Explain the value of biostatistics in population health research NUR 550

Sample Answer for Explain the value of biostatistics in population health research NUR 550 Included After Question

Re: Topic 2 DQ 1

Biostatistics, or the use of statistical analysis in the design, analysis, and improvement of population health studies, is critical for population health research. This is because the subfield of epidemiology is concerned with the progression and tracking of disease through time, as well as the influence on the health of a population (Weill Cornell Medicine, 2021). By collecting, analyzing, and reviewing this data effectively, doctors, policymakers, and community members may make more informed judgments about how to address a population’s most significant hurdles to attaining high-quality overall health.

A Sample Answer For the Assignment: Explain the value of biostatistics in population health research NUR 550

Title: Explain the value of biostatistics in population health research NUR 550

Epidemiology, on the other hand, is the study of what affects people. To be more precise, what causes health in a community in order to eventually understand how to apply this information in order to lower the risk of illness and disease in the same group of individuals (Nash et. al, 2021). This is synonymous with the term population health, which Garmon et al. characterized as a framework for reviewing, disseminating, and acting to empower communities to be the healthiest they can be (2017). Epidemiology is critical in researching and treating population health concerns because it enables quantitative and qualitative examination of a specific population’s health, its evolution, and an understanding of the data used to support the claim as proof. Population health concerns can be addressed through the use of data and trend analysis by concentrating on important determinants of health and integrating policy, resources, education, and other interventions to enhance the population’s overall health (Nash et. al, 2021).

Epidemiology and biostatistics are critical components of my evidence-based practice plan since I will be utilizing biostatistical

techniques to gain a better understanding of the emergency department stroke patient group. Additionally, epidemiology will help me comprehend how stroke affects the larger community and how it became a key focus of community education and initiative throughout the United States. Finally, I look forward to establishing a PICOT that solves this essential and broad gap in quality care for this patient population. Extend your knowledge of biostatistics to population health research NUR 550

Explain the value of biostatistics in population health research NUR 550 References

Nash, D.B., Skoufalos, A., Fabius, R.J. & Oglesby, W.H. (2021). Population health: Creating a culture of wellness. Jones & Bartlett Learning.

Garmon Bibb, S. C. (2017). Population health. In J. Fitzpatrick (Ed.), Encyclopedia of nursing research (4th ed.). Springer Publishing Company.

Weill Cornell Medicine (2021). Biostatistics. https://phs.weill.cornell.edu/research-collaboration/our-divisions/biostatistics

Re: Topic 2 DQ 1

Explain the value of biostatistics in population health research NUR 550

Kristi,

Health care practitioners have always aimed at improving the quality of care or meeting the needs of their patients. However, this is not always an easy task as they face challenges especially when the demand for health care services is on the rise and the budget shrinks. By using biostatistics, it becomes easier to overcome challenges caused by lack of enough resources in delivery of care services. This can be improved by having accurate interpretation of biostatistical data which can be used to serve as the foundation for efforts in improving public heath as well as quality of patient care (Brimacombe, 2014). When nurses are able to familiarize themselves with statistical principles, they can easily evaluate results of health care studies. In addition, through biostatistics, nurses are able to participate in medical research projects and can communicate the same in an easier manner to patients or other health care workers. Explain the value of biostatistics in population health research NUR 550

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Explain the value of biostatistics in population health research NUR 550 Reference

Brimacombe, M. B. (2014). Biostatistical and medical statistics graduate education. BMC medical education, 14(1), 1-5.

Re: Topic 2 DQ 1

Biostatistics, a scientific subdiscipline of statistics, is the collection and analysis of biological data to study population health issues (Lee et al., 2019). Through biostatistics, public health outcomes are improved. Epidemiology also plays a significant role in population health by identifying risk factors for diseases and focuses on treatment and promoting prevention (Galea, 2017). Epidemiology has influenced population health for over 150 years and through observations, regulations were developed to improve the safety of drinking water, clean air, waste management, promote anti-smoking directives, diet advice, and physical activity guidelines (Galea, 2017).

Epidemiology and biostatistics are the foundation of public health and preventative medicine and are critical components in disease monitoring and prevention. Furthermore, data and findings from epidemiology and biostatistics are used to better understand chronic diseases such as hypertension and the associated risk factors. Because consumption of a poor diet and lack of exercise are modifiable risk factors that increase the morbidity and mortality rate associated with hypertension, it is vital that patients receive detailed patient education to improve health care outcomes and encourage participation in their care. Studies have demonstrated that patients who receive patient education and are actively involved in their care are more likely to comply with taking their medications and treatments (Miller, 2016). Explain the value of biostatistics in population health research NUR 550

Explain the value of biostatistics in population health research NUR 550 References

Galea, S. (2017). Making epidemiology matter. International Journal of Epidemiology, 46(4), 1083-1085. https://doi.org/10.1093/ije/dyx154

Lee, K. J., Moreno‐Betancur, M., Kasza, J., Marschner, I. C., Barnett, A. G., & Carlin, J. B. (2019). Biostatistics: A fundamental discipline at the core of modern health data science. Medical Journal of Australia, 211(10), 444. https://doi.org/10.5694/mja2.50372

Miller T. A. (2016). Health literacy and adherence to medical treatment in chronic and acute illness: A meta-analysis. Patient education and counseling, 99(7), 1079–1086. https://doi.org/10.1016/j.pec.2016.01.020

Explain the value of biostatistics in population health research NUR 550 Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.