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  • [Solved] DNP

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    – ## Q5.docx **## Q5.docx** **Module 2:** _Assignment 1_ Directions: Using the information from the two studies referenced in this week's lecture: 1. Identify the variables being measured in each survey and explain which measure of central tendency would be used to evaluate them. 2. Write the resu…

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    – ## Q5.docx

    **## Q5.docx**

    **Module 2:** _Assignment 1_

    Directions:

    Using the information from the two studies referenced in this week's lecture:

    1. Identify the variables being measured in each survey and explain which measure of central tendency would be used to evaluate them.

    2. Write the results for study I and extrapolate to the COVID19 vaccination information for the state of Florida.

    **Submission Instructions:**

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

    · It should include at least 2 academic sources, formatted and cited in APA.

    **Module 2:** _Displaying data_

    Data visualizations are the culmination of all data supposed to take long numeric lists and present them in an intuitive, easy-to-understand way. Different data types can be collected depending on the study type and the number of variables (Scott & Mazhindu, 2014). The two most common forms of data display are graphs and tables. Both aim to summarize and present the data in a manner that is easy to absorb and understand.

    Tables are visual displays composed of columns and rows in which numbers, text, or a combination thereof are presented.

    Parts of a table include:

    ·   Title number and title

    ·     Divider rules

    ·     Spanner heads

    ·     Stub heads

    ·     Column heads

    ·     Row titles

    ·     Cells

    ·     Footnotes

    Frequency distributions of numerical variables can be displayed in a table, a histogram chart, or a frequency polygon chart. For discrete variables, it is possible to present the number of observations according to the different values found in the study (Duquia et al., 2014).

    Frequency table: it is a table with two columns. One column lists the categories and another for the frequencies with which the items in the categories occur (number of items (count) fit into each category).

    Below are two examples with information from Table 2 from this week’s lecture, presented to summarize the data with descriptive statistics. In Table 3, we have a representation of the variable (score) in the row and the descriptive statistics that explain the different measures of central tendency for that variable: the mean, median, and mode, along with the standard deviation.

    **Table 3: Descriptive statistics with selected information from Table 2.**

    | | | | | |
    | — | — | — | — | — |
    | VARIABLE | MEAN | MEDIAN | MODE | STANDARD DEVIATION (SD) |
    | | | | | |
    | SCORE | 13.86667 | 14.5 | 12, 15, 16, 18 | 1.414214 |
    | | | | | |

    Table 4 also shows the variable in the first column and the different summarized information in terms of frequency and percentage for each value of the variable depression grade.

    **Table 4: Score classification frequency and percentage.**

    | | | |
    | — | — | — |
    | DEPRESSION GRADE | FREQUENCY(COUNT) | PERCENTAGE |
    | MILD | 2 | 14.3 |
    | MODERATE | 4 | 28.6 |
    | MODERATE SEVERE | 7 | 50.0 |
    | SEVERE | 1 | 7.1 |
    | TOTAL | 14 | 100.0 |

    We could also represent Table 4 information with a graph.

    A graph is another way to represent data. Graphs are used to display data because it is easier to see trends in the data when shown visually compared to when displayed numerically in a table. Complex data can often be displayed and interpreted more easily in a graph format than in a data table (Bartee et al., 2017).

    In a graph, the X-axis runs horizontally (side to side), and the Y-axis runs vertically (up and down). Typically, the independent variable will be shown on the X-axis, and the dependent variable will be shown on the Y-axis (Bartee et al., 2017).

    There are a variety of graph types. The main types you will see are frequency charts, histograms, bar charts, pie charts, scatter graphs, and line graphs.

    Bar charts: A bar graph is a graph that displays a bar for each category, with the length of each bar indicating the frequency of that category.

    A pie chart is a circle with wedges cut of varying sizes marked out like slices of pie or pizza. The wedges' relative sizes correspond to the categories' relative frequencies.

    How do You Choose an Appropriate Way of Displaying Data?

    To choose an appropriate graph, the first thing is to consider the objective of the presentation of data (Infogram, 2019):

    Comparison: Use comparison charts to compare one or more datasets. They can compare items or show differences over time.

    Relationship:  These types of charts are used to show a connection or correlation between two or more variables.

    Composition: For this kind of objective, the charts display parts of a whole that change over time.

    Distribution: The charts are used to show how variables are distributed over time, helping identify outliers and trends.

