com/doi/ref/10.3109/14659891.2014.966342?scroll=top
Professional Practice Use:

One or more professional practice uses of the theories/concepts presented in the article

To investigates the association between a dependent variable and one or more predictor variables simultaneously. In this case, to associate between age at cannabis first use and the recurrence of cannabis usage in young men as well with other substances use like alcohol and cocaine.
Research Analysis Matrix

Add more rows if necessary

Strengths of the Research Limitations of the Research Relevancy to Topic of Interest Notes
   

The research used Cox proportional hazard model to associate mental health and depression with cannabis misuse

Failure to collect valid report from psychosocial impaired substance abusers early cannabis onset is associated with later impairments in mental health and depression Findings suggest that a significant association exists between depression and the use of alcohol, cannabis, and tobacco.
   

 

     
   

 

     
   

 

     
   

 

     
   

 

     
   

 

     
   

 

     
   

 

     
   

 

     

 

 

Step 2: Summary of Analysis

Craft a summary (2-3 paragraph) below that includes the following:

· Describe your approach to identifying and analyzing peer-reviewed research

· Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research

· Identify at least one resource you intend to use in the future to find peer-reviewed research

 

I would recommend this article for professional use because it is peer reviewed since it is bound to be accurately consistent and achieve sensible outcomes.

To find peer-reviewed sources I previously checked my library database. The library database had a choice to refine my search and show just insightful articles. Two methodologies I would use to look for a peer-reviewed article are “phrase search” – this is the use of double statements around an expression to cut the words together for example “sustainable advancement.” Truncation – cutting a word and finds the substitute endings of the word, for example, create* finds create, creates, creative, or creating.

One resource I expect to use later on to discover peer-reviewed study is peer-reviewed journals because these articles are composed by professionals and are audited by a few different experts in the field before the report is distributed in the journal to guarantee the article’s quality.

 

 

 

Reference

Henchoz, Y., N’Goran, A. A., Baggio, S., Deline, S., Studer, J., & Gmel, G. (2016). Associations of age at cannabis first use and later substance abuse with mental health and depression in young men. Journal of Substance Use21(1), 85-91.Retrieved from: https://www.tandfonline.com/doi/ref/10.3109/14659891.2014.966342?scroll=top

 

 

 

 

Week 5 | Part 5: Professional Development

 

I have developed a curriculum vitae to capture my academic and professional accomplishments to date. I have also developed a statement identifying one or more professional development goals, and a statement proposing how I might align one or more of these professional development goals with the University’s emphasis on social change.

 

The results of my efforts are below.

 

Directions: Complete Step 1 by developing (or copying and pasting) a curriculum vitae (CV) in the space provided. Complete Step 2 by completing a statement identifying your professional development goals space identified. Complete Step 3 by writing a statement proposing how you might align one or more of your professional development goals with the University’s emphasis on social change.

 

 

 

Step 1: Curriculum Vitae (CV)

Use the space below to write your CV based on your current education and professional background. Alternatively, you may write this in a separate document and copy/paste the results below.

NOTE: If needed there are a variety of online resources available with tips and samples of graduate nurse CVs.

Step 2: Professional Development Goals

Use the space below to write a statement identifying your professional development goals.

 

 

 

 

 

 

 

 

Step 3: Alignment with Social Change

Use the space below to write a statement proposing how you might align one or more of your professional development goals with the University’s emphasis on social change.

 

Week 6 | Part 6: Finalizing the Plan

 

I have considered various options for my nursing specialty, including a close look at my selected (or currently preferred) specialty and second-preferred specialty. I have also developed a justification of my selected (or preferred) specialty. Lastly, I have examined one professional organization related to my selected or preferred specialty and considered how I can become a member of this organization.

 

The results of my efforts are below.

 

Directions: Complete Step 1 by writing 2-3 paragraphs in the space below comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration – to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.

 

Complete Step 2 by writing a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.

 

Complete Step 3 by examining and identifying one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.

 

 

Step 1: Comparison of Nursing Specialties

Use the space below to write 2-3 paragraphs comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration – to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.

 

Step 2: Justification of Nursing Specialty

Use the space below to write a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.

 

 

 

 

 

 

 

 

Step 3: Professional Organizations

Use the space below to identify and examine one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.

The post Academic and Professional Success Plan appeared first on Infinite Essays.

The independent samples t-test is a parametric statistical technique used to determine significant differences between the scores obtained from two samples or groups

Exercise 16

Understanding Independent Samples t-Test

Statistical Technique in Review

The independent samples t-test is a parametric statistical technique used to determine significant differences between the scores obtained from two samples or groups. Since the t-test is considered fairly easy to calculate, researchers often use it in determining differences between two groups. The t-test examines the differences between the means of the two groups in a study and adjusts that difference for the variability (computed by the standard error) among the data. When interpreting the results of t-tests, the larger the calculated t ratio, in absolute value, the greater the difference between the two groups. The significance of a t ratio can be determined by comparison with the critical values in a statistical table for the t distribution using the degrees of freedom (df) for the study (see Appendix A Critical Values for Student’s t Distribution at the back of this text). The formula for df for an independent t-test is as follows:

df=(numberofsubjectsinsample1+numberofsubjectsinsample2)−2

image

Exampledf=(65insample1+67insample2)−2=132−2=130

image

The t-test should be conducted only once to examine differences between two groups in a study, because conducting multiple t-tests on study data can result in an inflated Type 1 error rate. A Type I error occurs when the researcher rejects the null hypothesis when it is in actuality true. Researchers need to consider other statistical analysis options for their study data rather than conducting multiple t-tests. However, if multiple t-tests are conducted, researchers can perform a Bonferroni procedure or more conservative post hoc tests like Tukey’s honestly significant difference (HSD), Student-Newman-Keuls, or Scheffé test to reduce the risk of a Type I error. Only the Bonferroni procedure is covered in this text; details about the other, more stringent post hoc tests can be found in Plichta and Kelvin (2013) and Zar (2010).

The Bonferroni procedure is a simple calculation in which the alpha is divided by the number of t-tests conducted on different aspects of the study data. The resulting number is used as the alpha or level of significance for each of the t-tests conducted. The Bonferroni procedure formula is as follows: alpha (α) ÷ number of t-tests performed on study data = more stringent study α to determine the significance of study results. For example, if a study’s α was set at 0.05 and the researcher planned on conducting five t-tests on the study data, the α would be divided by the five t-tests (0.05 ÷ 5 = 0.01), with a resulting α of 0.01 to be used to determine significant differences in the study.

The t-test for independent samples or groups includes the following assumptions:

1. The raw scores in the population are normally distributed.

2. The dependent variable(s) is(are) measured at the interval or ratio levels.

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3. The two groups examined for differences have equal variance, which is best achieved by a random sample and random assignment to groups.

4. All scores or observations collected within each group are independent or not related to other study scores or observations.

The t-test is robust, meaning the results are reliable even if one of the assumptions has been violated. However, the t-test is not robust regarding between-samples or within-samples independence assumptions or with respect to extreme violation of the assumption of normality. Groups do not need to be of equal sizes but rather of equal variance. Groups are independent if the two sets of data were not taken from the same subjects and if the scores are not related (Grove, Burns, & Gray, 2013; Plichta & Kelvin, 2013). This exercise focuses on interpreting and critically appraising the t-tests results presented in research reports. Exercise 31 provides a step-by-step process for calculating the independent samples t-test.

Research Article

Source

Canbulat, N., Ayhan, F., & Inal, S. (2015). Effectiveness of external cold and vibration for procedural pain relief during peripheral intravenous cannulation in pediatric patients. Pain Management Nursing, 16(1), 33–39.

Introduction

Canbulat and colleagues (2015, p. 33) conducted an experimental study to determine the “effects of external cold and vibration stimulation via Buzzy on the pain and anxiety levels of children during peripheral intravenous (IV) cannulation.” Buzzy is an 8 × 5 × 2.5 cm battery-operated device for delivering external cold and vibration, which resembles a bee in shape and coloring and has a smiling face. A total of 176 children between the ages of 7 and 12 years who had never had an IV insertion before were recruited and randomly assigned into the equally sized intervention and control groups. During IV insertion, “the control group received no treatment. The intervention group received external cold and vibration stimulation via Buzzy . . . Buzzy was administered about 5 cm above the application area just before the procedure, and the vibration continued until the end of the procedure” (Canbulat et al., 2015, p. 36). Canbulat et al. (2015, pp. 37–38) concluded that “the application of external cold and vibration stimulation were effective in relieving pain and anxiety in children during peripheral IV” insertion and were “quick-acting and effective nonpharmacological measures for pain reduction.” The researchers concluded that the Buzzy intervention is inexpensive and can be easily implemented in clinical practice with a pediatric population.

