My Blog

Category: Nursing

  • [Solved] PATHO ASSESSMENT 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## PATHOASSESSMENT3.pdf **## PATHOASSESSMENT3.pdf** Concept maps are useful tools to help care providers and patients visualize the big picture of a condition. By being able to present a snapshot of symptoms, impacts, treatments, as well as contributing and risk factors…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## PATHOASSESSMENT3.pdf

    **## PATHOASSESSMENT3.pdf**

    Concept maps are useful tools to help care providers and
    patients visualize the big picture of a condition. By being able to
    present a snapshot of symptoms, impacts, treatments, as well as
    contributing and risk factors, concept maps can improve
    communication, treatment planning, and health outcomes.
    Understanding how to create accurate, well-organized, and easy
    to understand concept maps will help you improve your efficacy
    as a healthcare practitioner and the outcomes of the patients you
    work with.

    For this assessment you will select one of the mental health
    Sentinel U case study activities and create a concept map that
    outlines the pathophysiology, pharmacology, and physical
    assessment of the mental health diagnosis from your chosen
    case study.

    The key components of a mental health diagnosis concept map
    include the pathophysiology, pharmacology, and physical
    assessment of the diagnosis. The concept map should outline
    the key concepts related to the diagnosis, including risk factors,
    signs and symptoms, diagnostic procedures, medications,
    complications, nursing diagnoses, and nursing interventions. The
    map should be organized using a nursing concept map template,
    such as spider maps, hierarchical maps, or flow charts, to
    organize the information. The concept map should be accurate,
    complete, well-organized, and use appropriate nursing concepts
    and terminology.

    To complete your concept map, you may wish to follow these
    steps:

    1. Select one of the mental health Sentinel U scenarios:

    ◦ Ivy Jackson, 61 YO, Female, African American.

    ◦ Marco Mancini, 43 YO, Male, Mediterranean.

    ◦ Wesley Blanco, 13 YO, Non-Binary, Filipino, White.

    2. Research the pathophysiology, pharmacology, and physical

    assessment of the chosen mental health diagnosis within
    the Sentinel-U case study.

    3. Complete the case study simulation and download the
    simulation report showing the patient you selected and
    showing 100% complete.

    4. Create a concept map that outlines the key concepts
    related to the chosen diagnosis, including risk factors, signs
    and symptoms, diagnostic procedures, medications,
    complications, nursing diagnoses, and nursing
    interventions.

    ◦ You may wish to use the Concept Map Template

    [DOCX], but are also free to create your own.

    5. Organize content with clear purpose/goals and with relevant

    and evidence-based sources (published within 5
    years).

    Your assessment submission will be assessed on the following
    criteria.

    • Diagnosis: Describe a mental health diagnosis. The
    diagnosis should be accurate and supported by relevant
    and evidence-based sources.

    ◦ Make sure that the diagnosis is accurate and includes
    specific symptoms or criteria that support the
    diagnosis.

    ◦ Ensure you have downloaded the completed Sentinel-
    U simulation report showing the patient you selected.

    • Concept Map: Create a concept map that outlines the key
    concepts related to the chosen diagnosis, including risk

    [https://courseroom.capella.edu/courses/39668/files/7577152/download](https://courseroom.capella.edu/courses/39668/files/7577152/download)

    [https://courseroom.capella.edu/courses/39668/files/7577152/download](https://courseroom.capella.edu/courses/39668/files/7577152/download)

    factors, signs and symptoms, diagnostic procedures,
    medications, complications, nursing diagnoses, and nursing
    interventions.

    ◦ Make sure that your use of evidence to support the
    concept map is explicit and relevant, and that the
    relationships between the concepts are clearly defined.

    • Organization: The concept map should be well-organized
    and easy to follow. The content should be presented in a
    logical and clear manner, with a clear purpose and goals.

    ◦ Also, you should make sure that your map is visually
    appealing and easy to read, incorporating appropriate
    use of colors, shapes, and symbols.

    • Professional Communication: The concept map should
    demonstrate professionalism and effective communication.
    The map should be free of errors and typos and should use
    appropriate terminology and language. The map should
    effectively communicate the key concepts related to the
    diagnosis to a professional audience.

    • APA format and style: The reference list should be
    formatted in APA style. All sources used should be relevant
    to the topic and evidence-based, published within the last 5
    years.

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

    • Competency 2: Create evidence based interventions to
    address the health needs, risks, and resources of individuals
    from diverse backgrounds and cultures.

    ◦ Describe a mental health diagnosis that is supported
    by relevant and evidence-based sources.

    ◦ Create a concept map that outlines the key concepts
    related to the chosen diagnosis, including risk factors,
    signs and symptoms, diagnostic procedures,
    medications, complications, nursing diagnoses, and
    nursing interventions.

    ◦ The concept map is well-organized and easy to follow,
    with a clear purpose and goals.

    • Competency 4: Perform comprehensive and focused
    physical assessments using appropriate techniques and
    tools.

    ◦ Upload the Sentinel-U case study showing the
    Simulation name OR showing 100% complete.

    • Competency 5: Apply scholarly writing standards to
    communicate evidence based strategies that support safe
    and effective patient care.

    ◦ The concept map should demonstrate professionalism
    and effective communication, use appropriate
    terminology and language. The map should effectively
    communicate the key concepts related to the
    diagnosis.

    ◦ The reference list is formatted in APA style. All sources
    used should be relevant to the topic, evidence-based,
    and published within the last 5 years.

    **## PATHOASSESSMENT3.pdf**

    Concept maps are useful tools to help care providers and
    patients visualize the big picture of a condition. By being able to
    present a snapshot of symptoms, impacts, treatments, as well as
    contributing and risk factors, concept maps can improve
    communication, treatment planning, and health outcomes.
    Understanding how to create accurate, well-organized, and easy
    to understand concept maps will help you improve your efficacy
    as a healthcare practitioner and the outcomes of the patients you
    work with.

    For this assessment you will select one of the mental health
    Sentinel U case study activities and create a concept map that
    outlines the pathophysiology, pharmacology, and physical
    assessment of the mental health diagnosis from your chosen
    case study.

    The key components of a mental health diagnosis concept map
    include the pathophysiology, pharmacology, and physical
    assessment of the diagnosis. The concept map should outline
    the key concepts related to the diagnosis, including risk factors,
    signs and symptoms, diagnostic procedures, medications,
    complications, nursing diagnoses, and nursing interventions. The
    map should be organized using a nursing concept map template,
    such as spider maps, hierarchical maps, or flow charts, to
    organize the information. The concept map should be accurate,
    complete, well-organized, and use appropriate nursing concepts
    and terminology.

    To complete your concept map, you may wish to follow these
    steps:

    1. Select one of the mental health Sentinel U scenarios:

    ◦ Ivy Jackson, 61 YO, Female, African American.

    ◦ Marco Mancini, 43 YO, Male, Mediterranean.

    ◦ Wesley Blanco, 13 YO, Non-Binary, Filipino, White.

    2. Research the pathophysiology, pharmacology, and physical

    assessment of the chosen mental health diagnosis within
    the Sentinel-U case study.

    3. Complete the case study simulation and download the
    simulation report showing the patient you selected and
    showing 100% complete.

    4. Create a concept map that outlines the key concepts
    related to the chosen diagnosis, including risk factors, signs
    and symptoms, diagnostic procedures, medications,
    complications, nursing diagnoses, and nursing
    interventions.

    ◦ You may wish to use the Concept Map Template

    [DOCX], but are also free to create your own.

    5. Organize content with clear purpose/goals and with relevant

    and evidence-based sources (published within 5
    years).

    Your assessment submission will be assessed on the following
    criteria.

    • Diagnosis: Describe a mental health diagnosis. The
    diagnosis should be accurate and supported by relevant
    and evidence-based sources.

    ◦ Make sure that the diagnosis is accurate and includes
    specific symptoms or criteria that support the
    diagnosis.

    ◦ Ensure you have downloaded the completed Sentinel-
    U simulation report showing the patient you selected.

    • Concept Map: Create a concept map that outlines the key
    concepts related to the chosen diagnosis, including risk

    [https://courseroom.capella.edu/courses/39668/files/7577152/download](https://courseroom.capella.edu/courses/39668/files/7577152/download)

    [https://courseroom.capella.edu/courses/39668/files/7577152/download](https://courseroom.capella.edu/courses/39668/files/7577152/download)

    factors, signs and symptoms, diagnostic procedures,
    medications, complications, nursing diagnoses, and nursing
    interventions.

    ◦ Make sure that your use of evidence to support the
    concept map is explicit and relevant, and that the
    relationships between the concepts are clearly defined.

    • Organization: The concept map should be well-organized
    and easy to follow. The content should be presented in a
    logical and clear manner, with a clear purpose and goals.

    ◦ Also, you should make sure that your map is visually
    appealing and easy to read, incorporating appropriate
    use of colors, shapes, and symbols.

    • Professional Communication: The concept map should
    demonstrate professionalism and effective communication.
    The map should be free of errors and typos and should use
    appropriate terminology and language. The map should
    effectively communicate the key concepts related to the
    diagnosis to a professional audience.

    • APA format and style: The reference list should be
    formatted in APA style. All sources used should be relevant
    to the topic and evidence-based, published within the last 5
    years.