    Pyramids and pie charts display parts of a whole. Line, bar, and column charts represent change over time. While scatter plots and tree maps are helpful if you have a lot of data to visualize (Infogram, 2019).

    Lies, Damned Lies, and Statistics

    1. What are the ways statistics can be used to mislead?

    2. How to avoid being misled by poor statistics.

    Statistics have a lot of power. So much so that people and organizations based some of their most important decision on statistics. Statistics are extensively used in studies, organizations, media, and politics. People say numbers do not lie; that might be true. However, sometimes, statistics can be misleading, and the same data can show the opposite trend depending on how it is used. Most of the time, statistics are presented without the background information necessary for their correct interpretation. Knowing the different types of ways statistics can be misused is vital so that you can identify them and not make decisions based on biased or incorrect data (Wendy, 2021).

    · Statistics mislead

    · Statistics misrepresent research findings

    Statistics can generate misleading results for several reasons, such as poor research design, inappropriate sample size, or erroneous choice of statistical test, for example, can all generate misleading results. A group of issues should be known to assure a good interpretation of statistical data to avoid misleading statistical data. According to Scott & Mazhindu (2014), they are:

    ·
    **Measures of Central Tendency** To decide which measure of central tendency to use is linked to the type of data being collected and analyzed when a measure of central tendency is presented, it is also normal to include a measure of the variation. If an inappropriate measure of central tendency is used to describe a particular sample of data, the readers can be misled is if.

    ·
    **“Meaningless” Mean** An average (the mean, median, or mode of a set of numbers) is useful as a single-parameter characterization of a more or less quantitative variable type. For bi-modal distributions, an average has little descriptive value and obscures the number set's nature. For example, there would not be much value in calculating the average age of a family consisting of two parents and several children. Let us say the parents are aged 33 and 35, and the children are ages 1,3, 5, and 7. The average (mean) age in the family is 14, suggesting that the “average” family member is a teenager (Deriel, 2021).

    ·
    **Percentage and Proportion** Percentages are used to express proportions. This is especially important concerning sample size; that is why you should be wary when a percentage is quoted without an indication of the sample size.

    ·
    **Absolute and Relative Risk** These two statistics can be used to report risk, but they can have very different values even when the data they are based on is the same. Absolute refers to the actual probability that an event will occur. Relative risk, on the other hand, is a comparison of the risk experienced by one group compared to another.

    ·
    **Percentages, Proportions, Probability, and Ratios** Percentages, proportions, and ratios are related mathematical terms. However, the interesting question is whether or not they instinctively similarly interpreted each of these values. Proportion refers to the number of items in a sub-category about the total number of items in the main category, and percentages are used to express proportions.

    ·
    **Error of Measurement** Other issues related to statistics' misleading uses are extrapolation beyond the reasonable and extreme, sampling, and data display. When there are two groups to compare, the difference between the two groups is potentially small. You need to ensure that your measurement tool is accurate and that the error generated by the measuring tool does not swamp the difference between the two groups.

    How to Avoid Being Misled by Poor Statistics

    The following elements, according to (Spire et al., 1998 & Weatherburn, 2011), should be reviewed with care in the case of poor statistics:

    · The source is a subject matter expert, not a statistics expert.

    · The source is a statistician, not a subject matter expert.

    · The subject being studied is not well defined.

    · Data quality is poor.

    · The mainstream media has limited expertise and mixed motives.

    **References**

    Bhandari, P. (2020).
    _Descriptive statistics, definitions, types, examples_. Scribbr.
    [https://www.scribbr.com/statistics/descriptive-statistics/Links to an external site.](https://www.scribbr.com/statistics/descriptive-statistics/)

    CDC. (2022).
    _Prevaccination checklist for COVID-19 vaccines for vaccine recipients_.
    [https://www.cdc.gov/vaccines/covid-19/downloads/pre-vaccination-screening-form.pdfLinks to an external site.](https://www.cdc.gov/vaccines/covid-19/downloads/pre-vaccination-screening-form.pdf)

    Glen., S. (2021).
    _Odds ratio calculation and interpretation_. Statistics how to.
    [https://www.statisticshowto.com/probability-and-statistics/probability-main-index/odds-ratio/Links to an external site.](https://www.statisticshowto.com/probability-and-statistics/probability-main-index/odds-ratio/)

    Mcleod, S. (2018).
    _Questionnaire: definition, examples, design, and types_. Simplypsychology.org; Simply Psychology.
    [https://www.simplypsychology.org/questionnaires.htmlLinks to an external site.](https://www.simplypsychology.org/questionnaires.html)

    Scott, I., & Mazhindu, D. (2014).
    _Statistics for healthcare professionals: an introduction_. Sage.

