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Analyze client indicators of therapeutic, ineffective, adverse responses and side effects to psychopharmacotherapy
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1. Using Table 10-1, develop one research question for each of the 4 qualitative methods that could be answered applying phenomenological, grounded theory, ethnographic or historical research. – [\ \ Screenshot2026-06-07at4.22.39PM.png](https://www.sweetstudy.com/files/screenshot2026-06-07at4-22-…
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See Feed **files (2)** – ## BSN355LitReviewTemplate1.docx – ## BSN355CapstoneProjectProposalTemplate.docx **## BSN355LitReviewTemplate1.docx** 1 2 For the title page, follow the guidelines below. Information without brackets should remain as written. The learner should replace the information within…
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– ## BSN355LitReviewTemplate1.docx
– ## BSN355CapstoneProjectProposalTemplate.docx
**## BSN355LitReviewTemplate1.docx**
1
2
For the title page, follow the guidelines below. Information without brackets should remain as written. The learner should replace the information within the brackets with the requested information, and all prior information and brackets should be removed.
**Literature Review**
[Remove brackets & insert Your Full Name Here]
Nightingale College
[Remove brackets & insert Your Course Number, Section & Course Title]
[Remove brackets & insert Your instructor’s name using Professor or Dr. ________]
[Remove brackets & insert Month, Day, Year – this is the date the assignment is due, not the date it is submitted]
**Prior to submitting your paper, make sure to remove all instructions in brackets on the following pages.**
**Literature Review**
[
**The introduction to the paper must be at least 5 sentences with 1 in-text citation, a fully stated purpose statement, and PICOT Question.** In this section, introduce the topic to the reader. Indicate why the selected topic is important and why it is important to conduct a literature review as part of the project. Make sure the PICOT question is written as a quality improvement question, not a research question and that it contains all components of “PICOT”. End this section stating, "The purpose of this paper is … "]
**Project Proposal Topic**
[
**The project proposal section must be at least 1 fully formed paragraph (at least 5 sentences in length) with in-text citations.** In this section, present an overview of the topic by discussing the topic in general. Consider providing some background information and describing the gap (current practice versus best practice) in nursing practice that was identified. Consider using statistics here to reinforce the point.]
**Methods of Searching**
[
**This section must be at least 1 fully formed paragraph (at least 5 sentences in length).** This section should describe how the literature search was conducted. For example: “A literature review was conducted using both electronic and manual resources…” Describe how the search for literature was conducted by explaining what databases or search engines were used to find the peer-reviewed articles. Describe what keywords were used; what date range was used to obtain the most current information (remember they must be less than 5 years old); what things were excluded (example: blogs, websites with biased information, etc).]
**Review of the Literature**
[
**There must be at least 5 fully formed paragraphs (at least 5 sentences in length) with 5 in-text citations that correlate with the current, peer-reviewed references used.** This will be the bulk of the review. Organization of the material here is important. In one paragraph for each of the 5 current, peer-reviewed articles, elaborate on the relation to the project topic/PICOT question, as well as what best practices were identified. Integrate key details of each article, demonstrating a clear understanding of the content reviewed. Consider the main takeaways after reading each article as they relate to the project project/intervention. This section should outline details of each article and also include the learner’s insight as they relate to the project and PICOT. Also include any other pertinent information about the topic that was discussed in the articles chosen.]
**Findings**
[
**This section must be at least 2 fully formed paragraphs (at least 5 sentences in length) with in-text citations.** In this section, provide a summary of the most significant findings found in the “Review of the Literature” section. Identify strengths and weaknesses of the literature (for example, small sample sizes that limit the validity of the findings or conclusions that you disagree with as an evaluator); and identify any gaps in the literature found. Begin with “The literature has shown…”]
**Conclusion**
[
**The section should be at least 1 paragraph (at least 5 sentences in length), summarize at least 3 key points, and contain at least 1 in-text citation**. Provide a thorough summary with at least 3 key points. Although not required, it is suggested learners restate the PICOT question in this section, so the reader is drawn to refocus on the topic/question.]
**References**
[There must be at least 5 current (within the last 5 years), peer-reviewed references. Use APA-7 formatting specific to reference type, including (but not limited to) alphabetical order and hanging indent. Specific reference examples have been discussed in the webinars.]
**## BSN355CapstoneProjectProposalTemplate.docx**
BSN355 Capstone Project Proposal Plan
| | |
| — | — |
| What is the project question (PICOT)? In other words what are you ultimately trying to figure out? Address in P-I-C-O-T format first; then a narrative description. | In elderly residents (P) living at Lake Village Facility, will implementing a nurse-led urinary tract infection prevention program (I), compared to current practice (C), result in a decrease in urinary tract infection rate by 10% (O) within 6 months (T). |
| What is the title of your project? Be specific and concise. | Reducing Urinary Tract Infections in Long-Term Care Homes Through Nurse-Led Prevention Strategies. |
| Who will benefit from your project? | The primary beneficiaries of this project are elderly residents living at a long-term care home at Lake Village Facility, who are at risk for urinary tract infections (UTIs). |
| Where are the people located that will benefit from your project? | The individuals who will benefit from this project are located at the Lake Village Facility. |
| How long will your project take (from beginning to end)? | The project is expected to take approximately 6 months from start to finish. |
| Budget requirements of your project (how much money will it take to implement your project)? Please note that this is a proposal; you will not fund this project. | This project would require minimal funding because it mainly focuses on education and prevention strategies. Estimated costs may include:<br>· Educational posters and handouts: $150 <br>· Staff training materials: $200 <br>· Infection tracking tools and supplies: $100 Miscellaneous supplies: $50 <br>The estimated total budget is approximately $500. Since this is only a proposal project, actual funding will not be required. |
| Why did you decide to do this project? | I decided to focus on this project because urinary tract infections are one of the most common preventable infections among elderly residents in long-term care facilities. UTIs can lead to pain, confusion, hospitalization, and decreased quality of life. Through my healthcare experience, I have seen the importance of preventive care and proper nursing interventions in protecting vulnerable patients and improving outcomes. |
| What is the overall goal of this project? What do you hope to achieve by doing this project? | The overall goal of this project is to reduce the incidence of urinary tract infections among residents in long-term care homes through nurse-led prevention strategies. The project hopes to improve resident health, reduce hospital admissions, promote proper hygiene and hydration practices, thereby increasing staff awareness of infection prevention measures. |
| What do you need to help you complete this project? Examples may include supplies, Facility/Administration support, volunteers, etc. | To complete this project, I will need resources and support, including support and approval from facility administration for various resources. Participation from nurses and nursing assistants will be vital in implementing education. Educational materials and prevention guidelines will help facilitate information sharing. Access to infection rate data will help with setting realistic goals. Hydration and hygiene supplies from the Administration, along with cooperation from residents and caregivers, will make the project a success. |
| Will your project have long-term effects? If so, what are they? If none. Why not? | Yes, this project may have long-term effects. Improved infection prevention practices can continue reducing UTI rates, decreasing hospitalizations, improving resident comfort and safety, and strengthening nursing practices within long-term care facilities. |
| Will the project be sustainable? If so, how will you sustain the project? | Yes, the project has the potential to be sustainable because prevention strategies such as hydration reminders, hygiene education, and catheter care can become part of routine nursing care. Staff education programs and infection monitoring systems can continue after the project is completed. |
| How will your project be evaluated? | The project will be evaluated by comparing urinary tract infection rates before and after implementation of the prevention program. |
| Are there any risks associated with the project? | The risks associated with this project are minimal. Staff members may resist changes in routine practices, and some residents may have difficulty following hydration or hygiene recommendations. |
| Is there anything that may prevent your project from succeeding? If so, what? | Potential barriers to success may include lack of administrative support, limited staff participation and inconsistent adherence to prevention protocols. |
In addition, your week 8 graded assignment will require a background analysis. When describing this analysis, include the following points:
· Describe the problem or gap in nursing practice that prompted the project.
· Explain the current situation and why improvement is needed (situation analysis).
· Consider using statistics here to reinforce your point.
· Explain what you hope to achieve by addressing this issue.
· Include the population that will be affected and the location. The location may vary depending on your project, but could include locations such as nursing homes, acute care units, dialysis units, school, or other non-clinical location.
## image1.png
**## BSN355CapstoneProjectProposalTemplate.docx**
BSN355 Capstone Project Proposal Plan
| | |
| — | — |
| What is the project question (PICOT)? In other words what are you ultimately trying to figure out? Address in P-I-C-O-T format first; then a narrative description. | In elderly residents (P) living at Lake Village Facility, will implementing a nurse-led urinary tract infection prevention program (I), compared to current practice (C), result in a decrease in urinary tract infection rate by 10% (O) within 6 months (T). |
| What is the title of your project? Be specific and concise. | Reducing Urinary Tract Infections in Long-Term Care Homes Through Nurse-Led Prevention Strategies. |
| Who will benefit from your project? | The primary beneficiaries of this project are elderly residents living at a long-term care home at Lake Village Facility, who are at risk for urinary tract infections (UTIs). |
| Where are the people located that will benefit from your project? | The individuals who will benefit from this project are located at the Lake Village Facility. |
| How long will your project take (from beginning to end)? | The project is expected to take approximately 6 months from start to finish. |
| Budget requirements of your project (how much money will it take to implement your project)? Please note that this is a proposal; you will not fund this project. | This project would require minimal funding because it mainly focuses on education and prevention strategies. Estimated costs may include:<br>· Educational posters and handouts: $150 <br>· Staff training materials: $200 <br>· Infection tracking tools and supplies: $100 Miscellaneous supplies: $50 <br>The estimated total budget is approximately $500. Since this is only a proposal project, actual funding will not be required. |
| Why did you decide to do this project? | I decided to focus on this project because urinary tract infections are one of the most common preventable infections among elderly residents in long-term care facilities. UTIs can lead to pain, confusion, hospitalization, and decreased quality of life. Through my healthcare experience, I have seen the importance of preventive care and proper nursing interventions in protecting vulnerable patients and improving outcomes. |
| What is the overall goal of this project? What do you hope to achieve by doing this project? | The overall goal of this project is to reduce the incidence of urinary tract infections among residents in long-term care homes through nurse-led prevention strategies. The project hopes to improve resident health, reduce hospital admissions, promote proper hygiene and hydration practices, thereby increasing staff awareness of infection prevention measures. |
| What do you need to help you complete this project? Examples may include supplies, Facility/Administration support, volunteers, etc. | To complete this project, I will need resources and support, including support and approval from facility administration for various resources. Participation from nurses and nursing assistants will be vital in implementing education. Educational materials and prevention guidelines will help facilitate information sharing. Access to infection rate data will help with setting realistic goals. Hydration and hygiene supplies from the Administration, along with cooperation from residents and caregivers, will make the project a success. |
| Will your project have long-term effects? If so, what are they? If none. Why not? | Yes, this project may have long-term effects. Improved infection prevention practices can continue reducing UTI rates, decreasing hospitalizations, improving resident comfort and safety, and strengthening nursing practices within long-term care facilities. |
| Will the project be sustainable? If so, how will you sustain the project? | Yes, the project has the potential to be sustainable because prevention strategies such as hydration reminders, hygiene education, and catheter care can become part of routine nursing care. Staff education programs and infection monitoring systems can continue after the project is completed. |
| How will your project be evaluated? | The project will be evaluated by comparing urinary tract infection rates before and after implementation of the prevention program. |
| Are there any risks associated with the project? | The risks associated with this project are minimal. Staff members may resist changes in routine practices, and some residents may have difficulty following hydration or hygiene recommendations. |
| Is there anything that may prevent your project from succeeding? If so, what? | Potential barriers to success may include lack of administrative support, limited staff participation and inconsistent adherence to prevention protocols. |
In addition, your week 8 graded assignment will require a background analysis. When describing this analysis, include the following points:
· Describe the problem or gap in nursing practice that prompted the project.
