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– **Describe your personal position on human nature and the causes of psychological dysfunction.** – **Choose one major theoretical category that fits with your personal beliefs and describe the major theories within.** – **Discuss how this theory aligns with your professional outlook and how you wi…

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Assignment Prompt & Instructions

– **Describe your personal position on human nature and the causes of psychological dysfunction.**
– **Choose one major theoretical category that fits with your personal beliefs and describe the major theories within.**
– **Discuss how this theory aligns with your professional outlook and how you will incorporate this theoretical foundation with personal practice in addressing a specific problem.**
– **Papersssss will include a brief literature review of 5 peer-reviewed journal articles describing an evidence-based practice for a clinical issue. Articles may be quantitative or qualitative studies, case studies, or meta-analyses.**
– **Papersssss must be written in APA format and be 10-15 pages in length.**

– 2 years ago

November 5, 2026
[Solved] Nursing Research

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Hi I need tutoring help with my nursing assignment – [\ \ IMG_1056.jpeg](https://www.sweetstudy.com/files/img-1056-jpeg "IMG_1056.jpeg") – 2 years ago

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Assignment Prompt & Instructions

Hi I need tutoring help with my nursing assignment

– [\
\
IMG_1056.jpeg](https://www.sweetstudy.com/files/img-1056-jpeg "IMG_1056.jpeg")

– 2 years ago

November 5, 2026
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November 5, 2026
[Solved] WK 6 DIS. DATA

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– 2 years ago **files (5)** – ## WK6DIS.DATA.docx – ## NURS_8211_WK6_ColumnChartsHowTo1.xlsx – ## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docx – NURS_8211_WK6ComparisonofCountsChi.pptx – NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx **## WK6DIS.DATA.docx** Self-Study:…

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– 2 years ago

**files (5)**

– ## WK6DIS.DATA.docx

– ## NURS_8211_WK6_ColumnChartsHowTo1.xlsx

– ## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docx

– NURS_8211_WK6ComparisonofCountsChi.pptx
– NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx

**## WK6DIS.DATA.docx**

Self-Study: Comparing Counts (Chi Square)

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/6373771)

[Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

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

· Chapter 6, “Evidence of Appraisal: Research” (pp. 254–267)

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

· Chapter 5, “Creating Graphs: A Picture Really Is Worth a Thousand Words” (pp. 110–115)

· Chapter 18, “Chi-Square and Some Other Nonparametric Tests: What to Do When You’re Not Normal” (pp. 337–342, 345–346)

·
**Document:** [Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866?wrap=1) [Download Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866/download?download_frd=1)

·
**Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989/download?download_frd=1)

·
**Document:** [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864/download?download_frd=1)

[Required Media](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

· Niedz, B. (2024). Inferential comparison of counts (chi square) [Video]. Walden University Canvas. https://waldenu.instructure.com

[Optional Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

· Conner, C. (2018).
[_Evaluating the impact of an early warning scoring system in a community hospital setting_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/4846/) (Publication No. 10747387) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/4846/

· Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
[Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
_Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

· Owusu, M. (2023).
[_Language barrier: An unmet challenge for low screening of colorectal cancer among Hispanic Americans in TexasLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/14412/) (Publication No. 30567908) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/14412/

**To prepare:**

· Read and view the Learning Resources.

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

**Post** answers to the following:

· Find the Chi Sq in Moradkhani et al. (2021), Conner (2018), or Owusu (2023) from the Optional Resources, and critique its use in the study.

**## NURS_8211_WK6_ColumnChartsHowTo1.xlsx**

## How to make a column chart

| |
| — |
| How to Make Charts and Graphs in Excel |
| Example: Make a 2D column chart with a small sample of RRT data (25 entries) |
| 1. Summarize summed data for each variable that you want to showcase in a chart. (see Reason for RRT chart, and Shift chart tabs in the excel file) |
| 2. In the summary tab, highlight the two columns that you want to appear on the chart. |
| 3. Click on the insert tab, and look for the column chart icon. Click on it and the chart appears. |
| 4. Double click on the chart and find the icon that says "chart options". From the pull down menu, click on data labels to add. |
| 5. Double click on the word chart and customize a title. |
| Sample charts are provided for your information. |
| Practice by replicating. |

## RRTSurvey

| | | |
| — | — | — |
| Participant | Shift 1=7am-7pm 2=7pm -7am | Description of the call 1= cardiac 2= respiratory 3= neurology 4= other |
| 1 | 1 | 1 |
| 2 | 2 | 1 |
| 3 | 1 | 1 |
| 4 | 1 | 1 |
| 5 | 1 | 1 |
| 6 | 1 | 3 |
| 7 | 2 | 2 |
| 8 | 2 | 3 |
| 9 | 2 | 1 |
| 10 | 2 | 1 |
| 11 | 2 | 3 |
| 12 | 1 | 1 |
| 13 | 1 | 3 |
| 14 | 1 | 4 |
| 15 | 2 | 1 |
| 16 | 2 | 2 |
| 17 | 2 | 2 |
| 18 | 2 | 1 |
| 19 | 2 | 1 |
| 20 | 2 | 3 |
| 21 | 2 | 1 |
| 22 | 2 | 3 |
| 23 | 2 | 3 |
| 24 | 2 | 1 |
| 25 | 1 | 1 |

## Reason for RRT Chart

| | |
| — | — |
| | Reason for calling |
| Cardiac | 14 |
| Respiratory | 3 |
| Neurology | 7 |
| Other | 1 |

Reasons for RRT

Cardiac Respiratory Neurology Other 14 3 7 1

## Shift Chart

| | |
| — | — |
| Shift |
| days | 8 |
| nights | 16 |

**## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/wk-6-dis-data)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for Use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

**Reviewer Name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article Number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, Date, and Title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of Evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, Size, and Setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings That Help Answer the EBP Question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures Used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

**Evidence Level and Quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to Team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**NURS_8211_WK6ComparisonofCountsChi.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6comparisonofcountschi-pptx)

**NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6-appendixe-researchevidenceappraisal-docx)

**NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6-appendixe-researchevidenceappraisal-docx)

**## WK6DIS.DATA.docx**

Self-Study: Comparing Counts (Chi Square)

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/6373771)

[Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

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

· Chapter 6, “Evidence of Appraisal: Research” (pp. 254–267)

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

· Chapter 5, “Creating Graphs: A Picture Really Is Worth a Thousand Words” (pp. 110–115)

· Chapter 18, “Chi-Square and Some Other Nonparametric Tests: What to Do When You’re Not Normal” (pp. 337–342, 345–346)

·
**Document:** [Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866?wrap=1) [Download Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866/download?download_frd=1)

·
**Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989/download?download_frd=1)

·
**Document:** [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864/download?download_frd=1)

[Required Media](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

· Niedz, B. (2024). Inferential comparison of counts (chi square) [Video]. Walden University Canvas. https://waldenu.instructure.com

[Optional Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

· Conner, C. (2018).
[_Evaluating the impact of an early warning scoring system in a community hospital setting_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/4846/) (Publication No. 10747387) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/4846/

· Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
[Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
_Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

· Owusu, M. (2023).
[_Language barrier: An unmet challenge for low screening of colorectal cancer among Hispanic Americans in TexasLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/14412/) (Publication No. 30567908) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/14412/

**To prepare:**

· Read and view the Learning Resources.

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

**Post** answers to the following:

· Find the Chi Sq in Moradkhani et al. (2021), Conner (2018), or Owusu (2023) from the Optional Resources, and critique its use in the study.

**## NURS_8211_WK6_ColumnChartsHowTo1.xlsx**

## How to make a column chart

| |
| — |
| How to Make Charts and Graphs in Excel |
| Example: Make a 2D column chart with a small sample of RRT data (25 entries) |
| 1. Summarize summed data for each variable that you want to showcase in a chart. (see Reason for RRT chart, and Shift chart tabs in the excel file) |
| 2. In the summary tab, highlight the two columns that you want to appear on the chart. |
| 3. Click on the insert tab, and look for the column chart icon. Click on it and the chart appears. |
| 4. Double click on the chart and find the icon that says "chart options". From the pull down menu, click on data labels to add. |
| 5. Double click on the word chart and customize a title. |
| Sample charts are provided for your information. |
| Practice by replicating. |

## RRTSurvey

| | | |
| — | — | — |
| Participant | Shift 1=7am-7pm 2=7pm -7am | Description of the call 1= cardiac 2= respiratory 3= neurology 4= other |
| 1 | 1 | 1 |
| 2 | 2 | 1 |
| 3 | 1 | 1 |
| 4 | 1 | 1 |
| 5 | 1 | 1 |
| 6 | 1 | 3 |
| 7 | 2 | 2 |
| 8 | 2 | 3 |
| 9 | 2 | 1 |
| 10 | 2 | 1 |
| 11 | 2 | 3 |
| 12 | 1 | 1 |
| 13 | 1 | 3 |
| 14 | 1 | 4 |
| 15 | 2 | 1 |
| 16 | 2 | 2 |
| 17 | 2 | 2 |
| 18 | 2 | 1 |
| 19 | 2 | 1 |
| 20 | 2 | 3 |
| 21 | 2 | 1 |
| 22 | 2 | 3 |
| 23 | 2 | 3 |
| 24 | 2 | 1 |
| 25 | 1 | 1 |

## Reason for RRT Chart

| | |
| — | — |
| | Reason for calling |
| Cardiac | 14 |
| Respiratory | 3 |
| Neurology | 7 |
| Other | 1 |

Reasons for RRT

Cardiac Respiratory Neurology Other 14 3 7 1

## Shift Chart

| | |
| — | — |
| Shift |
| days | 8 |
| nights | 16 |

**## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/wk-6-dis-data)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for Use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

**Reviewer Name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article Number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, Date, and Title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of Evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, Size, and Setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings That Help Answer the EBP Question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures Used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

**Evidence Level and Quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to Team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**NURS_8211_WK6ComparisonofCountsChi.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6comparisonofcountschi-pptx)

**NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6-appendixe-researchevidenceappraisal-docx)

**## WK6DIS.DATA.docx**

Self-Study: Comparing Counts (Chi Square)

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/6373771)

[Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

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

· Chapter 6, “Evidence of Appraisal: Research” (pp. 254–267)

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

· Chapter 5, “Creating Graphs: A Picture Really Is Worth a Thousand Words” (pp. 110–115)

· Chapter 18, “Chi-Square and Some Other Nonparametric Tests: What to Do When You’re Not Normal” (pp. 337–342, 345–346)

·
**Document:** [Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866?wrap=1) [Download Creating Charts in Excel (Excel)](https://waldenu.instructure.com/courses/157739/files/12465866/download?download_frd=1)

·
**Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465989/download?download_frd=1)

·
**Document:** [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/157739/files/12465864/download?download_frd=1)

[Required Media](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

· Niedz, B. (2024). Inferential comparison of counts (chi square) [Video]. Walden University Canvas. https://waldenu.instructure.com

[Optional Resources](https://waldenu.instructure.com/courses/157739/pages/week-6-learning-resources?module_item_id=6373771)

· Conner, C. (2018).
[_Evaluating the impact of an early warning scoring system in a community hospital setting_ Links to an external site.](https://scholarworks.waldenu.edu/dissertations/4846/) (Publication No. 10747387) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/4846/

· Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
[Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
_Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

· Owusu, M. (2023).
[_Language barrier: An unmet challenge for low screening of colorectal cancer among Hispanic Americans in TexasLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/14412/) (Publication No. 30567908) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/14412/

**To prepare:**

· Read and view the Learning Resources.

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

**Post** answers to the following:

· Find the Chi Sq in Moradkhani et al. (2021), Conner (2018), or Owusu (2023) from the Optional Resources, and critique its use in the study.

**## NURS_8211_WK6_ColumnChartsHowTo1.xlsx**

## How to make a column chart

| |
| — |
| How to Make Charts and Graphs in Excel |
| Example: Make a 2D column chart with a small sample of RRT data (25 entries) |
| 1. Summarize summed data for each variable that you want to showcase in a chart. (see Reason for RRT chart, and Shift chart tabs in the excel file) |
| 2. In the summary tab, highlight the two columns that you want to appear on the chart. |
| 3. Click on the insert tab, and look for the column chart icon. Click on it and the chart appears. |
| 4. Double click on the chart and find the icon that says "chart options". From the pull down menu, click on data labels to add. |
| 5. Double click on the word chart and customize a title. |
| Sample charts are provided for your information. |
| Practice by replicating. |

## RRTSurvey

| | | |
| — | — | — |
| Participant | Shift 1=7am-7pm 2=7pm -7am | Description of the call 1= cardiac 2= respiratory 3= neurology 4= other |
| 1 | 1 | 1 |
| 2 | 2 | 1 |
| 3 | 1 | 1 |
| 4 | 1 | 1 |
| 5 | 1 | 1 |
| 6 | 1 | 3 |
| 7 | 2 | 2 |
| 8 | 2 | 3 |
| 9 | 2 | 1 |
| 10 | 2 | 1 |
| 11 | 2 | 3 |
| 12 | 1 | 1 |
| 13 | 1 | 3 |
| 14 | 1 | 4 |
| 15 | 2 | 1 |
| 16 | 2 | 2 |
| 17 | 2 | 2 |
| 18 | 2 | 1 |
| 19 | 2 | 1 |
| 20 | 2 | 3 |
| 21 | 2 | 1 |
| 22 | 2 | 3 |
| 23 | 2 | 3 |
| 24 | 2 | 1 |
| 25 | 1 | 1 |

## Reason for RRT Chart

| | |
| — | — |
| | Reason for calling |
| Cardiac | 14 |
| Respiratory | 3 |
| Neurology | 7 |
| Other | 1 |

Reasons for RRT

Cardiac Respiratory Neurology Other 14 3 7 1

## Shift Chart

| | |
| — | — |
| Shift |
| days | 8 |
| nights | 16 |

**## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/wk-6-dis-data)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for Use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

**Reviewer Name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article Number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, Date, and Title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of Evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, Size, and Setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings That Help Answer the EBP Question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures Used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

**Evidence Level and Quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to Team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**NURS_8211_WK6ComparisonofCountsChi.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6comparisonofcountschi-pptx)

**NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk6-appendixe-researchevidenceappraisal-docx)

November 5, 2026
[Solved] NUR 505 530 DISCUSSION

✓ Verified Academic Solution Available

Executive Solution Overview

I need help on my discussion please. – 2 years ago **files (1)** – ## NUR505530DisWk3.pdf **## NUR505530DisWk3.pdf** Caring for American Eskimo, Japanese, & Russian Populations After studying Module 3: Lecture Materials & Resources, discuss the following: A. List factors that predispose Eskimos to r…

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Assignment Prompt & Instructions

I need help on my discussion please.

– 2 years ago

**files (1)**

– ## NUR505530DisWk3.pdf

**## NUR505530DisWk3.pdf**

Caring for American Eskimo, Japanese, & Russian Populations

After studying Module 3: Lecture Materials & Resources, discuss the following:

A. List factors that predispose Eskimos to risk as a result of the consumption of
large quantities of sugar.

B. Analyze different strategies useful in communicating with the Japanese
American family.

C. When caring for a Russian American client, for the most part, at what distance
would a Russian patient feel at most ease?

Submission Instructions:

• Your initial post should be at least 500 words, formatted, and cited in current
APA style with support from at least 2 academic sources.  Your initial post is
worth 8 points.

• You should respond to at least two of your peers by extending, refuting/
correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)

• Incorporate a minimum of 2 current (published within the last five years)
scholarly journal articles or primary legal sources (statutes, court opinions) within
your work. Journal articles should be referenced according to the current APA
style (the online library has an abbreviated version of the APA Manual).

Case Study: J.T.

Purpo
se:

Analyze and apply critical thinking skills in the
psychopathology of mental health patients and provide
treatment and health promotion while applying evidence-
based research.