Relevant Study Results

The level of significance for this study was set at α = 0.05. “There were no differences between the two groups in terms of age, sex [gender], BMI, and preprocedural anxiety according to the self, the parents’, and the observer’s reports (p > 0.05) (Table 1). When the pain and anxiety levels were compared with an independent samples t test, . . . the children in the external cold and vibration stimulation [intervention] group had significantly lower pain levels than the control group according to their self-reports (both WBFC [Wong Baker Faces Scale] and VAS [visual analog scale] scores; p < 0.001) (Table 2). The external cold and vibration stimulation group had significantly lower fear and anxiety 163levels than the control group, according to parents’ and the observer’s reports (p < 0.001) (Table 3)” (Canbulat et al., 2015, p. 36).

TABLE 1

COMPARISON OF GROUPS IN TERMS OF VARIABLES THAT MAY AFFECT PROCEDURAL PAIN AND ANXIETY LEVELS

Characteristic Buzzy (n = 88) Control (n = 88) χ2
p
Sex
 Female (%), n 11 (12.5) 13 (14.8) .82
 Male (%), n 77 (87.5) 75 (85.2) .41
Characteristic Buzzy (n = 88) Control (n = 88) t
p
Age (mean ± SD) 8.25 ± 1.51 8.61 ± 1.69 −1.498
.136
BMI (mean ± SD) 25.41 ± 6.74 26.94 ± 8.68 −1.309
.192
Preprocedural anxiety
 Self-report (mean ± SD) 2.03 ± 1.29 2.11 ± 1.58 −0.364
.716
 Parent report (mean ± SD) 2.11 ± 1.20 2.17 ± 1.42 −0.285
.776
 Observer report (mean ± SD) 2.18 ± 1.17 2.24 ± 1.37 −0.295
.768

image

BMI, body mass index.

Canbulat, N., Ayban, F., & Inal, S. (2015). Effectiveness of external cold and vibration for procedural pain relief during peripheral intravenous cannulation in pediatric patients. Pain Management Nursing, 16(1), p. 36.

TABLE 2

COMPARISON OF GROUPS’ PROCEDURAL PAIN LEVELS DURING PERIPHERAL IV CANNULATION

Buzzy (n = 88) Control (n = 88) t
p
Procedural self-reported pain with WBFS (mean ± SD) 2.75 ± 2.68 5.70 ± 3.31 −6.498
0.000
Procedural self-reported pain with VAS (mean ± SD) 1.66 ± 1.95 4.09 ± 3.21 −6.065
0.000

image

IV, intravenous; WBFS, Wong-Baker Faces Scale; SD, standard deviation; VAS, visual analog scale.

Canbulat, N., Ayban, F., & Inal, S. (2015). Effectiveness of external cold and vibration for procedural pain relief during peripheral intravenous cannulation in pediatric patients. Pain Management Nursing, 16(1), p. 37.

TABLE 3

COMPARISON OF GROUPS’ PROCEDURAL ANXIETY LEVELS DURING PERIPHERAL IV CANNULATION

Procedural Child Anxiety Buzzy (n = 88) Control (n = 88) t
p
Parent reported (mean ± SD) 0.94 ± 1.06 2.09 ± 1.39 −6.135
0.000
Observer reported (mean ± SD) 0.92 ± 1.03 2.14 ± 1.34 −6.745
0.000

image

SD, standard deviation; IV, intravenous.

Canbulat, N., Ayban, F., & Inal, S. (2015). Effectiveness of external cold and vibration for procedural pain relief during peripheral intravenous cannulation in pediatric patients. Pain Management Nursing, 16(1), p. 37.

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Study Questions

1. What type of statistical test was conducted by Canbulat et al. (2015) to examine group differences in the dependent variables of procedural pain and anxiety levels in this study? What two groups were analyzed for differences?

2. What did Canbulat et al. (2015) set the level of significance, or alpha (α), at for this study?

3. What are the t and p (probability) values for procedural self-reported pain measured with a visual analog scale (VAS)? What do these results mean?

4. What is the null hypothesis for observer-reported procedural anxiety for the two groups? Was this null hypothesis accepted or rejected in this study? Provide a rationale for your answer.

5. What is the t-test result for BMI? Is this result statistically significant? Provide a rationale for your answer. What does this result mean for the study?

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6. What causes an increased risk for Type I errors when t-tests are conducted in a study? How might researchers reduce the increased risk for a Type I error in a study?

7. Assuming that the t-tests presented in Table 2 and Table 3 are all the t-tests performed by Canbulat et al. (2015) to analyze the dependent variables’ data, calculate a Bonferroni procedure for this study.

8. Would the t-test for observer-reported procedural anxiety be significant based on the more stringent α calculated using the Bonferroni procedure in question 7? Provide a rationale for your answer.

9. The results in Table 1 indicate that the Buzzy intervention group and the control group were not significantly different for gender, age, body mass index (BMI), or preprocedural anxiety (as measured by self-report, parent report, or observer report). What do these results indicate about the equivalence of the intervention and control groups at the beginning of the study? Why are these results important?

10. Canbulat et al. (2015) conducted the χ2 test to analyze the difference in sex or gender between the Buzzy intervention group and the control group. Would an independent samples t-test be appropriate to analyze the gender data in this study (review algorithm in Exercise 12)? Provide a rationale for your answer.

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Answers to Study Questions

1. An independent samples t-test was conducted to examine group differences in the dependent variables in this study. The two groups analyzed for differences were the Buzzy experimental or intervention group and the control group.

2. The level of significance or alpha (α) was set at 0.05.

3. The result was t = −6.065, p = 0.000 for procedural self-reported pain with the VAS (see Table 2). The t value is statistically significant as indicated by the p = 0.000, which is less than α = 0.05 set for this study. The t result means there is a significant difference between the Buzzy intervention group and the control group in terms of the procedural self-reported pain measured with the VAS. As a point of clarification, p values are never zero in a study. There is always some chance of error.

4. The null hypothesis is: There is no difference in observer-reported procedural anxiety levels between the Buzzy intervention and the control groups for school-age children. The t = −6.745 for observer-reported procedural anxiety levels, p = 0.000, which is less than α = 0.05 set for this study. Since this study result was statistically significant, the null hypothesis was rejected.

5. The t = −1.309 for BMI. The nonsignificant p = .192 for BMI is greater than α = 0.05 set for this study. The nonsignificant result means there is no statistically significant difference between the Buzzy intervention and control groups for BMI. The two groups need to be similar for demographic variables to decrease the potential for error and increase the likelihood that the results are an accurate reflection of reality.

6. The conduct of multiple t-tests causes an increased risk for Type I errors. If only one t-test is conducted on study data, the risk of Type I error does not increase. The Bonferroni procedure and the more stringent Tukey’s honestly significant difference (HSD), Student Newman-Keuls, or Scheffé test can be calculated to reduce the risk of a Type I error (Plichta & Kelvin, 2013; Zar, 2010).

7. The Bonferroni procedure is calculated by alpha ÷ number of t-tests conducted on study variables’ data. Note that researchers do not always report all t-tests conducted, especially if they were not statistically significant. The t-tests conducted on demographic data are not of concern. Canbulat et al. reported the results of four t-tests conducted to examine differences between the intervention and control groups for the dependent variables procedural self-reported pain with WBFS, procedural self-reported pain with VAS, parent-reported anxiety levels, and observer-reported anxiety levels. The Bonferroni calculation for this study: 0.05 (alpha) ÷ number of t-tests conducted = 0.05 ÷ 4 = 0.0125. The new α set for the study is 0.0125.

8. Based on the Bonferroni result = 0.0125 obtained in Question 7, the t = −6.745, p = 0.000, is still significant since it is less than 0.0125.

167

9. The intervention and control groups were examined for differences related to the demographic variables gender, age, and BMI and the dependent variable preprocedural anxiety that might have affected the procedural pain and anxiety posttest levels in the children 7 to 12 years old. These nonsignificant results indicate the intervention and control groups were similar or equivalent for these variables at the beginning of the study. Thus, Canbulat et al. (2015) can conclude the significant differences found between the two groups for procedural pain and anxiety levels were probably due to the effects of the intervention rather than sampling error or initial group differences.

