Nursing Research Methods and Critical Appraisal for Evidence Based Practice, 8th Edition by Geri LoBiondo
Nursing Research Methods and Critical Appraisal for Evidence Based Practice, 8th Edition by Geri LoBiondo
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Chapter 15: Reliability and Validity
Complete Chapter Questions With Answers
Sample Questions Are Posted Below
MULTIPLE CHOICE
| 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
| 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
| 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
| 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
| 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
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