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

    • Competency 2: Create evidence based interventions to
    address the health needs, risks, and resources of individuals
    from diverse backgrounds and cultures.

    ◦ Describe a mental health diagnosis that is supported
    by relevant and evidence-based sources.

    ◦ Create a concept map that outlines the key concepts
    related to the chosen diagnosis, including risk factors,
    signs and symptoms, diagnostic procedures,
    medications, complications, nursing diagnoses, and
    nursing interventions.

    ◦ The concept map is well-organized and easy to follow,
    with a clear purpose and goals.

    • Competency 4: Perform comprehensive and focused
    physical assessments using appropriate techniques and
    tools.

    ◦ Upload the Sentinel-U case study showing the
    Simulation name OR showing 100% complete.

    • Competency 5: Apply scholarly writing standards to
    communicate evidence based strategies that support safe
    and effective patient care.

    ◦ The concept map should demonstrate professionalism
    and effective communication, use appropriate
    terminology and language. The map should effectively
    communicate the key concepts related to the
    diagnosis.

    ◦ The reference list is formatted in APA style. All sources
    used should be relevant to the topic, evidence-based,
    and published within the last 5 years.

  • [Solved] Occupational Pulmonary Fibrosis

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Explain pathophysiologic mechanisms responsible for the patient symptoms – 2 years ago

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Explain pathophysiologic mechanisms responsible for the patient symptoms

    – 2 years ago

  • [Solved] Nursing leadership assessment 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## Nursingleadershipasssessment2.pdf **## Nursingleadershipasssessment2.pdf** Create a 2-4 page report on an interview you have conducted with a health care professional colleague. You will identify an issue from the interview that could be improved with an interdiscipl…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Nursingleadershipasssessment2.pdf

    **## Nursingleadershipasssessment2.pdf**

    Create a 2-4 page report on an interview you have conducted
    with a health care professional colleague. You will identify an
    issue from the interview that could be improved with an
    interdisciplinary approach, and review best practices and
    evidence to address the issue. This is the first of three
    assessments that build on each other.

    As a baccalaureate-prepared nurse, your participation and
    leadership in intra- and interdisciplinary teams will be vital to the
    health outcomes for your patients and organization. One way to
    approach designing an improvement project, and implementing
    change, is to become knowledgeable about the challenges that
    the organization is facing. To do this, you will interview a
    healthcare professional. This can be a peer, a nursing colleague,
    administrator, or someone who could provide you with sufficient
    knowledge and information on a particular problem or concern
    within the organization.

    It would be an excellent choice to complete the Plan-Do-Study-
    Act (PDSA) Cycle activity prior to developing the report. The
    activity consists of four questions that create the opportunity to
    check your understanding of best practices related to each stage
    of the PDSA cycle, which is one of a number of change models
    you can read about. The information gained from completing this
    activity will promote your success with the Interview and
    Interdisciplinary Issue Identification report. This will take just a
    few minutes of your time and is not graded.

    By interviewing a healthcare colleague of your choice, you will
    begin to gather information about an interprofessional
    collaboration problem that your colleague is experiencing, or has
    experienced, in the workplace. You will identify a change theory
    and leadership strategies that can be applied to address this
    problem.

    This assessment is the first of three related assessments in which
    you will gather interview information, design a proposal for
    interdisciplinary problem-solving, and report on how an
    interdisciplinary improvement plan could be implemented in a
    place of practice. At the end of the course, your interviewee will
    have a proposal plan that they could present to stakeholders to
    address an interdisciplinary problem in the workplace.

    You may interview a healthcare professional such as a fellow
    learner, nursing colleague, administrator, business partner, or
    another appropriate person who could provide you with sufficient
    information regarding an organizational problem or an area in
    which the organization is seeking improvements. Consult
    the Interview Guide [DOCX] for an outline of how to prepare and
    the types of information you will need to complete this project
    successfully.

    For this assessment, you will report on the information gathered
    during your interview. You will discuss the interview strategy that
    you used to collect information. Your interview strategy should be
    supported by citations from the literature. The goal of this
    assessment is to analyze the interview data and identify an issue
    that would benefit from an interdisciplinary solution. This could
    be an issue that has not been addressed by an interdisciplinary
    approach or one that could benefit from improvements related to
    the interdisciplinary approach currently in use. Additionally, you
    will prepare for your Interdisciplinary Plan Proposal assessment
    by researching change theories, leadership strategies, and
    collaboration approaches that could be relevant to issue you
    have identified. Please be certain to review the scoring guide to
    confirm specific required elements of this assessment. Note that
    there are differences between basic, proficient and distinguished
    criteria.

    [https://courseroom.capella.edu/courses/39389/files/7481572/download](https://courseroom.capella.edu/courses/39389/files/7481572/download)

    Use the Interview and Issue Identification Template [DOCX] to
    help you stay organized and concise. As you complete the
    template, make sure you use APA format for in-text citations for
    the evidence and best practices that are informing your plan, as
    well as for the reference list at the end. (Because you're using a
    template, a title page is optional.)

    Additionally, be sure to address the following criteria. Please
    study the scoring guide carefully so you know what is needed for
    a distinguished score.

    • Summarize an interview focused on past or current issues at
    a healthcare organization.

    • Identify an issue from an interview for which an evidence-
    based interdisciplinary approach would be appropriate.

    • Describe change theories and a leadership strategy that
    could help in developing an interdisciplinary solution to an
    organizational issue.

    • Describe collaboration approaches from the literature that
    could be relevant in establishing or improving an
    interdisciplinary team to address an organizational issue.

    • 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.

    • Length of submission: Use the provided template. Most
    submissions will be 2 to 4 pages in length. Be sure to
    include a reference page at the end of the plan.

    • Number of references: Cite a minimum of three sources of
    scholarly or professional evidence to support your central

    [https://courseroom.capella.edu/courses/39389/files/7481573/download](https://courseroom.capella.edu/courses/39389/files/7481573/download)

    ideas. Resources should be no more than 5 years old. See
    the Capella University Library.

    • APA formatting: Make sure that in-text citations and
    reference list follow current APA style. See the APA Module.

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

    • Competency 2: Explain how interdisciplinary collaboration
    can be used to achieve desired patient and systems
    outcomes.

    ◦ Summarize an interview focused on past or current
    issues at a health care organization.

    ◦ Describe collaboration approaches from the literature
    that could be relevant in establishing or improving an
    interdisciplinary team to address an organizational
    issue.

    • Competency 3: Describe ways to incorporate evidence-
    based practice within an interdisciplinary team.

    ◦ Identify an issue from an interview for which an
    evidence-based interdisciplinary approach would be
    appropriate.

    • Competency 4: Explain how change management theories
    and leadership strategies can enable interdisciplinary teams
    to achieve specific organizational goals.

    ◦ Describe change theories and a leadership strategy to
    develop an interdisciplinary solution to an
    organizational issue.

    [https://lat.strategiced.com/redirect?linkid=1651](https://lat.strategiced.com/redirect?linkid=1651)

    [https://lat.strategiced.com/redirect?linkid=2586](https://lat.strategiced.com/redirect?linkid=2586)

    • Competency 5: Apply professional, scholarly, evidence-
    based communication strategies to impact patient,
    interdisciplinary team, and systems outcomes.

    ◦ 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.

    **## Nursingleadershipasssessment2.pdf**

    Create a 2-4 page report on an interview you have conducted
    with a health care professional colleague. You will identify an
    issue from the interview that could be improved with an
    interdisciplinary approach, and review best practices and
    evidence to address the issue. This is the first of three
    assessments that build on each other.

    As a baccalaureate-prepared nurse, your participation and
    leadership in intra- and interdisciplinary teams will be vital to the
    health outcomes for your patients and organization. One way to
    approach designing an improvement project, and implementing
    change, is to become knowledgeable about the challenges that
    the organization is facing. To do this, you will interview a
    healthcare professional. This can be a peer, a nursing colleague,
    administrator, or someone who could provide you with sufficient
    knowledge and information on a particular problem or concern
    within the organization.

    It would be an excellent choice to complete the Plan-Do-Study-
    Act (PDSA) Cycle activity prior to developing the report. The
    activity consists of four questions that create the opportunity to
    check your understanding of best practices related to each stage
    of the PDSA cycle, which is one of a number of change models
    you can read about. The information gained from completing this
    activity will promote your success with the Interview and
    Interdisciplinary Issue Identification report. This will take just a
    few minutes of your time and is not graded.

    By interviewing a healthcare colleague of your choice, you will
    begin to gather information about an interprofessional
    collaboration problem that your colleague is experiencing, or has
    experienced, in the workplace. You will identify a change theory
    and leadership strategies that can be applied to address this
    problem.

    This assessment is the first of three related assessments in which
    you will gather interview information, design a proposal for
    interdisciplinary problem-solving, and report on how an
    interdisciplinary improvement plan could be implemented in a
    place of practice. At the end of the course, your interviewee will
    have a proposal plan that they could present to stakeholders to
    address an interdisciplinary problem in the workplace.

    You may interview a healthcare professional such as a fellow
    learner, nursing colleague, administrator, business partner, or
    another appropriate person who could provide you with sufficient
    information regarding an organizational problem or an area in
    which the organization is seeking improvements. Consult
    the Interview Guide [DOCX] for an outline of how to prepare and
    the types of information you will need to complete this project
    successfully.

    For this assessment, you will report on the information gathered
    during your interview. You will discuss the interview strategy that
    you used to collect information. Your interview strategy should be
    supported by citations from the literature. The goal of this
    assessment is to analyze the interview data and identify an issue
    that would benefit from an interdisciplinary solution. This could
    be an issue that has not been addressed by an interdisciplinary
    approach or one that could benefit from improvements related to
    the interdisciplinary approach currently in use. Additionally, you
    will prepare for your Interdisciplinary Plan Proposal assessment
    by researching change theories, leadership strategies, and
    collaboration approaches that could be relevant to issue you
    have identified. Please be certain to review the scoring guide to
    confirm specific required elements of this assessment. Note that
    there are differences between basic, proficient and distinguished
    criteria.

    [https://courseroom.capella.edu/courses/39389/files/7481572/download](https://courseroom.capella.edu/courses/39389/files/7481572/download)

    Use the Interview and Issue Identification Template [DOCX] to
    help you stay organized and concise. As you complete the
    template, make sure you use APA format for in-text citations for
    the evidence and best practices that are informing your plan, as
    well as for the reference list at the end. (Because you're using a
    template, a title page is optional.)

    Additionally, be sure to address the following criteria. Please
    study the scoring guide carefully so you know what is needed for
    a distinguished score.

    • Summarize an interview focused on past or current issues at
    a healthcare organization.

    • Identify an issue from an interview for which an evidence-
    based interdisciplinary approach would be appropriate.

    • Describe change theories and a leadership strategy that
    could help in developing an interdisciplinary solution to an
    organizational issue.

    • Describe collaboration approaches from the literature that
    could be relevant in establishing or improving an
    interdisciplinary team to address an organizational issue.

    • 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.

    • Length of submission: Use the provided template. Most
    submissions will be 2 to 4 pages in length. Be sure to
    include a reference page at the end of the plan.

    • Number of references: Cite a minimum of three sources of
    scholarly or professional evidence to support your central

    [https://courseroom.capella.edu/courses/39389/files/7481573/download](https://courseroom.capella.edu/courses/39389/files/7481573/download)

    ideas. Resources should be no more than 5 years old. See
    the Capella University Library.

    • APA formatting: Make sure that in-text citations and
    reference list follow current APA style. See the APA Module.

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

    • Competency 2: Explain how interdisciplinary collaboration
    can be used to achieve desired patient and systems
    outcomes.

    ◦ Summarize an interview focused on past or current
    issues at a health care organization.

    ◦ Describe collaboration approaches from the literature
    that could be relevant in establishing or improving an
    interdisciplinary team to address an organizational
    issue.

    • Competency 3: Describe ways to incorporate evidence-
    based practice within an interdisciplinary team.

    ◦ Identify an issue from an interview for which an
    evidence-based interdisciplinary approach would be
    appropriate.

    • Competency 4: Explain how change management theories
    and leadership strategies can enable interdisciplinary teams
    to achieve specific organizational goals.

    ◦ Describe change theories and a leadership strategy to
    develop an interdisciplinary solution to an
    organizational issue.

    [https://lat.strategiced.com/redirect?linkid=1651](https://lat.strategiced.com/redirect?linkid=1651)

    [https://lat.strategiced.com/redirect?linkid=2586](https://lat.strategiced.com/redirect?linkid=2586)

    • Competency 5: Apply professional, scholarly, evidence-
    based communication strategies to impact patient,
    interdisciplinary team, and systems outcomes.

    ◦ 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.

  • [Solved] Management of development in peds

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    List strategies that might be used by a pediatric primary care provider to incorporate developmental anticipatory guidance into the following sick visits: 1. An 18-month-old with an acute upper respiratory infection 2. A 4-year-old with stool withholding and constipation 3. A 9-year-old with chronic…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    List strategies that might be used by a pediatric primary care provider to incorporate developmental anticipatory guidance into the following sick visits:

    1. An 18-month-old with an acute upper respiratory infection
    2. A 4-year-old with stool withholding and constipation
    3. A 9-year-old with chronic headaches
    4. A 15-year-old with dysmenorrhea.

    – [\
    \
    Screenshot2025-03-23at5.34.49PM.png](https://www.sweetstudy.com/files/screenshot2025-03-23at5-34-49pm-png "Screenshot2025-03-23at5.34.49PM.png")
    – [\
    \
    Screenshot2025-03-23at5.35.09PM.png](https://www.sweetstudy.com/files/screenshot2025-03-23at5-35-09pm-png "Screenshot2025-03-23at5.35.09PM.png")

    – 2 years ago

  • [Solved] discussion case study x 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – You must complete both case studies – Your initial post should be at least 500 words per case study, formatted and cited in current APA style with support from at least 2 academic sources not older than 5 years. Your initial post is worth 8 points. Please review instructions and answer both acco…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – You must complete both case studies
    – Your initial post should be at least 500 words per case study, formatted and cited in current APA style with support from at least 2 academic sources not older than 5 years. Your initial post is worth 8 points.

    Please review instructions and answer both accordingly

    – [\
    \
    IMG_1173.png](https://www.sweetstudy.com/files/img-1173-png "IMG_1173.png")
    – [\
    \
    IMG_1174.png](https://www.sweetstudy.com/files/img-1174-png-10235935 "IMG_1174.png")
    – [\
    \
    IMG_1177.png](https://www.sweetstudy.com/files/img-1177-png "IMG_1177.png")

    – 2 years ago

  • [Solved] WK 5 DIS EPID

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WK5DISEPID.docx **## WK5DISEPID.docx** Measures Used in Epidemiology ![A group of people sitting at a table AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-5-dis-epid)One important application of epidemiology is to identify factors tha…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK5DISEPID.docx

    **## WK5DISEPID.docx**

    Measures Used in Epidemiology

    ![A group of people sitting at a table AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-5-dis-epid)One important application of epidemiology is to identify factors that could increase the likelihood of a certain health problem occurring within a specific population. Epidemiologists use
    _measures of effect_ to examine the association or linkage in the relationship between risk factors and emergence of disease or ill health. For instance, they may use measures of effect to better understand the relationships between poverty and lead poisoning in children, smoking and heart disease, or low birth weight and future motor skills. The following are some common measures used in epidemiology:

    ·
    **Odds ratio**: The odds ratio quantifies the association between an independent variable (exposure) and a dependent variable (outcome). It is calculated as the odds that an effect will occur given the presence or exposure to a studied variable, compared to the odds when there is no exposure (e.g., lung cancer and smoking)

    ·
    **Risk ratio (also called relative risk)**: Also quantifies the association between an independent variable and a dependent variable. The risk of an effect occurring in one population versus another population (e.g., preeclampsia in women <35 versus >35). Risks greater than one suggest that exposure to a given variable is associated with an increase in the risk of the outcome, and a risk ratio of less than one indicates that the exposure is associated with a decrease in the risk of the outcome.

    ·
    **Mortality**: Measure of deaths in a particular population during a specified time interval. If this is attributed to a specific cause, it is referred to as cause-specific mortality.

    ·
    **Morbidity**: Measure of instances of illness or disability in a population from a given cause (e.g., heart disease) during a specified time interval

    ·
    **Incidence**: The occurrence of new cases of an effect or disease in a population over a defined time period relative to the size of the population at risk (e.g., new cases of COVID-19 in a population over a 7-day period/1000 people)

    ·
    **Prevalence**: The number of all cases of an effect or disease, not just new ones, in a population at a given time relative to the size of the population (e.g., number of people with autism/1000)

    What is the significance of these measures of effect for nursing practice? In this Discussion, you will consider this pivotal question.

    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/155998/modules/items/6259844)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-5-learning-resources?module_item_id=6259844)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 4, “Epidemiological Methods and Measurements in Population-Based Nursing Practice: Part I” (pp. 68-105)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    · Chapter 3, “Measures of Morbidity and Mortality Used in Epidemiology”

    · Chapter 9, “Measures of Effect”

    To prepare:

    · Select item 1, 2, or 3 to use for this Discussion. Consider the definitions, differences, and utility of the two terms listed under your item selection. Your response will need to include both terms in the item selected.

    1. Odds ratio and risk ratio

    2. Mortality and morbidity

    3. Incidence and prevalence

    · Consider how these epidemiologic measures strengthen and support nursing practice.

    · Assess practice limitations of not using these measures in nursing practice.

    · Conduct additional research in the Walden Library and other credible resources, and then locate two examples in the scholarly literature that support your insights.

    By Day 3 of Week 5

    **Post** a cohesive scholarly response that addresses the following:

    · Explain how your selected measures of effect strengthen and support nursing practice. Provide at least two specific examples from the literature to substantiate your insights.

    · Assess limitations of
    **not** using measures of effect in nursing practice.

    By Day 6 of Week 5

    **Respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    ## image1.jpeg

    **## WK5DISEPID.docx**

    Measures Used in Epidemiology

    ![A group of people sitting at a table AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-5-dis-epid)One important application of epidemiology is to identify factors that could increase the likelihood of a certain health problem occurring within a specific population. Epidemiologists use
    _measures of effect_ to examine the association or linkage in the relationship between risk factors and emergence of disease or ill health. For instance, they may use measures of effect to better understand the relationships between poverty and lead poisoning in children, smoking and heart disease, or low birth weight and future motor skills. The following are some common measures used in epidemiology:

    ·
    **Odds ratio**: The odds ratio quantifies the association between an independent variable (exposure) and a dependent variable (outcome). It is calculated as the odds that an effect will occur given the presence or exposure to a studied variable, compared to the odds when there is no exposure (e.g., lung cancer and smoking)

    ·
    **Risk ratio (also called relative risk)**: Also quantifies the association between an independent variable and a dependent variable. The risk of an effect occurring in one population versus another population (e.g., preeclampsia in women <35 versus >35). Risks greater than one suggest that exposure to a given variable is associated with an increase in the risk of the outcome, and a risk ratio of less than one indicates that the exposure is associated with a decrease in the risk of the outcome.

    ·
    **Mortality**: Measure of deaths in a particular population during a specified time interval. If this is attributed to a specific cause, it is referred to as cause-specific mortality.

    ·
    **Morbidity**: Measure of instances of illness or disability in a population from a given cause (e.g., heart disease) during a specified time interval

    ·
    **Incidence**: The occurrence of new cases of an effect or disease in a population over a defined time period relative to the size of the population at risk (e.g., new cases of COVID-19 in a population over a 7-day period/1000 people)

    ·
    **Prevalence**: The number of all cases of an effect or disease, not just new ones, in a population at a given time relative to the size of the population (e.g., number of people with autism/1000)

    What is the significance of these measures of effect for nursing practice? In this Discussion, you will consider this pivotal question.

    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/155998/modules/items/6259844)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-5-learning-resources?module_item_id=6259844)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 4, “Epidemiological Methods and Measurements in Population-Based Nursing Practice: Part I” (pp. 68-105)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    · Chapter 3, “Measures of Morbidity and Mortality Used in Epidemiology”

    · Chapter 9, “Measures of Effect”

    To prepare:

    · Select item 1, 2, or 3 to use for this Discussion. Consider the definitions, differences, and utility of the two terms listed under your item selection. Your response will need to include both terms in the item selected.

    1. Odds ratio and risk ratio

    2. Mortality and morbidity

    3. Incidence and prevalence

    · Consider how these epidemiologic measures strengthen and support nursing practice.

    · Assess practice limitations of not using these measures in nursing practice.

    · Conduct additional research in the Walden Library and other credible resources, and then locate two examples in the scholarly literature that support your insights.

    By Day 3 of Week 5

    **Post** a cohesive scholarly response that addresses the following:

    · Explain how your selected measures of effect strengthen and support nursing practice. Provide at least two specific examples from the literature to substantiate your insights.

    · Assess limitations of
    **not** using measures of effect in nursing practice.

    By Day 6 of Week 5

    **Respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    ## image1.jpeg

  • [Solved] WK 5 dis Data

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (4)** – ## WK5DISDATA.docx – ## NURS_8211_WK5_ComparisonofMeansMorethn2.pptx – NURS_8211_WK5_Kruskal-WallisOutput.docx – NURS_8211_WK5_RRT_ANOVA.docx **## WK5DISDATA.docx** Self-Study: Comparison of Means, Comparison of Means, Part II: ANOVA and Kruskal Wallis Through…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (4)**

    – ## WK5DISDATA.docx

    – ## NURS_8211_WK5_ComparisonofMeansMorethn2.pptx

    – NURS_8211_WK5_Kruskal-WallisOutput.docx
    – NURS_8211_WK5_RRT_ANOVA.docx

    **## WK5DISDATA.docx**

    Self-Study: Comparison of Means, Comparison of Means, Part II: ANOVA and Kruskal Wallis

    Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.

    You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    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/6373726)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    · Laerd Statistics: Sign up for a one-month plan using this link
    [https://statistics.laerd.com/sign-up.php?code=LS-USD-1M-599Links to an external site.](https://statistics.laerd.com/sign-up.php?code=LS-USD-1M-599)

    ·
    [One Way ANOVA in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/owa/one-way-anova-in-spss.php)
    https://statistics.laerd.com/premium/spss/owa/one-way-anova-in-spss.php

    ·
    [Kruskal-Wallis Test in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/kwht/kruskal-wallis-test-in-spss.php)
    https://statistics.laerd.com/premium/spss/kwht/kruskal-wallis-test-in-spss.php

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

    · Chapter 14, “Analysis of Variance: Two Groups Too Many?” (pp. 269–273, 279)

    ·
    **Document:** [Statistical Output: Kruskal-Wallis (Word document)](https://waldenu.instructure.com/courses/157739/files/12465876?wrap=1) [Download Statistical Output: Kruskal-Wallis (Word document)](https://waldenu.instructure.com/courses/157739/files/12465876/download?download_frd=1)

    ·
    **Document:** [Statistical Output: ANOVA (Word document)](https://waldenu.instructure.com/courses/157739/files/12465878?wrap=1) [Download Statistical Output: ANOVA (Word document)](https://waldenu.instructure.com/courses/157739/files/12465878/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    **Niedz, B. (2024).**
    **_Comparison of means, part II: ANOVA and Krustkal Wallis_ [Video]. Walden University Canvas. https://waldenu.instructure.com**

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    **Document:** [**Comparison of Means, ANOVA and Kruskal Wallis (PowerPoint presentation)**](https://waldenu.instructure.com/courses/157739/files/12465889?wrap=1)

    [Required Resources for Topic: ANOVA](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    · Turgut, M., & Yıldız, H. (2023).
    [Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=174028410&site=eds-live&scope=site&custid=s6527200).
    _BMC Palliative Care, 22_(1), 195.

    **To prepare:**

    · Read and view the Learning Resources in Doherty and Skalsky, and Dang et al. (2021) in Required Readings.

    · View the video on comparison of means.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to the following:

    · Summarize the ANOVA or the Kruskal-Wallis output after completing the self-learning module and completing the Required Readings.

    · Turgut and Yıldız (2023) used both a
    _t_ test and an ANOVA and presented these findings in Table 2 on page 5.

    · Compare and contrast the comparisons for the impact of
    _duration of work on the unit_, on the Texas Revised Inventory of Grief (ANOVA), and the
    _education on terminal period and grief_ (
    _t_ test).

    · Were these the correct tests to be used in these analyses? Explain why.

    For this Self-Study Discussion, you may post throughout Week 5. You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to any or all of the following:

    · Summarize the ANOVA or the Kruskal-Wallis output after completing the self-learning module and completing the Required Readings.

    · Turgut and Yıldız (2023) used both a
    _t-test_ and an ANOVA and presented these findings in Table 2 on page 5.

    · Compare and contrast the comparisons for the impact of
    _duration of work on the unit_, on the Texas Revised Inventory of Grief (ANOVA), and the
    _education on terminal period and grief_ (
    _t-test_).

    · Were these the correct tests to be used in these analyses? Explain why.

    Our interactive discussion addresses the following learning objectives:

    · Differentiate between ANOVA and Kruskal-Wallis tests of significance

    · Summarize statistical findings for ANOVA and for Kruskal-Wallis

    [Previous](https://waldenu.instructure.com/courses/157739/modules/items/6373730)

    [Next](https://waldenu.instructure.com/courses/157739/modules/items/6373743)

    **## NURS_8211_WK5_ComparisonofMeansMorethn2.pptx**

    NURS 8211
    Research for an evidence-based practice

    Week 5:Comparison of Means PartII
    ANOVA & Kruskal-Wallis

    Week 5:Comparison of Means PartII
    ANOVA & Kruskal-Wallis

    Objectives

    Differentiate between ANOVA and Kruskal-Wallis tests of significance

    Summarize statistical findings for ANOVA and for Kruskal-Wallis tests

    Comparison of Means

    Last week we focused on comparing the means of two groups and used the independent samples t test and the Mann Whitney U test

    This week we challenge that by adding additional comparisons

    Once you have three groups to compare, you actually have 3 possible comparisons

    Practice-Focused question

    Is there a difference in perceived satisfaction with the RRT process by activating nurses when compared by RRT type (cardiac, respiratory, or neurology)?

    One-Way anova

    Uses the F statistic

    Provides a p value that encompasses all possible combinations, but does not indicate by itself where those statistically significant findings occur.

    Allows for “post hoc” multiple comparisons that do provide that focus

    Has multiple assumptions associated with it. Most notably: data must be “normally distributed”

    Sample size is large enough and passes the four tests of normality. Observations are all independent (that is, in this sample there were no patients who had both cardiac and respiratory components……..RRTs were classified as one or the other of the three groups.

    5

    Anova Measurement

    Rapid Response Team (RRT) analysis with 75 RRTs

    Activating nurse completed a survey with seven questions indicating their level of satisfaction with the RRT (1= very dissatisfied, 5=very satisfied)

    Scores were summed yielding a total score on all seven questions and averaged across the entire sample

    The highest possible score (very satisfied) was 35 and the lowest possible score was 7.

    RRTs were described as cardiac, respiratory, neurology or other.

    There were 42 cardiac, 12 respiratory and 21 neurology RRTs in the sample. There were no RRTs described in the other category.

