NURS 8201 Week 6 Assignment: Correlations

Walden University NURS 8201 Week 6 Assignment: Correlations-Step-By-Step Guide

This guide will demonstrate how to complete the Walden University NURS 8201 Week 6 Assignment: Correlations assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NURS 8201 Week 6 Assignment: Correlations

Whether one passes or fails an academic assignment such as the Walden University NURS 8201 Week 6 Assignment: Correlations depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NURS 8201 Week 6 Assignment: Correlations

The introduction for the Walden University NURS 8201 Week 6 Assignment: Correlations is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NURS 8201 Week 6 Assignment: Correlations

After the introduction, move into the main part of the NURS 8201 Week 6 Assignment: Correlations assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NURS 8201 Week 6 Assignment: Correlations

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NURS 8201 Week 6 Assignment: Correlations

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Correlation and regression analysis are parametric, inferential statistics are often applied in the processes of data analysis. Correlation has helpful in the determination of the relationship that exist between two continuous variables in the dataset. For effective computation of the correlation coefficient, there is always the need for the data to be normally distributed. In other words, there is always the assumption of normality. Correlation can be computed between independent and dependent variable, both the variables need to be normally distributed (Kasuya, 2019). While correlation is only applied in the determination of the relationship that exist between one independent and one dependent variable, regression analysis can be applied in the determination of the relationship that exist between one dependent variable and one or more independent variables. In other words, regression analysis is important in the analysis of more variables in a given dataset.

Assignment: Correlations

Is there a connection between caffeine and headaches? Is there an association between hospital wait times and patient care? Is there a relationship between antibiotic use and weight gain?

Correlation statistics all begin with a research question, and these research questions all seek to determine relationships between variables. Correlational analysis clarifies relationships, but there are many ways to formulate a correlation. Therefore, the strength of a correlation relies on the variables used and the interpretation of the results that may signify a statistically relevant association or relationship.

Photo Credit: [triloks]/[E+]/Getty Image

For this Assignment, you will examine how to interpret results obtained through a correlational analysis. You will evaluate the correlation results provided in the Week 6 Correlations Exercises SPSS output and will reflect on the meaning of the results for the variables examined.

To Prepare:

Review the Week 6 Correlations Exercises SPSS Output provided in this week’s Learning Resources.
Review the Learning Resources on how to interpret correlation results to determine the relationship between variables.
Consider the results presented in the SPSS output and reflect on how you might interpret the results presented.

The Assignment: (2–3 pages)

Answer the following questions using the Week 6 Correlations Exercises SPSS Output provided in this week’s Learning Resources.

What is the strongest correlation in the matrix? (Provide the correlation value and the names of variables)
What is the weakest correlation in the matrix? (Provide the correlation value and the names of variables)
How many original correlations are present on the matrix?
What does the entry of 1.00 indicate on the diagonal of the matrix?
Indicate the strength and direction of the relationship between body mass index (BMI) and physical health component subscale.
Which variable is most strongly correlated with BMI? What is the correlational coefficient? What is the sample size for this relationship?
What is the mean and standard deviation for BMI and doctor visits?
What is the mean and standard deviation for weight and BMI?
Describe the strength and direction of the relationship between weight and BMI.
Describe the scatterplot. What information does it provide to a researcher?

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.

NURS 8201 Week 6 Assignment: Correlations

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NURS 8201 Week 6 Assignment Correlations
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Also Read: NURS 8201 Week 6 Discussion: Correlations

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Sample Answer for NURS 8201 Week 6 Assignment: Correlations

Change is inevitable as many would like to say and just like being a nurse, changes occur every day and new research is being done to create evidenced based practices that would encourage quality patient care. Being a nurse for about 6 years now, I have encountered many changes through policies that needed to occur to assist in quality patient care. Also, working on Guam with an expanding multicultural population and within a government hospital, it is advisable that we follow and implement updated healthcare policies. One of the main new practice problems that we are currently encountering is the idea that nurses who wish to transfer to the intensive care unit is not receiving the proper education and transitional bridge into the ICU setting.

