Category: Nursing

Touchstone 2.2: Informative Essay Draft

before you start

Consider revisiting the tutorial about the purpose and types of informative writing. You might find it helpful to review the section on analytical writing if choosing Prompt A, and the section on definition writing if choosing Prompt B to kick-start writing this informative essay.

ASSIGNMENT: Select one of the following writing prompts and draft a 3-5 page (approximately 800-1300 words) informative essay.

• Prompt A: Image Analysis
• Prompt B: Extended Definition

As a part of your completed draft, complete the color-coding activity described below. In addition, answer the “Think About Your Writing” questions on a separate sheet of paper and include it with your draft submission.

hint

In the next Unit, Touchstone 3 will be a revision of the draft that you submit for Touchstone 2.2 based on the graders feedback and suggestions.

NOTE: Using or referencing outside sources is prohibited for this assignment and will impact grading time.

Helpful Links:

CopyLeaks Originality Checker: All writing will be checked for originality. Avoid using any outside text from third party sources since research is not required to complete Touchstone 2.2. Focus on showcasing your ability to rely on common knowledge for this informative essay.

A. Directions

Step 1: Choose a Prompt and Write an Informative Essay

Choose one of the following prompts for your informative essay.

PROMPT A: IMAGE ANALYSIS

Although we look at print advertisements every day, we often do not consider the ways in which they affect us. Visual images in ads can influence and persuade us, so it is important to evaluate them critically and objectively to understand their meaning and effectiveness. Good image analysis involves an examination of the components of an image (layout, text, color, tone) to gain an understanding of the whole.

1. Select an advertisement image to analyze. To find a print advertisement to analyze, you can search the web using the keywords print ad or you could even find and take a picture of a local poster or billboard in your neighborhood. We recommend you choose a print ad that includes text, imagery, and color to best complete this assignment.
2. Conduct an image analysis: The print advertisement you choose should be directed toward a specific audience. To identify the intended audience, think about the members of the potential audience for the advertisement that you have chosen. Who are they? Ads for a beauty product, for example, may be aimed at young people; ads for a deodorant might target adults; a diaper commercial is likely intended for new parents; ads for cruise trips might be aimed at retirees. You can use any academically-appropriate advertisement to complete this assignment, as long as its intended audience is clearly identified. In your analysis, consider how design components within the image (such as layout, text, color, and tone) appeal to the audience and provide and establish context for the ads overall purpose.
3. Your thesis must inform the reader of the specific ad chosen and the plan to analyze it. Because you are writing in the informative mode, use objective language and a neutral point of view. For this essay, the informative mode means avoiding writing in the first-person and/or expressing personal bias towards the ads overall intention or effectiveness.
4. Draft an analytical essay that examines the audience, context, and purpose of the advertising image youve chosen.

hint

Read the article by Marco Anders titled “Visual Rhetoric in Advertising” found in the tutorial for ideas about how to effectively write an image analysis. Your analysis should lead to a conclusion about the ads effectiveness, based on an examination of its components. Include the image with your draft.

PROMPT B: EXTENDED DEFINITION

1. Extend the definition of one of the following words beyond either the dictionarys definition or a societal understanding of the word:

• Family
• Success
• Courage
• Art
• Beauty

1. In the introduction of your draft, briefly explain how the dictionary or society defines the word you’ve selected, and then explain the extended definition of the word in a single-sentence thesis towards the end that outlines the main points of extension. In the body paragraphs, provide unique examples and explanations to support these points of the extended definition.
2. Your thesis must inform your readers of the extended definition and, because you are writing in the informative mode, you must use objective language. For this essay, writing in the informative mode means avoiding writing in the first-person and/or framing personal examples using objective language.
3. Draft an extended definition essay that defines or redefines a word or concept.

hint

Read the article by Hallie Radcliffe’s titled “Mindfulness: Cutting Through the Noise” found in the tutorial for ideas about how to write an extended definition essay.

Step 2. Think About Your Writing

As a part of your completed draft, complete the color-coding activity and include answers to all of the questions below your draft.

PART 1: Color-Coding Activity

Using the color codes provided, evaluate your draft as follows:

• Use red text to indicate your thesis statement.
• Use green text to indicate the topic sentence of each body paragraph.

PART 2: Reflection Questions

1. What is the significance of your essay? Why should readers care about what you have written? (2-3 sentences) Sophia says: Think about why you decided to analyze this particular image, or why you picked the word you chose to define. Your interest in your subject matter should be clear to readers.
2. Which areas of your draft do you think will benefit most from revision? (2-3 sentences) Sophia says: Consider the organization, style, focus, development, and conventions of your draft. Which areas did you struggle to complete?
3. Consider the strengths and weaknesses of your writing. How can you capitalize on your strengths and improve on your weaknesses in future essays? (3-4 sentences) Sophia says: Think about what was easy about writing the draft, and what was more difficult. For example, if you write paragraphs with strong topic sentences, but repeatedly use the same type of sentence to provide supporting details, you can improve your paragraphs by varying sentence structure.

