parapharse
plese follow all directions
plese follow all directions
An important part of building evidence-based practice is the development, refinement, and use of quality diagnostic tests and measures in research and practice. Discuss the role of sensitivity and specificity in accuracy of a screening test?
Please include 400 words in your initial post with two scholarly references by Wednesday midnight and answer two peers with 200 words by Saturday midnight.
reply with 200 words and reference
When discussing Quantitative, qualitative, and mixed methods research we think of three distinct yet interconnected research paradigms employed across various disciplines. These approaches differ in philosophical foundations, data collection techniques, and analytical methods while sharing a joint commitment to rigorous research. It is essential to draw upon recent scholarly resources published within the past three years to elucidate the differences and similarities among these methodologies.
Quantitative research is characterized by its emphasis on the numerical data and the statistical analysis to get conclusions and make generalizations (Creswell & Creswell, 2017). Researchers in quantitative studies employ structured surveys, questionnaires, and experiments to collect data from a sizable sample size. Statistical techniques like regression analysis and hypothesis testing are commonly utilized to analyze quantitative data. The hallmark of quantitative research lies in its objectivity and the ability to establish causal relationships and trends within a population.
Qualitative research, on the other hand, focuses on understanding the depth and nuances of human experiences and perspectives (Creswell & Creswell, 2017). Qualitative researchers gather non-numerical data through interviews, observations, and open-ended surveys. The analysis involves thematic coding and content analysis to identify patterns, themes, and meanings within the data. Qualitative research offers a rich and holistic exploration of a phenomenon, often uncovering insights that quantitative methods may miss.
Mixed methods research represents an integration of both quantitative and qualitative approaches within a single study (Creswell & Creswell, 2017). The mixed methods is used by researchers to take the strengths of both paradigms to provide a more comprehensive understanding of their research questions. Data collection and analysis can occur sequentially or concurrently, with findings integrated at various stages. This approach enhances the triangulation of results and allows researchers to explore complex research questions from multiple angles (Creswell & Plano Clark, 2018)
While these three research methodologies exhibit fundamental differences, they also share similarities. All of the three approaches adhere to systematic research methods, are committed to ethical conduct (American Psychological Association, 2020), and require rigorous data analysis. Additionally, they contribute to advancing knowledge within their respective fields, each offering unique insights and perspectives.
In conclusion, quantitative, qualitative, and mixed methods research studies are distinct but complementary approaches to research. They differ in data collection, analysis, and philosophical underpinnings while sharing a dedication to sound research practices. Researchers choose these methodologies based on their research questions and objectives, recognizing that each offers valuable contributions to the pursuit of knowledge.
Use the internet and other resources (including health department and agency annual reports) to complete the table below. Compare the demographic and health data from the target community to city, state and national data.
Data Table 1:
Community Indicators |
Target Community [Name] |
City/County [Name] |
State [Name] |
United States [or other country or regions] |
Demographics |
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Age |
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Race |
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Gender |
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Education level |
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Income level ( |
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Percent living at or below FPL |
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Unemployment rate |
Data Table 2:
Health Status Indicators |
Target Community |
City/County [Name] |
State [Name] |
United States [or other country or regions] |
Life expectancy |
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Infant mortality; Maternal/ child health outcomes |
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Morbidity and mortality data (i.e., prevalence of diseases, causes of death; include several categories) |
Data Table 3:
Physical/Social Environment (Tailor to your target problem, include at least 5 indicators) |
Target Community |
City/County [Name] |
State [Name] |
United States [or other country or regions] |
Liquor store density |
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School readiness/reading proficiency |
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School absenteeism |
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Homicide rate |
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Youth homicide rate |
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Vacant lot density |
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Food desert |
The Target Community is “Annapolis Family support center”. Please google it to see what they do and fill out the above table as you search for the information on the internet.
Post a brief description of your assigned theory (Disease Causation) and your practice issue. (Diabetes or hypertension) Then, explain how you would apply your assigned theory to your practice issue and explain your reasoning. Be specific and provide examples. Cite your sources in your post.
Trends in Informatics
Discussion
Purpose
This week's graded discussion topic relates to the following Course Outcomes (COs).
Preparing the Discussion
· Discussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students:
· Demonstrate understanding of concepts for the week
· Integrate outside scholarly sources when required
· Engage in meaningful dialogue with classmates and/or instructor
· Express opinions clearly and logically, in a professional manner
· Use the rubric on this page as you compose your answers.
· Best Practices include:
· Participation early in the week is encouraged to stimulate meaningful discussion among classmates and instructor.
· Enter the discussion often during the week to read and learn from posts.
· Select different classmates for your reply each week.
