HRM-635 Acquiring, Developing, and Leveraging Human Capital Course Assignments & Discussions Study Guide

HRM-635 Acquiring, Developing, and Leveraging Human Capital Course Assignments & Discussions Study GuideHRM-635 Acquiring, Developing, and Leveraging Human Capital Course Description

The effective strategic management of human capital is the differentiator of every successful organization. This course examines talent management, workforce diversity, succession planning, employee development and motivation, and performance matrix. This course addresses human resource competencies identified by the Society of Human Resource Management (SHRM). Using the strong strategic human resource acumen provided by this course, students will be well-prepared for positions as senior human resources specialists or as general managers.

Class Introductions

Students will make a post familiarizing themselves with peers. They will also identify potential exciting or challenging aspects of the course.

HRM-635 Acquiring, Developing, and Leveraging Human Capital Course Assignments & Discussions Syllabus

Description

HRM635 Topic 2 Discussion 1, Online Recruitment Method

HRM-635 Topic-2 Discussion 2, Reliability and Validity

HRM 635 Week 2 Assignment, Benchmark – Acquiring Employees

HRM635 Topic 3 Discussion 1, Interview Questions

HRM635 Topic 3 Discussion 2, Recruiting and Organization Culture

HRM 635 Week 3 Assignment, Interview Selection Process

HRM-635 Topic 4 Discussion 1, HR Discussion

HRM635 Topic 4 Discussion 2, Formal and Informal Orientation Processes in My Organization

HRM-635 Topic 5 Discussion 1, Engaging Environment

HRM635 Topic 5 Discussion 2, Supporting Employee Development

HRM635 Week 5 Assignment, Training and Development

HRM635 Topic 6 Discussion 1, Appraisals Process to Identify Potential Improvements

HRM-635 Topic 6 Discussion 2, Performance Management System

HRM-635 Week 6 CLC Assignment, Performance Appraisal at Telespazio

HRM635 Topic 7 Discussion 1, Compensation in the Workplace

HRM-635 Topic 7 Discussion 2, Legally Required Benefits

HRM635 Week 7 Assignment, Employee Reward System

HRM635 Topic 8 Discussion 1, HRM Discussion

HRM635 Topic-8 Discussion 2, Equal Employment Opportunity and Affirmative Action

HRM-635 Week 8 Assignment, Synopsis on Human Resource Management

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HRM-635 Acquiring, Developing, and Leveraging Human Capital Course Discussions

Topic 1: The Role of HR in Developing HR-Mindedness

Topic 1 DQ 1

The assignment will conduct research on the community for SHRM. It will first identify the firm’s role and relevance in guiding HR professionals. Further, it will explain the role of SHRM in helping HR officials complete their tasks efficiently and effectively.

Topic 1 DQ 2

Students will reflect on their firm’s HRM status. Then, they will identify elements of an HRM perspective related to the firm’s employees. Again, it will identify elements that enhance strategic HRM while focusing on the whole firm. Lastly, it will describe how the student’s firm accepts HR as a strategic partner.

Topic 2: Job Analysis, Job Descriptions, And Job Competencies

Topic 2 DQ 1

The assessment will identify the firm’s specific websites, procedures, and processes to attract new employees online. Students will also discuss the challenges and benefits of social media when looking for a job opening. They will also identify the drawbacks of using social media to hire new talent and how they can be reduced.

Topic 2 DQ 2

Students will assume they were rejected in a job hire. Then, they will discuss the validity and reliability of the selection and recruitment practices used. In addition, they will explain the relevance of the two factors when choosing an effective hiring method. Finally, they will evaluate the validity and reliability of their firm’s selection and hiring process.

Topic 3: Recruitment, Selection, And Talent Management

Topic 3 DQ 1

The paper will identify one standard interview question for a specific job position. It will also discuss the rationale behind question development and expected response suggestions.

Topic 3 DQ 2

The assignment will identify pre-employment selection techniques that can be utilized to ascertain if a candidate fits with the company culture. It will also identify the message relayed to candidates in the hiring process of a firm. Lastly, it will clarify how HR officials can eliminate bias in pre-employment assessments.

Topic 4: Training and Development

Topic 4 DQ 1

The students will analyze the firm’s needs, identify skill gaps, and provide resources to support training goals. Then, they will suggest an appropriate training program for their firm. Later, they will explain how the training program aligns with worker’s needs and the firm’s goals. Lastly, they will explain how they determine the effectiveness of a training program.

Topic 4 DQ 2

Students will identify the informal or formal onboarding processes in their firm. They will also identify factors that make the onboarding process effective. Finally, they will suggest implementing changes to make the firm’s onboarding process effective.

Topic 5: Employment Retention and Engagement

Topic 5 DQ 1

The paper will explain the relevance of fostering employee engagement in a firm. It will also provide experiences that can help foster a culture of engagement. Then, it will share a strategy to promote an engaging environment for the firm.

Topic 5 DQ 2

The assessment will explain how the firm’s leadership can support employees seeking to advance their careers within the firm. It will also give an example and explain how the approach could aid employee retention.

Topic 6: Performance Management and Appraisal

Topic 6 DQ 1

The paper will identify the most helpful job analysis component that can aid in developing a performance appraisal tool. It will also identify the most difficult part of the performance management procedure.

Topic 6 DQ 2

In this paper, students will explain the purpose of a performance appraisal tool in aligning with a firm’s strategic goals. They will also discuss the relationship between a performance management procedure and employee growth and development.

Topic 7: Compensation and Benefits Incentives

Topic 7 DQ 1

The paper will identify and explain two elements of the total compensation package that foster a firm’s competitiveness and entice and retain workers.

Topic 7 DQ 2

The assignment will define legally required benefits and their purpose. It will also explain if any of the benefits can be waived. Lastly, it will give an example while adding another benefit that should be included.

Topic 8: Employment Law and Employee Relations

Topic 8 DQ 1

The paper will describe how the Christian worldview affects HR personnel’s job duties and roles. It will also identify ethical and legal responsibilities that Christian employees have in promoting employee beliefs. Further, it will give an example of factors that influence good employee treatment in the workplace.

Topic 8 DQ 2

The paper will ascertain the relevance of various initiatives today. The initiatives include affirmative action, equal employment opportunity, ban the Box, the Genetic Information Non-discrimination Act, and the Family Medical Leave Act. Finally, it will choose the two initiatives mentioned above and provide a detailed explanation and supporting information.

HRM-635 Acquiring, Developing, and Leveraging Human Capital Course Assignments

Topic 1: The Role of HR in Developing HR-Mindedness

Topic 2: Job Analysis, Job Descriptions, and Job Competencies

HRM-635 Benchmark – Acquiring Employees Week 2 Assignment

Description

During this course, you will develop materials that support the human resource process from acquiring, developing, and leveraging on employee strengths. This project is broken into four separate assignments due in Topics 2, 3, 5, and 7. While you are only required to submit each assignment in its respective topic, you will submit a reflection assignment that provides a brief overview of the learning outcomes from your assignment feedback.

In this assignment, you are conducting a needs assessment and developing two job descriptions for your current organization or a preapproved organization that you have access to interact with, in order to complete this assignment. If you are not currently in an organization, please inform your instructor of the organization you will use to complete this project. They must approve your selection prior to beginning your assignment and you must have the ability to observe employees and functions within that organization.

Needs Assessment

Observe and assess the state of your current organization, or another pre-selected organization. A needs assessment is necessary to identify areas for potential growth, both at the employee and organizational level. If you are not in a position to look holistically at your organization, you can focus on a department or team within the organization. Use the “Needs Assessment Matrix” resource to complete your needs assessment. You are required to analyze required functions, department or employment needs, jobs or tasks, and current trainings in order to complete your matrix and prepare for the next part of this assignment.

Job Descriptions

Once your needs assessment is complete, you are required to select an existing position in your organization and develop a one-page detailed job description for that position that is informed by the findings of the need’s assessment. It is recommended that you take the time to conduct a job analysis and observe current employees in the selected positions to accurately depict the knowledge, skills, abilities, and other characteristics that must be incorporated into the job description. If you are unable to observe, do your best to accurately depict the specific functions of the job. Incorporate any new job roles you feel should be added to the position based on your findings. Make sure the job description is based on the needs and available resources of the organization, and that it adheres to all applicable labor laws.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

HRM-635 Benchmark – Acquiring Employees Assignment: Needs Assessment Matrix

Definition: A needs assessment is the process organizations use to determine if training is necessary for its employees.

Note: This template serves as a guide to complete the needs assessment of your current or selected organization. You are allowed to manipulate the categories to obtain the information you require in order to complete the assignment.

Department Required Functions Department or Employee Needs Jobs or Tasks Current Trainings
 

 

 

 

 

 

 

 

 

HRM-635 Benchmark – Acquiring Employees Assignment Rubric

Course Code Class Code Assignment Title Total Points            
HRM-635 HRM-635-O500 Benchmark – Acquiring Employees 130.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 70.0%                
Needs Assessment (MSL: 2.2) (MPA: 2.3) 35.0% A needs assessment is not included. A needs assessment is included, but it is incomplete or lacks detail. A needs assessment is included and the matrix is complete, but the needs assessment minimally addresses areas for potential growth. A detailed needs assessment is included and the matrix is thorough and complete. The needs assessment addresses areas for potential growth and includes at least one example from each area analyzed. A comprehensive needs assessment is included and the matrix is well developed. The needs assessment addresses areas for potential growth and includes multiple examples from each area analyzed.
Job Descriptions 35.0% Two job descriptions are not included. One or two job descriptions are included, but they are incomplete or lack detail. Two job descriptions are included. A job analysis is conducted to determine necessary knowledge, skills, abilities, and other characteristics to incorporate in the job descriptions. Two job descriptions are included and provide details of corporate research conducted during analysis. A thorough job analysis is conducted to determine necessary knowledge, skills, abilities, and other characteristics to incorporate in the job descriptions. Two job descriptions are included and provide details of corporate research conducted during analysis. A thorough job analysis is conducted to determine necessary knowledge, skills, abilities, and other characteristics to incorporate in the job descriptions. The job descriptions are clear and well developed to appeal to potential candidates.
Organization and Effectiveness 20.0%                
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%                
Paper Format  (use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

Topic 3: Recruitment, Selection, and Talent Management

HRM-635 Interview Selection Process Week 3 Assignment

The paper will develop an interview strategy that students deem fit for hiring a diverse pool of qualified candidates in their firm. It should be a 750-1000 word essay that details the hiring process.

Description

Once you have a clear understanding of what your organization needs, it is time to consider the interview process. This assignment is a continuation of the acquiring, developing, and leveraging employee process you have already been working on during this course. The interview process is an important step in hiring the right person for your organization. For this assignment, develop an interview strategy you would consider using to interview and select the right candidate for your organization. You are required to use the job descriptions you developed in the previous assignment. As you are developing your interview strategy, think about testing options that would benefit the interview process. The following must be included in your interview strategy (750-1,000 words):

  1. A detailed description of the time, place, format, interview type, and employees involved in the actual interview process.
  2. At least one testing option to be included in the selection process. Explain why this testing option is best suited for the selection process.
  3. A minimum of four situational and four behavioral interview questions that you would use to interview for both jobs. (Reminder: Use both of the job descriptions from your previous assignment.)

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

HRM-635 Interview Selection Process Week 3 Assignment Rubric

Course Code Class Code Assignment Title Total Points            
HRM-635 HRM-635-O500 Selection Process 125.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 70.0%                
Detailed Description of Interview Process 25.0% There is no detailed description for the interview process. A detailed description for the interview process is included, but is incomplete or lacks details. A detailed description for the interview process is included. The description minimally addresses the requirements according to the assignment. A detailed description for the interview process is included. The description addresses the requirements according to the assignment with detail and research based on observation conducted. A thorough description for the interview process is included. The description accurately addresses the requirements for the entire interview process, incorporating research based on observations conducted.
Testing Options 20.0% There are no testing options included in the interview process. Testing options are included, but are incomplete or lack details. One testing option is included in the interview process. There is a minimal explanation for selecting the testing option for the interview process. Multiple testing options are included in the interview process. There is a detailed explanation for selecting the testing options for the interview process. Multiple testing options are included with a detailed justification for using them during the interview process. There is a detailed explanation for selecting the testing options for the interview process based on observations conducted in the organization.
Interview Questions 25.0% There are no behavioral or situational questions for the interview process. The interview process includes both behavioral and situational questions, but they are incomplete or lack details. The interview process includes four behavioral and four situational questions. The interview process includes four behavioral and four situational questions. The questions relate to the job descriptions developed in previous assignments. The interview process includes four behavioral and four situational questions. The questions are well developed and there is a clear connection to the job descriptions developed in previous assignments.
Organization and Effectiveness 20.0%                
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.  Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity.  There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions.  Techniques of argumentation are evident.   There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 5.0%                
Paper Format (Use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Research Citations 5.0%                
Research Citations (In-text citations for paraphrasing and direct quotes,  and reference page listing and formatting, as appropriate to assignment and style) 5.0% No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Total Weightage 100%

Topic 4: Training and Development

Topic 5: Employment Retention and Engagement

HRM-635 Benchmark – Training and Development Week 5 Assignment

Training and development prompts a change within an organization. The goal of training is to identify areas for improvement and develop materials and opportunities to educate employees in order to support growth.

The assessment will develop a small training exercise presented using PPT.

Description

For this assignment, you are required to develop a small training exercise. Review your needs assessment and previous observations conducted on your work environment to help identify one area for improvement that would benefit a part of your organization. This training exercise does not need to be implemented, but should include at least one deliverable that you could use during the training exercise. As you are reviewing your organization, consider employee engagement, systems, procedures, communication, and the culture within the organization. These are suggestions for possible areas that could benefit from a training exercise. The training must include the following:

  1. What goal is the organization trying to accomplish?
  2. What processes or procedures will change after the training?
  3. Describe the strategies or actions involved in the training exercise to meet established goals. What is the expected performance or applications after the training? How will the strategies drive successful business results and improve employee performance?
  4. How will the organization provide support to the employees receiving training? To new employees? Does this support consider strengths and weaknesses within the organization?

You are required to develop a written description (1,000 words) including one visual for your training exercise. Be sure to take time to analyze your work surroundings and identify a need for further training and development.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

HRM-635 Benchmark – Training and Development Week 5 Assignment Rubric

Course Code Class Code Assignment Title Total Points            
HRM-635 HRM-635-O500 Benchmark Assignment – Training and Development 180.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 70.0%                
Goal for the Training 10.0% The training does not include a goal for the organization. The training includes a goal for the organization, but it is incomplete or lacks details. The training includes a goal for the organization. The training includes a detailed goal for the organization and provides reasoning based on observations conducted. The training includes a detailed goal for the organization and provides thorough research conducted during observations.
Processes and Procedures Implemented After Training 20.0% The training does not describe new processes and procedures to be implemented. The training includes new processes and procedures to be implemented, but they are incomplete or lack details. The training includes new processes and procedures to be implemented after the training. The training includes detailed processes and procedures to be implemented after the training with an explanation about the changes that will occur. The training includes detailed processes and procedures to be implemented after the training with an explanation about the changes that will occur. The student addresses the strengths and weaknesses of employees and how to build on employee assets.
Strategies in the Training to Meet Goals and Drive Successful Business Results (MBA SHRM: 5.2) 25.0% The training does not include strategies to meet organizational goals and drive successful business results. The training includes strategies to meet organizational goals and drive successful business results, but they are incomplete or lack details. The training includes strategies to meet organizational goals and drive successful business results. The training includes detailed strategies to meet organizational goals and drive successful business results. There is an explanation for using the strategies to improve employee performance. The training includes detailed strategies to meet organizational goals and drive successful business results. There is an explanation for using the strategies to improve employee performance and a connection between organizational goals and the training and development provided.
Visual for Training Exercise 15.0% The training does not include a visual representation. The training includes a visual representation, but it is incomplete or lacks details. The training includes a visual representation. The training includes a detailed visual representation that supports the training exercise for the organization. The training includes a detailed visual representation that supports the training exercise for the organization. The visual is well developed and clearly prepares employees for the training.
Organization and Effectiveness 20.0%                
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Thesis Development and Purpose 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%                
Paper Format  (use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

Topic 6: Performance Management and Appraisal

Performance Appraisals: Aligning Strategic Goals To People Development

The assignment will require students to act as consultants, evaluate the existing performance management, and propose changes. The paper should be 1000-1250 words.

HRM-635 CLC – Performance Appraisal at Telespazio: Aligning Strategic Goals to People Development – Case Study Week 6 Assignment

Description

This is a Collaborative Learning Community (CLC) assignment.

Read the Performance Appraisal at Telespazio: Aligning Strategic Goals to People Development case study located in Topic resources.

Read the Performance Appraisal at Telespazio: Aligning Strategic Goals to People Development case study (located in Topic resources) discussing the assessment of employees within the Telespazio organization.

In 1,000-1,250 words, explain how the organization uses the appraisal assessments to identify employee roles, the current appraisal systems, performance ratings, and Telespazio’s practices for performing appraisal interviews. Decide what changes or strategies could be implemented to current performance appraisal practices. Consider a new performance appraisal tool that would benefit this highly matrixed, global company and an effective method for conducting a performance appraisal interview. Describe the benefits of using both the proposed appraisal tool and appraisal interview during the performance evaluation process. Suggest a minimum of two recommendations to Telespazio leadership which would meet the performance appraisal expectations of fair and realistic criterion, and professional development and motivation of the employees.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are required to submit this assignment to LopesWrite or Turnitin.

Resources:

Read Performance Appraisal at Telespazio: Aligning Strategic Goals to People Development, by Profili, Sammarra, Innocenti, and Gabrielli, from Harvard Business School Press (2013).

HRM-635 CLC – Performance Appraisal at Telespazio: Aligning Strategic Goals to People Development – Case Study Week 6 Assignment Rubric

Course Code Class Code Assignment Title Total Points            
HRM-635 HRM-635-O501 CLC – Performance Appraisal at Telespazio: Aligning Strategic Goals to People Development – Case Study 80.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 70.0%                
Current Appraisal Methods 20.0% The description does not include the current appraisal method. The description includes the current appraisal method, but it is incomplete or lacks details. The description includes the current appraisal method and briefly identifies roles and performance ratings of employees. The description includes a detailed current appraisal method and identifies roles and performance ratings of employees with at least one example of current practices. The description includes a comprehensive appraisal method to include all required elements within the assignment with at least one example of current practices.
Changes or Strategies for Telespazio 25.0% The description does not include changes or strategies for the company. The description includes some changes or strategies for the company, but they are incomplete or lack details. The description includes changes or strategies for Telespazio to implement for its performance appraisal practices. The description includes detailed changes or strategies for Telespazio to implement for its performance appraisal practices and includes at least one example of the change. The description includes detailed changes or strategies for Telespazio to implement for its performance appraisal practices and includes at least one example of the change.
Appraisal Tool and Appraisal Interview 25.0% The description does not include appraisal tools or an appraisal interview method. The description includes either the appraisal tool or the appraisal interview method, but it is incomplete or lacks details. The description includes mention of both an appraisal tool and an appraisal interview method to include in the performance appraisal practices of the organization. The description includes detailed suggestions for both an appraisal tool and an appraisal interview method to include in the performance appraisal practices of the organization. The description includes thorough suggestions for both an appraisal tool and an appraisal interview method to include in the performance appraisal practices of the organization. In addition, the description addresses the benefit of using the appraisal tool and interview method as a part of the performance appraisal practice.
Organization and Effectiveness 20.0%                
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%                
Paper Format  (use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

Topic 7: Compensation and Benefits Incentives

Leveraging Human Capital

Students should develop a proposal discussing a plan to motivate workers, rewards and incentives, and performance indicators.

HRM-635 Leveraging Human Capital Week 7 Assignment

Description

Leveraging Human Capital 

Throughout this course, you analyzed your current work environment to identify their acquiring, developing, and training practices. Employees are the biggest asset and contribute to the culture and overall performance of the organization. The final part of this project requires you to determine how to leverage on the human capital within your organization. Use the research you have complied throughout this course to determine how to appropriately develop and motivate your employees.

Develop a final written proposal (1,250-1,500 words), discussing performance indicators, rewards and incentives, and a plan for motivating employees. Your proposal must include the following:

  1. An evaluation of the current employee status. Describe tasks and performance indicators that contribute to the overall performance on the job.
  2. Develop strategies to encourage employees. How will you reward them for their performance and support them during difficulty?
  3. Describe strategies to leverage on employee assets. How will you identify their strengths and use them to better the performance and skills of individual employees?
  4. Describe a vision for the overall culture you aspire to develop in your organization.
  5. How will you integrate rewards and incentives to remain competitive in your market and appeal to your employees?

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Resources:

Read “Designing and Measuring Human Capital Key Performance Indicators: The Balanced Scorecard Approach,” by Verma, from TATA Consultancy Services.

http://research-innovation.tcs.com/platform-solutions/related-insights/Pages/Designing-Measuring-Human-Capital-Key-Performance-Indicators.aspx

Read “Creating a Smart Compensation Package,” by Massad, located on the Entrepreneur website.

http://www.entrepreneur.com/article/77934

Read “Basic Strategic Pay Policies,” by Joyner, located on the Houston Chronicle website.

http://smallbusiness.chron.com/basic-strategic-pay-policies-35634.html

INSTRUCTIONS FOR STUDENT: Use this to help make sure you covered all the required content, structure, and mechanical expectations.

Content (Student should structure the paper into sections in BOLD below.)

Section 1- Introduction (←Use this header): what the memo is going to be about; it mentions the upcoming sections.

Section 2- Job Performance & Evaluation (←Use this header): An evaluation of the current employee status. Describe tasks and performance indicators that contribute to the overall performance on the job.

Section 3- Reward & Encouragement Strategies (← Use this header): Develop strategies to encourage employees. How will you reward them for their performance and support them during difficulty?

Section 4- Levering on Employee Strengths (←Use this header): Describe strategies to leverage on employee assets. How will you identify their strengths and use them to better the performance and skills of individual employees?

Section 5- Culture Within the Organization (←Use this header): Describe a vision for the overall culture you aspire to develop in your organization.

Tip: Check out this link https://new.edu/resources/visual-elements-of-organizational-culture

Section 6- Rewards & Incentive to Remain Competitive (← Use this header): How will you integrate rewards and incentives to remain competitive in your market and appeal to your employees?

Section 7- References (←Use this header): has at least 5 peer-reviewed/scholarly references from the databases within the library. The references are also integrated within the paper.

Organization / Development

The 7 required sections are organized separately in sequence as listed in the Content section.

The memo is at least 1250 words in length (excluding references and headers) size 12 Times New Roman font with double spacing text.

Each section is labeled with the header prescribed above.

Mechanics

Formatting or layout and graphics are pleasing to the eye (font, colors, spacing).

Rules of grammar, word usage, punctuation, capitalization, and spelling are followed.

Sentences are complete, clear, varied, and concise with proper syntax.

Used size 12 Times New Roman font for main body text and References.

Used double spacing between sentences and in References section.

HRM-635 Leveraging Human Capital Week 7 Assignment Rubric

Course Code Class Code Assignment Title Total Points            
Leveraging Human Capital 125.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 70.0%                
Job Performance Evaluation 15.0% The written proposal does not include a job performance evaluation. A job performance is included, but is incomplete or lacks details. A job performance is included and minimally describes the tasks and performance of employees. A job performance is included and clearly describes the tasks and performance of employees. There are examples of performance indicators based on observation conducted. A job performance is well developed and clearly describes the tasks and performance of employees. There are detailed examples of tasks and performance indicators based on observation conducted and how they relate to job performance outcomes.
Reward and Encouragement Strategies 20.0% The written proposal does not include rewards, incentives, encouragement, or competitive package strategies. Rewards, incentives, encouragement, and competitive package strategies are included, but are incomplete or lack details. There is some description of rewards, incentives, and competitive package strategies that support employee performance. There is a detailed description of rewards, incentives, and competitive package strategies that support employee performance. There are examples of these elements observed within the current organization. There is a well-developed description of rewards, incentives, and competitive package strategies that support employee performance. There are detailed examples of these elements observed within the current organization and rewards provided for job performance outcomes.
Leveraging on Employee Strengths 20.0% The written proposal does not include leveraging on human capital. The written proposal includes a description of leveraging on employee strengths, but the description is incomplete or lacks details. There is some description of leveraging on employee strengths to improve performance. There is a detailed description of leveraging on employee strengths to improve performance. There are examples of current practices to leverage on employee strengths observed within the organization. There is a well-developed description of leveraging on employee strengths to improve performance. There are detailed examples of current practices to leverage on employee strengths observed within the organization and how skills and performance support outcomes.
Culture Within the Organization 15.0% The written proposal does not include a description of the culture within the organization. The written proposal includes a description of the culture within the organization, but is incomplete or lacks details. There is some description of the culture within the organization. There is a detailed description of the culture within the organization. There are examples included based on the observations conducted within the organization. There is a well-developed description of the culture within the organization. There are detailed examples included based on the observations conducted within the organization and how the culture contributes to performance outcomes.
Organization and Effectiveness 20.0%                
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%                
Paper Format  (use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

HRM-635 Employee Reward System Week 7 Assignment

Description

Throughout this course, you have analyzed your current work environment to identify the acquiring, developing, and training practices. Employees are the biggest asset and contribute to the culture and overall performance of the organization. This project requires you to determine how to leverage the human capital within your organization. Use the research you have complied throughout this course to determine how to appropriately develop and motivate your employees.

Develop a written proposal (1,000-1,250 words), discussing performance indicators, rewards and incentives, and a plan for motivating employees. Your proposal must include the following:

  • Describe tasks and performance indicators that contribute to the overall employee performance on the job.
  • How will you identify an employee’s strengths and skills to leverage their performance?
  • Develop strategies to improve employee performance. How will you provide employees with rewards and incentives for performance improvement?
  • How will you integrate rewards and incentives to remain competitive in the marketplace and recruit and retain the employees?
  • Describe a vision for the overall culture you aspire to develop in your organization, relative to the employees being the biggest asset.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. 

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. 

Topic 8: Employment Law and Employee Relations

Benchmark – Organizational And Personal HR Development Plan

In this assignment, students will capture the key findings learned and suggestions to the firm’s leadership team. The paper will be presented in 10-12 slides and follow APA writing guidelines. Students are also advised to refer to the assignment rubric in case they are stuck.

Description

Benchmark Assignment – Organizational and Personal HR Development Plan

Throughout this course, you have had the opportunity to understand the important role human resources has as a strategic business partner and to reflect on the role of HR within your respective organizations. For this presentation, you will be capturing the key findings learned in this course, including making recommendations to your company leadership team.

Create a 10-12 slide PowerPoint presentation, then record your narrated presentation using a screen recording tool such as Loom, Vimeo, or Screencast-O-Matic. Once recorded, place the link to your recorded presentation on the cover slide of your PowerPoint. Submit your PowerPoint presentation with your embedded link.

Your presentation should include the following:

  • Develop a synopsis of your outcomes for acquiring, developing, training, and leveraging on human capital within your organization. Examine the pros and cons to the current systems or processes being used.
  • Based on the immediate hiring and training needs within the company, how can the company focus on the employees’ current strengths (knowledge, skills, abilities, and experiences) to leverage diversity to improve performance outcomes?
  • Propose plans for developing and integrating the positions of HR specialist or generalist, HR leadership, HR consultant, or HR of One within the organization.
  • What recommendations would you make to the leadership of your company relative to making sound decisions when acquiring, developing, and leveraging resources (i.e., human talent, technology, knowledge management) to meet organizational needs while staying legally compliant with employment practices?
  • Based on the knowledge gained in this course, how will you apply what has been learned into your organization? As a human resource professional, describe the elements of your personal development plan within the field of HR.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to Turnitin.

HRM-635 Synopsis on Human Resource Management Week 8 Assignment

Description

For this assignment, review the feedback you received from your instructor on each submission developed during this course. Develop a synopsis of your outcomes for acquiring, developing, training, and leveraging on human capital within your organization. You are not required to submit each assignment again, but you are required to evaluate your assignment, the feedback you received, and develop a synopsis of your take-away from the process. Integrate any plans for preparing for a position as an HR specialist or manager within an organization.

APA format is not required, but solid academic writing is expected.

Rubric

Collapse All RubricCollapse All

collapse Synopsis of Outcomes assessment

Synopsis of Outcomes

7.5 points

Criteria Description

Synopsis of Outcomes

  1. Excellent

7.5 points

There is a comprehensive synopsis of the outcomes for acquiring, developing, training, and leveraging on human capital within the organization. There is a clear examination of the pros and cons to the current systems or processes being used.

  1. Good

6.53 points

Synopsis of outcomes for acquiring, developing, training, and leveraging on human capital within the organization has adequate detail. There is a clear examination of the pros and cons to the current systems or processes being used.

  1. Satisfactory

5.93 points

Synopsis of outcomes for acquiring, developing, training, and leveraging on human capital within the organization has minimal detail. There is a simple examination of the pros and cons to the current systems or processes being used.

  1. Less than Satisfactory

5.55 points

Synopsis of outcomes for acquiring, developing, training, and leveraging on human capital within the organization lacks details. There is a vague examination of the pros and cons to the current systems or processes being used.

  1. Unsatisfactory

0 points

Synopsis of outcomes is not included.

collapse Employee’s Current Strengths (B) assessment

Employee’s Current Strengths (B)

15 points

Criteria Description

Employee’s Current Strengths (C 2.2)

  1. Excellent

15 points

There is a detailed explanation of how the company can focus on the employee’s current strengths to leverage diversity to improve performance outcomes.

  1. Good

13.05 points

There is a minimally detailed explanation of how the company can focus on the employee’s current strengths to leverage diversity to improve performance outcomes.

  1. Satisfactory

11.85 points

There is a thorough explanation of how the company can focus on the employee’s current strengths to leverage diversity to improve performance outcomes.

  1. Less than Satisfactory

11.1 points

There is a vague explanation of how the company can focus on the employee’s current strengths to leverage diversity to improve performance outcomes.

  1. Unsatisfactory

0 points

There is no explanation of how the company can focus on the employee’s current strengths to leverage diversity to improve performance outcomes.

collapse Proposed Plans assessment

Proposed Plans

7.5 points

Criteria Description

Proposed Plans

  1. Excellent

7.5 points

Proposed plans for developing and integrating the different HR positions are detailed and thorough.

  1. Good

6.53 points

Proposed plans for developing and integrating the different HR positions are complete and comprehensible.

  1. Satisfactory

5.93 points

Proposed plans for developing and integrating the different HR positions are somewhat comprehensible.

  1. Less than Satisfactory

5.55 points

Proposed plans for developing and integrating the different HR positions are incomplete or incomprehensive.

  1. Unsatisfactory

0 points

There is no mention of proposed plans for developing and integrating the different HR positions.

collapse Recommendations to the Leadership (B) assessment

Recommendations to the Leadership (B)

15 points

Criteria Description

Recommendations to the Leadership (C. 2.3)

  1. Excellent

15 points

The recommendations for the leadership of the company relative to making sound decisions to meet organizational needs while staying legally compliant with employment practices are substantial.

  1. Good

13.05 points

The recommendations for the leadership of the company relative to making sound decisions to meet organizational needs while staying legally compliant with employment practices are relevant.

  1. Satisfactory

11.85 points

The recommendations for the leadership of the company relative to making sound decisions to meet organizational needs while staying legally compliant with employment practices are overly simplistic.

  1. Less than Satisfactory

11.1 points

The recommendations for the leadership of the company relative to making sound decisions to meet organizational needs while staying legally compliant with employment practices are irrelevant.

  1. Unsatisfactory

0 points

There is no mention of recommendations for the leadership team.

collapse Application of Knowledge Gained assessment

Application of Knowledge Gained

7.5 points

Criteria Description

Application of Knowledge Gained

  1. Excellent

7.5 points

The discussion of how the knowledge gained from this course will be applied in the organization is clear and insightful.

  1. Good

6.53 points

The discussion of how the knowledge gained from this course will be applied in the organization is detailed and descriptive.

  1. Satisfactory

5.93 points

The discussion of how the knowledge gained from this course will be applied in the organization is ambiguous.

  1. Less than Satisfactory

5.55 points

The discussion of how the knowledge gained from this course will be applied in the organization is insufficient.

  1. Unsatisfactory

0 points

There is no discussion of how the knowledge gained from this course will be applied in the organization.

collapse Professionalism assessment

Professionalism

7.5 points

Criteria Description

Professionalism

  1. Excellent

7.5 points

Appearance and manner exhibit appropriate professionalism within the video. The video is taken within an environment totally free of distraction.

  1. Good

6.53 points

Appearance and manner exhibit adequate professionalism within the video. The video is taken within an environment relatively free of distraction.

  1. Satisfactory

5.93 points

Appearance or manner within the video are lacking some degree of professionalism; or the video includes some distraction in the environment or background.

  1. Less than Satisfactory

5.55 points

Appearance or manner within the video is unprofessional; or the video is taken within a distracting environment or background.

  1. Unsatisfactory

0 points

Not addressed.

collapse Presentation of Content assessment

Presentation of Content

45 points

Criteria Description

Presentation of Content

  1. Excellent

45 points

The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

  1. Good

39.15 points

The content is written with a logical progression of ideas and supporting information, exhibiting a unity, coherence, and cohesiveness. Presentation includes persuasive information from reliable sources.

  1. Satisfactory

35.55 points

The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

  1. Less than Satisfactory

33.3 points

The content is vague in conveying a point of view and does not create a strong sense of purpose. Presentation includes some persuasive information.

  1. Unsatisfactory

0 points

The content lacks a clear point of view and logical sequence of information. Presentation includes little persuasive information. Sequencing of ideas is unclear.

collapse Layout assessment

Layout

15 points

Criteria Description

Layout

  1. Excellent

15 points

The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

  1. Good

13.05 points

The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.

  1. Satisfactory

11.85 points

The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.

  1. Less than Satisfactory

11.1 points

The layout shows some structure but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.

  1. Unsatisfactory

0 points

The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.

collapse Language Use and Audience Awareness assessment

Language Use and Audience Awareness

15 points

Criteria Description

Includes sentence construction, word choice, etc.

  1. Excellent

15 points

The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.

  1. Good

13.05 points

The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

  1. Satisfactory

11.85 points

Language is appropriate to the targeted audience for the most part.

