Category: Nursing

[Solved] cjp 1

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complete the attached file – 2 years ago **files (1)** – ## NURS223L-ClinicalJudgmentPlan.docx **## NURS223L-ClinicalJudgmentPlan.docx** **Clinical Judgement Plan** **Instructor:** **DATE Care Provided and UNIT:** Student Name Clinical Judgement Plan West Coast University Professor Name Date **Socia…

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Assignment Prompt & Instructions

complete the attached file

– 2 years ago

**files (1)**

– ## NURS223L-ClinicalJudgmentPlan.docx

**## NURS223L-ClinicalJudgmentPlan.docx**

**Clinical Judgement Plan**

**Instructor:**

**DATE Care Provided and UNIT:**

Student Name

Clinical Judgement Plan

West Coast University

Professor Name

Date

**Social History**

**Patient Information**

Patient Initials:

Admission Date:

Age & Gender:

Admission Weight:

Allergies:

Code Status:

Legal status:

Living Will/ DPOA:

**History of Present Psychiatric Illness (HPI)**

**Psychiatric Diagnosis and DSM 5 Diagnostic Criterion**

**Psychiatric Admitting Psychopathology**

**Medical History & Pathophysiology**

**Erikson’s Developmental Stage Related to Patient (1) *List and discuss specific stage (based on objective assessment)**

**Social Determinants of Health**

Ethnicity

Occupation

Religion

Family support

Insurance

3 Psychosocial Considerations/Concerns

**Substance Abuse and Other Addictions**

Type:

Amount / Frequency:

Duration:

Last Used:

Withdrawal Symptoms:

Type:

Amount / Frequency:

Duration:

Last Used:

Withdrawal Symptoms:

**Involuntary Movements**

Code: 0 = None 1 = Minimal 2 = Mild 3 = Moderate 4 = Severe

**I: Facial and Oral Movements:**(movements of forehead, eyebrows, periorbital area, cheeks, including frowning, blinking, smiling,

grimacing, puckering, pouting, smacking, biting, clenching, chewing, mouth opening , lateral movement , tongue darting in and out of mouth)

Code:

**II: Extremity Movements:**

**Upper (arms, wrists, hands, fingers)** Include choreic movements (i.e. rapid objectively purposeless, irregular, spontaneous athetoid movements.)

**Lower (legs, knees, ankles, toes)** Lateral knee movement, foot tapping, heel dropping, foot squirming, inversion and eversion of foot

Code:

**III: Trunk Movements:**(Rocking, twisting, squirming, pelvic gyrations)

Code:

**IV: Global Judgment:**(Severity of abnormal movements, Incapacitation due to abnormal movements. Awareness of abnormal movements.)

Code:

**V: Dental Status:**(Current problems with teeth and/or dentures/Endentia?)

Yes/No

**C.A.G.E. Questionnaire**

Have you ever felt you should cut down on your drinking?

Yes / No

Have people annoyed you by criticizing your drinking?

Yes / No

Have you ever felt bad or guilty about your drinking?

Yes / No

Have you ever had a drink first thing in the morning to steady your nerves or get rid of a hangover (eye-opener)?

Yes / No

**Teaching Assessment and Client Education**

**Discharge Planning**

**Risk Assessment**

**Lab Tests with Values**

(Include normal ranges, dates, and rationales of abnormal results)

| | | | | |
| — | — | — | — | — |
| **Lab Tests or**<br>**Diagnostic Tests** | **Normal Ranges** | **Admission Lab Values** | **Current Lab Values** | **Explain Abnormal Results**<br>**R/T Your Patient**<br>**(USE additional pages at the end of template WHEN NEEDED)** |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |

**Diagnostics**

(3) Relevant Diagnostic Procedures with Results

**(2) Medications**

**Medication Name**

Include Generic name, Trade name, and Medication Class.

Include OTC, herbal (non-pharmacological items) and PRN medications given during clinical

**Dose**

**Route**

**Frequency**

**Purpose of Medication for Your Patient**

**Mechanism of Action**

**Side Effects/**

**Adverse Reactions**

**Nursing Considerations Specific to Your Patient/Teaching**

**Physical Assessment/Review of Systems**

**Vital Signs/Height/Weight (4)**

Temp:

HR:

BP:

RR:

SpO2:

Pain:

Height:

Weight:

**Level of Participation in Program/Activity**

**Gait and Motor Coordination**

**Presenting Appearance**

**Behavioral Approach**

**Speech**

**Interpersonal Characteristic and Approach to Evaluation**

**Recall and Memory/Orientation**

**Judgement and Insight**

**Hallucinations and Delusions**

**Rapport and Expressions**

**Response to Failure/Impulsivity/ Anxiety**

**Mood and Affect**

**Concentration and Attention**

**Alertness/Coherence**

**Thought Process**

Responding

Observation

Interpreting

Implement

Planning

Analysis

Assessment

**Take Action**

**Generate Solutions**

**Prioritize Hypotheses**

**Analyze Cues**

**Recognize Cues**

Evaluate

**Evaluation**

1.

2.

3.

4.

**Reference Page**

**## NURS223L-ClinicalJudgmentPlan.docx**

**Clinical Judgement Plan**

**Instructor:**

**DATE Care Provided and UNIT:**

Student Name

Clinical Judgement Plan

West Coast University

Professor Name

Date

**Social History**

**Patient Information**

Patient Initials:

Admission Date:

Age & Gender:

Admission Weight:

Allergies:

Code Status:

Legal status:

Living Will/ DPOA:

**History of Present Psychiatric Illness (HPI)**

**Psychiatric Diagnosis and DSM 5 Diagnostic Criterion**

**Psychiatric Admitting Psychopathology**

**Medical History & Pathophysiology**

**Erikson’s Developmental Stage Related to Patient (1) *List and discuss specific stage (based on objective assessment)**

**Social Determinants of Health**

Ethnicity

Occupation

Religion

Family support

Insurance

3 Psychosocial Considerations/Concerns

**Substance Abuse and Other Addictions**

Type:

Amount / Frequency:

Duration:

Last Used:

Withdrawal Symptoms:

Type:

Amount / Frequency:

Duration:

Last Used:

Withdrawal Symptoms:

**Involuntary Movements**

Code: 0 = None 1 = Minimal 2 = Mild 3 = Moderate 4 = Severe

**I: Facial and Oral Movements:**(movements of forehead, eyebrows, periorbital area, cheeks, including frowning, blinking, smiling,

grimacing, puckering, pouting, smacking, biting, clenching, chewing, mouth opening , lateral movement , tongue darting in and out of mouth)

Code:

**II: Extremity Movements:**

**Upper (arms, wrists, hands, fingers)** Include choreic movements (i.e. rapid objectively purposeless, irregular, spontaneous athetoid movements.)

**Lower (legs, knees, ankles, toes)** Lateral knee movement, foot tapping, heel dropping, foot squirming, inversion and eversion of foot

Code:

**III: Trunk Movements:**(Rocking, twisting, squirming, pelvic gyrations)

Code:

**IV: Global Judgment:**(Severity of abnormal movements, Incapacitation due to abnormal movements. Awareness of abnormal movements.)

Code:

**V: Dental Status:**(Current problems with teeth and/or dentures/Endentia?)

Yes/No

**C.A.G.E. Questionnaire**

Have you ever felt you should cut down on your drinking?

Yes / No

Have people annoyed you by criticizing your drinking?

Yes / No

Have you ever felt bad or guilty about your drinking?

Yes / No

Have you ever had a drink first thing in the morning to steady your nerves or get rid of a hangover (eye-opener)?

Yes / No

**Teaching Assessment and Client Education**

**Discharge Planning**

**Risk Assessment**

**Lab Tests with Values**

(Include normal ranges, dates, and rationales of abnormal results)

| | | | | |
| — | — | — | — | — |
| **Lab Tests or**<br>**Diagnostic Tests** | **Normal Ranges** | **Admission Lab Values** | **Current Lab Values** | **Explain Abnormal Results**<br>**R/T Your Patient**<br>**(USE additional pages at the end of template WHEN NEEDED)** |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |

**Diagnostics**

(3) Relevant Diagnostic Procedures with Results

**(2) Medications**

**Medication Name**

Include Generic name, Trade name, and Medication Class.

Include OTC, herbal (non-pharmacological items) and PRN medications given during clinical

**Dose**

**Route**

**Frequency**

**Purpose of Medication for Your Patient**

**Mechanism of Action**

**Side Effects/**

**Adverse Reactions**

**Nursing Considerations Specific to Your Patient/Teaching**

**Physical Assessment/Review of Systems**

**Vital Signs/Height/Weight (4)**

Temp:

HR:

BP:

RR:

SpO2:

Pain:

Height:

Weight:

**Level of Participation in Program/Activity**

**Gait and Motor Coordination**

**Presenting Appearance**

**Behavioral Approach**

**Speech**

**Interpersonal Characteristic and Approach to Evaluation**

**Recall and Memory/Orientation**

**Judgement and Insight**

**Hallucinations and Delusions**

**Rapport and Expressions**

**Response to Failure/Impulsivity/ Anxiety**

**Mood and Affect**

**Concentration and Attention**

**Alertness/Coherence**

**Thought Process**

Responding

Observation

Interpreting

Implement

Planning

Analysis

Assessment

**Take Action**

**Generate Solutions**

**Prioritize Hypotheses**

**Analyze Cues**

**Recognize Cues**

Evaluate

**Evaluation**

1.

2.

3.

4.

**Reference Page**

November 5, 2026
[Solved] 6531 prim

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## 6531ihuman.docx **## 6531ihuman.docx** i-Human Case Study: Evaluating and Managing Integumentary Conditions ![A person getting her face examined Description automatically generated](https://www.sweetstudy.com/questions/6531-prim) This course will require you to compl…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## 6531ihuman.docx

**## 6531ihuman.docx**

i-Human Case Study: Evaluating and Managing Integumentary Conditions

![A person getting her face examined Description automatically generated](https://www.sweetstudy.com/questions/6531-prim)

This course will require you to complete a series of case studies using the i-Human software application. The i-Human Patients (IHP) Case Player enables you to interact with virtual patients for the purpose of learning patient-assessment and diagnostic-reasoning skills. With IHP, you will be able to independently interview, examine, diagnose, and treat virtual patients and receive expert feedback on your performance.

The integumentary system is susceptible to a variety of diseases, conditions, and injuries, ranging from the bothersome but relatively innocuous bacterial or fungal infections that are categorized as disorders to skin cancer and severe burns, which can be life-threatening.

For this Case Study Assignment, you will examine your first case study and work with a patient with an integumentary condition. You will formulate a differential diagnosis, evaluate treatment options, and then create an appropriate treatment plan for the patient.

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/158578/modules/items/6234505)

**To prepare:**

· Review this week’s Learning Resources to understand the assessment, diagnosis, and treatment of integumentary conditions.

· Access i-Human from this week’s Learning Resources and review the assigned case study.

· Analyze the provided patient history, physical exam findings, and diagnostic test results to support clinical decision-making.

· As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the
_i-Human Graduate Programs Help_ link within the i-Human platform.

**Assignment Requirements:**

Using the Management Plan Template provided in the learning resources, complete the following components:

1. Problem Statement

· Write a complete problem statement. Present the patient as you would to your preceptor, including subjective and objective findings.

