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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).

For top-quality coursework writing help and assignment writing services, trust Reliable Papers. Our expert team delivers 100% original human-written work tailored to your needs. Contact us via phone, WhatsApp, or live chat for assistance today!

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.

For top-quality coursework writing help and assignment writing services, trust Reliable Papers. Our expert team delivers 100% original human-written work tailored to your needs. Contact us via phone, WhatsApp, or live chat for assistance today!

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 100.0%                
Key Individuals and Historical Events 20.0% Three individuals shaping the field of epidemiology have not been presented. The individuals chosen do not meet the assignment criteria. An incomplete summary of three individuals is presented. The individuals chosen meet the assignment criteria, but the roles of the individuals or events are inaccurately represented. Three key individuals shaping the field of epidemiology are presented. The roles of the individuals and events are presented, but there are minor inaccuracies. A narrative describing the key individuals shaping the field of epidemiology is presented. The roles of the individuals and events are accurate. More detail is required to fully represent the individuals or events. A well-organized narrative describing the key individuals shaping the field of epidemiology is presented. The roles of the individuals and events are accurately and discussed in detailed.
Disease and Event 15.0% The disease and event are not described for the three individuals. The disease and event are generally presented for all three individuals. The descriptions contain inaccuracies regarding the timeframe, who was infected and when, and the mode of transmission. Descriptive epidemiology is not used, or is used out of context. The disease and event are generally summarized for all three individuals. The descriptions are accurate, but require significantly more detail regarding the timeframe, who was infected and when, and the mode of transmission. Some descriptive epidemiology is used. The disease and event are accurately described for all three individuals. Some detail regarding the timeframe, who was infected and when, and the mode of transmission is needed to provide clarity. Descriptive epidemiology is generally used. The disease and event are described accurately and clearly for all three individuals. Strong detail regarding the timeframe, who was infected and when, and the mode of transmission is presented. The description demonstrates a strong understanding of descriptive epidemiology.
How Individuals/Events Influenced or Advanced  Methods of the Time 20.0% A discussion of how events or the three individuals influenced or advanced epidemiological methods of the time is not presented. A summary of how events or the three individuals influenced or advanced epidemiological methods of the time is presented. The summary contains inaccuracies. Significant detail or evidence is needed to support discussion. A general discussion of how events or the three individuals influenced or advanced epidemiological methods of the time is presented. The discussion requires some detail or evidence to fully support discussion. A discussion of how events or the three individuals influenced or advanced epidemiological methods of the time is presented. Evidence is used to support discussion. Some detail is needed for clarity. A detailed discussion of how events or the three individuals influenced or advanced epidemiological methods of the time is presented. Strong evidence is used to support discussion. The discussion demonstrates an understanding of the epidemiological advancements.
How Advancements Influenced Understanding of Current Public Health Efforts 15.0% A discussion on the epidemiological advancements of methods leading to the understanding of current public health issues is not presented. A summary on the epidemiological advancements leading to the understanding of current public health issues is presented. The summary contains inaccuracies. No logical correlation between epidemiological historical advancements and the understanding of current public health issues is established. A discussion on the epidemiological advancements leading to the understanding of current public health issues is generally presented. A general correlation between epidemiological historical advancements and the understanding of current public health issues is established. There are some inaccuracies; more evidence is needed to support discussion. A discussion on the epidemiological advancements leading to the understanding of current public health issues is accurately presented. A correlation between epidemiological historical advancements and the understanding of current public health issues is established. The discussion requires some detail for clarity. A discussion on the epidemiological advancements leading to the understanding of current public health issues is accurately presented. A correlation between epidemiological historical advancements and the understanding of current public health issues is established.
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. 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-540 Oswego Outbreak Case Study Assignment

 Topic 2: Disease Surveillance and Measurement

 Objectives:

  1. Evaluate the effectiveness of disease surveillance in public health.
  2. Apply measurement tools to assess the impact of disease, its burden, and associated risk factors.
  3. Discuss the importance of validity and reliability.
  4. Evaluate the steps for investigating the occurrence of disease.
Oswego Outbreak Case Study Description

Read the “Oswego Outbreak Investigation,” located in the Topic Materials.

Part 1

Complete the following:

Using the line listing in the Excel “Oswego Line Listing Workbook,” calculate the attack rate ratios for each food item using the table in the Excel “Oswego Attack Rate Table.” Create a separate 2×2 table for the food item you think is responsible for the outbreak and interpret the attack rate ratio for this food item. Refer to the “Creating a 2×2 Contingency Table” resource for guidance.

Using the line listing in Excel “Oswego Line Listing Workbook,” construct an epidemic curve by the time of onset of illness. What does this curve tell you regarding the average incubation period, source, and transmission? 

Using the incubation range and clinical symptoms, identify potential infectious agents that could be responsible for the outbreak (refer to the Topic Material, “Compendium of Acute Foodborne and Waterborne Diseases”). Discuss your rationale.

Part 2

In a 500-750 word paper, evaluate the situation and present your findings. Including the following:

  • Does this case meet the definition of an “outbreak?” Why or why not?
  • Identify the steps required to investigate an outbreak. How did these steps help in investigating the Oswego event? Include the relevant information needed for each step to be successful.
  • Discuss the possible routes of transmission for the expected agent.

Based on this information, what control measures would you recommend? State whether they are primary, secondary, or tertiary prevention strategies.

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.

  • 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 3-5 and 18 in Gordis Epidemiology.

URL: 

https://www.gcumedia.com/digital-resources/elsevier/2019/gordis-epidemiology_6e.php

Use the “Compendium of Acute Foodborne and Waterborne Diseases,” located on the Centers for Disease Control and Prevention (CDC) website, to assist in completing the Oswego Outbreak Case History assignment.

URL: 

https://www.cdc.gov/eis/casestudies/xoswego.401.303.compendium.pdf

View “How to Create an Epidemic Curve,” by Martin (2016), located on the YouTube website.

URL: 

https://www.youtube.com/watch?v=dn84ezAzV4k

View “Know How to Interpret an Epidemic Curve?” by Martin (2017), located on the YouTube website.

URL: 

https://www.youtube.com/watch?v=7SM4PN7Yg1s

Read “Two by Two Tables,” by Sullivan, Dean, and Pezzullo, from OpenEpi: Open Source Epidemiologic Statistics for Public Health (2013), located on the OpenEpi website.

URL: 

http://www.openepi.com/TwobyTwo/TwobyTwo.htm

Read “Goodness of Measurement: Reliability and Validity,” by Bajpai and Bajpai, from International Journal of Medical Science and Public Health (2014).

URL: 

https://www.ejmanager.com/mnstemps/67/67-1380953319.pdf

Read “CDC 24-7 Fact of the Week,” located on the Centers for Disease Control and Prevention (CDC) website.

URL: 

https://www.cdc.gov/about/facts/index.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fabout%2Ffacts%2Fcdcfastfacts%2Fsurveillance.html

General Requirements

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.

Topic 2 DQ 1

Disease surveillance is a necessary public health role. Passive surveillance relies on individuals and local authorities “pushing” information to national agencies who then compile, analyze, and disseminate the information. Unfortunately, significant gaps occur in reporting.

Review your textbook, and the CDC’s National Notifiable Disease Surveillance System (NNDSS). Discuss the strengths of the current surveillance systems, the gaps you identified, and why these gaps occur. Discuss the global challenges of coordinating surveillance between multiple countries and provide an example highlighting the challenges. What could other governments and agencies, such as the World Health Organization and the Centers for Disease Control and Prevention, do to strengthen global disease surveillance systems?

Topic 2 DQ 2

Explain the importance of validity and reliability in diagnostic testing or research. Describe how validity relates to sensitivity and specificity in diagnostic testing. Identify a health screen specific to a diagnostic test that is currently being debated regarding its use, recommended ages, or frequency, and discuss how validity and reliability play into this debate. What other factors should you consider when you assess the recommendations for a diagnostic test or screen?

PUB-540 Oswego Outbreak Case Study Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PUB-540 PUB-540-O500 Oswego Outbreak Case Study 120.0
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%                
Calculation of Attack Rate Ratios for Food Items 10.0% Calculation of attack rate ratios for food items is not performed; or, the calculation is not performed or presented according to assignment guidelines. N/A Calculation of attack rate ratios for food items is performed accurately and according to assignment guidelines. However, the data used are inaccurate, yielding an inaccurate attack rate ratio, or the wrong formula is utilized to calculate the ratio. N/A Calculation of attack rate ratios for food items is presented according to assignment guidelines and the results are accurate.
Construction of Epidemic Curve by Time of Onset of Illness 10.0% Epidemic curve by time of onset of illness is not constructed; or, it is not presented according to assignment guidelines. N/A Epidemic curve by time of onset of illness is presented according to assignment guidelines. However, the data used, or the manner in which the curve is displayed is inaccurate. N/A Epidemic curve by time of onset of illness is constructed and accurate.
Identify Incubation Range Identification of Infectious Agent 10.0% Identification of an agent is not discussed. Identification of an agent is present but does not include any rationale. Identification of an agent is present including some rationale, but the agent or discussion is incorrect. Identification of more than one possible agents is present, and rationale is appropriate. Use of the epidemic curve and incubation range are evident. Discussion is sufficient and appropriate based on the agents identified. Identification of several agents is present and supported by strong rationale. Use of the epidemic curve and incubation range are evident. Discussion is comprehensive and correctly explains the rationale for selecting the appropriate agent.
Evaluation of  Situation (Analysis of outbreak, steps to investigate outbreak 15.0% Analysis of the case history as an outbreak and the steps to investigating an outbreak is not presented; or, the analysis and presentation are incomplete. Analysis of the case history as an outbreak and the steps to investigating an outbreak is summarized. The summary contains significant inaccuracies. Analysis of case history as an outbreak and the steps to investigating an outbreak is discussed. The discussion presents a general evaluation the situation. There are minor inaccuracies. More evidence is needed for support. Analysis of the case history as an outbreak and the steps to investigating an outbreak is discussed. The discussion presents an evaluation of the situation. Some evidence or detail is needed for clarity. Analysis of the case history as an outbreak and the steps to investigating the outbreak is thoroughly discussed. The discussion presents a detailed evaluation of the situation. Sufficient evidence and detail are provided to support the evaluation of the situation.
Possible Routes of Transmission 10.0% Possible routes of transmission of the expected agent are not presented. Possible routes of transmission of the expected agent are summarized. The summary contains inaccuracies or is incomplete. Possible routes of transmission of the expected agent are generally presented. There are minor inaccuracies. More evidence is needed for support. Possible routes of transmission of the expected agent are presented. Some evidence or detail is needed for clarity. Possible routes of transmission of the expected agent are clearly presented. Sufficient evidence and detail is provided to support claims.
Recommendations (Control measures recommended; primary, secondary or tertiary prevention strategies) 15.0% Control measures and prevention strategies are not recommended. An incomplete recommendation for control measures and prevention strategies is presented. A general recommendation for control measures and prevention strategies is presented. The recommendation contains inaccuracies or requires more detail and evidence to support claims. A recommendation for control measures and prevention strategies is presented. The recommendation requires some detail for clarity. Evidence provided adequately supports claims. A detailed recommendation for control measures and prevention strategies is presented. The recommendation provides strong evidence that supports claims. The recommendations demonstrate insight into addressing critical thinking.
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. 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-540 Oswego Outbreak Case Study Assignment: Creating a 2×2 Contingency Table

Creating a 2×2 contingency table is very useful in calculating a variety of public health measurements, including sensitivity and specificity, negative and positive predictive value, risk ratios, attack rate ratios, and odds ratios.

A 2×2 table is actually a 3×3 table when you include the rows and columns for the totals. If you are setting up a table to measure the sensitivity and specificity of a test or its negative and positive predictive values, you should put the test results on the y-axis (rows) and the actual presence of disease on the x-axis (columns).

Disease No Disease Total
Test (+) (a) (b) a + b
Test (-) (c) (d) c + d
Total a + c b + d a + b + c + d

The highlighted section is where you will enter the data for each corresponding cell. You can set up the table switching the rows and columns but you will generally see them set up in this format with test results on the y-axis and disease on the x-axis.

Setting up a table to measure the association of a risk factor or exposure is similar, with the outcome or disease on the x-axis and the presence of the risk factor or exposure on the y-axis.

Disease No Disease Total
Exposure (+) (a) (b) a + b
Exposure (-) (c) (d) c + d
Total a + c b + d a + b + c + d

Note: You can set up the table differently but you will need to be cognizant of which numbers you are putting in your numerator and denominator for the measure you are calculating. For example:

Exposure (+) Exposure (-) Total
No Disease (b)  (d) b + d
Disease  (a)  (c) a + c
Total a + b b + c a + b + c + d

 

 

Number of persons who ate specified food Number of persons who did not eat specified food Attack Rate Ratio
Ill Not Ill Total Percent Ill (Attack Rate) Ill Not Ill Total Percent Ill (Attack Rate)
Baked ham
Spinach
Mashed potatoes
cabbage
Jello
Rolls
Brown bread
Milk
Coffee
Water
Cakes
Van ice cream
Cho ice cream
Fruit salad
ID AGE SEX Time of Meal Ill Date of Onset Time of Onset Baked ham Spinach Mashed potatoes Cabbage Jello Rolls Brown bread Milk Coffee Water Cakes Van ice cream Cho ice cream Fruit salad
1 11 M unk N N N N N N N N N N N N N Y N
2 52 F 20:00 Y 19-Apr 0:30 Y Y Y N N Y N N Y N N Y N N
3 65 M 18:30 Y 19-Apr 0:30 Y Y Y Y N N N N Y N N Y Y N
4 59 F 18:30 Y 19-Apr 0:30 Y Y N N N N N N Y N Y Y Y N
5 13 F unk N N N N N N N N N N N N N Y N
6 63 F 19:30 Y 18-Apr 22:30 Y Y N Y Y N N N N Y N Y N N
7 70 M 19:30 Y 18-Apr 22:30 Y Y Y N Y Y Y N Y Y N Y N N
8 40 F 19:30 Y 19-Apr 2:00 N N N N N N N N N N N Y Y N
9 15 F 22:00 Y 19-Apr 1:00 N N N N N N N N N N Y N Y N
10 33 F 19:00 Y 18-Apr 23:00 Y Y Y N N Y Y N N Y N Y Y N
11 65 M unk N Y Y Y N Y Y N N N N N Y N N
12 38 F unk N Y Y Y N N Y N N Y N N Y Y Y
13 62 F unk N Y Y N Y Y Y Y N N Y N N N N
14 10 M 19:30 Y 19-Apr 2:00 N N N N N N N N N N N Y Y N
15 25 M unk N Y Y Y Y Y Y Y Y Y Y Y Y N N
16 32 F unk Y 19-Apr 10:30 Y Y N N N Y N N Y N Y Y Y N
17 62 F unk Y 19-Apr 0:30 N N N N N N N N N N N Y N N
18 36 M unk Y 18-Apr 22:15 Y Y N Y N Y Y N N N N Y N N
19 11 M unk N Y Y ? Y N Y N N N Y N N Y N
20 33 F unk Y 18-Apr 22:00 Y Y Y Y Y Y N N Y Y Y Y Y N
21 13 F 22:00 Y 19-Apr 1:00 N N N N N N N N N N Y Y N N
22 7 M unk Y 18-Apr 23:00 Y Y Y Y Y Y Y N N Y Y Y Y N
23 64 M unk N N N N N N N N N N N N Y N N
24 3 M unk Y 18-Apr 21:45 N Y Y N N Y N N N Y Y Y N N
25 65 F unk N Y Y Y Y Y N Y N Y N Y Y Y N
26 59 F unk Y 18-Apr 21:45 N Y Y Y N Y Y N N Y Y Y N N
27 15 F 22:00 Y 19-Apr 1:00 N N N N N N N N N N Y Y Y N
28 62 M unk N Y Y N Y N Y Y N Y Y Y N Y N
29 37 F unk Y 18-Apr 23:00 Y Y Y N Y Y Y N Y N Y Y N N
30 17 M 22:00 N N N N N N N N N N N Y Y Y N
31 35 M unk Y 18-Apr 21:00 Y Y Y N Y Y Y N Y N Y Y N Y
32 15 M 22:00 Y 19-Apr 1:00 N N N N N N N N N N Y Y N N
33 50 F 22:00 Y 19-Apr 1:00 N N N N N N N N N N N Y N N
34 40 M unk N Y Y N N N Y Y N Y Y Y N Y Y
35 35 F unk N Y Y Y N N Y Y N Y Y N N Y N
36 35 F unk Y 18-Apr 21:15 Y Y Y Y N Y Y N Y N N Y N N
37 36 M unk N Y N Y Y N Y Y N Y N N N Y N
38 57 F unk Y 18-Apr 23:30 Y Y N Y Y Y Y N Y N Y Y Y N
39 16 F 22:00 Y 19-Apr 1:00 N N N N N N N N N N Y N Y N
40 68 M unk Y 18-Apr 21:30 Y N Y Y N N Y N Y N N Y N N
41 54 F unk N Y Y Y N N Y N N Y N Y N Y N
42 77 M unk Y 19-Apr 2:30 N N N N N N N N N N N Y N Y
43 72 F unk Y 19-Apr 2:00 Y Y N Y Y N Y N Y N Y Y Y N
44 58 M unk Y 18-Apr 9:30 Y Y Y N N N Y Y Y N N Y ? Y
45 20 M 22:00 N N N N N N N N N N N Y Y Y N
46 17 M unk N Y Y Y N N Y N N N Y N Y Y N
47 62 F unk Y 19-Apr 0:30 Y Y N N N Y N N N Y N Y N N
48 20 F 19:00 Y 19-Apr 1:00 N N N N N N N N N N N Y N N
49 52 F unk Y 18-Apr 22:30 Y Y Y Y N Y N N Y N N Y Y N
50 9 F unk N N N N N N N N N N N Y N Y N
51 50 M unk N Y Y Y Y Y Y Y Y Y Y Y N Y N
52 8 M 11:00 Y 18-Apr 15:00 N N N N N N N N N N N Y Y N
53 35 F unk N N N N N N N N N N N N Y Y N
54 48 F unk Y 19-Apr 0:00 Y Y Y Y Y Y Y Y Y N Y Y Y N
55 25 M unk Y 18-Apr 23:00 Y N Y N N Y Y N N Y Y Y Y N
56 11 F unk N N N N N N N N N N N N N Y N
57 74 M unk Y 18-Apr 22:30 Y Y Y Y Y Y Y N Y N Y Y N N
58 12 F 22:00 Y 19-Apr 1:00 N N N N N N N N N N Y Y Y N
59 44 F 19:30 Y 19-Apr 2:30 Y Y Y N N Y N N N Y Y N Y N
60 53 F 19:30 Y 18-Apr 23:30 Y Y Y Y Y N Y N Y Y Y Y Y N
61 37 M unk N N N N N N N N N N N N N Y N
62 24 F unk N Y Y Y N N Y N N Y N N N N N
63 69 F unk N N Y Y N Y N Y N N Y Y N Y N
64 7 M unk N Y Y Y Y Y Y N N N Y Y N Y N
65 17 F 22:00 Y 19-Apr 1:00 N N N N N N N N N N Y Y Y N
66 8 F unk Y 19-Apr 0:30 Y N Y Y Y N N N N N Y Y Y N
67 11 F 19:30 N Y Y Y Y N Y N N Y Y N N Y N
68 17 M 19:30 N Y Y Y Y N Y N N Y N Y Y N N
69 36 F unk N N N N N N N N N N N N N Y N
70 21 F unk Y 19-Apr 0:30 Y N N Y Y N N N N N N Y Y N
71 60 M 19:30 Y 19-Apr 1:00 N N N N N N N N N N Y Y N N
72 18 F 19:30 Y 19-Apr 0:00 Y Y Y Y Y N N N N Y Y Y Y N
73 14 F 22:00 N N N N N N N N N N N Y Y N N
74 52 M unk Y 19-Apr 2:15 Y N Y N Y Y Y N Y Y Y Y Y N
75 45 F unk Y 18-Apr 23:00 Y Y Y Y Y Y Y N Y N Y Y N Y

PUB-540 Measuring Morbidity: Prevalence and Incidence Assignment

Topic 3: Causal Inference, Confounding, and Bias

 Objectives:

  1. Determine sources of bias within a study design.
  2. Describe confounding relationships.
  3. Evaluate the types of causal relationships associated with causation.
  4. Assess measures of morbidity.
Measuring Morbidity: Prevalence and Incidence Assignment Description

Morbidity is a term used to describe the unhealthy state of an individual (e.g., individual with diabetes) or within a population (e.g., the incidence of seasonal flu). Whereas mortality is the rate of death in population. Both terms are applied in epidemiology at the individual level and across a population. In public health, surveillance plays an essential role. Surveillance is carried out for many reasons, such as monitoring changes in disease frequency or monitoring changes in the levels of risk factors. Much of the information that is obtained about mortality and morbidity comes from surveillance.

For this assignment, examine prevalence and incidence to measure morbidity for a disease.

Read the scenario below and complete the assignment as instructed.

SCENARIO

In Community X (population 20,000), an epidemiologist conducted a prevalence survey in January of 2012 and reported an HIV prevalence of 2.2%. Over the next 12 months, the department of health reported an additional 50 new HIV cases between February 2012 and January 2013. The total population stayed constant at 20,000.

PART 1

  • How many people had HIV in January 2012? Present or describe the formula you used to arrive at your answer.
  • Calculate the incidence rate assuming no HIV-related deaths over the 12-month period. Present or describe the formula you used to arrive at your answer. Be sure to clearly indicate the numerator and denominator used in your calculation and include an appropriate label for the rate.

In a summary, interpret the results and discuss the relationship between incidence and prevalence. Discuss whether or not the epidemiologist should be concerned about these new HIV infections, assuming a previous incidence rate of 0.5 per 1,000 person-years prior to this updated risk assessment.

PART 2

A rapid test used for diagnosing HIV has a sensitivity of 99.1% and a specificity of 90%. Based on the population prevalence of 2.2% in 2012, create a 2×2 table showing the number of true positives, false positives, false negatives, and true negatives. Calculate the positive predicative value and negative predictive value for this test. Refer to the “Creating a 2×2 Contingency Table” resource for guidance.

Discuss whether or not the epidemiologist should recommend this test as part of a universal HIV screening program. Provide rationale for your recommendation applying the positive and negative predictive values. Present or describe the formula you used to arrive at your answer.

Read Chapters 14 and 15 in Gordis Epidemiology.

Read “Multicausality: Confounding,” by Schoenbach (2004), located on the Epidemilog.net website.

URL:

http://www.epidemiolog.net/evolving/Multicausality-Confounding.pdf

Read “Weak Associations in Epidemiology: Importance, Detection, and Interpretation,” by Doll, from Journal of Epidemiology (1996).

URL:

https://www.jstage.jst.go.jp/article/jea1991/6/4sup/6_4sup_11/_pdf

Read “Causal Inference Based on Counterfactuals,” by Hofler (2005), located on the BioMed Central website.

URL:

https://bmcmedresmethodol.biomedcentral.com/articles/10.1186/1471-2288-5-28

View “The Relationship Between Incidence and Prevalence,” by Patwari (2013), located on the YouTube website.

URL:

https://www.youtube.com/watch?v=1jzZe3ORdd8

Use the “Creating a 2×2 Contingency Table” resource to assist with the completion of the Measuring Morbidity: Prevalence and Incidence assignment, as needed.

View “Sensitivity and Specificity – Explained in 3 Minutes,” by Martin (2014), located on the YouTube website.

URL:

https://www.youtube.com/watch?v=FnJ3L-63Cf8 

General Requirements

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.

Topic 3 DQ 1

Differentiate between bias and confounding. Discuss the criteria necessary to establish a factor as a confounder and provide an example applying these criteria. What is one way to adjust for a confounding relationship in the study design or the analysis?

Topic 3 DQ 2

Explain the two major types of bias. Identify a peer-reviewed epidemiology article that discusses potential issues with bias as a limitation and discuss what could have been done to minimize the bias (exclude articles that combine multiple studies such as meta-analysis and systemic review articles). What are the implications of making inferences based on data with bias? Include a link to the article in your reference.

PUB-540 Multicausality: Confounding Assignment

Topic 4: Study Designs I

Objectives:

  1. Compare and contrast randomized trials and cohort studies.
  2. Differentiate between experimental and observational categories of study designs.
Multicausality: Confounding Assignment Description

These estimates include the influence of other extraneous variables, such as confounders. Confounding is often considered a type of bias, but it is a real relationship that requires an adjustment in the study design or analysis. Understanding how to identify confounding is important as most associations have multiple causal factors. Recognizing if a study adjusted for the appropriate confounding variables is important to determine the validity of the association. To assist your proficiency with the concept of confounding, and how it ultimately affects public health, this practice assignment has been provided.

Complete Problems 1 to 4 from the “Multicausality: Confounding – Assignment” by Schoenbach, located in your Topic Materials. Check your answers against the solutions presented in the “Multicausality: Confounding – Assignment Solutions” Topic Material.

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 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.

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 7-9 in Gordis Epidemiology.

URL:

https://www.gcumedia.com/digital-resources/elsevier/2019/gordis-epidemiology_6e.php

View “Randomized Control Trials and Confounding,” by Martin (2013), located on the YouTube website.

URL:

https://www.youtube.com/watch?v=7ybuE39BpQ8

Read “2020 LHI Topics,” located on the Healthy People 2020 website.

URL:

https://www.healthypeople.gov/2020/leading-health-indicators/2020-LHI-Topics

Complete the “Multicausality: Confounding – Assignment,” by Schoenbach (2001), located on the Epidemilog.netwebsite.

URL:

http://www.epidemiolog.net/evolving/ConfoundingAssgt.pdf

Refer to the “Multicausality: Confounding – Assignment Solutions,” by Schoenbach (2001), located on the Epidemilog.netwebsite, to check your answers to the assignment.

URL:

http://www.epidemiolog.net/evolving/ConfoundingSolns.pdf

Read “Understanding Controlled Trials: Why Are Randomized Controlled Trials Important?” by Sibbald and Roland, from British Medical Journal (1998).

URL:

http://search.proquest.com.lopes.idm.oclc.org/docview/1777585669/fulltextPDF/2BDCED02960C4E6APQ/1?accountid=7374

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

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.

Topic 4 DQ 2

Describe the characteristics and design of a cohort study. Based on a disease or health condition identified from the “2020 LHI Topics” on the Healthy People 2020 website, or an article from the GCU library, discuss a real example of a cohort study (include the link to the article in your post to the forum). Include the participants, exposures or treatment groups, timeframe, and outcomes that were measured. Why is a cohort study described as an “observational” study rather than an “experimental” study design?

Topic 5 DQ 1

Describe the common characteristics and design of a case-control study. Discuss the three important features when it comes to selecting cases and controls, and identify a situation when one of these might be violated. Discuss the limitations of using questionnaires for determining exposure status and provide examples of alternative strategies for collecting this information in a case-control study. PUB 540 Principles of epidemiology.

Topic 5 DQ 2

Discuss the strengths and weaknesses of cross-sectional studies and examples of how they can be “descriptive” or “analytic” study designs. Discuss an example of a disease where survival could influence the association between a possible exposure and the disease when measured with a cross-sectional study. Do not discuss examples used in the textbook.

PUB-540 Calculating Odds Ratio Assignment

Topic 6: Measures of Association and Application

Objectives: 

  1. Differentiate between association and causal relationships.
  2. Determine the relative risk and odds ratio as measures of association.
  3. Evaluate the utility of the population attributable risk.
  4. Evaluate the types of causal relationships and associated guidelines for establishing causality.
Calculating Odds Ratio

Data can be qualitative or quantitative. Qualitative data is helpful to generate a hypothesis and gather information if little is known about an expected association. Focus groups, key informant interviews, and case studies are types of qualitative data collection methods used to identify common themes from which to build a hypothesis. Quantitative data collection and analysis is used to test a hypothesis and make comparisons to determine the direction and strength of a potential association. The Behavioral Risk Factor Surveillance System (BRFSS) is cross-sectional panel survey used to collect quantitative data on adult behaviors and risk factors. It is one of the largest U.S. health data collection efforts. The data can be used to analyze associations on a state or country level. Follow the steps to obtain a 2×2 contingency table (also known as a “cross tabulation”) crossing binge drinking with depression PUB 540 Principles of epidemiology.

Calculating Odds Ratio

Odds ratio is a measure of association used in epidemiological studies to assess the relationship between disease and exposure. In this exercise, you will calculate and interpret odds ratio using real-world examples.

Odds Ratio

In case control studies the odds ratio (OR) is the measure of the association between the frequency of an exposure and the frequency of an outcome. The OR is an indirect measure of risk in case control studies because incidence rates cannot be calculated. 

The formula for odds ratio is: (A/C) ÷ (B/D) or (AD)/(BC).

Remember, data from an output source may not be ordered according to the table. Ensure that the output data corresponds to the table, or you will calculate incorrectly when you apply the formula.

Disease Status    
Exposure Status Yes No Total
Yes A B A + B
No C D C + D
Total A+C B+D A+B+C+D

 For this assignment:

  1. Retrieve the “BRFSS Web-Enabled Analysis Tool” resource provided in the study materials.
  1. Select “Cross Tabulation.”
  2. Select “2015” for the year.
  3. Select “Arizona” for the state.
  4. Select “Alcohol Consumption: Binge drinkers (males having five or more drinks on one occasion, females having four or more drinks on one occasion)” for Step 2 Select Row.
  5. Select “Chronic Health Conditions: Ever diagnosed with a depressive disorder, including depression, major depression, dysthymia, or minor depression” for Step 3 Select Column.
  6. Skip Steps 4 and 5.
  7. Select “Sample Size” for Step 6 Select Statistics and run the report for the cross tabulation.

Part 1

Using the data from the cross-tabulation results, calculate the odds ratio for depression among those exposed to binge drinking. Refer to the formula provided above.