  1. Less than Satisfactory

11.1 points

Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.

  1. Unsatisfactory

0 points

Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.

collapse Mechanics of Writing assessment

Mechanics of Writing

7.5 points

Criteria Description

Includes spelling, punctuation, grammar, and language use.

  1. Excellent

7.5 points

Writer is clearly in control of standard, written, academic English.

  1. Good

6.53 points

Slides are largely free of mechanical errors, although a few may be present.

  1. Satisfactory

5.93 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader.

  1. Less than Satisfactory

5.55 points

Slide errors are pervasive enough that they impede communication of meaning.

  1. Unsatisfactory

0 points

Frequent and repetitive mechanical errors distract the reader.

collapse Documentation of Sources assessment

Documentation of Sources

7.5 points

Criteria Description

Includes citations, footnotes, references, bibliography, etc. as appropriate to assignment and style.

  1. Excellent

7.5 points

Sources are completely and correctly documented as appropriate to assignment and style, and format is free of error.

  1. Good

6.53 points

Sources are documented as appropriate to assignment and style, and format is mostly correct.

  1. Satisfactory

5.93 points

Sources are documented as appropriate to assignment and style, although some formatting errors may be present.

  1. Less than Satisfactory

5.55 points

Documentation of sources is inconsistent or incorrect as appropriate to assignment and style, with numerous formatting errors.

  1. Unsatisfactory

0 points

Sources are not documented.

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PHN-690 Public Health Nursing Practicum Course Assignments & Discussions Study Guide

PHN-690 Public Health Nursing Practicum Course Assignments & Discussions Study GuidePHN-690 Public Health Nursing Practicum Course Description

This course provides learners with the opportunity to apply public health nursing knowledge and skills in various public health settings. Learners formulate public health assessments and interventions for improving quality health outcomes for populations in their selected setting while enhancing their leadership and collaboration skills with professionals in the field. Practicum/field experience hours: 150. Prerequisites: Successful completion of all courses in the program of study and clearance from the Office of Field Experience.

PHN-690 Public Health Nursing Practicum Course Discussions

MODULE 11

DQ1

You are a program manager at a local public health department tasked with increasing physical activity of adults in your community. How would you begin the planning process? Outline five initial steps you would take in planning a strategy to address this issue.

DQ2

What interventions are being used in your practicum setting and how do they support the organizational goals? Describe how these impact the population to improve public health. Provide three suggestions for additional long-term and short-term evidence-based practice interventions that can be used to improve public health outcomes. Support your response with one or two appropriate references.

STUDY MATERIALS

Read Standard 4. Planning and Review Standard 9. Evidence-Based Practice and Research in Public Health Nursing: Scope and Standards of Practice.

Read Toolkit 7, “Developing an Intervention,” located on the Community Toolbox website. URL: https://ctb.ku.edu/en/developing-intervention

Read “Public Health Interventions Applications for Public Health Nursing Practice (Wheel Manual),” from Minnesota Department of Health. URL: https://www.health.state.mn.us/communities/practice/research/phncouncil/wheel.html

Explore “Chapter 23. Modifying Access, Barriers, and Opportunities” in Implementing Promising Community Interventions, located on the Community Tool Box website. URL: https://ctb.ku.edu/en/table-of-contents/implement/access-barriers-opportunities

Explore “Chapter 24. Improving Services,” in Implementing Promising Community Interventions, located on the Community Tool Box website. URL: https://ctb.ku.edu/en/table-of-contents/implement/improving-services

MODULE 12

DQ1

What is the purpose of evaluation in public health nursing? List two or three best practices for evaluating results of a health intervention in your practicum setting.

DQ2

Give a specific example of an evaluation framework or tools used in your practicum setting and explain the purpose of this evaluation. List and discuss three evaluation tools for public health programs, including the PDSA model.

STUDY MATERIALS

Read Standard 6. Evaluation in Public Health Nursing: Scope and Standards of Practice.

Review “Using Bloom’s Taxonomy for Effective Learning,” located on the ThoughtCo website. URL: https://www.thoughtco.com/blooms-taxonomy-the-incredible-teaching-tool-2081869

Explore “Chapter 36. Introduction to Evaluation” in Evaluating Community Programs and Initiatives, located on the Community Tool Box website. URL: https://ctb.ku.edu/en/table-of-contents/evaluate/evaluation

Explore “Chapter 37. Operations in Evaluating Community Interventions” in Evaluating Community Programs and Initiatives, located on the Community Tool Box website. URL: https://ctb.ku.edu/en/table-of-contents/evaluate/evaluate-community-interventions

Explore “Chapter 38. Some Methods for Evaluating Comprehensive Community Initiatives” in Evaluating Community Programs and Initiatives, located on the Community Tool Box website. URL: https://ctb.ku.edu/en/table-of-contents/evaluate/evaluate-community-initiatives

Explore “Chapter 39. Using Evaluation to Understand and Improve the Initiative” in Evaluating Community Programs and Initiatives, located on the Community Tool Box website. URL: https://ctb.ku.edu/en/table-of-contents/evaluate/evaluation-to-understand-and-improve

Read ” PDSA: Plan-Do-Study-Act,” by the Minnesota Department of Health, located on the department’s website. URL: https://www.health.state.mn.us/communities/practice/resources/phqitoolbox/pdsa.html

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MODULE 13

DQ1

What are windshield and walking assessments? Using the Community Tool Box reading, “Section 21. Windshield and Walking Surveys,” located in the topic materials, summarize the guidelines for windshield and walking assessments. List two unique factors that impact population health positively and negatively in the neighborhood in which you are completing your practicum.

DQ2

What resources that enable health are available in the community environment? Provide one or two specific examples of how they promote health.

STUDY MATERIALS

Read Standard 16. Environmental Health in Public Health Nursing: Scope and Standards of Practice.

Read “Section 21. Windshield and Walking Surveys” of Chapter 3 in Community Assessment, located on the Community Tool Box website. URL: https://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/windshield-walking-surveys/main

MODULE 14

DQ1

According to the organization where you are completing your practicum, what is the role of a public health nurse in emergency preparedness and disaster planning?

DQ2

Choose a recent event (within 2 years) for which an emergency response was activated within your state. The event selected can be, man-made, mass causality, natural disaster, or infection outbreak. Considering the four phases of emergency management, what are the priorities for each phase for the event you selected?

You can also read another study guide on nursing assignments for students from another post on HRM-635 Acquiring, Developing, and Leveraging Human Capital Course Assignments & Discussions.

STUDY MATERIALS

Review Standard 16. Environmental Health in Public Health Nursing: Scope and Standards of Practice.

Read the American Nurses Association (ANA) 2017 Issue Brief, “Who Will Be There? Ethics, the Law, and a Nurse’s Duty to Respond in a Disaster,” located on the ANA website. URL: https://www.nursingworld.org/~4ad845/globalassets/docs/ana/who-will-be-there_disaster-preparedness_2017.pdf

Read “Steps of Emergency Management,” located on the St. Louis County Law and Public Safety website. URL: https://www.stlouis-mo.gov/government/departments/public-safety/emergency-management/about/Steps-of-Emergency-Management.cfm

Read “Survey and Certification: Emergency Preparedness for Every Emergency,” from Centers for Medicare and Medicaid Services (2007). URL: https://www.cms.gov/Medicare/Provider-Enrollment-and-Certification/SurveyCertEmergPrep/Downloads/SandC_EPChecklist_Persons_LTCFacilities_Ombudsmen.pdf

Read “Emergency Preparedness,” located on the U.S. Department of Human and Health Services website. URL: https://www.hhs.gov/civil-rights/for-individuals/special-topics/emergency-preparedness/index.html

Review “Using Bloom’s Taxonomy for Effective Learning,” located on the ThoughtCo website. URL: https://www.thoughtco.com/blooms-taxonomy-the-incredible-teaching-tool-2081869

MODULE 15

DQ1

List the health regulatory and accrediting bodies for your practicum site. How do these agencies protect the public and regulate public health?

DQ2

In what ways does the organization in your practicum setting regulate, monitor, and comply with regulatory and accrediting bodies? Describe a regulation or policy that affects your practicum work or your practicum site’s work.

STUDY MATERIALS

Read Standard 5e. Regulatory Activities in Public Health Nursing: Scope and Standards of Practice.

MODULE 16

DQ1

Summarize your practicum experience and describe the most important things you have learned. No research citations are required for this discussion question.

DQ2

What role do you envision yourself having in public health nursing? What are three steps you will take to build your public health nursing career? No research citations are required for this discussion question.

STUDY MATERIALS

Review “Using Bloom’s Taxonomy for Effective Learning,” located on the ThoughtCo website. URL: https://www.thoughtco.com/blooms-taxonomy-the-incredible-teaching-tool-2081869

Explore “Chapter 30. Principles of Advocacy” in Organizing for Effective Advocacy, located on the Community Toolbox website. URL: https://ctb.ku.edu/en/table-of-contents/advocacy/advocacy-principles

Explore “Chapter 32. Providing Encouragement and Education” in Organizing for Effective Advocacy, located on the Community Tool Box website. mURL: https://ctb.ku.edu/en/table-of-contents/advocacy/encouragement-education

PHN-690 African American Fatalities Discussion | Grand Canyon University

Description

Practicum Course

In order to stay on track for graduation and to be successful in your PHN-690 class scheduled to begin on xx/xx/20xx, it is important to decide on a preceptor and site where you can complete the required 150 practicum hours.

Please submit the following documents below at your earliest convenience.

Site Information Form – E-Document in Student Portal

Acknowledgment of Practicum Guidelines – E-Document in Student Portal

Preceptor Resume

Student and Preceptor Nursing License Number0

If you are still deciding which site and mentor to use, please make a decision before the start of your class. If you need assistance with selecting a site or preceptor, please let me know as soon as possible.

Below is some helpful information regarding the clearance process and all documentation that will be needed to start your practicum.

  1. Review Requirements: It is important to ensure you understand all practicum requirements. Please begin by reviewing the guidelines manual. I have provided a link below. Each program has a dedicated section in the guidelines manual. To find your section, please review the Table of Contents found at the start of the manual. Guidelines Manual: https://www.gcumedia.com/lms-resources/student-success-center/documents/conhcp/conhcp-guidelines-for-graduate-field-experiences.pdf2. Complete Site Information Form: In order to start the Affiliation Agreement Process, we will need this document on file. The affiliation agreement is a legal contract which must be in place prior to the start of your practicum. After you have found a preceptor, please send in the Site Information Form so that I can confirm we have an agreement in place or begin the process of creating a new agreement. The agreement process takes an average of 4 to 6 months to complete. Please note that agreement timeframes may vary and that if an agreement is not approved, you may have to secure a new site. 3. Secure a Preceptor: The second step is to secure a preceptor to work with to complete your hours. I suggest finding an experience you are interested in which will provide you with a good experience to help meet your future career goals.
  2. Preceptor Approval: Your preceptor’s credentials and proposed duties will be reviewed by the Assistant Dean for approval. The Assistant Dean will ensure your preceptor and proposed duties meet the requirements listed in the guidelines manual. If your preceptor does not meet the qualifications, your preceptor will be denied and you will need to secure a new preceptor. 5. After the affiliation agreement has been completed, some sites may require additional documents in addition to GCU’s requirements. These documents will be required to be on file prior to the start of the practicum.

PHN-690 Character & Servant Leadership Discussion | Grand Canyon University

Review the assigned article “Character and Servant Leadership: Ten Characteristics of Effective, Caring Leaders.” Discuss the principles of leadership management and how they apply to your practicum setting (Care improvement-health equity within a rural hospital). Select three characteristics of caring leaders from the readings. Explain how these three characteristics might relate to a Christian worldview. Does a Christian worldview complement these characteristics? Why or why not?
https://www.regent.edu/acad/global/publications/jvl/vol1_iss1/Spears_Final.pdf.    

PHN-690 Health Regulatory and Accrediting Bodies Discussion | Grand Canyon University

List the health regulatory and accrediting bodies for your practicum site. How do these agencies protect the public and regulate public health?

PHN-690 American Nurses Association Standards Discussion | Grand Canyon University

In what ways are ANA Standards of Professional Performance reflected in your work setting?

Discussion Example

The PHN standards as outlined by the American Nurses Association (ANA) “reflects the thinking of the practice specialty of holistic nursing on various issues and should be reviewed in conjunction with state board of nursing policies and practices” (2013). The ANA publication of the public health nurse scope and standards of practice “guides public health registered nurses in the application of their professional skills and responsibilities” (2013). There are numerous components within the 17 PHN standards of practice. Standards 1-6 are titled Standards of Practice for Public Health Nursing and Standards 7-17 are titled Standards of Professional Performance for Public Health Nursing.

My practicum setting is at the Rand Schrader HIV Clinic at LAC+USC Medical Center. This clinic serves LA County with AIDS/HIV testing, treatment, education, and prevention, information and referral, outreach, counseling, and STD testing. I expect to practice all PHN standards within my practicum setting but I more often expect apply the following standards to my initiatives; ethics, evidence-based practice and research, and environmental health.

The public health nurse practices ethically. Due to the sensitive diagnoses many of the patients at the clinic have, I know that delivering “services in a manner that preserves, promotes, and protects the autonomy, beliefs, dignity, values, and rights of individuals” (2013, p. 44) will be of the greatest importance. Ethical practice also includes maintaining professional relationships and boundaries. I will be sure to maintain individual confidentiality within legal and regulatory parameters. I will commit to assisting individuals that visit the clinic for care in developing their skills in self-determination and informed decision-making. This means guiding individuals to follow their prescriptions and make it to their clinic appointments.

Integrating evidence-based practice and research into my work at the HIV clinic will be paramount to implementing my initiative ideas to improve patient care at the clinic. Monkeypox was declared a public health emergency in the United States on August 4, 2022. This virus outbreak is disproportionately affecting gay, bisexual, and other men who have sex with men. The CDC released MMWR on August 5th for interim guidance for prevention and treatment of monkeypox in persons with HIV infection. Currently, “data are limited for monkeypox in patients with HIV, prompt diagnosis, treatment, and prevention might reduce the risk for adverse outcomes and limit monkeypox spread” (O’Shea, et al., 2022). Understanding and keeping current with the latest practice will be paramount with my project initiatives for the at-risk population I will be working with.

American Nurses Association Discussion

Description

Examine the importance of professional associations in nursing. Choose a professional nursing organization that relates to your specialty area, or a specialty area in which you are interested. In a 750-1,000 word paper, provide a detailed overview the organization and its advantages for members. Include the following:

  1. Describe the organization and its significance to nurses in the specialty area. Include its purpose, mission, and vision. Describe the overall benefits, or “perks,” of being a member.
  2. Explain why it is important for a nurse in this specialty field to network. Discuss how this organization creates networking opportunities for nurses.
  3. Discuss how the organization keeps its members informed of health care changes and changes to practice that affect the specialty area.
  4. Discuss opportunities for continuing education and professional development.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

ANA Public Health Nursing Discussion Example

The ANA Public Health Nursing (PHN) Standards, CAL Public Health Nursing (PHN) Standards are both regulatory publications that define of the scope of practice for a public health nurse. The American Nurses Association (ANA) monitors federal agencies at the state and national level and their developments are shaped by the law. The CAL (California) PHN Standards are written law and outlined in Title 16 Division 14 Article 9 of the Nurse Practice Act for nurses practicing in the state of California. The California Legislature “recognize that public health nursing is a service of crucial importance for the health, safety, and sanitation of the population in all of California’s communities” (ARTICLE 6.5. Public Health Nurse Certification).

The scope and standards of practice for a public health nurse are published in detail in our class text book Public Health Nursing: Scope and Standards of Practice. The intro to our text book states “State law, rules, and regulations govern the practice of nursing, while Public Health Nursing: Scope and Standards of Practice, Second Edition, guides public health registered nurses in the application of their professional skills and responsibilities” (2013). The CAL PHN Standards outline in Article 9 areas of practice a PHN can work in. Scopes on this standard that interest me are; health promotion and disease prevention, research methodology and statistics, and health teaching concepts and strategies. The ANA PHN Standards are outlined in published text by the ANA. These standards closely follow the nursing process in 1-6 and become more specialized to public health in 7-17. The scopes in these standards that interest me are; ethics, evidence-based practice and research, and environmental health. In short, the ANA and the CAL act as a check and balance sort of system both being regulated, adjusted and changed to correctly define how and at what scope public health nurses care for their communities. From what I can tell, changes to both ANA and CAL PHN standards have not happened since 2013 and 2005 respectively.

Standards of practice guide and inform our nursing practice so that our communities can receive factual and safe care. Our professional work is outlined and written into law so that if found practicing outside of our scope, it would result in legal action, or a revoked/suspended license. It is the responsibility of any licensure holding professional to know the standards of their title and scope of their practice. Academic curriculum, nursing certification and credential exams align with and protect our scope of practice.

The advanced public health nurse is a trusted source of information because of the breath and length the nurse must go through in education, certification, and continued education of their professional practice. Nursing is a notoriously trusted field of work and those that venture into this branch of healthcare are the frontline for delivering evidence-based information and safe care to the populations in need. Our experience, certifications and degrees are then what make us a trusted source for information. According to the American Association of Colleges of Nursing, the American Nurses Credentialing Center (ANCC) Advanced Public Health Nursing (PHNA-BC) certification examination is retired and available by renewal only. It is my understanding that this means an advanced practice title in public health nursing is not attainable.

PHN-690 Public Health Nursing Practicum Course Assignments

PHN-690 Public Health Issues

Description

In an essay address the following:

Explain each component in the four phases of emergency management.

Describe the policies and procedures that the St Cloud Hospital in Minnesota, USA has in place for emergency preparedness and disaster planning.

Describe local, state, and national emergency preparedness resources or plans.

  1. Describe how the St Cloud Hospital’s in MN responses coordinate with local, state, and national emergency responses.
  2. Describe emergency services that should be made available to the population in an emergency.

PHN-690 Population Health Issue Assignment | Grand Canyon University

Description

The purpose of this assignment is to explore a health issue and reflect on populations affected as well as interventions to improve health outcomes. Research a health issue and the population affected. Write a 900-1,200 word paper that includes the following:

  1. Identify and describe a health issue of your choice.
  2. Identify and describe the population affected by the health issue.
  3. Identify two or three interventions used to improve health outcomes of children or adults in case management for your selected health issue.
  4. Locate the sources of data for determinants of health for this population.
  5. Using analysis and benchmarking strategies, compare disparities of health for this population.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.  

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance

Useful Links: 

Measurement of Health Disparities, Health Inequities, and Social Determinants of Health to Support the Advancement of Health Equity (oclc.org) 

FACETS: using open data to measure community social determinants of health – PMC (oclc.org) 

Chapter 19. Choosing and Adapting Community Interventions | Community Tool Box (ku.edu) 

Chapter 18. Deciding Where to Start | Community Tool Box (ku.edu) 

Chapter 17. Analyzing Community Problems and Solutions | Community Tool Box (ku.edu) 

PHN-690 Population Health Issue Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PHN-690 PHN-690-O500 Population Health Issue 65.0
Criteria Percentage 1: Unsatisfactory (0.00%) 2: Less Than Satisfactory (80.00%) 3: Satisfactory (88.00%) 4: Good (92.00%) 5: Excellent (100.00%) Comments Points Earned  
Content 100.0%                
Health Issue Selection and Description 14.0% A health issue is not identified, or a description of a health issue is not present. A description of an identified health issue is present, but lacks detail or is incomplete. A description of an identified health issue is present. A description of an identified health issue is present and detailed. A description of an identified health issue is present and thorough.
Population Affected by Health Issue 14.0% A population affected by the health issue is not identified or a description of the affected population is not present. A description of a population affected by the health issue is present, but lacks detail or is incomplete. A description of a population affected by the health issue is present. A description of a population affected by the health issue is present and detailed. A description of a population affected by the health issue is present and thorough.
Interventions to Improve Health Outcomes 14.0% Two or three interventions to improve health outcomes are not present. Two or three interventions to improve health outcomes are present, but they lack detail or are incomplete. Two or three interventions to improve health outcomes are present. Two or three interventions to improve health outcomes are present and detailed. Two or three interventions to improve health of children or adults in case management outcomes are present and thorough.
Sources of Data for Determinants of Health 14.0% Sources of data for determinants of health are not present. Sources of data for determinants of health are present, but they lack detail or are incomplete. Sources of data for determinants of health are present. Sources of data for determinants of health are present and detailed. Sources of data for determinants of health are present and thorough.
Comparison of Disparities of Health 14.0% A comparison of disparities of health using analysis and benchmarking strategies is not present. A comparison of disparities of health using analysis and benchmarking strategies is present, but lacks detail or is incomplete. A comparison of disparities of health using analysis and benchmarking strategies is present. A comparison of disparities of health using analysis and benchmarking strategies is present and detailed. A comparison of disparities of health using analysis and benchmarking strategies is present and thorough.
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Paper Format (Use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

PHN-690 Professional Portfolio

Description

Assessment Description

The purpose of this assignment is for the public health nursing student to have a forum to showcase personal achievements and to demonstrate current qualifications.

There is no one right way to submit a portfolio. Organizations that utilize this format for clinical advancement or peer review may have a standard format that should be followed for submission. Organizations may also require a portfolio as part of a job application. These may or may not have specific formatting guidelines. A “Professional Nursing Portfolio” template is provided in the topic resources as a tool that may be used to format your portfolio.

For the purposes of this assignment, the portfolio must contain the following pieces:

Introduction that includes a professional goal(s) statement. (Master in Public Health) 

Current license and credentials. (I will complete this)

  1. Reference list comprising of at least three references (one professional from work setting, one professional from school setting, and one personal reference) with two letters of reference. (I will complete the references, please help me with the reference letters)
  2. Integration of the American Nurses Association (ANA) – Scope and Standards of Practice for Public Health Nursing, outlining your accomplishments in several areas.
  3. Include one assignment from this course to demonstrate your work. (I will complete this) 

 

You can put a picture of something here or your picture
Professional Nursing Portfolio

 

Grand Canyon University
PHN-690
Date goes here

Table of Contents

Professional Nursing Portfolio     1

Professional Goal Statement        1

Resume 2

Personal Reference Letters           4

ANA Scope and Standards of Practice Public Health Nursing             7

Professional Nursing Portfolio

Professional Goal Statement

Include your Professional Goal Statement here.
Résumé

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

Objective

Experience

Public Health Nursing Practicum                 Somewhere, USA                             September,20xx to Present

Description of Experience

GreatestHealthcare Center                                         Overthere, USA                 October,20xx to Present

Description of Experience

Education

Master’s in Nursing Emphasis in Public Health Nursing, University           Expected Graduation March,20xx

Description of Education

Bachelor’s Degree in Nursing, Wonderful University                                          May,20xx

Description of Education

Associate’s Degree in Nursing, Faithful University                                              May, 20xx

Description of Education

Licensure & Certification

List Licenses

Professional Organizations

References

XXXXXXX

XXXXXXX

Letter of Reference

In a paper copy of this portfolio, this is where I would insert my first letter of reference from Mrs. Great, Administrative Chair of the Wonderful Department of Nursing at Outstanding University.  Please see the additional documents submitted with this file to fulfill this requirement.

Letter of Reference

In a paper copy of this portfolio, this is where I would insert my second letter of reference from Mrs. Tremendous, Business Office Manager at Slow Moving Healthcare Center.  Please see the additional file submitted along with the nursing portfolio.

Professional Goal Statement

You can use this to state your professional goals.

Boyer’s Model for Scholarship

Describe the scholarship and its importance as a public health nurse.

References:

Use references as needed to support your model.

ANA Public Health Nursing Scope and Standards of Practice

Standard 1. Assessment

Standard 2. Population Diagnosis and Priorities

Standard 3. Outcomes Identification

Standard 4. Planning

Standard 5. Implementation

Standard 5A. Coordination of Care

Standard 5B. Health Teaching and Health Promotion

Standard 5C. Consultation

Standard 5D. Prescriptive Authority

Standard 5E. Regulatory Activities

Standard 6. Evaluation

Standard 7. Ethics

Standard 8. Education

Standard 9. Evidence-Based Practice and Research

Standard 10. Quality of Practice

Standard 11. Communication

Standard 12. Leadership

Standard 13. Collaboration

Standard 14. Professional Practice Evaluation

Standard 15. Resource Utilization

Standard 16. Environmental Health

Standard 17. Advocacy

References:

Use references as needed to support your assignment.

PHN 690 Grand Canyon University Practicum Portfolio Project

TOPIC: Professional Portfolio

Description

The purpose of this assignment is for the public health nursing student to have a forum to showcase personal achievements and to demonstrate current qualifications.

There is no one right way to submit a portfolio. Organizations that utilize this format for clinical advancement or peer review may have a standard format that should be followed for submission. Organizations may also require a portfolio as part of a job application. These may or may not have specific formatting guidelines. A “Professional Nursing Portfolio” template is provided in the topic materials as a tool that may be used to format your portfolio.

For the purposes of this assignment, the portfolio must contain the following pieces:

  1. Introduction that includes a professional goal(s) statement.
  2. Current license and credentials.
  3. Reference list comprising of at least three references (one professional from work setting, one professional from school setting, and one personal reference) with two letters of reference.
  4. Integration of the American Nurses Association (ANA) – Scope and Standards of Practice for Public Health Nursing, outlining your accomplishments in several areas.
  5. Include one assignment from this course to demonstrate your work.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a scoring guide. Refer to “Professional Portfolio Scoring Guide” prior to beginning this assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

STUDY MATERIALS

Read Standard 5e. Regulatory Activities in Public Health Nursing: Scope and Standards of Practice.

Professional Portfolio Scoring Guide

REQUIREMENTS: POSSIBLE ACTUAL
Introduction that includes a professional goal(s) statement 8
Current license and credentials 8
Reference list comprising of at least three references 8
Integration of the American Nurses Association (ANA) –  Scope and Standards of Practice for Public Health Nursing 8
One assignment from PHN-690 8
TOTAL 40

PHN-690 Public Health Issue Assignment | Grand Canyon University

Description

  • Analyze a public health issue that affects the population.
  • Choose a public health issue or concern and write a 500-700 word essay that addresses the following:
  • Describe the public health issue and the population affected.
  • Identify one or two strategies for health promotion at each level of prevention (primary, secondary, tertiary).
  • Apply the PDSA or other framework to an initiative in your practicum setting. Explain how you applied it.

PHN-690 Public Health Issue Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PHN-690 PHN-690-O500 Public Health Issue 80.0
Criteria Percentage 1: Unsatisfactory (0.00%) 2: Less Than Satisfactory (80.00%) 3: Satisfactory (88.00%) 4: Good (92.00%) 5: Excellent (100.00%) Comments Points Earned  
Content 100.0%                
Public Health Issue and Population Affected 24.0% A description of the public health issue and population affected is not present. A description of the public health issue and population affected is present, but lacks detail or is incomplete. A description of the public health issue and population affected is present. A description of the public health issue and population affected is present and detailed. A description of the public health issue and population affected is present and thorough.
Strategies for Health Promotion at Each Level of Prevention (Primary, Secondary, Tertiary) 23.0% One or two strategies for health promotion at each level of prevention are not present. One or two strategies for health promotion at each level of prevention are present, but lack details or are complete. One or two strategies for health promotion at each level of prevention are present. One or two strategies for health promotion at each level of prevention are present and detailed. One or two strategies for health promotion at each level of prevention are present and thorough.
PSDA or Other Framework 23.0% The PSDA or other framework is not included, or an explanation of how the PSDA or other framework was applied in the practicum setting is not present. The PSDA or other framework is applied and an explanation of how the PSDA or other framework was applied in the practicum setting is present, but lacks details or is complete. The PSDA or other framework is applied and an explanation of how the PSDA or other framework was applied in the practicum setting is present. The PSDA or other framework is applied and an explanation of how the PSDA or other framework was applied in the practicum setting is detailed. An explanation of the how the PDSA or other framework was applied to an initiative in the practicum setting is thorough.
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Paper Format (Use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

PHN-690 Emergency Preparedness Assignment | Grand Canyon University

Description

The purpose of this assignment is to understand how your practicum organization’s emergency responses coordinate with local, state, and national emergency responses.

In a 900-1,200 word essay address the following:

  1. Explain each component in the four phases of emergency management.
  2. Describe the policies and procedures that your practicum has in place for emergency preparedness and disaster planning.
  3. Identify and describe local, state, and national emergency preparedness resources or plans.
  4. Describe how your practicum organization’s responses coordinate with local, state, and national emergency responses.
  5. Describe emergency services that should be made available to the population in an emergency

PHN-690 Emergency Preparedness Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PHN-690 PHN-690-O500 Emergency Preparedness 65.0
Criteria Percentage 1: Unsatisfactory (0.00%) 2: Less Than Satisfactory (80.00%) 3: Satisfactory (88.00%) 4: Good (92.00%) 5: Excellent (100.00%) Comments Points Earned  
Content 100.0%                
Four Phases of Emergency Management 14.0% The four phases of emergency management are not present. The four phases of emergency management are present, but they lack detail or are incomplete. The four phases of emergency management are present. The four phases of emergency management are present and include a detailed explanation. The four phases of emergency management are present and include a thorough explanation.
Policies and Procedures in the Practicum Site 14.0% A description of the policies and procedures the practicum site has in place for emergency preparedness and disaster planning is not present. A description of the policies and procedures the practicum site has in place for emergency preparedness and disaster planning is present, but lacks details or is complete. A description of the policies and procedures the practicum site has in place for emergency preparedness and disaster planning is present. A description of the policies and procedures the practicum site has in place for emergency preparedness and disaster planning is present and detailed. A description of the policies and procedures the practicum site has in place for emergency preparedness and disaster planning is present and thorough.
Local, State, and National Emergency Preparedness Resources or Plans 14.0% An identification and description of local, state, and national emergency preparedness resources or plans is not present. An identification and description of local, state, and national emergency preparedness resources or plans is present, but lacks details or is complete. An identification and description of local, state, and national emergency preparedness resources or plans is present. An identification and description of local, state, and national emergency preparedness resources or plans is present and detailed. An identification and description of local, state, and national emergency preparedness resources or plans is present and thorough.
Practicum Site Organization Responses 14.0% A description of how the practicum site organization coordinates with local, state, and national emergency responses is not present. A description of how the practicum site organization coordinates with local, state, and national emergency responses is present, but lacks details or is incomplete. A description of how the practicum site organization coordinates with local, state, and national emergency responses is present. A description of how the practicum site organization coordinates with local, state, and national emergency responses is present and detailed. A description of how the practicum site organization coordinates with local, state, and national emergency responses is present and thorough.
Emergency Services 14.0% A description of emergency services that should be made available to the population in an emergency is not present. A description of emergency services that should be made available to the population in an emergency is present, but lacks detail or is incomplete. A description of emergency services that should be made available to the population in an emergency is present. A description of emergency services that should be made available to the population in an emergency is present and detailed. A description of emergency services that should be made available to the population in an emergency is present and thorough.
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Paper Format (Use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

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PHN-652 Population-Based Interventions Course Assignments & Discussions Study Guide

PHN-652 Population-Based Interventions Course Assignments & Discussions Study GuidePHN-652 Population-Based Interventions Course Description

In this course, learners closely examine concepts of population health in order to design health promotion and disease prevention interventions for diverse populations. Beginning with the selection of appropriate models for evidence-based interventions, learners assess a population and propose the most appropriate intervention based on available evidence. Learners also consider the financial, regulatory, legal, and ethical aspects of population-based interventions and methods for evaluating outcomes. Prerequisite: NUR-590.

PHN-652 Population-Based Interventions Course Assignments & Examples Study Guide

PHN-652 — Population-Based Interventions

PHN-652 Topic 1: Evidence-Based Practice in Public Health

Objectives:

  1. Examine the evolution of evidence-based public health.
  2. Explain the role of evidence-based practice in disease prevention and health promotion.
  3. Determine appropriate sources to inform evidence-based practice.
  4. Discuss the role of teaching in public health nursing practice.

PHN-652 Benchmark – Health Promotion and Disease Prevention Assignment

Description

The purpose of this assignment is to discuss the importance of evidence-based interventions to the design of health promotion and disease prevention. In a 1,250-1,500 word paper, provide detailed descriptions of disease prevention and health promotion, as well as the role of evidence-based interventions in the success of this practice.

Refer to the assigned reading, “Health Promotion and Disease Prevention Through Population-Based Interventions, Including Action to Address Social Determinants and Health Inequity,” to assist in completing the assignment.

Include the following:

  1. A description of disease prevention.
  2. An example of an existing disease prevention model at the three levels of practice (community, systems, and individual).
  3. An analysis of the benefits and concerns with utilizing this model.
  4. A description of health promotion.
  5. An example of an existing health promotion model at the three levels of practice (community, systems, and individual).
  6. An analysis of the benefits and concerns with utilizing this model.
  7. A discussion of the role evidence-based practice plays in the success of disease prevention and health promotion.
  8. A discussion of the role of health teaching in disease prevention and health promotion.

Cite two or three additional resources in your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assesses the following programmatic competency:

MSN Public Health Nursing

6.1 Evaluate theoretical frameworks in public health nursing useful for assessing the health status of populations and promoting health and preventing disease for individuals, communities, and populations.