Step 3. Review Rubric and Checklist

Your draft will be scored according to the Touchstone 2.2 Rubric, which considers required elements for either the analysis essay or the extended definition essay, the thesis statement, organization, style and tone, focus, conventions, completion of the color-coding activity, and answers to the Think About your Writing questions above.

Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

Essay Prompt: Image Analysis

If you chose the image analysis prompt, have you analyzed and interpreted several design components – and not just described – within the ad’s design?

Have you made conclusions about the audience and effectiveness of the ad?

Did you include the image in your draft?

Did you complete the color-coding activity?

Is your draft 800-1300 words long?

Essay Prompt: Extended Definition

If you chose the extended definition prompt, did you indicate how society defines the word you selected, and then explain an extended definition of it?

Have you included examples and explanations to support the extended definition?

Did you complete the color-coding activity?

Is your draft 800-1300 words long?

Working Thesis

Have you included a clear, focused, and detailed thesis statement?

Does your thesis state the topic and purpose of your essay?

Is your thesis a single sentence that outlines the main points of extension located toward the end of the introductory paragraph?

Focus and Organization

Is there an adequate number of body paragraphs, each with a clear topic sentence that restates the word and focuses on the main points of the extended definition?

Is there a conclusion paragraph that restates the thesis, reviews the main points, and provides final thoughts about the extended definition overall?

Are your draft paragraphs sequenced properly?

Have you used transitions to connect ideas between sentences and paragraphs?

Can your draft be described as having a good flow?

Does your draft have a clear focus?

Are all supporting details relevant?

Have you avoided using or referencing outside sources and relied solely on common knowledge and/or experience?

Style and Tone

Is the tone of your draft unbiased and informative avoiding first-person or personal details that are not framed in an objective manner?

Is it clear that the purpose of your essay is to inform readers about your topic?

Have you carefully considered your word choices?

Conventions

Have you checked your draft for grammatical errors?

Have you used spell-check or another method to check spelling?

Have you punctuated your draft correctly?

Before You Submit

Have you included your name, date, and course at the top left of the page?

Have you completed the Think About Your Writing questions and color coding activity?

Is your draft between three and five pages long (approximately 800-1300 words)?

Assignment Details

Submission Type: An 8- to 10-minute video presentation

You will prepare a clinical case for audio/video presentation. The patient’s case should be based on the students recent clinical experience, and the patient’s diagnosis should be pertinent to the current semester. Cases must be presented using an audio/video recording platform compatible with submission to Canvas. In addition, a written transcript of the case presentation must be submitted with the presentation and have less than 20% match on Turnitin/AI detection software.

The recording of the clinical case presentation should be a maximum of 8 minutes. When presenting, students should not read directly from a document. The case presentation should be organized into a concise summary. The student should include how course objectives were met by completing this assignment in both the audio/visual and written presentation.

Note

Expect feedback from your assigned faculty in relation to any comments, questions, encouragement, and suggestions you might have presented as part of your ongoing professional development. This assignment is vital for faculty to assess your progress, provide guidance, and support your growth as a competent and compassionate nurse practitioner.

Final Reminders

Videos can be recorded using any software or tool, but all videos are required to be uploaded to My Panopto Videos for assignment submission.

You can also use the Panopto Desktop Recording tool to create your video.

Detailed Panopto instructions are located .

See the rubric for specific grading criteria.

Rubric

Week 7 Signature Assignment: Audio-Visual Diagnostic Case Study with Video Presentation- Video

Week 7 Signature Assignment: Audio-Visual Diagnostic Case Study with Video Presentation- Video

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Subjective

SOAP Note (Written Portion)

10.2 pts

Exemplary

Thorough, well-organized, and relevant information. Includes C/C, OLDCART, and pertinent positives/negatives. No extraneous data.

6.87 pts

Proficient

Well-organized with C/C, OLDCART, and pertinent findings. May contain minor extraneous data or lack one minor detail.

3.55 pts

Developing

Lacks clear organization or key OLDCART components. Contains extraneous data and/or is missing multiple minor details.

0 pts

Unsatisfactory

Disorganized, inadequate information, or mixes subjective and objective data. Missing crucial information.

10.2 pts

This criterion is linked to a Learning Outcome

Objective

SOAP Note (Written Portion)

10.2 pts

Exemplary

Accurate diagnosis with ICD code, well-supported by S/O data. Includes appropriate differential diagnoses.

6.87 pts

Proficient

All relevant exams performed but may include some extraneous ones. Mostly organized by body system.

3.55 pts

Developing

Omits important exams or lacks consistent organization by body system.

0 pts

Unsatisfactory

Omits crucial exams, mixes subjective data, or lacks any organization.

10.2 pts

This criterion is linked to a Learning Outcome

Assessment

Accurate diagnosis with ICD code, well-supported by S/O data. Includes appropriate differential diagnoses.