     
Exposure Status Yes No Total
Yes
No
Total

 

  1. Present or describe the formula you used to arrive at your answer. Show all calculations.
  2. Interpret the odds ratio. In your interpretation, describe the association between the variables and indicate whether there is a positive, negative, or no association. 

Part 2

Use the study material, “BRFSS Web-Enabled Analysis Tool,” located on the CDC website, and run a report for two variables of interest to you.

     
Exposure Status Yes No Total
Yes
No
Total

 

  1. Present or describe the formula you used to arrive at your answer.
  2. Interpret the odds ratio. In your interpretation describe the association between the variables and indicate whether there is a positive, negative, or no association. 
  3. Discuss the public health importance of the association.

Odds Ratio Interpretation

1.0

or

(≈ 1.0)

Means that the odds of exposure among cases is the same the odds of exposure among controls  

The exposure is

not associated

with the disease

> 1.0 Means that the odds of exposure among cases is greater than the odds of exposure among controls and positively associated with the outcome  

The exposure may be

a risk factor

for the disease.

< 1.0 Means that the odds of exposure among cases is lower than the odds of exposure among controls and negatively associated with the outcome  

The exposure may be

protective

against the disease.

 

General Requirements

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.

PUB-540 Calculating Odds Ratio Assignment Rubric

Course Code Class Code Assignment Title Total Points            
PUB-540 PUB-540-O500 Calculating Odds Ratio 100.0
Criteria Percentage 1: Unsatisfactory (0.00%) 2. Less Than Satisfactory (74.00%) 3. Satisfactory (79.00%) 4. Good (87.00%) 5. Excellent (100.00%) Comments Points Earned  
Criteria 100.0%                
Part 1: Table 10.0% The table is not completed. N/A The table is complete but incorrect values are placed in the cells. N/A The is complete and accurate.
Part 1: Odds Ratio Calculation 15.0% Odds ratio is not calculated or presented. Odds ratio is calculated but is not correct or is incomplete. Odds ratio is calculated and mostly correct but shows a slight misunderstanding. N/A Odds ratio is correct. Calculations are provided and correct.
Part 1: Odds Ratio Interpretation 15.0% Odds ratio interpretation is not presented. Odds ratio interpretation and association among variables are presented but are not correct. Odds ratio interpretation is presented, but slight misunderstanding is apparent. The association between the variables is summarized but shows a slight misunderstanding. Odds ratio interpretation is presented and accurate. The association between the variables is adequate. Odds ratio interpretation is thoroughly presented and accurate. The association between the variables is accurate. An in-depth understanding of the odds ratio is apparent.
Part 2: Table 10.0% The table is not completed. N/A The table is complete but incorrect values are placed in the cells. N/A The is complete and accurate.
Part 2: Odds Ratio Calculation 15.0% Odds ratio is not calculated or presented. Odds ratio is calculated but is not correct or is incomplete. Odds ratio is calculated and mostly correct but shows a slight misunderstanding. N/A Odds ratio is correct. Calculations are provided and correct.
Part 2: Odds Ratio Interpretation 15.0% Odds ratio interpretation is not presented. Odds ratio interpretation and association among variables are presented but are not correct. Odds ratio interpretation is presented, but slight misunderstanding is apparent. The association between the variables is summarized but shows a slight misunderstanding. Odds ratio interpretation is presented and accurate. The association between the variables is adequate. Odds ratio interpretation is thoroughly presented and accurate. The association between the variables is accurate. An in-depth understanding of the odds ratio is apparent.
Importance of Association to Public Health 15.0% The public health importance of the association is not discussed. The public health importance of the association only partially discussed. The public health importance of the association is summarized. Some support is needed. The public health importance of the association is discussed. Minor detail is needed for accuracy or clarity. The public health importance of the association is discussed and well supported.
Mechanics of Writing  (includes spelling, punctuation, grammar, and language use) 3.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. 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. The writer is clearly in command of standard, written, academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 2.0% 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 DQ 1

Differentiate between association and causation using the causal guidelines. Discuss which of the guidelines you think is the most difficult to establish. Discuss the four types of causal relationships and use an example not listed in the textbook to describe each relationship. PUB 540 Principles of epidemiology.

Topic 6 DQ 2

Explain the difference between relative riskattributable risk, and population attributable risk. Provide an example (not from the textbook) of how each type of risk is used in epidemiology. How would you propose using population attributable risk to advocate for a health policy or intervention relative to your health interest?

PUB 540-Benchmark – Epidemiologic Profile Assignment

Topic 7: Applying Epidemiology to Policy

Objectives:

  1. Apply epidemiological methods to the breadth of settings and situations in public health practice.
  2. Discuss the means by which social inequities, and racism undermine health and create challenges to achieving health equity at organizational, community and societal levels.
Benchmark – Epidemiologic Profile Assignment Description

IMPORTANT NOTE REGARDING WORD LIMIT REQUIREMENTS:

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

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.

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 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

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-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%

 

Topic 7 DQ 1

Epidemiological methods are used in a variety of public health areas (including infectious disease, chronic disease, and social health) and settings (including the community, schools, and the workplace). Epidemiological methods are used to assess, describe, analyze, and make comparisons of populations to inform evidence-based practices, policies, and interventions. Propose a study based on the methods you have learned thus far designed to investigate an association within one of the public health areas listed (infectious disease, chronic disease, or social health) and the methods you would apply. Discuss and define the risk factor or exposure that is being assessed, the method of comparison that is used, and the setting or situation (community, school, workplace, etc.) your study would look to address. Consider the concepts of causal inference, measures of association, and study design. PUB 540 Principles of epidemiology.

Topic 7 DQ 2

Race is often used as a descriptor of disease burden and helps us to determine where health disparities exist in order to address them, which is important. It is helpful to differentiate between race as a descriptor and race as a risk factor. Think about institutional racism and its influence on health. Consider the factors related to race and ethnicity that might be influencing disease status more than the genetics of race when answering this discussion question.

Consider the following statement: “Race is not a risk factor and should not be used in public health data collection.” Discuss the ethical and public health implications of this statement. When might collecting data on race perpetuate institutional racism leading to health disparities and when is it necessary to improve public health? Provide support and examples for your answer. Consider ethical issues related to respect for persons, beneficence, and justice as described in “The Belmont Report.”

Topic 8: Environment and Genetics

Objectives:

  1. Discuss how genetic and environmental factors interact in causing disease.
  2. Explain the biological and genetic factors that affects a population’s health.
Topic 8 DQ 1

One method to investigate gene-environment interactions is to study monozygotic twins. Identify an example of a twin study not listed in the textbook used to examine the gene-environment interaction of a specific disease or condition. Briefly summarize the gene-environment interaction investigated, the methods, and the results. What are other possible methods for studying gene-environment interactions as they relate to improving population health?

Topic 8 DQ 2

Using the CDC Wonder website, set the query criteria for pancreatic cancer for the United States as illustrated below. Compare the rates by race for Wisconsin and Colorado. Discuss possible biological, genetic, and environmental reasons for differences. What are potential social determinants that contribute to the disparity presented between the two states? PUB 540 Principles of epidemiology.

Use this query upon entering the CDC Wonder website:

Select “Cancer Statistics” under the Wonder Systems tab

Select “Cancer Incidence 1999 – 2013” and click “Data Request”

Organize table layout:

  1. Group results by 1. States and 2. Race (leave the rest of the group options as “None”)
  2. Measures – click “Count” (default) and “Age Adjusted Rates”

Select location – select “States” and “The United States”

Select year and demographics

  1. Year – 2014
  2. Sex – All genders
  3. Age groups – All ages
  4. Ethnicity – All ethnicities
  5. Race – All races

Select cancers of interest – select “Pancreas”

Other options – keep default settings PUB 540 Principles of epidemiology

PUB-540 Benchmark – Epidemiological Surveillance Data Dissemination and Recommendations for Action Assignment

Description

Benchmark – Epidemiological Surveillance Data Dissemination and Recommendations for Action

Epidemiological surveillance data can be used to guide public health interventions, support funding, develop policy, and educate the community and specific populations in order to decrease burden. The purpose of this assignment it to analyze, interpret, and disseminate Morbidity and Mortality Weekly Report (MMWR) surveillance data to both technical and nontechnical audiences, and provide recommendations for public health action for a selected disease or heath issue using audience-appropriate language and information.

Select a MMWR health issue published within the past 5-10 years to disseminate data to a technical and nontechnical audience. Select a technical audience, such as public health practitioners, clinicians and other health care providers, policymakers and other decision makers, and a nontechnical community group or target population. Provide the reason for the dissemination from the following, be specific, and provide details tailored to your data and health issue:

  1. Educate about recent findings or accomplishments.
  2. Elicit immediate action.
  3. Solicit support or participation.
  4. Justify program/prevention activities.
  5. Prepare for an upcoming intervention or program.
  6. Provide rationale to develop new policy or support current policy.

For the technical audience, create a PowerPoint presentation (10-13 slides) to disseminate surveillance data from the MMWR report for a selected purpose using the slide headings outlined below. Include speaker notes for each slide. For your final slide, develop an educational “fact sheet” about the issue that is appropriate for a nontechnical community group or target population.

Add two additional slides for the Title and References slides.

Refer to Morbidity and Mortality Weekly Report (MMWR), “Introduction to Public Health Surveillance,” and “Data Dissemination” to assist you in completing this assignment.

PowerPoint Headings

  1. Title Page: Include your health issue topic which identifies a specific technical and nontechnical audience and group member names.
  2. Audience Appropriate Data Dissemination (1-2 slides): Explain the importance audience appropriate messages for data dissemination. Identify your health issue, technical and nontechnical audiences, and the reason for the dissemination
  3. Data Collection (1-2 slides): Identify and describe a MMWR for a health issue and the data collection timeframe and methods.
  4. Data Analysis (1-2 slides): Summarize the data and document the magnitude of the health issue using descriptive statistics (person, place, time), rates, include tables, graphs, maps, or charts.
  5. Data Interpretation (1-2 slides): Summarize the report results and provide the implications for public health practice.
  6. Recommendations for Action (1-2 slides): Provide recommendations or support for policy, policy development, funding for screening or implementation of an intervention or program to address the health issue. Include the factors (e.g., unique behaviors, exposures, or environmental factors) that contribute to the health issue that will be addressed.
  7. Fact Sheet: Data Dissemination to a Nontechnical Audience (1 slide): On the last slide of your presentation, create an audience appropriate fact sheet that explains and brings awareness to the health issue and the steps in addressing/mitigating the health issue for a community group or population. Include both text and photos, images, or illustrations to make it eye catching and compelling.
  8. Conclusion (1 slide)
  9. References page

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and public health content.

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

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.

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

PUB-540 Benchmark – Epidemiological Surveillance Data Dissemination and Recommendations for Action Assignment

Course Code Class Code Assignment Title Total Points            
PUB-540 PUB-540-O500 Benchmark – Epidemiological Surveillance Data Dissemination and Recommendations for Action 140.0
Criteria Percentage 1: Unsatisfactory (0.00%) 2. Less Than Satisfactory (74.00%) 3. Satisfactory (79.00%) 4. Good (87.00%) 5. Excellent (100.00%) Comments Points Earned  
Criteria 100.0%                
Title Page 5.0% Title page is omitted. Title page is presented but contains numerous errors. The title does not reflect the health issue topic. Title page contains some formatting errors. Overall, title is appropriate for the health issue topic. NA Title page is formatted correctly. The title clearly reflects the health issue topic.
Audience Appropriate Data Dissemination 10.0% The importance of audience appropriate data dissemination is omitted. The importance of audience appropriate data dissemination is only partially discussed. The importance of audience appropriate messages for data dissemination is summarized. The health issue, technical and nontechnical audiences, and the reason for the dissemination are generally discussed. There are some inaccuracies or minor omissions. Some support is needed. The importance of audience appropriate messages for data dissemination is discussed. The health issue, technical and nontechnical audiences, and the reason for the dissemination are described. Some detail or information is needed for accuracy or clarity. The importance of audience appropriate messages for data dissemination is detailed. The health issue, technical and nontechnical audiences, and the reason for the dissemination are clearly described.
Data Collection 10.0% The data collection timeframe and methods are omitted. A MMWR for a health issue and the data collection timeframe and methods are incomplete. A MMWR for a health issue is identified and summarized. The data collection timeframe and methods are summarized. There are some inaccuracies or minor omissions. Some support is needed. A MMWR for a health issue is identified and described. The data collection timeframe and methods are discussed. Some detail or information is needed for accuracy or clarity. A MMWR for a health issue is identified and clearly described. The data collection timeframe and methods are detailed.
Data Analysis (C2.1a, 6.2a) 10.0% The data analysis is omitted. The data analysis is incomplete. The data analysis is summarized and generally documented. The documentation contains some inaccuracies or minor omissions. Some support is needed. The data analysis is discussed. Documentation of the analysis includes descriptive statistics, rates, tables graphs, maps, or charts to describe the magnitude of the health issue. Some detail or information is needed for accuracy or clarity. The analysis demonstrates a general understanding of the application of epidemiologic methods used in public heath practice. The data analysis is thoroughly discussed. Documentation of the analysis demonstrates strong support for the analysis and includes descriptive statistics, rates, tables graphs, maps, or charts to describe the magnitude of the health issue. The analysis demonstrates insight into application of epidemiologic methods used in public heath practice.
Data Interpretation (C2.1b, 6.2b) 10.0% The report results and implications for the public health practice are omitted. The report results and implications for the public health practice are incomplete. The report results and implications for the public health practice are summarized. The interpretation contains some inaccuracies or minor omissions. Some support is needed. The report results are presented. The implications for the public health practice are discussed. The interpretation demonstrates a general understanding of the application of epidemiologic methods used in public heath practice. The report results are clearly presented. The implications for the public health practice are detailed. The interpretation of the data demonstrates insight into the application of epidemiologic methods used in public heath practice.
Recommendations for Action (C2.1c, 6.2c) 10.0% Recommendations or support for policy, policy development, funding for screening, or implementation of an intervention or program to address the health issue are omitted. Recommendations or support for policy, policy development, funding for screening, or implementation of an intervention or program to address the health issue are only partially presented. Recommendations or support for policy, policy development, funding for screening, or implementation of an intervention or program to address the health issue are summarized. There are some inaccuracies or minor omissions. Some support is needed. Recommendations or support for policy, policy development, funding for screening, or implementation of an intervention or program to address the health issue are presented. Factors such as unique behaviors, exposures, or environmental factors that contribute to the health issue that will be addressed are discussed. The narrative demonstrates general insight into the application of epidemiologic methods used in public heath practice. Effective recommendations or strong support for policy, policy development, funding for screening, or implementation of an intervention or program to address the health issue are presented. Factors such as unique behaviors, exposures, or environmental factors that contribute to the health issue that will be addressed are discussed. The narrative demonstrates insight into application of epidemiologic methods used in public heath practice.
Fact Sheet 5.0% The fact sheet is omitted. The fact sheet is incomplete. The fact sheet summarizes awareness for health issue and outlines steps for addressing the issue for a community group or population. At least one item is included in an attempt to make it eye-catching or compelling. There are some inaccuracies or minor omissions. The fact sheet offers an explanation for the health issue and helps bring awareness to the issue. Steps for addressing the issue for a community group or population are provided. Text and photos, images, or illustrations are included that generally make it eye-catching and more compelling. The fact sheet is appropriate for a nontechnical audience. The fact sheet offers a well-supported explanation for the health issue and helps bring awareness to the issue. Clear steps for addressing the issue for a community group or population are provided. Text and photos, images, or illustrations are added that make it more eye-catching and compelling. The fact sheet is accurate, well developed, and appropriate for a nontechnical audience.
Conclusion 5.0% The conclusion is omitted. The conclusion is incomplete. The conclusion summarizes the presentation. Some aspects are vague. The conclusion concisely restates the main points of the presentation and provides a call for action or restates potential recommendations. The conclusion is well developed, concisely restates the main points of the presentation, and provides a call for action or restates potential recommendations.
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 5.0% 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. Slides are largely free of mechanical errors, although a few may be present.
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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HCI-670 User Interface Design for Informatics Course Assignments & Discussions Study Guide

HCI-670 User Interface Design for Informatics Course Assignments & Discussions Study GuideHCI-670 User Interface Design for Informatics Course Description

In this course, learners apply principles of human factors engineering to the design of optimal user interfaces that improve clinical processes. Learners examine clinical decision support and clinical workflow analysis, modeling, reducing data entry errors, and usability testing in efforts to improve the experience of end users while prioritizing patient safety and the delivery of quality health care.

HCI 670 (User Interface Design for Informatics) Complete Course Syllabus— Topic 1 till 8 — Assignments & Discussion Questions

  • HCI 670 Topic 1 Assignment Human Factors Engineering Paper
  • HCI 670 Topic 1 Discussion Question 1
  • HCI 670 Topic 1 Discussion Question 2
  • HCI 670 Topic 2 Assignment Clinical Decision Support
  • HCI 670 Topic 2 Discussion Question 1
  • HCI 670 Topic 2 Discussion Question 2
  • HCI 670 Topic 3 Assignment Needs Assessment Case Study
  • HCI 670 Topic 3 Discussion Question 1
  • HCI 670 Topic 3 Discussion Question 2
  • HCI 670 Topic 4 Assignment: Designing Electronic Forms
  • HCI 670 Topic 4 Discussion Question 1
  • HCI 670 Topic 4 Discussion Question 2
  • HCI 670 Topic 5 Assignment: Benchmark — Create a Workflow
  • HCI 670 Topic 5 Discussion Question 1
  • HCI 670 Topic 5 Discussion Question 2
  • HCI 670 Topic 6 Assignment Benchmark — User Testing Script
  • HCI 670 Topic 6 Discussion Question 1
  • HCI 670 Topic 6 Discussion Question 2
  • HCI 670 Topic 7 Assignment Workflow Training
  • HCI 670 Topic 7 Discussion Question 1
  • HCI 670 Topic 7 Discussion Question 2
  • HCI 670 Topic 8 Assignment Benchmark — Internal Presentation
  • HCI 670 Topic 8 Discussion Question 1

HCI-670 User Interface Design for Informatics Course Assignments & Discussions

HCI-670 User Interface Design for Informatics Course Discussions

HCI 670 Topic 1 DQ 1: 

Describe the benefits of a clinical workflow and explain how an EHR-related workflow applies to informatics.

HCI 670 Topic 1 DQ 2: 

What are the possible solutions to prevent data entry error? How does this relate to overall integrity of the database and the analytic process?

HCI 670 Topic 2 DQ 1: 

Provide an example of an EHR-based clinical decision support tool from a workplace experience or current online resource. Describe the impact of decision support tool on the quality of patient care.

HCI 670 Topic 2 DQ 2: 

Discuss design principles used to facilitate heuristics in a clinical decision support process. Provide a workplace example and offer suggestions to improve the clinical decision support? Provide a rationale for why you made those suggestions.

HCI 670 Topic 3 DQ 1: 

Define “need assessment” and explain the various types of need assessments. Provide a workplace example of an improvement opportunity and identify the methods of needs assessment that could be used in this situation.

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HCI 670 Topic 3 DQ 2: 

Patient safety is a major concern for the health care industry. Refer to the topic resources to discuss how this concern may be addressed during the EHR needs assessment.

HCI 670 Topic 4 DQ 1: 

Consider the concept of data governance. Discuss the important strategies required for a data governance program.

HCI 670 Topic 4 DQ 2: 

Discuss how you would use data to develop information, knowledge and wisdom in workplace.

HCI 670 Topic 5 DQ 1: 

What are the benefits of a workflow analysis? What are some of the questions that need to be addressed when doing a workflow analysis?

HCI 670 Topic 5 DQ 2: 

Provide an example of something that was implemented and went poorly because workflow analysis was not done. Describe why it failed and what happened as a result.

HCI 670 Topic 6 DQ 1: 

Explain at least two different types of user testing, their importance and provide an example.

HCI 670 Topic 6 DQ 2: 

Refer to the assigned reading, “Exploratory Testing vs Scripted Testing — A Quick Guide,” to discuss in which step of the user testing process the most crucial bugs are identified.

HCI 670 Topic 7 DQ 1: 

Describe your principles of adult learning and their application to end user training. Provide an example of a training you have attended and how adult learning principles were utilized.

HCI 670 Topic 7 DQ 2: 

Discuss how organizational culture impacts the success of system implementation. Identify strategic change initiative success factors and discuss how these factors impact successful system implementation.

HCI 670 Topic 8 DQ 1: 

Changing health information systems can have a direct impact on the quality of patient care. Discuss initiatives that can enhance patient care quality during advanced stages of EHR adaption. Refer to the topic resources for help answering this question.

You can also read another study guide on nursing assignments for students from another post on PUB-540 Principles of Epidemiology Course Assignments & Discussions.

HCI-670 User Interface Design for Informatics Course Assignments

HCI 670 Topic 1 Assignment — Human Factors Engineering Paper

Assignment

Human Factors Engineering Paper

The purpose of this assignment is to explain the principles of design usability and analyze the impact of human factors on electronic applications for health care systems.

Write a 750-1,000-word paper on the usability of health informatics applications. Include the following:

  1. Describe an example of an electronic health record (EHR) application used in a health care setting.
  2. Describe the key elements of design usability for that application.
  3. Analyze and describe how human factors or heuristic principles affect the electronic EHR in the chosen application.
  4. Recommend an improvement to the chosen electronic application.
  5. Provide a rationale for the suggested improvement based on knowledge of design usability.

Support your findings with a minimum of two scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide.

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

Rubric

 

 

 

HCI 670 Topic 2 Assignment — Clinical Decision Support

Assignment

Clinical Decision Support

Clinical decision support is about using the right trigger, to the right person, with the right instructions, with the intent to ensure that the person is making the right decision.

The purpose of this assignment is to describe the different types of clinical decision support and determine the outcomes of applied clinical decision support.

Using the topic resources and your own research, write a 500-750-word paper addressing the following:

  1. What are the different types of clinical decision support?
  2. Describe at least three different types of clinical decision support that could be used in a health care setting or provide a personal workplace example.
  3. Using the examples, you have provided (above), identify the triggers that would initiate the criteria for clinical decision support.
  4. Using the same examples, outline the whowhatwhen, and how instructions of a clinical decision support enhancement.
  5. Describe the outcomes of the clinical decision support application.

Cite at least two scholarly resources in your response.

Prepare this assignment according to the guidelines found in the APA Style Guide.

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

Rubric

 

HCI 670 Topic 3 Assignment — Needs Assessment Case Study

Description

The purpose of this assignment is to identify and analyze the needs of an EHR in a clinical setting in order to determine a potential solution to an EHR problem.

Read the “Integrated Case Study”, “Oncology North: Navigator Intake Paper Form” and “Oncology South: Oncology Navigator Intake Form” resources prior to beginning the assignment and use the information in the resource to write a 750-1,000 word paper that provides answers to the following questions:

  1. What are the problems identified in the EHR?
  2. What are the gaps resulting from the identified problems?
  3. What are some opportunities to expand or develop the capabilities of the EHR?
  4. What developments could be made to the clinical workflow setting?
  5. What is a potential solution to the identified EHR problem?

Cite at least two scholarly, peer-reviewed resources in your analysis.

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.

Integrated Case Study

Overview:

Throughout this course, you will use this case study to demonstrate knowledge of the following course content:

  • Clinical decision support
  • Assessing user needs
  • Analyzing and documenting workflow
  • Designing and customizing fields, forms, and templates
  • User testing
  • Evaluation metrics
  • Designing user documentation and training

In a series of assignments, you will use this case study to integrate user interface design (including usability/human factor principles) into a design document, analyze and develop workflows, evaluate users’ needs (including their involvement in user testing), develop evaluation metrics, and design enduser training materials.

The case study, which will be used throughout the course, will focus on various components of the course topics. It focuses specifically on the unique needs of oncology patients and the healthcare needs of oncology navigators and prior authorization/financial coordinators.

The Case:

Universal Health is a large not-for-profit health care system with 12 hospitals in threestates and two large oncology programs in Arizona. One of the oncology programs is affiliated with Academic Hospital and the other with a larger national oncology healthcare system. Although both oncology locations are part of Universal Health, there are significant differences in how each of thelocations operates due to a recent merger/acquisition of the Academic Hospital oncology program (Oncology South) and the affiliation of the other oncology program (Oncology North) with a national oncology health care system. To compound these operational issues, Oncology North had been part of Universal Health for 8 years, so its Electronic Health Record (EHR) wasChrystal, which was the EHR platform for Universal Health and became the model used to convert Oncology South off itsEHR to align with the rest of the organization. Management of oncology patients is quite complex and there was significant concern from Oncology South aboutthe EHR conversion, as well as changes that would affectitsoperating model. Previously,both oncology programs worked relatively independently with IT to create custom solutions, but now would need to work together to create a standardized oncology solution for Universal Health.

If a merger/acquisition of a large academic hospital and its oncology program wasnot complex enough, adding the conversion of an EHR certainly made the situation more difficult. Also compounding the issue, Oncology North—although it had been on the EHR Chrystal for almost 8 years—had significant issues with the current build and felt that there were several gaps related to functionality for oncology clinicians to service itsunique population. Since Universal Health was in the process of converting the EHR at Academic Hospital and Oncology program, the EHR vendor, Chrystal, was actively involving itsalignment specialiststo assist in the conversion. One of the keyfirst steps of the Chrystal alignment specialists was to do a gap analysis and prioritization of EHR functionality for oncology as well as throughout Universal Health.

The gap analysis done by Chrystal found that the oncology build for Universal Health overall did not align to itsrecommendation for oncology specialties in several areas within the EHR. As a result, a focused team (including a project manager,nursing informatics, Universal Health IT resources, Chrystal oncology alignment specialists, and Chrystal oncology IT experts) was created to systematically address the recommendations from the Chrystal oncology gap analysis. Although there were recommendations globally related to Universal Health’s overall EHR build, there were some specific recommendations related to the build of the oncology platform within Chrystal. Some of the initial focus was related to concerns related to prior authorization/financial gaps and the functionally/workflow of all the oncology providers/clinicians,but also the oncology navigators whoreally didnot have any oncology functionality within Chrystal.

Servicing an oncology population is a significant part of the patient demographics of anylarge health care organization.Oncology patients have unique needs due to the frequency of their visits and the length of their treatments and follow-up, which can last a lifetime. A cancer diagnosis is life changing and can cause great emotional, physical, and financial stress. Oncology navigators exist to assess and assist patients and their families during their cancer treatment and hopefully into remission/survivorship. Unfortunately, cancer treatment can be costly, and dealing with insurance companies for prior authorization is an unfortunate reality in the current health care system. For health care providers, there is great financial responsibility in providing cancer treatment, so obtaining authorization from insurance companies and ensuring that patients are aware of their own financial responsibility areessential for both the patient and the organization.

After a patient receives a cancer diagnosis, the next step is usually a referral to an oncology specialist/program like Oncology North or Oncology South. That referral can come from a patient calling an oncology specialist/program directly or from the diagnosing physician contactingan oncology specialist/program. Oncology South and Oncology North both have dedicated intake referral specialists who work directly with patients, families,and referring physicians to get patients scheduled with anoncology specialist basedon their diagnosis. Before the patient sees the oncology specialist for the first time, many documents need to be sent to the prior authorization team for review to ensure that the appropriate prior authorization is obtained from the insurance company, as well as making sure that the patient will be seen by the most appropriate oncology specialist for the specifically diagnosed cancer. These documents vary from pathology reports, diagnostic results, and referring physician notes that can be sent to the prior authorization specialist at different times for different patients. It is essential to have a standard workflow and expectation of standard documentation in a certain place in the EHR, so that everyone involved in the initial authorization and clinical care knows what steps have been takenand what actions arepending. While these financial steps are occurring behind the scenes and are important details that need to be secured before a patient’s first appointment, it is worth noting that at this juncture patients have just received some of the worst news in their life and they just want to get treatment as soon as possible.

Oncology navigators are nurses that specialize in assisting patients navigate their cancer journey from diagnosis through treatment and into survivorship. After the first contact with the oncology intake specialists, oncology navigators are the next foundational step in the patient’s journey towards treatment and recovery. After the initial documentation is completed by the intake specialist who provides some basic information, including name of person calling, contact information, referral sources, provider information, and diagnosis information,such astype of cancer.  Based upon the type of cancer on the intake documentation, an oncology navigator who specializes in that cancer type is notified of the new patient and contacts the patient to initiate acustom navigation plan based upon assessment of needs. The oncology navigator role is an extremely important part of the oncology team. However, oncology navigatorswere identified as being significantly underdeveloped within Universal Health EHR based upon Chrystal’s gap analysis, so there needed to be focused attention on this group within the organization.

As a result, a dedicated team needed to be formed to include individuals from nursing informatics from Universal Health, Chrystal oncology alignment and IT specialists, Chrystal IT staff, and oncology navigators from both Oncology North and Oncology South. This team would be responsible documenting workflow, assessing enduser needs, and submitting a final design recommendation (including training materials) to the Universal Health IT build team. The completion deadline for the design document is 8 weeks.

Assessing current state and understanding end user needs must be one of the first goals of this dedicated team. Two days were dedicated for onsite observations of oncology navigators at Oncology South and Oncology North, during which it was discovered from the observations that even though the oncology navigators at both locations performedthe same role, they had some significant differences that needed to be overcome to be able to collaborate and create a single oncology navigator solution. The grid below outlines some of the differences.

Operations Differences Oncology South Oncology North
Initial Contact With Patient Phone interview within 3 days Initial physician clinic visit
Patient Oversight All oncology patients Only oncology patients that have identified needs
Documentation Paper form: See document: Nav Assessment 2018 Paper form: See document: Oncology North

Although each location has operational differences, they alsohave several similarities in how they used some of the tools in the EHR, as well as their need for data and the ability to track/trend the outcomes of their patients. One key request was to make it easier for all oncology clinicians to be able to see their documentation within Chrystal. These foundational similarities aligned to what Chrystal oncology specialists had implemented at other institutions, having already created an Oncology Navigator Recommended Design Document that could be used at UniversalHealth. The table below provides some similarities between Oncology North and Oncology South.

