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  • [Solved] Patient Medication Guide

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Creating a visually appealing medication guide – 2 years ago **files (1)** – ## PatientMedicationGuide.docx **## PatientMedicationGuide.docx** **MEDICATION GUIDE and KNOWLEDGE CHECK** Understanding that prescribing medication is not the same for all individuals is imperative to becoming a safe and e…

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    Assignment Prompt & Instructions

    Creating a visually appealing medication guide

    – 2 years ago

    **files (1)**

    – ## PatientMedicationGuide.docx

    **## PatientMedicationGuide.docx**

    **MEDICATION GUIDE and KNOWLEDGE CHECK**

    Understanding that prescribing medication is not the same for all individuals is imperative to becoming a safe and effective psychiatric nurse practitioner. In clinical practice, you will see many patients in different stages of their lives and need to consider these in developing your prescribing treatment plan.

    For this Assignment, you will choose a vulnerable patient and develop a 2- to 3-page Medication Guide for them and their family. In your guide, you will consider their ages, birth-assigned sex, FDA approvals, and considerations for increased or decreased risk for side effects. You will choose the most appropriate medication for each of these individuals. Support your answers with evidence-based, peer-reviewed scholarly literature. APA style format title page, citations and references will apply.

    **Note:** **You will not set up this Medication Guide as a paragraph-formatted paper but, instead, as a creative, visually appealing guide.**

    **Step 1: Choose** one of the following vulnerable patients to create a Medication Guide for the patient (
    **pick whichever scenario is of most interest to you!**):

    ·
    **Patient 1:** 26-year-old female with a diagnosis of major depressive disorder and social anxiety disorder who is increasing in isolation and poor self-care. She is in her third trimester of pregnancy.

    ·
    **Patient 2:** 16-year-old male with a diagnosis of major depressive disorder, severe. He has seen a therapist weekly for the past 6 months and has had minimal change in symptoms. He has expressed thoughts of wanting to die.

    ·
    **Patient 3**: 72-year-old male with diagnosis of major depressive disorder and panic disorder. He has cardiac history and takes antihypertensive medications.

    ·
    **Patient 4**: 8-year-old Asian female with a diagnosis of severe depressive disorder presents to the office with a report of worsening symptoms. She has never taken psychotropic medication before.

    **Step 2: Create** a Medication Guide for a patient.
    Please note, this should not be written in your classic “term paper” format. In your guide, you should provide the following specific instructions for the patient:

    · Describe the chosen classification of medications, from the classification category, for your chosen vulnerable patient. Explain your rationale for your choice.

    · Explain what dose you would start the chosen medication with and the frequency.

    · Discuss how the medication works to treat their symptoms.

    · Explain how long they should take the medication.

    · Discuss the typical or common side effects of the medication.

    · Explain the urgent or emergent considerations for the patient taking the medication.

    The Medication Guide should also include:

    · Directions you would provide the patient on how to take the prescribed medication

    · Instructions on what the patient should do if a medication dose is missed

    · List of any other medications, over-the-counter medications, and/or supplements/herbals the patient should avoid while taking the prescribed medication

    · List of foods the patient should avoid when taking this medication

    · Date when the patient should return for follow-up visit with you

    · Discussion about the legal and ethical considerations for the medication being prescribed

    · Answers in consideration of Social Determinants of Health on how you would:

    · Assist the patient who cannot not afford to pay financially for the medication you are recommending/prescribing; and/or

    · Has difficulty with transportation that impacts their ability to present for regular appointments with you

    · Discuss how financial hardship and lack of transportation could relate to Social Determinants of Health, as well as why they are important considerations for you as a prescriber.

    **_Grading Criteria_**

    Selected patient guide describes how the medication works, length of use, side effects, and other considerations. The student patient guide addresses all of the specific information for the patient as outlined in the Assignment directions.

    40 to >29.0 pts

    Excellent

    The response comprehensively and clearly explains medication use. The response clearly addresses all the specific information for the patient as outlined in the Assignment directions.

    The medication guide is accurate in information and written for the appropriate patient audience. The medication guide is creative and visually appealing.

    10 to >7.0 pts

    Excellent

    The medication guide is accurate in information and written for the appropriate patient audience. The medication guide is creative and visually appealing.

    Ethical and Legal considerations are discussed.

    20 to >18.0 pts

    Excellent

    The response comprehensively and clearly explains both the ethical and legal considerations of medication use.

    Social determinants of health considerations are applied regarding financial responsibility and ability to attend appointments.

    20 to >18.0 pts

    Excellent

    The response comprehensively and clearly explains considerations for social determinants of health.

    Written Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation

    5 to >4.0 pts

    Excellent

    Uses correct grammar, spelling, and punctuation with no errors.

    Written Expression and Formatting: The submission contains an APA format for title page, citations, and Reference List.

    5 to >4.0 pts

    Excellent

    Uses correct APA format for title page, citations, and reference list with no errors.

    **## PatientMedicationGuide.docx**

    **MEDICATION GUIDE and KNOWLEDGE CHECK**

    Understanding that prescribing medication is not the same for all individuals is imperative to becoming a safe and effective psychiatric nurse practitioner. In clinical practice, you will see many patients in different stages of their lives and need to consider these in developing your prescribing treatment plan.

    For this Assignment, you will choose a vulnerable patient and develop a 2- to 3-page Medication Guide for them and their family. In your guide, you will consider their ages, birth-assigned sex, FDA approvals, and considerations for increased or decreased risk for side effects. You will choose the most appropriate medication for each of these individuals. Support your answers with evidence-based, peer-reviewed scholarly literature. APA style format title page, citations and references will apply.

