Sample Answer for HLT 362 Discussion: Types of Research Designs Included After Question<\/strong><\/h2>\nTopic 4 DQ 1<\/strong><\/h2>\nDescription:<\/h3>\n
Provide an example of experimental, quasi-experimental, and non-experimental research from the GCU Library and explain how each research type differs from the others. When replying to peers, evaluate the effectiveness of the research design of the study for two of the examples provided.<\/p>\n
<\/p>\n
Description<\/h2>\n
Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice<\/a>. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal.<\/p>\n![\"HLT](\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2021\/08\/HLT-362-Discussion-Types-of-Research-Designs-300x136.png\")
<\/a>HLT 362 Discussion Types of Research Designs<\/figcaption><\/figure>\nInclude the following:<\/h2>\n
1. Provide an overview of the problem and the setting in which the problem or issue occurs.
\n2. Explain why a quality improvement initiative is needed in this area and the expected outcome.
\n3. Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the course materials or textbook, that establish evidence in support of the quality improvement proposed.
\n4. Discuss steps necessary to implement the quality improvement initiative. Provide evidence and rationale to support your answer.
\n5. Explain how the quality improvement initiative will be evaluated to determine whether there was improvement.
\n6. Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative succeeded.<\/p>\n
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.<\/p>\n
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.<\/p>\n
Objectives:<\/h2>\n
1. Differentiate among experimental research, quasi-experimental, and nonexperimental research.<\/p>\n
2. Identify key differences between qualitative and quantitative research.<\/p>\n
3. Differentiate between research and quality improvement.<\/p>\n
Description:<\/h2>\n
Read Chapter 4 in Applied Statistics for Health Care<\/a>.<\/p>\nThe Visual Learner: Statistics<\/h3>\n
Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: HLT 362 Discussion: Types of Research Designs<\/a><\/u><\/strong><\/span><\/p>\nDescription:<\/h4>\n
Refer to the “Visual Learner: Statistics” to learn more about the statistical calculations presented in this topic.<\/p>\n
Chapter 14: Regression<\/h3>\nDescription:<\/h4>\n
Review “Chapter 14: Regression,” and watch the associated videos by Lane, from Online Statistics Education: An Interactive Multimedia Course of Study.<\/p>\n
Is This Quality Improvement or Research?<\/h3>\nDescription:<\/h4>\n
Read “Is This Quality Improvement or Research?” by Merrill, from American Nurse Today (2015).<\/p>\n
Differentiating Between Research and Quality Improvement<\/h3>\nDescription:<\/h4>\n
Read “Differentiating Between Research and Quality Improvement,” by Gregory, from Journal of Perinatal and Neonatal Nursing (2015).<\/p>\n
Chapter 44: Tools and Strategies for Quality Improvement and Patient Safety<\/h3>\nDescription:<\/h4>\n
Read “Chapter 44: Tools and Strategies for Quality Improvement and Patient Safety,” by Hughes, from the online eBook, Patient Safety and Quality: An Evidence-Based Handbook for Nurses (2008), available on the National Center for Biotechnology Information (NCBI) website.<\/p>\n
Focusing on the Fundamentals: A Simplistic Differentiation Between Qualitative and Quantitative Research<\/h3>\nDescription:<\/h4>\n
Read “Focusing on the Fundamentals: A Simplistic Differentiation Between Qualitative and Quantitative Research,” by Rutberg and Bouikidis, from Nephrology Nursing Journal (2018).<\/p>\n
\n<\/h3>\n
As we begin this session, I would like to take this opportunity to clarify my expectations for this course:<\/p>\n
Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).<\/p>\n
<\/p>\n
Course Room Etiquette<\/strong>:<\/p>\n\n- It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.<\/li>\n
- All postings should be presented in a respectful, professional manner.\u00a0Remember \u2013 different points of view add richness and depth to the course!<\/em><\/li>\n<\/ul>\n
<\/p>\n