Operations Similarities Oncology North and Oncology South
Position Navigator/Coordinator RN
Data Request Wanted discrete data for reports
Electronic Documentation Used same two electronic methods to chart:

  1. Electronic forms shared by all types of navigators (e.g., ortho, pulmonary)
  2. Free-text note also shared by same navigators above
Electronic Documentation Wanted it to be easier to find specific oncology navigator documentation

Healthcare is all about data.In addition to using EHR for recording documentation, it is used to extract data to evaluate outcomes. Data in the EHR can come from discrete data from ICD10/ICD9 used by providers/coders, SNOMED, IMO codes used clinicians, but also directly from forms and flowsheets from discrete data fields. Understanding the unique data requirements of the oncology navigators, as well the initial prior authorization team, is foundational to creating the appropriate discrete fields or using existing data fields like ICD10 to help sort and organize data.

HCI 670 Topic 3 Assignment — Needs Assessment Case Study Rubric

Course Code Class Code Assignment Title Total Points            
HCI-670 HCI-670-O500 Needs Assessment Case Study 75.0
Criteria Percentage 1: Unsatisfactory (0.00%) 2: Less Than Satisfactory (74.00%) 3: Satisfactory (79.00%) 4: Good (87.00%) 5: Excellent (100.00%) Comments Points Earned  
Content 70.0%                
Identified Problems 10.0% A description of the identified problem is not present. A description of the identified problem is incomplete or incorrect. A description of the identified problem is included but lacks supporting details. A description of the identified problem is complete and includes supporting details. A description of the identified problem in the EHR is extremely thorough and includes substantial supporting details.
Gaps 15.0% A description of the gaps resulting from the identified problem is not present. A description of the gaps resulting from the identified problem is incomplete or incorrect. A description of the gaps resulting from the identified problem is included but lacks supporting details. A description of the gaps resulting from the identified problem is complete and includes supporting details. A description of the gaps resulting from the identified problem is extremely thorough and includes substantial supporting details.
Opportunities 15.0% An explanation of the opportunities to expand or develop the capabilities of the EHR is not present. An explanation of the opportunities to expand or develop the capabilities of the EHR is incomplete or incorrect. An explanation of the opportunities to expand or develop the capabilities of the EHR is included but lacks supporting details. An explanation of the opportunities to expand or develop the capabilities of the EHR is complete and includes supporting details. An explanation of the opportunities to expand or develop the capabilities of the EHR is extremely thorough and includes substantial supporting details.
Developments to Clinical Workflow 15.0% A description of the developments could be made to the clinical workflow setting is not present. A description of the developments could be made to the clinical workflow setting is incomplete or incorrect. A description of the developments could be made to the clinical workflow setting is included but lacks supporting details. A description of the developments could be made to the clinical workflow setting is complete and includes supporting details. A description of the developments could be made to the clinical workflow setting is extremely thorough and includes substantial supporting details.
Potential Solution 15.0% A description of the potential solution to the identified EHR problem is not present. A description of the potential solution to the identified EHR problem is incomplete or incorrect. A description of the potential solution to the identified EHR problem is included but lacks supporting details. A description of the potential solution to the identified EHR problem is complete and includes supporting details. A description of the potential solution to the identified EHR problem 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. 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%

 

HCI 670 Topic 4 Assignment — Digital Electronic Forms

Assignment

Designing Electronic Forms

The purpose of this assignment is to design a clinical form to be used for oncology RN navigators.

Read the “Integrated Case Study” resource and review the “Oncology North: Navigator Intake Paper Form” and “Oncology South: Oncology Navigator Intake Form” prior to beginning the assignment.

Based upon the case study and two intake forms, use an Excel spreadsheet or Word document to design a custom form that merges the paper documents and converts them to an electronic form. Be sure to include the different custom fields and topics necessary for navigating the form.

Along with your form, include a 250-word rationale in which you:

  1. Describe the heuristic principles used to design the clinical form.
  2. Explain how the documentation aids the oncology RN navigator in providing quality patient care.
  3. Explain the rationale of the design.

Prepare this assignment according to the guidelines found in the APA Style Guide.

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

HCI 670 Topic 4 Assignment — Digital Electronic Forms Rubric

HCI 670 Topic 5 Assignment Benchmark — Create a Workflow

Description

The purpose of this assignment is to analyze a clinical workflow and apply process modeling techniques to solve an EMR problem.

Read the “Integrated Case Study” resource and review the “Oncology North: Navigator Intake Paper Form” and “Oncology South: Oncology Navigator Intake Form” prior to beginning the assignment. In addition, refer to the instructor feedback you received on the Topic 3 assignment.

Part 1: Analyze a Current State

Analyze the “Oncology North: Navigator Intake Paper Form” and “Oncology South: Oncology Navigator Intake Form” to identify opportunities for process improvement as they relate to informatics. Consider ways to optimize electronic documentation and reduce the number of steps.

Part 2: Create a Future State Workflow

Using an Excel spreadsheet or Word document, create a future state workflow that solves the identified improvement opportunities from your analysis with a minimum of six steps and a clearly defined start and stop. The workflow must display the accurate symbols used to indicate certain actions.

Part 3: Rationale

In addition, support the future state workflow with a 500-word rationale that provides the following:

  1. Identify the users of the workflow.
  2. Describe the identified opportunities for process improvement and how the future state workflow addresses these opportunities.
  3. Describe how the future state workflow optimizes electronic documentation and reduces the number of steps.
  4. Explain the effects of the future state workflow on patient care.
  5. Explain how the future state workflow will change based on user needs.
  6. Discuss how to develop an improvement plan to enhance the future state workflow.

Include three to five scholarly resources to support your findings.

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.

Make sure to divide each point in a paragraph format. First paragraph needs to be an intro and include a thesis statement, Last paragraph needs to be a concluding statement.

para1: Intro; para2: Rationale: Users, Process Improvement, Opportunities to Improve (C2.3, C6.7); para3: Rationale: Optimizes Documentation and Reduction of Steps; para4: Rationale: Effects on Patient Care; para5: Rationale: Changes Based on Needs; para6: Research; para7: conclusion.

For the resources, make sure they are academic based. Each source must include either a doi or url.

HCI 670 Topic 5 Assignment Benchmark — Create a Workflow Rubric

Course Code Class Code Assignment Title Total Points            
HCI-670 HCI-670-O500 Benchmark – Create a Workflow 110.0
Criteria Percentage 1: Unsatisfactory (0.00%) 2: Less Than Satisfactory (74.00%) 3: Satisfactory (79.00%) 4: Good (87.00%) 5: Excellent (100.00%) Comments Points Earned  
Criteria 100.0%                
Workflow 20.0% Workflow is not present. The workflow is incomplete or incorrect about solving the identified problem and does not include at least six steps, a clearly defined start and stop, and accurate symbols. The workflow lacks supporting details about solving the identified problem and may not include at least six steps, a clearly defined start and stop, and accurate symbols. The workflow is complete and includes supporting details about solving the identified problem and includes at least six steps, a clearly defined start and stop, and accurate symbols. The workflow is extremely thorough in solving the identified problem and includes at least six steps, a clearly defined start and stop, and accurate symbols.
Rationale: Users, Process Improvement, Opportunities to Improve (C2.3, C6.7) 10.0% Rationale is not present. Rationale includes an ineffective analysis of the clinical workflow by identifying the users and opportunities for process improvement. Rationale poorly explains how the workflow addresses these opportunities and improves the use of information and clinical decision making. Rationale includes a vague analysis of the clinical workflow by identifying the users and opportunities for process improvement. Rationale minimally explains how the workflow addresses these opportunities and improves the use of information and clinical decision making. Rationale includes a detailed analysis of the clinical workflow by identifying the users and opportunities for process improvement. Rationale directly explains how the workflow addresses these opportunities and improves the use of information and clinical decision making. Rationale includes a comprehensive analysis of the clinical workflow by identifying the users and opportunities for process improvement. Rationale thoroughly explains how the workflow addresses these opportunities and improves the use of information and clinical decision making.
Rationale: Optimizes Documentation and Reduction of Steps 10.0% Rationale is not present. Rationale incorrectly describes how the future state workflow optimizes electronic documentation and reduces the number of steps. Rationale unclearly describes how the future state workflow optimizes electronic documentation and reduces the number of steps. Rationale effectively describes how the future state workflow optimizes electronic documentation and reduces the number of steps. Rationale innovatively describes how the future state workflow optimizes electronic documentation and reduces the number of steps.
Rationale: Effects on Patient Care 10.0% Rationale is not present. Rationale inaccurately explains the effects of the future state workflow on patient care. Rationale weakly explains the effects of the future state workflow on patient care. Rationale aptly explains the effects of the future state workflow on patient care. Rationale insightfully explains the effects of the future state workflow on patient care.
Rationale: Changes Based on Needs 10.0% Rationale is not present. Rationale inadequately explains how the future state workflow will change based on user needs and how the improvement plan will be developed. Rationale ambiguously explains how the future state workflow will change based on user needs and how the improvement plan will be developed. Rationale reasonably explains how the future state workflow will change based on user needs and how the improvement plan will be developed. Rationale proficiently explains how the future state workflow will change based on user needs and how the improvement plan will be developed.
Research 5.0% No outside sources were used to support the assignment. Few outside sources were used to support the assignment. Limited research is apparent. Research is adequate. Sources are standard in relevance, quality of outside sources, or timeliness. Research is timely and relevant, and addresses all of the issues stated in the assignment criteria. Research is supportive of the rationale presented. Sources are distinctive and address all of the issues stated in the assignment criteria.
Visual Appeal 5.0% There are few or no graphic elements. No variation in layout or typography is evident. Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited. Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout. Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size or color are used well and consistently. Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size or color are used well and consistently.
Technical Skill 5.0% Execution does not meet the criteria outlined. Execution is sloppy and unprofessional. Execution needs improvement. Execution is of good quality. Execution is flawless. Demonstrates an in-depth, high-level of understanding.
Aesthetic Quality 5.0% Design is cluttered. Materials detract from the content or the purpose of presentation is low quality. Design detracts from purpose. Text and visuals are too simplistic, cluttered, and busy. Little or no creativity or inventiveness is present. Design is fairly clean, with a few exceptions. Materials add to, not detract from the presentation. Materials used were quality products and easy to see or hear. Design is appropriate and integrates a variety of objects, charts, and graphs to amplify the message. Design is clean. Skillful handling of text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Appropriateness 5.0% There is no evidence that the student has selected an effective tool, technique, or paradigm to achieve the goal as defined in the project or course guideline. Materials (photo, sound files, video clips, apparel, illustrations, etc.) are missing. Student selection of a tool, technique, or paradigm does not relate to the project or course goal. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are not appropriate for the audience and the situation and are inadequately developed. Student selects a tool, technique, or paradigm that achieves a basic representation as defined in the project or course guideline. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are appropriate for the audience and the situation but some of the development of the material is inadequate. Student selects an effective tool, technique, or paradigm to achieve the desired goal as defined in the project or course guideline. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are appropriate for the audience and the situation. Student shows a deep understanding of the audience and the situation by selecting material that enhances understanding. Student creates tools, techniques, or paradigms that effectively achieve the desired goal.
Originality 5.0% The work is an extensive collection and rehash of the ideas, products, images, or inventions of other people. There is no evidence of new thought or inventiveness. The work is a minimal collection or rehash of the ideas, products, images, or inventions of other people. There is no evidence of new thought. The product shows evidence of originality. While based on the ideas, products, images, or inventions of other people, the work does offer some new insights. The product shows evidence of originality and inventiveness. While based somewhat on the ideas, products, images, or inventions of other people, the work extends beyond that collection to offer new insights. The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research.
Mechanics of Writing  (includes spelling, punctuation, grammar, and language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. 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. The 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%

HCI 670 Topic 6 Assignment Benchmark — User Testing Script

Description

The purpose of this assignment is to apply user testing to the created workflow for the identified case study need.

Read the “Integrated Case Study” resource prior to beginning the assignment. In addition, refer to the instructor feedback you received on the Topic 5 assignment.

Write a 750-1,000 word test script that answers the following questions:

  1. Who would be part of the user testing?
  2. What are the elements to test?
  3. What are the steps used to perform acceptance testing, integration testing of new systems, and testing of system enhancements?
  4. Are there any rules involved?
  5. What is the action/outcome expected?
  6. What would the action plan be if testing does not work?

Cite at least two scholarly 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.

HCI 670 Topic 6 Assignment Benchmark — User Testing Script Rubric

Course Code Class Code Assignment Title Total Points            
HCI-670 HCI-670-O500 Benchmark – User Testing Script 115.0
Criteria Percentage 1: Unsatisfactory (0.00%) 2: Less Than Satisfactory (74.00%) 3: Satisfactory (79.00%) 4: Good (87.00%) 5: Excellent (100.00%) Comments Points Earned  
Content 100.0%                
User 10.0% A description of who is part of the user testing is not present. A description of who is part of the user testing is incomplete or incorrect. A description of who is part of the user testing is included but lacks supporting details. A description of who is part of the user testing is complete and includes supporting details. A description of who is part of the user testing is extremely thorough and includes substantial supporting details.
Elements to Test 10.0% A description of the elements to test is not present. A description of the elements to test is incomplete or incorrect. A description of the elements to test is included but lacks supporting details. A description of the elements to test is complete and includes supporting details. A description of the elements to test is extremely thorough and includes substantial supporting details.
Testing Steps (C2.6, C6.10) 10.0% An explanation of the steps to be taken to perform acceptance testing, integration testing of new systems, and testing of system enhancements is not present. An explanation of the steps to be taken to perform acceptance testing, integration testing of new systems, and testing of system enhancements is incomplete or incorrect. An explanation of the steps to be taken to perform acceptance testing, integration testing of new systems, and testing of system enhancements is included but lacks supporting details. An explanation of the steps to be taken to perform acceptance testing, integration testing of new systems, and testing of system enhancements is complete and includes supporting details. An explanation of the steps to be taken to perform acceptance testing, integration testing of new systems, and testing of system enhancements is extremely thorough and includes substantial supporting details.
Rules 10.0% A description of the rules used in the user testing is not present. A description of the rules used in the user testing is incomplete or incorrect. A description of the rules used in the user testing is included but lacks supporting details. A description of the rules used in the user testing is complete and includes supporting details. A description of the rules used in the user testing is extremely thorough and includes substantial supporting details.
Action or Outcome 10.0% An explanation of the action or outcome expected from the user testing is not present. An explanation of the action or outcome expected from the user testing is incomplete or incorrect. An explanation of the action or outcome expected from the user testing is included but lacks supporting details. An explanation of the action or outcome expected from the user testing is complete and includes supporting details. An explanation of the action or outcome expected from the user testing is extremely thorough and includes substantial supporting details.
Action Plan 20.0% An explanation of the action plan to be put in place if the user testing does not work is not present. An explanation of the action plan to be put in place if the user testing does not work is incomplete or incorrect. An explanation of the action plan to be put in place if the user testing does not work is included but lacks supporting details. An explanation of the action plan to be put in place if the user testing does not work is complete and includes supporting details. An explanation of the action plan to be put in place if the user testing does not work 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. 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%

HCI 670 Topic 7 Assignment — Workflow Training

Description

The purpose of this assignment is to create materials to educate and train staff on the future state workflow created in Topic 5. Refer to your instructor’s feedback on that assignment for successful completion of this assignment.

Create an 8-10 slide PowerPoint presentation that could be used for leading a professional development for your staff on the future state workflow process.

Include a title slide, reference slide, and presenter’s notes.

Be sure to include the following:

  1. Objectives
  2. Purpose of the workflow
  3. Steps to creating the workflow
  4. Purpose/Problem the workflow solves
  5. Key changes or improvements
  6. Who is impacted and why

Include three to five scholarly resources to support your findings.

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 assignment to LopesWrite.

HCI 670 Topic 7 Assignment — Workflow Training Rubric

Course Code Class Code Assignment Title Total Points            
HCI-670 HCI-670-O500 Workflow Training 85.0
Criteria Percentage 1: Unsatisfactory (0.00%) 2: Less than Satisfactory (74.00%) 3: Satisfactory (79.00%) 4: Good (87.00%) 5: Excellent (100.00%) Comments Points Earned  
Content 100.0%                
Objectives 5.0% An explanation of the objectives of the presentation and workflow is not present. An explanation of the objectives of the presentation and workflow is incomplete or incorrect. An explanation of the objectives of the presentation and workflow is included but lacks supporting details. An explanation of the objectives of the presentation and workflow is complete and includes supporting details. An explanation of the objectives of the presentation and workflow is extremely thorough and includes substantial supporting details.
Purpose 5.0% An explanation of the purpose of the workflow is not present. An explanation of the purpose of the workflow is incomplete or incorrect. An explanation of the purpose of the workflow is included but lacks supporting details. An explanation of the purpose of the workflow is complete and includes supporting details. An explanation of the purpose of the workflow is extremely thorough and includes substantial supporting details.
Steps 5.0% An explanation of the steps taken to create the workflow is not present. An explanation of the steps taken to create the workflow is incomplete or incorrect. An explanation of the steps taken to create the workflow is included but lacks supporting details. An explanation of the steps taken to create the workflow is complete and includes supporting details. An explanation of the steps taken to create the workflow is extremely thorough and includes substantial supporting details.
Problem 10.0% A description of problem the workflow solves is not present. A description of problem the workflow solves is incomplete or incorrect. A description of problem the workflow solves is included but lacks supporting details. A description of problem the workflow solves is complete and includes supporting details. A description of problem the workflow solves is extremely thorough and includes substantial supporting details.
Key Changes 10.0% A description of the key changes or improvements is not present. A description of the key changes or improvements is incomplete or incorrect. A description of the key changes or improvements is included but lacks supporting details. A description of the key changes or improvements is complete and includes supporting details. A description of the key changes or improvements is extremely thorough and includes substantial supporting details.
Impact 5.0% An explanation of who is impacted by the workflow and why is not present. An explanation of who is impacted by the workflow and why is incomplete or incorrect. An explanation of who is impacted by the workflow and why is included but lacks supporting details. An explanation of who is impacted by the workflow and why is complete and includes supporting details. An explanation of who is impacted by the workflow and why is extremely thorough and includes substantial supporting details.
Presentation of Content 30.0% 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%

HCI 670 Topic 8 Assignment Benchmark — Internal Presentation

Assignment

Benchmark – Internal Presentation

The purpose of this assignment is to present the steps taken to identify and solve an EHR problem. This PowerPoint presentation is designed for executive leadership and explains the work done to solve the identified problem in the case study.

Create a 10-15 slide PowerPoint presentation overviewing the informatics solution to the identified problems in the “Integrated Case Study” resource. Include the following information:

  1. Describe the gap/need identified.
  2. Describe the electronic form created to assist the oncology RN navigator
  3. Describe the future state workflow created to meet the needs of the EHR.
  4. Explain how principles of human factor engineering and user interface were integrated into the design and implementation of the informatics solution.
  5. Outline the evaluation measures for the informatics solution.
  6. Describe the process for evaluating the success of the informatics solution.

Include cover slide, reference slide, and presenter’s notes.

Include three to five credible resources to support your findings.

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

HCI 670 Topic 8 Assignment Benchmark — Internal Presentation Rubric

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HCI-660 Health Data Analytics Course Assignments & Discussions Study Guide

HCI-660 Health Data Analytics Course Assignments & Discussions Study GuideHCI-660 Health Data Analytics Course Description

This course introduces techniques for extracting data and creating knowledge from health care data sets. Learners examine methods for describing, summarizing, and presenting data. There is specific focus on understanding the needs of information users, identifying organizational objectives, and ensuring that the analytical methodology chosen meets those needs. Prerequisite: HIM-650.

HCI-660 Health Data Analytics Course All Assignments & Discussions

HCI 660 Week 1 Discussion 1| Grand Canyon University

How do the analytics needs of health care enterprises vary based on organization size? Describe the four types of projects in project management for examining the analytical needs of a health care organization as outlined in Chapter 1 of the textbook.

HCI 660 Week 1 Discussion 2| Grand Canyon University

An acute care hospital is facing challenges related to an increased number of preventable readmission. Describe the role of analytics in reducing the number of preventable readmissions. Which analytics would be important? How do analytics help to identify patients who are at risk for preventable readmissions?

You can also read another study guide on nursing assignments for students from another post on HCI-670 User Interface Design for Informatics Course Assignments & Discussions.

HCI 660 Week 1 Assignment | Grand Canyon University

HCI 660 Week 1 Tableau VLab Activity 1-2

The purpose of this assignment is to get familiar with the Tableau VLab. There are two activities associated with this assignment. Activity 1 is an introductory activity that will assist users in logging into and accessing VLab. Activity 2 is to help the student understand the functions of Tableau and to explore this software application.

Open the VLab activity as assigned by your instructor. Note that some activities are gated, meaning you must complete the previous activities first. Discuss with your instructor if you find that you cannot access an assigned activity. The VLab password can be accessed through the instructor. Students can also access the newest password on the VLab Login Credentials documents found in VLab.

The minimum VLab score is 70% and unlimited attempts are allowed to reach the appropriate score or higher.

This VLab has two activities for you to complete. After completing the quiz for this activity, click the blue Print to PDF button (lower right-hand corner), download and save the scoresheet to your computer. Compile both score sheets into a single document and upload into the assignment drop box.

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 Centre.

Refer to “VLab Scoring Guide,” prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are not required to submit this assignment to LopesWrite.

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HCI 660 Week 2 Discussion 1| Grand Canyon University

What is the importance of understanding the minimal data set needed to achieve the purpose of the report? How do health care organizations determine if reporting needs to be static or ad hoc? What are the challenges if data does not exist in an extractable format?

HCI 660 Week 2 Discussion 2 | Grand Canyon University

Describe the requirements for a reporting tool that would facilitate the tracking of a merit-based incentive payment system (MIPS) quality performance in an emergency department environment (e.g., clinical dashboard). In your responses to peers, discuss at a high level how MIPS quality measure performance is determined for one or more quality measures that may be used by an emergency department.

HCI 660 Week 2 Assignment | Grand Canyon University

HCI 600 Week 2 Assignment 1

 Benchmark – Report Specifications

 The purpose of this assignment is to describe the considerations for gathering report specificationsIn a 500-700 word essay, address the following:

  1. Describe the purpose of reports in health care.
  2. What are the benefits of generating reports from gathered data? Provide an example of how report data are used in a health care setting.
  3. Describe how incomplete clinical documentation, disparate electronic records, and inconsistent policy affect data acquisition.
  4. Describe factors that can influence how often data should be collected.
  5. Assess the information needed to perform a workflow study tied to wait times in an emergency department. Include the relevant data that would need to be acquired in order to evaluate wait times.

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 assignment asssesses the following programmatic competencies:

2.2 (MS), 6.6 (MSN): Assess the information needs of end users in order to assist in the acquisition of relevant data.

HCI 660 Week 3 Discussion 1 | Grand Canyon University

What are clinical quality measures used for? Identify five clinical quality measures used by CMS. Describe the general structure of the five clinical quality measures you identified and explain how they are reported. Provide an example of how each of the five clinical quality measures you identified are designed to improve the quality of care.

HCI 660 Week 3 Discussion 2 | Grand Canyon University

What is the role of benchmarks in quality improvement activities? In order to benchmark progress, describe what an organization can compare its benchmarks against. Provide an example of a source for benchmarks.

HCI 660 Week 3 Assignment | Grand Canyon University

HCI 660 Benchmark – Health Information Technology

 The purpose of this assignment is to reflect on how technology assists with the management of health care data to improve services and outcomes. This reflective paper is intended to be completed after you have successfully completed Tableau VLAB Activity 3.

In a 750–1,000 word reflective essay, discuss how health information technology assists with the management of health data. Include the following in your essay:

  1. Describe the two online databases you worked with in VLab.
  2. Describe how you utilized health information technologies, applications, tools, processes, and structures to manage health data.
  3. Which specific analytics technologies are utilized most often by health care organizations?
  4. Analyze and interpret the data from the Tableau VLab and explain how the data can be used to improve health care services and health-related outcomes and promote wellness among populations?

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 assignment assesses the following programmatic competencies:

1.3 (MS), 6.3 (MSN): Apply knowledge of health information technology applications, tools, processes, and structures to manage health data.

 2.1 (MS), 6.5 (MSN):  Analyze and interpret health-related data for the purposes of improving health care services and health-related outcomes and promoting wellness among populations.

 HCI 660 Week 3 Assignment | Grand Canyon University

HCI 660 Tableau VLab Activity 3

The purpose of this assignment is to utilize two different online databases to acquire data. There is one activity associated with this assignment.

Open the VLab activity as assigned by your instructor. Note that some activities are gated, meaning you must complete the previous activities first. Discuss with your instructor if you find that you cannot access an assigned activity. The VLab password can be accessed through the instructor. Students can also access the newest password on the VLab Login Credentials documents found in VLab.

The minimum VLab score is 70% and unlimited attempts are allowed to reach the appropriate score or higher.

This VLab has one activity for you to complete. After completing the quiz for this activity, click the blue Print to PDF button (lower right-hand corner), download, and save the scoresheet to your computer. Upload the score sheet into the assignment drop box.

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.

Refer to “VLab Scoring Guide,” prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are not required to submit this assignment to Lopes Write.

HCI 660 Week 4 Discussion 1 | Grand Canyon University

What is the difference between structured and unstructured data? Compare the impact of using structured versus unstructured data.

HCI 660 Week 4 Discussion 2 | Grand Canyon University

Why does health care data need to be aggregated? In the data aggregation process, what is the impact of using information that is assigned a code as opposed to free text data?

HCI 660 Week 4 Assignment | Grand Canyon University

Tableau VLab Activity 4

 The purpose of this assignment is to utilize Excel and Tableau to perform a data mining, analysis, and display activity. There is one activity associated with this assignment.

Open the VLab activity as assigned by your instructor. Discuss with your instructor if you find that you cannot access an assigned activity. The minimum VLab score is 70% and unlimited attempts are allowed to reach the appropriate score or higher.

After completing the quiz for this activity, click the blue Print to PDF button (lower right-hand corner), download, and save the score sheet to your computer. Upload the score sheet into the assignment drop box.

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 Centre.

Refer to “VLab Scoring Guide,” prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are not required to submit this assignment to Lopes Write.

HCI 660 Week 5 Discussion 1 | Grand Canyon University

What is the purpose of looking at different types of data? What is the role of clinical terminology in data aggregation, normalization, and reconciliation?

HCI 660 Week 5 Discussion 2 | Grand Canyon University

How do you evaluate outliers? How can outliers be used to determine root cause of data integrity issues? Research and briefly explain how CMS uses Winsorization when calculating cost performance.

HCI 660 Week 5 Assignment | Grand Canyon University

HCI 660 Week 5 Assignment 1

Data Processing

The purpose of this assignment is to explore the challenges associated with abstracting, normalizing, and reconciling clinical data from multiple disparate sources. In a 500-750 word paper address the following:

  1. How are data abstracted from clinical records?
  2. Describe the process of normalizing data.
  3. Describe the process of reconciling data.
  4. What are the challenges associated with using data from different sources?

This assignment requires two or three scholarly sources.

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.

HCI 660 Week 6 Discussion 1 | Grand Canyon University

What is the purpose of data analytics in health care? What is the role of structured query language (SQL) in analytics?

HCI 660 Week 6 Discussion 2 | Grand Canyon University

Describe how predictive analytics is used operationally in clinical and business processes in health care. In your response to peers, describe one or more roles of predictive analytics in the health care environment.

HCI 660 Week 7 Discussion 1 | Grand Canyon University

What is the importance of understanding patterns and trends in data? Provide a specific example. How can the identification of patterns and trends help organizations save time?

HCI 660 Week 7 Discussion 2 | Grand Canyon University

How is data visualization used? How can an organization determine the best way to present data? Provide a specific example.

HCI 660 Week 7 Assignment | Grand Canyon University

Benchmark – Data Presentation

The purpose of this assignment is to create a visual for displaying data.

Use the data from the Tableau VLab Activity to create a visual representation of the data in the form of a report, chart, or graph. Include a brief rationale explaining how the data were organized and used in the creation of the visualization and why you chose the specific visual element.

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.

Benchmark Information

This benchmark assessses the following programmatic competencies:

2.5 (MS), 6.9 (MSN): Present health care data and information using effective visualization techniques.

HCI 660 Week 7 Assignment | Grand Canyon University

Tableau VLab Activity 6

The purpose of this assignment is to work with data and statistics excerpted from different web tools and databases to create a dashboard presentation on fraud and abuse using Tableau. There is one activity associated with this assignment.

Open the VLab activity as assigned by your instructor. Discuss with your instructor if you find that you cannot access an assigned activity. The minimum VLab score is 70% and unlimited attempts are allowed to reach the appropriate score or higher.

After completing the quiz for this activity, click the blue Print to PDF button (lower right-hand corner), download and save the scoresheet to your computer. Upload the scoresheet into the assignment dropbox.

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.

Refer to “VLab Scoring Guide,” prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are not required to submit this assignment to LopesWrite.

HCI 660 Week 8 Discussion 1 | Grand Canyon University

What is machine learning technology? How is machine learning technology being used in health care? What are the benefits of machine learning technology?

HCI 660 Week 8 Discussion 2 | Grand Canyon University

What is the purpose of analytic strategies in health care? Describe a scenario where a health care organization would need an analytics strategy. Using the scenario you described, what would the organization need to consider when outlining components of its strategy?

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HCI-655 Electronic Health Records Course Assignments & Discussions Study Guide

HCI-655 Electronic Health Records Course Assignments & Discussions Study GuideHCI-655 Electronic Health Records Course Description

This course prepares learners to evaluate, implement, and optimize electronic health record (EHR) technology to support the management and use of clinical data. Learners examine the architecture of EHRs and analyze the challenges of their design and use, including system integration requirements, distributed user bases, storage of complex data, high security requirements, and the diverse information needs of various end users. Learners also apply project management techniques to the planning and implementation of EHRs. Prerequisite: HIM-650.

