DQ: How would changing the confidence interval to 90% or 99% affect the study?

Confidence interval refers to the interval estimate around the mean or average. In other words, confidence interval may refer to the set of values around or close to the mean either in the negative or positive ways. In most cases, statistical studies do not have 100% confidence or certainty that the outcome of data analysis will be true. In the research process, there is always the likelihood that a hypothesis can be accepted (failed to be rejected) or rejected; this is always attributed to the confidence interval (Ambrose, 2018). Confidence intervals are important in data analysis because they aid in the determination of the accuracy of the mean. A confidence with smaller range indicates that the estimates are more accurate. On the other hand, when there is huge range or larger figure, the estimate may be considered inaccurate. To better understand the concept of confidence interval, the illustration below is a basic and more accurate definition. A confidence interval of 95% indicates that 95% of the studies will incorporate the true mean; on the other hand, 5% of the studies will not. In other words, there are five out of 100 that the research is wrong.

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Confidence interval may also refer to the range of values from given sets of sample data that are most likely to include the true mean of the population. Confidence intervals often form or are used to determine the accuracy in the data analysis processes. With the confidence interval, an individual can be sure that they have captured the mean of a given population. When the confidence level is so small, there is a high possibility of obtaining accurate outcomes in the data analysis processes. On the other hand, there might be a problem in the long run. For instance, if one says that they are certain of scoring 99%, the range of the data being calculated may be so big. For example, an individual may be 99% certain of scoring 10 to 100 on the examination ( Peterson & Kegler, 2020).

In the healthcare undertakings, there are different measurements that are always recorded. These measurements are often recorded with much accuracy using the mean and confidence level. For example, blood is something that is often measured in the healthcare system for the critically ill patients. There are various approaches of controlling blood glucose levels. Confidence interval can be applies to formulate correct approaches of delivering the best glucose control mechanisms. In most cases, hypothesis testing and confidence interval are applied together in the healthcare processes to determine the correlation that exists. Confidence intervals are essential approaches in statistical analysis.

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Confidence Interval uses data from a sample to estimate a population parameter and hypothesis testing using data from a sample to test a specified hypothesis. Both hypothesis testing and analysis of confidence interval can aid in answering the research questions, the objectives of the research and the hypothesis formulated based on the research questions. Hypothesis testing and CI are used together in health care research to determine the correlation of variables to establish a probability value for improving patient outcomes in certain populations in the clinical setting.

References

Ambrose, J. (2018). Clinical inquiry and hypothesis testing. Grand Canyon University. Retrieved from https://lc.gcumedia.com/hlt362v/applied-statistics-for-health-care/v1.1/#/chapter/3

Peterson, A. B., & Kegler, S. R. (2020). Deaths from Fall-Related Traumatic Brain Injury – United States, 2008-2017. MMWR: Morbidity & Mortality Weekly Report, 69(9), 225–230. https://doi-org.lopes.idm.oclc.org/10.15585/mmwr.mm6909a2

Confidence Intervals

In everyday terms, a confidence interval is the range of values around a sample statistic (such as mean or proportion) within which clinicians can expect to get the same results if they repeat the study protocol or intervention, including measuring the same outcomes the same ways. As you ask yourself, ”Will I get the same results if I use this research?”, you must address the precision of study findings, which is determined by the Confidence Interval. If the CI around the sample statistic is narrow, you can be confident you will get close to the same results if you implement the same research in your practice.

Consider the following example. Suppose that you did a systematic review of studies on the effect of tai chi exercise on sleep quality, and you found that tai chi affected sleep quality in older people. If, according to your study, you found the lower boundary of the CI to be .49, the study statistic to be 0.87, and the upper boundary to be 1.25, this would mean that each end limit is 0.38 from the sample statistic, which is a relatively narrow CI.

(UB + LB)/2 = Statistic [(1.25 + .49)/2 = .87]

Keep in mind that a mean difference of 0 indicates there is no difference; this CI does not contain 0. Therefore, the sample statistic is statistically significant and unlikely to occur by chance.

Because this was a systematic review, and tai chi exercise has been established from the studies you assessed as helping people sleep, based on the sample statistics and the CI, clinicians could now use your study and confidently include tai chi exercises among possible recommendations for patients who have difficulty sleeping.

Now you can apply your knowledge of CIs to create your own studies and make wise decisions about whether to base your patient care on a particular research finding.

Initial Post Instructions

Thinking of the many variables tracked by hospitals and doctors’ offices, confidence intervals could be created for population parameters (such as means or proportions) that were calculated from many of them. Choose a topic of study that is tracked (or that you would like to see tracked) from your place of work. Discuss the variable and parameter (mean or proportion) you chose, and explain why you would use these to create an interval that captures the true value of the parameter of patients with 95% confidence.

Consider the following:

How would changing the confidence interval to 90% or 99% affect the study? Which of these values (90%, 95%, or 99%) would best suit the confidence level according to the type of study chosen? How might the study findings be presented to those in charge in an attempt to affect change at the workplace?

Follow-Up Post Instructions

Respond to at least two peers or one peer and the instructor. Further the dialogue by providing more information and clarification.

Writing Requirements

Minimum of 3 posts (1 initial & 2 follow-up)APA format for in-text citations and list of references

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

DQ: How would changing the confidence interval to 90% or 99% affect the study?