Analyze the health status of a specific minority group.

Analyze the health status of a specific minority group.

Introduction Students of Grand Canyon University (GCU) are required to use the guidelines provided by the

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Publication Manual of the American Psychological Association (6th ed.) for preparing written assignments, except where otherwise noted. GCU has made APA templates and other resources available within the Student Success Center; therefore, students are not required to purchase the APA manual. PLEASE NOTE: The curriculum materials (Syllabus, Lectures/Readings, Resources, etc.) created and provided by GCU in the online or Web-enhanced modalities are prepared using an editorial format that relies on APA as a framework but that modifies some formatting criteria to better suit the nature and purpose of instructional materials. Students and faculty are advised that GCU course materials do not adhere strictly to APA format and should not be used as examples of correct APA format when preparing written work for class. APA Format and Style General Academic writing, which is independent thought supported by reliable and relevant research, depends on the ability to integrate and cite the sources that have been consulted. Use APA style for all references, in-text citations, formatting, etc. Write in first- and second-person sparingly, if ever. This means, avoid using I, we, and you; instead, use he, she, and they. Do not use contractions. Paper Format • Use standard-sized paper of 8.5″ x 11″. • Margins should be 1″ all around (top, bottom, left, right). • Use Times New Roman 12-point font. • For emphasis, use italics (not quotation marks, bold, etc.). • Double-space. • Align the text flush left. Organization The basic organization of an APA-style paper includes the title page, abstract, body, and reference section, though students are encouraged to follow any specific directions given in their Overview assignment. Title Page The title page includes four elements that should be centered in the middle of the page: title, author byline, institutional affiliation followed by the course prefix and number (e.g., Grand Canyon University: PSY 351), and date of submission. Please note that even though APA does not require the date on a title page, it is a requirement for GCU papers. Being the first page, the title page is where to set up your page header, which includes the running head and the page number. The running head—an abbreviated title that is a maximum of 50 characters—should appear flush left in all uppercase letters in the header on all pages. Page numbers should be in the header, flush right. To format your running head and page numbers in Microsoft Word 2010, click InsertHeader Blank. In the header box that shows up, type Running head: ABBREVIATED TITLE HERE. After the title, tab over till the cursor is at the right margin, highlight the space, and click InsertPage Number and select Current PositionPlain Number. Abstract The abstract covers the main points of the paper and is not always required in a GCU writing assignment. Read the assignment instructions carefully to determine whether the assignment requires an abstract or not. • Abstract is page 2 of the assignment. • The word Abstract should be centered at the top of the page. • As per GCU policy, the abstract should not exceed 120 words. • Do not indent the abstract paragraph. Body The body will contain all of the author’s main points as well as detailed and documented support for those ideas. • The body begins on its own page. • The title of the paper should be centered at the top of the first page of the body, in initial caps. • The introduction follows the title, but is not labeled. • Use headings to separate sections of the paper, but none of the sections should start their own page. The first level of heading is centered and bolded with each word of four letters or more capitalized (see template for an example). The second level of heading (subheading) is flush left and bolded, with each word of four letters or more capitalized. Note that not all papers will have headings or subheadings in them. APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all. References The references page will contain a list of all sources actually cited in the paper. • This should start its own page. • The word References, though not in italics, is centered at the top of the page. • Include all, any, and only sources that were actually cited in the paper. • Arrange the sources in alphabetical order using the authors’ last names. Style, Punctuation, and Mechanics Numbers • Use numerals for numbers 10 and above (12 of the subjects); for numbers above and below 10 grouped for comparison (2 of 16 responses); for numbers representing times, dates, measurements, and ages (2-year-olds, 2 hr 15 min); for statistics and percentages (multiplied by 5, 5% of the sample); and for numbers denoting a specific place in a series, book, or table (Table 3, Group 3, page 32). • Spell out numbers below 10 that do not represent precise measurements (eight items, nine pages); for numbers beginning a sentence, title, or heading (Forty-eight people responded. Ten subjects improved.); for common fractions (one fifth of the class); and for approximations of numbers of days, months, and years (about three months ago). Acronyms