10. No, the independent samples t-test would not have been appropriate to analyze the differences in gender between the Buzzy intervention and control groups. The demographic variable gender is measured at the nominal level or categories of females and males. Thus, the χ2 test is the appropriate statistic for analyzing gender data (see Exercise 19). In contrast, the t-test is appropriate for analyzing data for the demographic variables age and BMI measured at the ratio level.

169

EXERCISE 16 Questions to Be Graded

Follow your instructor’s directions to submit your answers to the following questions for grading. Your instructor may ask you to write your answers below and submit them as a hard copy for grading. Alternatively, your instructor may ask you to use the space below for notes and submit your answers online at http://evolve.elsevier.com/Grove/Statistics/ under “Questions to Be Graded.”

Name: _______________________________________________________ Class: _____________________

Date: ___________________________________________________________________________________

1. What do degrees of freedom (df) mean? Canbulat et al. (2015) did not provide the dfs in their study. Why is it important to know the df for a t ratio? Using the df formula, calculate the df for this study.

2. What are the means and standard deviations (SDs) for age for the Buzzy intervention and control groups? What statistical analysis is conducted to determine the difference in means for age for the two groups? Was this an appropriate analysis technique? Provide a rationale for your answer.

3. What are the t value and p value for age? What do these results mean?

4. What are the assumptions for conducting the independent samples t-test?

170

5. Are the groups in this study independent or dependent? Provide a rationale for your answer.

6. What is the null hypothesis for procedural self-reported pain measured with the Wong Baker Faces Scale (WBFS) for the two groups? Was this null hypothesis accepted or rejected in this study? Provide a rationale for your answer.

7. Should a Bonferroni procedure be conducted in this study? Provide a rationale for your answer.

8. What variable has a result of t = −6.135, p = 0.000? What does the result mean?

9. In your opinion, is it an expected or unexpected finding that both t values on Table 2 were found to be statistically significant. Provide a rationale for your answer.

10. Describe one potential clinical benefit for pediatric patients to receive the Buzzy intervention that combined cold and vibration

Exercise 17

Understanding Paired or Dependent Samples t-Test

Statistical Technique in Review

The paired or dependent samples t-test is a parametric statistical procedure calculated to determine differences between two sets of repeated measures data from one group of people. The scores used in the analysis might be obtained from the same subjects under different conditions, such as the one group pretest–posttest design. With this type of design, a single group of subjects experiences the pretest, treatment, and posttest. Subjects are referred to as serving as their own control during the pretest, which is then compared with the posttest scores following the treatment. Paired scores also result from a one-group repeated measures design, where one group of participants is exposed to different levels of an intervention. For example, one group of participants might be exposed to two different doses of a medication and the outcomes for each participant for each dose of medication are measured, resulting in paired scores. The one group design is considered a weak quasi-experimental design because it is difficult to determine the effects of a treatment without a comparison to a separate control group (Shadish, Cook, & Campbell, 2002).

A less common type of paired groups is when the groups are matched as part of the design to ensure similarities between the two groups and thus reduce the effect of extraneous variables (Grove, Burns, & Gray, 2013; Shadish et al., 2002). For example, two groups might be matched on demographic variables such as gender, age, and severity of illness to reduce the extraneous effects of these variables on the study results. The assumptions for the paired samples t-test are as follows:

1. The distribution of scores is normal or approximately normal.

2. The dependent variable(s) is(are) measured at interval or ratio levels.

3. Repeated measures data are collected from one group of subjects, resulting in paired scores.

4. The differences between the paired scores are independent.

Research Article

Source

Lindseth, G. N., Coolahan, S. E., Petros, T. V., & Lindseth, P. D. (2014). Neurobehavioral effects of aspartame consumption. Research in Nursing & Health, 37(3), 185–193.

Introduction

Despite the widespread use of the artificial sweetener aspartame in drinks and food, there are concern and controversy about the mixed research evidence on its neurobehavioral 172effects. Thus Lindseth and colleagues (2014) conducted a one-group repeated measures design to determine the neurobehavioral effects of consuming both low- and high-aspartame diets in a sample of 28 college students. “The participants served as their own controls. . . . A random assignment of the diets was used to avoid an error of variance for possible systematic effects of order” (Lindseth et al., 2014, p. 187). “Healthy adults who consumed a study-prepared high-aspartame diet (25 mg/kg body weight/day) for 8 days and a low-aspartame diet (10 mg/kg body weight/day) for 8 days, with a 2-week washout between the diets, were examined for within-subject differences in cognition, depression, mood, and headache. Measures included weight of foods consumed containing aspartame, mood and depression scales, and cognitive tests for working memory and spatial orientation. When consuming high-aspartame diets, participants had more irritable mood, exhibited more depression, and performed worse on spatial orientation tests. Aspartame consumption did not influence working memory. Given that the higher intake level tested here was well below the maximum acceptable daily intake level of 40–50 mg/kg body weight/day, careful consideration is warranted when consuming food products that may affect neurobehavioral health” (Lindseth et al., 2014, p. 185).

Relevant Study Results

“The mean age of the study participants was 20.8 years (SD = 2.5). The average number of years of education was 13.4 (SD = 1.0), and the mean body mass index was 24.1 (SD = 3.5). . . . Based on Vandenberg MRT scores, spatial orientation scores were significantly better for participants after their low-aspartame intake period than after their high intake period (Table 2). Two participants had clinically significant cognitive impairment after consuming high-aspartame diets. . . . Participants were significantly more depressed after they consumed the high-aspartame diet compared to when they consumed the low-aspartame diet (Table 2). . . . Only one participant reported a headache; no difference in headache incidence between high- and low-aspartame intake periods could be established” (Lindseth et al., 2014, p. 190).

TABLE 2

WITHIN-SUBJECT DIFFERENCES IN NEUROBEHAVIOR SCORES AFTER HIGH AND LOW ASPARTAME INTAKE (N = 28)

Variable M SD Paired t-Test p
Spatial orientation
 High-aspartame 14.1 4.2 2.4 .03*
 Low-aspartame 16.6 4.3
Working memory
 High-aspartame 730.0 152.7 1.5 N.S.
 Low-aspartame 761.1 201.6
Mood (irritability)
 High-aspartame 33.4 9.0 3.4 .002**
 Low-aspartame 30.5 7.3
Depression
 High-aspartame 36.8 7.0 3.8 .001**
 Low-aspartame 34.4 6.2

image

*p < .05.

**p < .01.

M = Mean; SD = Standard deviation; N.S. = Nonsignificant.

Lindseth, G. N., Coolahan, S. E., Petros, T. V., & Lindseth, P. D. (2014). Neurobehavioral effects of aspartame consumption. Research in Nursing & Health, 37(3), p. 190

173

Study Questions

1. Are independent or dependent (paired) scores examined in this study? Provide a rationale for your answer.

2. What independent (intervention) and dependent (outcome) variables were included in this study?

3. What inferential statistical technique was calculated to examine differences in the participants when they received the high-aspartame diet intervention versus the low-aspartame diet? Is this technique appropriate? Provide a rationale for your answer.

4. What statistical techniques were calculated to describe spatial orientation for the participants consuming low- and high-aspartame diets? Were these techniques appropriate? Provide a rationale for your answer.

5. What was the dispersion of the scores for spatial orientation for the high- and low-aspartame diets? Is the dispersion of these scores similar or different? Provide a rationale for your answer.

6. What is the paired t-test value for spatial orientation between the participants’ consumption of high- and low-aspartame diets? Are these results significant? Provide a rationale for your answer.

174

7. State the null hypothesis for spatial orientation for this study. Was this hypothesis accepted or rejected? Provide a rationale for your answer.

8. Discuss the meaning of the results regarding spatial orientation for this study. What is the clinical importance of this result? Document your answer.

9. Was there a significant difference in the participants’ reported headaches between the high- and low-aspartame intake periods? What does the result indicate?

10. What additional research is needed to determine the neurobehavioral effects of aspartame consumption?

175

Answers to Study Questions

1. This study was conducted using one group of 28 college students who consumed both high- and low- aspartame diets and differences in their responses to these two diets (interventions) were examined. Lindseth et al. (2014, p. 187) stated that “the participants served as their own controls” in this study, indicating the scores from the one group are paired. In Table 2, the t-tests are identified as paired t-tests, which are conducted on dependent or paired samples.

