HLT 362V Week 4 Assignment Workbook Exercise 18, 33 and 36  

HLT 362V Week 4 Assignment Workbook Exercise 18, 33 and 36

Sample Answer for HLT 362V Week 4 Assignment Workbook Exercise 18, 33 and 36  Included After Question

HLT 362V Week 4 Assignment Workbook Exercise 18 33 and 36

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Exercise # 18: Understanding Analysis of Variance (ANOVA) and Post Hoc Analyses

Mayland et al. (2014) do not provide the degrees of freedom (df) in their study. Use the degrees of freedom formulas provided at the beginning of this exercise to calculate the group df and the error df.

What is the F value and p value for spiritual need—patient? What do these results mean?

What is the post hoc result for facilities for the hospital with LCP vs. the hospital without LCP (see Table 2)? Is this result statistically significant? In your opinion, is this an expected finding? 

What are the assumptions for use of ANOVA?

What variable on Table 3 has the result F = 10.6, p < 0.0001? What does the result mean?

ANOVA was used for analysis by Mayland et al. (2014). Would t-tests have also been appro­priate?

HLT 362V Week 4 Assignment Workbook Exercise 18 33 and 36
HLT 362V Week 4 Assignment Workbook Exercise 18 33 and 36

Provide a rationale for your answer.

What type post hoc analysis was performed? Is the post hoc analysis performed more or less conservative than the Scheffé test?

State the null hypothesis for care for the three study groups (see Table 2). Should the null hypothesis be accepted or rejected? Provide a rationale for your answer.

What are the post hoc results for care? Which results are statistically significant? What do the results mean?

In your opinion, do the study findings presented in Tables 2 and 3 have implications for end-of-life care? Provide a rationale for your answer.

 

Exercise # 33: Calculating Analysis of Variance (ANOVA) and Post Hoc Analyses Following ANOVA

Do the data meet criteria for homogeneity of variance? Provide a rationale for your answer.

If calculating by hand, draw the frequency distribution of the dependent variable, hours worked. What is the shape of the distribution? If using SPSS, what is the result of the Shapiro-Wilk test of normality for the dependent variable

What are the means for three groups’ hours worked on a job?

What are the F value and the group and error df for this set of data?

Is the F significant at α = 0.05? Specify how you arrived at your answer.

If using SPSS, what is the exact likelihood of obtaining an F value at least as extreme as or as close to the one that was actually observed, assuming that the null hypothesis is true?

Which group worked the most weekly job hours post-treatment? Proved a rationale for your answer.

Write your interpretation of the results as you would in an APA-formatted journal.

Is there a difference in your final interpretation when comparing the results of the LSD post hoc test versus Tukey HSD test?

If the researcher decided to combine the two Treatment as Usual groups to represent an overall “Control” group, then there would be two groups to compare: Supported Employment versus Control. What would be the appropriate statistic to address the dif­ference in hours worked between the two groups?

 

Exercise # 36:

The researchers found a significant difference between the two groups (control and treatment) for change in mobility of the women with osteoarthritis (OA) over 12 weeks with the results of F(1, 22) 9.619, p 0.005. Discuss each aspect of these results.

State the null hypothesis for the Baird and Sands (2004) study that focuses on the effect of the GI with PMR treatment on patients’ mobility level. Should the null hypothesis be rejected for the difference between the two groups in change in mobility scores over 12 weeks? Provide a rationale for your answer.

The researchers stated that the participants in the intervention group reported a reduction in mobility difficulty at week 12. Was this result statistically significant, and if so at what probability?

If the researchers had set the level of significance or = 0.01, would the results of p 0.001 still be statistically significant? Provide a rationale for your answer.

If F(3, 60) 4.13, p 0.04, and = 0.01, is the result statistically significant? Provide a rationale for your answer. …….. accepted or rejected?

Can ANOVA be used to test proposed relationships or predicted correlations between variables in a single group? Provide a rationale for your answer.

If a study had a result of F(2, 147) 4.56, p 0.003, how many groups were in the study, and what was the sample size?

