This journal is an opportunity to discuss the merits of the articles you selected from the list provided.
Your journal response needs to relate to the content in the course and to your personal and professional experiences, and specifically answer the following:
- What topic or health question did you research, and why is it relevant to public health, nursing, or the health science professions? Give real-world examples to support your answer.
- How can biostatistics help inform decision making around your topic? Support your answer with specific examples.
- Explain why you picked these specific articles to examine over others in the Articles List. Justify your answer.
- Assess each article’s importance to health decision making in your field. Give real-world examples to illustrate your answer.
View the
Article Review Sample PDF
document for an example of the type of information you should include in your response.
For additional details, please refer to the
Journal Guidelines and Rubric PDF
document.
Textbook link: https://bncvirtual.com/vb_econtent.php?ACTION=econtent&FVENCKEY=AD9EE8D798DCAFC7E76B5FB7C978DD86&j=43766531&sfmc_sub=1597096465&l=23329524_HTML&u=695880241&mid=524003857&jb=40753&utm_term=10242022&utm_source=transactional&utm_medium=email&utm_campaign=Direct_Ebooks
Chapters 1-4
IHP 525 Journal Guidelines and Rubric
Overview: The journal activities in this course are an ongoing, private conversation between you and the instructor. In each journal assignment, you will draft
responses to sections of Final Project Article Review. While a certain level of informality is permitted, proper grammar, spelling, and APA citations are required.
Your journal posts should reflect academic rigor.
A course journal is generally made up of many individual assignments. In this course, each assignment will be graded individually, but they will all be polished
and used to create one final document to be submitted in Module Eight as your Final Project Article Review.
Prompt: For each journal assignment, the following critical elements must be met:
● Fulfill all requirements in the individual prompt.
● Provide relevant application of course concepts.
● Support ideas and observations with examples from your own personal or professional situation.
Rubric
Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Prompt Meets ”Proficient” criteria and
references course materials
Meets all elements outlined in
the prompt
Meets only some of the
elements in the prompt
Does not meet the elements in
the prompt
40
Course Concepts Meets “Proficient” criteria and
supports response with course
materials
Clearly relates course concepts
to the applicable journal prompt
Relates course concepts to the
applicable journal prompt, but
response lacks clarity
Does not relate course concepts
to the applicable journal prompt
30
Personal or
Professional
Situation
Meets “Proficient” criteria and
further relates personal or
professional circumstances to
scholarly research
Logically supports ideas and
observations with examples
from personal or professional
circumstances or experiences
Supports ideas and observations
with examples from personal or
professional circumstances or
experiences, but response lacks
logic
Does not support ideas and
observations with examples
from personal or professional
circumstances or experiences
2
5
Articulation of
Response
Journal is free of errors in
organization and grammar, and
all sources correctly cited using
APA
Journal is mostly free of errors of
organization and grammar,
which are marginal and rarely
interrupt the flow, and most
sources are correctly cited using
APA
Journal contains errors of
organization and grammar, but
they are limited enough so that
submission can be understood
and APA usage is consistently
incorrect
Journal contains errors of
organization and grammar,
making the journal difficult to
understand and does not use
APA
5
Total 100%
Choose one of the following pairs of articles to use in Final Project Article Review:
Option 1
Valiee, S., Fathi, M., Hadizade, N., Roshani, D., & Mahmoodi, P. (2016). Evaluation of feasibility and safety of changing body position after transfemoral
angiography: A randomized clinical trial. Journal of Vascular Nursing, 34(3), 106–115. http://dx.doi.org/10.1016/j.jvn.2016.05.001
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
Chair, S., Thompson, D., & Li, S. (2007). The effect of ambulation after cardiac catheterization on patient outcomes. Journal of Clinical Nursing, 16(1), 212–214.
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-
00024&LSLINK=80&D=ovft
Option 2
Grunfeld, E., Coyle, D., Whelan, T., Clinch, J., Reyno, L., Earle, C. C., & . . . Glossop, R. (2004). Family caregiver burden: Results of a longitudinal study of breast
cancer patients and their principal caregivers. Canadian Medical Association Journal, 170(12), 1795–1801. https://doi.org/10.1503/cmaj.1031205
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
Reblin, M., Donaldson, G., Ellington, L., Mooney, K., Caserta, M., & Lund, D. (2016). Spouse cancer caregivers’ burden and distress at entry to home hospice: The
role of relationship quality. Journal of Social and Personal Relationships, 33(5), 666–686. https://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
Option 3
Doering, L. V., McKinley, S., Riegel, B., Moser, D. K., Meischke, H., Pelter, M. M., & Dracup, K. (2010). Gender-specific characteristics of individuals with
depressive symptoms and coronary heart disease. Heart & Lung: The Journal of Critical Care, 40(3), e4–e14. https://doi.org/10.1016/j.hrtlng.2010.04.002
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
Frazier, L., Yu, E., Sanner, J., Liu, F., Udtha, M., Cron, S., & . . . Bogaev, R. C. (2012). Gender differences in self-reported symptoms of depression among patients
with acute coronary syndrome. Nursing Research & Practice, 1–5. https://doi.org/10.1155/2012/109251
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
https://doi.org/10.1155/2012/109251
https://doi.org/10.1016/j.hrtlng.2010.04.002
https://doi.org/10.1177/0265407515588220
https://doi.org/10.1503/cmaj.1031205
http://dx.doi.org/10.1016/j.jvn.2016.05.001
-
IHP 525 Final Project Article Review: Articles List
Option 1
Option 2
Option 3
IHP 525 Article Review Sample
Biostatistics Final Project Article Review
Overview: This document provides an example of what information is being asked for and how the information for each journal submission can
be gathered for easy review. Information is provided for each module where a journal submission is due.
Please Note: Article 2 is not featured in this sample review.
For this example, the information on one journal article will be provided. You will be comparing two articles for your article review project. For
this example, we will use an article about tea and fluoride:
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A. (2017). Safety evaluation of fluoride content in tea
infusions consumed in the Azores—a volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164.
First, let’s look at what information is provided and where in a research article.
The Introduction informs us of why this study was done. It summarizes what is currently known about the topic and sometimes what still needs
to be discovered. For our example, the introduction explains that this study was conducted to gain further information on the topic of fluoride in
tea, specifically when brewed with naturally fluorinated water. Too much fluoride can lead to fluorosis, a cosmetic condition that affects the
teeth. Each specific research question (RQ) that the study hoped to answer should be made clear.
In the Methods section, the study design and statistical methods used to analyze the data are revealed. It should be made clear who was
studied, how they were selected, what interventions were used, if any, and how, when, and what measurements were taken. Then what
statistical methods were used to answer each research question should be clearly addressed.
In the Results section, the answer to each RQ is provided. Tables, graphs, and figures are used to visually present the answer to the research
questions and to describe the sample that was studied. This section has descriptive statistics, test results, and corresponding p-values.
In the Discussion section, the authors describe their results in more detail and try to explain why these results occurred and what they mean.
This section should also include any limitations of the study and ideas for future research based on experiences from this study.
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
A short Conclusion should be drawn at the end of the article. It is usually free of any statistics and only made up of two to three sentences. It is
the message that the authors want their readers to walk away with.
A list of References is provided at the end. These are past studies that were mentioned in the introduction or discussion sections.
Module Two
I. Background: Use this section to provide a brief context for the health problem, issue, or trend you are researching. Specifically,
you should answer the following:
A. What topic or heath question did you research, and why is it relevant to public health, nursing, or the health science
professions? Give real-world examples to support your
answer.
B. How can biostatistics help inform decision making around your topic? Support your answer with specific examples.
II. Article Selection: In this section, discuss how and why you selected your two articles. Be sure to address the following:
A. Explain why you selected these specific articles to examine over the other choices.
B. Assess each article’s importance to health decision making in your field. Give real-world examples to illustrate your
answer.
Background: The topic of fluoride was chosen because fluoride is important for healthy teeth and has been a public heath topic for decades.
Communities started adding fluoride to their public water systems about 70 years ago as a way to reduce tooth decay and cavities in a large
number of people. Fluoride can also occur naturally in the water. Around the same time, fluoride was added to toothpaste as well. However,
many communities have stopped adding fluoride to their water as they are worried about people consuming too much.
Biostatistics can be used to prove the effect of adding fluoride to water systems and to toothpaste. We can look at the amount of tooth decay
and caries in a population before and after fluoride was introduced in the water or toothpaste. We could also look at if people lose fewer teeth.
Smaller studies could be done where we measure variables on a sample of people’s teeth and then have them use toothpaste with fluoride or
fluoride drops or drink fluorinated water and then measure these same variables again. We call these response variables or outcome variables.
We are looking to see if the use of fluoride changes any of these variables (caries, staining on teeth, fluorosis, loss of teeth, etc.).
Article Selection: I picked this article specifically because I drink a lot of tea, and I know that the health of your teeth affects your whole body. I
have a bad bite and have been told my teeth may become loose as a result, so getting enough fluoride is important, but it is also important not
to get too much. Fluoride is released during tea infusion, so tea drinkers could be at risk of too much fluoride, especially if the water they use is
naturally high in fluoride. The use of fluoride is simple way for us to affect the health of an entire population, so it is an important public health
program. The more we can learn about the sources of fluoride, the more effectively we can provide public health programs to ensure everyone
gets enough fluoride but not too much fluoride.
Article 1 Article 2
Full APA
citation
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A.
(2017). Safety evaluation of fluoride content in tea infusions consumed in the Azores—a
volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164. doi: http://dx.doi.org/10.1007/s12011-017-0947-9
Purpose of
study
To estimate the exposure to fluoride in the Azores through drinking tea prepared with water
from different volcanic locations
Research
questions (or
RQs—
specifically
what will be
tested or
compared)
Does the amount of fluoride in tea vary by origin (location) of water? Does the amount of fluoride in tea
vary by commercial brand of tea? Does the amount of fluoride in tea vary by brewing time?
Module Five
III. Findings: This section should highlight the major findings of each of the articles you selected. Specifically address the following:
A. What are the findings of each article, and what implications do they have individually and collectively for solving the
health problem in question? Support your answer with specific examples from your field.
B. Explain how key biostatistical calculations and methods support the conclusions in each article. Cite relevant
information from the articles that support your answer.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Statistical
Methods (see
table below for
description of
each possible
test)
All RQs deal with comparing the mean of fluoride between groups so the one-way ANOVA with Tukey post hoc
tests is appropriate. In the article, they only computed the ANOVA to test for a variation in fluoride across
locations. PH in the water was also compared across locations, but the Kruskal–Wallis test was used. It is a
nonparametric test used when the outcome variable is severely skewed. It parallels the ANOVA. So the
distribution of PH is compared across groups, but without using means. In addition, Pearson correlation statistics
were used to assess the linear association between fluoride concentration and amount of PH in the water for
different tea subgroups. Line graphs were used to assess the effect of brewing time on fluoride.
Results
(present for
each RQ)
Note: RQ Results (answers) can be found in Table 1 and Figure 1 of the article. Review to help your
understanding, and review your own journal article(s) for similar information of what that study found.
Does the
amount of
fluoride in the
tea vary by
origin
(location) of
water? This is
the primary RQ
of interest.
P-values in Table 1 answer this RQ. The amount of fluoride varies significantly between the three locations
(p<.001), regardless of type or brand of tea. Looking at the means, we see the SC location has the highest
fluoride and PF has the smallest. Mean difference ranges between 0.2 and 0.8 ppm. You should present these
means along with the standard deviations for each group. You could also go on and present the means and SEs
for various scenarios as they do in the Results section of the article.
Does the
amount of
fluoride in the
tea vary by
commercial
brand of tea?
We can answer this looking at the means in Table 1, but no p-value is provided in the table to answer this RQ.
The highest fluoride was always in Azorean tea and the lowest amount in International B. We can also see higher
mean fluoride levels in black tea than in green tea.
Does the
amount of
fluoride vary by
brewing time?
See Figure 1. As one might expect, the longer you brew tea, the higher the level of fluoride regardless of brand or
type. Depending on the brand of tea, the PH level can increase by 0.5 to almost 2 ppm when going from a brew
time of 1 minute to 10 minutes.
Additional
findings
In Table 2 we see that there is a strong, negative statistically significant correlation between PH and fluoride
regardless of whether we look at green or black tea or brand or location. The smallest correlation is -0.741 and
the largest is -0.999!
Module Six
IV. Methods: Use this section to compare and contrast the methods used in the articles you selected with an eye to assessing the
quality and limitations of the findings and informing future research. Specifically, you should address the following:
A. Explain why the authors of each article selected the methods they did. How appropriate were the methods to the
overall purpose of the paper? Justify your response.
B. Analyze a difference and similarity in the methods chosen with respect to the health question being addressed in the
selected articles. Explain your answer using evidence from the articles selected and information you have learned in
the course.
C. Assess a strength and limitation of the different approaches used in the articles you selected. Explain your answer
using evidence from the articles you selected and information you have learned in the course.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Why specific
statistical
tests were
used
The why for each test done is included in the information above for Module Five. Specifically, an ANOVA was the
appropriate statistical test to use because mean levels of fluoride were compared between independent groups
(defined by the water source and other characteristics of the tea brewing process). Pearson correlation statistics
were used appropriately, as PH and fluoride are both continuous variables, and it is of interest to see if they are
linearly associated (as PH increases, does fluoride increase or decrease at a continuous rate?).
Similar
methods
between
articles
Mention which statistical tests and graphs were used in both studies. Why might this be? Did the two studies
have similar outcome variables or similar RQs? Did each article present many test results, or did one use less
testing?
Difference in
methods
Identify which tests are used in one article but not the other. Was this because outcome variables differed?
Because distribution of the data differed? Did each article present many test results, or did one use less testing?
Was one clearer than the other?
Strengths The study considered the type and brand of tea and brewing time rather than just considering the location and
fluoride. Thus this study proved that the association between water location and fluoride held true regardless of
the type and brand of tea and brewing time. The results were consistent with other published studies. Correct
statistical methodology was used.
Limitations Not sure where the water samples were taken from, or whether the time of year and proximity to shore would
impact fluoride amounts. Results seem constrained to a specific population.
Module Seven
Conclusions. What does your evaluation of the strengths and weaknesses of the articles you selected suggest for future research in this
field? Be sure to provide specific suggestions for potential next steps based on evidence from your analysis, and explain how these
suggestions would help improve decision making.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Conclusion Tea consumption may lead to too much fluoride in one’s diet for people living near water sources with naturally high fluoride
concentrations. In such areas it is important to carefully choose the type and amount of tea that is consumed.
This article laid out and described the results of this study very clearly, and the study appears to be well done. However, the
population of people that this study refers to is very narrow. How do we apply these results to people living in New England,
for example? A study that looked at the amount of fluoride in water supplies that are not near volcanic sources would be
necessary to help public health professionals apply such results to their populations. Also, it would help to study a larger
variety of tea brands. In addition, it would be helpful to study how much tea consumption is necessary to bring on fluorosis
and other negative side effects of consuming too much fluoride. Such a study would involve an observational study that
followed a cohort of subjects for a long period of time.
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
Every parametric test assumes that the data follow a given distribution and most assume the normal distribution, thus means and standard
deviations are used in their computations. For every parametric test, there is a corresponding nonparametric test. Nonparametric tests are tests
that do not require any assumptions about the distribution of your data. Below is a list each of the parametric tests mentioned in this course
along with the corresponding nonparametric test. It is always best to use the parametric test when you can, as they are more powerful and thus
result in smaller p-values.
Module Parametric Test Nonparametric test When to Use
Four,
Five
*One sample z-test (use with
large n or when known),
*One sample t-test (use S
rather than )
Kolmogorov–Smirnov test
(K–S)
With the z-test and t-test, you assume the data follow the normal
distribution and compare the mean of a sample to a specified
value. Use K–S when you want to compare the distribution of a
continuous variable to a specified known distribution.
Module Parametric Test Nonparametric test When to Use
Six *Paired t-test (or repeated
measures when measures
taken multiple times)
Signed rank test, Freidman’s
test for repeated measures
(McNemar test when
outcome is categorical with
just two categories)
Use to compare the values of a continuous variable within pairs (or
between time points or conditions on same person) and test for a
difference. Example: Does ocular pressure vary between a
person’s left eye and right eye?
McNemar used if variable is dichotomous (like yes/no). Example:
Compare if an eye has cataracts between left and right eyes or
between time points.
Six,
Seven
*Independent t-test, *ANOVA
and *post-hoc tests
Wilcoxon rank sum test or
Kruskal–Wallis test or
Mann–Whitney U test or
Kolmogorov–Smirnov test
When want to compare whether the values of a continuous
variable vary between independent groups. Independent t-test
and ANOVA compare means between independent groups.
Nonparametric tests compare the median values or the ranks of
the values between independent groups.
Seven *Z-test of proportions *Fisher’s exact test, chi-
square test
Compare proportions between independent groups (i.e., test the
association between two categorical variables). Example: Does the
proportion of people with diabetes vary between Americans and
Europeans?
Nine *Pearson Correlation; *linear
regression
Spearman Correlation Use to measure the strength and direction of a linear association
(parametric version) or monotonic association (nonparametric)
between two continuous variables.
Note: Asterisk (*) indicates tests covered in IHP 525.
- IHP 525 Article Review Sample Biostatistics Final Project Article Review
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
IHP 525 Journal Guidelines and Rubric
Overview: The journal activities in this course are an ongoing, private conversation between you and the instructor. In each journal assignment, you will draft
responses to sections of Final Project Article Review. While a certain level of informality is permitted, proper grammar, spelling, and APA citations are required.
Your journal posts should reflect academic rigor.
A course journal is generally made up of many individual assignments. In this course, each assignment will be graded individually, but they will all be polished
and used to create one final document to be submitted in Module Eight as your Final Project Article Review.
Prompt: For each journal assignment, the following critical elements must be met:
● Fulfill all requirements in the individual prompt.
● Provide relevant application of course concepts.
● Support ideas and observations with examples from your own personal or professional situation.