The critical care unit is a specialty unit that requires advanced skills and educational training and essentials of critical care orientation in order to attain acute care assessment skills. Due to an increase in the heavy and acutely ill patient population our ICU is trying to implement is starting up an educational bridge program for nurses who wish to transition into the ICU setting. However, just like change is bound to happen, not many nurses are receptive to receiving changes afraid of punitive actions towards mistakes, and may be afraid to reach out to other management about competency. In order to prioritize patient safety, the complexity of patients’ condition and treatment process in the intensive care unit predisposes patients to more hazardous events. Therefore, correlation studies should be done to determine if there are positive outcomes when implementing an educational bridge to transition into the ICU setting.

Correlation research can be defined as research design that investigates relationships between variables without the researchers controlling or manipulating them (Bhandari, 2021). In a randomized control study done by Amiri, Khademian, & Nikandish (2018), with a randomized experimental and control groups consisting of distribution of pamphlets about culture of safety and hospital surveys with a pre- and post- test; empowering nurses and supervisors through educational programs on patient safety could improve patient care outcomes. The epidemiology of errors included medication doses, prescription, and transcription, poor communication lack of knowledge and inadequate training are the main causes of nursing errors in the ICU. As a result, high morbidity and mortality associated with medication errors indicate the importance of promoting safety through educational bridging to transition in the ICU. Significant improvements were observed in promoting organizational learning, continuous improvements, and promoting patient safety as a result of post-test from the control group that received the educational bridge of transition into the ICU with a positive correlative dimension (72.3% positive responses).

In the end, it all comes down to knowing the foundation of nursing and from there build clinical performance that is suitable for the ICU setting. In article done by Shogi et.al. (2019), the gap between educational and clinical practice continues to be a challenge for educational experts therefore, this qualitative interview analysis study was conducted among nurses and administrators there is a need to bridge the gap between theory and practice. The theory and practice gap has been a consistent nursing problem encountered by both new graduates and experienced nurses. Incompatibility of theoretical education with the performance of nurses in the clinical setting can lead to inappropriate use of scientific resource coupled with adherence to conventional traditional methods in the healthcare setting resulting in ineffective nursing practice. Evidence based practices are coupled with quality patient care therefore, the link between knowledge and practice is vital for supporting clinical decision making and development in the nursing profession. This theory gap not only reduces motivation but also lead to a decrease in quality patient care. Mentorship and preceptorship would aid in bridging this gap to work efficiently and meet the ever changing healthcare needs.

Our ICU management is now re-introducing current theories in practice patients and validate scientific evidence with the inclusion of other fundamental measures such as cultivating positive attitudes, re-orienting nursing studies, and education. Effective education is key to implantation of quality care. Nurses serve as the bridge to management in promoting educational clinical guidelines based on their local facilities to share expectations.

Reference(s):

Amir, M., Khademian, Z., & Kikandish, R. (2018). The effect of nurse empowerment

educational program on patient safety culture: A randomized control trial. BMC Medical Education. 18(158). Retrieved from https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-018-1255-6

Bhandari, R. (2021). An introduction to correlational research. Scribbr Statistics. Retrieved from

https://www.scribbr.com/methodology/correlational-research/

Shogi, M., Sajadi, M., Oskiue, F., Dehnad, A., & Borimnejad, L. (2019). Strategies for bridging

the theory-practice gap from the perspective of nursing expert. Science Direct. 5(9). Retrieved from https://www.sciencedirect.com/science/article/pii/S2405844019361638

Sample Answer 2 for NURS 8201 Week 6 Assignment: Correlations

Your selected topic was well-informed and well-thought-out. Non-adherence to medication and treatment is one of the most significant factors that impede health outcomes. Various factors may promote non-adherence, such as patient, nurse, and environmental factors. The non-adherence to treatment is a multifactorial factor that encompasses and is guided by various factors. Nurse factors are critical in enhancing or impeding patients’ ability and willingness to adhere to their medications. One of the primary nurse factors that may influence or impede the ability and willingness of patients to adhere to their treatments is the effectiveness of their communication. As you have identified, effective communication entails nurses’ ability to respond to each patient’s individual needs and relay concise and transparent information on the various aspects of treatment to the patients.

