QUESTION Based on how you will evaluate your EBP project, which independent and dependent variables do you need to collect? Why?
Variable is something that can change and or can have more than one value. A variable, as the name infers, is something that varies. The independent variable is the precursor while the dependent variable is the consequent. If the independent variable is an active variable, then we manipulate the values of the variable to study its effect on another variable. Dependent variable is the variable that is affected by the independent variable. The dependent variable is dependent on the independent variable (Kaur, 2013).
Based on my EBP project, high turnover rates among newly licensed nurses, my independent variables would be high stress levels, workplace violence, and a smooth transition with the help of mentor programs. According to multiple studies, these variables clearly affect if newly licensed nurses will remain in the workplace due to stress and lack of confidence. My dependent variable would be high turnover rates among newly licensed nurses due to stress, workplace violence and not having a mentor during their transition.
Kaur, S. (2013). Variables in research. Samarpan Institute of Nursing Sciences, 3(4). Retrieved from http://ijrrms.com/pdf/2013/jul-sep2013/IJRRMS%20Vol.3%20(4)_10.pdf
For my evidence-based practice (EBP) project on prevention of suicide in soldiers with post-traumatic stress disorder (PTSD), I will use the Quasi-experiment. I chose the Quasi-experiment because it does not have a controlled group, as it would be unethical to give no treatments for patients who need interventions. “Quasi-experimental studies focus on determining the effectiveness of a treatment (independent variable) in producing a desired outcome (dependent variable) in a partially controlled setting” (Grove, Gray & Burns, 2015, p. 35). Moreover, this project will use the Interrupted Time-Series Design, which will go in order as follows: pre-test, treatment and prost-test.
Although my desired outcome would be the non-existence of suicide in soldiers with PTSD, which I hope is to last for a lifetime, my dependent variable would be the added knowledge of soldiers about PTSD and how to get help and support. The same goes with the independent variable (treatment): the ideal treatment would be receiving the actual intervention that are provided in many behavioral health services in Fort Hood, such as Prolonged Exposure (PE), Cognitive Prolonged Therapy (CPT) and Eye-Movement Desensitization and Reprocessing (EMDR), which is beyond my scope of practice. I am also limited to time, knowing that PTSD treatment takes months to see results. Hence, my independent variable on this project is limited to the teaching itself, in hope that the information will stay with the soldiers even beyond their times of service.
Grove, S., Gray, J., Burns, N. (2015). Understanding Nursing Research, 6th Edition. [Pageburstl]. Retrieved from https://pageburstls.elsevier.com/#/books/97
Variables that depend on other factors and change as a result of an experiment are dependent variables (DV). The change is the presumed effect. Independent variables (IV) are stable and unaffected by other variables you are attempting to measure. It refers to the experimental condition that is introduced by the investigator causing the presumed change (University of Southern California ( USC) libraries, 2018). Understanding these two concepts will help to better evaluate other people’s research so that they can apply them in your own research ( USC Libraries, 2018) .
Heart rate variability training with mindfulness
It is my hope that the with my project, (DV) teaching of mindfulness and self-regulation through breath work and using the visual tool of HeartMath HRV measurement interactive computer program, will improve (IV)classroom behaviors, self-regulation, self-awareness and sense of peace for the benefit of the students and a healthy learning environment. My measurement will be fewer classroom disruptive behaviors, ability to sit still and retain information, participate in the intervention, and not distract others while observing other students. While there are immediate responses that are measurable, maintenance will depend on participation of the instructor, commitment level of the individual student as well as the degree they learned the tool. I am hoping to go back next year and see if the students and instructor still are benefitting from the tool. Several students have indicated incorporating the tool into their coping in school and daily life so far. This was a quasi-type experiment as all students were given the opportunity to participate as a group in class as it was not fair to deny students access to coping skills. Some self-selected (with parental consent) to participate using the monitor and game function directly with the computer sensor. The instructor offered the tool to each child’s parent.
Some of the limitations I had to controlling the environment were distractions in the classroom due to existing behaviors, interruptions with announcements overhead, changes in schedule (Break due to state testing, holidays over Easter week etc., substitute teachers with different agendas), Fire drills, holidays, absences and illnesses of children in the classroom.
Several instructors from other classrooms would like to incorporate this tool in their classes next year after trying the tool themselves. There have been suggestions that I also teach the student’s parents in an evening course so that there is a reinforcement at home with the practice learned at school. This could have many extended benefits for the school nurse and communication regarding children’s health and behavior needs.
University of Southern California ( USC) Libraries (2018). Organizing your social sciences research paper: Independent and dependent variables. Retrieved from: