| Course | NUR 617 Foundational Concepts in Science and Statistics |
|---|---|
| Module | Module 5 |
| Paper type | SPSS data analysis assignment with output and interpretation |
| Length | About 870 words, 6 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | Doctorate of Professional Practice in Regulatory and Clinical Research Management |
| Updated | October 2026 |
Free sample paper for NUR 617 Module 5
Paper, Screen or Teach-Back? A One-Way ANOVA of Consent Comprehension Scores and How to Report a Nonsignificant Result
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 617: Foundational Concepts in Science and Statistics
Instructor Name
Month Day, Year
Paper, Screen or Teach-Back? A One-Way ANOVA of Consent Comprehension Scores and How to Report a Nonsignificant Result
Data and Research Question
Students analyze a dataset supplied in Canvas. For this sample, an invented dataset was generated to demonstrate the same procedure, and its values belong to no actual study. The scenario is a methods substudy at a clinical research site. Sixty adults enrolling in a low-risk observational study were randomly assigned to one of three consent formats: a standard paper consent form read with staff (n = 20), an electronic consent with short embedded videos (n = 20) or a paper form followed by a structured teach-back discussion (n = 20). Immediately afterward, each participant completed the objective knowledge section of the Quality of Informed Consent questionnaire (QuIC), scored 0 to 100, where higher totals mean fuller understanding (Joffe et al., 2001).
The research question was whether mean comprehension differs across the three consent formats. With one categorical independent variable of three levels and one interval-level outcome, the appropriate test is a one-way analysis of variance. Under the null hypothesis the three formats share one population mean; the alternative says that at least one mean differs. Alpha was set at .05.
Assumption Checks
One-way ANOVA assumes independent observations, a roughly normal outcome within each group and equal variances across groups (Polit, 2010). Independence holds because each participant was assigned to only one format. Shapiro-Wilk tests within groups were not significant (paper, p = .205; electronic, p = .710; teach-back, p = .572), and histograms showed no marked skew. Levene's test of homogeneity of variance was not significant, F(2, 57) = 0.77, p = .468, so the standard F test and the Tukey HSD post hoc procedure are appropriate. Group sizes are equal, which also makes ANOVA more robust to small violations.
SPSS Output
| Descriptives: QuIC Part A | N | Mean | Std. Deviation | Std. Error | |
|---|---|---|---|---|---|
| Paper consent | 20 | 72.85 | 8.54 | 1.91 | |
| Electronic consent | 20 | 76.45 | 10.97 | 2.45 | |
| Teach-back | 20 | 76.90 | 8.10 | 1.81 | |
| Total | 60 | 75.40 | 9.31 | 1.20 | |
| ANOVA: QuIC Part A | Sum of Squares | df | Mean Square | F | Sig. |
| Between groups | 197.10 | 2 | 98.55 | 1.14 | .326 |
| Within groups | 4919.30 | 57 | 86.30 | ||
| Total | 5116.40 | 59 | |||
| Tukey HSD Multiple Comparisons | Mean Difference | Sig. | 95% CI | ||
| Paper minus electronic | -3.60 | .443 | -10.67 to 3.47 | ||
| Paper minus teach-back | -4.05 | .359 | -11.12 to 3.02 | ||
| Electronic minus teach-back | -0.45 | .987 | -7.52 to 6.62 |
Interpretation
Mean comprehension was lowest with paper consent (M = 72.85, SD = 8.54), higher with electronic consent (M = 76.45, SD = 10.97) and highest with teach-back (M = 76.90, SD = 8.10). The one-way ANOVA did not show a statistically significant difference among the three formats, F(2, 57) = 1.14, p = .326. The effect size, eta squared = 197.10 / 5116.40 = .039, means that consent format accounted for about 4% of the variation in comprehension scores, a small effect by conventional benchmarks (Lakens, 2013).
Because the omnibus F test was not significant, the post hoc comparisons should not be used to claim differences between particular pairs. They are reported here because the assignment requests them, and they agree with the F test: no pair differed significantly, and every confidence interval includes zero. The intervals are also wide. The paper versus teach-back interval runs from about 11 points in favor of teach-back to 3 points in favor of paper, so the data are compatible both with no difference and with a gain large enough to matter to an institutional review board.
Conceptual Questions
Why use ANOVA instead of three t-tests? Running three separate t-tests at alpha = .05 raises the chance of at least one false positive across the set to roughly 14%. ANOVA tests all three means at once at a single alpha, and post hoc procedures such as Tukey's adjust for the number of comparisons.
What does F represent? F is the ratio of the variance between group means to the variance within groups. Here the between-groups mean square (98.55) was only slightly larger than the within-groups mean square (86.30), so the group means differed by little more than chance would produce.
Does a nonsignificant result show that consent format makes no difference? No. A nonsignificant result means the data did not provide enough evidence to reject the null hypothesis. With 20 per group, the study had low power to detect a small effect. Treating eta squared of .039 as the expected effect (f of about 0.20), a power analysis in G*Power for three groups at alpha = .05 and power = .80 calls for roughly 240 participants, about 80 per group (Faul et al., 2007). The direction of the means is consistent with reviews that found extended discussion with participants among the more reliable ways to improve understanding (Flory & Emanuel, 2004), which is a reason to test the question properly rather than abandon it.
