| Course | NU 602 Epidemiology, Research, and Theory |
|---|---|
| Unit | Unit 5 |
| Paper type | Bias and confounding review |
| Length | About 1,000 words, 6 pages |
| Format | APA 7 student paper |
| School | Herzing University |
| Program | MSN |
| Updated | October 2026 |
Free sample paper for NU 602 Unit 5
Why an Observational Study Found Hormone Therapy Protective and a Trial Did Not: A Bias and Confounding Review of Grodstein et al. (2000)
Student Name
Department of Nursing, Herzing University
NU 602: Epidemiology, Research, and Theory
Instructor Name
February 18, 2026
Why an Observational Study Found Hormone Therapy Protective and a Trial Did Not: A Bias and Confounding Review of Grodstein et al. (2000)
The Study
Grodstein and colleagues (2000) analyzed data from the Nurses' Health Study, a prospective cohort of female registered nurses in the United States who have completed mailed questionnaires every two years since 1976. The analysis followed about 70,000 postmenopausal women for up to 20 years. Hormone therapy use was self-reported on each questionnaire and updated every two years, and women were classified as current, past, or never users. Coronary events were reported by participants and confirmed by review of medical records. After adjustment for age, smoking, body mass index, blood pressure, diabetes, cholesterol, and other factors, current users of hormone therapy had a substantially lower risk of major coronary events than never users, roughly 40% lower.
Two years later, the Women's Health Initiative randomized trial of estrogen plus progestin reported the opposite: an increase in coronary events among women assigned to hormone therapy, particularly in the first year (Writing Group for the Women's Health Initiative Investigators, 2002). This review asks which threats to validity in the observational study could explain the difference, how each would arise in this particular study, and in which direction each would push the result.
Threat 1: Confounding by Health-Conscious Behavior
How it would arise here: in the 1980s and 1990s, women chose whether to take hormone therapy, usually after discussion with a physician. Women who chose it, and continued it, tended to be those who saw physicians regularly, had more education and income, exercised, and followed medical advice generally. These characteristics independently lower coronary risk. The analysis adjusted for many measured risk factors, but health consciousness itself is difficult to measure, and adjustment for measured factors can only partly capture it.
Direction: toward apparent protection. Hormone therapy would receive credit for benefits that belonged to the kind of woman who took it.
Threat 2: Prevalent-User Bias
How it would arise here: at any questionnaire, current users included many women who had been taking hormones for years. Any harm occurring early after starting therapy would largely have happened before those women were counted as long-term users, and women who had an early event, or who stopped because of side effects, would not appear among continuing users. The trial found that excess coronary risk was concentrated in the first year after starting. An analysis dominated by long-term users would largely miss that early period.
Direction: toward apparent protection. The women counted as current users were those who had already passed through the period of highest risk.
The strongest evidence for this threat comes from a later reanalysis of the same cohort. When a later team including members of the original investigators restricted the comparison to women starting hormone therapy versus women not starting it, as a trial would, and analyzed the data to mimic a trial's comparison, the apparent protective effect largely disappeared and the results moved much closer to those of the randomized trial (Hernán et al., 2008). That reanalysis used the same women, the same questionnaires, and the same outcome data; only the comparison changed, which isolates the design choice as the source of much of the original finding.
Threat 3: Stopping Therapy When Health Changes
How it would arise here: exposure was updated every two years. A woman who developed chest pain, hypertension, or another warning condition might be advised to stop hormone therapy, and would then be counted as a past user. If she then had a coronary event, it would be attributed to the past-user group rather than to current use. This is a form of reverse causation: an early stage of the outcome influences the exposure.
Direction: toward apparent protection, by moving events out of the current-user group.
Threat 4: Misclassification of Exposure
How it would arise here: hormone use was self-reported every two years, so a woman who started or stopped between questionnaires would be misclassified for part of that interval. Because the reports were collected before outcomes occurred, the misclassification is likely to be similar in women who later did and did not have coronary events.
Direction: usually toward the null. Nondifferential misclassification of this kind tends to weaken an association rather than create one. It cannot explain a strong protective finding, and if anything it means the true association in these data was somewhat stronger than reported.
Threat 5: Detection Differences
How it would arise here: women taking hormone therapy saw physicians more often, which could lead to more nonfatal coronary events being diagnosed among users than among non-users.
Direction: toward apparent harm, the opposite of the other threats. Its presence means that the protective finding held despite a bias working against it, which shows how strong the biases pushing toward protection must have been.
Selection and Generalizability
The cohort consists of nurses, who are more health-literate than the general population and had high follow-up rates. The selection of nurses limits how far the findings can be applied to other women, but it is not in itself a source of internal bias, because the comparison was made within the cohort. High follow-up also reduces the risk of bias from loss to follow-up.
Overall Assessment
Four of the five threats examined would push the result toward apparent protection, and the fifth pushes the other way. Confounding by health-conscious behavior, prevalent-user bias, and exposure changes near the outcome together provide a plausible explanation for how a well-conducted cohort study could find a benefit that a randomized trial did not. The lesson is not that observational studies are unreliable, but that their design must mimic the comparison a trial would make, new users against non-starters from a common starting point, to avoid these particular errors. Part of the discrepancy may also reflect real differences between the populations: women in the cohort mostly started therapy near menopause, while women in the trial were on average older, and later analyses suggest the effect of hormone therapy may depend on age and time since menopause.