· Explain the current situation and why improvement is needed (situation analysis).
· Consider using statistics here to reinforce your point.
· Explain what you hope to achieve by addressing this issue.
· Include the population that will be affected and the location. The location may vary depending on your project, but could include locations such as nursing homes, acute care units, dialysis units, school, or other non-clinical location.
## image1.png
**## BSN355LitReviewTemplate1.docx**
1
2
For the title page, follow the guidelines below. Information without brackets should remain as written. The learner should replace the information within the brackets with the requested information, and all prior information and brackets should be removed.
**Literature Review**
[Remove brackets & insert Your Full Name Here]
Nightingale College
[Remove brackets & insert Your Course Number, Section & Course Title]
[Remove brackets & insert Your instructor’s name using Professor or Dr. ________]
[Remove brackets & insert Month, Day, Year – this is the date the assignment is due, not the date it is submitted]
**Prior to submitting your paper, make sure to remove all instructions in brackets on the following pages.**
**Literature Review**
[
**The introduction to the paper must be at least 5 sentences with 1 in-text citation, a fully stated purpose statement, and PICOT Question.** In this section, introduce the topic to the reader. Indicate why the selected topic is important and why it is important to conduct a literature review as part of the project. Make sure the PICOT question is written as a quality improvement question, not a research question and that it contains all components of “PICOT”. End this section stating, "The purpose of this paper is … "]
**Project Proposal Topic**
[
**The project proposal section must be at least 1 fully formed paragraph (at least 5 sentences in length) with in-text citations.** In this section, present an overview of the topic by discussing the topic in general. Consider providing some background information and describing the gap (current practice versus best practice) in nursing practice that was identified. Consider using statistics here to reinforce the point.]
**Methods of Searching**
[
**This section must be at least 1 fully formed paragraph (at least 5 sentences in length).** This section should describe how the literature search was conducted. For example: “A literature review was conducted using both electronic and manual resources…” Describe how the search for literature was conducted by explaining what databases or search engines were used to find the peer-reviewed articles. Describe what keywords were used; what date range was used to obtain the most current information (remember they must be less than 5 years old); what things were excluded (example: blogs, websites with biased information, etc).]
**Review of the Literature**
[
**There must be at least 5 fully formed paragraphs (at least 5 sentences in length) with 5 in-text citations that correlate with the current, peer-reviewed references used.** This will be the bulk of the review. Organization of the material here is important. In one paragraph for each of the 5 current, peer-reviewed articles, elaborate on the relation to the project topic/PICOT question, as well as what best practices were identified. Integrate key details of each article, demonstrating a clear understanding of the content reviewed. Consider the main takeaways after reading each article as they relate to the project project/intervention. This section should outline details of each article and also include the learner’s insight as they relate to the project and PICOT. Also include any other pertinent information about the topic that was discussed in the articles chosen.]
**Findings**
[
**This section must be at least 2 fully formed paragraphs (at least 5 sentences in length) with in-text citations.** In this section, provide a summary of the most significant findings found in the “Review of the Literature” section. Identify strengths and weaknesses of the literature (for example, small sample sizes that limit the validity of the findings or conclusions that you disagree with as an evaluator); and identify any gaps in the literature found. Begin with “The literature has shown…”]
**Conclusion**
[
**The section should be at least 1 paragraph (at least 5 sentences in length), summarize at least 3 key points, and contain at least 1 in-text citation**. Provide a thorough summary with at least 3 key points. Although not required, it is suggested learners restate the PICOT question in this section, so the reader is drawn to refocus on the topic/question.]
**References**
[There must be at least 5 current (within the last 5 years), peer-reviewed references. Use APA-7 formatting specific to reference type, including (but not limited to) alphabetical order and hanging indent. Specific reference examples have been discussed in the webinars.]
**## BSN355CapstoneProjectProposalTemplate.docx**
BSN355 Capstone Project Proposal Plan
| | |
| — | — |
| What is the project question (PICOT)? In other words what are you ultimately trying to figure out? Address in P-I-C-O-T format first; then a narrative description. | In elderly residents (P) living at Lake Village Facility, will implementing a nurse-led urinary tract infection prevention program (I), compared to current practice (C), result in a decrease in urinary tract infection rate by 10% (O) within 6 months (T). |
| What is the title of your project? Be specific and concise. | Reducing Urinary Tract Infections in Long-Term Care Homes Through Nurse-Led Prevention Strategies. |
| Who will benefit from your project? | The primary beneficiaries of this project are elderly residents living at a long-term care home at Lake Village Facility, who are at risk for urinary tract infections (UTIs). |
| Where are the people located that will benefit from your project? | The individuals who will benefit from this project are located at the Lake Village Facility. |
| How long will your project take (from beginning to end)? | The project is expected to take approximately 6 months from start to finish. |
| Budget requirements of your project (how much money will it take to implement your project)? Please note that this is a proposal; you will not fund this project. | This project would require minimal funding because it mainly focuses on education and prevention strategies. Estimated costs may include:<br>· Educational posters and handouts: $150 <br>· Staff training materials: $200 <br>· Infection tracking tools and supplies: $100 Miscellaneous supplies: $50 <br>The estimated total budget is approximately $500. Since this is only a proposal project, actual funding will not be required. |
| Why did you decide to do this project? | I decided to focus on this project because urinary tract infections are one of the most common preventable infections among elderly residents in long-term care facilities. UTIs can lead to pain, confusion, hospitalization, and decreased quality of life. Through my healthcare experience, I have seen the importance of preventive care and proper nursing interventions in protecting vulnerable patients and improving outcomes. |
| What is the overall goal of this project? What do you hope to achieve by doing this project? | The overall goal of this project is to reduce the incidence of urinary tract infections among residents in long-term care homes through nurse-led prevention strategies. The project hopes to improve resident health, reduce hospital admissions, promote proper hygiene and hydration practices, thereby increasing staff awareness of infection prevention measures. |
| What do you need to help you complete this project? Examples may include supplies, Facility/Administration support, volunteers, etc. | To complete this project, I will need resources and support, including support and approval from facility administration for various resources. Participation from nurses and nursing assistants will be vital in implementing education. Educational materials and prevention guidelines will help facilitate information sharing. Access to infection rate data will help with setting realistic goals. Hydration and hygiene supplies from the Administration, along with cooperation from residents and caregivers, will make the project a success. |
| Will your project have long-term effects? If so, what are they? If none. Why not? | Yes, this project may have long-term effects. Improved infection prevention practices can continue reducing UTI rates, decreasing hospitalizations, improving resident comfort and safety, and strengthening nursing practices within long-term care facilities. |
| Will the project be sustainable? If so, how will you sustain the project? | Yes, the project has the potential to be sustainable because prevention strategies such as hydration reminders, hygiene education, and catheter care can become part of routine nursing care. Staff education programs and infection monitoring systems can continue after the project is completed. |
| How will your project be evaluated? | The project will be evaluated by comparing urinary tract infection rates before and after implementation of the prevention program. |
| Are there any risks associated with the project? | The risks associated with this project are minimal. Staff members may resist changes in routine practices, and some residents may have difficulty following hydration or hygiene recommendations. |
| Is there anything that may prevent your project from succeeding? If so, what? | Potential barriers to success may include lack of administrative support, limited staff participation and inconsistent adherence to prevention protocols. |
In addition, your week 8 graded assignment will require a background analysis. When describing this analysis, include the following points:
· Describe the problem or gap in nursing practice that prompted the project.
· Explain the current situation and why improvement is needed (situation analysis).
· Consider using statistics here to reinforce your point.
· Explain what you hope to achieve by addressing this issue.
· Include the population that will be affected and the location. The location may vary depending on your project, but could include locations such as nursing homes, acute care units, dialysis units, school, or other non-clinical location.
## image1.png
**## BSN355LitReviewTemplate1.docx**
1
2
For the title page, follow the guidelines below. Information without brackets should remain as written. The learner should replace the information within the brackets with the requested information, and all prior information and brackets should be removed.
**Literature Review**
[Remove brackets & insert Your Full Name Here]
Nightingale College
[Remove brackets & insert Your Course Number, Section & Course Title]
[Remove brackets & insert Your instructor’s name using Professor or Dr. ________]
[Remove brackets & insert Month, Day, Year – this is the date the assignment is due, not the date it is submitted]
**Prior to submitting your paper, make sure to remove all instructions in brackets on the following pages.**
**Literature Review**
[
**The introduction to the paper must be at least 5 sentences with 1 in-text citation, a fully stated purpose statement, and PICOT Question.** In this section, introduce the topic to the reader. Indicate why the selected topic is important and why it is important to conduct a literature review as part of the project. Make sure the PICOT question is written as a quality improvement question, not a research question and that it contains all components of “PICOT”. End this section stating, "The purpose of this paper is … "]
**Project Proposal Topic**
[
**The project proposal section must be at least 1 fully formed paragraph (at least 5 sentences in length) with in-text citations.** In this section, present an overview of the topic by discussing the topic in general. Consider providing some background information and describing the gap (current practice versus best practice) in nursing practice that was identified. Consider using statistics here to reinforce the point.]
**Methods of Searching**
[
**This section must be at least 1 fully formed paragraph (at least 5 sentences in length).** This section should describe how the literature search was conducted. For example: “A literature review was conducted using both electronic and manual resources…” Describe how the search for literature was conducted by explaining what databases or search engines were used to find the peer-reviewed articles. Describe what keywords were used; what date range was used to obtain the most current information (remember they must be less than 5 years old); what things were excluded (example: blogs, websites with biased information, etc).]
**Review of the Literature**
[
**There must be at least 5 fully formed paragraphs (at least 5 sentences in length) with 5 in-text citations that correlate with the current, peer-reviewed references used.** This will be the bulk of the review. Organization of the material here is important. In one paragraph for each of the 5 current, peer-reviewed articles, elaborate on the relation to the project topic/PICOT question, as well as what best practices were identified. Integrate key details of each article, demonstrating a clear understanding of the content reviewed. Consider the main takeaways after reading each article as they relate to the project project/intervention. This section should outline details of each article and also include the learner’s insight as they relate to the project and PICOT. Also include any other pertinent information about the topic that was discussed in the articles chosen.]
**Findings**
[
**This section must be at least 2 fully formed paragraphs (at least 5 sentences in length) with in-text citations.** In this section, provide a summary of the most significant findings found in the “Review of the Literature” section. Identify strengths and weaknesses of the literature (for example, small sample sizes that limit the validity of the findings or conclusions that you disagree with as an evaluator); and identify any gaps in the literature found. Begin with “The literature has shown…”]
**Conclusion**
[
**The section should be at least 1 paragraph (at least 5 sentences in length), summarize at least 3 key points, and contain at least 1 in-text citation**. Provide a thorough summary with at least 3 key points. Although not required, it is suggested learners restate the PICOT question in this section, so the reader is drawn to refocus on the topic/question.]
**References**
[There must be at least 5 current (within the last 5 years), peer-reviewed references. Use APA-7 formatting specific to reference type, including (but not limited to) alphabetical order and hanging indent. Specific reference examples have been discussed in the webinars.]
**## BSN355CapstoneProjectProposalTemplate.docx**
BSN355 Capstone Project Proposal Plan
| | |
| — | — |
| What is the project question (PICOT)? In other words what are you ultimately trying to figure out? Address in P-I-C-O-T format first; then a narrative description. | In elderly residents (P) living at Lake Village Facility, will implementing a nurse-led urinary tract infection prevention program (I), compared to current practice (C), result in a decrease in urinary tract infection rate by 10% (O) within 6 months (T). |
| What is the title of your project? Be specific and concise. | Reducing Urinary Tract Infections in Long-Term Care Homes Through Nurse-Led Prevention Strategies. |
| Who will benefit from your project? | The primary beneficiaries of this project are elderly residents living at a long-term care home at Lake Village Facility, who are at risk for urinary tract infections (UTIs). |
| Where are the people located that will benefit from your project? | The individuals who will benefit from this project are located at the Lake Village Facility. |
| How long will your project take (from beginning to end)? | The project is expected to take approximately 6 months from start to finish. |
| Budget requirements of your project (how much money will it take to implement your project)? Please note that this is a proposal; you will not fund this project. | This project would require minimal funding because it mainly focuses on education and prevention strategies. Estimated costs may include:<br>· Educational posters and handouts: $150 <br>· Staff training materials: $200 <br>· Infection tracking tools and supplies: $100 Miscellaneous supplies: $50 <br>The estimated total budget is approximately $500. Since this is only a proposal project, actual funding will not be required. |
| Why did you decide to do this project? | I decided to focus on this project because urinary tract infections are one of the most common preventable infections among elderly residents in long-term care facilities. UTIs can lead to pain, confusion, hospitalization, and decreased quality of life. Through my healthcare experience, I have seen the importance of preventive care and proper nursing interventions in protecting vulnerable patients and improving outcomes. |
| What is the overall goal of this project? What do you hope to achieve by doing this project? | The overall goal of this project is to reduce the incidence of urinary tract infections among residents in long-term care homes through nurse-led prevention strategies. The project hopes to improve resident health, reduce hospital admissions, promote proper hygiene and hydration practices, thereby increasing staff awareness of infection prevention measures. |
| What do you need to help you complete this project? Examples may include supplies, Facility/Administration support, volunteers, etc. | To complete this project, I will need resources and support, including support and approval from facility administration for various resources. Participation from nurses and nursing assistants will be vital in implementing education. Educational materials and prevention guidelines will help facilitate information sharing. Access to infection rate data will help with setting realistic goals. Hydration and hygiene supplies from the Administration, along with cooperation from residents and caregivers, will make the project a success. |
| Will your project have long-term effects? If so, what are they? If none. Why not? | Yes, this project may have long-term effects. Improved infection prevention practices can continue reducing UTI rates, decreasing hospitalizations, improving resident comfort and safety, and strengthening nursing practices within long-term care facilities. |
| Will the project be sustainable? If so, how will you sustain the project? | Yes, the project has the potential to be sustainable because prevention strategies such as hydration reminders, hygiene education, and catheter care can become part of routine nursing care. Staff education programs and infection monitoring systems can continue after the project is completed. |
| How will your project be evaluated? | The project will be evaluated by comparing urinary tract infection rates before and after implementation of the prevention program. |
| Are there any risks associated with the project? | The risks associated with this project are minimal. Staff members may resist changes in routine practices, and some residents may have difficulty following hydration or hygiene recommendations. |
| Is there anything that may prevent your project from succeeding? If so, what? | Potential barriers to success may include lack of administrative support, limited staff participation and inconsistent adherence to prevention protocols. |
In addition, your week 8 graded assignment will require a background analysis. When describing this analysis, include the following points:
· Describe the problem or gap in nursing practice that prompted the project.
· Explain the current situation and why improvement is needed (situation analysis).
· Consider using statistics here to reinforce your point.
· Explain what you hope to achieve by addressing this issue.
· Include the population that will be affected and the location. The location may vary depending on your project, but could include locations such as nursing homes, acute care units, dialysis units, school, or other non-clinical location.
## image1.png
FIND ATTACHED **files (3)** – ## LEVELSOFMEASUREMENT.docx – ## NURS_8211_WK3_DescriptiveStatistics.pptx – Point-Of-Care_Testing_for_the_.pdf **## LEVELSOFMEASUREMENT.docx** LEVELS OF MEASUREMENT: CATEGORICAL VS. CONTINUOUS DATA; DESCRIPTIVE STATISTICS AND PROBABILITY THEORY BASICS _What is th…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →FIND ATTACHED
**files (3)**
– ## LEVELSOFMEASUREMENT.docx
– ## NURS_8211_WK3_DescriptiveStatistics.pptx
– Point-Of-Care_Testing_for_the_.pdf
**## LEVELSOFMEASUREMENT.docx**
LEVELS OF MEASUREMENT: CATEGORICAL VS. CONTINUOUS DATA; DESCRIPTIVE STATISTICS AND PROBABILITY THEORY BASICS
_What is the incidence of blood clots from COVID-19 in females over the age of 35?_
The above question is an example of a research question. A research question consists of three parts and guides the methods and approaches in which you will study the question to find answers. The research question includes the question, the topic, and the population or variables. In the example provided above, the question examines the prevalence of blood clots from severe COVID-19 in a selected population. From this question, the variables can be assessed, considerations can be analyzed, and populations can be sampled in order to guide the research.
For this Discussion, you will analyze a selected work to identify and analyze the variables, comparisons, and sample sizes. You will explore the potential levels of measurement for your variables and the rationale for the labels, as well as consider the advantages and challenges that you might experience in the statistical analysis.
**Reference:** Gray, J. R., & Grove, S. K. (2020).
_Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence_ (9th ed.). Elsevier.
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/230274/modules/items/9808891)
**To prepare:**
· View the required media.
· It is recommended you complete the quiz prior to constructing your initial response.
BY DAY 3 OF WEEK 3
**Post** a response including the following:
· Choose a research study, QI article, or EBP DNP project and interpret at least one continuous demographic variable and one categorical variable.
· Differentiate between comparisons made using descriptive statistics (e.g., the mean and standard deviation) and comparisons based on inferential statistics (e.g., a
_t_ test).
· Compare and contrast the sample sizes used in the research study, the QI project, and the DNP project in terms of type 1 and type 2 errors.
· Explain the SIR rate, how it is developed, and how organizations use it.
· Using the same articles, pick one and differentiate between one descriptive and one inferential statistic used in any one of the three studies/projects.
**## NURS_8211_WK3_DescriptiveStatistics.pptx**
NURS 8211
Research for an evidence-based practice
Week3:Descriptive Statistics
Week 3: Descriptive Statistics
Objectives
Differentiate between measures of central tendency and measures of dispersion for continuous variables
Explain how frequencies and percentages can inform a research, QI or EBP project
Formulate a null, directional and nondirectional alternate hypothesis from a published research study
Explain the standardized infection ratio (SIR) metric and how it can be used in research, QI, and DNP projects
Explain the differences between type 1 and type 2 measurement errors and identify key tools to use to reduce both.
Levels of measurement
Categorical:
Nominal
Ordinal
Continuous:
Interval
Ratio
3
Descriptive statistics
Measures of Central Tendency
Mean
Mode
Median
Measures of Dispersion
Standard Deviation
Variance
Range
The mean is the arthmetric average. The mode is the most frequently occurring value in the dataset and the median is the point at which there is an equal number of observations above and below.