[https://stu.instructure.com/courses/43801/pages/module-3-lecture-materials-and-resources](https://stu.instructure.com/courses/43801/pages/module-3-lecture-materials-and-resources)

Scena
rio:

J.T. is a 20 year-old who reports to you that he feels
depressed and is experiencing a significant amount of
stress about school, noting that he’ll “probably flunk out.”
He spends much of his day in his dorm room playing
video games and has a hard time identifying what, if
anything, is enjoyable in a typical day. He rarely attends
class and has avoided reaching out to his professors to
try to salvage his grades this semester. J.T. has always
been a self-described shy person and has had a very
small and cohesive group of friends from elementary
through high school. Notably, his level of stress
significantly amplified when he began college.

You learn that when meeting new people, he has a hard
time concentrating on the interaction because he is busy
worrying about what they will think of him – he assumes
they will find him “dumb,” “boring,” or a “loser.” When he
loses his concentration, he stutters, is at a loss for words,
and starts to sweat, which only serves to make him feel
more uneasy. After the interaction, he replays the
conversation over and over again, focusing on the
“stupid” things he said. Similarly, he has a long-standing
history of being uncomfortable with authority figures and
has had a hard time raising his hand in class and
approaching teachers. Since starting college, he has
been isolating more, turning down invitations from his
roommate to go eat or hang out, ignoring his cell phone
when it rings, and habitually skipping class. His concerns
about how others view him are what drive him to engage
in these avoidance behaviors.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and cited in current APA
style with support from at least 2 academic sources.  Your initial post is worth 8
points.

• You should respond to at least two of your peers by extending, refuting/
correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)

• All replies must be constructive and use literature where possible.

Quest
ions:

Remember to answer these questions from your
textbooks and NP guidelines. At all times, explain your
answers.

1. Generate a primary and differential diagnosis using
the DSM-5 criteria.

2. Develop a biopsychosocial plan of care for this
client.

3. Compare and contrast fear, worry, anxiety, and
panic.

**## NUR505530DisWk3.pdf**

Caring for American Eskimo, Japanese, & Russian Populations

After studying Module 3: Lecture Materials & Resources, discuss the following:

A. List factors that predispose Eskimos to risk as a result of the consumption of
large quantities of sugar.

B. Analyze different strategies useful in communicating with the Japanese
American family.

C. When caring for a Russian American client, for the most part, at what distance
would a Russian patient feel at most ease?

Submission Instructions:

• Your initial post should be at least 500 words, formatted, and cited in current
APA style with support from at least 2 academic sources.  Your initial post is
worth 8 points.

• You should respond to at least two of your peers by extending, refuting/
correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)

• Incorporate a minimum of 2 current (published within the last five years)
scholarly journal articles or primary legal sources (statutes, court opinions) within
your work. Journal articles should be referenced according to the current APA
style (the online library has an abbreviated version of the APA Manual).

Case Study: J.T.

Purpo
se:

Analyze and apply critical thinking skills in the
psychopathology of mental health patients and provide
treatment and health promotion while applying evidence-
based research.

[https://stu.instructure.com/courses/43801/pages/module-3-lecture-materials-and-resources](https://stu.instructure.com/courses/43801/pages/module-3-lecture-materials-and-resources)

Scena
rio:

J.T. is a 20 year-old who reports to you that he feels
depressed and is experiencing a significant amount of
stress about school, noting that he’ll “probably flunk out.”
He spends much of his day in his dorm room playing
video games and has a hard time identifying what, if
anything, is enjoyable in a typical day. He rarely attends
class and has avoided reaching out to his professors to
try to salvage his grades this semester. J.T. has always
been a self-described shy person and has had a very
small and cohesive group of friends from elementary
through high school. Notably, his level of stress
significantly amplified when he began college.

You learn that when meeting new people, he has a hard
time concentrating on the interaction because he is busy
worrying about what they will think of him – he assumes
they will find him “dumb,” “boring,” or a “loser.” When he
loses his concentration, he stutters, is at a loss for words,
and starts to sweat, which only serves to make him feel
more uneasy. After the interaction, he replays the
conversation over and over again, focusing on the
“stupid” things he said. Similarly, he has a long-standing
history of being uncomfortable with authority figures and
has had a hard time raising his hand in class and
approaching teachers. Since starting college, he has
been isolating more, turning down invitations from his
roommate to go eat or hang out, ignoring his cell phone
when it rings, and habitually skipping class. His concerns
about how others view him are what drive him to engage
in these avoidance behaviors.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and cited in current APA
style with support from at least 2 academic sources.  Your initial post is worth 8
points.

• You should respond to at least two of your peers by extending, refuting/
correcting, or adding additional nuance to their posts. Your reply posts are worth
2 points (1 point per response.)

• All replies must be constructive and use literature where possible.

Quest
ions:

Remember to answer these questions from your
textbooks and NP guidelines. At all times, explain your
answers.

1. Generate a primary and differential diagnosis using
the DSM-5 criteria.

2. Develop a biopsychosocial plan of care for this
client.

3. Compare and contrast fear, worry, anxiety, and
panic.

November 5, 2026
[Solved] WK 6 BLOG

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## WK6Blog.docx **## WK6Blog.docx** Blog: Critiquing Sources of Error in Population Research to Address Gaps in Nursing Practice ![A person in blue scrubs holding a tablet AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-6-blog) As a DNP-e…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## WK6Blog.docx

**## WK6Blog.docx**

Blog: Critiquing Sources of Error in Population Research to Address Gaps in Nursing Practice

![A person in blue scrubs holding a tablet AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-6-blog)

As a DNP-educated nurse, part of your role will be to identify the differences, or gaps, between current knowledge and practice and opportunities for improvement leading to an ideal state of practice. Being able to recognize and evaluate sources of error in population research is an important skill that can lead to better implementation of evidence-based practice.

In order to effectively critique and apply population research to practice, you should be familiar with the following types of error:

**Selection Bias**

Selection bias in epidemiological studies occurs when study participants do not accurately represent the population for whom results will be generalized, and this results in a measure of association that is distorted (i.e., not close to the truth). For example, if persons responding to a survey tend to be different (e.g., younger) than those who do not respond, then the study sample is not representative of the general population, and study results may be misleading if generalized.

**Information Bias**

Information bias results from errors made in the collection of information obtained in a study. For example, participants’ self-report of their diet may be inaccurate for many reasons. They may not remember what they ate, or they may want to portray themselves as making healthier choices than they typically make. Regardless of the reason, the information collected is not accurate and therefore introduces bias into the analysis.

**Confounding**

Confounding occurs when a third variable is really responsible for the association you think you see between two other variables. For example, suppose researchers detect a relationship between consumption of alcohol and occurrence of lung cancer. The results of the study seem to indicate that consuming alcohol leads to a higher risk of developing lung cancer. However, when researchers take into account that people who drink alcohol are much more likely to smoke than those who do not, it becomes clear that the real association is between smoking and lung cancer and the reason that those who consume alcohol had a higher risk of lung cancer was because they were also more likely to be smokers. In this example, smoking was a confounder of the alcohol-lung cancer relationship.

**Random Error**

The previous three types of errors all fall under the category of
_systematic errors_, which are reproducible errors having to do with flaws in study design, sampling, data collection, analysis, or interpretation.
_Random errors_, on the other hand, are fluctuations in results that arise from naturally occurring differences in variables or samples. While unavoidable to a small degree even under the most careful research parameters, these types of errors can still affect the validity of studies.