Your research question is well thought out as it seeks to explore whether effective communication correlates with patients’ adherence to treatment plans. You have correctly identified the independent and dependent variables from the research question. The independent variable refers to the variable being manipulated or controlled, while the dependent variable is the variable expected to change due to changes in the manipulated variable (Gray & Grove, 2020). As such, the independent variable, as informed by your research question, is influential nurse-patient communication, while the dependent variable is patients’ adherence to treatment plans.

You have also correctly identified that the expected relationship between the two variables is positive. A positive relationship between two variables indicates that the two variables move in the same direction (Gray & Grove, 2020). That implies an increase in one variable leads to an increase in the other variable, while a decrease in one variable leads to a decrease in the other variable. An increase in the effectiveness of nurse-patient communication is expected to increase patients’ adherence to treatment plans (Zhao & Tian, 2021). This is because, with an increase in the effectiveness of nurse-patient communication, nurses can provide more clear and concise information and address any concerns from patients, thus leading to better rates of adherence (Zhao & Tian, 2021).

References

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

Zhao, Y., & Tian, T. (2021). Application of Nurse Patient Communication in Nursing Care of Elderly Patients with Diabetes Mellitus. International Journal of Clinical and Experimental Medicine Research, 5(3), 284–289.

Sample Answer 3 for NURS 8201 Week 6 Assignment: Correlations

Correlational studies or research plays a crucial role in helping researchers gain insight into how particular study variables are related. Through correlational statistics or studies, individuals get to know the strength of a correlation between the variables, and through careful interpretation, a researcher can have an idea if there is a statistically relevant relationship or association (Janse et al.,2021). Therefore, the purpose of this assignment is to explore how to interpret results obtained through a correlational analysis. As such, a correlation SPSS output will be evaluated, and various questions will answered.

The Strongest Correlation In the Matrix

In the provided output, the strongest correlation is between Body Mass Index and weight pounds. It is evident that the Pearson correlation coefficient for the relationship between BMI and Weight-pounds is 0.937. It is important to note that this relationship is significant as a two-tailored significance has been pegged at 0.01 (Makowski et al.,2020).

The Weakest Correlation In the Matrix

It is also important to explore the weakest correlation in the matrix. From the output, the weakest correlation is the correlation between the Body Mass Index and SF12: Mental Health Component score, standardized. The correlation value is -0.078, which indicates a weak correlation.

The Number of Original Correlations In the Matrix

From the provided output, there are a total of nine correlations. The correlation includes Number of doctor visits, past 12 months and Body Mass Index, Number of doctor visits, past 12 months, and SF12: physical health component score. The next is the Number of doctor visits, past 12 months, and SF12: Mental Health Component Score, standardized; the BMI and SF12: Physical Health Component Score standardized, and Body Mass Index and Weight-pounds. The next correlations are BMI and Weight, SF12: Physical Health Component Score, standardized, and SF12: Mental Health Component Score, standardized. The other includes SF12:Physical Health Component Score, standardized and Body Mass Index, SF12: Mental Health Component Score, standardized, and Number of doctor visits, past 12 months.

What the Entry of 1.00 Indicates on the Diagonal of the Matrix

The entry of 1.00 on the diagonal matrix indicates that each variable is in perfect correlation with itself (Pandey, 2020). It is easily observable as it is indicated from the top left to the bottom right of the main diagonal.

The Strength and Direction of The Relationship Between BMI and Physical Health

Component Subscale

The strength of the correlation between body mass index and the physical health component subscale is -0.134. In terms of direction, it is negative, which implies that when the BMI increases, the physical health component subscale decreases. It implies that the two variables are inversely related. In addition, it shows a weak relationship.