Rubric
Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Prompt Meets ”Proficient” criteria and
references course materials
Meets all elements outlined in
the prompt
Meets only some of the
elements in the prompt
Does not meet the elements in
the prompt
40
Course Concepts Meets “Proficient” criteria and
supports response with course
materials
Clearly relates course concepts
to the applicable journal prompt
Relates course concepts to the
applicable journal prompt, but
response lacks clarity
Does not relate course concepts
to the applicable journal prompt
30
Personal or
Professional
Situation
Meets “Proficient” criteria and
further relates personal or
professional circumstances to
scholarly research
Logically supports ideas and
observations with examples
from personal or professional
circumstances or experiences
Supports ideas and observations
with examples from personal or
professional circumstances or
experiences, but response lacks
logic
Does not support ideas and
observations with examples
from personal or professional
circumstances or experiences
2
5
Articulation of
Response
Journal is free of errors in
organization and grammar, and
all sources correctly cited using
APA
Journal is mostly free of errors of
organization and grammar,
which are marginal and rarely
interrupt the flow, and most
sources are correctly cited using
APA
Journal contains errors of
organization and grammar, but
they are limited enough so that
submission can be understood
and APA usage is consistently
incorrect
Journal contains errors of
organization and grammar,
making the journal difficult to
understand and does not use
APA
5
Total 100%
Choose one of the following pairs of articles to use in Final Project Article Review:
Option 1
Valiee, S., Fathi, M., Hadizade, N., Roshani, D., & Mahmoodi, P. (2016). Evaluation of feasibility and safety of changing body position after transfemoral
angiography: A randomized clinical trial. Journal of Vascular Nursing, 34(3), 106–115. http://dx.doi.org/10.1016/j.jvn.2016.05.001
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
Chair, S., Thompson, D., & Li, S. (2007). The effect of ambulation after cardiac catheterization on patient outcomes. Journal of Clinical Nursing, 16(1), 212–214.
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-
00024&LSLINK=80&D=ovft
Option 2
Grunfeld, E., Coyle, D., Whelan, T., Clinch, J., Reyno, L., Earle, C. C., & . . . Glossop, R. (2004). Family caregiver burden: Results of a longitudinal study of breast
cancer patients and their principal caregivers. Canadian Medical Association Journal, 170(12), 1795–1801. https://doi.org/10.1503/cmaj.1031205
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
Reblin, M., Donaldson, G., Ellington, L., Mooney, K., Caserta, M., & Lund, D. (2016). Spouse cancer caregivers’ burden and distress at entry to home hospice: The
role of relationship quality. Journal of Social and Personal Relationships, 33(5), 666–686. https://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
Option 3
Doering, L. V., McKinley, S., Riegel, B., Moser, D. K., Meischke, H., Pelter, M. M., & Dracup, K. (2010). Gender-specific characteristics of individuals with
depressive symptoms and coronary heart disease. Heart & Lung: The Journal of Critical Care, 40(3), e4–e14. https://doi.org/10.1016/j.hrtlng.2010.04.002
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
Frazier, L., Yu, E., Sanner, J., Liu, F., Udtha, M., Cron, S., & . . . Bogaev, R. C. (2012). Gender differences in self-reported symptoms of depression among patients
with acute coronary syndrome. Nursing Research & Practice, 1–5. https://doi.org/10.1155/2012/109251
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
https://doi.org/10.1155/2012/109251
https://doi.org/10.1016/j.hrtlng.2010.04.002
https://doi.org/10.1177/0265407515588220
https://doi.org/10.1503/cmaj.1031205
http://dx.doi.org/10.1016/j.jvn.2016.05.001
-
IHP 525 Final Project Article Review: Articles List
Option 1
Option 2
Option 3
IHP 525 Article Review Sample
Biostatistics Final Project Article Review
Overview: This document provides an example of what information is being asked for and how the information for each journal submission can
be gathered for easy review. Information is provided for each module where a journal submission is due.
Please Note: Article 2 is not featured in this sample review.
For this example, the information on one journal article will be provided. You will be comparing two articles for your article review project. For
this example, we will use an article about tea and fluoride:
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A. (2017). Safety evaluation of fluoride content in tea
infusions consumed in the Azores—a volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164.
First, let’s look at what information is provided and where in a research article.
The Introduction informs us of why this study was done. It summarizes what is currently known about the topic and sometimes what still needs
to be discovered. For our example, the introduction explains that this study was conducted to gain further information on the topic of fluoride in
tea, specifically when brewed with naturally fluorinated water. Too much fluoride can lead to fluorosis, a cosmetic condition that affects the
teeth. Each specific research question (RQ) that the study hoped to answer should be made clear.
In the Methods section, the study design and statistical methods used to analyze the data are revealed. It should be made clear who was
studied, how they were selected, what interventions were used, if any, and how, when, and what measurements were taken. Then what
statistical methods were used to answer each research question should be clearly addressed.
In the Results section, the answer to each RQ is provided. Tables, graphs, and figures are used to visually present the answer to the research
questions and to describe the sample that was studied. This section has descriptive statistics, test results, and corresponding p-values.
In the Discussion section, the authors describe their results in more detail and try to explain why these results occurred and what they mean.
This section should also include any limitations of the study and ideas for future research based on experiences from this study.
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
A short Conclusion should be drawn at the end of the article. It is usually free of any statistics and only made up of two to three sentences. It is
the message that the authors want their readers to walk away with.
A list of References is provided at the end. These are past studies that were mentioned in the introduction or discussion sections.
Module Two
I. Background: Use this section to provide a brief context for the health problem, issue, or trend you are researching. Specifically,
you should answer the following:
A. What topic or heath question did you research, and why is it relevant to public health, nursing, or the health science
professions? Give real-world examples to support your
answer.
B. How can biostatistics help inform decision making around your topic? Support your answer with specific examples.
II. Article Selection: In this section, discuss how and why you selected your two articles. Be sure to address the following:
A. Explain why you selected these specific articles to examine over the other choices.
B. Assess each article’s importance to health decision making in your field. Give real-world examples to illustrate your
answer.
Background: The topic of fluoride was chosen because fluoride is important for healthy teeth and has been a public heath topic for decades.
Communities started adding fluoride to their public water systems about 70 years ago as a way to reduce tooth decay and cavities in a large
number of people. Fluoride can also occur naturally in the water. Around the same time, fluoride was added to toothpaste as well. However,
many communities have stopped adding fluoride to their water as they are worried about people consuming too much.
Biostatistics can be used to prove the effect of adding fluoride to water systems and to toothpaste. We can look at the amount of tooth decay
and caries in a population before and after fluoride was introduced in the water or toothpaste. We could also look at if people lose fewer teeth.
Smaller studies could be done where we measure variables on a sample of people’s teeth and then have them use toothpaste with fluoride or
fluoride drops or drink fluorinated water and then measure these same variables again. We call these response variables or outcome variables.
We are looking to see if the use of fluoride changes any of these variables (caries, staining on teeth, fluorosis, loss of teeth, etc.).
Article Selection: I picked this article specifically because I drink a lot of tea, and I know that the health of your teeth affects your whole body. I
have a bad bite and have been told my teeth may become loose as a result, so getting enough fluoride is important, but it is also important not
to get too much. Fluoride is released during tea infusion, so tea drinkers could be at risk of too much fluoride, especially if the water they use is
naturally high in fluoride. The use of fluoride is simple way for us to affect the health of an entire population, so it is an important public health
program. The more we can learn about the sources of fluoride, the more effectively we can provide public health programs to ensure everyone
gets enough fluoride but not too much fluoride.
Article 1 Article 2
Full APA
citation
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A.
(2017). Safety evaluation of fluoride content in tea infusions consumed in the Azores—a
volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164. doi: http://dx.doi.org/10.1007/s12011-017-0947-9
Purpose of
study
To estimate the exposure to fluoride in the Azores through drinking tea prepared with water
from different volcanic locations
Research
questions (or
RQs—
specifically
what will be
tested or
compared)
Does the amount of fluoride in tea vary by origin (location) of water? Does the amount of fluoride in tea
vary by commercial brand of tea? Does the amount of fluoride in tea vary by brewing time?
Module Five
III. Findings: This section should highlight the major findings of each of the articles you selected. Specifically address the following:
A. What are the findings of each article, and what implications do they have individually and collectively for solving the
health problem in question? Support your answer with specific examples from your field.
B. Explain how key biostatistical calculations and methods support the conclusions in each article. Cite relevant
information from the articles that support your answer.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Statistical
Methods (see
table below for
description of
each possible
test)
All RQs deal with comparing the mean of fluoride between groups so the one-way ANOVA with Tukey post hoc
tests is appropriate. In the article, they only computed the ANOVA to test for a variation in fluoride across
locations. PH in the water was also compared across locations, but the Kruskal–Wallis test was used. It is a
nonparametric test used when the outcome variable is severely skewed. It parallels the ANOVA. So the
distribution of PH is compared across groups, but without using means. In addition, Pearson correlation statistics
were used to assess the linear association between fluoride concentration and amount of PH in the water for
different tea subgroups. Line graphs were used to assess the effect of brewing time on fluoride.
Results
(present for
each RQ)
Note: RQ Results (answers) can be found in Table 1 and Figure 1 of the article. Review to help your
understanding, and review your own journal article(s) for similar information of what that study found.
Does the
amount of
fluoride in the
tea vary by
origin
(location) of
water? This is
the primary RQ
of interest.
P-values in Table 1 answer this RQ. The amount of fluoride varies significantly between the three locations
(p<.001), regardless of type or brand of tea. Looking at the means, we see the SC location has the highest
fluoride and PF has the smallest. Mean difference ranges between 0.2 and 0.8 ppm. You should present these
means along with the standard deviations for each group. You could also go on and present the means and SEs
for various scenarios as they do in the Results section of the article.
Does the
amount of
fluoride in the
tea vary by
commercial
brand of tea?
We can answer this looking at the means in Table 1, but no p-value is provided in the table to answer this RQ.
The highest fluoride was always in Azorean tea and the lowest amount in International B. We can also see higher
mean fluoride levels in black tea than in green tea.
Does the
amount of
fluoride vary by
brewing time?
See Figure 1. As one might expect, the longer you brew tea, the higher the level of fluoride regardless of brand or
type. Depending on the brand of tea, the PH level can increase by 0.5 to almost 2 ppm when going from a brew
time of 1 minute to 10 minutes.
Additional
findings
In Table 2 we see that there is a strong, negative statistically significant correlation between PH and fluoride
regardless of whether we look at green or black tea or brand or location. The smallest correlation is -0.741 and
the largest is -0.999!
Module Six
IV. Methods: Use this section to compare and contrast the methods used in the articles you selected with an eye to assessing the
quality and limitations of the findings and informing future research. Specifically, you should address the following:
A. Explain why the authors of each article selected the methods they did. How appropriate were the methods to the
overall purpose of the paper? Justify your response.
B. Analyze a difference and similarity in the methods chosen with respect to the health question being addressed in the
selected articles. Explain your answer using evidence from the articles selected and information you have learned in
the course.
C. Assess a strength and limitation of the different approaches used in the articles you selected. Explain your answer
using evidence from the articles you selected and information you have learned in the course.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Why specific
statistical
tests were
used
The why for each test done is included in the information above for Module Five. Specifically, an ANOVA was the
appropriate statistical test to use because mean levels of fluoride were compared between independent groups
(defined by the water source and other characteristics of the tea brewing process). Pearson correlation statistics
were used appropriately, as PH and fluoride are both continuous variables, and it is of interest to see if they are
linearly associated (as PH increases, does fluoride increase or decrease at a continuous rate?).
Similar
methods
between
articles
Mention which statistical tests and graphs were used in both studies. Why might this be? Did the two studies
have similar outcome variables or similar RQs? Did each article present many test results, or did one use less
testing?
Difference in
methods
Identify which tests are used in one article but not the other. Was this because outcome variables differed?
Because distribution of the data differed? Did each article present many test results, or did one use less testing?
Was one clearer than the other?
Strengths The study considered the type and brand of tea and brewing time rather than just considering the location and
fluoride. Thus this study proved that the association between water location and fluoride held true regardless of
the type and brand of tea and brewing time. The results were consistent with other published studies. Correct
statistical methodology was used.
Limitations Not sure where the water samples were taken from, or whether the time of year and proximity to shore would
impact fluoride amounts. Results seem constrained to a specific population.
Module Seven
Conclusions. What does your evaluation of the strengths and weaknesses of the articles you selected suggest for future research in this
field? Be sure to provide specific suggestions for potential next steps based on evidence from your analysis, and explain how these
suggestions would help improve decision making.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Conclusion Tea consumption may lead to too much fluoride in one’s diet for people living near water sources with naturally high fluoride
concentrations. In such areas it is important to carefully choose the type and amount of tea that is consumed.
This article laid out and described the results of this study very clearly, and the study appears to be well done. However, the
population of people that this study refers to is very narrow. How do we apply these results to people living in New England,
for example? A study that looked at the amount of fluoride in water supplies that are not near volcanic sources would be
necessary to help public health professionals apply such results to their populations. Also, it would help to study a larger
variety of tea brands. In addition, it would be helpful to study how much tea consumption is necessary to bring on fluorosis
and other negative side effects of consuming too much fluoride. Such a study would involve an observational study that
followed a cohort of subjects for a long period of time.
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
Every parametric test assumes that the data follow a given distribution and most assume the normal distribution, thus means and standard
deviations are used in their computations. For every parametric test, there is a corresponding nonparametric test. Nonparametric tests are tests
that do not require any assumptions about the distribution of your data. Below is a list each of the parametric tests mentioned in this course
along with the corresponding nonparametric test. It is always best to use the parametric test when you can, as they are more powerful and thus
result in smaller p-values.
Module Parametric Test Nonparametric test When to Use
Four,
Five
*One sample z-test (use with
large n or when known),
*One sample t-test (use S
rather than )
Kolmogorov–Smirnov test
(K–S)
With the z-test and t-test, you assume the data follow the normal
distribution and compare the mean of a sample to a specified
value. Use K–S when you want to compare the distribution of a
continuous variable to a specified known distribution.
Module Parametric Test Nonparametric test When to Use
Six *Paired t-test (or repeated
measures when measures
taken multiple times)
Signed rank test, Freidman’s
test for repeated measures
(McNemar test when
outcome is categorical with
just two categories)
Use to compare the values of a continuous variable within pairs (or
between time points or conditions on same person) and test for a
difference. Example: Does ocular pressure vary between a
person’s left eye and right eye?
McNemar used if variable is dichotomous (like yes/no). Example:
Compare if an eye has cataracts between left and right eyes or
between time points.
Six,
Seven
*Independent t-test, *ANOVA
and *post-hoc tests
Wilcoxon rank sum test or
Kruskal–Wallis test or
Mann–Whitney U test or
Kolmogorov–Smirnov test
When want to compare whether the values of a continuous
variable vary between independent groups. Independent t-test
and ANOVA compare means between independent groups.
Nonparametric tests compare the median values or the ranks of
the values between independent groups.
Seven *Z-test of proportions *Fisher’s exact test, chi-
square test
Compare proportions between independent groups (i.e., test the
association between two categorical variables). Example: Does the
proportion of people with diabetes vary between Americans and
Europeans?
Nine *Pearson Correlation; *linear
regression
Spearman Correlation Use to measure the strength and direction of a linear association
(parametric version) or monotonic association (nonparametric)
between two continuous variables.
Note: Asterisk (*) indicates tests covered in IHP 525.
- IHP 525 Article Review Sample Biostatistics Final Project Article Review
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
IHP 525 Journal Guidelines and Rubric
Overview: The journal activities in this course are an ongoing, private conversation between you and the instructor. In each journal assignment, you will draft
responses to sections of Final Project Article Review. While a certain level of informality is permitted, proper grammar, spelling, and APA citations are required.
Your journal posts should reflect academic rigor.
A course journal is generally made up of many individual assignments. In this course, each assignment will be graded individually, but they will all be polished
and used to create one final document to be submitted in Module Eight as your Final Project Article Review.
Prompt: For each journal assignment, the following critical elements must be met:
● Fulfill all requirements in the individual prompt.
● Provide relevant application of course concepts.
● Support ideas and observations with examples from your own personal or professional situation.
Rubric
Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Prompt Meets ”Proficient” criteria and
references course materials
Meets all elements outlined in
the prompt
Meets only some of the
elements in the prompt
Does not meet the elements in
the prompt
40
Course Concepts Meets “Proficient” criteria and
supports response with course
materials
Clearly relates course concepts
to the applicable journal prompt
Relates course concepts to the
applicable journal prompt, but
response lacks clarity
Does not relate course concepts
to the applicable journal prompt
30
Personal or
Professional
Situation
Meets “Proficient” criteria and
further relates personal or
professional circumstances to
scholarly research
Logically supports ideas and
observations with examples
from personal or professional
circumstances or experiences
Supports ideas and observations
with examples from personal or
professional circumstances or
experiences, but response lacks
logic
Does not support ideas and
observations with examples
from personal or professional
circumstances or experiences
2
5
Articulation of
Response
Journal is free of errors in
organization and grammar, and
all sources correctly cited using
APA
Journal is mostly free of errors of
organization and grammar,
which are marginal and rarely
interrupt the flow, and most
sources are correctly cited using
APA
Journal contains errors of
organization and grammar, but
they are limited enough so that
submission can be understood
and APA usage is consistently
incorrect
Journal contains errors of
organization and grammar,
making the journal difficult to
understand and does not use
APA
5
Total 100%
Choose one of the following pairs of articles to use in Final Project Article Review:
Option 1
Valiee, S., Fathi, M., Hadizade, N., Roshani, D., & Mahmoodi, P. (2016). Evaluation of feasibility and safety of changing body position after transfemoral
angiography: A randomized clinical trial. Journal of Vascular Nursing, 34(3), 106–115. http://dx.doi.org/10.1016/j.jvn.2016.05.001
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
Chair, S., Thompson, D., & Li, S. (2007). The effect of ambulation after cardiac catheterization on patient outcomes. Journal of Clinical Nursing, 16(1), 212–214.