2. Primary Diagnosis with Coding

· Identify the primary diagnosis with the corresponding ICD-10 code.

· Provide a rationale for the primary diagnosis.

· Include CPT codes for the office visit, preventive exam, and any procedures (e.g., vaccine, lab draw, ear lavage) performed during the visit.

3. Evidence-Based Guidelines

· Identify the clinical practice guidelines used to develop the primary diagnosis.

4. Differential Diagnoses

· List 3–5 differential diagnoses (distinct from the primary diagnosis).

· Provide a rationale for each diagnosis.

5. Management Plan

· Include prescribed and over-the-counter medications with drug name, dosage, route, and patient education.

· Detail nonpharmacological treatments and supportive care.

· Specify any required ancillary tests (e.g., ECG, spirometry, X-ray).

· List any necessary referrals (e.g., physical therapy, cardiology, hematology).

6. SDOH, Health Promotion, and Risk Factors

· Address social determinants of health (SDOH), including economic stability, education, healthcare access, neighborhood and environment, and social/community context.

· Outline health promotion strategies, including age-appropriate preventive screenings and immunizations.

· Discuss risk factors related to the primary diagnosis.

7. Patient Education

· Provide comprehensive patient education relevant to the current health visit.

8. Follow-Up

· Include the timeframe for the next visit and specific symptoms that would prompt an earlier return.

9. References

· Use a minimum of three scholarly references from the past five years.

Ensure that all responses are clear, evidence-based, and align with the rubric expectations. Submit the completed assignment in the required format and refer to the Management Plan Template for structure and guidance.

## image1.jpeg

**## 6531ihuman.docx**

i-Human Case Study: Evaluating and Managing Integumentary Conditions

![A person getting her face examined Description automatically generated](https://www.sweetstudy.com/questions/6531-prim)

This course will require you to complete a series of case studies using the i-Human software application. The i-Human Patients (IHP) Case Player enables you to interact with virtual patients for the purpose of learning patient-assessment and diagnostic-reasoning skills. With IHP, you will be able to independently interview, examine, diagnose, and treat virtual patients and receive expert feedback on your performance.

The integumentary system is susceptible to a variety of diseases, conditions, and injuries, ranging from the bothersome but relatively innocuous bacterial or fungal infections that are categorized as disorders to skin cancer and severe burns, which can be life-threatening.

For this Case Study Assignment, you will examine your first case study and work with a patient with an integumentary condition. You will formulate a differential diagnosis, evaluate treatment options, and then create an appropriate treatment plan for the patient.

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/158578/modules/items/6234505)

**To prepare:**

· Review this week’s Learning Resources to understand the assessment, diagnosis, and treatment of integumentary conditions.

· Access i-Human from this week’s Learning Resources and review the assigned case study.

· Analyze the provided patient history, physical exam findings, and diagnostic test results to support clinical decision-making.

· As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the
_i-Human Graduate Programs Help_ link within the i-Human platform.

**Assignment Requirements:**

Using the Management Plan Template provided in the learning resources, complete the following components:

1. Problem Statement

· Write a complete problem statement. Present the patient as you would to your preceptor, including subjective and objective findings.

2. Primary Diagnosis with Coding

· Identify the primary diagnosis with the corresponding ICD-10 code.

· Provide a rationale for the primary diagnosis.

· Include CPT codes for the office visit, preventive exam, and any procedures (e.g., vaccine, lab draw, ear lavage) performed during the visit.

3. Evidence-Based Guidelines

· Identify the clinical practice guidelines used to develop the primary diagnosis.

4. Differential Diagnoses

· List 3–5 differential diagnoses (distinct from the primary diagnosis).

· Provide a rationale for each diagnosis.

5. Management Plan

· Include prescribed and over-the-counter medications with drug name, dosage, route, and patient education.

· Detail nonpharmacological treatments and supportive care.

· Specify any required ancillary tests (e.g., ECG, spirometry, X-ray).

· List any necessary referrals (e.g., physical therapy, cardiology, hematology).

6. SDOH, Health Promotion, and Risk Factors

· Address social determinants of health (SDOH), including economic stability, education, healthcare access, neighborhood and environment, and social/community context.

· Outline health promotion strategies, including age-appropriate preventive screenings and immunizations.

· Discuss risk factors related to the primary diagnosis.

7. Patient Education

· Provide comprehensive patient education relevant to the current health visit.

8. Follow-Up

· Include the timeframe for the next visit and specific symptoms that would prompt an earlier return.

9. References

· Use a minimum of three scholarly references from the past five years.

Ensure that all responses are clear, evidence-based, and align with the rubric expectations. Submit the completed assignment in the required format and refer to the Management Plan Template for structure and guidance.

## image1.jpeg

November 5, 2026
[Solved] 4k55 pub h assess 2

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## Assessment24055.docx **## Assessment24055.docx** **Assessment 2** **Community Resources** Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equ…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## Assessment24055.docx

**## Assessment24055.docx**

**Assessment 2**

**Community Resources**

Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report.

Collapse All

**Introduction**

Many organizations work to better local and global communities' quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral.

This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community or public health resources organization from the list provided.

**Preparation**

As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.

After completing this activity, select one of the local, national, or global nonprofit organizations or government agencies presented in the
[Assessment 2 Supplement: Community Resources [PDF]](https://courseroom.capella.edu/courses/38914/files/7048481/download).

You
**may** find the organization's website in the
[Community Organizations](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=4012061120006731) reading list or in the
[Assessment 2 Supplement: Community Resources [PDF]](https://courseroom.capella.edu/courses/38914/files/7048481/download).

**Scenario**

You are interested in expanding your role as a nurse and are considering working in an area where you can promote equal opportunity and improve the quality of life in your local or global community. You are aware of several nonprofit organizations and government agencies whose work contributes to this effort in some way. You are particularly interested in one of these organizations but would like to know more about its contribution to public health and safety improvement. You would also like to report the results of your research in a scholarly paper that you could submit for publication.

**Instructions**

Research a selected local, national, or global nonprofit organization or government agency from the document provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report.

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions in the scoring guide for each criterion to see how your work will be assessed.

· Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

· Provide examples of ways a local and/or global initiative supports the mission and vision and promotes public health and safety.

· Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

· Consider the effects of social, cultural, economic, and physical barriers.

· Be sure to go beyond simply describing what the organization does in these areas but evaluating the impact.

· Assess the impact of funding sources, policy, and legislation on an organization's service delivery.

· Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.

· Remember to actually include the policies, legislation, and funding avenues for your chosen organization.

· Explain how an organization’s work impacts the health and/or safety needs of a local community.

· Consider how nurses might become involved with the organization.

· How are nurses involved within this organization?

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

· Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

· Write with a specific purpose and audience in mind.

· Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

**Additional Requirements**

**Document Format and Length**

Format your research article using current APA style.

· Refer to the
[APA Style Paper Tutorial [DOCX]](https://lat.strategiced.com/redirect?linkid=4243) to help you in writing and formatting your paper. Be sure to include:

· A title page and references page. An abstract is not required.

· Appropriate section headings.

· Your paper should comprise 3–5 pages of content plus title and references pages.

**Supporting Evidence**

Cite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings.

Before submitting your paper, proofread it to minimize errors that could distract readers and make it difficult for them to focus on your research findings.

**Competencies Measured**

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 1: Analyze health risks and healthcare needs among distinct populations.

· Explain how an organization’s work impacts the health and/or safety needs of a local community.

· Competency 2: Propose health promotion strategies to improve the health of populations.

· Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

· Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

· Assess the impact of funding sources, policy, and legislation on an organization's service delivery.

· Competency 4: Integrate principles of social justice in community health interventions.

· Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

· Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

· Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

**## Assessment24055.docx**

**Assessment 2**

**Community Resources**

Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report.

Collapse All

**Introduction**

Many organizations work to better local and global communities' quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral.

This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community or public health resources organization from the list provided.

**Preparation**

As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.

After completing this activity, select one of the local, national, or global nonprofit organizations or government agencies presented in the
[Assessment 2 Supplement: Community Resources [PDF]](https://courseroom.capella.edu/courses/38914/files/7048481/download).

You
**may** find the organization's website in the
[Community Organizations](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=4012061120006731) reading list or in the
[Assessment 2 Supplement: Community Resources [PDF]](https://courseroom.capella.edu/courses/38914/files/7048481/download).

**Scenario**

You are interested in expanding your role as a nurse and are considering working in an area where you can promote equal opportunity and improve the quality of life in your local or global community. You are aware of several nonprofit organizations and government agencies whose work contributes to this effort in some way. You are particularly interested in one of these organizations but would like to know more about its contribution to public health and safety improvement. You would also like to report the results of your research in a scholarly paper that you could submit for publication.

**Instructions**

Research a selected local, national, or global nonprofit organization or government agency from the document provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report.

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions in the scoring guide for each criterion to see how your work will be assessed.

· Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

· Provide examples of ways a local and/or global initiative supports the mission and vision and promotes public health and safety.

· Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

· Consider the effects of social, cultural, economic, and physical barriers.

· Be sure to go beyond simply describing what the organization does in these areas but evaluating the impact.

· Assess the impact of funding sources, policy, and legislation on an organization's service delivery.

· Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.

· Remember to actually include the policies, legislation, and funding avenues for your chosen organization.

· Explain how an organization’s work impacts the health and/or safety needs of a local community.

· Consider how nurses might become involved with the organization.

· How are nurses involved within this organization?

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

· Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

· Write with a specific purpose and audience in mind.

· Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

**Additional Requirements**

**Document Format and Length**

Format your research article using current APA style.

· Refer to the
[APA Style Paper Tutorial [DOCX]](https://lat.strategiced.com/redirect?linkid=4243) to help you in writing and formatting your paper. Be sure to include:

· A title page and references page. An abstract is not required.

· Appropriate section headings.

· Your paper should comprise 3–5 pages of content plus title and references pages.

**Supporting Evidence**

Cite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings.

Before submitting your paper, proofread it to minimize errors that could distract readers and make it difficult for them to focus on your research findings.

**Competencies Measured**

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

· Competency 1: Analyze health risks and healthcare needs among distinct populations.

· Explain how an organization’s work impacts the health and/or safety needs of a local community.

· Competency 2: Propose health promotion strategies to improve the health of populations.

· Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

· Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

· Assess the impact of funding sources, policy, and legislation on an organization's service delivery.

· Competency 4: Integrate principles of social justice in community health interventions.

· Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

· Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

· Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

November 5, 2026
[Solved] Nursing Participation in Research Assignment

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Executive Solution Overview

– 2 years ago **files (2)** – ## Reflection2.docx – ## ResearchStudyParticipation2v3-1-1.docx **## Reflection2.docx** Reflection 2 One of the key points of learning from experience is to reflect on what you did. Reflect on choosing an article. Answer the following questions in a document of between …

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Assignment Prompt & Instructions

– 2 years ago

**files (2)**

– ## Reflection2.docx

– ## ResearchStudyParticipation2v3-1-1.docx

**## Reflection2.docx**

Reflection 2

One of the key points of learning from experience is to reflect on what you did. Reflect on choosing an article. Answer the following questions in a document of between 250 and 500 words.

A. What options do you have for finding literature?

B. How can you judge which literature is most credible?

C. Is your literature search complete?

Here are some additional directions related to formatting your reflection assignments:

· Save your response as a PDF document and include a 7th edition APA cover page.