The researchers state that the sample for their study was 28 women with a diagnosis of OA, and that 18 were randomly assigned to the intervention group and 10 were randomly assigned to the control group. Discuss the study strengths and/or weaknesses in this statement.

In your opinion, have the researchers established that guided imagery (GI) with progressive muscle relaxation (PMR) reduces pain and decreases mobility difficulties in women with OA?

The researchers stated that this was a 12-week longitudinal, randomized clinical trial pilot study with 28 women over 65 years of age with the diagnosis of OA. What are some of the possible problems or limitations that might occur with this type of study?

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    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

     

    		 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:

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
    		 Presentation of information was good, but was superficial in places and included all of the following elements:

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
    		 Presentation of information was minimally demonstrated in all of the following elements:

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
    		  

    Presentation of information is unsatisfactory in one of the following elements:

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
    		  

    Presentation of information is unsatisfactory in two of the following elements:

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
    		 Presentation of information is unsatisfactory in three or more of the following elements

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
     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:

    • Applies principles, knowledge and information from scholarly resources to the required topic.
    • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
    		 Presentation of information was good, but was superficial in places and included all of the following elements:

    • Applies principles, knowledge and information from scholarly resources to the required topic.
    • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
    		 Presentation of information was minimally demonstrated in the all of the following elements:

    • Applies principles, knowledge and information from scholarly resources to the required topic.
    • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
    		 Presentation of information is unsatisfactory in one of the following elements:

    • Applies principles, knowledge and information from scholarly resources to the required topic.
    • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
    		 Presentation of information is unsatisfactory in two of the following elements:

    • Applies principles, knowledge and information from scholarly resources to the required topic.
    • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
    		 Presentation of information is unsatisfactory in three of the following elements

    • Applies principles, knowledge and information and scholarly resources to the required topic.
    • Applies facts, principles or concepts learned scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
       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:

    • Initial post must be a minimum of 300 words.
    • The peer and instructor responses must be a minimum of 150 words each.
    • Responses are substantive
    • Responses are related to the topic of discussion.
    		 Demonstrated 3 of the following:

    • Initial post must be a minimum of 300 words.
    • The peer and instructor responses must be a minimum of 150 words each.
    • Responses are substantive
    • Responses are related to the topic of discussion.
    		 Demonstrated 2 of the following:

    • Initial post must be a minimum of 300 words.
    • The peer and instructor responses must be a minimum of 150 words each.
    • Responses are substantive
    • Responses are related to the topic of discussion.
    		 Demonstrated 1 or less of the following:

    • Initial post must be a minimum of 300 words.
    • The peer and instructor responses must be a minimum of 150 words each.
    • Responses are substantive
    • Responses are related to the topic of discussion.
      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:

    • 0-3 errors in APA format

    AND

    • Responses have 0-3 grammatical, spelling or punctuation errors

    AND

    • Writing style is generally clear, focused on topic,and facilitates communication.
    		 The following was present:

    • 4-6 errors in APA format.

    AND/OR

    • Responses have 4-5 grammatical, spelling or punctuation errors

    AND/OR

    • Writing style is somewhat focused on topic.
    		 The following was present:

    • 7-9 errors in APA format.

    AND/OR

    • Responses have 6-7 grammatical, spelling or punctuation errors

    AND/OR

    • Writing style is slightly focused on topic making discussion difficult to understand.
    		  

    The following was present:

    • 10- 12 errors in APA format

    AND/OR

    • Responses have 8-9 grammatical, spelling and punctuation errors

    AND/OR

    • Writing style is not focused on topic, making discussion difficult to understand.
    		  

    The following was present:

    • 13 – 15 errors in APA format

    AND/OR

    • Responses have 8-10 grammatical, spelling or punctuation errors

    AND/OR

    • Writing style is not focused on topic, making discussion difficult to understand.

    AND/OR

    • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
    		 The following was present:

    • 16 to greater errors in APA format.

    AND/OR

    • Responses have more than 10 grammatical, spelling or punctuation errors.