HCI-655 Electronic Health Records Course All Assignments & Discussions

HCI 655 Week 1 Discussion 1 | Grand Canyon University

Describe the EHR adoption rate trends in the past 10 years. What have been the driving forces behind EHR adoption? What are some potential barriers to EHR adoption?

HCI 655 Week 1 Discussion 2 | Grand Canyon University

Describe the benefits of an EHR compared to a paper-based system. Have you had any personal experience with EHRs? If so, explain how they were beneficial or counterproductive.

You can also read another study guide on nursing assignments for students from another post on HCI-660 Health Data Analytics Course Assignments & Discussions.

HCI 655 Week 1 Assignment | Grand Canyon University

Week 1 Exploring EHRs

The purpose of this assignment is to become familiar with components of EHRs.

In a 500-750 word essay, describe the components of EHRs. 

Include the following:

  1. Define EHR.
  2. Describe information found in an EHR.
  3. Describe the core functions of an EHR.
  4. Explain how an EHR varies by clinical setting.

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.

HCI 655 Topic 1 Assignment: VLab MEDITECH Expanse Getting Started & Acute Activities (Patient Care Services and Physician Care Manager)

Assessment Description

HCI 655 (Electronic Health Records) Topic 1 Assignment: VLab MEDITECH Expanse Getting Started & Acute Activities (Patient Care Services and Physician Care Manager) Description: The purpose of this assignment is to access patient electronic health records (EHRs) using the MEDITECH EHR application. Complete the VLab activities and quizzes for this topic. When opening the VLab activity, note that some of the activities are gated, meaning you must complete the previous activities first.

Grading for this assignment will be credit/no credit. To receive credit, learners must achieve a minimum VLab score of 80% on the quizzes. Learners are allowed unlimited attempts to attain the required score.

After completing the quizzes for these activities, click the “Print to PDF” button to download and save the scoresheets to your computer. Upload the scoresheets to the assignment dropbox.

here are the login credentials:

Website:  https://www.ahima.org

Usrernamen: ***********************************************************  23Desmoto$

Website: https://newconnect.mheducation.com

Usrernamen: ************************************************** 23Desmoto$

HCI 655 Week 2 Discussion 1 | Grand Canyon University

What is the role of EHR interfaces? Explain how EHR technology platforms address information being shared through EHR interfaces.

HCI 655 Week 2 Discussion 2 | Grand Canyon University

Describe the differences between cloud-based and client-server architectures. What are the advantages and disadvantages of each model? 

What is the general difference in cost between the two models, and should cost be a factor in considering which is best?

HCI 655 Week 2 Assignment | Grand Canyon University

HCI 655 (Electronic Health Records) Topic 2 Assessment: EHR Technology Platforms

Week 2 EHR Technology Platforms

HCI 655 Topic 2 Assessment: EHR Technology Platforms

The purpose of this assignment is to research and become familiar with EHR technology platforms.

In a 750-1,000 word essay, research and explain various EHR technology platforms. 

Include the following:

  1. Select and describe two different technology platforms used in leading EHR systems.
  2. Contrast the benefits and challenges for the EHR technology platforms you selected. Include at least two benefits and two challenges for each platform.
  3. Explain why each technology platform you selected was developed.
  4. Identify which current EHR systems use the technology platforms you selected.

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.

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HCI 655 Week 3 Discussion 1 | Grand Canyon University

Describe the different data entry methods used by clinicians. Which methods are the most efficient and why are some approaches favored over others by clinicians? How is information stored and retrieved in the EHR?

HCI 655 Week 3 Discussion 2 | Grand canyon University

What are the benefits associated with reconciliation of health care data? 

What are the challenges associated with reconciliation of health care data? 

HCI 655 Week 3 Assignment | Grand Canyon University

HCI 655 Topic 3 Assessment: Health Care Systems Interoperability

Week 3 Health Care Systems Interoperability

Description

The purpose of this assignment is to develop an awareness of challenges associated with interoperability.

In a 1,000-1,250 word essay, analyze the current state of interoperability. Include the following:

  1. Describe the importance of data integrity in health care.
  2. Explain barriers to interoperability and health information exchange.
  3. Identify at least five key challenges of data storage and maintaining data integrity.
  4. Propose one solution to each challenge you have researched.
  5. Describe at least five standards recognized by the Office of the National Coordinator for Health Information Technology (ONC-HIT) that are applicable to interoperability.

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.

HCI 655 Week 4 Discussion 1 | Grand Canyon University

Explain CMS quality-based reporting requirements. How does the EHR support the capture and reporting of data to registries that are used to determine quality-based performance?

HCI 655 Week 4 Discussion 2 | Grand Canyon University

Explain how the CMS Promoting Interoperability program and its security requirements impact EHR design and use. Explain the role of encryption in storing secured data. Explain the importance of making ethical decisions to comply with security requirements when using EHR systems. How could aspects of a Christian worldview help inform ethical decision making in this situation?

HCI 655 Week 4 Assignment | Grand Canyon University

HCI 655 Topic 4 Assessment: VLab – MEDITECH Expanse (Ambulatory Activities – Office Staff Home Screen and Clinical Chart Review)

The purpose of this assignment is to navigate through the MEDITECH Expanse Ambulatory Office Staff functions and to examine the workflow and development of the patient’s record and how clinical staff interacts with the patient’s record.

Instructions

I have attached the vendor evaluation matrix that you will use in your final report. You will list the name of the fictional hospital or ambulatory clinic at the top followed by the vendors that you be evaluating. You will need to list your requirements on the left side of the matrix. It comes pre-populated with some requirements which you can use, but you only need to list your top 10-15 requirements. Then weigh each vendor on the requirements with a scale of 1-5 with 5 being the highest rating. Then total up the scores and you can use this as part of your decision making process for your recommendation.

One more thing for you for the final project

Please go to https://klasresearch.com/ and request a free account. This site can help you in the evaluation of your vendors. This site is known to be the leader in reviews for acute and ambulatory vendors. Please log on and see the different vendors and modules that they offer and how they rate compared to others.

From the syllabus:

Special Project Report (40%)

Use chapter 7 as your guide. You can also listen to the week 2 course chat where I cover this in detail.

Follow the steps in page 146 from the book. Tell the story as a narrative. Who are you? Whats your role? What health system hired you.

Listen to the week 2 course chat for additonal details and examples I shared from my past experiences. To access go to blackboard/chat/menu(top left)/ then the date – may have to select recordings in a range on the top right and enter january 1 of this year – then select week 2

Students are required to submit a not less than seven-page research project at the end of the semester. The topic is that you are an information technology consultant and have been hired to evaluate the vendor information system alternatives and select a new healthcare information system for a hospital, clinical department or other provider entity. You will prepare a consulting report on analyzing current systems and providing needs analysis. You will evaluate potential vendors and provide a recommendation for a new system.

A special project is required as follows:

Consider that you are an information technology consultant. You have been hired to evaluate the vendor information system alternatives and select a new healthcare information system for a hospital, clinical department or other provider entity. You will prepare a consulting report that includes the following:

  1. Situation Analysis. Describe the “real” or hypothetical work environment, provider objectives and current information systems configuration as well as any unmet needs or issues. What current clinical systems does the hospital or ambulatory clinic have? What are their pain points with the current setup?
  2. Functional Requirements. List or otherwise characterize the key functional requirements to be met by a new or upgraded health information system.
  3. Evaluate Vendor Alternatives. Describe and evaluate two to four vendor alternatives. Indicate pros, cons for each alternative. You must evaluate real vendors ex. Epic, Allscripts, Meditech
  4. Provisional Recommendation. Given the information available to you, what are you recommending to your client? Options may include upgrading the current system or implementing a new enterprise-wide clinical system. Be specific and indicate your rationales for your recommendation.
  5. A table comparing features of the vendor alternatives
  6. A graphic representation depicting the workflow of one department in your fictional hospital.

*Define the process that you will be taking to make a decision. For example, you as the project manager with be forming a steering committee, have vendor demonstration days etc. Use the steps defined in Chapter 7 as your guide.

Students are encouraged to come forward with their own project ideas and then secure approval. Otherwise, I will work with you to “brainstorm” alternatives.

Much or most of the information required for this assignment should be available from the Web. However, you may also wish to obtain product information through your own or another organization. You may also interview one or more individuals with relevant experience and expertise.

Your consultant’s report should be written as a single-spaced business-type report, about ten pages in length. The report will have:

  • No less than seven pages narrative, including all the subsections indicated above

HCI 655 Topic 4 Assessment: VLab – MEDITECH Expanse (Ambulatory Activities – Office Staff Home Screen and Clinical Chart Review) Vendor Evaluation Matrix

Hospital/ Ambulatory Site Name
Vendor Evaluation Matrix      
Instructions: Score each vendor on a scale from 1 (poor) to 5 (excellent) on each of your prioritized items. Total up your ratings for each vendor to help make your comparisons. Write the names of the vendors you are comparing in the watermark space provided in vendor columns.  Use the blank rows at the end of the worksheet to ask your own questions. 
Functionality/Usability Epic Cerner Meditech Allscripts
Charting        
tele visit 5 4 4 4.5
Does the system offer a variety of data entry options, e.g., dictation, voice recognition, structured notes, etc.?
Can I make subsequent edits and addendums to clinical documentation?
Does the system alert me about unfinished portions of the clinical documentation and can I bypass it if necessary?
Can I access other such clinical information as previous labs, progress notes, etc. from a patient’s “electronic chart” while charting?
Does the system allow me to multi-task, e.g., create task, order lab, etc. while charting?
Does the system allow me to forward patient information to staff, other physicians, etc. via e-mail, electronic faxing, messaging, etc.?
Does the system ensure that only authorized clinicians can sign clinical documentation?
Prescriptions        
Can I complete a prescription within a few clicks? 5 4 5 4
Can I look up medication information and is this information valuable?
How extensive (and how sensitive) is the system’s interactions checking capability, e.g., drug-drug, drug-allergy, drug-food?
How accurate is the system in identifying drug-condition warnings, e.g., pregnancy?
Can I refill a medication within a few clicks? Can previous sigs be viewed from the refill screen?
Can the system handle multiple drug formularies?
Can the system send prescriptions electronically to pharmacies in my local market?
Lab and Results Management        
Can I complete a lab order within a few clicks?
Can the system send lab orders electronically to laboratories, hospitals, etc. in my local market?
Can I pull up and review lab results within a few clicks?
Can the system receive lab results electronically from laboratories, hospitals, etc. in my local market?
Does the system notify me of abnormal lab results and provide normal ranges?     
Can the system show me trending of results over time?
Can I create and/or customize “off-the-shelf” order sets?
Decision Support        
Does the system utilize clinical information from all parts of the chart to provide decision support?
Does the system alert me when patient data indicates intervention is recommended?
Can I access medical literature, clinical guidelines, etc.?
Disease and Population Management        
Assuming good data entry for all patients, can I query the system and identify patients that have a particular condition, are on a certain medication, etc.?
Does the system track patients for follow-up and send out reminders?
Can I create ad-hoc reports or am I limited to ones provided off-the-shelf? Can I customize these reports?
Does reporting module handle “and/or” queries together?
Health Record Management        
Can I look up a patient by a number of different criteria, e.g., name, MRN, SSN, etc.? 
Does the system provide a summary view of a patient’s health status?
Does the system handle other such clinical documents as x-rays, reports, etc.?
Does the system allow me to maintain patient lists, e.g., problems, allergies, medications, etc.?
Can I organize patient information within the system in a similar way to my paper charts?
Clinical Tasking & Messaging        
Can I access and manage various tasks, e.g., sign progress notes, review labs, etc. within a few clicks?
Can I task or message someone else in the practice and do it with a few clicks?
Does system alert me of overdue tasks and urgent lab results?
How disruptive are the alerts, are they customizable and can they be overridden?
Can I manage tasks and messages from a computer other than my own?
Financial considerations        
Roughly how much could the system cost my clinic?
Can you offer an Application Service Provider (ASP) option, purchase option, or monthly subscription option?
Roughly how much do the software licenses cost?
About how much will on-going maintenance and upgrades cost?
How often will a support person(s) be available once the system goes “LIVE” in case of any system difficulty?
How are the licenses issued? Concurrent user versus per practitioner?
TOTAL SCORE        

HCI 655 Week 4 Assignment | Grand Canyon University

HCI 655 Topic 4 Assessment: EHR Privacy and Security

HCI 655 (Electronic Health Records) Topic 4 Assessment: EHR Privacy and Security

Description

The purpose of this assignment is to understand how legislation has driven EHR design and use.

Prepare a PowerPoint presentation (10 to 15 slides) reflecting on the legislation that has affected the privacy and security of EHRs. Each slide should include speaker notes. Address the following.

  1. How did the Institute of Medicine (IOM) and Computer-Based Patient Record Institute (CPRI) lead the way in the conceptualization of EHRs?
  2. Describe the HITECH Act and how it has impacted EHR design and use.
  3. Explain at least two benefits and challenges of the HITECH Act  
  4. Describe Promoting Interoperability (formerly called Meaningful Use) as outlined in the HITECH Act.
  5. Describe at least five different types of security measures and include the components of each security measure.

https://www.healthit.gov/topic/privacy-security-an…

https://www.pewtrusts.org/-/media/assets/2018/08/healthit_safe_use_of_ehrs_report.pdf

https://compliancy-group.com/what-is-the-hitech-ac…

HCI 655 Week 5 Discussion 1 | Grand Canyon University

HCI 655 (Electronic Health Records) Topic 5 Discussion Question 1 Description: Discuss various health care settings and their unique needs relating to EHRs. Explain the importance of matching organizational needs to the EHR vendor.

HCI 655 Week 5 Discussion 2 | Grand Canyon University

HCI 655 (Electronic Health Records) Topic 5 Discussion Question 2 Description: What types of clinical content are typically provided by vendors? What approaches do vendors and health care systems take towards developing and customizing clinical content within their EHRs?

HCI 655 Week 5 Assignment | Grand Canyon University

HCI 655 Topic 5 Assessment: Organizational Needs

Description

The purpose of this assignment is to become familiar with how organizational needs influence the selection of EHRs.

In a 500-750 word essay, reflect on how an organization’s needs are supported by an EHR vendor.

Choose a health care setting and a related organization. Identify the specific needs that influence the selection of an EHR for that organization. Include the following:

  1. Describe the organizational needs for the organization you selected.
  2. Explain how EHR vendors can support the organization by considering its organizational needs.
  3. Explain how organizational needs are used to establish user specifications.
  4. Describe the types of clinical content offered by EHR vendors.
  5. Explain the importance of pre-authored clinical content provided by EHR vendors.

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.

HCI 655 (Electronic Health Records) Topic 5 Assessment: Organizational Needs Rubric

Course Code Class Code Assignment Title Total Points            
HCI-655 HCI-655-O501 Organizational Needs 60.0
Criteria Percentage 1: Unsatisfactory (0.00%) 2: Less Than Satisfactory (74.00%) 3: Satisfactory (79.00%) 4: Good (87.00%) 5: Excellent (100.00%) Comments Points Earned  
Content 70.0%                
Organizational Needs 20.0% A description of organizational needs is not present. A description of organizational needs is present, but it lacks detail or is incomplete. A description of organizational needs is present. A description of organizational needs is present and well developed. A description of organizational needs is present and thorough.
EHR Vendor Support 15.0% An explanation of EHR vendor support is not present. An explanation of EHR vendor support is present, but it lacks detail or is incomplete. An explanation of EHR vendor support is present. An explanation of EHR vendor support is present and well developed. An explanation of EHR vendor support is present and thorough.
User Specifications 15.0% An explanation of how organizational needs are used to establish user specifications is not present. An explanation of how organizational needs are used to establish user specifications is present, but it lacks detail or is incomplete. An explanation of how organizational needs are used to establish user specifications is present. An explanation of how organizational needs are used to establish user specifications is present and well developed. An explanation of how organizational needs are used to establish user specifications is present and thorough.
Clinical Content 10.0% A description of the types of clinical content offered by EHR vendors is not present. A description of the types of clinical content offered by EHR vendors is present, but it lacks detail or is incomplete. A description of the types of clinical content offered by EHR vendors is present. A description of the types of clinical content offered by EHR vendors is present and well developed. A description of the types of clinical content offered by EHR vendors is present and thorough.
Pre-Authored Clinical Content 10.0% An explanation of the importance of pre-authored clinical content provided by EHR vendors is not present. An explanation of the importance of pre-authored clinical content provided by EHR vendors is present, but it lacks detail or is incomplete. An explanation of the importance of pre-authored clinical content provided by EHR vendors is present. An explanation of the importance of pre-authored clinical content provided by EHR vendors is present and well developed. An explanation of the importance of pre-authored clinical content provided by EHR vendors is present and thorough.
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%

HCI 655 Week 6 Discussion 1 | Grand Canyon University

HCI 655 (Electronic Health Records) Topic 6 Discussion Question 1 Description: Describe the importance of mapping existing workflows and workflows planned for future projects. How does EHR functionality impact workflows? Give an example of why it is important for an EHR to be compatible with clinical workflows.

HCI 655 Week 6 Discussion 2 | Grand Canyon University

HCI 655 (Electronic Health Records) Topic 6 Discussion Question 2 Description: What are the key workflow elements for a hospital admission? What are the key workflow elements for an inpatient encounter? What are the key workflow elements for an outpatient encounter? Discuss how a workflow impacts a patient’s experience in various health care settings.

HCI 655 Week 6 Assignment | Grand Canyon University

HCI 655 Topic 6 Assessment: Mapping a Workflow

HCI 655 (Electronic Health Records) Topic 6 Assessment: Mapping a Workflow

Description

The purpose of this assignment is to map a complete workflow for a clinical process.

Choose from the following list to create a visual workflow chart that includes five or more steps. Create the workflow using Microsoft Word. As you create your clinical process workflow, explain how the EHR supports each step in the process.

  1. Hospital admission
  2. Hospital discharge
  3. Outpatient clinic visit
  4. Ordering testing and reporting diagnostic imaging
  5. Ordering and delivery of pharmaceuticals to the patient
  6. Ordering and completing a dialysis or chemotherapy visit

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.

HCI 655 (Electronic Health Records) Topic 6 Assessment: Mapping a Workflow Rubric

Course Code Class Code Assignment Title Total Points            
HCI-655 HCI-655-O501 Mapping a Workflow 80.0
Criteria Percentage 1: Unsatisfactory (0.00%) 2: Less Than Satisfactory (74.00%) 3: Satisfactory (79.00%) 4: Good (87.00%) 5: Excellent (100.00%) Comments Points Earned  
Criteria 100.0%                
Workflow 20.0% A complete workflow is not present. A workflow is present, but it lacks detail or is incomplete. A complete workflow is present. A complete workflow is present and well developed. A complete workflow is present and thorough.
EHR Support 20.0% An explanation of how an EHR supports each step in the workflow process is not present. An explanation of how an EHR supports each step in the workflow process is present, but it lacks detail or is incomplete. An explanation of how an EHR supports each step in the workflow process is present. An explanation of how an EHR supports each step in the workflow process is present and well developed. An explanation of how an EHR supports each step in the workflow process is present and thorough.
Steps 20.0% Five or more steps are not present. Five or more steps are present, but they lack detail or are incomplete. Five or more steps are present. Five or more steps are present and well developed. Five or more steps are present and thorough.
Visual Appeal 10.0% There are few or no graphic elements. No variation in layout or typography is evident. Color is garish or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited. Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout. Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently. Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently.
Aesthetic Quality 10.0% Design is cluttered. Materials detract from the content or the purpose of presentation is low quality. Design detracts from purpose. Text and visuals are too simplistic, cluttered, and busy. Little or no creativity or inventiveness is present. Design is fairly clean, with a few exceptions. Materials add to, not detract from the presentation. Materials used were quality products and easy to see or hear. Design is appropriate and integrates a variety of objects, charts, and graphs to amplify the message. Design is clean. Skillful handling of text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 10.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. 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. The writer is clearly in command of standard, written, academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 10.0% 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%

HCI 655 Week 7 Discussion 1 | Grand Canyon University

HCI 655 (Electronic Health Records) Topic 7 Discussion Question 1 Description: What are the steps involved in EHR vendor selection? What is the most common rationale for changing EHR vendor platforms? Describe the difference between an RFI and RFP.

HCI 655 Week 7 Discussion 2 | Grand Canyon University

question 2: Describe three challenges associated with migration of data from one EHR product to another. List several risks of poor planning in the data migration process.

HCI 655 Week 7 Discussion 3 | Grand Canyon University

Question 3: Evaluate computer and information technologies to determine applicability to health care practice, education, administration, and research.

HCI 655 Week 7 Assignment | Grand Canyon University

HCI 655 (Electronic Health Records) Topic 7 Assessment: Benchmark – RFI for EHR Vendor

Description:

The purpose of this assignment is to evaluate an EHR vendor by analyzing key criteria that would be used to develop a request for information (RFI). You will choose an acute care or ambulatory setting and an EHR vendor to determine if the EHR vendor meets the needs of the setting.

In a 1,000-1,250 word essay, describe the considerations that need to be addressed during the EHR vendor evaluation process using the key criteria below. Evaluate your selected EHR vendor based on the research you have done on the key criteria. Include the following:

  1. Describe the organization, services provided, and the need for a new system.
  2. Explain the RFI process and the significance of a vendor evaluation and rating scale.
  3. Describe the health care information system architecture, functionality, and applicability to health care practice (include research, administrative reporting, security, and certification).
  4. Provide examples of how the EHR supports care coordination, interoperability, and electronic quality measures.
  5. Explain the vendor implementation support and stakeholder education process.
  6. A summary of the findings and whether or not to recommend the chosen health care setting and EHR vendor, based on applicability to health care practice, education, administration, and 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.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

MS Health Informatics

1.2: Evaluate computer and information technologies to determine applicability to health care practice, education, administration, and research.

MSN Health Informatics

6.2: Evaluate computer and information technologies to determine applicability to health care practice, education, administration, and research.

07:16

This is the assignment

HCI 655 (Electronic Health Records) Topic 7 Assessment: Benchmark – RFI for EHR Vendor Rubric

Course Code Class Code Assignment Title Total Points            
HCI-655 HCI-655-O501 Benchmark – RFI for EHR Vendor 120.0
Criteria Percentage 1: Unsatisfactory (0.00%) 2: Less Than Satisfactory (74.00%) 3: Satisfactory (79.00%) 4: Good (87.00%) 5: Excellent (100.00%) Comments Points Earned  
Criteria 100.0%                
Organization, Services Provided, and Need for New System 10.0% The description of the organization, services provided, and need for new system is not present. The description of the organization, services provided, and need for new system is present but lacks detail or is incomplete. The description of the organization, services provided, and need for new system is present. The description of the organization, services provided, and need for new system is detailed. The description of the organization, services provided, and need for new system is thorough.
RFI Process and Significance of Vendor Evaluation and Rating Scale 10.0% The description of the significance of the vendor evaluation and rating scale is not present. The description of the significance of the vendor evaluation and rating scale is present but lacks detail or is incomplete. The description of the significance of the vendor evaluation and rating scale is present. The description of the significance of the vendor evaluation and rating scale is detailed. The description of the significance of the vendor evaluation and rating scale is thorough.
Health Care Information System Architecture, Functionality, and Applicability to Health Care Practice (includes research, administrative reporting, security, and certification). 15.0% The description of the health care information system, architecture, functionality, and applicability to health care practice is not present. The description of the health care information system, architecture, functionality, and applicability to health care practice is present but lacks detail or is incomplete. The description of the health care information system, architecture, functionality, and applicability to health care practice is present. The description of the health care information system, architecture, functionality, and applicability to health care practice is detailed. The description of the health care information system, architecture, functionality, and applicability to health care practice is thorough.
Care Coordination, Interoperability, and Electronic Quality Measures 10.0% The explanation of how EHR supports care coordination, interoperability, and electronic quality measures is not present. The explanation of how EHR supports care coordination, interoperability, and electronic quality measures is present but lacks detail or is incomplete. The explanation of how EHR supports care coordination, interoperability, and electronic quality measures is present. The explanation of how EHR supports care coordination, interoperability, and electronic quality measures is detailed. The explanation of how EHR supports care coordination, interoperability, and electronic quality measures is thorough.
Vendor Implementation Support and Stakeholder Education Process 10.0% The description of the vendor implementation support and stakeholder education process is not present. The description of the vendor implementation support and stakeholder education process is present but lacks detail or is incomplete. The description of the vendor implementation support and stakeholder education process is present. The description of the vendor implementation support and stakeholder education process is detailed. The description of the vendor implementation support and stakeholder education process is thorough.
Summary of Findings and Recommendation of Chosen Health Care Setting and EHR Vendor Based on Applicability to Health Care Practice, Education, Administration, and Research (C1.2, 6.2) 15.0% A summary of findings and recommendation of chosen health care setting and EHR vendor based on applicability to health care practice, education, and research are not present. A summary of findings and recommendation of chosen health care setting and EHR vendor based on applicability to health care practice, education, and research is present but lacks detail or is incomplete. A summary of findings and recommendation of chosen health care setting and EHR vendor based on applicability to health care practice, education, and research is present. A summary of findings and recommendation of chosen health care setting and EHR vendor based on applicability to health care practice, education, and research is detailed. The summary of findings recommendation of chosen health care setting and EHR vendor based on applicability to health care practice, education, and research is well developed.
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. 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%

HCI 655 Week 8 Discussion 1 | Grand Canyon University

HCI 655 (Electronic Health Records) Topic 8 Discussion Question 1 Description: What is the step-by-step process for implementing an EHR? What are the most typical challenges faced by health care systems when implementing EHRs?

HCI 655 Week 8 Discussion 2 | Grand Canyon University

HCI 655 (Electronic Health Records) Topic 8 Discussion Question 2 Description: What is the role of project management techniques in the implementation of EHRs? Why is project management so important for a successful EHR implementation? What is the role and value of acceptance testing during the EHR implementation process?

HCI 655 Week 8 Assignment | Grand Canyon University

HCI 655 Topic 8 Assessment: Implementation Plan Outline

Assessment Description

The purpose of this assignment is to become familiar with the EHR implementation process by creating an implementation plan outline.

Develop an implementation plan outline for an enterprise health care system. In your outline, include a description of the following elements and how you would address them in an EHR implementation plan.

  • Impacted health care settings within the enterprise health care system
  • Challenges of implementing EHRs
  • Project management methodology and tools used
  • Health care system organizational structure
  • Needs for interoperability and interfaces between information systems
  • Education and training requirements
  • User acceptance testing considerations

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.

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HIM-615 Health Care Information Systems and Technology Course Assignments & Examples Study Guide

HIM-615 Health Care Information Systems and Technology Course Assignments & Examples Study GuideHIM-615 Health Care Information Systems and Technology Course Description

This course examines the application of information systems in health care settings, beginning with an analysis of the broad meaning and nature of information and systems. The focus narrows to utilization of computer technologies, configurations, and applications as tools to benefit health care environments. Emphasis is placed on the challenges related to the development and implementation of effective information systems in light of a rapidly and continuously changing health care model, evolution of technology team member roles and responsibilities, and advancement of technological requirements within the health care system.

HIM-615 Health Care Information Systems and Technology Course Syllabus

NUR-513 Introduction to Advanced Registered Nursing

 Course Code                        Type                                    Duration                         Credit Hours

HIM-615     Credit Based      0 Days         4.0.

Pre-Requisites

None

Co-Requisites

None

Add-Ons

Additional Material

Textbook

Health Care Information Systems: A Practical Approach for Health Care Management Wager, K., Wickham-Lee, F., &amp;Glaser, J., (2013). Health care information systems: A practical approach for health care management (3rd ed.). San Francisco: Jossey-Bass. ISBN-13: 9781118173534 (Available as eBook for online students only.)

http://gcumedia.com/digital-resources/wiley/2013/ health-care-information-systems_a-practical- approach-for-health-care-management_ebook_3e.php

Other

Information Technologies Assignment Sheet

Other

Informatics Outline

You can also read another study guide on nursing assignments for students from another post on HCI-655 Electronic Health Records Course Assignments & Discussions.

HIM-615 Health Care Information Systems and Technology Course Discussions Questions Grand Canyon

Topic 1: Health Care Informatics Components Discussions

HIM 615 Topic 1 DQ 1

What comprises components of an information system? What does “accessibility” mean in the context of IT systems and how does it apply to health care settings? Research and provide input on what you believe is the next “cutting-edge technology” that will impact health care and how would you incorporate it for use.

HIM 615 Topic 1 DQ 2

View “Health Information Exchange” Discuss how this resource can assist you in successfully completing the assignments for this course.

Topic 2 Discussions

HIM 615 Topic 2 DQ 1

Before you conduct an interview focused on EHRs and software solutions (as assigned in Module 6), it is advisable to really think about what it is that you are trying to learn and to make sure that you have developed professional and appropriate questions that will get you those answers. It is also very important that you understand that the professionals with whom you are requesting an interview are probably very busy and have important job responsibilities. Please respect the time that this person is willing to give you by keeping your questions as clear and concise as possible and limiting the number of them to the least possible needed. If you have taken the least amount of this person’s time needed and he/she is available and open to spending some additional time with you on a less critical conversation about his/her job, that is fine. To this point, what are the questions that you think you should be posing to get to the answers this assignment asks for?

HIM 615 Topic 2 DQ 2

The health care field is lagging behind in IT adoption compared to other industries. Where are the largest gaps? What are the reasons for this lag? How can those in health care IT/informatics close the gap?

Topic 3 Discussions

HIM 615 Topic 3 DQ 1

Why are there so many different EMR systems? What are the opportunities and barriers to interoperability?

HIM 615 Topic 3 DQ 2

Consider the report from ONC recommendations. Describe the various barriers to health IT adoption. Defend what you believe to be the single biggest challenge of IT systems in health care.