References
Grodstein, F., Manson, J. E., Colditz, G. A., Willett, W. C., Speizer, F. E., & Stampfer, M. J. (2000). A prospective, observational study of postmenopausal hormone therapy and primary prevention of cardiovascular disease. Annals of Internal Medicine, 133(12), 933-941. https://doi.org/10.7326/0003-4819-133-12-200012190-00008
Hernán, M. A., Alonso, A., Logan, R., Grodstein, F., Michels, K. B., Willett, W. C., Manson, J. E., & Robins, J. M. (2008). Observational studies analyzed like randomized experiments: An application to postmenopausal hormone therapy and coronary heart disease. Epidemiology, 19(6), 766-779. https://doi.org/10.1097/EDE.0b013e3181875e61
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 NU 602 Unit 5 instructions ask for
For Unit 5 you review a published study for bias and confounding. Expect to describe the study's design and findings, identify specific threats to validity, explain how each would arise in that study, judge the likely direction and size of each threat and reach an overall assessment. Many versions ask you to distinguish selection bias, information bias and confounding. Check whether your section assigns the study or lets you choose; a well-known observational study whose findings were later challenged makes a strong subject. Name the threat precisely and tie it to the study's methods rather than listing general limitations. Cite the original study and any later work that tested its conclusions, such as a trial or reanalysis.
How the NU 602 Unit 5 example is put together
The review opens with a factual description of the cohort, exposure measurement, outcome and main result. Each threat then gets its own section with three labeled parts: how it would arise here, which way it would push the estimate and how much it might matter. That structure keeps the review specific to this study. Confounding by health-conscious behavior comes first because it is the most discussed explanation. Prevalent-user bias and stopping therapy when health changed show subtler problems with how exposure was counted. Misclassification and detection differences are judged as smaller. A section on generalizability explains that nurses differ from the general population. The overall assessment tallies the threats by direction and links the reasoning to the trial and the later reanalysis.
Where the points sit in the NU 602 Unit 5 rubric
Herzing's rubric for a validity review generally gives points for the study description, the identification of threats, the analysis of each threat, the overall judgment, and writing. Description points reward accurate design and findings. Threat identification earns credit for naming specific types of bias and confounding. Analysis is the row graders weigh most; the top band requires each threat tied to the study's methods with a stated direction and likely magnitude. The overall judgment is scored on balance and support from later evidence. The writing criterion covers precise terminology and APA 7 references, including the Women's Health Initiative trial report and Hernán's reanalysis.
NU 602 Unit 5 help: mistakes that cost points
Reviews in Unit 5 often list generic limitations, such as self-report or observational design, without explaining how they would bias this particular study. Another frequent error is confusing bias with confounding. Students rarely state the direction of a bias, which is often the most useful part. Threats are sometimes described in textbook terms with no link to the study's methods. Ignoring later evidence that tested the findings misses an opportunity. Overall judgments that call the study useless overstate the case. Finally, describe the study accurately, since graders familiar with landmark cohorts like the Nurses' Health Study will notice errors in follow-up, sample or exposure definitions.
Get a NU 602 Unit 5 example written to your instructions
Send the Unit 5 instructions and the rubric from your NU 602 classroom, plus the study or design your section wants examined. We write a custom example that restates the machinery, argues each threat by mechanism, states the direction of distortion, separates confounding from selection and ranks what remains, returned in 24 to 48 hours. The first custom sample is free.
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NU 602 Unit 5 questions, answered
What is the difference between confounding and bias?
Bias is an error built into the study: who got recruited, how something was measured, who was lost along the way. Confounding is a genuine third variable related to both exposure and outcome that muddies the comparison, and it exists in the world whether or not the study handled it. Bias is fixed by design and conduct; confounding is handled by restriction, matching, stratification or adjustment.
How many threats should the review cover?
Fewer than you can list, argued further than you think necessary. Three or four threats worked through with a real mechanism, a direction and a remedy read as command of the design, while ten cataloged in a paragraph each read as a study guide. Choose the ones your specific design invites, since every design has characteristic weaknesses and generic ones are rarely the point.
Does this have to be about a published study?
Check your instructions, since some sections supply an article and others ask you to examine a design you proposed earlier. Either works. A published study gives you real recruitment and measurement details to argue from, while your own proposed design lets you show the threats being anticipated rather than diagnosed after the fact.
Where can I find a free NU 602 Unit 5 sample paper?
You can read the full NU 602 Unit 5 hormone therapy review on this page at no charge, five threats and the overall assessment. If your section assigns another study, a custom review can examine its threats the same way.
What is the difference between bias and confounding in a study?
Bias is a systematic error in how participants are selected or how data are measured. Confounding happens when a third factor is linked to both exposure and outcome. In this sample, healthier habits among hormone users are a confounder; prevalent-user counting is a bias.