    **Note:** **You will not set up this Medication Guide as a paragraph-formatted paper but, instead, as a creative, visually appealing guide.**

    **Step 1: Choose** one of the following vulnerable patients to create a Medication Guide for the patient (
    **pick whichever scenario is of most interest to you!**):

    ·
    **Patient 1:** 26-year-old female with a diagnosis of major depressive disorder and social anxiety disorder who is increasing in isolation and poor self-care. She is in her third trimester of pregnancy.

    ·
    **Patient 2:** 16-year-old male with a diagnosis of major depressive disorder, severe. He has seen a therapist weekly for the past 6 months and has had minimal change in symptoms. He has expressed thoughts of wanting to die.

    ·
    **Patient 3**: 72-year-old male with diagnosis of major depressive disorder and panic disorder. He has cardiac history and takes antihypertensive medications.

    ·
    **Patient 4**: 8-year-old Asian female with a diagnosis of severe depressive disorder presents to the office with a report of worsening symptoms. She has never taken psychotropic medication before.

    **Step 2: Create** a Medication Guide for a patient.
    Please note, this should not be written in your classic “term paper” format. In your guide, you should provide the following specific instructions for the patient:

    · Describe the chosen classification of medications, from the classification category, for your chosen vulnerable patient. Explain your rationale for your choice.

    · Explain what dose you would start the chosen medication with and the frequency.

    · Discuss how the medication works to treat their symptoms.

    · Explain how long they should take the medication.

    · Discuss the typical or common side effects of the medication.

    · Explain the urgent or emergent considerations for the patient taking the medication.

    The Medication Guide should also include:

    · Directions you would provide the patient on how to take the prescribed medication

    · Instructions on what the patient should do if a medication dose is missed

    · List of any other medications, over-the-counter medications, and/or supplements/herbals the patient should avoid while taking the prescribed medication

    · List of foods the patient should avoid when taking this medication

    · Date when the patient should return for follow-up visit with you

    · Discussion about the legal and ethical considerations for the medication being prescribed

    · Answers in consideration of Social Determinants of Health on how you would:

    · Assist the patient who cannot not afford to pay financially for the medication you are recommending/prescribing; and/or

    · Has difficulty with transportation that impacts their ability to present for regular appointments with you

    · Discuss how financial hardship and lack of transportation could relate to Social Determinants of Health, as well as why they are important considerations for you as a prescriber.

    **_Grading Criteria_**

    Selected patient guide describes how the medication works, length of use, side effects, and other considerations. The student patient guide addresses all of the specific information for the patient as outlined in the Assignment directions.

    40 to >29.0 pts

    Excellent

    The response comprehensively and clearly explains medication use. The response clearly addresses all the specific information for the patient as outlined in the Assignment directions.

    The medication guide is accurate in information and written for the appropriate patient audience. The medication guide is creative and visually appealing.

    10 to >7.0 pts

    Excellent

    The medication guide is accurate in information and written for the appropriate patient audience. The medication guide is creative and visually appealing.

    Ethical and Legal considerations are discussed.

    20 to >18.0 pts

    Excellent

    The response comprehensively and clearly explains both the ethical and legal considerations of medication use.

    Social determinants of health considerations are applied regarding financial responsibility and ability to attend appointments.

    20 to >18.0 pts

    Excellent

    The response comprehensively and clearly explains considerations for social determinants of health.

    Written Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation

    5 to >4.0 pts

    Excellent

    Uses correct grammar, spelling, and punctuation with no errors.

    Written Expression and Formatting: The submission contains an APA format for title page, citations, and Reference List.

    5 to >4.0 pts

    Excellent

    Uses correct APA format for title page, citations, and reference list with no errors.

  • [Solved] WK 3 Resp. Data

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WK3DISCDATA-LevelsofMeasurement.docx **## WK3DISCDATA-LevelsofMeasurement.docx** Levels of Measurement: Categorical vs. Continuous Data; Descriptive Statistics and Probability Theory Basics _What is the incidence of blood clots from COVID-19 in females over the age o…

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    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK3DISCDATA-LevelsofMeasurement.docx

    **## WK3DISCDATA-LevelsofMeasurement.docx**

    Levels of Measurement: Categorical vs. Continuous Data; Descriptive Statistics and Probability Theory Basics

    _What is the incidence of blood clots from COVID-19 in females over the age of 35?_

    The above question is an example of a research question. A research question consists of three parts and guides the methods and approaches in which you will study the question to find answers. The research question includes the question, the topic, and the population or variables. In the example provided above, the question examines the prevalence of blood clots from severe COVID-19 in a selected population. From this question, the variables can be assessed, considerations can be analyzed, and populations can be sampled in order to guide the research.

    For this Discussion, you will analyze a selected work to identify and analyze the variables, comparisons, and sample sizes. You will explore the potential levels of measurement for your variables and the rationale for the labels, as well as consider the advantages and challenges that you might experience in the statistical analysis.

    **Reference:** Gray, J. R., & Grove, S. K. (2020).
    _Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence_ (9th ed.). Elsevier.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373659)

    Learning Resources

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-3-learning-resources?module_item_id=6373659)

    · Bullen, P. (n.d.).
    [_How to choose a sample size (for the statistically challenged)_ Links to an external site.](https://tools4dev.org/resources/how-to-choose-a-sample-size/). tools4dev. https://tools4dev.org/resources/how-to-choose-a-sample-size/

    · Centers for Disease Control and Prevention. (2024, March).
    [_The NHSN standard infection ratio (SIR)_ Links to an external site.](https://www.cdc.gov/nhsn/pdfs/ps-analysis-resources/nhsn-sir-guide.pdf). https://www.cdc.gov/nhsn/pdfs/ps-analysis-resources/nhsn-sir-guide.pdf

    · “Overview of the Standard Infection Ratio (SIR)” (pp. 4–5)

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Chapter 6, “Evidence of Appraisal: Research” (pp. 147–157)

    · Salkind, N., & Frey, B. (2019).
    _Statistics for people who (think they) hate statistics_ (7th ed.). SAGE Publications.

