Reliability and Validity in Nursing Research

Topic 1

Reliability and validity are often misunderstood and not given much notice in research articles. Using any example, demonstrate how you would correctly describe these two terms to a nurse prepared at a bachelor's degree level or below. Then describe why the reliability and validity of a study is important for translation.
While a study must be reliable and valid to justify its inclusion in a work of research, not all studies which are reliable are valid, or vice versa. Reliability refers to the ability of a study to be replicated by either the researchers or independent observers. If the findings are not replicable, this means that the findings may not be generalizable as a general principle. For example, if the same person or group takes the same test twice, there should be substantial enough similarity between the two scores to declare the test reliable, versus wild swings in the calculable findings (“Reliability and Validity,” 2018). Validity, in contrast, means that the test measures what it purports to measure. A test might be reliable—for example, a student might reliably test the same on an online quiz measuring their self-esteem, based upon their television show preferences—but still not be valid.
It is important for the purpose of translation for tests to be both reliable and valid because reliability indicates that the test meets standards of scientific adequacy, lack of bias, and is not influenced by extraneous variables. But even if a test produces reliable results, it must also genuinely measure what it purports to measure to support assertions regarding the subject matter. A good example of how problematic it can be when tests are not valid, even if they are reliable, are the questions which arise regarding the bias in the design of the SAT, which claims to predict a student’s ability to cope with college-level freshman work and aptitude for college in general. Scientific conclusions must be produced through adherence to the scientific method and answer a specific hypothesis.
Topic 2
What are the criteria for selecting qualitative versus quantitative resources in relation to your literature review? Which method(s) of research are you selecting? Why?
My topic of interest is culturally-specific diabetes education to reduce HBA1c kevels in Asian Americans with type 2 diabetes. Asian Americans often manifest diabetes at lower BMIs than do individuals of other races. They often have different taste preferences, attitudes towards body weight, and other culturally and physically specific markers that indicate that specially-tailored educational programs might prove useful to this particular demographic group. Quantitative research can be useful when a researcher wishes to answer a very specific question. This may be appropriate for later in the research, after a highly detailed program has been designed, which then can be compared with a control group.
But given that the stages of my research regarding the design of such a program are still very preliminary, instead I will focus upon a qualitative method, discussing with my test group what types of attitudes they have towards weight and body image. I will speak with them about their fears regarding diabetes, if they have been diagnosed and how the diagnosis may have arisen, and methods which have worked for them, enabling them to eat more healthfully. The great strength of qualitative research is its ability to explore new areas of thought. It can focus on a relatively small group of people and determine their impressions through the use of semi-structured interviews. According to Johnson & Waterfield (2004), “Qualitative research methods are able to explore the complexity of human behaviour and generate deeper understanding of illness behaviours and therapeutic interactions” (par.1) Yet it also has the potential, through a grounded theory approach, to eventually derive some sort of theory using inductive conclusions, which then could support the creation of an educational program. It is thus the perfect approach for the needs of my own research at this juncture.


References
Johnson, R. & Waterfield, J. (2004). Making words count: the value of qualitative research.
Physiotherapy Research International, 9(3):121-31. Retrieved from: https://www.ncbi.nlm.nih.gov/pubmed/15560669
Reliability and validity. (n.d.). UC Davis. Retrieved from:
http://psc.dss.ucdavis.edu/sommerb/sommerdemo/intro/validity.htm