2. The interventions were high-aspartame diet (25 mg/kg body weight/day) and low-aspartame diet (10 mg/kg body weight/day). The dependent or outcome variables were spatial orientation, working memory, mood (irritability), depression, and headaches (see Table 2 and narrative of results).

3. Differences were examined with the paired t-test (see Table 2). This statistical technique is appropriate since the study included one group and the participants served as their own control (Plichta & Kelvin, 2013). The dependent variables were measured at least at the interval level for each subject following their consumption of high- and low-aspartame diets and were then examined for differences to determine the effects of the two aspartame diets.

4. Means and standard deviations (SDs) were used to describe spatial orientation for high- and low-aspartame diets. The data in the study were considered at least interval level, so means and SDs are the appropriate analysis techniques for describing the study dependent variables (Grove et al., 2013).

5. Standard deviation (SD) is a measure of dispersion that was reported in this study. Spatial orientation following a high-aspartame diet had an SD = 4.2 and an SD = 4.3 for a low-aspartame diet. These SDs are very similar, indicating similar dispersions of spatial orientation scores following the two aspartame diets.

6. Paired t-test = 2.4 for spatial orientation, which is a statistically significant result since p = .03*. The single asterisk (*) directs the reader to the footnote at the bottom of the table, which identifies * p < .05. Since the study result of p = .03 is less than α = .05 set for this study, then the result is statistically significant.

7. There is no significant difference in spatial orientation scores for participants following consumption of a low-aspartame diet versus a high-aspartame diet. The null hypothesis was rejected because of the significant difference found for spatial orientation (see the answer to Question 6). Significant results cause the rejection of the null hypothesis and lend support to the research hypothesis that the levels of aspartame do effect spatial orientation.

8. The researchers reported, “Based on Vandenberg MRT scores, spatial orientation scores were significantly better for participants after their low-aspartame intake period than after their high intake period (Table 2)” (Lindseth et al., 2014, p. 190). This result is clinically important since the high-aspartame diet significantly reduced the participants’ spatial orientation. 176Healthcare providers need to be aware of this finding, since it is consistent with previous research, and encourage people to consume fewer diet drinks and foods with aspartame. The American Heart Association and the American Diabetic Association have provided a statement about the effects of aspartame that can be found on the National Guideline Clearinghouse website at http://www.guideline.gov/content.aspx?id=38431&search=effects+aspartame.

9. There was no significant difference in reported headaches based on the level (high or low) of aspartame diet consumed. Additional research is needed to determine if this result is an accurate reflection of reality or is due to design weaknesses, sampling or data collection errors, or chance (Grove et al., 2013).

10. Additional studies are needed with larger samples to determine the effects of aspartame in the diet. Lindseth et al. (2014) conducted a power analysis that indicated the sample size should have been at least 30 participants. Thus, the sample size was small at N = 28, which increased the potential for a Type II error. Diets higher in aspartame (40–50 mg/kg body weight/day) should be examined for neurobehavioral effects. Longitudinal studies to examine the effects of aspartame over more than 8 days are needed. Future research needs to examine the length of washout period needed between the different levels of aspartame diets. Researchers also need to examine the measurement methods to ensure they have strong validity and reliability. Could a stronger test of working memory be used in future research?

177

EXERCISE 17 Questions to Be Graded

Name: _______________________________________________________ Class: _____________________

Date: ___________________________________________________________________________________

Follow your instructor’s directions to submit your answers to the following questions for grading. Your instructor may ask you to write your answers below and submit them as a hard copy for grading. Alternatively, your instructor may ask you to use the space below for notes and submit your answers online at http://evolve.elsevier.com/Grove/Statistics/ under “Questions to Be Graded.”

1. What are the assumptions for conducting a paired or dependent samples t-test in a study? Which of these assumptions do you think were met by the Lindseth et al. (2014) study?

2. In the introduction, Lindseth et al. (2014) described a “2-week washout between diets.” What does this mean? Why is this important?

3. What is the paired t-test value for mood (irritability) between the participants’ consumption of high- versus low-aspartame diets? Is this result statistically significant? Provide a rationale for your answer.

4. State the null hypothesis for mood (irritability) that was tested in this study. Was this hypothesis accepted or rejected? Provide a rationale for your answer.

178

5. Which t value in Table 2 represents the greatest relative or standardized difference between the high- and low-aspartame diets? Is this t value statistically significant? Provide a rationale for your answer.

6. Discuss why the larger t values are more likely to be statistically significant.

7. Discuss the meaning of the results regarding depression for this study. What is the clinical importance of this result?

8. What is the smallest, paired t-test value in Table 2? Why do you think the smaller t values are not statistically significant?

9. Discuss the clinical importance of these study results about the consumption of aspartame. Document your answer with a relevant source.

10. Are these study findings related to the consumption of high- and low-aspartame diets ready for implementation in practice? Provide a rationale for your answer.

|
       Exercise 17

Understanding Paired or Dependent Samples t-Test

Statistical Technique in Review

The paired or dependent samples t-test is a parametric statistical procedure calculated to determine differences between two sets of repeated measures data from one group of people. The scores used in the analysis might be obtained from the same subjects under different conditions, such as the one group pretest–posttest design. With this type of design, a single group of subjects experiences the pretest, treatment, and posttest. Subjects are referred to as serving as their own control during the pretest, which is then compared with the posttest scores following the treatment. Paired scores also result from a one-group repeated measures design, where one group of participants is exposed to different levels of an intervention. For example, one group of participants might be exposed to two different doses of a medication and the outcomes for each participant for each dose of medication are measured, resulting in paired scores. The one group design is considered a weak quasi-experimental design because it is difficult to determine the effects of a treatment without a comparison to a separate control group (Shadish, Cook, & Campbell, 2002).

A less common type of paired groups is when the groups are matched as part of the design to ensure similarities between the two groups and thus reduce the effect of extraneous variables (Grove, Burns, & Gray, 2013; Shadish et al., 2002). For example, two groups might be matched on demographic variables such as gender, age, and severity of illness to reduce the extraneous effects of these variables on the study results. The assumptions for the paired samples t-test are as follows:

1. The distribution of scores is normal or approximately normal.

2. The dependent variable(s) is(are) measured at interval or ratio levels.

3. Repeated measures data are collected from one group of subjects, resulting in paired scores.

4. The differences between the paired scores are independent.

Research Article

Source

Lindseth, G. N., Coolahan, S. E., Petros, T. V., & Lindseth, P. D. (2014). Neurobehavioral effects of aspartame consumption. Research in Nursing & Health, 37(3), 185–193.

Introduction

Despite the widespread use of the artificial sweetener aspartame in drinks and food, there are concern and controversy about the mixed research evidence on its neurobehavioral 172effects. Thus Lindseth and colleagues (2014) conducted a one-group repeated measures design to determine the neurobehavioral effects of consuming both low- and high-aspartame diets in a sample of 28 college students. “The participants served as their own controls. . . . A random assignment of the diets was used to avoid an error of variance for possible systematic effects of order” (Lindseth et al., 2014, p. 187). “Healthy adults who consumed a study-prepared high-aspartame diet (25 mg/kg body weight/day) for 8 days and a low-aspartame diet (10 mg/kg body weight/day) for 8 days, with a 2-week washout between the diets, were examined for within-subject differences in cognition, depression, mood, and headache. Measures included weight of foods consumed containing aspartame, mood and depression scales, and cognitive tests for working memory and spatial orientation. When consuming high-aspartame diets, participants had more irritable mood, exhibited more depression, and performed worse on spatial orientation tests. Aspartame consumption did not influence working memory. Given that the higher intake level tested here was well below the maximum acceptable daily intake level of 40–50 mg/kg body weight/day, careful consideration is warranted when consuming food products that may affect neurobehavioral health” (Lindseth et al., 2014, p. 185).

Relevant Study Results

“The mean age of the study participants was 20.8 years (SD = 2.5). The average number of years of education was 13.4 (SD = 1.0), and the mean body mass index was 24.1 (SD = 3.5). . . . Based on Vandenberg MRT scores, spatial orientation scores were significantly better for participants after their low-aspartame intake period than after their high intake period (Table 2). Two participants had clinically significant cognitive impairment after consuming high-aspartame diets. . . . Participants were significantly more depressed after they consumed the high-aspartame diet compared to when they consumed the low-aspartame diet (Table 2). . . . Only one participant reported a headache; no difference in headache incidence between high- and low-aspartame intake periods could be established” (Lindseth et al., 2014, p. 190).