    · Chapter 3, “Computing and Understanding Averages: Means to an End” (pp. 65–68)

    · Chapter 5, “Creating Graphs: A Picture Really Is Worth a Thousand Words” (pp. 88–118)

    · Chapter 8, “Hypotheticals and You: Testing Your Questions” (pp. 167–180)

    · Chapter 9, “Probability and Why It Counts: Fun With a Bell-Shaped Curve” (pp. 181–200)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-3-learning-resources?module_item_id=6373659)

    · Niedz, B. (2024).
    _Descriptive statistics_ [Video]. Walden University Canvas. https://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/157739/pages/week-3-learning-resources?module_item_id=6373659)

    · Document:
    [Descriptive Statistics (PowerPoint presentation)](https://waldenu.instructure.com/courses/157739/files/12465906?wrap=1) [Download Descriptive Statistics (PowerPoint presentation)](https://waldenu.instructure.com/courses/157739/files/12465906/download?download_frd=1)

    [Required Resources for Topic: Infections](https://waldenu.instructure.com/courses/157739/pages/week-3-learning-resources?module_item_id=6373659)

    · Beydoun, A. S., Koss, K., Nielsen, T., Holcomb, A. J., Pichardo, P., Purdy, N., Zebolsky, A. L., Heaton, C. M., McMullen, C. P., Yesensky, J. A., Moore, M. G., Goyal, N., Kohan, J., Sajisevi, M., Tan, K., Petrisor, D., Wax, M. K., Kejner, A. E., Hassan, Z., … Zenga, J. (2022).
    [Perioperative topical antisepsis and surgical site infection in patients undergoing upper aerodigestive tract reconstructionLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9047735/).
    _JAMA Otolaryngology-Head & Neck Surgery, 148_(6), 547–554. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9047735/

    · Sood, N., Lee, R. E., To, J. K., Cervellione, K. L., Smilios, M. D., Chun, H., & Ngai, I. M. (2022).
    [Decreased incidence of cesarean surgical site infection rate with hospital‐wide perioperative bundleLinks to an external site.](https://onlinelibrary.wiley.com/doi/abs/10.1111/birt.12586). B
    _irth: Issues in Perinatal Care, 49_(1), 141–146. https://onlinelibrary.wiley.com/doi/abs/10.1111/birt.12586

    · Sauer, K. (2023).
    [_Testing for the treatment of urinary tract infections in symptomatic adult patients residing in long-term care facility: An evidence-based quality improvement project_ Links to an external site.](https://www.proquest.com/dissertations-theses/point-care-testing-treatment-urinary-tract/docview/2875242069/se-2?accountid=14872) (Publication No. 30569808) [Doctoral dissertation, Phoenix University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/dissertations-theses/point-care-testing-treatment-urinary-tract/docview/2875242069/se-2?accountid=14872

    **To prepare:**

    · View the required media.

    · It is recommended you complete the quiz prior to constructing your initial response.

    By Day 3 of Week 3

    **Post** a response including the following:

    · Choose a research study, QI article, or EBP DNP project and interpret at least one continuous demographic variable and one categorical variable.

    · Differentiate between comparisons made using descriptive statistics (e.g., the mean and standard deviation) and comparisons based on inferential statistics (e.g., a
    _t_ test).

    · Compare and contrast the sample sizes used in the research study, the QI project, and the DNP project in terms of type 1 and type 2 errors.

    · Explain the SIR rate, how it is developed, and how organizations use it.

    · Using the same articles, pick one and differentiate between one descriptive and one inferential statistic used in any one of the three studies/projects.

    By Day 6 of Week 3

    **Read** a selection of your colleagues’ posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

    RESPOND TO THIS DISCUSSION

         Evidence-based practice (EBP) is driven by statistical analysis, ensuring interventions are effective in improving patient outcomes (Dang et al., 2021). This discussion focuses on the Quality Improvement (QI) project by Sood et al. (2022), which examined the impact of a hospital-wide perioperative bundle on cesarean surgical site infection (SSI) rates.

    **Demographic Variables: Continuous vs. Categorical**

                   In Sood et al. (2022), patient age serves as a continuous demographic variable since it is measured numerically and can take on a range of values. This variable is important as older patients may be at greater risk for infections due to comorbidities. Meanwhile, the presence or absence of a surgical site infection (SSI) is a categorical variable, as patients are grouped into two distinct categories: those who developed an infection and those who did not. These variables guide the statistical tests used in the study, influencing both descriptive summaries and inferential comparisons (Salkind & Frey, 2019).

    **Descriptive vs. Inferential Statistical Comparisons**

                 Descriptive statistics provide an overview of the dataset, while inferential statistics determine the significance of observed differences (Salkind & Frey, 2019). In Sood et al. (2022), descriptive statistics were used to calculate the mean and standard deviation of patient ages, summarizing the general characteristics of the study population. Meanwhile, inferential statistics, such as a chi-square test, were used to compare infection rates before and after implementing the perioperative bundle. The chi-square test determined whether the reduction in SSI rates was statistically significant or occurred by chance. This differentiation highlights the importance of using both descriptive and inferential methods to support data-driven conclusions in quality improvement projects.

    **Sample Size Considerations and Type I & II Errors**

                  Sample size directly impacts the risk of Type I and Type II errors in research and quality improvement studies (Bullen, n.d.). The research study by Beydoun et al. (2022) had a large sample size, which reduced the likelihood of Type I error (false positives) by ensuring that any detected differences in infection rates were not due to random variability. In contrast, the QI project by Sood et al. (2022) had a moderate sample size, increasing the risk of Type II error (false negatives) if the study lacked enough power to detect a true effect. The DNP project by Sauer (2023), which focused on urinary tract infection (UTI) testing in long-term care facilities, had a smaller sample size, making both Type I and Type II errors more probable due to reduced generalizability and statistical power. In QI projects, balancing statistical rigor with practical implementation constraints is essential to ensure reliable findings.