    Spirer, H., Spirer, L., & Jaffe, A. J. (1998).
    _Misused statistics._ (2nd ed.).
    _CRC Press._

    Sun, Y., Fu, Z., Bo, Q., Mao, Z., Ma, X., & Wang, C. (2020). The reliability and validity of PHQ-9 in patients with major depressive disorder in a psychiatric hospital.
    _BMC Psychiatry_,
    _20_(1).
    [https://doi.org/10.1186/s12888-020-02885-6Links to an external site.](https://doi.org/10.1186/s12888-020-02885-6)

    Weatherburn, D. (2011). Uses and abuses of crime statistics.
    _Crime and justice bulletin: Contemporary issues in crime and justice, NSW bureau of crime statistics and research_,
    _153_, 1 – 16.

    **## Q5.docx**

    **Module 2:** _Assignment 1_

    Directions:

    Using the information from the two studies referenced in this week's lecture:

    1. Identify the variables being measured in each survey and explain which measure of central tendency would be used to evaluate them.

    2. Write the results for study I and extrapolate to the COVID19 vaccination information for the state of Florida.

    **Submission Instructions:**

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

    · It should include at least 2 academic sources, formatted and cited in APA.

    **Module 2:** _Displaying data_

    Data visualizations are the culmination of all data supposed to take long numeric lists and present them in an intuitive, easy-to-understand way. Different data types can be collected depending on the study type and the number of variables (Scott & Mazhindu, 2014). The two most common forms of data display are graphs and tables. Both aim to summarize and present the data in a manner that is easy to absorb and understand.

    Tables are visual displays composed of columns and rows in which numbers, text, or a combination thereof are presented.

    Parts of a table include:

    ·   Title number and title

    ·     Divider rules

    ·     Spanner heads

    ·     Stub heads

    ·     Column heads

    ·     Row titles

    ·     Cells

    ·     Footnotes

    Frequency distributions of numerical variables can be displayed in a table, a histogram chart, or a frequency polygon chart. For discrete variables, it is possible to present the number of observations according to the different values found in the study (Duquia et al., 2014).

    Frequency table: it is a table with two columns. One column lists the categories and another for the frequencies with which the items in the categories occur (number of items (count) fit into each category).

    Below are two examples with information from Table 2 from this week’s lecture, presented to summarize the data with descriptive statistics. In Table 3, we have a representation of the variable (score) in the row and the descriptive statistics that explain the different measures of central tendency for that variable: the mean, median, and mode, along with the standard deviation.

    **Table 3: Descriptive statistics with selected information from Table 2.**

    | | | | | |
    | — | — | — | — | — |
    | VARIABLE | MEAN | MEDIAN | MODE | STANDARD DEVIATION (SD) |
    | | | | | |
    | SCORE | 13.86667 | 14.5 | 12, 15, 16, 18 | 1.414214 |
    | | | | | |

    Table 4 also shows the variable in the first column and the different summarized information in terms of frequency and percentage for each value of the variable depression grade.

    **Table 4: Score classification frequency and percentage.**

    | | | |
    | — | — | — |
    | DEPRESSION GRADE | FREQUENCY(COUNT) | PERCENTAGE |
    | MILD | 2 | 14.3 |
    | MODERATE | 4 | 28.6 |
    | MODERATE SEVERE | 7 | 50.0 |
    | SEVERE | 1 | 7.1 |
    | TOTAL | 14 | 100.0 |

    We could also represent Table 4 information with a graph.

    A graph is another way to represent data. Graphs are used to display data because it is easier to see trends in the data when shown visually compared to when displayed numerically in a table. Complex data can often be displayed and interpreted more easily in a graph format than in a data table (Bartee et al., 2017).

    In a graph, the X-axis runs horizontally (side to side), and the Y-axis runs vertically (up and down). Typically, the independent variable will be shown on the X-axis, and the dependent variable will be shown on the Y-axis (Bartee et al., 2017).

    There are a variety of graph types. The main types you will see are frequency charts, histograms, bar charts, pie charts, scatter graphs, and line graphs.

    Bar charts: A bar graph is a graph that displays a bar for each category, with the length of each bar indicating the frequency of that category.