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/6259874)

[Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-6-learning-resources?module_item_id=6259874)

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

· Chapter 5, “Epidemiological Methods and Measurements in Population-Based Nursing Practice: Part II” (pp. 106-128)

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

· Chapter 10, “Data Interpretation Issues”

· Enzenbach, C., Wicklein, B., Wirkner, K., & Loeffler, M. (2019).
[Evaluating selection bias in a population-based cohort study with low baseline participation: The LIFE-Adult-StudyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=137275246&site=ehost-live&scope=site&custid=s6527200).
_BMC Medical Research Methodology_,
_19_(1), Article 135. https://doi.org/10.1186/s12874-019-0779-8

· Khalili, P., Nadimi, A. E., Baradaran, H. R., Janani, L., Rahimi-Movaghar, A., Rajabi, Z., Rahmani, A., Hojati, Z., Khalagi, K., & Motevalian, S. A. (2021).
[Validity of self-reported substance use: Research setting versus primary health care settingLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=152444700&site=ehost-live&scope=site&custid=s6527200).
_Substance abuse Treatment, Prevention, and Policy_,
_16_(1), Article 66. https://doi.org/10.1186/s13011-021-00398-3

· Karr, J. E., Iverson, G. L., Isokuortti, H., Kataja, A., Brander, A., Öhman, J., & Luoto, T. M. (2021).
[Preexisting conditions in older adults with mild traumatic brain injuries. \
_Brain Injury_, 1–9](https://waldenu.instructure.com/courses/155998/files/12410807?wrap=1) [Download Preexisting conditions in older adults with mild traumatic brain injuries. Brain Injury, 1–9](https://waldenu.instructure.com/courses/155998/files/12410807/download?download_frd=1). Advance online publication. https://doi.org/10.1080/02699052.2021.1976419

To Prepare:

· Review this week’s Learning Resources, focusing on how to recognize and distinguish selection bias, information bias, confounding, and random error in research studies.

· Select a health issue and population relevant to your professional practice and a practice gap that may exist related to this issue.

· Consider how each type of measurement error may influence data interpretation in epidemiologic literature and how you might apply the literature to address the identified practice gap.

· Consider strategies you might use to recognize these errors and the implications they may have for addressing gaps in practice relevant to your selected issue.

By Day 3 of Week 6

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

· Describe your selected practice gap.

· Explain how your treatment of this population/issue could be affected by having awareness of bias and confounding in epidemiologic literature.

· Explain two strategies researchers can use to minimize these types of bias in studies, either through study design or analysis considerations.

· Finally, explain the effects these biases could have on the interpretation of study results if not minimized.

By Day 6 of Week 6

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

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

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

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

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

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

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

## image1.jpeg

**## WK6Blog.docx**

Blog: Critiquing Sources of Error in Population Research to Address Gaps in Nursing Practice

![A person in blue scrubs holding a tablet AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-6-blog)

As a DNP-educated nurse, part of your role will be to identify the differences, or gaps, between current knowledge and practice and opportunities for improvement leading to an ideal state of practice. Being able to recognize and evaluate sources of error in population research is an important skill that can lead to better implementation of evidence-based practice.

In order to effectively critique and apply population research to practice, you should be familiar with the following types of error:

**Selection Bias**

Selection bias in epidemiological studies occurs when study participants do not accurately represent the population for whom results will be generalized, and this results in a measure of association that is distorted (i.e., not close to the truth). For example, if persons responding to a survey tend to be different (e.g., younger) than those who do not respond, then the study sample is not representative of the general population, and study results may be misleading if generalized.

**Information Bias**

Information bias results from errors made in the collection of information obtained in a study. For example, participants’ self-report of their diet may be inaccurate for many reasons. They may not remember what they ate, or they may want to portray themselves as making healthier choices than they typically make. Regardless of the reason, the information collected is not accurate and therefore introduces bias into the analysis.

**Confounding**

Confounding occurs when a third variable is really responsible for the association you think you see between two other variables. For example, suppose researchers detect a relationship between consumption of alcohol and occurrence of lung cancer. The results of the study seem to indicate that consuming alcohol leads to a higher risk of developing lung cancer. However, when researchers take into account that people who drink alcohol are much more likely to smoke than those who do not, it becomes clear that the real association is between smoking and lung cancer and the reason that those who consume alcohol had a higher risk of lung cancer was because they were also more likely to be smokers. In this example, smoking was a confounder of the alcohol-lung cancer relationship.

**Random Error**

The previous three types of errors all fall under the category of
_systematic errors_, which are reproducible errors having to do with flaws in study design, sampling, data collection, analysis, or interpretation.
_Random errors_, on the other hand, are fluctuations in results that arise from naturally occurring differences in variables or samples. While unavoidable to a small degree even under the most careful research parameters, these types of errors can still affect the validity of studies.

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/6259874)

[Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-6-learning-resources?module_item_id=6259874)

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

· Chapter 5, “Epidemiological Methods and Measurements in Population-Based Nursing Practice: Part II” (pp. 106-128)

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

· Chapter 10, “Data Interpretation Issues”

· Enzenbach, C., Wicklein, B., Wirkner, K., & Loeffler, M. (2019).
[Evaluating selection bias in a population-based cohort study with low baseline participation: The LIFE-Adult-StudyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=137275246&site=ehost-live&scope=site&custid=s6527200).
_BMC Medical Research Methodology_,
_19_(1), Article 135. https://doi.org/10.1186/s12874-019-0779-8

· Khalili, P., Nadimi, A. E., Baradaran, H. R., Janani, L., Rahimi-Movaghar, A., Rajabi, Z., Rahmani, A., Hojati, Z., Khalagi, K., & Motevalian, S. A. (2021).
[Validity of self-reported substance use: Research setting versus primary health care settingLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=152444700&site=ehost-live&scope=site&custid=s6527200).
_Substance abuse Treatment, Prevention, and Policy_,
_16_(1), Article 66. https://doi.org/10.1186/s13011-021-00398-3

· Karr, J. E., Iverson, G. L., Isokuortti, H., Kataja, A., Brander, A., Öhman, J., & Luoto, T. M. (2021).
[Preexisting conditions in older adults with mild traumatic brain injuries. \
_Brain Injury_, 1–9](https://waldenu.instructure.com/courses/155998/files/12410807?wrap=1) [Download Preexisting conditions in older adults with mild traumatic brain injuries. Brain Injury, 1–9](https://waldenu.instructure.com/courses/155998/files/12410807/download?download_frd=1). Advance online publication. https://doi.org/10.1080/02699052.2021.1976419

To Prepare:

· Review this week’s Learning Resources, focusing on how to recognize and distinguish selection bias, information bias, confounding, and random error in research studies.

· Select a health issue and population relevant to your professional practice and a practice gap that may exist related to this issue.

· Consider how each type of measurement error may influence data interpretation in epidemiologic literature and how you might apply the literature to address the identified practice gap.

· Consider strategies you might use to recognize these errors and the implications they may have for addressing gaps in practice relevant to your selected issue.

By Day 3 of Week 6

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

· Describe your selected practice gap.

· Explain how your treatment of this population/issue could be affected by having awareness of bias and confounding in epidemiologic literature.

· Explain two strategies researchers can use to minimize these types of bias in studies, either through study design or analysis considerations.

· Finally, explain the effects these biases could have on the interpretation of study results if not minimized.

By Day 6 of Week 6

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

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

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

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

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

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

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

## image1.jpeg

November 5, 2026
[Solved] Discussion

✓ Verified Academic Solution Available

Executive Solution Overview

https://autism.outreach.psu.edu/archive/conference-schedule-2015/?authuser=0 https://docs.google.com/forms/d/e/1FAIpQLScSVqeX3tUxTPoS1af94Ej1gv_iPsW3itctdf6SmSuMwwONYA/viewform?hr_submission=ChkIgMuS6YMWEhAIl6mVk-kVEgcIwJ-hxv8TEAA&authuser=0 – 2 years ago

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Assignment Prompt & Instructions

https://autism.outreach.psu.edu/archive/conference-schedule-2015/?authuser=0

https://docs.google.com/forms/d/e/1FAIpQLScSVqeX3tUxTPoS1af94Ej1gv_iPsW3itctdf6SmSuMwwONYA/viewform?hr_submission=ChkIgMuS6YMWEhAIl6mVk-kVEgcIwJ-hxv8TEAA&authuser=0

– 2 years ago

November 5, 2026
[Solved] week 5 Course project Part 1 The Innovation Proposal

✓ Verified Academic Solution Available

Executive Solution Overview

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Review the instructions for Part 1 in the [Individual Course Project Overview](https://devryu.instructure.com/courses/120768/pages/individual-course-project-overview-2?module_item_id=15801427) under Introducti…

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Assignment Prompt & Instructions

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

Review the instructions for Part 1 in the [Individual Course Project Overview](https://devryu.instructure.com/courses/120768/pages/individual-course-project-overview-2?module_item_id=15801427) under Introduction & Resources.