    **Standardized Infection Ratio (SIR): Definition and Application**

                The Standardized Infection Ratio (SIR) is a widely used metric in infection control that enables hospitals to assess their infection rates relative to national benchmarks (Centers for Disease Control and Prevention [CDC], 2024). It is calculated by dividing the observed number of infections by the expected number, adjusting for risk factors such as patient demographics, surgical procedures, and hospital characteristics. In Sood et al. (2022), the SIR decreased following the implementation of the perioperative bundle, indicating that the intervention effectively reduced cesarean SSIs. Healthcare organizations use SIR data to monitor infection trends, evaluate infection control programs, and implement evidence-based strategies to improve patient

    safety.

    **Descriptive vs. Inferential Statistics in the QI Project**

                 In Sood et al. (2022), a descriptive statistic used was the mean length of hospital stay for patients before and after the intervention, summarizing patient recovery trends. An inferential statistic employed was the chi-square test, which assessed whether the reduction in SSI rates post-intervention was statistically significant. This combination of statistical approaches ensures that both data trends and meaningful differences are analyzed, allowing for evidence-based decision-making in quality improvement initiatives (Salkind & Frey, 2019).

                  Understanding statistical methods is crucial in evaluating research and applying findings to practice. The QI project by Sood et al. (2022) demonstrates the importance of analyzing continuous and categorical variables, utilizing both descriptive and inferential statistics, and considering sample size implications on Type I and Type II errors. Additionally, the SIR metric serves as a valuable tool for infection control, enabling healthcare organizations to assess infection rates and improve patient outcomes.

    **References**

    Beydoun, A. S., Koss, K., Nielsen, T., Holcomb, A. J., Pichardo, P., Purdy, N., Zebolsky, A. L., Heaton, C. M., McMullen, C. P., Yesensky, J. A., Moore, M. G., Goyal, N., Kohan, J., Sajisevi, M., Tan, K., Petrisor, D., Wax, M. K., Kejner, A. E., Hassan, Z., … Zenga, J. (2022). Perioperative topical antisepsis and surgical site

    infection in patients undergoing upper aerodigestive tract reconstruction.
    _JAMA Otolaryngology-Head & Neck Surgery, 148_(6), 547–554.
    [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9047735/Links to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9047735/)

    Bullen, P. (n.d.). How to choose a sample size (for the statistically challenged).
    _tools4dev_.
    [https://tools4dev.org/resources/how-to-choose-a-sample-size/Links to an external site.](https://tools4dev.org/resources/how-to-choose-a-sample-size/)

    Centers for Disease Control and Prevention. (2024, March).
    _The NHSN standard infection ratio (SIR)_.
    [https://www.cdc.gov/nhsn/pdfs/ps-analysis-resources/nhsn-sir-guide.pdfLinks to an external site.](https://www.cdc.gov/nhsn/pdfs/ps-analysis-resources/nhsn-sir-guide.pdf)

    Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    Salkind, N., & Frey, B. (2019).
    _Statistics for people who (think they) hate statistics_ (7th ed.). SAGE Publications.

    Sauer, K. (2023). Testing for the treatment of urinary tract infections in symptomatic adult patients residing in long-term care facilities: An evidence-based quality improvement project (Publication No. 30569808) [Doctoral dissertation, Phoenix University]. ProQuest Dissertations and Theses Global.
    [https://www.proquest.com/dissertations-theses/point-care-testing-treatment-urinary-tract/docview/2875242069/se-2?accountid=14872Links to an external site.](https://www.proquest.com/dissertations-theses/point-care-testing-treatment-urinary-tract/docview/2875242069/se-2?accountid=14872)

    **Reply**

    **## WK3DISCDATA-LevelsofMeasurement.docx**

    Levels of Measurement: Categorical vs. Continuous Data; Descriptive Statistics and Probability Theory Basics

    _What is the incidence of blood clots from COVID-19 in females over the age of 35?_

    The above question is an example of a research question. A research question consists of three parts and guides the methods and approaches in which you will study the question to find answers. The research question includes the question, the topic, and the population or variables. In the example provided above, the question examines the prevalence of blood clots from severe COVID-19 in a selected population. From this question, the variables can be assessed, considerations can be analyzed, and populations can be sampled in order to guide the research.

    For this Discussion, you will analyze a selected work to identify and analyze the variables, comparisons, and sample sizes. You will explore the potential levels of measurement for your variables and the rationale for the labels, as well as consider the advantages and challenges that you might experience in the statistical analysis.

    **Reference:** Gray, J. R., & Grove, S. K. (2020).
    _Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence_ (9th ed.). Elsevier.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373659)

    Learning Resources

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-3-learning-resources?module_item_id=6373659)

    · Bullen, P. (n.d.).
    [_How to choose a sample size (for the statistically challenged)_ Links to an external site.](https://tools4dev.org/resources/how-to-choose-a-sample-size/). tools4dev. https://tools4dev.org/resources/how-to-choose-a-sample-size/

    · Centers for Disease Control and Prevention. (2024, March).
    [_The NHSN standard infection ratio (SIR)_ Links to an external site.](https://www.cdc.gov/nhsn/pdfs/ps-analysis-resources/nhsn-sir-guide.pdf). https://www.cdc.gov/nhsn/pdfs/ps-analysis-resources/nhsn-sir-guide.pdf

    · “Overview of the Standard Infection Ratio (SIR)” (pp. 4–5)

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    · Chapter 6, “Evidence of Appraisal: Research” (pp. 147–157)

    · Salkind, N., & Frey, B. (2019).
    _Statistics for people who (think they) hate statistics_ (7th ed.). SAGE Publications.

