NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research

NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research

Sample Answer for NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research Included After Question

NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research

Topic 2 DQ 1

Dec 1-3, 2022

Explain the value of biostatistics in population health research. Describe the role of epidemiology in researching and addressing population health challenges. How are epidemiology and biostatistics significant to your evidence-based practice proposal?

REPLY TO DISCUSSION

HK

Dec 2, 2022, 2:48 PM

Read

Optional assignment for participation credit.

CAT 2:  Epidemiology, Biostatistics, Genetics, and Genomics

 

One of your readings this week is on the study of Genomics. Click on the link and read the overview. https://www.healthypeople.gov/2020/topics-objectives/topic/genomics

 

According to Healthy People, using genetic tests and family health history can help guide clinical and public health interventions but harm may be caused.

Construct a PRO and CON grid on the impact of using genetic testing in clinical practice.

 

PROS:                                                                 CONS:

 

 

 

 

Genomics. Genomics | Healthy People 2020. (n.d.). Retrieved 2 Dec, 2022, from https://www.healthypeople.gov/2020/topics-objectives/topic/genomics

REPLY

  • IA

Read

Genomics. Genomics | Healthy People 2020. (n.d.). Retrieved 2 Dec, 2022, from https://www.healthypeople.gov/2020/topics-objectives/topic/genomics

Attachments

REPLY

  • HK

Dec 3, 2022, 7:11 PM

Read

Nicely done.

REPLY

  • LG

Dec 6, 2022, 1:17 PM

Read

Attachments

week 2 participation 2 pros and cons.docx

REPLY

  • SF

Dec 7, 2022, 10:28 AM

Read

Attachments

 

AD

Dec 6, 2022, 12:34 PM

Read

A Sample Answer For the Assignment: NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research

Title: NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research

Biostatistics is defined as the “science of collecting and analyzing biologic health data using statistical methods” (Regis College Online, 2021). The use of these statistics makes a tremendous impact on the provision of health care and the prevention of disease. Biostatistics may focus on diseases, disorders, or even health risks associated with certain behaviors or the local environment (Epidemiology vs. Biostatistics: Understanding Their Roles in Public Health, 2022). They use both quantitative and qualitative research, helping to identify the population health trends; collecting data through clinical trials, focus groups, surveys, case studies, field observation, and laboratory studies. Through research, findings often concluded or provide clues as to how diseases may be controlled, prevented, or eradicated, adding much value to the safety of the public (Epidemiology vs. Biostatistics: Understanding Their Roles in Public Health, 2022). Epidemiology, like biostatistics, uses science, systems thinking, and data to determine the underlying causes of different diseases and health outcomes in a population. Epidemiology focuses on distribution and determination. Distribution refers to the frequency of the disease while determination is concerned with the cause and effect (Epidemiology vs. Biostatistics: Understanding Their Roles in Public Health, 2022). For example, what are the risk factors associated with a disease? What is the underlying cause? The “patient” is not an individual, but rather a community, town, or state. Epidemiology and biostatistics are very closely related, both have goals of promoting overall health and disease prevention in the community (Epidemiology vs. Biostatistics: Understanding Their Roles in Public Health, 2022). Using research papers and journal articles, epidemiology and biostatistics will aid in my evidence-based proposal. Looking at information relating to the community, and local hospitals will determine if my proposal is effective or noneffective.

References:NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research

 

Epidemiology vs. Biostatistics: Understanding Their Roles in Public Health. (2022, June 1). University of Nevada. https://onlinedegrees.unr.edu/blog/epidemiology-vs-biostatistics/

Regis College Online. (2021, October 29). What is Biostatistics? Definition and Application of a Key Medical Term. https://online.regiscollege.edu/blog/what-is-biostatistics-definition-and-application-of-a-key-medical-term/

REPLY

TW

Dec 3, 2022, 11:35 PM

Read

Biostatistics is an area of statistics that organizes and analyzes the data gained from medical research so that it is translatable and accessible to healthcare professionals for use to improve public health. Some of the tasks that biostatisticians perform are designing and carrying out public health experiments, gathering and assessing the data, then explaining the results. This is an integral part of developing public health improvement theories into policies and practice. (Public Health Career EDU, n.d.)

Epidemiology is the study of diseases, their origins, how they are transmitted, and how they affect a population. The population and issue of interest in my evidence-based practice proposal are nurses and ways to reduce and manage the stress encountered during practice. Epidemiology and biostatistics are significant for the research of how nurses are affected mentally, emotionally, and physically by stress, and how it affects the quality of care they provide. Epidemiology and biostatistics will be used to perform research to find ways to manage and mitigate stress to improve the quality of care provided by nurses.

 

Reference:NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research

 

Public Health Career EDU. (n.d.). The role of biostatistics and informatics in public health. https://www.publichealthcareeredu.org/biostatistics-and-informatics/

REPLY

  • SF

Dec 6, 2022, 11:39 AM

Read

Tuova, great evidence-based practice proposal! When I think of epidemiology, I originally only thought of physical diseases, but psychiatric epidemiology is an ever-growing field. Mental health issues significantly affect public health and are one of the leading causes of disability across the globe (Johns Hopkins, n.d.). Epidemiology and biostatistics can be used in the field of mental health to see the distribution and occurrence of mental health disorders across different populations and times. The data gathered from biostatistics and epidemiology can also help determine the causes and effects of these disorders, which helps clinicians determine more effective interventions (Johns Hopkins, n.d.). One psychiatric epidemiological study currently being conducted is looking at how stress is associated with cognitive decline, like Alzhiemer’s (Johns Hopkins, n.d.). This study reminded me of your EBP proposal because nurses are constantly exposed to stress, which can have long-term physical and mental consequences.

NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research
NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research

Reference NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research

Johns Hopkins. (n.d.). Research and practice: Psychiatric epidemiology. https://publichealth.jhu.edu/departments/mental-health/research-and-practice/psychiatric-epidemiology

REPLY

  • TW

Read

Thank you so much for such an awesome response!! I wasn’t aware of the Johns Hopkins article but I will take a look at it and I may be able to use it in my EBP research. 😀

Thanks again and all the best to you.

REPLY

EP

Dec 3, 2022, 9:33 PM

Read

The branch of mathematics that combines biology and statistics is called biostatistics. It is most useful for clinical trials and public health since it makes it possible to quantify population demographics and research investigations. Additionally, it works to create linkages and links between the populace and a specific component of health (Karahan & Karaağaoğlu, 2021). This could refer to a disease affecting the populace or a newly adopted remedy. Additionally, by quantifying incidences of illness and infection, health data offers fundamental understanding of the population’s health.

The scientific study of the distribution trends and causes of health-related incidents in a certain community or group is called epidemiology. Epidemiology encompasses all aspects of health, including disability, and is not just concerned with diseases. For instance, the epidemiological triangle, a crucial feature of epidemiology, describes the connection between the three components of disease transmission—host, agent, and environment.

Biostatistics is used to gather this data and transform it into information that is simple to grasp, whereas epidemiology is used to research disease patterns and the prevalence of health-related issues in the population. The students project focuses in the reduction of patient falls Biostatistics will be used in gathering information and data related to patient falls. Epidemiology can be used in learning about the patterns of falls and its prevalence among the elderly population (Khan et al., 2021).

References NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research

Karahan, S., &Amp; Karaağaoğlu, A. E. (2021). Development of Biostatistics: From Past to Future. Düzce Tıp FakültesiDergisi. https://doi.org/10.18678/dtfd.1025314

Khan, N., J. Houghton, R., & Sharples, S. (2021). Understanding factors that influence unintentional insider threat: A framework to counteract unintentional risks. Cognition, Technology & Work, 24(3), 393–421. https://doi.org/10.1007/s10111-021-00690-z

 

REPLY

JP

Dec 3, 2022, 8:51 PM

Read

I was hoping after my biostatistics class during my undergraduate study that I would never encounter it again, but I encounter it daily and use it in my nursing practice. I think it can be daunting when we think of it as statistics, but biostatistics is so important in improving health outcomes and for research to meet this goal. Biostatistics helps guide experts through diseases but one of the most common times it is valuable is during disease outbreaks like we saw during the COVID-19 pandemic. Biostatistics can help us explain and predict some of the health outcomes and the direction of epidemics and pandemics as well as influence decision making in public health (Beric-Stojsic, 2021). Epidemiology is the study of the causation, spread and control of disease across time and space and gives us information about health status, morbidity, and mortality in human populations (Beric-Stojsic, 2021). Biostatistics and epidemiology are used together to guide all of our decisions related to the prevention and control of diseases (Beric-Stojsic, 2021). Epidemiology and biostatistics are very significant to my evidence-based practice proposal because in order for it to be evidence-based I need good evidence the comes from well-designed studies that were planned properly for data collection. If studies are not well-designed then the data collected is not useful. I want to base my evidence-based practice on well-designed studies with good evidence.

References NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research

Beric-Stojsic, Bojana. (2021, October 15). What is the role of biostatistics in public health? FDU online. Fairleigh Dickinson University Online. https://online.fdu.edu/blog/what-is-the-role-of-biostatistics-in-public-health/

REPLY

  • HK

Dec 5, 2022, 10:22 AM

Read

Jessica, you bring up an interesting point here regarding using epidemiology in COVID-19. In fact, O’Neill (2021), discusses that the pandemic is a way to stimulate biostatisticians and epidemiologists to apply both current and new methods and metrics for not only modeling the disease, but to contain it. In the article, the author describes 3 crises/events and their impact on the field of epidemiology: AIDS crisis with the introduction of AZT, creation of the sentinel system after increase in adverse events from newly approved pharmaceutical drugs, and applying foreign clinical data for acceptance of evidence in all regulatory regions called the ICH (International Conference on Harmonization). He argues the crises of this sort can create “new opportunities to advance methodologies, develop new clinical trial structures, create new initiatives that advance public health, and influence scientific disciplines, especially the fields of biostatistics and epidemiology” (O’Neill, 2021). The two major model approaches for Covid-19 disease are compartmental model and regression models. This should contribute to improved methods of surveillance at both national and local levels. Furthermore, emphasis on real world data and evidence for decision making can support the need for more informed management of Covid-19 related strategies. Therefore, learning from past events and what advances were stimulated can mold the COVID-19 crisis into something which can impact and change future epidemiology practices.

Attached is the article for further reading.

Reference:NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research

 

O’Neill, R. T. (2021). Reacting to crises: The COVID-19 impact on biostatistics/epidemiology. Contemporary Clinical Trials, 102. https://doi-org.lopes.idm.oclc.org/10.1016/j.cct.2020.106214

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research 

NUR-550 Topic 2 DQ 1 Explain the value of biostatistics in population health research 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.

Check Out Also: NUR-550 Topic 1 DQ 2 Using the GCU Library (notably the GCU Library: Nursing and Health Sciences Research Guide), find a database, journal, or other collection of resources that focuses on translational research