Office Hours:<\/em><\/h3>\n\n- My office hours vary so feel free to shoot me an email at\u00a0Kelly.<\/u>Dellorusso1@my.gcu.edu or my office phone is 602.639.6517\u00a0and I will get back to you within one business day or as soon as possible.<\/li>\n
- 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.<\/li>\n
- I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the\u00a0Questions to Instructor forum<\/em>. In the event your question is of a personal nature, please feel free to post in the\u00a0Individual Questions for Instructor forum<\/em>\u00a0I will respond to all posts or emails within 24 or sooner.<\/li>\n<\/ul>\n
<\/p>\n
Late Policy and Grading Policy<\/em><\/h3>\nDiscussion questions:<\/h3>\n\n- I do not mark off for late DQ\u2019s.<\/li>\n
- \u00a0I would rather you take the time to read the materials and respond to the DQ\u2019s in a scholarly way, demonstrating your understanding of the materials.<\/li>\n
- I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.<\/li>\n
- Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.<\/li>\n<\/ul>\n
Assignments:<\/em><\/h3>\n\n- Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit.\u00a0Please refer to the student academic handbook and GCU policy.<\/strong><\/li>\n
- Any activity or assignment submitted after the due date will be subject to GCU\u2019s late policy<\/li>\n
- 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.<\/li>\n
- No assignments can be accepted for grading after midnight on the final day of class.<\/li>\n
- All assignments will be graded in accordance with the Assignment Grading Rubrics<\/li>\n<\/ul>\n
Participation<\/em><\/h3>\n\n- Participation in each week\u2019s Discussion Board forum accounts for a large percentage of your final grade in this course.<\/li>\n
- Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.<\/li>\n
- 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.<\/li>\n
- A\u00a0substantive post should be at least 200 words<\/strong>. Responses such as \u201cgreat posts\u201d or \u201cI agree\u201d\u00a0do not<\/u>\u00a0meet the active engagement expectation.<\/li>\n
- 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.<\/li>\n
- I do expect outside sources as well as class materials to formulate your post.<\/li>\n
- APA format is not necessary for DQ responses, but I do expect a proper citation for references.<\/li>\n
- 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.<\/li>\n
- I\u00a0<\/strong>will not accept responses that are from Wikipedia, Business\u00a0dictionary.com<\/a>, or other popular business websites. You will not receive credit for generic web searches \u2013 this does not demonstrate graduate-level research.<\/li>\n
- Stay away from the use of personal pronouns when writing.<\/u>\u00a0As 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.<\/li>\n<\/ul>\n
Plagiarism<\/em><\/h3>\n\n- 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.<\/li>\n
- This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.<\/strong><\/li>\n
- Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.<\/li>\n
- Please review your LopesWrite report prior to final submission.<\/li>\n
- Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ\u2019s, posts to your peers, and your papers).<\/em><\/li>\n<\/ul>\n
Plagiarism includes<\/em>:<\/h3>\n\n- Representing the ideas, expressions, or materials of another without due credit.<\/li>\n
- Paraphrasing or condensing ideas from another person\u2019s work without proper citation and referencing.<\/li>\n
- Failing to document direct quotations without proper citation and referencing.<\/li>\n
- 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.<\/li>\n
- 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\u2019s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.<\/li>\n
- We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.<\/li>\n<\/ul>\n
LopesWrite<\/em><\/h3>\n\n- All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite\u00a0every week.<\/li>\n
- Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite\u00a0are located in the Student Success Center.<\/li>\n<\/ul>\n
Assignment Submissions<\/em><\/h3>\n\n- Please note that Microsoft Office is the software requirement at GCU.<\/li>\n
- 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.<\/li>\n
