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  • [Solved] Case PowerPoint Presentation: Nephroblastoma

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (2)** – ## NephroblastomaPPT.docx – ## PowerPointPresentationpeds.pptx **## NephroblastomaPPT.docx** · MUST BE ON Nephroblastoma 1. Select a health problem that primarily affects the pediatric population. (You did this in Module 1 Discussion 2.) 2. Provide information about t…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## NephroblastomaPPT.docx

    – ## PowerPointPresentationpeds.pptx

    **## NephroblastomaPPT.docx**

    · MUST BE ON Nephroblastoma

    1. Select a health problem that primarily affects the pediatric population. (You did this in Module 1 Discussion 2.)

    2. Provide information about the incidence, prevalence, and pathophysiology of the disease/disorder to the cellular level.

    · Differential Diagnosis

    1. Educate advanced practice nurses on

    · assessment and diagnostic exams (Remember, APRN are the primary care providers)

    · care/treatment including genetics/genomics—specific for this disorder

    1. Provide patient education for management, cultural, and spiritual considerations for care must also be addressed.

    **Submission Instructions:**

    · Presentation is original work and logically organized.

    · Followed current APA format for PowerPoint slides, including citation of references.

    · PowerPoint presentation with 10-15 slides were clear and easy to read. Speaker notes expanded upon and clarified content on the slides.

    · Incorporate 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 the current APA style (the library has a copy of the APA Manual).

    **## PowerPointPresentationpeds.pptx**

    This is an idea of what your presentation should look like.

    Title.

    Your name

    Course

    Faculty

    etc

    pathophysiology of the disease/disorder to the cellular level

    This is important for you to understand because you will be treating patients with this.

    Why does an APRN care about this?

    Incidence

    How many affected

    Covid hit many were affected, since it is a contagious disease how many more can become affected.

    Prevalence

    during a period of time

    Allergy season (more people showing up in clinic with allergic rhinitis). You knew this was going to happen because you know the prevalence

    Ear infections (more kids with ear aches). School started

    How will this affect my care of the patients, the clinic, community?

    Differential Diagnosis
    (Could it be or could it not be. That is the question)

    What are three differential diagnosis for this disease/disorder

    Why is it a suspected disease/disorder?

    What is the difference?

    [https://www.medicalnewstoday.com/articles/differential-diagnosis](https://www.medicalnewstoday.com/articles/differential-diagnosis)

    assessment that an APRN is to do

    Detail assessment. Do not write assess for dehydration.

    This is how you write it

    Dehydration assessment

    Newborn – (O)sunken fontanels, (S)diapers, (S)tears

    Toddler – (S)diaper counts, (O)dry buccal membranes, (S)increased thirst

    Preschool to adolescent – (O)turgor, (S)thirst, (O)urine output

    Document assessment for each age that is affected. This is pediatrics

    (S) – subjective

    (O) – objective

    Diagnostics APRN will send out for

    You will be sending out for labs, test, etc.

    You are the Primary Care Provider. You need to be thinking like one.

    care/treatment………….. APRN REFER!

    What are the meds you will prescribe

    Age considerations

    If you must refer who will you refer to.

    You ARE NOT performing surgery, who are you referring to.

    genetics/genomics—specific for this disorder. Role of the APRN with genetics/genomics

    You are the Primary Care Provider. You need to be thinking like one.

    What is your role here.

    9

    Provide patient education for management, cultural, and spiritual considerations for care must also be addressed.

    If your patient is diabetic and the insulin is from swine. What religions cannot be prescribed the insulin?

    Pearls & Pitfalls (Key Points)

    Your slides do not have to be exactly like these. Please make them look nice. Make them yours.

    They MUST have all the components that are required for this assignment that you have reviewed in these slides.

    References

    **## PowerPointPresentationpeds.pptx**

    This is an idea of what your presentation should look like.

    Title.

    Your name

    Course

    Faculty

    etc

    pathophysiology of the disease/disorder to the cellular level

    This is important for you to understand because you will be treating patients with this.

    Why does an APRN care about this?

    Incidence

    How many affected

    Covid hit many were affected, since it is a contagious disease how many more can become affected.

    Prevalence

    during a period of time

    Allergy season (more people showing up in clinic with allergic rhinitis). You knew this was going to happen because you know the prevalence

    Ear infections (more kids with ear aches). School started

    How will this affect my care of the patients, the clinic, community?

    Differential Diagnosis
    (Could it be or could it not be. That is the question)

    What are three differential diagnosis for this disease/disorder

    Why is it a suspected disease/disorder?

    What is the difference?

    [https://www.medicalnewstoday.com/articles/differential-diagnosis](https://www.medicalnewstoday.com/articles/differential-diagnosis)

    assessment that an APRN is to do

    Detail assessment. Do not write assess for dehydration.

    This is how you write it

    Dehydration assessment

    Newborn – (O)sunken fontanels, (S)diapers, (S)tears

    Toddler – (S)diaper counts, (O)dry buccal membranes, (S)increased thirst

    Preschool to adolescent – (O)turgor, (S)thirst, (O)urine output

    Document assessment for each age that is affected. This is pediatrics

    (S) – subjective

    (O) – objective

    Diagnostics APRN will send out for

    You will be sending out for labs, test, etc.

    You are the Primary Care Provider. You need to be thinking like one.

    care/treatment………….. APRN REFER!

    What are the meds you will prescribe

    Age considerations

    If you must refer who will you refer to.

    You ARE NOT performing surgery, who are you referring to.

    genetics/genomics—specific for this disorder. Role of the APRN with genetics/genomics

    You are the Primary Care Provider. You need to be thinking like one.

    What is your role here.

    9

    Provide patient education for management, cultural, and spiritual considerations for care must also be addressed.

    If your patient is diabetic and the insulin is from swine. What religions cannot be prescribed the insulin?

    Pearls & Pitfalls (Key Points)

    Your slides do not have to be exactly like these. Please make them look nice. Make them yours.

    They MUST have all the components that are required for this assignment that you have reviewed in these slides.

    References

    **## NephroblastomaPPT.docx**

    · MUST BE ON Nephroblastoma

    1. Select a health problem that primarily affects the pediatric population. (You did this in Module 1 Discussion 2.)

    2. Provide information about the incidence, prevalence, and pathophysiology of the disease/disorder to the cellular level.

    · Differential Diagnosis

    1. Educate advanced practice nurses on

    · assessment and diagnostic exams (Remember, APRN are the primary care providers)

    · care/treatment including genetics/genomics—specific for this disorder

    1. Provide patient education for management, cultural, and spiritual considerations for care must also be addressed.

    **Submission Instructions:**

    · Presentation is original work and logically organized.