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-
00024&LSLINK=80&D=ovft
Option 2
Grunfeld, E., Coyle, D., Whelan, T., Clinch, J., Reyno, L., Earle, C. C., & . . . Glossop, R. (2004). Family caregiver burden: Results of a longitudinal study of breast
cancer patients and their principal caregivers. Canadian Medical Association Journal, 170(12), 1795–1801. https://doi.org/10.1503/cmaj.1031205
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
Reblin, M., Donaldson, G., Ellington, L., Mooney, K., Caserta, M., & Lund, D. (2016). Spouse cancer caregivers’ burden and distress at entry to home hospice: The
role of relationship quality. Journal of Social and Personal Relationships, 33(5), 666–686. https://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
Option 3
Doering, L. V., McKinley, S., Riegel, B., Moser, D. K., Meischke, H., Pelter, M. M., & Dracup, K. (2010). Gender-specific characteristics of individuals with
depressive symptoms and coronary heart disease. Heart & Lung: The Journal of Critical Care, 40(3), e4–e14. https://doi.org/10.1016/j.hrtlng.2010.04.002
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
Frazier, L., Yu, E., Sanner, J., Liu, F., Udtha, M., Cron, S., & . . . Bogaev, R. C. (2012). Gender differences in self-reported symptoms of depression among patients
with acute coronary syndrome. Nursing Research & Practice, 1–5. https://doi.org/10.1155/2012/109251
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
https://doi.org/10.1155/2012/109251
https://doi.org/10.1016/j.hrtlng.2010.04.002
https://doi.org/10.1177/0265407515588220
https://doi.org/10.1503/cmaj.1031205
http://dx.doi.org/10.1016/j.jvn.2016.05.001
-
IHP 525 Final Project Article Review: Articles List
Option 1
Option 2
Option 3
IHP 525 Article Review Sample
Biostatistics Final Project Article Review
Overview: This document provides an example of what information is being asked for and how the information for each journal submission can
be gathered for easy review. Information is provided for each module where a journal submission is due.
Please Note: Article 2 is not featured in this sample review.
For this example, the information on one journal article will be provided. You will be comparing two articles for your article review project. For
this example, we will use an article about tea and fluoride:
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A. (2017). Safety evaluation of fluoride content in tea
infusions consumed in the Azores—a volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164.
First, let’s look at what information is provided and where in a research article.
The Introduction informs us of why this study was done. It summarizes what is currently known about the topic and sometimes what still needs
to be discovered. For our example, the introduction explains that this study was conducted to gain further information on the topic of fluoride in
tea, specifically when brewed with naturally fluorinated water. Too much fluoride can lead to fluorosis, a cosmetic condition that affects the
teeth. Each specific research question (RQ) that the study hoped to answer should be made clear.
In the Methods section, the study design and statistical methods used to analyze the data are revealed. It should be made clear who was
studied, how they were selected, what interventions were used, if any, and how, when, and what measurements were taken. Then what
statistical methods were used to answer each research question should be clearly addressed.
In the Results section, the answer to each RQ is provided. Tables, graphs, and figures are used to visually present the answer to the research
questions and to describe the sample that was studied. This section has descriptive statistics, test results, and corresponding p-values.
In the Discussion section, the authors describe their results in more detail and try to explain why these results occurred and what they mean.
This section should also include any limitations of the study and ideas for future research based on experiences from this study.
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
A short Conclusion should be drawn at the end of the article. It is usually free of any statistics and only made up of two to three sentences. It is
the message that the authors want their readers to walk away with.
A list of References is provided at the end. These are past studies that were mentioned in the introduction or discussion sections.
Module Two
I. Background: Use this section to provide a brief context for the health problem, issue, or trend you are researching. Specifically,
you should answer the following:
A. What topic or heath question did you research, and why is it relevant to public health, nursing, or the health science
professions? Give real-world examples to support your
answer.
B. How can biostatistics help inform decision making around your topic? Support your answer with specific examples.
II. Article Selection: In this section, discuss how and why you selected your two articles. Be sure to address the following:
A. Explain why you selected these specific articles to examine over the other choices.
B. Assess each article’s importance to health decision making in your field. Give real-world examples to illustrate your
answer.
Background: The topic of fluoride was chosen because fluoride is important for healthy teeth and has been a public heath topic for decades.
Communities started adding fluoride to their public water systems about 70 years ago as a way to reduce tooth decay and cavities in a large
number of people. Fluoride can also occur naturally in the water. Around the same time, fluoride was added to toothpaste as well. However,
many communities have stopped adding fluoride to their water as they are worried about people consuming too much.
Biostatistics can be used to prove the effect of adding fluoride to water systems and to toothpaste. We can look at the amount of tooth decay
and caries in a population before and after fluoride was introduced in the water or toothpaste. We could also look at if people lose fewer teeth.
Smaller studies could be done where we measure variables on a sample of people’s teeth and then have them use toothpaste with fluoride or
fluoride drops or drink fluorinated water and then measure these same variables again. We call these response variables or outcome variables.
We are looking to see if the use of fluoride changes any of these variables (caries, staining on teeth, fluorosis, loss of teeth, etc.).
Article Selection: I picked this article specifically because I drink a lot of tea, and I know that the health of your teeth affects your whole body. I
have a bad bite and have been told my teeth may become loose as a result, so getting enough fluoride is important, but it is also important not
to get too much. Fluoride is released during tea infusion, so tea drinkers could be at risk of too much fluoride, especially if the water they use is
naturally high in fluoride. The use of fluoride is simple way for us to affect the health of an entire population, so it is an important public health
program. The more we can learn about the sources of fluoride, the more effectively we can provide public health programs to ensure everyone
gets enough fluoride but not too much fluoride.
Article 1 Article 2
Full APA
citation
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A.
(2017). Safety evaluation of fluoride content in tea infusions consumed in the Azores—a
volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164. doi: http://dx.doi.org/10.1007/s12011-017-0947-9
Purpose of
study
To estimate the exposure to fluoride in the Azores through drinking tea prepared with water
from different volcanic locations
Research
questions (or
RQs—
specifically
what will be
tested or
compared)
Does the amount of fluoride in tea vary by origin (location) of water? Does the amount of fluoride in tea
vary by commercial brand of tea? Does the amount of fluoride in tea vary by brewing time?
Module Five
III. Findings: This section should highlight the major findings of each of the articles you selected. Specifically address the following:
A. What are the findings of each article, and what implications do they have individually and collectively for solving the
health problem in question? Support your answer with specific examples from your field.
B. Explain how key biostatistical calculations and methods support the conclusions in each article. Cite relevant
information from the articles that support your answer.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Statistical
Methods (see
table below for
description of
each possible
test)
All RQs deal with comparing the mean of fluoride between groups so the one-way ANOVA with Tukey post hoc
tests is appropriate. In the article, they only computed the ANOVA to test for a variation in fluoride across
locations. PH in the water was also compared across locations, but the Kruskal–Wallis test was used. It is a
nonparametric test used when the outcome variable is severely skewed. It parallels the ANOVA. So the
distribution of PH is compared across groups, but without using means. In addition, Pearson correlation statistics
were used to assess the linear association between fluoride concentration and amount of PH in the water for
different tea subgroups. Line graphs were used to assess the effect of brewing time on fluoride.
Results
(present for
each RQ)
Note: RQ Results (answers) can be found in Table 1 and Figure 1 of the article. Review to help your
understanding, and review your own journal article(s) for similar information of what that study found.
Does the
amount of
fluoride in the
tea vary by
origin
(location) of
water? This is
the primary RQ
of interest.
P-values in Table 1 answer this RQ. The amount of fluoride varies significantly between the three locations
(p<.001), regardless of type or brand of tea. Looking at the means, we see the SC location has the highest
fluoride and PF has the smallest. Mean difference ranges between 0.2 and 0.8 ppm. You should present these
means along with the standard deviations for each group. You could also go on and present the means and SEs
for various scenarios as they do in the Results section of the article.
Does the
amount of
fluoride in the
tea vary by
commercial
brand of tea?
We can answer this looking at the means in Table 1, but no p-value is provided in the table to answer this RQ.
The highest fluoride was always in Azorean tea and the lowest amount in International B. We can also see higher
mean fluoride levels in black tea than in green tea.
Does the
amount of
fluoride vary by
brewing time?
See Figure 1. As one might expect, the longer you brew tea, the higher the level of fluoride regardless of brand or
type. Depending on the brand of tea, the PH level can increase by 0.5 to almost 2 ppm when going from a brew
time of 1 minute to 10 minutes.
Additional
findings
In Table 2 we see that there is a strong, negative statistically significant correlation between PH and fluoride
regardless of whether we look at green or black tea or brand or location. The smallest correlation is -0.741 and
the largest is -0.999!
Module Six
IV. Methods: Use this section to compare and contrast the methods used in the articles you selected with an eye to assessing the
quality and limitations of the findings and informing future research. Specifically, you should address the following:
A. Explain why the authors of each article selected the methods they did. How appropriate were the methods to the
overall purpose of the paper? Justify your response.
B. Analyze a difference and similarity in the methods chosen with respect to the health question being addressed in the
selected articles. Explain your answer using evidence from the articles selected and information you have learned in
the course.
C. Assess a strength and limitation of the different approaches used in the articles you selected. Explain your answer
using evidence from the articles you selected and information you have learned in the course.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Why specific
statistical
tests were
used
The why for each test done is included in the information above for Module Five. Specifically, an ANOVA was the
appropriate statistical test to use because mean levels of fluoride were compared between independent groups
(defined by the water source and other characteristics of the tea brewing process). Pearson correlation statistics
were used appropriately, as PH and fluoride are both continuous variables, and it is of interest to see if they are
linearly associated (as PH increases, does fluoride increase or decrease at a continuous rate?).
Similar
methods
between
articles
Mention which statistical tests and graphs were used in both studies. Why might this be? Did the two studies
have similar outcome variables or similar RQs? Did each article present many test results, or did one use less
testing?
Difference in
methods
Identify which tests are used in one article but not the other. Was this because outcome variables differed?
Because distribution of the data differed? Did each article present many test results, or did one use less testing?
Was one clearer than the other?
Strengths The study considered the type and brand of tea and brewing time rather than just considering the location and
fluoride. Thus this study proved that the association between water location and fluoride held true regardless of
the type and brand of tea and brewing time. The results were consistent with other published studies. Correct
statistical methodology was used.
Limitations Not sure where the water samples were taken from, or whether the time of year and proximity to shore would
impact fluoride amounts. Results seem constrained to a specific population.
Module Seven
Conclusions. What does your evaluation of the strengths and weaknesses of the articles you selected suggest for future research in this
field? Be sure to provide specific suggestions for potential next steps based on evidence from your analysis, and explain how these
suggestions would help improve decision making.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Conclusion Tea consumption may lead to too much fluoride in one’s diet for people living near water sources with naturally high fluoride
concentrations. In such areas it is important to carefully choose the type and amount of tea that is consumed.
This article laid out and described the results of this study very clearly, and the study appears to be well done. However, the
population of people that this study refers to is very narrow. How do we apply these results to people living in New England,
for example? A study that looked at the amount of fluoride in water supplies that are not near volcanic sources would be
necessary to help public health professionals apply such results to their populations. Also, it would help to study a larger
variety of tea brands. In addition, it would be helpful to study how much tea consumption is necessary to bring on fluorosis
and other negative side effects of consuming too much fluoride. Such a study would involve an observational study that
followed a cohort of subjects for a long period of time.
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
Every parametric test assumes that the data follow a given distribution and most assume the normal distribution, thus means and standard
deviations are used in their computations. For every parametric test, there is a corresponding nonparametric test. Nonparametric tests are tests
that do not require any assumptions about the distribution of your data. Below is a list each of the parametric tests mentioned in this course
along with the corresponding nonparametric test. It is always best to use the parametric test when you can, as they are more powerful and thus
result in smaller p-values.
Module Parametric Test Nonparametric test When to Use
Four,
Five
*One sample z-test (use with
large n or when known),
*One sample t-test (use S
rather than )
Kolmogorov–Smirnov test
(K–S)
With the z-test and t-test, you assume the data follow the normal
distribution and compare the mean of a sample to a specified
value. Use K–S when you want to compare the distribution of a
continuous variable to a specified known distribution.
Module Parametric Test Nonparametric test When to Use
Six *Paired t-test (or repeated
measures when measures
taken multiple times)
Signed rank test, Freidman’s
test for repeated measures
(McNemar test when
outcome is categorical with
just two categories)
Use to compare the values of a continuous variable within pairs (or
between time points or conditions on same person) and test for a
difference. Example: Does ocular pressure vary between a
person’s left eye and right eye?
McNemar used if variable is dichotomous (like yes/no). Example:
Compare if an eye has cataracts between left and right eyes or
between time points.
Six,
Seven
*Independent t-test, *ANOVA
and *post-hoc tests
Wilcoxon rank sum test or
Kruskal–Wallis test or
Mann–Whitney U test or
Kolmogorov–Smirnov test
When want to compare whether the values of a continuous
variable vary between independent groups. Independent t-test
and ANOVA compare means between independent groups.
Nonparametric tests compare the median values or the ranks of
the values between independent groups.
Seven *Z-test of proportions *Fisher’s exact test, chi-
square test
Compare proportions between independent groups (i.e., test the
association between two categorical variables). Example: Does the
proportion of people with diabetes vary between Americans and
Europeans?
Nine *Pearson Correlation; *linear
regression
Spearman Correlation Use to measure the strength and direction of a linear association
(parametric version) or monotonic association (nonparametric)
between two continuous variables.
Note: Asterisk (*) indicates tests covered in IHP 525.
- IHP 525 Article Review Sample Biostatistics Final Project Article Review
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
IHP 525 Journal Guidelines and Rubric
Overview: The journal activities in this course are an ongoing, private conversation between you and the instructor. In each journal assignment, you will draft
responses to sections of Final Project Article Review. While a certain level of informality is permitted, proper grammar, spelling, and APA citations are required.
Your journal posts should reflect academic rigor.
A course journal is generally made up of many individual assignments. In this course, each assignment will be graded individually, but they will all be polished
and used to create one final document to be submitted in Module Eight as your Final Project Article Review.
Prompt: For each journal assignment, the following critical elements must be met:
● Fulfill all requirements in the individual prompt.
● Provide relevant application of course concepts.
● Support ideas and observations with examples from your own personal or professional situation.
Rubric
Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Prompt Meets ”Proficient” criteria and
references course materials
Meets all elements outlined in
the prompt
Meets only some of the
elements in the prompt
Does not meet the elements in
the prompt
40
Course Concepts Meets “Proficient” criteria and
supports response with course
materials
Clearly relates course concepts
to the applicable journal prompt
Relates course concepts to the
applicable journal prompt, but
response lacks clarity
Does not relate course concepts
to the applicable journal prompt
30
Personal or
Professional
Situation
Meets “Proficient” criteria and
further relates personal or
professional circumstances to
scholarly research
Logically supports ideas and
observations with examples
from personal or professional
circumstances or experiences
Supports ideas and observations
with examples from personal or
professional circumstances or
experiences, but response lacks
logic
Does not support ideas and
observations with examples
from personal or professional
circumstances or experiences
2
5
Articulation of
Response
Journal is free of errors in
organization and grammar, and
all sources correctly cited using
APA
Journal is mostly free of errors of
organization and grammar,
which are marginal and rarely
interrupt the flow, and most
sources are correctly cited using
APA
Journal contains errors of
organization and grammar, but
they are limited enough so that
submission can be understood
and APA usage is consistently
incorrect
Journal contains errors of
organization and grammar,
making the journal difficult to
understand and does not use
APA
5
Total 100%
Choose one of the following pairs of articles to use in Final Project Article Review:
Option 1
Valiee, S., Fathi, M., Hadizade, N., Roshani, D., & Mahmoodi, P. (2016). Evaluation of feasibility and safety of changing body position after transfemoral
angiography: A randomized clinical trial. Journal of Vascular Nursing, 34(3), 106–115. http://dx.doi.org/10.1016/j.jvn.2016.05.001
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
Chair, S., Thompson, D., & Li, S. (2007). The effect of ambulation after cardiac catheterization on patient outcomes. Journal of Clinical Nursing, 16(1), 212–214.
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-
00024&LSLINK=80&D=ovft
Option 2
Grunfeld, E., Coyle, D., Whelan, T., Clinch, J., Reyno, L., Earle, C. C., & . . . Glossop, R. (2004). Family caregiver burden: Results of a longitudinal study of breast
cancer patients and their principal caregivers. Canadian Medical Association Journal, 170(12), 1795–1801. https://doi.org/10.1503/cmaj.1031205
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
Reblin, M., Donaldson, G., Ellington, L., Mooney, K., Caserta, M., & Lund, D. (2016). Spouse cancer caregivers’ burden and distress at entry to home hospice: The
role of relationship quality. Journal of Social and Personal Relationships, 33(5), 666–686. https://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
Option 3
Doering, L. V., McKinley, S., Riegel, B., Moser, D. K., Meischke, H., Pelter, M. M., & Dracup, K. (2010). Gender-specific characteristics of individuals with
depressive symptoms and coronary heart disease. Heart & Lung: The Journal of Critical Care, 40(3), e4–e14. https://doi.org/10.1016/j.hrtlng.2010.04.002
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
Frazier, L., Yu, E., Sanner, J., Liu, F., Udtha, M., Cron, S., & . . . Bogaev, R. C. (2012). Gender differences in self-reported symptoms of depression among patients
with acute coronary syndrome. Nursing Research & Practice, 1–5. https://doi.org/10.1155/2012/109251
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
https://doi.org/10.1155/2012/109251
https://doi.org/10.1016/j.hrtlng.2010.04.002
https://doi.org/10.1177/0265407515588220
https://doi.org/10.1503/cmaj.1031205
http://dx.doi.org/10.1016/j.jvn.2016.05.001
-
IHP 525 Final Project Article Review: Articles List
Option 1
Option 2
Option 3
IHP 525 Article Review Sample
Biostatistics Final Project Article Review
Overview: This document provides an example of what information is being asked for and how the information for each journal submission can
be gathered for easy review. Information is provided for each module where a journal submission is due.
Please Note: Article 2 is not featured in this sample review.
For this example, the information on one journal article will be provided. You will be comparing two articles for your article review project. For
this example, we will use an article about tea and fluoride:
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A. (2017). Safety evaluation of fluoride content in tea
infusions consumed in the Azores—a volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164.
First, let’s look at what information is provided and where in a research article.
The Introduction informs us of why this study was done. It summarizes what is currently known about the topic and sometimes what still needs
to be discovered. For our example, the introduction explains that this study was conducted to gain further information on the topic of fluoride in
tea, specifically when brewed with naturally fluorinated water. Too much fluoride can lead to fluorosis, a cosmetic condition that affects the
teeth. Each specific research question (RQ) that the study hoped to answer should be made clear.
In the Methods section, the study design and statistical methods used to analyze the data are revealed. It should be made clear who was
studied, how they were selected, what interventions were used, if any, and how, when, and what measurements were taken. Then what
statistical methods were used to answer each research question should be clearly addressed.
In the Results section, the answer to each RQ is provided. Tables, graphs, and figures are used to visually present the answer to the research
questions and to describe the sample that was studied. This section has descriptive statistics, test results, and corresponding p-values.