The standard deviation tells you how much variation there is, away from the mean. The variance is the SD squared, and the range is the difference between the minimun and maximum value.
Only the mode is useful for categorical data. Categorical data can only tell you “how many” and “what percentage” does that count represent.
You can “see” these data, often in published studies formatted in a table. For example, patient demographics help to describe the sample. Sometimes these variables are used in hypothesis testing with inferential statistics, sometimes they are not and just descriptive statistics are used. Sometimes you see both descriptive and inferential in the same table.
Depending on whether the data are categorical or continuous, you will see the M and the SD or the counts n and percentages (%).
4
Descriptive statistics
Means/Standard deviations
Counts/Percentages
Percentile rankings
Confidence intervals
5
Bar Chart vs. histogram
Sood et al. 2021
QI study performed at a hospital in NY with data from 2017 to 2019, focused on the incidence of SSI in C section patients (CB births) with a hospital-wide perioperative bundle implemented.
2,875 total CBs (N)
Of those, there were 1,086 in the period of time described as “prebundle” and you see from the table that there is a mean age and standard deviation are listed. There are also mean scores for gestational age (GA) with a standard deviation. Both age and GA are measured as continuous data, so an average makes good sense.
Now, sometimes the median is chosen as a better alternative to the mean. Often, that is because the mean is subject to outliers that can distort the distribution. A median score might be more useful. The range is used instead of the SD, b’c it is a measure of variability that is appropriate for the median. The SD shows deviation from the mean. So if the data are subject to broad variability with outliers, the median and range are better measures of central tendency and dispersion that the M and SD. The median is often used for ordinal level data that uses ranks.
This study is provided for your review and you can take a look and get a better idea of the variables ROM and Parity.
For now let’s take a look at ethnicity. This is a categorial variable that is essentially nominal level data. Note that for ethnicity you see counts and percentages. For example, you can see that there were 677 Asian patients in the prebundle that represents 62.3% of the total. You can easily do the math: 677+75+261+73= 1,086 CBs in the prebundle group. Of these, 677 were of Asian descent. So (677/1086) x 100 = 62.3%
7
Hypothesis testing: Part I
The null hypothesis states that there is no relationship or association between variables (the independent and the dependent)
The alternate hypothesis states that there is a relationship or association between variables (the independent and the dependent)
Hypotheses can be directional or nondirectional
The null hypothesis states that there is no relationship or association between variables (the independent and the dependent).
Here is an example from Beydoun et al. (2022)
There is no association between perioperative prophylaxis practices and surgical site infections (SSIs) in patients undergoing vascularized reconstruction of the upper aerodigestive tract (UADT)
The dependent variable is the outcome variable, the SSIs. The independent variable is the one that gets manipulated. In this case that would be the perioperative prophylaxis. That includes both topical prophylaxis and antibiotic use.
The alternate hypothesis states that there is a relationship or association between variables (the independent and the dependent)
There is an association between perioperative topical antisepsis and surgical site infections (SSIs) in patients undergoing vascularized reconstruction of the upper aerodigestive tract (UADT)
Now, alternate hypothesis can be directional or non directional. In this study, the researchers had participation from 12 academic medical centers over 11 months with 554 patients and tracked in the type of prophylaxis used (topical and/or antibiotics). They found a decreased risk of SSI with the use of topical and antibiotic prophylaxis.
Most research uses both descriptive and inferential statistics. Published research studies will not usually have an actual hypothesis. Sometimes a research question is posed, but you can always determine the hypothesis from the published work. Inferential statistics come in many, many types: both parametric (based on probability theory) and nonparametric, which is typically used in situations where the assumptions of the parametric test are not met. These include categorical data like dichotomous data which has only two choices. Ordinal data has a ranking within it; nonparametric inferential testing could also be useful.
Now you can usually determine the type of inferential used from a published work, whether parametric or nonparametric by the presence of a p value.
8
Standardized infection rate (SIR)
A summary measure used to track hospital acquired infections (HAIs)
The SIR has a risk adjustment component that allows for comparisons at the national, state, or local level.
The SIR compares to a prediction (the NHSN baseline) taking into account several risk factors
A SIR of > 1.0 indicates more HAI than predicted; a SIR of < 1.0 indicates fewer HAIs than predicted.
Let’s take a look at Hicks, T (2024) from the Walden repository.
Hicks implemented an educational process with a revised CLABSI prevention bundle and designed a pre and postintervention comparison to determine if the outcome (SIR) changed after the bundle was implemented and to determine whether or not the process indicators (like, documentation of dressing change, saline flush, etc.) were improved pre to post. He found a statistically significant improvement in compliance with the bundle and four consecutive quarters with a zero incidence of CLABSI.
9
Atlantic Health System Morristown Medical Center
Data are often publicly reported. The source of this data is the State of NJ DOH.
https://web.doh.state.nj.us/apps2/hpr/profile.aspx?num=11403
10
Hypothesis testing: Part II
We typically set a level of significance, that is essentially a cut-off point. The is the point at which we decide that we will reject the null hypothesis (there is NO difference) in favor of the alternate hypothesis (there IS a difference). Now, you can visualize a difference easily but looking at the means and standard deviations, but this won’t tell you whether the difference is due to chance or something else, some other factor, for example, the result of an intervention.
PP. 215-217 in Salkind and Frey 5th ed provides a keen overview of tests of significance. These tests are ways to determine whether or not there is a statistically significant outcome.
Typically, we set a level of significance at .05 and that is because it is based on the graphic above which is figure 10.2 on p217. The level of significance is set based on the statistic chosen. Identifying a critical value….the point at which decisions came be made about the null hypothesis.
11
Sood et al. (2021)
Sood et al. (2021) examined the impact of a hospital-wide perioperative bundle on the SSI rate in Caesarean Births
Total cases = counts
SSI (infection rate, %) per 10,000
# comparisons…..prebundle, transition, postbundle.
P=0.009……considerably less that .05.
These are counts, and percentages (how many) descriptive statistics.
The p value signifies the inferential comparison. (there were two inferential tests used in the study both of which we will take a closer look at later on.) The comparison above with the p value of .009 is a chi square test.
12
Measurement Error
Type 1:
The type of error that is made when statistical significance is found, but it is not really there.
The all-important p value is the protection against a type I error.
Type II:
A type II error is made when you don’t find statistical significance but it is really there.
Sample size is the biggest protection against a type II error (in general, bigger is better)
Discuss clinical vs. statistical significance.
13
Key Points
Descriptives vs. Inferential statistics
Levels of measurement: continuous vs. categorical
Hypothesis testing
The standardized infection rate (SIR) and how it might be used
Measurement error types
## image14.jpg
## image18.jpg
## image20.jpg
## image22.jpg
## image24.gif
## image19.jpg
## image25.png
## image23.jpg
## image26.png
## image27.png
## image28.png
## image21.jpg
**Point-Of-Care_Testing_for_the_.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/point-of-care-testing-for-the-pdf)
**Point-Of-Care_Testing_for_the_.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/point-of-care-testing-for-the-pdf)
**## LEVELSOFMEASUREMENT.docx**
LEVELS OF MEASUREMENT: CATEGORICAL VS. CONTINUOUS DATA; DESCRIPTIVE STATISTICS AND PROBABILITY THEORY BASICS
_What is the incidence of blood clots from COVID-19 in females over the age of 35?_
The above question is an example of a research question. A research question consists of three parts and guides the methods and approaches in which you will study the question to find answers. The research question includes the question, the topic, and the population or variables. In the example provided above, the question examines the prevalence of blood clots from severe COVID-19 in a selected population. From this question, the variables can be assessed, considerations can be analyzed, and populations can be sampled in order to guide the research.
For this Discussion, you will analyze a selected work to identify and analyze the variables, comparisons, and sample sizes. You will explore the potential levels of measurement for your variables and the rationale for the labels, as well as consider the advantages and challenges that you might experience in the statistical analysis.
**Reference:** Gray, J. R., & Grove, S. K. (2020).
_Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence_ (9th ed.). Elsevier.
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/230274/modules/items/9808891)
**To prepare:**
· View the required media.
· It is recommended you complete the quiz prior to constructing your initial response.
BY DAY 3 OF WEEK 3
**Post** a response including the following:
· Choose a research study, QI article, or EBP DNP project and interpret at least one continuous demographic variable and one categorical variable.
· Differentiate between comparisons made using descriptive statistics (e.g., the mean and standard deviation) and comparisons based on inferential statistics (e.g., a
_t_ test).
· Compare and contrast the sample sizes used in the research study, the QI project, and the DNP project in terms of type 1 and type 2 errors.
· Explain the SIR rate, how it is developed, and how organizations use it.
· Using the same articles, pick one and differentiate between one descriptive and one inferential statistic used in any one of the three studies/projects.
**## NURS_8211_WK3_DescriptiveStatistics.pptx**
NURS 8211
Research for an evidence-based practice
Week3:Descriptive Statistics
Week 3: Descriptive Statistics
Objectives
Differentiate between measures of central tendency and measures of dispersion for continuous variables
Explain how frequencies and percentages can inform a research, QI or EBP project
Formulate a null, directional and nondirectional alternate hypothesis from a published research study
Explain the standardized infection ratio (SIR) metric and how it can be used in research, QI, and DNP projects
Explain the differences between type 1 and type 2 measurement errors and identify key tools to use to reduce both.
Levels of measurement
Categorical:
Nominal
Ordinal
Continuous:
Interval
Ratio
3
Descriptive statistics
Measures of Central Tendency
Mean
Mode
Median
Measures of Dispersion
Standard Deviation
Variance
Range
The mean is the arthmetric average. The mode is the most frequently occurring value in the dataset and the median is the point at which there is an equal number of observations above and below.
The standard deviation tells you how much variation there is, away from the mean. The variance is the SD squared, and the range is the difference between the minimun and maximum value.
Only the mode is useful for categorical data. Categorical data can only tell you “how many” and “what percentage” does that count represent.
You can “see” these data, often in published studies formatted in a table. For example, patient demographics help to describe the sample. Sometimes these variables are used in hypothesis testing with inferential statistics, sometimes they are not and just descriptive statistics are used. Sometimes you see both descriptive and inferential in the same table.