The Variable That Is Most Strongly Correlated With BMI, Coefficient, and Sample Size

From the SPSS output, the variable that is most strongly correlated with Body Mass Index is the Weigh-pounds. The correlational coefficient between the two variables is 0.937. In addition, the sample size for the relationship between Body Mass Index and Weight-pounds is 970. The correlation indicates a very strong positive relationship. The direction is positive, which shows that when the Body Mass Index is high, there is a substantial increase in the weight in pounds. In addition, the strong positive correlation is an indication that a positive and close connection exists between weight in pounds and body mass index.

The Mean and Standard Deviation for BMI and Doctor Visits

From the output, the mean for Body Mass Index is 29.222, with a standard deviation of 7.379. In addition, the mean for the Number of Doctor Visits in the past 12 months is 6.80, with a standard deviation of 12.720.

The Mean and Standard Deviation for Weight and BMI

From the provided output, the mean for BMI is 29.22, with a standard deviation of 7.38. besides, the mean of weight-pounds is 171.462, with a standard deviation of 7.38.

The Strength and Direction of the Relationship Between Weight and BMI

The relationship between weight and BMI is positive and very strong, as the correlation coefficient is 0.937. The positive sign is an indication that when BMI increases, the weight also increases notably.

Description of Scatterplot and the Information It Provides to the Researcher

Scatterplots are applied to help show the connection between variables. The scatterplot provided in the output displays a relationship between weight and Body Mass Index. The dots in the scatter plot show particular data points, and they can be used to determine patterns. In instances where the horizontal values are given, it becomes easier to predict the vertical value (Ali & Younas, 2021). In the output offered, the distribution of the scatter plots is concentrated in one region. Besides, the distance between the dots is negligible. There is a positive correlation between the variables. There is also a BMI outlier point, which shows that weight may have a higher effect on BMI.

Conclusion

This assignment has entailed an exploration of an SPSS output showing correlational analysis. Therefore, various aspects have been explored, including mean, standard deviation, and the magnitude of the relationships. In addition, the direction of relationships has also been explored and discussed.

References

Ali, P., & Younas, A. (2021). Understanding and interpreting regression analysis. Evidence-Based Nursing. https://doi.org/10.1136/ebnurs-2021-103425

Janse, R. J., Hoekstra, T., Jager, K. J., Zoccali, C., Tripepi, G., Dekker, F. W., & van Diepen, M. (2021). Conducting correlation analysis: important limitations and pitfalls. Clinical Kidney Journal, 14(11), 2332-2337. https://doi.org/10.1093/ckj/sfab085

Makowski, D., Ben-Shachar, M. S., Patil, I., & Lüdecke, D. (2020). Methods and algorithms for correlation analysis in R. Journal of Open Source Software, 5(51), 2306. https://joss.theoj.org/papers/10.21105/joss.02306.pdf

Pandey, S. (2020). Principles of correlation and regression analysis. Journal of the Practice of Cardiovascular Sciences, 6(1), 7-11. Doi: 10.4103/jpcs.jpcs_2_20