In the Discussion section, the authors describe their results in more detail and try to explain why these results occurred and what they mean.
This section should also include any limitations of the study and ideas for future research based on experiences from this study.
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
A short Conclusion should be drawn at the end of the article. It is usually free of any statistics and only made up of two to three sentences. It is
the message that the authors want their readers to walk away with.
A list of References is provided at the end. These are past studies that were mentioned in the introduction or discussion sections.
Module Two
I. Background: Use this section to provide a brief context for the health problem, issue, or trend you are researching. Specifically,
you should answer the following:
A. What topic or heath question did you research, and why is it relevant to public health, nursing, or the health science
professions? Give real-world examples to support your
answer.
B. How can biostatistics help inform decision making around your topic? Support your answer with specific examples.
II. Article Selection: In this section, discuss how and why you selected your two articles. Be sure to address the following:
A. Explain why you selected these specific articles to examine over the other choices.
B. Assess each article’s importance to health decision making in your field. Give real-world examples to illustrate your
answer.
Background: The topic of fluoride was chosen because fluoride is important for healthy teeth and has been a public heath topic for decades.
Communities started adding fluoride to their public water systems about 70 years ago as a way to reduce tooth decay and cavities in a large
number of people. Fluoride can also occur naturally in the water. Around the same time, fluoride was added to toothpaste as well. However,
many communities have stopped adding fluoride to their water as they are worried about people consuming too much.
Biostatistics can be used to prove the effect of adding fluoride to water systems and to toothpaste. We can look at the amount of tooth decay
and caries in a population before and after fluoride was introduced in the water or toothpaste. We could also look at if people lose fewer teeth.
Smaller studies could be done where we measure variables on a sample of people’s teeth and then have them use toothpaste with fluoride or
fluoride drops or drink fluorinated water and then measure these same variables again. We call these response variables or outcome variables.
We are looking to see if the use of fluoride changes any of these variables (caries, staining on teeth, fluorosis, loss of teeth, etc.).
Article Selection: I picked this article specifically because I drink a lot of tea, and I know that the health of your teeth affects your whole body. I
have a bad bite and have been told my teeth may become loose as a result, so getting enough fluoride is important, but it is also important not
to get too much. Fluoride is released during tea infusion, so tea drinkers could be at risk of too much fluoride, especially if the water they use is
naturally high in fluoride. The use of fluoride is simple way for us to affect the health of an entire population, so it is an important public health
program. The more we can learn about the sources of fluoride, the more effectively we can provide public health programs to ensure everyone
gets enough fluoride but not too much fluoride.
Article 1 Article 2
Full APA
citation
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A.
(2017). Safety evaluation of fluoride content in tea infusions consumed in the Azores—a
volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164. doi: http://dx.doi.org/10.1007/s12011-017-0947-9
Purpose of
study
To estimate the exposure to fluoride in the Azores through drinking tea prepared with water
from different volcanic locations
Research
questions (or
RQs—
specifically
what will be
tested or
compared)
Does the amount of fluoride in tea vary by origin (location) of water? Does the amount of fluoride in tea
vary by commercial brand of tea? Does the amount of fluoride in tea vary by brewing time?
Module Five
III. Findings: This section should highlight the major findings of each of the articles you selected. Specifically address the following:
A. What are the findings of each article, and what implications do they have individually and collectively for solving the
health problem in question? Support your answer with specific examples from your field.
B. Explain how key biostatistical calculations and methods support the conclusions in each article. Cite relevant
information from the articles that support your answer.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Statistical
Methods (see
table below for
description of
each possible
test)
All RQs deal with comparing the mean of fluoride between groups so the one-way ANOVA with Tukey post hoc
tests is appropriate. In the article, they only computed the ANOVA to test for a variation in fluoride across
locations. PH in the water was also compared across locations, but the Kruskal–Wallis test was used. It is a
nonparametric test used when the outcome variable is severely skewed. It parallels the ANOVA. So the
distribution of PH is compared across groups, but without using means. In addition, Pearson correlation statistics
were used to assess the linear association between fluoride concentration and amount of PH in the water for
different tea subgroups. Line graphs were used to assess the effect of brewing time on fluoride.
Results
(present for
each RQ)
Note: RQ Results (answers) can be found in Table 1 and Figure 1 of the article. Review to help your
understanding, and review your own journal article(s) for similar information of what that study found.
Does the
amount of
fluoride in the
tea vary by
origin
(location) of
water? This is
the primary RQ
of interest.
P-values in Table 1 answer this RQ. The amount of fluoride varies significantly between the three locations
(p<.001), regardless of type or brand of tea. Looking at the means, we see the SC location has the highest
fluoride and PF has the smallest. Mean difference ranges between 0.2 and 0.8 ppm. You should present these
means along with the standard deviations for each group. You could also go on and present the means and SEs
for various scenarios as they do in the Results section of the article.
Does the
amount of
fluoride in the
tea vary by
commercial
brand of tea?
We can answer this looking at the means in Table 1, but no p-value is provided in the table to answer this RQ.
The highest fluoride was always in Azorean tea and the lowest amount in International B. We can also see higher
mean fluoride levels in black tea than in green tea.
Does the
amount of
fluoride vary by
brewing time?
See Figure 1. As one might expect, the longer you brew tea, the higher the level of fluoride regardless of brand or
type. Depending on the brand of tea, the PH level can increase by 0.5 to almost 2 ppm when going from a brew
time of 1 minute to 10 minutes.
Additional
findings
In Table 2 we see that there is a strong, negative statistically significant correlation between PH and fluoride
regardless of whether we look at green or black tea or brand or location. The smallest correlation is -0.741 and
the largest is -0.999!
Module Six
IV. Methods: Use this section to compare and contrast the methods used in the articles you selected with an eye to assessing the
quality and limitations of the findings and informing future research. Specifically, you should address the following:
A. Explain why the authors of each article selected the methods they did. How appropriate were the methods to the
overall purpose of the paper? Justify your response.
B. Analyze a difference and similarity in the methods chosen with respect to the health question being addressed in the
selected articles. Explain your answer using evidence from the articles selected and information you have learned in
the course.
C. Assess a strength and limitation of the different approaches used in the articles you selected. Explain your answer
using evidence from the articles you selected and information you have learned in the course.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Why specific
statistical
tests were
used
The why for each test done is included in the information above for Module Five. Specifically, an ANOVA was the
appropriate statistical test to use because mean levels of fluoride were compared between independent groups
(defined by the water source and other characteristics of the tea brewing process). Pearson correlation statistics
were used appropriately, as PH and fluoride are both continuous variables, and it is of interest to see if they are
linearly associated (as PH increases, does fluoride increase or decrease at a continuous rate?).
Similar
methods
between
articles
Mention which statistical tests and graphs were used in both studies. Why might this be? Did the two studies
have similar outcome variables or similar RQs? Did each article present many test results, or did one use less
testing?
Difference in
methods
Identify which tests are used in one article but not the other. Was this because outcome variables differed?
Because distribution of the data differed? Did each article present many test results, or did one use less testing?
Was one clearer than the other?
Strengths The study considered the type and brand of tea and brewing time rather than just considering the location and
fluoride. Thus this study proved that the association between water location and fluoride held true regardless of
the type and brand of tea and brewing time. The results were consistent with other published studies. Correct
statistical methodology was used.
Limitations Not sure where the water samples were taken from, or whether the time of year and proximity to shore would
impact fluoride amounts. Results seem constrained to a specific population.
Module Seven
Conclusions. What does your evaluation of the strengths and weaknesses of the articles you selected suggest for future research in this
field? Be sure to provide specific suggestions for potential next steps based on evidence from your analysis, and explain how these
suggestions would help improve decision making.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Conclusion Tea consumption may lead to too much fluoride in one’s diet for people living near water sources with naturally high fluoride
concentrations. In such areas it is important to carefully choose the type and amount of tea that is consumed.
This article laid out and described the results of this study very clearly, and the study appears to be well done. However, the
population of people that this study refers to is very narrow. How do we apply these results to people living in New England,
for example? A study that looked at the amount of fluoride in water supplies that are not near volcanic sources would be
necessary to help public health professionals apply such results to their populations. Also, it would help to study a larger
variety of tea brands. In addition, it would be helpful to study how much tea consumption is necessary to bring on fluorosis
and other negative side effects of consuming too much fluoride. Such a study would involve an observational study that
followed a cohort of subjects for a long period of time.
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
Every parametric test assumes that the data follow a given distribution and most assume the normal distribution, thus means and standard
deviations are used in their computations. For every parametric test, there is a corresponding nonparametric test. Nonparametric tests are tests
that do not require any assumptions about the distribution of your data. Below is a list each of the parametric tests mentioned in this course
along with the corresponding nonparametric test. It is always best to use the parametric test when you can, as they are more powerful and thus
result in smaller p-values.
Module Parametric Test Nonparametric test When to Use
Four,
Five
*One sample z-test (use with
large n or when known),
*One sample t-test (use S
rather than )
Kolmogorov–Smirnov test
(K–S)
With the z-test and t-test, you assume the data follow the normal
distribution and compare the mean of a sample to a specified
value. Use K–S when you want to compare the distribution of a
continuous variable to a specified known distribution.
Module Parametric Test Nonparametric test When to Use
Six *Paired t-test (or repeated
measures when measures
taken multiple times)
Signed rank test, Freidman’s
test for repeated measures
(McNemar test when
outcome is categorical with
just two categories)
Use to compare the values of a continuous variable within pairs (or
between time points or conditions on same person) and test for a
difference. Example: Does ocular pressure vary between a
person’s left eye and right eye?
McNemar used if variable is dichotomous (like yes/no). Example:
Compare if an eye has cataracts between left and right eyes or
between time points.
Six,
Seven
*Independent t-test, *ANOVA
and *post-hoc tests
Wilcoxon rank sum test or
Kruskal–Wallis test or
Mann–Whitney U test or
Kolmogorov–Smirnov test
When want to compare whether the values of a continuous
variable vary between independent groups. Independent t-test
and ANOVA compare means between independent groups.
Nonparametric tests compare the median values or the ranks of
the values between independent groups.
Seven *Z-test of proportions *Fisher’s exact test, chi-
square test
Compare proportions between independent groups (i.e., test the
association between two categorical variables). Example: Does the
proportion of people with diabetes vary between Americans and
Europeans?
Nine *Pearson Correlation; *linear
regression
Spearman Correlation Use to measure the strength and direction of a linear association
(parametric version) or monotonic association (nonparametric)
between two continuous variables.
Note: Asterisk (*) indicates tests covered in IHP 525.
- IHP 525 Article Review Sample Biostatistics Final Project Article Review
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
IHP 525 Journal Guidelines and Rubric
Overview: The journal activities in this course are an ongoing, private conversation between you and the instructor. In each journal assignment, you will draft
responses to sections of Final Project Article Review. While a certain level of informality is permitted, proper grammar, spelling, and APA citations are required.
Your journal posts should reflect academic rigor.
A course journal is generally made up of many individual assignments. In this course, each assignment will be graded individually, but they will all be polished
and used to create one final document to be submitted in Module Eight as your Final Project Article Review.
Prompt: For each journal assignment, the following critical elements must be met:
● Fulfill all requirements in the individual prompt.
● Provide relevant application of course concepts.
● Support ideas and observations with examples from your own personal or professional situation.
Rubric
Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Prompt Meets ”Proficient” criteria and
references course materials
Meets all elements outlined in
the prompt
Meets only some of the
elements in the prompt
Does not meet the elements in
the prompt
40
Course Concepts Meets “Proficient” criteria and
supports response with course
materials
Clearly relates course concepts
to the applicable journal prompt
Relates course concepts to the
applicable journal prompt, but
response lacks clarity
Does not relate course concepts
to the applicable journal prompt
30
Personal or
Professional
Situation
Meets “Proficient” criteria and
further relates personal or
professional circumstances to
scholarly research
Logically supports ideas and
observations with examples
from personal or professional
circumstances or experiences
Supports ideas and observations
with examples from personal or
professional circumstances or
experiences, but response lacks
logic
Does not support ideas and
observations with examples
from personal or professional
circumstances or experiences
2
5
Articulation of
Response
Journal is free of errors in
organization and grammar, and
all sources correctly cited using
APA
Journal is mostly free of errors of
organization and grammar,
which are marginal and rarely
interrupt the flow, and most
sources are correctly cited using
APA
Journal contains errors of
organization and grammar, but
they are limited enough so that
submission can be understood
and APA usage is consistently
incorrect
Journal contains errors of
organization and grammar,
making the journal difficult to
understand and does not use
APA
5
Total 100%
Choose one of the following pairs of articles to use in Final Project Article Review:
Option 1
Valiee, S., Fathi, M., Hadizade, N., Roshani, D., & Mahmoodi, P. (2016). Evaluation of feasibility and safety of changing body position after transfemoral
angiography: A randomized clinical trial. Journal of Vascular Nursing, 34(3), 106–115. http://dx.doi.org/10.1016/j.jvn.2016.05.001
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
Chair, S., Thompson, D., & Li, S. (2007). The effect of ambulation after cardiac catheterization on patient outcomes. Journal of Clinical Nursing, 16(1), 212–214.
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-
00024&LSLINK=80&D=ovft
Option 2
Grunfeld, E., Coyle, D., Whelan, T., Clinch, J., Reyno, L., Earle, C. C., & . . . Glossop, R. (2004). Family caregiver burden: Results of a longitudinal study of breast
cancer patients and their principal caregivers. Canadian Medical Association Journal, 170(12), 1795–1801. https://doi.org/10.1503/cmaj.1031205
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
Reblin, M., Donaldson, G., Ellington, L., Mooney, K., Caserta, M., & Lund, D. (2016). Spouse cancer caregivers’ burden and distress at entry to home hospice: The
role of relationship quality. Journal of Social and Personal Relationships, 33(5), 666–686. https://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
Option 3
Doering, L. V., McKinley, S., Riegel, B., Moser, D. K., Meischke, H., Pelter, M. M., & Dracup, K. (2010). Gender-specific characteristics of individuals with
depressive symptoms and coronary heart disease. Heart & Lung: The Journal of Critical Care, 40(3), e4–e14. https://doi.org/10.1016/j.hrtlng.2010.04.002
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
Frazier, L., Yu, E., Sanner, J., Liu, F., Udtha, M., Cron, S., & . . . Bogaev, R. C. (2012). Gender differences in self-reported symptoms of depression among patients
with acute coronary syndrome. Nursing Research & Practice, 1–5. https://doi.org/10.1155/2012/109251
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
https://doi.org/10.1155/2012/109251
https://doi.org/10.1016/j.hrtlng.2010.04.002
https://doi.org/10.1177/0265407515588220
https://doi.org/10.1503/cmaj.1031205
http://dx.doi.org/10.1016/j.jvn.2016.05.001
-
IHP 525 Final Project Article Review: Articles List
Option 1
Option 2
Option 3
IHP 525 Article Review Sample
Biostatistics Final Project Article Review
Overview: This document provides an example of what information is being asked for and how the information for each journal submission can
be gathered for easy review. Information is provided for each module where a journal submission is due.
Please Note: Article 2 is not featured in this sample review.
For this example, the information on one journal article will be provided. You will be comparing two articles for your article review project. For
this example, we will use an article about tea and fluoride:
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A. (2017). Safety evaluation of fluoride content in tea
infusions consumed in the Azores—a volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164.
First, let’s look at what information is provided and where in a research article.
The Introduction informs us of why this study was done. It summarizes what is currently known about the topic and sometimes what still needs
to be discovered. For our example, the introduction explains that this study was conducted to gain further information on the topic of fluoride in
tea, specifically when brewed with naturally fluorinated water. Too much fluoride can lead to fluorosis, a cosmetic condition that affects the
teeth. Each specific research question (RQ) that the study hoped to answer should be made clear.
In the Methods section, the study design and statistical methods used to analyze the data are revealed. It should be made clear who was
studied, how they were selected, what interventions were used, if any, and how, when, and what measurements were taken. Then what
statistical methods were used to answer each research question should be clearly addressed.
In the Results section, the answer to each RQ is provided. Tables, graphs, and figures are used to visually present the answer to the research
questions and to describe the sample that was studied. This section has descriptive statistics, test results, and corresponding p-values.
In the Discussion section, the authors describe their results in more detail and try to explain why these results occurred and what they mean.
This section should also include any limitations of the study and ideas for future research based on experiences from this study.
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
A short Conclusion should be drawn at the end of the article. It is usually free of any statistics and only made up of two to three sentences. It is
the message that the authors want their readers to walk away with.
A list of References is provided at the end. These are past studies that were mentioned in the introduction or discussion sections.
Module Two
I. Background: Use this section to provide a brief context for the health problem, issue, or trend you are researching. Specifically,
you should answer the following:
A. What topic or heath question did you research, and why is it relevant to public health, nursing, or the health science
professions? Give real-world examples to support your
answer.
B. How can biostatistics help inform decision making around your topic? Support your answer with specific examples.
II. Article Selection: In this section, discuss how and why you selected your two articles. Be sure to address the following:
A. Explain why you selected these specific articles to examine over the other choices.
B. Assess each article’s importance to health decision making in your field. Give real-world examples to illustrate your
answer.
Background: The topic of fluoride was chosen because fluoride is important for healthy teeth and has been a public heath topic for decades.
Communities started adding fluoride to their public water systems about 70 years ago as a way to reduce tooth decay and cavities in a large
number of people. Fluoride can also occur naturally in the water. Around the same time, fluoride was added to toothpaste as well. However,
many communities have stopped adding fluoride to their water as they are worried about people consuming too much.
Biostatistics can be used to prove the effect of adding fluoride to water systems and to toothpaste. We can look at the amount of tooth decay
and caries in a population before and after fluoride was introduced in the water or toothpaste. We could also look at if people lose fewer teeth.
Smaller studies could be done where we measure variables on a sample of people’s teeth and then have them use toothpaste with fluoride or
fluoride drops or drink fluorinated water and then measure these same variables again. We call these response variables or outcome variables.
We are looking to see if the use of fluoride changes any of these variables (caries, staining on teeth, fluorosis, loss of teeth, etc.).