    · Chapter 3, “Computing and Understanding Averages: Means to an End” (pp. 65–68)

    · Chapter 5, “Creating Graphs: A Picture Really Is Worth a Thousand Words” (pp. 88–118)

    · Chapter 8, “Hypotheticals and You: Testing Your Questions” (pp. 167–180)

    · Chapter 9, “Probability and Why It Counts: Fun With a Bell-Shaped Curve” (pp. 181–200)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-3-learning-resources?module_item_id=6373659)

    · Niedz, B. (2024).
    _Descriptive statistics_ [Video]. Walden University Canvas. https://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/157739/pages/week-3-learning-resources?module_item_id=6373659)

    · Document:
    [Descriptive Statistics (PowerPoint presentation)](https://waldenu.instructure.com/courses/157739/files/12465906?wrap=1) [Download Descriptive Statistics (PowerPoint presentation)](https://waldenu.instructure.com/courses/157739/files/12465906/download?download_frd=1)

    [Required Resources for Topic: Infections](https://waldenu.instructure.com/courses/157739/pages/week-3-learning-resources?module_item_id=6373659)

    · Beydoun, A. S., Koss, K., Nielsen, T., Holcomb, A. J., Pichardo, P., Purdy, N., Zebolsky, A. L., Heaton, C. M., McMullen, C. P., Yesensky, J. A., Moore, M. G., Goyal, N., Kohan, J., Sajisevi, M., Tan, K., Petrisor, D., Wax, M. K., Kejner, A. E., Hassan, Z., … Zenga, J. (2022).
    [Perioperative topical antisepsis and surgical site infection in patients undergoing upper aerodigestive tract reconstructionLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9047735/).
    _JAMA Otolaryngology-Head & Neck Surgery, 148_(6), 547–554. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9047735/

    · Sood, N., Lee, R. E., To, J. K., Cervellione, K. L., Smilios, M. D., Chun, H., & Ngai, I. M. (2022).
    [Decreased incidence of cesarean surgical site infection rate with hospital‐wide perioperative bundleLinks to an external site.](https://onlinelibrary.wiley.com/doi/abs/10.1111/birt.12586). B
    _irth: Issues in Perinatal Care, 49_(1), 141–146. https://onlinelibrary.wiley.com/doi/abs/10.1111/birt.12586

    · Sauer, K. (2023).
    [_Testing for the treatment of urinary tract infections in symptomatic adult patients residing in long-term care facility: An evidence-based quality improvement project_ Links to an external site.](https://www.proquest.com/dissertations-theses/point-care-testing-treatment-urinary-tract/docview/2875242069/se-2?accountid=14872) (Publication No. 30569808) [Doctoral dissertation, Phoenix University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/dissertations-theses/point-care-testing-treatment-urinary-tract/docview/2875242069/se-2?accountid=14872

    **To prepare:**

    · View the required media.

    · It is recommended you complete the quiz prior to constructing your initial response.

    By Day 3 of Week 3

    **Post** a response including the following:

    · Choose a research study, QI article, or EBP DNP project and interpret at least one continuous demographic variable and one categorical variable.

    · Differentiate between comparisons made using descriptive statistics (e.g., the mean and standard deviation) and comparisons based on inferential statistics (e.g., a
    _t_ test).

    · Compare and contrast the sample sizes used in the research study, the QI project, and the DNP project in terms of type 1 and type 2 errors.

    · Explain the SIR rate, how it is developed, and how organizations use it.

    · Using the same articles, pick one and differentiate between one descriptive and one inferential statistic used in any one of the three studies/projects.

    By Day 6 of Week 3

    **Read** a selection of your colleagues’ posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

    RESPOND TO THIS DISCUSSION

         Evidence-based practice (EBP) is driven by statistical analysis, ensuring interventions are effective in improving patient outcomes (Dang et al., 2021). This discussion focuses on the Quality Improvement (QI) project by Sood et al. (2022), which examined the impact of a hospital-wide perioperative bundle on cesarean surgical site infection (SSI) rates.

    **Demographic Variables: Continuous vs. Categorical**

                   In Sood et al. (2022), patient age serves as a continuous demographic variable since it is measured numerically and can take on a range of values. This variable is important as older patients may be at greater risk for infections due to comorbidities. Meanwhile, the presence or absence of a surgical site infection (SSI) is a categorical variable, as patients are grouped into two distinct categories: those who developed an infection and those who did not. These variables guide the statistical tests used in the study, influencing both descriptive summaries and inferential comparisons (Salkind & Frey, 2019).

    **Descriptive vs. Inferential Statistical Comparisons**

                 Descriptive statistics provide an overview of the dataset, while inferential statistics determine the significance of observed differences (Salkind & Frey, 2019). In Sood et al. (2022), descriptive statistics were used to calculate the mean and standard deviation of patient ages, summarizing the general characteristics of the study population. Meanwhile, inferential statistics, such as a chi-square test, were used to compare infection rates before and after implementing the perioperative bundle. The chi-square test determined whether the reduction in SSI rates was statistically significant or occurred by chance. This differentiation highlights the importance of using both descriptive and inferential methods to support data-driven conclusions in quality improvement projects.

