Sample Answer for HLT 362 Discussion: Hypothesis Testing and Confidence Intervals Included After Question
HLT 362 Discussion: Hypothesis Testing and Confidence Intervals
HLT 362 Discussion: Hypothesis Testing and Confidence Intervals
Topic 3 DQ 2
Description:
Evaluate and provide examples of how hypothesis testing and confidence intervals are used together in health care research. Provide a workplace example that illustrates your ideas.
Description:
Search the GCU Library and find two new health care articles that use quantitative research. Do not use articles from a previous assignment, or articles that appear in the Topic Materials or textbook.
Complete an article analysis for each using the “Article Analysis: Part 2” template.
Refer to the “Patient Preference and Satisfaction in Hospital-at-Home and Usual Hospital Care for COPD Exacerbations: Results of a Randomised Controlled Trial,” in conjunction with the “Article Analysis Example 2,” for an example of an article analysis.
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.
Description
Objectives:
1. Evaluate hypothesis testing approaches and their application to health care.
2. Define dependent and independent variables and their role in hypothesis testing.
3. Describe evidence used to “reject “or “do not reject” the null hypothesis.
4. Evaluate the relationship between hypothesis testing and confidence intervals
Applied Statistics for Health Care
Description:
Read Chapter 3 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 6: Research Design
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.
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.
As we begin this session, I would like to take this opportunity to clarify my expectations for this course:
Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).
Course Room Etiquette:
- It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
- All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!
Office Hours:
- My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
- Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
- I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.
Late Policy and Grading Policy
Discussion questions:
- I do not mark off for late DQ’s.
- I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
- I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
- Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.
Assignments:
- Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
- Any activity or assignment submitted after the due date will be subject to GCU’s late policy
- Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
- No assignments can be accepted for grading after midnight on the final day of class.
- All assignments will be graded in accordance with the Assignment Grading Rubrics
Participation
- Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
- Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
- It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
- A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
- Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
- I do expect outside sources as well as class materials to formulate your post.
- APA format is not necessary for DQ responses, but I do expect a proper citation for references.
- Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
- I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
- Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.
Plagiarism
- Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
- This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
- Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
- Please review your LopesWrite report prior to final submission.
- Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).
Plagiarism includes:
- Representing the ideas, expressions, or materials of another without due credit.
- Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
- Failing to document direct quotations without proper citation and referencing.
- Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
- If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
- We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.
LopesWrite
- All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
- Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.
Assignment Submissions
- Please note that Microsoft Office is the software requirement at GCU.
- I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
- If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.
Grade of Incomplete
- The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
- The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
- Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.
Grade Disputes
- If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
- While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
- However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.
A Sample Answer For the Assignment: HLT 362 Discussion: Hypothesis Testing and Confidence Intervals
Title: HLT 362 Discussion: Hypothesis Testing and Confidence Intervals
HLT 362 Discussion: Hypothesis Testing and Confidence Intervals Grading Rubric Guidelines
| Performance Category | 10 | 9 | 8 | 4 | 0 |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
|
|
|
|
|
| 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 |
|
|
|
|
|
| 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) |
|
Summarizes what was learned from the lesson, readings, and other student posts for the week. |
|
|
|
| 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 |
|
|
|
|
|
| 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. |