Privacy & Health Research in a Data-Driven World

Privacy & Health Research in a Data-Driven World

Review “Criticism and Judgment: A Critical Look at Scientific Peer Review,” located in topic materials.

Discuss the importance of incorporating feedback from a peer review process and dealing with the experience of uncertainty it may create for both the author and the reviewer. You may share whatever information from your peer review that you are comfortable sharing.

Why is peer review so important and how can we use peer review or the professional critique offered to us to improve our scholarly position?

RESOURCES

Hope, A. A., & Munro, C. L. (2019). Criticism and judgment: A critical look at scientific peer review. American Journal of Critical Care, 28(4), 242–245.

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=137294238&site=ehost-live&scope=site

DQ-2

View “Privacy & Health Research in a Data-Driven World” located in topic materials.

After viewing the video, discuss how you plan to protect your patient’s privacy within your project.

RESOURCES

View “Privacy & Health Research in a Data-Driven World,” located on the NIH Videocasting website.

URL:https://videocast.nih.gov/summary.asp?Live=33360&start=182&duration=8224&bhcp=1

DQ-3

Review “Why Causal Inference Matters to Nurses: The Case of Nurse Staffing and Patient Outcomes,” located in topic materials.

How would you define and imply causal inference relative to your quasi-experimental designed project and separate it from bias and other factors that may influence it?

RESOURCES

Costa, D. K., & Yakusheva, O. (2016). Why causal inference matters to nurses: The case of nurse staffing and patient outcomes. Online Journal of Issues in Nursing, 21(2), 1. doi-org.lopes.idm.oclc.org/10.3912/OJIN.Vol21No02Man02

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=hch&AN=116288407&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

DQ-4

Review “Information Bias in Health Research: Definition, Pitfalls, and Adjustment Methods,” located in topic materials.

Using your project proposal, provide an example of each of the types of errors described in the article.

RESOURCES

Althubaiti, A. (2016). Information bias in health research: Definition, pitfalls, and adjustment methods. Journal of Multidisciplinary Healthcare, 2016(1), 211–217. https://doi.org/10.2147/JMDH.S104807

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DQ-5

Examine your process of data collection and how you will maintain patient privacy during your intervention. How can the Christian worldview of carrying out work within the public arena with compassion, justice, and concern for the common good affect data collection and patient privacy?

DQ-6

Review “Lies, Damned Lies and Statistics: Clinical Importance Versus Statistical Significance in Research,” located in topic materials.

Provide examples of how you addressed feasibility and statistical versus clinical significance in your proposal. For example, why did you select a four-week time frame for your project versus a power analysis? Did you select this because it was feasible? Why or why not and explain.

What is the difference between clinical and statistical significance and why are both important to the patient improvement outcomes of your project?

RESOURCES

Mellis, C. (2018). Lies, damned lies and statistics: Clinical importance versus statistical significance in research. Paediatric Respiratory Reviews, 25, 88–93. https://doi.org/10.1016/j.prrv.2017.02.002

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DQ-8

Review “How to Make APA Format Tables and Figures Using Microsoft Word,” located in topic materials. Create a table of your proposed analysis including descriptive data in a Word document. Upload it to the discussion forum.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument