Tag: Care Plans

[Solved] need scenario written

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4-5 pages – 2 years ago **files (2)** – ## NR360_RUA_We_Can_But_Dare_We_Guidelines_SEP23.docx – Screenshot2025-03-25at11.10.35PM.png **## NR360_RUA_We_Can_But_Dare_We_Guidelines_SEP23.docx** ### Purpose The purpose of this assignment is to investigate informatics in healthcare and to…

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Assignment Prompt & Instructions

4-5 pages

– 2 years ago

**files (2)**

– ## NR360_RUA_We_Can_But_Dare_We_Guidelines_SEP23.docx

– Screenshot2025-03-25at11.10.35PM.png

**## NR360_RUA_We_Can_But_Dare_We_Guidelines_SEP23.docx**

### Purpose

The purpose of this assignment is to investigate informatics in healthcare and to apply professional, ethical, and legal principles to its appropriate use in healthcare technology.

**Course outcomes:** This assignment enables the student to meet the following course outcomes:

CO 4: Investigate safeguards and decision‐making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO 4)

CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)

CO 8: Discuss the value of best evidence as a driving force to institute change in the delivery of nursing care. (PO 8)

**Due date:** Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

**Total points possible:** 200 points

### Preparing the assignment

Your faculty member will provide a scenario for you to address in your paper. Choose an ending to the scenario, and construct your paper based on those reflections. Choose one of the following outcomes for the end of the scenario:

1. A HIPAA violation occurs, and client data is exposed to the media.

2. A medication error has harmed a client.

3. A technology downtime that impacts patient care occurs, and an error is made.

4. A ransomware attack has occurred, and the organization must contemplate paying the ransom or lose access to patient data.

**Follow these guidelines when completing this assignment.** Speak with your faculty member if you have questions. Include the following sections:

a. Introduction – 20 points/10%

· Presents a clearly designed thesis statement or argument.

· Provides a clear and concise overview of the content.

· Offers a compelling argument to elicit the readers attention and generate interest.

b. HIPAA, Legal, and Regulatory Discussion – 20 points/10%

· Identify client privacy and HIPPAA standards as they relate to the impact of technology on nursing care.

· Review healthcare regulations as they relate to the impact of technology on nursing care.

· Describe legal guidelines on appropriate use of technology.

c. Scenario Ending and Recommendations – 50 points/25%

· Presents the selected or assigned scenario ending as the focus of the assignment.

· Evaluates the actions taken by healthcare providers selected or assigned scenario evolves.

· Recommends actions to mitigate the injury sustained in the selected scenario ending.

· Supports recommendations with evidence from recent scholarly publications.

d. Advantages and Disadvantages – 50 points/25%

· Presents at least two advantages of using the specified technology in healthcare.

· Presents at least two risks of using the specified technology in healthcare.

· Describes professional and ethical principles guiding the appropriate use of technology in healthcare.

· Support advantages and risks with evidence from recent scholarly publications.

e. Conclusion and Reflections – 40 points/20%

· Summarizes the selected or assigned scenarios ending including the recommendations.

· Establishes a clear link between the discussion and the thesis statement or argument.

· Discusses thoughtful insights and implications based on the outcomes.

· Describes how new insights will impact future behavior as a healthcare professional.

f. APA Style and Organization – 20 points/10%

· References are submitted with assignment.

· Uses current APA format and is free of errors.

· Grammar and mechanics are free of errors.

· Paper is 4-5 pages, excluding title and reference pages.

· At least three (3) scholarly, primary sources from the last 5 years, excluding the textbook, are provided.

For writing assistance, visit the Writing Center.

**Please note** that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

### ![](https://www.sweetstudy.com/questions/need-scenario-written)

### NR360 Information Systems in Healthcare

### We Can, But Dare We? Guidelines

© 2023 Chamberlain University. All Rights Reserved.

NR360_ RUA_We_Can_But_Dare_We_Guidelines_SEP23 1

**Grading Rubric** Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

| | | | | | |
| — | — | — | — | — | — |
| **Assignment Section and Required Criteria**<br>**(Points possible/% of total points available)** | **Highest Level of Performance** | **High Level of Performance** | **Satisfactory Level of Performance** | **Unsatisfactory Level of Performance** | **Section not present** |
| **Introduction**<br>(20 points/10%) | **20 points** | **10 points** | **5 points** | **0 points** |
| **Required criteria**<br>1. Presents a clearly designed thesis statement or argument.<br>2. Provides a clear and concise overview of the content.<br>3. Offers a compelling argument to elicit the reader’s attention and generate interest. | Meets all requirements for section. | Includes no fewer than 2 requirements for section. | Includes no fewer than 1 requirement for section. | No requirements for this section presented. |
| **HIPAA, Legal, and Regulatory Discussion**<br>(20 points/10%) | **20 points** | **10 points** | **5 points** | **0 points** |
| **Required criteria**<br>1. Identify client privacy and HIPPAA standards as they relate to the impact of technology on nursing care.<br>2. Review healthcare regulations as they relate to the impact of technology on nursing care.<br>3. Describe legal guidelines on appropriate use of technology. | Meets all requirements for section. | Includes no fewer than 2 requirements for section. | Includes no fewer than 1 requirement for section. | No requirements for this section presented. |
| **Scenario Ending and Recommendations**<br>(50 points/25%) | **50 points** | **43 points** | **38 points** | **19 points** | **0 points** |
| **Required criteria**<br>1. Presents the selected or assigned scenario ending as the focus of the assignment.<br>2. Evaluates the actions taken by healthcare providers selected or assigned scenario evolves.<br>3. Recommends actions to mitigate the injury sustained in the selected scenario ending.<br>4. Supports recommendations with evidence from recent scholarly publications. | Meets all requirements for section. | Includes no fewer than 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirements for section. | No requirements for this section presented. |
| **Advantages and Disadvantages**<br>(50 points/25%) | **50 points** | **43 points** | **38 points** | **19 points** | **0 points** |
| **Required criteria**<br>1. Presents at least two advantages of using the specified technology in healthcare.<br>2. Presents at least two risks of using the specified technology in healthcare.<br>3. Describes professional and ethical principles guiding the appropriate use of technology in healthcare.<br>4. Support advantages and risks with evidence from recent scholarly publications. | Meets all requirements for section. | Includes no fewer than 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirements for section. | No requirements for this section presented. |
| **Conclusion and Reflections**<br>(40 points/20%) | **40 points** | **34 points** | **30 points** | **15 points** | **0 points** |
| **Required criteria**<br>1. Summarizes the selected or assigned scenarios ending including the recommendations.<br>2. Establishes a clear link between the discussion and the thesis statement or argument.<br>3. Discusses thoughtful insights and implications based on the outcomes.<br>4. Describes how new insights will impact future behavior as a healthcare professional. | Meets all requirements for section. | Includes no fewer than 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirements for section. | No requirements for this section presented. |
| **APA Style and Organization**<br>(20 points/10%) | **20 points** | **18 points** | **16 points** | **8 points** | **0 points** |
| **Required criteria**<br>1. References are submitted with assignment.<br>2. Uses current APA format and is free of errors.<br>3. Grammar and mechanics are free of errors.<br>4. Paper is 4-5 pages, excluding title and reference pages.<br>5. At least three (3) scholarly, primary sources from the last 5 years, excluding the textbook, are provided. | Includes all requirements for section. | Includes 4 requirements for section. | Includes 3 requirements for section. | Includes 1-2 requirements for section. | No requirements for this section presented. |
| **Total Points Possible = 200 points** |

© 2023 Chamberlain University. All Rights Reserved.

NR360_ RUA_We_Can_But_Dare_We_Guidelines_SEP23 1

## image1.png

**Screenshot2025-03-25at11.10.35PM.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-03-25at11-10-35pm-png)

**Screenshot2025-03-25at11.10.35PM.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-03-25at11-10-35pm-png)

**## NR360_RUA_We_Can_But_Dare_We_Guidelines_SEP23.docx**

### Purpose

The purpose of this assignment is to investigate informatics in healthcare and to apply professional, ethical, and legal principles to its appropriate use in healthcare technology.

**Course outcomes:** This assignment enables the student to meet the following course outcomes:

CO 4: Investigate safeguards and decision‐making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO 4)

CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)

CO 8: Discuss the value of best evidence as a driving force to institute change in the delivery of nursing care. (PO 8)

**Due date:** Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

**Total points possible:** 200 points

### Preparing the assignment

Your faculty member will provide a scenario for you to address in your paper. Choose an ending to the scenario, and construct your paper based on those reflections. Choose one of the following outcomes for the end of the scenario:

1. A HIPAA violation occurs, and client data is exposed to the media.

2. A medication error has harmed a client.

3. A technology downtime that impacts patient care occurs, and an error is made.

4. A ransomware attack has occurred, and the organization must contemplate paying the ransom or lose access to patient data.

**Follow these guidelines when completing this assignment.** Speak with your faculty member if you have questions. Include the following sections:

a. Introduction – 20 points/10%

· Presents a clearly designed thesis statement or argument.

· Provides a clear and concise overview of the content.

· Offers a compelling argument to elicit the readers attention and generate interest.

b. HIPAA, Legal, and Regulatory Discussion – 20 points/10%

· Identify client privacy and HIPPAA standards as they relate to the impact of technology on nursing care.

· Review healthcare regulations as they relate to the impact of technology on nursing care.

· Describe legal guidelines on appropriate use of technology.

c. Scenario Ending and Recommendations – 50 points/25%

· Presents the selected or assigned scenario ending as the focus of the assignment.

· Evaluates the actions taken by healthcare providers selected or assigned scenario evolves.

· Recommends actions to mitigate the injury sustained in the selected scenario ending.

· Supports recommendations with evidence from recent scholarly publications.

d. Advantages and Disadvantages – 50 points/25%

· Presents at least two advantages of using the specified technology in healthcare.

· Presents at least two risks of using the specified technology in healthcare.

· Describes professional and ethical principles guiding the appropriate use of technology in healthcare.

· Support advantages and risks with evidence from recent scholarly publications.

e. Conclusion and Reflections – 40 points/20%

· Summarizes the selected or assigned scenarios ending including the recommendations.

· Establishes a clear link between the discussion and the thesis statement or argument.

· Discusses thoughtful insights and implications based on the outcomes.

· Describes how new insights will impact future behavior as a healthcare professional.

f. APA Style and Organization – 20 points/10%

· References are submitted with assignment.

· Uses current APA format and is free of errors.

· Grammar and mechanics are free of errors.

· Paper is 4-5 pages, excluding title and reference pages.

· At least three (3) scholarly, primary sources from the last 5 years, excluding the textbook, are provided.

For writing assistance, visit the Writing Center.

**Please note** that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

### ![](https://www.sweetstudy.com/questions/need-scenario-written)

### NR360 Information Systems in Healthcare

### We Can, But Dare We? Guidelines

© 2023 Chamberlain University. All Rights Reserved.

NR360_ RUA_We_Can_But_Dare_We_Guidelines_SEP23 1

**Grading Rubric** Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

| | | | | | |
| — | — | — | — | — | — |
| **Assignment Section and Required Criteria**<br>**(Points possible/% of total points available)** | **Highest Level of Performance** | **High Level of Performance** | **Satisfactory Level of Performance** | **Unsatisfactory Level of Performance** | **Section not present** |
| **Introduction**<br>(20 points/10%) | **20 points** | **10 points** | **5 points** | **0 points** |
| **Required criteria**<br>1. Presents a clearly designed thesis statement or argument.<br>2. Provides a clear and concise overview of the content.<br>3. Offers a compelling argument to elicit the reader’s attention and generate interest. | Meets all requirements for section. | Includes no fewer than 2 requirements for section. | Includes no fewer than 1 requirement for section. | No requirements for this section presented. |
| **HIPAA, Legal, and Regulatory Discussion**<br>(20 points/10%) | **20 points** | **10 points** | **5 points** | **0 points** |
| **Required criteria**<br>1. Identify client privacy and HIPPAA standards as they relate to the impact of technology on nursing care.<br>2. Review healthcare regulations as they relate to the impact of technology on nursing care.<br>3. Describe legal guidelines on appropriate use of technology. | Meets all requirements for section. | Includes no fewer than 2 requirements for section. | Includes no fewer than 1 requirement for section. | No requirements for this section presented. |
| **Scenario Ending and Recommendations**<br>(50 points/25%) | **50 points** | **43 points** | **38 points** | **19 points** | **0 points** |
| **Required criteria**<br>1. Presents the selected or assigned scenario ending as the focus of the assignment.<br>2. Evaluates the actions taken by healthcare providers selected or assigned scenario evolves.<br>3. Recommends actions to mitigate the injury sustained in the selected scenario ending.<br>4. Supports recommendations with evidence from recent scholarly publications. | Meets all requirements for section. | Includes no fewer than 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirements for section. | No requirements for this section presented. |
| **Advantages and Disadvantages**<br>(50 points/25%) | **50 points** | **43 points** | **38 points** | **19 points** | **0 points** |
| **Required criteria**<br>1. Presents at least two advantages of using the specified technology in healthcare.<br>2. Presents at least two risks of using the specified technology in healthcare.<br>3. Describes professional and ethical principles guiding the appropriate use of technology in healthcare.<br>4. Support advantages and risks with evidence from recent scholarly publications. | Meets all requirements for section. | Includes no fewer than 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirements for section. | No requirements for this section presented. |
| **Conclusion and Reflections**<br>(40 points/20%) | **40 points** | **34 points** | **30 points** | **15 points** | **0 points** |
| **Required criteria**<br>1. Summarizes the selected or assigned scenarios ending including the recommendations.<br>2. Establishes a clear link between the discussion and the thesis statement or argument.<br>3. Discusses thoughtful insights and implications based on the outcomes.<br>4. Describes how new insights will impact future behavior as a healthcare professional. | Meets all requirements for section. | Includes no fewer than 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirements for section. | No requirements for this section presented. |
| **APA Style and Organization**<br>(20 points/10%) | **20 points** | **18 points** | **16 points** | **8 points** | **0 points** |
| **Required criteria**<br>1. References are submitted with assignment.<br>2. Uses current APA format and is free of errors.<br>3. Grammar and mechanics are free of errors.<br>4. Paper is 4-5 pages, excluding title and reference pages.<br>5. At least three (3) scholarly, primary sources from the last 5 years, excluding the textbook, are provided. | Includes all requirements for section. | Includes 4 requirements for section. | Includes 3 requirements for section. | Includes 1-2 requirements for section. | No requirements for this section presented. |
| **Total Points Possible = 200 points** |

© 2023 Chamberlain University. All Rights Reserved.