· The whole assignment (including the cover page) should be double spaced. Include an extra double line space between the title and your name on the cover page.

· Do not use a running head.

· Put the title at the center of the page at the beginning of the body of your paper and put it in bold font.

· Make sure the title is the same as that used on the cover page.

· Do not use headings in the body of the paper.

· Do not repeat the questions below in the body of the paper.

· Do not cut and paste from any document or quote from any source. This is a reflection on your own experiences, so you should not need to do this.

·
**Submit your final document as a pdf file!** Upload the document to complete the assignment.

**View Rubric**

**## ResearchStudyParticipation2v3-1-1.docx**

**Participation in Research Assignment**

This assignment asks you to participate in a research project as a research subject and to reflect on your experience. If you do not wish to be a subject in a research project you may complete the Alternative Assignment explained below. This project counts as one of the five point assignments in the course and is weighted for grading purposes equally with all the five point assignment. You may sign up for studies done at UTA or at any other university.

**Research Assignment**

1. Enroll in a human subjects research study conducted by UTA or by some other university. The study can be in any discipline, but must be conducted by university based investigators. Your instructor will give you a list of possible resources.

2. Complete the consent process and at least one data collection session. (Many times there is only one data collection session involved, but if there is more, you do not have to wait until all data collection is complete to go on with this assignment).

3. Write a reflection answering the following questions. Include a cover page (see the example cover page for the Finding the Evidence paper for a model). You can use the title “Research Subject Participation Reflection”. Double space your writing. Your reflection should be from 250 to 300 words. References are not necessary. If you use references make sure they are in APA format. Since you are writing about your own experiences you may use personal pronouns such as “I” and “my”. These are the questions to answer:

A. Give the name of the study, the name of the principal investigator, and the name of the sponsoring university.

B. Briefly explain your understanding of what the study was about.

C. Describe the consent process and anything you noticed that was done to protect your rights as a participant.

D. Did you feel triggered (something set off emotional distress) by anything in the research? If so, please explain.

E. Did you feel that your rights were violated in any way? If so, please explain.

**Alternative Assignment**

1. Find at least two scholarly references that address the following questions. You may need more references if the two you find do not address all questions. Scholarly articles are articles that are peer reviewed and can be found in professional journals. Most sources found on CINAHL are scholarly sources. Another place to look is Google Scholar.

2. Write an essay of 250 to 300 words that addresses the following questions. The word limit is for the body of the essay, not counting references. Be sure to use APA format. You may not use personal pronouns such as “I” or “my”. Use a 7th edition APA cover page. You can follow the sample cover page for the Finding the Evidence paper as a model. You can title your paper “Alternative Research Assignment”. These are the questions to answer:

A. What are concerns that participants in human subjects studies frequently express?

B. What is the usual process for addressing those concerns? How well does this process work?

C. What are potential triggers for participants? How can those triggers be addressed?

D. How well do participants think their rights are protected?

**## ResearchStudyParticipation2v3-1-1.docx**

**Participation in Research Assignment**

This assignment asks you to participate in a research project as a research subject and to reflect on your experience. If you do not wish to be a subject in a research project you may complete the Alternative Assignment explained below. This project counts as one of the five point assignments in the course and is weighted for grading purposes equally with all the five point assignment. You may sign up for studies done at UTA or at any other university.

**Research Assignment**

1. Enroll in a human subjects research study conducted by UTA or by some other university. The study can be in any discipline, but must be conducted by university based investigators. Your instructor will give you a list of possible resources.

2. Complete the consent process and at least one data collection session. (Many times there is only one data collection session involved, but if there is more, you do not have to wait until all data collection is complete to go on with this assignment).

3. Write a reflection answering the following questions. Include a cover page (see the example cover page for the Finding the Evidence paper for a model). You can use the title “Research Subject Participation Reflection”. Double space your writing. Your reflection should be from 250 to 300 words. References are not necessary. If you use references make sure they are in APA format. Since you are writing about your own experiences you may use personal pronouns such as “I” and “my”. These are the questions to answer:

A. Give the name of the study, the name of the principal investigator, and the name of the sponsoring university.

B. Briefly explain your understanding of what the study was about.

C. Describe the consent process and anything you noticed that was done to protect your rights as a participant.

D. Did you feel triggered (something set off emotional distress) by anything in the research? If so, please explain.

E. Did you feel that your rights were violated in any way? If so, please explain.

**Alternative Assignment**

1. Find at least two scholarly references that address the following questions. You may need more references if the two you find do not address all questions. Scholarly articles are articles that are peer reviewed and can be found in professional journals. Most sources found on CINAHL are scholarly sources. Another place to look is Google Scholar.

2. Write an essay of 250 to 300 words that addresses the following questions. The word limit is for the body of the essay, not counting references. Be sure to use APA format. You may not use personal pronouns such as “I” or “my”. Use a 7th edition APA cover page. You can follow the sample cover page for the Finding the Evidence paper as a model. You can title your paper “Alternative Research Assignment”. These are the questions to answer:

A. What are concerns that participants in human subjects studies frequently express?

B. What is the usual process for addressing those concerns? How well does this process work?

C. What are potential triggers for participants? How can those triggers be addressed?

D. How well do participants think their rights are protected?

**## Reflection2.docx**

Reflection 2

One of the key points of learning from experience is to reflect on what you did. Reflect on choosing an article. Answer the following questions in a document of between 250 and 500 words.

A. What options do you have for finding literature?

B. How can you judge which literature is most credible?

C. Is your literature search complete?

Here are some additional directions related to formatting your reflection assignments:

· Save your response as a PDF document and include a 7th edition APA cover page.

· The whole assignment (including the cover page) should be double spaced. Include an extra double line space between the title and your name on the cover page.

· Do not use a running head.

· Put the title at the center of the page at the beginning of the body of your paper and put it in bold font.

· Make sure the title is the same as that used on the cover page.

· Do not use headings in the body of the paper.

· Do not repeat the questions below in the body of the paper.

· Do not cut and paste from any document or quote from any source. This is a reflection on your own experiences, so you should not need to do this.

·
**Submit your final document as a pdf file!** Upload the document to complete the assignment.

**View Rubric**

**## ResearchStudyParticipation2v3-1-1.docx**

**Participation in Research Assignment**

This assignment asks you to participate in a research project as a research subject and to reflect on your experience. If you do not wish to be a subject in a research project you may complete the Alternative Assignment explained below. This project counts as one of the five point assignments in the course and is weighted for grading purposes equally with all the five point assignment. You may sign up for studies done at UTA or at any other university.

**Research Assignment**

1. Enroll in a human subjects research study conducted by UTA or by some other university. The study can be in any discipline, but must be conducted by university based investigators. Your instructor will give you a list of possible resources.

2. Complete the consent process and at least one data collection session. (Many times there is only one data collection session involved, but if there is more, you do not have to wait until all data collection is complete to go on with this assignment).

3. Write a reflection answering the following questions. Include a cover page (see the example cover page for the Finding the Evidence paper for a model). You can use the title “Research Subject Participation Reflection”. Double space your writing. Your reflection should be from 250 to 300 words. References are not necessary. If you use references make sure they are in APA format. Since you are writing about your own experiences you may use personal pronouns such as “I” and “my”. These are the questions to answer:

A. Give the name of the study, the name of the principal investigator, and the name of the sponsoring university.

B. Briefly explain your understanding of what the study was about.

C. Describe the consent process and anything you noticed that was done to protect your rights as a participant.

D. Did you feel triggered (something set off emotional distress) by anything in the research? If so, please explain.

E. Did you feel that your rights were violated in any way? If so, please explain.

**Alternative Assignment**

1. Find at least two scholarly references that address the following questions. You may need more references if the two you find do not address all questions. Scholarly articles are articles that are peer reviewed and can be found in professional journals. Most sources found on CINAHL are scholarly sources. Another place to look is Google Scholar.

2. Write an essay of 250 to 300 words that addresses the following questions. The word limit is for the body of the essay, not counting references. Be sure to use APA format. You may not use personal pronouns such as “I” or “my”. Use a 7th edition APA cover page. You can follow the sample cover page for the Finding the Evidence paper as a model. You can title your paper “Alternative Research Assignment”. These are the questions to answer:

A. What are concerns that participants in human subjects studies frequently express?

B. What is the usual process for addressing those concerns? How well does this process work?

C. What are potential triggers for participants? How can those triggers be addressed?

D. How well do participants think their rights are protected?

**## Reflection2.docx**

Reflection 2

One of the key points of learning from experience is to reflect on what you did. Reflect on choosing an article. Answer the following questions in a document of between 250 and 500 words.

A. What options do you have for finding literature?

B. How can you judge which literature is most credible?

C. Is your literature search complete?

Here are some additional directions related to formatting your reflection assignments:

· Save your response as a PDF document and include a 7th edition APA cover page.

· The whole assignment (including the cover page) should be double spaced. Include an extra double line space between the title and your name on the cover page.

· Do not use a running head.

· Put the title at the center of the page at the beginning of the body of your paper and put it in bold font.

· Make sure the title is the same as that used on the cover page.

· Do not use headings in the body of the paper.

· Do not repeat the questions below in the body of the paper.

· Do not cut and paste from any document or quote from any source. This is a reflection on your own experiences, so you should not need to do this.

·
**Submit your final document as a pdf file!** Upload the document to complete the assignment.

**View Rubric**

**## ResearchStudyParticipation2v3-1-1.docx**

**Participation in Research Assignment**

This assignment asks you to participate in a research project as a research subject and to reflect on your experience. If you do not wish to be a subject in a research project you may complete the Alternative Assignment explained below. This project counts as one of the five point assignments in the course and is weighted for grading purposes equally with all the five point assignment. You may sign up for studies done at UTA or at any other university.

**Research Assignment**

1. Enroll in a human subjects research study conducted by UTA or by some other university. The study can be in any discipline, but must be conducted by university based investigators. Your instructor will give you a list of possible resources.

2. Complete the consent process and at least one data collection session. (Many times there is only one data collection session involved, but if there is more, you do not have to wait until all data collection is complete to go on with this assignment).

3. Write a reflection answering the following questions. Include a cover page (see the example cover page for the Finding the Evidence paper for a model). You can use the title “Research Subject Participation Reflection”. Double space your writing. Your reflection should be from 250 to 300 words. References are not necessary. If you use references make sure they are in APA format. Since you are writing about your own experiences you may use personal pronouns such as “I” and “my”. These are the questions to answer:

A. Give the name of the study, the name of the principal investigator, and the name of the sponsoring university.

B. Briefly explain your understanding of what the study was about.

C. Describe the consent process and anything you noticed that was done to protect your rights as a participant.

D. Did you feel triggered (something set off emotional distress) by anything in the research? If so, please explain.

E. Did you feel that your rights were violated in any way? If so, please explain.

**Alternative Assignment**

1. Find at least two scholarly references that address the following questions. You may need more references if the two you find do not address all questions. Scholarly articles are articles that are peer reviewed and can be found in professional journals. Most sources found on CINAHL are scholarly sources. Another place to look is Google Scholar.

