This is an extract from an articles: What are the key statistics utilized in the study

Methods

Study design and sample The study was conducted between January 2006 and June 2007. The learning objectives for students attending the course were to acquire knowledge and skills in finding research; to develop skills in interpreting research; and to understand how to apply these skills in practice. All students attending the course were invited to participate in the study (convenience sample).

Data collection

Students were asked to rate their ability to find, read, and critique research literature at the beginning and end of the course. The self reported questionnaire consisted of questions with four response alternatives: 'not at all'; 'little degree'; 'some degree'; 'high degree'. Participants were also asked about barriers to reading research literature in English; Norwegian is their native language. The number of articles the students had read in English during the previous six months was collected as a category variable (0, 1-2, 3-5, 6-10, 11-20, >20) at study start, and again at the end of the course. Students' perceptions of barriers to implementing new knowledge and skills were also collected. Qualitative data were collected during an in-class evaluation session, where all students provided individual written notes that reflected on barriers to transfer of evidence into practice, in either themselves or their workplace. The intention was to obtain more detailed information about students' perceptions of challenges by giving them the opportunity to describe perceived barriers to research utilisation in their own words. Analysis Quantitative data were analysed by descriptive statistics: mean, SD, and percentages were calculated. Statistical analyses were conducted using SPSS software, version 16.0. The qualitative data, consisting of short textual elements, were analysed using content analysis to evaluate perceptions of barriers to applying evidence-based practice skills.9 Sentences and phrases were translated into English by one researcher (RB). Then, data were independently reviewed by two researchers (RB, JH) according to the following stages: Material was read to identify all existing barriers;

Similar phrases were clustered; Language in different phrases was compared in order to decide how many barriers to code for; Descriptions of barriers were reviewed and decisions made on how to distinguish between concepts; Final definitions of concepts were developed and discussed with the first author (MG). These definitions were used to complete the coding of phrases. This process resulted in a reflection of the major statements and feelings expressed by individuals. As data took the form of short sentences or phrases for each category, analysis was limited to identifying the main concepts rather than the relationships between them

Results

All 33 students attending the course participated in the study and provided survey data at study start. Their mean age at the start of this study was 40 years (SD 7.7, range 28-52 years). The students were experienced female nurses (mean work experience 12.8 years; SD 7.9, range 3-30 years). At the end of the study period, questionnaires were returned by 24 of the 33 students: three students had left prematurely (due to maternity leave or health reasons) and six of those who completed the course did not return the questionnaires.