Name: NURS_8201_Week6_Assignment_Rubric

	Excellent	Good	Fair	Poor
Describe the strongest and weakest correlation in the matrix. Provide the correlation value and the names of variables.	14 (14%) – 15 (15%) The response accurately and clearly describes in detail the strongest and weakest correlation in the matrix. The response includes an accurate and clear correlation value and the names of variables for both the strongest and weakest correlation in the matrix.	12 (12%) – 13 (13%) The response accurately describes the strongest and weakest correlation in the matrix. The response includes an accurate correlation value and the names of variables for both the strongest and weakest correlation in the matrix.	11 (11%) – 11 (11%) The response inaccurately or vaguely describes the strongest and weakest correlation in the matrix. OR The response omits either the strongest or weakest correlation. The response includes inaccurate or vague correlation value and the names of variables for both the strongest and weakest correlation in the matrix. OR The response omits the correlation value and/or the names of variables for either the strongest or weakest correlation.	0 (0%) – 10 (10%) The response inaccurately and vaguely describes the strongest and weakest correlation in the matrix, or it is missing. The response includes an inaccurate and vague correlation value and the names of variables for both the strongest and weakest correlation in the matrix, or it is missing.
Explain how many original correlations are present in the matrix.	9 (9%) – 10 (10%) The response accurately and clearly explains, in detail, how many original correlations are present in the matrix.	8 (8%) – 8 (8%) The response accurately explains how many original correlations are present in the matrix.	7 (7%) – 7 (7%) The response inaccurately or vaguely explains how many original correlations are present in the matrix.	0 (0%) – 6 (6%) The response inaccurately and vaguely explains how many original correlations are present in the matrix, or it is missing.
Explain what the entry of 1.00 indicates on the diagonal of the matrix.	9 (9%) – 10 (10%) The response accurately and clearly explains in detail what the entry of 1.00 indicates on the diagonal of the matrix.	8 (8%) – 8 (8%) The response accurately explains what the entry of 1.00 indicates on the diagonal of the matrix.	7 (7%) – 7 (7%) The response inaccurately or vaguely explains what the entry of 1.00 indicates on the diagonal of the matrix.	0 (0%) – 6 (6%) The response inaccurately and vaguely explains what the entry of 1.00 indicates on the diagonal of the matrix, or it is missing.
Indicate the strength and direction of the relationship between body mass index and physical component subscale.	9 (9%) – 10 (10%) The response accurately and clearly indicates, in detail, the strength and direction of the relationship between body mass index and physical component subscale.	8 (8%) – 8 (8%) The response accurately indicates the strength and direction of the relationship between body mass index and physical component subscale.	7 (7%) – 7 (7%) The response inaccurately or vaguely indicates the strength and direction of the relationship between body mass index and physical component subscale.	0 (0%) – 6 (6%) The response inaccurately and vaguely indicates the strength and direction of the relationship between body mass index and physical component subscale, or it is missing.
Explain which variable is most strongly correlated with BMI. Explain the correlational coefficient and the sample size for this relationship.	9 (9%) – 10 (10%) The response accurately and clearly explains in detail which variable is most strongly corrected with BMI. The response accurately and clearly explains in detail the correlational coefficient and the sample size for this relationship.	8 (8%) – 8 (8%) The response accurately explains which variable is most strongly corrected with BMI. The response accurately explains the correlational coefficient and the sample size for this relationship.	7 (7%) – 7 (7%) The response inaccurately or vaguely explains which variable is most strongly corrected with BMI. The response inaccurately or vaguely explains the correlational coefficient and the sample size for this relationship.	0 (0%) – 6 (6%) The response inaccurately and vaguely explains which variable is most strongly corrected with BMI, or it is missing. The response inaccurately and vaguely explains the correlational coefficient and the sample size for this relationship, or it is missing.
Explain the mean and standard deviation for BMI and doctor visits.	9 (9%) – 10 (10%) The response accurately and clearly explains in detail the mean and standard deviation for BMI and doctor visits.	8 (8%) – 8 (8%) The response accurately explains the mean and standard deviation for BMI and doctor visits.	7 (7%) – 7 (7%) The response inaccurately or vaguely explains the mean and standard deviation for BMI and doctor visits. OR The response omits the mean or standard deviation for BMI and doctor visits.	0 (0%) – 6 (6%) The response inaccurately and vaguely explains the mean and standard deviation for BMI and doctor visits, or it is missing.
Explain the mean and standard deviation for weight and BMI. Describe the strength and direction of the relationship between weight and BMI.	9 (9%) – 10 (10%) The response accurately and clearly explains, in detail, the mean and standard deviation for weight and BMI. The response accurately and clearly explains, in detail, the strength and direction of the relationship between weight and BMI.	8 (8%) – 8 (8%) The response accurately explains the mean and standard deviation for weight and BMI. The response accurately explains the strength and direction of the relationship between weight and BMI.	7 (7%) – 7 (7%) The response inaccurately or vaguely explains the mean and standard deviation for weight and BMI. OR The response omits weight or BMI. OR The response omits the mean or standard deviation. The response inaccurately or vaguely explains the strength and direction of the relationship between weight and BMI.	0 (0%) – 6 (6%) The response inaccurately and vaguely explains the mean and standard deviation for weight and BMI, or it is missing. The response inaccurately and vaguely explains the strength and direction of the relationship between weight and BMI, or it is missing.
Describe the scatterplot. Explain what information it provides to the researcher.	9 (9%) – 10 (10%) The response accurately and clearly describes the scatterplot in detail. The response accurately and clearly explains, in detail, what information the scatterplot provides to the researcher.	8 (8%) – 8 (8%) The response accurately describes the scatterplot. The response accurately explains what information the scatterplot provides to the researcher.	7 (7%) – 7 (7%) The response inaccurately or vaguely describes the scatterplot. The response inaccurately or vaguely explains what information the scatterplot provides to the researcher.	0 (0%) – 6 (6%) The response inaccurately and vaguely describes the scatterplot, or it is missing. The response inaccurately and vaguely explains what information the scatterplot provides to the researcher, or it is missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.	5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.	4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.	3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.	0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation	5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.	4 (4%) – 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors.	3.5 (3.5%) – 3.5 (3.5%) Contains several (3 or 4) grammar, spelling, and punctuation errors.	0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.	5 (5%) – 5 (5%) Uses correct APA format with no errors.	4 (4%) – 4 (4%) Contains a few (1 or 2) APA format errors.	3.5 (3.5%) – 3.5 (3.5%) Contains several (3 or 4) APA format errors.	0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors.
Total Points: 100