Depending on whether the data are categorical or continuous, you will see the M and the SD or the counts n and percentages (%).
4
Descriptive statistics
Means/Standard deviations
Counts/Percentages
Percentile rankings
Confidence intervals
5
Bar Chart vs. histogram
Sood et al. 2021
QI study performed at a hospital in NY with data from 2017 to 2019, focused on the incidence of SSI in C section patients (CB births) with a hospital-wide perioperative bundle implemented.
2,875 total CBs (N)
Of those, there were 1,086 in the period of time described as “prebundle” and you see from the table that there is a mean age and standard deviation are listed. There are also mean scores for gestational age (GA) with a standard deviation. Both age and GA are measured as continuous data, so an average makes good sense.
Now, sometimes the median is chosen as a better alternative to the mean. Often, that is because the mean is subject to outliers that can distort the distribution. A median score might be more useful. The range is used instead of the SD, b’c it is a measure of variability that is appropriate for the median. The SD shows deviation from the mean. So if the data are subject to broad variability with outliers, the median and range are better measures of central tendency and dispersion that the M and SD. The median is often used for ordinal level data that uses ranks.
This study is provided for your review and you can take a look and get a better idea of the variables ROM and Parity.
For now let’s take a look at ethnicity. This is a categorial variable that is essentially nominal level data. Note that for ethnicity you see counts and percentages. For example, you can see that there were 677 Asian patients in the prebundle that represents 62.3% of the total. You can easily do the math: 677+75+261+73= 1,086 CBs in the prebundle group. Of these, 677 were of Asian descent. So (677/1086) x 100 = 62.3%
7
Hypothesis testing: Part I
The null hypothesis states that there is no relationship or association between variables (the independent and the dependent)
The alternate hypothesis states that there is a relationship or association between variables (the independent and the dependent)
Hypotheses can be directional or nondirectional
The null hypothesis states that there is no relationship or association between variables (the independent and the dependent).
Here is an example from Beydoun et al. (2022)
There is no association between perioperative prophylaxis practices and surgical site infections (SSIs) in patients undergoing vascularized reconstruction of the upper aerodigestive tract (UADT)
The dependent variable is the outcome variable, the SSIs. The independent variable is the one that gets manipulated. In this case that would be the perioperative prophylaxis. That includes both topical prophylaxis and antibiotic use.
The alternate hypothesis states that there is a relationship or association between variables (the independent and the dependent)
There is an association between perioperative topical antisepsis and surgical site infections (SSIs) in patients undergoing vascularized reconstruction of the upper aerodigestive tract (UADT)
Now, alternate hypothesis can be directional or non directional. In this study, the researchers had participation from 12 academic medical centers over 11 months with 554 patients and tracked in the type of prophylaxis used (topical and/or antibiotics). They found a decreased risk of SSI with the use of topical and antibiotic prophylaxis.
Most research uses both descriptive and inferential statistics. Published research studies will not usually have an actual hypothesis. Sometimes a research question is posed, but you can always determine the hypothesis from the published work. Inferential statistics come in many, many types: both parametric (based on probability theory) and nonparametric, which is typically used in situations where the assumptions of the parametric test are not met. These include categorical data like dichotomous data which has only two choices. Ordinal data has a ranking within it; nonparametric inferential testing could also be useful.
Now you can usually determine the type of inferential used from a published work, whether parametric or nonparametric by the presence of a p value.
8
Standardized infection rate (SIR)
A summary measure used to track hospital acquired infections (HAIs)
The SIR has a risk adjustment component that allows for comparisons at the national, state, or local level.
The SIR compares to a prediction (the NHSN baseline) taking into account several risk factors
A SIR of > 1.0 indicates more HAI than predicted; a SIR of < 1.0 indicates fewer HAIs than predicted.
Let’s take a look at Hicks, T (2024) from the Walden repository.
Hicks implemented an educational process with a revised CLABSI prevention bundle and designed a pre and postintervention comparison to determine if the outcome (SIR) changed after the bundle was implemented and to determine whether or not the process indicators (like, documentation of dressing change, saline flush, etc.) were improved pre to post. He found a statistically significant improvement in compliance with the bundle and four consecutive quarters with a zero incidence of CLABSI.
9
Atlantic Health System Morristown Medical Center
Data are often publicly reported. The source of this data is the State of NJ DOH.
https://web.doh.state.nj.us/apps2/hpr/profile.aspx?num=11403
10
Hypothesis testing: Part II
We typically set a level of significance, that is essentially a cut-off point. The is the point at which we decide that we will reject the null hypothesis (there is NO difference) in favor of the alternate hypothesis (there IS a difference). Now, you can visualize a difference easily but looking at the means and standard deviations, but this won’t tell you whether the difference is due to chance or something else, some other factor, for example, the result of an intervention.
PP. 215-217 in Salkind and Frey 5th ed provides a keen overview of tests of significance. These tests are ways to determine whether or not there is a statistically significant outcome.
Typically, we set a level of significance at .05 and that is because it is based on the graphic above which is figure 10.2 on p217. The level of significance is set based on the statistic chosen. Identifying a critical value….the point at which decisions came be made about the null hypothesis.
11
Sood et al. (2021)
Sood et al. (2021) examined the impact of a hospital-wide perioperative bundle on the SSI rate in Caesarean Births
Total cases = counts
SSI (infection rate, %) per 10,000
# comparisons…..prebundle, transition, postbundle.
P=0.009……considerably less that .05.
These are counts, and percentages (how many) descriptive statistics.
The p value signifies the inferential comparison. (there were two inferential tests used in the study both of which we will take a closer look at later on.) The comparison above with the p value of .009 is a chi square test.
12
Measurement Error
Type 1:
The type of error that is made when statistical significance is found, but it is not really there.
The all-important p value is the protection against a type I error.
Type II:
A type II error is made when you don’t find statistical significance but it is really there.
Sample size is the biggest protection against a type II error (in general, bigger is better)
Discuss clinical vs. statistical significance.
13
Key Points
Descriptives vs. Inferential statistics
Levels of measurement: continuous vs. categorical
Hypothesis testing
The standardized infection rate (SIR) and how it might be used
Measurement error types
## image14.jpg
## image18.jpg
## image20.jpg
## image22.jpg
## image24.gif
## image19.jpg
## image25.png
## image23.jpg
## image26.png
## image27.png
## image28.png
## image21.jpg
**Point-Of-Care_Testing_for_the_.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/point-of-care-testing-for-the-pdf)
**## LEVELSOFMEASUREMENT.docx**
LEVELS OF MEASUREMENT: CATEGORICAL VS. CONTINUOUS DATA; DESCRIPTIVE STATISTICS AND PROBABILITY THEORY BASICS
_What is the incidence of blood clots from COVID-19 in females over the age of 35?_
The above question is an example of a research question. A research question consists of three parts and guides the methods and approaches in which you will study the question to find answers. The research question includes the question, the topic, and the population or variables. In the example provided above, the question examines the prevalence of blood clots from severe COVID-19 in a selected population. From this question, the variables can be assessed, considerations can be analyzed, and populations can be sampled in order to guide the research.
For this Discussion, you will analyze a selected work to identify and analyze the variables, comparisons, and sample sizes. You will explore the potential levels of measurement for your variables and the rationale for the labels, as well as consider the advantages and challenges that you might experience in the statistical analysis.
**Reference:** Gray, J. R., & Grove, S. K. (2020).
_Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence_ (9th ed.). Elsevier.
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/230274/modules/items/9808891)
**To prepare:**
· View the required media.
· It is recommended you complete the quiz prior to constructing your initial response.
BY DAY 3 OF WEEK 3
**Post** a response including the following:
· Choose a research study, QI article, or EBP DNP project and interpret at least one continuous demographic variable and one categorical variable.
· Differentiate between comparisons made using descriptive statistics (e.g., the mean and standard deviation) and comparisons based on inferential statistics (e.g., a
_t_ test).
· Compare and contrast the sample sizes used in the research study, the QI project, and the DNP project in terms of type 1 and type 2 errors.
· Explain the SIR rate, how it is developed, and how organizations use it.
· Using the same articles, pick one and differentiate between one descriptive and one inferential statistic used in any one of the three studies/projects.
**## NURS_8211_WK3_DescriptiveStatistics.pptx**
NURS 8211
Research for an evidence-based practice
Week3:Descriptive Statistics
Week 3: Descriptive Statistics
Objectives
Differentiate between measures of central tendency and measures of dispersion for continuous variables
Explain how frequencies and percentages can inform a research, QI or EBP project
Formulate a null, directional and nondirectional alternate hypothesis from a published research study
Explain the standardized infection ratio (SIR) metric and how it can be used in research, QI, and DNP projects
Explain the differences between type 1 and type 2 measurement errors and identify key tools to use to reduce both.
Levels of measurement
Categorical:
Nominal
Ordinal
Continuous:
Interval
Ratio
3
Descriptive statistics
Measures of Central Tendency
Mean
Mode
Median
Measures of Dispersion
Standard Deviation
Variance
Range
The mean is the arthmetric average. The mode is the most frequently occurring value in the dataset and the median is the point at which there is an equal number of observations above and below.
The standard deviation tells you how much variation there is, away from the mean. The variance is the SD squared, and the range is the difference between the minimun and maximum value.
Only the mode is useful for categorical data. Categorical data can only tell you “how many” and “what percentage” does that count represent.
You can “see” these data, often in published studies formatted in a table. For example, patient demographics help to describe the sample. Sometimes these variables are used in hypothesis testing with inferential statistics, sometimes they are not and just descriptive statistics are used. Sometimes you see both descriptive and inferential in the same table.
Depending on whether the data are categorical or continuous, you will see the M and the SD or the counts n and percentages (%).
4
Descriptive statistics
Means/Standard deviations
Counts/Percentages
Percentile rankings
Confidence intervals
5
Bar Chart vs. histogram
Sood et al. 2021
QI study performed at a hospital in NY with data from 2017 to 2019, focused on the incidence of SSI in C section patients (CB births) with a hospital-wide perioperative bundle implemented.
