The focus of this assignment is to increase your knowledge and understanding of how informatics, specifically the electronic medical record, improves the pediatric patient health outcomes. Caring for the pediatric patient has unique elements that are not applicable in the adult population. Examples are growth and development surveillance, vaccine records, transitional changes that affect “normal findings” by age group. For example, the normal respiratory rate of a newborn is significantly different from a 10-year-old. Additionally, pediatric healthcare providers are expected to educate parents with “anticipatory guidance” according to the age of the patient. For this assignment, you are expected to analyze the utilization of the EMR that you are using in your clinical practicum and evaluate how this particular EMR system is improving health outcomes. For example, does the EMR that you are using have mechanisms in place that track growth and development, which has led to early identification of abnormals?

This assignment has three parts. The first part is identifying the recommended pediatric-specific functionalities of the EMR system you are using. The template will guide you through the first part of the assignment by addressing a sample of key functionalities.

Part 2 addresses some basic functions that would be recommended in any non-specific EMR.

Part 3 asks you to discuss how your system is addressing certain outcomes such as safety, collaboration, and the prevention of medication errors.

 Purpose 

The purpose of this assignment is to provide the student an opportunity to reflect on the weekly concepts learned in the course. 

Activity Learning Outcomes 

Through this assignment, the student will demonstrate the ability to: 

1. Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care (CO1) 
2. Apply concepts of person-centered care to nursing practice situations. (CO2) 
3. Analyze essential skills needed to lead within the context of complex systems. (CO3) 
4. Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings (CO4) 

Requirements: 

Reflection: write 1-2 paragraphs reflecting on your learning for the week. Guiding questions are provided or you may write about what you felt was most significant to you for the week. 

You will need to post your reflection here before you are able to see other students’ posts.

• Nearly every student in the course was able to think of a time when they had personally been impacted by or had observed incivility in the workplace. In what ways does this impact your view of the nursing profession? If those outside of healthcare were aware, how might it impact their view?
• As you move towards your role as an NP, what will you do to support healthful work environments for yourself and your colleagues?
• Think about your personal use of social media. Are there changes you would like to make in how you use social media?
• What self-care practices do you engage in to promote personal holistic health?

resources: 

American Nurses Association. (2015). Incivility, bullying, and workplace violence [Position Statement]. https://www.nursingworld.org/~49baac/globalassets/practiceandpolicy/nursing-excellence/official-policy-statements/ana-wpv-position-statement-2015.pdf

Centers for Disease Control and Prevention. (2013). Workplace violence prevention for nurses.  http://wwwn.cdc.gov/wpvhc/Course.aspx/Slide/Unit1_5

Edmonson, C., Bolick, B., & Lee, J. (2017). A moral imperative for nurse leaders: Addressing incivility and bullying in health care. Nurse Leader, 15, 40-44. https://doi-org.chamberlainuniversity.idm.oclc.org/10.1016/j.mnl.2016.07.012

Lachman, V. D. (2015). Ethical issues in the disruptive behaviors of incivility, bullying, and horizontal/lateral violence. Urologic Nursing, 35(1), 39—42.

Phillips, J. M., Stalter, A. M., Winegardner, S., Wiggs, C., & Jauch, A. (2018). Systems thinking and incivility in nursing practice: An integrative review. Nursing Forum, 53(3), 286-298. https://doi-org.chamberlainuniversity.idm.oclc.org/10.1111/nuf.12250

Roberts, S. J. (2014). Lateral violence in nursing: A review of the past three decades. Nursing Science Quarterly, 28(1), 36-41. https://doi-org.chamberlainuniversity.idm.oclc.org/10.1177/0894318414558614

Optional Resources:

American Nurses Association. (n.d.). Violence, incivility and bullying. http://www.nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-Nurse/bullyingworkplaceviolence

America Nurses Association. (2016). Healthy nurse, healthy nation.  http://nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-Nurse

Mennella, H. D. A.-B., & Karakashian, A. R. B. (2017). Lateral violence in nursing. CINAHL Nursing Guide.  https://doi.org/10.1177/0894318414558614

After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a one or two sentence rationale.

The assignment will be used to develop a written implementation plan.

APA style is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

For this three-part assessment you will create a histogram or bar graph for a data set, perform assumption and correlation tests, and interpret your graphic and test results in a 2-to-3 page paper.

In this unit we focus on whether two or more groups have important differences on a single variable of interest. For example, for the dependent variable stress score, we may want to know if there is a difference in stress between males and females, or maybe we would like to know if there is a difference in stress levels between people who drink chamomile tea and those who do not, or maybe we would like to determine if a group of expectant parents is less anxious (this is the dependent variable) about the birthing experience after a series of discussions with experienced parents. In each of these examples we have two groups (two groups being compared or the same group being compared before and after), and one dependent variable that is being compared in each group. In this unit you will begin exploring popular statistical techniques (and their assumptions) that are used to compare two or more groups.