**Part 1: The Innovation Proposal:**

1. Project Title
2. General description of the kind of business or organization that the project is intended for
3. Description of problem/opportunity that your innovative idea will address
4. Overview of the technology integration components
5. Product or solution scenario as exemplified by customer or end-user population it will serve

The proposal should give a high-level overview of the project. It should provide some general information about the business or organization the project is for, a description of the problem or opportunity that will be addressed and solved with your innovative idea, and an overview of the technology that will be integrated into your solution. It should also provide a scenario that exemplifies the solution and customer or end-user population it will serve. You can develop a scenario illustrating your vision in a brief narrative. The goal is to help the reader envision your innovative solution.

**The proposal should be written in APA format and around 3 THREE double-spaced pages (Excluding the Cover Page and References), using no larger than the Times New Roman, 12-point font.**

**The proposal should consist of the following:**

1. Cover page
2. Table of contents
3. Brief company background
4. Business problems or opportunities overview
1. Briefly describe the problem or opportunity that you will be providing a technology solution for
2. Explain how this problem/opportunity affects the organization
5. Overview of the technology solution category
1. Provide a brief overview of the technology solution category and explain how it fits the organization's needs.
2. Please see the definition of the technology solution category in the Potential Technology Solution Categories section above. You should use one of the technologies listed in that section. If you select another technology, please consult with your professor to ensure it meets this project's requirements (i.e., Project Part 3).

The written document for this assignment should follow the APA style. Ensure correct spelling and grammar (use built-in tool with MS Word).

– 2 years ago

November 5, 2026
[Solved] NGR5131 Culture and Advanced Nursing Practice

✓ Verified Academic Solution Available

Executive Solution Overview

Hmong Culture – 2 years ago **files (3)** – ## HmongCulture.docx – ## SamplePaper.pdf – ## RubricforFormalTeamPaper.pdf **## HmongCulture.docx** **Topic: Hmong Culture** **Just do: 5 pages** **Communication** Dominant language and dialects Temporality and touch **Biocultural Ecology** Diseases and h…

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Assignment Prompt & Instructions

Hmong Culture

– 2 years ago

**files (3)**

– ## HmongCulture.docx

– ## SamplePaper.pdf

– ## RubricforFormalTeamPaper.pdf

**## HmongCulture.docx**

**Topic: Hmong Culture**

**Just do: 5 pages**

**Communication** Dominant language and dialects Temporality and touch

**Biocultural Ecology** Diseases and health conditions Variations in drug metabolism

**Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

**## SamplePaper.pdf**

Sample Paper
Abstract

See page 24 of the APA Manual for content and length

Literature Review: Brazilian Americans
See page 26 of the APA Manual for content of the introduction. Note that the introduction does
not have a heading. For the purposes of this paper, the introduction includes content related to
the overview/heritage of Brazilian Americans. Limit to one page.

Communication
Dominant language and dialects
Temporality and touch

Biocultural Ecology
Diseases and health conditions
Variations in drug metabolism

Pregnancy and Child Bearing Practices
Fertility practices and views toward pregnancy
Prescriptive and taboo practices

Spirituality
Meaning of life and individual sources of strength
Spiritual beliefs and healthcare practices

Recommendations for Research

Be sure to read the paper guidelines for this section

Application to Practice

Summary/Conclusion

References

You will have a minimum of 10 references. Most references should come from research and
data-based, refereed journal articles. Use textbooks sparingly – no more than 3. Web sites are
fine as long as they come from professional associations and organizations. To not use trade
sites, magazines, newsletters, Wikipedia, or Web MD because these are not considered scholarly.
The content has not been validated. A recent survey showed that 11 to 40% of content of these
types of web sites is incorrect.

**## RubricforFormalTeamPaper.pdf**

Rubric for Formal Team Paper: Total 40 Points

Criteria Outstanding Good Basic Weak

24 Points 22 Points 19 Points 18 Points or

less

Literature Review:

60% of grade

Complete a literature

review on any four

domains (except for

the

Overview/Heritage

domain).

Comprehensively

addressed all

domains and

several of their

concepts.

Demonstrates an

in-depth

discussion of

cultural concepts.

Avoids simplistic

description or

summary of

information.

Comprehensively

addressed most

areas and several

concepts in each

domain.

Demonstrates an

in-depth

discussion of

cultural concepts.

Avoids simplistic

description or

summary of

information.

Most

components are

addressed.

More

information on

selected

concepts is

needed.

Content is more

descriptive.

Area is weak

and lacks

adequate

information on

concepts.

Content is

simplistic and

descriptive.

Outstanding

8 Points

Good

6 Points

Basic

4 Points

Weak

3 Points or less

Recommendations

for Research:20%

of grade

Contains four

specific research

questions based on

gaps in the literature.

The research

questions must be

something that a

graduate student can

accomplish. For each

question, identify if

you are doing

qualitative or

quantitative research,

the specific

methodology

(phenomenology,

grounded theory,

correlational, quasi-

experimental, etc.,

and a brief

description of the

methods to conduct

the research.

Each research

question is

something that a

graduate student

can carry out.

Correctly

identifies type of

research, specific

methodology,

and a brief

description of the

methods to carry

out the research.

Each research

question is

something that a

graduate student

can carry out.

Type of research,

specific

methodology,

and a brief

description of the

methods for

conducting the

research are

incorrect in some

instances.

Each research

question is

something that

a graduate

student can

carry out.

Type of

research,

specific

methodology,

and a brief

description of

the methods to

conduct the

research are

incorrect in

most instances.

Not all

research

questions can

be carried out

by a graduate

student.

Incorrect type,

methodology,

and methods

for conducting

the research.

Outstanding
4 Points

Good

3 Points
Basic

2 Points
Weak

1 Point or less

Application to Your

Practice: 10% of

grade.

Be specific, not

something general

that would be the

same for any cultural

group.

Several specific

applications to

clinical practice,

education, and/or

administration or

management are

specific to the

group studied.

Applications are

specific to the

group studied but

cover only one

area: clinical

practice,

education, or

administration or

management.

Applications

are specific to

practice,

education,

administration

or management

but evidence is

contra-

indicated for

the cultural

group

addressed.

Simplistic

applications

that are not

specific to the

cultural group

addressed.

Outstanding
4 Points

Good

3 Points
Basic

2 Points
Weak

1 Point or less

Scholarly Writing:

10% of grade

The presentation and

style of the paper are

consistent with

scholarly work and

reflect use of APA

format for headings,

running head,

abstract,

introduction, and

conclusion/summary.

Conforms to

APA format

throughout the

paper. Includes

abstract,

introduction and

conclusion.

Paper is well

written and

organized.

Predominant use

of primary

sources and

recent journals.

Grammar and

punctuation are

correct

Conforms to

APA format

throughout the

paper. Includes

abstract,

introduction and

conclusion.

Paper is well

written and

organized.

Predominant use

of primary

sources and

recent journals.

Few grammar,

punctuation, and

spelling errors

are noted.

Some APA

errors. Includes

abstract,

introduction

and conclusion.

Lacks an

acceptable

number of

scholarly

references.

Some grammar,

punctuation,

and spelling

errors are

noted.

Contains

numerous APA

errors. Paper is

difficult to

read. Lacks an

acceptable

number of

scholarly

references.

Several

grammar,

punctuation,

and spelling

errors are

noted.

**## RubricforFormalTeamPaper.pdf**

Rubric for Formal Team Paper: Total 40 Points

Criteria Outstanding Good Basic Weak

24 Points 22 Points 19 Points 18 Points or

less

Literature Review:

60% of grade

Complete a literature

review on any four

domains (except for

the

Overview/Heritage

domain).

Comprehensively

addressed all

domains and

several of their

concepts.

Demonstrates an

in-depth

discussion of

cultural concepts.

Avoids simplistic

description or

summary of

information.

