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NURS 8201 Week 6 Assignment: Correlations

NURS 8201 Week 6 Assignment: Correlations

NURS 8201 Week 6 Assignment: Correlations

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.

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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.

  1. What is the strongest correlation in the matrix? (Provide the correlation value and the names of variables)
  2. What is the weakest correlation in the matrix? (Provide the correlation value and the names of variables)
  3. How many original correlations are present on the matrix?
  4. What does the entry of 1.00 indicate on the diagonal of the matrix?
  5. Indicate the strength and direction of the relationship between body mass index (BMI) and physical health component subscale.
  6. Which variable is most strongly correlated with BMI? What is the correlational coefficient? What is the sample size for this relationship?
  7. What is the mean and standard deviation for BMI and doctor visits?
  8. What is the mean and standard deviation for weight and BMI?
  9. Describe the strength and direction of the relationship between weight and BMI.
  10. 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

By Day 7

Submit your Assignment by Day 7 of Week 6.

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    NURS 8201 Week 6 Assignment Correlations
    NURS 8201 Week 6 Assignment Correlations
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Week 6 Assignment Rubric

Also Read:  NURS 8201 Week 6 Discussion: Correlations

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Week 6 Assignment

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

 

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

Name: NURS_8201_Week6_Assignment_Rubric