10.2 pts

Exceeds Expectations

Accurate diagnosis with ICD code, well-supported by S/O data. Includes appropriate differential diagnoses.

6.87 pts

Proficient

Accurate diagnosis with ICD code, supported by S/O data. May lack some differential diagnoses or have less clear support.

3.55 pts

Developing

Diagnosis may be accurate but lacks ICD code, or has significant omissions in differential diagnoses.

0 pts

Unsatisfactory

Inaccurate diagnosis, unsupported by data, or lacks differential diagnoses.

10.2 pts

This criterion is linked to a Learning Outcome

Plan

SOAP Note (Written Portion)

10.2 pts

Exemplary

Comprehensive, evidence-based plan addressing each diagnosis. Individualized to the patient. Includes all 5 components: Dx plan, Tx plan, patient education, referral/follow-up, and health maintenance.

6.87 pts

Proficient

Well-organized, evidence-based plan addressing most diagnoses. Includes medication teaching and most of the 5 components. May lack minor details or individualization.

3.55 pts

Developing

Plan lacks organization or evidence-base. May not address all diagnoses or include all 5 components. Lacks medication teaching or individualization.

0 pts

Unsatisfactory

No plan, disorganized plan, or plan not based on evidence. Fails to address diagnoses or include key components.

10.2 pts

This criterion is linked to a Learning Outcome

Course Objectives

SOAP Note (Written Portion)

10.2 pts

Exemplary

Student thoroughly describes how course objectives were met by completing this assignment.

0 pts

Unsatisfactory

Student does not provide an in-depth discussion of how course objectives were met by completing this assignment.

10.2 pts

This criterion is linked to a Learning Outcome

Clinical Presentation

(Video Case Presentation)

14.75 pts

Exemplary

Presents subjective and objective data in an organized and professional way. Presents all important data (subjective or objective), including all pertinent histories.

9.82 pts

Proficient

Presents subjective and objective data in a mostly organized and professional way. Most supporting data is pertinent and detailed. Includes some extraneous data. Presents all/most important data (subjective or objective), including histories.

4.88 pts

Developing

Presents subjective and objective data in a somewhat organized and professional way. Some supporting data is pertinent and detailed. Includes much extraneous data. Misses one or two pieces of important data (subjective or objective). Does not report pertinent historical data.

0 pts

Unsatisfactory

Presents subjective and objective data in an unfocused, disorganized, and/or unprofessional way. Supporting data is impertinent and irrelevant. Misses significant amounts of important data (subjective or objective).

14.75 pts

This criterion is linked to a Learning Outcome

Clinical Reasoning, Problem-Solving, and Management

(Video Case Presentation)

14.75 pts

Exemplary

All subjective and objective information is thoroughly synthesized and organized to formulate the correct diagnosis. Plan incorporates current standards of care that address presenting symptoms, appropriate diagnostic tests, treatments, patient education, and referrals. Includes and refers to all resources (e.g., preceptor, guidelines) consulted for this case.

9.82 pts

Proficient

Most subjective and objective information is synthesized and organized to formulate the correct diagnosis. Plan incorporates most current standards of care but is missing one or two minor components that address presenting symptoms, appropriate diagnostic tests, treatments, patient education, and referrals. Includes and refers to many resources (e.g., preceptor, guidelines) consulted for this case.

4.88 pts

Developing

Some subjective and objective information is organized and may or may not formulate a correct diagnosis. Plan incorporates some current standards of care but is missing many components that address presenting symptoms, appropriate diagnostic tests, treatments, patient education, and referrals. Includes and refers to a few resources (e.g., preceptor, guidelines) consulted for this case.

0 pts

Unsatisfactory

Subjective and objective information is disorganized and formulates an incorrect diagnosis. Plan does not incorporate current standards of care and is missing components that address presenting symptoms, appropriate diagnostic tests, treatments, patient education, and referrals. Does not include or refer to any resources (e.g., preceptor, guidelines) consulted for this case.

14.75 pts

This criterion is linked to a Learning Outcome

Time Management and Video Delivery

(Video Case Presentation)

14.75 pts

Exemplary

Case is well-organized and delivered within 8 minutes. Presentation flow demonstrates careful and complete planning, preparation, and practiced execution. Speaker maintains good eye contact with the camera and is appropriately animated (e.g., gestures, moving around). Speaker does not rely on notes nor slides and presents with a professional tone and academic language.

9.82 pts

Proficient

Case is mostly organized and delivered within 10 minutes. Presentation flow demonstrates some planning, preparation, and practiced execution. Speaker generally maintains good eye contact with the camera and is appropriately animated (e.g., gestures, moving around) with only a few lapses. Speaker sometimes relies on reading notes and/or slides and presents with a mostly professional tone and academic language.