Article Selection: I picked this article specifically because I drink a lot of tea, and I know that the health of your teeth affects your whole body. I
have a bad bite and have been told my teeth may become loose as a result, so getting enough fluoride is important, but it is also important not
to get too much. Fluoride is released during tea infusion, so tea drinkers could be at risk of too much fluoride, especially if the water they use is
naturally high in fluoride. The use of fluoride is simple way for us to affect the health of an entire population, so it is an important public health
program. The more we can learn about the sources of fluoride, the more effectively we can provide public health programs to ensure everyone
gets enough fluoride but not too much fluoride.
Article 1 Article 2
Full APA
citation
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A.
(2017). Safety evaluation of fluoride content in tea infusions consumed in the Azores—a
volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164. doi: http://dx.doi.org/10.1007/s12011-017-0947-9
Purpose of
study
To estimate the exposure to fluoride in the Azores through drinking tea prepared with water
from different volcanic locations
Research
questions (or
RQs—
specifically
what will be
tested or
compared)
Does the amount of fluoride in tea vary by origin (location) of water? Does the amount of fluoride in tea
vary by commercial brand of tea? Does the amount of fluoride in tea vary by brewing time?
Module Five
III. Findings: This section should highlight the major findings of each of the articles you selected. Specifically address the following:
A. What are the findings of each article, and what implications do they have individually and collectively for solving the
health problem in question? Support your answer with specific examples from your field.
B. Explain how key biostatistical calculations and methods support the conclusions in each article. Cite relevant
information from the articles that support your answer.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Statistical
Methods (see
table below for
description of
each possible
test)
All RQs deal with comparing the mean of fluoride between groups so the one-way ANOVA with Tukey post hoc
tests is appropriate. In the article, they only computed the ANOVA to test for a variation in fluoride across
locations. PH in the water was also compared across locations, but the Kruskal–Wallis test was used. It is a
nonparametric test used when the outcome variable is severely skewed. It parallels the ANOVA. So the
distribution of PH is compared across groups, but without using means. In addition, Pearson correlation statistics
were used to assess the linear association between fluoride concentration and amount of PH in the water for
different tea subgroups. Line graphs were used to assess the effect of brewing time on fluoride.
Results
(present for
each RQ)
Note: RQ Results (answers) can be found in Table 1 and Figure 1 of the article. Review to help your
understanding, and review your own journal article(s) for similar information of what that study found.
Does the
amount of
fluoride in the
tea vary by
origin
(location) of
water? This is
the primary RQ
of interest.
P-values in Table 1 answer this RQ. The amount of fluoride varies significantly between the three locations
(p<.001), regardless of type or brand of tea. Looking at the means, we see the SC location has the highest
fluoride and PF has the smallest. Mean difference ranges between 0.2 and 0.8 ppm. You should present these
means along with the standard deviations for each group. You could also go on and present the means and SEs
for various scenarios as they do in the Results section of the article.
Does the
amount of
fluoride in the
tea vary by
commercial
brand of tea?
We can answer this looking at the means in Table 1, but no p-value is provided in the table to answer this RQ.
The highest fluoride was always in Azorean tea and the lowest amount in International B. We can also see higher
mean fluoride levels in black tea than in green tea.
Does the
amount of
fluoride vary by
brewing time?
See Figure 1. As one might expect, the longer you brew tea, the higher the level of fluoride regardless of brand or
type. Depending on the brand of tea, the PH level can increase by 0.5 to almost 2 ppm when going from a brew
time of 1 minute to 10 minutes.
Additional
findings
In Table 2 we see that there is a strong, negative statistically significant correlation between PH and fluoride
regardless of whether we look at green or black tea or brand or location. The smallest correlation is -0.741 and
the largest is -0.999!
Module Six
IV. Methods: Use this section to compare and contrast the methods used in the articles you selected with an eye to assessing the
quality and limitations of the findings and informing future research. Specifically, you should address the following:
A. Explain why the authors of each article selected the methods they did. How appropriate were the methods to the
overall purpose of the paper? Justify your response.
B. Analyze a difference and similarity in the methods chosen with respect to the health question being addressed in the
selected articles. Explain your answer using evidence from the articles selected and information you have learned in
the course.
C. Assess a strength and limitation of the different approaches used in the articles you selected. Explain your answer
using evidence from the articles you selected and information you have learned in the course.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Why specific
statistical
tests were
used
The why for each test done is included in the information above for Module Five. Specifically, an ANOVA was the
appropriate statistical test to use because mean levels of fluoride were compared between independent groups
(defined by the water source and other characteristics of the tea brewing process). Pearson correlation statistics
were used appropriately, as PH and fluoride are both continuous variables, and it is of interest to see if they are
linearly associated (as PH increases, does fluoride increase or decrease at a continuous rate?).
Similar
methods
between
articles
Mention which statistical tests and graphs were used in both studies. Why might this be? Did the two studies
have similar outcome variables or similar RQs? Did each article present many test results, or did one use less
testing?
Difference in
methods
Identify which tests are used in one article but not the other. Was this because outcome variables differed?
Because distribution of the data differed? Did each article present many test results, or did one use less testing?
Was one clearer than the other?
Strengths The study considered the type and brand of tea and brewing time rather than just considering the location and
fluoride. Thus this study proved that the association between water location and fluoride held true regardless of
the type and brand of tea and brewing time. The results were consistent with other published studies. Correct
statistical methodology was used.
Limitations Not sure where the water samples were taken from, or whether the time of year and proximity to shore would
impact fluoride amounts. Results seem constrained to a specific population.
Module Seven
Conclusions. What does your evaluation of the strengths and weaknesses of the articles you selected suggest for future research in this
field? Be sure to provide specific suggestions for potential next steps based on evidence from your analysis, and explain how these
suggestions would help improve decision making.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Conclusion Tea consumption may lead to too much fluoride in one’s diet for people living near water sources with naturally high fluoride
concentrations. In such areas it is important to carefully choose the type and amount of tea that is consumed.
This article laid out and described the results of this study very clearly, and the study appears to be well done. However, the
population of people that this study refers to is very narrow. How do we apply these results to people living in New England,
for example? A study that looked at the amount of fluoride in water supplies that are not near volcanic sources would be
necessary to help public health professionals apply such results to their populations. Also, it would help to study a larger
variety of tea brands. In addition, it would be helpful to study how much tea consumption is necessary to bring on fluorosis
and other negative side effects of consuming too much fluoride. Such a study would involve an observational study that
followed a cohort of subjects for a long period of time.
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
Every parametric test assumes that the data follow a given distribution and most assume the normal distribution, thus means and standard
deviations are used in their computations. For every parametric test, there is a corresponding nonparametric test. Nonparametric tests are tests
that do not require any assumptions about the distribution of your data. Below is a list each of the parametric tests mentioned in this course
along with the corresponding nonparametric test. It is always best to use the parametric test when you can, as they are more powerful and thus
result in smaller p-values.
Module Parametric Test Nonparametric test When to Use
Four,
Five
*One sample z-test (use with
large n or when known),
*One sample t-test (use S
rather than )
Kolmogorov–Smirnov test
(K–S)
With the z-test and t-test, you assume the data follow the normal
distribution and compare the mean of a sample to a specified
value. Use K–S when you want to compare the distribution of a
continuous variable to a specified known distribution.
Module Parametric Test Nonparametric test When to Use
Six *Paired t-test (or repeated
measures when measures
taken multiple times)
Signed rank test, Freidman’s
test for repeated measures
(McNemar test when
outcome is categorical with
just two categories)
Use to compare the values of a continuous variable within pairs (or
between time points or conditions on same person) and test for a
difference. Example: Does ocular pressure vary between a
person’s left eye and right eye?
McNemar used if variable is dichotomous (like yes/no). Example:
Compare if an eye has cataracts between left and right eyes or
between time points.
Six,
Seven
*Independent t-test, *ANOVA
and *post-hoc tests
Wilcoxon rank sum test or
Kruskal–Wallis test or
Mann–Whitney U test or
Kolmogorov–Smirnov test
When want to compare whether the values of a continuous
variable vary between independent groups. Independent t-test
and ANOVA compare means between independent groups.
Nonparametric tests compare the median values or the ranks of
the values between independent groups.
Seven *Z-test of proportions *Fisher’s exact test, chi-
square test
Compare proportions between independent groups (i.e., test the
association between two categorical variables). Example: Does the
proportion of people with diabetes vary between Americans and
Europeans?
Nine *Pearson Correlation; *linear
regression
Spearman Correlation Use to measure the strength and direction of a linear association
(parametric version) or monotonic association (nonparametric)
between two continuous variables.
Note: Asterisk (*) indicates tests covered in IHP 525.
- IHP 525 Article Review Sample Biostatistics Final Project Article Review
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
IHP 525 Journal Guidelines and Rubric
Overview: The journal activities in this course are an ongoing, private conversation between you and the instructor. In each journal assignment, you will draft
responses to sections of Final Project Article Review. While a certain level of informality is permitted, proper grammar, spelling, and APA citations are required.
Your journal posts should reflect academic rigor.
A course journal is generally made up of many individual assignments. In this course, each assignment will be graded individually, but they will all be polished
and used to create one final document to be submitted in Module Eight as your Final Project Article Review.
Prompt: For each journal assignment, the following critical elements must be met:
● Fulfill all requirements in the individual prompt.
● Provide relevant application of course concepts.
● Support ideas and observations with examples from your own personal or professional situation.
Rubric
Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Prompt Meets ”Proficient” criteria and
references course materials
Meets all elements outlined in
the prompt
Meets only some of the
elements in the prompt
Does not meet the elements in
the prompt
40
Course Concepts Meets “Proficient” criteria and
supports response with course
materials
Clearly relates course concepts
to the applicable journal prompt
Relates course concepts to the
applicable journal prompt, but
response lacks clarity
Does not relate course concepts
to the applicable journal prompt
30
Personal or
Professional
Situation
Meets “Proficient” criteria and
further relates personal or
professional circumstances to
scholarly research
Logically supports ideas and
observations with examples
from personal or professional
circumstances or experiences
Supports ideas and observations
with examples from personal or
professional circumstances or
experiences, but response lacks
logic
Does not support ideas and
observations with examples
from personal or professional
circumstances or experiences
2
5
Articulation of
Response
Journal is free of errors in
organization and grammar, and
all sources correctly cited using
APA
Journal is mostly free of errors of
organization and grammar,
which are marginal and rarely
interrupt the flow, and most
sources are correctly cited using
APA
Journal contains errors of
organization and grammar, but
they are limited enough so that
submission can be understood
and APA usage is consistently
incorrect
Journal contains errors of
organization and grammar,
making the journal difficult to
understand and does not use
APA
5
Total 100%
Choose one of the following pairs of articles to use in Final Project Article Review:
Option 1
Valiee, S., Fathi, M., Hadizade, N., Roshani, D., & Mahmoodi, P. (2016). Evaluation of feasibility and safety of changing body position after transfemoral
angiography: A randomized clinical trial. Journal of Vascular Nursing, 34(3), 106–115. http://dx.doi.org/10.1016/j.jvn.2016.05.001
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
Chair, S., Thompson, D., & Li, S. (2007). The effect of ambulation after cardiac catheterization on patient outcomes. Journal of Clinical Nursing, 16(1), 212–214.
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-
00024&LSLINK=80&D=ovft
Option 2
Grunfeld, E., Coyle, D., Whelan, T., Clinch, J., Reyno, L., Earle, C. C., & . . . Glossop, R. (2004). Family caregiver burden: Results of a longitudinal study of breast
cancer patients and their principal caregivers. Canadian Medical Association Journal, 170(12), 1795–1801. https://doi.org/10.1503/cmaj.1031205
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
Reblin, M., Donaldson, G., Ellington, L., Mooney, K., Caserta, M., & Lund, D. (2016). Spouse cancer caregivers’ burden and distress at entry to home hospice: The
role of relationship quality. Journal of Social and Personal Relationships, 33(5), 666–686. https://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
Option 3
Doering, L. V., McKinley, S., Riegel, B., Moser, D. K., Meischke, H., Pelter, M. M., & Dracup, K. (2010). Gender-specific characteristics of individuals with
depressive symptoms and coronary heart disease. Heart & Lung: The Journal of Critical Care, 40(3), e4–e14. https://doi.org/10.1016/j.hrtlng.2010.04.002
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
Frazier, L., Yu, E., Sanner, J., Liu, F., Udtha, M., Cron, S., & . . . Bogaev, R. C. (2012). Gender differences in self-reported symptoms of depression among patients
with acute coronary syndrome. Nursing Research & Practice, 1–5. https://doi.org/10.1155/2012/109251
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
https://doi.org/10.1155/2012/109251
https://doi.org/10.1016/j.hrtlng.2010.04.002
https://doi.org/10.1177/0265407515588220
https://doi.org/10.1503/cmaj.1031205
http://dx.doi.org/10.1016/j.jvn.2016.05.001
-
IHP 525 Final Project Article Review: Articles List
Option 1
Option 2
Option 3
IHP 525 Article Review Sample
Biostatistics Final Project Article Review
Overview: This document provides an example of what information is being asked for and how the information for each journal submission can
be gathered for easy review. Information is provided for each module where a journal submission is due.
Please Note: Article 2 is not featured in this sample review.
For this example, the information on one journal article will be provided. You will be comparing two articles for your article review project. For
this example, we will use an article about tea and fluoride:
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A. (2017). Safety evaluation of fluoride content in tea
infusions consumed in the Azores—a volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164.
First, let’s look at what information is provided and where in a research article.
The Introduction informs us of why this study was done. It summarizes what is currently known about the topic and sometimes what still needs
to be discovered. For our example, the introduction explains that this study was conducted to gain further information on the topic of fluoride in
tea, specifically when brewed with naturally fluorinated water. Too much fluoride can lead to fluorosis, a cosmetic condition that affects the
teeth. Each specific research question (RQ) that the study hoped to answer should be made clear.
In the Methods section, the study design and statistical methods used to analyze the data are revealed. It should be made clear who was
studied, how they were selected, what interventions were used, if any, and how, when, and what measurements were taken. Then what
statistical methods were used to answer each research question should be clearly addressed.
In the Results section, the answer to each RQ is provided. Tables, graphs, and figures are used to visually present the answer to the research
questions and to describe the sample that was studied. This section has descriptive statistics, test results, and corresponding p-values.
In the Discussion section, the authors describe their results in more detail and try to explain why these results occurred and what they mean.
This section should also include any limitations of the study and ideas for future research based on experiences from this study.
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
A short Conclusion should be drawn at the end of the article. It is usually free of any statistics and only made up of two to three sentences. It is
the message that the authors want their readers to walk away with.
A list of References is provided at the end. These are past studies that were mentioned in the introduction or discussion sections.
Module Two
I. Background: Use this section to provide a brief context for the health problem, issue, or trend you are researching. Specifically,
you should answer the following:
A. What topic or heath question did you research, and why is it relevant to public health, nursing, or the health science
professions? Give real-world examples to support your
answer.
B. How can biostatistics help inform decision making around your topic? Support your answer with specific examples.
II. Article Selection: In this section, discuss how and why you selected your two articles. Be sure to address the following:
A. Explain why you selected these specific articles to examine over the other choices.
B. Assess each article’s importance to health decision making in your field. Give real-world examples to illustrate your
answer.
Background: The topic of fluoride was chosen because fluoride is important for healthy teeth and has been a public heath topic for decades.
Communities started adding fluoride to their public water systems about 70 years ago as a way to reduce tooth decay and cavities in a large
number of people. Fluoride can also occur naturally in the water. Around the same time, fluoride was added to toothpaste as well. However,
many communities have stopped adding fluoride to their water as they are worried about people consuming too much.
Biostatistics can be used to prove the effect of adding fluoride to water systems and to toothpaste. We can look at the amount of tooth decay
and caries in a population before and after fluoride was introduced in the water or toothpaste. We could also look at if people lose fewer teeth.
Smaller studies could be done where we measure variables on a sample of people’s teeth and then have them use toothpaste with fluoride or
fluoride drops or drink fluorinated water and then measure these same variables again. We call these response variables or outcome variables.
We are looking to see if the use of fluoride changes any of these variables (caries, staining on teeth, fluorosis, loss of teeth, etc.).
Article Selection: I picked this article specifically because I drink a lot of tea, and I know that the health of your teeth affects your whole body. I
have a bad bite and have been told my teeth may become loose as a result, so getting enough fluoride is important, but it is also important not
to get too much. Fluoride is released during tea infusion, so tea drinkers could be at risk of too much fluoride, especially if the water they use is
naturally high in fluoride. The use of fluoride is simple way for us to affect the health of an entire population, so it is an important public health
program. The more we can learn about the sources of fluoride, the more effectively we can provide public health programs to ensure everyone
gets enough fluoride but not too much fluoride.
Article 1 Article 2
Full APA
citation
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A.
(2017). Safety evaluation of fluoride content in tea infusions consumed in the Azores—a
volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164. doi: http://dx.doi.org/10.1007/s12011-017-0947-9
Purpose of
study
To estimate the exposure to fluoride in the Azores through drinking tea prepared with water
from different volcanic locations
Research
questions (or
RQs—
specifically
what will be
tested or
compared)
Does the amount of fluoride in tea vary by origin (location) of water? Does the amount of fluoride in tea
vary by commercial brand of tea? Does the amount of fluoride in tea vary by brewing time?
Module Five
III. Findings: This section should highlight the major findings of each of the articles you selected. Specifically address the following:
A. What are the findings of each article, and what implications do they have individually and collectively for solving the
health problem in question? Support your answer with specific examples from your field.
B. Explain how key biostatistical calculations and methods support the conclusions in each article. Cite relevant
information from the articles that support your answer.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Statistical
Methods (see
table below for
description of
each possible
test)
All RQs deal with comparing the mean of fluoride between groups so the one-way ANOVA with Tukey post hoc
tests is appropriate. In the article, they only computed the ANOVA to test for a variation in fluoride across
locations. PH in the water was also compared across locations, but the Kruskal–Wallis test was used. It is a
nonparametric test used when the outcome variable is severely skewed. It parallels the ANOVA. So the
distribution of PH is compared across groups, but without using means. In addition, Pearson correlation statistics
were used to assess the linear association between fluoride concentration and amount of PH in the water for
different tea subgroups. Line graphs were used to assess the effect of brewing time on fluoride.
Results
(present for
each RQ)
Note: RQ Results (answers) can be found in Table 1 and Figure 1 of the article. Review to help your
understanding, and review your own journal article(s) for similar information of what that study found.
Does the
amount of
fluoride in the
tea vary by
origin
(location) of
water? This is
the primary RQ
of interest.