2. Write an essay of 250 to 300 words that addresses the following questions. The word limit is for the body of the essay, not counting references. Be sure to use APA format. You may not use personal pronouns such as “I” or “my”. Use a 7th edition APA cover page. You can follow the sample cover page for the Finding the Evidence paper as a model. You can title your paper “Alternative Research Assignment”. These are the questions to answer:

A. What are concerns that participants in human subjects studies frequently express?

B. What is the usual process for addressing those concerns? How well does this process work?

C. What are potential triggers for participants? How can those triggers be addressed?

D. How well do participants think their rights are protected?

November 5, 2026
[Solved] NUR 402:Introduction To Nursing Management And Leadership

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (3)** – ## GradingRubricfoLMAssignment-2017.pdf – ## Leadership-Assessment_2017.pdf – 7-Habits-of-Highly-Effective-People-Summary-Covey1.pdf **## GradingRubricfoLMAssignment-2017.pdf** NUR 402 Leadership and Management in Nursing-2017 Rubric/Grade Allocation and Instructions f…

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Assignment Prompt & Instructions

– 2 years ago

**files (3)**

– ## GradingRubricfoLMAssignment-2017.pdf

– ## Leadership-Assessment_2017.pdf

– 7-Habits-of-Highly-Effective-People-Summary-Covey1.pdf

**## GradingRubricfoLMAssignment-2017.pdf**

NUR 402 Leadership and Management in Nursing-2017

Rubric/Grade Allocation and Instructions for Assignment

Instructions:

This assignment has two sections, section A and section B. Both are to be turned in
together for grading. The assignment will be graded only once. So you must put in
your best effort while doing the assignment since you will not be able to
resubmit for a second grading. Additionally, follow the following directions
carefully to increase your chances of earning an A+ in this assignment.

Section A

Administer the leadership questionnaire posted on Populi to a Nurse
Leader/Manager at your place of work. If you do not work in a health care facility,
select one health care facility where you live and administer the questionnaire to a
nurse leader/manager at the facility.

Ask the responder to only circle the responses under the behavior that applies
to them, and then return the completed questionnaire to you for analysis.

You are required to submit the completed questionnaire for grading. Use the
guide and additional directions below to complete this assignment

A: Leadership Style Questionnaire and Analysis (Total points= 54)

1. Administer the questionnaire to your Nurse Leader (DON, Supervisor, and Unit
Manager), ask them to complete the questionnaire by only circling the responses
that apply to them for each leadership behavior category. The responder does not
need to write their name on the questionnaire. However, your Course Instructor may
call them after submission to verify that they completed the questionnaire (10
points)

2. Follow the directions on the questionnaire on obtaining averages for each
leadership behavior and calculate the averages (5 points)

2. Draw a bar graph/histogram of the average responses and analyze the bar graph
by identifying the dominant leadership and least used leadership behaviors of the
respondent. The responses will be on the vertical axis and the leadership behaviors
will plot on the horizontal axis of the graph (15 points)

3. As a budding nurse leader, give one example of how you will apply each of the 8
leadership behaviors in the clinical setting (24 points)

B: Covey’s 7 Habits (Total points=34)

4. Read the handout posted on Populi on Covey’s 7 habits and briefly discuss the
seven habits (14 points)

5. Select any four of Covey’s 7 habits that you find most appealing as a nursing
student. Give rationales for your choices (4 points)

6. Give one specific example/situation of how you will apply in the practice setting
each of the four habits that appeal to you most. (16 points)

Mechanics (Total points -12)

Paper must be 3-6 pages long. Credit will be given for organization of content, APA
format, double-spacing, correct spelling and grammar, correct citations and
references.

**## Leadership-Assessment_2017.pdf**

©2014, Hill Consulting Group

Leadership Self –Assessment
Sir/Madam:
The administerer of this questionnaire is a final-semester student at Standard College. He/she is required to
administer and analyze this questionnaire in partial fulfilment of the course requirements for the Nursing
Management and Leadership Course he/she is currently enrolled in. Grateful if you would please support him/her
further by completing and returning the questionnaire to him/her for analysis.
Please read each statement carefully. Then rate yourself in terms of how well you think you possess the attribute or
perform the leadership skill by circling the statement that best reflects your view. This is not a test – there are no
right or wrong answers. Do not calculate the averages.

As you reflect on your leadership over the past 6 months, which of the following leadership behaviors applies to
you?
Do well Do somewhat well Do not do well

Providing Direction
1. I articulate my organization’s vision and mission to

others.
1 2 3

2. I foster the fulfillment of a common vision. 1 2 3
3. I clarify roles and responsibilities. 1 2 3
4. I define priorities for our organization. 1 2 3
5. I make planning strategically a high priority. 1 2 3
Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Leading Courageously
1. I take a stand for my values. 1 2 3
2. I understand the ethical responsibility that comes with

leadership and act accordingly.
1 2 3

3. I deal with issues and concerns promptly. 1 2 3
4. I challenge others to make right choices. 1 2 3
5. I make tough decisions regardless of people’s

approval or rejection.
1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Fostering Teamwork
1. I prefer to work on tasks with a team versus individually. 1 2 3
2. I regularly build team spirit and morale and get results. 1 2 3
3. I encourage interaction and collaboration among

team members.
1 2 3

4. I lead the celebration of team accomplishments. 1 2 3
5. To garner diverse perspectives, I solicit input from my

team members.
1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Championing Change
1. I recognize the value of leading change. 1 2 3
2. I actively involve others in the change process. 1 2 3
3. I motivate others to embrace change. 1 2 3
4. I assess readiness and resistance to change. 1 2 3
5. I provide the energy that propels people along the

change process, no matter how great the difficulties.
1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

©2014, Hill Consulting Group

Coaching and Developing People
1. I identify and seek to tap people’s potential. 1 2 3
2. I consider and offer developmental challenges. 1 2 3
3. I develop leaders at all levels of our organization. 1 2 3
4. I find ways to support and encourage others. 1 2 3
5. I invest in people development in my organization. 1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Do well Do somewhat

well
Do not do well

Motivating Others
1. I inspire and provoke others to excel. 1 2 3
2. I trust in people’s competence. 1 2 3
3. I establish high performance standards. 1 2 3
4. I lead by setting a positive example that inspires others. 1 2 3
5. I reward performance and provide constructive

feedback.
1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Building Relationships
1. I initiate relationships with others 1 2 3
2. I work effectively with others who are different from

me.
1 2 3

3. I prioritize successful resolution of conflict with others. 1 2 3
4. I leverage networks of people to resource and

strengthen my tasks.
1 2 3

5. I keep others informed about what I’m doing if it
affects them.

1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Acting with Integrity
1. I understand that leading begins with leading from the

heart (with compassion, sensitivity, with integrity).
1 2 3

2. I value the heart, character, and integrity of myself and
others

1 2 3

3. I follow through on the promises and commitments that
I make.

1 2 3

4. I am open to making significant changes in my
behavior when necessary.

1 2 3

5. I am able to exert self-discipline when needed. 1 2 3
Total Score of items circled divided by 5.
The resulting number is your average score for this area.

– Leadership Self –Assessment
– Sir/Madam:

**7-Habits-of-Highly-Effective-People-Summary-Covey1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/7-habits-of-highly-effective-people-summary-covey1-pdf-10217957)

**7-Habits-of-Highly-Effective-People-Summary-Covey1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/7-habits-of-highly-effective-people-summary-covey1-pdf-10217957)

**## GradingRubricfoLMAssignment-2017.pdf**

NUR 402 Leadership and Management in Nursing-2017

Rubric/Grade Allocation and Instructions for Assignment

Instructions:

This assignment has two sections, section A and section B. Both are to be turned in
together for grading. The assignment will be graded only once. So you must put in
your best effort while doing the assignment since you will not be able to
resubmit for a second grading. Additionally, follow the following directions
carefully to increase your chances of earning an A+ in this assignment.

Section A

Administer the leadership questionnaire posted on Populi to a Nurse
Leader/Manager at your place of work. If you do not work in a health care facility,
select one health care facility where you live and administer the questionnaire to a
nurse leader/manager at the facility.

Ask the responder to only circle the responses under the behavior that applies
to them, and then return the completed questionnaire to you for analysis.

You are required to submit the completed questionnaire for grading. Use the
guide and additional directions below to complete this assignment

A: Leadership Style Questionnaire and Analysis (Total points= 54)

1. Administer the questionnaire to your Nurse Leader (DON, Supervisor, and Unit
Manager), ask them to complete the questionnaire by only circling the responses
that apply to them for each leadership behavior category. The responder does not
need to write their name on the questionnaire. However, your Course Instructor may
call them after submission to verify that they completed the questionnaire (10
points)

2. Follow the directions on the questionnaire on obtaining averages for each
leadership behavior and calculate the averages (5 points)

2. Draw a bar graph/histogram of the average responses and analyze the bar graph
by identifying the dominant leadership and least used leadership behaviors of the
respondent. The responses will be on the vertical axis and the leadership behaviors
will plot on the horizontal axis of the graph (15 points)

3. As a budding nurse leader, give one example of how you will apply each of the 8
leadership behaviors in the clinical setting (24 points)

B: Covey’s 7 Habits (Total points=34)

4. Read the handout posted on Populi on Covey’s 7 habits and briefly discuss the
seven habits (14 points)

5. Select any four of Covey’s 7 habits that you find most appealing as a nursing
student. Give rationales for your choices (4 points)

6. Give one specific example/situation of how you will apply in the practice setting
each of the four habits that appeal to you most. (16 points)

Mechanics (Total points -12)

Paper must be 3-6 pages long. Credit will be given for organization of content, APA
format, double-spacing, correct spelling and grammar, correct citations and
references.

**## Leadership-Assessment_2017.pdf**

©2014, Hill Consulting Group

Leadership Self –Assessment
Sir/Madam:
The administerer of this questionnaire is a final-semester student at Standard College. He/she is required to
administer and analyze this questionnaire in partial fulfilment of the course requirements for the Nursing
Management and Leadership Course he/she is currently enrolled in. Grateful if you would please support him/her
further by completing and returning the questionnaire to him/her for analysis.
Please read each statement carefully. Then rate yourself in terms of how well you think you possess the attribute or
perform the leadership skill by circling the statement that best reflects your view. This is not a test – there are no
right or wrong answers. Do not calculate the averages.