An acronym uses the first letter of each word in a name or title. • Acronyms must be spelled out completely on initial appearance in text. The abbreviation or acronym should appear in parentheses after that initial spelling out. Example: The No Child Left Behind Act (NCLB) had a profound impact on public education in the United States. The NCLB was an initiative of President George W. Bush in 2002. Spelling and Word Usage Use Merriam-Webster’s Collegiate Dictionary as a default for spelling words. The dictionary can also be used as a resource for hyphenation, capitalization, etc. In-Text Punctuation • According to the American Psychological Association (APA), one space after terminal punctuation is considered correct for papers submitted for a grade. • Use ellipses when omitting material within a quote. • Place a comma after the penultimate word in a series. For example: Your books, ball, and bat are under the bed. • If a compound word is not in Merriam-Webster’s Collegiate Dictionary, use hyphens for clarity rather than omit them. • Hyphenate compound adjectives that precede the noun they modify, except when the first word of the compound is an adverb ending in -ly. For example: role-playing technique, twoway analysis, middle-class families, widely used method • Do not hyphenate a compound adjective if its meaning is established or it cannot be misread. For example: grade point average, health care management • See page 98 of the APA Manual for further rules on hyphenation. Initial Capitalization • Capitalize all words of four or more letters in titles (books, articles, etc.) used in text. This rule does not apply within the References section, except for the titles of periodicals. • Capitalize proper nouns and names. In-Text Citations In-text citations are used in the body of a paper to show which sources a student used for particular material. When you use material from a source, you need to document that source by using a citation and reference note. All quotations, paraphrases, and summaries must be referenced. Using material from a source without citing that source is considered plagiarism; please reference GCU’s policy on Plagiarism in the University Policy Handbook. Citation Rules • In-text citations should note the author information, plus the publication year. • For a work by one author, cite last name followed by year on every reference. This citation can be placed at the end of the sentence, or it can be incorporated into the grammatical structure of the sentence. Examples: Researchers have concluded that food and comfortable setting were more important than games available to most students (Liu, 1999). According to Liu (1999), researchers have concluded that food and comfortable setting were more important than games available to most students. • For a work by two authors, cite both last names followed by year on every reference. Examples: (Walker & Allen, 2004) According to Walker and Allen (2004)… • For a work by three to five authors, cite all last names followed by year on first reference, and the first author’s last name followed by et al. and year upon subsequent references. Examples: (Bradley, Ramirez, Soo, & Walsh, 2006) (Bradley et al., 2006) • For a work by six or more authors, cite last name of the first author followed by et al. and the year on all references. Examples: (Wasserstein et al., 2005) According to Wasserstein et al. (2005)… • If no author exists for the source, use the first few words of the title. Example: Students were more concerned about having a place to socialize with other students than about all-out competition (“Philosophy and the Science,” 2001). • When referencing the Bible, cite the book, chapter number, and verse number(s) (starting and ending). The first time the Bible is cited in the paper, also include the version used. This system of citation for the Bible is sufficient and requires no reference note for the Bible on the References page. Examples: • • Citing the Bible, first reference: Use book, chapter, verse, and version (Luke 2:16-20 King James Version). • Citing the Bible, subsequent references: Use only book, chapter, and verse (Luke 2:1620). If the material is a direct quote, the page or paragraph number of the source should immediately follow. Examples: “Ethics examines moral values and the standards of ethical behavior” (Ornstein et al., 2008, p. 162). Basu and Jones (2007) went so far as to suggest the need for a new “intellectual framework in which to consider the nature and form of regulation in cyberspace” (para. 4). • Quotations with 40 or more words should be in block format. • Omit the encompassing quotation marks. • Start a block quote on a new line. • Indent the entire block 0.5 inches from the left margin (in the same position as a new paragraph) • Additional paragraphs within a block quote should have the first line indented an additional 0.5 inches. • The in-text citation for a block quote is placed outside the final punctuation for the quote. • Double space. Sample Paragraph With In-Text Citations Liu and Berry (1999) conducted a survey of college campuses to determine the best design for a student lounge. They concluded that food and comfortable seating were more important than games available to most students. Students were more concerned about having a place to socialize with other students than about all-out competition. In fact, they continue, arcade games could be a turn-off for some students because they did not want to compete with the noise to talk. These same students said that they would prefer to have a place where they could study and casually socialize at the same time, so seating, lighting, and noise level were all crucial. (Liu & Berry, 1999, p. 14) This study and others (Wendell, 1978; Hartford, Herriford, & Hampshire, 2001; Johnson et al., 2004) confirm that while having activities is important, students are more drawn to comfortable multi-purpose environments. In-Text Citation Examples Book Reference: Ellis, D. (2006). Becoming a master student. Boston, MA: Houghton Mifflin Company. With a direct quote: Ellis (2006) notes that “creative thinking is more appropriate in the early stages of planning and problem solving” (p. 223). Without a direct quote: It may be more appropriate to think creatively during earlier planning and problem-solving stages (Ellis, 2006). APA References The reference list should appear at the end of a paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. Your references should begin on a new page separate from the text of the essay; label this page References (with no quotation marks, underlining, etc.), centered at the top of the page. The References page should be double-spaced just like the rest of your essay. • All lines after the first line of each entry in your reference list should be indented one-half inch from the left margin. This is called hanging indentation. • Invert all authors’ names; give surnames and initials for up to and including seven authors (e.g., Author, A. A., Author B. B., Author, C. C.). When authors number eight or more, include the first six authors’ names, then insert three ellipses, and add the last author’s name. Example: Gilber, D. G., McClernon, J. F., Rabinovich, N. E., Sugai, C., Plath, L. C., Asgaard, G., … Botros, N. (2004). Effects of quitting smoking on EEG activation and attention. Nicotine and Tobacco Research, 6, 249-267. doi:10.1080/14622200410001676305 • In reference notes for journal articles, include both the volume and issue numbers if each issue of the journal is paginated separately (i.e., beings with page 1). If the journal paginates continuously throughout the volume, then use only the volume number in the reference note. • Reference list entries should be alphabetized by the last name of the first author of each work. • If you have more than one article by the same author, single-author references or multipleauthor references with the exact same authors in the exact same order are listed in order by the year of publication, starting with the earliest. • When referring to any work that is NOT a journal—such as a book, article, or Web page title—capitalize only the first letter of the first word of a title and subtitle, the first word after a colon or a dash in the title, and proper nouns. Do not capitalize the first letter of the second word in a hyphenated compound word. Reference Examples: Books, Reference Books, and Book Chapters Entire Book — Print Version Format: Author, A. A. (Year). Title of work. Location: Publisher. Example: Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks, CA: Corwin. Electronic Version of a Print Book Format: Author, A. A., & Author, B. B. (Year). Title of work. Retrieved from http://www.xxxxx Example: Shotton, M.A. (1989). Computer addiction? A study of computer dependency [DX Reader version]. Retrieved from http://www.ebookstore.tandf.co.uk/html/index.asp Format: Author, A. A. (Year). Title of work. doi:xxxx Example: Schiraldi, G. R. (2001). The post-traumatic stress disorder sourcebook: A guide to healing, recovery, and growth [Adobe Digital Editions version]. doi:10.1036/0071393722 Electronic-Only Book Format: Author, A. A. (Year). Title of work. Retrieved from http://www.xxxxx Example: O’Keefe, E. (n.d.). Egoism and the crisis in Western values. Retrieved from http://www.onlineoriginals.com/showitem.asp?itemID=135 Edited Book Format: Editor, A. A. (Ed.). (Year). Title of work. Location: Publisher. Example: Feldman, P. R. (Ed.). (1997). British women poets of the romantic era. Baltimore, MD: Johns Hopkins University. Chapter in a Book Format (Print): Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). Location: Publisher. Example (Print): Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). New York, NY: Guilford Press. Format (Online): Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). Retrieved from http://www.xxxx Example (Online): Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). Retrieved from http://www.science.com/ Philosophy and the science.pdf Format (Online with DOI): Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). doi:xxxxxxx Example (Online with DOI): Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). doi:10.1037/10762000 Multiple Editions of a Book Format: Author, A. A. (Year). Title of work (xx ed.). Location: Publisher. Example: Parker, F., & Riley, K. (2004). Linguistics for non-linguists: A primer with exercises (4th ed.). Boston, MA: Allyn & Bacon. Entry in an Online Reference Work — Byline Available Format: Author, A. A. (Year). Entry title. In B. B. Editor (Ed.), Title of reference work (xx ed.). Retrieved from http://www.xxxxx Example: Graham, G. (2005). Behaviorism. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Fall 2007 ed.). Retrieved from http://plato.stanford.edu/entries/ behaviorism Entry in an Online Reference Work — No Byline Available Format: Entry title. (Year). In Title of reference work (xx ed.). Retrieved from http://www.xxxx Example: Heuristic. (n.d.). In Merriam-Webster’s online dictionary (11th ed.). Retrieved from http://www.m-w.com/dictionary/heuristic Entry in Reference Work — No Byline Format: Entry title. (Year). In A. Editor (Ed.), Title of reference work (xx ed., Vol. xx, pp. xxx-xxx). Location: Publisher. Example: Heuristic. (2007). In J. Smith (Ed.), The book of words (7th ed., Vol 3, pp. 65-66). New York, NY: Jones and Lawrence. Book Written and Published by Organization Format: Organization Name. (Year). Title of work. Location: Publisher. Example: American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author. Note that the organization is both the publisher and the author, so the word “Author” is noted in place of the publisher’s name. The Holy Bible The Bible does not need to be listed on the reference page, but it does need to be cited intext. (Refer to in-text citation rule.) Reference Examples: Periodicals Journal Article With DOI Format: Author, A. A. (Year). Title of article. Journal Title, Volume(Issue), xxx-xxx. doi:xxxxxx Example: Kalpič, B., & Bernus, P. (2006). Business process modeling through the knowledge management perspective. Journal of Knowledge Management, 10(3), 40-56. doi:10.1108/13673270610670849 Journal Article Without DOI and Retrieved From Internet Format: Author, A. A. (Year). Title of article. Journal Title, Volume(Issue), xxx-xxx. Retrieved from http://www.xxxxxxxx Example: Sillick, T. J., & Schutte, N. S. (2006). Emotional intelligence and self-esteem mediate between perceived early parental love and adult happiness. E-Journal of Applied Psychology, 2(2), 38-48. Retrieved from http://ojs.lib.swin.edu.au/index.php/ejap Journal Article Without DOI and Retrieved From Print Version Format: Author, A. A. (Year). Title of article. Journal Title, Volume(Issue), xxx-xxx. Example: Light, M. A., & Light, I. H. (2008). The geographic expansion of Mexican immigration in the United States and its implications for local law enforcement. Law Enforcement Executive Forum Journal, 8(1), 73-82. Article in a Magazine — Print Format: Author, A. A. (Year, Month). Article title. Magazine Title, Volume(Issue), xxx-xxx. Example: Mehta, P. B. (1998, June). Exploding myths. New Republic, 290(25), 17-19. Article in a Magazine — Online Format: Author, A. A. (Year, Month). Article title. Magazine Title, Volume(Issue). Retrieved from http://www.homepage Example: Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about the misuse of research. Monitor on Psychology, 39(6). Retrieved from http://www.apa.org/monitor Article in a Newspaper — Print Format: Author, A. A. (Year, Month Day). Article title. Newspaper Title, pp. xx, xx. Example: Schwartz, J. (1993, September 30). Obesity affects economic, social status. The Washington Post, pp. A1, A4. Article in Newspaper — Online Format: Author, A. A. (Year, Month Day). Article title. Newspaper Title. Retrieved from http://www.homepage.com Example: Brody, J. E. (2007, December 11). Mental reserves keep brain agile. The New York Times. Retrieved from http://www.nytimes.com Report from University or Government Organization, Corporate Author Format: Organization name. (Year). Title of report (Publication No. xx). Retrieved from http://www.xxxx Example: U.S. Department of Health and Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH Publication No. 02-2650). Retrieved from http://www.nhlbi.nih.gov/health/prof/asthma/asth_sch.pdf Authored Report from Nongovernmental Organization Format: Author, A. A., & Author, B. B. (Year). Title of report (Research Report No. xxx). Retrieved from Agency name website: http://www.xxxxxxxxx Example: Kessy, S. S. A., & Urio, F. M. (2006). The contribution of microfinance institutions to poverty reduction in Tanzania (Research Report No. 06.3). Retrieved from Research on Poverty Alleviation website: http://www.repoa.or.tz/documents_storage/Publications/Reports/06.3_Kessy_and_Uri o.pdf Web Pages The basic format for referencing Web pages is as follows: Format: Author, A. A. (year). Title of work [format description]. Retrieved from http://URL. Note: The format description in brackets is used when the format is something out of the ordinary, such as a blog post or lecture notes. For other examples of format descriptions, refer to page 186 of the Publication Manual. If no date is given for the work, use (n.d.). Examples: Author Known Landis, B. (1996). Carlisle Indian Industrial School history. Retrieved from http://home.epix.net/~landis/histry.html Author Unknown TCA Abu Dhabi launches new Global Destination campaign. (2016, November 1). Retrieved from http://www.uaeinteract.com/news/default3.asp?ID=20 Note: Use the article title or Web page title as the first element of the citation if the author is unavailable. When discussing an entire website (as opposed to a specific page on the website), an entry does not appear in the reference list, but is cited within text as shown in the following sample sentence: The International Council of Museums website provides many links to museums, codes of ethics, and the museum profession (http://www.icom.org/).
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discussion board

discussion board

Chapter 16 Descriptive Statistics Copyright © 2012 Wolters Kluwer Health | Lippincott Williams & Wilkins Question

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Tell whether the following statement is true or false: Nominal measurement is the ranking of objects based on their relative standing on an attribute. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Answer False Nominal measurement: the classification of characteristics into mutually exclusive categories Ordinal measurement: the ranking of objects based on their relative standing on an attribute Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Measurement • Nominal measurement: the classification of characteristics into mutually exclusive categories • Ordinal measurement: the ranking of objects based on their relative standing on an attribute • Interval measurement: indicating not only the ranking of objects but the amount of distance between them • Ratio measurement: distinguished from interval measurement by having a rational zero point Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Descriptive Statistics • Summarize quantitative data • Describe quantitative data Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Question Tell whether the following statement is true or false: Frequency distributions impose order on raw data. Numeric values are ordered from lowest to highest, accompanied by a count of the number of times each value was obtained. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Answer True Frequency distributions impose order on raw data. Numeric values are ordered from lowest to highest, accompanied by a count of the number (or percentage) of times each value was obtained. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Frequency Distributions • Impose order on raw data • Numeric values are ordered from lowest to highest, accompanied by a count of the number (or percentage) of times each value was obtained. • Common methods of display – Histograms – Frequency polygons Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Distribution • Symmetric: two halves are mirror images of each other • Skewed: asymmetric with one tail longer than the other – Positively skewed – Negatively skewed • Modality: number of peaks – Unimodal – Multimodal • Normal distribution Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Question What is the median? A. Average or typical value of a set of scores B. Value that occurs most frequently in a distribution C. Point above which and below which 50% of the cases fall D. Arithmetic average of all scores Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Answer C Central tendency are indexes, expressed as a single number, that represent the average or typical value of a set of scores. The mode is the value that occurs most frequently in a distribution, the median is the point above which and below which 50% of the cases fall, and the mean is the arithmetic average of all scores. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Central Tendency • Central tendency are indexes, expressed as a single number, that represent the average or typical value of a set of scores. • Mode: value that occurs most frequently in a distribution • Median: point above which and below which 50% of the cases fall • Mean: arithmetic average of all scores Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Question Tell whether the following statement is true or false: Range is the distance between the highest and lowest scores. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Answer True Range is the distance between the highest and lowest scores. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Variability • Variability: how spread out the data are • Range: distance between the highest and lowest scores • Standard deviation: indicates how much, on average, scores deviate from the mean • Calculation – Deviation scores represent the degree to which each person’s score deviates from the mean. The variance is equal to the SD squared. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Bivariate Descriptive Statistics • Relationships between two variables • Contingency table two-dimensional frequency distribution in which the frequencies of two nominalor ordinal-level variables are crosstabulated • Correlation coefficients describe the direction and magnitude of a relationship between two variables. – Product–moment correlation coefficient (Pearson’s r)—interval or ratio – Spearman’s rho coefficient—ordinal • Scatter plot Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Risk Indexes • Absolute risk reduction: expresses the estimated proportion of people who would be spared from an adverse outcome through exposure to an intervention • Relative risk: estimated proportion of the original risk of an adverse outcome that persists among people exposed to an intervention • Relative risk reduction: estimated proportion of untreated risk that is reduced through exposure to the intervention Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Risk Indexes • Odds ratio: ratio of the odds for the treated versus untreated group • Number needed to treat: estimate of how many people would need to receive the intervention to prevent one adverse outcome Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Chapter 15 Developing and Testing Self-Report Scales Copyright © 2012 Wolters Kluwer Health | Lippincott Williams & Wilkins Question Tell whether the following statement is true or false: Scale development begins with a sound conceptualization of the construct (the latent variable) to be measured, excluding its dimensionality. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Answer False Scale development begins with a sound conceptualization of the construct (the latent variable) to be measured, including its dimensionality. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Conceptualizing the Construct • Scale development begins with a sound conceptualization of the construct (the latent trait) to be measured, including its dimensionality. – Unobservable latent trait – Unidimensional Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Type of Scale • Scale selection is done before items can be generated. • Two broad categories of multi-item reflective scales • Traditional summated rating (Likert) • Latent trait Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Generating Item Pool • Sources – Existing instruments – Research literature – Concept analyses – In-depth studies – Clinical observations Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Decisions about Item Features • Number of items • Response items • Positive and negative stems • Item intensity • Item time frames Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Number of Items • Domain sampling model: homogeneous set of items from a hypothetical universe of items • Goal is to provide appropriate redundancy so idiosyncrasies can be cancelled out. • Recommends starting with 3 to 4 times as many items as you will have in your final scale Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Response Options • Scale items contain: – A stem – Response options • For example, strongly disagree, disagree, agree, strongly agree Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Positive and Negative Stems • The objective was to include items that would minimize the possibility of an acquiescence response set—the tendency to agree with statements regardless of their content. • Many experts currently advise again including negative and positive items on a scale. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Item Intensity • The intensity of the statements (stems) should be similar and fairly strongly worded. • Statements should not be so extremely worded as to result in universal rejection. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Item Time Frames • A time frame should not emerge as a consequence of item development. • It should be decided upon in advance, based on the conceptual understanding of the construct and the needs for which the scale is being constructed. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Wording the Items—Readability • Clarity • Jargon • Length • Double negatives • Double-barreled items Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Question Once content validity has been established at a satisfactory level, the scale must be administered to a development sample. What is the typical number of respondents who are representative of the target population? A. 100 B. 150 C. 250 D. 300 Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Answer D Once content validity has been established at a satisfactory level, the scale must be administered to a development sample—typically 300 or more respondents who are representative of the target population. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Content Validity • Satisfactory level – Development sample – 300 or more respondents representative of target population Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Field Testing the Instrument • Developing the sampling plan • Developing a data collection plan • Preparing for data collection Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Question Tell whether the following statement is true or false: Exploratory factor analysis is used to reduce a small set of variables into a larger set of underlying dimensions, called factors. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Answer False Exploratory factor analysis is used to reduce a large set of variables into a smaller set of underlying dimensions, called factors. Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Analysis of Scale Development Data Basic item analysis • Inter-item correlation • Item–scale correlations Exploratory factor analysis (EFA) • Factor extraction • Principal components analysis (PCA) • Factor rotation—orthogonal or oblique Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Illustration of Factor Rotation Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Scale Refinement and Validation • Revising the scale • Scoring the scale • Conducting a validation study – Confirmatory factor analysis Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Confirmatory Factor Analysis • CFA is a second study often undertaken to validate the scale. • A subset of sophisticated statistical techniques (structural equation modeling) • Involves tests of a measurement model – Stipulates the hypothesized relationship between latent traits and manifest variables (items) Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Interpretability of Scale Scores • Interpretability: the degree to which one can assign qualitative meaning – Percentile – Standard scores – Norms – Cutoff points Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins Critiquing Scale Development Studies • Methods used • Whether the evidence regarding the scale’s psychometric adequacy is sufficiently sound – See Box 15.1 Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
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Topic 2 DQ 2

Topic 2 DQ 2

Please write a paragraph with your opinion based on the text bellow. Please include citations and references in case you need to used for the question.

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Why does diversity among individuals, as well as cultures provides a challenge for nurses when it applies to health promotions?The lecture notes and other related resourced viewed over the past two weeks have provided me with a better insight into my learning styles. I could address my learning barriers and ways to optimize my learning outcome. I reflected on my cultural barriers in illness prevention-based education and health promotions. What could I do to enhance health promotions related to the health of the public? The American Nurses Association(ANA) could answer that question. The ANA exists to promote the health of the public and advance the nursing profession through the support of preventing programs(ANA2007). They promote the prevention of disease, illness, and disability in the community. They urge nurses to use strategies that encompass primary, secondary and tertiary levels of prevention. They believe that if those impacted by the health promotion strategies would likely have adhered to it if they were involved in its development(ANA2007).The health disparities among individuals and cultures would also impact teaching methodologies. The nurse would have to determine the willingness of the community to receive information being taught. The barriers would have to be identified regarding health promotion and disease prevention for providers to implement the most appropriate strategies.The national health problem of diabetes is on the rise that particularly affects Hispanics community in New Mexico. The problem and barriers have been identified. The structural violence that exists in this population needs to have well thought out strategies in the health promotion(Page-Reeves2013). The nurse will have to minimize the barriers and the first had to be eliminating the fear associated with receiving economic and health care assistance. The federal and state government has put in place resources to assist with healthier lifestyles. How does the nurse connect the community they serve to the resources available to them? The disease prevention can take place until the structural violence has been reduced. Once the community has the opportunity to the very basic needs met. the publichealth model for diabetes prevention and treatment has tended to continue to focus on gettingindividuals to change their behavior in terms of diet and levels of physical activity (DiabetesPrevention Program Research Group 2002). The nurse would need to concentrate their health promotions to address this for the entire family as this disease is a growing epidemic(Page-Reeves2013).

Page-Reeves, J., Niforatos, J., Mishra, S., Regino, L., Gingrich, A., & Bulten, J. (2013). Health disparity and structural violence: How fear undermines health among immigrants at risk for diabetes. Journal of health disparities research & practice, 6(2), 30-47.
American Diabetes Association. 2008. “Economic costs of diabetes in the U.S. in 2007.”Diabetes Care,31:596-615. http://aspe.hhs.gov/hsp/11/ImmigrantAccess/index.shtml.

Topic 2 DQ 2

Topic 2 DQ 2

Please write a paragraph with your opinion based on the text bellow. Please include citations and references in case you need to used for the question.

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Nurses today faces many challenges everyday educating and caring for patient in more diverse culture, belief, intellectual level, and language barrier (ANA Periodicals 2009). Each nurse has own uniqueness and style of teaching. When nurses educating a more diverse patient population with different cultures, belief, language barrier, and intellectual level, it is important to use different style of teaching and methodologies (ANA Periodicals 2009). The Vark analysis questionnaire and teaching approach has provided different information on how to properly educate people base on their learning capabilities and style. This information is useful when educating a culturally diverse patient’s. For example, in Asian culture, the use of herbal medicine, acupuncture, acupressure, and religious belief is part of medicinal treatment of illness or disease such as sciatica and back problem or simple acid reflux. Sciatica and back pain, acupuncture and acupressure are using to relieve pain and discomfort. Alkaline fruits and vegetables and herbs use to treat minor or simple acid reflux. In religious belief, prayer and wearing symbols of saints or cross become part of belief in healing illnesses or disease. It is important for the nurses not to be judgmental and avoid stereotyping, instead, be open minded and let the patient’s belief and culture be part of healing process. If nurses come across with difficulties, professional nurses can find a way of approaching or tackling the issue by using appropriate methodologies base on their(patient) belief and culture ( ANA Periodicals 2009). By doing this approach may result in positive outcome.

Finally, nurses must put aside their own belief and culture too when educating, and always remember that each patient is unique and has different style and absorbing information.

Reference:

ANA Periodicals (2009) Cultural and Linguistic Barriers OJIN Vol 14 No3 September09. http://www.nursingworld.org.

Edelman, Carol; Kudzman, Elizabeth; Mandle, Carol. Cultural Conceptual Health Promotion throughout the Life Span, 8 th edition. BOX 1-2 Diversity Awareness: Influence of Personal Cultural Values in Health Care Delivery. Chapter 1 pg7.

Poor Patient Outcome

Poor Patient Outcome

Poor Patient Outcome

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Relying solely on the classic features of a disease may be misleading. That’s because the clinical presentation of a disease often varies: the symptoms and signs of many conditions are non-specific initially and may require hours, days, or even months to develop.

Generating a differential diagnosis; that is, developing a list of the possible conditions that might produce a patient’s symptoms and signs — is an important part of clinical reasoning. It enables appropriate testing to rule out possibilities and confirm a final diagnosis.

This case portrays a poor patient outcome after a misdiagnosis.

Case scenario

A previously healthy 35-year-old lawyer presents to a primary care office with a chief complaint of chest pain and a non-productive cough. The pain started suddenly 2 hours prior to coming to the office while the patient was sitting at his desk. The patient describes the pain as sharp in nature, constantly present but made worse with inspiration and movement, and with radiation to the base of the neck. His blood pressure in the right arm and other vital signs are normal.

On physical examination the only findings of note are chest wall tenderness and a faint cardiac murmur. The ECG in the office is normal. The patient is observed for an hour in the office and assessed. He is diagnosed with viral pleurisy and sent home on non-steroidal analgesics.

The following day the patient collapses at home and cannot be resuscitated by the paramedic service. An autopsy reveals a Type 1 aortic dissection with pericardial tamponade.

Written Assignment:

Developing a list of possible conditions that might produce a patient’s symptoms and signs is an important part of clinical reasoning.

As an NP in primary care what would you have done differently?
Discuss the importance of creating a list of differentials for this patient. How could it have changed this outcome?
If a serious diagnosis comes to mind based on a patient’s symptoms:

Ask yourself; Have you considered the likelihood of it and whether it needs to be ruled out by testing or referral?
Because many serious disorders are challenging to diagnose, have you considered ruling out the worst case scenario?
Ask yourself: Do you have sufficient understanding of the clinical presentation to offer an opinion on the diagnosis?
What other diagnosis could it be? How might the treatment to date have altered the patient outcome?
What other diagnostic and laboratory or imaging was needed in order to make a complete differential list? What support tools would you consider using in helping to create a differential diagnosis list?
Are you familiar with the current clinical practice guidelines for the investigation of a suspected condition such as chest pain?
To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Assignment Requirements:

Before finalizing your work, you should:

be sure to read the Assignment description carefully (as displayed above);
consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and
Utilize spelling and grammar check to minimize errors.
Your writing Assignment should:

follow the conventions of Standard English (correct grammar, punctuation, etc.);
be well ordered, logical, and unified, as well as original and insightful;
display superior content, organization, style, and mechanics; and
use APA 6th Edition format as outlined in the APA Progression Ladder.

journal: patienty safety

journal: patienty safety

Writing about one’s personal experience encourages self-reflection and improves self-awareness. In this activity

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students are invited to reflect, in writing, on their experiences related to managing clinical risks for patients. Students to write about an event they observed or were involved in during their nursing profession that they feel might have placed a patient at risk. Alternatively, students may want to write about an event that occurred to them as recipients of healthcare, or as an observer to their friends’ or family members’ experiences. The event may be one that they feel related to any of anticipation, recognition, or management of a patient safety risk. Safe patient care and reducing medical-legal risk requires nurse practitioners to be aware of potential risks and how to avoid them.

The narrative should include:

a description of the event
an explanation of how this event placed a patient at risk
the student’s reflections on the event including:
if and how the event was recognized
why and how the event occurred, for example, was the event due to
action or inaction by an individual healthcare provider
system failure(s)
a combination of systems failure(s) and individual provider performance issues
what changes or improvements they would make, if any
how they felt at the time
how they currently feel about the even
Were you personally involved in the event? Discuss.
What, if any, workplace factors contributed to the event? (e.g., Was it during a handover? Did it involve a medication?)
How aware was the healthcare provider(s) of what was going on around them? (situational awareness)
How did the health care provider(s) recognize the safety problem, and how did they respond?
How did this event affect you?
What did you take away that you will use in the future?
I would do something differently next time because
Assignment Requirements:

Before finalizing your work, you should:

be sure to read the Assignment description carefully (as displayed above);
consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and
utilize spelling and grammar check to minimize errors.
Your writing Assignment should:

follow the conventions of Standard English (correct grammar, punctuation, etc.);
be well ordered, logical, and unified, as well as original and insightful;
display superior content, organization, style; and
use APA 6th Edition format as outlined in the APA Progression Ladder.