IMPORTANT LINKS

https://prevention.nih.gov/research-priorities/dissemination-implementation-research/evidence-based-practices-programs

https://www.healthypeople.gov/sites/default/files/EvidenceBasedClinicalPH2010.pdf

http://www.emro.who.int/fr/about-who/public-health-functions/health-promotion-disease-prevention.html

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PHN-652 Benchmark – Health Promotion and Disease Prevention Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PHN-652 PHN-652-O500 Benchmark – Health Promotion and Disease Prevention 110.0
Criteria Percentage 1: Unsatisfactory 0-75% (0.00%) 2: Less Than Satisfactory 76-80% (80.00%) 3: Satisfactory 81-88% (88.00%) 4: Good 89-92% (92.00%) : Excellent 93-100% (100.00%) Comments Points Earned  
Content 70.0%                
Disease Prevention 5.0% A description of disease prevention is not present. A description of disease prevention is incomplete or incorrect. A description of disease prevention is included but lacks supporting details. A description of disease prevention is complete and includes supporting details. A description of disease prevention is extremely thorough and includes substantial supporting details.
Existing Prevention Model at Three Levels of Practice 10.0% An example of an existing prevention model at the three levels of practice is not present. An example of an existing prevention model at the three levels of practice is incomplete or incorrect. An example of an existing prevention model at the three levels of practice is included but lacks supporting details. An example of an existing prevention model at the three levels of practice is complete and includes supporting details. An example of an existing prevention model at the three levels of practice is extremely thorough and includes substantial supporting details.
Disease Prevention – Analysis of Benefits and Concerns (C6.1) 15.0% An analysis of the benefits of and concerns with utilizing the disease prevention model is not present. An analysis of the benefits of and concerns with utilizing the disease prevention model is incomplete or incorrect. An analysis of the benefits of and concerns with utilizing the disease prevention model is included but lacks supporting details. An analysis of the benefits of and concerns with utilizing the disease prevention model is complete and includes supporting details. An analysis of the benefits of and concerns with utilizing the disease prevention model is extremely thorough and includes substantial supporting details.
Health Promotion 5.0% A description of health promotion is not present. A description of health promotion is incomplete or incorrect. A description of health promotion is included but lacks supporting details. A description of health promotion is complete and includes supporting details. A description of health promotion is extremely thorough and includes substantial supporting details.
Existing Health Promotion Model at Three Levels of Practice 10.0% An example of an existing health promotion model at the three levels of practice is not present. An example of an existing health promotion model at the three levels of practice is incomplete or incorrect. An example of an existing health promotion model at the three levels of practice is included but lacks supporting details. An example of an existing health promotion model at the three levels of practice is complete and includes supporting details. An example of an existing health promotion model at the three levels of practice is extremely thorough and includes substantial supporting details.
Health Promotion – Analysis of Benefits and Concerns (C6.1) 15.0% An analysis of the benefits of and concerns with utilizing the health promotion model is not present. An analysis of the benefits of and concerns with utilizing the health promotion model is incomplete or incorrect. An analysis of the benefits of and concerns with utilizing the health promotion model is included but lacks supporting details. An analysis of the benefits of and concerns with utilizing the health promotion model is complete and includes supporting details. An analysis of the benefits of and concerns with utilizing the health promotion model is extremely thorough and includes substantial supporting details.
Role of Evidence-Based Practice (C6.1) 5.0% A discussion of the role of evidence-based practice in the success of disease prevention and health promotion is not present. A discussion of the role of evidence-based practice in the success of disease prevention and health promotion is incomplete or incorrect. A discussion of the role of evidence-based practice in the success of disease prevention and health promotion is included but lacks supporting details. A discussion of the role of evidence-based practice in the success of disease prevention and health promotion is complete and includes supporting details. A discussion of the role of evidence-based practice in the success of disease prevention and health promotion is extremely thorough and includes substantial supporting details.
Role of Health Teaching in Disease Prevention and Health Promotion 5.0% A discussion of the role of health teaching in disease prevention and health promotion is not present. A discussion of the role of health teaching in disease prevention and health promotion is incomplete or incorrect. A discussion of the role of health teaching in disease prevention and health promotion is included but lacks supporting details. A discussion of the role of health teaching in disease prevention and health promotion is complete and includes supporting details. A discussion of the role of health teaching in disease prevention and health promotion is extremely thorough and includes substantial supporting details.
Organization and Effectiveness 20.0%                
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%                
Paper Format (Use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

 

Topic 1 DQ 1

Discuss the sources of evidence for public health nurses. How can this evidence be applied to support evidence-based practice? Cite at least two sources of evidence in your response.

Re: Topic 1 DQ 1 Example Answer

There are many different sources for public health nurses to utilize from, and the first would be the Center for Disease Control and Prevention website. I personally like this website to pull information regarding current health, social, and any other topic an individual would like knowledge of. For a public health nurse, the information that is placed in this source is vital because it provides a comprehensive look at different healthcare, biological, and social specialties and presents information in a method that is comprehensive and easy to understand. Many studies that are being completed by government or public health programs are found on the CDC. Many healthcare issues that are being tracked by private offices are submitted to the CDC for overall, comprehensive review. This is why I think the CDC websites is a great resource for both public health nurses and any other individual who is seeking to further their knowledge base.

The second source of information that public health nurses may utilize are scholarly databases such as the one that is provided by Grand Canyon University. Scholarly databases allow for public health nurses to specify studies down to whether or not they are peer reviewed, scholarly based, time frame, etc. Any other database source such as EBSCOhost would also provide information that has been deemed to be peer reviewed or scholarly.

It is so important that public health nurses use reviewed, credible sources for their studies because it oftentimes serves as a foundation for any other research that follows. It can unintentionally skew results in one way or another when foundational information is later to found to not be as credible or true as it was previously deemed.

Topic 1 DQ 2

How has evidence-based practice evolved? What are the advantages and disadvantages of this evolution for public health nurses as well as communities?

Topic 1 DQ 2 Example Answer

The provision of quality care aims at ensuring that safety is a priority in nursing care. However, this is a matter that has often been overlooked in nursing school, a notion that has seen nurses lack adequate preparation on how to offer safe care to patients. The resulting improvement to shape the nursing curriculum was the introduction of evidence-based practice (EBP) to make sure that nurses are proficient in both the clinical experience and patient-oriented care by meeting the laid provision for the best care in line with emerging clinical researches PHN-652 — Population-Based Interventions. Since the beginning of EBP, it has since shaped the nursing profession, it has promoted skills, competence, and equipped nurses with the relevant knowledge required to provide quality and safe care by nurses (LoBiondo-Wood & Haber, 2017)

As stated above, EBP had several advantages including equipping the health care nurses with skills and knowledge which has played an important role in their profession and interaction with the community. It has given nurses a platform in which they can make reverence and address a range of challenges as a result of promoting competence. The evolution of EBP has, however, come along with a lot of challenges. At times, it is very difficult to find valid and credible evidence. This consumes a lot of time and sometimes the public health officers are misguided by some sources, hence ending up doing what is contrary to the expectations of the community (LoBiondo-Wood & Haber, 2017). EBP has also lead to oversight of common sense. EBP has made some public health workers lazy, that they rely so much on evidence from other sources rather than using their minds to reason and execute the mandate.

References

LoBiondo-Wood, G., &Haber, J. (2017). Nursing research-E-book: method and critical appraisal for evidence-based practice. Elsevier Health Sciences.

You can also read another study guide on nursing assignments for students from another post on PHN-690 Public Health Nursing Practicum Course Assignments & Discussions.

 PHN-652 Topic 2: Models and Tools Used in Public Health

Objectives:

  1. Describe the importance of public health models in providing quality health care.
  2. Differentiate between public health models for a public health program.
  3. Analyze existing models of public health.

PHN-652 Intervention Wheel Analysis Assignment

Intervention Wheel Analysis

The intervention wheel is a commonly used model used in public health. The purpose of this assignment is to analyze the intervention wheel and contrast it with another model used in public health. Write a 1,250-1,500 word paper, including the following:

  1. A description of the strengths and weaknesses of the intervention wheel.
  2. An example of when the intervention wheel has been used in public health.
  3. A brief description of another model used in public health.
  4. A description of how the two models are similar.
  5. A description of how the two models are different.

Cite two or three resources in your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

PHN-652 Intervention Wheel Analysis Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PHN-652 PHN-652-O500 Intervention Wheel Analysis 85.0
Criteria Percentage 1: Unsatisfactory 0-75% (0.00%) 2: Less Than Satisfactory 76-80% (80.00%) 3: Satisfactory 81-88% (88.00%) 4: Good 89-92% (92.00%) 5: Excellent 93-100% (100.00%) Comments Points Earned  
Content 70.0%                
Strengths and Weaknesses of Intervention Wheel 15.0% A description of the strengths and weaknesses of the intervention wheel is not present. A description of the strengths and weaknesses of the intervention wheel is incomplete or incorrect. A description of the strengths and weaknesses of the intervention wheel is included but lacks supporting details. A description of the strengths and weaknesses of the intervention wheel is complete and includes supporting details. A description of the strengths and weaknesses of the intervention wheel is extremely thorough and includes substantial supporting details.
Intervention Wheel Example 15.0% An example of when the intervention wheel has been used in public health is not present. An example of when the intervention wheel has been used in public health is incomplete or incorrect. An example of when the intervention wheel has been used in public health is included but lacks supporting details. An example of when the intervention wheel has been used in public health is complete and includes supporting details. An example of when the intervention wheel has been used in public health is extremely thorough and includes substantial supporting details.
Description of Public Health Model 10.0% A brief description of another model used in public health is not present. A brief description of another model used in public health is incomplete or incorrect. A brief description of another model used in public health is included but lacks supporting details. A brief description of another model used in public health is complete and includes supporting details. A brief description of another model used in public health is extremely thorough and includes substantial supporting details.
Similarity of Models 15.0% A description of how the two models are similar is not present. A description of how the two models are similar is incomplete or incorrect. A description of how the two models are similar is included but lacks supporting details. A description of how the two models are similar is complete and includes supporting details. A description of how the two models are similar is extremely thorough and includes substantial supporting details.
Differences in Models 15.0% A description of how the two models are different is not present. A description of how the two models are different is incomplete or incorrect. A description of how the two models are different is included but lacks supporting details. A description of how the two models are different is complete and includes supporting details. A description of how the two models are different is extremely thorough and includes substantial supporting details.
Group 2Organization and Effectiveness 20.0%                
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%                
Paper Format (Use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%
 

Topic 2 DQ 1

Why are public health models important in providing quality health care? Briefly describe two public health models and their impact on quality health care.

Re: Topic 2 DQ 1 Example Answer

In different facilities, several healthcare models and theories are used to enhance the practices of the health workers to ensure that quality care of the patients is realized. One common model is the Social Cognitive Theory     (SCT). This model focuses on engaging how one’s influences affects other people’s action and it revolves around the behavior of the individual (Stanhope et. al., 2019). However, it is mainly meant to guide healthcare workers. This model tends to promote self-efficacy in that one will be able to control their behavior and it includes having self-control when it comes to monitoring their behavior. A good example is the Healthy Relationship program that is instilled by Chattanooga CARES, which is operated by a small group of individuals who are living with AIDS, and it mainly focuses on skill-building. Another model is the Health Belief Model that offers guidelines on how to promote different preventive programs. To measure the development of the healthcare system, the facility will be able to engage more in prevention than treatment programs. According to the saying, prevention is better than cure, and this must be a concept that applies to healthcare facilities (Jackson, & Gracia, 2014). According to this model, the main area to define includes the threats of the disease, consequences, actions to be taken, barriers to the action taken, and the chances to succeed. For instance, the Michigan Model for Health is a program that is designed to be implemented in the learning institution. It focuses on social health problems.

References

Stanhope, M., Faan, R, D., Lancaster, J., & Faan, R.P (2019). Public Health Nursing E-Book: Population -Centered Health Care in the Community. Mosby

Jackson, C., & Gracia, J .N (2014) Addressing Health and Health -care disparities: the role of a diverse workforce and the social determinants of health. Public Health. Reports, 129( 1-supp12). 57-61.

 Topic 2 DQ 2

There are numerous tools available for public health nurses to use. Choose the tool used in public health that is, in your opinion, the most effective. Provide a rationale for this tool’s effectiveness and provide an example of when it has been used.

PHN-652 Data Collection Method Assignment

Data Collection Method

For this assignment, you will plan to collect data for a community health need.

Begin by choosing a population of interest to you. Research your chosen population for available health data. This is your secondary data. From the data available about your population, identify a health need that you would like to address.

Choose a data collection method to collect primary data about the identified health need for your population. Popular data collection methods to choose from are surveys, focus groups, and interviews. Write a 750-1,000-word plan describing how you will collect primary data about the identified health need for your chosen population.

Include the following in your data collection plan:

  1. Description of the chosen population and identified health need.
  2. Identify the most appropriate data collection method for your chosen population with rationale.
  3. Describe which type of data that will be collected (qualitative or quantitative).
  4. Identify health indicators specific to the population with at least one source.
  5. Provide at least five example questions to be used in your data collection.
  6. Include a rationale for each question asked, including the expected data.

Cite two or three resources in your paper.

Prepare this PHN-652 — Population-Based Interventions assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

Topic 3 DQ 1

Discuss the advantages and disadvantages of using qualitative or quantitative data. Give an example of when you would use each.

Topic 3 DQ 2

There are numerous ways in which public health nurses can collect data in order to identify population needs and develop interventions, including surveys, focus groups, and interviews. Choose the two data collection methods you feel are the most effective. Describe each method and explain why you chose them PHN-652 — Population-Based Interventions. How would you know which data collection technique is most effective for your chosen population?

Topic 4: Public Health Nursing Assessments

Objectives:

  1. Apply the public health nursing practice model in the creation of a population needs assessment report.
  2. Differentiate among micro, meso, and macro levels of assessment.
  3. Discuss techniques for conducting a community health needs assessment.
  4. Utilize data sources to write a community health needs assessment report.

PHN-652 Community Health Needs Assessment Report Assignment

Community Health Needs Assessment Report

The purpose of this assignment is to apply the public health nursing practice model in order to write a community needs assessment report. Utilizing the data collected from your Topic 3 chosen population, write a 1,000-1,200 word community needs assessment report with the following information:

  1. A description of the community or population researched.
  2. Explanation of current data available.
  3. Summary of health needs identified through analysis of data.
  4. Description of the data collection method planned for collecting secondary data.
  5. Description of at least one key health issue/need from a nursing diagnosis, including the micro, meso, and macro level.
  6. Summary of at least one social determinant of the health issue identified.
  7. Brief outline of a plan for addressing the chosen health need.

Include three to five resources in your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric PHN-652 — Population-Based Interventions. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

PHN-652 Community Health Needs Assessment Report Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PHN-652 PHN-652-O500 Community Health Needs Assessment Report 85.0
Criteria Percentage 1: Unsatisfactory 0-75% (0.00%) 2: Less Than Satisfactory 76-80% (80.00%) 3: Satisfactory 81-88% (88.00%) 4: Good 89-92% (92.00%) 5: Excellent 93-100% (100.00%) Comments Points Earned  
Content 70.0%                
Community or Population Researched 10.0% A description of the community or population researched is not present. A description of the community or population researched is incomplete or incorrect. A description of the community or population researched is included but lacks supporting details. A description of the community or population researched is complete and includes supporting details. A description of the community or population researched is extremely thorough and includes substantial supporting details.
Current Data Available 10.0% An explanation of current data available is not present. An explanation of current data available is incomplete or incorrect. An explanation of current data available is included but lacks supporting details. An explanation of current data available is complete and includes supporting details. An explanation of current data available is extremely thorough and includes substantial supporting details.
Health Needs Identified 10.0% A summary of health needs identified through analysis of data is not present. A summary of health needs identified through analysis of data is incomplete or incorrect. A summary of health needs identified through analysis of data is included but lacks supporting details. A summary of health needs identified through analysis of data is complete and includes supporting details. A summary of health needs identified through analysis of data is extremely thorough and includes substantial supporting details.
Data Collection Method 10.0% A description of the data collection method planned for collecting secondary data is not present. A description of the data collection method planned for collecting secondary data is incomplete or incorrect. A description of the data collection method planned for collecting secondary data is included but lacks supporting details. A description of the data collection method planned for collecting secondary data is complete and includes supporting details. A description of the data collection method planned for collecting secondary data is extremely thorough and includes substantial supporting details.
Micro, Meso, and Macro Level of Health Issue or Need 10.0% A description of at least one key health issue or need from a nursing diagnosis, including the micro, meso, and macro level, is not present. A description of at least one key health issue or need from a nursing diagnosis, including the micro, meso, and macro level, is incomplete or incorrect. A description of at least one key health issue or need from a nursing diagnosis, including the micro, meso, and macro level, is included but lacks supporting details. A description of at least one key health issue or need from a nursing diagnosis, including the micro, meso, and macro level, is complete and includes supporting details. A description of at least one key health issue or need from a nursing diagnosis, including the micro, meso, and macro level, is extremely thorough and includes substantial supporting details.
Social Determinant 10.0% A summary of at least one social determinant of the health issue identified is not present. A summary of at least one social determinant of the health issue identified is incomplete or incorrect. A summary of at least one social determinant of the health issue identified is included but lacks supporting details. A summary of at least one social determinant of the health issue identified is complete and includes supporting details. A discussion of the A summary of at least one social determinant of the health issue identified is extremely thorough and includes substantial supporting details.
Outline of Plan to Address Health Need 10.0% A brief outline of a plan for addressing the chosen health need is not present. A brief outline of a plan for addressing the chosen health need is incomplete or incorrect. A brief outline of a plan for addressing the chosen health need is included but lacks supporting details. A brief outline of a plan for addressing the chosen health need is complete and includes supporting details. A brief outline of a plan for addressing the chosen health need is extremely thorough and includes substantial supporting details.
Organization and Effectiveness 20.0%                
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%                
Paper Format (Use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

 

Topic 4 DQ 1

What techniques can be used in conducting a community health needs assessment? Which technique do you feel is the most effective?

Topic 4 DQ 2

When writing a community health needs assessment report, the public health nurse will need to include micro, meso, and macro levels of assessment. What is the difference between these levels of assessment? Why is it necessary to use all levels of assessment when writing a community health needs assessment report? What would be the impact of not including all three levels of assessment in a community health needs assessment report?

Topic 5: Developing Evidence-Based Interventions

Objectives:

  1. Explain the importance of evaluating population-based interventions.
  2. Identify an evidence-based intervention for a community need or health issue based on a community health needs assessment.
  3. Develop an evidence-based intervention to target a community health need.

PHN-652 Benchmark – Population Needs Intervention Development Assignment

Benchmark – Population Needs Intervention Development

The purpose of this assignment is to develop an intervention to target a community health need.

There are 17 types of interventions that can be used by public health nurses. To address the health issue or disparity of health identified during your Community Health Needs Assessment Report in Topic 4, develop an intervention plan to target that need.

To report your intervention plan, create a 10-12 slide PowerPoint presentation, not including the title and reference slides, that addresses the following information:

  1. Description of the population chosen.
  2. Data used in determining health need.
  3. Summary of which interventions are already in place for this community health need.
  4. Detailed description of the intervention targeted to the population.
  5. Rationale for developing this intervention.
  6. Evidence-based resources to support intervention.
  7. Identification of all stakeholders, including the community.
  8. Description of the steps that will be taken to ensure the intervention is culturally sensitive to the community and population.

Include three to five resources in your presentation.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the PHN-652 — Population-Based Interventions assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

PHN-652 Benchmark – Population Needs Intervention Development Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PHN-652 PHN-652-O500 Benchmark – Population Needs Intervention Development 110.0
Criteria Percentage 1: Unsatisfactory 0-75% (0.00%) 2: Less Than Satisfactory 76-80% (80.00%) 3: Satisfactory 81-88% (88.00%) 4: Good 89-92% (92.00%) 5: Excellent 93-100% (100.00%) Comments Points Earned  
Criteria 100.0%                
Population Chosen 5.0% A description of the community or population chosen is not present. A description of the community or population chosen is incomplete or incorrect. A description of the community or population chosen is included but lacks supporting details. A description of the community or population chosen is complete and includes supporting details. A description of the community or population chosen is extremely thorough and includes substantial supporting details.
Data Used 5.0% An explanation of data used in determining a health need is not present. An explanation of data used in determining a health need is incomplete or incorrect. An explanation of data used in determining a health need is included but lacks supporting details. An explanation of data used in determining a health need is complete and includes supporting details. An explanation of data used in determining a health need is extremely thorough and includes substantial supporting details.
Interventions Already in Place 5.0% A summary of interventions already in place for this community health need is not present. A summary of interventions already in place for this community health need is incomplete or incorrect. A summary of interventions already in place for this community health need is included but lacks supporting details. A summary of interventions already in place for this community health need is complete and includes supporting details. A summary of interventions already in place for this community health need is extremely thorough and includes substantial supporting details.
Intervention Chosen 10.0% A detailed description of the intervention targeted to the population is not present. A detailed description of the intervention targeted to the population is incomplete or incorrect. A detailed description of the intervention targeted to the population is included but lacks supporting details. A detailed description of the intervention targeted to the population is complete and includes supporting details. A detailed description of the intervention targeted to the population is extremely thorough and includes substantial supporting details.
Rationale for Intervention 10.0% A rationale for choosing the population-based intervention is not present. A rationale for choosing the population-based intervention is incomplete or incorrect. A rationale for choosing the population-based intervention is included but lacks supporting details. A rationale for choosing the population-based intervention is complete and includes supporting details. A rationale for choosing the population-based intervention is extremely thorough and includes substantial supporting details.
Evidence-Based Resources 10.0% Evidence-based resources in support of the intervention are not present. Evidence-based resources in support of the intervention are incomplete or incorrect. Evidence-based resources in support of the intervention are included but lack supporting details. Evidence-based resources in support of the intervention are complete and include supporting details. Evidence-based resources in support of the intervention are extremely thorough and include substantial supporting details.
Stakeholders 5.0% A description of all stakeholders, including the community, is not present. A description of all stakeholders, including the community, is incomplete or incorrect. A description of all stakeholders, including the community, is included but lacks supporting details. A description of all stakeholders, including the community, is complete and includes supporting details. A description of all stakeholders, including the community, is extremely thorough and includes substantial supporting details.
Steps for Culturally Sensitive Intervention  (C6.4) 10.0% A description of the steps to ensure the intervention is culturally sensitive to the community and population is not present. A description of the steps to ensure the intervention is culturally sensitive to the community and population is incomplete or incorrect. A description of the steps to ensure the intervention is culturally sensitive to the community and population is included but lacks supporting details. A description of the steps to ensure the intervention is culturally sensitive to the community and population is complete and includes supporting details. A description of the steps to ensure the intervention is culturally sensitive to the community and population is extremely thorough and includes substantial supporting details.
Presentation of Content 10.0% The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness.  Includes persuasive information from reliable sources. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.
Layout 10.0% The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability.  The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 10.0% Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

TOPIC 6: Population-Based Intervention Implementation Plan

This assignment is a continuation from the PowerPoint presentation from the TOPIC: Benchmark – Population Needs Intervention Development.

 

Population-Based Intervention Implementation Plan

PHN-652 — Population-Based Interventions

The purpose of this assignment is to plan for the successful implementation of your population-based intervention. Using your identified health need from Topic 5, write a 1,000-1,200 word paper that includes the following information.

  1. Identify and explain potential barriers to implementation of the evidence-based intervention.
  2. Discuss strategies to overcome the barriers to implementation of the evidence-based intervention.
  3. Describe how you will account for the ethical, legal, and regulatory aspects of community health in your intervention.

Include three to five resources in your PHN-652 — Population-Based Interventions paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

STUDY MATERIALS

Read Chapters 20 and 23 in Public Health Nursing: Population-Centered Health Care in the Community.

Read “Barriers and Facilitators to Implementing Evidence-Based Interventions Among Third Sector Organisations: A Systematic Review,” by Bach-Mortensen, Anders, Lange, and Montgomery, from Implementation Science (2018). URL: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=131025466&site=ehost-live&scope=site

Read “Supporting Research and Evidence-Based Public Health Practice in State and Local Health Agencies” (2017), located on the American Public Health Association (APHA) website. URL: https://www.apha.org/policies-and-advocacy/public-health-policy-statements/policy-database/2018/01/18/supporting-research-and-evidence-based-public-health-practice

Review “The Public Health Approach to Violence Prevention,” located on the Centers for Disease Control and Prevention  (CDC) website. URL: https://www.cdc.gov/violenceprevention/pdf/PH_App_Violence-a.pdf

Read “Workplace Health Model,” by Division of Population Health, National Center for Chronic Disease Prevention and Health Promotion (2016), located on the Centers for Disease Control and Prevention (CDC) website. URL: https://www.cdc.gov/workplacehealthpromotion/model/index.html

Explore “Chapter 19. Choosing and Adapting Community Interventions,” located on the Community Toolbox website (2018). URL: https://ctb.ku.edu/en/table-of-contents/analyze/choose-and-adapt-community-interventions

PHN-652 Benchmark – Funding Plan Assignment

Benchmark – Funding Plan

The purpose of this assignment is to create a plan for funding an intervention while applying financial planning and management best practices.

Write a 1,200-1,500 word plan for funding, including the following information:

  1. Description of the data used to determine the targeted health disparity.
  2. Description of the health disparity targeted through the intervention.
  3. Description of intervention sustainability.
  4. Description of possible cost savings resulting from intervention implementation.
  5. Rationale for chosen sources of funding. PHN-652 — Population-Based Interventions.
  6. A proposed budget that includes total cost of implementation, expenses, and amount of funding received.
  7. Description of adherence to financial planning and management best practices.

Include one or two resources in your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Grading Rubric

Data – A description of the A description of the data used to determine the targeted health disparity is extremely thorough and includes substantial supporting details- 5.5 points

Health Disparity: A description of the health disparity is extremely thorough and includes substantial supporting details. – 5.5 points

Intervention Sustainability: A description of intervention sustainability is extremely thorough and includes substantial supporting details –11 points

Cost-Savings: A description of possible cost savings resulting from intervention implementation is extremely thorough and includes substantial supporting details. – 11 points

Source of Funding: A rationale for chosen source of funding is extremely thorough and includes substantial supporting details – 16.5 points

Proposed Budget: A proposed budget including total cost of implementation, expenses, and amount of funding received is extremely thorough and includes substantial supporting details – 11 points

Best Practices of Financial Management (B): A description of application of best practices for financial management is extremely thorough and includes substantial supporting details. – 16.5 points

Thesis Development and Purpose: Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. – 7.7 points

Argument Logic and Construction: Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. – 8.8 points

Mechanics of Writing (includes spelling, punctuation, grammar, language use – 5.5 points

Paper Format (Use of appropriate style for the major and assignment) – 5.5 points

Documentation of Sources: Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error – 5.5 points

Total 110 points

Class Resources

Grants | Funding | CDC

Home | GRANTS.GOV

Prevention and Public Health Fund | HHS.gov

Chapter 43. Managing Finances | Community Tool Box (ku.edu)

Public Health Financing (cdc.gov)

Chapter 42. Getting Grants and Financial Resources | Community Tool Box (ku.edu)

PHN-652 Benchmark – Funding Plan Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PHN-652 PHN-652-O500 Benchmark – Funding Plan 110.0
Criteria Percentage 1: Unsatisfactory 0-75% (0.00%) 2: Less Than Satisfactory 76-80% (80.00%) 3: Satisfactory 81-88% (88.00%) 4: Good 89-92% (92.00%) 5: Excellent 93-100% (100.00%) Comments Points Earned  
Content 70.0%                
Data 5.0% A description of the data used to determine the targeted health disparity is not present. A description of the data used to determine the targeted health disparity is incomplete or incorrect. A description of the data used to determine the targeted health disparity is included but lacks supporting details. A description of the data used to determine the targeted health disparity is complete and includes supporting details. A description of the A description of the data used to determine the targeted health disparity is extremely thorough and includes substantial supporting details.
Health Disparity 5.0% A description of the health disparity determined is not present. A description of the health disparity determined is incomplete or incorrect. A description of the health disparity is included but lacks supporting details. A description of the health disparity is complete and includes supporting details. A description of the health disparity is extremely thorough and includes substantial supporting details.
Intervention Sustainability 10.0% A description of intervention sustainability is not present. A description of intervention sustainability is incomplete or incorrect. A description of intervention sustainability is included but lacks supporting details. A description of intervention sustainability is complete and includes supporting details. A description of intervention sustainability is extremely thorough and includes substantial supporting details.
Cost-Savings 10.0% A description of possible cost savings resulting from intervention implementation is not present. A description of possible cost savings resulting from intervention implementation is incomplete or incorrect. A description of possible cost savings resulting from intervention implementation is included but lacks supporting details. A description of possible cost savings resulting from intervention implementation is complete and includes supporting details. A description of possible cost savings resulting from intervention implementation is extremely thorough and includes substantial supporting details.
Source of Funding 15.0% A rationale for chosen source of funding is not present. A rationale for chosen source of funding is incomplete or incorrect. A rationale for chosen source of funding is included but lacks supporting details. A rationale for chosen source of funding is complete and includes supporting details. A rationale for chosen source of funding is extremely thorough and includes substantial supporting details.
Proposed Budget 10.0% A proposed budget including total cost of implementation, expenses, and amount of funding received is not present. A proposed budget including total cost of implementation, expenses, and amount of funding received is incomplete or incorrect. A proposed budget including total cost of implementation, expenses, and amount of funding received is included but lacks supporting details. A proposed budget including total cost of implementation, expenses, and amount of funding received is complete and includes supporting details. A proposed budget including total cost of implementation, expenses, and amount of funding received is extremely thorough and includes substantial supporting details.
Best Practices of Financial Management (C6.6) 15.0% A description of application of best practices for financial management is not present. A description of application of best practices for financial management is incomplete or incorrect. A description of application of best practices for financial management is included but lacks supporting details. A description of application of best practices for financial management is complete and includes supporting details. A description of application of best practices for financial management is extremely thorough and includes substantial supporting details.
Group 2Organization and Effectiveness 20.0%                
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%                
Paper Format (Use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

Topic 8: Evaluating Population-Based Interventions

Objectives:

  1. Identify critical features and strategies for the evaluation of the evidence-based intervention process.
  2. Develop a plan for evaluating an evidence-based intervention.
  3. Identify the performance measures of an evidence-based intervention.

PHN-652 Planning for Evaluation Assignment

Planning for Evaluation

The purpose of this assignment is to develop an evaluation plan for your evidence-based intervention in order to reflect on its effectiveness.

You may choose to include key slides from your Population-Based Intervention Implementation Plan from Topic 5 in order to ensure that stakeholders have an understanding of the data collection and intervention planning processes.

Create a 5-8 slide PowerPoint presentation, not including title or reference slides, with the following information:

  1. Describe the population and health disparity targeted in the intervention.
  2. Identify features and strategies for evaluation.
  3. Identify performance measures.
  4. Write short-term and long-term outcomes with plans for measurement and benchmarking.
  5. Plan for the next steps in the intervention. What will you do with this evaluation data?

Include speaker notes for each slide, detailing how you would present this information to stakeholders.

Include one or two resources in your presentation.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this PHN-652 — Population-Based Interventions assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Some Resources:

Framework for Program Evaluation – CDC

Evaluation | Model | Workplace Health Promotion | CDC

The Public Health Approach to Violence Prevention (cdc.gov)

PHN-652 Planning for Evaluation Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PHN-652 PHN-652-O500 Planning for Evaluation 85.0
Criteria Percentage 1: Unsatisfactory 0-75% (0.00%) 2: Less Than Satisfactory 76-80% (80.00%) 3: Satisfactory 81-88% (88.00%) 4: Good 89-92% (92.00%) 5: Excellent 93-100% (100.00%) Comments Points Earned  
Group 1 100.0%                
CriterioPopulation and Health Disparityn 1 10.0% A description of population and healthy disparity is not present. A description of population and healthy disparity is incomplete or incorrect. A description of population and healthy disparity is included but lacks supporting details. A description of population and healthy disparity is complete and includes supporting details. A description of population and healthy disparity is extremely thorough and includes substantial supporting details.
Features and Strategies for Evaluation 10.0% Features and strategies for evaluation are not present. Features and strategies for evaluation are incomplete or incorrect. Features and strategies for evaluation are included but lack supporting details. Features and strategies for evaluation are complete and include supporting details. Features and strategies for evaluation are extremely thorough and include substantial supporting details.
Performance Measures 10.0% A description of performance measures is not present. A description of performance measures is incomplete or incorrect. A description of performance measures is included but lacks supporting details. A description of performance measures is complete and includes supporting details. A description of the A description of performance measures is extremely thorough and includes substantial supporting details.
Short-Term and Long-Term Outcomes 10.0% A description of short-term and long-term outcomes with a plan for measurement and benchmarking is not present. A description of short-term and long-term outcomes with a plan for measurement and benchmarking is incomplete or incorrect. A description of short-term and long-term outcomes with a plan for measurement and benchmarking is included but lacks supporting details. A description of short-term and long-term outcomes with a plan for measurement and benchmarking is complete and includes supporting details. A description of short-term and long-term outcomes with a plan for measurement and benchmarking is extremely thorough and includes substantial supporting details.
Next Steps 10.0% A plan for next steps in the intervention is not present. A plan for next steps in the intervention is incomplete or incorrect. A plan for next steps in the intervention is included but lacks supporting details. A plan for next steps in the intervention is complete and includes supporting details. A plan for next steps in the intervention is extremely thorough and includes substantial supporting details.
Presentation of Content 20.0% The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness.  Includes persuasive information from reliable sources. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.
Layout 10.0% The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability.  The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 10.0% Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

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PHN-600 Foundations of Public Health Nursing Course Assignments & Discussions Study GuidePHN-600 Foundations of Public Health Nursing Course Assignments & Discussions Study Guide

PHN-600 Foundations of Public Health Nursing Course Description

This course examines the evolving landscape of public health nursing, including the various roles and settings for public health nursing practice. Learners learn about the influence of social, behavioral, and cultural factors on health. Learners appraise theoretical frameworks useful for understanding and improving quality and community and population health while considering influential developments in the field and the regulatory, legal, and ethical guidelines that inform practice. Prerequisite: NUR590.

PHN-600 Foundations of Public Health Nursing Course Discussions Syllabus Study Guide

MODULE 1

DQ1

Identify a historical public health nurse who made significant contribution to the field of public health. Describe the event and the nurse’s intervention in response to the event. Discuss the outcome of the nurse’s intervention. How has this influenced the foundations of public health nursing today?

DQ2

Review the three core functions and 10 essential public health services in the textbook. Imagine as a public health nurse, a 23-year-old recently unemployed single mother of a 6-month-old and 2-year-old enters your facility seeking your assistance for support in services for housing, food assistance, health care, and referrals for daily needs. Using these guiding principles, identify agencies within your community and the services they provide that may benefit this family.

Study Materials

Read “Public Health Nursing: A Rich History,” by Hogan, from Florida Nurse (2015). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109839808&site=ehost-live&scope=site

Read “The Origins of Public Health Nursing: The Henry Street Visiting Nurse Service,” by Fee and Bu, from NCBI (2010). URL: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2882394/

Read “Public Health Nursing in the United States: A History,” by Lewenson, located on the Nurse Key website (2016). URL: https://nursekey.com/public-health-nursing-in-the-united-states-a-history/

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MODULE 2

DQ1

Examine the Quad Council of Public Health Nursing Organization competences as they relate to the standards of public health nursing practice. Identify a major public health issue facing nursing today and discuss ways in which you think these competencies ensure public health nurses are equipped to address the issue.

