Fluent Essays

Instructions for Analyzing Data Using Descriptive Statistics Descriptive Statistics GETTING STARTED For this activity, you are going to analyze hypothetical data from a Barriers to Research Utilization by Nurses survey using descriptive statistics. This data has been provided for you, and step-by-step instructions on doing the analysis in excel are provided below. BACKGROUND When collecting online survey data, the responses are generally textual data. Look at the Data_Raw worksheet to see the survey results. This raw data must be converted to numerical data for analysis. To accomplish this, a Codebook is created that contains the data and metadata (the information for each variable with coding instructions). For this activity, the Barriers Codebook has already been created for you. Review the Metadata worksheet to see an overview of the variables in this survey (column A), variable type (column B), level of measurement (column C), coding instructions (Response Categories, column D), and the original Survey Question (column E). Look to see how the data have been numerically coded for you on the Data_Coded worksheet. This was done by copying the Data_Raw worksheet, then using Find and Replace to code the responses numerically using the MetaData worksheet information. For example, in column D (Race), White was replaced with 1, African American was replaced with 2, Asian was replaced with 3 and Other was replaced with 4. Now the original data has been coded, you want to retain the coded data to preserve it for additional analyses or if errors are made. Note: These instructions use right-click to access the right-click menu. If unsure how to right-click on your computer, reach out to Student Success Center, IT services, or your course instructor. For example, Ctrl/click acts as a right-click on a Mac. CREATE YOUR OWN DATA FILE COPY This is where the real fun starts for this activity! You will first copy the Data-Coded worksheet to a working file that you can use for this activity. Desktop Excel Web Excel Copy the Data_Coded worksheet by right-clicking on the Data_Coded worksheet, selecting Move or Copy (see below) and checking the Create a Copy box. Copy the Data_Coded worksheet by right-clicking on the Data_Coded worksheet, selecting Duplicate (see below). Rename this copied worksheet Desc_Stats by right-clicking on the tab of the copied worksheet and selecting Rename and typing the new name. Right-click again, choose Tab Color, and choose a different color than red (red is a reminder to not use these worksheets). Next, click on the Desc_Stats worksheet and write a formula to total the scores on the Barriers Survey for each participant. The variable you will use for this is the Tot_Scores continuous variable in column AK. In column AK1, type the heading Tot_Scores. Next, enter this formula into cell AK2: =Sum(H2:AJ2) directly in the cell or the formula bar atInstructions for Presenting Data Using Data Visualization Data Visualization GETTING STARTED For this activity, you are going to continue to use the hypothetical data from a Barriers to Research Utilization by Nurses survey. Open the data file you used in Phase 2, and follow the step-by-step instructions below to visually represent the survey data. BACKGROUND Data visualization refers to techniques used to communicate data or information using visual techniques such as charts, graphs, maps, dashboards and other types of graphical representations. It is a type of data analysis that communicates information clearly and efficiently and provides an accessible way to see and understand trends, outliers, and patterns in data. Just as you learned in your data analysis activity, you must have numerical data to create various types of data visualizations. Also, the data must be in a format that supports the visualization technique you are using. For example, if you want to create a chart with a trendline to predict future values, you must have date information for each data point. Each type of data visualization has a different purpose, and several commonly used charts that can be created in excel are described below: · Bar Charts – presents the frequency distribution of categorical (Nominal, Ordinal) data using horizontal rectangular bars. When it is vertical, it is referred to as a column chart. Bar charts are better to use when your labels are long. The bars can be reordered to help present increasing or decreasing frequencies. For example, use to display the number of survey participants and their highest degree earned (Associates, BSN, MSN, DNP/PhD). · Stacked Bar Charts – used to compare the frequency within each category. For example, use to compare the number of survey participants and their highest degree earned (Associates, BSN, MSN, DNP/PhD) by each setting they work in. · Column Charts (Columns, Cones, Cylinders, and Pyramids) – presents the frequency distribution of categorical (Nominal, Ordinal) data using vertical columns, cones, cylinders, or pyramids. · Histograms– presents the frequency distribution of continuous data (interval, ratio, some ordinal data) in bar chart format, with the bars next to each other with no gaps. These bars cannot be reordered. For example, used to present the frequency of the three age groups in the survey (19-39, 40-59, >60). · Line Charts – used to display continuous data over time. · Pie Charts – Displays proportional segments of a whole (100\%). Use when you have five or fewer segments (or slices) such as type of education for those working in academia (Associates, BSN, MSN, DNP/PhD) or the proportion of survey participants