Excellent

Good

Fair

Poor

Describe the strongest and weakest correlation in the matrix. Provide the correlation value and the names of variables.

14 (14%) – 15 (15%)

The response accurately and clearly describes in detail the strongest and weakest correlation in the matrix.

The response includes an accurate and clear correlation value and the names of variables for both the strongest and weakest correlation in the matrix.

12 (12%) – 13 (13%)

The response accurately describes the strongest and weakest correlation in the matrix.

The response includes an accurate correlation value and the names of variables for both the strongest and weakest correlation in the matrix.

11 (11%) – 11 (11%)

The response inaccurately or vaguely describes the strongest and weakest correlation in the matrix.

The response omits either the strongest or weakest correlation.

The response includes inaccurate or vague correlation value and the names of variables for both the strongest and weakest correlation in the matrix.

The response omits the correlation value and/or the names of variables for either the strongest or weakest correlation.

0 (0%) – 10 (10%)

The response inaccurately and vaguely describes the strongest and weakest correlation in the matrix, or it is missing.

The response includes an inaccurate and vague correlation value and the names of variables for both the strongest and weakest correlation in the matrix, or it is missing.

Explain how many original correlations are present in the matrix.

9 (9%) – 10 (10%)

The response accurately and clearly explains, in detail, how many original correlations are present in the matrix.

8 (8%) – 8 (8%)

The response accurately explains how many original correlations are present in the matrix.

7 (7%) – 7 (7%)

The response inaccurately or vaguely explains how many original correlations are present in the matrix.

0 (0%) – 6 (6%)

The response inaccurately and vaguely explains how many original correlations are present in the matrix, or it is missing.

Explain what the entry of 1.00 indicates on the diagonal of the matrix.

9 (9%) – 10 (10%)

The response accurately and clearly explains in detail what the entry of 1.00 indicates on the diagonal of the matrix.

8 (8%) – 8 (8%)

The response accurately explains what the entry of 1.00 indicates on the diagonal of the matrix.

7 (7%) – 7 (7%)

The response inaccurately or vaguely explains what the entry of 1.00 indicates on the diagonal of the matrix.

0 (0%) – 6 (6%)

The response inaccurately and vaguely explains what the entry of 1.00 indicates on the diagonal of the matrix, or it is missing.

Indicate the strength and direction of the relationship between body mass index and physical component subscale.

9 (9%) – 10 (10%)

The response accurately and clearly indicates, in detail, the strength and direction of the relationship between body mass index and physical component subscale.