DQ2

With the future of health care in the United States and public health needs changing, how can the masters-prepared public health nurse be influential within professional organizations to drive or support change? Consider issues of access, health disparities, and funding mechanism in your response.

STUDY MATERIALS

Review Chapter 2 and read Chapter 5 in Public Health Nursing: Practicing Population-Based Care. URL: https://www.gcumedia.com/digital-resources/jones-and-bartlett/2018/public-health-nursing_practicing-population-based-care_3e.php

Read “Interprofessional Education Accreditation Standards in the USA: A Comparative Analysis,” by Zorek, from Journal of Interprofessional Care (2013). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104241666&site=ehost-live&scope=site

Explore the Healthy People website. URL: https://www.healthypeople.gov/

Read “QuickFacts United States,” from United States Census Bureau (2017). URL: https://www.census.gov/quickfacts/fact/table/US/PST045217

Explore the County Health Rankings and Roadmaps website. URL: http://www.countyhealthrankings.org/

MODULE 3

DQ1

Select a setting you would like to practice in as a public health nurse. What interests you about it? Discuss the population that is served. What are the primary health needs and barriers the population may face in obtaining access to necessary health promotion and disease prevention interventions? What is the nurse’s role in that setting in assisting the population in overcoming those barriers?

DQ2

Discuss the public health nurse’s unique role as advocate the public health needs of the community. Consider factors such as policy, laws, regulation, and leadership in your response.

You can also read another study guide on nursing assignments for students from another post on PHN-652 Population-Based Interventions Course Assignments & Discussions.

STUDY MATERIALS

Review Chapter 1, and read Chapters 5, 6 and 18 in Public Health Nursing: Practicing Population-Based Care. URL: https://www.gcumedia.com/digital-resources/jones-and-bartlett/2018/public-health-nursing_practicing-population-based-care_3e.php

Read “Expanding Access to Care: Scope of Practice Laws,” by Hoke and Hexem, from Journal of Law, Medicine and Ethics (2017). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=122737836&site=ehost-live&scope=site

Read “Considering Disparities: How Do Nurse Practitioner Regulatory Policies, Access to Care, And Health Outcomes Vary Across Four States?” by Sonenberg and Knepper, from Nursing Outlook (2017). URL: https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0029655416303177?

Read “Public Health Nursing,” from American Nurses Association (n.d.). URL: https://www.nursingworld.org/practice-policy/workforce/public-health-nursing/

Explore the Healthy People website. URL: https://www.healthypeople.gov/

MODULE 4

DQ1

Imagine speaking with a person whose first language is not English about experiences with health care professionals who do not speak his or her language. Identify social determinants for this person and interventions for meeting their needs.

DQ2

Using the Participant Observation technique, identify health issues prominent within a cultural group from your community to describe your observations. What challenges might public health nurses face in eliminating bias in their assessment and treatment of people of other cultures? Discuss the public health nurse’s ethical and moral obligation to treat others equally and with respect in the context of Jesus’s teaching that we treat others as we would like to be treated.

MODULE 5

DQ1

Locate a current peer reviewed journal article that applies a nursing theory to guide public health nurses in community care. How can this theory be applied to public health interventions?

DQ2

Several models support the practice of health promotion and disease prevention. Discuss one model that you can use in the public health setting and provide an example specific to your current situation. Consider what aspects the model incorporates from the Minnesota Department of Health’s public health intervention wheel in your response.

STUDY MATERIALS

Review Chapter 2 and read Chapter 6 in Public Health Nursing: Practicing Population-Based Care.URL: https://www.gcumedia.com/digital-resources/jones-and-bartlett/2018/public-health-nursing_practicing-population-based-care_3e.php

Read “Changing Practice: Frameworks from Implementation Science,” by Flannery and Rotondo, from Oncology Nursing Forum (2016). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=114755749&site=ehost-live&scope=site

Read “Application of the Self Care Deficit Nursing Theory: The Community Context,” by Green, from Self-Care, Dependent-Care & Nursing (2013). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104207318&site=ehost-live&scope=site

Read “Assessment of Collaboration in U.S. Health Care Delivery: A Perspective from Systems Theory,” by McCovery and Matusitz, from Social Work in Public Health (2014). URL: https://doi-org.lopes.idm.oclc.org/10.1080/19371918.2013.865109

Read “Public Health Interventions: Applications for Nursing Practice,” from the Minnesota Department of Health, (2018). URL: http://www.health.state.mn.us/divs/opi/cd/phn/wheel.html Explore the Nursing Theory website. URL: http://www.nursing-theory.org/

MODULE 6

DQ1

After reading various topic resources and textbook chapters, summarize a historical ethical dilemma in public health. How may this relate to a current ethical dilemma? Were there any lessons learned from the historical event that can help public health nurses address the current ethical dilemma?

DQ2

Using the ethical dilemma in discussion question one, discuss a role nurses could play in creating an ethical practice environment. How can you promote a quality ethical practice that supports the wellbeing of all humans?

STUDY MATERIALS

Read Chapters 9 and 10 in Public Health Nursing: Practicing Population-Based Care. URL:https://www.gcumedia.com/digital-resources/jones-and-bartlett/2018/public-health-nursing_practicing-population-based-care_3e.php

Read “Fostering Nurses’ Moral Agency and Moral Identity: The Importance of Moral Community,” by Liaschenko and Peter, from Hastings Center Report (2016). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=118225080&site=ehost-live&scope=site

Read “Safeguarding the Public’s Health: Ethical Nursing,” by Rushton and Broome, from Hastings Center Report (2015). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103880265&site=ehost-live&scope=site

Read “Laws & Regulations,” from U.S. Department of Health and Human Services (2010). URL: https://www.hhs.gov/regulations/index.html

Read ” Explore Legislation, Regulations & Policies,” from Centers for Disease Control and Prevention (2015).URL: https://www.cdc.gov/stltpublichealth/policy/legislation-regulation-policies.html

Read “Specific Laws and Regulations Governing the Control of Communicable Diseases,” from Centers for Disease Control and Prevention (2017).URL: https://www.cdc.gov/quarantine/specificlawsregulations.html

Explore the Public Health Law Center at Mitchell Hamline School of Law website.URL: http://www.publichealthlawcenter.org

MODULE 7

DQ1

Describe the efforts of the American Public Health Association in quality improvement in health care delivery and public health. In what ways does this affect evaluation and population health management?

DQ2

Visit the “Quick Facts United States,” resource to gather demographic data for your county of residence. Include age, ethnicity, poverty levels, housing, and education. Then visit the “County Health Rankings and Roadmaps,” website to collect epidemiological data from your county health department. Describe your findings and how population health data helps identify priority areas of concern.

STUDY MATERIALS

Read Chapters 3,4,6,7 and 11-15 in Public Health Nursing: Practicing Population-Based Care. URL: https://www.gcumedia.com/digital-resources/jones-and-bartlett/2018/public-health-nursing_practicing-population-based-care_3e.php

Read “Utilizing Big Data to Provide Better Health at Lower Cost,” by Jones, Pulk, Gionfriddo, Evans, and Parry, from American Journal of Health-System Pharmacy (2018). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=128651868&site=ehost-live&scope=site

Read “The Winners of Data and Analytics: Finding Success in the Ever-Changing Information Landscape,” from HealthLeaders Magazine (2017). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=125886691&site=ehost-live&scope=site

Read “Using Data to Cut Unneeded Care,” by Whitman, from Modern Healthcare (2017). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=121526041&site=ehost-live&scope=site

Review “QuickFacts United States,” from United States Census Bureau (2017). URL: https://www.census.gov/quickfacts/fact/table/US/PST045217

Explore the County Health Rankings and Roadmaps website. URL: http://www.countyhealthrankings.org/

MODULE 8

DQ1

Discuss your topic you chose for your presentation in this topic. Discuss why you chose the topic and the impact it has on public health nursing. Provide feedback to your classmates to assist in the development of the presentation in this topic.

DQ2

Review the four phases of emergency management during a disaster and explain the concept of resilience of the public health nurse in this process.

STUDY MATERIALS

Read Chapters 16, 17, and 18 in Public Health Nursing: Practicing Population-Based Care. URL: https://www.gcumedia.com/digital-resources/jones-and-bartlett/2018/public-health-nursing_practicing-population-based-care_3e.php

Read “Increased Consumer Communication and Knowledge Leads to Higher Quality in Health Care,” by Adams, Rush, Leddy, Cook, Leach, Bollinger, and Hoyle, from Radiologic Technology (2016). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=118099200&site=ehost-live&scope=site

Read “Bending the Cost Curve and Improving Quality of Care in America’s Poorest City,” by Miller, Cunningham, and Ali, from Population Health Management (2013). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104229978&site=ehost-live&scope=site

Read “Using Prevention and Measurement to Drive Quality Improvement,” by Smiley, from Journal of Dental Hygiene (2015). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=102624760&site=ehost-live&scope=site

Read “Building a Culture of Health,” from Robert Wood Johnson Foundation (n.d.). URL: https://www.rwjf.org/en/how-we-work/building-a-culture-of-health.html

Read “Global Public Health,” from Johnson and Johnson (2018). URL: https://www.jnj.com/global-public-health

Explore the GCU Technical Support Help Center for instructions on downloading the Field Experience Site Information Form. URL: https://support.gcu.edu/hc/en-us/articles/360000596207

PHN-600 Foundations of Public Health Nursing Course Assignments Syllabus Study Guide

PHN-600 Public Health Nursing Assessment Assignment

Description

Public Health Nursing Assessment

Performing a public health nursing assessment is a critical first step in determining health needs and appropriate interventions to meet them. For this assignment you perform a public health nursing assessment using the Public Health Nursing Tool (PHNAT), complete an assessment on a selected population. You are free to use your setting/population of interest discussed in Topic 3 DQ1 or choose another population of interest.

Using the assessment framework provided by the PHNAT, develop a 1,250-1,500 report summarizing your assessment findings and identifying the public health needs for your selected population. Your summary should include the following:

  1. Resources to identify and engage stakeholders, define your diverse community
  2. Collection and analysis of data regarding diverse community health issues
  3. Summary of how the documentation of the above could be disseminated to the community and its stakeholders

Consider the importance of preparing and providing quality care to the diverse groups within your community. Within your summary, include how you would plan improvement strategies to include a Healthy People 2020 initiative. Lastly, include steps for implementation of the improvement plans and specifics guiding an evaluation of the plan.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

STUDY MATERIALS

Read Chapters 3, 4, 8, and 19 in Public Health Nursing: Practicing Population-Based Care. URL: https://www.gcumedia.com/digital-resources/jones-and-bartlett/2018/public-health-nursing_practicing-population-based-care_3e.php

Read “The Road to Cultural Competency: Are We There Yet?” by Haynes, from Kansas Nurse (2016).URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=112949029&site=ehost-live&scope=site

Read “Ethics, Law, and Policy. Dead Wrong! The Ethics of Culturally Competent Care,” by Ortiz and Casey, from MEDSURG Nursing (2017). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=124650218&site=ehost-live&scope=site

Read “8 Steps to Guide Your Community Health Needs Assessment,” from H&HN Hospitals & Health Networks (2016).URL: https://www.hhnmag.com/articles/7545-steps-to-guide-your-community-health-needs-assessment

Read “QuickFacts United States,” from United States Census Bureau (2017).URL: https://www.census.gov/quickfacts/fact/table/US/PST045217

Read “Cultural Competence,” from Centers for Disease Control and Prevention (2015).URL: https://npin.cdc.gov/pages/cultural-competence

Read “Tools for Cross-Cultural Communication and Language Access Can Help Organizations Address Health Literacy and Improve Communication Effectiveness,” from Centers for Disease Control and Prevention (2018). URL: https://www.cdc.gov/healthliteracy/culture.html

PHN-600 Public Health Nursing Assessment Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PHN-600 PHN-600-O500 Public Health Nursing Assessment 175.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%) Excellent (100.00%) Comments Points Earned  
Content 100.0%                
Resources 20.0% A description of the resources that will be used to identify and engage stakeholders is not included. A description of the resources that will be used to identify and engage stakeholders is incomplete or incorrect. A description of the resources that will be used to identify and engage stakeholders is included but lacks supporting details. A description of the resources that will be used to identify and engage stakeholders is complete and includes supporting details. A description of the resources that will be used to identify and engage stakeholders is extremely thorough and includes substantial supporting details.
Diverse Community 5.0% Diverse Community A definition of the diverse community is incomplete or incorrect. A definition of the diverse community is included but lacks supporting details. A definition of the diverse community is complete and includes supporting details. A definition of the diverse community is extremely thorough and includes substantial supporting details.
Collection and Analysis of Data 25.0% A description of data collection and analysis regarding diverse community health issues is not included. A description of data collection and analysis regarding diverse community health issues is incomplete or incorrect. A description of data collection and analysis regarding diverse community health issues is included but lacks supporting details. A description of data collection and analysis regarding diverse community health issues is complete and includes supporting details. A description of data collection and analysis regarding diverse community health issues is extremely thorough and includes substantial supporting details.
Documentation Summary 20.0% A summary of how documentation of the criteria in the assignment could be disseminated to the community and stakeholders is not included. A summary of how documentation of the criteria in the assignment could be disseminated to the community and stakeholders is incomplete or incorrect. A summary of how documentation of the criteria in the assignment could be disseminated to the community and stakeholders is included but lacks supporting details. A summary of how documentation of the criteria in the assignment could be disseminated to the community and stakeholders is complete and includes supporting details. A summary of how documentation of the criteria in the assignment could be disseminated to the community and stakeholders is extremely thorough and includes substantial supporting details.
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Paper Format (Use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

PHN-600 Population Health and Healthy People 2020 Analysis Assignment

Description

Population Health and Healthy People 2020 Analysis

For this assignment, you will select a Healthy People 2020 goal and consider the role of public health nurses in achieving this goal. Select a goal and a specific population that is impacted by this goal and the health issue it targets. In a 1,250-1,500 word paper, provide an analysis of the population and discuss how the goal and related health issue affects them. Include the following:

Describe the issue and the population that it affects. Why is this a vulnerable population? Include demographics of the population and why this issue is prevalent in this population.

  1. Analyze the vitality and social determinants of health for the population. Consider indicators of social and economic conditions, health resources, environmental conditions related to health, social functioning, and attitude toward health care.
  2. Discuss a proposed intervention and discuss how its benefits the target population. Consider any drawbacks or shortcomings of the intervention as well. Include in your discussion evidence that the intervention is in line with the core functions and ten essential public health services.

Cite at least five resources in your response.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

PHN-600 Population Health and Healthy People 2020 Analysis Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PHN-600 PHN-600-O500 Population Health and Healthy People 2020 Analysis 200.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%) Excellent (100.00%) Comments Points Earned  
Content 100.0%                
Issue and the Population 20.0% A description of the issue and the population if affects including demographics and the vulnerable population is not included. A description of the issue and the population if affects including demographics and the vulnerable population is incomplete or incorrect. A description of the issue and the population if affects including demographics and the vulnerable population is included but lacks supporting details. A description of the issue and the population if affects including demographics and the vulnerable population is complete and includes supporting details. A description of the issue and the population if affects including demographics and the vulnerable population is extremely thorough and includes substantial supporting details.
Social Determinants of Health for the Population 25.0% An analysis of the vitality and social determinants of health for the population is not included. An analysis of the vitality and social determinants of health for the population is incomplete or incorrect. An analysis of the vitality and social determinants of health for the population is included but lacks supporting details. An analysis of the vitality and social determinants of health for the population is complete and includes supporting details. An analysis of the vitality and social determinants of health for the population is extremely thorough and includes substantial supporting details.
Proposed Interventions 25.0% A discussion of the proposed intervention is not included. A discussion of the proposed intervention is incomplete or incorrect. A discussion of the proposed intervention is included but lacks supporting details. A discussion of the proposed intervention is complete and includes supporting details. A discussion of the proposed intervention is extremely thorough and includes substantial supporting details.
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Paper Format (Use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

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PUB-655 International Perspectives in Community Health Course Assignments & Discussions Study Guide

PUB-655 International Perspectives in Community Health Course Assignments & Discussions Study GuidePUB-655 International Perspectives in Community Health Course Description

 In this course, learners synthesize the impact of globalization on community health and the complexities of partnering with communities for development among resource-constrained populations. Learners review the history of international public health efforts and theories underpinning current global health initiatives. There is an emphasis on the role of faith and ministry-based organizations in global health advocacy and initiatives. Learners examine the challenges of building real collaboration across public, private, and local entities, and explore best practices for the integration of faith-based and professional public health principles to establish sustainable local development. Prerequisite: PUB-540.

PUB-655 International Perspectives in Community Health Course Discussions

Description

IMPORTANT NOTE REGARDING WORD LIMIT REQUIREMENTS:

Please note that each and every assignment has its own word limit.

PLEASE ANSWER ALL QUESTIONS IN PARAGRAPHS AND MAKE IT COHESIVE AND TRY TO INCORPORATE THE READINGS BELOW

PLEASE add the links/sites below to the reference list if you use any of these readings and make sure everything is in proper APA format.

https://apastyle.apa.org/learn/quick-guide-on-refe…

Read Chapter 4 in For the Love of God: Principles and Practice of Compassion in Missions.

URL:

http://www.gcumedia.com/digital-resources/wipf-and-stock/2017/for-the-love-of-god_principles-and-practice-of-compassion-in-missions_1e.php

Read “The Stages of International (Global) Health: Histories of Successes or Successes of History?” by Birn, from Global Public Health (2009).

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URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsbl&AN=RN243322709&site=eds-live&scope=site

Watch the “Introduction to PUB 655” video in the Participatory Community Development playlist, located in the Student Success Center. This video will explain the overall purpose and focus for this course. The course begins with a broad perspective and then concentrates specifically on engaging communities and vulnerable populations with a focus on Christian health missions.

URL:

https://www.gcumedia.com/lms-resources/student-success-center/v3.1/#/media-element/CONHCP/002E95E4-E032-E811-8F95-005056A072B6

Watch the “Defining Poverty” video in the Participatory Community Development playlist, located in the Student Success Center, in preparation for responding to the discussion question in this topic. The video provides an alternative definition of poverty based on relationships rather than only material need. This definition informs one’s approach to poverty and engaging lower-income communities.

URL:

https://www.gcumedia.com/lms-resources/student-success-center/v3.1/#/media-element/CONHCP/002E95E4-E032-E811-8F95-005056A072B6

Read “Towards a Common Definition of Global Health” by Koplan, Bond, Merson, Reddy, Rodriguez, Sewankambo, and Wasserheit, from The Lancet (2009).

URL:

https://www.thelancet.com/action/showPdf?pii=S0140-6736%2809%2960332-9

Read “Global Health Is Public Health” by Fried, Bentley, Buekens, Burke, Frenk, Klag, and Spencer, from The Lancet (2010).

URL:

http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(10)60203-6.pdf

Read “Poverty Is a Lie,” by Todd, from Mission Frontiers (2011).

URL:

https://www.missionfrontiers.org/pdfs/33-4-poverty-is-a-lie.pdf

Read “What Is Poverty?” located on The Chalmers Center website.

URL:

https://www.chalmers.org/our-work/redefining-poverty/what-is-poverty

Watch “Helping Without Hurting – Part 1: Reconsidering the Meaning of Poverty – LifeChurch.tv,” by Life.Church (2014), located on the YouTube website.

URL:

https://www.youtube.com/watch?v=a339VZRE3CM

Read “The History of Foreign Aid,” by Phillips (2013), located on the ReliefWeb website.

URL:

https://reliefweb.int/report/world/history-foreign-aid

Read “How AIDS Invented Global Health,” from New England Journal of Medicine (2013).

URL:

http://www.nejm.org/doi/pdf/10.1056/NEJMp1305297

Read “Global Health Players: Organizations Involved in International Health,” located on the Global Health Education website.

URL:

https://globalhealtheducation.org/56_nutrition_in_global_health/

Read “Donor Motives for Foreign Aid,” by Bandyopadhyay and Vermann, from Federal Reserve Bank of St. Louis Review (2013).

URL:

https://files.stlouisfed.org/files/htdocs/publications/review/13/07/bandyopadhyay.pdf

MUST have at least three citations with the page numbers and three references in APA format and all questions clearly answered in paragraphs.(The List of References should not be older than 2017 and should not be included in the word count.) Include at least one scholarly reference and appropriate in-text citations and Address all points on the DQ. One point will be deducted for not addressing each item mentioned above. Remember that presenting someone else’s work as your own is plagiarism.

Be sure to support your postings and responses with specific references to the Learning Resources.

It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of ethics and the readings for this class

I am a stickler for good organization in everything. I do not want to have to dig for your answers. For instance, if an assignment asks you to provide three examples of something, I suggest that you number them 1-3 so I can find them easily. I also expect that when you submit something as a narrative, you pay attention to how you organize your thoughts: use paragraphs with a topic sentence and supporting sentences; and change paragraphs whenever you introduce a new idea. Also, if there are multiple parts to an assignment, use sub-heads within the paper to organize them.

To get maximum points you need to follow the requirements listed for this assignments 1) look at the word/page limits 2) review and follow APA rules 3) create subheadings to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors.

REMEMBER IN APA FORMAT JOURNAL TITLES AND VOLUME NUMBERS ARE ITALICIZED.

References

American Psychological Association. Publication Manual of the American Psychological Association (7th Ed.). Washington, DC: Author.

You can also read another study guide on nursing assignments for students from another post on PHN-600 Foundations of Public Health Nursing Course Assignments & Discussions.

PUB-655 International Perspectives in Community Health Week 1 Discussion

DQ1

Defining international or global health is important and some consider global health synonymous with public health. Select one of the following two statements:

  1. Global health is public health requiring similar training and research methods.
  2. Global health is a separate discipline requiring specific training and research methods.

Identify at least two arguments that support the selected statement and provide sources to support those arguments. Identify and discuss one historical event that is important in how global health is understood today and how that event supports your argument. For one of your substantive responses, identify another classmate that selected the opposite statement and provide at least one point of agreement and one point of disagreement.

DQ 2

Poverty is central to health and development in low-income and middle-income countries. State your definition of poverty prior to studying public health. Based on this definition, what would be the focus of poverty alleviation solutions? Based on the relational and spiritual definition of poverty, discuss how the focus of solutions would change to include a holistic approach. Identify an example of a health program or solution that integrates a relational definition of poverty. Watch the video on “Defining Poverty” to help in responding to this discussion question.

PUB-655 International Perspectives in Community Health Week 2 Discussion

DQ1

Review the United Nations’ Sustainable Development Goals, then evaluate the following statement by Katja Iversen, CEO of Women Deliver: “The SDGs are not a menu, they are a roadmap. We need to ask ourselves: Who can we do this with, and who does this affect?”

Discuss the difference between a roadmap and menu in reference to the SDGs and why a roadmap analogy makes more sense. In your response, reference at least two different goals between Goals 4 and 17 that are connected to health. Additionally, identify two key targets for reaching Goal 3 and why you think these are critical. Discuss two actions you could take to help make progress toward reaching the SDGs as a global society. Refer to the United Nations’ “The Lazy Person’s Guide to Saving the World” in the topic Resources.

DQ2

Visit “Global: Both Sexes, All Ages, 2016, DALYs” on the Institute for Health Metrics and Evaluation GBD Compare Data Visualization Hub website. Compare the primary causes of disability-adjusted life years (DALYs) from countries in two different sociodemographic index levels or economic regions. Identify three social or political-economic differences that help explain the differences you observed. Discuss the utility of the disability-adjusted life year (DALY) measure as a composite measure of health. Why is the DALY helpful given the different categories of Communicable, Noncommunicable, and Injury when it comes to comparing mortality and morbidity?

PUB-655 International Perspectives in Community Health Week 3 Discussion

DQ1

Controlling infectious diseases is part of public health practice. Review approaches to prevention, control, and the obstacles that low-income and middle-income countries endure. Vaccines are a critical part of health, but health care systems are impacted by globalization. Some countries do not have surveillance systems in place that allow determining need. Provide an example of how globalization has impacted South America or sub-Saharan Africa. What three pieces of advice would you give the Minister of Health in countries of South America or sub-Saharan Africa when it comes to the integration of health care and public health (i.e., vaccines)?

DQ2

Macroeconomics of a country depicts the health of the population. There have been many outbreaks and pandemics of infectious diseases like severe acute respiratory syndrome (SARS), H5N1 avian influenza, H1N1 swine influenza, Ebola, and COVID-19 or of noncommunicable diseases. How have these outbreaks or pandemics directly and indirectly affected national and global economies? Explain how national and international health care systems have handled the outbreak. How have they differed in their methods? In what ways have the economies and the health care systems impacted each other during these outbreaks? Provide at least three examples that depict the risk factors for disease.

PUB-655 International Perspectives in Community Health Week 4 Discussion

DQ1

Diseases that disproportionately affect the poor are typically prioritized by governments and donors. Some people believe that disorders such as depression are problems of the middle class and the affluent, or represent a “medicalization of misery,” and, therefore, do not deserve a share of scarce resources. What is the evidence linking poverty with mental disorders? How might poverty interact with mental health?

DQ2

Global health initiatives are often pivotal in the advancement of human rights. When addressing global public health issues, international organizations have a responsibility to develop policies and practices that support marginalized groups’ basic human rights. Policies that affect a woman’s reproductive and sexual health can be contradictory of the basic human right if it challenges the moral imperative of creating conditions that allow women to decide freely and responsibly on the number, spacing, and timing of their children or the ethical obligation to ensure equitable access to contraceptive options and safe reproductive service. This can become increasingly more of an issue when conditions arise that affect a woman and her unborn child, such as Zika virus.

Discuss your interpretation of the right to health. Explain how policies that affect a women’s sexual and reproductive health may be impacted by the introduction of a virus. Discuss the policies that countries impacted by Zika have developed around women’s sexual and reproductive health. Do any of these policies violate a woman’s right to health? Discuss if the global public health threat of Zika is severe enough to limit sexual and reproductive rights and freedoms. Conversely, is the threat of Zika-associated fetal anomalies sufficient to change existing restrictive laws and policies?

PUB-655 International Perspectives in Community Health Week 5 Discussion

DQ1

Availability, affordability, and safe and effective use are the main challenges to improving pharmaceutical access. In what ways have global health initiatives had positive and negative impacts on medicine access? Does this affect global health security? Why or why not?

DQ2

Trade has been an integral part of society since prehistoric times. It exists not only as a basis for the economy in a global market but ingrained in culture. However, trade can pose controversies in global health as health organizations try to balance sustainable community health strategies in economically and culturally diverse communities. Do you think that global health policies on trade are necessary to build community capacity and ultimately support the health of the community? Assess how a populations needs are met by discussing how trade can positively impact a community’s health. Provide two examples of goods or services as support. In contrast, discuss how trade can negatively impact a community’s health, providing support using two examples of goods or services.

PUB-655 International Perspectives in Community Health Week 6 Discussion

DQ1

Discuss three of the nine Sphere Core Humanitarian Standards. Identify the one that you think is most often neglected in the case of natural disasters or humanitarian emergencies such as natural disasters, violence, war and vulnerable human settlements. Discuss characteristics of humanitarian emergencies in your response. Share a real example of how these standards were (or were not) applied in a recent humanitarian crisis.

DQ2

As the number of international migrants grows globally, the need for access to public health services continues to rise. This dilemma is causing a complex humanitarian issue to become a reality for many countries. Review the World Health Organization’s draft global action plan “Promoting the Health of Refugees and Migrants.” Discuss the roles and responsibilities of international organizations in providing health support for refugees and migrants. Compare these to the roles and responsibilities of governmental agencies. Why would a country benefit from being a member of an international organization when dealing with humanitarian crises? What role should the faith-based community fulfill when supporting the needs of the migrant community?

PUB-655 International Perspectives in Community Health Week 7 Discussion

DQ1

Using the proximate determinants framework, discuss the relative impacts of one of the following reproductive health issues: contraception, breastfeeding, abortion, sexual activity and infecundity on total fertility rates in Latin America versus Africa from both a family-centered and systems-based perspective. What are the policy implications of these findings? Provide a real-world example of this issue and explain how the policy impacts the low-income population. Similarly, explain why Japan, which has a relatively low contraceptive prevalence rate, has such a low total fertility rate.

DQ2

The Ministry of Health of a lower-income country has decided to institute a national nutrition surveillance system to monitor the country’s most pressing child and maternal nutrition problems. The surveillance system should incorporate the micronutrient deficiencies that affect the population, and account for people at different life stages, socioeconomic, and geographic groups’ vulnerabilities to individual nutrient deficiencies. As a health professional working for the ministry, provide your professional summary for a selected lower middle income country, of the nutritional problems, target groups, approaches to assessment, options for routine contact in the community, and types of agencies to organize into a surveillance system to guide the ministry. Discuss ways in which single-micronutrient deficiency prevention strategies might be combined, integrated, or coordinated to achieve cost-effective control. Describe the roles of general rations, supplementary feeding programs, and therapeutic feeding programs in maintaining population nutrition.

PUB-655 International Perspectives in Community Health Week 8 Discussion

DQ1

Think about the need for shelter, food, potable water, sanitation, health care, and other service provisions as a country endures a complex emergency (war, civil conflict, and political violence). What is the role of international, national, nongovernmental organizations, military, and other humanitarian actors in humanitarian aid, relief, and response? Why are commercial interests a conflict and can compromise public health? Provide an example of a complex emergency and lesson learned that has emerged in the last 10 years.

DQ2

After viewing “Poverty Inc” located in the topic Resources, discuss how responding to complex emergencies impacts one of the servant leadership principles. As a servant leader, explain the balance between capacity-building and supporting the local community. Reflecting on your responsibilities as a public health partner, how is your professional role impacted by the limitations of humanitarian aid? Discuss the line between helping and hurting the community.

PUB-655 International Perspectives in Community Health Course Assignments

PUB-655 International Perspectives in Community Health Week 2 Assignment

Description

PUB-655 Evaluating a Global Health Issue Week 2 Assignment

The Global Burden of Disease study is conducted by the Institute for Health Metrics and Evaluation and published in the Lancet journal. It captures and analyzes data on many major causes of mortality and morbidity from almost every country. The study allows researchers and practices to compare countries and also help individual countries prioritize major health issues and risk factors with available resources. Review the background of the study by exploring the Institute for Health Metrics and Evaluation website as well as the various GBD reports found in the Lancet journal. Create a PowerPoint presentation (five to seven slides, not including your title or references slide) that addresses one of the top five causes of mortality and morbidity from the Global Burden of Disease Study (GBD). Select the health issue based on a specific country of interest and include the following in your presentation:

  • Evidence and statistics supporting it as a major health issue, such as the Disability Adjusted Life Years or other measures of mortality and morbidity. Indicate which country you selected.
  • Four major risk factors related to the health issue.
  • Potential gaps or limitations in the data.
  • Three social or economic opportunities to control or reduce the prevalence of this issue (reference the connection to the United Nations’ Sustainable Development Goals).
  • Points of interest regarding this leading cause of mortality and morbidity related to the country you selected.

For the presentation, use Loom to create a video. Refer to the topic Resources for additional guidance on recording your presentation with Loom. To submit your video, you can either upload the video directly, embed your video into a Word document, or put the link to your video in a Word document and submit the document.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

https://apastyle.apa.org/learn/quick-guide-on-refe…

Read Chapter 11 in For the Love of God: Principles and Practice of Compassion in Missions.

URL:

http://www.gcumedia.com/digital-resources/wipf-and-stock/2017/for-the-love-of-god_principles-and-practice-of-compassion-in-missions_1e.php

Explore the Sustainable Development Goals (SDGs) page of the United Nations website. Study all 17 goals in preparation for a discussion question in this topic.

URL:

http://www.un.org/sustainabledevelopment/sustainable-development-goals/

Explore the Institute for Health Metrics and Evaluation website.

URL:

http://www.healthdata.org/

Explore the Data Repository on the Global Health Observatory (GHO) page of the World Health Organization (WHO) website.

URL:

http://www.who.int/gho/database/en/

Explore the Health Data Tools and Statistics page of the Partners in Information Access for the Public Health Workforce website.

URL:

https://phpartners.org/health_stats.html

Explore the Global Burden of Disease page, located on The Lancet website.

URL:

http://www.thelancet.com/gbd

Read “The Lazy Person’s Guide to Saving the World,” located on the United Nations website.

URL:

http://www.un.org/sustainabledevelopment/takeaction/

Watch “Chris Murray and the Global Burden of Disease,” by Gates (2015), located on the YouTube website.

URL:

https://www.youtube.com/watch?v=I_kfOygmfxA

Watch “Causes of Death: Global Burden of Disease Study 2015,” by The Lancet TV (2016), located on the YouTube website.

URL:

https://www.youtube.com/watch?v=ERvFgjBHizo

Watch “What Does a $100 Million Public Health Data Revolution Look Like?” by TEDMED (2013), located on the YouTube website.

URL:

https://www.youtube.com/watch?v=mususV-jMFk

Watch “The State of Global Health,” by Global Health With Greg Martin (2013), located on the YouTube website.

URL:

https://www.youtube.com/watch?v=n4mz5r6KiYo

Watch, “The DALY Show, Disability Adjusted Life Years (DALY),” by Kahn (Philip R. Lee Institute for Health Policy Studies) (2014), located on the YouTube website.

URL:

https://www.youtube.com/watch?v=Exce4gy7aOk

Explore “Global: Both Sexes, All Ages, 2016, DALYs, ” located on the GBD Compare/Viz Hub page of the Institute for Health Metrics and Evaluation website.

URL:

https://vizhub.healthdata.org/gbd-compare/

References

American Psychological Association. Publication Manual of the American Psychological Association (7th Ed.). Washington, DC: Author.