Discussion Question
This is the week to really see where technology and healthcare are connecting. Select ONE of the following trends and discuss your understanding of this trend in healthcare and its potential impact on your practice as a nurse. What are the legal, privacy, and ethical considerations of this trend? (Everyone attempt to choose a different topic so that we will learn about the many advancements in technology).
· Nanotechnology
· Consumer health informatics (CHI)
· Social media healthcare applications
· Health-focused wearable technology
· eHealth
· Artificial Intelligence
· Simulation
· Computerized provider order entry (CPOE)
· Bar Code Medication Administration (BCMA)
· Creative measures in healthcare for use with 3D printers
· Smart Pumps
· Smart Rooms
· Robotics in healthcare
· Mobile technology in outpatient care
· Web-based tools and software technology
· Risk Management tools
· Chatbots or Bots in healthcare
· Telenursing
· Telemedicine
· Telepharmacy
· Telerehabilitation
· Teleconsultation
· Telehospice
· Technology advancement from your clinical practice
· Palm Vein Technology
· Microchip use in healthcare
· Optical head-mounted computer glasses (Google Glass)
· Smart hospital beds
· EBOOK to use for one citation:
· https://bookshelf.vitalsource.com/reader/books/9781323903148/epubcfi/6/492%5B%3Bvnd.vst.idref%3DP7001015544000000000000000002CB2%5D!/4/2%5BP7001015544000000000000000002CB2%5D/2/2%5BP7001015544000000000000000002CB3%5D/7:6%5B%20In%2Cter%5D
· email:
[email protected]
· Pwd: Leroyismyhero1#
·
let me know if you cannot have access to the ebook
·
Prof needs one citation from the ebook and one external citation
· At least 2 citations
1. As a Doctor of Nursing Practice Student, describe how the Doctor of Nursing Practice Essentials have impacted your practice.
2. Describe how Doctor of Nursing Practice Essentials will serve as your roadmap for the future.
3. Analyze each Essential followed by your story as it relates to that particular essential.
4. As it relates to your own story, share your biblical viewpoint.
Document this assignment in 4 page word document, include a minimum of 5 articles
Discussion Board (DB) Participation Rubric | ||||||||
Discussion boards (DBs) are what make an online course a course and not an independent study. | ||||||||
DBs are vital to demonstrating that the learner has met the expected course level outcomes. | ||||||||
Collaboration between peers and your instructor in the DB is an important aspect of the online learning experience and is expected in the course. | ||||||||
Any exceptions to the following DB rubric will be at the instructor’s discretion. | ||||||||
The purpose of a DB is to stimulate critical thinking in a scholarly manner. | ||||||||
Critical thinking consists of synthesis, creating solutions, application to real world situations, and testing, debating, and defending evidence-based solutions. | ||||||||
Critical thinking is not repetition of assigned reading material. Outside research of the literature is a vital part of the DB. | ||||||||
Posts need to be substantive. This means that responses such as “I agree” or “great post” do not meet grading rubric requirements. | ||||||||
Initial posts for each discussion question (DQ) is due no later than Saturday of the unit week. | ||||||||
The initial post must be an answer to the DQ topic, not a comment on other posts. Initial posts for each DB must also include a minimum of three peer-reviewed citations. | ||||||||
Citations must include outside sources and no more than one citation from assigned course readings may be used each week. | ||||||||
While the discussion board tool limits the ability to use APA formatting (e.g., hanging indents), posts must include the required elements of an APA in-text citation and list of references. | ||||||||
Inappropriate | Below Average | Average | Above Average | Score | Weight | Final Score | ||
1 | 2 | 3 | 4 | |||||
Initial post timeliness | Provides an initial post on or after Sunday. | N/A | N/A | Provides an initial post by Saturday. | 15% | 0.00 | ||
Additional comment requirement | Does not post responses to others. | Posts one comment per Discussion topic. | Posts 2 comments per Discussion topic on separate days. At least one comment includes a citation. | Posts 2 comments per Discussion topic on separate days (resulting in total participation on three different days throughout the discussion). At least two comments include a citation. | 10% | 0.00 | ||
Engagement | N/A | Participates, but does not post anything that encourages others to respond to the posting. | Attempts to motivate the group discussion. | Frequently attempts to motivate the group discussion. | 5% | 0.00 | ||
Content Quality Initial Response | Submission does not relate to the topic. | Answers some question/topics with some clearly stated opinions. Supports post using text only. | Answers all questions with opinions and ideas that are stated clearly. Supports post using text and at least two peer-reviewed sources. | Answers all questions with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources. | 35% | 0.00 | ||