    AND/OR

    • Writing style does not facilitate communication
      0 Points Deducted 5 Points Lost
    Participation

    Requirements

    		Demonstrated the following:

    • Initial, peer, and faculty postings were made on 3 separate days
    		 Failed to demonstrate the following:

    • Initial, peer, and faculty postings were made on 3 separate days
      0 Points Lost 5 Points Lost
    Due Date Requirements Demonstrated all of the following:

    • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

    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.

    • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

    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 362V Week 3 Discussion Question 2 Researchers Routinely Choose An α-Level of 0.05 For Testing Their Hypotheses  

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 4 Assignment Workbook Exercise 18, 33 and 36  

Title: HLT 362V Week 4 Assignment Workbook Exercise 18, 33 and 36  

Quality Improvement Proposal 

Quality improvement is an important part of operations in the healthcare systems. Most healthcare institutions often conduct quality improvements to enhance the quality of treatment processes and effective patient outcomes. Also, quality improvements are often made to enhance safety and efficiency in the treatment processes. Quality improvement processes usually involve redesigning operational systems to adopt new practices that are critical in achieving effective and quality treatment outcomes. While undertaking quality improvement processes, there is always the need to consider different resources available and how they can enhance overall success. Quality improvement processes should always be based on evidence-based practices and research. In other words, before undertaking quality improvement processes, there is always the need for healthcare management or clinical expertise to engage in the research processes to identify the areas that require adjustments. Before engaging in the quality improvement processes, the researchers always need to identify healthcare problems that are causing inefficiencies in the healthcare operational processes. In other words, quality improvement processes should be based on the selected research problems and the complete tools that can be dedicated to the healthcare process’s general success.        

Overview of the Problem 

Healthcare data breach is one of the main problems facing healthcare systems. Data breach often results from poor management of patient information or data. With the emergence of cyber insecurities across different sectors, organizations need to consider training processes to equip healthcare professionals with advanced nursing analytics knowledge. Healthcare data breach continues to cause a lot of problems in different healthcare institutions. Most of the patients cannot receive adequate treatment processes and medications due to poor management of data in various healthcare facilities. Also, loss of patient’s data can sometimes lead to the administration of wrong treatments or medications. With the current increase in cybercrime activities, healthcare institutions must engage in serious protection of their databases to protect patient’s information. Data breach is becoming costly to most healthcare institutions. Healthcare data breaches accounted for about 26% of all the breaches recorded in the year 2016. On the other hand, close to 25% have had their medical data or information compromised. The data breaches are always caused by hackers who have the motive of gaining in the process. The healthcare data obtained by hackers are highly valued for financial, personal, and medical gains.    

Why Quality Improvement Initiative is needed in the 

Area of Medication Management 

   The quality improvement initiative is needed in the area of data management to reduce the cases of data breach, which lead to treatment errors and compromise to patient information. With the safety of data, patients may become assured of the privacy of their information. Also, they may become confident in the treatment processes. For private healthcare organizations, quality improvements are required to manage patient data to avoid losing potential clients. With the increase in cybercrime, healthcare institutions ought to put their databases in order and secure to avoid falling into cybercriminals or hackers’ traps. Quality improvement processes are also required in the area of data management to enhance efficiency in the operational processes. With an effective database, healthcare professionals can efficiently obtain the data required in facilitating the treatment processes. Some of the quality improvement approaches to curb the data healthcare data breach may include applying an effective and secure database, enhancing data management processes, and continuous training of the healthcare staff on the effective management of data and patient information. 

  Training of staff on the data management processes and recruiting competent data managers are some of the quality improvement initiatives that will ensure that patients’ data are well protected. Also, the application of safe and secure equipment in patient information management is a critical approach to quality improvements. While using technology, the management should always ensure that systems used are trustable and free from possible breaches (Angst et al., 2017). Quality improvements in data management are important for most healthcare organizations in ensuring the patient’s information’s safety and security. Healthcare organizations should be currently involved in the search for innovative approaches in managing patient information and data. 

