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Moderator Effects in Intervention Studies

机译：干预研究中的主持人效应

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Background Although nursing intervention studies typically focus on testing hypothesized differences between intervention and control groups, moderator variables can reveal for whom or under what circumstances an intervention may be most effective. Objectives The aim of the study was to explain and illustrate moderator effects using data from a nursing intervention study to improve cognitive abilities in those with a chronic health condition. Methods The sample consisted of 178 individuals with multiple sclerosis participating in an experimental study of a cognitive intervention. General linear models were used for analyses. Interaction terms were created to represent moderator effects on three outcomes: self-reported cognitive abilities, use of memory strategies, and verbal memory performance. Results The Charlson comorbidity index significantly moderated the intervention effect on self-perceived cognitive abilities. Years of education significantly moderated the intervention effect on use of memory strategies. Scores on a general self-efficacy measure significantly moderated the intervention effect on the Controlled Verbal Learning Test-Second Edition. Discussion These analyses highlight the key role that moderator effects can play in nursing research. Although random assignment to groups can control potentially biasing effects of extraneous differences among individuals in intervention and control groups, those very differences may suggest fruitful avenues for hypothesis generating research about what works best for whom in intervention studies.
机译：背景技术虽然护理干预研究通常专注于测试干预和对照组之间假设差异，但主持人变量可以揭示为谁或在什么情况下揭示干预可能最有效的情况。目标该研究的目的是使用来自护理干预研究的数据来解释和说明主持人效应，以改善具有慢性健康状况的人中的认知能力。方法该样品由178个个体组成，具有多发性硬化，参与认知干预的实验研究。通用线性模型用于分析。创建互动条款以表示三个结果的主持人效应：自我报告的认知能力，内存策略的使用以及口头记忆性能。结果查理合并症指数显着调节了对自我感知认知能力的干预效果。多年的教育显着提高了对记忆策略的使用干预效果。综合自我效能测量的分数显着提高了对受控口头学习测试第二版的干预效果。讨论这些分析突出了主持人效应可以在护理研究中发挥的关键作用。虽然随机分配可以控制干预和对照组中个体之间的外来差异的潜在偏见效应，但那些非常差异可能会暗示假设产生关于最适合在干预研究中最适合其作品的研究的富有成效的途径。

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