    · Followed current APA format for PowerPoint slides, including citation of references.

    · PowerPoint presentation with 10-15 slides were clear and easy to read. Speaker notes expanded upon and clarified content on the slides.

    · Incorporate 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 the current APA style (the library has a copy of the APA Manual).

    **## PowerPointPresentationpeds.pptx**

    This is an idea of what your presentation should look like.

    Title.

    Your name

    Course

    Faculty

    etc

    pathophysiology of the disease/disorder to the cellular level

    This is important for you to understand because you will be treating patients with this.

    Why does an APRN care about this?

    Incidence

    How many affected

    Covid hit many were affected, since it is a contagious disease how many more can become affected.

    Prevalence

    during a period of time

    Allergy season (more people showing up in clinic with allergic rhinitis). You knew this was going to happen because you know the prevalence

    Ear infections (more kids with ear aches). School started

    How will this affect my care of the patients, the clinic, community?

    Differential Diagnosis
    (Could it be or could it not be. That is the question)

    What are three differential diagnosis for this disease/disorder

    Why is it a suspected disease/disorder?

    What is the difference?

    [https://www.medicalnewstoday.com/articles/differential-diagnosis](https://www.medicalnewstoday.com/articles/differential-diagnosis)

    assessment that an APRN is to do

    Detail assessment. Do not write assess for dehydration.

    This is how you write it

    Dehydration assessment

    Newborn – (O)sunken fontanels, (S)diapers, (S)tears

    Toddler – (S)diaper counts, (O)dry buccal membranes, (S)increased thirst

    Preschool to adolescent – (O)turgor, (S)thirst, (O)urine output

    Document assessment for each age that is affected. This is pediatrics

    (S) – subjective

    (O) – objective

    Diagnostics APRN will send out for

    You will be sending out for labs, test, etc.

    You are the Primary Care Provider. You need to be thinking like one.

    care/treatment………….. APRN REFER!

    What are the meds you will prescribe

    Age considerations

    If you must refer who will you refer to.

    You ARE NOT performing surgery, who are you referring to.

    genetics/genomics—specific for this disorder. Role of the APRN with genetics/genomics

    You are the Primary Care Provider. You need to be thinking like one.

    What is your role here.

    9

    Provide patient education for management, cultural, and spiritual considerations for care must also be addressed.

    If your patient is diabetic and the insulin is from swine. What religions cannot be prescribed the insulin?

    Pearls & Pitfalls (Key Points)

    Your slides do not have to be exactly like these. Please make them look nice. Make them yours.

    They MUST have all the components that are required for this assignment that you have reviewed in these slides.

    References

    **## NephroblastomaPPT.docx**

    · MUST BE ON Nephroblastoma

    1. Select a health problem that primarily affects the pediatric population. (You did this in Module 1 Discussion 2.)

    2. Provide information about the incidence, prevalence, and pathophysiology of the disease/disorder to the cellular level.

    · Differential Diagnosis

    1. Educate advanced practice nurses on

    · assessment and diagnostic exams (Remember, APRN are the primary care providers)

    · care/treatment including genetics/genomics—specific for this disorder

    1. Provide patient education for management, cultural, and spiritual considerations for care must also be addressed.

    **Submission Instructions:**

    · Presentation is original work and logically organized.

    · Followed current APA format for PowerPoint slides, including citation of references.

    · PowerPoint presentation with 10-15 slides were clear and easy to read. Speaker notes expanded upon and clarified content on the slides.

    · Incorporate 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 the current APA style (the library has a copy of the APA Manual).

    **## PowerPointPresentationpeds.pptx**

    This is an idea of what your presentation should look like.

    Title.

    Your name

    Course

    Faculty

    etc

    pathophysiology of the disease/disorder to the cellular level

    This is important for you to understand because you will be treating patients with this.

    Why does an APRN care about this?

    Incidence

    How many affected

    Covid hit many were affected, since it is a contagious disease how many more can become affected.

    Prevalence

    during a period of time

    Allergy season (more people showing up in clinic with allergic rhinitis). You knew this was going to happen because you know the prevalence

    Ear infections (more kids with ear aches). School started

    How will this affect my care of the patients, the clinic, community?

    Differential Diagnosis
    (Could it be or could it not be. That is the question)

    What are three differential diagnosis for this disease/disorder

    Why is it a suspected disease/disorder?

    What is the difference?

    [https://www.medicalnewstoday.com/articles/differential-diagnosis](https://www.medicalnewstoday.com/articles/differential-diagnosis)

    assessment that an APRN is to do

    Detail assessment. Do not write assess for dehydration.

    This is how you write it

    Dehydration assessment

    Newborn – (O)sunken fontanels, (S)diapers, (S)tears

    Toddler – (S)diaper counts, (O)dry buccal membranes, (S)increased thirst

    Preschool to adolescent – (O)turgor, (S)thirst, (O)urine output

    Document assessment for each age that is affected. This is pediatrics

    (S) – subjective

    (O) – objective

    Diagnostics APRN will send out for

    You will be sending out for labs, test, etc.

    You are the Primary Care Provider. You need to be thinking like one.

    care/treatment………….. APRN REFER!

    What are the meds you will prescribe

    Age considerations

    If you must refer who will you refer to.

    You ARE NOT performing surgery, who are you referring to.

    genetics/genomics—specific for this disorder. Role of the APRN with genetics/genomics

    You are the Primary Care Provider. You need to be thinking like one.

    What is your role here.

    9

    Provide patient education for management, cultural, and spiritual considerations for care must also be addressed.

    If your patient is diabetic and the insulin is from swine. What religions cannot be prescribed the insulin?

    Pearls & Pitfalls (Key Points)

    Your slides do not have to be exactly like these. Please make them look nice. Make them yours.

    They MUST have all the components that are required for this assignment that you have reviewed in these slides.

    References

  • [Solved] WK 2 DIS,DATA

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (3)** – ## WK2DISC.DATA.docx – ## NURS_8211_WK2_IntroducingStatistics2.pptx – HicksFinalExeSummaryDNP.docx **## WK2DISC.DATA.docx** Introducing Statistics for the DNP A research problem statement identifies an area of need in which there is a gap in knowledge or practice and…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (3)**

    – ## WK2DISC.DATA.docx

    – ## NURS_8211_WK2_IntroducingStatistics2.pptx

    – HicksFinalExeSummaryDNP.docx

    **## WK2DISC.DATA.docx**

    Introducing Statistics for the DNP

    A research problem statement identifies an area of need in which there is a gap in knowledge or practice and interest by a nurse researcher. Either from a hypothetical or real-world experience, nursing research problem statements help to focus the research purpose and guide the study of the problem.

    In this discussion, you will identify a nursing problem to analyze the potential impact for positive change and explore tools used to examine it in the selected research.

    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/6373626)

    Required Reading

    · 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 1, “Evidence-Based Practice Background” (pp. 3–10)

    · Chapter 4, “The Practice Question Phase” (pp. 80–92)

    · Question Development Tool (pp. 283–288)

    · Emsden, C., Schäfer, U. B., Denhaerynck, K., Grossmann, F., Frei, I. A., & Kirsch, M. (2020).
    [Validating a pain assessment tool in heterogeneous ICU patients: Is it possible?Links to an external site.](https://onlinelibrary.wiley.com/doi/full/10.1111/nicc.12469) _Nursing in Critical Care, 25_(1), 8–15. https://onlinelibrary.wiley.com/doi/full/10.1111/nicc.12469

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

    · Chapter 1, “Statistics or Sadistics? It’s Up to You” (pp. 4–11)

    ·
    **Document:** Hicks, T. (2024).
    [_Quality evaluation of a central line associated bloodstream infection_](https://waldenu.instructure.com/courses/157739/files/12465887?wrap=1) [Download Quality evaluation of a central line associated bloodstream infection](https://waldenu.instructure.com/courses/157739/files/12465887/download?download_frd=1). Walden University CAO Repository.

    Required Media

    Niedz, B. (2024).
    _Basic research principles: Introducing statistics_ [Video]. Walden University Canvas.
    [https://waldenu.instructure.com](https://waldenu.instructure.com/)

    Required Power point

    **To prepare:**

    · Review the “Fall” articles from Week 1.

    · Complete the Week 2 Basic Research Principles: Introducing Statistics Quiz.

    By Day 3 of Week 2

    **Post** a response to the following prompts:

    · Identify nursing problems implicit in the nursing research study and the QI DNP project.

    · Describe how the nursing problems define the gap in knowledge (research) and the gap in practice (QI and DNP projects). Compare and contrast how the problems are presented and potentially influence a positive nursing practice change.

    · Identify one key measurement/variable used in each of the three studies/projects.

    · Critique the question development tool presented in terms of the problem, the EBP question, and the measurement (Hicks, 2024).

    By Day 6 of Week 2

    **Read** a selection of your colleagues’ posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

    **## NURS_8211_WK2_IntroducingStatistics2.pptx**

    NURS 8211
    Research for an evidence-based practice

    Week 2: Basic research principle; introducing statistics

    Basic research principles includes the use of statistics in quantitative studies.

    1

    Week 2: Introducing statistics for the dnp

    Objectives

    Differentiate between inferential and descriptive statistics

    Identify a nursing problem statement and describe how the problem relates to the research question or practice-focused question

    Identify key measurements/variables related to a research study, a QI project, and a DNP project

    Determine how hypothesis testing principles can apply to evaluating change in practice whether research, quality improvement or evidence-based practice

    Problems and a gap in practice

    Identifying the problem and the measurement associated with it is an important process

    Problems may relate to:

    Poor outcomes

    A practice that is outdated or ineffective in addressing a problem

    Problems and their solutions

    Hicks, T. (2024) increased CLABSI rate at the site. DNP project that explored a gap in practice: the incidence of CLABSI

    Emsden et al., (2020) practice using tools that require a verbal response to evaluate pain in patients who are nonverbal (intubated patients, patients who are unconscious). A research study that explored a knowledge deficit: how to evaluate pain in nonverbal patients.

    How does measurement play into these?

    The incidence of CLABSI in patients at the site.

    What tools are currently in place to evaluate pain in nonverbal patients? Is there a better way?

    3

    Measurement vs. variables

    Implementing a bundle to combat CLABSI

    Measure CLABSI

    Measure the components of the bundle

    Compare pre to post:

    For the incidence of CLABSI

    For compliance with the bundle

    Hicks, T. (2024)

    Measurement vs. variables

    Developing Criterion Validity for the Critical Care Pain Observation Tool (CPOT) to measure pain in nonverbal patients

    Compared CPOT to Behavioral Pain Scale and patients’ self report in 60 patients using 480 pain observations simultaneously with 2 raters

    Feasibility: measured by nurses

    Pain evaluation: measured in patients

    5

    Descriptive vs. inferential statistics

    Descriptive statistics are useful to describe the sample characteristics

    Inferential statistics are useful to infer results from a sample to a population

    Both can be used in published research.

    Descriptive statistics can be used to describe the sample on key characteristics

    Inferential statistics can be used to determine whether or not you can make inferences about the population from a sample. Is the result due to chance or is there someway to use the information to predict from the sample to the population?

    6

    From problem to a practice-focused question

    Requires thoughtful analysis on what is the nature of the problem, and what is currently in place to address the problem.

    What is the gap in practice?

    What does current research evidence say about what works and what doesn’t to solve the problem?

    The Question Development Tool (Dang et al. 2022)

    It is not too soon for you to start thinking about a problem

    7

    ## image14.jpg

    ## image18.jpg

    ## image20.jpg

    ## image21.jpg

    ## image22.jpg

    **HicksFinalExeSummaryDNP.docx**

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

    **HicksFinalExeSummaryDNP.docx**

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

    **## WK2DISC.DATA.docx**

    Introducing Statistics for the DNP

    A research problem statement identifies an area of need in which there is a gap in knowledge or practice and interest by a nurse researcher. Either from a hypothetical or real-world experience, nursing research problem statements help to focus the research purpose and guide the study of the problem.

    In this discussion, you will identify a nursing problem to analyze the potential impact for positive change and explore tools used to examine it in the selected research.

    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/6373626)

    Required Reading

    · 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 1, “Evidence-Based Practice Background” (pp. 3–10)

    · Chapter 4, “The Practice Question Phase” (pp. 80–92)

    · Question Development Tool (pp. 283–288)

    · Emsden, C., Schäfer, U. B., Denhaerynck, K., Grossmann, F., Frei, I. A., & Kirsch, M. (2020).
    [Validating a pain assessment tool in heterogeneous ICU patients: Is it possible?Links to an external site.](https://onlinelibrary.wiley.com/doi/full/10.1111/nicc.12469) _Nursing in Critical Care, 25_(1), 8–15. https://onlinelibrary.wiley.com/doi/full/10.1111/nicc.12469

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

    · Chapter 1, “Statistics or Sadistics? It’s Up to You” (pp. 4–11)

    ·
    **Document:** Hicks, T. (2024).
    [_Quality evaluation of a central line associated bloodstream infection_](https://waldenu.instructure.com/courses/157739/files/12465887?wrap=1) [Download Quality evaluation of a central line associated bloodstream infection](https://waldenu.instructure.com/courses/157739/files/12465887/download?download_frd=1). Walden University CAO Repository.

