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Tag: Model Answer

  • [Solved] Writing English

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    see attached – 2 years ago **files (1)** – ## weModule4asig1.docx **## weModule4asig1.docx** **Module 4:** _Introduction to the White Paper_ Be sure to review the [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submiss…

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    Assignment Prompt & Instructions

    see attached

    – 2 years ago

    **files (1)**

    – ## weModule4asig1.docx

    **## weModule4asig1.docx**

    **Module 4:** _Introduction to the White Paper_

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions**

    · Find a sample White Paper online. Read it and then submit your reply to the following questions:

    1.

    1. Would you give the writer any pointers on how to write a better White Paper? If so, which ones?

    2. Who do you think was the audience? In your opinion, do you think the author reached their audience? Why or why not?

    3. Did the White Paper have an attention-grabbing intro? Would you have changed it?

    4. Did the White Paper have a clear call to action at the end?

    5. Was it visually appealing? (Did it use graphics, tables, charts?)

    · The professor needs to be able to go to the white paper and take a look. So, you must provide the URL to the White Paper. Please ensure you provide the link and full citation to your White Paper.

    · Contribute a minimum of 2 pages.

    · Submit your assignment by 11:59 pm ET on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through TurnItIn to check for plagiarism. Please check your results, make any necessary corrections, and resubmit a revised copy if the system identifies issues.

    **## weModule4asig1.docx**

    **Module 4:** _Introduction to the White Paper_

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions**

    · Find a sample White Paper online. Read it and then submit your reply to the following questions:

    1.

    1. Would you give the writer any pointers on how to write a better White Paper? If so, which ones?

    2. Who do you think was the audience? In your opinion, do you think the author reached their audience? Why or why not?

    3. Did the White Paper have an attention-grabbing intro? Would you have changed it?

    4. Did the White Paper have a clear call to action at the end?

    5. Was it visually appealing? (Did it use graphics, tables, charts?)

    · The professor needs to be able to go to the white paper and take a look. So, you must provide the URL to the White Paper. Please ensure you provide the link and full citation to your White Paper.

    · Contribute a minimum of 2 pages.

    · Submit your assignment by 11:59 pm ET on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through TurnItIn to check for plagiarism. Please check your results, make any necessary corrections, and resubmit a revised copy if the system identifies issues.

  • [Solved] Week 5

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    Nursing practice and health outcomes are typically influenced by fiscal management practices within a healthcare system. Decisions related to cost of supplies, rate of pay, and staffing are often considered based on location, organizational size, and healthcare policy and legislation. Consider a sce…

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    Assignment Prompt & Instructions

    Nursing practice and health outcomes are typically influenced by fiscal management practices within a healthcare system. Decisions related to cost of supplies, rate of pay, and staffing are often considered based on location, organizational size, and healthcare policy and legislation.

    Consider a scenario where due to staffing shortages, a hospital unit is exploring either bringing in contract travel staff or reorganizing staffing teams to help support the staffing demands of a unit.

    – In your discussion response, describe the benefits of using travel nurses to increase staffing and improve nurse to patient ratios. Also, describe the disadvantages of using travel nurses to fulfill staffing needs.
    – Besides a direct impact to salary budget, what other financial impacts can travel nurses have on unit and healthcare organization budgets?
    – What are some alternative ways to improve staffing and retention of full-time nurses within an organization? Describe how these solutions can improve budgetary considerations.

    – 2 years ago

  • [Solved] hw help

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    2 pages – 2 years ago **files (1)** – ## Applicationquestion.pdf **## Applicationquestion.pdf** In your own words, define self-efficacy and describe Bandura's (1994) four factors of self-efficacy. Next, explain the effects that employee self-efficacy has on employee and/or organizational outcomes. T…

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    Assignment Prompt & Instructions

    2 pages

    – 2 years ago

    **files (1)**

    – ## Applicationquestion.pdf

    **## Applicationquestion.pdf**

    In your own words, define self-efficacy and describe Bandura's (1994) four factors of
    self-efficacy. Next, explain the effects that employee self-efficacy has on employee
    and/or organizational outcomes. Third, explain why it is important for employees to have
    high levels of self-efficacy when using information and skills they learned in training.
    Finally, explain what HRD professionals can do to address problems of low self-efficacy
    among some trainees.