    A pie chart is a circle with wedges cut of varying sizes marked out like slices of pie or pizza. The wedges' relative sizes correspond to the categories' relative frequencies.

    How do You Choose an Appropriate Way of Displaying Data?

    To choose an appropriate graph, the first thing is to consider the objective of the presentation of data (Infogram, 2019):

    Comparison: Use comparison charts to compare one or more datasets. They can compare items or show differences over time.

    Relationship:  These types of charts are used to show a connection or correlation between two or more variables.

    Composition: For this kind of objective, the charts display parts of a whole that change over time.

    Distribution: The charts are used to show how variables are distributed over time, helping identify outliers and trends.

    Pyramids and pie charts display parts of a whole. Line, bar, and column charts represent change over time. While scatter plots and tree maps are helpful if you have a lot of data to visualize (Infogram, 2019).

    Lies, Damned Lies, and Statistics

    1. What are the ways statistics can be used to mislead?

    2. How to avoid being misled by poor statistics.

    Statistics have a lot of power. So much so that people and organizations based some of their most important decision on statistics. Statistics are extensively used in studies, organizations, media, and politics. People say numbers do not lie; that might be true. However, sometimes, statistics can be misleading, and the same data can show the opposite trend depending on how it is used. Most of the time, statistics are presented without the background information necessary for their correct interpretation. Knowing the different types of ways statistics can be misused is vital so that you can identify them and not make decisions based on biased or incorrect data (Wendy, 2021).

    · Statistics mislead

    · Statistics misrepresent research findings

    Statistics can generate misleading results for several reasons, such as poor research design, inappropriate sample size, or erroneous choice of statistical test, for example, can all generate misleading results. A group of issues should be known to assure a good interpretation of statistical data to avoid misleading statistical data. According to Scott & Mazhindu (2014), they are:

    ·
    **Measures of Central Tendency** To decide which measure of central tendency to use is linked to the type of data being collected and analyzed when a measure of central tendency is presented, it is also normal to include a measure of the variation. If an inappropriate measure of central tendency is used to describe a particular sample of data, the readers can be misled is if.

    ·
    **“Meaningless” Mean** An average (the mean, median, or mode of a set of numbers) is useful as a single-parameter characterization of a more or less quantitative variable type. For bi-modal distributions, an average has little descriptive value and obscures the number set's nature. For example, there would not be much value in calculating the average age of a family consisting of two parents and several children. Let us say the parents are aged 33 and 35, and the children are ages 1,3, 5, and 7. The average (mean) age in the family is 14, suggesting that the “average” family member is a teenager (Deriel, 2021).

    ·
    **Percentage and Proportion** Percentages are used to express proportions. This is especially important concerning sample size; that is why you should be wary when a percentage is quoted without an indication of the sample size.

    ·
    **Absolute and Relative Risk** These two statistics can be used to report risk, but they can have very different values even when the data they are based on is the same. Absolute refers to the actual probability that an event will occur. Relative risk, on the other hand, is a comparison of the risk experienced by one group compared to another.

    ·
    **Percentages, Proportions, Probability, and Ratios** Percentages, proportions, and ratios are related mathematical terms. However, the interesting question is whether or not they instinctively similarly interpreted each of these values. Proportion refers to the number of items in a sub-category about the total number of items in the main category, and percentages are used to express proportions.

    ·
    **Error of Measurement** Other issues related to statistics' misleading uses are extrapolation beyond the reasonable and extreme, sampling, and data display. When there are two groups to compare, the difference between the two groups is potentially small. You need to ensure that your measurement tool is accurate and that the error generated by the measuring tool does not swamp the difference between the two groups.

    How to Avoid Being Misled by Poor Statistics

    The following elements, according to (Spire et al., 1998 & Weatherburn, 2011), should be reviewed with care in the case of poor statistics:

    · The source is a subject matter expert, not a statistics expert.

    · The source is a statistician, not a subject matter expert.

    · The subject being studied is not well defined.

    · Data quality is poor.

    · The mainstream media has limited expertise and mixed motives.