8 (8%) – 8 (8%)

The response accurately indicates the strength and direction of the relationship between body mass index and physical component subscale.

7 (7%) – 7 (7%)

The response inaccurately or vaguely indicates the strength and direction of the relationship between body mass index and physical component subscale.

0 (0%) – 6 (6%)

The response inaccurately and vaguely indicates the strength and direction of the relationship between body mass index and physical component subscale, or it is missing.

Explain which variable is most strongly correlated with BMI. Explain the correlational coefficient and the sample size for this relationship.

9 (9%) – 10 (10%)

The response accurately and clearly explains in detail which variable is most strongly corrected with BMI.

The response accurately and clearly explains in detail the correlational coefficient and the sample size for this relationship.

8 (8%) – 8 (8%)

The response accurately explains which variable is most strongly corrected with BMI.

The response accurately explains the correlational coefficient and the sample size for this relationship.

7 (7%) – 7 (7%)

The response inaccurately or vaguely explains which variable is most strongly corrected with BMI.

The response inaccurately or vaguely explains the correlational coefficient and the sample size for this relationship.

0 (0%) – 6 (6%)

The response inaccurately and vaguely explains which variable is most strongly corrected with BMI, or it is missing.

The response inaccurately and vaguely explains the correlational coefficient and the sample size for this relationship, or it is missing.

Explain the mean and standard deviation for BMI and doctor visits.

9 (9%) – 10 (10%)

The response accurately and clearly explains in detail the mean and standard deviation for BMI and doctor visits.

8 (8%) – 8 (8%)

The response accurately explains the mean and standard deviation for BMI and doctor visits.

7 (7%) – 7 (7%)

The response inaccurately or vaguely explains the mean and standard deviation for BMI and doctor visits.

The response omits the mean or standard deviation for BMI and doctor visits.

0 (0%) – 6 (6%)

The response inaccurately and vaguely explains the mean and standard deviation for BMI and doctor visits, or it is missing.

Explain the mean and standard deviation for weight and BMI. Describe the strength and direction of the relationship between weight and BMI.

9 (9%) – 10 (10%)

The response accurately and clearly explains, in detail, the mean and standard deviation for weight and BMI.

The response accurately and clearly explains, in detail, the strength and direction of the relationship between weight and BMI.

8 (8%) – 8 (8%)

The response accurately explains the mean and standard deviation for weight and BMI.

The response accurately explains the strength and direction of the relationship between weight and BMI.

7 (7%) – 7 (7%)

The response inaccurately or vaguely explains the mean and standard deviation for weight and BMI.

The response omits weight or BMI.

The response omits the mean or standard deviation.

The response inaccurately or vaguely explains the strength and direction of the relationship between weight and BMI.

0 (0%) – 6 (6%)

The response inaccurately and vaguely explains the mean and standard deviation for weight and BMI, or it is missing.

The response inaccurately and vaguely explains the strength and direction of the relationship between weight and BMI, or it is missing.

Describe the scatterplot. Explain what information it provides to the researcher.

9 (9%) – 10 (10%)

The response accurately and clearly describes the scatterplot in detail.

The response accurately and clearly explains, in detail, what information the scatterplot provides to the researcher.

8 (8%) – 8 (8%)

The response accurately describes the scatterplot.

The response accurately explains what information the scatterplot provides to the researcher.

7 (7%) – 7 (7%)

The response inaccurately or vaguely describes the scatterplot.

The response inaccurately or vaguely explains what information the scatterplot provides to the researcher.

0 (0%) – 6 (6%)

The response inaccurately and vaguely describes the scatterplot, or it is missing.

The response inaccurately and vaguely explains what information the scatterplot provides to the researcher, or it is missing.

Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.

Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several (3 or 4) grammar, spelling, and punctuation errors.

0 (0%) – 3 (3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.

5 (5%) – 5 (5%)

Uses correct APA format with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) APA format errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several (3 or 4) APA format errors.

0 (0%) – 3 (3%)

Contains many (≥ 5) APA format errors.

Total Points: 100

Name: NURS_8201_Week6_Assignment_Rubric