    Your response should be approximately 2 written pages in length (double-spaced).
    Please do not exceed 3 pages. You must reference and cite the course textbook, at
    least one peer-reviewed journal article, and the video, "Self-efficacy Theory of
    Motivation Explained" in your response. Failure to include a title page, headings, and list
    of references that adhere to APA 7th edition formatting will result in grade deductions.

    **## Applicationquestion.pdf**

    In your own words, define self-efficacy and describe Bandura's (1994) four factors of
    self-efficacy. Next, explain the effects that employee self-efficacy has on employee
    and/or organizational outcomes. Third, explain why it is important for employees to have
    high levels of self-efficacy when using information and skills they learned in training.
    Finally, explain what HRD professionals can do to address problems of low self-efficacy
    among some trainees.

    Your response should be approximately 2 written pages in length (double-spaced).
    Please do not exceed 3 pages. You must reference and cite the course textbook, at
    least one peer-reviewed journal article, and the video, "Self-efficacy Theory of
    Motivation Explained" in your response. Failure to include a title page, headings, and list
    of references that adhere to APA 7th edition formatting will result in grade deductions.

  • [Solved] NUR 512 Module 5 Discussion

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    Discussion 5 Describe a situation of ethical dilemma that you have experienced as a psych nurse and how it was resolved. (Saunders, 2014) **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 sour…

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    Assignment Prompt & Instructions

    Discussion 5

    Describe a situation of ethical dilemma that you have experienced as a psych nurse  and how it was resolved. (Saunders, 2014)

    **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.

    – 2 years ago

  • [Solved] Psychology

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    – 2 years ago **files (1)** – ## assignment.docx **## assignment.docx** **Expectations for this assignment:** **For this assignment you will need to find a youtube video of someone engaging in a behavior. You should provide a link to the video and operationally define the behavior. Make sure the beh…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## assignment.docx

    **## assignment.docx**

    **Expectations for this assignment:**

    **For this assignment you will need to find a youtube video of someone engaging in a behavior. You should provide a link to the video and operationally define the behavior. Make sure the behavioral definition meets the standards set in the guide below and in the rubric.**

    **You may review the guide below to assist you with operationally defining a behavior.**

    **What is behavior?**

    To operationally define behavior, you must first be able to determine whether something qualifies as behavior or not.

    · Behavior is anything an organism says or does. It is usually an action and not a lack of action. Behavior can be overt (behaviors we can see) or covert (behaviors we can't see; For example, thinking classifies as behavior, but is a behavior that we can't see and is harder to define).

    · A simple way to determine if something classifies as behavior is to see if it passes the “Dead Man Test”. This is a test that was developed by Ogden Lindsley, which states that “nothing a deceased person can do qualifies as behavior”. Watch this video on the Dead Man Test to get some more information on how to apply the test in your practice.
    [https://youtu.be/GnLWmsFsN_k?si=1G9PfBsgKBRjo9bm](https://youtu.be/GnLWmsFsN_k?si=1G9PfBsgKBRjo9bm)

    ·
    **Additional Resources** (optional to review, but recommended)

    · To get some more information on what behavior is and how we as behavior analysts decide on behaviors to target, you can read this post which was written to explain to caregivers in a very simple way what behavior is. I particularly like how they discuss ways to define behaviors that caregivers use labels for such as “frustrated”. Being frustrated is very subjective and can look very different for each individual, but we as behavior analysts can define what that may look like in a more objective way, by describing the topography of the behavior.
    [https://www.verbalbeginnings.com/aba-blog/aba-behind-the-scenes-what-does-behavior-really-mean/](https://www.verbalbeginnings.com/aba-blog/aba-behind-the-scenes-what-does-behavior-really-mean/)

    **What is an operational definition of behavior?**

    · An operational definition of behavior involves clearly, concisely, and objectively defining behavior, such that any observer that reads the definition would be able to identify occurrences and non-occurrences of the behavior and measure the behavior.

    · A good operational definition should be void of subjective, unclear, or ambiguous terms. These are terms that may mean different things to different people. For example, saying “frustrated”, “good”, “sad”, “disruptive” etc. These are terms that can look or mean very different things across individuals and instead should be defined topographically.

    · For example, if a child is engaging in “disruptive behavior”, we could define that as: displacing desks, chairs, objects, or work material from their original location without permission.