As you reflect on your leadership over the past 6 months, which of the following leadership behaviors applies to
you?
Do well Do somewhat well Do not do well

Providing Direction
1. I articulate my organization’s vision and mission to

others.
1 2 3

2. I foster the fulfillment of a common vision. 1 2 3
3. I clarify roles and responsibilities. 1 2 3
4. I define priorities for our organization. 1 2 3
5. I make planning strategically a high priority. 1 2 3
Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Leading Courageously
1. I take a stand for my values. 1 2 3
2. I understand the ethical responsibility that comes with

leadership and act accordingly.
1 2 3

3. I deal with issues and concerns promptly. 1 2 3
4. I challenge others to make right choices. 1 2 3
5. I make tough decisions regardless of people’s

approval or rejection.
1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Fostering Teamwork
1. I prefer to work on tasks with a team versus individually. 1 2 3
2. I regularly build team spirit and morale and get results. 1 2 3
3. I encourage interaction and collaboration among

team members.
1 2 3

4. I lead the celebration of team accomplishments. 1 2 3
5. To garner diverse perspectives, I solicit input from my

team members.
1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Championing Change
1. I recognize the value of leading change. 1 2 3
2. I actively involve others in the change process. 1 2 3
3. I motivate others to embrace change. 1 2 3
4. I assess readiness and resistance to change. 1 2 3
5. I provide the energy that propels people along the

change process, no matter how great the difficulties.
1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

©2014, Hill Consulting Group

Coaching and Developing People
1. I identify and seek to tap people’s potential. 1 2 3
2. I consider and offer developmental challenges. 1 2 3
3. I develop leaders at all levels of our organization. 1 2 3
4. I find ways to support and encourage others. 1 2 3
5. I invest in people development in my organization. 1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Do well Do somewhat

well
Do not do well

Motivating Others
1. I inspire and provoke others to excel. 1 2 3
2. I trust in people’s competence. 1 2 3
3. I establish high performance standards. 1 2 3
4. I lead by setting a positive example that inspires others. 1 2 3
5. I reward performance and provide constructive

feedback.
1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Building Relationships
1. I initiate relationships with others 1 2 3
2. I work effectively with others who are different from

me.
1 2 3

3. I prioritize successful resolution of conflict with others. 1 2 3
4. I leverage networks of people to resource and

strengthen my tasks.
1 2 3

5. I keep others informed about what I’m doing if it
affects them.

1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Acting with Integrity
1. I understand that leading begins with leading from the

heart (with compassion, sensitivity, with integrity).
1 2 3

2. I value the heart, character, and integrity of myself and
others

1 2 3

3. I follow through on the promises and commitments that
I make.

1 2 3

4. I am open to making significant changes in my
behavior when necessary.

1 2 3

5. I am able to exert self-discipline when needed. 1 2 3
Total Score of items circled divided by 5.
The resulting number is your average score for this area.

– Leadership Self –Assessment
– Sir/Madam:

**7-Habits-of-Highly-Effective-People-Summary-Covey1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/7-habits-of-highly-effective-people-summary-covey1-pdf-10217957)

**## GradingRubricfoLMAssignment-2017.pdf**

NUR 402 Leadership and Management in Nursing-2017

Rubric/Grade Allocation and Instructions for Assignment

Instructions:

This assignment has two sections, section A and section B. Both are to be turned in
together for grading. The assignment will be graded only once. So you must put in
your best effort while doing the assignment since you will not be able to
resubmit for a second grading. Additionally, follow the following directions
carefully to increase your chances of earning an A+ in this assignment.

Section A

Administer the leadership questionnaire posted on Populi to a Nurse
Leader/Manager at your place of work. If you do not work in a health care facility,
select one health care facility where you live and administer the questionnaire to a
nurse leader/manager at the facility.

Ask the responder to only circle the responses under the behavior that applies
to them, and then return the completed questionnaire to you for analysis.

You are required to submit the completed questionnaire for grading. Use the
guide and additional directions below to complete this assignment

A: Leadership Style Questionnaire and Analysis (Total points= 54)

1. Administer the questionnaire to your Nurse Leader (DON, Supervisor, and Unit
Manager), ask them to complete the questionnaire by only circling the responses
that apply to them for each leadership behavior category. The responder does not
need to write their name on the questionnaire. However, your Course Instructor may
call them after submission to verify that they completed the questionnaire (10
points)

2. Follow the directions on the questionnaire on obtaining averages for each
leadership behavior and calculate the averages (5 points)

2. Draw a bar graph/histogram of the average responses and analyze the bar graph
by identifying the dominant leadership and least used leadership behaviors of the
respondent. The responses will be on the vertical axis and the leadership behaviors
will plot on the horizontal axis of the graph (15 points)

3. As a budding nurse leader, give one example of how you will apply each of the 8
leadership behaviors in the clinical setting (24 points)

B: Covey’s 7 Habits (Total points=34)

4. Read the handout posted on Populi on Covey’s 7 habits and briefly discuss the
seven habits (14 points)

5. Select any four of Covey’s 7 habits that you find most appealing as a nursing
student. Give rationales for your choices (4 points)

6. Give one specific example/situation of how you will apply in the practice setting
each of the four habits that appeal to you most. (16 points)

Mechanics (Total points -12)

Paper must be 3-6 pages long. Credit will be given for organization of content, APA
format, double-spacing, correct spelling and grammar, correct citations and
references.

**## Leadership-Assessment_2017.pdf**

©2014, Hill Consulting Group

Leadership Self –Assessment
Sir/Madam:
The administerer of this questionnaire is a final-semester student at Standard College. He/she is required to
administer and analyze this questionnaire in partial fulfilment of the course requirements for the Nursing
Management and Leadership Course he/she is currently enrolled in. Grateful if you would please support him/her
further by completing and returning the questionnaire to him/her for analysis.
Please read each statement carefully. Then rate yourself in terms of how well you think you possess the attribute or
perform the leadership skill by circling the statement that best reflects your view. This is not a test – there are no
right or wrong answers. Do not calculate the averages.

As you reflect on your leadership over the past 6 months, which of the following leadership behaviors applies to
you?
Do well Do somewhat well Do not do well

Providing Direction
1. I articulate my organization’s vision and mission to

others.
1 2 3

2. I foster the fulfillment of a common vision. 1 2 3
3. I clarify roles and responsibilities. 1 2 3
4. I define priorities for our organization. 1 2 3
5. I make planning strategically a high priority. 1 2 3
Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Leading Courageously
1. I take a stand for my values. 1 2 3
2. I understand the ethical responsibility that comes with

leadership and act accordingly.
1 2 3

3. I deal with issues and concerns promptly. 1 2 3
4. I challenge others to make right choices. 1 2 3
5. I make tough decisions regardless of people’s

approval or rejection.
1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Fostering Teamwork
1. I prefer to work on tasks with a team versus individually. 1 2 3
2. I regularly build team spirit and morale and get results. 1 2 3
3. I encourage interaction and collaboration among

team members.
1 2 3

4. I lead the celebration of team accomplishments. 1 2 3
5. To garner diverse perspectives, I solicit input from my

team members.
1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Championing Change
1. I recognize the value of leading change. 1 2 3
2. I actively involve others in the change process. 1 2 3
3. I motivate others to embrace change. 1 2 3
4. I assess readiness and resistance to change. 1 2 3
5. I provide the energy that propels people along the

change process, no matter how great the difficulties.
1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

©2014, Hill Consulting Group

Coaching and Developing People
1. I identify and seek to tap people’s potential. 1 2 3
2. I consider and offer developmental challenges. 1 2 3
3. I develop leaders at all levels of our organization. 1 2 3
4. I find ways to support and encourage others. 1 2 3
5. I invest in people development in my organization. 1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Do well Do somewhat

well
Do not do well

Motivating Others
1. I inspire and provoke others to excel. 1 2 3
2. I trust in people’s competence. 1 2 3
3. I establish high performance standards. 1 2 3
4. I lead by setting a positive example that inspires others. 1 2 3
5. I reward performance and provide constructive

feedback.
1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Building Relationships
1. I initiate relationships with others 1 2 3
2. I work effectively with others who are different from

me.
1 2 3

3. I prioritize successful resolution of conflict with others. 1 2 3
4. I leverage networks of people to resource and

strengthen my tasks.
1 2 3

5. I keep others informed about what I’m doing if it
affects them.

1 2 3

Total Score of items circled divided by 5.
The resulting number is your average score for this area.

Acting with Integrity
1. I understand that leading begins with leading from the

heart (with compassion, sensitivity, with integrity).
1 2 3

2. I value the heart, character, and integrity of myself and
others

1 2 3

3. I follow through on the promises and commitments that
I make.

1 2 3

4. I am open to making significant changes in my
behavior when necessary.

1 2 3

5. I am able to exert self-discipline when needed. 1 2 3
Total Score of items circled divided by 5.
The resulting number is your average score for this area.

– Leadership Self –Assessment
– Sir/Madam:

**7-Habits-of-Highly-Effective-People-Summary-Covey1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/7-habits-of-highly-effective-people-summary-covey1-pdf-10217957)

November 5, 2026
[Solved] Hallmark worksheet

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## Updated.Spring23.HallmarkWorksheet1-CommunityAssessment.docx **## Updated.Spring23.HallmarkWorksheet1-CommunityAssessment.docx** **BSN 325 Community Health Assessment Worksheet** **(** **Need specific data and citations for sources)** | | | | | — | — | — | | | …

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## Updated.Spring23.HallmarkWorksheet1-CommunityAssessment.docx

**## Updated.Spring23.HallmarkWorksheet1-CommunityAssessment.docx**

**BSN 325 Community Health Assessment Worksheet**

**(**
**Need specific data and citations for sources)**

| | | |
| — | — | — |
| | **Data** | **References** |
| **Community Information:**<br>Include:<br>· Location<br>· Type of community<br>· Describe Geography & weather<br>· Major industries<br>· Primary employers, etc. <br>· Number of schools<br>· Universities<br>· Number and type of parks<br>· Type of grocery stores<br>· restaurants (and type)<br>· Produce markets<br>· Hospitals<br>· Clinics<br>· Public transportation. | | |
| **Community Demographics**: <br> <br>Include:<br>· Population<br>· Gender distribution<br>· Data for married/single<br>· Elderly<br>· Unemployment rate<br>· Mean income<br>· Number of households<br>· Types of housing | | |
| **Health Data 1: Chronic Diseases**<br>_Collect as much health data as possible._<br>_Should include at least 5 chronic diseases._<br>Incidence and prevalence of chronic diseases <br>· Information needs to be supported by data<br>· You will determine the most prevalent (3) and copy (with data) to the Top 3 below | | |
| **Health Data 2: Infectious Diseases**<br>_Collect as much health data as possible._<br>_Should include at least 5 infectious diseases._<br>Incidence and prevalence of infectious diseases <br>· Information needs to be supported by data<br>· You will determine the most prevalent (3) and copy (with data) to the Top 3 below | | |
| **Health Data 3: Risk Factors**<br>_Collect as much health data as possible_<br>Incidence and prevalence of major risk factors (smoking, alcohol consumption, drug use, teen pregnancy, etc.)<br>· Information needs to be supported by data<br>· You will determine the most prevalent (3) and copy (with data) to the Top 3 below | | |
| **Social Data:**<br>· Community sports<br>· Recreation<br>· religious organizations<br>· spiritual practices<br>· volunteer organizations<br>· support networks <br>· community partnerships. | | |
| **Additional Data:** | | |

**Helpful sources of data:**

Center for Disease Control (CDC) (n.d.).
[https://www.cdc.gov/publichealthgateway/cha/data.html](https://www.cdc.gov/publichealthgateway/cha/data.html)

Healthy People 2030 (n.d.).
[https://www.healthypeople.gov/](https://www.healthypeople.gov/)

United States Census Bureau (n.d.). American factfinder.
[https://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml](https://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml)

Also, see
[https://www.countyhealthrankings.org/](https://www.countyhealthrankings.org/) and
[https://www.](https://www./) citydata.org.

| | |
| — | — |
| **Top Three Chronic Diseases**<br>_(include data to support decision to identify as most prevalent)_ | **Healthy People 2030 Goal** |
| 1) | |
| 2) | |
| 3) | |

| | |
| — | — |
| **Top Three Infectious Diseases**<br>_(include data to support decision to identify as most prevalent)_ | **Healthy People 2030 Goal** |
| 1) | |
| 2) | |
| 3) | |

| |
| — |
| **Top Three Health Concerns**<br>_(include data to support decision to identify as most prevalent)_ |
| 1) |
| 2) |
| 3) |