Comprehensively

addressed most

areas and several

concepts in each

domain.

Demonstrates an

in-depth

discussion of

cultural concepts.

Avoids simplistic

description or

summary of

information.

Most

components are

addressed.

More

information on

selected

concepts is

needed.

Content is more

descriptive.

Area is weak

and lacks

adequate

information on

concepts.

Content is

simplistic and

descriptive.

Outstanding

8 Points

Good

6 Points

Basic

4 Points

Weak

3 Points or less

Recommendations

for Research:20%

of grade

Contains four

specific research

questions based on

gaps in the literature.

The research

questions must be

something that a

graduate student can

accomplish. For each

question, identify if

you are doing

qualitative or

quantitative research,

the specific

methodology

(phenomenology,

grounded theory,

correlational, quasi-

experimental, etc.,

and a brief

description of the

methods to conduct

the research.

Each research

question is

something that a

graduate student

can carry out.

Correctly

identifies type of

research, specific

methodology,

and a brief

description of the

methods to carry

out the research.

Each research

question is

something that a

graduate student

can carry out.

Type of research,

specific

methodology,

and a brief

description of the

methods for

conducting the

research are

incorrect in some

instances.

Each research

question is

something that

a graduate

student can

carry out.

Type of

research,

specific

methodology,

and a brief

description of

the methods to

conduct the

research are

incorrect in

most instances.

Not all

research

questions can

be carried out

by a graduate

student.

Incorrect type,

methodology,

and methods

for conducting

the research.

Outstanding
4 Points

Good

3 Points
Basic

2 Points
Weak

1 Point or less

Application to Your

Practice: 10% of

grade.

Be specific, not

something general

that would be the

same for any cultural

group.

Several specific

applications to

clinical practice,

education, and/or

administration or

management are

specific to the

group studied.

Applications are

specific to the

group studied but

cover only one

area: clinical

practice,

education, or

administration or

management.

Applications

are specific to

practice,

education,

administration

or management

but evidence is

contra-

indicated for

the cultural

group

addressed.

Simplistic

applications

that are not

specific to the

cultural group

addressed.

Outstanding
4 Points

Good

3 Points
Basic

2 Points
Weak

1 Point or less

Scholarly Writing:

10% of grade

The presentation and

style of the paper are

consistent with

scholarly work and

reflect use of APA

format for headings,

running head,

abstract,

introduction, and

conclusion/summary.

Conforms to

APA format

throughout the

paper. Includes

abstract,

introduction and

conclusion.

Paper is well

written and

organized.

Predominant use

of primary

sources and

recent journals.

Grammar and

punctuation are

correct

Conforms to

APA format

throughout the

paper. Includes

abstract,

introduction and

conclusion.

Paper is well

written and

organized.

Predominant use

of primary

sources and

recent journals.

Few grammar,

punctuation, and

spelling errors

are noted.

Some APA

errors. Includes

abstract,

introduction

and conclusion.

Lacks an

acceptable

number of

scholarly

references.

Some grammar,

punctuation,

and spelling

errors are

noted.

Contains

numerous APA

errors. Paper is

difficult to

read. Lacks an

acceptable

number of

scholarly

references.

Several

grammar,

punctuation,

and spelling

errors are

noted.

**## HmongCulture.docx**

**Topic: Hmong Culture**

**Just do: 5 pages**

**Communication** Dominant language and dialects Temporality and touch

**Biocultural Ecology** Diseases and health conditions Variations in drug metabolism

**Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

**## SamplePaper.pdf**

Sample Paper
Abstract

See page 24 of the APA Manual for content and length

Literature Review: Brazilian Americans
See page 26 of the APA Manual for content of the introduction. Note that the introduction does
not have a heading. For the purposes of this paper, the introduction includes content related to
the overview/heritage of Brazilian Americans. Limit to one page.

Communication
Dominant language and dialects
Temporality and touch

Biocultural Ecology
Diseases and health conditions
Variations in drug metabolism

Pregnancy and Child Bearing Practices
Fertility practices and views toward pregnancy
Prescriptive and taboo practices

Spirituality
Meaning of life and individual sources of strength
Spiritual beliefs and healthcare practices

Recommendations for Research

Be sure to read the paper guidelines for this section

Application to Practice

Summary/Conclusion

References

You will have a minimum of 10 references. Most references should come from research and
data-based, refereed journal articles. Use textbooks sparingly – no more than 3. Web sites are
fine as long as they come from professional associations and organizations. To not use trade
sites, magazines, newsletters, Wikipedia, or Web MD because these are not considered scholarly.
The content has not been validated. A recent survey showed that 11 to 40% of content of these
types of web sites is incorrect.

**## RubricforFormalTeamPaper.pdf**

Rubric for Formal Team Paper: Total 40 Points

Criteria Outstanding Good Basic Weak

24 Points 22 Points 19 Points 18 Points or

less

Literature Review:

60% of grade

Complete a literature

review on any four

domains (except for

the

Overview/Heritage

domain).

Comprehensively

addressed all

domains and

several of their

concepts.

Demonstrates an

in-depth

discussion of

cultural concepts.

Avoids simplistic

description or

summary of

information.

Comprehensively

addressed most

areas and several

concepts in each

domain.

Demonstrates an

in-depth

discussion of

cultural concepts.

Avoids simplistic

description or

summary of

information.

Most

components are

addressed.

More

information on

selected

concepts is

needed.

Content is more

descriptive.

Area is weak

and lacks

adequate

information on

concepts.

Content is

simplistic and

descriptive.

Outstanding

8 Points

Good

6 Points

Basic

4 Points

Weak

3 Points or less

Recommendations

for Research:20%

of grade

Contains four

specific research

questions based on

gaps in the literature.

The research

questions must be

something that a

graduate student can

accomplish. For each

question, identify if

you are doing

qualitative or

quantitative research,

the specific

methodology

(phenomenology,

grounded theory,

correlational, quasi-

experimental, etc.,

and a brief

description of the

methods to conduct

the research.

Each research

question is

something that a

graduate student

can carry out.

Correctly

identifies type of

research, specific

methodology,

and a brief

description of the

methods to carry

out the research.

Each research

question is

something that a

graduate student

can carry out.

Type of research,

specific

methodology,

and a brief

description of the

methods for

conducting the

research are

incorrect in some

instances.

Each research

question is

something that

a graduate

student can

carry out.

Type of

research,

specific

methodology,

and a brief

description of

the methods to

conduct the

research are

incorrect in

most instances.

Not all

research

questions can

be carried out

by a graduate

student.

Incorrect type,

methodology,

and methods

for conducting

the research.

Outstanding
4 Points

Good

3 Points
Basic

2 Points
Weak

1 Point or less

Application to Your

Practice: 10% of

grade.

Be specific, not

something general

that would be the

same for any cultural

group.

Several specific

applications to

clinical practice,

education, and/or

administration or

management are

specific to the

group studied.

Applications are

specific to the

group studied but

cover only one

area: clinical

practice,

education, or

administration or

management.

Applications

are specific to

practice,

education,

administration

or management

but evidence is

contra-

indicated for

the cultural

group

addressed.

Simplistic

applications

that are not

specific to the

cultural group

addressed.

Outstanding
4 Points

Good

3 Points
Basic

2 Points
Weak

1 Point or less

Scholarly Writing:

10% of grade

The presentation and

style of the paper are

consistent with

scholarly work and

reflect use of APA

format for headings,

running head,

abstract,

introduction, and

conclusion/summary.

Conforms to

APA format

throughout the

paper. Includes

abstract,

introduction and

conclusion.

Paper is well

written and

organized.

Predominant use

of primary

sources and

recent journals.

Grammar and

punctuation are

correct

Conforms to

APA format

throughout the

paper. Includes

abstract,

introduction and

conclusion.

Paper is well

written and

organized.

Predominant use

of primary

sources and

recent journals.

Few grammar,

punctuation, and

spelling errors

are noted.

Some APA

errors. Includes

abstract,

introduction

and conclusion.

Lacks an

acceptable

number of

scholarly

references.