PUB-655 Evaluating a Global Health Issue Week 2 Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PUB-655 PUB-655-O500 Evaluating a Global Health Issue 80.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Criteria 100.0%                
Evidence and Statistics Supporting a Major Health Issue 10.0% Evidence and statistics supporting a major health issue are not present. Evidence and statistics supporting a major health issue indicate less than satisfactory search of the literature. Understanding of the topic is not communicated in the essay; the most important areas related to the topic are not addressed. Evidence and statistics supporting a major health issue indicate adequate search of the literature. Understanding of the topic is communicated in the essay; some of the most important areas related to the topic are addressed. Evidence and statistics supporting a major health issue indicate sufficient clarity of content in the topic. The most important issues related to the topic are analyzed and addressed with supporting details. Evidence and statistics supporting a major health issue indicate outstanding clarity. The most important issues and other related subtopics are addressed with supporting details.
Four Major Risk Factors Related to the Health Issue 10.0% Major risk factors related to the health issue are not present. At least one major risk factor related to the health issue is addressed. At least two major risk factors related to the health issue are addressed. At least three major risk factors related to the health issue are addressed with supporting details. Four major risk factors related to the health issue are addressed with supporting details.
Potential Gaps or Limitations in the Data 10.0% Potential gaps or limitations in the data are not present. Potential gaps or limitations in the data indicate less than satisfactory search of the literature. Potential gaps or limitations in the data indicate adequate search of the literature. Potential gaps or limitations in the data indicate sufficient depth of content in the topic. Potential gaps or limitations in the data indicate outstanding depth.
Three Social or Economic Opportunities to Control or Reduce the Prevalence of the Health Issue 10.0% Three social or economic opportunities to control or reduce the prevalence of this health issue are not present. At least one social or economic opportunities to control or reduce the prevalence of this health issue indicates less than satisfactory search of the literature. Understanding of the topic is not communicated in the essay; the most important areas related to the topic are not addressed. At least two social or economic opportunities to control or reduce the prevalence of this health issue indicate adequate search of the literature. Understanding of the topic is communicated in the essay; some of the most important areas related to the topic are addressed. At least three social or economic opportunities to control or reduce the prevalence of this health issue indicate sufficient depth of content in the topic. The most important issues related to the topic are analyzed and addressed with supporting details. At least three social or economic opportunities to control or reduce the prevalence of this health issue indicate outstanding clarity. The most important issues and other related subtopics are addressed with supporting details.
Points of Interest Regarding the Health Issue Related to the Selected Country 10.0% Points of interest regarding the health issue related to the selected country are not present. Points of interest regarding the health issue related to the selected country are not well communicated in the assignment; the most important areas related to the topic are not addressed. Points of interest regarding the health issue related to the selected country are communicated in the assignment; some of the most important areas related to the topic are addressed. Points of interest regarding the health issue related to the selected country are analyzed and addressed with supporting details. Points of interest regarding the health issue related to the selected country evidenced outstanding clarity and are addressed with supporting details.
Presentation of Content 20.0% The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.
Layout 10.0% The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 10.0% Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

PUB-655 International Perspectives in Community Health Week 3 Assignment

Description

PUB-655 Benchmark – Integrating Health Care and Public Health Systems Week 3 Assignment

When considering public health and health care systems and the services they provide, it is important to think about how these systems and services are integrated. Systems thinking tools are helpful to consider the various links, feedback loops, and decision points within a system to identify opportunities for improvement and increase efficiency.

For this assignment, select a low- or middle-income country of interest and assess its health system. In a 1,000-1,250-word paper, address the following:

  • Describe the major components of the health system.
  • Discuss core services the health system provides and who manages them(government, private sector, a mix of both, etc.).
  • Discuss who is responsible for paying for those services or who funds the provided services.
  • Apply a systems thinking tool, such as a causal diagram or process map, to identify opportunities for how gaps in public health services can be bridged through a strong health system.
  • Conclude by considering how the convergence of communicable and noncommunicable diseases can be addressed more effectively through an integrated health system in the selected country.

General Requirements

You are required to cite at least SIX sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the discussion question criteria and public health content.

Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.

While APA style is required, solid academic writing is expected as well, and documentation of sources should be presented using APA formatting guidelines.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

PLEASE make sure APA citation and permalink for articles are complete and correct.

Y

PLEASE add the links/sites below to the reference list if you use any of these readings and make sure everything is in proper APA format.

https://apastyle.apa.org/learn/quick-guide-on-refe…

Read “The Health Impacts of Globalisation: A Conceptual Framework,” by Huynen, Martens, and Hilderink, from Globalization and Health (2005).

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.b7baa09b107485d92675f0d9840766e&site=eds-live&scope=site

Read “Participant Guidelines: Systems Tools for Complex Health Systems: A Guide to Creating a Causal Loop Diagrams,” by de Pinho (Columbia University Mailman School of Public Health) (2015), located on the World Health Organization (WHO) website.

URL:

http://www.who.int/alliance-hpsr/resources/publications/CLD_Course_Participant_Manual.pdf

Read “Guide: How to Process Map,” by the Agency for Clinical Innovation (2015).

URL:

https://www.aci.health.nsw.gov.au/__data/assets/pdf_file/0007/279088/Guide_on_How_to_Process_Map.pdf

Read “Building From Common Foundations: The World Health Organization and Faith-Based Organizations in Primary Healthcare,” by Bandy et al. (2008), located on the World Health Organization website.

URL:

http://apps.who.int/iris/bitstream/10665/43884/1/9789241596626_eng.pdf

Read “Globalization of Health Care: Designing, Developing, and Implementing a Just World Class Health System in a Frontier Market,” by Waruingi et al., from Journal of Global Health Care Systems (2013).

URL:

https://www.researchgate.net/publication/259577174_Globalization_of_Health_Care_Designing_Developing_and_Implementing_a_Just_World_Class_Health_System_in_a_Frontier_Market

Read “The Global Health System: Actors, Norms, and Expectations in Transition,” by Szlezak et al., from PLOS Medicine (2010).

URL:

http://journals.plos.org/plosmedicine/article/file?id=10.1371/journal.pmed.1000183&type=printable

Read “Assessing the Health Impact of Transnational Corporations: Its Importance and a Framework,” by Baum et al., from Globalization and
Health (2016).

URL:

https://globalizationandhealth.biomedcentral.com/track/pdf/10.1186/s12992-016-0164-x?site=globalizationandhealth.biomedcentral.com

Read “Framing International Trade and Chronic Disease,” by Labonte, Mohindra, and Lencucha, from Globalization and Health (2011).

URL:

https://globalizationandhealth.biomedcentral.com/track/pdf/10.1186/1744-8603-7-21?site=globalizationandhealth.biomedcentral.com

Read “Declaration of Alma-Ata,” by the International Conference on Primary Health Care (1978), located on the World Health Organization (WHO) website.

URL:

http://www.who.int/publications/almaata_declaration_en.pdf

Read “A View of Health Care Around the World,” by Wallace, from Annals for Family Medicine (2013).

URL:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3596027/pdf/0110084.pdf

Read “Health Care Systems in Low- and Middle-Income Countries,” by Mills, from New England Journal of Medicine (2014).

URL:

http://www.nejm.org/doi/full/10.1056/NEJMra1110897

Read “The WHO Health Systems Framework,” located on the World Health Organization (WHO) website. 

URL:

http://www.wpro.who.int/health_services/health_systems_framework/en/

Read “Five Capitalist Democracies and How They Do It,” by Frontline (2008), located on the PBS website.

URL:

https://www.pbs.org/wgbh/pages/frontline/sickaroundtheworld/countries/

Explore the Management Sciences For Health website.

URL:

https://www.msh.org/

MUST have at least 5 citations with the page numbers and 5 references in APA format.(The List of References should not be older than 2016 and should not be included in the word count.) Include at least one scholarly reference and appropriate in-text citations and Address all points on the DQ. One point will be deducted for not addressing each item mentioned above. Remember that presenting someone else’s work as your own is plagiarism. 

Be sure to support your postings and responses with specific references to the Learning Resources.

It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of ethics and the readings for this class

I am a stickler for good organization in everything. I do not want to have to dig for your answers. For instance, if an assignment asks you to provide three examples of something, I suggest that you number them 1-3 so I can find them easily. I also expect that when you submit something as a narrative, you pay attention to how you organize your thoughts: use paragraphs with a topic sentence and supporting sentences; and change paragraphs whenever you introduce a new idea. Also, if there are multiple parts to an assignment, use sub-heads within the paper to organize them.

To get maximum points you need to follow the requirements listed for this assignments 1) look at the word/page limits 2) review and follow APA rules 3) create subheadings to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors.

REMEMBER IN APA FORMAT JOURNAL TITLES AND VOLUME NUMBERS ARE ITALICIZED.

References

American Psychological Association. Publication Manual of the American Psychological Association (7th Ed.). Washington, DC: Author.

PUB-655 Benchmark – Integrating Health Care and Public Health Systems Week 3 Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PUB-655 PUB-655-O500 Benchmark – Integrating Health Care and Public Health Systems 150.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 70.0%                
Major Components of the Health System 10.0% Major components of the health system are not present. Major components of the health system indicate less than satisfactory search of the literature. Understanding of the topic is not communicated in the essay; the most important areas related to the topic are not addressed. Major components of the health system indicate adequate search of the literature. Understanding of the topic is communicated in the essay; some of the most important areas related to the topic are addressed. Major components of the health system indicate sufficient depth of content in the topic. The most important issues related to the topic are analyzed and addressed with supporting details. Major components of the health system indicate outstanding depth. The most important issues and other related subtopics are addressed with supporting details.
Core Services Provided and Who Manages Them 10.0% Core services provided and who manages them are not present. Core services provided and who manages them indicate less than satisfactory search of the literature. Understanding of the topic is not communicated in the essay; the most important areas related to the topic are not addressed. Core services provided and who manages them indicate adequate search of the literature. Understanding of the topic is communicated in the essay; some of the most important areas related to the topic are addressed. Core services provided and who manages them indicate sufficient depth of content in the topic. The most important issues related to the topic are analyzed and addressed with supporting details. Core services provided and who manages them indicate outstanding depth. The most important issues and other related subtopics are addressed with supporting details.
Payment and Funding of Services 10.0% Payment and funding of services are not present. Payment and funding of services indicate less than satisfactory search of the literature. Understanding of the topic is not communicated in the essay; the most important areas related to the topic are not addressed. Payment and funding of services indicate adequate search of the literature. Understanding of the topic is communicated in the essay; some of the most important areas related to the topic are addressed. Payment and funding of services indicate sufficient depth of content in the topic. The most important issues related to the topic are analyzed and addressed with supporting details. Payment and funding of services indicate outstanding depth. The most important issues and other related subtopics are addressed with supporting details.
Application of a Systems Thinking Tool (C: 3.6) 20.0% Application of a systems thinking tool is not present. Application of a systems thinking tool is not communicated in the essay; the most important areas related to the topic are not addressed. Application of a systems thinking tool is communicated in the essay; some of the most important areas related to the topic are addressed. Application of a systems thinking tool related to the topic is analyzed and addressed with supporting details. Application of a systems thinking tool indicates outstanding depth. The most important issues and other related subtopics are addressed with supporting details.
Integrated Health System Addressing Convergence of Communicable and Noncommunicable Diseases 20.0% Integrated health system addressing convergence of communicable and noncommunicable diseases is not present. Integrated health system addressing convergence of communicable and noncommunicable diseases indicates less than satisfactory search of the literature. Understanding of the topic is not communicated in the essay; the most important areas related to the topic are not addressed. Integrated health system addressing convergence of communicable and noncommunicable diseases indicates adequate search of the literature. Understanding of the topic is communicated in the essay; some of the most important areas related to the topic are addressed. Integrated health system addressing convergence of communicable and noncommunicable diseases indicates sufficient depth of content in the topic. The most important issues related to the topic are analyzed and addressed with supporting details. Integrated health system addressing convergence of communicable and noncommunicable diseases indicates outstanding depth. The most important issues and other related subtopics are addressed with supporting details.
Organization and Effectiveness 20.0%                
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%                
Paper Format  (use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

PUB-655 International Perspectives in Community Health Week 5 Assignment

Description

PUB-655 Benchmark – Participatory Learning and Action Tools Week 5 Assignment

Participatory learning and action (PLA) tools are used to engage communities in a process of shared decision making around their strengths and assets. Action steps are often identified by the group to make social, economic, or environmental changes in their community. Select and practice one of the following participatory learning and action tools:

  1. Community asset map
  2. Holistic worldview analysis
  3. Appreciative inquiry interview
  4. Problem tree analysis (also called diagramming)
  5. Photovoice

Guides on how to facilitate the tools are described in the community
engagement and PLA resources in the Topic Materials. Identify an individual or
group of individuals with whom you are currently working as part of your job,
service, volunteerism, or family. Review the selected tool and become familiar
with the process and purpose of the tool prior to facilitating it with your
selected individual or group.

In a 1,000-1,250-word essay, discuss the following:

  1. What tool did you select and why did you select it instead of the other options?
  2. What cultural insight did you learn based on the individual or group you selected? Include a brief description of the individual or group you engaged for this
    assignment.
  3. What challenges did you identify in facilitating the tool?
  4. Discuss how the participants responded to the tool regarding their participation and shared decision making. Consider how PLA tools are focused on building the
    capacity of people versus projects or programs.
  5. A Health in All Policies approach, which include economic and environmental
    factors, is important in addressing the interconnectedness of health factors to
    support holistic transformation. Discuss how this community engagement approach through such a tool is useful for assessing a Health in All Policies approach. In addition, consider how this approach is effective in reducing health
    disparities by addressing economic and environmental issues through community
    mobilization and assets. Review the website and introductory report on “Health
    in All Policies,” by the American Public Health Association (APHA), and “What
    You Need to Know About Health in All Policies,” by the World Health
    Organization (WHO), located in the Topic Materials for additional insight.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. PLEASE add the links/sites below to the reference list if you use any of these readings and make sure everything is in proper APA format.

https://apastyle.apa.org/learn/quick-guide-on-refe…

Read Chapter 5 in For the Love of God: Principles and Practice of Compassion in Missions.

URL:

http://www.gcumedia.com/digital-resources/wipf-and-stock/2017/for-the-love-of-god_principles-and-practice-of-compassion-in-missions_1e.php

Read “Connecting Communities and Complexity: A Case Study in Creating the Conditions for Transformational Change,” by Durie and Wyatt, from Critical Public Health (2013).

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsbl&AN=RN330816879&site=eds-live&scope=site

Read “Cultural Humility: Measuring Openness to Culturally Diverse Clients,” by Hook, Davis, Owen, Worthington, and Utsey, from Journal of Counseling Psychology (2013).

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgao&AN=edsgcl.338261279&site=eds-live&scope=site

Read “Reflections on Cultural Humility,” by Waters and Asbill, from American Psychological Association CYF News (2013).

URL:

http://www.apa.org/pi/families/resources/newsletter/2013/08/cultural-humility.aspx

Read “Tyranny/Transformation: Power and Paradox in Participatory Development,” by Christens and Speer, from Forum: Qualitative Social Research (2006).

URL:

http://www.qualitative-research.net/index.php/fqs/article/view/91/189

Read “A Basic Guide to ABCD Community Organizing,” by McKnight, located on the DePaul University website.

URL:

https://resources.depaul.edu/abcd-institute/publications/publications-by-topic/Documents/A%20Basic%20Guide%20to%20ABCD%20Community%20Organizing(3).pdf

Read “Wholistic Worldview Analysis: Understanding Community Realities,” by Jayakaran (2007), located on the International Institute for Environment and Development (IIED) website.

URL:

http://pubs.iied.org/pdfs/G02908.pdf

Read “Participatory Analysis for Community Action (PACA) Training Manual,” from the Peace Corps Information Collection and Exchange, Publication No. M0053(2007), located on the Peace Corps website.

URL:

http://files.peacecorps.gov/multimedia/pdf/library/PACA-2007.pdf

Read “Empowering Communities: Participation Techniques for Community-Based Programme Development: Volume 2: Participant’s Handbook,” by De Negri, Thomas, Ilinigumugabo, Muvandi, and Lewis(1998), located on the Participatory Methods website.

URL:

http://www.participatorymethods.org/sites/participatorymethods.org/files/Empowering%20communities_de%20Negri.pdf

Read “Generic Processes of Appreciative Inquiry,” located on The Center for Appreciative Inquiry website.

URL:

https://www.centerforappreciativeinquiry.net/more-on-ai/the-generic-processes-of-appreciative-inquiry/

Watch “Appreciative Inquiry,” by Townsin (2013), located on the YouTube website.

URL:

https://www.youtube.com/watch?v=QzW22wwh1J4

Read “Ten Seed Technique,” by Jayakaran, located on the Dr. Ravi Jayakaran website.

URL:

http://ravijayakaran.com/home.htm

Read “Toolkit,” from the Asset-Based Community Development Institute, located on the DePaul University website.

URL:

https://resources.depaul.edu/abcd-institute/resources/Pages/tool-kit.aspx

Read “Open Questions,” by Goetzman, located on the Global Learning Partners, Inc. website.

URL:

https://online.nph.net/media/documents/TeachtheWord/open-questions.pdf

Read “Section 20: Implementing Photovoice in Your Community,” in Chapter 3 of the Community Tool Box website.

URL:

https://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/photovoice/main

Read the Health in All Policies page of the American Public Health Association website, and download and read the PDF, “An Introduction to Health in All Policies: A Guide for State and Local Governments.”

URL:

https://www.apha.org/topics-and-issues/health-in-all-policies

Read “What You Need to Know About Health in All Policies,” located on the World Health Organization (WHO) website.

URL:

http://www.who.int/social_determinants/publications/health-policies-manual/key-messages-en.pdf

Explore the Best Practices in Global Health Missions website.

URL:

http://www.bpghm.org/

Explore the Global CHE Network website.

URL:

https://www.chenetwork.org/

PUB-655 Benchmark – Participatory Learning and Action Tools Week 5 Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PUB-655 PUB-655-O500 Benchmark – Participatory Learning and Action Tools 200.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 70.0%                
Participatory Learning and Action (PLA) Tool Selected and Rationale 10.0% Participatory learning and action (PLA) tool and rationale are not present. Participatory learning and action (PLA) tool and rationale indicate less than satisfactory search of the literature. Understanding of the topic is not communicated in the essay; the most important areas related to the topic are not addressed. Participatory learning and action (PLA) tool and rationale indicate adequate search of the literature. Understanding of the topic is communicated in the essay; some of the most important areas related to the topic are addressed. Participatory learning and action (PLA) tool and rationale indicate sufficient depth of content in the topic. The most important issues related to the topic are analyzed and addressed with supporting details. Participatory learning and action (PLA) tool and rationale indicate outstanding depth. The most important issues and other related subtopics are addressed with supporting details.
Participants Described and Cultural Insight Provided 15.0% Participants described and cultural insight are not present. Participants described and cultural insight indicate less than satisfactory reflection. Understanding of the topic is not communicated in the essay; the most important areas related to the topic are not addressed. Participants described and cultural insight indicate adequate reflection. Understanding of the topic is communicated in the essay; some of the most important areas related to the topic are addressed. Participants described and cultural insight indicate sufficient depth of content in the topic. The most important issues related to the topic are analyzed and addressed with supporting details. Participants described and cultural insight indicate outstanding depth. The most important issues and other related subtopics are addressed with supporting details.
Challenges in Facilitation of the Tool 15.0% Challenges in facilitation of the tool are not present. Challenges in facilitation of the tool are not communicated in the essay; the most important areas related to the topic are not addressed. Challenges in facilitation of the tool are communicated in the essay; some of the most important areas related to the topic are addressed. Challenges in facilitation of the tool are analyzed and addressed with supporting details. Challenges in facilitation of the tool evidenced outstanding depth and are addressed with supporting details.
Effectiveness of PLA Tool Related to Shared Decision Making and Building Capacity 15.0% Effectiveness of PLA tool related to shared decision making and building capacity is not present. Effectiveness of PLA tool related to shared decision making and building capacity indicates less than satisfactory reflection. Understanding of the topic is not communicated in the essay; the most important areas related to the topic are not addressed. Effectiveness of PLA tool related to shared decision making and building capacity indicates adequate reflection. Understanding of the topic is communicated in the essay; some of the most important areas related to the topic are addressed. Effectiveness of PLA tool related to shared decision making and building capacity indicates sufficient depth of content in the topic. The most important issues related to the topic are analyzed and addressed with supporting details. Effectiveness of PLA tool related to shared decision making and building capacity indicates outstanding depth. The most important issues and other related subtopics are addressed with supporting details.
Health in All Policies (C:1.2) 15.0% Health in All Policies is not present. Health in All Policies indicates less than satisfactory reflection. Understanding of the topic is not communicated in the essay; the most important areas related to the topic are not addressed. Health in All Policies indicates adequate reflection. Understanding of the topic is communicated in the essay; some of the most important areas related to the topic are addressed. Health in All Policies indicates sufficient depth of content in the topic. The most important issues related to the topic are analyzed and addressed with supporting details. Health in All Policies indicates outstanding depth. The most important issues and other related subtopics are addressed with supporting details.
Organization and Effectiveness 20.0%                
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%                
Paper Format  (use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

 

PUB-655 International Perspectives in Community Health Week 7 Assignment

Description

PUB-655 Benchmark – Faith-Based Organization Case Study Week 7 Assignment

A faith-based organization (FBO) is an organization that has a faith or religious component as its foundation and motivation for its work. The purpose of this assignment is to assess a faith-based organization and understand how it is unique. Faith-based organizations play an important role in global health given their holistic approach to serving the whole person and community, especially among vulnerable groups. Identify an example of a faith-based global health organization or ministry. Research the institution by reviewing annual reports, websites, papers, program documents, or conducting in-person or phone interviews. The organization should be at least 5 years old, work in multiple countries, and have an explicit faith-based foundation. Write a 1,000-1,250-word case study on the selected organization in which you assess the following aspects of the organization:

Mission

Assess how the mission of the organization aligns with its strategies and work.

  • How does the mission of the organization match its strategies and activities in
    serving vulnerable or low-income populations?
  • How does the organization integrate faith into its public health activities and
    programs? Comment on how the organization balances its mission to share its
    faith with its goal to improve health.
  • Are the values of the organization unique compared to other global health organizations?

Populations

Assess the populations served by the organization or ministry.

  • How does the organization or ministry identify a population or individuals to
    serve?
  • Does the organization have specific eligibility criteria?

Funding Mechanism

Assess the funding mechanism of the organization.

  • What are the primary sources of support for the organization?
  • Do the local populations being served by the organization help support the
    organization (time, talents, or treasure)?

Partnerships

Assess the partnerships of the organization within public health to develop innovative and appropriate public health models.

  • How does the organization work or partner with other organizations, churches, or groups in the communities where the organization works?
  • Does the organization partner with governmental public health agencies?
  • How could the organization improve the effectiveness of its “aid” and support in the communities within which it works?

General Requirements

You are required to cite at least SIX sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the discussion question criteria and public health content.

Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.

While APA style is required, solid academic writing is expected as well, and documentation of sources should be presented using APA formatting guidelines.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

PLEASE make sure APA citation and permalink for articles are complete and correct.

PLEASE add the links/sites below to the reference list if you use any of these readings and make sure everything is in proper APA format.

https://apastyle.apa.org/learn/quick-guide-on-refe…

Read Chapters 3 and 10 in For the Love of God: Principles and Practice of Compassion in Missions.

URL:

http://www.gcumedia.com/digital-resources/wipf-and-stock/2017/for-the-love-of-god_principles-and-practice-of-compassion-in-missions_1e.php

Read “Evaluating the Strength of Faith: Potential Comparative Advantages of Faith-Based Organizations Providing Health Services in Sub-Saharan Africa,” by Lipsky from Public Administration and Development (2011).

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsbl&AN=RN299685550&site=eds-live&scope=site

Read “Measuring the Health-Related Quality of Life (HRQoL) of Young Children in Resource-Limited Settings: A Review of the Existing Measures,” by Paltzer, Barker, and Witt, from Quality of Life Journal (2013).

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.24724305&site=eds-live&scope=site

Read “On Understanding Orphan Statistics,” located on the Christian Alliance for Orphans website.

URL:

https://cafo.org/wp-content/uploads/2015/06/Christian-Alliance-for-Orphans-_On-Understanding-Orphan-Statistics_.pdf

Read “The Malawi Development Assessment Tool (MDAT): The Creation, Validation, and Reliability of a Tool to Assess Child Development in Rural African Settings,” by Gladstone, Lancaster, Umar, Nyirenda, Kayira, ven den Broek, and Smyth, from PLOS Medicine (2010).

URL:

http://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1000273

Read “Every Child Alive: The Urgent Need to End Newborn Deaths,” by Devine and Taylor (2018), located on the UNICEF website.

URL:

https://www.unicef.org/publications/files/Every_Child_Alive_The_urgent_need_to_end_newborn_deaths.pdf

Review the website for the Journal of Global Health (JoGH) collection covering maternal, neonatal and child health, Engaging Communities for Improving Mothers’ and Children’s Health: Reviewing the Evidence of Effectiveness in Resource-Constrained Settings, edited by Perry(2017). Download and read the following selection: “Comprehensive Review of the Evidence Regarding the Effectiveness of Community Based Primary Health Care in Improving Maternal, Neonatal and Child Health: 6. Strategies Used by Effective Projects” by Perry et al.

URL:

http://jogh.org/community-based-PHC.htm

Explore the Millions Saved page of the Center for Global Development website.

URL:

http://millionssaved.cgdev.org/

Explore the Christian Connections for International Health (CCIH) website.

URL:

http://www.ccih.org/

Explore the Early Child Development page of the World Health Organization (WHO) website.

URL:

http://www.who.int/topics/early-child-development/en/

Explore the UNICEF website.

URL:

https://www.unicef.org/

1 attachments

PUB-655 Benchmark – Faith-Based Organization Case Study Week 7 Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PUB-655 PUB-655-O500 Benchmark – Faith-Based Organization Case Study 250.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 70.0%                
Alignment Between the Mission and Strategies of the Organization  (1.3) 20.0% Alignment between the mission and strategies of the organization is not present. Alignment between the mission and strategies of the organization indicates less than satisfactory search of the literature. Understanding of the topic is not communicated in the essay; the most important areas related to the topic are not addressed. Alignment between the mission and strategies of the organization indicates adequate search of the literature. Understanding of the topic is communicated in the essay; some of the most important areas related to the topic are addressed. Alignment between the mission and strategies of the organization indicates sufficient depth of content in the topic. The most important issues related to the topic are analyzed and addressed with supporting details. Alignment between the mission and strategies of the organization indicates outstanding depth. The most important issues and other related subtopics are addressed with supporting details.
Populations Served by the Organization or Ministry 15.0% Populations served by the organization or ministry are not present. Populations served by the organization or ministry indicate less than satisfactory search of the literature. Understanding of the topic is not communicated in the essay; the most important areas related to the topic are not addressed. Populations served by the organization or ministry indicate adequate search of the literature. Understanding of the topic is communicated in the essay; some of the most important areas related to the topic are addressed. Populations served by the organization or ministry indicate sufficient depth of content in the topic. The most important issues related to the topic are analyzed and addressed with supporting details. Populations served by the organization or ministry indicate outstanding depth. The most important issues and other related subtopics are addressed with supporting details.
Funding Mechanism of the Organization 15.0% Funding mechanism of the organization is not present. Funding mechanism of the organization indicates less than satisfactory search of the literature. Understanding of the topic is not communicated in the essay; the most important areas related to the topic are not addressed. Funding mechanism of the organization indicates adequate search of the literature. Understanding of the topic is communicated in the essay; some of the most important areas related to the topic are addressed. Funding mechanism of the organization indicates sufficient depth of content in the topic. The most important issues related to the topic are analyzed and addressed with supporting details. Funding mechanism of the organization indicates outstanding depth. The most important issues and other related subtopics are addressed with supporting details.
Partnerships of the Organization Within Public Health to Develop Innovative and Appropriate Public Health Models (1.5) 20.0% Partnerships of the organization within public health to develop innovative and appropriate public health models are not present. Partnerships of the organization within public health to develop innovative and appropriate public health models indicate less than satisfactory search of the literature. Understanding of the topic is not communicated in the essay; the most important areas related to the topic are not addressed. Partnerships of the organization within public health to develop innovative and appropriate public health models indicate adequate search of the literature. Understanding of the topic is communicated in the essay; some of the most important areas related to the topic are addressed. Partnerships of the organization within public health to develop innovative and appropriate public health models indicate sufficient depth of content in the topic. The most important issues related to the topic are analyzed and addressed with supporting details. Partnerships of the organization within public health to develop innovative and appropriate public health models indicate outstanding depth. The most important issues and other related subtopics are addressed with supporting details.
Organization and Effectiveness 20.0%                
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%                
Paper Format  (use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

 

PUB-655 International Perspectives in Community Health Week 8 Assignment

Question Description

PUB-655 Reflection on Systems-Based Approach Balanced With Personal Connection

PUB-655 Final Reflection: Systems Thinking With Small Changes Week 8 Assignment

A systems thinking approach is necessary when leading a public health initiative in a culturally and economically diverse community. On the other side, it is important to not ignore the individual aspects of health. Given the influence of political or economic systems, reflect on how focusing on broad social, political, and economic factors might blind us to the interpersonal aspects of health and the small individual impacts that can change a person’s world. In a 500-word reflection, comment on how a systems-based approach helps bridge gaps in providing necessary public health services but needs to be balanced with a personal holistic approach to transform communities. View the “Start Small, Change the World: Lori DiPrete Brown at TEDxUWMadison” video on YouTube to provide additional perspective.

Read Chapter 13 in For the Love of God: Principles and Practice of Compassion in Missions.

URL:

http://www.gcumedia.com/digital-resources/wipf-and-stock/2017/for-the-love-of-god_principles-and-practice-of-compassion-in-missions_1e.php

Read “Understanding Global Health and Development Partnerships: Perspectives From African and Global Health System Professionals,” by Barnes, Brown, and Harman, from Social Science and Medicine (2016).

URL:

https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0277953616302076?_rdoc=1&_fmt=high&_origin=gateway&_docanchor=&md5=b8429449ccfc9c30159a5f9aeaa92ffb&ccp=y

Watch the “Partnership Development” video in the Participatory Community Development playlist, located in the Student Success Center. The video highlights important characteristics when building effective and sustainable relationships within a cross-cultural context and with faith-based entities, including the local church.

URL:

https://www.gcumedia.com/lms-resources/student-success-center/v3.1/#/media-element/CONHCP/002E95E4-E032-E811-8F95-005056A072B6

Read “Working Together For Global Health Goals: The United States Agency for International Development and Faith-Based Organizations,” by Powell, from Christian Journal for Global Health (2014).  

URL:

http://journal.cjgh.org/index.php/cjgh/article/view/36/125

Read “Partnerships for Development: Perspectives From Global Health,” by the United Nations System Task Team on the Post-2015 UN Development Agenda (2013), located on the United Nations website.

URL:

http://www.un.org/en/development/desa/policy/untaskteam_undf/thinkpieces/25_thinkpiece_health.pdf

Read “What Makes a Global Health Partnership Succeed?” by Saldinger (2014), from the Devex website.

URL:

https://www.devex.com/news/what-makes-a-global-health-partnership-succeed-84858

Watch “Start Small, Change the World: Lori DiPrete Brown at TEDxUWMadison,” by TEDx Talks (2014), located on the YouTube website.

URL:

https://www.youtube.com/watch?v=-HE9SypCzXU

Read “The 7 Standards,” located on the Standards of Excellence in Short-Term Mission website.

URL:

http://www.soe.org/explore/the-7-standards/

References

American Psychological Association. Publication Manual of the American Psychological Association (7th Ed.). Washington, DC: Author.

PUB-655 Final Reflection: Systems Thinking With Small Changes Week 8 Assignment

Course Code Class Code Assignment Title Total Points            
PUB-655 PUB-655-O500 Final Reflection: Systems Thinking With Small Changes 80.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 70.0%                
Reflection on Systems-Based Approach Balanced With Personal Connection 70.0% Reflection on systems-based approach balanced with personal connection is not provided. Reflection on systems-based approach balanced with personal connection indicates less than satisfactory search of the literature. Understanding of the topic is not communicated in the essay; the most important areas related to the topic are not addressed. Reflection on systems-based approach balanced with personal connection indicates adequate search of the literature. Understanding of the topic is communicated in the essay; some of the most important areas related to the topic are addressed. Reflection on systems-based approach balanced with personal connection indicates sufficient depth of content in the topic. The most important issues related to the topic are analyzed and addressed with supporting details. Reflection on systems-based approach balanced with personal connection indicates outstanding depth. The most important issues and other related subtopics are addressed with supporting details.
Organization and Effectiveness 20.0%                
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%                
Paper Format  (use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. Appropriate template is fully used. There are virtually no errors in formatting style.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

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PUB-550 Application and Interpretation of Public Health Data Course Assignments & Discussions Study Guide

PUB-550 Application and Interpretation of Public Health Data Course Assignments & Discussions Study GuidePUB-550 Application and Interpretation of Public Health Data Course Description

This course introduces learners to the application and interpretation of data to assess, design, and justify public health programs. Learners learn the basics of data management and statistical analysis using real-life public health data sets. Learners consider the implications of crafting a clear research question, identifying available and quality data, applying appropriate data analysis methods, and effectively communicating the results. Research standards and ethics are emphasized in contributing to evidence-based public health practice. Prerequisite: PUB-540.

PUB-550: Application and Interpretation of Public Health Data

Topic 1: Data Management and Descriptive Statistics Assignment

Objectives:

  1. Evaluate methods of data organization.
  2. Compare characteristics of correlational, experimental, and quasi-experimental (observational) statistics variables.
  3. Identify the four levels of measurement.
  4. Differentiate between a population and a sample, and a parameter and a statistic (descriptive and inferential).
  5. Explain the role of quantitative and qualitative methods and sciences in describing and assessing a population’s health.
  6. Evaluate public health data sources.
  7. Apply methods to calculate and communicate descriptive statistics.

PUB-550 Data Management Assignment

The purpose of this assignment is to practice organizing data through ordering and grouping variables.

Data often appear disordered and it is difficult to see any connections or relationships. Ordering the data by certain variables or grouping variables into specific categories, such as age or sex categories, can help bring clarity to the data. Knowing how to organize data is an important skill to initiate the analytical process.

For this assignment, students will use Excel and SPSS Statistics to order variables. Using the “Example Dataset,” complete the steps below using both Excel and SPSS Statistics. View the Excel and SPSS tutorials for assistance in completing this assignment. Submit one Word document and include a screen shot of the data after completing the first two steps of Part 1 in Excel and SPSS to compare your results. Use a second Word document to complete Part 2 of the assignment.