    Required Media

    Niedz, B. (2024).
    _Basic research principles: Introducing statistics_ [Video]. Walden University Canvas.
    [https://waldenu.instructure.com](https://waldenu.instructure.com/)

    Required Power point

    **To prepare:**

    · Review the “Fall” articles from Week 1.

    · Complete the Week 2 Basic Research Principles: Introducing Statistics Quiz.

    By Day 3 of Week 2

    **Post** a response to the following prompts:

    · Identify nursing problems implicit in the nursing research study and the QI DNP project.

    · Describe how the nursing problems define the gap in knowledge (research) and the gap in practice (QI and DNP projects). Compare and contrast how the problems are presented and potentially influence a positive nursing practice change.

    · Identify one key measurement/variable used in each of the three studies/projects.

    · Critique the question development tool presented in terms of the problem, the EBP question, and the measurement (Hicks, 2024).

    By Day 6 of Week 2

    **Read** a selection of your colleagues’ posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

    **## NURS_8211_WK2_IntroducingStatistics2.pptx**

    NURS 8211
    Research for an evidence-based practice

    Week 2: Basic research principle; introducing statistics

    Basic research principles includes the use of statistics in quantitative studies.

    1

    Week 2: Introducing statistics for the dnp

    Objectives

    Differentiate between inferential and descriptive statistics

    Identify a nursing problem statement and describe how the problem relates to the research question or practice-focused question

    Identify key measurements/variables related to a research study, a QI project, and a DNP project

    Determine how hypothesis testing principles can apply to evaluating change in practice whether research, quality improvement or evidence-based practice

    Problems and a gap in practice

    Identifying the problem and the measurement associated with it is an important process

    Problems may relate to:

    Poor outcomes

    A practice that is outdated or ineffective in addressing a problem

    Problems and their solutions

    Hicks, T. (2024) increased CLABSI rate at the site. DNP project that explored a gap in practice: the incidence of CLABSI

    Emsden et al., (2020) practice using tools that require a verbal response to evaluate pain in patients who are nonverbal (intubated patients, patients who are unconscious). A research study that explored a knowledge deficit: how to evaluate pain in nonverbal patients.

    How does measurement play into these?

    The incidence of CLABSI in patients at the site.

    What tools are currently in place to evaluate pain in nonverbal patients? Is there a better way?

    3

    Measurement vs. variables

    Implementing a bundle to combat CLABSI

    Measure CLABSI

    Measure the components of the bundle

    Compare pre to post:

    For the incidence of CLABSI

    For compliance with the bundle

    Hicks, T. (2024)

    Measurement vs. variables

    Developing Criterion Validity for the Critical Care Pain Observation Tool (CPOT) to measure pain in nonverbal patients

    Compared CPOT to Behavioral Pain Scale and patients’ self report in 60 patients using 480 pain observations simultaneously with 2 raters

    Feasibility: measured by nurses

    Pain evaluation: measured in patients

    5

    Descriptive vs. inferential statistics

    Descriptive statistics are useful to describe the sample characteristics

    Inferential statistics are useful to infer results from a sample to a population

    Both can be used in published research.

    Descriptive statistics can be used to describe the sample on key characteristics

    Inferential statistics can be used to determine whether or not you can make inferences about the population from a sample. Is the result due to chance or is there someway to use the information to predict from the sample to the population?

    6

    From problem to a practice-focused question

    Requires thoughtful analysis on what is the nature of the problem, and what is currently in place to address the problem.

    What is the gap in practice?

    What does current research evidence say about what works and what doesn’t to solve the problem?

    The Question Development Tool (Dang et al. 2022)

    It is not too soon for you to start thinking about a problem

    7

    ## image14.jpg

    ## image18.jpg

    ## image20.jpg

    ## image21.jpg

    ## image22.jpg

    **HicksFinalExeSummaryDNP.docx**

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

    **## WK2DISC.DATA.docx**

    Introducing Statistics for the DNP

    A research problem statement identifies an area of need in which there is a gap in knowledge or practice and interest by a nurse researcher. Either from a hypothetical or real-world experience, nursing research problem statements help to focus the research purpose and guide the study of the problem.

    In this discussion, you will identify a nursing problem to analyze the potential impact for positive change and explore tools used to examine it in the selected research.

    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/6373626)

    Required Reading

    · 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 1, “Evidence-Based Practice Background” (pp. 3–10)

    · Chapter 4, “The Practice Question Phase” (pp. 80–92)

    · Question Development Tool (pp. 283–288)

    · Emsden, C., Schäfer, U. B., Denhaerynck, K., Grossmann, F., Frei, I. A., & Kirsch, M. (2020).
    [Validating a pain assessment tool in heterogeneous ICU patients: Is it possible?Links to an external site.](https://onlinelibrary.wiley.com/doi/full/10.1111/nicc.12469) _Nursing in Critical Care, 25_(1), 8–15. https://onlinelibrary.wiley.com/doi/full/10.1111/nicc.12469

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

    · Chapter 1, “Statistics or Sadistics? It’s Up to You” (pp. 4–11)

    ·
    **Document:** Hicks, T. (2024).
    [_Quality evaluation of a central line associated bloodstream infection_](https://waldenu.instructure.com/courses/157739/files/12465887?wrap=1) [Download Quality evaluation of a central line associated bloodstream infection](https://waldenu.instructure.com/courses/157739/files/12465887/download?download_frd=1). Walden University CAO Repository.

    Required Media

    Niedz, B. (2024).
    _Basic research principles: Introducing statistics_ [Video]. Walden University Canvas.
    [https://waldenu.instructure.com](https://waldenu.instructure.com/)

    Required Power point

    **To prepare:**

    · Review the “Fall” articles from Week 1.

    · Complete the Week 2 Basic Research Principles: Introducing Statistics Quiz.

    By Day 3 of Week 2

    **Post** a response to the following prompts:

    · Identify nursing problems implicit in the nursing research study and the QI DNP project.

    · Describe how the nursing problems define the gap in knowledge (research) and the gap in practice (QI and DNP projects). Compare and contrast how the problems are presented and potentially influence a positive nursing practice change.

    · Identify one key measurement/variable used in each of the three studies/projects.