    6

    ANOVA Results

    Cardiac M: 30.0238 SD 6.42210

    Respiratory M: 31.00 SD 3.30289

    Neurology M: 13.9524 SD 12.92082

    | | | | | | |
    | — | — | — | — | — | — |
    | ANOVA | | | | | |
    | RRTEvaluation | | | | | |
    | | Sum of Squares | df | Mean Square | F | Sig. |
    | Between Groups | 4020.391 | 2 | 2010.196 | 28.104 | <.001 |
    | Within Groups | 5149.929 | 72 | 71.527 | | |
    | Total | 9170.320 | 74 | | | |

    Now there is a lot of information in these results, most of which you do not see mentioned in a published study that used ANOVA. Sometimes, you see the F statistic (28.104). In Salkind & Frey, you can learn how to actually do an ANOVA in excel, which is for your information. In this course we are most concerned about understanding the basic elements of the test, and how to interpret.

    So, the F statistic is accompanied by the all-important p value in the table above, and as you can see, it is indicating a statistically significant result. With a p value of <.001 we can be confident that the differences are not due to chance, and more likely to some factor. But the ANOVA level of significance does NOT tell us WHERE those differences are. Is it between cardiac and respiratory, or cardiac and neurology, or between respiratory and neurology? Three groups, three possible comparisons.

    Now a one-way ANOVA test is used when there is more than one comparison (that would be two groups, and an independent samples t test). As we have three groups, we also have three comparisons. So, a post hoc test helps to fathom out just where those comparisons are located.

    7

    Post hoc: scheffe

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Multiple Comparisons | | | | | | |
    | Dependent Variable: RRTEvaluation | | | | | | |
    | Scheffe | | | | | | |
    | (I) Description of the call 1= cardiac 2= respiratory 3= neurology 4= other | (J) Description of the call 1= cardiac 2= respiratory 3= neurology 4= other | Mean Difference (I-J) | Std. Error | Sig. | 95% Confidence Interval | |
    | | | | | | Lower Bound | Upper Bound |
    | cardiac | respiratory | -.97619 | 2.76832 | .940 | -7.8958 | 5.9434 |
    | | neurology | 16.07143* | 2.26032 | <.001 | 10.4216 | 21.7212 |
    | respiratory | cardiac | .97619 | 2.76832 | .940 | -5.9434 | 7.8958 |
    | | neurology | 17.04762* | 3.06049 | <.001 | 9.3977 | 24.6975 |
    | neurology | cardiac | -16.07143* | 2.26032 | <.001 | -21.7212 | -10.4216 |
    | | respiratory | -17.04762* | 3.06049 | <.001 | -24.6975 | -9.3977 |
    | *. The mean difference is significant at the 0.05 level. | | | | | | |

    As you can see, the Scheffe post hoc test, computes the difference in the means, and then calculates the significance level. (Behind the scenes in the statistical software, there are actually several independent samples t tests that make these 2-group comparisons.)

    Note the lack of statistical significance between cardiac and respiratory. That is likely because the difference was so small, less than a point. You would need a huge sample, far greater than 75 cases to be able to see this statistically. But notice that the difference between cardiac and neurology is much bigger and the p value is also statistically significant (p<.001). Finally, notice that the difference between respiratory and neurlogy is also statistically significant (also with a p value of < .001).

    8

    RRT project small sample

    N=25

    Data did not meet the normality assumption

    A nonparametric test is needed

    Kruskal-Wallis

    Measurement mechanisms: 7-item survey completed by activating nurses

    Three types of RRTs: cardiac (n=14), respiratory (n=3), neurology (n=7), other (n=1) for a total of (N=25)

    Much smaller sample, but practice-focused question was the same. Is there a difference by RRT type in activating nurse satisfaction?

    9

    Differences in means

    Cardiac: M=30.0714 SD 5.71724

    Respiratory: M=29.6667 SD=3.05505

    Neurology: M=28.2857 SD=10.33948

    Is there a difference in the means? WOW they are very close……only fractional differences.

    The small sample indicates that the data are likely to violate the assumptions of the ANOVA test. So let’s, use the nonparametric equivalent, the Kruksal-Wallis test.

    10

    | | | | |
    | — | — | — | — |
    | Ranks | | | |
    | | Description of the call 1= cardiac 2= respiratory 3= neurology 4= other | N | Mean Rank |
    | RRTEvalSum | cardiac | 14 | 12.86 |
    | | respiratory | 3 | 9.67 |
    | | neurology | 7 | 13.50 |
    | | all other | 1 | 21.50 |
    | | Total | 25 | |

    | | |
    | — | — |
    | Test Statisticsa,b | |
    | | RRTEvalSum |
    | Kruskal-Wallis H | 2.059 |
    | df | 3 |
    | Asymp. Sig. | .560 |
    | a. Kruskal Wallis Test | |
    | b. Grouping Variable: Description of the call 1= cardiac 2= respiratory 3= neurology 4= other | |

    The statistical software discounts the one case in the “all other” category and compares cardiac, respiratory, and neurology. The H statistic used in the statistical software was 2.059 with 3 degrees of freedom and an asymtotic significance level of .560. As this result is far greater than the accepted .05 level of significance, there is no point in going any farther. The difference in the means is not statistically significant.

    Degrees of freedom has to do with (essentially) an estimate of the sample size. In this case, all four groups are counted yielding 3 degrees of freedom (1-#of groups).

    Salkind and Frey 5th edition has a good explanation of effect size (the magnitude of the difference) on pp243-246.

    Read about the word asymptotic on page 183.

    Now, because the sample size is so very small, the student took pains to explain that with a small between the groups, she would have needed a huge sample, in fact over 250 in order to see whether this small difference was statistically significant or not.

    Thus, this very small dataset exhibits a very likely case of a type II error, when significance was not found, but it may, in fact, be there.

    11

    Turgut & Yildez (2023)Table 3

    N=200 PICU nurses

    Professional grief and posttraumatic growth measured against a number of characteristics in nurses.

    ANOVA used to determine the impact of duration of work in the unit against professional grief

    There will be differences between the way professional grief is experienced based on tenure (duration of work in the PICU unit).

    Professional grief & duration of work in the unit

    Nurses who had worked in the unit for more than 3 years…were found to have lower Texas Revised Inventory of Grief (TRIG) scores.

    Nurses who had education on the terminal period and grief had increased score on TRIG

    Nurses who had worked in the unit for more than 3 years…were found to have lower Texas Revised Inventory of Grief (TRIG) scores, which means their level of professional grief was higher. They used an ANOVA because there are three categories of answers. They must have used a post hoc to localize the differences as this is explained in the narrative of the paper.

    Nurses who had education on the terminal period and grief had increased score on TRIG. Which means that their level of grief was lower. They used a t test because there were only two categories: did they receive this specialized type of education yes or no?

    13

    Key Points

    When there are more than 2 groups, you need a test that can accommodate multiple comparisons at once

    Both the one-way ANOVA and the Kruskal-Wallis tests have requirements, called assumptions.

    The ANOVA has post hoc tests that can pinpoint where the differences are, exactly.

    When the Kruskal-Wallis test is not significant, no other analysis is necessary

    Small samples can potentially lead to

    14

    ## image14.jpg

    ## image18.jpg

    ## image19.jpg

    ## image20.jpg

    ## image21.jpg

    ## image22.jpg

    ## image23.jpg

    ## image24.png

    ## image25.png

    **NURS_8211_WK5_Kruskal-WallisOutput.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk5-kruskal-wallisoutput-docx)

    **NURS_8211_WK5_RRT_ANOVA.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk5-rrt-anova-docx)

    **NURS_8211_WK5_RRT_ANOVA.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk5-rrt-anova-docx)

    **## WK5DISDATA.docx**

    Self-Study: Comparison of Means, Comparison of Means, Part II: ANOVA and Kruskal Wallis

    Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.

    You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    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/6373726)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    · Laerd Statistics: Sign up for a one-month plan using this link
    [https://statistics.laerd.com/sign-up.php?code=LS-USD-1M-599Links to an external site.](https://statistics.laerd.com/sign-up.php?code=LS-USD-1M-599)

    ·
    [One Way ANOVA in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/owa/one-way-anova-in-spss.php)
    https://statistics.laerd.com/premium/spss/owa/one-way-anova-in-spss.php

    ·
    [Kruskal-Wallis Test in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/kwht/kruskal-wallis-test-in-spss.php)
    https://statistics.laerd.com/premium/spss/kwht/kruskal-wallis-test-in-spss.php

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

    · Chapter 14, “Analysis of Variance: Two Groups Too Many?” (pp. 269–273, 279)

    ·
    **Document:** [Statistical Output: Kruskal-Wallis (Word document)](https://waldenu.instructure.com/courses/157739/files/12465876?wrap=1) [Download Statistical Output: Kruskal-Wallis (Word document)](https://waldenu.instructure.com/courses/157739/files/12465876/download?download_frd=1)

    ·
    **Document:** [Statistical Output: ANOVA (Word document)](https://waldenu.instructure.com/courses/157739/files/12465878?wrap=1) [Download Statistical Output: ANOVA (Word document)](https://waldenu.instructure.com/courses/157739/files/12465878/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    **Niedz, B. (2024).**
    **_Comparison of means, part II: ANOVA and Krustkal Wallis_ [Video]. Walden University Canvas. https://waldenu.instructure.com**

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    **Document:** [**Comparison of Means, ANOVA and Kruskal Wallis (PowerPoint presentation)**](https://waldenu.instructure.com/courses/157739/files/12465889?wrap=1)

    [Required Resources for Topic: ANOVA](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    · Turgut, M., & Yıldız, H. (2023).
    [Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=174028410&site=eds-live&scope=site&custid=s6527200).
    _BMC Palliative Care, 22_(1), 195.