You can also read another study guide on nursing assignments for students from another post on PUB-655 International Perspectives in Community Health Course Assignments & Discussions Study Guide.

Part 1: Ordering and Grouping Data Using Excel and SPSS

For Part 1, accomplish the following:

  1. Order (sort) observations according to age.
  2. Group observations by sex and investigate the age and income for males and females.
  3. Create a new variable titled “Exercise Group” based on the variable “Minutes Exercise.” Use the following categories to create your groups: 1 = 0-30 minutes; 2 = 31-60 minutes; 3 = 61-90 minutes; 4 = 91-120 minutes; and 5 = 120+ minutes.

Part 2: Data Interpretation

Study the results of the dataset grouping and ordering. Discuss the following in a 500-750 word summary:

  1. Describe the measurement levels for each of the variables in the dataset.
  2. Discuss what you learned from ordering the data by age and why this information is important.
  3. Describe the process you used to group the data in Excel and SPSS.
  4. Describe what you learned by grouping the variables by category of exercise.
  5. Are these data from a correlational study, experimental study, or quasi-experimental (observational) study? Discuss your rationale and identify a study question appropriate for this dataset.

General Requirements

Submit the Word document to the instructor.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Attachments

PUB-550-RS-Example Dataset.xlsx

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PUB-550 Data Management Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PUB-550 PUB-550-O500 Data Management 40.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 100.0%                
Part 1 – Excel and SPSS Screenshots 20.0% Screenshots illustrating the use of Excel and SPSS to order and group variables are not included. Screenshots illustrating the use of Excel and SPSS to order and group variables are incomplete or incorrect. Screenshots illustrating the use of Excel and SPSS to order and group variables are partially complete and correct. Screenshots illustrating the use of Excel and SPSS to order and group variables are mostly complete and correct. Screenshots illustrating the use of Excel and SPSS to order and group variables are complete and correct.
Part 2 – Measurement Levels 15.0% Description of the measurement levels for each of the variables in the dataset is not included. Description of the measurement levels for each of the variables in the dataset is incomplete or incorrect. Description of the measurement levels for each of the variables in the dataset is included but lacks explanation and relevant details. Description of the measurement levels for each of the variables in the dataset is complete and includes explanation and relevant details. Description of the measurement levels for each of the variables in the dataset is extremely thorough with substantial explanation and relevant details.
Part 2 – Ordering the Data 15.0% Discussion of what was learned from ordering the data by age and why this information is important is not included. Discussion of what was learned from ordering the data by age and why this information is important is incomplete or incorrect. Discussion of what was learned from ordering the data by age and why this information is important is included but lacks explanation and relevant details. Discussion of what was learned from ordering the data by age and why this information is important is complete and includes explanation and relevant details. Discussion of what was learned from ordering the data by age and why this information is important is extremely thorough with substantial explanation and relevant details.
Part 2 – Process Used for Grouping Data 15.0% Description of the process used to group the data in Excel and SPSS is not included. Description of the process used to group the data in Excel and SPSS is incomplete or incorrect. Description of the process used to group the data in Excel and SPSS is included but lacks explanation and relevant details. Description of the process used to group the data in Excel and SPSS is complete and includes explanation and relevant details. Description of the process used to group the data in Excel and SPSS is extremely thorough with substantial explanation and relevant details.
Part 2 – Grouping Variables by Category 15.0% Description of what was learned from grouping variables by the category of exercise is not included. Description of what was learned from grouping variables by the category of exercise is incomplete or incorrect. Description of what was learned from grouping variables by the category of exercise is included but lacks explanation and relevant details. Description of what was learned from grouping variables by the category of exercise is complete and includes explanation and relevant details. Description of what was learned from grouping variables by the category of exercise is extremely thorough with substantial explanation and relevant details.
Part 2 – Study Discussion 15.0% Discussion of whether study is correlational, experimental, or quasi-experimental; the rationale for the study type; and identification of a study question appropriate for the dataset is not included. Discussion of whether study is correlational, experimental, or quasi-experimental; the rationale for the study type; and identification of a study question appropriate for the dataset is incomplete or incorrect. Discussion of whether study is correlational, experimental, or quasi-experimental; the rationale for the study type; and identification of a study question appropriate for the dataset is included but lacks explanation and justification. Discussion of whether study is correlational, experimental, or quasi-experimental; the rationale for the study type; and identification of a study question appropriate for the dataset is complete and includes explanation and justification. Discussion of whether study is correlational, experimental, or quasi-experimental; the rationale for the study type; and identification of a study question appropriate for the dataset is extremely thorough and includes substantial explanation and justification.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Total Weightage 100%

 

 

A local community organization was interested in learning about general health behaviors in the area and the relationships between health behaviors and environmental and social determinants. They decided to conduct a brief survey based on a convenient sample of people visiting the local shopping mall. They offered a $5 incentive for completing the survey. The Topic 1 Example dataset includes 30 observations from this survey. Use this data to complete the relevant assignments in this course.
Education Level
1 Less than High School
2 Graduated High School
3 Graduated College
Annual Income = US Dollars

 

 

 

ID Sex Smoker Education_Level*** Minutes_Exercise Age Employed Annual_Income* Neighborhood
101 Female No 2 90 45 Yes 51000 B
102 Male No 2 50 58 No 23000 C
103 Female Yes 3 65 31 Yes 35000 B
104 Male No 1 20 54 No 10000 C
105 Female Yes 1 50 30 Yes 28000 B
106 Female Yes 2 25 18 No 5000 C
107 Female No 3 110 39 Yes 46000 A
108 Male Yes 1 50 37 Yes 36000 B
109 Female Yes 2 40 44 Yes 51000 C
110 Male No 2 80 24 No 12000 A
111 Female No 3 120 42 Yes 78000 A
112 Male No 1 80 50 Yes 34000 D
113 Female Yes 1 60 20 No 15000 B
114 Male No 3 150 35 Yes 28000 B
115 Male No 2 75 61 Yes 28000 A
116 Male No 1 80 59 No 24000 B
117 Female No 2 110 36 Yes 55000 D
118 Male Yes 3 80 35 Yes 62000 B
119 Male Yes 2 100 29 No 32000 D
120 Female No 1 0 32 No 7000 C
121 Female Yes 2 50 26 No 17000 B
122 Female No 3 200 42 Yes 64000 D
123 Male No 2 60 52 No 5000 A
124 Male No 1 65 49 No 14000 D
125 Female No 1 40 21 No 20000 C
126 Male Yes 3 65 48 Yes 72000 A
127 Female Yes 3 70 40 Yes 85000 A
128 Female No 1 45 53 No 15000 B
129 Male No 3 75 46 Yes 64000 C
130 Male Yes 3 50 42 Yes 27000 B

 

Topic 1: Data Management and Descriptive Statistics Discussions

Topic 1 DQ 1

Mixed methods research is becoming an important approach in generating public health evidence. Based on the resources supplied, discuss the benefits of a mixed methods approach. Include an explanation of the differences between qualitative and quantitative research and the purpose of each.

PLEASE:

– minimum of 250 words or more

– strong academic writing / APA style (please use in-text citing and References at end )

– used attached resources or additional ( must be scholarly articles only no older than 5 years ) and reference and in-text cite.

– please be original writing and must answer all parts of question for full credit.

Resources: ( please use 2/3 of the follow to answer (validate) question with additional resources if preferable )

Read “Integrating Quantitative and Qualitative Data in Mixed Methods Research – Challenges and Benefits,” by Almalki, from Journal of Education and Learning (2016).

URL:http://files.eric.ed.gov/fulltext/EJ1110464.pdf

Read “Mapping the Developing Landscape of Mixed Methods Research,” by Creswell, from SAGE Handbook of Mixed Methods in Social and Behavioral Research (2010).

URL:http://methods.sagepub.com.lopes.idm.oclc.org/book/sage-handbook-of-mixed-methods-social-behavioral-research-2e/n2.xml

Read “10 Best Resources on…Mixed Methods Research in Health Systems,” by Ozawa and Pongpirul, from Health Policy Plan (2014).

URL:https://academic.oup.com/heapol/article/29/3/323/581455/10-best-resources-on-mixed-methods-research-in

Read “Guidance for Using Mixed Methods Design in Nursing Practice Research,” by Chiang-Hanisko, Newman, Dyess, Duangporn, and Liehr, from Applied Nursing Research (2016).

URL:http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S0897189715002402

Read “A General Inductive Approach for Analyzing Qualitative Evaluation Data,” by Thomas, from American Journal of Evaluation (2006).

URL:http://journals.sagepub.com/doi/pdf/10.1177/1098214005283748

Read “Pathways to Malaria Persistence in Remote Central Vietnam: A Mixed Method Study of Health Care and the Community,” by Morrow, Nguyen, Curuana, Biggs, Doan, and Nong, from BMC Public Health (2009).

URL:https://bmcpublichealth.biomedcentral.com/articles/10.1186/1471-2458-9-85

Topic 1 DQ 1 Example Answer

Mixed methods research has become increasing popular; however the definition of mixed methods research has yet to be agreed upon (Ozawa & Pongpirul, 2014). Essentially, mixed methods research studies incorporate quantitative and qualitative data to utilize the strengths of both types of research methods (Ozawa & Pongpirul, 2014). In health systems, mixed methods research is critical because it allows researchers to see issues from various perspectives, contextualize information, have a better understanding of the issue, form results, quantify difficult measures, create illustrations for trends, and examine processes (Ozawa & Pongpirul, 2014).To make sense of the assembly of mixed method research designs, there are four categories; the triangulation design, the embedded design, the explanatory design, and the exploratory design (Almalki, 2016). The triangulation design is practical because this type of research gathers data from different sources and utilizes different methods, which all work together as well-organized design (Almalki, 2016). With the embedded design, less resources are needed, and it produces less data, making it easier for researchers to grasp (Almalki, 2016). The explanatory design is easy to implement, and it enables the focus of the research to be maintained (Almalki, 2016). With the exploratory design, separate stages are easy to apply, also qualitative information is acceptable to quantitative researchers (Almalki, 2016).Quantitative research regards the world as being outside of themselves. The purpose is to gain an understanding about the social world (Almalki, 2016). The qualitative approach gains a perspective of issues by investigating them in their own specific setting. The purpose is to observe occurrences and bring meaning to them (Almalki, 2016). The differences between quantitative and qualitative research is as follows:

Quantitative Approach Qualitative Approach
Deductive Inductive, with underlying assumptions reality is a social construct
Subdivides reality into smaller, manageable pieces Places emphasis on exploring and understanding
Observations are made and hypotheses can be tested among variables Variables are difficult to measure
Primacy of subject matter
Conclusions are made with regard to the hypothesis, following a series of observations and analysis of data Data collected will consist of an insider’s viewpoint

(Almalki, 2016).

References

Almalki, S. (2016). Integrating Quantitative and Qualitative Data in Mixed Methods Research – Challenges and Benefits. Journal of Education and Learning. doi:10.5539/jel.v5n3p288. Retrieved from https://files.eric.ed.gov/fulltext/EJ1110464.pdf

Ozawa, S. & Pongpirul, K. (2014). 10 best resources on…mixed methods research in health systems. Health Policy and Planning. Retrieved from https://academic.oup.com/heapol/article/29/3/323/581455

Re: Topic 1 DQ 1

The delivery of healthcare is becoming more complex as evidence by the rising number of individuals with comorbidities and the shift towards the quality of care versus quantity. Addressing challenges that are generated by this complex system requires research that not only produces statistical data, but also understands a population’s natural setting and provides insight how he research can be applied to that setting. Mixed methods research is becoming an important approach in generating public health evidence because it combines both qualitative and quantitative research. Qualitative research answers clinical question regarding meaning and quality improvement and provides descriptive data while quantitative research answers clinical question regarding therapy, etiology, diagnosis, prevention, and prognosis and produces numerical data (Winona State University, 2014). Favorable characteristics of mixed method research include consistency between the research question, purpose and methodological choices; verifiable and transparent techniques that demonstrate trustworthiness; potential for replicability; opportunity for self-correction; and ability to explain the phenomena under investigation (Newman and Hitchcock, 2012). Furthermore, benefits to mixed methods include answering questions that qualitative or quantitative research cannot answer alone; provides better understanding of connections or contradictions between qualitative and quantitative data; it gives participants an opportunity to have a voice and share the experience across the research process [which is important within public health]; it facilitates different avenues of exploration that enhance the quality of evidence and enables questions to be answered more deeply (Shorten & Smith, 2017). A mixed method approach uses the combine strengths of qualitative and quantitative data. Its unique design is appropirate to addressing complex public health issues.

References:

Hitchcock, J. H., & Newman, I. (2012). Applying an Interactive Quantitative-Qualitative Framework. Human Resource Development Review, 12(1), 36–52. https://doi.org/10.1177/1534484312462127Shorten, A., & Smith, J. (2017). Mixed methods research: expanding the evidence base. Evidence Based Nursing, 20(3), 74–75. https://doi.org/10.1136/eb-2017-102699Winona State University. (2014). Research Hub: Evidence Based Practice Toolkit: Levels of Evidence. Retrieved from Winona.edu website: https://libguides.winona.edu/c.php?g=11614&p=61584

 Topic 1 DQ 2

Topic One, Discussion Question 2:

Statistics are ways to summarize data in a way that will answer a specific question (Corty, 2016). There are several key words that help with defining statistics, such as population, sample, parameter and statistic. During investigation studies researchers look for subjects to study. These subjects from large groups called a population (Corty, 2016). If the research only wanted to look at a small group of this population, they would call that a sample (Corty, 2016).For example – If I were to do a research study on obesity, I could use the state of Kentucky as my population. However, if I wanted to only look at Shelbyville, Kentucky that would be a sample of Kentucky. Data from either the sample or the population which can be reduced to a simple number like an average to summarize the group (Corty, 2016). If it is characterizing the sample, it is called a statistic; if it is characterizing the population it is called a parameter. Sample statistics use Latin letters as their symbol and population parameters use Greek letters (Corty, 2016).Then there is descriptive and inferential statistics. Descriptive is the summary statement about the set of cases (Corty, 2016). It reduces a set of data to a meaningful value to describe the characteristics of the group being observed – for example: 63% of the class were females. Inferential statistics uses a sample of cases to draw a conclusion about the larger population and reduces the data down to a single value that inferences about the population (generalization from the sample to a population – for example: Students who are female at GCU have a 15% higher GPA on average than males (Corty, 2016).Public health researchers often limit or rather stop their analyses to descriptive statistics—reporting frequencies, means and standard deviation (Guetterman, 2019). This allows for missed opportunities for more advanced analyses. “For example, knowing that patients have favorable attitudes about a treatment may be important and can be addressed with descriptive statistics. On the other hand, finding that attitudes are different (or not) between men and women and that difference is statistically significant may give even more actionable information to healthcare professionals” (Guetterman, 2019). This missing piece about differences can be addressed through inferential statistical tests (Guetterman, 2019). Therefore, both are extremely important to public health research.

References:

Corty, E. (2016). Using and interpreting statistics. A practical text for the behavioral, social, and health sciences 3rd Edition. Retrieved from https://viewer.gcu.edu/GGdEcj

Guetterman, T., (2019). Basics of statistics for primary care research. Family Medicine Community Health. 7(2). Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6583801/

PUB-550 Practicing Application of Descriptive Statistics in Excel and SPSS Assignment

Description

IMPORTANT NOTE REGARDING WORD LIMIT REQUIREMENTS:

Please note that each and every assignment has its own word limit.

The purpose of this assignment is to compare basic functions in Excel and SPSS to calculate descriptive statistics and use this information to describe the sample.

For this assignment, students will utilize Excel with the Data Analysis ToolPak and SPSS Statistics and the “Example Dataset” to complete the assignment. Refer to the links below for assistance with enabling the Data Analysis ToolPak on a Mac or PC.

Part 1:

Complete the following steps in both Excel and IBM SPSS Statistics.

  • Calculate mean, median, and mode for the variables “Annual Income” and “Age.” Show the appropriate summary tables for these measures from both Excel and SPSS. Include the other descriptive statistics that are a part of the summary output in Excel and SPSS.
  • Create histograms to show the distribution for “Annual Income” and “Age.” Copy and paste the histograms from Excel and export the histogram from SPSS into the Word document for this assignment.
  • Create frequency tables that include counts and percentages for smoking status, employment status, exercise level, and education level. Show the tables in the Word document for this assignment.

Part 2:

Based upon the Part 1 activities, write a 250-500 word interpretation that addresses the following.

  • Discuss the sampling strategy used in this study and if it resulted in a representative sample.
  • Discuss what you are able to ascertain about the sample from the descriptive statistics.
  • Explain what other variables the research team could have included to gain a better understanding of the population.

General Requirements

Submit one Word document for the Part 1 assignment content and a second Word document for Part 2 of the assignment.

You are required to cite at least FOUR sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the discussion question criteria and public health content.

Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.

While APA style is required, solid academic writing is expected as well, and documentation of sources should be presented using APA formatting guidelines.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Attachments

PUB-550-RS-Example Dataset.xlsx

PLEASE make sure APA citation and permalink for articles are complete and correct.

PLEASE add the links/sites below to the reference list if you use any of these readings and make sure everything is in proper APA format.

https://apastyle.apa.org/learn/quick-guide-on-refe…

Read Chapters 4 and 5 in Using and Interpreting Statistics: A Practical Text for the Behavioral, Social, and Health Sciences.

URL:

http://www.gcumedia.com/digital-resources/macmillan-learning/2016/using-and-interpreting-statistics_a-practical-text-for-the-behavioral-social-and-health-sciences_ebook_3e.php

View “The Best Stats You’ve Ever Seen,” by Rosling (2006), located on the TED website.

URL:

https://www.ted.com/talks/hans_rosling_shows_the_best_stats_you_ve_ever_seen

View the following tutorials from the SPSS Tutorials media.

  • Frequency Tables and Histograms
  • Descriptive Statistics

URL:

http://lc.gcumedia.com/psy380/spss-tutorials/v1.1/

View the following terms in The Visual Learner: Statistics media.

  • Confounding
  • Histogram

View the following calculations in The Visual Learner: Statistics media.

  • Frequency Distribution
  • Measure of Center ‘Mean’
  • Measure of Center ‘Median’
  • Measure of Center ‘Mode’
  • Range and Standard Deviation
  • Variance

URL:

http://lc.gcumedia.com/hlt362v/the-visual-learner/the-visual-learner-v2.1.html

The “Sampling Distribution” simulation, located on the Rice Virtual Last in Statistics website, will be used for a discussion question in this topic.

URL:

http://onlinestatbook.com/stat_sim/sampling_dist/index.html

For assistance with using Excel software, use the “Excel Training: Create and Format PivotTables and Pivot Charts” video library, located on the Microsoft website.

URL:

https://support.office.com/en-us/article/Video-Create-PivotTables-74ce8afc-2446-4816-80ee-20ca7fb71793?ui=en-US&rs=en-US&ad=US

MUST have at least 4 citations with the page numbers and 4 references in APA format.(The List of References should not be older than 2016 and should not be included in the word count.)

Be sure to support your postings and responses with specific references to the Learning Resources.

It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of ethics and the readings for this class

I am a stickler for good organization in everything. I do not want to have to dig for your answers. For instance, if an assignment asks you to provide three examples of something, I suggest that you number them 1-3 so I can find them easily. I also expect that when you submit something as a narrative, you pay attention to how you organize your thoughts: use paragraphs with a topic sentence and supporting sentences; and change paragraphs whenever you introduce a new idea. Also, if there are multiple parts to an assignment, use sub-heads within the paper to organize them.

To get maximum points you need to follow the requirements listed for this assignments 1) look at the word/page limits 2) review and follow APA rules 3) create subheadings to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors.

REMEMBER IN APA FORMAT JOURNAL TITLES AND VOLUME NUMBERS ARE ITALICIZED.

PUB-550 Practicing Application of Descriptive Statistics in Excel and SPSS Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PUB-550 PUB-550-O500 Practicing Application of Descriptive Statistics in Excel and SPSS 40.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 100.0%                
Part 1 – Summary Tables 20.0% Summary tables illustrating mean, median, and mode for the Annual Income and Age variables in Excel and SPSS are not included. Summary tables illustrating mean, median, and mode for the Annual Income and Age variables in Excel and SPSS are incomplete or incorrect. Summary tables illustrating mean, median, and mode for the Annual Income and Age variables in Excel and SPSS are partially complete and correct. Summary tables illustrating mean, median, and mode for the Annual Income and Age variables in Excel and SPSS are mostly complete and correct. Summary tables illustrating mean, median, and mode for the Annual Income and Age variables in Excel and SPSS are complete and correct.
Part 1 – Histograms 15.0% Histograms showing the distribution of Annual Income and Age in Excel and SPSS are not included. Histograms showing the distribution of Annual Income and Age in Excel and SPSS are incomplete or incorrect. Histograms showing the distribution of Annual Income and Age in Excel and SPSS are partially complete and correct. Histograms showing the distribution of Annual Income and Age in Excel and SPSS are mostly complete and correct. Histograms showing the distribution of Annual Income and Age in Excel and SPSS are complete and correct.
Part 1 – Frequency Table 15.0% Calculations for the frequency table, including counts and percentages for smoking status, employment status, exercise level, and education level in Excel and SPSS, are not included. Calculations for the frequency table, including counts and percentages for smoking status, employment status, exercise level, and education level in Excel and SPSS, are incomplete or incorrect. Calculations for the frequency table, including counts and percentages for smoking status, employment status, exercise level, and education level in Excel and SPSS, are partially complete and correct. Calculations for the frequency table, including counts and percentages for smoking status, employment status, exercise level, and education level in Excel and SPSS, are mostly complete and correct. Calculations for the frequency table, including counts and percentages for smoking status, employment status, exercise level, and education level in Excel and SPSS, are complete and correct.
Part 2 – Sampling Strategy 15.0% Discussion of the sampling strategy used and whether it resulted in a representative sample is not included. Discussion of the sampling strategy used and whether it resulted in a representative sample is incomplete or incorrect. Discussion of the sampling strategy used and whether it resulted in a representative sample is included but lacks explanation and justification. Discussion of the sampling strategy used and whether it resulted in a representative sample is complete and includes explanation and justification. Discussion of the sampling strategy used and whether it resulted in a representative sample is extremely thorough with substantial explanation and justification.
Part 2 – Descriptive Statistics 15.0% Discussion about what was able to be ascertained about the sample from the descriptive statistics is not included. Discussion about what was able to be ascertained about the sample from the descriptive statistics is incomplete or incorrect. Discussion about what was able to be ascertained about the sample from the descriptive statistics is included but lacks explanation and relevant details. Discussion about what was able to be ascertained about the sample from the descriptive statistics is complete and includes explanation and relevant details. Discussion about what was able to be ascertained about the sample from the descriptive statistics is extremely thorough with substantial explanation and relevant details.
Part 2 – Other Variables 15.0% Explanation of other variables the research team could have included to gain better understanding of the population is not included. Explanation of other variables the research team could have included to gain better understanding of the population is incomplete or incorrect. Explanation of other variables the research team could have included to gain better understanding of the population is included but lacks relevant details and justification. Explanation of other variables the research team could have included to gain better understanding of the population is complete and includes relevant details and justification. Explanation of other variables the research team could have included to gain better understanding of the population is extremely thorough and includes substantial relevant details and justification.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Total Weightage 100%

 

PUB-550 Calculating Confidence Intervals Assignment

Calculating Confidence Intervals

The purpose of this assignment is to practice calculating confidence intervals.

For this assignment, students will utilize Excel and SPSS Statistics and the “Example Dataset.”

Using the “Example Dataset,” complete the following:

  1. Based on a normal distribution curve, calculate the probability of an individual being 60 years or older in this population. Show the Excel and SPSS formulas or your hand calculations. Include screenshots as needed to illustrate this.
  2. Using the sample standard deviation of age as an estimate of the population standard deviation, calculate by hand the standard error of the mean. Show your calculations and the answer.
  3. Calculate by hand a 95% confidence interval for “Age” based on the sample mean. Use SPSS to verify your answer. Include your calculations and screenshots of the SPSS output.
  4. Interpret the confidence interval for age and explain the three pieces of information needed to calculate a confidence interval.

Submit one Word document that includes all of the assignment deliverables.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Attachments

PUB-550-RS-Example Dataset.xlsx

PUB-550 Calculating Confidence Intervals Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PUB-550 PUB-550-O500 Calculating Confidence Intervals 70.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 100.0%                
Question 1 15.0% Calculation of probability of an individual being 60 years or older, including associated hand calculations and screenshots, is not included. Calculation of probability of an individual being 60 years or older, including associated hand calculations and screenshots, is incomplete or incorrect. Calculation of probability of an individual being 60 years or older, including associated hand calculations and screenshots, is partially complete and correct. Calculation of probability of an individual being 60 years or older, including associated hand calculations and screenshots, is mostly complete and correct. Calculation of probability of an individual being 60 years or older, including associated hand calculations and screenshots, is complete and correct.
Question 2 15.0% Mean and standard deviation for Age and associated Excel output table are not included. Mean and standard deviation for Age and associated Excel output table are incomplete or incorrect. Mean and standard deviation for Age and associated Excel output table are partially complete and correct. Mean and standard deviation for Age and associated Excel output table are mostly complete and correct. Mean and standard deviation for Age and associated Excel output table are complete and correct.
Question 3 15.0% Hand calculations for the standard error of the mean are not included. Hand calculations for the standard error of the mean are incomplete or incorrect. Hand calculations for the standard error of the mean are partially complete and correct. Hand calculations for the standard error of the mean are mostly complete and correct. Hand calculations for the standard error of the mean are complete and correct.
Question 4 15.0% Hand calculations for a 95% confidence interval for Age and SPSS output screenshots verifying the answer are not included. Hand calculations for a 95% confidence interval for Age and SPSS output screenshots verifying the answer are incomplete or incorrect. Hand calculations for a 95% confidence interval for Age and SPSS output screenshots verifying the answer are partially complete and correct. Hand calculations for a 95% confidence interval for Age and SPSS output screenshots verifying the answer are mostly complete and correct. Hand calculations for a 95% confidence interval for Age and SPSS output screenshots verifying the answer are complete and correct.
Question 5 35.0% Interpretation of the confidence interval for age, explanation of the three pieces of information needed to calculate the confidence interval, and discussion of the age cut-off are not included. Interpretation of the confidence interval for age, explanation of the three pieces of information needed to calculate the confidence interval, and discussion of the age cut-off are incomplete or incorrect. Interpretation of the confidence interval for age, explanation of the three pieces of information needed to calculate the confidence interval, and discussion of the age cut-off are included but lack details and supporting information. Interpretation of the confidence interval for age, explanation of the three pieces of information needed to calculate the confidence interval, and discussion of the age cut-off are complete and include details and supporting information. Interpretation of the confidence interval for age, explanation of the three pieces of information needed to calculate the confidence interval, and discussion of the age cut-off are extremely thorough with substantial details and supporting information.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Total Weightage 100%

Topic 2: Data Management and Descriptive Statistics Discussions

Topic 2 DQ 1

P-values and confidence intervals are both used in hypothesis testing. Explain three reasons why it may be preferable to report a confidence interval over a P-value. Provide a specific example to justify your reasons.

Topic 2 DQ 1 Example Answer

De Prel et al. (2009) study found the following: P-values in scientific studies are used to determine whether a null hypothesis formulated before the performance of the study is to be accepted or rejected. In exploratory studies, p-values enable the recognition of any statistically noteworthy findings. Confidence intervals provide information about a range in which the true value lies with a certain degree of probability, as well as about the direction and strength of the demonstrated effect. This enables conclusions to be drawn about the statistical plausibility and clinical relevance of the study findings. It is often useful for both statistical measures to be reported in scientific articles, because they provide complementary types of information (p.335).

According to de Prel et al. (2009) “For example, there might be no difference between two antihypertensives with respect to their ability to reduce blood pressure. The alternative hypothesis (H1) then states that there is a difference between the two treatments. This can either be formulated as a two-tailed hypothesis (any difference) or as a one-tailed hypothesis (positive or negative effect). In this case, the expression “one-tailed” means that the direction of the expected effect is laid down when the alternative hypothesis is formulated (p.335).

Reference

du Prel, J. B., Hommel, G., Röhrig, B., & Blettner, M. (2009). Confidence interval or p-value?: part 4 of a series on evaluation of scientific publications. Deutsches Arzteblatt international, 106(19), 335–339. doi:10.3238/arztebl.2009.0335 

Topic 2 DQ 2

The Central Limit Theorem is the fundamental theorem of statistics. In a nutshell, it says that for independent and identically distributed data whose variance is finite, the sampling distribution of any mean becomes more nearly normal (i.e., Gaussian) as the sample size grows (Chang, Wu, Ho and Chen, 2008). The sample mean ¯xn will then approach the population mean µ, in distribution. More formally, where N (0, 1) is the normal distribution and the symbol “d” in the equality means in distribution. σn is the standard deviation of a sampling distribution, σ is the standard deviation of the entire population the study (and which is often not known), and n the sample size. So, sample means vary less than individual measurements. (The square of the standard deviation is the variance.). The sampling distribution is a notional (imaginary) distribution from a very large number of samples, each one of size n, which approaches a normal distribution in the limit of large n. In practice, the Central Limit Theorem holds for n as low as 30, unless there are exceptional circumstances—e.g., when the population distribution is highly skewed—in which case higher values are needed. So, σn measures how widely the sample means of size n vary around the population mean µ (which is approached in the limit of large n). As expected, the results suggest that the distribution of the sample mean better approximates the normal distribution as the sample size increases. The results indicate that the true distribution of the sample mean when the sample is taken from a highly skewed distribution better approximates the normal distribution as the thickness of the tail of the population distribution increases.

Chang, H. J., Wu, C. H., Ho, J. F., & Chen, P. (2008). On sample size in using central limit theorem for gamma distribution

 

PUB-550 Topic 3: Hypothesis Testing Assignment

Objectives:

  1. Evaluate the importance of hypothesis testing in statistics and public health research.

Hypothesis Testing

The purpose of this assignment is to evaluate the steps of hypothesis testing.

Hypothesis testing is a central component in understanding and interpreting public health research. Research questions are applied through a testable hypothesis established before the data is collected. It provides the rationale for the study and guides the researcher in what tests to use and how to interpret the results.

Identify a peer-reviewed article from one of the data sources available on the “Data Resource Document.” You will need to visit the various websites listed on the document to search for a research article that is of interest to you. Include the link to the selected article in a 750-1,000 word summary that address the following as it relates to the article.

  1. What test statistic did the researchers use? What did the authors set as the significance level of the test statistic?
  2. What was the null hypothesis? What was the alternative hypothesis? Were these clearly stated in the article, or did you have to extrapolate based on the background in the article?
  3. Discuss potential bias that may have resulted from the study design and data collection that could have affected the validity of the test.
  4. Summarize the story told by the data used in this study as it applies to the larger population
  5. Comment on whether the authors used the interpretation approach discussed in the textbook, including (a) summarize why the study was done, (b) discuss the factual results, (c) explain what the results mean, and (d) make suggestions for future research.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Attachments

PUB-550-RS-Data Resource Document.docx

 PUB-550 Topic 3: Hypothesis Testing Assignment

Course Code Class Code Assignment Title Total Points            
PUB-550 PUB-550-O500 Hypothesis Testing 100.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 100.0%                
Link to Peer-Reviewed Article 5.0% Link to selected peer-reviewed article is not included. NA NA NA Link to selected peer-reviewed article is complete and correct.
Test Statistic 15.0% Discussion of test statistic and significance level used by the researcher is not included. Discussion of test statistic and significance level used by the researcher is incomplete or incorrect. Discussion of test statistic and significance level used by the researcher is included but lacks explanation. Discussion of test statistic and significance level used by the researcher is complete and includes explanation. Discussion of test statistic and significance level used by the researcher is extremely thorough and includes substantial explanation.
Hypotheses 20.0% Discussion of the null and alternative hypotheses and whether or not these were clearly stated in the article is not included. Discussion of the null and alternative hypotheses and whether or not these were clearly stated in the article is incomplete or incorrect. Discussion of the null and alternative hypotheses and whether or not these were clearly stated in the article is included but lacks explanation. Discussion of the null and alternative hypotheses and whether or not these were clearly stated in the article is complete and includes explanation. Discussion of the null and alternative hypotheses and whether or not these were clearly stated in the article is extremely thorough and includes substantial explanation.
Potential Bias 15.0% Discussion of potential bias that may have resulted from the study design and data collection and could have affected the validity of the test is not included. Discussion of potential bias that may have resulted from the study design and data collection and could have affected the validity of the test is incomplete or incorrect. Discussion of potential bias that may have resulted from the study design and data collection and could have affected the validity of the test is included but lacks explanation and relevant details. Discussion of potential bias that may have resulted from the study design and data collection and could have affected the validity of the test is complete and includes explanation and relevant details. Discussion of potential bias that may have resulted from the study design and data collection and could have affected the validity of the test is extremely thorough with substantial explanation and relevant details.
Data Story 15.0% Summary of the story told by the data used in the study as it applies to the larger population is not included. Summary of the story told by the data used in the study as it applies to the larger population is incomplete or incorrect. Summary of the story told by the data used in the study as it applies to the larger population is included but lacks explanation and relevant details. Summary of the story told by the data used in the study as it applies to the larger population is complete and includes explanation and relevant details. Summary of the story told by the data used in the study as it applies to the larger population is extremely thorough with substantial explanation and relevant details.
Interpretation Approach 20.0% Discussion of whether the author used the interpretation approach discussed in the textbook is not included. Discussion of whether the author used the interpretation approach discussed in the textbook is incomplete or incorrect. Discussion of whether the author used the interpretation approach discussed in the textbook is included but lacks explanation and relevant details. Discussion of whether the author used the interpretation approach discussed in the textbook is complete and includes explanation and relevant details. Discussion of whether the author used the interpretation approach discussed in the textbook is extremely thorough with substantial explanation and relevant details.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

PUB-550 Topic 3: Data Resource Document

  1. CDC WONDER

Explore the CDC WONDER website.

https://wonder.cdc.gov/

  1. Gapminder

Explore the Gapminder website.

http://www.gapminder.org/

  1. Behavioral Risk Factor Surveillance System

Explore the Behavioral Risk Factor Surveillance System, located on the CDC website.

https://www.cdc.gov/brfss/index.html

  1. PovcalNet

Explore the PovcalNet: An Online Analysis Tool for Global Poverty Monitoring page of The World Bank website.

http://iresearch.worldbank.org/PovcalNet/home.aspx

  1. Demographic and Health Survey Data

Explore the Demographic and Health Survey (DHS) data website.

http://dhsprogram.com/data/

  1. Alcohol-Related Disease Impact Application

Explore the Alcohol-Related Disease Impact Application (ARDI) page of the CDC website.

https://nccd.cdc.gov/DPH_ARDI/default/default.aspx

  1. Public Health Partners

Explore the Health Data Tools and Statistics page of the Public Health Partners website. This site provides many public health data sources.

https://phpartners.org/health_stats.html

  1. National Health Interview Survey

Explore the National Health Interview Survey page of the CDC website. Review the documents.

https://www.cdc.gov/nchs/nhis/index.htm

  1. Global School-Based Student Health Survey

Explore the purpose and methodology of the international Global School-Based Student Health Survey, located on the World Health Organization (WHO) website.

http://www.who.int/chp/gshs/en/

  1. Youth Risk Behavior Surveillance System

Explore the methods, data, and documentation of the Youth Risk Surveillance System, located on the CDC website.

https://www.cdc.gov/healthyyouth/data/yrbs/

Topic 3: Data Management and Descriptive Statistics Discussions

Topic 3 DQ 1

Discuss the four potential outcomes of hypothesis testing and describe what is meant by type 1 and type 2 errors. Provide an example of when these errors might occur.

