NUR 7630 Module 6 Practice Decision Paper: Absolute Risk and Natural Frequencies With a Patient Example

Reviewed by Gwyneth Ollerton, MSN, RN Thomas Edison State University Updated October 2026

The NUR 7630 Module 6 sample paper ends TESU's DNP biostatistics rail by turning numbers into a conversation. A 53-year-old teacher in Cherry Hill with severe hot flashes and broken sleep has read that hormone therapy raises breast cancer risk by 26 percent and is frightened to try it. Using the Women's Health Initiative's absolute excess risks per 10,000 women a year, research on how doctors and patients misread health statistics, and the concept of the number needed to treat, the paper converts relative risks into natural frequencies, builds a one-page summary she can read and shows how a relative figure that sounds alarming and an absolute one that sounds small describe the same finding. NUR-7630 papers like this cite three sources.

CourseNUR-7630 Biostatistics and Clinical Epidemiology
ModuleModule 6
Paper typeStatistics for practice decisions and risk communication
LengthAbout 1,067 words, 6 pages
FormatAPA 7 student paper
SchoolThomas Edison State University
ProgramDoctor of Nursing Practice
UpdatedOctober 2026

Free sample paper for NUR 7630 Module 6

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Twenty-Six Percent or Eight in Ten Thousand: Turning Relative Risks Into Natural Frequencies for a 53-Year-Old Deciding About Hormone Therapy

Student Name

Doctor of Nursing Practice, Thomas Edison State University

NUR-7630: Biostatistics and Clinical Epidemiology

Mentor Name

Month Day, Year

What this page is doingThe title sets the two ways of stating the same risk side by side, which is the whole lesson of the paper.
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Twenty-Six Percent or Eight in Ten Thousand: Turning Relative Risks Into Natural Frequencies for a 53-Year-Old Deciding About Hormone Therapy

A Frightening Number

Ms. P., an invented patient, is 53 and teaches fourth grade in Cherry Hill. Since her periods stopped a year ago, she has had up to fifteen hot flashes a day and wakes four or five times a night drenched in sweat. Her concentration in the classroom is suffering. Her nurse practitioner suggested a short course of hormone therapy, but Ms. P. had read online that it "raises breast cancer risk by 26 percent" and left the visit in tears. She has no history of breast cancer, clots or stroke, and her mother lived to 90. As the clinic's DNP-prepared quality director, I was asked to help create a way to present the risks honestly. This paper explains why the number frightened her and how to present it in a form she can use.

Relative and Absolute Risk

A relative risk compares the risk in one group with the risk in another as a ratio. The 26 percent figure comes from the Women's Health Initiative, which reported a hazard ratio of 1.26 for invasive breast cancer with combined estrogen and progestin (Writing Group for the Women's Health Initiative Investigators, 2002). That is a relative increase: whatever a woman's baseline risk, it is about a quarter higher.

An absolute risk is the actual probability of the event over a period of time. The trial report also counted the effect in women: among 10,000 taking combined hormones for a year, about eight additional breast cancers, seven additional coronary events and eight each of additional strokes and lung clots, set against about six colon cancers and five hip fractures avoided. A 26 percent relative increase and 8 extra cases per 10,000 women a year describe the same finding.

What this page is doingThe paper shows that both numbers are true. The problem is not that one is wrong but that only one was reported to her, and it was the one most likely to frighten.
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Why the Format Matters

Gigerenzer et al. (2007) reviewed evidence that many physicians, patients and journalists misunderstand health statistics. Relative risks make effects seem larger than absolute risks do, and conditional probabilities, such as the chance of disease given a positive test, confuse even experienced clinicians. They recommend natural frequencies, statements of the form "out of 1,000 women like you, this many," because they make the reference group explicit and allow simple counting. Our minds handle counts of people more easily than percentages of percentages.

The authors also describe how the same information framed as a relative risk reduction persuades more people to accept a treatment than when it is framed as an absolute reduction, even though the facts are identical. That finding cuts both ways: a relative increase in harm can frighten patients away from a treatment that would help them, which is what happened to Ms. P.

Converting for Ms. P.

Over five years, the Women's Health Initiative's figures translate roughly into 4 extra breast cancers among 1,000 women taking combined hormones, along with similar small increases in stroke and clots and small decreases in fractures and colorectal cancer. Ms. P. is younger and closer to menopause than the average trial participant, and later analyses suggest that absolute risks of heart disease and stroke are lower in women her age, so these figures are, if anything, conservative for her. Her nurse practitioner would also consider whether she has a uterus, since estrogen alone carries different risks.

OutcomePer 1,000 women on combined hormones for 5 years (approximate)
Extra invasive breast cancers4
Extra strokes4
Extra blood clots in the lungs4
Fewer hip fractures2 to 3
Fewer colorectal cancers3

One Benefit, One Harm, in Counts

Laupacis et al. (1988) proposed expressing treatment effects as the number of patients who must be treated for one to benefit. For harms, the same idea gives a number needed to harm. With about 8 extra breast cancers per 10,000 women a year, roughly 1,250 women would need to take combined hormones for a year for one additional breast cancer to occur, or about 250 women for five years. For symptom relief, the balance is very different: in women with severe hot flashes, most experience substantial relief within weeks, so the number needed to treat for symptom benefit is small. Placing a large number needed to harm beside a small number needed to treat for her main concern helps her see the trade-off.

