# What percentage of the total sample is retired? What percentage of the total sample is on sick leave?

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How can graphics and/or statistics be used to misrepresent data? Where have you seen this done?

What are the characteristics of a population for which it would be appropriate to use mean/median/mode? When would the characteristics of a population make them inappropriate to use?

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Order Paper NowComplete Exercises 6, 8, and 9 in Questions to Be Graded: Exercises 6, 8 and 9 Statistics for Nursing Research: A Workbook for Evidence-Based Practice, and submit as directed by the instructor. | 80.0 |

| Questions to Be Graded: Exercise 27Use MS Word to complete “Questions to be Graded: Exercise 27” in Statistics for Nursing Research: A Workbook for Evidence-Based Practice. Submit your work in SPSS by copying the output and pasting into the Word document. In addition to the SPSS output, please include explanations of the results where appropriate. |

Copyright © 2017, Elsevier Inc. All rights reserved. 67 EXERCISE 6 Questions to Be Graded Follow your instructor ’ s directions to submit your answers to the following questions for grading. Your instructor may ask you to write your answers below and submit them as a hard copy for grading. Alternatively, your instructor may ask you to use the space below for notes and submit your answers online at http://evolve.elsevier.com/Grove/statistics/ under “Questions to Be Graded.”

Name: _______________________________________________________

Class: _____________________

Date: ___________________________________________________________________________________ 68EXERCISE 6 •

1. What are the frequency and percentage of the COPD patients in the severe airﬂ ow limitation group who are employed in the Eckerblad et al. (2014) study?

2. What percentage of the total sample is retired? What percentage of the total sample is on sick leave?

3. What is the total sample size of this study? What frequency and percentage of the total sample were still employed? Show your calculations and round your answer to the nearest whole percent.

4. What is the total percentage of the sample with a smoking history—either still smoking or former smokers? Is the smoking history for study participants clinically important? Provide a rationale for your answer.

5. What are pack years of smoking? Is there a signiﬁ cant difference between the moderate and severe airﬂ ow limitation groups regarding pack years of smoking? Provide a rationale for your answer.

6. What were the four most common psychological symptoms reported by this sample of patients with COPD? What percentage of these subjects experienced these symptoms? Was there a sig-niﬁ cant difference between the moderate and severe airﬂ ow limitation groups for psychological symptoms?

7. What frequency and percentage of the total sample used short-acting β 2 -agonists? Show your calculations and round to the nearest whole percent.

8. Is there a signiﬁ cant difference between the moderate and severe airﬂ ow limitation groups regarding the use of short-acting β 2 -agonists? Provide a rationale for your answer.

9. Was the percentage of COPD patients with moderate and severe airﬂ ow limitation using short-acting β 2 -agonists what you expected? Provide a rationale with documentation for your answer.

10. Are these ﬁ ndings ready for use in practice? Provide a rationale for your answer.

Understanding Frequencies and Percentages STATISTICAL TECHNIQUE IN REVIEW Frequency is the number of times a score or value for a variable occurs in a set of data. Frequency distribution is a statistical procedure that involves listing all the possible values or scores for a variable in a study. Frequency distributions are used to organize study data for a detailed examination to help determine the presence of errors in coding or computer programming ( Grove, Burns, & Gray, 2013 ). In addition, frequencies and percentages are used to describe demographic and study variables measured at the nominal or ordinal levels. Percentage can be deﬁ ned as a portion or part of the whole or a named amount in every hundred measures. For example, a sample of 100 subjects might include 40 females and 60 males. In this example, the whole is the sample of 100 subjects, and gender is described as including two parts, 40 females and 60 males. A percentage is calculated by dividing the smaller number, which would be a part of the whole, by the larger number, which represents the whole. The result of this calculation is then multiplied by 100%. For example, if 14 nurses out of a total of 62 are working on a given day, you can divide 14 by 62 and multiply by 100% to calculate the percentage of nurses working that day. Calculations: (14 ÷ 62) × 100% = 0.2258 × 100% = 22.58% = 22.6%. The answer also might be expressed as a whole percentage, which would be 23% in this example. A cumulative percentage distribution involves the summing of percentages from the top of a table to the bottom. Therefore the bottom category has a cumulative percentage of 100% (Grove, Gray, & Burns, 2015). Cumulative percentages can also be used to deter-mine percentile ranks, especially when discussing standardized scores. For example, if 75% of a group scored equal to or lower than a particular examinee ’ s score, then that examinee ’ s rank is at the 75 th percentile. When reported as a percentile rank, the percentage is often rounded to the nearest whole number. Percentile ranks can be used to analyze ordinal data that can be assigned to categories that can be ranked. Percentile ranks and cumulative percentages might also be used in any frequency distribution where subjects have only one value for a variable. For example, demographic characteristics are usually reported with the frequency ( f ) or number ( n ) of subjects and percentage (%) of subjects for each level of a demographic variable. Income level is presented as an example for 200 subjects: Income Level Frequency ( f ) Percentage (%) Cumulative % 1. < $40,000 2010%10% 2. $40,000–$59,999 5025%35% 3. $60,000–$79,999 8040%75% 4. $80,000–$100,000 4020%95% 5. > $100,000 105%100% EXERCISE 6 60EXERCISE 6 • Understanding Frequencies and PercentagesCopyright © 2017, Elsevier Inc. All rights reserved. In data analysis, percentage distributions can be used to compare ﬁ ndings from different studies that have different sample sizes, and these distributions are usually arranged in tables in order either from greatest to least or least to greatest percentages ( Plichta & Kelvin, 2013 ). RESEARCH ARTICLE Source Eckerblad, J., Tödt, K., Jakobsson,