NR360_ RUA_We_Can_But_Dare_We_Guidelines_SEP23 1

## image1.png

**Screenshot2025-03-25at11.10.35PM.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-03-25at11-10-35pm-png)

**## NR360_RUA_We_Can_But_Dare_We_Guidelines_SEP23.docx**

### Purpose

The purpose of this assignment is to investigate informatics in healthcare and to apply professional, ethical, and legal principles to its appropriate use in healthcare technology.

**Course outcomes:** This assignment enables the student to meet the following course outcomes:

CO 4: Investigate safeguards and decision‐making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO 4)

CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)

CO 8: Discuss the value of best evidence as a driving force to institute change in the delivery of nursing care. (PO 8)

**Due date:** Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

**Total points possible:** 200 points

### Preparing the assignment

Your faculty member will provide a scenario for you to address in your paper. Choose an ending to the scenario, and construct your paper based on those reflections. Choose one of the following outcomes for the end of the scenario:

1. A HIPAA violation occurs, and client data is exposed to the media.

2. A medication error has harmed a client.

3. A technology downtime that impacts patient care occurs, and an error is made.

4. A ransomware attack has occurred, and the organization must contemplate paying the ransom or lose access to patient data.

**Follow these guidelines when completing this assignment.** Speak with your faculty member if you have questions. Include the following sections:

a. Introduction – 20 points/10%

· Presents a clearly designed thesis statement or argument.

· Provides a clear and concise overview of the content.

· Offers a compelling argument to elicit the readers attention and generate interest.

b. HIPAA, Legal, and Regulatory Discussion – 20 points/10%

· Identify client privacy and HIPPAA standards as they relate to the impact of technology on nursing care.

· Review healthcare regulations as they relate to the impact of technology on nursing care.

· Describe legal guidelines on appropriate use of technology.

c. Scenario Ending and Recommendations – 50 points/25%

· Presents the selected or assigned scenario ending as the focus of the assignment.

· Evaluates the actions taken by healthcare providers selected or assigned scenario evolves.

· Recommends actions to mitigate the injury sustained in the selected scenario ending.

· Supports recommendations with evidence from recent scholarly publications.

d. Advantages and Disadvantages – 50 points/25%

· Presents at least two advantages of using the specified technology in healthcare.

· Presents at least two risks of using the specified technology in healthcare.

· Describes professional and ethical principles guiding the appropriate use of technology in healthcare.

· Support advantages and risks with evidence from recent scholarly publications.

e. Conclusion and Reflections – 40 points/20%

· Summarizes the selected or assigned scenarios ending including the recommendations.

· Establishes a clear link between the discussion and the thesis statement or argument.

· Discusses thoughtful insights and implications based on the outcomes.

· Describes how new insights will impact future behavior as a healthcare professional.

f. APA Style and Organization – 20 points/10%

· References are submitted with assignment.

· Uses current APA format and is free of errors.

· Grammar and mechanics are free of errors.

· Paper is 4-5 pages, excluding title and reference pages.

· At least three (3) scholarly, primary sources from the last 5 years, excluding the textbook, are provided.

For writing assistance, visit the Writing Center.

**Please note** that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

### ![](https://www.sweetstudy.com/questions/need-scenario-written)

### NR360 Information Systems in Healthcare

### We Can, But Dare We? Guidelines

© 2023 Chamberlain University. All Rights Reserved.

NR360_ RUA_We_Can_But_Dare_We_Guidelines_SEP23 1

**Grading Rubric** Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

| | | | | | |
| — | — | — | — | — | — |
| **Assignment Section and Required Criteria**<br>**(Points possible/% of total points available)** | **Highest Level of Performance** | **High Level of Performance** | **Satisfactory Level of Performance** | **Unsatisfactory Level of Performance** | **Section not present** |
| **Introduction**<br>(20 points/10%) | **20 points** | **10 points** | **5 points** | **0 points** |
| **Required criteria**<br>1. Presents a clearly designed thesis statement or argument.<br>2. Provides a clear and concise overview of the content.<br>3. Offers a compelling argument to elicit the reader’s attention and generate interest. | Meets all requirements for section. | Includes no fewer than 2 requirements for section. | Includes no fewer than 1 requirement for section. | No requirements for this section presented. |
| **HIPAA, Legal, and Regulatory Discussion**<br>(20 points/10%) | **20 points** | **10 points** | **5 points** | **0 points** |
| **Required criteria**<br>1. Identify client privacy and HIPPAA standards as they relate to the impact of technology on nursing care.<br>2. Review healthcare regulations as they relate to the impact of technology on nursing care.<br>3. Describe legal guidelines on appropriate use of technology. | Meets all requirements for section. | Includes no fewer than 2 requirements for section. | Includes no fewer than 1 requirement for section. | No requirements for this section presented. |
| **Scenario Ending and Recommendations**<br>(50 points/25%) | **50 points** | **43 points** | **38 points** | **19 points** | **0 points** |
| **Required criteria**<br>1. Presents the selected or assigned scenario ending as the focus of the assignment.<br>2. Evaluates the actions taken by healthcare providers selected or assigned scenario evolves.<br>3. Recommends actions to mitigate the injury sustained in the selected scenario ending.<br>4. Supports recommendations with evidence from recent scholarly publications. | Meets all requirements for section. | Includes no fewer than 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirements for section. | No requirements for this section presented. |
| **Advantages and Disadvantages**<br>(50 points/25%) | **50 points** | **43 points** | **38 points** | **19 points** | **0 points** |
| **Required criteria**<br>1. Presents at least two advantages of using the specified technology in healthcare.<br>2. Presents at least two risks of using the specified technology in healthcare.<br>3. Describes professional and ethical principles guiding the appropriate use of technology in healthcare.<br>4. Support advantages and risks with evidence from recent scholarly publications. | Meets all requirements for section. | Includes no fewer than 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirements for section. | No requirements for this section presented. |
| **Conclusion and Reflections**<br>(40 points/20%) | **40 points** | **34 points** | **30 points** | **15 points** | **0 points** |
| **Required criteria**<br>1. Summarizes the selected or assigned scenarios ending including the recommendations.<br>2. Establishes a clear link between the discussion and the thesis statement or argument.<br>3. Discusses thoughtful insights and implications based on the outcomes.<br>4. Describes how new insights will impact future behavior as a healthcare professional. | Meets all requirements for section. | Includes no fewer than 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirements for section. | No requirements for this section presented. |
| **APA Style and Organization**<br>(20 points/10%) | **20 points** | **18 points** | **16 points** | **8 points** | **0 points** |
| **Required criteria**<br>1. References are submitted with assignment.<br>2. Uses current APA format and is free of errors.<br>3. Grammar and mechanics are free of errors.<br>4. Paper is 4-5 pages, excluding title and reference pages.<br>5. At least three (3) scholarly, primary sources from the last 5 years, excluding the textbook, are provided. | Includes all requirements for section. | Includes 4 requirements for section. | Includes 3 requirements for section. | Includes 1-2 requirements for section. | No requirements for this section presented. |
| **Total Points Possible = 200 points** |

© 2023 Chamberlain University. All Rights Reserved.

NR360_ RUA_We_Can_But_Dare_We_Guidelines_SEP23 1

## image1.png

**Screenshot2025-03-25at11.10.35PM.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-03-25at11-10-35pm-png)

November 5, 2026
[Solved] PICOT appraisal

✓ Verified Academic Solution Available

Executive Solution Overview

instructions attached – 2 years ago **files (2)** – ## instructions.docx – Appendix_B_Rapid_Critical_Appraisal_Checklists.pdf **## instructions.docx** Submission Type: 6-to-8-page paper that includes three appraisal appendices at the end. **Details:** Last week, you identified a few quantitativ…

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Assignment Prompt & Instructions

instructions attached

– 2 years ago

**files (2)**

– ## instructions.docx

– Appendix_B_Rapid_Critical_Appraisal_Checklists.pdf

**## instructions.docx**

Submission Type: 6-to-8-page paper that includes three appraisal appendices at the end.

**Details:** Last week, you identified a few quantitative research studies to help answer your PICOT question. In this two-week assignment, you will critically appraise three of the studies to evaluate the evidence they offer. At least one study must be a randomized clinical trial (RCT). Examples of rapid critical appraisal checklists that can be used for different types of quantitative studies are linked at the bottom of this assignment. Each critical appraisal will address the (1) validity, (2) reliability, and (3) applicability of the study.

After appraising the three studies, write a paper addressing each study's validity, reliability, and applicability. Use APA formatting and include an introduction and conclusion. Be sure to include a reference page and appendix with copies of the completed critical appraisal checklists for each of the three studies.

This assignment should be no more than 6-8 pages (not including the title or references pages) and include the following components:

1.

1. Title Page

2. Introduction: include a summary of the primary intent of your paper

3. For each of the three studies, use the appropriate appraisal tool, address all items, and include detailed write-ups for:

A. The validity of the study,

B. The reliability of the study,

C. The applicability of the study.

4. Conclusion

5. Reference Page

6. Appendix

**Appendix_B_Rapid_Critical_Appraisal_Checklists.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendix-b-rapid-critical-appraisal-checklists-pdf)

**Appendix_B_Rapid_Critical_Appraisal_Checklists.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendix-b-rapid-critical-appraisal-checklists-pdf)

**## instructions.docx**

Submission Type: 6-to-8-page paper that includes three appraisal appendices at the end.

**Details:** Last week, you identified a few quantitative research studies to help answer your PICOT question. In this two-week assignment, you will critically appraise three of the studies to evaluate the evidence they offer. At least one study must be a randomized clinical trial (RCT). Examples of rapid critical appraisal checklists that can be used for different types of quantitative studies are linked at the bottom of this assignment. Each critical appraisal will address the (1) validity, (2) reliability, and (3) applicability of the study.

After appraising the three studies, write a paper addressing each study's validity, reliability, and applicability. Use APA formatting and include an introduction and conclusion. Be sure to include a reference page and appendix with copies of the completed critical appraisal checklists for each of the three studies.

This assignment should be no more than 6-8 pages (not including the title or references pages) and include the following components:

1.

1. Title Page

2. Introduction: include a summary of the primary intent of your paper

3. For each of the three studies, use the appropriate appraisal tool, address all items, and include detailed write-ups for:

A. The validity of the study,

B. The reliability of the study,

C. The applicability of the study.

4. Conclusion

5. Reference Page

6. Appendix

**Appendix_B_Rapid_Critical_Appraisal_Checklists.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendix-b-rapid-critical-appraisal-checklists-pdf)

**## instructions.docx**

Submission Type: 6-to-8-page paper that includes three appraisal appendices at the end.

**Details:** Last week, you identified a few quantitative research studies to help answer your PICOT question. In this two-week assignment, you will critically appraise three of the studies to evaluate the evidence they offer. At least one study must be a randomized clinical trial (RCT). Examples of rapid critical appraisal checklists that can be used for different types of quantitative studies are linked at the bottom of this assignment. Each critical appraisal will address the (1) validity, (2) reliability, and (3) applicability of the study.

After appraising the three studies, write a paper addressing each study's validity, reliability, and applicability. Use APA formatting and include an introduction and conclusion. Be sure to include a reference page and appendix with copies of the completed critical appraisal checklists for each of the three studies.

This assignment should be no more than 6-8 pages (not including the title or references pages) and include the following components:

1.

1. Title Page

2. Introduction: include a summary of the primary intent of your paper

3. For each of the three studies, use the appropriate appraisal tool, address all items, and include detailed write-ups for:

A. The validity of the study,

B. The reliability of the study,

C. The applicability of the study.

4. Conclusion

5. Reference Page

6. Appendix

**Appendix_B_Rapid_Critical_Appraisal_Checklists.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendix-b-rapid-critical-appraisal-checklists-pdf)

November 5, 2026
[Solved] Philosophy Module 2 Discussion

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– 2 years ago **files (1)** – ## PhilosophyModule2Discussion.docx **## PhilosophyModule2Discussion.docx** **Philosophy Nurse Practitioner Module 2 Discussion** ![icon](https://www.sweetstudy.com/questions/philosophy-module-2-discussion)**_Qualitative & Quantitative Research Design_** Critically appr…

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– 2 years ago

**files (1)**

– ## PhilosophyModule2Discussion.docx

**## PhilosophyModule2Discussion.docx**

**Philosophy Nurse Practitioner Module 2 Discussion**

![icon](https://www.sweetstudy.com/questions/philosophy-module-2-discussion)**_Qualitative & Quantitative Research Design_**

Critically appraise a qualitative and quantitative research design.

**Submission Instructions:**

· Your initial post must be at least 500 words, formatted, and cited in current APA style with support from at least two academic sources.

· Quotes “……” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.

· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years-no websites to be referenced without prior approval.

## image1.png

**## PhilosophyModule2Discussion.docx**

**Philosophy Nurse Practitioner Module 2 Discussion**

![icon](https://www.sweetstudy.com/questions/philosophy-module-2-discussion)**_Qualitative & Quantitative Research Design_**

Critically appraise a qualitative and quantitative research design.

**Submission Instructions:**

· Your initial post must be at least 500 words, formatted, and cited in current APA style with support from at least two academic sources.

· Quotes “……” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.

· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years-no websites to be referenced without prior approval.

## image1.png

November 5, 2026
[Solved] Personal Health Records and Personal Health Information

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November 5, 2026
[Solved] Patho 502 case study 2.1

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] nursing leadership assessment 3

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– 2 years ago **files (1)** – ## Nursingleadershipassessment3.pdf **## Nursingleadershipassessment3.pdf** When creating a project plan, it is important to be cognizant of the significant role that nurses play in strategizing about use of organizational human and financial resources within the organi…

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– 2 years ago

**files (1)**

– ## Nursingleadershipassessment3.pdf

**## Nursingleadershipassessment3.pdf**

When creating a project plan, it is important to be cognizant of
the significant role that nurses play in strategizing about use of
organizational human and financial resources within the
organization.

Communication is the key component to beginning and finishing
projects, such as a plan proposal. The ability to effectively
communicate involves reaching a state of consciousness
regarding how others think and feel about something—an
awareness of human differences. In addition, being
knowledgeable about what type technological advancements
exist can greatly enhance a positive project outcome (Harris et
al., 2023).

As you work on your assessment, consider the following: How do
organizational leaders impact project successes, sustain practice
change, and share evidence-based findings? Which technology
might help you evaluate the project's impact within a health care
system?

You are encouraged to complete the Budgeting for Nurses
activity before you develop the plan proposal. The activity
consists of seven questions that will allow you to check your
knowledge of budgeting basics and as well as the value of
financial resource management. The information gained from
completing this activity will promote success with the
Interdisciplinary Plan Proposal. Completing this activity also
demonstrates your engagement in the course, requires just a few
minutes of your time, and is not graded.

This assessment will enable you to describe a plan proposal that
includes an analysis of best practices of interprofessional
collaboration, change theory, leadership strategies, and
organizational resources, including financial considerations,

which can be used to solve the problem identified in the
healthcare professional interview you conducted

Having reviewed the information gleaned from your professional
interview and identified the issue, you will determine and present
a plan for an interdisciplinary intervention to address the issue.
While you will not be expected to implement the plan during this
course, the plan should be evidence based and realistic within
the context of the issue and your interviewee's organization.

The goal of this assessment is to clearly lay out the improvement
objective for your interdisciplinary intervention. Be sure to build
on the leadership, change, and collaboration research you
completed in the previous assessment. Look for specific, real-
world ways in which those strategies and best practices could be
used to generate buy-in for the plan or improve the
implementation of the plan.

Use the context of the organization from your interview to
develop a viable plan for an interdisciplinary team to address the
issue you identified. Define a specific organizational or patient
outcome based on the information gathered in your interview.

Using the Interdisciplinary Plan Proposal Template [DOCX] will
help you stay organized and concise. As you complete each
section of the template, apply APA format to in-text citations for
the evidence and best practices that inform your plan, as well as
to the reference list at the end. (Because you're using a template,
a title page is optional.)

Be sure that your plan addresses the following, which
corresponds to the grading criteria in the scoring guide. Please
study the rubric carefully so you understand what is needed for a
distinguished score.

[https://courseroom.capella.edu/courses/39389/files/7481568/download](https://courseroom.capella.edu/courses/39389/files/7481568/download)

• Describe an objective and predictions for an evidence-
based interdisciplinary plan to achieve a specific goal
related to improving patient or organizational outcomes.

• Explain a change theory and a leadership strategy,
supported by relevant evidence, that is most likely to help
an interdisciplinary team succeed in collaborating and
implementing, or creating buy-in for, the project plan.

• Explain the collaboration needed by an interdisciplinary
team to improve the likelihood of achieving the plan’s
objective. Include best practices of interdisciplinary
collaboration from the literature.

• Explain organizational resources, including financial, needed
for the plan to succeed and the impacts on those resources
if the improvements described in the plan are not made.

• 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 template. Remember that
part of this assessment is to make the plan easy to
understand and use, so it is critical that you are clear and
concise. Most submissions will be 2–4 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 that support your central
ideas. Resources should be no more than 5 years old. See
the Bachelor of Nursing (BSN) Program Library Guide.

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

[https://capellauniversity.libguides.com/BSN](https://capellauniversity.libguides.com/BSN)

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

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

• Competency 1: Explain strategies for managing human and
financial resources to promote organizational health.

◦ Explain organizational resources, including financial,
needed for a plan to succeed and the impacts on those
resources if nothing is done to address the
improvements sought by the plan.

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

◦ Explain the collaboration needed by an interdisciplinary
team to improve the likelihood of achieving a plan’s
objective. Include best practices of interdisciplinary
collaboration from the literature.

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

◦ Describe an objective and predictions for an evidence-
based interdisciplinary plan to achieve a specific goal
related to improving patient or organizational
outcomes.

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

◦ Explain a change theory and a leadership strategy,
supported by relevant evidence, that are most likely to
help an interdisciplinary team succeed in collaborating
and implementing, or creating buy-in for, the project
plan.

• 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.

**## Nursingleadershipassessment3.pdf**

When creating a project plan, it is important to be cognizant of
the significant role that nurses play in strategizing about use of
organizational human and financial resources within the
organization.

Communication is the key component to beginning and finishing
projects, such as a plan proposal. The ability to effectively
communicate involves reaching a state of consciousness
regarding how others think and feel about something—an
awareness of human differences. In addition, being
knowledgeable about what type technological advancements
exist can greatly enhance a positive project outcome (Harris et
al., 2023).

As you work on your assessment, consider the following: How do
organizational leaders impact project successes, sustain practice
change, and share evidence-based findings? Which technology
might help you evaluate the project's impact within a health care
system?

You are encouraged to complete the Budgeting for Nurses
activity before you develop the plan proposal. The activity
consists of seven questions that will allow you to check your
knowledge of budgeting basics and as well as the value of
financial resource management. The information gained from
completing this activity will promote success with the
Interdisciplinary Plan Proposal. Completing this activity also
demonstrates your engagement in the course, requires just a few
minutes of your time, and is not graded.

This assessment will enable you to describe a plan proposal that
includes an analysis of best practices of interprofessional
collaboration, change theory, leadership strategies, and
organizational resources, including financial considerations,

which can be used to solve the problem identified in the
healthcare professional interview you conducted

Having reviewed the information gleaned from your professional
interview and identified the issue, you will determine and present
a plan for an interdisciplinary intervention to address the issue.
While you will not be expected to implement the plan during this
course, the plan should be evidence based and realistic within
the context of the issue and your interviewee's organization.

The goal of this assessment is to clearly lay out the improvement
objective for your interdisciplinary intervention. Be sure to build
on the leadership, change, and collaboration research you
completed in the previous assessment. Look for specific, real-
world ways in which those strategies and best practices could be
used to generate buy-in for the plan or improve the
implementation of the plan.

Use the context of the organization from your interview to
develop a viable plan for an interdisciplinary team to address the
issue you identified. Define a specific organizational or patient
outcome based on the information gathered in your interview.

