HLT 362 Topic 1 Discussion Question one Discuss the historical application of statistics in the field of health care

HLT 362 Topic 1 Discussion Question one Discuss the historical application of statistics in the field of health care

Sample Answer for HLT 362 Topic 1 Discussion Question one Discuss the historical application of statistics in the field of health care Included After Question

HLT 362 Topic 1 Discussion Question one Discuss the historical application of statistics in the field of health care

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.

A Sample Answer For the Assignment: HLT 362 Topic 1 Discussion Question one Discuss the historical application of statistics in the field of health care

Title: HLT 362 Topic 1 Discussion Question one Discuss the historical application of statistics in the field of health care

History of Statistics 

Statistics is not a newly developed concept when it comes to looking for answers. In fact, it has been around for hundreds of years. “The roots of nursing practice are based on the use and statistical analysis of patient data” (Ambrose et al., 2022). Health statistics provide data to assist in the allocation of public as well as private funds. Statistics also enable the understanding of population characteristics, for example, disease mortality rates, morbidity or prevalence, and even quantification of health disparities. Previous scholars such as Florence Nightingale have impacted the health industry through the use of statistics to demonstrate needed healthcare initiatives.

Example of Statistical Application in Healthcare 

Because of how complex the human body, and mind are, and the ways in which all of these aspects interact with their surroundings, statisticians and nursing researchers need to work together on a continuous basis. Sir Edwin Chadwick (1800-1890) had written a report in 2842 on the sanitary conditions among the laboring population in Great Britain. “Edwin demonstrated the existence of a mass of preventable illnesses and premature death in the community caused, he argued, by unsanitary physical circumstances” (Green et al., 2018). The painstaking documentation of statistical evidence written in his report about the social and spatial inequalities in health and unsanitary conditions is one of the earliest (1824) examples of providing evidence-based health advice to the public. His findings provided the foundation for advances made later on by figures such as William Farr (Green et al., 2018).

References

Ambrose, J., Helbig, J., Ryan, C., & Torres, E. (2022). Applied Statistics for Healthcare (Second Edition ed.). Grand Canyon University. https://bibliu.com/app/#/view/books/1000000000581/epub/Chapter1.html#page_8

Green, M. A., Dorling, D., & Mitchell, R. (2018, January). Updating Edwin Chadwick’s seminal work on geographical inequalities by occupation. National Library of Medicine, 59-62. 10.1016/j.socscimed.2017.11.055

A Sample Answer 2 For the Assignment: HLT 362 Topic 1 Discussion Question one Discuss the historical application of statistics in the field of health care

Title: HLT 362 Topic 1 Discussion Question one Discuss the historical application of statistics in the field of health care

In the era of technological trends, extensive statistics have been broadly carried out in diverse businesses, especially healthcare. An extensive amount of data has unfolded new gaps in fitness care. The immense facts in healthcare have the capability to improve healthcare to a higher level. Significant records can correctly lessen healthcare problems such as the selection of the appropriate remedy, and solution for healthcare, and enhancing the healthcare machine. There are six defining attributes in extensive data, namely, extent, range, speed, veracity, variability, complexity, and value. Massive information represents an expansion of possibilities that could enhance the performance of healthcare. The extensive data in healthcare should help in the advanced use of huge data analytics to gain valuable know-how. This powerful information analytics is used to get valuable facts from all types of sources in healthcare that may be used to take advantage of the data in order to make a better choice in healthcare. Massive information analytics can enhance health care by discovering institutions and expertise styles and trends in scientific facts. Cardiovascular disorder datasets are massive data in healthcare, and they are used as part of facilitating the system of documenting scientific facts that must be analyzed to offer powerful answers to troubles in fitness care. This paper provides valuable statistics by using massive information analytics from clinical statistics of cardiovascular disease to provide convincing answers for the troubles in healthcare and also to indicate how huge information is essential for healthcare. with statistics participation, we can manage the healthcare base and balance.

Kurniasari F, Hamid NA, Qinghui C. The effect of perceived usefulness; perceived ease of use, trust, attitude, and, satisfaction into a continuance of intention in using Alipay. Management & Account Review. 2020;19(2):131–150.

http://dx.doi.org/10.24191/mar.v19i2.1190

Zhang Y, Qiu M, Tsai CW, Hassan MM, Alamri A. Health-CPS: Healthcare cyber-physical system assisted by cloud and big data. IEEE Syst J. 2017;11(1):88–95. https://doi.org/10.1109/JSYST.2015.2460747

Description

Objectives:

1. Describe an example of each type of measurement: nominal, ordinal, interval, ratio.
2. Define basic statistical terms.
3. Explain the historical application of statistics.
4. Describe the application of statistics in health care quality, safety, health promotion, and leadership.

Applied Statistics for Health Care

Description:

Read Chapter 1 in Applied Statistics for Health Care.

Introduction

Description:

Read “Introduction,” and watch the associated videos by Lane, Hebl, Osherson, and Zeimer, 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.

Nominal, Ordinal, Interval Ratio: Examples

HLT 362 Topic 1 Discussion Question one Discuss the historical application of statistics in the field of health care
HLT 362 Topic 1 Discussion Question one Discuss the historical application of statistics in the field of health care

Description:

Read “Nominal, Ordinal, Interval Ratio: Examples,” by Stephanie (2014), located on the Statistics How To website.

Fundamentals of Statistics 1: Basic Concepts :: Nominal, Ordinal, Interval and Ratio

Description:

Fundamentals of Statistics 1: Basic Concepts :: Nominal, Ordinal, Interval and Ratio,” located on the Usable Stats website.

Health Statistics

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: HLT 362 Topic 1 Discussion Question one Discuss the historical application of statistics in the field of health care

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 Statistics

Description:

Explore the Health Statistics page of the MedlinePluse website.

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.
  • 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.
  • 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.

HLT 362 Topic 1 Discussion Question one Discuss the historical application of statistics in the field of health care 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.

A Sample Answer 3 For the Assignment: HLT 362 Topic 1 Discussion Question one Discuss the historical application of statistics in the field of health care

Title: HLT 362 Topic 1 Discussion Question one Discuss the historical application of statistics in the field of health care

Statistics have been in used in the field of healthcare for a very long-time. They have been used in planning and improving healthcare activities as well as allocating resources to be used. Statistics were also used in healthcare to analyze research data, laboratory results, outcomes of treatment and the epidemiology of some condition (Health statistics: Past, present, and future – Toward a health statistics system for the 21st century – NCBI bookshelf, n.d.). With the statistical data, there has been significant improvement in the quality of care delivered and safety of patients since previous data inform the current practice on what to do and what to avoid. Use of statistics has been applied in preventing and managing infections in care facilities. Statistical methods such as rates, ratios and proportions have been used to present data concerning infections in care 

facilities hence informing the stakeholders on the appropriate methods of 

minimizing the cases (Basic statistics for infection Preventionists, 2019). 

References: 

 Health statistics: Past, present, and future – Toward a health 

statistics system for the 21st century – NCBI bookshelf. (n.d.). National 

Center for Biotechnology 

Information. https://www.ncbi.nlm.nih.gov/books/NBK223602/ 

Basic statistics for infection Preventionists. (2019, February 

15). APIC. https://apic.org/course/basic-statistics-for-infection-preventionists/