2,875 total CBs (N)
Of those, there were 1,086 in the period of time described as “prebundle” and you see from the table that there is a mean age and standard deviation are listed. There are also mean scores for gestational age (GA) with a standard deviation. Both age and GA are measured as continuous data, so an average makes good sense.
Now, sometimes the median is chosen as a better alternative to the mean. Often, that is because the mean is subject to outliers that can distort the distribution. A median score might be more useful. The range is used instead of the SD, b’c it is a measure of variability that is appropriate for the median. The SD shows deviation from the mean. So if the data are subject to broad variability with outliers, the median and range are better measures of central tendency and dispersion that the M and SD. The median is often used for ordinal level data that uses ranks.
This study is provided for your review and you can take a look and get a better idea of the variables ROM and Parity.
For now let’s take a look at ethnicity. This is a categorial variable that is essentially nominal level data. Note that for ethnicity you see counts and percentages. For example, you can see that there were 677 Asian patients in the prebundle that represents 62.3% of the total. You can easily do the math: 677+75+261+73= 1,086 CBs in the prebundle group. Of these, 677 were of Asian descent. So (677/1086) x 100 = 62.3%
7
Hypothesis testing: Part I
The null hypothesis states that there is no relationship or association between variables (the independent and the dependent)
The alternate hypothesis states that there is a relationship or association between variables (the independent and the dependent)
Hypotheses can be directional or nondirectional
The null hypothesis states that there is no relationship or association between variables (the independent and the dependent).
Here is an example from Beydoun et al. (2022)
There is no association between perioperative prophylaxis practices and surgical site infections (SSIs) in patients undergoing vascularized reconstruction of the upper aerodigestive tract (UADT)
The dependent variable is the outcome variable, the SSIs. The independent variable is the one that gets manipulated. In this case that would be the perioperative prophylaxis. That includes both topical prophylaxis and antibiotic use.
The alternate hypothesis states that there is a relationship or association between variables (the independent and the dependent)
There is an association between perioperative topical antisepsis and surgical site infections (SSIs) in patients undergoing vascularized reconstruction of the upper aerodigestive tract (UADT)
Now, alternate hypothesis can be directional or non directional. In this study, the researchers had participation from 12 academic medical centers over 11 months with 554 patients and tracked in the type of prophylaxis used (topical and/or antibiotics). They found a decreased risk of SSI with the use of topical and antibiotic prophylaxis.
Most research uses both descriptive and inferential statistics. Published research studies will not usually have an actual hypothesis. Sometimes a research question is posed, but you can always determine the hypothesis from the published work. Inferential statistics come in many, many types: both parametric (based on probability theory) and nonparametric, which is typically used in situations where the assumptions of the parametric test are not met. These include categorical data like dichotomous data which has only two choices. Ordinal data has a ranking within it; nonparametric inferential testing could also be useful.
Now you can usually determine the type of inferential used from a published work, whether parametric or nonparametric by the presence of a p value.
8
Standardized infection rate (SIR)
A summary measure used to track hospital acquired infections (HAIs)
The SIR has a risk adjustment component that allows for comparisons at the national, state, or local level.
The SIR compares to a prediction (the NHSN baseline) taking into account several risk factors
A SIR of > 1.0 indicates more HAI than predicted; a SIR of < 1.0 indicates fewer HAIs than predicted.
Let’s take a look at Hicks, T (2024) from the Walden repository.
Hicks implemented an educational process with a revised CLABSI prevention bundle and designed a pre and postintervention comparison to determine if the outcome (SIR) changed after the bundle was implemented and to determine whether or not the process indicators (like, documentation of dressing change, saline flush, etc.) were improved pre to post. He found a statistically significant improvement in compliance with the bundle and four consecutive quarters with a zero incidence of CLABSI.
9
Atlantic Health System Morristown Medical Center
Data are often publicly reported. The source of this data is the State of NJ DOH.
https://web.doh.state.nj.us/apps2/hpr/profile.aspx?num=11403
10
Hypothesis testing: Part II
We typically set a level of significance, that is essentially a cut-off point. The is the point at which we decide that we will reject the null hypothesis (there is NO difference) in favor of the alternate hypothesis (there IS a difference). Now, you can visualize a difference easily but looking at the means and standard deviations, but this won’t tell you whether the difference is due to chance or something else, some other factor, for example, the result of an intervention.
PP. 215-217 in Salkind and Frey 5th ed provides a keen overview of tests of significance. These tests are ways to determine whether or not there is a statistically significant outcome.
Typically, we set a level of significance at .05 and that is because it is based on the graphic above which is figure 10.2 on p217. The level of significance is set based on the statistic chosen. Identifying a critical value….the point at which decisions came be made about the null hypothesis.
11
Sood et al. (2021)
Sood et al. (2021) examined the impact of a hospital-wide perioperative bundle on the SSI rate in Caesarean Births
Total cases = counts
SSI (infection rate, %) per 10,000
# comparisons…..prebundle, transition, postbundle.
P=0.009……considerably less that .05.
These are counts, and percentages (how many) descriptive statistics.
The p value signifies the inferential comparison. (there were two inferential tests used in the study both of which we will take a closer look at later on.) The comparison above with the p value of .009 is a chi square test.
12
Measurement Error
Type 1:
The type of error that is made when statistical significance is found, but it is not really there.
The all-important p value is the protection against a type I error.
Type II:
A type II error is made when you don’t find statistical significance but it is really there.
Sample size is the biggest protection against a type II error (in general, bigger is better)
Discuss clinical vs. statistical significance.
13
Key Points
Descriptives vs. Inferential statistics
Levels of measurement: continuous vs. categorical
Hypothesis testing
The standardized infection rate (SIR) and how it might be used
Measurement error types
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**Point-Of-Care_Testing_for_the_.pdf**
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1. Description and bioethical analysis of: – Pre-implantation Genetic Diagnosis PGD – Surrogate motherhood – “Snowflake babies” – Artificial insemination 2. What is Natural Family Planning (NFP)? 3. Describe the 3 Primary ovulation symptoms. 4. Describe the 7 Secondary ovulation symptoms. 5. Describ…
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Order on TutorsGallery →1. Description and bioethical analysis of:
– Pre-implantation Genetic Diagnosis PGD
– Surrogate motherhood
– “Snowflake babies”
– Artificial insemination
2. What is Natural Family Planning (NFP)?
3. Describe the 3 Primary ovulation symptoms.
4. Describe the 7 Secondary ovulation symptoms.
5. Describe various protocols and methods available today.
6. Describe some ways in which NFP is healthier than contraception.
7. Bioethical evaluation of NFP as a means and as an end.
8. Read and summarize ERD paragraphs #: 38, 39, 42, 43, 44, 52.
**Submission Instructions:**
– The post is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.
– If references are used, please cite properly according to the current APA style.
The purpose of this discussion is to examine an assigned disease process and determine which disease process explored in the discussion Bayani, the client, is experiencing. Follow the instructions below and your faculty member will reveal which disease process Bayani is experiencing at the end of th…
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Order on TutorsGallery →The purpose of this discussion is to examine an assigned disease process and determine which disease process explored in the discussion Bayani, the client, is experiencing. Follow the instructions below and your faculty member will reveal which disease process Bayani is experiencing at the end of the discussion week.
**Step 1:** Review the following client scenario:
_Bayani, a 62-year-old male client, presents to the NP with abdominal pain with his wife. Bayani is mildly confused, and according to his wife, he is normally fully oriented. His abdomen is soft and non-distended, and his wife states he has been urinating and drinking more water than usual. She also states he has had foul-smelling urine and is concerned he also has a urinary tract infection._
**Step 2:** Review your assigned disease process from the chart below. Your assigned disease process is based on the first letter of your last name.
**Last NameDisease Process** A – H Condition: Peptic Ulcer Disease (PUD) I – P Condition: Cirrhosis
Q – Z Condition: Type 2 Diabetes
**Step 3:** Review the client case scenario and answer the discussion prompts below with explanation and detail, providing complete references for all citations.
**Step 4:** Reply to a peer with a different assigned disease process.
Include the following sections:
1. **Application of Course Knowledge:** Answer all questions/criteria with explanations and detail.
1. Discuss the underlying pathophysiological mechanisms of your assigned disease process. Which clinical manifestations observed in Bayani’s case could be explained by the pathophysiological mechanisms?
2. Analyze Bayani’s clinical manifestations in the context of your assigned disease process. Do these findings support a diagnosis of your assigned disease process? Why or why not?
3. Identify and justify the diagnostic tests (including labs, imaging, or other diagnostic tests) that would be most appropriate for investigating a diagnosis of your assigned disease process in Bayani. What could the results of these tests look like in your assigned disease process?
4. Compare and contrast your response with a peer assigned a different condition. Does their condition fit Bayani’s case? Why or why not?
2. **Integration of Evidence:** Integrate relevant scholarly sources as defined by program expectations:
1. Cite a scholarly source in the initial post.
2. Cite a scholarly source in one faculty response post.
3. Cite a scholarly source in one peer post.
4. Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week.
5. Include a minimum of two different scholarly sources per week. Cite all references and provide references for all citations.
3. **Engagement in Meaningful Dialogue:** Engage peers and faculty by asking questions and offering new insights, applications, perspectives, information, or implications for practice.
1. Peer Response: Respond to at least one peer on a topic other than the initially assigned topic.
2. Faculty Response: Respond to at least one faculty post.
3. Communicate using respectful, collegial language and terminology appropriate to advanced nursing practice.
4. **Professionalism in Communication:** Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.
5. **Reference Citation:** Use current APA format to format citations and references free of errors.
I need a paraphrase the lines marked in red color only while keeping the same formatting, headings, references as they are. Just paraprhase the red marked part to remove any AI-generated content. send me turnitin report.keep the same formatting for the file and the same number of words. – [\ \ 350…
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3500.docx](https://www.sweetstudy.com/files/3500-docx-10558891 "3500.docx")
**files (2)** – ## week5MATHRequirements.docx – ## 2024MATHWEEK5.docx **## week5MATHRequirements.docx** Download the following documents from the Required Resources. · Week 3 Excel spreadsheet · Week 5 Excel spreadsheet · Week 5 Lab Assignment Template A. Begin with the 10 heights provided to you by…
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– ## week5MATHRequirements.docx
– ## 2024MATHWEEK5.docx
**## week5MATHRequirements.docx**
Download the following documents from the Required Resources.