Topic 4 Discussions

HIM 615 Topic 4 DQ 1

What constitutes “best-of–breed”? Which benefits or challenges do best-of-breed and single vendor systems have in common? Where do they differ?

HIM 615 Topic 4 DQ 2

Which factors need to be considered when evaluating information system integration approaches?

Topic 5 Discussions

HIM 615 Topic 5 DQ 1

In Topic 7, students will need to submit the Hardware Solution: RFP assignment. What format do you think will be the most effective to meet your needs? What type of research and analysis will be required for your RFP? Discuss any challenges you are facing with this assignment.

HIM 615 Topic 5 DQ 2

What is meant by “alert fatigue”? How serious of a problem do you think this is? How can it be mitigated?

Topic 6 Discussions

HIM 615 Topic 6 DQ 1

Describe physical security, technical security, and data redundancy. Which is more important? Are the laws and regulations associated with privacy and security of health care data reasonable? If so, why? If not, why?

HIM 615 Topic 6 DQ 2

Explore the Health Information Privacy page on the U.S. Department of Health & Human Services website as assigned in the Topic 6 Readings, respond to the following prompt: What is considered “identifiable patient information?” The HIPAA privacy and security rules specify requirements for hospitals, clinics, and private practices under “Administrative Requirements.” Do you think these entities are mostly in compliance with the rules? Provide reasons why an entity might not be.

Topic 7 Discussions

HIM 615 Topic 7 DQ 1

What is the role of an HIT manager? Describe the benefits/challenges of having resources that are clinical working with those that are technical? What is an ideal makeup of a health IT strategy planning team in terms of which parts of the health organization should be represented? Why?

HIM 615 Topic 7 DQ 2

What are the benefits/disadvantages in employing a bottom-up versus a top-down management approach to deploy a health care information system? Identify risks in implementation, deployment, and maintenance of a HIT system. How can you minimize these risks?

Topic 8 Discussions

HIM 615 Topic 8 DQ 1

What is evidence-based medicine (EBM)? Are best practices adopted widely and uniformly? If so, describe where you have seen it. If not, why? How does HIT fit into the life cycle of evidence-based medicine? How does HIT facilitate evidence-based medicine.

HIM 615 Topic 8 DQ 2

Read the case study by clicking on the “Process” tab in the “Hospital Route” tab in the “Health Information Exchange”. Where are the potential pitfalls in this scenario? Where might there be a breakdown of communication, and how could this be prevented?

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HIM-615 Health Care Information Systems and Technology Course Assignments Grand Canyon

HIM 615 Grand Canyon University Health Care Information Systems Diagram Assignment

Assignment Description

The purpose of this assignment is to understand the challenges and opportunities in the development and enhancement of information systems and their impact on communication and workflow efficiency.

Research the health information system structure at your current or most recent organization. Create a systems diagram illustrating your understanding of various health care information systems, their components, and connections with other health care departments. Write a 250-500 word description of your diagram. Include the criteria below.

  1. A summary of the standard components of health care information systems.
  2. An overview of advantages and challenges faced by a hospital using information systems for health care, especially as they relate to the evolving nature of health care information needs.
  3. Integrate three to five supporting sources of health information.

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.

HIM-615 Health Care Information Systems Diagram Assignment – Rubric

Course Code Class Code Assignment Title Total Points            
HIM-615 HIM-615-O500 Health Care Information Systems Diagram 125.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Group 1 100.0%                
Systems Diagram 30.0% A diagram of a health care system is not included. A diagram of a health care system is incomplete or incorrect. A diagram of a health care system is included but lacks supporting detail. A diagram of a health care system is complete and includes supporting detail. A diagram of a health care system is extremely thorough and includes substantial detail.
Standard Components of Health Care Information Systems 30.0% A summary of the standard components of a health care information system is not included. A summary of the standard components of a health care information system is incomplete or incorrect. A summary of the standard components of a health care information system is included but lacks supporting detail. A summary of the standard components of a health care information system is complete and includes supporting detail. A summary of the standard components of a health care information system is extremely thorough and includes substantial detail.
Advantages and Challenges 25.0% A description of the advantages and challenges hospital face when using health information systems is not included. A description of the advantages and challenges hospital face when using health information systems is incomplete or incorrect. A description of the advantages and challenges hospital face when using health information systems is included but lacks supporting detail. A description of the advantages and challenges hospital face when using health information systems is complete and includes supporting detail. A description of the advantages and challenges hospital face when using health information systems is extremely thorough and includes substantial detail.
Mechanics of Writing  (includes spelling, punctuation, grammar, and language use) 10.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. 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. The 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%

HIM-615 Information Technology Professional Interview Grand Canyon University

Description

Information Technology Professional Interview

For this assignment, you will interview an IT professional involved in project management at your current or previous organization. Prior to the interview, prepare a list of questions to help you acquire information related to the questions below. Write a 750-1,000 word paper addressing the following criteria:

  1. Discuss the project development methodology that the IT professional you interviewed uses to complete tasks.
  2. Explain the role of a business analyst in health IT projects and how it has prepared them for challenging projects.
  3. Describe the application developer skill sets that the IT professional uses. Discuss how these skill sets could be used in your career.
  4. Discuss the quality assurance process and system testing methodology.

Be sure to cite specific information and responses from the interview 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.

HIM-615 Information Technology Professional Interview Assignment – Rubric

Course Code Class Code Assignment Title Total Points            
HIM-615 HIM-615-O500 Information Technology Professional Interview 135.0
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%                
Project Development Methodology 10.0% A description of project development methodology used by the IT professional to complete tasks is not included. A description of project development methodology used by the IT professional to complete tasks is incomplete or incorrect A description of project development methodology used by the IT professional to complete tasks is included but lacks details. A description of project development methodology used by the IT professional to complete tasks is complete and includes supporting detail. A description of project development methodology used by the IT professional to complete tasks is extremely thorough and includes extensive supporting detail.
Role of a Business Analyst in Health IT Projects and Challenges 20.0% An explanation of the role of the business analyst in health IT projects and how it prepares the IT professional for challenging projects is not included. An explanation of the role of the business analyst in health IT projects and how it prepares the IT professional for challenging projects is incomplete or incorrect. An explanation of the role of the business analyst in health IT projects and how it prepares the IT professional for challenging projects is included but lack details. An explanation of the role of the business analyst in health IT projects and how it prepares the IT professional for challenging projects is complete and includes supporting detail. An explanation of the role of the business analyst in health IT projects and how it prepares the IT professional for challenging projects is extremely thorough and includes extensive supporting detail.
Application Developer Skill Sets 20.0% A description of the application developer skill sets that the IT professional uses and how they could be implemented into the career of the student is not included. A description of the application developer skill sets that the IT professional uses and how they could be implemented into the career of the student is incomplete or incorrect. A description of the application developer skill sets that the IT professional uses and how they could be implemented into the career of the student is included but lacks details. A description of the application developer skill sets that the IT professional uses and how they could be implemented into the career of the student is complete and includes supporting detail. A description of the application developer skill sets that the IT professional uses and how they could be implemented into the career of the student is extremely thorough and includes extensive supporting detail.
Quality Assurance Process and System Testing Methodology 20.0% A description of the quality assurance process and system testing methodology is not included. A description of the quality assurance process and system testing methodology is incomplete or incorrect. A description of the quality assurance process and system testing methodology is included but lack details. A description of the quality assurance process and system testing methodology is complete and includes supporting detail. A description of the quality assurance process and system testing methodology is extremely thorough and includes extensive supporting detail.
Effectiveness and Organization 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%

HIM-615 Health Information Exchange Analysis Assignment

Description

The purpose of this assignment is to review the current state of development for your state’s health information exchange (HIE) and current participation rate.

Compare your state to three states with similar demographics. Write a 1,000-1,250 word summary related to the ability of your state’s HIE to share data and improve the following:

  1. Coordination of care
  2. Public health initiatives
  3. Evidence-based 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.

HIM-615 Health Information Exchange Analysis Assignment Rubric

Course Code Class Code Assignment Title Total Points            
HIM-615 HIM-615-O500 Health Information Exchange Analysis 135.0
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%                
Comparison of State HIEs 10.0% A comparison of three state HIEs is not included. A comparison of three state HIEs is incomplete or incorrect. A comparison of three state HIEs is included but lack details. A comparison of three state HIEs is complete and includes supporting detail. A comparison of three state HIEs is extremely thorough and includes substantial detail.
Coordination of Care 20.0% A description of HIE and its ability to share data and improve the coordination of care is not included. A description of HIE and its ability to share data and improve the coordination of care is incomplete or incorrect. A description of HIE and its ability to share data and improve the coordination of care is included but lack details. A description of HIE and its ability to share data and improve the coordination of care is complete and includes supporting detail. A description of HIE and its ability to share data and improve the coordination of care is extremely thorough and includes substantial detail.
Public Health Initiatives 20.0% A description of HIE and its ability to share data and improve the public health initiatives is not included. A description of HIE and its ability to share data and improve the public health initiatives is incomplete or incorrect. A description of HIE and its ability to share data and improve the public health initiatives is included but lack details. A description of HIE and its ability to share data and improve the public health initiatives is complete and includes supporting detail. A description of HIE and its ability to share data and improve the public health initiatives is extremely thorough and includes substantial detail.
Evidence-Based Research 20.0% A description of HIE and its ability to share data and improve evidence-based research is not included. A description of HIE and its ability to share data and improve evidence-based research is incomplete or incorrect. A description of HIE and its ability to share data and improve evidence-based research is included but lack details. A description of HIE and its ability to share data and improve evidence-based research is complete and includes supporting detail. A description of HIE and its ability to share data and improve evidence-based research is extremely thorough and includes substantial detail.
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 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. 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%

HIM-615 Health Care Information Systems Diagram Assignment

Description

The purpose of this assignment is to understand the challenges and opportunities in the development and enhancement of information systems and their impact on communication and workflow efficiency.

Research the health information system structure at your current or most recent organization. Create a systems diagram illustrating your understanding of various health care information systems, their components, and connections with other health care departments. Write a 250-500 word description of your diagram. Include the criteria below.

  1. A summary of the standard components of health care information systems.
  2. An overview of advantages and challenges faced by a hospital using information systems for health care, especially as they relate to the evolving nature of health care information needs.
  3. Integrate three to five supporting sources of health information.

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.

HIM-615 Health Care Information Systems Diagram Assignment Rubric

Course Code Class Code Assignment Title Total Points            
HIM-615 HIM-615-O500 Health Care Information Systems Diagram 125.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned  
Group 1 100.0%                
Systems Diagram 30.0% A diagram of a health care system is not included. A diagram of a health care system is incomplete or incorrect. A diagram of a health care system is included but lacks supporting detail. A diagram of a health care system is complete and includes supporting detail. A diagram of a health care system is extremely thorough and includes substantial detail.
Standard Components of Health Care Information Systems 30.0% A summary of the standard components of a health care information system is not included. A summary of the standard components of a health care information system is incomplete or incorrect. A summary of the standard components of a health care information system is included but lacks supporting detail. A summary of the standard components of a health care information system is complete and includes supporting detail. A summary of the standard components of a health care information system is extremely thorough and includes substantial detail.
Advantages and Challenges 25.0% A description of the advantages and challenges hospital face when using health information systems is not included. A description of the advantages and challenges hospital face when using health information systems is incomplete or incorrect. A description of the advantages and challenges hospital face when using health information systems is included but lacks supporting detail. A description of the advantages and challenges hospital face when using health information systems is complete and includes supporting detail. A description of the advantages and challenges hospital face when using health information systems is extremely thorough and includes substantial detail.
Mechanics of Writing  (includes spelling, punctuation, grammar, and language use) 10.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. 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. The 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%

HIM-615 3-eHealth and Telemedicine Assignment

3-eHealth and Telemedicine Assignment Instructions

Write a Briefing Report that compares eHealth and Telemedicine for their purpose, process, applicable situations, and type of healthcare services they are used for, and include the following items in your briefing report: 

  • Which categories of patients could benefit from these services the most?
  • What infrastructure is required for each situation you identified?
  • Are providers being reimbursed for these services during the COVID-19 pandemic? Are these services reimbursed cross-states?
  • Are the changes promoted during COVID-19 pandemic permanent? Why? 

Your Briefing Report should follow APA 7th Edition formatting. Be sure to include scholarly and/or professional evidence (references) with correlating in-text citations.

Research Paper Length and APA Requirements: No more than 5 pages (excluding title page and reference page). Formatted in APA 7th Edition. Provide credible evidence, using in-text citations from your references, to support your conclusions/information.

  1. Discussion: NOTE: This is due by Sunplease

According to Health IT (https://www.healthit.gov/coronavirus), ONC (Office of National Coordinator for Health Information Technology) partnered with the CDC ( Center for Disease Control and Prevention ) to share various resources for reporting and tracking COVID-19, as well as general clinical guidance to the health IT community and healthcare providers. Which types of health informatics have been effectively used for responding to and combatting COVID-19 pandemic? What was the role of each? What were the challenges faced by processes of data collection, reporting, and utilization and Why? What could have been done to minimize these negative events? 

Follow APA formatting, referencing credible evidence. Only one outside source is allowed. Use the content of this class as the main source of evidence. This requires a min of 500 words.

Materials

Other Resources

 Presentations

HIM-615 Nursing Informatics Assignment

Nursing Informatics Assignment Instructions

Nursing Informatics (NI) is one of the various types of health informatics that is used in different healthcare settings. The term Nursing Informatics can be defined as an amalgamation of nursing science with information and analytical sciences to identify, define, manage, use, and communicate healthcare data. 

  1. Submit a research paper that addresses the following aspects:
  • What role NI has played in responding to the COVID-19 pandemic?
  • What application challenges has it faced in combatting COVID-19 pandemic?
  • What suggestion(s) can you make to increase the role of NI in future pandemics?
  • Offer managerial strategies to use for the NI promotion and implementation for situations other than pandemics. 

Research Paper Length and APA Requirements: No more than 5 pages (excluding title page and reference page). Formatted in APA 7th Edition. Provide credible evidence, through the use of in-text citations from your references, to support your conclusions/information.

Research Paper Length and APA Requirements: No more than 5 pages (excluding title page and reference page). Formatted in APA 7th Edition. Provide credible evidence, through the use of in-text citations from your references, to support your conclusions/information.

  1. Discussion: NOTE: This is due by Sun please.

According to Health IT (https://www.healthit.gov/coronavirus), ONC (Office of National Coordinator for Health Information Technology) partnered with the CDC ( Center for Disease Control and Prevention ) to share various resources for reporting and tracking COVID-19, as well as general clinical guidance to the health IT community and healthcare providers. Which types of health informatics have been effectively used for responding to and combatting COVID-19 pandemic? What was the role of each? What were the challenges faced by processes of data collection, reporting, and utilization and Why? What could have been done to minimize these negative events? 

Follow APA formatting, referencing credible evidence. Only one outside source is allowed. Use the content of this class as the main source of evidence. 

Materials

Other Resources

Presentationa

HIM-615 The Encryption Assignment

Description

Encryption

It is common in today’s environment for healthcare providers and patients to use email or texting to communicate with each other. Prepare a procedure on secure messaging. What are the key components of the federal regulation 45 CFR Part 170.314(e) (3) Secure messaging? Include a summary of what information between provider and patient must be encrypted.  Where is the certification criterion from for encryption? How would you test for intrusion of the messaging system? What requirements would you require for password management?

HIM-615 Information Technologies

Details:

Complete “Information Technologies Response Assignment Sheet.”

You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

HIM-615-InformationTechnologiesAssignmentSheet.docx

HIM 615 Report to the COO

Details:

Health Level Seven International (HL7) is a not-for-profit, standards-developing organization dedicated to providing a comprehensive framework and related standards for the exchange, integration, sharing, and retrieval of electronic health information that supports clinical practice and the management, delivery, and evaluation of health services.

After reading “Strategic Initiatives” (see Module 4 assigned readings), refer to the journals listed:

Search the GCU Library and the websites of professional health care informatics organizations, such as the American Health Information Management Association (AHIMA), American Medical Informatics Association (AMIA), and the Healthcare Information and Management Systems Society (HIMSS). Useful periodicals include:

  • Health Data Management
  • Health Management Technology
  • Healthcare Informatics
  • Healthcare IT News

Locate a case study that discusses how a health care organization solved a communication problem with a hardware solution while maintaining existing software.

Prepare a professional report (1,250-1,500 words) as if you are the informatics director of a 300-bed facility and the chief operating officer (COO) has given you the following directives:

  1. Improve communication and coordination between admitting, laboratory, pharmacy, and clinicians to increase throughput; assume that each department has its own system currently in place.
  2. Propose a solution that maintains existing software in each department and is supported by the HL7 initiatives.

In addition, define your focus and select a hardware solution; it may consist of a phased approach or an approach that directs attention only to one of the groups, or it may involve all of the aforementioned departments.

Provide a solution; emphasize interoperability.

Discuss how HL7 will improve communication and coordination between the departments.

Address the challenges of incorporating interoperability mandates from the Office of the National Coordinator.

Consider the challenges of an environment that is best of breed and the desire to move to a standard EHR across a health care enterprise.

Your solution may not implement new EHR software, but must provide a hardware solution to increase throughput.

Be creative with the context and formatting.

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

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.

HIM-615 Interview Summary

Details:

In this assignment, you are required to identify a health care facility where you would consider working in the field of health care informatics.

Identify and interview someone who is responsible for IT security (e.g., compliance, privacy, risk, or quality).

To assist in formulating salient questions, view the terms (see assigned readings related to “Health Information Exchange.”)

From the discussions and insights from the discussion forum, include the questions that were pertinent to the information gathered from your interview. Focus on EHRs and software solutions.

Write a 500-750-word summary of your interview. The summary should focus on EHRs, software solutions, and IT security. Include the following:

  • Background information of the interviewee (e.g., role, title, and their professional involvement with privacy, security, patient data, and EHR hardware).
  • IT security
  • Impending government regulations

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

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.

HIM-615 Hardware Solution: RFP

Details:
Refer to the following links that explain the RFP process and provide a template that can be modified to suit any situation:

  1. RFP Sample Documents from HIMSS:  http://www.himss.org/rfp-sample-documents-0
  2. RFP Template for Health IT: https://www.healthit.gov/sites/default/files/request-for-proposal-template-for-health-information-technology.docx

Select one of your suggested solutions you identified in the EHR Life Cycle Presentation assignment.

Develop a 750-1,000-word RFP for an EHR hardware solution that would support the selected solution identified in the EHR Life Cycle Presentation assignment. Take on the vantage point of the informatics director at a facility in need of your solution. Your RFP should include, but not be limited to:

  1. A brief cover letter (100-150 words).
  2. Summary of company’s background information.
  3. Important dates.
  4. Contact names/resources for answering questions.
  5. Requirements that the hardware supplier is to support.
  6. Technical requirements — operating system requirements or network environment/interface needs.
  7. Marketing collateral.
  8. Any supporting document requirements.
  9. The selection process requirements: demonstrations, presentations, testing, install, etc.

The format of this assignment should align with that of a standard RFP.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.

HIM-615 EHR Life Cycle Presentation

Details:
This is the culminating activity of the course, requiring the student to demonstrate mastery of the course’s objectives. Create a PowerPoint presentation (20–30 slides); include accompanying notes. Present the life cycle of an electronic health record (EHR).

The life cycle model should include:

  1. Need
  2. Solution (used in Hardware Solution: RFP in Module 2)
  3. Implementation
  4. Measurement

Integrate and apply course content by identifying an authentic problem that can be solved with an EHR.

Include content and concepts from other assignments within the course.

View “Health Information Exchange.” Use the content and concepts contained therein to assist in organizing your presentation.

Consider the following:

  1. Interoperability
  2. Stakeholders
  3. Hardware and software requirements
  4. Planning
  5. Execution
  6. Management
  7. Measuring effectiveness
  8. Quality assurance

The deliverable is a PowerPoint presentation that you will be able to present in a professional job interview to demonstrate your proficiency in utilizing computer technologies, configurations, and applications in a health care environment.

The presentation can be of an actual EHR or of a hypothetical situation. In either case, scholarly research is required.

Search the GCU Library and the websites of professional health care informatics organizations, such as the American Health Information Management Association (AHIMA), American Medical Informatics Association (AMIA), and the Healthcare Information and Management Systems Society (HIMSS). Useful periodicals include:

  • Health Data Management
  • Health Management Technology
  • Healthcare Informatics
  • Healthcare IT News

Include graphics and relevant URL links.

The PowerPoint presentation should be comprehensible, well designed, and aesthetically pleasing.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

HIM-615 Establishing My Career Path

Details:

Refer to the detailed directions for this assignment in “Establishing My Career Path.”

Complete the resource document table.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.

HIM615.v10R.Establishing My Career Path.docx

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HQS-620 Project Management in Health Care Course Assignments & Examples Study Guide

HQS-620 Project Management in Health Care Course Assignments & Examples Study GuideHQS-620 Project Management in Health Care Course Description

This course examines the models and approaches of project management in health care settings. Learners demonstrate understanding of the project management process and its application to health care quality and safety initiatives. Learners gain skills to identify various stakeholders and roles, set goals and expectations, plan stakeholder engagement, and identify ways to mitigate obstacles in health care project management. Prerequisite: HQS-610.

HQS-620 Project Management in Health Care Course Discussions

Discussions Topic 1

HQS 620 Topic 1 DQ 1

Describe why project management is needed and explain the correlation between the nursing process and project management. Explain the value of establishing a framework for a project and provide an example in which a project management framework aided in the implementation of a new process

HQS 620 Topic 1 DQ 2

Review Figure 2.1 “The Five Steps of the Nursing Process” and Figure 2.2 “The Five Phases of Project Management” in Chapter 2 of the textbook. As you reflect on the five steps of the nursing process, describe how that process aligns with the concept of project management. Provide specific examples of the similarities between elements of Figure 2.1 and 2.2.

Discussions Topic 2

HQS 620 Topic 2 DQ 1

Describe three significant skills that are essential to have in the role as project manager. How do those skills align with the skills needed in the nursing profession? Provide a specific example to support your answer. Discuss one to two effective strategies to promote a high reliability organization.

HQS 620 Topic 2 DQ 2

As the project manager it is important to understand team dynamics. Describe how you would apply your leadership skills to move team members from the “storming” to “norming” stage of team development.

Discussions Topic 3

HQS 620 Topic 3 DQ 1

Describe the value of creating a statement of work (SOW) and project charter. What elements of these documents will be valuable in project management? Provide a specific example to support your answer.

HQS 620 Topic 3 DQ 2

How do key stakeholders and project team members differ and how are they the same? As the project manager, how do you ensure that the individuals that perform the work have a voice in the project development? Sources are below, can use sources 5 years old, no source from .com websites are allowed.

Each question gets one source Project Management for the Advanced Practice Nurse Sipes, C. (2019). Project management for the advanced practice nurse (2nd ed.). New York, NY: Springer Publishing Company. ISBN-13: 9780826161956 https://project-management.com/How-to-Write-the-Project-statement-of-work-sow/

Discussions Topic 4

HQS 620 Topic 4 DQ 1

Describe the relationship between project deliverables, goals, and outcomes.  How are each important and what makes each different? Provide an example of each to support your position.

HQS 620 Topic 4 DQ 2

Assessment Description

How does a “shared mental model” or visual tool assist in the completion of a project? What elements are important to include in such a visual and why?

Project Management for the Advanced Practice Nurse

Sipes, C. (2019). Project management for the advanced practice nurse (2nd ed.). New York, NY: Springer Publishing Company. ISBN-13: 9780826161956 

Discussions Topic 5

HQS 620 Topic 5 DQ 1

Assessment Description

The formula to calculate the communication channels is: n x (n – 1) / 2. N is the number of team members. Use the formula to determine the number of communication channels for a team of five members. Based on your calculation, what are the possible number of communication channels on the project team? Do you agree or disagree with the calculation? Should all stakeholders (even those not on the team) be included? Explain your rationale.

HQS 620 Topic 5 DQ 2

Identify three workplace environmental factors (i.e., organizational culture, staffing issues, regulatory requirements, etc.) and explain how they might adversely influence project communication.

For top-quality coursework writing help and assignment writing services, trust Reliable Papers. Our expert team delivers 100% original human-written work tailored to your needs. Contact us via phone, WhatsApp, or live chat for assistance today!

HQS-620 Project Management in Health Care Course Assignments

HQS 620 Grand Canyon University Week 2 Role of a Project Manager Case Study

Assessment Description

The purpose of this assignment is to determine the role of a project manager for a given case study. Use the “AHRQ Case Studies – Case Studies of Quality Improvement Initiatives” from the AHRQ website located in the Topic 2 topic Resources to complete this assignment. The case studies located in Chapter 8 of the textbook provide additional support for this assignment.

Select and read a case study from “AHRQ Case Studies – Case Studies of Quality Improvement Initiatives”. Once you have read the case study, in a 500-700-word paper, address the following:

  1. Describe the problem outlined in the case study.
  2. Discuss the project goals.
  3. Describe the role of the project manager addressing the following:
  4. Planning
  5. Organizing
  6. Budgeting
  7. Monitoring progress
  8. Managing reports and documentation
  9. Health care quality and safety initiatives

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

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.

You can also read another study guide on nursing assignments for students from another post on HIM-615 Health Care Information Systems and Technology Course Assignments & Examples.

Resources

What Is a Project Manager? The Lead Role for Project Success

Read “What Is a Project Manager? The Lead Role for Project Success,” by Alexander (2019), located on the CIO website.

https://www.cio.com/article/3224865/what-is-a-project-manager-the-lead-role-for-project-success.html#tk.cio_rs

Project Management for the Advanced Practice Nurse

Read the “PM Roles and Responsibilities” section of Chapter 3 and Chapter 8 in Project Management for the Advanced Practice N

… Read More

View Resource

AHRQ Case Studies – Case Studies of Quality Improvement Initiatives

Explore the case studies on the AHRQ website in preparation for the Topic 2 assignment.

https://www.ahrq.gov/cahps/quality-improvement/reports-and-case-studies/Case-Study_QI-Initiatives.html

Understanding the Complexity of Project Team Member Selection Through Agent-Based Modeling

Read “Understanding the Complexity of Project Team Member Selection Through Agent-Based Modeling,” by Hsu, Weng, Cui, and Rand, f

… Read More

https://lopes.idm.oclc.or

Case Study – Role of a Project Manager – Rubric

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Course Code Class Code Assignment Title Total Points  
HQS-620 HQS-620-O500 Case Study – Role of a Project Manager 80.0
Criteria Percentage 1: Unsatisfactory (0.00%) 2: Less Than Satisfactory (80.00%) 3: Satisfactory (88.00%)
Content 100.0%      
Problem Outlined in Case Study 7.0% A description of the problem outlined in the case study is not present or is inaccurate. A description of the problem outlined in the case study is present but lacks details or is incomplete. A description of the problem outlined in the case study is present.
Discussion of Project Goals 9.0% A discussion of the project goals is not present or is inaccurate. A discussion of the project goals is present but lacks details or is incomplete. A discussion of the project goals is present.
Role of Project Manager in Planning 9.0% A description of the project managers role in planning is not present or is inappropriate. A description of the project managers role in planning is present but lacks detail or is incomplete. A description of the project managers role in planning is present.
Role of Project Manager in Organizing 9.0% A description of the project managers role in organizing is not present or is inappropriate. A description of the project managers role in organizing is present but lacks detail or is incomplete. A description of the project managers role in organizing is present.
Role of Project Manager in Budgeting 9.0% A description of the project managers role in budgeting is not present or is inappropriate. A description of the project managers role in budgeting is present but lacks detail or is incomplete. A description of the project managers role in budgeting is present.
Role of Project Manager in Monitoring Progress 9.0% A description of the project managers role in monitoring progress is not present or is inappropriate. A description of the project managers role in monitoring progress is present but lacks detail or is incomplete. A description of the project managers role in monitoring progress is present.
Role of Project Manager in Managing Reports and Documentation 9.0% A description of the project managers role in managing reports and documentation is not present or is inappropriate. A description of the project managers role in managing reports and documentation is present but lacks detail or is incomplete. A description of the project managers role in managing reports and documentation is present.
Role of Project Manager in Health Care Quality and Safety Intiatives 9.0% A description of the project managers role in health care quality and safety initiatives is not present or is inappropriate. A description of the project managers role in health care quality and safety initiatives is present but lacks detail or is incomplete. A description of the project managers role in health care quality and safety initiatives is present.
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.
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.
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.
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.
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.

 

Case Studies of Quality Improvement Initiatives

Over a five-year period the CAHPS RAND Team prepared a series of case studies of quality improvement initiatives undertaken by health plans and health care organizations. The studies provide practical examples of efforts to improve performance on various aspects of patients’ experience of health care as measured by the CAHPS surveys.

Each case study presents a short overview of the steps an organization took in its quality improvement initiative, followed by a more detailed description of specific actions involved in each step. The contents cover:

  • Performance issues the organization identified from its CAHPS survey data.
  • The strategy and action plan developed to improve its performance in the relevant areas.
  • Its experiences in implementing its action plan.
  • Resulting effects on its subsequent CAHPS survey results.

Improving Customer Service and Access in a Surgical Practice

This case study (PDF, 998 KB) describes a surgical practice’s successful implementation of a six-step plan to improve customer service and access for its patients. Published by RAND, August 2011.

Improving Hospital Inpatient Nursing Care

This case study (PDF, 604 KB) describes a large acute care hospital’s successful implementation of a six-step plan to improve the emotional support provided to inpatients by the registered nurses and the rest of the nursing staff. Published by RAND, April 2010.

Improving Performance for Health Plan Customer Service

This case study (PDF, 1.2 MB) focuses on the successful quality improvement methods employed by a health plan to improve customer service for its members. Published by RAND, August 2007. Review a summary of this report (PDF, 1.2 MB).