4.88 pts

Developing

Case is somewhat organized and/or delivered within 12 minutes. Presentation flow shows little planning, preparation, and practiced execution. Speaker indicates little preparation through lack of eye contact and body language. Speaker often relies on reading notes and/or slides and presents with a somewhat professional tone and academic language.

0 pts

Unsatisfactory

Case is poorly organized, incomplete and/or the delivery exceeds 15 minutes. Presentation flow demonstrates little or no planning, preparation, or practiced execution. Speaker lacks eye contact and has unprofessional body language. Speaker reads from notes and/or slides and presents with an unprofessional tone and informal language.

14.75 pts

This criterion is linked to a Learning Outcome

Course Objectives

(Video Case Presentation)

14.75 pts

Exemplary

Student provides a discussion of how course objectives were met by completing this assignment.

0 pts

Unsatisfactory

Student does not include discussion of how course objectives were met by completing this assignment.

For this assessment, you will analyze the same current healthcare problem or issue topic area you selected for Assessments 2 and 3. ( HEALTHCARE WORKFORCE SHORTAGES WAS MY ISSUE) To explore the chosen topic, use the first four topics of the for critical thinking.

1. Start by defining the healthcare problem or issue based on the selected healthcare topic.
2. Provide details about the problems or issues that are part of the chosen topic, and identify causes for the problems or issues.
3. Identify at least three scholarly or academic peer-reviewed journal articles about the topic you are discussing by using articles you found for Assessment 2 or by searching

THE ARTICLES I USED FOR ASSESSMENT TWO ARE

Michaeli, D. T., Michaeli, J. C., Albers, S., & Michaeli, T. (2024). The healthcare workforce

shortage of nurses and physicians: practice, theory, evidence, and ways forward. Policy,

Politics, & Nursing Practice, 25(4), 216-227.

https://journals.sagepub.com/doi/abs/10.1177/15271544241286083

Elfios, E., Asale, I., Merkine, M., Geta, T., Ashager, K., Nigussie, G., … & Tesfaye, T. (2024).

Turnover intention and its associated factors among nurses in Ethiopia: a systematic

review and meta-analysis. BMC Health Services Research, 24(1), 662.

https://link.springer.com/article/10.1186/s12913-024-11122-9

Tamata, A. T., & Mohammadnezhad, M. (2023). A systematic review study on the factors

affecting shortage of nursing workforce in the hospitals. Nursing open, 10(3), 1247-1257.

https://onlinelibrary.wiley.com/doi/abs/10.1002/nop2.1434

1. Use scholarly information to explain a healthcare problem or issue related to your selected topic.

• Cite credible, relevant sources to validate and reinforce the information used to explain the healthcare topic.

1. Analyze the problem or issue.

• Describe the setting or context for the problem or issue.
• Describe the reasons that make the problem or issue important to you.
• Identify groups of people affected by the problem or issue.

1. Compare and contrast potential solutions for the problem or issue.

• Describe potential solutions.
• Compare and contrast your opinion with other opinions you find in sources from the Capella library.
• Provide the pros and cons for one of the solutions you are proposing.

1. Explain how the ethical principles (beneficence, nonmaleficence, autonomy, and justice) apply if your potential solution were implemented.

• Describe what would be necessary to implement the proposed solution.
• Explain what ethical principles need to be considered (beneficence, nonmaleficence, autonomy, and justice) and how they apply if your potential solution were implemented. How would bias need to be considered?
• Provide examples from the literature to support the points you are making.

1. Explain how the solution you present will benefit or help to improve your selected topic as it relates to at least one of the Four Spheres of Care:
2. Wellness, Disease Prevention.
3. Chronic Disease Management.
4. Regenerative/Restorative Care.
5. Hospice and Palliative Care.

Organize your paper using the following structure and headings:

• Title page. (A separate page.)
• Introduction. (A one-paragraph statement about the purpose of the paper.)
• Identify the elements of the problem, issue, or question.
• Analyze, define, and frame the problem, issue, or question.
• Consider solutions, responses, or answers.
• Choose a solution, response, or answer.
• Implementation of the potential solution.
• Conclusion. (One paragraph.)
• Length: Include at least 35 typed, double-spaced pages, in addition to the title page and reference page.
• Font and font size: Use Times New Roman, 12 point.
• Writing: Produce text with minimal grammar, usage, spelling, and mechanical errors.
• Sources: Integrate into text appropriate use of scholarly sources, evidence, and citation style.

THE CRITERIA IT MUST MEET ARE AS FOLLOWED !!!!

Uses relevant scholarly information to explain a healthcare problem or issue and the importance of the problem.

Analyzes the healthcare problem or issue, including areas of uncertainty or that need further research.

Compares and contrasts potential solutions for a problem or issue, including factors that would contribute to or hinder the success of implementing the solutions.

Explains the ethical principles (beneficence, nonmaleficence, autonomy, and justice) that need to be considered if a potential solution were implemented, providing examples from the readings.