    **Sample Size Considerations and Type I & II Errors**

                  Sample size directly impacts the risk of Type I and Type II errors in research and quality improvement studies (Bullen, n.d.). The research study by Beydoun et al. (2022) had a large sample size, which reduced the likelihood of Type I error (false positives) by ensuring that any detected differences in infection rates were not due to random variability. In contrast, the QI project by Sood et al. (2022) had a moderate sample size, increasing the risk of Type II error (false negatives) if the study lacked enough power to detect a true effect. The DNP project by Sauer (2023), which focused on urinary tract infection (UTI) testing in long-term care facilities, had a smaller sample size, making both Type I and Type II errors more probable due to reduced generalizability and statistical power. In QI projects, balancing statistical rigor with practical implementation constraints is essential to ensure reliable findings.

    **Standardized Infection Ratio (SIR): Definition and Application**

                The Standardized Infection Ratio (SIR) is a widely used metric in infection control that enables hospitals to assess their infection rates relative to national benchmarks (Centers for Disease Control and Prevention [CDC], 2024). It is calculated by dividing the observed number of infections by the expected number, adjusting for risk factors such as patient demographics, surgical procedures, and hospital characteristics. In Sood et al. (2022), the SIR decreased following the implementation of the perioperative bundle, indicating that the intervention effectively reduced cesarean SSIs. Healthcare organizations use SIR data to monitor infection trends, evaluate infection control programs, and implement evidence-based strategies to improve patient

    safety.

    **Descriptive vs. Inferential Statistics in the QI Project**

                 In Sood et al. (2022), a descriptive statistic used was the mean length of hospital stay for patients before and after the intervention, summarizing patient recovery trends. An inferential statistic employed was the chi-square test, which assessed whether the reduction in SSI rates post-intervention was statistically significant. This combination of statistical approaches ensures that both data trends and meaningful differences are analyzed, allowing for evidence-based decision-making in quality improvement initiatives (Salkind & Frey, 2019).

                  Understanding statistical methods is crucial in evaluating research and applying findings to practice. The QI project by Sood et al. (2022) demonstrates the importance of analyzing continuous and categorical variables, utilizing both descriptive and inferential statistics, and considering sample size implications on Type I and Type II errors. Additionally, the SIR metric serves as a valuable tool for infection control, enabling healthcare organizations to assess infection rates and improve patient outcomes.

    **References**

    Beydoun, A. S., Koss, K., Nielsen, T., Holcomb, A. J., Pichardo, P., Purdy, N., Zebolsky, A. L., Heaton, C. M., McMullen, C. P., Yesensky, J. A., Moore, M. G., Goyal, N., Kohan, J., Sajisevi, M., Tan, K., Petrisor, D., Wax, M. K., Kejner, A. E., Hassan, Z., … Zenga, J. (2022). Perioperative topical antisepsis and surgical site

    infection in patients undergoing upper aerodigestive tract reconstruction.
    _JAMA Otolaryngology-Head & Neck Surgery, 148_(6), 547–554.
    [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9047735/Links to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9047735/)

    Bullen, P. (n.d.). How to choose a sample size (for the statistically challenged).
    _tools4dev_.
    [https://tools4dev.org/resources/how-to-choose-a-sample-size/Links to an external site.](https://tools4dev.org/resources/how-to-choose-a-sample-size/)

    Centers for Disease Control and Prevention. (2024, March).
    _The NHSN standard infection ratio (SIR)_.
    [https://www.cdc.gov/nhsn/pdfs/ps-analysis-resources/nhsn-sir-guide.pdfLinks to an external site.](https://www.cdc.gov/nhsn/pdfs/ps-analysis-resources/nhsn-sir-guide.pdf)

    Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

    Salkind, N., & Frey, B. (2019).
    _Statistics for people who (think they) hate statistics_ (7th ed.). SAGE Publications.

    Sauer, K. (2023). Testing for the treatment of urinary tract infections in symptomatic adult patients residing in long-term care facilities: An evidence-based quality improvement project (Publication No. 30569808) [Doctoral dissertation, Phoenix University]. ProQuest Dissertations and Theses Global.
    [https://www.proquest.com/dissertations-theses/point-care-testing-treatment-urinary-tract/docview/2875242069/se-2?accountid=14872Links to an external site.](https://www.proquest.com/dissertations-theses/point-care-testing-treatment-urinary-tract/docview/2875242069/se-2?accountid=14872)

    **Reply**

  • [Solved] Why Statistics is Important / STA2023

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    Based on your life experiences, explain why statistics is important to your daily life and to your field of study. ( Nursing) \* initial post should be at least 200 words/numbers or a combination of both /Additional readings must be cited and formatted in the current APA style. **Price is firm*…

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    Based on your life experiences, explain why statistics is important to your daily life and to your field of study. ( Nursing)

    \* initial post should be at least 200 words/numbers or a combination of both /Additional readings must be cited and formatted in the current APA style.

    **Price is firm**

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  • [Solved] What ethical issue have you recently encountered when teaching health promotion strategies to a patient? What ethical decision-making process did you use?

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  • [Solved] See attached 2

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    – 2 years ago **files (1)** – ## sweets22.docx **## sweets22.docx** **MUST BE ORIGINAL WORK – EACH RESPONSE MUST BE 1-2 PARAGRAPHS (5-7 sentences per paragraph) – I started some of the responses to help make them more personal. Due 3/14/25.** **Name:** **Date:** **Directions:** Explore the Week 2 le…

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    – 2 years ago

    **files (1)**

    – ## sweets22.docx

    **## sweets22.docx**

    **MUST BE ORIGINAL WORK – EACH RESPONSE MUST BE 1-2 PARAGRAPHS (5-7 sentences per paragraph) – I started some of the responses to help make them more personal. Due 3/14/25.**

    **Name:**

    **Date:**

    **Directions:** Explore
    the Week 2 lesson, then complete your Cultural Self-Assessment using this template.

    · Answer the questions under each section with explanation and detail. Each response should be at least 1-2 paragraphs.

    · Correctly cite and reference at least one outside scholarly source. Ensure the scholarly source is not from the lesson or assigned reading materials.