HQS 620 Grand Canyon Week 3 Project Charter Assignment: Des Moines Medical Center Diabetes Clinic Questions

The purpose of this assignment is to create a project charter with a work breakdown structure. Select one case study in Chapter 8 of the textbook from the following options: Case Study: Nurse Manager or Case Study: Informatics Nurse Specialist (INS).  The case study you select in this topic will be used throughout the course to complete the assignments in Topics 3-7.

Review Figure 3.2 “Project Charter Content” from Chapter 3 in the textbook. Use this as a model to complete the “Project Charter Template”. You will complete the template as if you are the project manager. The project charter will serve as a statement of work for the case study you selected in Chapter 8 of the textbook.

This assignment requires one or two scholarly resources.

Prepare Part 2 of the template 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.

Case study from chapter 8

Case Study: Clinical Nurse Specialist

Cindy J. has just graduated from the master’s program with her CNS and is now preparing to set up her diabetes clinic in the Des Moines Medical Center. She will be working with a peer, Kathy, who has 7 years’ experience in independent practice in the clinic but now has asked Cindy to join her practice. Cindy is hesitant, telling Kathy she knows nothing about setting up and running a clinic and she has managed a group only of her own patients.

Kathy tells her not to worry, that she has management experience as a PM, which she gained while in another practice with someone who had a lot of project management experience, and that she will help her using project management tools she also used in the past. Cindy also keeps the course text she used in her practicum that has examples of project management tools to use with examples of how to use each of them.

Kathy tells Cindy that first she will need to put together a plan for how she wants the clinic to run and suggests that she use a Gantt chart (Chapter 4, Planning: Project Management—Phase 2), which will define the days, who will be on what days for all of the clinic employees, and all of the different tasks that will be needed in the clinic. Later, after she has completed the chart and assigned different tasks, she will formalize content from the chart into a weekly schedule, which will be used permanently after the clinic is set up.

Next she will need to develop a scope document (Chapter 3, De-sign/Initiation: Project Management—Phase 1), which will define exactly what they will do and not do in the clinic, and a charter (Chapter 3, De-sign/Initiation: Project Management—Phase 1) for the clinic, which will define the mission, levels of authority, and other key stakeholders.

She will also need to develop a risk management plan (Chapter 4, Planning: Project Management—Phase 2), which will outline how risks will be managed and Chapter 8 Case Studies: Applying Project Management Concepts and Tools 199strategies for mitigating risks, and a responsibility matrix (Chapter 4, Planning: Project Management—Phase 2), which will outline owners of the different responsibilities in the clinic.

Kathy tells Cindy that she will manage the budget for now until Cindy gets up to speed and then show her how to set up and manage the budget (Chapter 4, Planning: Project Management—Phase 2). Kathy has already set up a communication plan but asks Cindy to review and revise it now that the clinic is growing (Chapter 5, Implementation/Execution—Phase 3).

Cindy will need to set up status meetings after first determining how often they will be needed at the format that should be used (Chapter 5, Implementation/Execution—Phase 3), also to determine how they will monitor and control all that is happening in the new clinic (Chapter 6, Monitoring and Controlling: Project Management—Phase 4). She will also need to start thinking about the project closing process (Chapter 7, Closing the Project—Phase 5).

Source:

Figure 3.2 reference – project charter content— this is only reference. Don’t need to fill this out!!

## will be an attached document. Would not upload here.

Other documents will be uploaded separately.

Project Charter Template

Part 1: A project charter is an essential element in the design phase of project management. The project charter serves as a framework and outlines key details of the project. Ultimately, the project charter will give authority to the project manager once key stakeholders and leadership sign off. Complete the template below based on the running case study in the Course Materials.

 

Project Title:     
Project Start Date:                     Projected Finish Date:
Project Manager:(include name and e-mail)

 

Background/Need/Justification:

 

Project Objective(s):

 

Applicable Industry Standards:

 

Budget Information:

 

 

Deliverables:

 

 

 

Risks and/or Potential Issues:

 

 

 

 

 

Project Timeline:
Key milestones Team Member Responsible Planned Target Date Actual Date
       
       
       
       
Project Team: Roles and Responsibilities:
Position Position Position Position
       
       
       
       
Approval/Review Committee:
Name and Signature Role Position Contact Information
       
       
       
       

 

Part 2: In 500-750 words, address the following:

  1. Summarize the steps involved in initiating and designing a project in a health care setting.
  2. Describe the influence of authority gradients on team selection and formulation. What is unique about this relative to health care quality and safety?
  3. Explain how authority gradients influenceteamwork and patient safety in a health care setting.
  4. Research and describe two strategies for identifying and managing overlap in team member roles and accountabilities in a health care setting.
  5. Describe one benefit and one challenge for each researchedstrategy.

References

This assignment requires one or two scholarly resources. Cite these references below.

Rubric HQS 620 Project Charter Assignment – Rubric

Course Code Class Code Assignment Title Total Points            
HQS-620 HQS-620-O500 Project Charter Template 100.0
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%                
Project Charter Template 25.0% The Project Charter Template is not complete or is incorrect. The Project Charter Template is complete but lacks detail or is incomplete. The Project Charter Template is present. The Project Charter Template is present and includes relevant details. The Project Charter Template is present and includes substantial relevant details.
Summary 9.0% A summary of the steps involved in initiating and designing a project is not present or is inappropriate. A summary of the steps involved in initiating and designing a project is present but lacks detail or is incomplete. A summary of the steps involved in initiating and designing a project is present. A summary of the steps involved in initiating and designing a project is present and detailed. A summary of the steps involved in initiating and designing a project is present and thorough.
Influence of Authority Gradients on Team Selection and Formulation 9.0% An explanation of the influence of authority gradients on team selection and formulation is not present. An explanation of the influence of authority gradients on team selection and formulation is present but lacks detail or is incomplete. An explanation of the influence of authority gradients on team selection and formulation is present. An explanation of the influence of authority gradients on team selection and formulation is present and detailed. An explanation of the influence of authority gradients on team selection and formulation is present and thorough.
Influence of Authority Gradients on Teamwork and Patient Safety 9.0% An explanation of how authority gradients influence teamwork and patient safety is not present. An explanation of how authority gradients influence teamwork and patient safety is present but lacks detail or is incomplete. An explanation of how authority gradients influence teamwork and patient safety is present. An explanation of how authority gradients influence teamwork and patient safety is present and detailed. An explanation of how authority gradients influence teamwork and patient safety is present and thorough.
Identifying and Managing Overlap 9.0% A description of two strategies for identifying and managing overlap in team member roles and accountabilities is not present. A description of two strategies for identifying and managing overlap in team member roles and accountabilities is present but lacks detail or is incomplete. A description of two strategies for identifying and managing overlap in team member roles and accountabilities is present. A description of two strategies for identifying and managing overlap in team member roles and accountabilities is present and detailed. A description of two strategies for identifying and managing overlap in team member roles and accountabilities is present and thorough.
Benefits and Challenges of Strategies 9.0% One benefit and one challenge for each researched strategy is not present or is incomplete. One benefit and one challenge for each researched strategy is present but lacks detail or is incomplete. One benefit and one challenge for each researched strategy is present. One benefit and one challenge for each researched strategy is present and detailed. One benefit and one challenge for each researched strategy 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%

Grand Canyon University HQS-620 Building a Project Schedule Assignment Week 4

Assessment Description

The purpose of this HQS 620 Building a Project Schedule assignment is to create a Gantt chart to outline the tasks and schedule for the case study you selected in the Class Resources. Recall that you created a project charter as the Topic 3 assignment. Review the feedback you received from your instructor for that assignment.

Part 1: Use the feedback from the Topic 3 assignment to create a HQS 620 Building a Project Schedule Gantt chart showing the tasks and the time in which tasks should be completed for the project.To complete this assignment, access the Simple Gantt Chart located on the Microsoft Office website at: https://templates.office.com/en-us/simple-gantt-chart-tm16400962

Part 2: Create a 250-500-word HQS 620 Building a Project Schedule summary addressing the following:

  1. What is the value of a work breakdown structure?
  2. What is the importance of monitoring critical success factors?

Submit both the HQS 620 Building a Project Schedule Gantt chart and the summary to the dropbox.

Prepare the Part 2 summary according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this HQS 620 Building a Project Schedule assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

HQS 620 Building a Project Schedule Resources

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A Visual Management Tool for Program Planning, Project Management and Evaluation in Paediatric Health Care

Read “A Visual Management Tool for Program Planning, Project Management and Evaluation in Paediatric Health Care,” by Glegg, Ryce

… Read More

https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0149718918300120

Project Management: Case Studies

Read “Project Planning” in Project Management: Case Studies.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cat01182a&AN=gcu.317842&site=eds-live&scope=site

Project Management for the Advanced Practice Nurse

Read Chapter 4 in Project Management for the Advanced Practice Nurse.

View Resource

The Art of Project Planning

Read “The Art of Project Planning,” by Stolovitsky, from Genius Inside (2014).

https://www.projectsmart.co.uk/white-papers/art-of-project-planning.pdf

What Is a Gantt Chart?

Read “What Is a Gantt Chart” located on the Association for Project Management website (2019).

https://www.apm.org.uk/resources/find-a-resource/gantt-chart/

Step by Step Guide to Implement Quality Improvement

Read “Step by Step Guide to Implement Quality Improvement,” from the Center for Public Health Quality (CPHQ), located on the Asso

… Read More

HQS 620 Building a Project Schedule Rubric

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Course Code Class Code Assignment Title Total Points            
HQS-620 HQS-620-O500 Building a Project Schedule 100.0
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%                
Gantt Chart Alignment of Tasks 25.0% A Gantt Chart is not present. A Gantt Chart is present, but it lacks detail or is incomplete. A Gantt Chart is present. A Gantt Chart is present and somewhat aligns with the tasks on the Project Charter. A Gantt Chart is present and thoroughly aligns with the tasks on the Project Charter.
Gantt Chart Alignment of Deadlines 25.0% Deadlines on the Gantt Chart are not present. Deadlines on the Gantt Chart are present, but lack details or are incomplete. Deadlines on the Gantt Chart are present. Deadlines on the Gantt Chart are present and somewhat align to the deadlines on the Project Charter. Deadlines on the Gantt Chart are present and thoroughly align to the deadlines on the Project Charter.
Presentation 11.0% The submission is incoherent, contains major inconsistencies, is not presented effectively, or is missing a substantial amount of the required elements. The submission is ineffective, contains multiple inconsistencies, or is missing a few of the required elements. The submission contains minor inconsistencies that are not overly distracting. Presentation contains a majority of the required elements. The submission is presented effectively and contains all of the required elements. The submission is presented effectively and all of the required elements creatively contribute to the presentation of the concepts.
Synthesis 12.0% Synthesis does not successfully integrate ideas, images, or objects to form a cohesive whole. The combination of elements is not logical and/or verifiable. Synthesis integrates ideas, images, or objects inadequately. The combination of elements is not logical. Synthesis integrates ideas, images, or objects but does not adequately form a cohesive whole. Combination of elements at times is confusing. Synthesis integrates ideas, images, or objects to form a cohesive whole. Combination of elements is logical and justified. Synthesis is unique. Synthesis shows careful planning and attention to how disparate elements fit together. The combination of elements is verified.
Value of a Work Breakdown Structure 11.0% An explanation of the value of a work breakdown structure is not present. An explanation of the value of a work breakdown structure is present, but lacks detail or is incomplete. An explanation of the value of a work breakdown structure is present. An explanation of the value of a work breakdown structure is present and detailed. An explanation of the value of a work breakdown structure is present and thorough.
Critical Success Factors 11.0% An explanation of the importance of monitoring critical success factors is not present. An explanation of the importance of monitoring critical success factors is present, but lacks detail or is incomplete. An explanation of the importance of monitoring critical success factors is present. An explanation of the importance of monitoring critical success factors is present and detailed. An explanation of the importance of monitoring critical success factors is present and thorough.
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.
Total Weightage 100%

 

Create a Project Schedule in this worksheet

Create a Project Schedule in this worksheet.
Enter title of this project in cell B1.
Information about how to use this worksheet, including instructions for screen readers and the author of this workbook is in the About worksheet.
Continue navigating down column A to hear further instructions.
PROJECT TITLE
Enter Company Name in cell B2. Company Name
Enter the name of the Project Lead in cell B3. Enter the Project Start date in cell E3. Pooject Start: label is in cell C3. Project Lead Project Start: Wed, 7/10/2024
The Display Week in cell E4  represents the starting week to display in the project schedule in cell I4. The project start date is considered Week 1. To change the display week, simply enter a new week number in cell E4.
The starting date for each week, starting with the display week from cell E4, starts in cell I4 and is auto calculated. There are 8 weeks represented in this view from cell I4 through cell BF4.
You should not modify these cells.
Display Week: label is in cell C4.
Display Week: 1
Cells I5 through BL5 contain the day number for the week represented in the cell block above each date cell and are auto calculated.
You should not modify these cells.
Today’s date is outlined in Red (hex #AD3815) from today’s date in row 5 through the entire date column to the end of the project schedule.
This row contains headers for the project schedule that follows below them.
Navigate from B6 through BL 6 to hear the content. The first letter of each day of the week for the date above that heading, starts in cell I6 and continues through cell BL6.
All project timeline charting is auto generated based on the start and end dates entered, using conditional formats.
Do not modify content in cells within columns after column I starting with cell I7.
TASK ASSIGNED
TO
PROGRESS START END  
Cell B8 contains the Phase 1 sample title.
Enter a new Title in cell B8.
Enter a name to assign the phase to, if it applies for your project, in cell C8.
Enter Progress for the entire phase, if it applies for your project, in cell D8.
Enter the start and end dates for the entire phase, if it applies for your project, in cells E8 and F8.
The Gantt chart will automatically fill in the appropriate dates and shade according to the progress entered.
To delete the phase and work only from tasks, simply delete this row.
Phase 1 Title
Cell B9 contains the sample task “Task 1.”
Enter a new task name in cell B9.
Enter a person to assign the task to in cell C9.
Enter progres of the task in cell D9. A progress bar appears in the cell and is shaded according to the number in the cell. For example, 50 percent progress would shade half of the cell.
Enter task start date in cell E9.
Enter task end date in cell F9.
A status bar shaded for the dates entered appears in blocks starting from cell I9 through BL9.
Task 1 Name 50% 7/10/24 7/13/24
Rows 10 through 13 repeat the pattern from row 9.
Repeat the instructions from cell A9 for all task rows in this worksheet. Overwrite any sample data.
A sample of another phase starts in cell A14.
Continue entering tasks in cells A10 through A13 or go to cell A14 to learn more.
Task 2 60% 7/13/24 7/15/24
Task 3 50% 7/15/24 7/19/24
Task 4 25% 7/19/24 7/24/24
Task 5 7/14/24 7/16/24
The cell at right contains the Phase 2 sample title.
You can create a new phase at any time within column B. This project schedule does not require phases. To remove the phase, simply delete the row.
To create a new phase block in this row, enter a new Title in cell at right.
To continue adding tasks to the phase above, enter a new row above this one and fill in the task data as in cell A9’s instruction.
Update the Phase details in cell at right based on cell A8’s instruction.
Continue navigating down column A cells to learn more.
If you haven’t added any new rows in this worksheet, you will find 2 additional sample phase blocks have been created for you in cells B20 and B26. Otherwise, navigate through column A cells to find the additional blocks.
Repeat the instructions from cells A8 and A9 whenever you need to.
Phase 2 Title
Task 1 50% 7/15/24 7/19/24
Task 2 50% 7/17/24 7/22/24
Task 3 7/22/24 7/25/24
Task 4 7/22/24 7/24/24
Task 5 7/22/24 7/25/24
Sample phase title block Phase 3 Title
Task 1 7/25/24 7/30/24
Task 2 7/31/24 8/4/24
Task 3 8/5/24 8/10/24
Task 4 8/11/24 8/15/24
Task 5 8/5/24 8/9/24
Sample phase title block Phase 4 Title
Task 1 date date
Task 2 date date
Task 3 date date
Task 4 date date
Task 5 date date
This is an empty row
This row marks the end of the Project Schedule. DO NOT enter anything in this row.
Insert new rows ABOVE this one to continue building out your Project Schedule.
Insert new rows ABOVE this one

Grand Canyon University HQS 620 Communication Plan Assignment Week 5

Assessment Description

The purpose of this HQS 620 Communication Plan assignment is to create a communication plan for stakeholders. This communication plan is in relation to the case study you selected in the Class Resources.

Complete the “Plan Template” located in the topic Resources folder.

This Communication Plan assignment requires two or three scholarly resources.

While APA style is not required for the body of this HQS 620 Communication Plan 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.

Prepare Part 2 of the template according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this HQS 620 Communication Plan assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Resources

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What Drives Continuous Improvement Project Success in Healthcare?

Read “What Drives Continuous Improvement Project Success in Healthcare?” by Stelson, Hille, Eseonu, and Doolen, from Internat

… Read More

https://www.emerald.com/insight/content/doi/10.1108/IJHCQA-03-2016-0035/full/pdf?title=what-drives-continuous-improvement-project-success-in-healthcare

Plan Template

Utilize the ” Plan Template” to complete the topic assignment.

HQS-620-RS-PlanTemplate.docx

Project Change Stakeholder

Read “Project Change Stakeholder ,” by Butt, Naaranoja, and Savolainen, from International Jour

… Read More

https://www.sciencedirect.com/science/article/pii/S0263786316300850

Health Information Privacy

Explore the “Health Information Privacy” section on the U.S. Department of Health & Human Services website.

Project Management for Project Managers Based on the PMBOK

Read “Project Management for Project Managers Based on the PMBOK,” by Jainendrakumar, from PM World Journal

… Read More

https://pmworldlibrary.net/wp-content/uploads/2015/09/pmwj38-Sep2015-Jainendrakumar-project-communication-management-advisory.pdf

Email in Project Management: A Bane or a Blessing?

Read “Email in Project Management: A Bane or a Blessing?” by Smit, Bond-Barnard, Steyn, and Fabris-Rotelli, from

… Read More

https://search-proquest-com.lopes.idm.oclc.org/docview/1928615026?accountid=7374

Effective Management: A Key to Stakeholder Relationship Management in Project-Based Organizations

Read “Effective Management: A Key to Stakeholder Relationship Management in Project-Based Organizations,” by Rajhan

… Read More

Communication Plan Template

Part 1: Communication among stakeholders is a crucial aspect of successful project management. Complete the template below to plan out the details of communicating throughout the project.

 

Description

(What type of communication needs to take place, i.e., team meeting?)

Stakeholders Involved

(Who should be included in the development of this communication?)

Frequency

(How often will the communication occur?)

Stakeholder’s Preferred Method of Communication

(Meeting, newsletter, etc.)

Audience

(Who is the recipient of the communication?)

Project Member

(Who is responsible for the communication?)

Interpersonal communication Project manager and business partner  

Two times per week

  Meeting Project managers Project manager
Team meeting Team members, business partner, and project manager  

 

Three times in two weeks

Video conferencing Project members Project manager
Small group communication Project team members and executives  

Four times in three weeks

E-mails Project members Project manager
Team meeting Resource managers, executives, and team members Five times a month  Meeting Project members Project manager
Team meeting Team members and investors Four times a month Meeting Project members Project manager
Interpersonal communication Project managers, business partners, and executives Three times after two weeks Telephone conversation Project managers Project manager
Team meeting Team members, project managers, and business partners Two times a week Meeting Project members Project manager

HQS 620 Communication Plan – Rubric

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Management Plan Template

30 points

Criteria Description

Management Plan Template

  1. 5: Excellent

30 points

HQS-620 Management Plan Template is present and thorough. It includes substantial relevant details.

  1. 4: Good

27.6 points

Management Plan Template is present and includes relevant details.

  1. 3: Satisfactory

26.4 points

Management Plan Template is present.

  1. 2: Less Than Satisfactory

24 points

Management Plan Template is present but is incomplete or incorrect.

  1. 1: Unsatisfactory

0 points

HQS-620 Communication Management Plan Template is not present.

Cycle

20 points

Criteria Description

Cycle

  1. 5: Excellent

20 points

A description and analysis of the elements in the communication cycle is present and thorough.

  1. 4: Good

18.4 points

A description and analysis of the elements in the communication cycle is present and detailed.

  1. 3: Satisfactory

17.6 points

A description and analysis of the elements in the communication cycle is present.

  1. 2: Less Than Satisfactory

16 points

A description and analysis of the elements in the communication cycle is present but lack details or are incomplete.

  1. 1: Unsatisfactory

0 points

A description and analysis of the elements in the communication cycle is not present.

strategies

20 points

Criteria Description

strategies

  1. 5: Excellent

20 points

A description of three communication strategies and how they can improve communication to support team functioning while meeting the preferences of stakeholders is present and through.

  1. 4: Good

18.4 points

A description of three communication strategies and how they can improve communication to support team functioning while meeting the preferences of stakeholders is present and detailed.

  1. 3: Satisfactory

17.6 points

A description of three communication strategies and how they can improve communication to support team functioning while meeting the preferences of stakeholders is present.

  1. 2: Less Than Satisfactory

16 points

A description of three communication strategies and how they can improve communication to support team functioning while meeting the preferences of stakeholders is present but is incomplete or incorrect.

  1. 1: Unsatisfactory

0 points

A description of three communication strategies and how they can improve communication to support team functioning while meeting the preferences of stakeholders is not present.

HQS 620 Communication Plan Thesis Development and Purpose

7 points

Criteria Description

Thesis Development and Purpose

  1. 5: Excellent

7 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

  1. 4: Good

6.44 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

  1. 3: Satisfactory

6.16 points

Thesis is apparent and appropriate to purpose.

  1. 2: Less Than Satisfactory

5.6 points

Thesis is insufficiently developed or vague. Purpose is not clear.

  1. 1: Unsatisfactory

0 points

Paper lacks any discernible overall purpose or organizing claim.

HQS 620 Communication Plan Argument Logic and Construction

8 points

Criteria Description

Argument Logic and Construction

  1. 5: Excellent

8 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

  1. 4: Good

7.36 points

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

  1. 3: Satisfactory

7.04 points

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.

  1. 2: Less Than Satisfactory

6.4 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

  1. 1: Unsatisfactory

0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

HQS 620 Communication Plan Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

  1. 5: Excellent

5 points

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

  1. 4: Good

4.6 points

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.

  1. 3: Satisfactory

4.4 points

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.

  1. 2: Less Than Satisfactory

4 points

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.

  1. 1: Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

HQS 620 Communication Plan Paper Format (Use of appropriate style for the major and assignment)

5 points

Criteria Description

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

  1. 5: Excellent

5 points

All format elements are correct.

  1. 4: Good

4.6 points

Template is fully used; There are virtually no errors in formatting style.

  1. 3: Satisfactory

4.4 points

Template is used, and formatting is correct, although some minor errors may be present.

  1. 2: Less Than Satisfactory

4 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

  1. 1: Unsatisfactory

0 points

Template is not used appropriately or documentation format is rarely followed correctly.

HQS 620 Communication Plan Documentation of Sources

5 points

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

  1. 5: Excellent

5 points

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

  1. 4: Good

4.6 points

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

  1. 3: Satisfactory

4.4 points

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

  1. 2: Less Than Satisfactory

4 points

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

  1. 1: Unsatisfactory

0 points

Sources are not documented.

HQS 620 Grand Canyon University Week 6 Implementation Checklist Template Assignment

Assessment Description

The purpose of this HQS 620 Project Management Implementation Checklist assignment is to outline an implementation strategy for the goals in the previous phases of project management for the case study you selected in the course materials. I’m assuming from the work u submitted last week. 

Use the “Implementation Checklist Template” located in the topic Resources folder to complete this assignment.

Prepare Part 2 of the template according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

Project Management Implementation Checklist Template

Part 1: An implementation checklist can keep a project on track by outlining specific activities, which stakeholder is responsible, and by planning a due date. Fill in the implementation checklist below for the case study.

Step Activity Stakeholder Responsibility Due Date
       
       
       
       
       
       
       

 

Part 2: In 250-500 words, address the following:

  1. Explain the importance of an implementation checklist.
  2. Explain the importance of addressing change management in the implementation phase of project management.

Project Management Implementation Checklist – Rubric

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Implementation Checklist Template

30 points

Criteria Description

Implementation Checklist Template

  1. 5: Excellent

30 points

Implementation Checklist Template is present and thorough. It includes substantial relevant details.

  1. 4: Good

27.6 points

Implementation Checklist Template is present and includes relevant details.

  1. 3: Satisfactory

26.4 points

Implementation Checklist Template is present.

  1. 2: Less Than Satisfactory

24 points

Implementation Checklist Template is present but is incomplete or incorrect.

  1. 1: Unsatisfactory

0 points

Implementation Checklist Template is not present.

Importance of Project Management Implementation Checklist Checklist

20 points

Criteria Description

Importance of Implementation Checklist

  1. 5: Excellent

20 points

An explanation of the importance of an implementation checklist is present and thorough.

  1. 4: Good

18.4 points

An explanation of the importance of an implementation checklist is present and detailed.

  1. 3: Satisfactory

17.6 points

An explanation of the importance of an implementation checklist is present.

  1. 2: Less Than Satisfactory

16 points

An explanation of the importance of an implementation checklist is present but is incomplete or incorrect.

  1. 1: Unsatisfactory

0 points

An explanation of the importance of an implementation checklist is not present.

Addressing Change Management

20 points

Criteria Description

Addressing Change Management

  1. 5: Excellent

20 points

An explanation of the importance of addressing change management in the implementation phase of project management is present and thorough.

  1. 4: Good

18.4 points

An explanation of the importance of addressing change management in the implementation phase of project management is present and detailed.

  1. 3: Satisfactory

17.6 points

An explanation of the importance of addressing change management in the implementation phase of project management is present.

  1. 2: Less Than Satisfactory

16 points

An explanation of the importance of addressing change management in the implementation phase of project management is present but is incomplete or incorrect.

  1. 1: Unsatisfactory

0 points

An explanation of the importance of addressing change management in the implementation phase of project management is not present.

Project Management Implementation Checklist Thesis Development and Purpose

7 points

Criteria Description

Thesis Development and Purpose

  1. 5: Excellent

7 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

  1. 4: Good

6.44 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

  1. 3: Satisfactory

6.16 points

Thesis is apparent and appropriate to purpose.

  1. 2: Less Than Satisfactory

5.6 points

Thesis is insufficiently developed or vague. Purpose is not clear.

  1. 1: Unsatisfactory

0 points

Paper lacks any discernible overall purpose or organizing claim.

Argument Logic and Construction

8 points

Criteria Description

Argument Logic and Construction

  1. 5: Excellent

8 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

  1. 4: Good

7.36 points

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

  1. 3: Satisfactory

7.04 points

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.

  1. 2: Less Than Satisfactory

6.4 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

  1. 1: Unsatisfactory

0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Project Management Implementation Checklist Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

  1. 5: Excellent

5 points

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

  1. 4: Good

4.6 points

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.

  1. 3: Satisfactory

4.4 points

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.

  1. 2: Less Than Satisfactory

4 points

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.

  1. 1: Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Project Management Implementation Checklist Paper Format (Use of appropriate style for the major and assignment)

5 points

Criteria Description

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

  1. 5: Excellent

5 points

All format elements are correct.

  1. 4: Good

4.6 points

Template is fully used; There are virtually no errors in formatting style.

  1. 3: Satisfactory

4.4 points

Template is used, and formatting is correct, although some minor errors may be present.

  1. 2: Less Than Satisfactory

4 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

  1. 1: Unsatisfactory

0 points

Template is not used appropriately or documentation format is rarely followed correctly.

Documentation of Sources

5 points

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

  1. 5: Excellent

5 points

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

  1. 4: Good

4.6 points

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

  1. 3: Satisfactory

4.4 points

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

  1. 2: Less Than Satisfactory

4 points

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

  1. 1: Unsatisfactory

0 points

Sources are not documented.

Project Management Implementation Checklist Resources

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Implementation Checklist Template

Utilize the “Implementation Checklist Template” to complete the topic assignment.

HQS-620-RS-ImplementationChecklist.docx

Project Management for the Advanced Practice Nurse

Review Chapter 4 and Read Chapter 5 in Project Management for the Advanced Practice Nurse.

View Resource

Quality Management Systems Implementation Compared With Organizational Maturity in Hospital

Read “Quality Management Systems Implementation Compared With Organizational Maturity in Hospital,” by Moradi, Jafari, Maleki, Na

Grand Canyon University HQS 620 Fishbone Diagram Assignment Week 7

Assessment Description

The purpose of this HQS 620 Fishbone Diagram Assignment is to use a Fishbone Diagram to complete a root cause analysis. Identify a problem in your practice environment and utilize the “Fishbone Analysis Diagram Template” to work through the problem to the root cause. Refer to “Problem-Solving Your Fishbone Into a Wishbone,” located in the topic Resources to complete this assignment.

While APA style is not required for Part 1, 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.

Prepare Part 2 of the template according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this HQS 620 Fishbone Diagram Assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

HQS 620 Fishbone Diagram Assignment Resources

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Problem-Solving Your Fishbone Into a Wishbone

Read “Problem-Solving Your Fishbone Into a Wishbone,” located on the Vanguard s website (2018) for successful completion of the assignment/

Project Management for the Advanced Practice Nurse

Read Chapter 6 in Project Management for the Advanced Practice Nurse.

View Resource

Fishbone Analysis Diagram Template

Utilize the “Fishbone Analysis Diagram Template” to complete the topic assignment.

HQS 620 Fishbone Diagram Assignment – Rubric

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Fishbone Diagram

40 points

Criteria Description

Fishbone Diagram

  1. 5: Excellent

40 points

The Fishbone Analysis Diagram is present and includes substantial relevant details.

  1. 4: Good

36.8 points

The Fishbone Analysis Diagram is present and includes relevant details.

  1. 3: Satisfactory

35.2 points

The Fishbone Analysis Diagram is present.

  1. 2: Less Than Satisfactory

32 points

The Fishbone Analysis Diagram is complete but lacks detail or is incomplete.

  1. 1: Unsatisfactory

0 points

The Fishbone Analysis Diagram Assignment is not complete or is incorrect.