The comparison must still be honest about uncertainty. The trial's estimates have confidence intervals, her personal risk could be higher or lower than average, and the harms are serious when they occur. The goal is not to talk her into treatment but to replace a number that misled her with numbers she can weigh.

The One-Page Summary

The summary for Ms. P. uses natural frequencies and pictures. It shows 1,000 small figures of women, with the handful affected by each outcome shaded, and states plainly: "If 1,000 women like you take this treatment for five years, about 4 more will develop breast cancer than if they did not take it, and most of those taking it will have far fewer hot flashes." It lists the alternatives, such as nonhormonal medications and cognitive behavioral therapy for hot flashes, with their own benefits and side effects, and it invites her to decide with her nurse practitioner after reading it at home.

A Shared Decision

At her next visit, Ms. P. reads the summary and asks how long she would need the treatment. Her nurse practitioner suggests starting at a low dose and agreeing now to revisit the question every twelve months. She decides to try it for a year and then reassess. She says the number that frightened her now seems manageable because she can picture it.

Her decision is recorded in her chart with the summary attached, so that at next year's review she and her nurse practitioner can return to the same numbers, updated if new evidence has emerged, rather than starting the conversation again from fear.

Conclusion

A 26 percent relative increase in breast cancer and 4 extra cases per 1,000 women over five years are the same finding expressed in two ways, and only the second lets a patient weigh it against her symptoms. Converting relative risks to absolute risks and natural frequencies, adding numbers needed to treat and harm, and presenting them simply allowed Ms. P. to make an informed choice. That conversion is the practical end of every calculation in this course.

References

Gigerenzer, G., Gaissmaier, W., Kurz-Milcke, E., Schwartz, L. M., & Woloshin, S. (2007). Helping doctors and patients make sense of health statistics. Psychological Science in the Public Interest, 8(2), 53-96. https://doi.org/10.1111/j.1539-6053.2008.00033.x

Laupacis, A., Sackett, D. L., & Roberts, R. S. (1988). An assessment of clinically useful measures of the consequences of treatment. New England Journal of Medicine, 318(26), 1728-1733. https://doi.org/10.1056/NEJM198806303182605

Writing Group for the Women's Health Initiative Investigators. (2002). Risks and benefits of estrogen plus progestin in healthy postmenopausal women: Principal results from the Women's Health Initiative randomized controlled trial. JAMA, 288(3), 321-333. https://doi.org/10.1001/jama.288.3.321

What the NUR 7630 Module 6 instructions ask for

The NUR-7630 description says statistics should be used to judge whether research findings apply to clinical decisions, and as the syllabus is not public, the final module of this rail carries the numbers to a patient. Expect to convert research results into forms patients understand, such as absolute risks, natural frequencies and numbers needed to treat or harm, to explain why the format matters and to design a decision aid or communication plan. Some classrooms ask for an analysis of how a news story reported a study instead. Check whether a patient handout is part of the assignment, and whether it must be tested with readers. Start from a number that has misled a real patient or colleague, and show the conversion step by step.

How the NUR 7630 Module 6 example is put together

The paper begins with a teacher frightened by a 26 percent figure for breast cancer. A section explains relative and absolute risk using the Women's Health Initiative's excess cases per 10,000 women a year. A review of how people misread statistics supports natural frequencies. Her risks are converted to counts per 1,000 women over five years in a table, with a note on how her age affects them. Numbers needed to treat and harm are calculated, a one-page decision summary is described and her shared decision is recounted before the conclusion. A note explains how framing alone can push patients toward or away from treatment.

NUR 7630 Module 6 rubric: what earns full marks

Risk communication papers are graded on correct conversion between relative and absolute measures, appropriate use of natural frequencies and numbers needed to treat or harm, attention to how the patient differs from the study population and a usable communication product. Mentors look for both benefits and harms presented in the same format, so neither is exaggerated. Explaining why format affects understanding, with evidence, shows depth. A decision aid or summary written in plain language demonstrates application, especially if it shows how the record of the decision will be used at the next review. APA references, including a group-authored trial cited correctly, complete the grade.

NUR 7630 Module 6 help from the desk

Students often replace a frightening relative risk with a reassuring absolute one and stop, without presenting benefits in the same format. Show both sides in counts of people. Another common mistake is applying trial averages to a patient without noting how she differs, such as being younger. State the time period for every number. Avoid percentages of percentages. Include alternatives in the summary, with their own benefits and side effects, so the decision is real. Test your summary on someone without a health background, and record the decision so it can be revisited. Send your own risk communication case from NUR-7630 for a first draft at no charge.

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official Thomas Edison State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

More NUR 7630 and Doctor of Nursing Practice sample papers

NUR 7630 Module 6 questions, answered

Where can I find a free NUR 7630 Module 6 sample paper?

Ms. P.'s risk conversion, with the per-1,000 table and her decision, is printed above in full.

What is the difference between relative and absolute risk?

Relative risk compares risks as a ratio, such as 26 percent higher. Absolute risk is the actual probability, such as 8 more cases per 10,000 women a year.

What are natural frequencies?

Statements of risk as counts in a defined group, such as 4 out of 1,000 women over five years, which people understand more easily than percentages.

What did the Women's Health Initiative find for breast cancer?

Combined estrogen and progestin was associated with about 8 extra invasive breast cancers per 10,000 women per year, a hazard ratio of about 1.26.

How do you calculate a number needed to harm from excess risk?

Divide 1 by the absolute excess risk for the stated period. Eight extra cases per 10,000 women a year gives about 1,250 women treated for a year per extra case.