Using the Interdisciplinary Plan Proposal Template [DOCX] will
help you stay organized and concise. As you complete each
section of the template, apply APA format to in-text citations for
the evidence and best practices that inform your plan, as well as
to the reference list at the end. (Because you're using a template,
a title page is optional.)

Be sure that your plan addresses the following, which
corresponds to the grading criteria in the scoring guide. Please
study the rubric carefully so you understand what is needed for a
distinguished score.

[https://courseroom.capella.edu/courses/39389/files/7481568/download](https://courseroom.capella.edu/courses/39389/files/7481568/download)

• Describe an objective and predictions for an evidence-
based interdisciplinary plan to achieve a specific goal
related to improving patient or organizational outcomes.

• Explain a change theory and a leadership strategy,
supported by relevant evidence, that is most likely to help
an interdisciplinary team succeed in collaborating and
implementing, or creating buy-in for, the project plan.

• Explain the collaboration needed by an interdisciplinary
team to improve the likelihood of achieving the plan’s
objective. Include best practices of interdisciplinary
collaboration from the literature.

• Explain organizational resources, including financial, needed
for the plan to succeed and the impacts on those resources
if the improvements described in the plan are not made.

• 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 template. Remember that
part of this assessment is to make the plan easy to
understand and use, so it is critical that you are clear and
concise. Most submissions will be 2–4 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 that support your central
ideas. Resources should be no more than 5 years old. See
the Bachelor of Nursing (BSN) Program Library Guide.

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

[https://capellauniversity.libguides.com/BSN](https://capellauniversity.libguides.com/BSN)

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

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

• Competency 1: Explain strategies for managing human and
financial resources to promote organizational health.

◦ Explain organizational resources, including financial,
needed for a plan to succeed and the impacts on those
resources if nothing is done to address the
improvements sought by the plan.

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

◦ Explain the collaboration needed by an interdisciplinary
team to improve the likelihood of achieving a plan’s
objective. Include best practices of interdisciplinary
collaboration from the literature.

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

◦ Describe an objective and predictions for an evidence-
based interdisciplinary plan to achieve a specific goal
related to improving patient or organizational
outcomes.

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

◦ Explain a change theory and a leadership strategy,
supported by relevant evidence, that are most likely to
help an interdisciplinary team succeed in collaborating
and implementing, or creating buy-in for, the project
plan.

• 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.

November 5, 2026
[Solved] 2 CL replys

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November 5, 2026
[Solved] You have been tasked with developing an educational program for new patients on the use of the patient portal.

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In-depth study guidance and analytical solution covering You have been tasked with developing an educational program for new patients on the use of the patient portal..

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] WK 5 RESP DATA 2

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– 2 years ago **files (1)** – ## WK5DISDATA.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. T…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## WK5DISDATA.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

RESPOND TO THIS DISCUSSION POST

Reply from Tania

After reviewing the learning resources by Doherty and Skalsky (2021), Dang et al. (2022), and Turgut and Yıldız (2023), I have analyzed the appropriate application of ANOVA and t-tests in healthcare research, specifically in the context of evaluating grief among healthcare professionals.

**Summary of ANOVA and Kruskal-Wallis Output**

ANOVA (Analysis of Variance) compares the means of three or more independent groups to determine whether they have statistically significant differences. It assumes normal distribution and homogeneity of variances. When these assumptions are violated, the non-parametric alternative's Kruskal-Wallis test is appropriate because it does not require normality and

can be used with ordinal data (Ghasemi & Zahediasl, 2021). Doherty and Skalsky (2021) highlight that selecting the correct test depends on the measurement and data distribution level, emphasizing that ANOVA is effective for parametric data. Kruskal-Wallis’s test is more robust when assumptions are unmet.

**Comparison of ANOVA and t-Test in Turgut and Yıldız (2023)**

Turgut and Yıldız (2023) used both an independent t-test and ANOVA to assess different variables affecting grief among healthcare workers:

**Impact of Work Duration on the Texas Revised Inventory of Grief (ANOVA):**

The study applied a one-way ANOVA to analyze differences in grief scores based on the duration of work on the unit. Since the work duration was categorized into multiple groups (e.g., short-term, mid-term, and long-term experience), ANOVA was the correct choice for comparing mean grief scores among three or more independent groups (Kim, 2017).

**Impact of Education on Terminal Period and Grief (t-Test):**

An independent t-test was employed to compare grief scores between two groups: those who received education on terminal care and grief and those who did not. Since this analysis involved only two independent groups, the t-test was the appropriate statistical method to determine whether education significantly influenced grief scores (McDonald, 2019).

**Appropriateness of the Statistical Tests**

The statistical tests used in Turgut and Yıldız’s (2023) study were appropriate. ANOVA was correctly used to compare means among multiple independent

groups, while the t-test effectively assessed differences between two distinct groups. Doherty and Skalsky (2021) emphasize the importance of ensuring statistical assumptions are met before applying parametric tests. If assumptions such as normality and homogeneity of variances were violated, the Kruskal-Wallis test could have been an alternative to ANOVA, and the Mann-Whitney U test could have replaced the t-test (Ghasemi & Zahediasl, 2021).

**Insights from Dang et al. (2022)**

Dang et al. (2022) highlight the role of evidence-based practice in healthcare research, stressing the need for rigorous statistical analysis. Their framework aligns with the approach used in Turgut and Yıldız (2023), where statistical tests were chosen based on data structure and research questions, ensuring reliable findings that inform nursing and healthcare practices.

**Conclusion**

Turgut and Yıldız (2023) appropriately applied ANOVA and t-tests to analyze the impact of work duration and education on grief among healthcare workers. The discussion from Doherty and Skalsky (2021) and Dang et al. (2022) reinforces the importance of selecting the correct statistical tests based on data characteristics. Ensuring that statistical assumptions are met is essential for the validity of findings, and when necessary, non-parametric alternatives such as the Kruskal-Wallis test should be considered.

**References**

Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2022
_). Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals: Model and Guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

Doherty, C., & Skalsky, K. (2021).
_Statistics and Research Design for the DNP Project_. DEStech Publications.

Ghasemi, A., & Zahediasl, S. (2021). Normality tests for statistical analysis: A guide for non-statisticians.
_International Journal of Endocrinology and Metabolism, 19_(2), e110979.

Kim, H. Y. (2017). Statistical notes for clinical researchers: Understanding one-way ANOVA.
_Korean Journal of Anesthesiology, 70_(1), 22-26.

Kim, H. Y. (2017). Statistical notes for clinical researchers: Understanding one-way ANOVA.
_Korean Journal of Anesthesiology, 70_(1), 22-26.

McDonald, J. H. (2019). Handbook of biological statistics (4th ed.). Sparky House Publishing.

Turgut, M., & Yıldız, H. (2023). Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional study.
_BMC Palliative Care, 22_(1), 195.

**## 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

RESPOND TO THIS DISCUSSION POST

Reply from Tania

After reviewing the learning resources by Doherty and Skalsky (2021), Dang et al. (2022), and Turgut and Yıldız (2023), I have analyzed the appropriate application of ANOVA and t-tests in healthcare research, specifically in the context of evaluating grief among healthcare professionals.