How the Results of Previous Research Demonstrate Support For The 

Quality Improvement Initiative and Its Projected Outcomes 

There are different previous research outcomes that show that data breach management is significant in ensuring quality outcomes in the healthcare processes, safety, and security of patient’s information. According to McLeod and Dolezel (2018), management of effective patient information management is key in ensuring smooth operational processes. Also, the quality improvement strategy, i.e., the protection of the databases and patient’s data, is critical, ensuring smooth operational processes. The research conducted by Kruse et al. (2017) also suggests that approaches towards the management of databases are a critical quality improvement initiative that can ensure that there are quality operational processes. Further, the research also stipulates that effective management of patient information is one way of preventing cyber threats. Finally, the study undertaken by Abouelmehdi et al. (2018) shows that controlling data breaches through engaging in quality improvement initiatives is critical in promoting quality and effective healthcare outcomes. 

Steps Necessary to Implement the Quality Improvement Initiative 

The first step in implementing the quality improvement initiative involves prioritizing and listing the possible improvement opportunities. In step one, the database management should always give priorities to areas that require immediate interventions or improvements. The second stage of quality improvement should involve identifying the measurable objectives that have been set by the quality improvement teams and the approaches that need to be undertaken in quality improvement. The third step in quality improvement is the definition of the requirements and the appropriate approaches needed to achieve the entire process of quality improvement. The fourth step should incorporate the collection and analysis of data to determine the suitability of viable solutions and the procedures that can work in the entire process of quality improvements. In the final step, the quality improvement task force ought to implement the solution provided after the process of research and data analysis and, thereafter, evaluate the results and extra or additional anticipated outcomes.        

Evaluation of Quality Improvement 

After the implementation of the quality improvement initiative, the evaluation processes are critical in ensuring that the approaches and procedures included are effective and operational. First, there will be testing of quality improvement strategy and the outcomes compared to the operational processes’ current practices. In case there is an improvement recorded after the comparison, the quality improvement initiative may be considered viable. The quality improvement initiative will also be considered for other quality improvement approaches that have been utilized within the organization. In the newly developed quality improvement is more efficient, then the previous methodologies may be rejected, and the new ones adopted to facilitate operational processes. In the process of evaluating quality improvement initiatives, there will be an application of statistical tests that will involve comparing independent and dependent variables. Also, in the process of data analysis, there will be the formulation of the null hypothesis and alternative hypothesis. To test the statistical significance, the student t-test will mostly be applied.    

Conclusion 

Quality improvement is critical to the success of the organization. However, the whole process of quality improvement requires huge funding and a large number of resources to be employed. Also, there is always the need to conduct research processes that involve the collection and analysis of data to ensure that the objectives of quality improvements are achieved. Quality improvement is meant to enhance efficiency, quality improvement, safety, and save costs associated with healthcare processes. Most healthcare institutions often conduct quality improvements to enhance the quality of treatment processes and effective patient outcomes. Also, quality improvements are often made to enhance safety and efficiency in the treatment processes. The quality improvement initiative is needed in the area of data management to reduce the cases of a data breach, which leads to treatment errors and compromise of the patient’s information.      

 

References 

Abouelmehdi, K., Beni-Hessane, A., & Khaloufi, H. (2018). Big healthcare data: Preserving security and privacy. Journal of Big Data, 5(1), 1. https://doi.org/10.1186/s40537-017-0110-7 

Angst, C. M., Block, E. S., D’arcy, J., & Kelley, K. (2017). When do IT security investments matter? Accounting for the influence of institutional factors in the context of healthcare data breaches. Accounting for the Influence of Institutional Factors in the Context of Healthcare Data Breaches (January 24, 2016). Angst, CM, Block, ES, D’Arcy, J., and Kelley, K, 893-916. https://ssrn.com/abstract=2858549 

Kruse, C. S., Frederick, B., Jacobson, T., & Monticone, D. K. (2017). Cybersecurity in healthcare: A systematic review of modern threats and trends. Technology and Health Care, 25(1), 1-10. doi: 10.3233/THC-161263. 

McLeod, A., & Dolezel, D. (2018). Cyber-analytics: Modeling factors associated with healthcare data breaches. Decision Support Systems, 108, 57-68. doi:10.1016/j.dss.2018.02.007