HLT 362V Week 1 Assignment Workbook Exercise 6 8 9 11 16 27
Sample Answer for HLT 362V Week 1 Assignment Workbook Exercise 6, 8, 9, 11, 16, 27 Included After Question
Exercise 6
What are the frequency and percentage of the COPD patients in the severe airflow limitation group who are employed in the Eckerblad et al. (2014) study?
What percentage of the total sample is retired? What percentage of the total sample is on sick leave?
What is the total sample size of this study? What frequency and percentage of the total sample were still employed? Show your calculations and round your answer to the nearest whole percent.
What is the total percentage of the sample with a smoking history—either still smoking or former smokers? Is the smoking history for study participants clinically important? Provide a rationale for your answer.
What are pack years of smoking? Is there a signifi cant difference between the moderate and severe airfl ow limitation groups regarding pack years of smoking? Provide a rationale for your answer.
What were the four most common psychological symptoms reported by this sample of patients with COPD?
What percentage of these subjects experienced these symptoms? Was there a significant difference between the moderate and severe airflow limitation groups for psychological symptoms?
What frequency and percentage of the total sample used short-acting β 2 -agonists? Show your calculations and round to the nearest whole percent.
Is there a significant difference between the moderate and severe airfl ow limitation groups regarding the use of short-acting β 2 -agonists? Provide a rationale for your answer.
Was the percentage of COPD patients with moderate and severe airfl ow limitation using short-acting β 2 -agonists what you expected? Provide a rationale with documentation for your answer.
Are these findings ready for use in practice? Provide a rationale for your answer.
Exercise 8
The number of nursing students enrolled in a particular nursing program between the years of 2010 and 2016, respectively, were 563, 593, 606, 520, 563, 610, and 577. Determine the mean ( X ), median ( MD ), and mode of the number of the nursing students enrolled in this program. Show your calculations.
What is the mode for the variable inpatient complications in Table 2 of the Winkler et al. (2014) study? What percentage of the study participants had this complication?
Does the distribution of inpatient complications have a single mode, or is this distribution bimodal or multimodal? Provide a rationale for your answer.
4. As reported in Table 1 , what are the three most common cardiovascular medical history events in this study, and why is it clinically important to know the frequency of these events?
What are the mean and median lengths of stay (LOS) for the study participants?
Are the mean and median for LOS similar or different? What might this indicate about the distribution of the sample? Provide a rationale for your answer.
Examine the study results and determine the mode for arrhythmias experienced by the partici-pants. What was the second most common arrhythmia in this sample?
Was the most common arrhythmia in Question 7 related to LOS? Was this result statistically signifi cant? Provide a rationale for your answer.
What study variables were independently predictive of the 50 premature ventricular contractions (PVCs) per hour in this study?
In Table 1 , what race is the mode for this sample? Should these study fi ndings be generalized to American Indians with ACS? Provide a rationale for your answer.
Exercise 9
What were the name and type of measurement method used to measure Caring Practices in the Roch, Dubois, and Clarke (2014) study?
The data collected with the scale identified in Questions 1 were at what level of measurement? Provide a rationale for your answer.
What were the subscales included in the CNPISS used to measure RNs ’ perceptions of their Caring Practices? Do these subscales seem relevant? Document your answer.
Which subscale for Caring Practices had the lowest mean? What does this result indicate?
What were the dispersion results for the Relational Care subscale of the Caring Practices in Table 2 ? What do these results indicate?
Which subscale of Caring Practices has the lowest dispersion or variation of scores? Provide a rationale for your answer.
Which subscale of Caring Practices had the highest mean? What do these results indicate?
Compare the Overall rating for Organizational Climate with the Overall rating of Caring Practices. What do these results indicate?
The response rate for the survey in this study was 45%. Is this a study strength or limitation? Provide a rationale for your answer.
What conclusions did the researchers make regarding the caring practices of the nurses in this study? How might these results affect your practice?
Exercise 11
What demographic variables were measured at least at the interval level of measurement?
What statistics were used to describe the length of labor in this study? Were these appropriate?
What other statistic could have been used to describe the length of labor? Provide a rationale for your answer.
Were the distributions of scores similar for the experimental and control groups for the length of labor? Provide a rationale for your answer.
Were the experimental and control groups similar in their type of feeding? Provide a rationale for your answer.
What was the marital status mode for the subjects in the experimental and control groups? Provide both the frequency and percentage for the marital status mode for both groups.
Could a median be determined for the education data? If so, what would the median be for education for the experimental and the control groups? Provide a rationale for your answer.