· Week 3 Excel spreadsheet
· Week 5 Excel spreadsheet
· Week 5 Lab Assignment Template
A. Begin with the 10 heights provided to you by your instructor. (Please reach out to your instructor by Monday in Week 5 if you have not received the 10 heights.)
B. To add 10 more values to your lab data, survey or measure 10 people to find their heights. Add these heights to the Week 5 Lab Template along with the 10 provided by your instructor.
C. Determine the mean and standard deviation for the 20 values (your instructor's 10 from Step 1A above plus your 10) by using the
**Week 3 Excel Spreadsheet**.
D. Post a screenshot of the portion of the spreadsheet that helped you determine these values.
E. How does your height compare to the mean (average) height of the 20 values? Is your height taller, shorter, or the same as the mean of the sample?
Give some background information on the group of people you used in your study. Use the following questions to guide your answers.
A. How did you choose the participants for your study? What was the sampling method: systematic, convenience, cluster, stratified, simple random?
B. What part of the country did your study take place in?
C. What are the age ranges of your participants?
D. How many of each gender did you have in your study?
E. What are other interesting factors about your group?
Use the
**Week 5 Excel Spreadsheet** for the following:
A. Use the
**Empirical Rule tab** from the spreadsheet. Then, determine the 68%, 95%, and 99.7% values of the Empirical Rule in terms of the 20 heights in your height study.
B. Post a screenshot of your work from the Week 5 Excel spreadsheet.
C. What do these values tell you?
D. Post another screenshot of your work from the
**Normal Probability tab** from the Week 5 Excel spreadsheet.
E. Based on your study results, what percent of the study participants are shorter than you? What percent are taller than you? (Example: If my height is 73 inches, then 20.86% of the relevant population is shorter. The other 79.14%, of course, is taller).
Be sure your name is on the Week 5 Lab Assignment Template (Word document), save it, and then submit it in the assignment dropbox on this page.
## image1.png
**## 2024MATHWEEK5.docx**
**MATH225**
**Week 5 Lab Assignment**
**Name:________________________ Instructor Name: _______________**
Please use this template to help answer the questions listed in the lab instructions. The “steps” below refer to the steps listed in the lab instructions. Type your answers and post your screenshots in the spaces given below. Then, save this document with your name and submit it inside the course room.
**Step 1. Gather Data**
Your instructors will post 10 data values to use for this lab.
The data values represent the HEIGHTS of 10 people from the same population in which you gathered your sample.
Please reach out to your instructor if you did not receive the assigned 10 data values for the term by Monday of Week 5.
(
**NOTE:** This is NOT the data used in the lab video, which is about midterm grades. Do not use the midterm grades data.)
**1a.** Gather 10 MORE of your own to add to the 10 provided by your instructor. Do the following: Survey or measure 10 people to find their heights.
For the remainder of this lab, treat the 20 numbers as ONE sample.
| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| **Instructor Provided Heights** | | | | | | | | | | |
| **Gathered Heights** | | | | | | | | | | |
Determine the mean and standard deviation for the
**20 values** by using the Week 3 Excel spreadsheet. (Round statistics to two decimals.)
| | |
| — | — |
| Mean Height in Inches | |
| Sample Standard Deviation in inches | |
| Your Height in Inches | |
**1b.** Post a screen shot in the space BELOW of the portion of the Week 3 spreadsheet that helped you determine these values.
**Please list the 10 heights your professor provided first followed by the 10 heights you collected. There should be 20 values to determine the mean and sample standard deviation.**
**1c.** Answer the following two questions (Answer in complete sentences).
How does your height compare to the mean (average) height of the 20 values? Is your height taller, shorter, or the same as the mean of the sample?
**Step 2. Data Characteristics**
Answer the following questions to give some background information on the group of people you used in your study. Write in complete sentences.
**1.** **How** did you choose the participants for your study?
**What** was the sampling method: systematic, convenience, cluster, stratified, simple random, etc.?
**Explain** how you concluded that you used the selected sampling method.
**2.** What part of the country did your study take place in?
**3.** What are the age ranges of your participants?
**4.** How many of each gender did you have in your study?
**5.** Identify the population based on the sample gathered. For example, if you sampled people that worked on your floor in the hospital, your population may be all employees at your hospital or if you sampled your neighbors, maybe the population is everyone who lives in your city.
**Step 3. Data Analysis**
Answer the following questions. Use the
**Week 5 Excel spreadsheets** to help analyze the data.
For the remainder of the lab, suppose the population has the same mean and standard deviation as your sample.
**Empirical Rule**
1. Determine the 68%, 95%, and 99.7% values of the Empirical Rule using the population mean and standard deviation. (Use the Empirical Rule tab from the Week 5 spreadsheet).
a. 68% values of Empirical Rule:
b. 95% values of Empirical Rule:
c. 99% values of Empirical Rule:
2. Take a Screenshot of your Empirical Rule Sheet and provide it below.
**3.** What do these values tell you? Write complete sentences explaining what the values in the Empirical Rule tell you in context of the data.
**Normal Distribution**
Use the Normal Probability Spreadsheet page to determine what percent of the population is shorter/taller than you.
1. Based on your study results, what percent of the population are shorter than you? What percent are taller?
2. Take a Screenshot of your Normal Probability Spreadsheet page and provide it below.
**Step 4. Save and submit this document**
Be sure your name is on the Word document, save it, and then submit it. In the assignment module, click “start assignment” and then “upload file” and “submit assignment”.
| | |
| — | — |
| | 7 |
## image1.jpeg
**## 2024MATHWEEK5.docx**
**MATH225**
**Week 5 Lab Assignment**
**Name:________________________ Instructor Name: _______________**
Please use this template to help answer the questions listed in the lab instructions. The “steps” below refer to the steps listed in the lab instructions. Type your answers and post your screenshots in the spaces given below. Then, save this document with your name and submit it inside the course room.
**Step 1. Gather Data**
Your instructors will post 10 data values to use for this lab.
The data values represent the HEIGHTS of 10 people from the same population in which you gathered your sample.
Please reach out to your instructor if you did not receive the assigned 10 data values for the term by Monday of Week 5.
(
**NOTE:** This is NOT the data used in the lab video, which is about midterm grades. Do not use the midterm grades data.)
**1a.** Gather 10 MORE of your own to add to the 10 provided by your instructor. Do the following: Survey or measure 10 people to find their heights.
For the remainder of this lab, treat the 20 numbers as ONE sample.
| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| **Instructor Provided Heights** | | | | | | | | | | |
| **Gathered Heights** | | | | | | | | | | |
Determine the mean and standard deviation for the
**20 values** by using the Week 3 Excel spreadsheet. (Round statistics to two decimals.)
| | |
| — | — |
| Mean Height in Inches | |
| Sample Standard Deviation in inches | |
| Your Height in Inches | |
**1b.** Post a screen shot in the space BELOW of the portion of the Week 3 spreadsheet that helped you determine these values.
**Please list the 10 heights your professor provided first followed by the 10 heights you collected. There should be 20 values to determine the mean and sample standard deviation.**
**1c.** Answer the following two questions (Answer in complete sentences).
How does your height compare to the mean (average) height of the 20 values? Is your height taller, shorter, or the same as the mean of the sample?
**Step 2. Data Characteristics**
Answer the following questions to give some background information on the group of people you used in your study. Write in complete sentences.
**1.** **How** did you choose the participants for your study?
**What** was the sampling method: systematic, convenience, cluster, stratified, simple random, etc.?
**Explain** how you concluded that you used the selected sampling method.
**2.** What part of the country did your study take place in?
**3.** What are the age ranges of your participants?
**4.** How many of each gender did you have in your study?
**5.** Identify the population based on the sample gathered. For example, if you sampled people that worked on your floor in the hospital, your population may be all employees at your hospital or if you sampled your neighbors, maybe the population is everyone who lives in your city.
**Step 3. Data Analysis**
Answer the following questions. Use the
**Week 5 Excel spreadsheets** to help analyze the data.
For the remainder of the lab, suppose the population has the same mean and standard deviation as your sample.
**Empirical Rule**
1. Determine the 68%, 95%, and 99.7% values of the Empirical Rule using the population mean and standard deviation. (Use the Empirical Rule tab from the Week 5 spreadsheet).
a. 68% values of Empirical Rule:
b. 95% values of Empirical Rule:
c. 99% values of Empirical Rule:
2. Take a Screenshot of your Empirical Rule Sheet and provide it below.
**3.** What do these values tell you? Write complete sentences explaining what the values in the Empirical Rule tell you in context of the data.
**Normal Distribution**
Use the Normal Probability Spreadsheet page to determine what percent of the population is shorter/taller than you.
1. Based on your study results, what percent of the population are shorter than you? What percent are taller?
2. Take a Screenshot of your Normal Probability Spreadsheet page and provide it below.
**Step 4. Save and submit this document**
Be sure your name is on the Word document, save it, and then submit it. In the assignment module, click “start assignment” and then “upload file” and “submit assignment”.
| | |
| — | — |
| | 7 |
## image1.jpeg
**## week5MATHRequirements.docx**
Download the following documents from the Required Resources.
· Week 3 Excel spreadsheet
· Week 5 Excel spreadsheet
· Week 5 Lab Assignment Template
A. Begin with the 10 heights provided to you by your instructor. (Please reach out to your instructor by Monday in Week 5 if you have not received the 10 heights.)
B. To add 10 more values to your lab data, survey or measure 10 people to find their heights. Add these heights to the Week 5 Lab Template along with the 10 provided by your instructor.
C. Determine the mean and standard deviation for the 20 values (your instructor's 10 from Step 1A above plus your 10) by using the
**Week 3 Excel Spreadsheet**.
D. Post a screenshot of the portion of the spreadsheet that helped you determine these values.
E. How does your height compare to the mean (average) height of the 20 values? Is your height taller, shorter, or the same as the mean of the sample?