    **References**

    Bhandari, P. (2020).
    _Descriptive statistics, definitions, types, examples_. Scribbr.
    [https://www.scribbr.com/statistics/descriptive-statistics/Links to an external site.](https://www.scribbr.com/statistics/descriptive-statistics/)

    CDC. (2022).
    _Prevaccination checklist for COVID-19 vaccines for vaccine recipients_.
    [https://www.cdc.gov/vaccines/covid-19/downloads/pre-vaccination-screening-form.pdfLinks to an external site.](https://www.cdc.gov/vaccines/covid-19/downloads/pre-vaccination-screening-form.pdf)

    Glen., S. (2021).
    _Odds ratio calculation and interpretation_. Statistics how to.
    [https://www.statisticshowto.com/probability-and-statistics/probability-main-index/odds-ratio/Links to an external site.](https://www.statisticshowto.com/probability-and-statistics/probability-main-index/odds-ratio/)

    Mcleod, S. (2018).
    _Questionnaire: definition, examples, design, and types_. Simplypsychology.org; Simply Psychology.
    [https://www.simplypsychology.org/questionnaires.htmlLinks to an external site.](https://www.simplypsychology.org/questionnaires.html)

    Scott, I., & Mazhindu, D. (2014).
    _Statistics for healthcare professionals: an introduction_. Sage.

    Spirer, H., Spirer, L., & Jaffe, A. J. (1998).
    _Misused statistics._ (2nd ed.).
    _CRC Press._

    Sun, Y., Fu, Z., Bo, Q., Mao, Z., Ma, X., & Wang, C. (2020). The reliability and validity of PHQ-9 in patients with major depressive disorder in a psychiatric hospital.
    _BMC Psychiatry_,
    _20_(1).
    [https://doi.org/10.1186/s12888-020-02885-6Links to an external site.](https://doi.org/10.1186/s12888-020-02885-6)

    Weatherburn, D. (2011). Uses and abuses of crime statistics.
    _Crime and justice bulletin: Contemporary issues in crime and justice, NSW bureau of crime statistics and research_,
    _153_, 1 – 16.

  • [Solved] Biostadistic

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Q6.docx **## Q6.docx** **Module 2:** _Assignment 2_ From the following chart, prepare 2 scatter plots, identifying the relationship between age and height, and age and weight. Using a bar graph for age frequency. | | | | | — | — | — | | AGE | HIGH | WEIGHT | | 53 | 1.75 | 140 | | 56 | 1.6…

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    Assignment Prompt & Instructions

    – ## Q6.docx

    **## Q6.docx**

    **Module 2:** _Assignment 2_

    From the following chart, prepare 2 scatter plots, identifying the relationship between age and height, and age and weight. Using a bar graph for age frequency.

    | | | |
    | — | — | — |
    | AGE | HIGH | WEIGHT |
    | 53 | 1.75 | 140 |
    | 56 | 1.60 | 70 |
    | 62 | 1.84 | 86 |
    | 36 | 1.65 | 80 |
    | 39 | 1.69 | 65 |
    | 26 | 1.64 | 64 |
    | 58 | 1.70 | 78.5 |
    | 53 | 1.75 | 91 |
    | 34 | 1.66 | 82 |
    | 44 | 1.72 | 114 |
    | 49 | 1.70 | 98 |
    | 33 | 1.77 | 106 |
    | 37 | 1.63 | 81 |
    | 40 | 1.60 | 60 |

    **Submission Instructions:**

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

    · It should include at least 2 academic sources, formatted and cited in APA.

    **## Q6.docx**

    **Module 2:** _Assignment 2_

    From the following chart, prepare 2 scatter plots, identifying the relationship between age and height, and age and weight. Using a bar graph for age frequency.

    | | | |
    | — | — | — |
    | AGE | HIGH | WEIGHT |
    | 53 | 1.75 | 140 |
    | 56 | 1.60 | 70 |
    | 62 | 1.84 | 86 |
    | 36 | 1.65 | 80 |
    | 39 | 1.69 | 65 |
    | 26 | 1.64 | 64 |
    | 58 | 1.70 | 78.5 |
    | 53 | 1.75 | 91 |
    | 34 | 1.66 | 82 |
    | 44 | 1.72 | 114 |
    | 49 | 1.70 | 98 |
    | 33 | 1.77 | 106 |
    | 37 | 1.63 | 81 |
    | 40 | 1.60 | 60 |

    **Submission Instructions:**

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

    · It should include at least 2 academic sources, formatted and cited in APA.

