Research Scenario 1

 Paper Type:Â  Problem solving Pages:Â  5 Wordcount:Â  1213 Words Date:Â  2022-10-10
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The research question that guided the analysis is: Does the type of education strategy affect the nurses' knowledge of the three phases of the therapeutic relationship? Consequently, the null hypothesis is: education strategies do not affect nurses' knowledge of the three phases of the therapeutic relationship. In Research Scenario 1, the independent variable, education strategies, is comprised of three categorical (nominal) groups. On the other hand, the dependent variable, nurses' knowledge of the three phases of the therapeutic relationship, was assessed on a continuous level. Because the independent variable consisted of three groups while the dependent variable was measured on a continuous, the most appropriate statistical test for assessing the relationship between the variables is ANOVA: Single factor.

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Descriptive Statistics

Descriptive statistics analysis was conducted in excel to examine whether mean differences exist among the three education strategy groups. The results of the analysis (see Table 1) show that the simulation education group had the highest mean (M = 34.0625, SD = 4.419182), followed by case-based scenarios education group (M = 33.36364, SD = 5.445599), and, lastly, literature education group (M = 29.17857, SD = 4.974405).

Table 1

Descriptive statistics of different education strategy groups

Simulation education group Case-based scenarios education group Literature education group

Mean 34.0625 Mean 33.36364Mean 29.17857

Standard Error 1.104795 Standard Error 1.64191 Standard Error 0.940074

Median 33.5 Median 33 Median 28.5

Mode 40 Mode 29 Mode 30

Standard Deviation 4.419182Standard Deviation 5.445599 Standard Deviation 4.974405Sample Variance 19.52917 Sample Variance 29.65455 Sample Variance 24.74471

Kurtosis -1.4463 Kurtosis 0.330538 Kurtosis -0.64519

Skewness 0.09011 Skewness -0.7145 Skewness 0.463028

Range 13 Range 18 Range 17

Minimum 27 Minimum 22 Minimum 22

Maximum 40 Maximum 40 Maximum 39

Sum 545 Sum 367 Sum 817

Count 16 Count 11 Count 28

Inferential Statistics

The results of single factor ANOVA are shown in Table 2 below. From the results of the Single Factor ANOVA analysis, it can be seen that the if F > F crit, hence the null hypothesis is rejected. Consequently, it can be concluded that each of the three education strategies does not have the same impact on nurses' knowledge of the therapeutic relationship. That is, at least one of the education strategies is better than the other in its impact on nurses' knowledge of the therapeutic relationship.

Table 2

Education Strategies and impact on nurses' knowledge of the therapeutic relationship

ANOVA Source of Variation SS df MS F P-value F crit

Between Groups 23476.81 1 23476.81 1591.739 1.83E-66 3.929012

Within Groups 1592.909 108 14.74916 Total 25069.72 109

Interpretation of the Findings

The findings above show that simulation education strategy is the best means of enhancing nurses' knowledge of the three phases of the therapeutic relationship. Consequently, healthcare institutions should adopt this education strategy as opposed to case-based scenarios education and literature education strategies

Research Scenario 2

The research question which guided research scenario 2 is: Is the nurses' perception of the quality of the working phase in the therapeutic relationship with patients related to their professional satisfaction? Consequently, the null hypothesis is that there is no statistically significant relationship between nurses' perception of the quality of the working phase in the therapeutic relationship with patients related to their professional satisfaction.

Descriptive Statistics

Descriptive statistics were conducted in excel to examine the mean scores and standard deviations of nurses' perception of the quality of the working phase and nurses' professional satisfaction. The results are displayed in Table 3 below. It can be seen that Nurses' perception of the quality of the working phase had a mean score of 5.945454545 while nurses' professional satisfaction mean score was 5.872727.

