Criteria for selection of a data collection instrument.

1. Criteria for selection of a datacollection instrument. Practicality of the instrument: Concerns its cost and appropriateness for the study population. How much will the instrument cost? How long will it take to administer the instrument? Will the population have the physical and mental abilities to complete the instrument?

2. Are special motor skills or language ability required of subjects? • Does the researcher require special training to administer or score the instrument? • If so, is this training available? • Is money available, and someone available to analyze the data?

3. 2. Reliability of the instrument : • Concerns the instrument’s consistency and stability. • Is the degree of consistency with which the instrument measures the attributes. There are three different types of reliability. • Stability Reliability: - Refers to an instrument consistency over time.

4. The same scores are obtained when the instrument is used with the same subjects twice. The correlation coefficient( coefficient of stability) range between -1.00 and + 1.00. B- Equivalence Reliability Concerns the degree to which two different forms of an instrument obtain the same results or two or more observers using a single instrument obtain the same results.

5. C- Internal Consistency Reliability: The extent to which all items on an instrument measure the same variable. 3. Validity of the instrument: Refers to the degree to which an instrument measures what it is supposed to be measuring. Validity may be established through the use of a panel of experts or through an examination of the existing literatures on the topic.

6. The relationship between reliability and validity: • Closely associated • Reliability is usually considered first because reliability is a necessary condition for validity. • An instrument cannot be valid unless it is reliable. • The reliability of an instrument tells nothing about the degree of validity.

7. An instrument can be very reliable and have no validity . • Measurement that is not reliable cannot be valid. Guidelines for evaluating data quality: • If operational definitions (or scoring procedures) are specified, do they clearly indicate the rules of measurement? Do the rules seem reasonable?

8. 2. Does the report provide any evidence of the reliability of the data? Does the evidence com from the research sample itself, or is it based on other studies? If the latter is it reasonable to believe that data quality would be the same for the research sample as for the reliability sample?

9. 3. If there is evidence of reliability, which estimation method was used? Was this method appropriate? Should an alternative or additional method of reliability appraisal have been used? The reliability adequate? 4. If the report does not provide evidence of reliability of the measures, are there any indications of efforts the researcher made to minimize errors of measurement?

10. 5.Does the report offer nay evidence of the validity of the measures? Does the evidence come from the research sample itself, or is it based no other studies? If the latter, is it reasonable on other studies? If the latter, is it reasonable to believe that data quality would be the same for the research sample as for the validation sample?

11. 6. If there is evidence of validity, which validity approach was used? Was this approach appropriate? Should an alternative or additional method of validation have been used? Does the validity of the instrument appear to be adequate? 7. Were the research hypotheses support If not, might data quality play a role in the failure of the hypotheses to be confirmed?

12. Presentation and discussion of study results. • Fining and discussion • Each research study should contain the following elements: • Findings of the study: Are the presentation of the results in the form of empirical data or facts. The reporting of these data is an objective process. This is not the place to express opinions or reactions to the data.

13. Findings are written in the past tense. Presentation of findings A- Narrative presentation of findings B- tables 2- Discussion of findings: Is a much more subjective section of a research report than the presentation of the findings.

14. Allows the researcher to make interpretations of the findings. The findings are interpreted in light of the theoretical framework and within the context of the literature review. In the discussion of the findings, the researcher discusses aspects of the results that are consistent with previous research and theoretical explanations and those that are not in agreement. The researcher also reports problems that occurred during the study that may have influenced the results.

15. 3- Discussion of study hypotheses • The results of hypothesis testing can fall into one of three categories: • The null hypothesis is not rejected. • The null hypothesis is rejected and the research hypothesis is supported. • The null hypothesis is rejected and the results are in the opposite direction from those predicted by the research hypothesis.

16. Negative results can be as important as positive results. 4- Conclusions: The research’s attempt to show what Knowledge has been gained by the study and are also an attempt to generalize the findings. In writing conclusions, return to your study problem, purpose and , hypothesis,

17. Was the study problem answered? The research purpose met? The research hypothesis supported? The theoretical framework supported? 5. Implications: The implications of a study contain the “shoulds” that result from the study. “Nurse – educators should…” “or” “nurse-clinicians should”

18. 6- Recommendations 7. Consideration of study limitations in future research: Some of the most common Recommendations that are made about limitations are: • alteration in the sample • Alteration in the instrument • Control of variables • Change in methodology.