NURS 8201 Week 6 Discussion: Correlations

NURS 8201 Week 6 Discussion: Correlations

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

 

This guide will demonstrate how to complete the Walden University NURS 8201 Week 6 Discussion: 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 Discussion: Correlations

 

Whether one passes or fails an academic assignment such as the Walden University NURS 8201 Week 6 Discussion: 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 Discussion: Correlations

The introduction for the Walden University NURS 8201 Week 6 Discussion: 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 Discussion: Correlations

 

After the introduction, move into the main part of the NURS 8201 Week 6 Discussion: 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 Discussion: 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 Discussion: 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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NURS 8201 Week 6 Discussion: Correlations

 

“Much of the clinical research relevant to nursing explores whether a relationship exists between two patient characteristics. Understanding potentially related characteristics helps nurses better identify which physical, psychological, or demographic factors are associated with reason for concern” (American Nurse, 2011).

In order to explore relationships among associated variables, a DNP-prepared nurse may utilize correlational research. This type of research allows for the exploration of connections and measuring of many variables. While not used to determine causality, this research can be integral in proving theory. So, when might an issue or topic need to be explored through relationships and associations?

For this Discussion, review the Learning Resources and reflect on a particular topic of interest that may benefit from a correlational study. Formulate a research question and consider your hypotheses and prediction. Reflect on the effectiveness of conducting correlational research.

_{Reference:
American Nurse. (2011). Understanding correlation analysis. https://www.myamericannurse.com/understanding-correlation-analysis/}

To Prepare:

• Review this week’s Learning Resources and focus on the types of research questions that can be answered using a correlational statistic.
• Brainstorm a number of healthcare delivery or nursing practice problems that could be explored using correlational statistics. Then, select one problem on which to focus for this Discussion.
• Formulate a research question to address the problem and that would lead you to employ correlational statistics.
• Develop a null hypothesis and alternate hypotheses.
• Ask yourself: What is the expected direction of the relationship?

By Day 3 of Week 6

Post a brief description of the selected problem that you identified for the focus of this Discussion and include your research question. Be specific. Explain your null hypothesis and alternate hypotheses for your research question and identify the dependent and independent variables that you would recommend to best support the research study. Then, explain your prediction for the expected relationship (positive or negative) between the variables that you identified. Why do you think that sort of relationship will exist? What other factors might affect the outcome? Be specific and provide examples.

By Day 6 of Week 6

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days in one or more of the following ways:

• Ask a probing question, substantiated with additional background information, evidence, or research.

  

• Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
• Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
• Validate an idea with your own experience and additional research.
• Suggest an alternative perspective based on additional evidence drawn from readings or after synthesizing multiple postings.
• Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Submission and Grading Information

Grading Criteria

Also Read:  NURS 8201 Week 5 Discussion: t-Tests and ANOVA in Clinical Practice

To access your rubric:

Week 6 Discussion Rubric

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Post by Day 3 of Week 6 and Respond by Day 6 of Week 6

To Participate in this Discussion:

Sample Answer for NURS 8201 Week 6 Discussion: 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 Discussion: Correlations

Correlation between Illness Knowledge, Self-Care Behaviors, Quality of Life in Patients with Heart Failure

Heart failure patients have increased due to rising survival rates among patients with myocardial infarction and hypertension (Abhilash et al., 2023). Dyspnea and fatigue are two symptoms of heart failure that frequently limit a patient’s ability to function. They can lead to a low quality of life and their recurrence frequently leads to hospital readmission and an elevated mortality rate, hence raising healthcare expenses and adding to the burden of care for families.

Illness knowledge, is a patient’s understanding of the nature of disease, its causes, and exacerbation factors (Ye et al., 2021). Self-care, which targets behavioral alterations such as health education understanding and attitude, and quality of life is a general term which is defined a “overall enjoyment” and “subjective evaluation of satisfaction” (Asadi et al., 2019) may have a positive or negative correlation with illness knowledge.

Research Question

Is there a relationship between illness knowledge and self-care behaviors, quality of life in patients with heart failure?

Independent variable- illness knowledge.

Dependent variables- self-care behaviors and quality of life.

Null Hypothesis– “Patient illness knowledge is not related to self-care behaviors and quality of life”. This presumes that there is no effect, therefore no association between illness knowledge, self-care behaviors, and quality of life in patients with heart failure (Gray & Grove, 2020).