    **Why is it important to operationally define behavior?**

    · Defining behavior as precisely as possible is important so that all observers can measure the behavior consistently and accurately. When you have a good definition of behavior, it’s clear to all observers what counts and does not count as behavior.

    ·  We don’t only define behaviors of concern, but also replacement behaviors that we may want to target for increase. By having clear and objective definitions of behavior, the implementers, caregivers, teachers, etc. will have a clear picture of the behavior being targeted for decrease and those targeted for increase. This will aid in implementing the intervention more consistently.

    **How do you operationally define behavior?**

    · Select a label for the behavior

    · First you need to decide on the behavior you want to target and select a label for it. These can be behaviors that you are targeting for decrease or increase.

    · EX: Getting out of seat

    · EX: Eating healthy food

    · EX: Showering

    · EX: Manding for help

    · EX: Self- Injurious Behavior

    · EX: Surfing

    · EX: Watering plants

    · Define the behavior

    · Behaviors can be defined in two ways:

    · Topographical Definitions- this is when you define behaviors by explicitly describing how the behavior looks or the form of the behavior.

    · EX: Greeting: Saying “hi” (or a variation), waving, smiling, nodding head up and down while grinning, giving high five, and/or fist bumping a person.

    · Function-Based definition- this is when you define behaviors by including all the behaviors that are part of the same response class. You want to use function-based definitions for behaviors that serve the same function, because if you don’t intervene on all the different topographies of behavior that serve the same function, then you may get one topography of the behavior to reduce, but it’s likely other topographies of the behavior that are part of the same response class will increase.

    · EX: Tantrums to gain access to items may include crying, whining, kicking, screaming, throwing of objects, and aggression.

    · Note: If you only intervene on one of those topographies, and reinforce another topography of behavior that serves the same function, you will be strengthening a different topography of the maladaptive behavior.

    · When writing function-based definitions it’s important to include all behaviors that are part of the same response class, as you want to intervene on all relevant topographies of the behavior.

    · When defining behavior you should:

    · Describe the behavior in an observable and measurable manner.

    ·  This means to describe what you can see. For example, if describing riding a bike, you should avoid terms such as pedaling. Instead, break the behavior down by describing how you move the pedals. An example of describing this behavior in an observable manner would be:

    · Riding a bike involves sitting on the bicycle, placing feet on pedals, and applying a downward force to the pedals, such that the pedals move in a circular motion and propel the bike forward. It’s important to maintain balance while propelling the bike forward. Riding a bike make involve contact of a person’s bottom on the seat but is not required. Similarly, a person may grab the bars with their hands, but it is not a requirement for riding the bike.

    · Define the behavior in positive terms. This section on defining behavior in positive terms was taken from the Iris Center (2012).

    · “Using positive terms refers to defining behaviors in terms of what the student is doing or will do. Because you cannot measure a behavior that the student is not engaging in, you need to define behavior in terms of what the student is doing or what you want the student to do.

    ·  Avoid using not in your behavioral definitions. If the target behavior is cursing, the replacement behavior is not “NOT cursing” because then any behavior other than cursing would be acceptable by definition (and there are many inappropriate things that could take the place of cursing). Instead, think about what you want the student to do. In this case, “using appropriate language during stressful situations” could be a replacement behavior.

    · Ask yourself the following questions:

    ·  Is the word not used in the definition (e.g., “The student will not…”)? If so, describe what the student will be expected to do instead.

    · Example: The student will walk in the hallways.

    · Non-example: The student will not run in the hallways.

    · What would I prefer the student to be doing? If the answer is included in the definition, you have used positive terms.

    · Example: When angry, the student will go to the quiet corner until he can calmly rejoin the group.

    · Non-example: The student will not have a temper tantrum at school”

    · Be clear, concise, and complete

    · “Clear definitions are “readable and unambiguous” (Cooper, Heron, & Heward, 2007, p.68).

    · A clear definition is one that is specific enough that someone not familiar with the classroom or student can utilize the definition and/or the definition can be used more than once and the same behaviors would be recorded.

    · Using precise terms when operationally defining behavior refers to describing the student’s behavior in a manner that leaves little room for interpretation by others.

    · Being clear involves describing the conditions and context in which the behavior occurs (Batsche et al., 2008; Upah, 2008.

    · Concise definitions convey all the relevant information about the behavior in the least amount of words (Nock & Kurtz, 2005).

    · Complete definitions specify what is and is not considered examples of the target behavior sufficiently so that there is little room for interpretation (Cooper, Heron, & Heward, 2007; Lewis & Sugai, 1996; Upah, 2008).

    · It is more effective to include in the behavioral definition conditions under which the behavior occurs or contextual influences (Nock & Kurtz, 2005).”

    · Include examples and non-examples of the behavior

    · For example, if defining the behavior of throwing, it could be defined as:

    · Throwing- each instance in which an item or object is propelled with force through the air, resulting in the item being displaced by 1 or more feet.

    · Examples: Throwing an item not meant to be thrown such as a pencil, paper, trash can, bottle, etc. OR throwing items that are for throwing, but not during a scheduled throwing activity (e.g., When asked to do classwork, Jimmy walks over and grabs a ball and throws it.)

    · Non-examples: throwing trash into the trash can; playing with a ball or other object intended for throwing during a scheduled play activity (e.g., basketball, bowling, etc.)

    · Below are some additional examples of how to define behaviors (Examples taken from Iris Center, 2012)

    · Example 1:

    · Target behavior – The student does not do his classwork. Operational definition of the target behavior – The student frequently talks to peers, does unassigned tasks, or calls out for help. If the teacher does not intervene, these behaviors will escalate to yelling, crying, and throwing objects.

    · Replacement behavior – The student will complete his classwork. Operational definition of the replacement behavior – The student’s eyes are on the assignment, student raises hand for help, writing is task-related, the materials used are task-related, and teacher directions are followed.

    · Example 2:

    · Target behavior – The student does not pay attention in class. Operational definition of the target behavior – The student looks around the room, looks at his desk, or looks at another student.

    · Replacement behavior – The student will pay attention in class. Operational definition of the replacement behavior – The student will sit in his seat and make eye contact with the teacher while verbally responding to the teacher’s questions.

    **What to avoid when operationally defining behavior?**

    · Ambiguous or subjective terms

    · Non behavior or behavior that does not pass the dead mans test

    · Ex: Non-compliance (not completing a task or not responding when presented with a demand).

    · Do not use the same word you used to label the behavior to also describe your behavior

    · EX: throwing: each instance in which Johnny throws an item

    **Additional Learning Resources:**

    Bicard, S. C, Bicard, D. F., & the IRIS Center. (2012). Defining behavior. Retrieved from
    [https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_defbeh.pdf](https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_defbeh.pdf)

    [https://masteraba.com/examples-of-operational-definitions/](https://masteraba.com/examples-of-operational-definitions/)

    **## assignment.docx**

    **Expectations for this assignment:**

    **For this assignment you will need to find a youtube video of someone engaging in a behavior. You should provide a link to the video and operationally define the behavior. Make sure the behavioral definition meets the standards set in the guide below and in the rubric.**

    **You may review the guide below to assist you with operationally defining a behavior.**

    **What is behavior?**

    To operationally define behavior, you must first be able to determine whether something qualifies as behavior or not.

    · Behavior is anything an organism says or does. It is usually an action and not a lack of action. Behavior can be overt (behaviors we can see) or covert (behaviors we can't see; For example, thinking classifies as behavior, but is a behavior that we can't see and is harder to define).

    · A simple way to determine if something classifies as behavior is to see if it passes the “Dead Man Test”. This is a test that was developed by Ogden Lindsley, which states that “nothing a deceased person can do qualifies as behavior”. Watch this video on the Dead Man Test to get some more information on how to apply the test in your practice.
    [https://youtu.be/GnLWmsFsN_k?si=1G9PfBsgKBRjo9bm](https://youtu.be/GnLWmsFsN_k?si=1G9PfBsgKBRjo9bm)

    ·
    **Additional Resources** (optional to review, but recommended)

    · To get some more information on what behavior is and how we as behavior analysts decide on behaviors to target, you can read this post which was written to explain to caregivers in a very simple way what behavior is. I particularly like how they discuss ways to define behaviors that caregivers use labels for such as “frustrated”. Being frustrated is very subjective and can look very different for each individual, but we as behavior analysts can define what that may look like in a more objective way, by describing the topography of the behavior.
    [https://www.verbalbeginnings.com/aba-blog/aba-behind-the-scenes-what-does-behavior-really-mean/](https://www.verbalbeginnings.com/aba-blog/aba-behind-the-scenes-what-does-behavior-really-mean/)

    **What is an operational definition of behavior?**

    · An operational definition of behavior involves clearly, concisely, and objectively defining behavior, such that any observer that reads the definition would be able to identify occurrences and non-occurrences of the behavior and measure the behavior.

    · A good operational definition should be void of subjective, unclear, or ambiguous terms. These are terms that may mean different things to different people. For example, saying “frustrated”, “good”, “sad”, “disruptive” etc. These are terms that can look or mean very different things across individuals and instead should be defined topographically.

    · For example, if a child is engaging in “disruptive behavior”, we could define that as: displacing desks, chairs, objects, or work material from their original location without permission.

    **Why is it important to operationally define behavior?**

    · Defining behavior as precisely as possible is important so that all observers can measure the behavior consistently and accurately. When you have a good definition of behavior, it’s clear to all observers what counts and does not count as behavior.

    ·  We don’t only define behaviors of concern, but also replacement behaviors that we may want to target for increase. By having clear and objective definitions of behavior, the implementers, caregivers, teachers, etc. will have a clear picture of the behavior being targeted for decrease and those targeted for increase. This will aid in implementing the intervention more consistently.

    **How do you operationally define behavior?**

    · Select a label for the behavior

    · First you need to decide on the behavior you want to target and select a label for it. These can be behaviors that you are targeting for decrease or increase.

    · EX: Getting out of seat

    · EX: Eating healthy food

    · EX: Showering

    · EX: Manding for help

    · EX: Self- Injurious Behavior

    · EX: Surfing

    · EX: Watering plants

    · Define the behavior

    · Behaviors can be defined in two ways:

    · Topographical Definitions- this is when you define behaviors by explicitly describing how the behavior looks or the form of the behavior.

    · EX: Greeting: Saying “hi” (or a variation), waving, smiling, nodding head up and down while grinning, giving high five, and/or fist bumping a person.

    · Function-Based definition- this is when you define behaviors by including all the behaviors that are part of the same response class. You want to use function-based definitions for behaviors that serve the same function, because if you don’t intervene on all the different topographies of behavior that serve the same function, then you may get one topography of the behavior to reduce, but it’s likely other topographies of the behavior that are part of the same response class will increase.

    · EX: Tantrums to gain access to items may include crying, whining, kicking, screaming, throwing of objects, and aggression.

    · Note: If you only intervene on one of those topographies, and reinforce another topography of behavior that serves the same function, you will be strengthening a different topography of the maladaptive behavior.

    · When writing function-based definitions it’s important to include all behaviors that are part of the same response class, as you want to intervene on all relevant topographies of the behavior.

    · When defining behavior you should:

    · Describe the behavior in an observable and measurable manner.

    ·  This means to describe what you can see. For example, if describing riding a bike, you should avoid terms such as pedaling. Instead, break the behavior down by describing how you move the pedals. An example of describing this behavior in an observable manner would be:

    · Riding a bike involves sitting on the bicycle, placing feet on pedals, and applying a downward force to the pedals, such that the pedals move in a circular motion and propel the bike forward. It’s important to maintain balance while propelling the bike forward. Riding a bike make involve contact of a person’s bottom on the seat but is not required. Similarly, a person may grab the bars with their hands, but it is not a requirement for riding the bike.

    · Define the behavior in positive terms. This section on defining behavior in positive terms was taken from the Iris Center (2012).

    · “Using positive terms refers to defining behaviors in terms of what the student is doing or will do. Because you cannot measure a behavior that the student is not engaging in, you need to define behavior in terms of what the student is doing or what you want the student to do.

    ·  Avoid using not in your behavioral definitions. If the target behavior is cursing, the replacement behavior is not “NOT cursing” because then any behavior other than cursing would be acceptable by definition (and there are many inappropriate things that could take the place of cursing). Instead, think about what you want the student to do. In this case, “using appropriate language during stressful situations” could be a replacement behavior.

    · Ask yourself the following questions:

    ·  Is the word not used in the definition (e.g., “The student will not…”)? If so, describe what the student will be expected to do instead.

    · Example: The student will walk in the hallways.

    · Non-example: The student will not run in the hallways.

    · What would I prefer the student to be doing? If the answer is included in the definition, you have used positive terms.

    · Example: When angry, the student will go to the quiet corner until he can calmly rejoin the group.

    · Non-example: The student will not have a temper tantrum at school”

    · Be clear, concise, and complete

    · “Clear definitions are “readable and unambiguous” (Cooper, Heron, & Heward, 2007, p.68).

    · A clear definition is one that is specific enough that someone not familiar with the classroom or student can utilize the definition and/or the definition can be used more than once and the same behaviors would be recorded.

    · Using precise terms when operationally defining behavior refers to describing the student’s behavior in a manner that leaves little room for interpretation by others.

    · Being clear involves describing the conditions and context in which the behavior occurs (Batsche et al., 2008; Upah, 2008.

    · Concise definitions convey all the relevant information about the behavior in the least amount of words (Nock & Kurtz, 2005).

    · Complete definitions specify what is and is not considered examples of the target behavior sufficiently so that there is little room for interpretation (Cooper, Heron, & Heward, 2007; Lewis & Sugai, 1996; Upah, 2008).

    · It is more effective to include in the behavioral definition conditions under which the behavior occurs or contextual influences (Nock & Kurtz, 2005).”

    · Include examples and non-examples of the behavior

    · For example, if defining the behavior of throwing, it could be defined as:

    · Throwing- each instance in which an item or object is propelled with force through the air, resulting in the item being displaced by 1 or more feet.

    · Examples: Throwing an item not meant to be thrown such as a pencil, paper, trash can, bottle, etc. OR throwing items that are for throwing, but not during a scheduled throwing activity (e.g., When asked to do classwork, Jimmy walks over and grabs a ball and throws it.)

    · Non-examples: throwing trash into the trash can; playing with a ball or other object intended for throwing during a scheduled play activity (e.g., basketball, bowling, etc.)

    · Below are some additional examples of how to define behaviors (Examples taken from Iris Center, 2012)

    · Example 1:

    · Target behavior – The student does not do his classwork. Operational definition of the target behavior – The student frequently talks to peers, does unassigned tasks, or calls out for help. If the teacher does not intervene, these behaviors will escalate to yelling, crying, and throwing objects.

    · Replacement behavior – The student will complete his classwork. Operational definition of the replacement behavior – The student’s eyes are on the assignment, student raises hand for help, writing is task-related, the materials used are task-related, and teacher directions are followed.

    · Example 2:

    · Target behavior – The student does not pay attention in class. Operational definition of the target behavior – The student looks around the room, looks at his desk, or looks at another student.

    · Replacement behavior – The student will pay attention in class. Operational definition of the replacement behavior – The student will sit in his seat and make eye contact with the teacher while verbally responding to the teacher’s questions.

    **What to avoid when operationally defining behavior?**

    · Ambiguous or subjective terms

    · Non behavior or behavior that does not pass the dead mans test

    · Ex: Non-compliance (not completing a task or not responding when presented with a demand).

    · Do not use the same word you used to label the behavior to also describe your behavior

    · EX: throwing: each instance in which Johnny throws an item

    **Additional Learning Resources:**

    Bicard, S. C, Bicard, D. F., & the IRIS Center. (2012). Defining behavior. Retrieved from
    [https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_defbeh.pdf](https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_defbeh.pdf)

    [https://masteraba.com/examples-of-operational-definitions/](https://masteraba.com/examples-of-operational-definitions/)

  • [Solved] WK 6 DIS DATA

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    – 2 years ago **files (9)** – ## WK6DIS.DATA.docx – ## NURS_8211_WK6_ColumnChartsHowTo1.xlsx – ## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docx – NURS_8211_WK6ComparisonofCountsChi.pptx – DevelopmentandEvaluationofaNursePractioner.pdf – NURS_8211_WK6_AppendixE_ResearchEvidenceA…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (9)**

    – ## WK6DIS.DATA.docx

    – ## NURS_8211_WK6_ColumnChartsHowTo1.xlsx

    – ## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docx

    – NURS_8211_WK6ComparisonofCountsChi.pptx
    – DevelopmentandEvaluationofaNursePractioner.pdf
    – NURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docx
    – s40780-021-00222-x1.pdf
    – Journal.pdf
    – LanguageBarrier_AnUnmetChallengeforLowScreeningofColorec.pdf