Can the findings from this study be generalized to Black women? Provide a rationale for your answer.
If there were 32 subjects in the experimental group and 36 subjects in the control group, why is the income data only reported for 30 subjects in the experimental group and 34 subjects in the control group?
Was the sample for this study adequately described? Provide a rationale for your answer.
Exercise 16
The researchers analyzed the data they collected as though it were at what level of measurement?
1. Nominal
2. Ordinal
3. Interval/ratio
4. Experimental
What was the mean posttest empowerment score for the control group?
Compare the mean baseline and posttest depression scores of the experimental group. Was this an expected finding? Provide a rationale for your answer.
Compare the mean baseline and posttest depression scores of the control group. Do these scores strengthen or weaken the validity of the research results? Provide a rationale for your answer.
Which group’s test scores had the least amount of variability or dispersion? Provide a rationale for your answer.
Did the empowerment variable or self-care self-efficacy variable demonstrate the greatest amount of dispersion? Provide a rationale for your answer.
The mean (X ̅) is a measure of a distribution while the SD is a measure of its scores. Both X ̅ and SD are statistics.
What was the mean severity for renal disease for the research subjects? What was the dispersion or variability of the renal disease severity scores? Did the severity scores vary significantly between the control and the experimental groups? Is this important? Provide a rationale for your answer.
Which variable was least affected by the empowerment program? Provide a rationale for your answer.
Was it important for the researchers to include the total means and SDs for the study variables in Table 2 to promote the readers’ understanding of the study results? Provide a rationale for your answer.
Exercise 27
What is the mean age of the sample data?
What percentage of patients never used tobacco?
What is the standard deviation for age?
Are there outliers among the values of age? Provide a rationale for your answer.
What is the range of age values?
What percentage of patients were taking infl iximab?
What percentage of patients had rheumatoid arthritis as their primary diagnosis?
What percentage of patients had irritable bowel syndrome as their primary diagnosis?
What is the 95% CI for age?
What percentage of patients had psoriatic arthritis as their primary diagnosis?
Grading Rubric
| Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points
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Failing level
of performance 55% or less 0 points |
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three or more of the following elements
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| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points | |
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in the all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three of the following elements
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| 10 Points | 9 Points | 6 Points | 0 Points | |||
| Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
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Demonstrated 3 of the following:
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Demonstrated 2 of the following:
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Demonstrated 1 or less of the following:
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| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
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Failed to demonstrate the following:
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| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Also Read: HLT 324 V Week 5 Discussion 2 Medical Professionals
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 Week 1 Assignment Workbook Exercise 6, 8, 9, 11, 16, 27
Title: HLT 362V Week 1 Assignment Workbook Exercise 6, 8, 9, 11, 16, 27
Assignment: Application of Statistics in Health Care
Statistical methods play a vital role in healthcare, both in terms of providing insights that can help to improve patient outcomes and in terms of assisting with the evaluation of different treatment options. In particular, statistics can be used to: – understand the natural course of diseases, – assess the effectiveness of preventative measures and treatments, – determine which diagnostic tests are most effective, – predict how patients will respond to various treatments, and- identify risk factors for diseases (Kim et al., 2020). Statistical techniques are also used extensively in epidemiological studies, which aim to identify risk factors for disease and to investigate possible links between exposure to different agents (such as viruses or chemicals) and the development of disease. The purpose of this assignment is to discuss the importance of statistics in healthcare, in particular, it discusses the significance of statistics to safety, quality, health promotion, and leadership.
Describe The Application of Statistics in Health Care and Its Significance to Quality, Safety, Health Promotion, And Leadership
The application of statistics in health care is vital to understanding and treating diseases. By analyzing patients’ medical history and current health data, doctors can develop hypotheses about which treatments will work best for individual patients and groups of people. Additionally, through statistical analysis, researchers can identify relationships between different risk factors and disease outcomes (Anjum et al., 2020). This information is crucial for developing and testing new treatments and preventive measures. In short, statistics plays a vital role in ensuring that health care is both evidence-based and effective. Through statistics, healthcare professionals can understand and track patterns of disease, to develop and test new treatments, and to evaluate the effectiveness of current therapies. By applying statistics correctly, healthcare professionals can improve the quality of care that patients receive and make better use of limited resources.