Topic 3 DQ 1 Example Answer

Banerjee et al., (2009) study found the following: Hypothesis testing is an important activity of empirical research and evidence-based medicine. A well worked up hypothesis is half the answer to the research question. For this, both knowledge of the subject derived from extensive review of the literature and working knowledge of basic statistical concepts are desirable. The present paper discusses the methods of working up a good hypothesis and statistical concepts of hypothesis testing (p.127)

Banerjee et al., (2009) study found the following: Just like a judge’s conclusion, an investigator’s conclusion may be wrong. Sometimes, by chance alone, a sample is not representative of the population. Thus, the results in the sample do not reflect reality in the population, and the random error leads to an erroneous inference. A type I error (false-positive) occurs if an investigator rejects a null hypothesis that is actually true in the population; a type II error (false-negative) occurs if the investigator fails to reject a null hypothesis that is actually false in the population. Although type I and type II errors can never be avoided entirely, the investigator can reduce their likelihood by increasing the sample size (the larger the sample, the lesser is the likelihood that it will differ substantially from the population) (p.127).

Banerjee et al., (2009) study found the following: False-positive and false-negative results can also occur because of bias (observer, instrument, recall, etc.). (Errors due to bias, however, are not referred to as type I and type II errors.) Such errors are troublesome, since they may be difficult to detect and cannot usually be quantified (p.127).

Reference

Banerjee, A., Chitnis, U. B., Jadhav, S. L., Bhawalkar, J. S., & Chaudhury, S. (2009). Hypothesis testing, type I and type II errors. Industrial psychiatry journal, 18(2), 127–131. doi:10.4103/0972-6748.62274

Topic 3 DQ 1

The four potential outcome of hypothesis testing are

  • Correct inference: Conclude that there is an association when one does exist in the population.
  • Correct inference:Conclude that there is no association when one does not exist in the population.
  • Incorrect inference (type 1): Conclude that there is an association when there actually is none (false positive).
  • Incorrect inference (type 2): Conclude that there is no association when there is one (false negative) (Banerjee, Chitnis, Jadhav, Bhawalkar, & Chaudhruy, 2009)

 When the sample is not representative of the population this leads to an erroneous inference and type 1 or type 2 errors. A type 1 error is a false positive, or an investigator rejecting a null hypothesis that is actually true (Banerjee, Chitnis, Jadhav, Bhawalkar, & Chaudhruy, 2009). A type 2 error is the opposite a false negative, an investigator rejecting a null hypothesis that is actually false in the population. These errors are impossible to completely avoid but the likelihood can be decreased by increasing the sample size and (Banerjee, Chitnis, Jadhav, Bhawalkar, & Chaudhruy, 2009).

 Bibliography

Banerjee, A., Chitnis, U., Jadhav, S., Bhawalkar, J., & Chaudhruy, S. (2009). Hypothesis Testing, type 1 and type II errors. Indian Psychiatry , 127-131.

 Topic 3 DQ 2

Review the Healthy People 2020 website. Identify one of the health issues and propose a scenario that would use a z-test as the first step in the six steps of hypothesis testing. Discuss the remaining five steps based on your scenario, including clearly articulating the null and alternative hypotheses for your scenario.

 Topic 3 DQ 2 Example Answer

Sphweb (n.d) study found the following: The Centers for Disease Control (CDC) reported on trends in weight, height and body mass index from the 1960’s through 2002.1 The general trend was that Americans were much heavier and slightly taller in 2002 as compared to 1960; both men and women gained approximately 24 pounds, on average, between 1960 and 2002. In 2002, the mean weight for men was reported at 191 pounds. Suppose that an investigator hypothesizes that weights are even higher in 2006 (i.e., that the trend continued over the subsequent 4 years). The research hypothesis is that the mean weight in men in 2006 is more than 191 pounds. The null hypothesis is that there is no change in weight, and therefore the mean weight is still 191 pounds in 2006 (n.d).

Sphweb (n.d) study found the following: In order to test the hypotheses, we select a random sample of American males in 2006 and measure their weights. Suppose we have resources available to recruit n=100 men into our sample. We weigh each participant and compute summary statistics on the sample data. Suppose in the sample we determine the following:

  • n=100
  • s=25.6

Sphweb (n. d). study found the following: Do the sample data support the null or research hypothesis? The sample mean of 197.1 is numerically higher than 191. However, is this difference more than would be expected by chance? In hypothesis testing, we assume that the null hypothesis holds until proven otherwise. We therefore need to determine the likelihood of observing a sample mean of 197.1 or higher when the true population mean is 191 (i.e., if the null hypothesis is true or under the null hypothesis). We can compute this probability using the Central Limit Theorem. Specifically, (n.d.).

Review of the “Nutrition and Weight Status” on the Healthy People 2020

Obesity in Adults (NWS-9)

  • Healthy People 2020 objective NWS-9 tracks the proportion of adults with obesity (BMI ≥ 30).
    • HP2020 Baseline: In 2005–2008, the rate of obesity was 33.9% among adults aged 20 years and over (age adjusted).
    • HP2020 Target: 30.5%, a 10% improvement over the baseline.
    • Most Recent: In 2013–2016, the rate of obesity was 38.6% among adults aged 20 years and over (age adjusted).
  • Males aged 20 years and over had a lower rate of obesity than females (36.5% versus 40.5%, age adjusted) in 2013–2016. The rate for females was 11.0% higher than that for males.
  • Among racial and ethnic groups, the non-Hispanic Asian population had the lowest (best) rate of obesity, 12.5% of adults aged 20 years and over (age adjusted) in 2013–2016. Rates (age adjusted) for other racial and ethnic groups were:
    • 0% among the non-Hispanic black population; more than 3.5 times the best group rate
    • 9% among the Hispanic population; more than 3.5 times the best group rate
    • 1% among the non-Hispanic white population; 3 times the best group rate

Reference

Explore the Healthy People 2020 website.

URL:

https://www.healthypeople.gov/

http://www.real-statistics.com/hypothesis-testing/null-hypothesis/

http://sphweb.bumc.bu.edu/otlt/MPH-Modules/BS/BS704_HypothesisTest-Means-Proportions/BS704_HypothesisTest-Means-Proportions_print.html

PUB-550 Application of the t-Test Assignment

Topic 4: The t-Test

Objectives:

  1. Differentiate the use of three types of t-tests.
  2. Explain the assumptions of the t-test.
  3. Interpret t-test results to determine the difference in means.

Description

IMPORTANT NOTE REGARDING WORD LIMIT REQUIREMENTS:

Please note that each and every assignment has its own word limit.

The purpose of this assignment is to learn how to apply the t-test to a sample dataset.

For this assignment, students will use IBM SPSS Statistics and the “Example Dataset.” attached

Using the “Example Dataset” and SPSS, apply the t-test to assess the following statement: “Men and women have different incomes in this city.”

Show your calculations and copy of the SPSS output in a Word document.

In a separate 300-500 Word document, address the following questions:

  • Describe what t-test is the most appropriate and explain why. Discuss whether you used a one-tailed or two-tailed test and explain why.
  • Using SPSS, calculate the t-test and provide the test statistic and critical value assuming an alpha of .05.
  • Calculate the effect size using r2.
  • Interpret the results by (a) stating the reason the study or test was done, (b) presenting the main results, (c) explaining what the results mean, and (d) making suggestions for future research.

Submit both Word documents to the instructor.

General Requirements

You are required to cite at least FIVE sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the discussion question criteria and public health content.

Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.

While APA style is required, solid academic writing is expected as well, and documentation of sources should be presented using APA formatting guidelines.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Attachments

PUB-550-RS-Example Dataset.xlsx

PLEASE make sure APA citation and permalink for articles are complete and correct.

PLEASE add the links/sites below to the reference list if you use any of these readings and make sure everything is in proper APA format.

https://apastyle.apa.org/learn/quick-guide-on-refe…

Read Chapters 7-9 in Using and Interpreting Statistics: A Practical Text for the Behavioral, Social, and Health Sciences.

URL:

http://www.gcumedia.com/digital-resources/macmillan-learning/2016/using-and-interpreting-statistics_a-practical-text-for-the-behavioral-social-and-health-sciences_ebook_3e.php

View the following tutorials from the SPSS Tutorials media.

  • One-Sample t-test
  • Matched Pairs t-test
  • Independent Samples t-test

URL:

http://lc.gcumedia.com/psy380/spss-tutorials/v1.1/

View the following calculations in The Visual Learner: Statistics media.

  • Introduction to t-test
  • One Sample t-test
  • Two Sample t-test

URL:

http://lc.gcumedia.com/hlt362v/the-visual-learner/the-visual-learner-v2.1.html

MUST have 300 to 500 WORDS and at least 5 citations with the page numbers and 5 references in APA format. (The List of References should not be older than 2016 and should not be included in the word count.)

Be sure to support your postings and responses with specific references to the Learning Resources.

It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of ethics and the readings for this class

I am a stickler for good organization in everything. I do not want to have to dig for your answers. For instance, if an assignment asks you to provide three examples of something, I suggest that you number them 1-3 so I can find them easily. I also expect that when you submit something as a narrative, you pay attention to how you organize your thoughts: use paragraphs with a topic sentence and supporting sentences; and change paragraphs whenever you introduce a new idea. Also, if there are multiple parts to an assignment, use sub-heads within the paper to organize them.

To get maximum points you need to follow the requirements listed for this assignments 1) look at the word/page limits 2) review and follow APA rules 3) create subheadings to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors.

REMEMBER IN APA FORMAT JOURNAL TITLES AND VOLUME NUMBERS ARE ITALICIZED.

PUB-550 Application of the t-Test Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PUB-550 PUB-550-O500 Application of the t-Test 70.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 100.0%                
t-Test Selection 25.0% Discussion and justification of which t-test is the most appropriate is not included. Discussion and justification of which t-test is the most appropriate is incomplete or incorrect. Discussion and justification of which t-test is the most appropriate is included but lacks explanation and supporting details. Discussion and justification of which t-test is the most appropriate is complete and includes explanation and supporting details. Discussion and justification of which t-test is the most appropriate is extremely thorough and includes substantial explanation and supporting details.
Test Statistic and Critical Value 25.0% The t-test calculations, SPSS output, and critical value are not included. The t-test calculations, SPSS output, and critical value are incomplete or incorrect. The t-test calculations, SPSS output, and critical value are partially complete and correct. The t-test calculations, SPSS output, and critical value are mostly complete and correct. The t-test calculations, SPSS output, and critical value are complete and correct.
Effect Size 15.0% Effect size calculation is not included. Effect size calculation is incomplete or incorrect. Effect size calculation is partially complete and correct. Effect size calculation is mostly complete and correct. Effect size calculation is complete and correct.
Interpretation of Results (a) stating the reason the study or test was done, (b) presenting the main results, (c) explaining what the results mean, and (d) making suggestions for future research 30.0% Interpretation of results, including steps a-d, is not included. Interpretation of results, including steps a-d, is incomplete or incorrect. Interpretation of results, including steps a-d, is included but lacks explanation and relevant details. Interpretation of results, including steps a-d, is complete and includes explanation and relevant details. Interpretation of results, including steps a-d, is extremely thorough with substantial explanation and relevant details.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Total Weightage 100%

Topic 4: Data Management and Descriptive Statistics Discussions

Topic 4 DQ 1

Compare the three types of t-tests by discussing when each is most appropriate to use and which types of questions each type of t-test best answers. Include specific examples to illustrate the appropriate use of each test.

Topic 4 DQ 1 Example Answer

In statistics, t-tests are a type of hypothesis test that allows you to compare means. They are called t-tests because each t-test boils your sample data down to one number, the t-value. If you understand how t-tests calculate t-values, you’re well on your way to understanding how these tests work.

In this series of posts, I’m focusing on concepts rather than equations to show how t-tests work. However, this post includes two simple equations that I’ll work through using the analogy of a signal-to-noise ratio (Editor, M.B.,2019, n.d.).

Both the signal and noise values are in the units of your data. If your signal is 6 and the noise is 2, your t-value is 3. This t-value indicates that the difference is 3 times the size of the standard error. However, if there is a difference of the same size but your data have more variability (6), your t-value is only 1. The signal is at the same scale as the noise (Editor, M.B.,2019, n.d.).

In this manner, t-values allow you to see how distinguishable your signal is from the noise. Relatively large signals and low levels of noise produce larger t-values. If the signal does not stand out from the noise, it’s likely that the observed difference between the sample estimate and the null hypothesis value is due to random error in the sample rather than a true difference at the population level (Editor, M.B.,2019, n.d.). PUB-550: Application and Interpretation of Public Health Data

Many people are confused about when to use a paired t-test and how it works. I’ll let you in on a little secret. The paired t-test and the 1-sample t-test are actually the same test in disguise! As we saw above, a 1-sample t-test compares one sample mean to a null hypothesis value. A paired t-test simply calculates the difference between paired observations (e.g., before and after) and then performs a 1-sample t-test on the differences (Editor, M.B.,2019, n.d.).

Understanding that the paired t-test simply performs a 1-sample t-test on the paired differences can really help you understand how the paired t-test works and when to use it. You just need to figure out whether it makes sense to calculate the difference between each pair of observations (Editor, M.B.,2019, n.d.).

Reference

Editor, M. B. (n.d.). Understanding t-Tests: 1-sample, 2-sample, and Paired t-Tests. Retrieved September 27, 2019, from https://blog.minitab.com/blog/adventures-in-statistics-2/understanding-t-tests-1-sample-2-sample-and-paired-t-tests.

 

Topic 4 DQ 2

Step 2 of hypothesis testing involves reviewing the assumptions of the test you selected. Discuss the three assumptions of the t-test. Provide an example of the assumption that is not robust to violations and a situation when the assumption is violated. PUB-550: Application and Interpretation of Public Health Data

Topic 4 DQ 2 Example Answer

Hoekstra (2012) study found the following:Using a statistical test is one of the frequently mentioned methods of checking for violations of assumptions (for an overview of statistical methodology textbooks that directly or indirectly advocate this method, see e.g., Hayes and Cai, 2007). However, it has also been argued that it is not appropriate to check assumptions by means of tests (such as Levene’s test) carried out before deciding on which statistical analysis technique to use because such tests compound the probability of making a Type I error (e.g., Schucany and Ng, 2006). Even if one desires to check whether or not an assumption is met, two problems stand in the way. First, assumptions are usually about the population, and in a sample the population is by definition not known. For example, it is usually not possible to determine the exact variance of the population in a sample-based study, and therefore it is also impossible to determine that two population variances are equal, as is required for the assumption of equal variances (also referred to as the assumption of homogeneity of variances) to be satisfied. Second, because assumptions are usually defined in a very strict way (e.g., all groups have equal variances in the population, or the variable is normally distributed in the population), the assumptions cannot reasonably be expected to be satisfied(p.1)Hoekstra (2012) study found the following:The assumptions of normality and of homogeneity of variances are required to be met for the t-test for independent group means, one of the most widely used statistical tests (Hayes and Cai, 2007), as well as for the frequently used techniques ANOVA and regression (Kashy et al., 2009). The assumption of normality is that the scores in the population in case of a t-test or ANOVA, and the population residuals in case of regression, be normally distributed. The assumption of homogeneity of variance requires equal population variances per group in case of a t-test or ANOVA, and equal population variances for every value of the independent variable for regression. Although researchers might be tempted to think that most statistical procedures are relatively robust against most violations, several studies have shown that this is often not the case, and that in the case of one-way ANOVA, unequal group sizes can have a negative impact on the technique’s robustness (e.g., Havlicek and Peterson, 1977; Wilcox, 1987; Lix et al., 1996)(p.2)

Reference

Hoekstra, R., Kiers, H. A., & Johnson, A. (2012). Are assumptions of well-known statistical techniques checked, and why (not)?. Frontiers in psychology, 3, 137. doi:10.3389/fpsyg.2012.00137

PUB-550 Application of ANOVA Assignment

Topic 5: ANOVA Testing

Objectives:

  1. Compare and contrast the types of ANOVA tests and their application.
  2. Apply the results of an ANOVA to determine statistical difference between means and potential interactions.
  3. PUB-550: Application and Interpretation of Public Health Data

Description

The purpose of this assignment is to calculate and interpret an ANOVA table. For this assignment, use IBM SPSS Statistics.

Part 1:

Using the “Example Dataset,” assess this statement using ANOVA: “People with different levels of education exercise for different amounts of time during the week.”

Select and conduct the appropriate ANOVA test to assess the statementExport the ANOVA table to a Word document.

Part 2:

In 300-500 words, discuss the following regarding the use of ANOVA.

  1. Describe when the use of ANOVA is more appropriate than the use of a t-test.
  2. Describe which ANOVA test you used and why.
  3. Interpret the results by (a) stating the reason the study or test was done; (b) presenting the main results, including explaining the within and between subjects variation and the F-ratio from the ANOVA table; (c) explaining what the results mean, including discussing whether there is a statistically significant difference between education groups and amount of exercise; and (d) making suggestions for future research.

Submit one Word document for the Part 1 assignment content and a second Word document for Part 2 of the assignment. Submit both Word documents to the instructor.

General Requirements

You are required to cite at least FIVE sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the discussion question criteria and public health content.

Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.

While APA style is required, solid academic writing is expected as well, and documentation of sources should be presented using APA formatting guidelines.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Attachments

PUB-550-RS-Example Dataset.xlsx

PLEASE make sure APA citation and permalink for articles are complete and correct.

PLEASE add the links/sites below to the reference list if you use any of these readings and make sure everything is in proper APA format.

https://apastyle.apa.org/learn/quick-guide-on-refe…

Read Chapters 10-12 in Using and Interpreting Statistics: A Practical Text for the Behavioral, Social, and Health Sciences.

URL: 

http://www.gcumedia.com/digital-resources/macmillan-learning/2016/using-and-interpreting-statistics_a-practical-text-for-the-behavioral-social-and-health-sciences_ebook_3e.php

View the following tutorials from the SPSS Tutorials media.

One-Way ANOVA

Two-Way ANOVA-Between Groups

URL: 

http://lc.gcumedia.com/psy380/spss-tutorials/v1.1/

View the following calculations in The Visual Learner: Statistics media.

  • One Way ANOVA

Effect Size One Way ANOVA

Two Way ANOVA

Effect Size Two Way ANOVA

URL: 

MUST have 300 to 500 WORDS and at least 5 citations with the page numbers and 5 references in APA format.(The List of References should not be older than 2016 and should not be included in the word count.) 

Be sure to support your postings and responses with specific references to the Learning Resources.

It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of ethics and the readings for this class

I am a stickler for good organization in everything. I do not want to have to dig for your answers. For instance, if an assignment asks you to provide three examples of something, I suggest that you number them 1-3 so I can find them easily. I also expect that when you submit something as a narrative, you pay attention to how you organize your thoughts: use paragraphs with a topic sentence and supporting sentences; and change paragraphs whenever you introduce a new idea. Also, if there are multiple parts to an assignment, use sub-heads within the paper to organize them.

To get maximum points you need to follow the requirements listed for this assignments 1) look at the word/page limits 2) review and follow APA rules 3) create subheadings to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors.

  • REMEMBER IN APA FORMAT JOURNAL TITLES AND VOLUME NUMBERS ARE ITALICIZED.

PUB-550 Application of ANOVA Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PUB-550 PUB-550-O500 Application of ANOVA 70.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 100.0%                
Part 1 – ANOVA Table 20.0% ANOVA table documenting the ANOVA test conducted using SPSS is not included. ANOVA table documenting the ANOVA test conducted using SPSS is incomplete or incorrect. ANOVA table documenting the ANOVA test conducted using SPSS is partially complete and correct. ANOVA table documenting the ANOVA test conducted using SPSS is mostly complete and correct. ANOVA table documenting the ANOVA test conducted using SPSS is complete and correct.
Part 2 – Appropriate Use of ANOVA 20.0% Discussion of when the use of ANOVA is more appropriate than the use of a t-test is not included. Discussion of when the use of ANOVA is more appropriate than the use of a t-test is incomplete or incorrect. Discussion of when the use of ANOVA is more appropriate than the use of a t-test is included but lacks explanation and supporting details. Discussion of when the use of ANOVA is more appropriate than the use of a t-test is complete and includes explanation and supporting details. Discussion of when the use of ANOVA is more appropriate than the use of a t-test is extremely thorough and includes substantial explanation and supporting details.
Part 2 – ANOVA Test Selection 20.0% Description and justification of the ANOVA test are not included. Description and justification of the ANOVA test are incomplete or incorrect. Description and justification of the ANOVA test are included but lack explanation and supporting details. Description and justification of the ANOVA test are complete and include explanation and supporting details. Description and justification of the ANOVA test are extremely thorough and include substantial explanation and supporting details.
Part 2 – Interpretation of Results (a) stating the reason the study or test was done, ( b) presenting the main results, including explaining the within and between subjects variation and the F-ratio from the ANOVA table, (c) explaining what the results mean, including discussing whether there is a statistically significant difference between education groups and amount of exercise, and (d) making suggestions for future research 35.0% Interpretation of results, including steps a-d, is not included. Interpretation of results, including steps a-d, is incomplete or incorrect. Interpretation of results, including steps a-d, is included but lacks explanation and relevant details. Interpretation of results, including steps a-d, is complete and includes explanation and relevant details. Interpretation of results, including steps a-d, is extremely thorough with substantial explanation and relevant details.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Total Weightage 100%

Topic 5: Data Management and Descriptive Statistics Discussions

Topic 5 DQ 1

Compare the various types of ANOVA by discussing when each is most appropriate for use and which types of research questions each best answers. Include specific examples to illustrate the appropriate use of each test and how interaction is assessed using ANOVA.

Topic 5 DQ 1

Analysis of variance (ANOVA) is a unit of statistical tests used to compare the means of two or more groups (Corty, 2016). There are two types of tests: between subjects, one-way ANOVA and between subjects, two-way ANOVA. ‘Between subjects’ means independent samples and ‘way’ means explanatory view. ‘Way’ can be grouping variables or independent variables (Corty, 2016).

The one-way ANOVA is a statistical test used when comparing the means of two or more independent samples when there is only one explanatory variable (Corty, 2016). A one-way ANOVA is most appropriate when used to assess the differences in one continuous variable between one grouping variable (Statistics Solutions, 2020). One- way ANOVA allows more groups to be compared at once, allowing more complex questions to be addressed (Corty, 2016). For example, a one-way ANOVA would be appropriate if the goal of research is to assess for differences in job satisfaction levels between ethnicities (Statistics Solutions, 2020). This type of example would require a question regarding one dependent variable, job satisfaction, and one independent variable, ethnicity.

The two-way ANOVA allows researchers to examine the impact of two explanatory variables at one time (Corty, 2016). The two-way ANOVA is most appropriate to use when there are two or more influencing factors at one time. A two-way ANOVA answer the most complex questions involving multiple influencing factors (Corty, 2016). For example, a researcher performed a study on factors that influence altruism and has interest in both how the children are reared and what their nervous systems are like, nurture vs. nature (Corty, 2016). The study was preformed using adoptive children. Below is the design stud with multiple levels of altruism as the influencing factors:

 

Adoptive Parents

High on Altruism

Adoptive Parents

Medium on Altruism

Adoptive Parents

Low on Altruism

Birth Parents

High Altruism

Birth Parents

Low Altruism

(Corty, 2016)

References

Corty, E.W. (2016). Using and Interpreting Statistics: A Practical Text for the Behavioral, Social, and Health Sciences. (3rd Ed.) New York, NY: Worth Publishers

Statistics Solutions. (2020). The Various Forms of ANOVA. Retrieved from https://www.statisticssolutions.com/the-various-forms-of-anova/ PUB-550: Application and Interpretation of Public Health Data

 

Topic 5 DQ 2

Different types of software can be used for data management. Compare Excel and SPSS and discuss specific SPSS software features that make it preferable to Excel for data management. Provide examples illustrating when electing to use SPSS could be preferable to Excel and vice versa.

5 DQ 2

When it comes to statistical analysis there are a few different types of software that can be used for data management. There are two types used in the PUB 550 course at Grand Canyon University. The first is Excel, which is a spreadsheet software that can also be used for statistical analysis. The other is SPSS, Statistical Package for Social Sciences, is an actual statistical analysis software (Statistics Solutions, 2019). Excel is an easy to use software that allows researchers to format data into a table format or spreadsheets, with rows and columns, and then filter the data using formulas (Mittermeier, 2019). The primary purpose of Excel is to create records of data along with manipulation of the data into visual analysis in preparation for formal presentations and reports. SPSS is specifically made for statistical analysis. The software has been used by researchers for decades to perform quantitative analysis of data, allowing for import of statistical packages from other databases and spreadsheets (Statistics Solutions, 2019). Excel utilizes formulas to perform analyses, that the user is expected to be knowledgeable of, whereas SPSS has specific tools to recode and transform variables without additional knowledge of the user required. SPSS is specific to the social sciences as it allows for comparative studies and statistical techniques at a large scale, although limited as it is unable to perform analyses for large data sets from the medical field for clinical data (Statistics Solutions, 2019). PUB-550: Application and Interpretation of Public Health Data. Although both software are capable of aiding researchers in performing statistical analysis on data they have collected, one is significantly more useful in the type of analysis researchers in public health and other social sciences need. SPSS is designed for data analysis in the social sciences and overall is the most user friendly and forgiving, as errors of accidental overwrites or sorting can be avoided unlike Excel worksheets (Mittermeier, 2019).

References

Mittermeier, E. (2019). Why you should move from Excel to SPSS. Retrieved from https://www.2×4.de/2019/06/11/why-you-should-move-from-excel-to-spss/

Statistics Solutions. (2019). SPSS statistics help. Retrieved from https://www.statisticssolutions.com/spss-statistics-help/

PUB-550 Application of the Pearson Correlation Coefficient and the Chi-Square Test Assignment

Topic 6: Regression

Objectives:

  1. Apply the steps of a regression analysis to determine the linear regression equation and its appropriateness based on the data.
  2. Interpret regression output to predict changes in a dependent variable based on changes in one or more predictor variables.

Description

IMPORTANT NOTE REGARDING WORD LIMIT REQUIREMENTS:

Please note that each and every assignment has its own word limit.

The purpose of this assignment is to practice calculating and interpreting the Pearson correlation coefficient and a chi-square test of independence.

For this assignment, complete Problems 13.132 and 15.88 in the textbook which are also listed belowInclude your process for conducting the calculations. You can complete the calculations by hand or using Excel or SPSS. If you use Excel or SPSScopy and paste your output results into a Word document.

When addressing each textbook problemprovide a response for each of the six steps of hypothesis testing listed below.

  • Pick a test.
  • Check the assumptions.
  • List the hypotheses.
  • Set the decision rule.
  • Calculate the test statistic.
  • Interpret the results. (What was done? What was found? What does it mean? What suggestions exist for future research?)

Submit a Word document with your problem answers to each of the six steps. If Excel or SPSS was used to complete the assignment, submit the second Word document containing the screenshots to the instructor.

QUESTION 13.132

A sociologist wanted to see if there was a relationship between a family’s educational status and the eliteness of the college that their oldest child attended. She measured educational status by counting how many years of education beyond high school the parents had received. In addition, she measured the eliteness of the school by its yearly tuition, in thousands (e.g., 5 = $5,000). She

obtained a random sample of 10 families.

1 2 3 4 5 6 7 8 9 10
YEARS POST-HS EDUCATION 0 7 8 8 4 5 12 17 8 2
YEARLY TUITION 12 26 33 18 20 7 15 38 41 5

QUESTION 15.88

A political scientist developed a theory that after an election, supporters of the losing candidate

removed the bumper stickers from their cars faster than did supporters of the winning candidate. The day before a presidential election, he randomly selected parking lots, and at each selected parking lot, he randomly selected one car with a bumper sticker and recorded which candidate it supported. The day after the election, he followed the same procedure with a new sample of randomly selected parking lots. For both days, he then classified the bumper stickers as supporting the winning or losing candidate. Below are the results. Use hypothesis testing to see if a difference exists between how winners and losers behave.

OBSERVED FREQUENCIES OBSERVED FREQUENCIES
WIN LOSE
BEFORE 34 32
AFTER 28 10

General Requirements

You are required to cite at least FIVE sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the discussion question criteria and public health content.

Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.

While APA style is required, solid academic writing is expected as well, and documentation of sources should be presented using APA formatting guidelines.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

PLEASE make sure APA citation and permalink for articles are complete and correct.

PLEASE add the links/sites below to the reference list if you use any of these readings and make sure everything is in proper APA format.

https://apastyle.apa.org/learn/quick-guide-on-refe…

Read Chapters 13 and 15 in Using and Interpreting Statistics: A Practical Text for the Behavioral, Social, and Health Sciences.

URL:

http://www.gcumedia.com/digital-resources/macmillan-learning/2016/using-and-interpreting-statistics_a-practical-text-for-the-behavioral-social-and-health-sciences_ebook_3e.php

MUST have at least 5 citations with the page numbers and 5 references in APA format.(The List of References should not be older than 2016 and should not be included in the word count.)

Be sure to support your postings and responses with specific references to the Learning Resources.

It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of ethics and the readings for this class

I am a stickler for good organization in everything. I do not want to have to dig for your answers. For instance, if an assignment asks you to provide three examples of something, I suggest that you number them 1-3 so I can find them easily. I also expect that when you submit something as a narrative, you pay attention to how you organize your thoughts: use paragraphs with a topic sentence and supporting sentences; and change paragraphs whenever you introduce a new idea. Also, if there are multiple parts to an assignment, use sub-heads within the paper to organize them.

To get maximum points you need to follow the requirements listed for this assignments 1) look at the word/page limits 2) review and follow APA rules 3) create subheadings to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors.

REMEMBER IN APA FORMAT JOURNAL TITLES AND VOLUME NUMBERS ARE ITALICIZED.

PUB-550 Application of the Pearson Correlation Coefficient and the Chi-Square Test Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PUB-550 PUB-550-O500 Application of the Pearson Correlation Coefficient and the Chi-Square Test 70.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 100.0%                
Hand Calculations, Excel Output, or SPSS Output 25.0% Hand calculations, Excel output, or SPSS output illustrating calculations for problems 13.132 and 15.88 are not included. Hand calculations, Excel output, or SPSS output illustrating calculations for problems 13.132 and 15.88 are incomplete or incorrect. Hand calculations, Excel output, or SPSS output illustrating calculations for problems 13.132 and 15.88 are partially complete and correct. Hand calculations, Excel output, or SPSS output illustrating calculations for problems 13.132 and 15.88 are mostly complete and correct. Hand calculations, Excel output, or SPSS output illustrating calculations for problems 13.132 and 15.88 are complete and correct.
Six Steps of Hypothesis Testing for Problem 13.132 35.0% Responses for the six steps of hypothesis testing related to Problem 13.132 are not included. Responses for the six steps of hypothesis testing related to Problem 13.132 incomplete or incorrect. Responses for the six steps of hypothesis testing related to Problem 13.132 are partially complete and correct. Responses for the six steps of hypothesis testing related to Problem 13.132 are mostly complete and correct. Responses for the six steps of hypothesis testing related to Problem 13.132 are complete and correct.
Six Steps of Hypothesis Testing for Problem 15.88 35.0% Responses for the six steps of hypothesis testing related to Problem 15.88 are not included. Responses for the six steps of hypothesis testing related to Problem 15.88 incomplete or incorrect. Responses for the six steps of hypothesis testing related to Problem 15.88are partially complete and correct. Responses for the six steps of hypothesis testing related to Problem 15.88 are mostly complete and correct. Responses for the six steps of hypothesis testing related to Problem 15.88 are complete and correct.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Total Weightage 100%

Topic 7: Data Management and Descriptive Statistics Discussions

Topic 7 DQ 1

Correlation is a common statistic to measure a general linear relationship between two variables. Explain why correlation does not equal causation. Describe the data characteristics necessary to calculate a Pearson correlation coefficient. Design a study that would apply the Pearson correlation coefficient as an appropriate statistic.

Topic 7 DQ 1 Example Answer

Correlation between two variables proves only that there is an association it doesn’t guarantee that one causes the other (Corty, 2016). If two variables vary together systematically a cause and effect relationship may exist but there does not have to be, it is possible there is a third variable (Corty, 2016). When an association is demonstrated further research is needed to assess the strength of the relationship this is where the Pearson test comes in. The Pearson test calculates a correlation coefficient that summarizes the strength of the linear relationship between two variables, a strong relationship would suggest causation (Corty, 2016).

Data necessary to calculate a Pearson correlation coefficient must be interval and/or ratio, for an ordinal variable the Spearman rank order test can be used and for two nominal variables the chi-square test can be used (Corty, 2016).

A study that would be appropriate for the Pearson correlation coefficient would be a study of the need for prescription glasses and its relationship to age.

 References

 Corty, E. (2016). Using and interpreting statistics : a practical text for the behavioral, social, and health sciences. New York: Worth Publishers.

