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Evidence-based Practice

Evidence-basedPractice

The hypothesis of results enables the comprehension of results of aresearch study. Notably, it is vital for the researchers tounderstand the results by making reference to the establishedhypothesis. Mainly, the null and alternate hypothesis guide informing precedence before making decisions on a given research study.The results obtained must be associated with the identifiedhypothesis. The hypothesis identified serve as questions that havebeen set by the researchers and act like predictions about theprobable relationships that exist between the phenomena underinvestigation. Through the understanding of the hypothesis, it iseasier to interpret the results of the given research and arrive atdecisions.

Statistical and Clinical Significance

Significance can be viewed as a quality of being vital. In nursingpractice, there is a clear cut definition of statistical and clinicalsignificance. Statistical significance entails the execution of amedical study on a chosen sample and using the results from the studyon a different population (Brignardello-Petersen et al., 2013).However, the primary challenge with the application of the aspect ofstatistical significance regards the issue of reliability of theresults. Notably, if a small sample was being used in conducting thestudy, the results could fail to provide an accurate representativepicture of the situation in the population. However, in a situationwhere a larger sample is used, the chances are that the findingscould provide slightly meaningful results.

Clinical significance, on the other hand, is founded on the groundsof the differences that exist between old and new therapy and itspossible viability in helping alter practice (Brignardello-Petersenet al., 2013). For example, in a situation where new therapy has beenintroduced, it could be essential to make a comparison with theregimen that was being used initially and note the differences.Through the same, it would be possible to conclude on whether itwould be beneficial to introduce the new treatment. If the resultsobtained are sufficient, it could be necessary to alter the approachof practice.

The use of clinical significance is essential as pertains to guidingpractice. The decision to use a particular therapy should besupported by the fact that the results obtained will indeed have apositive impact on the patients. It is evident that the use ofstatistics could be affected by factors such as bias that willeventually become evident in the results. However, the use ofclinical significance helps alleviate the problems since improvementscan evidently be observed between the two groups of patients.

Descriptive and Inferential Statistics concerning ClinicalPractice

Descriptive statistics entails the use of data to provide detailedinformation about a given population (Häggman-Laitila, Mattila, &ampMelender, 2016). It could involve the use of graphs or tables toexplain the situation affecting a given population. Inferentialstatistics, on the other hand, focuses on making a prediction on apopulation based on the sample (Häggman-Laitila, Mattila, &ampMelender, 2016). It entails taking a random sample from thepopulation and using the same to make an inference. For example,regarding the aspect of moral distress, the hospital could pick arandom sample from the population of nurses and patients and getinformation from them that could be used to infer to the largerpopulation. A section of nurses can take part in a study and thefindings from the research used to describe the situation among thehealthcare workers.

References

Brignardello-Petersen, R., Carrasco-Labra, A., Shah, P., &ampAzarpazhooh, A. (2013). A practitioner`s guide to developing criticalappraisal skills: what is the difference between clinical andstatistical significance? The Journal of the American DentalAssociation, 144(7), 780-786.

Häggman-Laitila, A., Mattila, L. R., &amp Melender, H. L. (2016).Educational interventions on evidence-based nursing in clinicalpractice: A systematic review with qualitative analysis. NurseEducation Today, 43, 50-59.