Chapter 15: Reliability and Validity

Chapter 15: Reliability and Validity

 

Complete Chapter Questions With Answers

 

Sample Questions Are Posted Below

 

MULTIPLE CHOICE

 

1. Nurse researchers critiquing research reports should be concerned with the assessment of the validity and reliability of study instruments to do what?

a.	To determine the utility of the instruments for triangulation
b.	To assess the relationships between the hypotheses and the research questions
c.	To determine whether the concepts and variables were measured adequately
d.	To assess whether the concept under study is being treated as a dependent or an independent variable

 

 

ANS:  C

 

	Feedback
A	There are several types of triangulation; the instrument chosen might assist a study to become triangulated, but the reliability and validity of it must be determined before triangulation.
B	This response fits the connection between hypotheses and research questions but not instrument reliability and validity.
C	An indicator of a study’s excellence is the establishment of the reliability and validity of the instruments used to measure variables.
D	Instrument reliability and validity issues are separate issues from whether variables are independent or dependent variables.

 

 

DIF:    Cognitive Level: Understanding (Comprehension)             REF:   Page 290

 

2. An ear temperature probe that consistently reports body temperature at a degree lower than the patient’s actual temperature has what type of reliability or validity problem?

a.	Reduced reliability, systematic error
b.	Reduced validity, random error
c.	Increased validity, systematic error
d.	Increased validity, random error

 

 

ANS:  A

 

	Feedback
A	The instrument is systematically measuring temperature inaccurately.
B	This response does not refer to random error.
C	The validity of the instrument is not increased.
D	The validity of the instrument is not increased.

 

 

DIF:    Cognitive Level: Understanding (Comprehension)             REF:   Page 291

 

3. A researcher who is developing a new instrument to measure pain has been informed that the instrument has face validity. The researcher’s next step should be to do what?

a.	Use the instrument in a parent study.
b.	Use the instrument in a pilot study.
c.	Assess the reliability of the instrument.
d.	Assess the content validity of the instrument.

 

 

ANS:  D

 

	Feedback
A	The findings would be in question if this were the next step.
B	Another step should be taken before testing is done.
C	Reliability testing is not the next step; establishing greater validity should occur first.
D	The next step is content validity established through literature and expert judges.

 

 

DIF:    Cognitive Level: Remembering (Knowledge)                    REF:   Page 292-293

 

4. Which type of validity is most difficult to establish?

a.	Content validity
b.	Construct validity
c.	Predictive validity
d.	Concurrent validity

 

 

ANS:  B

 

	Feedback
A	Face and expert validity are relatively easy to establish.
B	Construct validity includes many types of validity; it is complex and tends to take much more time to establish than other types of validity.
C	Predictive validity is relatively easy to establish.
D	Concurrent validity is relatively easy to establish.

 

 

DIF:    Cognitive Level: Understanding (Comprehension)             REF:   Page 294

 

5. When the nurse researcher demonstrates that an instrument is highly reliable, which type of error is reduced?

a.	Random error
b.	Variance error
c.	Persistent error
d.	Systematic error

 

 

ANS:  D

 

	Feedback
A	Random error is connected with validity.
B	Variance and error are connected as a research term, error variance, not the reverse; it is defined as variability in test scores.
C	Persistent error is not a research term.
D	Systematic error is connected with reliability.

 

 

DIF:    Cognitive Level: Remembering (Knowledge)                    REF:   Page 291