TABLE 2

WITHIN-SUBJECT DIFFERENCES IN NEUROBEHAVIOR SCORES AFTER HIGH AND LOW ASPARTAME INTAKE (N = 28)

Variable M SD Paired t-Test p
Spatial orientation
 High-aspartame 14.1 4.2 2.4 .03*
 Low-aspartame 16.6 4.3
Working memory
 High-aspartame 730.0 152.7 1.5 N.S.
 Low-aspartame 761.1 201.6
Mood (irritability)
 High-aspartame 33.4 9.0 3.4 .002**
 Low-aspartame 30.5 7.3
Depression
 High-aspartame 36.8 7.0 3.8 .001**
 Low-aspartame 34.4 6.2

image

*p < .05.

**p < .01.

M = Mean; SD = Standard deviation; N.S. = Nonsignificant.

Lindseth, G. N., Coolahan, S. E., Petros, T. V., & Lindseth, P. D. (2014). Neurobehavioral effects of aspartame consumption. Research in Nursing & Health, 37(3), p. 190

173

Study Questions

1. Are independent or dependent (paired) scores examined in this study? Provide a rationale for your answer.

2. What independent (intervention) and dependent (outcome) variables were included in this study?

3. What inferential statistical technique was calculated to examine differences in the participants when they received the high-aspartame diet intervention versus the low-aspartame diet? Is this technique appropriate? Provide a rationale for your answer.

4. What statistical techniques were calculated to describe spatial orientation for the participants consuming low- and high-aspartame diets? Were these techniques appropriate? Provide a rationale for your answer.

5. What was the dispersion of the scores for spatial orientation for the high- and low-aspartame diets? Is the dispersion of these scores similar or different? Provide a rationale for your answer.

6. What is the paired t-test value for spatial orientation between the participants’ consumption of high- and low-aspartame diets? Are these results significant? Provide a rationale for your answer.

174

7. State the null hypothesis for spatial orientation for this study. Was this hypothesis accepted or rejected? Provide a rationale for your answer.

8. Discuss the meaning of the results regarding spatial orientation for this study. What is the clinical importance of this result? Document your answer.

9. Was there a significant difference in the participants’ reported headaches between the high- and low-aspartame intake periods? What does the result indicate?

10. What additional research is needed to determine the neurobehavioral effects of aspartame consumption?

175

Answers to Study Questions

1. This study was conducted using one group of 28 college students who consumed both high- and low- aspartame diets and differences in their responses to these two diets (interventions) were examined. Lindseth et al. (2014, p. 187) stated that “the participants served as their own controls” in this study, indicating the scores from the one group are paired. In Table 2, the t-tests are identified as paired t-tests, which are conducted on dependent or paired samples.

2. The interventions were high-aspartame diet (25 mg/kg body weight/day) and low-aspartame diet (10 mg/kg body weight/day). The dependent or outcome variables were spatial orientation, working memory, mood (irritability), depression, and headaches (see Table 2 and narrative of results).

3. Differences were examined with the paired t-test (see Table 2). This statistical technique is appropriate since the study included one group and the participants served as their own control (Plichta & Kelvin, 2013). The dependent variables were measured at least at the interval level for each subject following their consumption of high- and low-aspartame diets and were then examined for differences to determine the effects of the two aspartame diets.

4. Means and standard deviations (SDs) were used to describe spatial orientation for high- and low-aspartame diets. The data in the study were considered at least interval level, so means and SDs are the appropriate analysis techniques for describing the study dependent variables (Grove et al., 2013).

5. Standard deviation (SD) is a measure of dispersion that was reported in this study. Spatial orientation following a high-aspartame diet had an SD = 4.2 and an SD = 4.3 for a low-aspartame diet. These SDs are very similar, indicating similar dispersions of spatial orientation scores following the two aspartame diets.

6. Paired t-test = 2.4 for spatial orientation, which is a statistically significant result since p = .03*. The single asterisk (*) directs the reader to the footnote at the bottom of the table, which identifies * p < .05. Since the study result of p = .03 is less than α = .05 set for this study, then the result is statistically significant.

7. There is no significant difference in spatial orientation scores for participants following consumption of a low-aspartame diet versus a high-aspartame diet. The null hypothesis was rejected because of the significant difference found for spatial orientation (see the answer to Question 6). Significant results cause the rejection of the null hypothesis and lend support to the research hypothesis that the levels of aspartame do effect spatial orientation.

8. The researchers reported, “Based on Vandenberg MRT scores, spatial orientation scores were significantly better for participants after their low-aspartame intake period than after their high intake period (Table 2)” (Lindseth et al., 2014, p. 190). This result is clinically important since the high-aspartame diet significantly reduced the participants’ spatial orientation. 176Healthcare providers need to be aware of this finding, since it is consistent with previous research, and encourage people to consume fewer diet drinks and foods with aspartame. The American Heart Association and the American Diabetic Association have provided a statement about the effects of aspartame that can be found on the National Guideline Clearinghouse website at http://www.guideline.gov/content.aspx?id=38431&search=effects+aspartame.

9. There was no significant difference in reported headaches based on the level (high or low) of aspartame diet consumed. Additional research is needed to determine if this result is an accurate reflection of reality or is due to design weaknesses, sampling or data collection errors, or chance (Grove et al., 2013).

10. Additional studies are needed with larger samples to determine the effects of aspartame in the diet. Lindseth et al. (2014) conducted a power analysis that indicated the sample size should have been at least 30 participants. Thus, the sample size was small at N = 28, which increased the potential for a Type II error. Diets higher in aspartame (40–50 mg/kg body weight/day) should be examined for neurobehavioral effects. Longitudinal studies to examine the effects of aspartame over more than 8 days are needed. Future research needs to examine the length of washout period needed between the different levels of aspartame diets. Researchers also need to examine the measurement methods to ensure they have strong validity and reliability. Could a stronger test of working memory be used in future research?

177

EXERCISE 17 Questions to Be Graded

Name: _______________________________________________________ Class: _____________________

Date: ___________________________________________________________________________________

Follow your instructor’s directions to submit your answers to the following questions for grading. Your instructor may ask you to write your answers below and submit them as a hard copy for grading. Alternatively, your instructor may ask you to use the space below for notes and submit your answers online at http://evolve.elsevier.com/Grove/Statistics/ under “Questions to Be Graded.”

1. What are the assumptions for conducting a paired or dependent samples t-test in a study? Which of these assumptions do you think were met by the Lindseth et al. (2014) study?

2. In the introduction, Lindseth et al. (2014) described a “2-week washout between diets.” What does this mean? Why is this important?

3. What is the paired t-test value for mood (irritability) between the participants’ consumption of high- versus low-aspartame diets? Is this result statistically significant? Provide a rationale for your answer.

4. State the null hypothesis for mood (irritability) that was tested in this study. Was this hypothesis accepted or rejected? Provide a rationale for your answer.

178

5. Which t value in Table 2 represents the greatest relative or standardized difference between the high- and low-aspartame diets? Is this t value statistically significant? Provide a rationale for your answer.

6. Discuss why the larger t values are more likely to be statistically significant.

7. Discuss the meaning of the results regarding depression for this study. What is the clinical importance of this result?

8. What is the smallest, paired t-test value in Table 2? Why do you think the smaller t values are not statistically significant?

9. Discuss the clinical importance of these study results about the consumption of aspartame. Document your answer with a relevant source.

10. Are these study findings related to the consumption of high- and low-aspartame diets ready for implementation in practice? Provide a rationale for your answer.

There are two exercises that i posted exercise 16 and 17. both exercises has 10 questions at the end which says questions to be graded. I need to do that questions.

 

The post The independent samples t-test is a parametric statistical technique used to determine significant differences between the scores obtained from two samples or groups appeared first on Infinite Essays.

Mr. Charles Lamont is a 45-year-old patient who is visiting his primary care physician for his an annual checkup

Please make sure you include a title page and that you answer each question with a detailed rationale as well as credible sources to back up your answers. Make sure you use your textbook, peer reviewed journals or reliable websites like those ending in .edu, .gov and .org. There can be more than one correct answer to the multiple choice questions. They are choose all that apply. 