**Priority Community Concern: _______________________________________________________________________________**

·
_This must be supported by data and will be the topic of the prevention teaching plan for Worksheet #2._

·
_The teaching proposal will be a one stop – one hour class for a target population in the community._

**## Updated.Spring23.HallmarkWorksheet1-CommunityAssessment.docx**

**BSN 325 Community Health Assessment Worksheet**

**(**
**Need specific data and citations for sources)**

| | | |
| — | — | — |
| | **Data** | **References** |
| **Community Information:**<br>Include:<br>· Location<br>· Type of community<br>· Describe Geography & weather<br>· Major industries<br>· Primary employers, etc. <br>· Number of schools<br>· Universities<br>· Number and type of parks<br>· Type of grocery stores<br>· restaurants (and type)<br>· Produce markets<br>· Hospitals<br>· Clinics<br>· Public transportation. | | |
| **Community Demographics**: <br> <br>Include:<br>· Population<br>· Gender distribution<br>· Data for married/single<br>· Elderly<br>· Unemployment rate<br>· Mean income<br>· Number of households<br>· Types of housing | | |
| **Health Data 1: Chronic Diseases**<br>_Collect as much health data as possible._<br>_Should include at least 5 chronic diseases._<br>Incidence and prevalence of chronic diseases <br>· Information needs to be supported by data<br>· You will determine the most prevalent (3) and copy (with data) to the Top 3 below | | |
| **Health Data 2: Infectious Diseases**<br>_Collect as much health data as possible._<br>_Should include at least 5 infectious diseases._<br>Incidence and prevalence of infectious diseases <br>· Information needs to be supported by data<br>· You will determine the most prevalent (3) and copy (with data) to the Top 3 below | | |
| **Health Data 3: Risk Factors**<br>_Collect as much health data as possible_<br>Incidence and prevalence of major risk factors (smoking, alcohol consumption, drug use, teen pregnancy, etc.)<br>· Information needs to be supported by data<br>· You will determine the most prevalent (3) and copy (with data) to the Top 3 below | | |
| **Social Data:**<br>· Community sports<br>· Recreation<br>· religious organizations<br>· spiritual practices<br>· volunteer organizations<br>· support networks <br>· community partnerships. | | |
| **Additional Data:** | | |

**Helpful sources of data:**

Center for Disease Control (CDC) (n.d.).
[https://www.cdc.gov/publichealthgateway/cha/data.html](https://www.cdc.gov/publichealthgateway/cha/data.html)

Healthy People 2030 (n.d.).
[https://www.healthypeople.gov/](https://www.healthypeople.gov/)

United States Census Bureau (n.d.). American factfinder.
[https://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml](https://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml)

Also, see
[https://www.countyhealthrankings.org/](https://www.countyhealthrankings.org/) and
[https://www.](https://www./) citydata.org.

| | |
| — | — |
| **Top Three Chronic Diseases**<br>_(include data to support decision to identify as most prevalent)_ | **Healthy People 2030 Goal** |
| 1) | |
| 2) | |
| 3) | |

| | |
| — | — |
| **Top Three Infectious Diseases**<br>_(include data to support decision to identify as most prevalent)_ | **Healthy People 2030 Goal** |
| 1) | |
| 2) | |
| 3) | |

| |
| — |
| **Top Three Health Concerns**<br>_(include data to support decision to identify as most prevalent)_ |
| 1) |
| 2) |
| 3) |

**Priority Community Concern: _______________________________________________________________________________**

·
_This must be supported by data and will be the topic of the prevention teaching plan for Worksheet #2._

·
_The teaching proposal will be a one stop – one hour class for a target population in the community._

November 5, 2026
[Solved] Stakeholder Presentation

✓ Verified Academic Solution Available

Executive Solution Overview

8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment. – [\ \ Screenshot52.png](https://www.sweetstudy.com/files/screenshot52-png-10219543 "Screenshot52.png") – [\ \ Screens…

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Assignment Prompt & Instructions

8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.

– [\
\
Screenshot52.png](https://www.sweetstudy.com/files/screenshot52-png-10219543 "Screenshot52.png")
– [\
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Screenshot53.png](https://www.sweetstudy.com/files/screenshot53-png-10219545 "Screenshot53.png")
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– [\
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– [\
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– [\
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Screenshot59.png](https://www.sweetstudy.com/files/screenshot59-png-10219557 "Screenshot59.png")
– [\
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Interdisciplinary_plan_proposal_03072025.docx](https://www.sweetstudy.com/files/interdisciplinary-plan-proposal-03072025-docx "Interdisciplinary_plan_proposal_03072025.docx")

– 2 years ago

November 5, 2026
[Solved] Analyzing a Current Healthcare Problem or Issue

✓ Verified Academic Solution Available

Executive Solution Overview

Write analysis of your previously selected current problem or issue in healthcare (my selected current problem was Antibiotic Resistance) including a proposed solution and possible ethical implications. – [\ \ Screenshot30.png](https://www.sweetstudy.com/files/screenshot30-png-10219443 "Screenshot…

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Assignment Prompt & Instructions

Write analysis of your previously selected current problem or issue in healthcare (my selected current problem was Antibiotic Resistance) including a proposed solution and possible ethical implications.

– [\
\
Screenshot30.png](https://www.sweetstudy.com/files/screenshot30-png-10219443 "Screenshot30.png")
– [\
\
Screenshot31.png](https://www.sweetstudy.com/files/screenshot31-png-10219445 "Screenshot31.png")
– [\
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– [\
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– [\
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Screenshot34.png](https://www.sweetstudy.com/files/screenshot34-png-10219451 "Screenshot34.png")
– [\
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Screenshot35.png](https://www.sweetstudy.com/files/screenshot35-png-10219453 "Screenshot35.png")
– [\
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Screenshot36.png](https://www.sweetstudy.com/files/screenshot36-png-10219455 "Screenshot36.png")
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Screenshot39.png](https://www.sweetstudy.com/files/screenshot39-png-10219459 "Screenshot39.png")
– [\
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Screenshot40.png](https://www.sweetstudy.com/files/screenshot40-png-10219461 "Screenshot40.png")
– [\
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– [\
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Screenshot43.png](https://www.sweetstudy.com/files/screenshot43-png-10219467 "Screenshot43.png")
– [\
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– [\
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Screenshot45.png](https://www.sweetstudy.com/files/screenshot45-png-10219471 "Screenshot45.png")

– 2 years ago

November 5, 2026
[Solved] Lorem

✓ Verified Academic Solution Available

Executive Solution Overview

case study – 2 years ago **files (1)** – ## M92Discussion.docx **## M92Discussion.docx** **MSN 591 Week 5 Discussion Repeat class 2025** 65-year-old male presents to your clinic with frequent urination. He complains of painless, frequent urination approximately every 45 minutes to an hour for the pa…

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case study

– 2 years ago

**files (1)**

– ## M92Discussion.docx

**## M92Discussion.docx**

**MSN 591 Week 5 Discussion Repeat class 2025**

65-year-old male presents to your clinic with frequent urination. He complains of painless, frequent urination approximately every 45 minutes to an hour for the past 5 months. He states he hates visiting doctors because they always try to find something wrong with him. His wife made him this appointment, but he thinks his problem is just because he is getting older. He denies any pain on urination or any blood in the urine. He also denies any difficult voiding. No foul odor is in the urine or discharge from the penis. He has tried to reduce his liquid consumption, but it has not made much of a difference. He denies any pelvic pain or rectal pain. He has not had any labs done in the past 5 years. Also, he has not had a physical done in 10 years. Physical exam reveals an African American male in no apparent distress. Abdomen is soft, nontender, no masses or distensions on palp. No hepatosplenomagaly. DRE reveals an enlarged, firm, smooth, symmetrical prostate.

**Questions**

**a**. Provide the most likely diagnosis based on the HPI and PE.

**b**. In addition, provide your interpretation of the cues found in the assessment.

**c.** List at least 3 possible differential diagnoses and justify your rationale.

**e**. Develop therapeutic plan options based on quality, evidence-based clinical guidelines.

Points: 20

Initial Post:

· Due: Tuesday, 11:59 pm PT

· Length: A minimum of 250 words, not including references

· Citations: At least one high-level scholarly reference in APA from within the last 5 years

Please write this study in “regular discussion style,” not in APA paper style. Answer all questions together, do not include numbers. I Would prefer the discussion written in Lato 14 not Times Roman style

Thanks

**## M92Discussion.docx**

**MSN 591 Week 5 Discussion Repeat class 2025**

65-year-old male presents to your clinic with frequent urination. He complains of painless, frequent urination approximately every 45 minutes to an hour for the past 5 months. He states he hates visiting doctors because they always try to find something wrong with him. His wife made him this appointment, but he thinks his problem is just because he is getting older. He denies any pain on urination or any blood in the urine. He also denies any difficult voiding. No foul odor is in the urine or discharge from the penis. He has tried to reduce his liquid consumption, but it has not made much of a difference. He denies any pelvic pain or rectal pain. He has not had any labs done in the past 5 years. Also, he has not had a physical done in 10 years. Physical exam reveals an African American male in no apparent distress. Abdomen is soft, nontender, no masses or distensions on palp. No hepatosplenomagaly. DRE reveals an enlarged, firm, smooth, symmetrical prostate.

**Questions**

**a**. Provide the most likely diagnosis based on the HPI and PE.

**b**. In addition, provide your interpretation of the cues found in the assessment.

**c.** List at least 3 possible differential diagnoses and justify your rationale.

**e**. Develop therapeutic plan options based on quality, evidence-based clinical guidelines.

Points: 20

Initial Post:

· Due: Tuesday, 11:59 pm PT

· Length: A minimum of 250 words, not including references

· Citations: At least one high-level scholarly reference in APA from within the last 5 years

Please write this study in “regular discussion style,” not in APA paper style. Answer all questions together, do not include numbers. I Would prefer the discussion written in Lato 14 not Times Roman style

Thanks

November 5, 2026
[Solved] WK 3 DIS, Data

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (4)** – ## WK3DISCDATA-LevelsofMeasurement.docx – ## WK3DATAMediatranscript.txt – NURS_8211_WK3_DescriptiveStatistics.pptx – UrinaryTractInfection.pdf **## WK3DISCDATA-LevelsofMeasurement.docx** Levels of Measurement: Categorical vs. Continuous Data; Descriptive Statistics a…