    · Critique the question development tool presented in terms of the problem, the EBP question, and the measurement (Hicks, 2024).

    By Day 6 of Week 2

    **Read** a selection of your colleagues’ posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

    **## NURS_8211_WK2_IntroducingStatistics2.pptx**

    NURS 8211
    Research for an evidence-based practice

    Week 2: Basic research principle; introducing statistics

    Basic research principles includes the use of statistics in quantitative studies.

    1

    Week 2: Introducing statistics for the dnp

    Objectives

    Differentiate between inferential and descriptive statistics

    Identify a nursing problem statement and describe how the problem relates to the research question or practice-focused question

    Identify key measurements/variables related to a research study, a QI project, and a DNP project

    Determine how hypothesis testing principles can apply to evaluating change in practice whether research, quality improvement or evidence-based practice

    Problems and a gap in practice

    Identifying the problem and the measurement associated with it is an important process

    Problems may relate to:

    Poor outcomes

    A practice that is outdated or ineffective in addressing a problem

    Problems and their solutions

    Hicks, T. (2024) increased CLABSI rate at the site. DNP project that explored a gap in practice: the incidence of CLABSI

    Emsden et al., (2020) practice using tools that require a verbal response to evaluate pain in patients who are nonverbal (intubated patients, patients who are unconscious). A research study that explored a knowledge deficit: how to evaluate pain in nonverbal patients.

    How does measurement play into these?

    The incidence of CLABSI in patients at the site.

    What tools are currently in place to evaluate pain in nonverbal patients? Is there a better way?

    3

    Measurement vs. variables

    Implementing a bundle to combat CLABSI

    Measure CLABSI

    Measure the components of the bundle

    Compare pre to post:

    For the incidence of CLABSI

    For compliance with the bundle

    Hicks, T. (2024)

    Measurement vs. variables

    Developing Criterion Validity for the Critical Care Pain Observation Tool (CPOT) to measure pain in nonverbal patients

    Compared CPOT to Behavioral Pain Scale and patients’ self report in 60 patients using 480 pain observations simultaneously with 2 raters

    Feasibility: measured by nurses

    Pain evaluation: measured in patients

    5

    Descriptive vs. inferential statistics

    Descriptive statistics are useful to describe the sample characteristics

    Inferential statistics are useful to infer results from a sample to a population

    Both can be used in published research.

    Descriptive statistics can be used to describe the sample on key characteristics

    Inferential statistics can be used to determine whether or not you can make inferences about the population from a sample. Is the result due to chance or is there someway to use the information to predict from the sample to the population?

    6

    From problem to a practice-focused question

    Requires thoughtful analysis on what is the nature of the problem, and what is currently in place to address the problem.

    What is the gap in practice?

    What does current research evidence say about what works and what doesn’t to solve the problem?

    The Question Development Tool (Dang et al. 2022)

    It is not too soon for you to start thinking about a problem

    7

    ## image14.jpg

    ## image18.jpg

    ## image20.jpg

    ## image21.jpg

    ## image22.jpg

    **HicksFinalExeSummaryDNP.docx**

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

  • [Solved] WK 2 DIS EPI

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WK2Discu.Epidermology.docx **## WK2Discu.Epidermology.docx** Descriptive Epidemiology: Data Sources and Data Collection ![A person's hand pointing at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-2-dis-epi) Descriptive epi…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK2Discu.Epidermology.docx

    **## WK2Discu.Epidermology.docx**

    Descriptive Epidemiology: Data Sources and Data Collection

    ![A person's hand pointing at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-2-dis-epi)

    Descriptive epidemiology deals with describing disease patterns using three major categories: person, place, or time (Friis & Sellers, 2021). Consider the following example:

    Over the last weekend, six people went to the Alcan City Hospital emergency room with similar symptoms. The laboratory results for the six patients were indicative of an infection due to Escherichia coli (E. coli). Patient interviews revealed they had all eaten a meal at Sam’s Sandwich Food Truck during the Alcan City Fair within 48 hours of going to

    the hospital. Further inquiries by the Alcan City public health officials identified that the source of the E. coli contamination was the lettuce that Sam’s had purchased from M&L Produce (a produce supplier located in Tempe, Arizona). Epidemiologists from the Arizona State Health Department determined that the lettuce that M&L supplied Sam’s was from a farm located in Xion, California (the key supplier for M&L Produce).

    Aside from the six patients who sought treatment, epidemiologists tracked down and conducted interviews with 400 of the fair attendees to identify any potential cases who did not seek treatment and compare data with those who attended but did not become ill. Interview questions pertained to descriptive aspects of the outbreak (person, place, and time). Analysis of data collected on foods eaten allowed the epidemiologists to narrow it down and identify sandwiches served by Sam’s

    Sandwich Food Truck at the fair on Saturday as the source of infection. Alcan City public health officials were quick to visit the food truck to inquire into their food management and handling. The food truck owner was cooperative and helpful in providing licensing, permits, operations, and sales information.

    Descriptive epidemiologic studies are often conducted as precursors to analytic studies. Epidemiologic concepts are used to gather data to better understand and evaluate health trends in populations. Data, such as characteristics of the persons affected, place where an incident occurred, and time of occurrence, are collected and analyzed to look for patterns in an effort to identify emerging health problems. It was in just this way that the HIV/AIDS epidemic was first identified.

    In this Discussion, you will apply the epidemiologic concepts of time, place, and person to a specific population health problem. You will also consider methods for obtaining data to study an issue.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259729)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

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

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

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

    · Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    · Chapter 5, “Sources of Data for Use in Epidemiology”

    · National Institutes of Health National Library of Medicine. (2019).
    [_Finding and using health statistics._ Links to an external site.](https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html) https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    SECONDARY DATA SOURCES

    Use the following resources to locate secondary data sources for this week’s Assignment:

    · Centers for Disease Control and Prevention. (n.d.).
    [_Data.CDC.gov: Home._ Links to an external site.](https://data.cdc.gov/) https://data.cdc.gov/

    · National Center for Health Statistics. (2015).
    [_Resources for researchers._ Links to an external site.](https://www.cdc.gov/nchs/nchs_for_you/researchers.htm) https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    · Walden University Office of Research and Doctoral Services. (n.d.).
    [_Explore existing datasets._ Links to an external site.](https://academicguides.waldenu.edu/research-center/student-research/data-sources) https://academicguides.waldenu.edu/research-center/student-research/data-sources

    · World Health Organization. (2021).
    [_WHO Data collections_ Links to an external site.](https://www.who.int/data/collections) [Data sets]. https://www.who.int/data/collections

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Secondary Data Sources for Population Health
    Time Estimate: 2 minutes

    · Walden University, LLC. (2021).
    [_Descriptive epidemiology—person, place, and time_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/DE/index.html) [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    · Walden University, LLC. (2021).
    [Theoretical models—One Health and socioecological modelLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/TM/index.html)[Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    To prepare:

    · Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion.

