Nursing Research

This is a NURSING RESEARCH
This is Nursing research coarse in Doctorate program
DQ 1Topic:
When evaluating outcomes, there exists a heavy focus on achieving statistical. However, there are often situations in research or evidence-based projects when there is no statistical significance, only clinical significance. When is it appropriate to deem a project’s outcomes successful using clinical significance as the only measure of success? Provide examples and support your response with relevant literature.
The above was the initial question which I already responded to. No need to respond to just reference to show you the initial topic.
This needs a response below as participation. EX. Thank you for post-Lisa

The statistical significance is the improbably to occur by chance, at a predetermined level of probability (Melnyk & Fineout, 2019). Statistically, significant result implies a relationship or a difference between the variables that were not solely caused by normal variation or chance. In this regard, statistical significance as a parameter in evidence-based practice shows the extent or the likelihood that finding from the research is true and does not occur by a chance (Heavey, 2015). Statically significance testing, as it relies on p values, provides limited value to clinical practice, statistically significant, or not, lending interpretation of research results to p values to be overestimated or underestimated (Melnyk & Fineout, 2019).
An aim of clinical research is to test an intervention with the intention that results based can be applied to a wider population (Fethney, 2011). The p value on its own provides very little information about the overall importance or meaning of the results to clinical practice and does not provide information as to what might happen in the future (Fethney, 2011). Clinical significance is a decision based on the practical value or relevance of a particular treatment, and this may or may not involve statistical significance (Fetthney, 2011). The use of confidence intervals is one way to help decide if a particular statistical result, whether significant or not, maybe of relevance in practice (Melnyk & Fineout-Overholt, 2019). Clinical significance is essentially a subjective interpretation of research findings as meaningful for the patient under care, and therefore likely to influence the behavior of healthcare providers (Heavey, 2015). In evidence-based research practice, statistical significance needs to be determined to give value and determine the clinical significance (Heavey, 2015).

Fethney, J. (2011). Statistical and clinical significance, and how to use confidence intervals to help interpret both. Australian Critical Care, 23(2), 93-97
Heavey, E.(2015). Differentiating statistical significance and clinical significance. American Nurse Today, 10(5): 26-28.
Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best practice (4th ed.). Philadelphia, PA

The response only to this person below as participation needed, ex thank you for post it is interesting………
Topic 5-2
How does the incorporation of evidence-based practice competencies lead to higher quality health care and better outcomes for population health? How do you suggest these types of competencies be assessed? How can clinician and patient outcomes serve as an indicator of successful competency implementation? Provide examples and support your response with relevant literature.

**DQ 5-2 also needs response Thank you for sharing Manindur……
Evidence-based practice (EBP) is an essential and important part of healthcare for improving the quality of health care as well as patient outcomes (Albarqouni, 2018). Evidence-based practice is commonly integrated in academic and continuing professional development health programs. The competencies in EBP for health professionals has the potential to standardize and improve education in EBP. Core competencies defined as the essential set of a combination of attributes, such as applied knowledge, skills, and attitudes, that enable an individual to perform a set of tasks to an appropriate standard efficiently and effectively. Furthermore, Core competencies offer a common shared language for all health professions for defining what all are expected to be able to do to work optimally (Albarqouni, 2018). All healthcare organizations have individual and standardized policies and procedures to make sure about the competencies of healthcare workers.
Evidence-Based Practice requires a healthcare infrastructure committed to organizations to deliver EBP and an education system efficient in supporting healthcare professionals in acquiring EBP competencies (Lehane, 2018). Healthcare education programs must effectively implement meet a standard of the competencies. Healthcare clinicians, workers, and educators should have the capacity and competence to meet the challenge of providing evidence-based practice in healthcare (Lehane, 2018).
Reference
Albarqouni L, Hoffmann T, Straus S, et al. Core Competencies in Evidence-Based Practice for Health Professionals: Consensus Statement Based on a Systematic Review and Delphi Survey. JAMA Network Open. 2018;1(2):e180281. doi:10.1001/jamanetworkopen.2018.0281
Lehane E, Leahy-Warren P, O’Riordan C, et al. (2018). Evidence-based practice education for healthcare professions: an expert view. BMJ Evidence-Based Medicine 2019; 24:103-108. http://dx.doi.org/10.1136/bmjebm-2018-111019

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