The independent t-test, also called unpaired t-test, is typically used in health care to compare two groups of individuals that are entirely unrelated to each other (that is, independent), thus the one group cannot influence the other group. For example, we may wish to compare a drug treatment group to a control group (those not receiving drug treatment) for a specific clinical characteristic (dependent variable) that can be measured at the interval or ratio level (such as cholesterol, depression scale, or memory test).

The dependent t-test, also called paired t-test, compares two groups for a dependent variable measured at the interval or ratio level as well; however, these two groups are in reality just one group. But because they are measured before and after an intervention, we consider them as two groups for analytical purposes. This group is considered dependent because nothing is expected to vary in the nature of the individuals being measured except as a result of the intervention, as the group is composed of the same individuals.

Overview

One of the most important steps along the researcher’s path to data analysis is to become familiar with the character of the raw data collected for the project. Before weaving the strands of data into an analytical story that is related to a study’s goals, researchers typically inspect the completeness and quality of the data with various visualization techniques (graphics), summary tables, and mathematical tests of quality (assumption tests), as discussed in Assessment 2. One of these latter tests is a correlation analysis. With this approach, the researcher performs a very basic series of exploratory tests on variable pairs to identify any potentially interesting (yet unknown) relationships between groups of data (variables). Correlational analyses are often later performed as part of the predetermined data analysis plan to answer a specific research question.

Demonstration of Proficiency

By successfully completing this assessment you will address the following scoring guide criteria, which align to the indicated course competencies.

• Competency 1: Describe underlying concepts and reasoning related to the collection and evaluation of quantitative data in health care research. 
  • Interpret the overall clinical meaning and limitations of the relationship of two variables, based on a correlation analysis and literature regarding age and stress.
• Competency 2: Apply appropriate statistical methods using common software tools in the collection and evaluation of health care data. 
  • Create a histogram and scatter plot for variables tested for normal distribution.
  • Perform a normal distribution assumption test for two variables to determine if data is normally distributed.
  • Perform an appropriate correlation test to determine the direction and strength or magnitude of the relationship between two variables.
• Competency 3: Interpret the results and practical significance of statistical health care data analyses. 
  • Interpret the effect size for correlation analysis results.
• Competency 5: Address assignment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences. 
  • Articulate meaning relevant to the main topic, scope, and purpose of the prompt. 
  • Apply APA formatting to in-text citations and references.

Instructions

For this three-part assessment, complete the following, referring to Yoga Stress (PSS) Study Data Set [XLSX], which you have used previously, as needed.

Software

The following statistical analysis software is required to complete your assessments in this course:

• IBM SPSS Statistics Standard or Premium GradPack, version 22 or higher, for PC or Mac.

You have access to the more robust IBM SPSS Statistics Premium GradPack.

Please refer to the Statistical Software page on Campus for general information on SPSS software, including the most recent version made available to Capella learners.

Part 1: Graphic Representation of the Data from the Yoga Stress (PSS) Study Data Set

1. Create a histogram or bar graph (according to the measurement level of the data) of the following variables: Age, Education, Pre-intervention Psychological Stress Score (PSS). 
   • Refer to the following resources as needed while creating your histogram: 
     • SPSS Tutorials. (n.d.). What is a histogram? Retrieved from https://www.spss-tutorials.com/histogram-what-is-it/
     • SPSS Tutorials. (n.d.). Creating histograms in SPSS. Retrieved from https://www.spss-tutorials.com/creating-histograms-in-spss/
     • Creating Histograms in SPSS.
2. Create a scatter plot of the following pair of variables: Age versus Pre-intervention Psychological Stress Score (PSS). 
   • Refer to the following resources, as needed, while creating your scatterplot: 
     • Displaying Relationships: Scatterplot.
     • Interpreting Scatterplots.

Part 2: Statistical Tests

1. Perform a preanalysis assumption test for a normal distribution test to determine if the data you intend to use for the correlation tests passes the assumption of being normally distributed. 
   • You will use this test for Age and Pre-intervention Psychological Stress Score (PSS).
2. Perform the appropriate correlation test to determine the direction and strength or magnitude of the relationship between these two variables from Step 1. 
   • Remember, we are not concerned about causation at this point and want to determine only if there is a statistical association.

Part 3: Yoga Stress (PSS) Study Paper

• Include the histogram and scatter plot graphics you created earlier for Age and Pre-intervention Psychological Stress Score (PSS). 
  • Provide an interpretation for these graphics.
• Report the statistical outcome of the correlation analysis using appropriate scholarly style, including a brief interpretation of the effect size of the correlation.
• Interpret the practical, real-world meaning (and limitations of the interpretation) of the relationship of these two variables based on the correlation analysis you performed.
• Include the SPSS “.sav” output file that shows your programming and results from Parts 1 and 2 for this assessment.
• Provide at least one evidence-based scholarly or peer-reviewed article that supports your interpretation.

Answer all questions 

FILE ATTACHED BELOW

Questions:

How would you explain what an Explanation of Benefits form is?

How would you explain the difference between the amount submitted and the amount allowed?

After you explain the amount allowed to her, she gets irate and exclaims, “How dare Dr. Simmons overcharge me by $8.00!” She then said that she was going to call his office and give them a piece of her mind.

How will you respond to this?