in the three different age groups. · Donut Charts - Like a pie chart, a doughnut chart shows the relationship of parts to a whole, but it can contain more than one data series. The donut chart has a cut out center, which is often used to present a trend arrow or a•   annotated bibliography of 5  recent and relevant sources •   narrative essay of your interviews with technology users and experts •   technology summary that provides the top five  technologies you would recommend for transforming nursing or enhancing healthcare outcomes •   completed “Summary Yrs_RN” worksheet •   completed “Summary Tot_Scores” worksheet •   completed “Summary Demographic” worksheet •   completed “Summary Responses” worksheet •   completed “Pivot Table Education Level by Work Setting” •   completed “Pivot Table Age Group by Race” •   completed “Bar Chart on the Mode” on all questions on the “Barriers Survey” •   completed “Pie Chart of Age Group” •   completed “Sunburst Chart” of Sex •   completed “Column Chart” of Education Level •   completed “Funnel Chart” of Race •   completed “Treemap Chart” of Work SettingSummary of Technology Recommendations [Your Name, Credentials] [Date] Technology #1 Recommended Technology: [Enter the technology name with a brief description] Purpose: (Describe what need this technology meets and how it will enhance nursing practice, administration, or education] Potential Use and Users: [Explain how the technology will be used and the stakeholders who will benefit from the technology] Technology Acceptance: [Include information on the ease of use and the usefulness of this technology]. Technology #2 Recommended Technology: [Enter the technology name with a brief description] Purpose: (Describe what need this technology meets and how it will enhance nursing practice, administration, or education] Potential Use and Users: [Explain how the technology will be used and the stakeholders who will benefit from the technology] Technology Acceptance: [Include information on the ease of use and the usefulness of this technology]. Technology #3 Recommended Technology: [Enter the technology name with a brief description] Purpose: (Describe what need this technology meets and how it will enhance nursing practice, administration, or education] Potential Use and Users: [Explain how the technology will be used and the stakeholders who will benefit from the technology] Technology Acceptance: [Include information on the ease of use and the usefulness of this technology]. Technology #4 Recommended Technology: [Enter the technology name with a brief description] Purpose: (Describe what need this technology meets and how it will enhance nursing practice, administration, or education] Potential Use and Users: [Explain how the technology will be used and the stakeholders who will benefit from the technology] Technology Acceptance: [Include information on the ease of use and the usefulness of this technology]. Technology #5 Recommended Technology: [Enter the technology name with a brief description] Purpose: (Describe what need this technology meets and how it will enhance nursing practice, administration, or education] Potential Use and Users: [Explain how the technology will be used and the stakeholders who will benefit from the technology] Technology Acceptance: [Include information on the ease of use and the usefulness of this technology].MetaData Variable Variable Type Level of Measurement Response Categories Description/Survey Question StudentID N/A N/A N/A N/A Age _Grp Categorical Nominal 1=19-39; 2=40-59; 3=60 and older Age Group Sex Categorical Nominal 1=Male; 2=Female Sex Race Categorical Nominal 1=White; 2=African American; 3=Asian; 4=Other What is your race? Yrs_RN Continuous Interval/Ratio Number of years How many years have you been an RN? Setting Categorical Nominal 1=Patient Care; 2=Academic; 3=Community/Public Health; 4=Other What is your work setting? ED-Level Categorical Nominal 1=Associate; 2=Bachelors; 3=Masters; 4: Doctorate What is your highest level of education? The items below relate to Barriers Survey questions on the reasons nurses do not utilize research. Q1 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent Research reports/articles are not readily available. Q2 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent Implications for practice are not made clear Q3 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent Statistical analyses are not understandable Q4 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The research is not relevant to the nurse’s practice Q5 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse is unaware of the research Q6 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The facilities are inadequate for implementation Q7 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse does not have time to read research Q8 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The research has not been replicated Q9 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse feels the benefits of changing practice will be minimal Q10 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse is uncertain whether to believe the results of the research Q11 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The research has methodological inadequacies Q12 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The relevant literature is not compiled in one place Q13 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse does not feel she/he has enough authority to change patient care procedures Q14 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse feels results are not genera