  • [Solved] Biostadistic

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Q7.docx **## Q7.docx** **Module 2:** _Assignment 3_ From the questionnaire [“Prevaccination Checklist for COVID-19 Vaccines”](https://agmu.instructure.com/courses/43007/files/10979598?wrap=1) [Download “Prevaccination Checklist for COVID-19 Vaccines”](https://agmu.instructure.com/courses/43007/…

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    Assignment Prompt & Instructions

    – ## Q7.docx

    **## Q7.docx**

    **Module 2:** _Assignment 3_

    From the questionnaire
    [“Prevaccination Checklist for COVID-19 Vaccines”](https://agmu.instructure.com/courses/43007/files/10979598?wrap=1) [Download “Prevaccination Checklist for COVID-19 Vaccines”](https://agmu.instructure.com/courses/43007/files/10979598/download?download_frd=1)(Module 2), Table 1, select the most appropriate method to display the frequency of patients presenting with the four questions shown in the table.  With the same information (COVID-19), prepare a bar graph for the percentage of (yes) (no) answers from the total responses equaling (24).

    **Submission Instructions:**

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

    · It should include at least 2 academic sources, formatted and cited in APA.

    **## Q7.docx**

    **Module 2:** _Assignment 3_

    From the questionnaire
    [“Prevaccination Checklist for COVID-19 Vaccines”](https://agmu.instructure.com/courses/43007/files/10979598?wrap=1) [Download “Prevaccination Checklist for COVID-19 Vaccines”](https://agmu.instructure.com/courses/43007/files/10979598/download?download_frd=1)(Module 2), Table 1, select the most appropriate method to display the frequency of patients presenting with the four questions shown in the table.  With the same information (COVID-19), prepare a bar graph for the percentage of (yes) (no) answers from the total responses equaling (24).

    **Submission Instructions:**

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

    · It should include at least 2 academic sources, formatted and cited in APA.

  • [Solved] DNP

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Q8.docx **## Q8.docx** _Lead and Manage in the Twenty-First Century_ **Instructions:** Write an essay about how to Lead and manage in the Twenty-first Century. Consider all the points explained when describing the topic in the module content. Contribute a minimum of three pages. It should inclu…

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    Assignment Prompt & Instructions

    – ## Q8.docx

    **## Q8.docx**

    _Lead and Manage in the Twenty-First Century_

    **Instructions:**

    Write an essay about how to Lead and manage in the Twenty-first Century. Consider all the points explained when describing the topic in the module content.

    Contribute a minimum of three pages. It should include at least three academic sources, formatted and cited in APA.

    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:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Your post should be at least three pages (excluding the title page and references), formatted, and cited in the current APA style with support from at least three academic sources.

    · 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.

    **## Q8.docx**

    _Lead and Manage in the Twenty-First Century_

    **Instructions:**

    Write an essay about how to Lead and manage in the Twenty-first Century. Consider all the points explained when describing the topic in the module content.

    Contribute a minimum of three pages. It should include at least three academic sources, formatted and cited in APA.

    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:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Your post should be at least three pages (excluding the title page and references), formatted, and cited in the current APA style with support from at least three academic sources.

    · 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] NUR514 Discussion #1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Nur514Discussion1.docx **## Nur514Discussion1.docx** After studying [Module 1: Lecture Materials & Resources](https://stu.instructure.com/courses/48491/pages/module-1-lecture-materials-and-resources), discuss the following: · Name and discuss four prevention essential health benefits for women …

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    Assignment Prompt & Instructions

    – ## Nur514Discussion1.docx

    **## Nur514Discussion1.docx**

    After studying
    [Module 1: Lecture Materials & Resources](https://stu.instructure.com/courses/48491/pages/module-1-lecture-materials-and-resources), discuss the following:

    · Name and discuss four prevention essential health benefits for women that must be covered under the Affordable Care Act.

    · For women in the age range of early adulthood describe:

    · The psychosocial development.

    · As a Nurse practitioner, what you think would be the most appropriate clinical education and clinical interventions you would do on a patient in that age range. Base your answer on most common normal and pathological situations women face in the mentioned age range.

    · Define and give an example of Primary, Secondary and Tertiary prevention on Women's Health.

    This book is the one being used: Schuiling, K. D., & Likis, F. E. (2022). Gynecologic Health Care: with an Introduction to Prenatal and Postpartum Care (4th ed.). Jones & Bartlett Learning.

    · Chapters 1-6

    · Chapter 11

    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.

    **## Nur514Discussion1.docx**

    After studying
    [Module 1: Lecture Materials & Resources](https://stu.instructure.com/courses/48491/pages/module-1-lecture-materials-and-resources), discuss the following:

    · Name and discuss four prevention essential health benefits for women that must be covered under the Affordable Care Act.