- If you are using a \u201c.wps\u201d 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.<\/li>\n<\/ul>\n
Grade of Incomplete<\/em><\/h3>\n\n- 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.<\/li>\n
- 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.<\/li>\n
- 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\u2019s academic and financial repercussions.<\/li>\n<\/ul>\n
Grade Disputes<\/em><\/h3>\n\n- If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me\u00a0personally for further clarification<\/u>.<\/li>\n
- 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.<\/li>\n
- However, after we have discussed individual assignments\u2019 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\u00a0formal Grade Grievance procedure<\/u>\u00a0which is outlined in the GCU Catalog and Student Handbook.<\/li>\n<\/ul>\n
A Sample Answer For the Assignment: HLT 362 Discussion: Types of Research Designs<\/strong><\/h2>\nTitle: HLT 362 Discussion: Types of Research Designs<\/strong><\/h2>\nAn example of experimental research from Grand Canyon University (GCU, 2018) library is the research \u201cA State-of-Science Review of Arsenic\u2019s Effects on Glucose Homeostasis in Experimental Models\u201d. It is considered experimental because the researchers were trying to determine the effect of arsenic on glucose homeostasis. Researchers selected specific criteria for the experiment, they used in vivo and in vitro results for comparison. In experimental research, researchers prepare the study to evaluate an experimental drug, treatment, or intervention (GCU, 2018). In this research, they conducted literature research to investigate the association between arsenic and type 2 diabetes (T2D). They also study the genes associated with arsenic and T2D. In this case, they compared the effect of arsenic between the in-vitro and in vivo groups. The research selection was done online where all had the chance to participate in the study after inclusion and exclusion criteria.<\/span>\u00a0<\/span><\/p>\nIn quasi-experimental research the purpose is to investigate why certain things happen, it does not use any form of randomization, instead, it investigates correlational relationships. Without randomization, the study is no longer considered experimental. Quasi-experiments are designed to identify treatment and comparison groups (GCU, 2018). In the quasi-experiment from the library of GCU \u201cThe Effect of Self Care Education Based on Orem\u2019s Nursing Theory on Quality of Life and Self-Efficacy in Patients with Hypertension: A Quasi-Experimental Study\u201d, the researchers were trying to determine the effect of self-care education based on Orem\u2019s nursing theory on the quality of life and self-efficacy in patients with hypertension. Researchers used to pretest and posttest, one of the characteristics of a quasi-experiment, to compare results.<\/span>\u00a0<\/span><\/p>\nNon-experimental research lacks the manipulation of an independent variable. Rather than manipulating an independent variable, researchers conducting non-experimental research simply analyze different variables of interest to see if they correlate with each other; there is no random assignment for participants to conditions. The study \u201cImmediate versus delayed self-reporting of symptoms and side effects during chemotherapy: Does timing matter?\u201d reflect the basic characteristic of non-experimental research. The researchers looked at how time to self-report for patients undergoing chemotherapy and if that correlated with the number of symptoms reported.<\/span>\u00a0<\/span><\/p>\nThe differences are that experimental research uses randomized control trials (RCT) where researchers manipulate the independent variable(s) for the study and randomly select and assign their participants. Quasi-experimental research is like experimental research, but they do not use random assignment for participants, so it is no longer considered experimental. In non-experimental research, nothing new is introduced or used to control their participants. Instead, correlational relationships between variables are explored (GCU, 2018).<\/span>\u00a0<\/span><\/p>\nGrand Canyon University (Ed). (2018).