Alternate Hypothesis– “Patient illness knowledge is related to self-care behaviors and quality of life”. This presumes that there is and effect, thus a relationship exists between illness knowledge and self-care behaviors, quality of life in patients with heart failure (Gray & Grove, 2020).

Prediction for the expected relationship between the independent and dependent variables

My prediction is that illness knowledge is associated with self-care behaviors and quality of life in patients with heart failure. Patient’s understanding of their illness with respect to heart failure symptoms, symptoms management, and treatment regimens affects self-care behaviors such a compliance with diet and drug management, daily weighing, regular exercise, sodium and fluid restriction, and monitoring of signs and symptoms of exacerbation. This in turn will affect the quality of life for patient.

Other factors that might influence the outcome of the relationship between the dependent variables and the independent variables include demographic data such as age, gender, education level, living situation, and economic condition. Educational level may affect health literacy and consequently understanding of disease and management process. Age related changes such as cognitive impairment or visual seen with the elderly patients may cause disability in self-care (Asadi et al., 2019), leading to a negative correlation with self-care behaviors and quality of life.

In conclusion, teaching people with heart failure about the condition and how to control their symptoms should be the main emphasis of their care, especially if they are older adults. Improving heart failure patients’ self-care practices and understanding of their condition may enhance their quality of life.

 

References

Abhilash, C., Sravanthi, N., & Prabhakar Raju, C. (2023). Heart failure in internal medicine: A comprehensive review of diagnosis, treatment, and emerging therapies. International Journal of Science and Research (IJSR), 12(11), 1043–1045. https://doi.org/10.21275/mr231114111158 

Asadi, P., Ahmadi, S., Abdi, A., Shareef, O. H., Mohamadyari, T., & Miri, J. (2019). Relationship between self-care behaviors and quality of life in patients with heart failure. Heliyon, 5(9). https://doi.org/10.1016/j.heliyon.2019.e02493Links to an external site.

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.

Ye, M., Chen, S., Li, X., Huang, J., Mei, R., Qiu, T., Li, Y., Zhang, H., Chen, Q., Xie, C., Cheng, Y., & Zhou, J. (2021). Effects of disease-related knowledge on illness perception and psychological status of patients with covid-19 in Hunan, China. Disaster Medicine and Public Health Preparedness, 16(4), 1415–1422. https://doi.org/10.1017/dmp.2021.33 

Sample Answer 3 for NURS 8201 Week 6 Discussion: Correlations

Post a brief description of the selected problem that you identified for the focus of this Discussion and include your research question. Be specific. 

The problem that I have selected for the focus of this discussion is nurse communication and patient adherence. Effective nurse-patient communication plays a crucial role and adherence to treatment plans and is essential for providing patient-centered care. Patient-centered care involves respecting and responding to individual patients’ needs, preferences, and values in clinical decisions (Edgman-Levitan & Schoenbaum, 2021). Respectful communication between nurses and patients can lead to better patient understanding, trust, satisfaction, and improved adherence to medication and treatment plans. Clear communication reduces uncertainty and allows patients to make informed decisions about their health. Additionally, effective communication enhances social support and safety which contributes to positive patient outcomes. My research question is, “Does effective nurse-patient communication correlate with patient adherence to treatment plans?”

Explain your null hypothesis and alternate hypotheses for your research question and identify the dependent and independent variables that you would recommend to best support the research study. 

My null hypothesis states that there is no effect or no correlation between effective nurse-patient communication and patient adherence to treatment plans. My alternate hypothesis is that there is a correlation between effective nurse-patient communication and patient adherence to treatment plans.

I would recommend the dependent variable to be patient adherence to treatment plans. Measurement of adherence can include factors such as medication adherence and treatment plan adherence. Medication adherence can be measured by whether patients followed prescribed medication regimens consistently. Treatment plan adherence can be measured by measuring whether patients adhere to lifestyle changes, follow-up appointments, and other aspects of their treatment plan.

I would recommend the independent variable to be effective nurse-patient communication. The components of effective communication can include clear information delivery, active listening, empathy and respect, and patient engagement (Kwame & Petruka, 2021).

Then, explain your prediction for the expected relationship (positive or negative) between the variables that you identified. 

I predict a positive relationship between effective nurse-patient communication (independent variable) and patient adherence to treatment plans (dependent variable). A positive relationship suggests that as the quality of nurse-patient communication improves, patient adherence to treatment plans also increases (Gray & Grove, 2020). When nurses communicate effectively, patients are more likely to understand their treatment plans, instructions, and the importance of adherence. Clear communication fosters trust, reduces uncertainty, and empowers patients to actively participate in their care. Patients who feel heard, respected, and well-informed are more motivated to follow treatment recommendations.