    **## 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-20895727)

    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-10245085)

    **DevelopmentandEvaluationofaNursePractioner.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/developmentandevaluationofanursepractioner-pdf-10245955)

    **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-10245091)

    **s40780-021-00222-x1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/s40780-021-00222-x1-pdf)

    **Journal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/journal-pdf-10245959)

    **LanguageBarrier_AnUnmetChallengeforLowScreeningofColorec.pdf**

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

    **LanguageBarrier_AnUnmetChallengeforLowScreeningofColorec.pdf**

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

    **## 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-20895727)

    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-10245085)

    **DevelopmentandEvaluationofaNursePractioner.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/developmentandevaluationofanursepractioner-pdf-10245955)

    **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-10245091)

    **s40780-021-00222-x1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/s40780-021-00222-x1-pdf)

    **Journal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/journal-pdf-10245959)

    **LanguageBarrier_AnUnmetChallengeforLowScreeningofColorec.pdf**

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

    **## 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-20895727)

    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-10245085)

    **DevelopmentandEvaluationofaNursePractioner.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/developmentandevaluationofanursepractioner-pdf-10245955)

    **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-10245091)

    **s40780-021-00222-x1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/s40780-021-00222-x1-pdf)

    **Journal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/journal-pdf-10245959)

    **LanguageBarrier_AnUnmetChallengeforLowScreeningofColorec.pdf**

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

  • [Solved] writing

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    Executive Solution Overview

    – 2 years ago **files (1)** – ## MedlinePlusEvaluatingInternetHealthInformation_AChecklist.pdf **## MedlinePlusEvaluatingInternetHealthInformation_AChecklist.pdf** MedlinePlus Evaluating Internet Health Information: Checklist Provider Who is in charge of the Web site? Why are they providing the si…

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    – 2 years ago

    **files (1)**

    – ## MedlinePlusEvaluatingInternetHealthInformation_AChecklist.pdf

    **## MedlinePlusEvaluatingInternetHealthInformation_AChecklist.pdf**

    MedlinePlus Evaluating Internet Health Information: Checklist

    Provider

    Who is in charge of the Web site?
    Why are they providing the site?
    Can you contact them?

    Funding

    Where does the money to support the site come from?
    Does the site have advertisements? Are they labeled?

    Quality

    Where does the information on the site come from?
    How is the content selected?
    Do experts review the information that goes on the site?
    Does the site avoid unbelievable or emotional claims?
    Is it up-to-date?

    Privacy

    Does the site ask for your personal information?
    Do they tell you how it will be used?
    Are you comfortable with how it will be used?

    Find reliable health information on MedlinePlus.gov, the National Institutes of Health's site
    for patients, their families and friends.

    **## MedlinePlusEvaluatingInternetHealthInformation_AChecklist.pdf**

    MedlinePlus Evaluating Internet Health Information: Checklist

    Provider

    Who is in charge of the Web site?
    Why are they providing the site?
    Can you contact them?

    Funding

    Where does the money to support the site come from?
    Does the site have advertisements? Are they labeled?

    Quality

    Where does the information on the site come from?
    How is the content selected?
    Do experts review the information that goes on the site?
    Does the site avoid unbelievable or emotional claims?
    Is it up-to-date?

    Privacy

    Does the site ask for your personal information?
    Do they tell you how it will be used?
    Are you comfortable with how it will be used?

    Find reliable health information on MedlinePlus.gov, the National Institutes of Health's site
    for patients, their families and friends.

  • [Solved] Health Assessment Discussion 3

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    Executive Solution Overview

    – 2 years ago **files (1)** – ## HAdiscussion3.docx **## HAdiscussion3.docx** Take on the role of a clinician who is building a health history for the following case: **Chief Complaint**: A 11-year-old female patient complains of red left eye and edematous eyelids. Her mother states the child compla…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## HAdiscussion3.docx

    **## HAdiscussion3.docx**

    Take on the role of a clinician who is building a health history for the following case:

    **Chief Complaint**: A 11-year-old female patient complains of red left eye and edematous eyelids. Her mother states the child complains of “sand in my left eye.”