**Summary of ANOVA and Kruskal-Wallis Output**

ANOVA (Analysis of Variance) compares the means of three or more independent groups to determine whether they have statistically significant differences. It assumes normal distribution and homogeneity of variances. When these assumptions are violated, the non-parametric alternative's Kruskal-Wallis test is appropriate because it does not require normality and

can be used with ordinal data (Ghasemi & Zahediasl, 2021). Doherty and Skalsky (2021) highlight that selecting the correct test depends on the measurement and data distribution level, emphasizing that ANOVA is effective for parametric data. Kruskal-Wallis’s test is more robust when assumptions are unmet.

**Comparison of ANOVA and t-Test in Turgut and Yıldız (2023)**

Turgut and Yıldız (2023) used both an independent t-test and ANOVA to assess different variables affecting grief among healthcare workers:

**Impact of Work Duration on the Texas Revised Inventory of Grief (ANOVA):**

The study applied a one-way ANOVA to analyze differences in grief scores based on the duration of work on the unit. Since the work duration was categorized into multiple groups (e.g., short-term, mid-term, and long-term experience), ANOVA was the correct choice for comparing mean grief scores among three or more independent groups (Kim, 2017).

**Impact of Education on Terminal Period and Grief (t-Test):**

An independent t-test was employed to compare grief scores between two groups: those who received education on terminal care and grief and those who did not. Since this analysis involved only two independent groups, the t-test was the appropriate statistical method to determine whether education significantly influenced grief scores (McDonald, 2019).

**Appropriateness of the Statistical Tests**

The statistical tests used in Turgut and Yıldız’s (2023) study were appropriate. ANOVA was correctly used to compare means among multiple independent

groups, while the t-test effectively assessed differences between two distinct groups. Doherty and Skalsky (2021) emphasize the importance of ensuring statistical assumptions are met before applying parametric tests. If assumptions such as normality and homogeneity of variances were violated, the Kruskal-Wallis test could have been an alternative to ANOVA, and the Mann-Whitney U test could have replaced the t-test (Ghasemi & Zahediasl, 2021).

**Insights from Dang et al. (2022)**

Dang et al. (2022) highlight the role of evidence-based practice in healthcare research, stressing the need for rigorous statistical analysis. Their framework aligns with the approach used in Turgut and Yıldız (2023), where statistical tests were chosen based on data structure and research questions, ensuring reliable findings that inform nursing and healthcare practices.

**Conclusion**

Turgut and Yıldız (2023) appropriately applied ANOVA and t-tests to analyze the impact of work duration and education on grief among healthcare workers. The discussion from Doherty and Skalsky (2021) and Dang et al. (2022) reinforces the importance of selecting the correct statistical tests based on data characteristics. Ensuring that statistical assumptions are met is essential for the validity of findings, and when necessary, non-parametric alternatives such as the Kruskal-Wallis test should be considered.

**References**

Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2022
_). Johns Hopkins Evidence-Based Practice for Nurses and Healthcare Professionals: Model and Guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

Doherty, C., & Skalsky, K. (2021).
_Statistics and Research Design for the DNP Project_. DEStech Publications.

Ghasemi, A., & Zahediasl, S. (2021). Normality tests for statistical analysis: A guide for non-statisticians.
_International Journal of Endocrinology and Metabolism, 19_(2), e110979.

Kim, H. Y. (2017). Statistical notes for clinical researchers: Understanding one-way ANOVA.
_Korean Journal of Anesthesiology, 70_(1), 22-26.

Kim, H. Y. (2017). Statistical notes for clinical researchers: Understanding one-way ANOVA.
_Korean Journal of Anesthesiology, 70_(1), 22-26.

McDonald, J. H. (2019). Handbook of biological statistics (4th ed.). Sparky House Publishing.

Turgut, M., & Yıldız, H. (2023). Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional study.
_BMC Palliative Care, 22_(1), 195.

November 5, 2026
[Solved] WK 5 RESP 2 EPID

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– 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-resp-2-epid)One important application of epidemiology is to identify factors …

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– 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-resp-2-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.

RESPOND TO THIS DISCUSSION POST

**Mortality and Morbidity**

Mortality and Morbidity are two key terms used in Epidemiology to define the numbers of deaths and the frequency of illness respectively (Friis & Sellers, 2021). Mortality rate is the number of deaths in a population over a specific time, usually expressed as deaths per unit population (Curley et al., 2024). Meanwhile the morbidity rate is the frequency of disease within a population over a specific time, usually expressed as a percentage, a proportion, or a rate per unit population (Curley et al., 2024).

**How Mortality and Morbidity Strengthen and Support Nursing Practice**

Epidemiological surveillance, whether in a large community or within a healthcare facility, provides important information on health outcomes. Mortality and morbidity surveillance is necessary to understand the impact and find ways to improve public health.
Moreover, mortality rates compare death rates among and within populations therefore providing evaluation and comparing data within the populations (Curley et al., 2024). Likewise, morbidity rates can help us to compare risk factors, prevent and manage modifiable risk factors, and decrease mortality rates. These measures strengthen nursing practices such as surveillance systems to reduce hospital-acquired infections and conditions, find innovation, develop policies, and protocols, and evaluate the system.

For example, about 70% of urinary tract infections (UTIs) developed in the hospital are associated with a urinary catheter, and catheter-associated urinary tract infections (CAUTIs) are associated with increased mortality and morbidity as well as healthcare costs (The Centers for Disease Control and Prevention, n.d.). Mitchell et al. (2016) evaluated incidence, mortality, and length of hospital-acquired UTIs, and hospital stay (Mitchell et al., 2016). In this large multi- state model, the authors found that the length of stay was up to four days due to UTIs, and the incidence of CAUTIs was related to antimicrobial resistance organisms. The study further suggested that surveillance and intervention to reduce CAUTIs are necessary. Likewise, Van Decker et al. (2021) implemented a bundle care approach to reduce CAUTIs over five years in an acute care hospital (Van Decker et al., 2021). Their bundle included processes for insertion and maintenance of Foley catheters, catheter indications, appropriate testing for CAUTIs, alternatives to indwelling devices, and sterilization techniques. With these interventions, the number of CAUTIs decreased from 83% to 33% over the five years. Therefore, mortality and morbidity surveillance of HAIs such as CAUTIs can strengthen nursing practice to reduce such incidences.

**Practice Limitation of Not Using These Measures in Nursing Practice**

It is important to have accuracy in reporting data for mortality and morbidity, as healthcare workers should know what to report, provide diagnosis correctly, and report requirements (Curley et al., 2024). Not having surveillance data or the lack of available data makes it harder to find ways for improvement in nursing practice, and to assess the measures of success. The Centers for Medicare and Medicaid (CMS) penalizes acute general care hospitals applicable to HAI reduction programs based on quality and safety care scoring system (Vsevolozhskaya et al., 2021). The CDC calculates a standardized infection rate for each facility based on the facility’s presumed characteristics and types of patients. Furthermore, if mitigation or risk adjustment is not calculated or is not adjusted, it can lead to inaccuracy. Therefore, hospitals submit their observed HAI cases, as well as data on the population at risk (i.e., the denominator) for risk adjustment, through the National Healthcare Safety Network, both can be misleading if not taken carefully. Researchers, quality leaders, and bedside caregivers play key roles in the success of quality measurement by observing and recording the events, vigilance, surveillance, compliance, and adherence to evidence-based guidelines and documentation.