Explains how a presented solution will benefit or help to improve a selected topic or issue as it relates to multiple spheres of care.

Produces text free of grammatical, usage, spelling, and mechanical errors.

integrates into text appropriate use of scholarly sources, evidence, and citation style without errors and uses current reference sources.

General Instructions

To implement evidence-based practice, advanced practice nurses must evaluate current research findings for application to practice. Create a PowerPoint Presentation and address the following requirements:

1. Download the
4. . Use of this template is required. If the template is not used, a 10% deduction will be applied. See the rubric. Save the template and include your name in the file name.
5. Follow APA grammar, spelling, word usage, and punctuation rules consistent with formal, scholarly writing.
6. Use PowerPoint’s Notes Page view feature to include speaker notes. Speaker notes should be included for all slides except the title and reference slides. Use complete sentences.
7. Use APA in-text citations and complete references to support your PICOT quality improvement project.
8. Abide by Chamberlain University’s academic integrity policy.

Include the following sections (detailed criteria listed below and in the grading rubric).

1. Title Slide
2. Introduction (1-2 slides)
3. Identify and describe the patient-focused practice issue.
4. Explain the significance of the issue and its impact on patient health outcomes, nursing practice, or healthcare delivery. You may use the description of the issue completed in Week 1.
5. Provide an in-text citation from a scholarly source to support your writing.
6. PICOT Question (1 slide)
7. Include your PICOT question from Weeks 2 and 5 in sentence format.
8. Include the required elements in the PICOT statement (P – population and problem, I – intervention, C – comparison, O – outcome, T – timeframe for outcome achievement). You may use the PICOT question and elements developed in Week 2.
9. Findings (2-3 slides)
10. Present the findings of the Literature Summary completed in Week 5.
11. Provide a 1-2 sentence overview of the results of each of the five studies related to the PICOT question.
12. Provide an in-text citation from a scholarly source to support your writing.
13. Synthesis (1-2 slides)
14. Discuss common themes found in the literature.
15. Explain any gaps found in the literature related to the PICOT question.
16. Identify whether the evidence in the literature was sufficient to support the intervention in the PICOT question.
17. Provide an in-text citation from at least two scholarly sources to support your writing.
18. Recommendations (1-2 slides)
19. Based on your literature review, what are your recommendations [implement practice change or conduct additional research]?
20. Identify the stakeholders impacted by your recommendation.
21. Discuss the resources needed to implement your recommendation.
22. Provide an in-text citation from a scholarly source to support your writing.
23. References
24. Provide complete references in APA format; you may use bullets. Hanging indents are not required.
25. Please include the Chamberlain University permalink to the direct full copy of the articles.
26. Speaker Notes
27. Speaker notes are provided for each slide (except the title and reference slides).
28. Information included in speaker notes is presented in complete sentences, supports slide contents, and has appropriate references.

Presentation Format

1. The presentation is a total of 8-11 slides.
2. Slide information is succinct and presented with bulleted points.
3. Color schemes, font style, and size are consistent on each slide.
4. A minimum of 18-point font is used and appropriate for audience reading.
5. Graphics and images (if used) are professional and appropriate.

I just need this paper to be professionally accurate with correct APA 7 referencing and in text. I have turned it in twice and she keeps telling me it is incorrect. Which it maybe but i have not had an issue before with other professors.

Project Overview

You will track one quantitative variable over at least 30 days, recording measurements consistently each day. Using Excel, you will summarize and analyze your data with tables, graphs, and descriptive statistics, then explain patterns, trends, and any unusual values in a 23 page APA-style paper.

For my Data Analysis project, I plan to track my daily caffeine intake over a 30-day period. Caffeine intake is a relevant variable because I consume it daily, easy to measure consistently, and it can be influenced by my daily routines such as Night shift schedule and academic demands.

Daily caffeine intake is measured on ratio level of measurement. It is recorded as a numeric count of caffeinated beverages consumed per day and includes a true zero value. Meaningful comparisons can be made between values, such as consuming twice as many caffeine beverages on one day compared to another. I will record the total number of caffeinated beverages consumed each day, including coffee, tea, energy drinks, and soda. Data will be recorded at the end of each day using a simple tracking log to ensure consistency. To lessen data gathering complications, I will use the same definition of caffeinated beverage throughout the 30 day period and will record data daily to reduce recall errors. There are no legal or ethical concerns associated with this variable, as it involves only personal data and does not include any protected health information, ensuring compliance with ethical research standards.

Example Variables

Could you measure the amount of total caffeine (in mg) instead? I would assume that most packaged beverages would say the caffeine amount and drinks you make (coffee/tea) could be estimated based on common averages (you’d have to look those up).