 

 

Mr. Charles Lamont is a 45-year-old patient who is visiting his primary care physician for his an annual checkup. His wife is waiting for him in the lobby; she is hoping that Mr. Lamont will tell the physician about his recent bout of coughing and shortness of breath. Mr. Lamont works for a construction company as a heavy machine operator. He smokes 1½ packs of cigarettes per day. His wife has been encouraging Mr. Lamont to stop, but he has not showed any interest in quitting. Laura, the registered nurse, takes Mr. Lamont to an examination room. Laura asks him about his overall health and he tells her about a nagging cough and how he sometimes feels short of breath. He then denies any other health problems. Laura takes Mr. Lamont’s vital signs and gets the following results: blood pressure 156/94 mm Hg, temperature 99.8° F orally, apical pulse 104 beats/min, respirations 25 breaths/min and regular, and pulse oximetry 95%.

  1. Mr. Lamont asks Laura if everything is normal. Before she answers, she reviews the results and determines which of the results are abnormal. What are Laura’s findings? What would be normal for any of these that are not normal?
  1. The primary care physician examines Mr. Lamont and tells him he should quit smoking. He gives him an antihypertensive medication to help lower his blood pressure. Mr. Lamont asks Laura if she can teach his wife how to take his blood pressure. Laura agrees and brings Mrs. Lamont in to explain the process. Laura decides that she will use demonstration to teach Mrs. Lamont the procedure, but she also wants to explain some important concepts. What should she include? Select all that apply.A. Choose a cuff that is the right size.
    B. Ensure that the patient is sitting or lying.
    C. Support the extremity.
    D. Ensure proper cuff application.

  2. Mr. Lamont tells Laura that he doesn’t understand how smoking could influence his blood pressure. How should Laura respond?
  3. Mr. Lamont tells his wife that the physician told him his respiratory rate was increased. Mrs. Lamont asks Laura what could cause him to breathe faster. What factors could cause his increased respirations? Select all that apply.A. Smoking
    B. Medications
    C. Increased activity
    D. Pain

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Nurse, Educator, and Legislator

Taking Action: Nurse, Educator, and Legislator

My Journey to the Delaware General Assembly

Bethany Hall-Long

“I have come to the conclusion that politics are too serious a matter to be left to the politicians.”

General Charles de Gaulle

My Political Roots

I am a nurse and I became the first health care professional elected into the Delaware General Assembly, as well as the first registered nurse elected. The roots of my public service began in a farming community where I volunteered to help others in my church and at neighborhood organizations. At the age of 12, I was a candy-striper in a local hospital and continued my civic work during my teen years. When I entered college I joined a political party. Though my parents were not politically active, my great-grandfather was a member of the Delaware House of Representatives in the 1920s and I am a descendent of Delaware’s 16th governor.

My interest in politics began while working with underserved residents at the same time I was completing my master’s degree in community health nursing in the late 1980s. I used an earlier edition of this book in my graduate program and vividly recall reading the chapters about becoming involved in politics. I began working with my local city government, the League of Women Voters, and a federal health clinic that served the homeless. Before these experiences, I had thought that public policy was remote to nursing and somewhat dry. These experiences changed my perspective.

Volunteering and Campaigning

I went on to volunteer with nonprofit and civic organizations, join professional associations, and to complete my doctoral degree in nursing administration andpublic policy. During this time, I served as a United States Senate Fellow and as a U.S. Department of Health and Human Services policy analyst for the Secretary’s Commission on Nursing. These experiences exposed me to national policy work, federal officials, leaders in the nation’s health associations, and international researchers. I became actively involved with veteran’s organizations because my husband was on active duty in the military. I also became a volunteer on political campaigns with the Democratic Party. I had excellent mentors to assist me with both my nursing and political career paths. All of these experiences helped me to understand the policy process and the importance of building relationships.

I began my work in politics to make a difference in the lives of many citizens who lack life’s necessary resources. As a public health nurse, I had an interest in improving the services available to vulnerable populations. I continue to work to advance issues important to the residents I represent. These include health care, the environment, land preservation, education, and economic development.

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There’s a Reason It is Called “Running” for Office

A number of factors influenced my decision to run for public office in 2000, including my desire to make a significant contribution to the public’s health. As a university faculty member, I assigned students to various public health and health policy assignments. During these experiences, I witnessed the need for expert health knowledge in the Delaware General Assembly. The time was ripe within the political party and within my district to run for the Delaware legislature. I ran for office for the first time in 2000 and lost by a mere 1%. I had run against a long-term, male incumbent and learned some important political lessons. In 2002, political redistricting left a vacant seat and I ran again. This time I won in a tough election against the president of the local school board. After serving 6 years in the House, I campaigned for, and won, a state senate race in 2008 (Figure 55-1).

 

FIGURE 55-1 Dr. Hall-Long’s campaign literature identifies her as a nurse and educator.

A Day in the Life of a Nurse-Legislator

No two days in politics are alike. Each elected official’s experiences and perceptions are linked to his or her beliefs, the district’s beliefs, the state’s legislative rules, and external economic or social pressures. In Delaware, serving as a legislator is a part-time job. Delaware’s bicameral legislative session is active for a total of 45 days per year. Session convenes each January, and the legislature must pass the budget bill and recess by July 1. We meet three days a week: Tuesday, Wednesday, and Thursday. I spend the remaining days on 467constituent work, in meetings, delivering speeches, and conducting my job as a nursing faculty member. Between July and January, my days are filled with at least 8 to 12 hours of meetings, community work, and, in election years, campaign activities. On occasion, there are Special Sessions in the fall when the senate convenes.

Much of a state legislator’s time is spent on the capital and operating budgets of the state, as well as handling senate confirmations. These activities need to be completed by the end of the state’s fiscal year: July 1. My most important role is to represent my constituents at committee meetings, public hearings, on task forces, and as a sponsor or cosponsor of relevant bills. My district is both rural and suburban and has numerous policy needs: smart growth, transportation, education, health care, and economic development.

I juggle caring for my family, legislative work, and nursing education. I’m up at 5 AM to exercise and then I have breakfast meetings with constituents or campaign committee members. Following the meetings, I usually put on my other hat and spend time with my nursing students. I return phone calls in my car as I head into the state capital. When I arrive in my office, I’m greeted with phone messages, e-mail, and the pressing issues of the day. I share one staff member with another senator. Session begins around 2 PM when we enter caucus for 30 to 45 minutes to discuss the legislative agenda and bills to be voted upon. One day a week there are committee hearings. In the afternoons, I squeeze in more phone calls, RSVPs, research with the lawyers, and then head back to the floor for votes.

After each legislative day, there are usually receptions sponsored by interest groups. These provide time for lobbyists and members to review issues andconcerns and highlight state funding efforts or programs. Typically, I attend several civic or association meetings each evening after the session in my district (I balance these with my son’s sporting and school events.). These meetings are important for gathering community input, staying current on issues, and letting my constituents know that I am concerned about their issues. It all takes a lot of time, energy, and a few cups of coffee.

What I’ve Been Able to Accomplish as a Nurse-Legislator

I have sponsored or cosponsored a range of legislation as a member of the house and senate: health, education, transportation, veteran’s affairs, agriculture, natural resources and the environment, homeland security, community and county affairs, and insurance committees. As the only health care professional in the Delaware General Assembly, I have been the prime sponsor of some important health bills and on task forces such as the necessary code changes for the state’s Health Exchange as a result of the federal Affordable Care Act (www. heatlthcare.gov), Governor’s Cancer Council, and the Health Fund Advisory (Master Tobacco Settlement Committee). I have worked on many licensure/scope of practice and public health and environmental policies. These policy issues have included occupational health, substance abuse prevention and treatment, cancer, minority health, dental care access, health professions, environmental justice, chronic illness, mercury removal from the environment, school health, early childhood education, prescription assistance, and end-of-life care decisions. I have found that having a nursing background is extremely valuable in influencing a wide variety of policy issues.

I have worked very closely with the farmers in my district. I myself was raised on a farm, and my knowledge of farming has proved vital. I was pleased to sponsor, as my first piece of legislation, the farmland preservation license tag. In addition, I have sponsored land use legislation that helps with county, municipal, and state communication. Only 1% of the U.S. population consumes more than 20% of all health care expenditures, and 5% of the population accounts for more than 50% of the total expenditure (The National Institute for Health Care Management [NIHCM] Research and Educational Foundation Data Brief, 2012). Chronic illness is a major issue for Delaware, as it is for the nation. I sponsored legislation to establish a blue ribbon task force to analyze the problem of chronic illness in Delaware and to develop policy recommendations. The task force identified strategies including 468disease standards of care for health professions, improved communication between insurers and providers, outreach to the at-risk, and the use of a disease management approach with Medicaid patients and among the business community.