    **To prepare:**

    · Read and view the Learning Resources in Doherty and Skalsky, and Dang et al. (2021) in Required Readings.

    · View the video on comparison of means.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to the following:

    · Summarize the ANOVA or the Kruskal-Wallis output after completing the self-learning module and completing the Required Readings.

    · Turgut and Yıldız (2023) used both a
    _t_ test and an ANOVA and presented these findings in Table 2 on page 5.

    · Compare and contrast the comparisons for the impact of
    _duration of work on the unit_, on the Texas Revised Inventory of Grief (ANOVA), and the
    _education on terminal period and grief_ (
    _t_ test).

    · Were these the correct tests to be used in these analyses? Explain why.

    For this Self-Study Discussion, you may post throughout Week 5. You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to any or all of the following:

    · Summarize the ANOVA or the Kruskal-Wallis output after completing the self-learning module and completing the Required Readings.

    · Turgut and Yıldız (2023) used both a
    _t-test_ and an ANOVA and presented these findings in Table 2 on page 5.

    · Compare and contrast the comparisons for the impact of
    _duration of work on the unit_, on the Texas Revised Inventory of Grief (ANOVA), and the
    _education on terminal period and grief_ (
    _t-test_).

    · Were these the correct tests to be used in these analyses? Explain why.

    Our interactive discussion addresses the following learning objectives:

    · Differentiate between ANOVA and Kruskal-Wallis tests of significance

    · Summarize statistical findings for ANOVA and for Kruskal-Wallis

    [Previous](https://waldenu.instructure.com/courses/157739/modules/items/6373730)

    [Next](https://waldenu.instructure.com/courses/157739/modules/items/6373743)

    **## NURS_8211_WK5_ComparisonofMeansMorethn2.pptx**

    NURS 8211
    Research for an evidence-based practice

    Week 5:Comparison of Means PartII
    ANOVA & Kruskal-Wallis

    Week 5:Comparison of Means PartII
    ANOVA & Kruskal-Wallis

    Objectives

    Differentiate between ANOVA and Kruskal-Wallis tests of significance

    Summarize statistical findings for ANOVA and for Kruskal-Wallis tests

    Comparison of Means

    Last week we focused on comparing the means of two groups and used the independent samples t test and the Mann Whitney U test

    This week we challenge that by adding additional comparisons

    Once you have three groups to compare, you actually have 3 possible comparisons

    Practice-Focused question

    Is there a difference in perceived satisfaction with the RRT process by activating nurses when compared by RRT type (cardiac, respiratory, or neurology)?

    One-Way anova

    Uses the F statistic

    Provides a p value that encompasses all possible combinations, but does not indicate by itself where those statistically significant findings occur.

    Allows for “post hoc” multiple comparisons that do provide that focus

    Has multiple assumptions associated with it. Most notably: data must be “normally distributed”

    Sample size is large enough and passes the four tests of normality. Observations are all independent (that is, in this sample there were no patients who had both cardiac and respiratory components……..RRTs were classified as one or the other of the three groups.

    5

    Anova Measurement

    Rapid Response Team (RRT) analysis with 75 RRTs

    Activating nurse completed a survey with seven questions indicating their level of satisfaction with the RRT (1= very dissatisfied, 5=very satisfied)

    Scores were summed yielding a total score on all seven questions and averaged across the entire sample

    The highest possible score (very satisfied) was 35 and the lowest possible score was 7.

    RRTs were described as cardiac, respiratory, neurology or other.

    There were 42 cardiac, 12 respiratory and 21 neurology RRTs in the sample. There were no RRTs described in the other category.

    6

    ANOVA Results

    Cardiac M: 30.0238 SD 6.42210

    Respiratory M: 31.00 SD 3.30289

    Neurology M: 13.9524 SD 12.92082

    | | | | | | |
    | — | — | — | — | — | — |
    | ANOVA | | | | | |
    | RRTEvaluation | | | | | |
    | | Sum of Squares | df | Mean Square | F | Sig. |
    | Between Groups | 4020.391 | 2 | 2010.196 | 28.104 | <.001 |
    | Within Groups | 5149.929 | 72 | 71.527 | | |
    | Total | 9170.320 | 74 | | | |

    Now there is a lot of information in these results, most of which you do not see mentioned in a published study that used ANOVA. Sometimes, you see the F statistic (28.104). In Salkind & Frey, you can learn how to actually do an ANOVA in excel, which is for your information. In this course we are most concerned about understanding the basic elements of the test, and how to interpret.

    So, the F statistic is accompanied by the all-important p value in the table above, and as you can see, it is indicating a statistically significant result. With a p value of <.001 we can be confident that the differences are not due to chance, and more likely to some factor. But the ANOVA level of significance does NOT tell us WHERE those differences are. Is it between cardiac and respiratory, or cardiac and neurology, or between respiratory and neurology? Three groups, three possible comparisons.

    Now a one-way ANOVA test is used when there is more than one comparison (that would be two groups, and an independent samples t test). As we have three groups, we also have three comparisons. So, a post hoc test helps to fathom out just where those comparisons are located.

    7

    Post hoc: scheffe

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Multiple Comparisons | | | | | | |
    | Dependent Variable: RRTEvaluation | | | | | | |
    | Scheffe | | | | | | |
    | (I) Description of the call 1= cardiac 2= respiratory 3= neurology 4= other | (J) Description of the call 1= cardiac 2= respiratory 3= neurology 4= other | Mean Difference (I-J) | Std. Error | Sig. | 95% Confidence Interval | |
    | | | | | | Lower Bound | Upper Bound |
    | cardiac | respiratory | -.97619 | 2.76832 | .940 | -7.8958 | 5.9434 |
    | | neurology | 16.07143* | 2.26032 | <.001 | 10.4216 | 21.7212 |
    | respiratory | cardiac | .97619 | 2.76832 | .940 | -5.9434 | 7.8958 |
    | | neurology | 17.04762* | 3.06049 | <.001 | 9.3977 | 24.6975 |
    | neurology | cardiac | -16.07143* | 2.26032 | <.001 | -21.7212 | -10.4216 |
    | | respiratory | -17.04762* | 3.06049 | <.001 | -24.6975 | -9.3977 |
    | *. The mean difference is significant at the 0.05 level. | | | | | | |

    As you can see, the Scheffe post hoc test, computes the difference in the means, and then calculates the significance level. (Behind the scenes in the statistical software, there are actually several independent samples t tests that make these 2-group comparisons.)

    Note the lack of statistical significance between cardiac and respiratory. That is likely because the difference was so small, less than a point. You would need a huge sample, far greater than 75 cases to be able to see this statistically. But notice that the difference between cardiac and neurology is much bigger and the p value is also statistically significant (p<.001). Finally, notice that the difference between respiratory and neurlogy is also statistically significant (also with a p value of < .001).

    8

    RRT project small sample

    N=25

    Data did not meet the normality assumption

    A nonparametric test is needed

    Kruskal-Wallis

    Measurement mechanisms: 7-item survey completed by activating nurses

    Three types of RRTs: cardiac (n=14), respiratory (n=3), neurology (n=7), other (n=1) for a total of (N=25)

    Much smaller sample, but practice-focused question was the same. Is there a difference by RRT type in activating nurse satisfaction?

    9

    Differences in means

    Cardiac: M=30.0714 SD 5.71724

    Respiratory: M=29.6667 SD=3.05505

    Neurology: M=28.2857 SD=10.33948

    Is there a difference in the means? WOW they are very close……only fractional differences.

    The small sample indicates that the data are likely to violate the assumptions of the ANOVA test. So let’s, use the nonparametric equivalent, the Kruksal-Wallis test.

    10

    | | | | |
    | — | — | — | — |
    | Ranks | | | |
    | | Description of the call 1= cardiac 2= respiratory 3= neurology 4= other | N | Mean Rank |
    | RRTEvalSum | cardiac | 14 | 12.86 |
    | | respiratory | 3 | 9.67 |
    | | neurology | 7 | 13.50 |
    | | all other | 1 | 21.50 |
    | | Total | 25 | |

    | | |
    | — | — |
    | Test Statisticsa,b | |
    | | RRTEvalSum |
    | Kruskal-Wallis H | 2.059 |
    | df | 3 |
    | Asymp. Sig. | .560 |
    | a. Kruskal Wallis Test | |
    | b. Grouping Variable: Description of the call 1= cardiac 2= respiratory 3= neurology 4= other | |

    The statistical software discounts the one case in the “all other” category and compares cardiac, respiratory, and neurology. The H statistic used in the statistical software was 2.059 with 3 degrees of freedom and an asymtotic significance level of .560. As this result is far greater than the accepted .05 level of significance, there is no point in going any farther. The difference in the means is not statistically significant.

    Degrees of freedom has to do with (essentially) an estimate of the sample size. In this case, all four groups are counted yielding 3 degrees of freedom (1-#of groups).

    Salkind and Frey 5th edition has a good explanation of effect size (the magnitude of the difference) on pp243-246.