APA Format | Major errors or no APA format used. | Minor errors with APA format. | Rare errors with APA format. | No errors with APA format. | 10% | 0.00 | ||
Spelling/ Grammar/ Formatting/ Mechanics |
Significant errors in spelling and/or grammar. Major flaws in writing mechanics and formatting. | Poor spelling and grammar are apparent. | Uses Standard American English with rare errors and misspellings. | Consistently uses Standard American English with no misspellings. Appropriate mechanics and formatting. | 10% | 0.00 | ||
Length | Submission does not meet length requirements. | N/A | N/A | The initial post is at least 200 words. This does not include repeating the DB question or the citations and references. | 15% | 0.00 | ||
100% | 0.00 | |||||||
Final Score | 0 | |||||||
Percentage | ERROR:#DIV/0! | |||||||
Total available points = | 4 | |||||||
Instructions: First enter total points possible in cell C15, under the rubric. Next enter scores (between 0 and 4) into yellow cells only in column F. | ||||||||
Rubric Score | Grade points | Percentage | ||||||
Low | High | Low | High | Low | High | |||
3.5 | 4.0 | 0 | 0 | 90% | 100% | |||
2.5 | 3.49 | 0 | 0 | 80% | 89.99% | |||
1.7 | 2.49 | 0 | 0 | 70% | 79.99% | |||
0.0 | 1.00 | 0 | 0 | 0 | 69.99% | |||
Analyzing Body Language
Assignment
Required Resources
Read/review the following resources for this activity:
· Textbook: Chapter 7, 8
· Lesson 3
· APA style manual
· Citation and Writing Assistance: Writing Papers At CU
· Library Overview
· How to Search for Articles – the Everything Tab
Instructions
Social Movements are only as important as the person leading them. The person(s) leading a social movement must have charisma and be able to captivate an audience. Political scientists and historians are taught to analyze body language, especially during debates and speeches.
For this assignment, you will watch Dr Martin Luther King's
I Have a Dream
speech and a
speech by Alicia Garza of the Black Lives Matter movement
and answer questions listed below. Pay special attention to the following aspects in the two speeches.
· Importance of body language while delivering the speech.
· Gestures, cadence and delivery style.
Answer the following:
1. Provide a summary of the two speeches.
2. Compare Dr. King's leadership, charisma, power and passion to capture his audience to Alicia Garza's speech. What are the similarities, if any? What are the differences, if any?
3. How does the location of the speeches support their messaging? Dr. King's speech was held in a church and at the Lincoln Memorial, whereas today we have social networking and more avenues to relay messages. Does messaging make a difference?
4. Describe how the audience in Dr. King's speeches relate to the Alicia Garza's audience. Do you see a similarity or differences in the speeches and in the audience?
Requirements
· Length: 2-3 pages of substantive content
· 12 pt font
· Parenthetical in-text citations included and formatted in APA style
· References page (a minimum of 2 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome) .
· Title and introduction pages are present.
Week 4 Module 4: A Deeper Look at Prevention and Aggregates
During week four, you will complete course activities related to prevention and aggregates while taking a deeper dive when looking at aggregates and prevention.
· Aggregates
· Primary, Secondary, and Tertiary Levels of Prevention – you do read about this during Weeks 1 & 2 and in Nies & McEwen’s text, Chapter 1, however this week you will add to your knowledge level about population health prevention levels. SMSU Nursing uses the four levels of prevention: primary, secondary, tertiary, and quaternary. Be aware that some sources use three levels of prevention, and some sources use four levels of prevention!
By the end of this week, students will:
· Describe what an aggregate population means.
· Describe an aggregate population.
· Describe the meanings of primary, secondary, tertiary prevention, and quaternary prevention.
· Explain examples of primary, secondary, tertiary, and quaternary prevention.
1. Complete Aggregate and Prevention Worksheet
2. View Virtual Module: Leibold (2021) Levels of Prevention at
https://softchalkcloud.com/lesson/serve/SVWNzCadZevUMA/html
3. Read: Minnesota Department of Health. (2019). Public health interventions (PopulationBased).
https://www.health.state.mn.us/communities/practice/research/phncouncil/docs/PHInterv
entionsHandout.pdf
4. Read: Minnesota Department of Health. Population-Based Practice at
https://www.health.state.mn.us/communities/practice/ta/phnconsultants/docs/0303phn_po
pbasedpractice.pdf
5. Complete items in the Module 4 content folder
1. Complete Aggregate and Population worksheet assignment due to assignment drop box on //23 by 9/17/23 by 11:59 pm
2. **Start thinking about your community assessment project. This is a time to start conducting your windshield/walking survey and setting up your key informant interview (refer to Week 6 module instructions as well as the course syllabus)
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