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Nursing questions
Discussion postResearch ethics

DQ 2 : What are misrepresentations that can occur while reading other’s work and using its data?

Most misrepresentation is not fraud. It is reading the abstract, quoting a relative risk without the absolute one, or citing a finding from a population unlike yours — and all three are ordinary and avoidable.

Editorial process

Last reviewed · August 18, 2026

01

Misrepresentation without lying: how it usually happens

The misrepresentations worth writing about are the ones committed by careful people. Reading only the abstract, which is written by authors who want the study read and routinely states the result more confidently than the discussion does. Citing a secondary source's summary of a study rather than the study, which propagates whatever the summariser got wrong. Quoting a finding from a population unlike yours as though it applied directly. Presenting an association as a cause because the sentence reads better that way. Reporting significance without magnitude. Ignoring the limitations section, where the authors have already told you what their study cannot support. None of these is dishonest and all of them produce a claim the original data do not carry, which is what misrepresentation means in practice. Each produces a citation that is technically accurate and materially wrong, and each is common enough that you have probably done one this month.

The middle question — when is data a useful source of evidence — is the defence, so answer it as criteria rather than as a feeling. Data is useful when the population is close enough to yours that transfer is arguable, when the outcome is one you can also measure, when the methods are reported fully enough to appraise, when the effect is reported with its uncertainty, and when you have read past the abstract to the limitations. Then the third question: yes, statistics can mislead without a single false number. Relative risk without absolute risk turns a change from two in ten thousand to three in ten thousand into a fifty per cent increase. A truncated y-axis makes a trivial difference look dramatic. Subgroup analyses run until one is significant produce findings that will not replicate. Composite outcomes let a hospitalisation effect be reported as if it touched mortality. Name two and say what you would report instead.

Likely learning objectives

  • Identify misrepresentations that arise without any dishonesty.
  • State criteria for when external data is usable as evidence.
  • Explain how true numbers can still mislead through selection and framing.
  • Specify what to report instead in each case.

Assignment instructions

Read the full question

Review every instruction before using the planning guidance that follows.

DNP 801 Topic 6 DQ2 DQ 2 : What are misrepresentations that can occur while reading other’s work and using its data? What are misrepresentations that can occur while reading other’s work and using its data? How can do you determine when data is a useful source of evidence for a project? Is it possible to misrepresent data and conclusions using statistics? Why or why not? How?

02

Turn the brief into deliverables

  1. 01At least three misrepresentations arising from ordinary reading practice.
  2. 02Criteria for judging data useful for your project.
  3. 03At least two specific statistical distortions.
  4. 04An explanation of why each distortion misleads.
  5. 05What you would report instead.
03

Reading errors, usefulness tests, then statistical distortion

01

Misreading without lying

Set out abstract-only reading, secondary citation and population mismatch.

What the assessor is likely looking for

Errors available to an honest, busy reader.

02

Association reported as cause

Show how a phrasing choice changes the claim.

What the assessor is likely looking for

A sentence pair where only the verb differs.

03

When is data useful?

State criteria that would reject a real paper.

What the assessor is likely looking for

A criterion sharp enough to exclude something.

04

True numbers, misleading picture

Explain relative risk, truncated axes, subgroup fishing or composites.

What the assessor is likely looking for

A worked mechanism, with numbers where possible.

05

What to report instead

Give the honest reporting form for each distortion named.

What the assessor is likely looking for

A specific alternative, such as absolute risk alongside relative.

04

Where statistical misrepresentation is documented

Recommended databases

  • PubMed Central
  • NCBI Bookshelf
  • Office of Research Integrity
  • Journal of Graduate Medical Education

Search sequence

  1. 1.Read guidance on effect size and why p-values alone mislead.
  2. 2.Find the research misconduct definition to mark where honest error ends.
  3. 3.Look up a study reporting both relative and absolute risk and compare the impressions.
  4. 4.Check the limitations section of a paper you already planned to cite.
05

Reference shortlist

These are authoritative starting points, not a ready-made bibliography. A qualified reviewer must confirm that each source fits the assignment and supports the claim beside which it is cited.

Definition of Research Misconduct

Office of Research Integrity, US Department of Health and Human Services · 2024

Review before citing

Where honest misreading ends and misconduct begins.

Study Bias

StatPearls, NCBI Bookshelf · 2023

Review before citing

Study bias, for the population-mismatch and selection cases.

06

Review before submission

Common mistakes

  • Treating the question as being about fabrication and fraud.
  • Answering the usefulness question with 'peer reviewed and recent'.
  • Naming statistical misuse without an example of the mechanism.
  • Omitting the relative-versus-absolute risk case, which is the commonest of all.

Submission checklist

  • Do your misrepresentations include ones a careful reader could commit?
  • Are your usefulness criteria specific enough to reject a real paper?
  • Have you explained the mechanism of each statistical distortion?
  • Have you said what should be reported instead?
  • Have you covered relative versus absolute risk?

Use this guide to plan and review your own work. Follow your institution's rules and read Brinevia's academic-integrity policy.

Written by

Maren Caldwell

MSN, RN, CNE

Medical-surgical nursing, pharmacology and NCLEX preparation

Maren is a registered nurse with over 15 years of clinical and educational experience in medical-surgical nursing. She writes on NCLEX preparation, patient care fundamentals, pharmacology and evidence-based practice.

Reviewed by

Dr. Tessa Redmond

DNP, RN, CNE

Evidence-based practice and clinical education

Tessa is a doctorally-prepared nurse educator. She reviews Brinevia content for clinical accuracy and alignment with current evidence-based guidelines.

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