The application of statistics in health care is significant to quality, safety, health promotion, and leadership. Quality improvement and patient safety are two of the most important aspects of health care. Statistics can help identify areas where quality needs to be improved and assist with the measurement of safety outcomes. In the healthcare industry, Statistics can be used in a number of ways to improve quality (Anjum et al., 2020). For example, Statistics can be used to track patient outcomes in order to identify areas where quality needs to be improved. Additionally, Statistics can be used to identify and track healthcare-associated infections (HAIs) in order to prevent the spread of infection. Finally, Statistics can be used to monitor and evaluate the performance of healthcare providers in order to improve the quality of care that they provide.
Health promotion can be enhanced by using statistics to track trends in risk factors and behaviours. There are many ways that statistics can be used to improve health promotion in healthcare delivery (Erfanian et al., 2021). For example, by tracking and analyzing data on the types of services that are provided, healthcare providers can identify areas where care could be improved or expanded. Additionally, statistical analysis can be used to evaluate the effectiveness of different health promotion initiatives and to target resources where they are needed most. In short, statistics play an important role in ensuring that healthcare delivery is as efficient and effective as possible.
Leadership can use statistics to make informed decisions about the allocation of resources and the development of policies and programs. Decision-making in healthcare can be a complex process, and statistics can play a helpful role in informing both leaders and clinicians about the most effective ways to allocate resources and provide care (Anjum et al., 2020). Here are a few ways that statistics can be used to inform decision-making in healthcare: -Anticipating need: Statistics can help healthcare leaders anticipate future needs for services and treatments based on trends in population growth, disease incidence and prevalence, and other factors. This helps them plan ahead for staffing, facility expansion, resource procurement, and other needs. -Improving quality: Quality improvement initiatives in healthcare often rely on data to identify areas where quality of care can be improved.by analyzing statistical data on things like clinical outcomes healthcare leaders are make informed decision and planning towards delivering quality healthcare services.
There is no question that statistics can play a pivotal role in Healthcare Delivery Safety. By analyzing data on everything from patient injuries to employee satisfaction, healthcare organizations can identify areas of improvement and target their safety initiatives accordingly (Erfanian et al., 2021). Here are just a few ways in which statistical knowledge can be used to improve safety in healthcare delivery: -Tracking employee vaccinated rates to ensure herd immunity against vaccine-preventable diseases. Correlating Ventilator Associated events with institutional characteristics and identifying opportunities for the reduction of VAP incidence associated with central line infections in order to discover and act upon infection control issues.
How Statistical Knowledge is Applied in My Healthcare Organization
At our healthcare organization, we obtain statistical data from a variety of sources, including patient surveys, insurance claims data, and clinical studies. The most common way is through surveys. We send out surveys to our customers on a regular basis in order to learn about their experiences and get feedback on how we can improve our services. Additionally, we also analyze data from our website’s analytics in order to see what pages are being visited the most and what search terms are leading people to us. We then use this data to improve our operations in a number of ways. For example, we might use it to identify areas where we need to improve patient care or to determine which treatments are most effective. Statistical knowledge is also essential for developing policies and procedures that ensure the safety and quality of care we provide.
One of the best ways to see how statistical knowledge is used in day-to-day operations is to look at how it is utilized in my healthcare organization. For example, statistical analysis is used extensively in epidemiology, which medical professionals use to track outbreaks of disease and design vaccination programs. Statisticians in my organization also collaborate with biologists and clinicians to develop new treatments for cancer and other illnesses. In addition, statisticians contribute to patient care by developing better methods for analyzing electronic health records and designing clinical trials. All of this work helps improve patient outcomes and save lives.
Conclusion
Statistics play an important role in healthcare for a variety of reasons. First, statistics helps healthcare professionals to better understand and analyze numerical data related to their field. This understanding can then be used to inform decision-making, guide research initiatives, and ultimately improve patient care. Additionally, statistics can be used to identify trends and patterns in health data, which can help predict future needs and problems. Finally, statistics can be used to evaluate the effectiveness of treatments and interventions. In sum, statistics is a critical tool for improving the quality and efficiency of healthcare delivery.
References
Anjum, H. F., Rasid, S. Z. A., Khalid, H., Alam, M. M., Daud, S. M., Abas, H., … & Yusof, M. F. (2020). Mapping research trends of blockchain technology in healthcare. ieee Access, 8, 174244-174254. 10.1109/ACCESS.2020.3025011
Erfanian, M., Sadeghpour Gildeh, B., & Reza Azarpazhooh, M. (2021). A new approach for monitoring healthcare performance using generalized additive profiles. Journal of Statistical Computation and Simulation, 91(1), 167-179. https://doi.org/10.1080/00949655.2020.1807981
Kim, M., Mallory, C., & Valerio, T. (2020). Statistics for evidence-based practice in nursing. Jones & Bartlett Publishers.