HLT 362V Topic 5: Discovering Relationships and Building Models
Sample Answer for HLT 362V Topic 5: Discovering Relationships and Building Models Included After Question
HLT 362V Topic 5: Discovering Relationships and Building Models
Description
Objectives:
- Analyze a specified data
- Describe how data influences epidemiological
- 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:
Read “Secondary Data Analysis: Ethical Issues and Challenges,” by Tripathy, from Iranian Journal of Public Health
(2013).
What Are the Major Ethical Issues in Conducting Research? Is There a Conflict Between the Research Ethics and the Nature of Nursing?
Description:
Read “What Are the Major Ethical Issues in Conducting Research? Is There a Conflict Between the Research Ethics and the Nature of Nursing?” by Fouka and Mantzorou, from Health Scinece Journal (2011).
Ethical Challenges of Researchers in Qualitative Studies: The Necessity to Develop a Specific Guideline
Description:
Read “Ethical Challenges of Researchers in Qualitative Studies: The Necessity to Develop a Specific Guideline,” by Sanjari, Bahramnezhad, Fomani, Shoghi, and Cheraghi, from Journal of Medical Ethics and History of Medicine (2014).
Challenges in Conducting Qualitative Research in Health: A Conceptual Paper
Description:
Read “Challenges in Conducting Qualitative Research in Health: A Conceptual Paper,” by Khankeh, Ranjbar, Khorasani-Zavareh, Zargham-Boroujeni, and Johansson, from Iranian Journal of Nursing and Midwifery Research (2015).
Article Analysis and Evaluation of Research Ethics
Description:
Use the “Article Analysis and Evaluation of Research Ethics” template to complete the Article Analysis and Evaluation of Research Ethics assignment.
National Cancer Institute Data
Description:
Use the “National Cancer Institute Data” Excel spreadsheet to complete the Summary and Descriptive Statistics assignment.
Article Analysis and Evaluation of Research Ethics
Description:
Search the GCU Library and find one new health care article that uses quantitative research. Do not use an article from a previous assignment, or that appears in the Topic Materials or textbook.
Complete an article analysis and ethics evaluation of the research using the “Article Analysis and Evaluation of Research Ethics” template. See Chapter 5 of your textbook as needed, for assistance
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
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:
- Measures of Central Tendency: Mean, Median, and Mode
- Measures of Variation: Variance, Standard Deviation, and Range (a formula is not needed for Range).
- 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.
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 362V Topic 5: Discovering Relationships and Building Models
Title: HLT 362V Topic 5: Discovering Relationships and Building Models
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.
Nichole Nadeo
1 posts
Re: Topic 5 DQ 2
Electronic Health Records are defined as ” electronic medical records that focus on the total health of the patient going beyond the standard clinical data collected in the provider’s office and inclusive of a broader view on a patient’s care.” (elearning.scranton.edu) The earliest data processinf systems originated in the 1960s and were used only for clinical data managments. In 1972 the very first electronic medical record system was developed and by the 1990s personal comupters were becoming more affordable and the internet emerged. By 1991 the IOM made it known that by the year 2000 each doctors office should be using computers in their practice to improve patient care. 1996 HIPAA was introduced and by 2015 it was mandated that all healthcare facilities implement EMRs.
At excela health we use computers to do basically everything other than physcial patient care. We use Cerner which is a health information program and FirstNet which is used down in the emergency rooms. We also use something called perfect serve to contact doctors through text for things we need throughout the day. Cerner has each floor listed with the inpatient room numbers and patient names. This holds the patients whole chart, including past medical history, notes, results, etc. We use these to document on the patients vitals, assessments, if we spoke to the doctor, orders, changes… we scan their medication into the computer before giving them to decrease the risk of medication errors. This also gives reminders on reassessing patients after medications are given, sepsis alerts, if a doctor changes orders. This also helps us keep statistical data on patients and what they come in for. So if there is a floor with an increase in the amount of CAUTIs it can easily be noted and looked into.
Having everything you need information wise about your patient in front of you in one condusive electronic chart really is a game changer in the healthcare field. Also noted you can take the information you have and electronically transfer it to other healthcare facilities to help care for your patient is they needed to be transfered out!
https://elearning.scranton.edu/resource/health-human-services/emr_the-progress-to-100-percent-electronic-medical-records
HLT 362V Topic 5: Discovering Relationships and Building Models Grading Rubric Guidelines
| Performance Category | 10 | 9 | 8 | 4 | 0 |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
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| 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 |
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| 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) |
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Summarizes what was learned from the lesson, readings, and other student posts for the week. |
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| 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 |
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| 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. |