Progress Tracking in Project Management

15 points

Criteria Description

Progress Tracking in Project Management

  1. 5: Excellent

15 points

A description of the purpose of progress tracking in project management is present and thorough.

  1. 4: Good

13.8 points

A description of the purpose of progress tracking in project management is present and detailed.

  1. 3: Satisfactory

13.2 points

A description of the purpose of progress tracking in project management is present.

  1. 2: Less Than Satisfactory

12 points

A description of the purpose of progress tracking in project management is present back lacks detail or is incomplete.

  1. 1: Unsatisfactory

0 points

A description of the purpose of progress tracking in project management is not present.

Implementing Project Adjustments

15 points

Criteria Description

Implementing Project Adjustments

  1. 5: Excellent

15 points

A description of the how and when it is best to implement project adjustments is present and thorough.

  1. 4: Good

13.8 points

A description of the how and when it is best to implement project adjustments is present and detailed.

  1. 3: Satisfactory

13.2 points

A description of the how and when it is best to implement project adjustments is present.

  1. 2: Less Than Satisfactory

12 points

A description of the how and when it is best to implement project adjustments is present back lacks detail or is incomplete.

  1. 1: Unsatisfactory

0 points

A description of the how and when it is best to implement project adjustments is not present.

HQS 620 Fishbone Diagram Assignment Thesis Development and Purpose

7 points

Criteria Description

Thesis Development and Purpose

  1. 5: Excellent

7 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

  1. 4: Good

6.44 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

  1. 3: Satisfactory

6.16 points

Thesis is apparent and appropriate to purpose.

  1. 2: Less Than Satisfactory

5.6 points

Thesis is insufficiently developed or vague. Purpose is not clear.

  1. 1: Unsatisfactory

0 points

Paper lacks any discernible overall purpose or organizing claim.

HQS 620 Fishbone Diagram Assignment Argument Logic and Construction

8 points

Criteria Description

Argument Logic and Construction

  1. 5: Excellent

8 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

  1. 4: Good

7.36 points

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

  1. 3: Satisfactory

7.04 points

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.

  1. 2: Less Than Satisfactory

6.4 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

  1. 1: Unsatisfactory

0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

HQS 620 Fishbone Diagram Assignment Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

  1. 5: Excellent

5 points

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

  1. 4: Good

4.6 points

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.

  1. 3: Satisfactory

4.4 points

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.

  1. 2: Less Than Satisfactory

4 points

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.

  1. 1: Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

HQS 620 Fishbone Diagram Assignment Paper Format (Use of appropriate style for the major and assignment)

5 points

Criteria Description

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

  1. 5: Excellent

5 points

All format elements are correct.

  1. 4: Good

4.6 points

Template is fully used; There are virtually no errors in formatting style.

  1. 3: Satisfactory

4.4 points

Template is used, and formatting is correct, although some minor errors may be present.

  1. 2: Less Than Satisfactory

4 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

  1. 1: Unsatisfactory

0 points

Template is not used appropriately or documentation format is rarely followed correctly.

Documentation of Sources

5 points

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

  1. 5: Excellent

5 points

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

  1. 4: Good

4.6 points

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

  1. 3: Satisfactory

4.4 points

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

  1. 2: Less Than Satisfactory

4 points

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

  1. 1: Unsatisfactory

0 points

Sources are not documented.

HQS-620 Project Management Methodologies Assignment

Assessment Description

The goal of this assignment is to compare and contrast different project management methodologies that can be used in health care project management. Conduct your own research to compare and contrast the methodologies of Lean/Six Sigma, Waterfall, PSDA, and Agile. Choose another project management methodology of your choice.

To finish the assignment, use the HQS 620 Project Management Methodologies template.

This assignment necessitates the use of two to three scholarly resources.

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

You are required to submit this HQS 620 Project Management Methodologies assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Attachments

Resources

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9 of the Most Popular Project Management Methodologies Made Simple

Read “9 of the Most Popular Project Management Methodologies Made Simple,” by Aston, located on the Digital Project Manager website

Hybrid Project Management Has Role in Health Care Today

Read “Hybrid Project Management Has Role in Health Care Today,” by Hakim, from Physician Leadership Journal (2019).

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgao&AN=edsgcl.579714743&site=eds-live&scope=site

HQS 620 Project Management Methodologies: Case Studies

Read “Project Management Methodologies” in Project Management: Case Studies.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cat01182a&AN=gcu.317842&site=eds-live&scope=site

How to Begin a Quality Improvement Project

Read “How to Begin a Quality Improvement Project,” by Silver et al., from American Society of Nephrology (2016).

https://cjasn.asnjournals.org/content/clinjasn/11/5/893.full.pdf

Project Management for the Advanced Practice Nurse

Read Chapters 1 and 2 in Project Management for the Advanced Practice Nurse.

View Resource

A Health Care Project Management Office’s Strategies for Continual Change and Continuous Improvement

Read “A Health Care Project Management Office’s Strategies for Continual Change and Continuous Improvement,” by Tremblay Aubry, R

… Read More

HQS 620 Project Management Methodologies

https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00126450-201801000-00002&D=ovft&PDF=y

Top Project Management Methodologies 2019

View “Top Project Management Methodologies 2019,” from KnowledgeHut, located on YouTube.

Project Management for Healthcare

Read the “Safety” and “Regulatory” sections of Chapter 2 in “Project Management for Healthcare,” by Shirley (2011

… Read More

https://lopes.idm.oclc.or

HQS-620 Project Management Methodologies Template

Directions: Research information about the project management methodologies listed below to complete the table. In addition, conduct your own research on other project management methodologies and include this in the table below. The assignment requires a minimum of two or three scholarly resources. A resource may be used more than once in the last column of the template.

HQS-620 Project Management Methodologies Template

Directions: Research information about the project management methodologies listed below to complete the table. In addition, conduct your own research on other project management methodologies and include this in the table below. The assignment requires a minimum of two or three scholarly resources. A resource may be used more than once in the last column of the template.

Project Management Methodology Description Pros Cons Example of when this methodology would be appropriate Scholarly Resource
Lean/Six Sigma

 

Waterfall

 

PDSA

 

Agile

 

Choose an additional project management methodology here

 

HQS 620 Project Management Methodologies Rubric

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Course Code Class Code Assignment Title Total Points            
HQS-620 HQS-620-O500 Project Management Methodologies 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%                
Lean/Six Sigma 18.0% The required elements for Lean/Six Sigma are not present. The required elements for Lean/Six Sigma are present but lack details or are incomplete. The required elements for Lean/Six Sigma are present. The required elements for Lean/Six Sigma are present and detailed. The required elements for Lean/Six Sigma are present and thorough.
Waterfall 18.0% The required elements for Waterfall are not present. The required elements for Waterfall are present but lack details or are incomplete. The required elements for Waterfall are present. The required elements for Waterfall are present and detailed. The required elements for Waterfall are present and thorough.
PDSA 18.0% The required elements for PDSA are not present. The required elements for PDSA are present but lack details or are incomplete. The required elements for PDSA are present. The required elements for PDSA are present and detailed. The required elements for PDSA are present and thorough.
Agile 18.0% The required elements for Agile are not present. The required elements for Agile are present but lack details or are incomplete. The required elements for Agile are present. The required elements for Agile are present and detailed. The required elements for Agile are present and thorough.
Additional Project Management Methodology 18.0% The required elements for the selected methodology are not present. The required elements for the selected methodology are present but lack details or are incomplete. The required elements for the selected methodology are present. The required elements for the selected methodology are present and detailed. The required elements for the selected methodology are present and thorough.
Mechanics of Writing  (includes spelling, punctuation, grammar, and language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. 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. The 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%

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HQS-610 Foundations of Quality Improvement and Patient Safety Course Assignments & Examples Study Guide

HQS-610 Foundations of Quality Improvement and Patient Safety Course Assignments & Examples Study GuideHQS-610 Foundations of Quality Improvement and Patient Safety Course Description

This course provides foundational knowledge that will equip learners to make decisions regarding quality improvement and patient safety. Learners explore the quality improvement process and examine the most commonly used models and tools for improving health care quality. Learners will also evaluate methods to track, assess, analyze, and review data relating to patient safety issues. Prerequisite: NUR-590 & NUR-630 or HCA-540.

GCU HQS-610 Foundations of Quality Improvement and Patient Safety Course Week 1- 8 Syllabus

Foundations of Quality Improvement and Patient Safety

Details

Credit Hours 6.0

PreRequisites NUR-590 & NUR-630 or HCA-540.

coRequisites None

Course Add-Ons Additional Material

Most RN-BSN student at the Grand Canyon University find this course very tough and confusing. Being the climax of their program, many lose the opportunity to finish with a 4.0 GPA just because they messed up with this course.

You can also read another study guide on nursing assignments for students from another post on HQS-620 Project Management in Health Care Course Assignments & Examples.

HQS-610 Foundations of Quality Improvement and Patient Safety Course Discussions

Topic 1 DQ 1

Describe ethical issues that are commonly associated with continuous quality improvement. As the Christian worldview promotes ethical behavior, explain how ethical principles informed by a Christian perspective might be beneficial for Christians and non-Christians alike regarding continuous quality improvement.

Using a minimum of two scholarly resources, compare and contrast two different methods of quality improvement used in health care.

Topic 4 DQ 1

Discuss the value of complete and accurate documentation. Provide an example from the news or from your professional experience when documentation has proven to be the key aspect in a legal case review. What laws and policies govern proper documentation practices and who establishes these practices?

Clinical nursing documentation is essential in letting nurses continuously reflect on their choice of interventions for patients and the effects of their interventions. Therefore, it is vital to the quality and continuity of nursing care (De Groot et al., 2022). Nursing documentation can be described as a reflection of the entire process of providing direct nursing care to patients. Complete and accurate documentation is crucial in various fields, including healthcare, legal, and business. It records events, actions, and decisions, clearly showing what transpired. This documentation can be used as evidence in legal cases, to track progress, and to ensure compliance with laws and regulations. Consequently, there is international consensus that clinical nursing documentation must reflect the phases of the nursing process, namely assessment, diagnosis, care planning, implementation of interventions, and evaluation of care or – if relevant, handover of care (De Groot et al.,2022).

In healthcare settings, for example, accurate documentation is essential for providing quality patient care, ensuring proper billing, and protecting healthcare providers from legal liability. In a legal case review, medical records are crucial in determining the standard of care provided to a patient and whether any negligence occurred. For example, if a patient sues a healthcare provider for medical malpractice, detailed and accurate documentation of the patient’s treatment and the provider’s actions can be critical in determining liability. There are various laws and regulations that govern proper documentation practices in different industries. The Health Insurance Portability and Accountability Act (HIPAA) sets standards for protecting patient health information, including requirements for maintaining accurate and confidential medical records. In the legal field, rules of evidence dictate what types of documentation can be admitted in court and how they should be authenticated. The Privacy Rule also contains standards for individuals’ rights to understand and control how their health information is used (HIPAA, 2022). A primary goal of the Privacy Rule is to ensure that an individual’s health information is adequately protected while allowing the flow of health information needed to provide and promote high-quality healthcare and protect the public’s health and well-being. The Privacy Rule permits important uses of information while protecting the privacy of people who seek care and healing (HIPAA, 2022).

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Topic 4 DQ 2

Explain variance and its common causes in patient care process and outcomes, including costs. Analyze the effects of linking quality improvement measures to payment structures. Discuss the effect that various payment structures have on quality outcomes.

Variance in patient care process and outcomes relies on the differences or deviations from the standard of expected or desired. It goes beyond such simple issues as making an intended departure from a guideline or recognizing a meaningful change in the care outcome (Neuhauser et al., 2011). There are more than excellent or lousy variations (meeting a target). Everything observed or measured varies. Some variation in healthcare is desirable, even essential, since each patient is different and should be cared for uniquely (Neuhauser et al., 2011). New and better treatments and improvements in care processes result in beneficial variation. Special-cause variation should lead to learning. The ‘Plan–Do–Study’ portion of the Shewhart PDSA cycle can promote valuable change (Neuhauser et al., 2011).

This can occur at various stages of the healthcare delivery process, including diagnosis, treatment, and follow-up care. Common causes of variance in patient care include:

Inadequate or no standardized protocols: When healthcare providers do not follow standardized protocols or guidelines for patient care, there can be inconsistencies in the quality of care delivered.

Breakdown of Communication: lack of communication between healthcare team members or healthcare providers and patients can lead to treatment and follow-up care errors.

Resource constraints: poor resources, such as staffing, equipment, or funding, can impact the quality of care that patients receive.

Factors that are related to patients. Variance in patient outcomes can also be influenced by factors such as patient compliance with treatment plans, underlying health conditions, and socioeconomic status.

Lack of training or education: When clinicians are not adequately trained or educated in best practices, they may deliver suboptimal patient care. For instance, a particular hospital is in a region participating in the CMS Comprehensive Care for Joint Replacement payment model. The hospital’s Outcomes Improvement Team is working to improve the quality of care for patients with total hip or knee replacement surgery (Ferguson, 2021a). They are currently focusing on a process to ensure that patients with diabetes have a preoperative hemoglobin A1C result to confirm that their diabetes is being controlled (otherwise, surgery should be postponed) (Ferguson, 2021a).

Different payment structures, such as fee-for-service, bundled, and value-based payments, can also influence the quality of care delivered. Fee-for-service payment models may incentivize providers to provide more services, regardless of necessity or effectiveness. In contrast, value-based payment models reward providers for achieving quality outcomes and cost savings. By aligning payment structures with quality improvement measures, healthcare systems can encourage providers to focus on delivering high-quality, cost-effective care.

In addition, variance in patient care processes and outcomes can significantly impact healthcare quality and costs. By linking quality improvement measures to payment structures and implementing value-based payment models, healthcare systems can incentivize providers to deliver high-quality care, reduce variance in care processes, and improve patient outcomes. This can ultimately lead to better patient healthcare outcomes and more efficient use of healthcare resources.

In general, payment methods based on the budget for a range of care are better at controlling the total costs of that care, but they can create concerns regarding underuse. They may also require more excellent institutional investment in information and management systems so the provider organization can monitor care and costs. Payment on a per unit basis has the opposite effect: it is often easier for providers to manage but is usually less amenable to controlling total costs (Institute of Medicine (US) Committee, 2001).

The payment methods used most commonly today are based on payment for some unit of care as it is used. Physicians are typically paid through fee-for-service methods, and hospitals through billed (discounted) per diem or case charges. The use of capitation for hospitals may also be declining in favor of per diem, perhaps influenced by reductions in length of stay so that health plans prefer to “rent beds” on an as-needed basis. Information on the frequency of use of budget approaches is not available. It is noteworthy, hence, that most providers receive payment from a variety of payers that may rely on different methods. Therefore, any given provider….

Topic 5 DQ 1

Evaluate three different tools developed to manage patient safety issues and educate health care providers. Describe one strength and one limitation of each.

Washington Manual of Patient Safety and Quality Improvement

Fondahn, E., Lane, M., & Vannucci, A. (2016). Washington manual of patient safety and quality improvement. Wolters Kluwer. ISBN-13: 9781451193558

Root-cause analysis helped assess reported errors/incidents and differentiate between active and latent errors, identifying the need for changes to policies and procedures and serving as a basis to suggest system changes, including improving risk communication (Hughes,2008).

RCA is a systematic process for identifying the underlying causes of adverse events or near misses in healthcare to implement corrective actions to prevent future occurrences.

Strength: RCA provides a structured approach to investigating patient safety incidents, allowing healthcare providers to identify the root causes of errors and develop targeted interventions to prevent similar incidents from happening in the future.

Limitation: RCA can be time-consuming and resource-intensive, requiring a significant investment of time and effort from healthcare providers to analyze patient safety incidents thoroughly. There are specific steps for an RCA that involve understanding the event in chronological order and identifying the steps of the care process in a way that identifies the latent and active errors (Hampe et al., 2023). Human factors are considered universal concerns about human error, rather than attribution to an individual for blame or punishment, and can be mitigated through process improvements (Hampe et al., 2023).

Plan-Do-Study-Act (PDSA) was used by most initiatives included in this analysis to implement initiatives gradually while improving them as needed. (Hughes,2008). The rapid-cycle aspect of PDSA began with piloting a single new process, followed by examining results and responding to what was learned by problem-solving and making adjustments, after which the next PDSA cycle would be initiated (Hughes,2008).

Strengths: The majority of quality improvement efforts using PDSA found tremendous success using a series of small and rapid cycles to achieve the goals of the intervention because implementing the initiative gradually allowed the team to make changes early in the process and not get distracted or sidetracked by every detail and too many unknowns (Hughes,2008). The ability of the team to successfully use the PDSA process was improved by providing instruction and training on the use of PDSA cycles, using feedback on the results of the baseline measurements, meeting regularly, and increasing the team’s effectiveness by collaborating with others, including patients and families, to achieve a common goal.

Limitations: Some teams experienced difficulty using rapid-cycle change, collecting data, and constructing run charts. One team reported that applying simple rules in PDSA cycles may have been more successful in a complex system (Hughes,2008).

Failure modes and effects analysis (FMEA) was used to avoid events and improve or maintain the quality of care (Hughes,2008). FMEA was used prospectively to identify potential areas of failure where experimental characterization of the process at the desired speed of change could be assessed and retrospectively to characterize the safety of a process by identifying potential areas of failure, learning about the process from the staff’s point of view (Hughes, 2008). Using a flow chart of the process before beginning the analysis got the team to focus and work from the same document. Information learned from FMEA was used to provide data for prioritizing improvement strategies, serve as a benchmark for improvement efforts, educate and provide a rationale for the diffusion of these practice changes to other settings, and increase the ability of the team to facilitate change across all services and departments within the hospital (Hughes, 2008).

Strength: Using FMEA facilitated systematic error management, which was essential to good clinical care in complex processes and complex settings and was dependent upon a multidisciplinary approach, integrated incident and error reporting, decision support, terminology standardization, and caregivers’ education (Hughes, 2008). FMEA is easy to use and an efficient tool for identifying potential failures to increase the reliability and safety of complex systems. This technique also helps gather data for decision-making and proactive risk control. FMEA can help avoid or reduce medical errors that cause patient harm in a healthcare setting (El-Awady, 2023).

Discussion Question Topic 5 DQ 2

Using personal experience or research, describe best practices that are in place that promote patient, community, and provider safety in the practice setting. In doing so, be sure to include methods to identify and prevent verbal, physical, and psychological harm to patients and staff.

By using evidence-based practices, health care providers can prevent clinical errors which will improve upon patient safety. Garnering the latest research evidence, following guidelines, and establishing protocols will ensure effectiveness as well as safety. Additionally, regularly investing in staff training and development can enhance the skills and knowledge of staff by enabling them to provide top notch care. Healthcare is always changing, so practices change as well. While it has been established that health is not just the absence of diseases, it is a term that is often thrown around and therefore, has been diluted. We need to establish quality care. At a nursing home, rehab facility, or a critical care hospital, it’s harder to envision establishing that quality of care because the patients’ health is already in a compromised state. This is why we need to think broadly and implement strategies that will prevent health-care associated infections and illness. This can be done through proper hygiene, PPE, and other infection control guidelines. While these strategies stay in mind, we need to, above all, prevent patient harm. Learning what early detection is and how to promptly act can prevent a deterioration of health and can reduce the risk of on the road harm. Promoting a safe environment that eliminates verbal, physical, and physiological use such as having security cameras with-in and outside the facility, using de-escalation techniques, and using pre- approved language.

References

Chien L. Y. (2019). Evidence-Based Practice and Nursing Research. The journal of nursing research : JNR, 27(4), e29. doi/10.1097/jnr.

Topic 6 DQ 1

Discuss what other methods are used beyond root cause analysis to analyze and classify medical errors. How do these methods compare to root cause analysis? Which one would you be more likely to choose if you needed to investigate a medical error made on your unit? Why?

In addition to root cause analysis, other methods are used to analyze and classify medical errors. This includes Failure Mode and Effects Analysis (FMEA), Cause-and-Effect Analysis, Incident Reporting Systems, and Human Factors Analysis.

FMEA is a proactive risk assessment tool that identifies potential failure modes in a process and evaluates the possible effects of each failure. The cause-and-effect analysis focuses on identifying an error’s immediate and underlying causes. Incident reporting systems collect and analyze mistakes and near-miss data to identify patterns and trends. Human factors analysis looks at how human factors, such as communication, workload, and fatigue, contribute to errors.

FMEA can be an excellent and practical starting point for scientists to begin to consider earlier general causes of failures, preventing waste of time and money and, even better, to implement the management and the control of procedures, equipment, and staff training of the laboratory. Moreover, such a quality tool, combined with a quantitative approach that measures errors and uncertainty, accustoms the researcher to pay attention to the margins for error in any laboratory operation (Mascia et al.,2020). These methods differ from root cause analysis in their focus and approach. Root cause analysis typically aims to identify the underlying systemic issues that contributed to an error. At the same time, other methods may focus on different aspects of the error, such as individual actions or process failures.

When I need to investigate a medical error on my unit, I would likely choose a combination of root cause analysis and FMEA. Root cause analysis would help me identify the systemic factors contributing to the error. In contrast, FMEA would help me proactively identify potential failure modes and prevent similar errors in the future. By combining these approaches, I would have a detailed understanding of the error and be better equipped to implement practical solutions to prevent future occurrences. An example of how FMEA has been used to avoid medical errors or reduce risk is reported. The study comprised two independent teams of pharmacistsat a teaching hospital in Sri Lanka who conducted the FMEA over two months (El-Awady,2023). Human factors are considered universal concerns about human error, rather than attribution to an individual for blame or punishment, and can be mitigated through process improvements  (Hampe et al., 2023).

References

Mascia, A., Cirafici, A.M., Bongiovanni, A., et al. A failure mode and effect analysis (FMEA)-based approach for risk assessment of scientific processes in non-regulated research laboratories. Accred Qual Assur 25, 311–321 (2020). https://doi.org/10.1007/s00769-020-01441-9

El-Awady S. M. M. (2023). Overview of Failure Mode and Effects Analysis (FMEA): A Patient Safety Tool. Global journal on quality and safety in healthcare, 6(1), 24–26. https://doi.org/10.36401/JQSH-23-X2

Hampe, H., Frndak, D., & Kydonaki, C. (2023). Global Collaboration in Teaching Root Cause Analysis with Healthcare Professional Students. Higher Education, Skills and Work-Based Learning, 13(4), 772–785. https://doi-org.lopes.idm.oclc.org/10.1108/HESWBL-02-2022-0041

Topic 6 DQ 2

Describe the difference between a medical error and a good catch. Use a personal example or find a current example in the news to illustrate your point. Discuss which evidence-based practices are used when evaluating errors and good catches

Sample Answer:

A medical error is a mistake or oversight made by a healthcare provider that results in harm or potential harm to a patient. This could include prescribing the wrong medication, misdiagnosing a condition, or performing a procedure incorrectly. On the other hand, a good catch is when a healthcare provider identifies and prevents a potential error before it reaches the patient, thus preventing harm. Implementing a good catch safety program will provide your team with the meaningful data necessary to reveal process and system vulnerabilities. This allows them to develop and implement timely, proactive, data-driven improvement activities.

Furthermore, an incentive-driven good catch program can transform the hospital’s culture and attitude surrounding near miss events. Even the language surrounding “good catch” is a positive shift that can transform a practitioner’s mindset. When administrators reward a good catch with a desirable incentive, it helps shift the cultural attitude toward event reporting

When staff feel empowered and responsible for patient safety, they are more likely to be vigilant and attentive to potential issues. As a result, you’ll improve both workplace satisfaction for staff and long-term safety outcomes for your patients (Iorio, 2023).

For example, a recent news article reported a case where a nurse caught a potential medical error when a patient’s medication dosage was about to be administered at a higher than prescribed amount. The nurse double-checked the order, realized the mistake, and prevented the patient from receiving the incorrect dosage. This would be considered a good catch, as the nurse was able to prevent potential harm to the patient.

When evaluating errors and good catches, evidence-based practices are used to determine the root cause of the issue and to implement measures to prevent future occurrences. This may include conducting a root cause analysis, reviewing policies and procedures, implementing checklists or protocols, and providing additional training to staff. By using evidence-based practices, healthcare providers can learn from mistakes and improve patient safety. According to WHO  a near miss event is “an error that has the potential to cause an adverse event (patient harm) but fails to do so because of chance or because it is intercepted.” (Iorio, 2023).

Examples of good catches in healthcare are:

Preventing near falls: due to meal tray placement, failure to issue no-skid socks.

Noticing medication errors before administration: incorrect medication, expired medication (Iorio, 2023).

Correcting inaccurate labeling: smudged specimen labels, missing dietary alerts, etc)

Addressing privacy errors (patient information left visible. (Iorio, 2023).

As the science of translating research into practice is fairly new, there is some guiding evidence of what implementation interventions to use in promoting patient safety practices (Titler, n.d.). Hence, there is no magic bullet for translating what is known from research into practice. To move evidence-based interventions into practice, several strategies may be needed. Additionally, what works in one context of care may or may not work in another setting, thereby suggesting that context variables matter in implementation (Titler, n.d.).

Reference:

Iorio, S. (2023, January 30). How to Implement a Hospital Good Catch Program. American Data Network. Retrieved May 17, 2024, from https://www.americandatanetwork.com/patient-safety/how-to-implement-a-hospital-good-catch-program/#:~:text=A%20Good%20Catch%20campaign%20is,before%20a%20patient%20is%20harmed

Titler, M. G. (n.d.). The evidence for evidence-based practice implementation. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. https://www.ncbi.nlm.nih.gov/books/NBK2659/

Topic 7 DQ 1

Describe what is meant by the term human factors. Take a minute to think critically about your own strengths, limitations, and values. Now think about your team members. How do these areas have an impact on clinical decision making in relation to patient safety? Be specific. Provide an example of flawed clinical decision-making and potential legal ramifications.

Human factors study how humans interact with systems, equipment, and environments to optimize performance, safety, and well-being. This includes understanding human behavior, capabilities, limitations, and how these factors can influence decision-making. (Health and Safety Executive, 2018).

“Human factors refer to environmental, organizational and job factors, and human and individual characteristics, which influence behavior at work in a way which can affect health and safety”(Health and Safety Executive, 2018).

This definition includes three interrelated aspects that must be considered: the job, the individual, and the organization.

Job includes areas such as the nature of the task, workload, the working environment, the design of displays and controls, and the role of procedures. Tasks should be designed by ergonomic principles to account for human limitations and strengths. This includes matching the job to people’s physical and mental strengths and limitations (Health and Safety Executive, 2018). Mental aspects would consist of perceptual, attentional, and decision-making requirements—the individual, including their competence, skills, personality, attitude, and risk perception. Individual characteristics influence behavior in complex ways. Some factors, such as personality, are fixed; others, such as skills and attitudes, may be changed or enhanced.

The organization includes work patterns, the culture of the workplace, resources, communications, leadership, and so on. Such factors are often overlooked during the design of jobs but significantly influence individual and group behavior(Health and Safety Executive,2018).

Studies suggest that many healthcare practices can affect autonomy by their effects not only on patients’ treatment preferences and choices but also on their self-identities, self-evaluations, and capabilities for autonomy (Entwistle et al.,2010 Relational understandings de-emphasize independence and facilitate well-nuanced.

Considering my strengths, limitations, and values, I recognize that l will have strong attention to detail and critical thinking skills. Notwithstanding, I may also have biases or blind spots that could impact my decision-making. My staff members may have different strengths and limitations, and it is essential to consider how these differences can contribute to a more well-rounded decision-making process.

Those factors can significantly impact patient safety when making decisions in clinical settings. For example, if a team member is overly confident in their abilities and dismisses input from others, this could lead to errors in diagnosis or treatment. On the other hand, if a team member is too hesitant to speak up or lacks assertiveness, important information may be missed.

One example of flawed clinical decision-making and potential legal ramifications could involve a team member misinterpreting a patient’s medical history or symptoms, leading to a misdiagnosis or incorrect treatment plan. The healthcare provider could be held accountable for medical malpractice if this error harms the patient. This highlights the importance of effective communication, collaboration, and consideration of human factors in clinical decision-making to ensure patient safety and minimize the risk of errors. Human factors is an established body of science that is positioned to assist with the challenge of improving healthcare delivery and safety for patients. Human factors and healthcare professionals can work together to identify problems and solutions that may not be apparent by traditional means (Russ et al., 2013).

While human factors do not promise instant solutions for healthcare improvement, they can provide a wealth of scientific resources for sustainable progress. Human factors’ goals pave the way for interdisciplinary collaborations that may yield new, sustainable solutions for healthcare quality and patient safety (Russ et al.,2013).

References

Health and Safety Executive. (2018). Introduction to human factors. Human factors/ergonomics – Introduction to human factors. https://www.hse.gov.uk/humanfactors/introduction.htm

Entwistle, V. A., Carter, S. M., Cribb, A., & McCaffery, K. (2010). Supporting patient autonomy: the importance of clinician-patient relationships. Journal of General Internal Medicine, 25(7), 741–745. https://doi.org/10.1007/s11606-010-1292-2

Russ, A. L., Fairbanks, R. J., Karsh, B. T., Militello, L. G., Saleem, J. J., & Wears, R. L. (2013). The science of human factors: separating fact from fiction. BMJ quality & safety, 22(10), 802–808. https://doi.org/10.1136/bmjqs-2012-001450

Topic 7 DQ 2

Interprofessional teamwork and communication affect patient safety. Provide an example from your professional life of ineffective communication. Next, describe appropriate handoff communication practices. Discuss how proper communication and teamwork made a difference.

Healthcare systems are seeking assistance from other well-known industries for a solution to issues related to handoff communication, the system for relaying patient information from one caregiver to another. The handoff should provide accurate information about a patient’s care, treatment, services, and condition; communication inconsistencies exist among practitioners (Ardoin & Broussard, 2011). This lack of consistent messages prompted staff development nurses in a community hospital to introduce the SBAR process (situation, background, assessment, and recommendation) as the standard for handoff communication to reduce errors and improve patient safety (Ardoin & Broussard, 2011).