\u202f<\/span>Applied statistics for health care.<\/span><\/i>\u202fRetrieved from<\/span>\u00a0<\/span><\/p>\nhttps:\/\/lc.gcumedia.com\/hlt362v\/applied-statistics-for-health-care\/v1.1\/<\/span><\/a>\u00a0<\/span><\/p>\nExperimental article<\/span><\/b>\u00a0<\/span><\/h3>\nCastriota, F., Rieswijk, L., Dahlberg, S., La Merrill, M. A., Steinmaus, C., Smith, M. T., &<\/span>\u00a0<\/span><\/p>\nJen-Chywan Wang. (2020). A State-of-the-Science Review of Arsenic\u2019s Effects on Glucose Homeostasis in Experimental Models.\u202f<\/span>Environmental Health Perspectives<\/span><\/i>,\u202f<\/span>128<\/span><\/i>(1), 016001-1-016001-15. Retrieved from<\/span>\u00a0<\/span><\/p>\nLink:\u202f<\/span>https:\/\/doi-org.lopes.idm.oclc.org\/10.1289\/EHP4517<\/span><\/a>\u00a0<\/span><\/p>\nPermalink:\u202f<\/span><\/b>https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&db=ccm&AN=141659246&site=edslive&scope=site&custid=s8333196&groupid=main&profile=104611<\/span><\/b><\/a>\u00a0<\/span><\/p>\nQuasi-experimental article<\/span><\/b>\u00a0<\/span><\/h3>\nKhademian, Z., Ara, F. K., & Gholamzadeh, S. (2020). The Effect of Self Care Education<\/span>\u00a0<\/span><\/p>\nBased on Orem\u2019s Nursing Theory on Quality of Life and Self-Efficacy in Patients with Hypertension: A Quasi-Experimental Study.\u202f<\/span>International Journal of Community Based Nursing & Midwifery<\/span><\/i>,\u202f<\/span>8<\/span><\/i>(2), 140\u2013149. Retrieved from<\/span>\u00a0<\/span><\/p>\nhttps:\/\/doi-org.lopes.idm.oclc.org\/10.30476\/IJCBNM.2020.81690.0<\/span><\/a>\u00a0<\/span><\/p>\nPermalink:\u202f<\/span>https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&db=ccm&AN=142714445&site=edslive&scope=site&custid=s8333196&groupid=main&profile=104611<\/span><\/a>\u00a0<\/span><\/p>\n\u00a0<\/span><\/p>\nNon-Experimental Article<\/span><\/b>\u00a0<\/span><\/h3>\nCoolbrandt, A., Van den Heede, K., Vanhove, E., De Bom, A., Milisen, K., & Wildiers, H.<\/span>\u00a0<\/span><\/p>\n(n.d.). Immediate versus delayed self-reporting of symptoms and side effects during chemotherapy: Does timing matter?\u202f<\/span>EUROPEAN JOURNAL OF ONCOLOGY NURSING<\/span><\/i>,\u202f<\/span>15<\/span><\/i>(2), 130\u2013136. Retrieved from<\/span>\u00a0<\/span><\/p>\nhttps:\/\/doi-org.lopes.idm.oclc.org\/10.1016\/j.ejon.2010.06.010<\/span><\/a>\u00a0<\/span><\/p>\n
Description:<\/h3>\n
Provide an example of experimental, quasi-experimental, and non-experimental research from the GCU Library and explain how each research type differs from the others. When replying to peers, evaluate the effectiveness of the research design of the study for two of the examples provided.<\/p>\n
<\/p>\n
Description<\/h2>\n
Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice<\/a>. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal.<\/p>\n 1. Provide an overview of the problem and the setting in which the problem or issue occurs. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.<\/p>\n This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.<\/p>\n 1. Differentiate among experimental research, quasi-experimental, and nonexperimental research.<\/p>\n 2. Identify key differences between qualitative and quantitative research.<\/p>\n 3. Differentiate between research and quality improvement.<\/p>\n Read Chapter 4 in Applied Statistics for Health Care<\/a>.<\/p>\n Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: HLT 362 Discussion: Types of Research Designs<\/a><\/u><\/strong><\/span><\/p>\n Refer to the “Visual Learner: Statistics” to learn more about the statistical calculations presented in this topic.<\/p>\n Review “Chapter 14: Regression,” and watch the associated videos by Lane, from Online Statistics Education: An Interactive Multimedia Course of Study.<\/p>\n Read “Is This Quality Improvement or Research?” by Merrill, from American Nurse Today (2015).<\/p>\n Read “Differentiating Between Research and Quality Improvement,” by Gregory, from Journal of Perinatal and Neonatal Nursing (2015).<\/p>\n Read “Chapter 44: Tools and Strategies for Quality Improvement and Patient Safety,” by Hughes, from the online eBook, Patient Safety and Quality: An Evidence-Based Handbook for Nurses (2008), available on the National Center for Biotechnology Information (NCBI) website.