    · Locate two scholarly articles that provide background information about the problem.

    · Identify a specific population affected by your selected health problem.

    · Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    · Consider methods for obtaining data to examine the association you selected.

    · Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis

    By Day 3 of Week 2

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

    · Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem.

    · Discuss sampling methods you could use to collect primary data to describe and study your health problem.

    · Identify two secondary data sources that you could use to collect the data needed to address this topic.

    · Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

    By Day 6 of Week 2

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

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

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

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

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

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

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

    **Reply**

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259707)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259722)

    ## image1.jpeg

    **## WK2Discu.Epidermology.docx**

    Descriptive Epidemiology: Data Sources and Data Collection

    ![A person's hand pointing at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-2-dis-epi)

    Descriptive epidemiology deals with describing disease patterns using three major categories: person, place, or time (Friis & Sellers, 2021). Consider the following example:

    Over the last weekend, six people went to the Alcan City Hospital emergency room with similar symptoms. The laboratory results for the six patients were indicative of an infection due to Escherichia coli (E. coli). Patient interviews revealed they had all eaten a meal at Sam’s Sandwich Food Truck during the Alcan City Fair within 48 hours of going to

    the hospital. Further inquiries by the Alcan City public health officials identified that the source of the E. coli contamination was the lettuce that Sam’s had purchased from M&L Produce (a produce supplier located in Tempe, Arizona). Epidemiologists from the Arizona State Health Department determined that the lettuce that M&L supplied Sam’s was from a farm located in Xion, California (the key supplier for M&L Produce).

    Aside from the six patients who sought treatment, epidemiologists tracked down and conducted interviews with 400 of the fair attendees to identify any potential cases who did not seek treatment and compare data with those who attended but did not become ill. Interview questions pertained to descriptive aspects of the outbreak (person, place, and time). Analysis of data collected on foods eaten allowed the epidemiologists to narrow it down and identify sandwiches served by Sam’s

    Sandwich Food Truck at the fair on Saturday as the source of infection. Alcan City public health officials were quick to visit the food truck to inquire into their food management and handling. The food truck owner was cooperative and helpful in providing licensing, permits, operations, and sales information.

    Descriptive epidemiologic studies are often conducted as precursors to analytic studies. Epidemiologic concepts are used to gather data to better understand and evaluate health trends in populations. Data, such as characteristics of the persons affected, place where an incident occurred, and time of occurrence, are collected and analyzed to look for patterns in an effort to identify emerging health problems. It was in just this way that the HIV/AIDS epidemic was first identified.

    In this Discussion, you will apply the epidemiologic concepts of time, place, and person to a specific population health problem. You will also consider methods for obtaining data to study an issue.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259729)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

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

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

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

    · Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    · Chapter 5, “Sources of Data for Use in Epidemiology”

    · National Institutes of Health National Library of Medicine. (2019).
    [_Finding and using health statistics._ Links to an external site.](https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html) https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    SECONDARY DATA SOURCES

    Use the following resources to locate secondary data sources for this week’s Assignment:

    · Centers for Disease Control and Prevention. (n.d.).
    [_Data.CDC.gov: Home._ Links to an external site.](https://data.cdc.gov/) https://data.cdc.gov/

    · National Center for Health Statistics. (2015).
    [_Resources for researchers._ Links to an external site.](https://www.cdc.gov/nchs/nchs_for_you/researchers.htm) https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    · Walden University Office of Research and Doctoral Services. (n.d.).
    [_Explore existing datasets._ Links to an external site.](https://academicguides.waldenu.edu/research-center/student-research/data-sources) https://academicguides.waldenu.edu/research-center/student-research/data-sources

    · World Health Organization. (2021).
    [_WHO Data collections_ Links to an external site.](https://www.who.int/data/collections) [Data sets]. https://www.who.int/data/collections

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Secondary Data Sources for Population Health
    Time Estimate: 2 minutes

    · Walden University, LLC. (2021).
    [_Descriptive epidemiology—person, place, and time_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/DE/index.html) [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    · Walden University, LLC. (2021).
    [Theoretical models—One Health and socioecological modelLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/TM/index.html)[Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    To prepare:

    · Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion.

    · Locate two scholarly articles that provide background information about the problem.

    · Identify a specific population affected by your selected health problem.

    · Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    · Consider methods for obtaining data to examine the association you selected.

    · Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis

    By Day 3 of Week 2

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

    · Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem.

    · Discuss sampling methods you could use to collect primary data to describe and study your health problem.

    · Identify two secondary data sources that you could use to collect the data needed to address this topic.

    · Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

    By Day 6 of Week 2

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

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

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

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

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

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

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

    **Reply**

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259707)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259722)

    ## image1.jpeg

  • [Solved] WK 2 ASSIGN EPID

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WK2Assign.Epidermology.StrengthsandLimitationsofSecondaryDataSources.docx **## WK2Assign.Epidermology.StrengthsandLimitationsofSecondaryDataSources.docx** Strengths and Limitations of Secondary Data Sources ![A close-up of a graph AI-generated content may be incorrec…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK2Assign.Epidermology.StrengthsandLimitationsofSecondaryDataSources.docx

    **## WK2Assign.Epidermology.StrengthsandLimitationsofSecondaryDataSources.docx**

    Strengths and Limitations of Secondary Data Sources

    ![A close-up of a graph AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-2-assign-epid)

    In this information age, where data are readily accessible and there is both a great demand for accelerated research projects and strict limitations on research funding, using existing data makes sense. Data used in this way are called secondary data; they come in many forms and contain information on just about anything—depending on who collected the information in the first place, and why.