Topic 7 DQ 2

Describe the conditions in which a nonparametric test would be a better selection than a parametric test. Illustrate your ideas with a specific example of when you would use each type of test using similar variables for each example.

Topic 7 DQ 2 Example Answer

Parametric tests should only be used when assumptions about the parameters are met (Corty, 2016). Nonparametric tests do not have to meet these same assumptions. There are two circumstances in which a nonparametric test should be used: PUB-550: Application and Interpretation of Public Health Data

  • The outcome variable is ordinal or nominal (Corty, 2016).
  • During an experiment, if a nonrobust assumption is violated, the researcher can revert back to a nonparametric test from a parametric test (Corty, 2016).

Nonparametric tests are less restricted by assumptions and relatively simple to conduct, making them desirable. Although, they are often not as influential on the null hypothesis as parametric test (Corty, 2016). The reason nonparametric tests have less power is that they only contain nominal or ordinal data rather than interval/ratio data. Nominal and ordinal numbers contain less information, thus giving nonparametric tests less power (Corty, 2016). Generally, researchers prefer parametric tests, but when the assumptions are not met, nonparametric tests are used.

When the outcome is an ordinal variable or a rank, it is appropriate to use a nonparametric test. For example, a clinical trial is performed where study participants are asked to rate illness symptoms on severity for six weeks for a specific, assigned treatment. Symptom severity is measured on a 5-point ordinal scale with the following response options:

  1. Symptoms got much worse
  2. Symptoms are slightly worse
  3. No change
  4. Slightly improved
  5. Much improved

(Sullivan, 2016).

Outcomes that are ordinal, ranked, subject to outliers or measured imprecisely are difficult to analyze with parametric tests without making major assumptions (Sullivan, 2016). An appropriate and most effective test for the example above is the nonparametric test.

Parametric tests can also be used for ordinal variables as long as the ordinal variables are continuous. For example, an experiment analyzing the weight and height of firefighters could use a parametric test because the ordinal variables are continuous.

References

Corty, E.W. (2016). Using and Interpreting Statistics: A Practical Text for the Behavioral, Social, and Health Sciences. (3rd Ed.) New York, NY: Worth Publishers

Sullivan, L. (2016). Nonparametric Tests. Retrieved from http://sphweb.bumc.bu.edu/otlt/MPH-Modules/BS/BS704_Nonparametric/BS704_Nonparametric_print.html PUB-550: Application and Interpretation of Public Health Data

PUB-550 Benchmark – Analyzing and Reporting Data Assignment

Topic 8: Analyzing and Reporting Results

Objectives:

  1. Apply hypothesis testing steps to a data set.
  2. Communicate scientific information for public health practice.
  3. Select quantitative and qualitative data collection methods appropriate for a given public health context.
  4. Analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming, and software, as appropriate.
  5. Interpret results of data analysis for public health research, policy, or practice.

Analyzing and Reporting Data – Overview

The purpose of this assignment is to give you experience conducting a basic secondary data analysis using real-world surveillance data. Secondary data analysis is faster and cheaper to conduct compared to primary data collection. However, there are also significant limitations. The data were likely collected for a different purpose, and may not include the specific variables required to answer your question. The sampling strategy might not be random and may not be representative of your target population. These are examples of such limitations you should be aware of as you work with existing data.

A key question is whether the data should determine the research question, or if the research question should determine the type of data you use. In practice, you would want your research question or hypothesis to determine the dataset you select. In this assignment, you are limited to three datasets and may need to adjust your initial research question to accommodate one of the three datasets. Avoid “mining” for significant results and stick to your initial research question as much as possible. For this project, you will select one of the three example datasets to complete a basic analysis and communicate your findings through a scientific poster presentation.

These steps will help you get started:

  1. Review the websites for each of the three datasets listed below. Be sure to understand the purpose of the survey, the sample used in the survey, and the main focus areas of each survey. Review the documentation provided on the websites to get to know the story behind the data and understand the population before reviewing the data.
  2. Select the dataset that is most appropriate for your interest area.
  3. Open the data in SPSS and get to know the data by reviewing the variables in “Variable View” mode. This view will allow you to read the variable labels and response labels for each variable.
  4. Based on your research interest and question, select variables that will help increase your understanding about that topic.
  5. Arrange the data as needed to organize and clean data, allowing you to focus on your specific question. Remember to save your analytic data file as a new file in case you need to go back to the original file. It is good practice to continually save new versions of the data file as you work with and manipulate the data.
  6. Follow the hypothesis testing steps to carry out your secondary data analysis.

For additional information on conducting a secondary data analysis, read the Topic Material, “Conducting High-Value Secondary Dataset Analysis: An Introductory Guide and Resources.”

Dataset Documents

  1. Demographic and Health Survey

The Demographic and Health Survey is a global monitoring survey administered by USAID. The sample dataset is the model data set put together by USAID to explore DHS data. The sample data is not from a specific country or year, but it gives you an idea of what can be obtained from various countries through these datasets. The datasets are free and publically available once you register with USAID to access the DHS data. For the purpose of this assignment, treat this dataset as coming from a country of your choice. Access to the Model Questionnaire, Recode Manual, and Data Video Tutorials, including a video on the sampling strategy,is found at http://dhsprogram.com/data/model-datasets.cfm.

Note: You do not need to worry about weighting strategies for this assignment.

Use the http://dhsprogram.com/data/Using-DataSets-for-Analysis.cfm link to review the “Step-by-Step Introduction to Analyzing DHS Data”for tips on how to access your own dataset for future use and to see what resources are available to help you navigate the model dataset for this assignment:

  1. Youth Risk Behavior Surveillance System (YRBSS)

The Youth Risk Behavior Survey is a national survey monitoring health behaviors among youth and young adults. It is administered by the Centers for Disease Control and Prevention. The example dataset for this assignment comes from the National Survey (not combined) dataset for 2015. General information about the survey is found at https://www.cdc.gov/healthyYouth/data/yrbs/index.htm.

Documentation and questionnaires can be found by accessing the “YRBSS Data and Documentation: website athttps://www.cdc.gov/healthyyouth/data/yrbs/data.htm.

Please read the 2015 YRBS Data User’s Guide, listed in the “National YRBS Datasets and Documentation” page athttps://www.cdc.gov/healthyyouth/data/yrbs/pdf/2015/2015_yrbs-data-users_guide_smy_combined.pdf.

The dataset includes calculated variables not found in the questionnaire that you might find helpful in determining your analysis for this assignment.The crosswalk to match the questions with the dataset can be found by viewing the “YRBS Questionnaire Content – 1991-2017” found athttps://www.cdc.gov/healthyyouth/data/yrbs/pdf/2017/yrbs_questionnaire_content_1991-2017.pdf.

  1. National Health Interview Survey (NHIS)

The NHIS began in 1957, and has been used to monitor the health of the United States ever since. It is a household-level survey administered by the U.S. Census Bureau. Key topics in the survey include doctor’s visits, medical conditions, health insurance, and health behaviors. General information about the survey, including the sample design and data collection procedures, can be found at https://www.cdc.gov/nchs/nhis/about_nhis.htm.

A Survey Descriptionof the 2015National Health Interview Survey can be found at ftp://ftp.cdc.gov/pub/Health_Statistics/NCHS/Dataset_Documentation/NHIS/2015/srvydesc.pdf.

The sample dataset is from the 2015 adult survey athttps://www.cdc.gov/nchs/nhis/nhis_2015_data_release.htm.

Some of the variables have been deleted to decrease the size of the file, but none of the observations have been dropped. Please review the “2015 National Health Interview Survey (NHIS) Public Use Data Release” document at ftp://ftp.cdc.gov/pub/Health_Statistics/NCHS/Dataset_Documentation/NHIS/2015/readme.pdf.

Review the “2015 NHIS Public Use Variable Summary” at ftp://ftp.cdc.gov/pub/Health_Statistics/NCHS/Dataset_Documentation/NHIS/2015/samadult_summary.pdf.

After you identify a few variables you are interested in, review the complete description of the variable in the variable layout document atftp://ftp.cdc.gov/pub/Health_Statistics/NCHS/Dataset_Documentation/NHIS/2015/samadult_layout.pdf.

Checking the variable frequencies will help you determine the range of answers for each variable of interest, including the number of missing observations. If the number missing is high, consider using another variable. Variable frequencies can be found at ftp://ftp.cdc.gov/pub/Health_Statistics/NCHS/Dataset_Documentation/NHIS/2015/samadult_freq.pdf.

PUB-550 Benchmark Analyzing and Reporting Data Assignment Description

The purpose of this assignment is analyze a dataset and report findings to relevant stakeholders.

Read the Topic Material “Analyzing and Reporting Data – Overview” prior to beginning the assignment.

For this assignment, you will use IBM SPSS Statistics and one of the three datasets to conduct a basic statistical analysis and report the results by creating a scientific poster. MPH students can use this assignment as an introduction to the option of a larger secondary data analysis for their capstone project.

Select a public health topic that is of interest to you and complete the following using the “GCU MPH Poster Template.”

  • Review the three datasets provided in the Topic Materials and brainstorm at least one potential research question that could be answered by one of the datasets. The question should be based on a topic that is of interest to you and is supported by existing literature.
  • Select the dataset and organize the data to complete the analysis.
  • Provide descriptive statistics that summarize the sample.
  • Select an appropriate statistical test and conduct the analysis.
  • Interpret the results of your analysis.
  • Prepare your poster presentation putting the results in the context of the larger story surrounding the purpose for the analysis. Consider the data source, assumptions, hypotheses, decision rule, and interpretation.

In addition to the poster, write a 1,000-word summary of the analysis that addresses the questions below. The summary should include additional discussion notes you would include for each section if you were presenting your poster at a professional conference. Typically, a poster presentation involves presenting your poster to small groups and providing an oral explanation as the audience reviews your poster.

  • Summary of the data source.
  • Variables used in the analysis.
  • The six steps of hypothesis testing.

Prepare and submit the PowerPoint poster and summary as two separate documents.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

AttachmentsPUB-550-RS-National-Health-Interview-Survey-Dataset.sav
PUB-550-RS-Analyzing-and-Reporting-Data-Overview.docx
PUT-550-RS-Demographhic-and-Health-Survey-Dataset.sav
PUB-550-RS-Youth-Risk-Behavior-Surveillance-System-Dataset.sav
PUB-550-RS-GCU-MPH-Poster-Template.pptx

PUB-550 Benchmark – Analyzing and Reporting Data Assignment GCU MPH Poster Template

Title of Project

Presenter Name (contact information) Grand Canyon University, Phoenix Arizona

Collage of Nursing and Health Care Professions

Introduction and Problem

To start using this template you first need to delete this content and any other unwanted contents of this page. Keep the poster title and the purple section headers.

The purple headers are used to identify and separate the main topics of your presentation. The most commonly used headers in poster presentations are provided, but you can change these headers to fit your dissertation

Move the header copies approximately to where you think they need to be on the poster, so you can get a better sense of the overall poster layout. It will help you organize your content.

You can now start adding your text. To add text use the text tool to draw a text box starting from the left edge of a column to the right edge and start typing in your text. You can also paste the text you may have already copied from another source

Repeat the process throughout the poster as needed.

In the Introduction, describe the importance of the study in public health, the problem it addresses, and the research question with corresponding hypotheses for the study.

Methods

In the Methods sections, discuss the data source and sample, the variables used in the analysis, the test statistic and corresponding equations important to understand the analysis.

Results

It is highly recommended to use the largest images you have access to for your poster. Avoid images downloaded from the web and avoid copying and pasting images instead of using the “Insert” command. To insert an image to your poster go to INSERT>PICTURE>FROM FILE.

To import charts and graphs from Excel, Word or other applications, go to EDIT>COPY, copy your chart and come back to PowerPoint. Go to EDIT>PASTE and paste the chart on the poster. You can scale your charts and tables proportionally by holding down the Shift key and dragging in or out one of the corners.

In the Results section, show the factual results of the analysis, including any charts or graphs important to communicate the results. Include descriptive statistics if they are helpful to understand nuances of the sample relative to the population.

Discussion

The Discussion section explain the results and states the implications for public health practice or policy. Discuss any potential limitations and strengths.

Conclusions and Future Research

In the conclusion, summarize the key findings and potential areas for future research.

References

PUB-550 Benchmark – Analyzing and Reporting Data Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PUB-550 PUB-550-O500 Benchmark – Analyzing and Reporting Data 200.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 100.0%                
Poster Template 15.0% Completed poster template is not included. Completed poster template is incomplete or incorrect. Completed poster template is partially complete and correct. Completed poster template is mostly complete and correct. Completed poster template is complete and correct.
Descriptive Statistics (C. 2.3) 15.0% High quality descriptive statistics that summarize the sample are not included. High quality descriptive statistics that summarize the sample are incomplete or incorrect. High quality descriptive statistics that summarize the sample are partially complete and correct. High quality descriptive statistics that summarize the sample are mostly complete and correct. High quality descriptive statistics that summarize the sample are complete and correct.
Statistical Test, Analysis, and Interpretation (C. 2.3 and .2.4) 15.0% Discussion of the selected statistical test, analysis, and interpretation of results is not included. Discussion of the selected statistical test, analysis, and interpretation of results is incomplete or incorrect. Discussion of the selected statistical test, analysis, and interpretation of results is partially complete and correct. Discussion of the selected statistical test, analysis, and interpretation of results is mostly complete and correct. Discussion of the selected statistical test, analysis, and interpretation of results is complete and correct.
Data Source Summary (C. 2.2) 15.0% Summary of the data source is not included. Summary of the data source is incomplete or incorrect. Summary of the data source is included but lacks explanation and relevant supporting details. Summary of the data source is complete and includes explanation and relevant supporting details. Summary of the data source is extremely thorough and includes substantial explanation and relevant supporting details.
Variables 15.0% Discussion of variables used in the analysis is not included. Discussion of variables used in the analysis is incomplete or incorrect. Discussion of variables used in the analysis is included but lacks explanation and relevant supporting details. Discussion of variables used in the analysis is complete and includes explanation and relevant supporting details. Discussion of variables used in the analysis is extremely thorough and includes substantial explanation and relevant supporting details.
Six Steps of Hypothesis Testing (C. 2.3 and 2.4) 15.0% Explanation of the six steps of hypothesis testing is not included. Explanation of the six steps of hypothesis testing is incomplete or incorrect. Explanation of the six steps of hypothesis testing is included but lacks supporting details. Explanation of the six steps of hypothesis testing is complete and includes supporting details. Explanation of the six steps of hypothesis testing is extremely thorough and includes substantial supporting details.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

Topic 8: Data Management and Descriptive Statistics Discussions

Topic 8 DQ 1

Reporting public health information requires a clear understanding of the various statistical methods used to draw conclusions. These methods are then communicated within the larger story surrounding the public health issue. Identify a public health report or article and discuss what you would do differently to improve understanding and application if you were the author. Post the permalink to your article or report in the Main Forum.

Topic 8 DQ 1 Example Answer

The world today does not have a shortage of public health issues. Researchers are constantly gathering more data to develop prevention and protection programs. In order to properly accomplish this, it is necessary to have a clear understanding of statistical methods to draw accurate conclusions. It is possible to find statistics on nearly all public health issues, which is why is it critical for the scientists and professionals to have a grasp on all statistical methods available.

One public health issue that is relevant today is obesity. The general population is aware that poor nutrition, lack of physical activity and obesity cause a number of health-related issues, however obesity is getting worse all over the world. An article that addresses the issue, published by the World Health Organization, is ‘Obesity and Overweight’. The link to the article is https://www.who.int/news-room/fact-sheets/detail/obesity-and-overweight.

Key facts from the article:

  • Obesity has tripled worldwide since 1975
  • In 2016, 1.9 million adults over the age of 18 were considered overweight; 650 million were obese
  • 40 million children under the age of 5 were overweight or obese. PUB-550: Application and Interpretation of Public Health Data.
  • In 2016, over 340 million children and adolescents aged 5-19 were obese or overweight

(WHO, 2020).

The article references multiple statistics regarding population obesity. The article also defines obesity and overweight in order to understand what determines who falls into the obese category and who falls into the overweight category. WHO also shared recent global estimates:

  • In 2016, more than 1.9 billion adults aged 18 years and older were overweight. Of these over 650 million adults were obese.
  • In 2016, 39% of adults aged 18 years and over (39% of men and 40% of women) were overweight.
  • Overall, about 13% of the world’s adult population (11% of men and 15% of women) were obese in 2016.
  • The worldwide prevalence of obesity nearly tripled between 1975 and 2016

(WHO, 2020).

While the information is interesting and useful, it would be helpful for the reader if WHO discussed the application used to develop the statistical data. WHO also shared the cause and prevention tactics for obesity. It would be helpful if WHO developed predictions for the next five years if people followed obesity prevention guidelines verses if these guidelines were not followed; all while providing the method to creating the statistical data. This would help the reader to better understand the importance of the public health issue. The sample size and surveillance methods should also be shared regarding obesity data retrieval.

Reference

World Health Organization (WHO). (2020). Obesity and overweight. Retrieved from https://www.who.int/news-room/fact-sheets/detail/obesity-and-overweight PUB-550: Application and Interpretation of Public Health Data

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PUB-540 Principles of Epidemiology Course Assignments & Discussions Study Guide

PUB-540 Principles of Epidemiology Course Assignments & Examples Study GuidePUB-540 Principles of Epidemiology Course Description

This course introduces epidemiological principles and methods to study, quantify, and assess the distribution and determinants of disease among populations. Learners examine the influence of biological and social factors on population health, including epigenetics, infectious disease, and foodborne illnesses. Learners evaluate epidemiologic study designs and apply measures of association as methods for determining relationships. Prerequisite: PUB-520 or PHN-600.

Grand Canyon University PUB-540 Benchmark – Epidemiologic Profile Assignment

Description

An epidemiologic profile is a summary of a significant public health issue, or issues, in your community, county, state, or country. An epidemiological profile helps to coordinate activities and policies from various agencies and organizations to improve health.

Review the available data, reports, and documents for your locale. Assess how the methods of epidemiology (study designs, data collection, measures of association, etc.) are used to determine who needs what services, where the services are needed, and how those services should be delivered. Define your community as your city, metropolitan area, or county and write a 2,000-2,250 word epidemiological profile (word limit excludes references and title page). The profile can be a general profile that provides a landscape picture of several significant chronic and infectious diseases in your defined community, or it can be a specific profile that targets one health issue, such as diabetes, asthma, STDs, flu, heart disease, obesity, alcohol abuse, or other drug use. Include the following:

Executive Summary

  • Describe the purpose of the epidemiologic profile and the health issue(s) it addresses. Discuss its importance to the community and how it will be utilized.
  • Summarize the key findings from your review of available data, reports, and documents for the community.

Introduction

  • Describe the defined community and population using demographic and socio-economic information and data.
  • Briefly describe the history and cultural background of the community.
  • Explain any unique contextual information that pertains to the public health of the defined community.
  • Describe any key public health projects, grants, or existing epidemiology-related working groups or committees in the community/county.

Description of Available Data

Identify at least two different data sources relevant to your profile. Discuss data from these sources and their relation to the issue or community.

Discuss the methods used in the data collection process (data source and organization providing the data; how often the data are collected; data limitations including response rates, missing data, selection of participants, etc.). Potential data sources and databases might include the following depending on what is available for your community or county:

  • Behavioral Risk Factor Surveillance System (BRFSS) data
  • Youth risk behavioral survey
  • Surveillance, epidemiology, and end results (SEER) program data
  • CDC Wonder (multiple data sources)
  • County health rankings data (multiple data sources)
  • Alcohol-related disease impact data
  • Demographic health survey data (international)
  • Global school-based student health survey (international)
  • Local evaluation reports from the department/ministry of health or other nonprofit organizations

Interpretation of Results Regarding Key Health Issue

  • Size and magnitude of the measures
  • Trends and comparisons
  • Economic costs

Discussion of Problems and Strategies

  • Discuss disparities, limitations, and gaps in the information available regarding the health issue(s).
  • Describe potential public health strategies to address these gaps.
  • Use graphs and tables where appropriate.

Conclusion

You are required to cite to at least five sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.

General Requirements

You are required to cite at least FOUR sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the discussion question criteria and public health content.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

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Benchmark Information

This benchmark assignment assesses the following programmatic competency:

MPH

2.1 Apply epidemiological methods to the breadth of settings and situations in public health practice.

MSN Public Health Nursing

6.2 Apply epidemiological methods to the breadth of settings and situations in public health practice.

Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.

While APA style is required, solid academic writing is expected as well, and documentation of sources should be presented using APA formatting guidelines.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

PLEASE make sure APA citation and permalink for articles are complete and correct.

PLEASE add the links/sites below to the reference list if you use any of these readings and make sure everything is in proper APA format.

https://apastyle.apa.org/learn/quick-guide-on-refe…

Read Chapters 17, 19, and 20 in Gordis Epidemiology.

URL:

https://www.gcumedia.com/digital-resources/elsevier/2019/gordis-epidemiology_6e.php

Read “Health Inequalities Among British Civil Servants: The Whitehall II Study,” by Marmot and Smith, from The Lancet (1991).

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=hch&AN=9107080526&site=ehost-live&scope=site

Read “The Role of Epidemiology in Disaster Response Policy Development,” by Thorpe et al., from Science Direct (2015).

URL:

http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S1047279714003184?_rdoc=1&_fmt=high&_origin=gateway&_docanchor=&md5=b8429449ccfc9c30159a5f9aeaa92ffb

Read “Prescription Drug Abuse: From Epidemiology to Public Policy,” by McHugh, Nielsen, and Weiss, from Journal of Substance Abuse Treatment (2015).

URL:

http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S0740547214001871?_rdoc=1&_fmt=high&_origin=gateway&_docanchor=&md5=b8429449ccfc9c30159a5f9aeaa92ffb&ccp=y

Read “The Role Epidemiology in Evidence-Based Policy Making: A Case Study of Tobacco Use in Youth,” by Aldrich et al., from Annals of Epidemiology (2015).

URL:

http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S1047279714001495?_rdoc=1&_fmt=high&_origin=gateway&_docanchor=&md5=b8429449ccfc9c30159a5f9aeaa92ffb

Read “Epidemiology, Policy, and Racial/Ethnic Minority Health Disparities,” by Carter-Pokras et al., from Annals of Epidemiology (2012).

URL:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3724931/

Read “Epidemiology and Public Policies,” by Barata, from Revista Brasileira de Epidemiologia (2013).

URL:

http://www.scielo.br/scielo.php?pid=S1415-790X2013000100003&script=sci_arttext&tlng=en

Read “Ethical Issues in Epidemiologic Research and Public Health Practice,” by Coughlin, from Emerging Themes Epidemiology (2006).

URL:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1594564/

Explore the “Viral Hepatitis Epidemiologic Profiles” map, located on the Association of State and Territorial Health Officials (ASTHO) website, to assist with topic assignment.

URL:

https://www.astho.org/Viral-Hepatitis-Epi-Profiles/Map/

Use the “BRFSS Web Enabled Analysis Tool,” located on the Centers for Disease Control and Prevention (CDC) website, to complete the topic assignment.

URL:

https://nccd.cdc.gov/weat/#/

Review the “Belmont Report,” by the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research (1979), located on the U.S. Department of Health and Human Services – Office for Human Research Protections website.

URL:

https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/index.html

Explore the resources on “Health Data Tools and Statistics,” located on the PHPartners website.

URL:

https://phpartners.org/health_stats.html

Explore “Surveillance, Epidemiology and the End Results Program,” from the National Cancer Institute.

URL:

https://seer.cancer.gov/

Explore the STEPwise Approach to Surveillance (STEPS) page of the World Health Organization (WHO) website.

URL:

http://www.who.int/chp/steps/en/

MUST 2000-2250 WORDS have at least 6 citations with the page numbers and 6 references in APA format. (The List of References should not be older than 2018 and should not be included in the word count.)

Be sure to support your postings and responses with specific references to the Learning Resources.

It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of ethics and the readings for this class

To get maximum points you need to follow the requirements listed for this assignments 1) look at the word/page limits 2) review and follow APA rules 3) create subheadings to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors.

REMEMBER IN APA FORMAT JOURNAL TITLES AND VOLUME NUMBERS ARE ITALICIZED.

You can also read another study guide on nursing assignments for students from another post on PUB-550 Application and Interpretation of Public Health Data Course Assignments & Discussions.

PUB-540 Benchmark – Epidemiologic Profile Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PUB-540 PUB-540-O500 Benchmark – Epidemiologic Profile Assignment 200.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Content 70.0%                
Executive Summary 10.0% The purpose of the epidemiological profile is not stated. A summary of key findings is not presented. The purpose of the epidemiological profile and a summary of key findings are presented. The purpose, importance, or use of the epidemiological profile is unclear. The key findings are misrepresented or require more detail to establish support for the proposed profile. The purpose, importance, and use of the epidemiological profile are generally described. The key findings are summarized. Overall, more information is required to fully present the epidemiological profile. There are some inaccuracies. The purpose, importance, and use of the epidemiological profile are described. The key findings are discussed. Overall, the key findings offer adequate support for the epidemiological profile. Some detail is required for clarity. The epidemiological profile is relevant for the proposed community or population. The purpose, importance, and use of the epidemiological profile are described in detail. The key findings are discussed and offer strong support for the epidemiological profile. The epidemiological profile is highly relevant for the proposed community or population. Compelling rationale is provided and is supported by factual findings.
Introduction 10.0% A description of the public health community, its issues, and current services is not provided in the epidemiological profile. An incomplete summary of the public health community, its issues, and current services is presented. One or more element of the assigned elements is omitted. Information presented is inaccurate or not relevant to the population or community. A general description of the public health community, its issues, and current services is presented. Information presented contains some minor inaccuracies or is not fully relevant to the population or community. More information or evidence is needed to fully represent the population or community. A description of the public health community, its issues, and current services is presented. Information presented is relevant to the population or community. Some detail is needed for clarity. The population or community is adequately represented. A detailed description of the public health community, its issues, and current services is well presented. Information is thoroughly presented that provides insight into the population or community. Strong support is offered to factually support claims.
Description of Available Data (C2.1)(C6.2) 10.0% No data sources are utilized. Less than two data sources are utilized. The data sources are not entirely relevant to the population, community, or issue. The methods used in data collection are not discussed, or the discussion is incomplete. There are minor inaccuracies. At least two data sources relevant to the population and community are utilized. It is unclear how the data from these sources directly supports the epidemiological profile or the particular issue facing the population or community. More detail is needed to establish a clear correlation. The methods used in data collection are summarized. At least two data sources relevant to the population and community are utilized. Support for the epidemiological profile or the particular issue facing the population or community is adequately established. The methods used in data collection are described. Minor detail is needed for clarity. At least two data sources relevant to the population and community are utilized. Direct support for the epidemiological profile or the particular issue facing the population or community is clearly established. The methods used in data collection are clearly described. The description demonstrates a good ability to utilize data sources and apply the information to practice.
Interpretation of Results of Key Health Issue 10.0% Interpretation of results of key health issues is not presented. The interpretation is not consistent with the assignment guidelines. An incomplete interpretation of key health issues is presented. The interpretation omits one of the elements outlined in the assignment guidelines. The interpretation omits significant implications of the findings; or, it is unclear how the interpreted findings correlate with the proposed issue facing the population or community. There are some inaccuracies. A general interpretation of key health issues is presented as outlined in the assignment guidelines. The interpretation does not fully elaborate on the findings. A correlation between the proposed issue facing the population or community is generally established. More detail or information is required. An interpretation of key health issues is presented as outlined in the assignment guidelines. The interpretation elaborates on the findings. A correlation between the proposed issue facing the population or community is established. Some detail or information is needed for clarity. A factual interpretation of key health issues is presented as outlined in the assignment guidelines. The interpretation provides an in-depth explanation of the findings. A strong correlation between the proposed issue facing the population or community is established. An aptitude for interpreting data is demonstrated.
Discussion (disparities, limitations, or gaps; potential public health strategies) 15.0% A discussion of problems and strategies is omitted. An incomplete discussion of problems and strategies is presented; one category has been omitted, or both categories lack sufficient information or support. The discussion contains inaccuracies. A general discussion of problems and strategies is presented. The discussion of problems provides superficial assessment; not all of the key disparities, limitations, and gaps in information related to the health issue are presented. Potential strategies to address the problems are summarized. More information and detail is required. A discussion of problems and strategies is presented. The discussion of problems provides an assessment of the most significant disparities, limitations, and gaps in information related to the health issue. Potential strategies to address the problems are described. Some minor detail is required for clarity. A comprehensive discussion of problems and strategies is logically presented. The discussion of problems provides an in-depth assessment of the major and minor disparities, limitations, and gaps in information related to the health issue. Realistic strategies are proposed in detail to address the problems. The discussion is well-supported.
Display of Visual Data 5.0% Tables and graphs are not utilized. Tables and graphs were utilized inappropriately. Tables and graphs report information inconsistent with findings presented in the discussion. Tables and graphs are minimally utilized. Tables and graphs contain some errors, or have some inconsistencies with the findings presented in the discussion. Tables and graphs are utilized. The tables and graphs reflect the findings presented in the discussion. Tables and graphs are strategically utilized. The tables and graphs clearly reflect the information presented in the discussion.
Conclusion 5.0% A conclusion is not presented. An incomplete conclusion is presented. The conclusion provides a concise summary of the elements presented in the epidemiological profile. The conclusion summarizes the elements presented in the epidemiological profile. The importance of the thesis is reiterated. The conclusion summarizes elements of the epidemiological profile, synthesizing key points and ideas. The conclusion stresses the importance of the thesis presented in the epidemiological profile. The conclusion is compelling and encourages the reader to reflect on the proposed profile.
Required Sources 5.0% Sources are not included. Number of required sources is only partially met. Number of required sources is met, but sources are outdated or inappropriate. Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and public health content. Number of required resources is met. Sources are current, and appropriate for the assignment criteria and public health content.
Organization and Effectiveness 20.0%                
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%                
Paper Format  (use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

Grand Canyon University PUB-540 Historical Review of Epidemiology Assignment

Description

Key individuals and historical events have helped shape the field of epidemiology. Research the following individuals and their roles in shaping contemporary epidemiology:

John Graunt

James Lind

Edward Jenner

Ignaz Semmelweis

John Snow

Choose three of the individuals from your research. In a 1,000-1,250 word paper, describe the epidemiological advancements that were influenced by these individuals. Include the following:

  • Describe the disease and the event. Using descriptive epidemiology, discuss how common the disease was at the time, who was infected, when it occurred (time of year or season), and the mode of transmission. If the individual is not associated with a specific disease, discuss a significant disease happening during that period.

Discuss how the individuals influenced or advanced epidemiological methods and the process they used to describe and control disease. Discuss how their contributions helped to inform the definition of epidemiology. Consider whether they used qualitative, quantitative, or both types of data collection methods, and the approach they used to test their hypotheses.

Discuss how similar epidemiological methods have been used to understand one current public health issue (not one for each individual). Discuss the key research studies used to understand the risk factors associated with the problem or disease. Two potential examples include lung cancer (Doll and Hill, 1950) or cardiovascular disease and the Framingham Heart Study (Drawber, Meadors, & Moore, 1950; Kannel, 2000).

  • While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

PLEASE make sure APA citation and permalink for articles are complete and correct.

  • PLEASE add the links/sites below to the reference list if you use any of these readings and make sure everything is in proper APA format.

https://apastyle.apa.org/learn/quick-guide-on-refe…

Read Chapters 1, 2, and 6 in Gordis Epidemiology.

  • URL: 

https://www.gcumedia.com/digital-resources/elsevier/2019/gordis-epidemiology_6e.php

Read “Smoking and Carcinoma of the Lung,” by Doll and Hill, from British Medical Journal (1950).

  • URL: 

https://www-ncbi-nlm-nih-gov.lopes.idm.oclc.org/pmc/articles/PMC2038856/pdf/brmedj03566-0003.pdf

Read “The Training of Epidemiologists and Diversity in Epidemiology: Findings from the 2006 Congress of Epidemiology Survey,” by Carter-Pokras et al., from Annals of Epidemiology (2009).

URL: 

http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S104727970900060X

Watch “Epidemiology the Backbone of Public Health,” by Greg Martin (2017), located on the YouTube website.

  • URL: 

https://www.youtube.com/watch?v=S5XRh47T420

Read “The Framingham Study: ITS 50-Year Legacy and Future Promise,” by Kannel, from Journal of Atherosclerosis and Thrombosis (2000).

  • URL: 

https://www.jstage.jst.go.jp/article/jat1994/6/2/6_2_60/_pdf

Read “Epidemiological Background and Design: The Framingham Study,” located on the Framingham Heart Study website.

  • URL: 

https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/

Read “Epidemiological Approaches to Heart Disease: The Framingham Study,” by Dawber, Meadors, and Moore, from American Journal of Public Health (1951).

URL: 

http://scholar.google.com/scholar_url?url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1525365/pdf/amjphnation00421-0020.pdf&hl=en&sa=X&scisig=AAGBfm10VqiSJ6tLAYY0TMfm15VR8M93MA&nossl=1&oi=scholarr

View “Global Disease Detectives,” by the Center for Global Health (2013), located on the Centers for Disease Control and Prevention (CDC) website.

URL: 

https://www.cdc.gov/cdctv/dataandstatistics/disease-detectives.html

Read “Section 2: Historical Evolution of Epidemiology,” from Lesson 1 of  the Centers for Disease Control and Prevention (CDC) self-study course, Principles of Epidemiology in Public Health Practice (2012), located on the CDC website.

URL: 

https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section2.html

Explore the CDC Current Outbreak List page of the Centers for Disease Control and Prevention (CDC) website.

URL: 

https://www.cdc.gov/outbreaks/index.html

Explore the Epidemic Intelligence Service page of the Centers for Disease Control and Prevention (CDC) website.

URL: 

https://www.cdc.gov/eis/index.html

Explore the Morbidity and Mortality Weekly Report (MMWR), located on the Centers for Disease Control and Prevention (CDC) website.

URL: 

https://www.cdc.gov/mmwr/index.html

PUB-540 Historical Review of Epidemiology Rubric

Course Code Class Code Assignment Title Total Points            
PUB-540 PUB-540-O500 Historical Review of Epidemiology 100.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Criteria