<\/p>\n Read “Focusing on the Fundamentals: A Simplistic Differentiation Between Qualitative and Quantitative Research,” by Rutberg and Bouikidis, from Nephrology Nursing Journal (2018).<\/p>\n As we begin this session, I would like to take this opportunity to clarify my expectations for this course:<\/p>\n Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).<\/p>\n <\/p>\n Course Room Etiquette<\/strong>:<\/p>\n <\/p>\n <\/p>\n An example of experimental research from Grand Canyon University (GCU, 2018) library is the research \u201cA State-of-Science Review of Arsenic\u2019s Effects on Glucose Homeostasis in Experimental Models\u201d. It is considered experimental because the researchers were trying to determine the effect of arsenic on glucose homeostasis. Researchers selected specific criteria for the experiment, they used in vivo and in vitro results for comparison. In experimental research, researchers prepare the study to evaluate an experimental drug, treatment, or intervention (GCU, 2018). In this research, they conducted literature research to investigate the association between arsenic and type 2 diabetes (T2D). They also study the genes associated with arsenic and T2D. In this case, they compared the effect of arsenic between the in-vitro and in vivo groups. The research selection was done online where all had the chance to participate in the study after inclusion and exclusion criteria.<\/span>\u00a0<\/span><\/p>\n In quasi-experimental research the purpose is to investigate why certain things happen, it does not use any form of randomization, instead, it investigates correlational relationships. Without randomization, the study is no longer considered experimental. Quasi-experiments are designed to identify treatment and comparison groups (GCU, 2018). In the quasi-experiment from the library of GCU \u201cThe Effect of Self Care Education Based on Orem\u2019s Nursing Theory on Quality of Life and Self-Efficacy in Patients with Hypertension: A Quasi-Experimental Study\u201d, the researchers were trying to determine the effect of self-care education based on Orem\u2019s nursing theory on the quality of life and self-efficacy in patients with hypertension. Researchers used to pretest and posttest, one of the characteristics of a quasi-experiment, to compare results.<\/span>\u00a0<\/span><\/p>\n Non-experimental research lacks the manipulation of an independent variable. Rather than manipulating an independent variable, researchers conducting non-experimental research simply analyze different variables of interest to see if they correlate with each other; there is no random assignment for participants to conditions. The study \u201cImmediate versus delayed self-reporting of symptoms and side effects during chemotherapy: Does timing matter?\u201d reflect the basic characteristic of non-experimental research. The researchers looked at how time to self-report for patients undergoing chemotherapy and if that correlated with the number of symptoms reported.<\/span>\u00a0<\/span><\/p>\n The differences are that experimental research uses randomized control trials (RCT) where researchers manipulate the independent variable(s) for the study and randomly select and assign their participants. Quasi-experimental research is like experimental research, but they do not use random assignment for participants, so it is no longer considered experimental. In non-experimental research, nothing new is introduced or used to control their participants. Instead, correlational relationships between variables are explored (GCU, 2018).<\/span>\u00a0<\/span><\/p>\n Grand Canyon University (Ed). (2018).\u202f<\/span>Applied statistics for health care.<\/span><\/i>\u202fRetrieved from<\/span>\u00a0<\/span><\/p>\n https:\/\/lc.gcumedia.com\/hlt362v\/applied-statistics-for-health-care\/v1.1\/<\/span><\/a>\u00a0<\/span><\/p>\n Castriota, F., Rieswijk, L., Dahlberg, S., La Merrill, M. A., Steinmaus, C., Smith, M. T., &<\/span>\u00a0<\/span><\/p>\n Jen-Chywan Wang. (2020). A State-of-the-Science Review of Arsenic\u2019s Effects on Glucose Homeostasis in Experimental Models.