    As a health professional, you have access to a wide range of secondary data sources, including government agencies (such as, the Census Bureau or the Centers for Disease Control and Prevention) and private sources, including local health service providers. Global and international data are available from familiar sources, such as the World Health Organization and the United Nations. In addition, nearly every nation maintains statistics on social, economic, and environmental indicators, which contain a wealth of health information.
    As a member of the Walden community, you have access to the Inter-University Consortium for Political and Social Research (ICPSR), the world’s largest archival database of secondary data. You also have access to the Social Change Impact Report (SCIR) data sets—a Walden-owned database. There are also a number of sources and tutorials available to you through Walden’s Office of Research and Doctoral Quality.
    No matter the topic—be it vaccination rates, women’s access to mammography, or chronic lung disease—you can probably find an existing secondary data source related to the specific population health problem you are investigating. The next steps are to identify the variables in the data source that you would need to analyze to examine the association of interest and to assess the validity of the data source. For this Assignment, you delve into these issues in greater detail.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259729)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

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

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

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

    · Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    · Chapter 5, “Sources of Data for Use in Epidemiology”

    · National Institutes of Health National Library of Medicine. (2019).
    [_Finding and using health statistics._ Links to an external site.](https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html) https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    SECONDARY DATA SOURCES

    Use the following resources to locate secondary data sources for this week’s Assignment:

    · Centers for Disease Control and Prevention. (n.d.).
    [_Data.CDC.gov: Home._ Links to an external site.](https://data.cdc.gov/) https://data.cdc.gov/

    · National Center for Health Statistics. (2015).
    [_Resources for researchers._ Links to an external site.](https://www.cdc.gov/nchs/nchs_for_you/researchers.htm) https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    · Walden University Office of Research and Doctoral Services. (n.d.).
    [_Explore existing datasets._ Links to an external site.](https://academicguides.waldenu.edu/research-center/student-research/data-sources) https://academicguides.waldenu.edu/research-center/student-research/data-sources

    · World Health Organization. (2021).
    [_WHO Data collections_ Links to an external site.](https://www.who.int/data/collections) [Data sets]. https://www.who.int/data/collections

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Walden University, LLC. (2021).
    [_Descriptive epidemiology—person, place, and time_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/DE/index.html) [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    · Walden University, LLC. (2021).
    [Theoretical models—One Health and socioecological modelLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/TM/index.html)[Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    To prepare:

    · Consider a variety of population health problems and then select one of professional interest on which to focus for this Assignment.

    · Explore three data sources (data sets) presented in the Learning Resources that could aid you in describing the population and magnitude of the problem you selected. Consider the strengths and limitations of each data source.

    The Assignment

    In 4 pages (not including title page and references), analyze the data sources you selected by addressing the following:

    · Briefly identify the population health problem you selected.

    · Identify each data set you selected.

    · Identify the variables in each data set you would need to examine the association of interest.

    · Assess the validity of each data set. Has it been used for prior studies/publications?

    · Explain challenges you might face as a researcher in identifying a proper data set or securing permission to use it.

    By Day 7 of Week 2

    **Submit** your Assignment.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK2Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    ## image1.jpeg

    **## WK2Assign.Epidermology.StrengthsandLimitationsofSecondaryDataSources.docx**

    Strengths and Limitations of Secondary Data Sources

    ![A close-up of a graph AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-2-assign-epid)

    In this information age, where data are readily accessible and there is both a great demand for accelerated research projects and strict limitations on research funding, using existing data makes sense. Data used in this way are called secondary data; they come in many forms and contain information on just about anything—depending on who collected the information in the first place, and why.

    As a health professional, you have access to a wide range of secondary data sources, including government agencies (such as, the Census Bureau or the Centers for Disease Control and Prevention) and private sources, including local health service providers. Global and international data are available from familiar sources, such as the World Health Organization and the United Nations. In addition, nearly every nation maintains statistics on social, economic, and environmental indicators, which contain a wealth of health information.
    As a member of the Walden community, you have access to the Inter-University Consortium for Political and Social Research (ICPSR), the world’s largest archival database of secondary data. You also have access to the Social Change Impact Report (SCIR) data sets—a Walden-owned database. There are also a number of sources and tutorials available to you through Walden’s Office of Research and Doctoral Quality.
    No matter the topic—be it vaccination rates, women’s access to mammography, or chronic lung disease—you can probably find an existing secondary data source related to the specific population health problem you are investigating. The next steps are to identify the variables in the data source that you would need to analyze to examine the association of interest and to assess the validity of the data source. For this Assignment, you delve into these issues in greater detail.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259729)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

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

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

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

    · Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    · Chapter 5, “Sources of Data for Use in Epidemiology”

    · National Institutes of Health National Library of Medicine. (2019).
    [_Finding and using health statistics._ Links to an external site.](https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html) https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    SECONDARY DATA SOURCES

    Use the following resources to locate secondary data sources for this week’s Assignment:

    · Centers for Disease Control and Prevention. (n.d.).
    [_Data.CDC.gov: Home._ Links to an external site.](https://data.cdc.gov/) https://data.cdc.gov/

    · National Center for Health Statistics. (2015).
    [_Resources for researchers._ Links to an external site.](https://www.cdc.gov/nchs/nchs_for_you/researchers.htm) https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    · Walden University Office of Research and Doctoral Services. (n.d.).
    [_Explore existing datasets._ Links to an external site.](https://academicguides.waldenu.edu/research-center/student-research/data-sources) https://academicguides.waldenu.edu/research-center/student-research/data-sources

    · World Health Organization. (2021).
    [_WHO Data collections_ Links to an external site.](https://www.who.int/data/collections) [Data sets]. https://www.who.int/data/collections

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-2-learning-resources?module_item_id=6259729)

    · Walden University, LLC. (2021).
    [_Descriptive epidemiology—person, place, and time_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/DE/index.html) [Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    · Walden University, LLC. (2021).
    [Theoretical models—One Health and socioecological modelLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/TM/index.html)[Interactive media]. Walden University Blackboard. https://class.waldenu.edu

    To prepare:

    · Consider a variety of population health problems and then select one of professional interest on which to focus for this Assignment.

    · Explore three data sources (data sets) presented in the Learning Resources that could aid you in describing the population and magnitude of the problem you selected. Consider the strengths and limitations of each data source.

    The Assignment

    In 4 pages (not including title page and references), analyze the data sources you selected by addressing the following:

    · Briefly identify the population health problem you selected.

    · Identify each data set you selected.

    · Identify the variables in each data set you would need to examine the association of interest.

    · Assess the validity of each data set. Has it been used for prior studies/publications?

    · Explain challenges you might face as a researcher in identifying a proper data set or securing permission to use it.

    By Day 7 of Week 2

    **Submit** your Assignment.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK2Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    ## image1.jpeg

  • [Solved] week 7 Discussion and Reflection

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  • [Solved] Peer responde- Biological Basis and Ethical/Legal Considerations of Psychotherapy

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    **Respond** to **two** of your colleagues by providing an additional scholarly resource that supports or challenges their position, along with a brief explanation of the resource. Peer1- Loretta Uzoma Introduction According to research, many patients receiving psychotherapy feel better and more func…

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    **Respond** to **two** of your colleagues by providing an additional scholarly resource that supports or challenges their position, along with a brief explanation of the resource.