**References**

Curley, A. L. C., Niedz, B. A., & Erikson, A. E. (2024).
_Population-based nursing: Concepts and competencies for advanced practice (4th ed.)._ Springer
_._

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

Mitchell, B. G., Ferguson, J. K., Anderson, M., Sear, J., & Barnett, A. (2016). Length of stay and mortality associated with healthcare-associated urinary tract infections: a multi-state model.
_J Hosp Infect_,
_93_(1), 92-99.
[https://doi.org/10.1016/j.jhin.2016.01.012Links to an external site.](https://doi.org/10.1016/j.jhin.2016.01.012)

The Centers for Disease Control and Prevention. (n.d.).
_Urinary Tract Infection._ [_https://www.cdc.gov/uti/hcp/clinical-safety/_ Links to an external site.](https://www.cdc.gov/uti/hcp/clinical-safety/)

Van Decker, S. G., Bosch, N., & Murphy, J. (2021). Catheter-associated urinary tract infection reduction in critical care units: a bundled care model.
_BMJ Open Qual_,
_10_(4).
[https://doi.org/10.1136/bmjoq-2021-001534Links to an external site.](https://doi.org/10.1136/bmjoq-2021-001534)

Vsevolozhskaya, O. A., Manz, K. C., Zephyr, P. M., & Waters, T. M. (2021). Measurement matters: changing penalty calculations under the hospital acquired condition reduction program (HACRP) cost hospitals millions.
_BMC Health Serv Res_,
_21_(1), 131.
[https://doi.org/10.1186/s12913-021-06108-wLinks to an external site.](https://doi.org/10.1186/s12913-021-06108-w)

## 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-resp-2-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.

RESPOND TO THIS DISCUSSION POST

**Mortality and Morbidity**

Mortality and Morbidity are two key terms used in Epidemiology to define the numbers of deaths and the frequency of illness respectively (Friis & Sellers, 2021). Mortality rate is the number of deaths in a population over a specific time, usually expressed as deaths per unit population (Curley et al., 2024). Meanwhile the morbidity rate is the frequency of disease within a population over a specific time, usually expressed as a percentage, a proportion, or a rate per unit population (Curley et al., 2024).

**How Mortality and Morbidity Strengthen and Support Nursing Practice**

Epidemiological surveillance, whether in a large community or within a healthcare facility, provides important information on health outcomes. Mortality and morbidity surveillance is necessary to understand the impact and find ways to improve public health.
Moreover, mortality rates compare death rates among and within populations therefore providing evaluation and comparing data within the populations (Curley et al., 2024). Likewise, morbidity rates can help us to compare risk factors, prevent and manage modifiable risk factors, and decrease mortality rates. These measures strengthen nursing practices such as surveillance systems to reduce hospital-acquired infections and conditions, find innovation, develop policies, and protocols, and evaluate the system.

For example, about 70% of urinary tract infections (UTIs) developed in the hospital are associated with a urinary catheter, and catheter-associated urinary tract infections (CAUTIs) are associated with increased mortality and morbidity as well as healthcare costs (The Centers for Disease Control and Prevention, n.d.). Mitchell et al. (2016) evaluated incidence, mortality, and length of hospital-acquired UTIs, and hospital stay (Mitchell et al., 2016). In this large multi- state model, the authors found that the length of stay was up to four days due to UTIs, and the incidence of CAUTIs was related to antimicrobial resistance organisms. The study further suggested that surveillance and intervention to reduce CAUTIs are necessary. Likewise, Van Decker et al. (2021) implemented a bundle care approach to reduce CAUTIs over five years in an acute care hospital (Van Decker et al., 2021). Their bundle included processes for insertion and maintenance of Foley catheters, catheter indications, appropriate testing for CAUTIs, alternatives to indwelling devices, and sterilization techniques. With these interventions, the number of CAUTIs decreased from 83% to 33% over the five years. Therefore, mortality and morbidity surveillance of HAIs such as CAUTIs can strengthen nursing practice to reduce such incidences.

**Practice Limitation of Not Using These Measures in Nursing Practice**

It is important to have accuracy in reporting data for mortality and morbidity, as healthcare workers should know what to report, provide diagnosis correctly, and report requirements (Curley et al., 2024). Not having surveillance data or the lack of available data makes it harder to find ways for improvement in nursing practice, and to assess the measures of success. The Centers for Medicare and Medicaid (CMS) penalizes acute general care hospitals applicable to HAI reduction programs based on quality and safety care scoring system (Vsevolozhskaya et al., 2021). The CDC calculates a standardized infection rate for each facility based on the facility’s presumed characteristics and types of patients. Furthermore, if mitigation or risk adjustment is not calculated or is not adjusted, it can lead to inaccuracy. Therefore, hospitals submit their observed HAI cases, as well as data on the population at risk (i.e., the denominator) for risk adjustment, through the National Healthcare Safety Network, both can be misleading if not taken carefully. Researchers, quality leaders, and bedside caregivers play key roles in the success of quality measurement by observing and recording the events, vigilance, surveillance, compliance, and adherence to evidence-based guidelines and documentation.

**References**

Curley, A. L. C., Niedz, B. A., & Erikson, A. E. (2024).
_Population-based nursing: Concepts and competencies for advanced practice (4th ed.)._ Springer
_._

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

Mitchell, B. G., Ferguson, J. K., Anderson, M., Sear, J., & Barnett, A. (2016). Length of stay and mortality associated with healthcare-associated urinary tract infections: a multi-state model.
_J Hosp Infect_,
_93_(1), 92-99.
[https://doi.org/10.1016/j.jhin.2016.01.012Links to an external site.](https://doi.org/10.1016/j.jhin.2016.01.012)

The Centers for Disease Control and Prevention. (n.d.).
_Urinary Tract Infection._ [_https://www.cdc.gov/uti/hcp/clinical-safety/_ Links to an external site.](https://www.cdc.gov/uti/hcp/clinical-safety/)

Van Decker, S. G., Bosch, N., & Murphy, J. (2021). Catheter-associated urinary tract infection reduction in critical care units: a bundled care model.
_BMJ Open Qual_,
_10_(4).
[https://doi.org/10.1136/bmjoq-2021-001534Links to an external site.](https://doi.org/10.1136/bmjoq-2021-001534)

Vsevolozhskaya, O. A., Manz, K. C., Zephyr, P. M., & Waters, T. M. (2021). Measurement matters: changing penalty calculations under the hospital acquired condition reduction program (HACRP) cost hospitals millions.
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[https://doi.org/10.1186/s12913-021-06108-wLinks to an external site.](https://doi.org/10.1186/s12913-021-06108-w)

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November 5, 2026