Some grammar,

punctuation,

and spelling

errors are

noted.

Contains

numerous APA

errors. Paper is

difficult to

read. Lacks an

acceptable

number of

scholarly

references.

Several

grammar,

punctuation,

and spelling

errors are

noted.

**## HmongCulture.docx**

**Topic: Hmong Culture**

**Just do: 5 pages**

**Communication** Dominant language and dialects Temporality and touch

**Biocultural Ecology** Diseases and health conditions Variations in drug metabolism

**Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

**## SamplePaper.pdf**

Sample Paper
Abstract

See page 24 of the APA Manual for content and length

Literature Review: Brazilian Americans
See page 26 of the APA Manual for content of the introduction. Note that the introduction does
not have a heading. For the purposes of this paper, the introduction includes content related to
the overview/heritage of Brazilian Americans. Limit to one page.

Communication
Dominant language and dialects
Temporality and touch

Biocultural Ecology
Diseases and health conditions
Variations in drug metabolism

Pregnancy and Child Bearing Practices
Fertility practices and views toward pregnancy
Prescriptive and taboo practices

Spirituality
Meaning of life and individual sources of strength
Spiritual beliefs and healthcare practices

Recommendations for Research

Be sure to read the paper guidelines for this section

Application to Practice

Summary/Conclusion

References

You will have a minimum of 10 references. Most references should come from research and
data-based, refereed journal articles. Use textbooks sparingly – no more than 3. Web sites are
fine as long as they come from professional associations and organizations. To not use trade
sites, magazines, newsletters, Wikipedia, or Web MD because these are not considered scholarly.
The content has not been validated. A recent survey showed that 11 to 40% of content of these
types of web sites is incorrect.

**## RubricforFormalTeamPaper.pdf**

Rubric for Formal Team Paper: Total 40 Points

Criteria Outstanding Good Basic Weak

24 Points 22 Points 19 Points 18 Points or

less

Literature Review:

60% of grade

Complete a literature

review on any four

domains (except for

the

Overview/Heritage

domain).

Comprehensively

addressed all

domains and

several of their

concepts.

Demonstrates an

in-depth

discussion of

cultural concepts.

Avoids simplistic

description or

summary of

information.

Comprehensively

addressed most

areas and several

concepts in each

domain.

Demonstrates an

in-depth

discussion of

cultural concepts.

Avoids simplistic

description or

summary of

information.

Most

components are

addressed.

More

information on

selected

concepts is

needed.

Content is more

descriptive.

Area is weak

and lacks

adequate

information on

concepts.

Content is

simplistic and

descriptive.

Outstanding

8 Points

Good

6 Points

Basic

4 Points

Weak

3 Points or less

Recommendations

for Research:20%

of grade

Contains four

specific research

questions based on

gaps in the literature.

The research

questions must be

something that a

graduate student can

accomplish. For each

question, identify if

you are doing

qualitative or

quantitative research,

the specific

methodology

(phenomenology,

grounded theory,

correlational, quasi-

experimental, etc.,

and a brief

description of the

methods to conduct

the research.

Each research

question is

something that a

graduate student

can carry out.

Correctly

identifies type of

research, specific

methodology,

and a brief

description of the

methods to carry

out the research.

Each research

question is

something that a

graduate student

can carry out.

Type of research,

specific

methodology,

and a brief

description of the

methods for

conducting the

research are

incorrect in some

instances.

Each research

question is

something that

a graduate

student can

carry out.

Type of

research,

specific

methodology,

and a brief

description of

the methods to

conduct the

research are

incorrect in

most instances.

Not all

research

questions can

be carried out

by a graduate

student.

Incorrect type,

methodology,

and methods

for conducting

the research.

Outstanding
4 Points

Good

3 Points
Basic

2 Points
Weak

1 Point or less

Application to Your

Practice: 10% of

grade.

Be specific, not

something general

that would be the

same for any cultural

group.

Several specific

applications to

clinical practice,

education, and/or

administration or

management are

specific to the

group studied.

Applications are

specific to the

group studied but

cover only one

area: clinical

practice,

education, or

administration or

management.

Applications

are specific to

practice,

education,

administration

or management

but evidence is

contra-

indicated for

the cultural

group

addressed.

Simplistic

applications

that are not

specific to the

cultural group

addressed.

Outstanding
4 Points

Good

3 Points
Basic

2 Points
Weak

1 Point or less

Scholarly Writing:

10% of grade

The presentation and

style of the paper are

consistent with

scholarly work and

reflect use of APA

format for headings,

running head,

abstract,

introduction, and

conclusion/summary.

Conforms to

APA format

throughout the

paper. Includes

abstract,

introduction and

conclusion.

Paper is well

written and

organized.

Predominant use

of primary

sources and

recent journals.

Grammar and

punctuation are

correct

Conforms to

APA format

throughout the

paper. Includes

abstract,

introduction and

conclusion.

Paper is well

written and

organized.

Predominant use

of primary

sources and

recent journals.

Few grammar,

punctuation, and

spelling errors

are noted.

Some APA

errors. Includes

abstract,

introduction

and conclusion.

Lacks an

acceptable

number of

scholarly

references.

Some grammar,

punctuation,

and spelling

errors are

noted.

Contains

numerous APA

errors. Paper is

difficult to

read. Lacks an

acceptable

number of

scholarly

references.

Several

grammar,

punctuation,

and spelling

errors are

noted.

November 5, 2026
[Solved] week 4 peds reply

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APA format Minimum 1 paragraph per reply Total of 2 replies Due in 8 hrs – 2 years ago **files (1)** – ## week4pedsreplies.docx **## week4pedsreplies.docx** Victoria **Case Scenario 1:** Keisha has come in for her annual well-child visit. Keisha enjoys preschool, she has been a healthy child, and sh…

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Assignment Prompt & Instructions

APA format

Minimum 1 paragraph per reply

Total of 2 replies

Due in 8 hrs

– 2 years ago

**files (1)**

– ## week4pedsreplies.docx

**## week4pedsreplies.docx**

Victoria

**Case Scenario 1:** Keisha has come in for her annual well-child visit. Keisha enjoys preschool, she has been a healthy child, and she is at the 50% for height and weight. On exam, you note a Grade III/VI, mid-systolic murmur, heard best in the left sternal border.

· What additional information should the APRN know about Keisha?

· What tests should the APRN order?

· What should the APRN specifically include in the cardiac physical examination?

· How should the APRN approach referrals?

**Additional Information that the APRN has to know about Keisha**

The APRN should inquire about Keisha’s past medical history and ask whether she has had any signs and symptoms of the heart like fatigue, breathing difficulties, cyanosis, low weight gain or syncope. Additionally, a complete evaluation of family history on heart disease, cardiac-related death information and genetic disorders must be established before diagnosis. A full patient medical history including recurring respiratory infections, feeding troubles or reduced exercise tolerance must be recorded because it reveals the significance of the heart murmur.

**Tests to Order**

The APRN should request for an electrocardiogram (ECG) to check for any conduction disturbances or signs of the ventricular hypertrophy that implies structural heart disease. Chest X-ray should also be used to assess the size of the heart and pulmonary vasculature for the markers of increased cardiac demand. If the murmur is suspected to be pathological, then an echo should be arranged to give further views of the cardiac structures and their performance (Riley, 2024). If there is still doubt, the child may be referred to a pediatric cardiologist for further diagnostic studies.

**Cardiac Physical Examination**

The APRN should examine the location and intensity of the murmur, its pitch and the nature of radiation, if it is position related or activity related. In performing an inspection of the precordium, examination for thrills, heaves, or abnormal impulses should be done. There should be equal strength and number on the right and left sides, and femoral should be checked to eliminate coarctation of aorta (Malik & Goyal, 2023). Other examination findings that should be assessed include capillary refill time, blood pressure in the four limbs, and signs of cyanosis or clubbing (Malik & Goyal, 2023). More assessment should be done to check for an S3 or S4 gallop, click or changes in the murmur with the Valsalva maneuver.