Please develop a disucussion

Please develop a disucussion

Discussion Board (DB) Participation Rubric Discussion boards (DBs) are what make an online course a course and not

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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. Additionally, comments should also include a citation to support assertions. 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 1 2 3 4 Score Weight Final Score Provides an initial post on or after Sunday. N/A N/A Provides an initial post by Saturday. 15% 0.00 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 more than 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 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 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, peerreviewed 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 0 ##### Initial post timeliness Additional comment requirement Engagement Content Quality Initial Response Final Score Percentage 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. Low Rubric Score High 3.5 4.0 2.5 3.49 1.7 2.49 0.0 1.00 Grade points Low 0 0 0 0 Percentage High 0 0 0 0 Low 90% 80% 70% 0 High 100% 89.99% 79.99% 69.99%
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Synthesis of Nursing Theory

Synthesis of Nursing Theory

Choose a contemporary school of nursing, hospital, nursing home, or other facility in the healthcare arena and research the nursing theory used there.

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Describe the changing role of the nurse today and how they are influenced by the organizational nursing theory.
Present your findings in a PowerPoint Presentation.
Your PowerPoint Presentation should:

include the seven (7) topics as shown in the PowerPoint Presentation Rubric (MP2)
be no more than 20 slides max.
If you use graphics be sure they are small in size, so your presentation can be loaded quickly.
When you have completed this assignments, you will be able to differentiate the concepts of person, environment, health, and nursing, as they relate to select nursing theories.Major Project 2 (MP2)

Synthesis of Nursing Theory – PowerPoint Presentation

Your PowerPoint must address and have the following Topics \ Headings:

Topic

Description

Enhance Professional Nursing Practice (20 pts.)

How the nursing theory enhances professional nursing practice in the roles of advocate, provider, teacher, manager, researcher, and leader.

Promote Health & Healing

(10 pts.)

How using nursing theory and theory from other disciplines as a basis for the nursing process helps promote health and healing

Challenge, Explore & Action

(30 pts.)

How we can use nursing theory to challenge professional and organizational assumptions, explore alternatives, and guide nursing actions.

Metaparadigms

(10 pts.)

Identify and define the nursing Metaparadigms.

Theorists

(10 pts.)

Analyze the philosophical baes of the concepts as they relate to specific theorists.

Nursing Theories

(10 pts.)

Differentiate the concepts as they relate to selected nursing theories.

Personal Nursing Philosophy

(10 pts.)

Construct a personal nursing philosophy by integrating the metaparadigms and your individual values.

A major change

A major change

Think back to the last time a major change occurred in your work environment (I work as a RN at Mount Sinai Medical Center in Miami Beach, a major change that has occurred in my work environment was the implementation of electronic record (EPIC system))

Was the change a planned change?
What were the driving forces and restraining forces?
Who was the change agent?
Did the change occur as planned?

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Jean Watson-Nursing as a Caring Theory

Jean Watson-Nursing as a Caring Theory

Major Project 3 (MP3)

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Nursing Critique Paper

Your critique must address and have the following Topics \ Headings:

Topic

Description

Meaning

(30 pts.)

1.Describe the main ideas of the theory (should include the assumptions under which the theory operates).

2.What are the main concepts?

3.What are the main relationships between the concepts?

4.How do different concepts affect each other?

Origins of the Theory

(30 pts.)

1.What was going on in the profession of nursing or in American society that may have influenced the theory?

2.What values, theories, evidence, and/or existing knowledge did the theorist cite as support for the theory?

3.What motivated the theorist to write the theory?

4.What approach to theory development did the theorist use?

Usefulness

(20 pts.)

1.How useful is this theory in practice?

2.Is the theory practical and helpful to nursing?

3.Does it contribute to understanding and predicting outcomes?

4.Cite an example/case study where this theory could be used.

Testability

(10 pts.)

1.How testable is this theory?

2.Has this theory generated research? How many and what types of studies?

3.Give one example of a study done using the theory

4.What types of statements are the propositions?

Overall Evaluation

(10 pts.)

1.Is the theory comprehensive and specific?

2.How general is the theory?

3.Summarize the strengths and weaknesses of the theory.

4.Why would you use or not use this theory in your own advanced practice? (Begin to think about your presentation “Synthesis of Nursing Theory”).

Write an original paper about some conceptual model, theory or theorist (Jean Watson – Nursing as Caring Theory)
Your paper should:
include all five (5) topics as shown in the Nursing Critique Rubric (MP3) .
be typed according to APA style for margins, formating and spacing standards
be typed into a Microsoft Word document, save the file, and then upload the file