    · You may use a first-person perspective.

    **Section 1: Current Approach to Culturally Competent Nursing Assessment**

    1. How confident do you feel performing a culturally competent nursing assessment? What factors contribute to or hinder this confidence? Explain your answer using at least 1-2 paragraphs.

    -With five years of experience as a registered nurse in diverse urban settings, I am confident in my ability to conduct culturally competent nursing assessments.

    2. What strategies do you employ to maintain respect and avoid judgment when assessing clients from diverse cultural backgrounds?
    Explain your answer using at least 1 paragraph.

    -I build a rapport with the patient and create a therapeutic environment to foster trust.

    3. What resources or tools do you use to ensure cultural competence in your nursing assessments? How effective are these resources or tools? Explain your answer using at least 1 paragraph.

    4. Describe a situation where you encountered a cultural barrier during a nursing assessment. How did you respond? What were the outcomes? Explain your answer using at least 2-3 paragraphs. Your response will form the basis of responses in Section 2 below.

    1. Use the
    [Andrews and Boyle Transcultural Nursing Assessment Guide for Individuals and Families](https://chamberlain.instructure.com/courses/169620/files/34171481?wrap=1) [Download Andrews and Boyle Transcultural Nursing Assessment Guide for Individuals and Families](https://chamberlain.instructure.com/courses/169620/files/34171481/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=6598&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2F9b3c951f-3e2f-41ef-9365-c5b5d21f3e75%2FAndrews_Boyle_Transcultural_Nursing_Assessment_Guide_for_Individuals_and_Families.pdf%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NDE3MDY1NDEsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzLzliM2M5NTFmLTNlMmYtNDFlZi05MzY1LWM1YjVkMjFmM2U3NS9BbmRyZXdzX0JveWxlX1RyYW5zY3VsdHVyYWxfTnVyc2luZ19Bc3Nlc3NtZW50X0d1aWRlX2Zvcl9JbmRpdmlkdWFsc19hbmRfRmFtaWxpZXMucGRmIiwianRpIjoiYzlkOWMzZTMtYTcwYy00YmYyLTkxZDgtMzliNTE2MGQ0NWQ3IiwiaG9zdCI6bnVsbCwiZXhwIjoxNzQxNzkyOTQxfQ._O8gklPI3F3089PAovHEK15sGBc1UkHdgKbsKQfOVVXxeY8XN0G6nBwwNp1_ZBp45C_jBG-te5xdYh-TYT96cw) from the lesson to complete the Cultural Self-Assessment assignment template.

    **Section 2: Applying the Andrews and Boyle Transcultural Nursing Assessment Guide for Individuals and Families**

    Reflect on the cultural barrier you described in section 1, question 4 to respond to the questions below:

    1. How would the Andrews and Boyle Transcultural Nursing Assessment Guide for Individuals and Families (linked in the assignment instructions) have helped you better understand and address the client’s cultural needs? Include support from a scholarly source using an in-text citation.
    **Ensure the scholarly source is not from the lesson or assigned reading materials.**

    2. Identify at least two components or sections of the Andrews and Boyle Transcultural Nursing Assessment Guide for Individuals and Families that would be most relevant to the situation. How could you use these components to improve your assessment and intervention? Explain your answer.

    3. Given the approach you used to address the cultural barrier, what alternative strategies might have been beneficial according to the Andrews and Boyle Transcultural Nursing Assessment Guide for Individuals and Families? How might these alternate strategies have led to a different or better outcome?

    4. After reviewing the Andrews and Boyle Transcultural Nursing Assessment Guide for Individuals and Families, what steps will you take in future assessments to prevent or mitigate similar cultural barriers? Provide a plan of action based on the guide’s recommendations, including one goal, necessary resources or tools, and steps for implementation.

    **References**

    _Cite all scholarly sources here_

    **## sweets22.docx**

    **MUST BE ORIGINAL WORK – EACH RESPONSE MUST BE 1-2 PARAGRAPHS (5-7 sentences per paragraph) – I started some of the responses to help make them more personal. Due 3/14/25.**

    **Name:**

    **Date:**

    **Directions:** Explore
    the Week 2 lesson, then complete your Cultural Self-Assessment using this template.

    · Answer the questions under each section with explanation and detail. Each response should be at least 1-2 paragraphs.

    · Correctly cite and reference at least one outside scholarly source. Ensure the scholarly source is not from the lesson or assigned reading materials.

    · You may use a first-person perspective.

    **Section 1: Current Approach to Culturally Competent Nursing Assessment**

    1. How confident do you feel performing a culturally competent nursing assessment? What factors contribute to or hinder this confidence? Explain your answer using at least 1-2 paragraphs.

    -With five years of experience as a registered nurse in diverse urban settings, I am confident in my ability to conduct culturally competent nursing assessments.

    2. What strategies do you employ to maintain respect and avoid judgment when assessing clients from diverse cultural backgrounds?
    Explain your answer using at least 1 paragraph.

    -I build a rapport with the patient and create a therapeutic environment to foster trust.

    3. What resources or tools do you use to ensure cultural competence in your nursing assessments? How effective are these resources or tools? Explain your answer using at least 1 paragraph.

    4. Describe a situation where you encountered a cultural barrier during a nursing assessment. How did you respond? What were the outcomes? Explain your answer using at least 2-3 paragraphs. Your response will form the basis of responses in Section 2 below.