As a nurse, I have encountered several ineffective communications that have affected patient safety. One example that comes to mind is when a patient was transferred from the emergency department to the medical-surgical floor without proper handoff communication between the two teams. The patient had a complex medical history and required close monitoring, but crucial information about their condition, medications, and treatment plan was not adequately conveyed to the receiving team.

In this case, the lack of proper handoff communication creates confusion and delays in providing appropriate care to the patient. The relay of the message to the team was not well received. Patient’s needs and requirements could have put the patient at risk for medication errors, complications, or adverse effects.

We must follow appropriate handoff communication practices to prevent such incidents. This includes using standardized tools like SBAR (Situation, Background, Assessment, Recommendation), which conveys the critical information clearly and in a structured way. It is also essential to involve all relevant team members in the handoff process, including nurses, physicians, and other healthcare providers. Moreover, ensuring two-way communication is crucial, allowing for questions, clarifications, and feedback from the receiving team.

In a healthcare setting, patient care involves necessary interactions between several healthcare professionals over successive shifts and across different departments. Adequate and effective communication and handoff of information between healthcare professionals have been recognized as an essential factor in healthcare quality and patient safety (Adam et al., 2022). However, with each handoff, loss of information and miscommunication are expected due to a large amount of information, high frequency of exchange, and differences in perception ofwhat is important and worth mentioning in the handoff process (Adam et al., 2022).

In addition, the stress and exhausting nature of the job renders healthcare professionals more prone to making mistakes, which may lead to delays in management, prolonged hospitalization, and medication errors, compromising patient safety (Adam et al., 2022). Communication errors have been reported to be one of the major factors leading to sentinel events. A sentinel event is a patient’s harm or death not caused by a natural disease process. To reduce the magnitude of this problem, many hospitals use standardized handoff communication “as a process in which patient’s information is communicated from one healthcare giver to another in a consistent manner (Adam et al., 2022).

Proper communication and teamwork can make a significant difference in patient safety. When healthcare providers effectively communicate and work together, they can prevent errors, improve coordination of care, and enhance patient outcomes (Adam et al., 2022). By establishing a culture of open communication, mutual respect, and collaboration, healthcare teams can ensure that patients receive safe and high-quality care throughout their healthcare journey. The SBAR form is a simple and effective tool for improving communication; it helps doctors capture all relevant patient information. Most importantly, most doctors were satisfied with using this tool for handoff communication (Adam et al., 2022).   

References

Ardoin KB, Broussard L. Implementing handoff communication. J Nurses Staff Dev. 2011 May-Jun;27(3):128-35. doi: 10.1097/NND.0b013e318217b3dd. PMID: 21602630. 

Adam MH, Ali HA, Koko A, Ibrahim MF, Omar RS, Mahmoud DS, Mohammed SOA, Ahmed RA, Habib KR, Ali DY. The Use of the Situation, Background, Assessment, and Recommendation (SBAR) Form as a Tool for Handoff Communication in the Pediatrics Department in a Sudanese Teaching Hospital. Cureus. 2022 Nov 29;14(11):e31998. Doi: 10.7759/cureus.31998. PMID: 36589181; PMCID: PMC9798145.

Topic 8 DQ 1

Discuss the link between national trends in health information technology (HIT) initiatives and quality improvement. How does this affect patient safety? Provide two specific examples.

Computer Provider Order Entry (CPOE) has revolutionized how physicians and other providers direct patient care in multiple settings. CPOE has both benefits and disadvantages. CPOE has been shown to reduce the number of medication errors in hospitalized patients  (Connelly,2019). It is associated with increased time for completion of some physician workflow. The quantity and quality of clinical data are rapidly expanding, including electronic health records (EHRs), disease registries, patient surveys, and information exchanges. HIT initiatives can improve patient safety through electronic health records (EHRs). EHRs allow healthcare providers to comprehensively view patients’ medical histories, medications, allergies, and test results in one centralized system. This can help prevent medication errors, identify potential drug interactions, and ensure that all care team members know a patient’s health status (Connelly, 2019).

Numerous studies have shown that only implementing an EHR and computerized physician order entry (CPOE) has rapidly decreased the incidence of specific errors, introducing however many more. This means that high-quality clinical decision support is essential for healthcare organizations to achieve the full benefits of electronic health records and CPOE. In the current healthcare setting, when facing a decision, healthcare providers often do not know that specific patient data are available in the EHR, do not always know how to access the data, do not have the time to search for the data, or are not fully informed on the most current medical insights (Connelly, 2019).

Moreover, decisions by healthcare professionals are often made during direct patient contact, ward rounds, or multidisciplinary meetings. This shows that decisions are made in seconds or minutes, depending on the healthcare provider having all patient parameters and medical knowledge readily available at the time of the decision. A computer also considers all data available, making it possible to notice changes outside the scope of the professional and notice changes specific to a particular patient within normal limits (Clinical Decision Support Systems, n.d).

In conclusion, healthcare practitioners frequently put clinical and laboratory data into the system as a record in an electronic system for the care of patients.

Database information sources may be different. For example, data comes from the hospital discharge abstracts, completed patient respondents’ self-questionnaires, insurance submission claims, files of employees, and computerized records from the pharmacy. Identified personal data contains information or documents that have a patient’s referral, allowing for the identification of the patient.

EMRs contain medical information and data relevant to patient health care.

Some opportunities may arise from nurses’ and physicians’ ability to use data from EHRs to improve effective decisions when a framework such as Clinical Decision Support (CDS) is used. CPOE and CDSS are beneficial in providing safe patient care. CPOE makes it easier to manage patient orders electronically, thereby making it faster to reduce the risk of making errors when orders are handwritten (Clinical Decision Support Systems, n.d).  

References

Connelly, T. P., & Korvek, S. J. (2019, July 29). Computer Provider Order Entry (CPOE).Nih.gov; StatPearls Publishing.  https://www.ncbi.nlm.nih.gov/books/NBK470273/

[PDF] Clinical Decision Support Systems | Semantic scholar. (n.d.). https://www.semanticscholar.org/paper/Clinical-Decision-Support-Systems-Wasylewicz-Hoeks/1383d1ab6fa5ba132a17dcde947fcbdc6a7932c9

Topic 8 DQ 2

Explain how clinical decision support systems (CDSS) impact quality improvement and patient safety. Discuss both the strengths and opportunities for improvement ofa CDSS that you are familiar with from your professional setting or research.

Clinical decision support systems (CDSS) significantly impact quality improvement and patient safety in healthcare settings. These systems utilize patient data and evidence-based guidelines to assist healthcare providers in making informed decisions about patient care. CDSS can help reduce medical errors, improve adherence to best practices, and ultimately enhance patient outcomes by providing real-time information and recommendations. CDSS provides practitioners with evidence-based suggestions for clinical decision-making (Sutton et al., 2020). This assists in reducing the risk of error that would compromise patient safety. CDSS has shown to have a rapid evolution as they are now commonly administered through electronic medical records and other computerized clinical workflows, which has been enhanced by increasing global adoption of electronic medical records with advanced capabilities (Sutton et al., 2020).

There remain unknowns regarding the effect CDSS have regardless on the providers who use them, patient outcomes, and costs care (Sutton et al., 2020).One strength of CDSS is its ability to standardize care by providing clinicians with evidence-based guidelines and best practices. This can help ensure that all patients receive high-quality, consistent care, regardless of the provider they see. CDSS can also help clinicians identify potential medication errors, drug interactions, and allergies, reducing the risk of adverse events.

Another strength of CDSS is its ability to improve efficiency and workflow. By automating specific tasks and providing real-time decision support, CDSS can help streamline the clinical decision-making process and reduce the cognitive burden on healthcare providers. This can lead to quicker, more accurate decision-making and ultimately improve patient outcomes.

However, there are also opportunities for improvement in CDSS. One common challenge is the integration of CDSS into existing electronic health record systems. Some CDSS may not seamlessly integrate with electronic health records, leading to usability issues and potential errors in data transfer. Additionally, the quality and relevance of the clinical guidelines and evidence used by CDSS can vary, leading to potential inaccuracies and inconsistencies in recommendations.

In my professional setting, I have encountered a CDSS that could benefit from improvements in its user interface and customization options. The system provides valuable decision support, but the interface is complex and challenging to navigate, leading to potential errors and inefficiencies in workflow. Additionally, the system does not allow for easy customization based on individual providers’ specific needs and preferences, limiting its effectiveness in supporting clinical decision-making. Due to the increased use of electronic medical records in physicians’ offices, broader implementation of computer-aided clinical decision support systems (CDSS) is possible and offers an opportunity to reduce this gap between knowledge and performance (Holstiege et al., 2015). These systems directly aid in clinical decision-making by providing specific clinical recommendations by matching patient characteristics with rules in a computerized knowledge base (Holstiege et al.,2015).

CDSSs are effective in improving provider performance across various clinical settings. Nevertheless, there is relevant variability among properties and methods of implementation of CDSS and resulting effectiveness. In addition, achieving large-scale adoption rates remains a challenge (Holstiege et al.,2015).

Overall, while CDSS has the potential to significantly impact quality improvement and patient safety in healthcare settings, there are opportunities for improvement in areas such as integration, usability, and customization. By addressing these challenges, healthcare organizations can maximize the benefits of CDSS and enhance patient care outcomes.

An advanced CDSS includes, for example, checking drug-disease interactions, individualized dosing support during renal impairment, or recommendations on laboratory testing during drug usage (Clinical Decision Support Systems, n.d).

References

[PDF] Clinical Decision Support Systems | Semantic scholar. (n.d.). https://www.semanticscholar.org/paper/Clinical-Decision-Support-Systems-Wasylewicz-Hoeks/1383d1ab6fa5ba132a17dcde947fcbdc6a7932c9

Clinical Decision Support Systems [Internet].

U.S. National Library of Medicine. [cited 2021Feb

Holstiege, J., Mathes, T., &amp; Pieper, D. (2015, January). Effects of computer-aidedclinical decision support systems in improving antibiotic prescribing by primary careproviders: A systematic review. Journal of the American Medical Informatics Association : JAMIA. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4433375/

HQS-610 Foundations of Quality Improvement and Patient Safety Course Assignments

HQS 610 Grand Canyon University Continuous Quality Improvement Process Assignment Paper

The purpose of this assignment is to discuss the purpose and use of the continuous quality improvement (CQI) process.

In a 1,000-1,250 word paper, address the following:

  1. Explain the need for CQI in health care.
  2. Describe methods of CQI used in health care.
  3. Describe factors that have an effect on the CQI process.  
  4. Describe the overall impact that the CQI process has on staff.
  5. Describe the overall impact that CQI initiatives have on patient outcomes.

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.

This assignment requires a minimum of three scholarly resources.

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.

HQS 610 GCU Week 5 Just Culture and Culture of Safety Assignment

Description

The purpose of this assignment is to examine factors that contribute to a just culture and a culture of safety and how they are implemented within a health care organization. Identify a health care organization that uses a just culture and culture of safety. Research how a just culture and culture of safety are implemented within that organization.

In a 1,000-1,250 word paper, analyze the factors that create a just culture and culture of safety within your selected organization. Include the following in your paper:

  1. A description of the health care organization you selected.
  2. An analysis of the factors that create a just culture and culture of safety within the selected health care organization.
  3. An evaluation of how the mission and vision of your identified organization align with the factors that create a just culture and culture of safety, including two or three examples.

This assignment requires a minimum of two scholarly sources. If the necessary information is not readily available on the organization’s website, you may need to set up an interview with someone at the organization.

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.

HQS 610 Grand Canyon University W7 National Patient Safety Initiatives Essay

The purpose of this assignment is to analyze national patient safety initiatives. Review the National Patient Safety Goals, and select any initiative that you are familiar with (u can pick anyone of them). In a 750word paper, analyze the national patient safety initiative you have selected. Include the following in your paper:

Will attach the link to the national patient safety goals

  1. A description of the national patient safety initiative you have selected that you are familiar with or have seen in practice and what the setting would be for that initiative.
  2. A description of how this initiative is supported by evidence.
  3. An analysis of how the nation is trending toward this goal and its importance for improving patient outcomes in health care. Provide one or two examples to support your position.    

An abstract is not required

Apa 7th edition

Only 2 sources needed

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HLT-362V Applied Statistics for Health Care Professionals Course Assignments & Discussions Study Guide

HLT-362V Applied Statistics for Health Care Professionals Course Assignments & Discussions Study GuideHLT-362V Applied Statistics for Health Care Professionals Course Description

This is an introductory course on concepts of statistics, emphasizing applications to health care professions. The course is designed to prepare learners to understand concepts of statistics and the appropriateness of statistical methods used in published research papers and a variety of settings. Areas of emphasis include an introduction to the statistical analysis concepts of variable/reliability factors; P values; experimental design; descriptive statistics, including mean, median, and mode; sampling methods; and power analysis.

GCU HLT-362V Applied Statistics for Health Care Professionals Course Week 1- 10 Syllabus

HLT-362V Topic 1 DQ 1 & 2 Discussion

Topic 1 DQ 1

Topic 1 DQ 2

GCU HLT-362V Importance of Statistical Application & The Interpretation of Data in Health Care Assignment

HLT-362V Topic 2 DQ 1 & 2 Discussion

Topic 2 DQ 1

Topic 2 DQ 2

HLT-362V Topic 2 Assignment:

HLT-362V Topic 3 DQ 1 & 2 Discussion

Topic 3 DQ 1

Topic 3 DQ 2

GCU HLT-362V Article Analysis Assignment: Patient Preference and Satisfaction in Hospital-At-Home and Usual Hospital Care for Copd Exacerbations: Results of A Randomised Controlled Trial Assignment

HLT-362V Topic 4 Topic 4 DQ 1 & 2

Topic 4 DQ 1

Topic 4 DQ 2

HLT-362V Topic 4 Assignment: Quality Improvement Opportunity in Your Organization or Practice Assignment

HLT-362V Topic 5 DQ 1 & 2 Discussion

Topic 5 DQ 1

Topic 5 DQ 2

HLT-362V Topic 5 Assignment: Summary and Descriptive Statistics for Data Within the Organization or For Health Care Information Assignment

You can also read another study guide on nursing assignments for students from another post on HQS-610 Foundations of Quality Improvement and Patient Safety Course Assignments & Examples.

Applied Statistics for Health Care Professionals

Course Code Type Duration Credit Hours

HLT-362V v:1 Credit Based 35 Days 3.0

7.1

Pre-Requisites

None

Co-Requisites

None

HLT-362V

Course Materials

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GCU HLT-362V Applied Statistics for Health Care Professionals Course Topic 1: What Is Statistics and Why It Is Important to Health Sciences

Description

Objectives:

  1. Describe an example of each type of measurement: nominal, ordinal, interval,
  2. Define basic statistical
  3. Explain the historical application of
  4. Describe the application of statistics in health care quality, safety, health promotion, and

Study Materials

Read “Fundamentals of Statistics 1: Basic Concepts: Nominal, Ordinal, Interval and Ratio,” located on the Usable Stats website.

Health Statistics

Description:

Explore the Health Statistics page of the MedlinePlus website.

Evidence-Based Practice for Nursing: Levels of Evidence

Description:

Read “Evidence-Based Practice for Nursing: Levels of Evidence,” located on the Northern Virginia Community College website.

Measuring the Quality of Healthcare in the U.S.

Description:

Read “Measuring the Quality of Healthcare in the U.S.,” by Claxton, Cox, Gonzales, Kamal, and Levitt (2015), located on the Peterson-Kaiser Health System Tracker website.

Quality Data Critical to Healthcare Decision-Making

Description:

Read “Quality Data Critical to Healthcare Decision-Making,” by Nicholson and Penney (2004), located on the American Health Information Management Association (AHIMA) website.

Data and Statistics

Description:

Explore the Data and Statistics page of the Centers for Disease Control and Prevention (CDC) website.

Health

Description:

Explore Health page of the United States Census Bureau website.

Health Topics: Health Statistic

Description:

Explore the Health Statistics page of the MedlinePluse website.

Tasks

GCU HLT-362V Importance of Statistical Application & The Interpretation of Data in Health Care

Description:

Statistical application and the interpretation of data is important in health care. Review the statistical concepts covered in this topic. In a 750-1,000 word paper, discuss the significance of statistical application in health care. Include the following:

  1. Describe the application of statistics in health Specifically discuss its significance to quality, safety, health promotion, and leadership.
  2. Consider your organization or specialty area and how you utilize statistical Discuss how you obtain statistical data, how statistical knowledge is used in day-to-day operations and how you apply it or use it in decision making.

Three peer-reviewed, scholarly or professional references are required.

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.

Quiz 1

Description:

This quiz tests your knowledge on the statistical concepts presented in this topic.

Topic 1 DQ 1

Description:

Discuss the historical application of statistics in the field of health care. Describe an example, other than Florence Nightingale’s contributions, where statistical application has greatly influenced or changed health care operations or practice.

Topic 1 DQ 2

Description:

Discuss why it is important for a person working in health care to understand statistical concepts. Provide an example of how statistical data is used in your organization or specialty area today and what you are expected to do with this information as a practitioner.

Topic 1 Participation

Description:

GCU HLT-362V Applied Statistics for Health Care Professionals Course Topic 2: Population and Sampling Distributions

Description

Objectives:

  1. Identify examples of descriptive and inferential
  2. Describe strategies for selecting a sample from a
  3. Identify key questions you will ask/answer when reading a research

Study Materials

Applied Statistics for Health Care

Description:

Read Chapter 2 in Applied Statistics for Health Care.

Chapter 9: Sampling Distributions

Description:

Read “Chapter 9: Sampling Distributions,” and watch the associated videos by Utens et al., from Online Statistics Education: An Interactive Multimedia Course of Study.

The Visual Learner: Statistics

Description:

Refer to the “Visual Learner: Statistics” to learn more about the statistical calculations presented in this topic.

Patient Preference and Satisfaction in Hospital-at-Home and Usual Hospital Care for COPD Exacerbations: Results of a Randomised Controlled Trial

Description:

Read “Patient Preference and Satisfaction in Hospital-at-Home and Usual Hospital Care for COPD Exacerbations: Results of a Randomised Controlled Trial,” by Utens et al., from International Journal of Nursing Students(2013).

Review article in conjunction with the “Article Analysis Example 1” document to help prepare for the article analysis assignment due in this topic.

Eight Questions to Ask When Interpreting Academic Studies: A Primer for Media

Description:

Read “Eight Questions to Ask When Interpreting Academic Studies: A Primer for Media,” by Feldman and Wihbey (2015), located on the Journalist’s Resource website.

Ten Scientific Questions to Ask About Scientific Studies

Description:

Read “Ten Scientific Questions to Ask About Scientific Studies,” by Smith, from Greater Good Magazine (2015).

Research 101: Descriptive Statistics

Description:

Read “Research 101: Descriptive Statistics,” by Conner and Johnson, from American Nurse Today (2017).

Tasks

GCU HLT-362V Applied Statistics for Health Care Professionals Course Topic 3: Clinical Inquiry and Hypothesis Testing

Description

Objectives:

  1. Evaluate hypothesis testing approaches and their application to health
  2. Define dependent and independent variables and their role in hypothesis
  3. Describe evidence used to “reject “or “do not reject” the null
  4. Evaluate the relationship between hypothesis testing and confidence

Study Materials

Description:

Read “Chapter 6: Research Design” and watch the associated videos, by Lane, from Online Statistics Education: An Interactive Multimedia Course of Study.

Chapter 10: Estimation

Description:

Read “Chapter 10: Estimation” and watch the associated videos, by Lane, from Online Statistics Education: An Interactive Multimedia Course of Study.

Chapter 11: Logic of Hypothesis Testing

Description:

Read “Chapter 11: Logic of Hypothesis Testing,” and watch the associated videos by Lane, from Online Statistics Education: An Interactive Multimedia Course of Study.

Chapter 12: Test of Means

Description:

Read “Chapter 12: Test of Means” and watch the associated videos, by Lane, from Online Statistics Education: An Interactive Multimedia Course of Study.

Patient Preference and Satisfaction in Hospital-at-Home and Usual Hospital Care for COPD Exacerbations: Results of a Randomised Controlled Trial

Description:

Review “Patient Preference and Satisfaction in Hospital-at-Home and Usual Hospital Care for COPD Exacerbations: Results of a Randomised Controlled Trial,” by Utens et al., from International Journal of Nursing Students(2013).

Review this article in conjunction with the “Article Analysis Example 2” document to help prepare for the article analysis assignment due in this topic.

Hypothesis Testing, Type I and Type II Errors

Description:

Read “Hypothesis Testing, Type I and Type II Errors,” by Banerjee, Chitnis, Jadhay, Bhawalkar, and Chaudhury, from

Industrial Psychiatry Journal (2009).

Probability, Clinical Decision Making and Hypothesis Testing

Description:

Read “Probability, Clinical Decision Making and Hypothesis Testing,” by Banerjee, Jadhave, and Bhawalker, from

Industrial Psychiatry Journal (2009).

Understanding Null Hypothesis Testing

Description:

Read “Understanding Null Hypothesis Testing,” by Jhangiani and Chiang, from the online eBook, Research Methods in Psychology(2013), available on the BC Campus Open Ed website.

The Difference Between Quality Improvement, Evidence-Based Practice, and Research

Description:

Read “The Difference Between Quality Improvement, Evidence-Based Practice, and Research,” by Ginex, from ONS Voice(2017), located on the Oncology Nursing Society (ONS) website.

Identifying the Differences Between Quality Improvement, Evidence-Based Practice, and Original Research

Description:

Read “Identifying the Differences Between Quality Improvement, Evidence-Based Practice, and Original Research,” by Baker et al., from Journal of Emergency Nursing (2014).

Probability, Proof, and Clinical Significance

Description:

Read “Probability, Proof, and Clinical Significance,” by Skelly, from Evidence-Based Spine-Care Journal (2011).

Statistical Versus Clinical Significance in Nursing Research

Description:

Read “Statistical Versus Clinical Significance in Nursing Research,” by El-Masri, from Canadian Journal of Nursing Research (2016).

Article Analysis Example 2

Description:

Review this document in conjunction with the “Patient Preference and Satisfaction in Hospital-at-Home and Usual Hospital Care for COPD Exacerbations: Results of a Randomised Controlled Trial” article to help prepare for the article analysis assignment due in this topic.

Article Analysis 2

Description:

Use the “Article Analysis 2” template to complete the Article Analysis 2 assignment.

Tasks

GCU HLT-362V Article Analysis Assignment: Patient Preference and Satisfaction in Hospital-At-Home and Usual Hospital Care for Copd Exacerbations: Results of A Randomised Controlled Trial Assignment

GCU HLT-362V Applied Statistics for Health Care Professionals Course Topic 4: Statistical Analysis

Description

Objectives:

  1. Differentiate among experimental research, quasi-experimental, and nonexperimental
  2. Identify key differences between qualitative and quantitative
  3. Differentiate between research and quality

Study Materials

Applied Statistics for Health Care

Description:

Read Chapter 4 in Applied Statistics for Health Care.

The Visual Learner: Statistics

Description:

Refer to the “Visual Learner: Statistics” to learn more about the statistical calculations presented in this topic.

Chapter 14: Regression

Description:

Review “Chapter 14: Regression,” and watch the associated videos by Lane, from Online Statistics Education: An Interactive Multimedia Course of Study.

Is This Quality Improvement or Research?

Description:

Read “Is This Quality Improvement or Research?” by Merrill, from American Nurse Today (2015).

Differentiating Between Research and Quality Improvement

Description:

Read “Differentiating Between Research and Quality Improvement,” by Gregory, from Journal of Perinatal and Neonatal Nursing (2015).

Chapter 44: Tools and Strategies for Quality Improvement and Patient Safety

Description:

Read “Chapter 44: Tools and Strategies for Quality Improvement and Patient Safety,” by Hughes, from the online eBook, Patient Safety and Quality: An Evidence-Based Handbook for Nurses (2008), available on the National Center for Biotechnology Information (NCBI) website.

Focusing on the Fundamentals: A Simplistic Differentiation Between Qualitative and Quantitative Research

Description:

Read “Focusing on the Fundamentals: A Simplistic Differentiation Between Qualitative and Quantitative Research,” by Rutberg and Bouikidis, from Nephrology Nursing Journal (2018).

Tasks

GCU HLT-362V Quality Improvement Opportunity in Your Organization or Practice Assignment

Description:

Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal.

Include the following:

  1. Provide an overview of the problem and the setting in which the problem or issue
  2. Explain why a quality improvement initiative is needed in this area and the expected
  3. Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the course materials or textbook, that establish evidence in support of the quality improvement
  4. Discuss steps necessary to implement the quality improvement Provide evidence and rationale to support your answer.
  5. Explain how the quality improvement initiative will be evaluated to determine whether there was
  6. Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative

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.

Topic 4 DQ 1

Description:

Provide an example of experimental, quasi-experimental, and nonexperimental research from the GCU Library and explain how each research type differs from the others. When replying to peers, evaluate the effectiveness of the research design of the study for two of the examples provided.

Topic 4 DQ 2

Description:

Describe the difference between research and quality improvement. Provide a workplace example where qualitative and quantitative research is applied and how it was used within your organization. When replying to peers, discuss how these research findings might be incorporated into another health care setting.

Topic 4 Participation

Description:

NA

GCU HLT-362V Applied Statistics for Health Care Professionals Course Topic 5: Discovering Relationships and Building Models

Description

Objectives:

  1. Analyze a specified data
  2. Describe how data influences epidemiological
  3. Evaluate data analyzed from research articles using different types of

Study Materials

Applied Statistics for Health Care

Description:

Read Chapter 5 in Applied Statistics for Health Care.

Excel for Windows Training

Description:

Review the “Excel for Windows Training” modules, located on the Microsoft Office website, and use them as resources for the Summary and Descriptive Data assignment, as needed.

The Visual Learner: Statistics

Description:

Refer to the “Visual Learner: Statistics” to learn more about the statistical calculations presented in this topic.

Ethics in Medical Research and Publication

Description:

Read “Ethics in Medical Research and Publication,” by Masic, Hodzic, and Mulic, from International Journal of Preventative Medicine(2014).

Chapter 2. Health Databases and Health Database Organizations: Uses, Benefits, and Concerns

Description:

Read “Chapter 2. Health Databases and Health Database Organizations: Uses, Benefits, and Concerns,” by Donaldson and Lohr, from the online eBook, Health Data in the Information Age: Use, Discloser, and Privacy (1994), available on the National Center for Biotechnology Information (NCBI) website.

Using Epidemiological Data to Guide Clinical Practice: Review of Studies on Cardiovascular Disease and Use of Combined Oral Contraceptives

Description:

Read “Using Epidemiological Data to Guide Clinical Practice: Review of Studies on Cardiovascular Disease and Use of Combined Oral Contraceptives,” by Hannaford and Owen-Smith, from BMJ (1998).

Secondary Data Analysis: Ethical Issues and Challenges

Description:

Tasks

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.

Summary and Descriptive Statistics for Data Within the Organization or For Health Care Information

Description:

There is often the requirement to evaluate descriptive statistics for data within the organization or for health care information. Every year the National Cancer Institute collects and publishes data based on patient demographics. Understanding differences between the groups based upon the collected data often informs health care professionals towards research, treatment options, or patient education.

Using the data on the “National Cancer Institute Data” Excel spreadsheet, calculate the descriptive statistics indicated below for each of the Race/Ethnicity groups. Refer to your textbook and the Topic Materials, as needed, for assistance in with creating Excel formulas.

Provide the following descriptive statistics:

  1. Measures of Central Tendency: Mean, Median, and Mode
  2. Measures of Variation: Variance, Standard Deviation, and Range (a formula is not needed for Range).
  3. Once the data is calculated, provide a 150-250 word analysis of the descriptive statistics on the spreadsheet. This should include differences and health outcomes between groups.

APA style is not required, but solid academic writingis 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.

Topic 5 DQ 1

Description:

Describe how epidemiological data influences changes in health practices. Provide an example and explain what data would be necessary to make a change in practice.

Topic 5 DQ 2

Description:

Discuss ways your organization uses technology to gather patient and health care information, and how this information and data are used to direct patient care and outcomes.

Topic 5 Participation

Description:

NA

Grade Scale

Final Grade Column

Letter Grade GPA Value Minimum (%) Maximum (%)
A 4.0 93.0 100.0
A- 3.7 90.0 92.99
B+ 3.3 87.0 89.99
B 3.0 83.0 86.99
B- 2.7 80.0 82.99
C+ 2.3 77.0 79.99
C 2.0 70.0 76.99
D 1.0 60.0 69.99
F 0.0 0.02 59.99
I 0.0 0.0 0.01

Grade Categories

Assignments (%) Points Percentile
Summary and Descriptive Statistics 100.0
Article Analysis 2 130.0
Quality Improvement Proposal 150.0
Article Analysis 1 120.0
Article Analysis and Evaluation of Research Ethics 140.0
Application of Statistics in Health Care 100.0

 

Discussion Question (%) Points Percentile
Topic 2 DQ 1 8.0
Topic 5 DQ 1 8.0
Topic 3 DQ 1 8.0
Topic 2 DQ 2 8.0
Topic 1 DQ 1 8.0
Topic 4 DQ 2 8.0
Topic 5 DQ 2 8.0

 

Topic 1 DQ 2 8.0
Topic 3 DQ 2 8.0
Topic 4 DQ 1 8.0

 

Participation (%) Points Percentile
Topic 4 Participation 32.0

 

Participation (%) Points Percentile
Topic 1 Participation 32.0

 

Participation (%) Points Percentile
Topic 5 Participation 32.0

 

Participation (%) Points Percentile
Topic 3 Participation 32.0

 

Participation (%) Points Percentile
Topic 2 Participation 32.0

 

Quizzes (%) Points Percentile
Quiz 1 10.0
Quiz 2 10.0

 

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