**Approach to Referrals**

If the murmur is considered innocent, no referral may be required but subsequent examination should be done to check on any changes. If there is a suspicious feature like loud murmur, diastolic component, abnormal heart sounds or any other associated symptoms then the patient should be referred to a pediatric cardiologist for further examination through echocardiogram and cardiology follow up as recommended by Ford et al., 2022. Parents can get worried about the child’s condition hence the need to explain why the child needs to be referred to a specialist, what might be expected, and that there is nothing wrong with the process.

Glyka

**Case Scenario 6:** Luis is a 12-year-old male who lives in a dilapidated, older apartment complex. He has had a chronic cough since moving into that apartment building 8 weeks ago. His asthma has worsened despite using his albuterol inhaler more than usual (3 times a day or more) and steroid inhaler, complains of shortness of breath, wheezing, and chest tightness, and a dry cough at night and early morning hours (waking him up 2-3 times a week). Luis has had to miss school and is too tired to play with his friends.

· What diagnostic tests might you perform and why?

· What is the gold standard for diagnosing asthma?

· How would you manage his asthma symptoms?

· What type of education should you give parents and Luis?

· What is the proper way to use a metered dose inhaler?

**Question 1: Diagnostic Tests.**

· The test measures lung function precisely to both diagnose and verify asthma cases.

· Other potential lung causes of persistent cough will be ruled out through the diagnostic procedure of chest X-ray testing.

· The testing determines the presence of any environmental causes that might trigger allergies.

· PEF monitoring provides assessments about asthma control and variability as described by Al-Moamary et al. (2021).

**Question 2: Gold Standard for Diagnosing Asthma.**

· The diagnosis of asthma uses spirometry testing with bronchodilator response as its standard method.

**Question 3: Management of Asthma Symptoms.**

· Controller medications: Increase inhaled corticosteroid dosages or including long-acting beta-agonist (LABA) medications in the care plan (Cloutier et al., 2021).

· Rescue medications: When symptoms rapidly appear, you should maintain your use of an albuterol inhaler at regular intervals.

· Environmental control: Discover and minimize asthma triggers, including mold as well as dust mites in the environment.

· Action plan: Develop a written asthma action plan for Luis and his parents.

**Question 4: Education**

· Luis requires the following education together with his parents about his condition.

· Teach the correct technique for using a metered-dose inhaler (MDI) with a spacer.

· Help Luis and his parent’s understand effective methods to minimize contact with asthma precipitating factors.

· The patient and parents need training to detect asthma attack warning signs in their early stages.

· The healthcare professional should schedule periodic appointments to track asthma management results (Martin et al., 2022).

**Question 5: The correct methodology to administer a Metered-Dose Inhaler (MDI)**

Shake the inhaler well, attach the spacer if available, and exhale fully. Then, insert the mouthpiece into the mouth before pressing lips tightly around it. To get the medicine from the inhaler, press the button while inhaling long and deep breaths. The breath-holding period begins once complete exhalation happens, and it extends for 10 seconds before the slow exhale. Lastly, wait 30-60 seconds after each puff before using additional medication.

**## week4pedsreplies.docx**

Victoria

**Case Scenario 1:** Keisha has come in for her annual well-child visit. Keisha enjoys preschool, she has been a healthy child, and she is at the 50% for height and weight. On exam, you note a Grade III/VI, mid-systolic murmur, heard best in the left sternal border.

· What additional information should the APRN know about Keisha?

· What tests should the APRN order?

· What should the APRN specifically include in the cardiac physical examination?

· How should the APRN approach referrals?

**Additional Information that the APRN has to know about Keisha**

The APRN should inquire about Keisha’s past medical history and ask whether she has had any signs and symptoms of the heart like fatigue, breathing difficulties, cyanosis, low weight gain or syncope. Additionally, a complete evaluation of family history on heart disease, cardiac-related death information and genetic disorders must be established before diagnosis. A full patient medical history including recurring respiratory infections, feeding troubles or reduced exercise tolerance must be recorded because it reveals the significance of the heart murmur.

**Tests to Order**

The APRN should request for an electrocardiogram (ECG) to check for any conduction disturbances or signs of the ventricular hypertrophy that implies structural heart disease. Chest X-ray should also be used to assess the size of the heart and pulmonary vasculature for the markers of increased cardiac demand. If the murmur is suspected to be pathological, then an echo should be arranged to give further views of the cardiac structures and their performance (Riley, 2024). If there is still doubt, the child may be referred to a pediatric cardiologist for further diagnostic studies.

**Cardiac Physical Examination**

The APRN should examine the location and intensity of the murmur, its pitch and the nature of radiation, if it is position related or activity related. In performing an inspection of the precordium, examination for thrills, heaves, or abnormal impulses should be done. There should be equal strength and number on the right and left sides, and femoral should be checked to eliminate coarctation of aorta (Malik & Goyal, 2023). Other examination findings that should be assessed include capillary refill time, blood pressure in the four limbs, and signs of cyanosis or clubbing (Malik & Goyal, 2023). More assessment should be done to check for an S3 or S4 gallop, click or changes in the murmur with the Valsalva maneuver.

**Approach to Referrals**

If the murmur is considered innocent, no referral may be required but subsequent examination should be done to check on any changes. If there is a suspicious feature like loud murmur, diastolic component, abnormal heart sounds or any other associated symptoms then the patient should be referred to a pediatric cardiologist for further examination through echocardiogram and cardiology follow up as recommended by Ford et al., 2022. Parents can get worried about the child’s condition hence the need to explain why the child needs to be referred to a specialist, what might be expected, and that there is nothing wrong with the process.

Glyka

**Case Scenario 6:** Luis is a 12-year-old male who lives in a dilapidated, older apartment complex. He has had a chronic cough since moving into that apartment building 8 weeks ago. His asthma has worsened despite using his albuterol inhaler more than usual (3 times a day or more) and steroid inhaler, complains of shortness of breath, wheezing, and chest tightness, and a dry cough at night and early morning hours (waking him up 2-3 times a week). Luis has had to miss school and is too tired to play with his friends.

· What diagnostic tests might you perform and why?

· What is the gold standard for diagnosing asthma?

· How would you manage his asthma symptoms?

· What type of education should you give parents and Luis?

· What is the proper way to use a metered dose inhaler?

**Question 1: Diagnostic Tests.**

· The test measures lung function precisely to both diagnose and verify asthma cases.

· Other potential lung causes of persistent cough will be ruled out through the diagnostic procedure of chest X-ray testing.

· The testing determines the presence of any environmental causes that might trigger allergies.

· PEF monitoring provides assessments about asthma control and variability as described by Al-Moamary et al. (2021).

**Question 2: Gold Standard for Diagnosing Asthma.**

· The diagnosis of asthma uses spirometry testing with bronchodilator response as its standard method.

**Question 3: Management of Asthma Symptoms.**

· Controller medications: Increase inhaled corticosteroid dosages or including long-acting beta-agonist (LABA) medications in the care plan (Cloutier et al., 2021).

· Rescue medications: When symptoms rapidly appear, you should maintain your use of an albuterol inhaler at regular intervals.

· Environmental control: Discover and minimize asthma triggers, including mold as well as dust mites in the environment.

· Action plan: Develop a written asthma action plan for Luis and his parents.

**Question 4: Education**

· Luis requires the following education together with his parents about his condition.

· Teach the correct technique for using a metered-dose inhaler (MDI) with a spacer.

· Help Luis and his parent’s understand effective methods to minimize contact with asthma precipitating factors.

· The patient and parents need training to detect asthma attack warning signs in their early stages.

· The healthcare professional should schedule periodic appointments to track asthma management results (Martin et al., 2022).

**Question 5: The correct methodology to administer a Metered-Dose Inhaler (MDI)**

Shake the inhaler well, attach the spacer if available, and exhale fully. Then, insert the mouthpiece into the mouth before pressing lips tightly around it. To get the medicine from the inhaler, press the button while inhaling long and deep breaths. The breath-holding period begins once complete exhalation happens, and it extends for 10 seconds before the slow exhale. Lastly, wait 30-60 seconds after each puff before using additional medication.

November 5, 2026