    1. Use the
    [Andrews and Boyle Transcultural Nursing Assessment Guide for Individuals and Families](https://chamberlain.instructure.com/courses/169620/files/34171481?wrap=1) [Download Andrews and Boyle Transcultural Nursing Assessment Guide for Individuals and Families](https://chamberlain.instructure.com/courses/169620/files/34171481/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=6598&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2F9b3c951f-3e2f-41ef-9365-c5b5d21f3e75%2FAndrews_Boyle_Transcultural_Nursing_Assessment_Guide_for_Individuals_and_Families.pdf%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NDE3MDY1NDEsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzLzliM2M5NTFmLTNlMmYtNDFlZi05MzY1LWM1YjVkMjFmM2U3NS9BbmRyZXdzX0JveWxlX1RyYW5zY3VsdHVyYWxfTnVyc2luZ19Bc3Nlc3NtZW50X0d1aWRlX2Zvcl9JbmRpdmlkdWFsc19hbmRfRmFtaWxpZXMucGRmIiwianRpIjoiYzlkOWMzZTMtYTcwYy00YmYyLTkxZDgtMzliNTE2MGQ0NWQ3IiwiaG9zdCI6bnVsbCwiZXhwIjoxNzQxNzkyOTQxfQ._O8gklPI3F3089PAovHEK15sGBc1UkHdgKbsKQfOVVXxeY8XN0G6nBwwNp1_ZBp45C_jBG-te5xdYh-TYT96cw) from the lesson to complete the Cultural Self-Assessment assignment template.

    **Section 2: Applying the Andrews and Boyle Transcultural Nursing Assessment Guide for Individuals and Families**

    Reflect on the cultural barrier you described in section 1, question 4 to respond to the questions below:

    1. How would the Andrews and Boyle Transcultural Nursing Assessment Guide for Individuals and Families (linked in the assignment instructions) have helped you better understand and address the client’s cultural needs? Include support from a scholarly source using an in-text citation.
    **Ensure the scholarly source is not from the lesson or assigned reading materials.**

    2. Identify at least two components or sections of the Andrews and Boyle Transcultural Nursing Assessment Guide for Individuals and Families that would be most relevant to the situation. How could you use these components to improve your assessment and intervention? Explain your answer.

    3. Given the approach you used to address the cultural barrier, what alternative strategies might have been beneficial according to the Andrews and Boyle Transcultural Nursing Assessment Guide for Individuals and Families? How might these alternate strategies have led to a different or better outcome?

    4. After reviewing the Andrews and Boyle Transcultural Nursing Assessment Guide for Individuals and Families, what steps will you take in future assessments to prevent or mitigate similar cultural barriers? Provide a plan of action based on the guide’s recommendations, including one goal, necessary resources or tools, and steps for implementation.

    **References**

    _Cite all scholarly sources here_

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  • [Solved] post a reply as a DNP student using at least2 scholarly references no older than 5 years old. Use APA 7 format.

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    Reply to Mary G: Identification of Components that Will Have Implications for Practice Concept analysis is a systematic approach used in nursing and other fields to describe and clarify abstract or complex concepts within a theoretical context. Concept analysis for theory development ensures that im…

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    Reply to Mary G:

    Identification of Components that Will Have Implications for Practice Concept analysis is a systematic approach used in nursing and other fields to describe and clarify abstract or complex concepts within a theoretical context. Concept analysis for theory development ensures that important nursing concepts are clearly defined, structured, and utilized in practice . It is a formal and systematic approach to analyzing what something is by considering the characteristics that define it, things that come before it, as well as the things that follow it to enhance precision and consistency in its use. (Tang et al., 2025).

             Key elements in concept analysis are selecting a concept, clarifying the purpose of the analysis, considering all usages of the concept, defining its attributes, and developing model cases that share the concept in action. It draws on borderline, contrary, related and illegitimate cases to demarcate the concept from adjacent or oppositional ideas. This is followed by identification of two to three empirical referents (measurable indicators), that will define the presence of the concept in the context. This approach can advance the theoretical foundation of nursing practice, and make sure that basic concepts are well specified as they are implemented in practice and professional environments (Aller & Almrwani, 2024).

           The reflection of concept analysis in practice highlights the foundation of nursing practice on theoretical and conceptual frameworks, emphasizing the need for optimal patient care through skilled nurses. For instance, in nursing education and professional practice, concept analysis helps to ensure appropriate conceptualization of key concepts like self-doubt, cognitive health motivation, and quality and safety (Tang et al., 2025). Further, concept analysis is applied in advanced nursing practice to explicating the scope of practice for Advanced Practice Registered Nurses (APRNs), which is crucial for compliance with the regulatory systems governing nursing practice and for delineating the professional role of the nurse in advanced practice (Mihelich & Burson, 2023).

         The American Association of Colleges of Nursing (AACN) infuses concept analysis in the DNP Essentials, most notably Essential I  and Essential II . Clarity of concepts serves as a foundation for developing theories and frameworks that guide our work as nurses in practice, clinical decision-making, and leadership as well . (Coleman, 2023). Nurses can develop an understanding of how abstract ideas are used and evaluate their relevance to real-life care scenarios through concept analyses, contributing to growth in the profession. As such, concept analysis serves not just as an intellectual exercise, but as an imperative process for refining and advancing nursing education, practice, and policy.

    References

    Aller, L., & Almrwani, A. M. (2024). Nursing students' self-doubt: An evolutionary concept analysis. Advances in Nursing Science, 47(2), 153-165. https://doi.org/10.1097/ANS.0000000000000410

    Coleman, C. (2023). American Association of Colleges of Nursing: The New Essentials, Domain of Quality and Safety. Clinical Journal of Oncology Nursing, 27(2), 281.

    Mihelich, K., & Burson, R. (2023). The elephant in the room: Distinguishing the AACN Essentials levels of competency in advanced practice. Journal of Professional Nursing, 48, 181e185.

    Tang, J., Tian, M., Cheng, J., & Mao, X. (2025). A concept analysis of cognitive health motivation using the Walker and Avant method. Theory for Nursing Practice & Research.

    – 2 years ago

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