P-values in Table 1 answer this RQ. The amount of fluoride varies significantly between the three locations
(p<.001), regardless of type or brand of tea. Looking at the means, we see the SC location has the highest
fluoride and PF has the smallest. Mean difference ranges between 0.2 and 0.8 ppm. You should present these
means along with the standard deviations for each group. You could also go on and present the means and SEs
for various scenarios as they do in the Results section of the article.
Does the
amount of
fluoride in the
tea vary by
commercial
brand of tea?
We can answer this looking at the means in Table 1, but no p-value is provided in the table to answer this RQ.
The highest fluoride was always in Azorean tea and the lowest amount in International B. We can also see higher
mean fluoride levels in black tea than in green tea.
Does the
amount of
fluoride vary by
brewing time?
See Figure 1. As one might expect, the longer you brew tea, the higher the level of fluoride regardless of brand or
type. Depending on the brand of tea, the PH level can increase by 0.5 to almost 2 ppm when going from a brew
time of 1 minute to 10 minutes.
Additional
findings
In Table 2 we see that there is a strong, negative statistically significant correlation between PH and fluoride
regardless of whether we look at green or black tea or brand or location. The smallest correlation is -0.741 and
the largest is -0.999!
Module Six
IV. Methods: Use this section to compare and contrast the methods used in the articles you selected with an eye to assessing the
quality and limitations of the findings and informing future research. Specifically, you should address the following:
A. Explain why the authors of each article selected the methods they did. How appropriate were the methods to the
overall purpose of the paper? Justify your response.
B. Analyze a difference and similarity in the methods chosen with respect to the health question being addressed in the
selected articles. Explain your answer using evidence from the articles selected and information you have learned in
the course.
C. Assess a strength and limitation of the different approaches used in the articles you selected. Explain your answer
using evidence from the articles you selected and information you have learned in the course.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Why specific
statistical
tests were
used
The why for each test done is included in the information above for Module Five. Specifically, an ANOVA was the
appropriate statistical test to use because mean levels of fluoride were compared between independent groups
(defined by the water source and other characteristics of the tea brewing process). Pearson correlation statistics
were used appropriately, as PH and fluoride are both continuous variables, and it is of interest to see if they are
linearly associated (as PH increases, does fluoride increase or decrease at a continuous rate?).
Similar
methods
between
articles
Mention which statistical tests and graphs were used in both studies. Why might this be? Did the two studies
have similar outcome variables or similar RQs? Did each article present many test results, or did one use less
testing?
Difference in
methods
Identify which tests are used in one article but not the other. Was this because outcome variables differed?
Because distribution of the data differed? Did each article present many test results, or did one use less testing?
Was one clearer than the other?
Strengths The study considered the type and brand of tea and brewing time rather than just considering the location and
fluoride. Thus this study proved that the association between water location and fluoride held true regardless of
the type and brand of tea and brewing time. The results were consistent with other published studies. Correct
statistical methodology was used.
Limitations Not sure where the water samples were taken from, or whether the time of year and proximity to shore would
impact fluoride amounts. Results seem constrained to a specific population.
Module Seven
Conclusions. What does your evaluation of the strengths and weaknesses of the articles you selected suggest for future research in this
field? Be sure to provide specific suggestions for potential next steps based on evidence from your analysis, and explain how these
suggestions would help improve decision making.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Conclusion Tea consumption may lead to too much fluoride in one’s diet for people living near water sources with naturally high fluoride
concentrations. In such areas it is important to carefully choose the type and amount of tea that is consumed.
This article laid out and described the results of this study very clearly, and the study appears to be well done. However, the
population of people that this study refers to is very narrow. How do we apply these results to people living in New England,
for example? A study that looked at the amount of fluoride in water supplies that are not near volcanic sources would be
necessary to help public health professionals apply such results to their populations. Also, it would help to study a larger
variety of tea brands. In addition, it would be helpful to study how much tea consumption is necessary to bring on fluorosis
and other negative side effects of consuming too much fluoride. Such a study would involve an observational study that
followed a cohort of subjects for a long period of time.
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
Every parametric test assumes that the data follow a given distribution and most assume the normal distribution, thus means and standard
deviations are used in their computations. For every parametric test, there is a corresponding nonparametric test. Nonparametric tests are tests
that do not require any assumptions about the distribution of your data. Below is a list each of the parametric tests mentioned in this course
along with the corresponding nonparametric test. It is always best to use the parametric test when you can, as they are more powerful and thus
result in smaller p-values.
Module Parametric Test Nonparametric test When to Use
Four,
Five
*One sample z-test (use with
large n or when known),
*One sample t-test (use S
rather than )
Kolmogorov–Smirnov test
(K–S)
With the z-test and t-test, you assume the data follow the normal
distribution and compare the mean of a sample to a specified
value. Use K–S when you want to compare the distribution of a
continuous variable to a specified known distribution.
Module Parametric Test Nonparametric test When to Use
Six *Paired t-test (or repeated
measures when measures
taken multiple times)
Signed rank test, Freidman’s
test for repeated measures
(McNemar test when
outcome is categorical with
just two categories)
Use to compare the values of a continuous variable within pairs (or
between time points or conditions on same person) and test for a
difference. Example: Does ocular pressure vary between a
person’s left eye and right eye?
McNemar used if variable is dichotomous (like yes/no). Example:
Compare if an eye has cataracts between left and right eyes or
between time points.
Six,
Seven
*Independent t-test, *ANOVA
and *post-hoc tests
Wilcoxon rank sum test or
Kruskal–Wallis test or
Mann–Whitney U test or
Kolmogorov–Smirnov test
When want to compare whether the values of a continuous
variable vary between independent groups. Independent t-test
and ANOVA compare means between independent groups.
Nonparametric tests compare the median values or the ranks of
the values between independent groups.
Seven *Z-test of proportions *Fisher’s exact test, chi-
square test
Compare proportions between independent groups (i.e., test the
association between two categorical variables). Example: Does the
proportion of people with diabetes vary between Americans and
Europeans?
Nine *Pearson Correlation; *linear
regression
Spearman Correlation Use to measure the strength and direction of a linear association
(parametric version) or monotonic association (nonparametric)
between two continuous variables.
Note: Asterisk (*) indicates tests covered in IHP 525.
- IHP 525 Article Review Sample Biostatistics Final Project Article Review
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
IHP 525 Journal Guidelines and Rubric
Overview: The journal activities in this course are an ongoing, private conversation between you and the instructor. In each journal assignment, you will draft
responses to sections of Final Project Article Review. While a certain level of informality is permitted, proper grammar, spelling, and APA citations are required.
Your journal posts should reflect academic rigor.
A course journal is generally made up of many individual assignments. In this course, each assignment will be graded individually, but they will all be polished
and used to create one final document to be submitted in Module Eight as your Final Project Article Review.
Prompt: For each journal assignment, the following critical elements must be met:
● Fulfill all requirements in the individual prompt.
● Provide relevant application of course concepts.
● Support ideas and observations with examples from your own personal or professional situation.
Rubric
Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Prompt Meets ”Proficient” criteria and
references course materials
Meets all elements outlined in
the prompt
Meets only some of the
elements in the prompt
Does not meet the elements in
the prompt
40
Course Concepts Meets “Proficient” criteria and
supports response with course
materials
Clearly relates course concepts
to the applicable journal prompt
Relates course concepts to the
applicable journal prompt, but
response lacks clarity
Does not relate course concepts
to the applicable journal prompt
30
Personal or
Professional
Situation
Meets “Proficient” criteria and
further relates personal or
professional circumstances to
scholarly research
Logically supports ideas and
observations with examples
from personal or professional
circumstances or experiences
Supports ideas and observations
with examples from personal or
professional circumstances or
experiences, but response lacks
logic
Does not support ideas and
observations with examples
from personal or professional
circumstances or experiences
2
5
Articulation of
Response
Journal is free of errors in
organization and grammar, and
all sources correctly cited using
APA
Journal is mostly free of errors of
organization and grammar,
which are marginal and rarely
interrupt the flow, and most
sources are correctly cited using
APA
Journal contains errors of
organization and grammar, but
they are limited enough so that
submission can be understood
and APA usage is consistently
incorrect
Journal contains errors of
organization and grammar,
making the journal difficult to
understand and does not use
APA
5
Total 100%
Choose one of the following pairs of articles to use in Final Project Article Review:
Option 1
Valiee, S., Fathi, M., Hadizade, N., Roshani, D., & Mahmoodi, P. (2016). Evaluation of feasibility and safety of changing body position after transfemoral
angiography: A randomized clinical trial. Journal of Vascular Nursing, 34(3), 106–115. http://dx.doi.org/10.1016/j.jvn.2016.05.001
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
Chair, S., Thompson, D., & Li, S. (2007). The effect of ambulation after cardiac catheterization on patient outcomes. Journal of Clinical Nursing, 16(1), 212–214.
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-
00024&LSLINK=80&D=ovft
Option 2
Grunfeld, E., Coyle, D., Whelan, T., Clinch, J., Reyno, L., Earle, C. C., & . . . Glossop, R. (2004). Family caregiver burden: Results of a longitudinal study of breast
cancer patients and their principal caregivers. Canadian Medical Association Journal, 170(12), 1795–1801. https://doi.org/10.1503/cmaj.1031205
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
Reblin, M., Donaldson, G., Ellington, L., Mooney, K., Caserta, M., & Lund, D. (2016). Spouse cancer caregivers’ burden and distress at entry to home hospice: The
role of relationship quality. Journal of Social and Personal Relationships, 33(5), 666–686. https://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
Option 3
Doering, L. V., McKinley, S., Riegel, B., Moser, D. K., Meischke, H., Pelter, M. M., & Dracup, K. (2010). Gender-specific characteristics of individuals with
depressive symptoms and coronary heart disease. Heart & Lung: The Journal of Critical Care, 40(3), e4–e14. https://doi.org/10.1016/j.hrtlng.2010.04.002
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
Frazier, L., Yu, E., Sanner, J., Liu, F., Udtha, M., Cron, S., & . . . Bogaev, R. C. (2012). Gender differences in self-reported symptoms of depression among patients
with acute coronary syndrome. Nursing Research & Practice, 1–5. https://doi.org/10.1155/2012/109251
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
https://doi.org/10.1155/2012/109251
https://doi.org/10.1016/j.hrtlng.2010.04.002
https://doi.org/10.1177/0265407515588220
https://doi.org/10.1503/cmaj.1031205
http://dx.doi.org/10.1016/j.jvn.2016.05.001
-
IHP 525 Final Project Article Review: Articles List
Option 1
Option 2
Option 3
IHP 525 Article Review Sample
Biostatistics Final Project Article Review
Overview: This document provides an example of what information is being asked for and how the information for each journal submission can
be gathered for easy review. Information is provided for each module where a journal submission is due.
Please Note: Article 2 is not featured in this sample review.
For this example, the information on one journal article will be provided. You will be comparing two articles for your article review project. For
this example, we will use an article about tea and fluoride:
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A. (2017). Safety evaluation of fluoride content in tea
infusions consumed in the Azores—a volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164.
First, let’s look at what information is provided and where in a research article.
The Introduction informs us of why this study was done. It summarizes what is currently known about the topic and sometimes what still needs
to be discovered. For our example, the introduction explains that this study was conducted to gain further information on the topic of fluoride in
tea, specifically when brewed with naturally fluorinated water. Too much fluoride can lead to fluorosis, a cosmetic condition that affects the
teeth. Each specific research question (RQ) that the study hoped to answer should be made clear.
In the Methods section, the study design and statistical methods used to analyze the data are revealed. It should be made clear who was
studied, how they were selected, what interventions were used, if any, and how, when, and what measurements were taken. Then what
statistical methods were used to answer each research question should be clearly addressed.
In the Results section, the answer to each RQ is provided. Tables, graphs, and figures are used to visually present the answer to the research
questions and to describe the sample that was studied. This section has descriptive statistics, test results, and corresponding p-values.
In the Discussion section, the authors describe their results in more detail and try to explain why these results occurred and what they mean.
This section should also include any limitations of the study and ideas for future research based on experiences from this study.
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
A short Conclusion should be drawn at the end of the article. It is usually free of any statistics and only made up of two to three sentences. It is
the message that the authors want their readers to walk away with.
A list of References is provided at the end. These are past studies that were mentioned in the introduction or discussion sections.
Module Two
I. Background: Use this section to provide a brief context for the health problem, issue, or trend you are researching. Specifically,
you should answer the following:
A. What topic or heath question did you research, and why is it relevant to public health, nursing, or the health science
professions? Give real-world examples to support your
answer.
B. How can biostatistics help inform decision making around your topic? Support your answer with specific examples.
II. Article Selection: In this section, discuss how and why you selected your two articles. Be sure to address the following:
A. Explain why you selected these specific articles to examine over the other choices.
B. Assess each article’s importance to health decision making in your field. Give real-world examples to illustrate your
answer.
Background: The topic of fluoride was chosen because fluoride is important for healthy teeth and has been a public heath topic for decades.
Communities started adding fluoride to their public water systems about 70 years ago as a way to reduce tooth decay and cavities in a large
number of people. Fluoride can also occur naturally in the water. Around the same time, fluoride was added to toothpaste as well. However,
many communities have stopped adding fluoride to their water as they are worried about people consuming too much.
Biostatistics can be used to prove the effect of adding fluoride to water systems and to toothpaste. We can look at the amount of tooth decay
and caries in a population before and after fluoride was introduced in the water or toothpaste. We could also look at if people lose fewer teeth.
Smaller studies could be done where we measure variables on a sample of people’s teeth and then have them use toothpaste with fluoride or
fluoride drops or drink fluorinated water and then measure these same variables again. We call these response variables or outcome variables.
We are looking to see if the use of fluoride changes any of these variables (caries, staining on teeth, fluorosis, loss of teeth, etc.).
Article Selection: I picked this article specifically because I drink a lot of tea, and I know that the health of your teeth affects your whole body. I
have a bad bite and have been told my teeth may become loose as a result, so getting enough fluoride is important, but it is also important not
to get too much. Fluoride is released during tea infusion, so tea drinkers could be at risk of too much fluoride, especially if the water they use is
naturally high in fluoride. The use of fluoride is simple way for us to affect the health of an entire population, so it is an important public health
program. The more we can learn about the sources of fluoride, the more effectively we can provide public health programs to ensure everyone
gets enough fluoride but not too much fluoride.
Article 1 Article 2
Full APA
citation
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A.
(2017). Safety evaluation of fluoride content in tea infusions consumed in the Azores—a
volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164. doi: http://dx.doi.org/10.1007/s12011-017-0947-9
Purpose of
study
To estimate the exposure to fluoride in the Azores through drinking tea prepared with water
from different volcanic locations
Research
questions (or
RQs—
specifically
what will be
tested or
compared)
Does the amount of fluoride in tea vary by origin (location) of water? Does the amount of fluoride in tea
vary by commercial brand of tea? Does the amount of fluoride in tea vary by brewing time?
Module Five
III. Findings: This section should highlight the major findings of each of the articles you selected. Specifically address the following:
A. What are the findings of each article, and what implications do they have individually and collectively for solving the
health problem in question? Support your answer with specific examples from your field.
B. Explain how key biostatistical calculations and methods support the conclusions in each article. Cite relevant
information from the articles that support your answer.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Statistical
Methods (see
table below for
description of
each possible
test)
All RQs deal with comparing the mean of fluoride between groups so the one-way ANOVA with Tukey post hoc
tests is appropriate. In the article, they only computed the ANOVA to test for a variation in fluoride across
locations. PH in the water was also compared across locations, but the Kruskal–Wallis test was used. It is a
nonparametric test used when the outcome variable is severely skewed. It parallels the ANOVA. So the
distribution of PH is compared across groups, but without using means. In addition, Pearson correlation statistics
were used to assess the linear association between fluoride concentration and amount of PH in the water for
different tea subgroups. Line graphs were used to assess the effect of brewing time on fluoride.
Results
(present for
each RQ)
Note: RQ Results (answers) can be found in Table 1 and Figure 1 of the article. Review to help your
understanding, and review your own journal article(s) for similar information of what that study found.
Does the
amount of
fluoride in the
tea vary by
origin
(location) of
water? This is
the primary RQ
of interest.
P-values in Table 1 answer this RQ. The amount of fluoride varies significantly between the three locations
(p<.001), regardless of type or brand of tea. Looking at the means, we see the SC location has the highest
fluoride and PF has the smallest. Mean difference ranges between 0.2 and 0.8 ppm. You should present these
means along with the standard deviations for each group. You could also go on and present the means and SEs
for various scenarios as they do in the Results section of the article.
Does the
amount of
fluoride in the
tea vary by
commercial
brand of tea?
We can answer this looking at the means in Table 1, but no p-value is provided in the table to answer this RQ.
The highest fluoride was always in Azorean tea and the lowest amount in International B. We can also see higher
mean fluoride levels in black tea than in green tea.
Does the
amount of
fluoride vary by
brewing time?
See Figure 1. As one might expect, the longer you brew tea, the higher the level of fluoride regardless of brand or
type. Depending on the brand of tea, the PH level can increase by 0.5 to almost 2 ppm when going from a brew
time of 1 minute to 10 minutes.
Additional
findings
In Table 2 we see that there is a strong, negative statistically significant correlation between PH and fluoride
regardless of whether we look at green or black tea or brand or location. The smallest correlation is -0.741 and
the largest is -0.999!
Module Six
IV. Methods: Use this section to compare and contrast the methods used in the articles you selected with an eye to assessing the
quality and limitations of the findings and informing future research. Specifically, you should address the following:
A. Explain why the authors of each article selected the methods they did. How appropriate were the methods to the
overall purpose of the paper? Justify your response.
B. Analyze a difference and similarity in the methods chosen with respect to the health question being addressed in the
selected articles. Explain your answer using evidence from the articles selected and information you have learned in
the course.
C. Assess a strength and limitation of the different approaches used in the articles you selected. Explain your answer
using evidence from the articles you selected and information you have learned in the course.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Why specific
statistical
tests were
used
The why for each test done is included in the information above for Module Five. Specifically, an ANOVA was the
appropriate statistical test to use because mean levels of fluoride were compared between independent groups
(defined by the water source and other characteristics of the tea brewing process). Pearson correlation statistics
were used appropriately, as PH and fluoride are both continuous variables, and it is of interest to see if they are
linearly associated (as PH increases, does fluoride increase or decrease at a continuous rate?).