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– 2 years ago

**files (4)**

– ## WK3DISCDATA-LevelsofMeasurement.docx

– ## WK3DATAMediatranscript.txt

– NURS_8211_WK3_DescriptiveStatistics.pptx
– UrinaryTractInfection.pdf

**## 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.

**Reply**

**## WK3DATAMediatranscript.txt**

BARBARA NIEDZ: Hi, all. Dr. Niedz here
again and moving on to a brief discussion
about descriptive statistics. So we'll talk a bit about
measures of central tendency and measures of
dispersion, and you'll see how they work for
continuous variables. We'll also talk about
frequencies and percentages and how they fit for
categorical data. We'll use, revisit a
little research lingo, and talk about null directional
and non-directional hypotheses. We'll also visit the
standardized infection rate, the standardized
infection ratio measure, and how that's used in research,
quality improvement, and DNP. And we're also going to
spend a little time talking about the differences
between type one and type two measurement errors and how they
figure into research projects. Four levels of measurement, two
categorical and two continuous– very important concepts
and very important aspects of measurement. Categorical data is
usually displayed by counts and percentages. So for example, nominal
level data might be gender. Male, female, and
transgender people might fall into
those three buckets. And there's no value placed. Men are not better than women. Women are not better than men. Transgender are not
better than men or women, and the data is equal
in terms of the value of those contributions
to the data set. Whereas ordinal data is ranked. So, for example, if you
collected a demographic data on educational level
for some reason, whether you were talking
about health literacy or staff educational backgrounds,
those data are ranked. People who only
completed fifth grade and never completed grade
school have less education than those people who
completed high school who have less education
than those people who have some college as
opposed to those people who have advanced degrees. So categorical data
come in two forms– nominal and ordinal. Ordinal is ranked,
nominal is not. Continuous data is actually
from the type of data that you can do an average
with that makes sense. So for example,
interval level data, where you have some scale
that measures something– let's say perceived stress– from a number that
is as low as zero with no perceived
stress to as high as 21, where this is the most stress
you can possibly imagine. The differences
between the divisions, even though there
might be zero, is very soft because a lot of
stress compared to some stress is not exactly something that
you can multiply or divide by, whereas ratio level data is. So suppose ratio level
data– for example, income, annual income, zero– is very different from annual
income of $50,000 a year, which is half the amount
of $100,000 a year. So ratio data has equal
divisions, has an absolute zero. But they're all
useful and you're going to see some
examples of that. Measures of central tendency–
the mean, as I mentioned, is the arithmetic average. The mode is the most frequently
occurring value in a data set. And the median is
that point at which you have an equal
number of observations above and below that point. You see them represented in, in
published work and in projects. They're all very useful. The mean is subject to extremes,
and if there are outliers present in the data, the median
is a much more useful tool. Standard deviation tells you
about that variation away from the mean. The variance is simply the
standard deviation squared. And the range is the
lowest point to the highest point in the data set. So measures of central tendency
and measures of dispersion are very useful tools. The chapters that
I've selected out for every week in Salkind and
Frey are really useful tools, and understanding these concepts
takes more than a 15 minute video, and I hope you'll
consult with Salkind and Frey in order to be able to
complete assignments, in order to be able to
address the discussion questions in the classroom,
and certainly the ability to answer the knowledge
check questions. So, means and standard
deviations, very, very useful for continuous data. Counts and percentages,
also important. Percentile rankings allow
you to do some comparisons. And confidence intervals
are not exactly prediction, but it tells you something
about that spread of data and what you might
expect in terms of the relationship between
the sample and the population. So, just a little
bit of information on those four types of
concepts can be very helpful. So a picture is worth
a thousand words, and you can see the differences
between categorical data on the left with a bar
graph and continuous data on the right with a histogram. And in the histogram, you can
see that that is essentially continuous data– no spaces,
no gaps between the bars– whereas the categorical
data on the left is summarized in a bar chart. And you can see that there
are no gaps between the bars, and they are, in fact,
separate and apart. Now, this is only a portion
of the table in Sood et al that is presented on
page 144 and is actually a way to present
demographic variables and other important variables,
independent and dependent variables, in a study all
efficiently in one small table. And you can see that there are
both categorical variables– for example, ethnicity,
with 1,086 participants, broken down into the counts
by different groupings– Asians, Hispanic, Black,
Hispanic, white, and others– and also the percentages
of the sample. You could easily
do this manually to just figure out
those percentages, but it's awfully nice
when they're presented like this in a published piece. You can also see that the
age and gestational age in this study are
presented as the mean and the standard deviation plus
or minus 1 standard deviation. So you get an idea of what the
spread of data might look like. Median BMI and the range– again, it's an ordinal
level of measurement. And so the mean
might make good sense for the way that is
presented and time in minutes also
presented in the average with the standard deviation. So, can be a very efficient and
useful way of summarizing data. There are three
types of hypotheses that are actually
usually implicit and not stated unless
you were reading a PhD dissertation from Proquest. The null hypothesis
states that there is no relationship,
no association, between the variables,
between the dependent and the independent variables. The alternate hypothesis states
that there is a relationship or association between those
independent and dependent variables, and hypothesis
can go in one direction or not, depending on the
nature of that comparison. And that can also be
an important concept. So here's an example. Take a look at the study
that's in the resources for this week by Bedouin
and others from 2022. It's a study about perioperative
prophylaxis practices and surgical site infections. And the null hypothesis
would essentially say there is no association. There is no
relationship, and there's no differences in
perioperative prophylaxis practices and the SSI rate. However, an alternate
hypothesis would posit a relationship between
those two types of variables in a specific type
of surgical procedure and would perhaps even be
more specific in electing a certain type of
prophylaxis over another. So, null, alternative,
directional, or non-directional hypotheses. So the standardized
infection rate or the standardized
infection ratio, the SIR, is a very useful tool that's
been developed by the NHSN that allows us to take a
look at infections and make some comparisons on
the basis of risk adjustment. So how sick are the
patients, and what is the predicted rate of
infection for a particular type of surgical procedure? It compares the actual
rate to the prediction. So a SIR of greater
than 1 indicates more hospital acquired
infections than predicted, and an SIR error
rate of less than 1 indicates fewer hospital
acquired infections than predicted. So I played around with the
literature and the SIR rate as I was preparing
these slides and videos, and I live in New Jersey. And so I just said,
well, let me see what I can find about this
that's publicly available. And there is, in New Jersey,
the State Department of Health publishes by hospital
comparisons for different types of surgeries across
the state and provides hospital-specific SIR rates
for these different surgical procedures. So I challenge you to
look in your own state and see what you can find out
in terms of published SIR rates. And if you can't find anything,
look up New Jersey Department of Health, and you'll be able
to see a variety of hospitals in New Jersey. So we typically use probability
theory and the normal curve in order to be able to
understand prediction, and our statistics, our
statistical analysis that we'll move into
starting next week, will allow us to define
a critical value, the point at which we can make
a decision about rejecting the null hypothesis,
that there is no difference or no
association, in favor of the alternate hypothesis that
says essentially, if you were to repeat the test with
a different sample, you'd likely get a similar
result 95% of the time or 99% of the time, depending
on what that p value is, or whether it is in this
part of the curve, where 95% of the values are, that allows you to see that
difference between rejecting and not rejecting the
hypothesis, the null hypothesis. There is actually excellent
information in Salkind and Frey on pages 215 to 217
on this concept. Now, one characteristic that
you can see in the SOOD et al article is about whether
or not there's a P value. If there's a P
value, you can infer from that there is an
inferential test of significance that is being used. And you can see this in
table two in Sood et al. The last key point I want
to make in this video is about measurement error. A type one error is
the type of error that is made when statistical
significance is found, but it's not really there. And your protection against this
is the all important p value. Type two error is
the type of error that you make when you
don't find significance, but it's really there. And sample size is the biggest
protection that we have. Key points in this
video on this slide. Don't forget the
value of the reading.

**NURS_8211_WK3_DescriptiveStatistics.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk3-descriptivestatistics-pptx)

**UrinaryTractInfection.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/urinarytractinfection-pdf-10222459)

**UrinaryTractInfection.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/urinarytractinfection-pdf-10222459)

**## 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.

**Reply**

**## WK3DATAMediatranscript.txt**

BARBARA NIEDZ: Hi, all. Dr. Niedz here
again and moving on to a brief discussion
about descriptive statistics. So we'll talk a bit about
measures of central tendency and measures of
dispersion, and you'll see how they work for
continuous variables. We'll also talk about
frequencies and percentages and how they fit for
categorical data. We'll use, revisit a
little research lingo, and talk about null directional
and non-directional hypotheses. We'll also visit the
standardized infection rate, the standardized
infection ratio measure, and how that's used in research,
quality improvement, and DNP. And we're also going to
spend a little time talking about the differences
between type one and type two measurement errors and how they
figure into research projects. Four levels of measurement, two
categorical and two continuous– very important concepts
and very important aspects of measurement. Categorical data is
usually displayed by counts and percentages. So for example, nominal
level data might be gender. Male, female, and
transgender people might fall into
those three buckets. And there's no value placed. Men are not better than women. Women are not better than men. Transgender are not
better than men or women, and the data is equal
in terms of the value of those contributions
to the data set. Whereas ordinal data is ranked. So, for example, if you
collected a demographic data on educational level
for some reason, whether you were talking
about health literacy or staff educational backgrounds,
those data are ranked. People who only
completed fifth grade and never completed grade
school have less education than those people who
completed high school who have less education
than those people who have some college as
opposed to those people who have advanced degrees. So categorical data
come in two forms– nominal and ordinal. Ordinal is ranked,
nominal is not. Continuous data is actually
from the type of data that you can do an average
with that makes sense. So for example,
interval level data, where you have some scale
that measures something– let's say perceived stress– from a number that
is as low as zero with no perceived
stress to as high as 21, where this is the most stress
you can possibly imagine. The differences
between the divisions, even though there
might be zero, is very soft because a lot of
stress compared to some stress is not exactly something that
you can multiply or divide by, whereas ratio level data is. So suppose ratio level
data– for example, income, annual income, zero– is very different from annual
income of $50,000 a year, which is half the amount
of $100,000 a year. So ratio data has equal
divisions, has an absolute zero. But they're all
useful and you're going to see some
examples of that. Measures of central tendency–
the mean, as I mentioned, is the arithmetic average. The mode is the most frequently
occurring value in a data set. And the median is
that point at which you have an equal
number of observations above and below that point. You see them represented in, in
published work and in projects. They're all very useful. The mean is subject to extremes,
and if there are outliers present in the data, the median
is a much more useful tool. Standard deviation tells you
about that variation away from the mean. The variance is simply the
standard deviation squared. And the range is the
lowest point to the highest point in the data set. So measures of central tendency
and measures of dispersion are very useful tools. The chapters that
I've selected out for every week in Salkind and
Frey are really useful tools, and understanding these concepts
takes more than a 15 minute video, and I hope you'll
consult with Salkind and Frey in order to be able to
complete assignments, in order to be able to
address the discussion questions in the classroom,
and certainly the ability to answer the knowledge
check questions. So, means and standard
deviations, very, very useful for continuous data. Counts and percentages,
also important. Percentile rankings allow
you to do some comparisons. And confidence intervals
are not exactly prediction, but it tells you something
about that spread of data and what you might
expect in terms of the relationship between
the sample and the population. So, just a little
bit of information on those four types of
concepts can be very helpful. So a picture is worth
a thousand words, and you can see the differences
between categorical data on the left with a bar
graph and continuous data on the right with a histogram. And in the histogram, you can
see that that is essentially continuous data– no spaces,
no gaps between the bars– whereas the categorical
data on the left is summarized in a bar chart. And you can see that there
are no gaps between the bars, and they are, in fact,
separate and apart. Now, this is only a portion
of the table in Sood et al that is presented on
page 144 and is actually a way to present
demographic variables and other important variables,
independent and dependent variables, in a study all
efficiently in one small table. And you can see that there are
both categorical variables– for example, ethnicity,
with 1,086 participants, broken down into the counts
by different groupings– Asians, Hispanic, Black,
Hispanic, white, and others– and also the percentages
of the sample. You could easily
do this manually to just figure out
those percentages, but it's awfully nice
when they're presented like this in a published piece. You can also see that the
age and gestational age in this study are
presented as the mean and the standard deviation plus
or minus 1 standard deviation. So you get an idea of what the
spread of data might look like. Median BMI and the range– again, it's an ordinal
level of measurement. And so the mean
might make good sense for the way that is
presented and time in minutes also
presented in the average with the standard deviation. So, can be a very efficient and
useful way of summarizing data. There are three
types of hypotheses that are actually
usually implicit and not stated unless
you were reading a PhD dissertation from Proquest. The null hypothesis
states that there is no relationship,
no association, between the variables,
between the dependent and the independent variables. The alternate hypothesis states
that there is a relationship or association between those
independent and dependent variables, and hypothesis
can go in one direction or not, depending on the
nature of that comparison. And that can also be
an important concept. So here's an example. Take a look at the study
that's in the resources for this week by Bedouin
and others from 2022. It's a study about perioperative
prophylaxis practices and surgical site infections. And the null hypothesis
would essentially say there is no association. There is no
relationship, and there's no differences in
perioperative prophylaxis practices and the SSI rate. However, an alternate
hypothesis would posit a relationship between
those two types of variables in a specific type
of surgical procedure and would perhaps even be
more specific in electing a certain type of
prophylaxis over another. So, null, alternative,
directional, or non-directional hypotheses. So the standardized
infection rate or the standardized
infection ratio, the SIR, is a very useful tool that's
been developed by the NHSN that allows us to take a
look at infections and make some comparisons on
the basis of risk adjustment. So how sick are the
patients, and what is the predicted rate of
infection for a particular type of surgical procedure? It compares the actual
rate to the prediction. So a SIR of greater
than 1 indicates more hospital acquired
infections than predicted, and an SIR error
rate of less than 1 indicates fewer hospital
acquired infections than predicted. So I played around with the
literature and the SIR rate as I was preparing
these slides and videos, and I live in New Jersey. And so I just said,
well, let me see what I can find about this
that's publicly available. And there is, in New Jersey,
the State Department of Health publishes by hospital
comparisons for different types of surgeries across
the state and provides hospital-specific SIR rates
for these different surgical procedures. So I challenge you to
look in your own state and see what you can find out
in terms of published SIR rates. And if you can't find anything,
look up New Jersey Department of Health, and you'll be able
to see a variety of hospitals in New Jersey. So we typically use probability
theory and the normal curve in order to be able to
understand prediction, and our statistics, our
statistical analysis that we'll move into
starting next week, will allow us to define
a critical value, the point at which we can make
a decision about rejecting the null hypothesis,
that there is no difference or no
association, in favor of the alternate hypothesis that
says essentially, if you were to repeat the test with
a different sample, you'd likely get a similar
result 95% of the time or 99% of the time, depending
on what that p value is, or whether it is in this
part of the curve, where 95% of the values are, that allows you to see that
difference between rejecting and not rejecting the
hypothesis, the null hypothesis. There is actually excellent
information in Salkind and Frey on pages 215 to 217
on this concept. Now, one characteristic that
you can see in the SOOD et al article is about whether
or not there's a P value. If there's a P
value, you can infer from that there is an
inferential test of significance that is being used. And you can see this in
table two in Sood et al. The last key point I want
to make in this video is about measurement error. A type one error is
the type of error that is made when statistical
significance is found, but it's not really there. And your protection against this
is the all important p value. Type two error is
the type of error that you make when you
don't find significance, but it's really there. And sample size is the biggest
protection that we have. Key points in this
video on this slide. Don't forget the
value of the reading.