    Peer1- Loretta Uzoma

    Introduction

    According to research, many patients receiving psychotherapy feel better and more functional in their day-to-day activities. American Psychiatric Association, (2019). Psychotherapy may be vital in improving psychiatric patients' emotions and behaviors by affecting a positive change in the brain.

    Biological Basics of Psychotherapy

    Psychotherapy works on the patient's brain, picks up the negative things in the brain, and repairs and replaces them with positive pathways. (Holmes, 1993). Psychotherapy in biological treatment follows the brain from how it was formed and removes maladaptive elements causing the patient's problem, promoting a better feeling.

    Psychotherapy enhances open communication between the patient and the therapist. Open communication between the patient and therapist helps the patient reduce distress by achieving practical coping skills. Psychotherapy increases a secure attachment between parents and infants due to their early bonding. (Holmes, 1993). In general, psychotherapy restores balance, harmony, and integration of the neural systems

    Culture/Religion and Socioeconomic influence on psychotherapy

    Different cultures have their perception of mental illness; therefore, the psychiatric mental health practitioner must understand her patients and their cultures to achieve an effective treatment. As the population of the United States increases with diverse cultures, healthcare clinicians must increase their understanding of culture to improve care delivery.

    Ethics in Psychotherapy.

    Maintaining therapeutic boundaries and client confidentiality is crucial in ensuring patients' trust and achieving a positive treatment outcome. (Jain& Roberts, 2009).

    References

    American Psychiatric Association. (2019, January). What is Psychotherapy? Psychiatry.org; American Psychiatric Association. [https://www.psychiatry.org/patients-families/psychotherapyLinks to an external site.](https://www.psychiatry.org/patients-families/psychotherapy)

    Culture in Psychotherapy Practice and Research | Society for the Advancement of Psychotherapy. (2019, July 30). Society for the Advancement of Psychotherapy. https://societyforpsychotherapy.org/culture-in-psychotherapy-practice-and-research-awareness-knowledge-and-skills/

    Holmes, J. (1993). Attachment Theory: A Biological Basis for Psychotherapy? British Journal of Psychiatry, 163(4), 430–438. [https://doi.org/10.1192/bjp.163.4.430Links to an external site.](https://doi.org/10.1192/bjp.163.4.430)

    OpenAthens / Sign in. (n.d.). Video-Alexanderstreet-Com.eu1.Proxy.openathens.net. Retrieved December 1, 2022, from [https://video-alexanderstreet-com.eu1.proxy.openathens.net/watch/neurobiology-of-behavior-changeLinks to an external site.](https://video-alexanderstreet-com.eu1.proxy.openathens.net/watch/neurobiology-of-behavior-change)

    TEDx Talks. (2015). After watching this, your brain will not be the same | Lara Boyd | TEDxVancouver. In YouTube. https://www.youtube.com/watch?v=LNHBMFCzznE

    Culture in Psychotherapy Practice and Research | Society for the Advancement of Psychotherapy. (2019, July 30). Society for the Advancement of Psychotherapy. [https://societyforpsychotherapy.org/culture-in-psychotherapy-practice-and-research-awareness-knowledge-and-skills/Links to an external site.](https://societyforpsychotherapy.org/culture-in-psychotherapy-practice-and-research-awareness-knowledge-and-skills/)

    Jain, S., & Roberts, L. W. (2009). Ethics in Psychotherapy: A Focus on Professional Boundaries and Confidentiality Practices. Psychiatric Clinics of North America, 32(2), 299–314. https://doi.org/10.1016/j.psc.2009.03.005

    Peer 2- Courtney Campbell

    Week 1 Discussion Initial Post NURS 6645

    The biological basis of psychotherapy

    Psychotherapy aids in regulating the way our brains respond to emotions by influencing change in one's behavior. It helps condition the brain to process feelings, thoughts, and behaviors beneficially and effectively, increasing well-being and function. Psychotherapy produces a measurable, comprehensive, and lasting physical change in one's brain if performed successfully by a competent practitioner. When one's brain is exposed acutely to a stressor, metabolic changes occur, which include a memory of the danger, ultimately resulting in adverse effects such as memory impairment and metabolic syndrome. Therefore, the benefits of psychotherapy, whether in a group setting or on an individual basis, can significantly reduce anxiety, resolve conflict, and overall help with coping with life's stressors.

    Cultural, Religious, and Socioeconomic influences

          These all can have a significant influence on one's perspective on psychotherapy; therefore, competency in these areas is imperative because mental illness can be perceived differently by cultural identity, psychosocial environment, self-perception, religion, and background. Some cultures view therapy as restoring peace, while others promote body and mind restoration through meditation and yoga (Moleiro,2020).

    Legal and ethical considerations

    Participants of both individual and group therapy face challenges concerning nonmaleficence, autonomy, and boundaries. Attachments with therapists can occur due to the vulnerability of sharing intimate details of one's life, and clients can develop an insecurity and dependence on the therapist too much for support. In the group setting, loopholes can develop due to arguments between family or friends, such as verbal threats and sometimes even physical violence. Legally, things can become hard to deal with with informed consent, and confidentiality issues arise, such as in court proceedings.

    References

    American Psychiatric Association (2021). Understanding psychotherapy and how it works. Retrieved from                                                          https://www.apa.org/topics/psychotherapy/understanding

    Moleiro, C. (2020). Culture and Psychopathology: New Perspectives on Research, Practice, and Clinical Training in a Globalized World.           Frontiers in Psychiatry,9(366). https://doi.org/10.3389/fpsyt.2020.00366

    Rober, P., & Deslypere, E. (2020). Family Secrecy in Family Therapy Practice. An Explorative Focus Group Study. Family Process, 59(1),          55-69.https://doi.org/10.1111/famp.12409

    – 2 years ago

  • [Solved] obgyn case study 7

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    Once you received your **three case numbers**; answer the specific question on the table above. Then, continue to discuss the 3 topics listed below for your case: (CASE 2 5 AND 6) 1. **An effective health assessment incorporates not only physiological parameters; please suggest other parameters that…

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    Once you received your **three case numbers**; answer the specific question on the table above. Then, continue to discuss the 3 topics listed below for your case: (CASE 2 5 AND 6)

    1. **An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.**
    2. **Name the different family developmental stages and give examples of each one.**
    3. **Describe family structure and function and the relationship with health care.**

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    – 2 years ago

  • [Solved] Nursing Assignment 2 421

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