DQ 2 :Using the “Determining the Appropriate Sample Size,” Topic Material, perform a sample size calculation to determine how large your sample should be
The design is paired and the brief says so twice. That changes the arithmetic, because a paired test is powered on the variability of the change scores, not on the variability of the population.
Editorial process
Last reviewed · August 23, 2026
Paired means the arithmetic changes
Two clauses in the prompt are doing all the work, and they say the same thing twice: the same people take both surveys, and the analysis is a paired t-test. That makes this a within-subjects design, and the consequence is easy to state and easy to get wrong. An independent-samples calculation is powered on the variability between people, but a paired calculation is powered on the variability of the difference scores within each person, and because each person acts as their own control, that variability is usually much smaller. The practical result is that a paired design needs a substantially smaller sample than a between-groups design to detect the same change, which is precisely why quality improvement projects use it. If your calculation reports a number that looks like a two-group trial's, you have almost certainly used the wrong standard deviation and the post will say so to anyone who reads it carefully.
Set out your four inputs explicitly and defend each with a citation, because the brief asks you to justify the calculation rather than merely to produce a number. Alpha is conventionally set at 0.05 two-tailed and power at 0.80, and saying why 0.80 rather than 0.90 is worth a sentence, because it is a decision about tolerating a Type II error. The effect size is the input that actually requires judgement: state the smallest change in your survey score that would be clinically meaningful in your setting, not the largest one you hope to see, and cite a prior study or a minimal important difference if one exists for your instrument. Add an attrition allowance, since the same people must return for the second survey. Close on validity honestly: an underpowered study risks a false negative, an overpowered one detects trivial differences and wastes participant burden, and neither is an external validity problem, which is a separate question.
Likely learning objectives
- Recognise a within-subjects design from the analysis named in a brief.
- Use the standard deviation of difference scores for a paired calculation.
- Justify alpha, power and effect size as decisions rather than defaults.
- Distinguish power problems from external validity problems.
Assignment instructions
Read the full question
Review every instruction before using the planning guidance that follows.
DNP 830 Topic 4 DQ 2 DQ 2 :Using the “Determining the Appropriate Sample Size,” Topic Material, perform a sample size calculation to determine how large your sample should be Assume you want to do a project that compares the survey results before an intervention to those after an intervention in the same sample (the same people will take both surveys). You plan to use a paired t-test to analyze your results. Using the “Determining the Appropriate Sample Size,” Topic Material, perform a sample size calculation to determine how large your sample should be. Justify your sample size calculation with citations. Discuss how your sample size may affect the validity of your study.
What DNP 830 Topic 4 DQ 2 asks for
- 01A sample size calculation using the topic material provided.
- 02Justification of the calculation with citations.
- 03A discussion of how the sample size may affect the validity of the study.
Inputs, calculation, then the validity discussion
Identifying the design
State that the same-sample structure and the paired t-test make this within-subjects.
What the assessor is likely looking for
The design named from the brief's own clauses.
The four inputs
Set out alpha, power, effect size and variability with a justification for each.
What the assessor is likely looking for
Each input defended rather than assumed.
Choosing the effect size
Define the smallest clinically meaningful change on your instrument.
What the assessor is likely looking for
A minimal important difference rather than an optimistic estimate.
The calculation itself
Show the working using the topic material and report the resulting n.
What the assessor is likely looking for
Working shown, not just a number.
Attrition allowance
Inflate the sample for participants who will not complete the second survey.
What the assessor is likely looking for
A stated attrition rate with a reason for it.
Validity implications
Discuss Type II error, over-powering, and the separate question of representativeness.
What the assessor is likely looking for
Internal and external validity kept apart.
Where power and sample size are documented
Recommended databases
- NCBI Bookshelf
- PubMed Central
- GCU Library
- CINAHL
Search sequence
- 1.Read the topic material's worked example before substituting your own numbers.
- 2.Look up statistical power to justify the 0.80 convention rather than asserting it.
- 3.Search your instrument's name with minimal important difference for the effect size.
- 4.Find an attrition rate from a comparable pre-post study in your setting.
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.
Type I and Type II Errors and Statistical Power
StatPearls, NCBI Bookshelf · 2023
Type I and II errors and statistical power, for justifying alpha and beta.
T Test
StatPearls, NCBI Bookshelf · 2023
The t test, for the paired versus independent-samples distinction.
Hypothesis Testing, P Values, Confidence Intervals, and Significance
StatPearls, NCBI Bookshelf · 2023
Hypothesis testing and confidence intervals, for the inference the sample size supports.
Statistical Significance
StatPearls, NCBI Bookshelf · 2023
Statistical versus clinical significance, for the effect size argument.
Human Subjects Research Design
StatPearls, NCBI Bookshelf · 2023
Research design, for the internal and external validity distinction.
Before you post to the Topic 4 forum
Common mistakes
- Using an independent-samples formula for a paired design.
- Estimating the effect size from what you hope to find rather than what would matter.
- Reporting a number without stating alpha, power and effect size.
- Forgetting attrition, when both surveys must be completed by the same people.
- Treating sample size as an external validity issue rather than a power issue.
Submission checklist
- Have you stated that the design is within-subjects and why that matters?
- Is your standard deviation the one for the difference scores?
- Are alpha, power and effect size each given with a justification?
- Have you allowed for attrition between the two surveys?
- Does the validity discussion separate power from representativeness?
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.