Data & Analysis Requirements

Using spreadsheet software (Excel), include:

• Table of all recorded data (minimum 30 values)
• Summary statistics table:
• Mean, median, mode
• Standard deviation
• Quartiles
• Possible extreme values (2 SD rule and 1.5IQR)
• Time-series plot
• Frequency Table (at least 6 class intervals)
• Histogram (at least 6 class intervals – note: histogram must be generated from frequency table)
• Identification and analysis of trends, patterns, and outliers

Written Report (23 pages, APA format)

Your paper should clearly explain:

• What you measured and how
• What the data show (tables and graphs)
• Patterns or trends over time
• Any extreme values and how they were identified
• Whether the data appear approximately normal (address skewness/symmetry)
• Possible explanations for trends or unusual values
• Any data collection issues and how they were handled

Formatting & Structure

• Typed, double-spaced, APA format
• Include labeled tables and figures (e.g., Table 1, Figure 1)
• Suggested sections:
• Title Page
• Abstract
• Introduction
• Methods
• Results
• Discussion/Conclusion
• References (if applicable)

Conditions

• Variable must be quantitative (interval or ratio scale)
• Measurement recorded every day for 30 days
• Excel required for tables and graphs
• APA formatting required

Learning Goals

By completing this project, you will practice:

• Tracking and organizing real-world data
• Analyzing trends and variability
• Identifying and explaining outliers
• Using Excel for statistical summaries
• Communicating results using APA-style writing

File Submissions

Please submit both your paper (with graphs and tables inserted) and your Excel file containing your data and your work.

Data Analysis Rubric

Data Analysis Rubric

CriteriaRatingsPointsPresentation of Data: Table

Included

Student has included a full data table that is properly formatted.

5 pts

Not fully included

Student has included a data table but the formatting is not correct or some elements are missing.

3 pts

Not included

Student has failed to included a table of data

0 pts

/5 pts

Presentation of Data: Summary Statistics

Included

Student has included a table of summary statistics that includes: mean, median, mode, standard deviation, range, quartiles, IQR, and a list of any possible extreme values.

10 pts

Included with minor errors

Student has included a table of summary statistics but has failed to included at least two requested values.

8 pts

Not fully included

Student includes some summary statistics in paper/write up, but did not include a table of summary statistics.

4 pts

Not included

Student fails to include summary statistics in write up (i.e. not addressed within paper and not included in table).

0 pts

/10 pts

Presentation of Data: Frequency Distribution

Included

Student provides a correct frequency distribution for their data and properly formats the table (i.e. units and labels). Frequency distribution also corresponds to histogram.

5 pts

Included with minor errors

Students includes a frequency distribution that has some minor issues such as: lacking units, lacking proper labels, does not correspond to histogram, etc.

4 pts

Included with major errors

Student provided an incorrect frequency distribution or one with major errors

2 pts

Not included

0 pts

/5 pts

Presentation of Data: Histogram

Included

Student provides properly formatted histogram complete with axis and graph titles.

5 pts

Included with minor errors

Student provides histogram but graph his minor formatting errors (i.e. missing units, missing label, etc)

4 pts

Included with major errors

Student provides histogram with major errors (i.e. doesn’t match data) or graph that isn’t a true histogram (i.e. time series graph shown as a bar chart).

2 pts

Not included

0 pts

/5 pts

Presentation of Data: Time-Series Graph

Included

Student provides properly formatted time-series plot complete with axis and graph titles.

5 pts

Included with minor errors

Student provides time-series plot but graph his minor formatting errors (i.e. missing units, missing label, etc)

4 pts

Included with major errors

Student provides time-series plot with major errors (i.e. doesn’t match data) or graph that isn’t a true time-series plot (i.e. line graph that doesn’t have time as horizontal axis).

2 pts

Not included

0 pts

/5 pts

Mechanics: Length

Fully Addressed

Paper is appropriate length

2 pts

Partially Adressed

Paper is not appropriate length

1 pts

/2 pts

Mechanics: Grammar and Spelling

Fully Addressed

Proper grammar and spelling are used throughout paper.

2 pts

Partially Adressed

Grammatical or spelling errors are present throughout the paper.

1 pts

/2 pts

Mechanics: Introduction and Conclusion

Fully Addressed

Student includes an introduction and a conclusion for their paper.

2 pts

Partially addressed

Student does not include either introduction or conclusion for their paper.

1 pts

Not Adressed

Student does not include introduction or conclusion for their paper.

0 pts

/2 pts

Mechanics: APA formatting

Fully Addressed

Proper APA formatting is used throughout paper.

2 pts

Partially Adressed

Some formatting errors are present throughout the paper.

1 pts

/2 pts

Mechanics: Headings

Fully Addressed

Section headings are used throughout paper.

2 pts

Partially addressed

Some section headings are omitted.

1 pts

Not Adressed

No section headings are used.

0 pts

/2 pts

Analysis: Variable and Measurement

Fully Addressed

Student fully addresses what variable they measured and explained their process for data collection.

10 pts

Partially Addressed

Student addressed what variable they measured but did not explain their process for data collection.

5 pts

Not Addressed

Student did not address their chosen variable and did not explain their process for data collection.