    **Subjective:** Patient noticed redness three days ago. Denies having any allergies. Symptoms have gotten worse since she noticed having the problem.

    **VS:**(T) 98.2°F; (RR) 18; (HR) 78; BP 128/82; SpO2 96% room air; weight 110 lb.

    **General:** well-developed, healthy, 11 years old

    **HEENT:** EYES: very red sclera with dried, crusty exudates; unable to open eyes in the morning with the left being worse than the right

    1.
    **What other subjective data would you obtain?**

    2.
    **What other objective findings would you look for?**

    3.
    **What diagnostic exams do you want to order?**

    4.
    **Name 3 differential diagnoses based on this patient presenting symptoms?**

    5.
    **Give rationales for your each differential diagnosis.**

    **500 words**

    **APA Style**

    **2 Academic Resources**

    **## HAdiscussion3.docx**

    Take on the role of a clinician who is building a health history for the following case:

    **Chief Complaint**: A 11-year-old female patient complains of red left eye and edematous eyelids. Her mother states the child complains of “sand in my left eye.”

    **Subjective:** Patient noticed redness three days ago. Denies having any allergies. Symptoms have gotten worse since she noticed having the problem.

    **VS:**(T) 98.2°F; (RR) 18; (HR) 78; BP 128/82; SpO2 96% room air; weight 110 lb.

    **General:** well-developed, healthy, 11 years old

    **HEENT:** EYES: very red sclera with dried, crusty exudates; unable to open eyes in the morning with the left being worse than the right

    1.
    **What other subjective data would you obtain?**

    2.
    **What other objective findings would you look for?**

    3.
    **What diagnostic exams do you want to order?**

    4.
    **Name 3 differential diagnoses based on this patient presenting symptoms?**

    5.
    **Give rationales for your each differential diagnosis.**

    **500 words**

    **APA Style**

    **2 Academic Resources**

  • [Solved] week 3 discussion

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    ## **Exploring Assessment Tools** When you document children’s learning and collect important data, you create real evidence that you can share with families, interventionists, and administrators. There are many ways you can record and document children’s learning. In this discussion, you will explo…

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    Assignment Prompt & Instructions

    ## **Exploring Assessment Tools**

    When you document children’s learning and collect important data, you create real evidence that you can share with families, interventionists, and administrators. There are many ways you can record and document children’s learning. In this discussion, you will explore four common assessment methods that you can use as a regular part of your current or future observations.

    Prepare

    To prepare for this discussion,

    – Read Chapters 7 and 8 in your course text.
    – Review this one-minute video, [_The Essential Role of Observation and Documentation_Links to an external site.](https://www.youtube.com/watch?v=6oSpYohirAg).
    – Read Chapter 1 of the book, [_Observation and AssessmentLinks to an external site._](https://www.childdevelopment.org/docs/default-source/pdfs/observation-and-assessment-english2-8-20.pdf?sfvrsn=1e9226c1_2).
    – Read the webpage, [_Checklists and Rating Scales_Links to an external site.](http://toddlers.ccdmd.qc.ca/observing/checklists).
    – Read the webpage, [_Different Types of Observation Methods in Early Years of Education_Links to an external site.](https://www.schooljotter.com/2019/05/23/different-types-observation-methods-early-years/).

    Please note your assigned observation tool based on your last name:

    – Last Names A-F use anecdotal record or running record.

    Initial Post

    In your initial post of at least 250 words,

    – Explain the procedures for conducting your assigned type of observation.
    – Describe the reasons for using this observation strategy.
    – Discuss one advantage and one disadvantage of your assigned strategy.
    – Design and share your own model of this type of tool, for a fictional student or group of students of the age you hope to work with.
    – Explain a scenario in which you believe this tool would be useful to gather information of the student(s) you would like to observe.

    – 2 years ago

  • [Solved] discussion

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    Include any resources that you found helpful while collecting data for this assignment > **Discussion Questions:1. Share at least one resource you found and include how difficult/easy was it to find data around your selected health topic?** – 2 years ago

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    Assignment Prompt & Instructions

    Include any resources that you found helpful while collecting data for this assignment

    > **Discussion Questions:1. Share at least one resource you found and include how difficult/easy was it to find data around your selected health topic?**

    – 2 years ago