Conclusion
In this illustrative substudy, comprehension did not differ significantly across paper, electronic and teach-back consent, and the effect of format was small. The result is best read as inconclusive rather than negative: the confidence intervals are wide, the study was underpowered for a small effect and the observed ordering matches prior evidence. A confirmatory comparison would need roughly four times the sample.
References
Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175-191. https://doi.org/10.3758/BF03193146
Flory, J., & Emanuel, E. (2004). Interventions to improve research participants' understanding in informed consent for research: A systematic review. JAMA, 292(13), 1593-1601. https://doi.org/10.1001/jama.292.13.1593
Joffe, S., Cook, E. F., Cleary, P. D., Clark, J. W., & Weeks, J. C. (2001). Quality of informed consent: A new measure of understanding among research subjects. Journal of the National Cancer Institute, 93(2), 139-147. https://doi.org/10.1093/jnci/93.2.139
Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4, Article 863. https://doi.org/10.3389/fpsyg.2013.00863
Polit, D. F. (2010). Statistics and data analysis for nursing research (2nd ed.). Pearson.
Reading the NUR 617 Module 5 assignment instructions
Week 5 brings Assignment 2, worth 20 points and tied to Chapter 7 on one-way analysis of variance. The routine matches the other two analysis assignments: open the instruction file from Canvas, analyze the supplied data in SPSS, write your answers in the file with the relevant tables pasted beside them and submit it. Four verbs from the syllabus define every assignment: analyze, produce output, interpret and explain the concepts. For ANOVA that usually means a question that compares three or more groups on one outcome, assumption checks including homogeneity of variance, the ANOVA table, a post hoc procedure and questions on why ANOVA is used and what F means. The same week also holds Discussion Board 3, so plan both deadlines together.
How the NUR 617 Module 5 example is put together
Like a finished answer document, this sample begins with a disclosure that the dataset is illustrative and then defines the groups, the measure and the research question. It names the test and gives the reason it fits. A short assumptions section reports each check with its statistic, including Levene's F with both degrees of freedom. Output follows in three tables laid out as SPSS presents them: descriptives, the ANOVA summary and the Tukey comparisons. The interpretation gives the APA results sentence, calculates eta squared from the sums of squares and explains why post hoc comparisons are not used for claims after a nonsignificant F. Conceptual answers cover inflated error with multiple t-tests, the meaning of F and what a null result does not prove, with a worked power estimate.
NUR 617 Module 5 rubric: what earns full marks
Look in Canvas for the Assignment 2 rubric, since the syllabus gives only the 20-point value. Analysis assignments are generally scored on choosing and running the correct procedure, presenting the right output, reporting results accurately and explaining concepts in your own words. In an ANOVA, frequent deductions come from omitting the effect size, reporting F without both degrees of freedom, interpreting post hoc tests as if the omnibus test were significant and treating a null finding as evidence that the groups match. Clear statements of what the result means for the research question, in plain language, distinguish the strongest submissions. Feedback arrives within 72 hours of the due date under the syllabus, early enough to use before Assignment 3, and late work loses 10% a week.
NUR 617 Module 5 help: mistakes that cost marks
Students often stop at "p > .05, so there is no difference," which is the claim faculty most often correct. Say the result was not significant and explain what that leaves open. Another frequent miss is skipping the effect size; calculate eta squared by dividing the between-groups sum of squares by the total. Report F as F(2, 57) = 1.14, with both degrees of freedom, and do not round p to zero. If your F test is significant, use the Tukey table to say which pairs differ and by how much; if it is not, say so and keep the post hoc results in their place. Paste only the tables the questions use. Should you want a second look, share your ANOVA tables and the Canvas questions with the desk and a model interpretation can follow your figures.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
More NUR 617 and Doctorate of Professional Practice in Regulatory and Clinical Research Management sample papers
- NUR 617 Module 3: Discussion Board 2: Challenging Concept (Confidence Intervals and Statistical Inference)
- NUR 617 Module 4: Assignment 1: Dependent and Independent Samples t-Tests in SPSS
- NUR 617 Module 7: Assignment 3: Correlation and Simple Linear Regression in SPSS
NUR 617 Module 5 questions, answered
Where can I find a free NUR 617 Module 5 sample paper?
A full NUR 617 Module 5 sample is above: an Assignment 2 answer document with a one-way ANOVA on illustrative consent data, assumption checks, SPSS tables, eta squared, Tukey results and conceptual answers.
How do I report a one-way ANOVA in APA style?
Give each group's mean and standard deviation, then F with its two df values, the exact p and eta squared, as in F(2, 57) = 1.14, p = .326, eta squared = .039.
Should I run post hoc tests if the ANOVA is not significant?
Post hoc tests are meant to locate differences after a significant F; if F is not significant, report them only if asked and do not use them to claim pair differences.
How do I calculate eta squared from SPSS output?
Divide the between-groups sum of squares by the total sum of squares in the ANOVA table; the result is the proportion of variance explained by group membership.
What chapter does NUR 617 Assignment 2 cover?
It is tied to the seventh chapter of the Polit text, on one-way analysis of variance, and falls due at the close of Week 5.