0 pts

/10 pts

Analysis: Patterns and Trends

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Fully Addressed

Student fully addresses what patterns and trends they observed and provides a reasonable explanation.

10 pts

Partially Addressed

Student addresses what patterns or trends they observed but does not provide a reasonable explanation.

5 pts

Not Addressed

Student did not address any patterns or trends in their data or provide any explanation.

0 pts

/10 pts

Analysis: Extreme Values

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Fully Addressed

Student identifies extreme values (peaks or valleys on time-series plot) provides a reasonable explanation – or – the student explains why no extreme values were observed (i.e. explains consistency of data).

10 pts

Partially Addressed

Student addresses extreme values (or lack thereof) they observed but does not provide a reasonable explanation.

5 pts

Not Addressed

Student did not address any extreme values or provide any explanation.

0 pts

/10 pts

Analysis: Distribution of Data

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Fully Addressed

Student appropriately describes the shape and spread of the distribution and correctly utilizes descriptive statistics.

10 pts

Partially Addressed

Student partially addresses the shape and spread of the distribution (i.e. only address the number of peaks but not the symmetry) or describes the shape and spread of the distribution without using a proper histogram (i.e. describes the time-series plot instead of histogram).

5 pts

Not Addressed

Student did not describe the shape and spread of distribution.

0 pts

/10 pts

Analysis: Normality of Data

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Fully Addressed

Student fully addresses the Normality of their data by using skewness, symmetry, and the histogram to support their decision .

10 pts

Partially Addressed

Student partially addresses the Normality of their data but either does not offer support or does not correctly support their decision.

5 pts

Not Addressed

Student did not address the Normality of their data.

0 pts

/10 pts

Analysis: Complications

Fully Addressed

Student specifically addresses what complications they ran into and how they dealt with those complications – or – Student specifically addresses what they did to avoid complications.

10 pts

Partially Addressed

Student only mentions what complications they ran into but does not mention what they did to deal with the complications – or – student only mentions that they did not have any complications but does not explain what they did to avoid complications.

5 pts

Not Addressed

Student does not address complications in their paper.

0 pts

/10 pts

Choose a submission type

I attached part 1 of the paper and her feedback- For part 2 of your quality/safety paper:

FEEDBACK FROM PART 1-This is a highly significant topic but I am not sure what YOUR problem is– do you LACK standardized processes in your ED that you hope to correct/improve with a quality/safety project? Or do you have a standardized process but a BARRIER (such as accessibility) is the problem which needs to be corrected? For part 2 be sure to focus on the specific PROBLEM that your ED has since you are focusing there.

Review the research literature on how this problem is being addressed (stay within 5 years unless there is nothing more current known (and then state this). You are expected to use CINAHL and PubMed in your search – not relying on google scholar/open journals. A minimum of 5 data-based articles are required. (6 points)

What are the strengths/weaknesses of the studies you reviewed? (5)

From your review, what are the best practices for addressing this topic? (3 points)

Writing/APA 1 point

6 pts

A minimum of 5 data based articles are cited/described accurately

3 pts

5 articles reviewed but not all data based and/or properly described

0 pts

5 articles were not data based and/or very poorly described

/ 6 pts

Strengths/weaknesses

5 pts

Strengths and weaknesses of the 5+ articles accurately described

0 pts

Did not described the strengths and weaknesses of 5+ articles

/ 5 pts

Best practices for your topic?

3 pts

From the review of the literature, states the best practice(s)

0 pts

Does not use the review of the literature and/or does not describe best practice(s)

/ 3 pts

Writing quality

1 pts

No grammatical or APA errors

0 pts

APA and/or grammatical errors

/ 1 pts

Total Points: 0

Choose a submission type

Review financial statements with your preceptor and, using that information, complete the Excel spreadsheet from Penner, Chapter 5.

I am doing my clinical at the Cleveland ED in Shelby, NC

You will submit your assignment to this page.

The case study paper is an exercise for the student to explain the pathophysiology of a disease process at the cellular level. The student will be presented with a case study in Week 6 (not before). The case study paper will be due in Week 7. This paper may be written in paragraph, bulleted, or a combination of both formats. APA citations, paper formatting, and references must be utilized throughout the assignment. Students are to use the textbook and reputable academic sources as supportive evidence for their analysis. Typical case study paper length is 4-8 pages. Rubric and instructions posted below.” Remember: You must define the disease process down to the cellular level. At least 5-6 references are required.

You must provide citations and paraphrase. No direct quotes allowed.

Remember, anything that is not common knowledge must be cited and referenced.

When you save your assignment, the file name should be “First Name_Last Name_Assignment Name.”

Case Study Below:

CASE STUDY PAPER

The following case study presents a scenario regarding a young male with HIV.