I was the prime sponsor of legislation creating a cancer consortium for Delaware. This group has completed a comprehensive assessment and plans to tackle our high cancer mortality rates. I am pleased to say that the cancer incidence and cancer rates have dropped since the creation of this body. The state has implemented the consortium’s many recommendations, including establishing a free treatment program for cancer patients who lack insurance, adding statewide caseworkers, and creating screening programs. Recently, I was pleased to update the state’s Indoor Tanning Laws to prohibit children under age 14 years from using tanning beds and for those aged 14 to 18 years to require parental consent.

HIV infection rates in Delaware are among the highest in the nation. Several years ago I cosponsored needle exchange legislation, and it has shown a positive impact on HIV infection rates. I was pleased to sponsor the legislation to create a state Office of Health and Safety for public programs. All these examples of sponsored legislation involve a team effort with other officials, individuals, lobbyists, and organizations or advocates.

Tips for Influencing Elected Officials’ Health Policy Decisions

What have I learned as a legislator who can help other nurses who are seeking to influence policy? You must communicate well to influence policy, and nurses are naturally gifted communicators and problem solvers. In a study of nurse leaders in federal politics, I found that the political strategies used most frequently by nursing organizations are direct contacts, grassroots efforts, and coalition formation (Hall-Long, 1995). Nurses should not be intimidated by the need to call, write, or visit their elected officials. It is important when meeting with elected officials that you are prepared. Have a one-page fact sheet to leave behind (as opposed to a binder of information), and be prepared to summarize your issue and offer solutions in less than 5 minutes.

If nurses don’t speak up on health care issues, who will? Physicians? Hospital associations? Insurers? If nurses don’t speak up, legislators will only hear from other groups. Given health reform and a push for a nursing consensus model, advanced practice nurses are expected to take on a broader scope of practice andmust be engaged in state-level policy discussions. You have heard the expression, “It’s not whether you win or lose but how you play the game.” Well, in politics, how you play the game can determine whether you win or lose an issue. Increasing your influence by working in a group or coalition is an extremely effective strategy.

Is It Worth It?

Life as an elected official has been better than I could have imagined. Though it has taken some time away from my family and my scholarship, it has been worthwhile. I encourage other nurses to consider how they might serve the public, including running for elected office.

References

Hall-Long B. Nursing education at political crossroads. Journal of Professional Nursing. 1995;11(3):139–146.

The National Institute for Health Care Management [NIHCM] Research and Educational Foundation Data Brief. The concentration of health care spending. [Retrieved from] 2012 www.nihcm.org/pdf/DataBrief3%20Final.pdf.

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Taking Action

A Nurse in the Boardroom

Marilyn Waugh Bouldin

“What I want in my life is compassion, a flow between myself and others based on a mutual giving from the heart.”

Marshall B. Rosenberg

One evening in February 2012, I sat in the audience at a hospital board meeting in rural Colorado wondering how I could convince five board members to support the local clinic for uninsured patients. As president of the independent nonprofit clinic board of directors and a past public health director and nurse, I was concerned about meeting this population’s needs. When the discussion began about the election of new hospital board members, a light bulb came on. I thought, “I could do that!”

This is the story of my campaign to become a member of the Board of Directors of the hospital in my community, the factors leading to my decision to run for the board, the campaign I launched, its success and challenges, and my experience serving as a board member.

I have always believed nurses should be full partners with other health care professionals in designing health care systems, as the Institute of Medicine’s (IOM) report on The Future of Nursing recommended (IOM, 2011). Here was my opportunity! I knew it would be a challenge, and I would be stretching my comfort zone. Historically, nurses have not been welcomed into the boardroom (Hassmiller & Combes, 2012); nor have many sought out board membership. However, with nurses’ broad holistic perspective of patient care, knowledge of quality and safety issues, and understanding of concepts such as team leadership, accountability, professionalism and relationship building, nurses are, in fact, perfect for the job.

At a very young age, as I helped my mother care for younger siblings, I decided to become a nurse. Raising a family, returning to school, and becoming aware of the feminist movement, I enjoyed learning new things, meeting new people, and accepting challenges. Sometimes I failed. The infant-toddler childcare center I started went bankrupt, and once I was fired for insubordination. But I learned that failure wasn’t the end of the world, and I always maintained my passion for taking care of people and my community.

I have been a risk taker ever since I left my promising career at a major urban hospital and moved by myself to a small town in Colorado. When I began developing a new Associate Degree nursing program at our local community college, I was not afraid to ask for help. Fellow nursing directors across the state were a tremendous source of information and support as I tackled this major project. I learned that positive relationships and collaborations were critical to any accomplishment.

 

FIGURE 52-1 Hospital Board candidate Marilyn Bouldin talking to two constituents during her campaign.

My Political Career

Friends have been key assets on my journey. I met a friend in my rural community (where everyone knows everyone!) who was extremely politically active. One day, she told me about an opening on the state board of health and encouraged me to apply, as they needed representation from my geographic area. I still remember a comment made during my interview with the State Senate Confirmation Committee almost 40 years ago: I was “good looking enough to be appointed.” I felt humiliated 443but was too intimidated to reply. My term in office was a time of tremendous learning and growth, as I was young and very inexperienced. My fellow board members treated me with respect, and I enjoyed discussing state health issues.

Throughout my public health career I learned the importance of developing positive and diverse relationships through my involvement with many community projects. I participated in assessing my community’s health needs and developing new programs to meet those needs. I served on several not-for-profit boards and learned how to be an effective board member. Professionalism and respectful communication were key characteristics being an effective board member. My job required I make periodic presentations to the county commissioners about our work, so I learned how to speak clearly, concisely, and in a politically correct manner, speaking within my time allotment and answering questions truthfully but sensitively.

My Campaign

When I became aware of the upcoming election for hospital board members, I decided this would be an interesting and valuable board to serve on. I had something to offer, and I could influence the board’s direction; also I was retired and had the time to serve. Because of our hospital’s quasi-governmental designation as a “special hospital district,” the board members must be elected by the voters who reside within the hospital district. (Special districts are described in Box 52-1.) However, I had no experience in running a campaign or giving political speeches. I thought I did not have much to lose by trying. Over the years I had developed a tough skin and had learned I could never please all the people all the time. Many professionals in the community assured me that I was very competent to do the job and supported me.

Box 52-1

Special Hospital Districts of Colorado

Special Districts in Colorado are local governments (political subdivisions of the state). Local governments include counties, municipalities (cities and towns), school districts, and other types of government entities such as authorities and special districts.

Colorado law limits the types of services that county governments can provide to residents. Districts are created to fill the gaps that may exist in the services that counties provide and the services that the residents may want. Examples include ambulance, fire, water, sanitation, park and recreation, libraries, and health services.

Upon incorporation as a special district, bylaws are written which describe the election process for the board of directors in accordance with state statutes.

My friends volunteered to help. A nurse friend who was a retired Lt. Colonel decided to be my informal campaign manager. Another friend who was a graphic designer developed the campaign materials. Others offered to support me financially and introduce me to their friends.

The relationships I developed were extensive and varied, even though I had only lived in this community for 5 years. My membership in Rotary International, a service club with weekly meetings, provided me with many networking opportunities. I also belonged to a quilt guild, a church group, and a hiking group for women, all of which provided me with access to people who could be mobilized to support my candidacy and vote in the election.

Campaign Preparation

My campaign was 2 months long. There were nine candidates, two women and seven men, running for two seats. I decided to commit time, energy, and money to run an active, high-profile campaign.

My first job was to learn about the hospital so I could speak knowledgeably. I studied its website, read the bylaws, learned about the services offered, reviewed the latest strategic plan and interviewed existing board members. I also met with people in the C-Suite, a term I learned referred to all the executive chiefs: the Chief Executive Officer (CEO), Chief Operating Officer (COO), Chief Nursing Officer (CNO), and Chief Financial Officer (CFO). Understanding the management of a multimillion-dollar budget was one of my biggest challenges. I had to be willing to ask a lot of questions.

I became familiar with the characteristics of my hospital district (three rural counties with a population of 20,000) to learn about the demographics, the health issues, and other characteristics. I talked 444to health professionals to learn about their concerns, and to people in the district about their experiences and perceptions of the hospital.

Next, I learned about the Secretary of State’s office and campaign laws and regulations. I sought advice from friends who had run campaigns and stayed in close communication with the designated election official at the hospital. She kept me informed about campaign law, election timelines, and report deadlines.