**NURS_8211_WK3_DescriptiveStatistics.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk3-descriptivestatistics-pptx)

**UrinaryTractInfection.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/urinarytractinfection-pdf-10222459)

**## 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.

**Reply**

**## WK3DATAMediatranscript.txt**

BARBARA NIEDZ: Hi, all. Dr. Niedz here
again and moving on to a brief discussion
about descriptive statistics. So we'll talk a bit about
measures of central tendency and measures of
dispersion, and you'll see how they work for
continuous variables. We'll also talk about
frequencies and percentages and how they fit for
categorical data. We'll use, revisit a
little research lingo, and talk about null directional
and non-directional hypotheses. We'll also visit the
standardized infection rate, the standardized
infection ratio measure, and how that's used in research,
quality improvement, and DNP. And we're also going to
spend a little time talking about the differences
between type one and type two measurement errors and how they
figure into research projects. Four levels of measurement, two
categorical and two continuous– very important concepts
and very important aspects of measurement. Categorical data is
usually displayed by counts and percentages. So for example, nominal
level data might be gender. Male, female, and
transgender people might fall into
those three buckets. And there's no value placed. Men are not better than women. Women are not better than men. Transgender are not
better than men or women, and the data is equal
in terms of the value of those contributions
to the data set. Whereas ordinal data is ranked. So, for example, if you
collected a demographic data on educational level
for some reason, whether you were talking
about health literacy or staff educational backgrounds,
those data are ranked. People who only
completed fifth grade and never completed grade
school have less education than those people who
completed high school who have less education
than those people who have some college as
opposed to those people who have advanced degrees. So categorical data
come in two forms– nominal and ordinal. Ordinal is ranked,
nominal is not. Continuous data is actually
from the type of data that you can do an average
with that makes sense. So for example,
interval level data, where you have some scale
that measures something– let's say perceived stress– from a number that
is as low as zero with no perceived
stress to as high as 21, where this is the most stress
you can possibly imagine. The differences
between the divisions, even though there
might be zero, is very soft because a lot of
stress compared to some stress is not exactly something that
you can multiply or divide by, whereas ratio level data is. So suppose ratio level
data– for example, income, annual income, zero– is very different from annual
income of $50,000 a year, which is half the amount
of $100,000 a year. So ratio data has equal
divisions, has an absolute zero. But they're all
useful and you're going to see some
examples of that. Measures of central tendency–
the mean, as I mentioned, is the arithmetic average. The mode is the most frequently
occurring value in a data set. And the median is
that point at which you have an equal
number of observations above and below that point. You see them represented in, in
published work and in projects. They're all very useful. The mean is subject to extremes,
and if there are outliers present in the data, the median
is a much more useful tool. Standard deviation tells you
about that variation away from the mean. The variance is simply the
standard deviation squared. And the range is the
lowest point to the highest point in the data set. So measures of central tendency
and measures of dispersion are very useful tools. The chapters that
I've selected out for every week in Salkind and
Frey are really useful tools, and understanding these concepts
takes more than a 15 minute video, and I hope you'll
consult with Salkind and Frey in order to be able to
complete assignments, in order to be able to
address the discussion questions in the classroom,
and certainly the ability to answer the knowledge
check questions. So, means and standard
deviations, very, very useful for continuous data. Counts and percentages,
also important. Percentile rankings allow
you to do some comparisons. And confidence intervals
are not exactly prediction, but it tells you something
about that spread of data and what you might
expect in terms of the relationship between
the sample and the population. So, just a little
bit of information on those four types of
concepts can be very helpful. So a picture is worth
a thousand words, and you can see the differences
between categorical data on the left with a bar
graph and continuous data on the right with a histogram. And in the histogram, you can
see that that is essentially continuous data– no spaces,
no gaps between the bars– whereas the categorical
data on the left is summarized in a bar chart. And you can see that there
are no gaps between the bars, and they are, in fact,
separate and apart. Now, this is only a portion
of the table in Sood et al that is presented on
page 144 and is actually a way to present
demographic variables and other important variables,
independent and dependent variables, in a study all
efficiently in one small table. And you can see that there are
both categorical variables– for example, ethnicity,
with 1,086 participants, broken down into the counts
by different groupings– Asians, Hispanic, Black,
Hispanic, white, and others– and also the percentages
of the sample. You could easily
do this manually to just figure out
those percentages, but it's awfully nice
when they're presented like this in a published piece. You can also see that the
age and gestational age in this study are
presented as the mean and the standard deviation plus
or minus 1 standard deviation. So you get an idea of what the
spread of data might look like. Median BMI and the range– again, it's an ordinal
level of measurement. And so the mean
might make good sense for the way that is
presented and time in minutes also
presented in the average with the standard deviation. So, can be a very efficient and
useful way of summarizing data. There are three
types of hypotheses that are actually
usually implicit and not stated unless
you were reading a PhD dissertation from Proquest. The null hypothesis
states that there is no relationship,
no association, between the variables,
between the dependent and the independent variables. The alternate hypothesis states
that there is a relationship or association between those
independent and dependent variables, and hypothesis
can go in one direction or not, depending on the
nature of that comparison. And that can also be
an important concept. So here's an example. Take a look at the study
that's in the resources for this week by Bedouin
and others from 2022. It's a study about perioperative
prophylaxis practices and surgical site infections. And the null hypothesis
would essentially say there is no association. There is no
relationship, and there's no differences in
perioperative prophylaxis practices and the SSI rate. However, an alternate
hypothesis would posit a relationship between
those two types of variables in a specific type
of surgical procedure and would perhaps even be
more specific in electing a certain type of
prophylaxis over another. So, null, alternative,
directional, or non-directional hypotheses. So the standardized
infection rate or the standardized
infection ratio, the SIR, is a very useful tool that's
been developed by the NHSN that allows us to take a
look at infections and make some comparisons on
the basis of risk adjustment. So how sick are the
patients, and what is the predicted rate of
infection for a particular type of surgical procedure? It compares the actual
rate to the prediction. So a SIR of greater
than 1 indicates more hospital acquired
infections than predicted, and an SIR error
rate of less than 1 indicates fewer hospital
acquired infections than predicted. So I played around with the
literature and the SIR rate as I was preparing
these slides and videos, and I live in New Jersey. And so I just said,
well, let me see what I can find about this
that's publicly available. And there is, in New Jersey,
the State Department of Health publishes by hospital
comparisons for different types of surgeries across
the state and provides hospital-specific SIR rates
for these different surgical procedures. So I challenge you to
look in your own state and see what you can find out
in terms of published SIR rates. And if you can't find anything,
look up New Jersey Department of Health, and you'll be able
to see a variety of hospitals in New Jersey. So we typically use probability
theory and the normal curve in order to be able to
understand prediction, and our statistics, our
statistical analysis that we'll move into
starting next week, will allow us to define
a critical value, the point at which we can make
a decision about rejecting the null hypothesis,
that there is no difference or no
association, in favor of the alternate hypothesis that
says essentially, if you were to repeat the test with
a different sample, you'd likely get a similar
result 95% of the time or 99% of the time, depending
on what that p value is, or whether it is in this
part of the curve, where 95% of the values are, that allows you to see that
difference between rejecting and not rejecting the
hypothesis, the null hypothesis. There is actually excellent
information in Salkind and Frey on pages 215 to 217
on this concept. Now, one characteristic that
you can see in the SOOD et al article is about whether
or not there's a P value. If there's a P
value, you can infer from that there is an
inferential test of significance that is being used. And you can see this in
table two in Sood et al. The last key point I want
to make in this video is about measurement error. A type one error is
the type of error that is made when statistical
significance is found, but it's not really there. And your protection against this
is the all important p value. Type two error is
the type of error that you make when you
don't find significance, but it's really there. And sample size is the biggest
protection that we have. Key points in this
video on this slide. Don't forget the
value of the reading.

**NURS_8211_WK3_DescriptiveStatistics.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk3-descriptivestatistics-pptx)

**UrinaryTractInfection.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/urinarytractinfection-pdf-10222459)

November 5, 2026