Give some background information on the group of people you used in your study. Use the following questions to guide your answers.
A. How did you choose the participants for your study? What was the sampling method: systematic, convenience, cluster, stratified, simple random?
B. What part of the country did your study take place in?
C. What are the age ranges of your participants?
D. How many of each gender did you have in your study?
E. What are other interesting factors about your group?
Use the
**Week 5 Excel Spreadsheet** for the following:
A. Use the
**Empirical Rule tab** from the spreadsheet. Then, determine the 68%, 95%, and 99.7% values of the Empirical Rule in terms of the 20 heights in your height study.
B. Post a screenshot of your work from the Week 5 Excel spreadsheet.
C. What do these values tell you?
D. Post another screenshot of your work from the
**Normal Probability tab** from the Week 5 Excel spreadsheet.
E. Based on your study results, what percent of the study participants are shorter than you? What percent are taller than you? (Example: If my height is 73 inches, then 20.86% of the relevant population is shorter. The other 79.14%, of course, is taller).
Be sure your name is on the Week 5 Lab Assignment Template (Word document), save it, and then submit it in the assignment dropbox on this page.
## image1.png
**## 2024MATHWEEK5.docx**
**MATH225**
**Week 5 Lab Assignment**
**Name:________________________ Instructor Name: _______________**
Please use this template to help answer the questions listed in the lab instructions. The “steps” below refer to the steps listed in the lab instructions. Type your answers and post your screenshots in the spaces given below. Then, save this document with your name and submit it inside the course room.
**Step 1. Gather Data**
Your instructors will post 10 data values to use for this lab.
The data values represent the HEIGHTS of 10 people from the same population in which you gathered your sample.
Please reach out to your instructor if you did not receive the assigned 10 data values for the term by Monday of Week 5.
(
**NOTE:** This is NOT the data used in the lab video, which is about midterm grades. Do not use the midterm grades data.)
**1a.** Gather 10 MORE of your own to add to the 10 provided by your instructor. Do the following: Survey or measure 10 people to find their heights.
For the remainder of this lab, treat the 20 numbers as ONE sample.
| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| **Instructor Provided Heights** | | | | | | | | | | |
| **Gathered Heights** | | | | | | | | | | |
Determine the mean and standard deviation for the
**20 values** by using the Week 3 Excel spreadsheet. (Round statistics to two decimals.)
| | |
| — | — |
| Mean Height in Inches | |
| Sample Standard Deviation in inches | |
| Your Height in Inches | |
**1b.** Post a screen shot in the space BELOW of the portion of the Week 3 spreadsheet that helped you determine these values.
**Please list the 10 heights your professor provided first followed by the 10 heights you collected. There should be 20 values to determine the mean and sample standard deviation.**
**1c.** Answer the following two questions (Answer in complete sentences).
How does your height compare to the mean (average) height of the 20 values? Is your height taller, shorter, or the same as the mean of the sample?
**Step 2. Data Characteristics**
Answer the following questions to give some background information on the group of people you used in your study. Write in complete sentences.
**1.** **How** did you choose the participants for your study?
**What** was the sampling method: systematic, convenience, cluster, stratified, simple random, etc.?
**Explain** how you concluded that you used the selected sampling method.
**2.** What part of the country did your study take place in?
**3.** What are the age ranges of your participants?
**4.** How many of each gender did you have in your study?
**5.** Identify the population based on the sample gathered. For example, if you sampled people that worked on your floor in the hospital, your population may be all employees at your hospital or if you sampled your neighbors, maybe the population is everyone who lives in your city.
**Step 3. Data Analysis**
Answer the following questions. Use the
**Week 5 Excel spreadsheets** to help analyze the data.
For the remainder of the lab, suppose the population has the same mean and standard deviation as your sample.
**Empirical Rule**
1. Determine the 68%, 95%, and 99.7% values of the Empirical Rule using the population mean and standard deviation. (Use the Empirical Rule tab from the Week 5 spreadsheet).
a. 68% values of Empirical Rule:
b. 95% values of Empirical Rule:
c. 99% values of Empirical Rule:
2. Take a Screenshot of your Empirical Rule Sheet and provide it below.
**3.** What do these values tell you? Write complete sentences explaining what the values in the Empirical Rule tell you in context of the data.
**Normal Distribution**
Use the Normal Probability Spreadsheet page to determine what percent of the population is shorter/taller than you.
1. Based on your study results, what percent of the population are shorter than you? What percent are taller?
2. Take a Screenshot of your Normal Probability Spreadsheet page and provide it below.
**Step 4. Save and submit this document**
Be sure your name is on the Word document, save it, and then submit it. In the assignment module, click “start assignment” and then “upload file” and “submit assignment”.
| | |
| — | — |
| | 7 |
## image1.jpeg
**## week5MATHRequirements.docx**
Download the following documents from the Required Resources.
· Week 3 Excel spreadsheet
· Week 5 Excel spreadsheet
· Week 5 Lab Assignment Template
A. Begin with the 10 heights provided to you by your instructor. (Please reach out to your instructor by Monday in Week 5 if you have not received the 10 heights.)
B. To add 10 more values to your lab data, survey or measure 10 people to find their heights. Add these heights to the Week 5 Lab Template along with the 10 provided by your instructor.
C. Determine the mean and standard deviation for the 20 values (your instructor's 10 from Step 1A above plus your 10) by using the
**Week 3 Excel Spreadsheet**.
D. Post a screenshot of the portion of the spreadsheet that helped you determine these values.
E. How does your height compare to the mean (average) height of the 20 values? Is your height taller, shorter, or the same as the mean of the sample?
Give some background information on the group of people you used in your study. Use the following questions to guide your answers.
A. How did you choose the participants for your study? What was the sampling method: systematic, convenience, cluster, stratified, simple random?
B. What part of the country did your study take place in?
C. What are the age ranges of your participants?
D. How many of each gender did you have in your study?
E. What are other interesting factors about your group?
Use the
**Week 5 Excel Spreadsheet** for the following:
A. Use the
**Empirical Rule tab** from the spreadsheet. Then, determine the 68%, 95%, and 99.7% values of the Empirical Rule in terms of the 20 heights in your height study.
B. Post a screenshot of your work from the Week 5 Excel spreadsheet.
C. What do these values tell you?
D. Post another screenshot of your work from the
**Normal Probability tab** from the Week 5 Excel spreadsheet.
E. Based on your study results, what percent of the study participants are shorter than you? What percent are taller than you? (Example: If my height is 73 inches, then 20.86% of the relevant population is shorter. The other 79.14%, of course, is taller).
Be sure your name is on the Week 5 Lab Assignment Template (Word document), save it, and then submit it in the assignment dropbox on this page.
## image1.png
**## 2024MATHWEEK5.docx**
**MATH225**
**Week 5 Lab Assignment**
**Name:________________________ Instructor Name: _______________**
Please use this template to help answer the questions listed in the lab instructions. The “steps” below refer to the steps listed in the lab instructions. Type your answers and post your screenshots in the spaces given below. Then, save this document with your name and submit it inside the course room.
**Step 1. Gather Data**
Your instructors will post 10 data values to use for this lab.
The data values represent the HEIGHTS of 10 people from the same population in which you gathered your sample.
Please reach out to your instructor if you did not receive the assigned 10 data values for the term by Monday of Week 5.
(
**NOTE:** This is NOT the data used in the lab video, which is about midterm grades. Do not use the midterm grades data.)
**1a.** Gather 10 MORE of your own to add to the 10 provided by your instructor. Do the following: Survey or measure 10 people to find their heights.
For the remainder of this lab, treat the 20 numbers as ONE sample.
| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| **Instructor Provided Heights** | | | | | | | | | | |
| **Gathered Heights** | | | | | | | | | | |
Determine the mean and standard deviation for the
**20 values** by using the Week 3 Excel spreadsheet. (Round statistics to two decimals.)
| | |
| — | — |
| Mean Height in Inches | |
| Sample Standard Deviation in inches | |
| Your Height in Inches | |
**1b.** Post a screen shot in the space BELOW of the portion of the Week 3 spreadsheet that helped you determine these values.
**Please list the 10 heights your professor provided first followed by the 10 heights you collected. There should be 20 values to determine the mean and sample standard deviation.**
**1c.** Answer the following two questions (Answer in complete sentences).
How does your height compare to the mean (average) height of the 20 values? Is your height taller, shorter, or the same as the mean of the sample?
**Step 2. Data Characteristics**
Answer the following questions to give some background information on the group of people you used in your study. Write in complete sentences.
**1.** **How** did you choose the participants for your study?
**What** was the sampling method: systematic, convenience, cluster, stratified, simple random, etc.?
**Explain** how you concluded that you used the selected sampling method.
**2.** What part of the country did your study take place in?
**3.** What are the age ranges of your participants?
**4.** How many of each gender did you have in your study?
**5.** Identify the population based on the sample gathered. For example, if you sampled people that worked on your floor in the hospital, your population may be all employees at your hospital or if you sampled your neighbors, maybe the population is everyone who lives in your city.
**Step 3. Data Analysis**
Answer the following questions. Use the
**Week 5 Excel spreadsheets** to help analyze the data.
For the remainder of the lab, suppose the population has the same mean and standard deviation as your sample.
**Empirical Rule**
1. Determine the 68%, 95%, and 99.7% values of the Empirical Rule using the population mean and standard deviation. (Use the Empirical Rule tab from the Week 5 spreadsheet).
a. 68% values of Empirical Rule:
b. 95% values of Empirical Rule:
c. 99% values of Empirical Rule:
2. Take a Screenshot of your Empirical Rule Sheet and provide it below.
**3.** What do these values tell you? Write complete sentences explaining what the values in the Empirical Rule tell you in context of the data.
**Normal Distribution**
Use the Normal Probability Spreadsheet page to determine what percent of the population is shorter/taller than you.
1. Based on your study results, what percent of the population are shorter than you? What percent are taller?
2. Take a Screenshot of your Normal Probability Spreadsheet page and provide it below.
**Step 4. Save and submit this document**
Be sure your name is on the Word document, save it, and then submit it. In the assignment module, click “start assignment” and then “upload file” and “submit assignment”.
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