    Read about the word asymptotic on page 183.

    Now, because the sample size is so very small, the student took pains to explain that with a small between the groups, she would have needed a huge sample, in fact over 250 in order to see whether this small difference was statistically significant or not.

    Thus, this very small dataset exhibits a very likely case of a type II error, when significance was not found, but it may, in fact, be there.

    11

    Turgut & Yildez (2023)Table 3

    N=200 PICU nurses

    Professional grief and posttraumatic growth measured against a number of characteristics in nurses.

    ANOVA used to determine the impact of duration of work in the unit against professional grief

    There will be differences between the way professional grief is experienced based on tenure (duration of work in the PICU unit).

    Professional grief & duration of work in the unit

    Nurses who had worked in the unit for more than 3 years…were found to have lower Texas Revised Inventory of Grief (TRIG) scores.

    Nurses who had education on the terminal period and grief had increased score on TRIG

    Nurses who had worked in the unit for more than 3 years…were found to have lower Texas Revised Inventory of Grief (TRIG) scores, which means their level of professional grief was higher. They used an ANOVA because there are three categories of answers. They must have used a post hoc to localize the differences as this is explained in the narrative of the paper.

    Nurses who had education on the terminal period and grief had increased score on TRIG. Which means that their level of grief was lower. They used a t test because there were only two categories: did they receive this specialized type of education yes or no?

    13

    Key Points

    When there are more than 2 groups, you need a test that can accommodate multiple comparisons at once

    Both the one-way ANOVA and the Kruskal-Wallis tests have requirements, called assumptions.

    The ANOVA has post hoc tests that can pinpoint where the differences are, exactly.

    When the Kruskal-Wallis test is not significant, no other analysis is necessary

    Small samples can potentially lead to

    14

    ## image14.jpg

    ## image18.jpg

    ## image19.jpg

    ## image20.jpg

    ## image21.jpg

    ## image22.jpg

    ## image23.jpg

    ## image24.png

    ## image25.png

    **NURS_8211_WK5_Kruskal-WallisOutput.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk5-kruskal-wallisoutput-docx)

    **NURS_8211_WK5_RRT_ANOVA.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk5-rrt-anova-docx)

    **## WK5DISDATA.docx**

    Self-Study: Comparison of Means, Comparison of Means, Part II: ANOVA and Kruskal Wallis

    Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.

    You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    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/6373726)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    · Laerd Statistics: Sign up for a one-month plan using this link
    [https://statistics.laerd.com/sign-up.php?code=LS-USD-1M-599Links to an external site.](https://statistics.laerd.com/sign-up.php?code=LS-USD-1M-599)

    ·
    [One Way ANOVA in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/owa/one-way-anova-in-spss.php)
    https://statistics.laerd.com/premium/spss/owa/one-way-anova-in-spss.php

    ·
    [Kruskal-Wallis Test in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/kwht/kruskal-wallis-test-in-spss.php)
    https://statistics.laerd.com/premium/spss/kwht/kruskal-wallis-test-in-spss.php

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

    · Chapter 14, “Analysis of Variance: Two Groups Too Many?” (pp. 269–273, 279)

    ·
    **Document:** [Statistical Output: Kruskal-Wallis (Word document)](https://waldenu.instructure.com/courses/157739/files/12465876?wrap=1) [Download Statistical Output: Kruskal-Wallis (Word document)](https://waldenu.instructure.com/courses/157739/files/12465876/download?download_frd=1)

    ·
    **Document:** [Statistical Output: ANOVA (Word document)](https://waldenu.instructure.com/courses/157739/files/12465878?wrap=1) [Download Statistical Output: ANOVA (Word document)](https://waldenu.instructure.com/courses/157739/files/12465878/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    **Niedz, B. (2024).**
    **_Comparison of means, part II: ANOVA and Krustkal Wallis_ [Video]. Walden University Canvas. https://waldenu.instructure.com**

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    **Document:** [**Comparison of Means, ANOVA and Kruskal Wallis (PowerPoint presentation)**](https://waldenu.instructure.com/courses/157739/files/12465889?wrap=1)

    [Required Resources for Topic: ANOVA](https://waldenu.instructure.com/courses/157739/pages/week-5-learning-resources?module_item_id=6373726)

    · Turgut, M., & Yıldız, H. (2023).
    [Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=174028410&site=eds-live&scope=site&custid=s6527200).
    _BMC Palliative Care, 22_(1), 195.

    **To prepare:**

    · Read and view the Learning Resources in Doherty and Skalsky, and Dang et al. (2021) in Required Readings.

    · View the video on comparison of means.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to the following:

    · Summarize the ANOVA or the Kruskal-Wallis output after completing the self-learning module and completing the Required Readings.

    · Turgut and Yıldız (2023) used both a
    _t_ test and an ANOVA and presented these findings in Table 2 on page 5.

    · Compare and contrast the comparisons for the impact of
    _duration of work on the unit_, on the Texas Revised Inventory of Grief (ANOVA), and the
    _education on terminal period and grief_ (
    _t_ test).

    · Were these the correct tests to be used in these analyses? Explain why.

    For this Self-Study Discussion, you may post throughout Week 5. You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to any or all of the following:

    · Summarize the ANOVA or the Kruskal-Wallis output after completing the self-learning module and completing the Required Readings.

    · Turgut and Yıldız (2023) used both a
    _t-test_ and an ANOVA and presented these findings in Table 2 on page 5.

    · Compare and contrast the comparisons for the impact of
    _duration of work on the unit_, on the Texas Revised Inventory of Grief (ANOVA), and the
    _education on terminal period and grief_ (
    _t-test_).

    · Were these the correct tests to be used in these analyses? Explain why.

    Our interactive discussion addresses the following learning objectives:

    · Differentiate between ANOVA and Kruskal-Wallis tests of significance

    · Summarize statistical findings for ANOVA and for Kruskal-Wallis

    [Previous](https://waldenu.instructure.com/courses/157739/modules/items/6373730)

    [Next](https://waldenu.instructure.com/courses/157739/modules/items/6373743)

    **## NURS_8211_WK5_ComparisonofMeansMorethn2.pptx**

    NURS 8211
    Research for an evidence-based practice

    Week 5:Comparison of Means PartII
    ANOVA & Kruskal-Wallis

    Week 5:Comparison of Means PartII
    ANOVA & Kruskal-Wallis

    Objectives

    Differentiate between ANOVA and Kruskal-Wallis tests of significance

    Summarize statistical findings for ANOVA and for Kruskal-Wallis tests

    Comparison of Means

    Last week we focused on comparing the means of two groups and used the independent samples t test and the Mann Whitney U test

    This week we challenge that by adding additional comparisons

    Once you have three groups to compare, you actually have 3 possible comparisons

    Practice-Focused question

    Is there a difference in perceived satisfaction with the RRT process by activating nurses when compared by RRT type (cardiac, respiratory, or neurology)?

    One-Way anova

    Uses the F statistic

    Provides a p value that encompasses all possible combinations, but does not indicate by itself where those statistically significant findings occur.

    Allows for “post hoc” multiple comparisons that do provide that focus

    Has multiple assumptions associated with it. Most notably: data must be “normally distributed”

    Sample size is large enough and passes the four tests of normality. Observations are all independent (that is, in this sample there were no patients who had both cardiac and respiratory components……..RRTs were classified as one or the other of the three groups.

    5

    Anova Measurement

    Rapid Response Team (RRT) analysis with 75 RRTs

    Activating nurse completed a survey with seven questions indicating their level of satisfaction with the RRT (1= very dissatisfied, 5=very satisfied)

    Scores were summed yielding a total score on all seven questions and averaged across the entire sample

    The highest possible score (very satisfied) was 35 and the lowest possible score was 7.

    RRTs were described as cardiac, respiratory, neurology or other.

    There were 42 cardiac, 12 respiratory and 21 neurology RRTs in the sample. There were no RRTs described in the other category.

    6

    ANOVA Results

    Cardiac M: 30.0238 SD 6.42210

    Respiratory M: 31.00 SD 3.30289

    Neurology M: 13.9524 SD 12.92082

    | | | | | | |
    | — | — | — | — | — | — |
    | ANOVA | | | | | |
    | RRTEvaluation | | | | | |
    | | Sum of Squares | df | Mean Square | F | Sig. |
    | Between Groups | 4020.391 | 2 | 2010.196 | 28.104 | <.001 |
    | Within Groups | 5149.929 | 72 | 71.527 | | |
    | Total | 9170.320 | 74 | | | |

    Now there is a lot of information in these results, most of which you do not see mentioned in a published study that used ANOVA. Sometimes, you see the F statistic (28.104). In Salkind & Frey, you can learn how to actually do an ANOVA in excel, which is for your information. In this course we are most concerned about understanding the basic elements of the test, and how to interpret.

    So, the F statistic is accompanied by the all-important p value in the table above, and as you can see, it is indicating a statistically significant result. With a p value of <.001 we can be confident that the differences are not due to chance, and more likely to some factor. But the ANOVA level of significance does NOT tell us WHERE those differences are. Is it between cardiac and respiratory, or cardiac and neurology, or between respiratory and neurology? Three groups, three possible comparisons.

    Now a one-way ANOVA test is used when there is more than one comparison (that would be two groups, and an independent samples t test). As we have three groups, we also have three comparisons. So, a post hoc test helps to fathom out just where those comparisons are located.