\u202f<\/span>Environmental Health Perspectives<\/span><\/i>,\u202f<\/span>128<\/span><\/i>(1), 016001-1-016001-15. Retrieved from<\/span>\u00a0<\/span><\/p>\n Link:\u202f<\/span>https:\/\/doi-org.lopes.idm.oclc.org\/10.1289\/EHP4517<\/span><\/a>\u00a0<\/span><\/p>\n Permalink:\u202f<\/span><\/b>https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&db=ccm&AN=141659246&site=edslive&scope=site&custid=s8333196&groupid=main&profile=104611<\/span><\/b><\/a>\u00a0<\/span><\/p>\n Khademian, Z., Ara, F. K., & Gholamzadeh, S. (2020). The Effect of Self Care Education<\/span>\u00a0<\/span><\/p>\n Based on Orem\u2019s Nursing Theory on Quality of Life and Self-Efficacy in Patients with Hypertension: A Quasi-Experimental Study.\u202f<\/span>International Journal of Community Based Nursing & Midwifery<\/span><\/i>,\u202f<\/span>8<\/span><\/i>(2), 140\u2013149. Retrieved from<\/span>\u00a0<\/span><\/p>\n https:\/\/doi-org.lopes.idm.oclc.org\/10.30476\/IJCBNM.2020.81690.0<\/span><\/a>\u00a0<\/span><\/p>\n Permalink:\u202f<\/span>https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&db=ccm&AN=142714445&site=edslive&scope=site&custid=s8333196&groupid=main&profile=104611<\/span><\/a>\u00a0<\/span><\/p>\n \u00a0<\/span><\/p>\n Coolbrandt, A., Van den Heede, K., Vanhove, E., De Bom, A., Milisen, K., & Wildiers, H.<\/span>\u00a0<\/span><\/p>\n (n.d.). Immediate versus delayed self-reporting of symptoms and side effects during chemotherapy: Does timing matter?\u202f<\/span>EUROPEAN JOURNAL OF ONCOLOGY NURSING<\/span><\/i>,\u202f<\/span>15<\/span><\/i>(2), 130\u2013136. Retrieved from<\/span>\u00a0<\/span><\/p>\n https:\/\/doi-org.lopes.idm.oclc.org\/10.1016\/j.ejon.2010.06.010<\/span><\/a>\u00a0<\/span><\/p>\n<\/a>Include the following:<\/h2>\n
\n2. Explain why a quality improvement initiative is needed in this area and the expected outcome.
\n3. Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the course materials or textbook, that establish evidence in support of the quality improvement proposed.
\n4. Discuss steps necessary to implement the quality improvement initiative. Provide evidence and rationale to support your answer.
\n5. Explain how the quality improvement initiative will be evaluated to determine whether there was improvement.
\n6. Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative succeeded.<\/p>\nObjectives:<\/h2>\n
Description:<\/h2>\n
The Visual Learner: Statistics<\/h3>\n
Description:<\/h4>\n
Chapter 14: Regression<\/h3>\n
Description:<\/h4>\n
Is This Quality Improvement or Research?<\/h3>\n
Description:<\/h4>\n
Differentiating Between Research and Quality Improvement<\/h3>\n
Description:<\/h4>\n
Chapter 44: Tools and Strategies for Quality Improvement and Patient Safety<\/h3>\n
Description:<\/h4>\n
Focusing on the Fundamentals: A Simplistic Differentiation Between Qualitative and Quantitative Research<\/h3>\n
Description:<\/h4>\n
<\/h3>\n
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Office Hours:<\/em><\/h3>\n
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Late Policy and Grading Policy<\/em><\/h3>\n
Discussion questions:<\/h3>\n
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Assignments:<\/em><\/h3>\n
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Participation<\/em><\/h3>\n
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Plagiarism<\/em><\/h3>\n
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Plagiarism includes<\/em>:<\/h3>\n
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LopesWrite<\/em><\/h3>\n
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Assignment Submissions<\/em><\/h3>\n
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Grade of Incomplete<\/em><\/h3>\n
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Grade Disputes<\/em><\/h3>\n
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A Sample Answer For the Assignment: HLT 362 Discussion: Types of Research Designs<\/strong><\/h2>\n
Title: HLT 362 Discussion: Types of Research Designs<\/strong><\/h2>\n
Experimental article<\/span><\/b>\u00a0<\/span><\/h3>\n
Quasi-experimental article<\/span><\/b>\u00a0<\/span><\/h3>\n
Non-Experimental Article<\/span><\/b>\u00a0<\/span><\/h3>\n