Similar
methods
between
articles
Mention which statistical tests and graphs were used in both studies. Why might this be? Did the two studies
have similar outcome variables or similar RQs? Did each article present many test results, or did one use less
testing?
Difference in
methods
Identify which tests are used in one article but not the other. Was this because outcome variables differed?
Because distribution of the data differed? Did each article present many test results, or did one use less testing?
Was one clearer than the other?
Strengths The study considered the type and brand of tea and brewing time rather than just considering the location and
fluoride. Thus this study proved that the association between water location and fluoride held true regardless of
the type and brand of tea and brewing time. The results were consistent with other published studies. Correct
statistical methodology was used.
Limitations Not sure where the water samples were taken from, or whether the time of year and proximity to shore would
impact fluoride amounts. Results seem constrained to a specific population.
Module Seven
Conclusions. What does your evaluation of the strengths and weaknesses of the articles you selected suggest for future research in this
field? Be sure to provide specific suggestions for potential next steps based on evidence from your analysis, and explain how these
suggestions would help improve decision making.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Conclusion Tea consumption may lead to too much fluoride in one’s diet for people living near water sources with naturally high fluoride
concentrations. In such areas it is important to carefully choose the type and amount of tea that is consumed.
This article laid out and described the results of this study very clearly, and the study appears to be well done. However, the
population of people that this study refers to is very narrow. How do we apply these results to people living in New England,
for example? A study that looked at the amount of fluoride in water supplies that are not near volcanic sources would be
necessary to help public health professionals apply such results to their populations. Also, it would help to study a larger
variety of tea brands. In addition, it would be helpful to study how much tea consumption is necessary to bring on fluorosis
and other negative side effects of consuming too much fluoride. Such a study would involve an observational study that
followed a cohort of subjects for a long period of time.
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
Every parametric test assumes that the data follow a given distribution and most assume the normal distribution, thus means and standard
deviations are used in their computations. For every parametric test, there is a corresponding nonparametric test. Nonparametric tests are tests
that do not require any assumptions about the distribution of your data. Below is a list each of the parametric tests mentioned in this course
along with the corresponding nonparametric test. It is always best to use the parametric test when you can, as they are more powerful and thus
result in smaller p-values.
Module Parametric Test Nonparametric test When to Use
Four,
Five
*One sample z-test (use with
large n or when known),
*One sample t-test (use S
rather than )
Kolmogorov–Smirnov test
(K–S)
With the z-test and t-test, you assume the data follow the normal
distribution and compare the mean of a sample to a specified
value. Use K–S when you want to compare the distribution of a
continuous variable to a specified known distribution.
Module Parametric Test Nonparametric test When to Use
Six *Paired t-test (or repeated
measures when measures
taken multiple times)
Signed rank test, Freidman’s
test for repeated measures
(McNemar test when
outcome is categorical with
just two categories)
Use to compare the values of a continuous variable within pairs (or
between time points or conditions on same person) and test for a
difference. Example: Does ocular pressure vary between a
person’s left eye and right eye?
McNemar used if variable is dichotomous (like yes/no). Example:
Compare if an eye has cataracts between left and right eyes or
between time points.
Six,
Seven
*Independent t-test, *ANOVA
and *post-hoc tests
Wilcoxon rank sum test or
Kruskal–Wallis test or
Mann–Whitney U test or
Kolmogorov–Smirnov test
When want to compare whether the values of a continuous
variable vary between independent groups. Independent t-test
and ANOVA compare means between independent groups.
Nonparametric tests compare the median values or the ranks of
the values between independent groups.
Seven *Z-test of proportions *Fisher’s exact test, chi-
square test
Compare proportions between independent groups (i.e., test the
association between two categorical variables). Example: Does the
proportion of people with diabetes vary between Americans and
Europeans?
Nine *Pearson Correlation; *linear
regression
Spearman Correlation Use to measure the strength and direction of a linear association
(parametric version) or monotonic association (nonparametric)
between two continuous variables.
Note: Asterisk (*) indicates tests covered in IHP 525.
- IHP 525 Article Review Sample Biostatistics Final Project Article Review
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
IHP 525 Journal Guidelines and Rubric
Overview: The journal activities in this course are an ongoing, private conversation between you and the instructor. In each journal assignment, you will draft
responses to sections of Final Project Article Review. While a certain level of informality is permitted, proper grammar, spelling, and APA citations are required.
Your journal posts should reflect academic rigor.
A course journal is generally made up of many individual assignments. In this course, each assignment will be graded individually, but they will all be polished
and used to create one final document to be submitted in Module Eight as your Final Project Article Review.
Prompt: For each journal assignment, the following critical elements must be met:
● Fulfill all requirements in the individual prompt.
● Provide relevant application of course concepts.
● Support ideas and observations with examples from your own personal or professional situation.
Rubric
Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Prompt Meets ”Proficient” criteria and
references course materials
Meets all elements outlined in
the prompt
Meets only some of the
elements in the prompt
Does not meet the elements in
the prompt
40
Course Concepts Meets “Proficient” criteria and
supports response with course
materials
Clearly relates course concepts
to the applicable journal prompt
Relates course concepts to the
applicable journal prompt, but
response lacks clarity
Does not relate course concepts
to the applicable journal prompt
30
Personal or
Professional
Situation
Meets “Proficient” criteria and
further relates personal or
professional circumstances to
scholarly research
Logically supports ideas and
observations with examples
from personal or professional
circumstances or experiences
Supports ideas and observations
with examples from personal or
professional circumstances or
experiences, but response lacks
logic
Does not support ideas and
observations with examples
from personal or professional
circumstances or experiences
2
5
Articulation of
Response
Journal is free of errors in
organization and grammar, and
all sources correctly cited using
APA
Journal is mostly free of errors of
organization and grammar,
which are marginal and rarely
interrupt the flow, and most
sources are correctly cited using
APA
Journal contains errors of
organization and grammar, but
they are limited enough so that
submission can be understood
and APA usage is consistently
incorrect
Journal contains errors of
organization and grammar,
making the journal difficult to
understand and does not use
APA
5
Total 100%
Choose one of the following pairs of articles to use in Final Project Article Review:
Option 1
Valiee, S., Fathi, M., Hadizade, N., Roshani, D., & Mahmoodi, P. (2016). Evaluation of feasibility and safety of changing body position after transfemoral
angiography: A randomized clinical trial. Journal of Vascular Nursing, 34(3), 106–115. http://dx.doi.org/10.1016/j.jvn.2016.05.001
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
Chair, S., Thompson, D., & Li, S. (2007). The effect of ambulation after cardiac catheterization on patient outcomes. Journal of Clinical Nursing, 16(1), 212–214.
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-
00024&LSLINK=80&D=ovft
Option 2
Grunfeld, E., Coyle, D., Whelan, T., Clinch, J., Reyno, L., Earle, C. C., & . . . Glossop, R. (2004). Family caregiver burden: Results of a longitudinal study of breast
cancer patients and their principal caregivers. Canadian Medical Association Journal, 170(12), 1795–1801. https://doi.org/10.1503/cmaj.1031205
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
Reblin, M., Donaldson, G., Ellington, L., Mooney, K., Caserta, M., & Lund, D. (2016). Spouse cancer caregivers’ burden and distress at entry to home hospice: The
role of relationship quality. Journal of Social and Personal Relationships, 33(5), 666–686. https://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
Option 3
Doering, L. V., McKinley, S., Riegel, B., Moser, D. K., Meischke, H., Pelter, M. M., & Dracup, K. (2010). Gender-specific characteristics of individuals with
depressive symptoms and coronary heart disease. Heart & Lung: The Journal of Critical Care, 40(3), e4–e14. https://doi.org/10.1016/j.hrtlng.2010.04.002
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
Frazier, L., Yu, E., Sanner, J., Liu, F., Udtha, M., Cron, S., & . . . Bogaev, R. C. (2012). Gender differences in self-reported symptoms of depression among patients
with acute coronary syndrome. Nursing Research & Practice, 1–5. https://doi.org/10.1155/2012/109251
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
https://doi.org/10.1155/2012/109251
https://doi.org/10.1016/j.hrtlng.2010.04.002
https://doi.org/10.1177/0265407515588220
https://doi.org/10.1503/cmaj.1031205
http://dx.doi.org/10.1016/j.jvn.2016.05.001
-
IHP 525 Final Project Article Review: Articles List
Option 1
Option 2
Option 3
IHP 525 Article Review Sample
Biostatistics Final Project Article Review
Overview: This document provides an example of what information is being asked for and how the information for each journal submission can
be gathered for easy review. Information is provided for each module where a journal submission is due.
Please Note: Article 2 is not featured in this sample review.
For this example, the information on one journal article will be provided. You will be comparing two articles for your article review project. For
this example, we will use an article about tea and fluoride:
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A. (2017). Safety evaluation of fluoride content in tea
infusions consumed in the Azores—a volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164.
First, let’s look at what information is provided and where in a research article.
The Introduction informs us of why this study was done. It summarizes what is currently known about the topic and sometimes what still needs
to be discovered. For our example, the introduction explains that this study was conducted to gain further information on the topic of fluoride in
tea, specifically when brewed with naturally fluorinated water. Too much fluoride can lead to fluorosis, a cosmetic condition that affects the
teeth. Each specific research question (RQ) that the study hoped to answer should be made clear.
In the Methods section, the study design and statistical methods used to analyze the data are revealed. It should be made clear who was
studied, how they were selected, what interventions were used, if any, and how, when, and what measurements were taken. Then what
statistical methods were used to answer each research question should be clearly addressed.
In the Results section, the answer to each RQ is provided. Tables, graphs, and figures are used to visually present the answer to the research
questions and to describe the sample that was studied. This section has descriptive statistics, test results, and corresponding p-values.
In the Discussion section, the authors describe their results in more detail and try to explain why these results occurred and what they mean.
This section should also include any limitations of the study and ideas for future research based on experiences from this study.
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
A short Conclusion should be drawn at the end of the article. It is usually free of any statistics and only made up of two to three sentences. It is
the message that the authors want their readers to walk away with.
A list of References is provided at the end. These are past studies that were mentioned in the introduction or discussion sections.
Module Two
I. Background: Use this section to provide a brief context for the health problem, issue, or trend you are researching. Specifically,
you should answer the following:
A. What topic or heath question did you research, and why is it relevant to public health, nursing, or the health science
professions? Give real-world examples to support your
answer.
B. How can biostatistics help inform decision making around your topic? Support your answer with specific examples.
II. Article Selection: In this section, discuss how and why you selected your two articles. Be sure to address the following:
A. Explain why you selected these specific articles to examine over the other choices.
B. Assess each article’s importance to health decision making in your field. Give real-world examples to illustrate your
answer.
Background: The topic of fluoride was chosen because fluoride is important for healthy teeth and has been a public heath topic for decades.
Communities started adding fluoride to their public water systems about 70 years ago as a way to reduce tooth decay and cavities in a large
number of people. Fluoride can also occur naturally in the water. Around the same time, fluoride was added to toothpaste as well. However,
many communities have stopped adding fluoride to their water as they are worried about people consuming too much.
Biostatistics can be used to prove the effect of adding fluoride to water systems and to toothpaste. We can look at the amount of tooth decay
and caries in a population before and after fluoride was introduced in the water or toothpaste. We could also look at if people lose fewer teeth.
Smaller studies could be done where we measure variables on a sample of people’s teeth and then have them use toothpaste with fluoride or
fluoride drops or drink fluorinated water and then measure these same variables again. We call these response variables or outcome variables.
We are looking to see if the use of fluoride changes any of these variables (caries, staining on teeth, fluorosis, loss of teeth, etc.).
Article Selection: I picked this article specifically because I drink a lot of tea, and I know that the health of your teeth affects your whole body. I
have a bad bite and have been told my teeth may become loose as a result, so getting enough fluoride is important, but it is also important not
to get too much. Fluoride is released during tea infusion, so tea drinkers could be at risk of too much fluoride, especially if the water they use is
naturally high in fluoride. The use of fluoride is simple way for us to affect the health of an entire population, so it is an important public health
program. The more we can learn about the sources of fluoride, the more effectively we can provide public health programs to ensure everyone
gets enough fluoride but not too much fluoride.
Article 1 Article 2
Full APA
citation
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A.
(2017). Safety evaluation of fluoride content in tea infusions consumed in the Azores—a
volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164. doi: http://dx.doi.org/10.1007/s12011-017-0947-9
Purpose of
study
To estimate the exposure to fluoride in the Azores through drinking tea prepared with water
from different volcanic locations
Research
questions (or
RQs—
specifically
what will be
tested or
compared)
Does the amount of fluoride in tea vary by origin (location) of water? Does the amount of fluoride in tea
vary by commercial brand of tea? Does the amount of fluoride in tea vary by brewing time?
Module Five
III. Findings: This section should highlight the major findings of each of the articles you selected. Specifically address the following:
A. What are the findings of each article, and what implications do they have individually and collectively for solving the
health problem in question? Support your answer with specific examples from your field.
B. Explain how key biostatistical calculations and methods support the conclusions in each article. Cite relevant
information from the articles that support your answer.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Statistical
Methods (see
table below for
description of
each possible
test)
All RQs deal with comparing the mean of fluoride between groups so the one-way ANOVA with Tukey post hoc
tests is appropriate. In the article, they only computed the ANOVA to test for a variation in fluoride across
locations. PH in the water was also compared across locations, but the Kruskal–Wallis test was used. It is a
nonparametric test used when the outcome variable is severely skewed. It parallels the ANOVA. So the
distribution of PH is compared across groups, but without using means. In addition, Pearson correlation statistics
were used to assess the linear association between fluoride concentration and amount of PH in the water for
different tea subgroups. Line graphs were used to assess the effect of brewing time on fluoride.
Results
(present for
each RQ)
Note: RQ Results (answers) can be found in Table 1 and Figure 1 of the article. Review to help your
understanding, and review your own journal article(s) for similar information of what that study found.
Does the
amount of
fluoride in the
tea vary by
origin
(location) of
water? This is
the primary RQ
of interest.
P-values in Table 1 answer this RQ. The amount of fluoride varies significantly between the three locations
(p<.001), regardless of type or brand of tea. Looking at the means, we see the SC location has the highest
fluoride and PF has the smallest. Mean difference ranges between 0.2 and 0.8 ppm. You should present these
means along with the standard deviations for each group. You could also go on and present the means and SEs
for various scenarios as they do in the Results section of the article.
Does the
amount of
fluoride in the
tea vary by
commercial
brand of tea?
We can answer this looking at the means in Table 1, but no p-value is provided in the table to answer this RQ.
The highest fluoride was always in Azorean tea and the lowest amount in International B. We can also see higher
mean fluoride levels in black tea than in green tea.
Does the
amount of
fluoride vary by
brewing time?
See Figure 1. As one might expect, the longer you brew tea, the higher the level of fluoride regardless of brand or
type. Depending on the brand of tea, the PH level can increase by 0.5 to almost 2 ppm when going from a brew
time of 1 minute to 10 minutes.
Additional
findings
In Table 2 we see that there is a strong, negative statistically significant correlation between PH and fluoride
regardless of whether we look at green or black tea or brand or location. The smallest correlation is -0.741 and
the largest is -0.999!
Module Six
IV. Methods: Use this section to compare and contrast the methods used in the articles you selected with an eye to assessing the
quality and limitations of the findings and informing future research. Specifically, you should address the following:
A. Explain why the authors of each article selected the methods they did. How appropriate were the methods to the
overall purpose of the paper? Justify your response.
B. Analyze a difference and similarity in the methods chosen with respect to the health question being addressed in the
selected articles. Explain your answer using evidence from the articles selected and information you have learned in
the course.
C. Assess a strength and limitation of the different approaches used in the articles you selected. Explain your answer
using evidence from the articles you selected and information you have learned in the course.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Why specific
statistical
tests were
used
The why for each test done is included in the information above for Module Five. Specifically, an ANOVA was the
appropriate statistical test to use because mean levels of fluoride were compared between independent groups
(defined by the water source and other characteristics of the tea brewing process). Pearson correlation statistics
were used appropriately, as PH and fluoride are both continuous variables, and it is of interest to see if they are
linearly associated (as PH increases, does fluoride increase or decrease at a continuous rate?).
Similar
methods
between
articles
Mention which statistical tests and graphs were used in both studies. Why might this be? Did the two studies
have similar outcome variables or similar RQs? Did each article present many test results, or did one use less
testing?
Difference in
methods
Identify which tests are used in one article but not the other. Was this because outcome variables differed?
Because distribution of the data differed? Did each article present many test results, or did one use less testing?
Was one clearer than the other?
Strengths The study considered the type and brand of tea and brewing time rather than just considering the location and
fluoride. Thus this study proved that the association between water location and fluoride held true regardless of
the type and brand of tea and brewing time. The results were consistent with other published studies. Correct
statistical methodology was used.
Limitations Not sure where the water samples were taken from, or whether the time of year and proximity to shore would
impact fluoride amounts. Results seem constrained to a specific population.
Module Seven
Conclusions. What does your evaluation of the strengths and weaknesses of the articles you selected suggest for future research in this
field? Be sure to provide specific suggestions for potential next steps based on evidence from your analysis, and explain how these
suggestions would help improve decision making.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Conclusion Tea consumption may lead to too much fluoride in one’s diet for people living near water sources with naturally high fluoride
concentrations. In such areas it is important to carefully choose the type and amount of tea that is consumed.
This article laid out and described the results of this study very clearly, and the study appears to be well done. However, the
population of people that this study refers to is very narrow. How do we apply these results to people living in New England,
for example? A study that looked at the amount of fluoride in water supplies that are not near volcanic sources would be
necessary to help public health professionals apply such results to their populations. Also, it would help to study a larger
variety of tea brands. In addition, it would be helpful to study how much tea consumption is necessary to bring on fluorosis
and other negative side effects of consuming too much fluoride. Such a study would involve an observational study that
followed a cohort of subjects for a long period of time.
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
Every parametric test assumes that the data follow a given distribution and most assume the normal distribution, thus means and standard
deviations are used in their computations. For every parametric test, there is a corresponding nonparametric test. Nonparametric tests are tests
that do not require any assumptions about the distribution of your data. Below is a list each of the parametric tests mentioned in this course
along with the corresponding nonparametric test. It is always best to use the parametric test when you can, as they are more powerful and thus
result in smaller p-values.