    · For women in the age range of early adulthood describe:

    · The psychosocial development.

    · As a Nurse practitioner, what you think would be the most appropriate clinical education and clinical interventions you would do on a patient in that age range. Base your answer on most common normal and pathological situations women face in the mentioned age range.

    · Define and give an example of Primary, Secondary and Tertiary prevention on Women's Health.

    This book is the one being used: Schuiling, K. D., & Likis, F. E. (2022). Gynecologic Health Care: with an Introduction to Prenatal and Postpartum Care (4th ed.). Jones & Bartlett Learning.

    · Chapters 1-6

    · Chapter 11

    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.

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    **Post** **at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most incli…

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    **Post** **at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified.**

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    – ## AppendixGIndividualEvidenceSummary.docx – AppendixH.docx – AppendixFNonresearchEvidenceAppraisal.docx – AppendixEResearchEvidenceAppraisal.docx **## AppendixGIndividualEvidenceSummary.docx** Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals Individual Evidence…

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    Assignment Prompt & Instructions

    – ## AppendixGIndividualEvidenceSummary.docx

    – AppendixH.docx
    – AppendixFNonresearchEvidenceAppraisal.docx
    – AppendixEResearchEvidenceAppraisal.docx

    **## AppendixGIndividualEvidenceSummary.docx**

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

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/dnp-project-documents)

    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.

    **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

    **AppendixH.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixh-docx-10431115)

    **AppendixFNonresearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixfnonresearchevidenceappraisal-docx-10431111)

    **AppendixEResearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixeresearchevidenceappraisal-docx-10431109)

    **AppendixEResearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixeresearchevidenceappraisal-docx-10431109)

    **## AppendixGIndividualEvidenceSummary.docx**

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

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/dnp-project-documents)

    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.

    **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

    **AppendixH.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixh-docx-10431115)

    **AppendixFNonresearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixfnonresearchevidenceappraisal-docx-10431111)

    **AppendixEResearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixeresearchevidenceappraisal-docx-10431109)

    **## AppendixGIndividualEvidenceSummary.docx**

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

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/dnp-project-documents)

    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.

    **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

    **AppendixH.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixh-docx-10431115)

    **AppendixFNonresearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixfnonresearchevidenceappraisal-docx-10431111)

    **AppendixEResearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixeresearchevidenceappraisal-docx-10431109)

    – 1
    – 2
    – 3
    – 4

  • [Solved] Nursing NUR 514 Assignment #1

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    Executive Solution Overview

    – ## NUR5141assignment.docx **## NUR5141assignment.docx** **_United States Preventive Service Taskforce (USPSTF)_** Following the guidelines of the United States Preventive Service Taskforce (USPSTF), discuss and describe the screening recommendations for the following: · Cervical cancer · Breast ca…

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    Assignment Prompt & Instructions

    – ## NUR5141assignment.docx

    **## NUR5141assignment.docx**

    **_United States Preventive Service Taskforce (USPSTF)_**

    Following the guidelines of the United States Preventive Service Taskforce (USPSTF), discuss and describe the screening recommendations for the following:

    · Cervical cancer

    · Breast cancer

    · Osteoporosis

    · Colorectal cancer

    · Lung cancer

    · Ovarian cancer

    · Intimate partner violence (IPV).

    **Submission Instructions:**

    · The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

    · The paper is to be no shorter than 3-4 pages in length, excluding the title and references page.

    · Your paper should be formatted per APA.

    · Your submission will be reviewed for plagiarism through Turnitin.

    · Incorporate current practice guidelines for diagnosis and treatment and a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).

    **## NUR5141assignment.docx**

    **_United States Preventive Service Taskforce (USPSTF)_**

    Following the guidelines of the United States Preventive Service Taskforce (USPSTF), discuss and describe the screening recommendations for the following:

    · Cervical cancer

    · Breast cancer

    · Osteoporosis

    · Colorectal cancer

    · Lung cancer

    · Ovarian cancer

    · Intimate partner violence (IPV).

    **Submission Instructions:**

    · The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

    · The paper is to be no shorter than 3-4 pages in length, excluding the title and references page.

    · Your paper should be formatted per APA.

    · Your submission will be reviewed for plagiarism through Turnitin.

    · Incorporate current practice guidelines for diagnosis and treatment and a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).