Then I determined my campaign platform. I felt strongly that the hospital (the second largest employer in the region) was essential to having a healthy and economically viable community. I believed the hospital should also be a community health partner and should extend services beyond their walls. The Affordable Care Act (ACA) had recently passed and I decided to use my campaign to increase awareness of this significant legislation. I am a firm believer in an integrated approach to health care using the triple aim model, and wanted to explain this concept to the community. This model promotes a three-pronged approach to developing an effective health care delivery system for the future: improving the experience of care by providing effective, safe, and reliable care; improving the health of the population by focusing on prevention, wellness, and managing chronic conditions; and decreasing per capita health care costs (Bisognano, 2012).I thought there should be more diversity on the board as most of the directors had a financial or business background and all had limited health care experience.

Developing campaign materials was critical. Wherever I went, I wore a nametag that read “Marilyn Bouldin, RN, Hospital Board Candidate.” I had business cards printed and used my personal phone number and e-mail address, as I believed accessibility was important. I developed fliers and newspaper ads, and a friend created a website about me, at the urging of my marketer sister.

Launching the Campaign

I believe that most people are interested in their local hospital. If they haven’t used it themselves, they know someone who has. Many people had stories to tell me about their experiences and I made a point to listen. If someone had a complaint I helped them contact the appropriate person. I empathized with them and sometimes gave health advice. I invited them to contact me anytime if they had concerns about the hospital and told them I hoped to represent them on the board.

I contacted community leaders to identify opportunities to speak to groups. One night I drove 30 miles out into the countryside to attend a community potluck dinner. Another time I drove to the other end of the district to speak at a women’s luncheon. I was a guest speaker at a local political party meeting and a radio talk show, to discuss the ACA and the hospital board election process. I went to my favorite coffee shop and hung out all morning to engage people in informal conversations. I went to Business After Hours where local businesses network over appetizers, and attended Chamber of Commerce events. I talked with my friends as we hiked in the Rocky Mountains, and they in turn talked to their friends.

One effective strategy was having a letter-to-the-editor writing party. A friend hosted this in her home, complete with wine and cheese. We helped people compose letters of support and submit them to the newspapers. (See Box 52-2 for one of the letters that was submitted.) We had fun doing it! I 445had an extensive e-mail list and composed a message about who I was, what I believed and why I wanted to be on the hospital board. I then sent this out to everyone I knew asking for their vote.

Box 52-2

Letter to the Editor

April 26, 2012

Dear Editor,

I want to recommend Marilyn Bouldin to your community. It is logical and fortunate that she has offered herself to serve as an elected member of your HRRMC Hospital Board. As my clinical colleague, former boss, and years-long friend, I am familiar with her broad knowledge of health care, her respect for those who work in this field and of her advocacy for consumers who present for its services.

Marilyn is known for her fairness and ability to listen and intelligently weigh out multiple sides of the issues she tackles. Her enthusiasm and commitment to follow-up is legendary. Should I ever require such health-care decisions in my own behalf, Marilyn heads my list of go-to consultants. Though not a member of your community, I would confidently cast my vote for her in your upcoming election for HRRMC Hospital Board membership. It is my opinion that your community could do no better.

Sincerely,

Marilyn Russell, RN, MSN

One of my most nerve-racking experiences was participating in the League of Women Voters candidate forum. Each candidate was given 3 minutes to talk, followed by questions from the audience. The forum was videotaped to play in the library, and the a newspaper reporter was there to cover the story (the editor did not endorse me because he thought other candidates had a better financial background). I was worried I would make mistakes or not know all the answers, and had a sleepless night before the event, which, of course went fine!

I decided that, regardless of the outcome on election night, I wanted to celebrate with all the people who had helped me. We had a pizza party at a local restaurant and it was a truly wonderful time, especially when I got the news that, not only had I won a seat, but I had also received the most votes!

The following week I wrote by hand many personal thank-you notes to people who had helped me. I also sent flowers to my informal campaign manager and graphic designer. I put one last ad in the paper expressing my appreciation to the people who had voted for me and invited them to contact me with any comments or concerns.

Lessons Learned

Although I have had many professional successes and received many awards over the years, what mattered most in my election were my relationships with people. My ability to listen, to be genuinely interested and compassionate, and to follow through with people’s questions and concerns served me well. Once people found out I was a nurse they trusted and confided in me.

I was pleased overall with my campaign strategies. I decided early on not to accept monetary donations for my expenses. I was intimidated by the additional requirements and documentation required by the Secretary of State’s office for campaign donations. I was also bothered by the thought that I might be beholden to the people who contributed. Next time I will accept contributions! I did not develop a budget at the start and did not realize how much it would cost me to run a campaign, which turned out to be over $600.

I did have one negative experience. After going around town on a windy day to place fliers on windshields, a stranger came to my house to tell me he did not appreciate me polluting the streets with my papers. In hindsight, I think he had a good point!

During my first year on the board I spent a lot of time listening, reading, learning about the culture of the board, and building trust with my fellow board members. Even though I had served on many boards in the past and had spent decades working in health care, I was surprised at the steep learning curve necessary for me to understand how a hospital functions. Being the new kid on the block gave me permission to ask lots of questions. I had several one-on-one sessions with the board chair to learn more. I met with key nurses in the organization to hear their concerns and learn how I could be supportive. I read my board packet thoroughly in preparation for meetings. I was appointed to the 446performance improvement committee as the board representative and actively participated. Refreshing my knowledge of good communication skills was also helpful to me, and I attempted to use nonviolent communication (NVC) as much as possible. The objective of NVC is to establish relationships based on honesty and empathy that will fulfill everyone’s needs (Rosenberg, 2003). I attended a national hospital conference, which I found enlightening and informative. I have also tried to take the initiative when appropriate. For example, I worked on developing a new board member orientation manual, compiling all the information that would have been helpful to me during my first month in office (such as an explanation of the bylaws of the foundation board to which I was automatically appointed when I was elected to the hospital board).

I learned quickly that serving on the board requires much more time than just attending monthly meetings! Although being a board member is a volunteer position, as an elected official I felt obligated to do the best job I could and to represent the hospital’s interests and those of our constituents, the taxpayers in the district who legally own the hospital. Consequently, I committed a significant amount of time to reviewing policies, attending hospital-sponsored events and employee-recognition ceremonies, meeting physician candidates, supporting the volunteer auxiliary, serving on the hospital foundation board, and responding to feedback from community members. I also spent time reading publications related to hospital administration.

I have learned to pick my battles and to ask myself “How important is it?” There are times when I choose to remain silent. There are times when significant informal communication happens outside of board meetings, and I make sure to participate in hallway talks. I learned that maintaining positive relationships is of the utmost importance. Nothing happens through divisiveness. I try hard to keep an open mind and to be willing to compromise.

Even after 2 years, I continue to ask a lot of questions, which I find is very helpful to everyone during a meeting. The responsibilities I have in my position continue to be daunting to me and I take them very seriously, especially in the areas of credentialing physicians, overseeing a very large budget, and evaluating the CEO.

I have become skilled at answering the question I get from community members, “How’s it going on the board?” Some people are just making polite conversation and don’t need an in depth answer. I try to be honest yet tactful and am careful not to undermine anyone or gossip. I constantly need to determine what I can share and what I cannot, and am always aware of the language I use. Once the board has made a decision, we must all present a united opinion, whether we agreed personally with the decision or not. This is sometimes challenging.

The Future

The way we deliver health care and medical services is changing rapidly and represents a paradigm shift. Leaders need to have vision, health care knowledge, critical thinking skills, and collaborative expertise, all of which nurses possess. I look forward to a time when nurses are seen as essential participants in every boardroom in every hospital, and they see themselves that same way.

References

Bisognano M, Kenney C. Pursuing the triple aim: seven innovators show the way to better care, better health, and lower costs. 1st ed. John Wiley and Sons Inc: San Francisco; 2012.

Hassmiller S, Combes J. Nurse leaders in the board room: A fitting choice. Journal of Healthcare Management. 2012;57(1):8–11.

Institute of Medicine [IOM]. The future of nursing: leading change, advancing health. National Academies Press.: Washington, DC; 2011 [Retrieved from]  www.iom.edu/nursing.

Rosenberg MB. Nonviolent communication—A language of life. 2nd ed. PuddleDancer Press: Encinitas, CA; 2003.

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