Table 3

Descriptive statistics of nurses' perception of the quality of the working phase and nurses' professional satisfaction

Nurses' perception of the quality of the working phase Nurses' professional satisfaction

Mean 5.945454545 Mean 5.872727

Standard Error 0.201706828 Standard Error 0.255649

Median 6 Median 6

Mode 6 Mode 5

Standard Deviation 1.49589787 Standard Deviation 1.895946

Sample Variance 2.237710438 Sample Variance 3.594613

Kurtosis 0.582975388 Kurtosis -0.61437

Skewness 0.268576119 Skewness -0.16572

Range 8 Range 8

Minimum 2 Minimum 2

Maximum 10 Maximum 10

Sum 327 Sum 323

Count 55 Count 55

Inferential Statistics

The independent variable (nurses' perception of the quality of the working phase) and the dependent variable (nurses' professional satisfaction) were measured on a continuous level. Consequently, the relationship between the two variables can be examined using Pearson-Product Moment Correlation analysis in Excel. The results of the Pearson Correlation analysis are shown in Table 4 below.

Table 4

The relationship between nurses' perception of the quality of the working phase and their professional satisfaction

Nurses' perception of the quality of the working phase Nurses' professional qualification

Nurses' perception of the quality of the working phase 1 Nurses' professional qualification 0.095449 1

Interpretation of Findings

The presence of a positive relationship between nurses' perception of the quality of the working phase and their professional satisfaction implies that the higher the nurses' perception of the quality of the working phase, the higher professional satisfaction and vice versa. Consequently, it is important to ensure that during the working phase, problems and issues are identified (Registered Nurses Association of Ontario, 2002). After that, plans should be made to address the challenges encountered. By solving the problems identified in the working phase, nurses' perception of the quality of the working phase is improved. Consequently, their professional satisfaction is enhanced.

Research Scenario 3

The research question that guided Research Scenario 3 is: Do weekly sessions of clinical supervision for six months affect the nurses' rating of the quality of the working phase of the nurse-patient relationship? The null hypothesis is that weekly sessions of clinical supervision for 6 months do not have a statistically significant effect on nurses' rating of the quality of the working phase of the nurse-patient relationship. On the other hand, the research hypothesis is that weekly sessions of clinical supervision for 6 months have a statistically significant effect on the nurses' rating of the quality of the working phase of the nurse-patient relationship.

Descriptive Statistics

The descriptive statistics procedure was conducted to examine whether the mean difference in pre-clinical and post clinical nurses' rating of the quality of the working phase of the nurse-patient relationship. The results are shown in table 4 below. From the results below, it is clear that post-clinical supervision nurses' rating mean scores (M = 45.03846, SD = 8.92852) is higher than pre-clinical supervision nurses' rating mean score (M = 35.03846, SD = 9.68083.

Table 5

Descriptive statistics

Pre-clinical Post-clinical

Mean 35.03846 Mean 45.03846

Standard Error 1.898567 Standard Error 1.751027

Median 35 Median 45

Mode 25 Mode 35

Standard Deviation 9.68083 Standard Deviation 8.92852

Sample Variance 93.71846 Sample Variance 79.71846

Kurtosis -0.81309 Kurtosis -1.05612

Skewness 0.216108 Skewness 0.001038

Range 36 Range 30

Minimum 19 Minimum 30

Maximum 55 Maximum 60

Sum 911 Sum 1171

Count 26 Count 26

Inferential Statistics

Because there were two sets of observations (pre-clinical and post-clinical supervision nurses' rating), involving the same participants, paired sample t-test is the most suitable method of examining whether the mean difference between two sets of observations exists. The results of the paired sample t-test procedure are shown in Table 3 below. It can be seen that the if t-stat of -9.820344655 is greater than t critical value of 2.059538553. Consequently, the null hypothesis is rejected. Because of this, it can be concluded that weekly sessions of clinical supervision for 6months have no impact on the nurses' rating of the quality of the working phase of the nurse-patient relationship.

Table 6

T-test results

Pre-clinical Post-clinical

Mean 35.03846154 45.03846154

Variance 93.71846154 79.71846154

Observations 26 26

Pearson Correlation 0.847319465 Hypothesized Mean Difference 0 df 25 t Stat -9.820344655 P(T<=t) one-tail 2.30853E-10 t Critical one-tail 1.708140761 P(T<=t) two-tail 4.61705E-10 t Critical two-tail 2.059538553

Interpretation of the Findings

From the data analysis conducted, weekly sessions of clinical supervision for six months have no impact on the nurses' rating of the quality of the working phase of the nurse-patient relationship. Consequently, hospital management and leadership should ensure that they give professional development opportunities for nurses that meet individual and group learning styles (Registered Nurses Association of Ontario, 2002).

References

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