Why do you think that sort of relationship will exist? What other factors might affect the outcome? Be specific and provide examples.

As previously mentioned, I expect a positive relationship to exist. Effective nurse-patient communication is likely to positively impact patient adherence to treatment plans. When nurses communicate clearly, patients better understand their treatment instructions, potential side effects, and the rationale behind specific recommendations. Trust fosters confidence in following treatment plans. Effective communication empowers patients to actively participate in their care decisions by becoming partners in their own health management.

Other factors that can affect adherence includes health literacy, cultural and language barriers, social support, financial constraints, psychosocial factors, patient beliefs and attitudes, provider-patient relationship, treatment complexity, side effects, and forgetfulness (Thompson & Haskard-Zolnierek, 2020). First, patients with low health literacy may struggle to comprehend complex medical information, even with effective communication. Simplifying instructions and using plain language is crucial. Diverse patient populations may require varying communication needs. Cultural competence and language proficiency play a significant role. Patients with strong social support systems are more likely to adhere to treatment plans. Financial constraints such as cost of medications, access to healthcare, and insurance coverage impact adherence. Anxiety, depression, and stress can affect adherence. A patient’s beliefs about illness, treatment efficacy, and perceived benefits influence adherence. Beyond communication, the overall relationship between nurse and patient matters. Complex regimens that involve multiple medications, dietary restrictions, and lifestyle changes can also pose challenges. Fear of adverse effects may deter adherence. Patients may forget to take medications or follow treatment schedules.

References

Edgman-Levitan, S., & Schoenbaum, S.C. (2021). Patient-centered care: Achieving higher quality by designing care through the patient’s eyes. Israel Journal of Health Policy Research, 10(1), 1-5.

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.

Kwame, A., & Petrucka, P. M. (2021). A literature-based Study of patient-centered Care and Communication in nurse-patient interactions: barriers, facilitators, and the Way Forward. BMC Nursing, 20(158), 1–10. https://doi.org/10.1186/s12912-021-00684-2Links to an external site.

Thompson, T. L., & Haskard-Zolnierek, K. B. (2020). Physician Communication and Patient Adherence to Treatment. Medical Care, 47(8), 826–834. https://doi.org/10.1097/mlr.0b013e31819a5acc

Name: NURS_8201_Week7_Discussion_Rubric

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		Excellent 90–100	Good 80–89	Fair 70–79	Poor 0–69
Main Posting: Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.		40 (40%) – 44 (44%) Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources.	35 (35%) – 39 (39%) Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references.	31 (31%) – 34 (34%) Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Cited with fewer than two credible references.	0 (0%) – 30 (30%) Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible references.
Main Posting: Writing		6 (6%) – 6 (6%) Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style.	5 (5%) – 5 (5%) Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style.	4 (4%) – 4 (4%) Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 3 (3%) Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Posting: Timely and full participation		9 (9%) – 10 (10%) Meets requirements for timely, full, and active participation. Posts main Discussion by due date.	8 (8%) – 8 (8%) Meets requirements for full participation. Posts main Discussion by due date.	7 (7%) – 7 (7%) Posts main Discussion by due date.	0 (0%) – 6 (6%) Does not meet requirements for full participation. Does not post main Discussion by due date.
First Response: Post to colleague’s main post that is reflective and justified with credible sources.		9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%) Response is on topic and may have some depth.	0 (0%) – 6 (6%) Response may not be on topic and lacks depth.
First Response: Writing		6 (6%) – 6 (6%) Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	5 (5%) – 5 (5%) Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	4 (4%) – 4 (4%) Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%) Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
First Response: Timely and full participation		5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	3 (3%) – 3 (3%) Posts by due date.	0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Second Response: Post to colleague’s main post that is reflective and justified with credible sources.		9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%) Response is on topic and may have some depth.	0 (0%) – 6 (6%) Response may not be on topic and lacks depth.
Second Response: Writing		6 (6%) – 6 (6%) Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	5 (5%) – 5 (5%) Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	4 (4%) – 4 (4%) Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%) Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
Second Response: Timely and full participation		5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	3 (3%) – 3 (3%) Posts by due date.	0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Total Points: 100

Name: NURS_8201_Week7_Discussion_Rubric