    7

    Post hoc: scheffe

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Multiple Comparisons | | | | | | |
    | Dependent Variable: RRTEvaluation | | | | | | |
    | Scheffe | | | | | | |
    | (I) Description of the call 1= cardiac 2= respiratory 3= neurology 4= other | (J) Description of the call 1= cardiac 2= respiratory 3= neurology 4= other | Mean Difference (I-J) | Std. Error | Sig. | 95% Confidence Interval | |
    | | | | | | Lower Bound | Upper Bound |
    | cardiac | respiratory | -.97619 | 2.76832 | .940 | -7.8958 | 5.9434 |
    | | neurology | 16.07143* | 2.26032 | <.001 | 10.4216 | 21.7212 |
    | respiratory | cardiac | .97619 | 2.76832 | .940 | -5.9434 | 7.8958 |
    | | neurology | 17.04762* | 3.06049 | <.001 | 9.3977 | 24.6975 |
    | neurology | cardiac | -16.07143* | 2.26032 | <.001 | -21.7212 | -10.4216 |
    | | respiratory | -17.04762* | 3.06049 | <.001 | -24.6975 | -9.3977 |
    | *. The mean difference is significant at the 0.05 level. | | | | | | |

    As you can see, the Scheffe post hoc test, computes the difference in the means, and then calculates the significance level. (Behind the scenes in the statistical software, there are actually several independent samples t tests that make these 2-group comparisons.)

    Note the lack of statistical significance between cardiac and respiratory. That is likely because the difference was so small, less than a point. You would need a huge sample, far greater than 75 cases to be able to see this statistically. But notice that the difference between cardiac and neurology is much bigger and the p value is also statistically significant (p<.001). Finally, notice that the difference between respiratory and neurlogy is also statistically significant (also with a p value of < .001).

    8

    RRT project small sample

    N=25

    Data did not meet the normality assumption

    A nonparametric test is needed

    Kruskal-Wallis

    Measurement mechanisms: 7-item survey completed by activating nurses

    Three types of RRTs: cardiac (n=14), respiratory (n=3), neurology (n=7), other (n=1) for a total of (N=25)

    Much smaller sample, but practice-focused question was the same. Is there a difference by RRT type in activating nurse satisfaction?

    9

    Differences in means

    Cardiac: M=30.0714 SD 5.71724

    Respiratory: M=29.6667 SD=3.05505

    Neurology: M=28.2857 SD=10.33948

    Is there a difference in the means? WOW they are very close……only fractional differences.

    The small sample indicates that the data are likely to violate the assumptions of the ANOVA test. So let’s, use the nonparametric equivalent, the Kruksal-Wallis test.

    10

    | | | | |
    | — | — | — | — |
    | Ranks | | | |
    | | Description of the call 1= cardiac 2= respiratory 3= neurology 4= other | N | Mean Rank |
    | RRTEvalSum | cardiac | 14 | 12.86 |
    | | respiratory | 3 | 9.67 |
    | | neurology | 7 | 13.50 |
    | | all other | 1 | 21.50 |
    | | Total | 25 | |

    | | |
    | — | — |
    | Test Statisticsa,b | |
    | | RRTEvalSum |
    | Kruskal-Wallis H | 2.059 |
    | df | 3 |
    | Asymp. Sig. | .560 |
    | a. Kruskal Wallis Test | |
    | b. Grouping Variable: Description of the call 1= cardiac 2= respiratory 3= neurology 4= other | |

    The statistical software discounts the one case in the “all other” category and compares cardiac, respiratory, and neurology. The H statistic used in the statistical software was 2.059 with 3 degrees of freedom and an asymtotic significance level of .560. As this result is far greater than the accepted .05 level of significance, there is no point in going any farther. The difference in the means is not statistically significant.

    Degrees of freedom has to do with (essentially) an estimate of the sample size. In this case, all four groups are counted yielding 3 degrees of freedom (1-#of groups).

    Salkind and Frey 5th edition has a good explanation of effect size (the magnitude of the difference) on pp243-246.

    Read about the word asymptotic on page 183.

    Now, because the sample size is so very small, the student took pains to explain that with a small between the groups, she would have needed a huge sample, in fact over 250 in order to see whether this small difference was statistically significant or not.

    Thus, this very small dataset exhibits a very likely case of a type II error, when significance was not found, but it may, in fact, be there.

    11

    Turgut & Yildez (2023)Table 3

    N=200 PICU nurses

    Professional grief and posttraumatic growth measured against a number of characteristics in nurses.

    ANOVA used to determine the impact of duration of work in the unit against professional grief

    There will be differences between the way professional grief is experienced based on tenure (duration of work in the PICU unit).

    Professional grief & duration of work in the unit

    Nurses who had worked in the unit for more than 3 years…were found to have lower Texas Revised Inventory of Grief (TRIG) scores.

    Nurses who had education on the terminal period and grief had increased score on TRIG

    Nurses who had worked in the unit for more than 3 years…were found to have lower Texas Revised Inventory of Grief (TRIG) scores, which means their level of professional grief was higher. They used an ANOVA because there are three categories of answers. They must have used a post hoc to localize the differences as this is explained in the narrative of the paper.

    Nurses who had education on the terminal period and grief had increased score on TRIG. Which means that their level of grief was lower. They used a t test because there were only two categories: did they receive this specialized type of education yes or no?

    13

    Key Points

    When there are more than 2 groups, you need a test that can accommodate multiple comparisons at once

    Both the one-way ANOVA and the Kruskal-Wallis tests have requirements, called assumptions.

    The ANOVA has post hoc tests that can pinpoint where the differences are, exactly.

    When the Kruskal-Wallis test is not significant, no other analysis is necessary

    Small samples can potentially lead to

    14

    ## image14.jpg

    ## image18.jpg

    ## image19.jpg

    ## image20.jpg

    ## image21.jpg

    ## image22.jpg

    ## image23.jpg

    ## image24.png

    ## image25.png

    **NURS_8211_WK5_Kruskal-WallisOutput.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk5-kruskal-wallisoutput-docx)

    **NURS_8211_WK5_RRT_ANOVA.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk5-rrt-anova-docx)

  • [Solved] What are the contributions from ethics, psychosocial, biophysical, and organizational sciences to the development of nursing science?

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    What are the contributions from ethics, psychosocial, biophysical, and organizational sciences to the development of nursing science? Follow the instructions please: Minimun 500 words on APA 7 format ### **Participation Requirements** The student must answer the graded discussion with a substantive …

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    What are the contributions from ethics, psychosocial, biophysical, and organizational sciences to the development of nursing science?

    Follow the instructions please:

    Minimun 500 words on APA 7 format

    ### **Participation Requirements**

    The student must answer the graded discussion with a substantive reply to the graded discussion question(s)/topic(s) posted by the course instructor by Wednesday, 11:59 p.m. Eastern Time of each week. Two scholarly sources references are required, unless stated otherwise by your professor.

    Remember that a new discussion rubric was approved by the professors, committee members, and a majority of the students. Please review the rubric before posting to ensure a maximum of points.

    Here are the categories of the new discussion rubric:

    **Initial Post** relevance to the topic of discussion, applicability, and insight. (20%)

    **Quality of Written Communication** Appropriateness of audience and words choice is specific, purposeful, dynamic, and varied. Grammar, spelling, punctuation. (20%)

    **Inclusion of DNP essentials explored in the discussion as well as the role-specific competencies as applicable.**(10%)

    **Rigor, currency,  and relevance of the scholarly references.** (Use articles that are below 5 years). (20%)

    **Peer & Professor Responses.** The number of responses, quality of response posts. (20%)

    **Timeliness of the initial post and the answers to the peers. (10%)**

    – [\
    \
    Essentials_of_DNP_Education.pdf](https://www.sweetstudy.com/files/essentials-of-dnp-education-pdf-10236173 "Essentials_of_DNP_Education.pdf")

    – 2 years ago

  • [Solved] Week 3 peds student reply

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    APA format use evidence based practice Due in 8 hours Total of two replies Minimum of one paragraph per reply – [\ \ Week3studentreply.docx](https://www.sweetstudy.com/files/week3studentreply-docx "Week3studentreply.docx") – 2 years ago

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    APA format use evidence based practice

    Due in 8 hours

    Total of two replies

    Minimum of one paragraph per reply

    – [\
    \
    Week3studentreply.docx](https://www.sweetstudy.com/files/week3studentreply-docx "Week3studentreply.docx")

    – 2 years ago

  • [Solved] WEEK 2 THEO

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## Discussion2Module2THEO.docx **## Discussion2Module2THEO.docx** ![A screenshot of a research page AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/week-2-theo) ![](https://www.sweetstudy.com/questions/week-2-theo) ## image1.png ## image2.pn…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Discussion2Module2THEO.docx

    **## Discussion2Module2THEO.docx**

    ![A screenshot of a research page AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/week-2-theo)

    ![](https://www.sweetstudy.com/questions/week-2-theo)

    ## image1.png

    ## image2.png

    **## Discussion2Module2THEO.docx**

    ![A screenshot of a research page AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/week-2-theo)

    ![](https://www.sweetstudy.com/questions/week-2-theo)

    ## image1.png

    ## image2.png