An Example of a Statistics Course in a Doctor of Nursing Practice (DNP) Program

Lauver, Lori S.; Phalen, Ann Gibbons

doi:10.1097/nne.0b013e318238375d

Cited by 13 publications

(11 citation statements)

References 22 publications

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“…However, for evidence-based practice to become well established, nursing professionals must have a basic understanding of statistics to be able to read, understand, and interpret the relevant literature. Although there are a multitude of studies [4,6,8,[12][13][14][15][16][17] assessing statistics and biostatistics education in the field of medicine and other health science fields, there are fewer studies [7,10,18] particularly in nursing science.…”

Section: Discussionmentioning

confidence: 99%

Nursing professionals' attitudes toward biostatistics: an international web-based survey

Ocakoğlu

Kaya

Can

et al. 2019

The European Research Journal

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Objectives: The present study, an international web-based survey, was focused on four aims: to obtain nursing professional's self-reported statistical knowledge levels and how this knowledge varies by research area, to investigate and specify when biostatistics courses should be taught in nursing education and to identify the key statistical methods relevant to nursing education. Methods: A total of 448 nursing professionals from five continents and 52 countries participated in our study. For the data comparison, Kruskal-Wallis test and Mann-Whitney U test were applied. Results: The results indicate that while nursing professionals place an emphasis on biostatistics education, the majority state that biostatistics education should be taken both at the undergraduate and postgraduate level and the participants also believe that taking a biostatistics course is useful for their occupation. A biostatistics education should also emphasize the necessity of consulting to a biostatistician when planning a study. Conclusion: Our study provides information regarding self-reported levels of biostatistical knowledge of nursing professionals by research area and academic position, and provides guidance regarding the ideal semester for administering a biostatistics course.

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Section: Discussionmentioning

confidence: 99%

Nursing professionals' attitudes toward biostatistics: an international web-based survey

Ocakoğlu

Kaya

Can

et al. 2019

The European Research Journal

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“…Para la enseñanza de la estadística se deben considerar las preferencias de los estudiantes. Para promover actitudes positivas y mejorar el aprendizaje de la estadística, es recomendable el uso de herramientas audiovisuales con apoyo tecnológico, ejemplos de escenarios clínicos, datos clínicos reales (42), laboratorios de análi-sis de datos con casos específicos, análisis críti-co del uso de técnicas estadísticas en artículos publicados (45), recursos basados en la web (40) e interacción recíproca en el aula (39). Además, se ha documentado que los beneficios aumentan cuando la enseñanza se da a partir de un equipo de profesores que incluya las áreas de psicología, matemáticas y enfermería (40).…”

Section: Enseñanza Para El Pensamiento Estadís-ticounclassified

“…Sin embargo, muchos enfermeros que ya están en la práctica profesional carecen de las competencias de interpretación de análisis estadístico (45).…”

Section: Pensamiento Estadístico Para La Toma De Decisiones En La Práunclassified

“…Para esto se incluyen los siguientes temas: diseños de investigación, niveles de medición, medidas de frecuencia, medidas de tendencia central y de dispersión, descripción bivariada, intervalos de confianza, chi cuadrado, prueba t, anova, regresión lineal y múltiple, Path anlysis, regresión logística, medidas repetidas, análisis de sobrevida y diseño de muestras (45). Cabe resaltar la importancia de que el estudiante de doctorado profundice en el anova, puesto que es una de las técnicas estadísticas que se usan con mayor amplitud en la práctica (53).…”

Section: Competencias Necesarias Para El Pensamiento Estadísticounclassified

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Pensamiento estadístico: herramienta para el desarrollo de la enfermería como ciencia

Carreño-Moreno

Alvarez

2017

Av. enferm.

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Objetivo: Integrar los hallazgos de la bibliografía científica que informen sobre la importancia del pensamiento estadístico para el desarrollo de la enfermería como ciencia.Síntesis del contenido: Revisión integradora de publicaciones realizadas en revistas indexadas entre los años 1998 y 2017 en las bases de datos lilacs, sage Journals, Wiley Online Library, Scopus, bireme, Scielo, ScienceDirect, PubMed, cuiden® y ProQuest. Se incluyeron 22 publicaciones cuyos hallazgos fueron extraídos, clasificados y reducidos con el uso de códigos descriptores, códigos nominales y temas emergentes. A partir de las búsquedas surgieron seis temas: Enseñanza para el pensamiento estadístico;Pensamiento estadístico para la toma de decisiones en la práctica; Barreras para el desarrollo del pensamiento estadístico; Competencias necesarias para el pensamiento estadístico; La estadística en la generación de conocimiento para la ciencia; y Desafíos para el desarrollo del pensamiento estadístico.Conclusión: En el desarrollo actual de la enfermería como ciencia, el pensamiento estadístico ha sido una herramienta usada principalmente en el campo de la investigación y en la formación de investigadores. Se ha reportado la presencia de obstáculos para el desarrollo del pensamiento estadístico en los profesionales de la práctica, lo que evidencia la necesidad de conectar la estadística con la práctica de enfermería, para lo cual es indispensable elaborar textos y asignaturas de estadística aplicados al contexto de la disciplina y la práctica.Descriptores: Bioestadística; Estadística como Asunto; Estadística; Ciencia;Enfermería (fuente: decs, bireme).

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“…A further limitation is that DM education has received little attention in nursing literature regarding doctoral programs. Articles on DM are mostly case studies describing course development related to clinical DM [31][32][33] or using data mining to determine patterns in DNP patient-student encounters and end-of-program competencies [34]. Our survey of DM education in nursing doctoral programs explored how nursing curricula are educating students to work with their final projects or dissertation data through all stages of the data life cycle.…”

Section: Introductionmentioning

confidence: 99%

Exploring data management content in doctoral nursing handbooks

Raszewski

Goben

Bergren

et al. 2021

jmla

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Objective: While data management (DM) is an increasing responsibility of doctorally prepared nurses, little is understood about how DM education and expectations are reflected within student handbooks. The purpose of this study was to assess the inclusion of DM content within doctoral nursing student handbooks.Methods: A list of 346 doctoral programs was obtained from the American Association of Colleges of Nursing (AACN). Program websites were searched to locate program handbooks, which were downloaded for analysis. A textual review of 261 handbooks from 215 institutions was conducted to determine whether DM was mentioned and, if so, where the DM content was located. Statistical analysis was performed to compare the presence of DM guidance by type of institution, Carnegie Classification, and the type of doctoral program handbook.Results: A total of 1,382 codes were identified across data life cycle stages, most commonly in the handbooks’ project requirements section. The most frequent mention of DM was in relation to collecting and analyzing data; the least frequent related to publishing and sharing data and preservation. Significant differences in the frequency and location of codes were identified by program type and Carnegie Classification.Conclusions: Nursing doctoral program handbooks primarily address collecting and analyzing data during student projects. Findings suggest limited education about, and inclusion of, DM life cycle content, especially within DNP programs. Collaboration between nursing faculty and librarians and nursing and library professional organizations is needed to advance the adoption of DM best practices for preparing students in their future roles as clinicians and scholars.

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An Example of a Statistics Course in a Doctor of Nursing Practice (DNP) Program

Cited by 13 publications

References 22 publications

Nursing professionals' attitudes toward biostatistics: an international web-based survey

Nursing professionals' attitudes toward biostatistics: an international web-based survey

Pensamiento estadístico: herramienta para el desarrollo de la enfermería como ciencia

Exploring data management content in doctoral nursing handbooks

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