Module Parametric Test Nonparametric test When to Use
Four,
Five
*One sample z-test (use with
large n or when known),
*One sample t-test (use S
rather than )
Kolmogorov–Smirnov test
(K–S)
With the z-test and t-test, you assume the data follow the normal
distribution and compare the mean of a sample to a specified
value. Use K–S when you want to compare the distribution of a
continuous variable to a specified known distribution.
Module Parametric Test Nonparametric test When to Use
Six *Paired t-test (or repeated
measures when measures
taken multiple times)
Signed rank test, Freidman’s
test for repeated measures
(McNemar test when
outcome is categorical with
just two categories)
Use to compare the values of a continuous variable within pairs (or
between time points or conditions on same person) and test for a
difference. Example: Does ocular pressure vary between a
person’s left eye and right eye?
McNemar used if variable is dichotomous (like yes/no). Example:
Compare if an eye has cataracts between left and right eyes or
between time points.
Six,
Seven
*Independent t-test, *ANOVA
and *post-hoc tests
Wilcoxon rank sum test or
Kruskal–Wallis test or
Mann–Whitney U test or
Kolmogorov–Smirnov test
When want to compare whether the values of a continuous
variable vary between independent groups. Independent t-test
and ANOVA compare means between independent groups.
Nonparametric tests compare the median values or the ranks of
the values between independent groups.
Seven *Z-test of proportions *Fisher’s exact test, chi-
square test
Compare proportions between independent groups (i.e., test the
association between two categorical variables). Example: Does the
proportion of people with diabetes vary between Americans and
Europeans?
Nine *Pearson Correlation; *linear
regression
Spearman Correlation Use to measure the strength and direction of a linear association
(parametric version) or monotonic association (nonparametric)
between two continuous variables.
Note: Asterisk (*) indicates tests covered in IHP 525.
- IHP 525 Article Review Sample Biostatistics Final Project Article Review
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
IHP 525 Journal Guidelines and Rubric
Overview: The journal activities in this course are an ongoing, private conversation between you and the instructor. In each journal assignment, you will draft
responses to sections of Final Project Article Review. While a certain level of informality is permitted, proper grammar, spelling, and APA citations are required.
Your journal posts should reflect academic rigor.
A course journal is generally made up of many individual assignments. In this course, each assignment will be graded individually, but they will all be polished
and used to create one final document to be submitted in Module Eight as your Final Project Article Review.
Prompt: For each journal assignment, the following critical elements must be met:
● Fulfill all requirements in the individual prompt.
● Provide relevant application of course concepts.
● Support ideas and observations with examples from your own personal or professional situation.
Rubric
Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Prompt Meets ”Proficient” criteria and
references course materials
Meets all elements outlined in
the prompt
Meets only some of the
elements in the prompt
Does not meet the elements in
the prompt
40
Course Concepts Meets “Proficient” criteria and
supports response with course
materials
Clearly relates course concepts
to the applicable journal prompt
Relates course concepts to the
applicable journal prompt, but
response lacks clarity
Does not relate course concepts
to the applicable journal prompt
30
Personal or
Professional
Situation
Meets “Proficient” criteria and
further relates personal or
professional circumstances to
scholarly research
Logically supports ideas and
observations with examples
from personal or professional
circumstances or experiences
Supports ideas and observations
with examples from personal or
professional circumstances or
experiences, but response lacks
logic
Does not support ideas and
observations with examples
from personal or professional
circumstances or experiences
2
5
Articulation of
Response
Journal is free of errors in
organization and grammar, and
all sources correctly cited using
APA
Journal is mostly free of errors of
organization and grammar,
which are marginal and rarely
interrupt the flow, and most
sources are correctly cited using
APA
Journal contains errors of
organization and grammar, but
they are limited enough so that
submission can be understood
and APA usage is consistently
incorrect
Journal contains errors of
organization and grammar,
making the journal difficult to
understand and does not use
APA
5
Total 100%
Choose one of the following pairs of articles to use in Final Project Article Review:
Option 1
Valiee, S., Fathi, M., Hadizade, N., Roshani, D., & Mahmoodi, P. (2016). Evaluation of feasibility and safety of changing body position after transfemoral
angiography: A randomized clinical trial. Journal of Vascular Nursing, 34(3), 106–115. http://dx.doi.org/10.1016/j.jvn.2016.05.001
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
Chair, S., Thompson, D., & Li, S. (2007). The effect of ambulation after cardiac catheterization on patient outcomes. Journal of Clinical Nursing, 16(1), 212–214.
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-
00024&LSLINK=80&D=ovft
Option 2
Grunfeld, E., Coyle, D., Whelan, T., Clinch, J., Reyno, L., Earle, C. C., & . . . Glossop, R. (2004). Family caregiver burden: Results of a longitudinal study of breast
cancer patients and their principal caregivers. Canadian Medical Association Journal, 170(12), 1795–1801. https://doi.org/10.1503/cmaj.1031205
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
Reblin, M., Donaldson, G., Ellington, L., Mooney, K., Caserta, M., & Lund, D. (2016). Spouse cancer caregivers’ burden and distress at entry to home hospice: The
role of relationship quality. Journal of Social and Personal Relationships, 33(5), 666–686. https://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
Option 3
Doering, L. V., McKinley, S., Riegel, B., Moser, D. K., Meischke, H., Pelter, M. M., & Dracup, K. (2010). Gender-specific characteristics of individuals with
depressive symptoms and coronary heart disease. Heart & Lung: The Journal of Critical Care, 40(3), e4–e14. https://doi.org/10.1016/j.hrtlng.2010.04.002
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
Frazier, L., Yu, E., Sanner, J., Liu, F., Udtha, M., Cron, S., & . . . Bogaev, R. C. (2012). Gender differences in self-reported symptoms of depression among patients
with acute coronary syndrome. Nursing Research & Practice, 1–5. https://doi.org/10.1155/2012/109251
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S106203031630067X&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00019038-200701000-00024&LSLINK=80&D=ovft
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-15356-002&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site
https://doi.org/10.1155/2012/109251
https://doi.org/10.1016/j.hrtlng.2010.04.002
https://doi.org/10.1177/0265407515588220
https://doi.org/10.1503/cmaj.1031205
http://dx.doi.org/10.1016/j.jvn.2016.05.001
-
IHP 525 Final Project Article Review: Articles List
Option 1
Option 2
Option 3
IHP 525 Article Review Sample
Biostatistics Final Project Article Review
Overview: This document provides an example of what information is being asked for and how the information for each journal submission can
be gathered for easy review. Information is provided for each module where a journal submission is due.
Please Note: Article 2 is not featured in this sample review.
For this example, the information on one journal article will be provided. You will be comparing two articles for your article review project. For
this example, we will use an article about tea and fluoride:
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A. (2017). Safety evaluation of fluoride content in tea
infusions consumed in the Azores—a volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164.
First, let’s look at what information is provided and where in a research article.
The Introduction informs us of why this study was done. It summarizes what is currently known about the topic and sometimes what still needs
to be discovered. For our example, the introduction explains that this study was conducted to gain further information on the topic of fluoride in
tea, specifically when brewed with naturally fluorinated water. Too much fluoride can lead to fluorosis, a cosmetic condition that affects the
teeth. Each specific research question (RQ) that the study hoped to answer should be made clear.
In the Methods section, the study design and statistical methods used to analyze the data are revealed. It should be made clear who was
studied, how they were selected, what interventions were used, if any, and how, when, and what measurements were taken. Then what
statistical methods were used to answer each research question should be clearly addressed.
In the Results section, the answer to each RQ is provided. Tables, graphs, and figures are used to visually present the answer to the research
questions and to describe the sample that was studied. This section has descriptive statistics, test results, and corresponding p-values.
In the Discussion section, the authors describe their results in more detail and try to explain why these results occurred and what they mean.
This section should also include any limitations of the study and ideas for future research based on experiences from this study.
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
http://dx.doi.org.ezproxy.snhu.edu/10.1007/s12011-017-0947-9
A short Conclusion should be drawn at the end of the article. It is usually free of any statistics and only made up of two to three sentences. It is
the message that the authors want their readers to walk away with.
A list of References is provided at the end. These are past studies that were mentioned in the introduction or discussion sections.
Module Two
I. Background: Use this section to provide a brief context for the health problem, issue, or trend you are researching. Specifically,
you should answer the following:
A. What topic or heath question did you research, and why is it relevant to public health, nursing, or the health science
professions? Give real-world examples to support your
answer.
B. How can biostatistics help inform decision making around your topic? Support your answer with specific examples.
II. Article Selection: In this section, discuss how and why you selected your two articles. Be sure to address the following:
A. Explain why you selected these specific articles to examine over the other choices.
B. Assess each article’s importance to health decision making in your field. Give real-world examples to illustrate your
answer.
Background: The topic of fluoride was chosen because fluoride is important for healthy teeth and has been a public heath topic for decades.
Communities started adding fluoride to their public water systems about 70 years ago as a way to reduce tooth decay and cavities in a large
number of people. Fluoride can also occur naturally in the water. Around the same time, fluoride was added to toothpaste as well. However,
many communities have stopped adding fluoride to their water as they are worried about people consuming too much.
Biostatistics can be used to prove the effect of adding fluoride to water systems and to toothpaste. We can look at the amount of tooth decay
and caries in a population before and after fluoride was introduced in the water or toothpaste. We could also look at if people lose fewer teeth.
Smaller studies could be done where we measure variables on a sample of people’s teeth and then have them use toothpaste with fluoride or
fluoride drops or drink fluorinated water and then measure these same variables again. We call these response variables or outcome variables.
We are looking to see if the use of fluoride changes any of these variables (caries, staining on teeth, fluorosis, loss of teeth, etc.).
Article Selection: I picked this article specifically because I drink a lot of tea, and I know that the health of your teeth affects your whole body. I
have a bad bite and have been told my teeth may become loose as a result, so getting enough fluoride is important, but it is also important not
to get too much. Fluoride is released during tea infusion, so tea drinkers could be at risk of too much fluoride, especially if the water they use is
naturally high in fluoride. The use of fluoride is simple way for us to affect the health of an entire population, so it is an important public health
program. The more we can learn about the sources of fluoride, the more effectively we can provide public health programs to ensure everyone
gets enough fluoride but not too much fluoride.
Article 1 Article 2
Full APA
citation
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira, T., & dos Santos Rodrigues, A.
(2017). Safety evaluation of fluoride content in tea infusions consumed in the Azores—a
volcanic region with water springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164. doi: http://dx.doi.org/10.1007/s12011-017-0947-9
Purpose of
study
To estimate the exposure to fluoride in the Azores through drinking tea prepared with water
from different volcanic locations
Research
questions (or
RQs—
specifically
what will be
tested or
compared)
Does the amount of fluoride in tea vary by origin (location) of water? Does the amount of fluoride in tea
vary by commercial brand of tea? Does the amount of fluoride in tea vary by brewing time?
Module Five
III. Findings: This section should highlight the major findings of each of the articles you selected. Specifically address the following:
A. What are the findings of each article, and what implications do they have individually and collectively for solving the
health problem in question? Support your answer with specific examples from your field.
B. Explain how key biostatistical calculations and methods support the conclusions in each article. Cite relevant
information from the articles that support your answer.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Statistical
Methods (see
table below for
description of
each possible
test)
All RQs deal with comparing the mean of fluoride between groups so the one-way ANOVA with Tukey post hoc
tests is appropriate. In the article, they only computed the ANOVA to test for a variation in fluoride across
locations. PH in the water was also compared across locations, but the Kruskal–Wallis test was used. It is a
nonparametric test used when the outcome variable is severely skewed. It parallels the ANOVA. So the
distribution of PH is compared across groups, but without using means. In addition, Pearson correlation statistics
were used to assess the linear association between fluoride concentration and amount of PH in the water for
different tea subgroups. Line graphs were used to assess the effect of brewing time on fluoride.
Results
(present for
each RQ)
Note: RQ Results (answers) can be found in Table 1 and Figure 1 of the article. Review to help your
understanding, and review your own journal article(s) for similar information of what that study found.
Does the
amount of
fluoride in the
tea vary by
origin
(location) of
water? This is
the primary RQ
of interest.
P-values in Table 1 answer this RQ. The amount of fluoride varies significantly between the three locations
(p<.001), regardless of type or brand of tea. Looking at the means, we see the SC location has the highest
fluoride and PF has the smallest. Mean difference ranges between 0.2 and 0.8 ppm. You should present these
means along with the standard deviations for each group. You could also go on and present the means and SEs
for various scenarios as they do in the Results section of the article.
Does the
amount of
fluoride in the
tea vary by
commercial
brand of tea?
We can answer this looking at the means in Table 1, but no p-value is provided in the table to answer this RQ.
The highest fluoride was always in Azorean tea and the lowest amount in International B. We can also see higher
mean fluoride levels in black tea than in green tea.
Does the
amount of
fluoride vary by
brewing time?
See Figure 1. As one might expect, the longer you brew tea, the higher the level of fluoride regardless of brand or
type. Depending on the brand of tea, the PH level can increase by 0.5 to almost 2 ppm when going from a brew
time of 1 minute to 10 minutes.
Additional
findings
In Table 2 we see that there is a strong, negative statistically significant correlation between PH and fluoride
regardless of whether we look at green or black tea or brand or location. The smallest correlation is -0.741 and
the largest is -0.999!
Module Six
IV. Methods: Use this section to compare and contrast the methods used in the articles you selected with an eye to assessing the
quality and limitations of the findings and informing future research. Specifically, you should address the following:
A. Explain why the authors of each article selected the methods they did. How appropriate were the methods to the
overall purpose of the paper? Justify your response.
B. Analyze a difference and similarity in the methods chosen with respect to the health question being addressed in the
selected articles. Explain your answer using evidence from the articles selected and information you have learned in
the course.
C. Assess a strength and limitation of the different approaches used in the articles you selected. Explain your answer
using evidence from the articles you selected and information you have learned in the course.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Article 1 Article 2
Why specific
statistical
tests were
used
The why for each test done is included in the information above for Module Five. Specifically, an ANOVA was the
appropriate statistical test to use because mean levels of fluoride were compared between independent groups
(defined by the water source and other characteristics of the tea brewing process). Pearson correlation statistics
were used appropriately, as PH and fluoride are both continuous variables, and it is of interest to see if they are
linearly associated (as PH increases, does fluoride increase or decrease at a continuous rate?).
Similar
methods
between
articles
Mention which statistical tests and graphs were used in both studies. Why might this be? Did the two studies
have similar outcome variables or similar RQs? Did each article present many test results, or did one use less
testing?
Difference in
methods
Identify which tests are used in one article but not the other. Was this because outcome variables differed?
Because distribution of the data differed? Did each article present many test results, or did one use less testing?
Was one clearer than the other?
Strengths The study considered the type and brand of tea and brewing time rather than just considering the location and
fluoride. Thus this study proved that the association between water location and fluoride held true regardless of
the type and brand of tea and brewing time. The results were consistent with other published studies. Correct
statistical methodology was used.
Limitations Not sure where the water samples were taken from, or whether the time of year and proximity to shore would
impact fluoride amounts. Results seem constrained to a specific population.
Module Seven
Conclusions. What does your evaluation of the strengths and weaknesses of the articles you selected suggest for future research in this
field? Be sure to provide specific suggestions for potential next steps based on evidence from your analysis, and explain how these
suggestions would help improve decision making.
Your long-form response to this table will go in this section. Please remember the table below is to be used to gather your thoughts before
responding.
Conclusion Tea consumption may lead to too much fluoride in one’s diet for people living near water sources with naturally high fluoride
concentrations. In such areas it is important to carefully choose the type and amount of tea that is consumed.
This article laid out and described the results of this study very clearly, and the study appears to be well done. However, the
population of people that this study refers to is very narrow. How do we apply these results to people living in New England,
for example? A study that looked at the amount of fluoride in water supplies that are not near volcanic sources would be
necessary to help public health professionals apply such results to their populations. Also, it would help to study a larger
variety of tea brands. In addition, it would be helpful to study how much tea consumption is necessary to bring on fluorosis
and other negative side effects of consuming too much fluoride. Such a study would involve an observational study that
followed a cohort of subjects for a long period of time.
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
Every parametric test assumes that the data follow a given distribution and most assume the normal distribution, thus means and standard
deviations are used in their computations. For every parametric test, there is a corresponding nonparametric test. Nonparametric tests are tests
that do not require any assumptions about the distribution of your data. Below is a list each of the parametric tests mentioned in this course
along with the corresponding nonparametric test. It is always best to use the parametric test when you can, as they are more powerful and thus
result in smaller p-values.
Module Parametric Test Nonparametric test When to Use
Four,
Five
*One sample z-test (use with
large n or when known),
*One sample t-test (use S
rather than )
Kolmogorov–Smirnov test
(K–S)
With the z-test and t-test, you assume the data follow the normal
distribution and compare the mean of a sample to a specified
value. Use K–S when you want to compare the distribution of a
continuous variable to a specified known distribution.
Module Parametric Test Nonparametric test When to Use
Six *Paired t-test (or repeated
measures when measures
taken multiple times)
Signed rank test, Freidman’s
test for repeated measures
(McNemar test when
outcome is categorical with
just two categories)
Use to compare the values of a continuous variable within pairs (or
between time points or conditions on same person) and test for a
difference. Example: Does ocular pressure vary between a
person’s left eye and right eye?
McNemar used if variable is dichotomous (like yes/no). Example:
Compare if an eye has cataracts between left and right eyes or
between time points.
Six,
Seven
*Independent t-test, *ANOVA
and *post-hoc tests
Wilcoxon rank sum test or
Kruskal–Wallis test or
Mann–Whitney U test or
Kolmogorov–Smirnov test
When want to compare whether the values of a continuous
variable vary between independent groups. Independent t-test
and ANOVA compare means between independent groups.
Nonparametric tests compare the median values or the ranks of
the values between independent groups.
Seven *Z-test of proportions *Fisher’s exact test, chi-
square test
Compare proportions between independent groups (i.e., test the
association between two categorical variables). Example: Does the
proportion of people with diabetes vary between Americans and
Europeans?
Nine *Pearson Correlation; *linear
regression
Spearman Correlation Use to measure the strength and direction of a linear association
(parametric version) or monotonic association (nonparametric)
between two continuous variables.
Note: Asterisk (*) indicates tests covered in IHP 525.
- IHP 525 Article Review Sample Biostatistics Final Project Article Review
Description of Statistical Tests Covered in IHP 525 and in the Journal Articles Used in Final Project Article Review
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