M.C. is a 27-year-old male who tested positive for HIV 2.5 years ago. He visits the HIV clinic at regular 2 to 3-month intervals for routine follow-up, most recently six weeks prior. M.C. has been stable on antiretroviral treatment consisting of tenofovir, emtricitabine, and lopinavir-ritonavir for the last 11 months. Prior to that the patient had developed drug resistance to his initial combination regime of zidovudine, lamivudine, and efavirenz. He presents today complaining of moderate dyspnea, persistent and non-productive cough, and fatigue.

His PMH is significant for RSV infection as an infant, Seroconversion to PPD 11 years ago, treated for 12 months with isoniazid, Perianal ulceration that cultured positive for herpes simplex, topically treated with acyclovir and zinc oxide, 3 years ago; Oral candidiasis, resolved with fluconazole, 2.5 years ago; Tested positive for HIV with both ELISA and Western blot, 2.5 years ago; Oral candidiasis, resolved with fluconazole, 20 months ago; Two episodes of anemia, treated with erythropoietin, 10 months and 14 months ago; CMV retinitis in right eye treated, Hospitalized for Pneumocystis pneumonia, developed allergic reaction to trimethoprim-sulfamethoxazole, effectively treated with IV pentamidine for 14 days and discharged 6 weeks ago.

No PSH

Social History: M.C. admits to several different male partners and practices both protected and unprotected anal and oral intercourse since the age of 20, one of his partners recently died 8 months ago from AIDS-related complications. He is currently unemployed and receiving Social Security disability checks, used to work as a forest ranger for 5 years, lives with his 51-year-old mother, and smoked 3 ppd for 10 years before quitting 2 years prior. His past history is also significant for alcohol abuse, cocaine niffing and IVDU.

Physical Exam is significant for:

General: Thin, slightly anxious, acutely ill-appearing, young white male with tachypnea

VS: BP 130/87, P 90, RR 30, Temp 101.9, HT 6 ft-2in, WT 155 lbs

Neuro: A & O x 3, GCS 15, Normal DTRs nonfocal exam

HEENT: PERRLA, Funduscopic exam of left eye significant for fluffy, white retinal patches with focal hemorrhages consistent with CMV retinitis, right eye no new lesions, Ears clear, Sinuses non-tender, oral cavity unremarkable

Resp: Mild axillary lymphadenopathy, bibasilar crackles with auscultation

Laboratory Values:

Today

3 mo ago

Hb

10.9

11.5

HCT

32

33.4

PLT

260

287

WBC

3.8

3.3

Lymphs

18.2

36.4

Monos

11.4

10.2

Eos

1.5

3.7

Basos

1.1

1.0

Neutros

67.8

48.7

CD4 cells (%)

15

26

CD4 cells/mm

119

359

CD 8 cells (%)

29

35

CD8 cells/mm

214

350

HIV RNA (copies/mL)

67,600

<500

Today

3 mo ago

Na

136

135

K

4.3

3.5

Cl

108

103

BUN

10

7

Cr

0.9

0.7

Glu

115

104

T Bili

0.5

1.2

T Prot

6.1

6.0

Alb

2.7

3.0

AST

34

28

ALT

51

54

Ca

7.8

8.9

Phos

3.8

3.9

Mg

2.0

1.8

Other Tests obtained:

Sputum specimen obtained: positive for Pneumocystis infection

ABG:

pH: 7.45/ PaO2 69 mm Hg/ PaCO2 30 mm Hg/ SaO2 91%

Refer to Chapter 10 in McCance & Huether, pages 291-298: Infectious Viruses-HIV to analyze this case study and disease process. Discuss the epidemiology, pathogenesis, pathophysiology, and clinical manifestations of HIV. You may use the latest epidemiology data from the CDC, utilizing the Library website. You should also utilize the library website to find other reputable sources for this disease process. At a minimum of 6 sources.

When discussing the pathophysiology of the disease process above, discuss at the cellular level, including what the HIV genome is made of: DNA or RNA? How does it replicate? What is the life cycle of HIV? HIV requires two host cell receptors for infection. what cell membrane proteins are involved in these two steps? What specific type of immune cell does HIV infect? How does the virus get released from the cell? What is that process? What is the role of MHC I, MHC II, TH (CD4) Cells, and TC (CD8) Cells? In looking at the patients labs, what is happening to his viral load and CD4 T cells? What other infection does this patient have, and why? Is there an acid-base disturbance? If so, what? Explain. What are the stages of HIV? How is pediatric HIV different?

When discussing the pathophysiology of disease processes, always keep in mind to explain what is happening at the cellular level, how the cells adapt and change, and become dysfunctional.

Begin your paper with an overview or introduction to the disease process.

Then describe the epidemiology and pathogenesis, and spend most of your time explaining the pathophysiology behind the disease process itself. Describe the clinical manifestations of the disease and relate them back to the case study above. Utilize the case study evidence to describe the disease process. Discuss treatment options for this patient briefly. End with a conclusion on HIV.

Make sure you utilize APA.

DO NOT use direct quotes. Everything should be in your own words, cite!