Week 6 Professional Writing Assignment 1

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Assignment 1Expatriate Opportunity:

As companies expand globally, executives are increasingly being tapped for expatriate assignments. The idea is to spread talent, expertise, and knowledge from headquarters to foreign offices, and vice versa.

You were presented with an opportunity to relocate to Asia for a work assignment that would require you and your family to move there for a period of three years with a significant pay increase. After careful consideration, you realize that there are many issues to consider before you make a final decision. Construct an e-mail to your manager detailing your concerns and informing her of your decision and the rationale behind it.

· Demonstrate critical thinking and documentation skills in order to perform his/her nursing duties with appropriate judgment.

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Florida National University NUR3065C

Course Reflection

Guidelines

Purpose

The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR3065C course.

Course Outcomes

This assignment provides documentation of student ability to meet the following course outcomes:

· Apply the assessment component of the nursing process

· Demonstrate critical thinking and documentation skills in order to perform his/her nursing duties with appropriate judgment.

Points

This assignment is worth a total of 100 points (10%).

Due Date

Submit your completed assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed.

Requirements

1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.

3. The length of the reflection is to be within three to six pages excluding title page and reference pages.

4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).

a. Course Reflection

b. Conclusion

Preparing Your Reflection

The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR3065C course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:

 

1. “Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches.

2. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology.

3. Implement holistic, patient centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health illness continuum, across the lifespan, and in all healthcare settings.

4. Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network.

5. Deliver compassionate, patient centered, evidence-based care that respects patient and family preferences.

6. Implement patient and family care around resolution of end of life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences.

7. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.

8. Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan.

9. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.

10. Facilitate patient centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.

11. Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems.

12. Create a safe care environment that results in high quality patient outcomes.

13. Revise the plan of care based on an ongoing evaluation of patient outcomes.

14. Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team.

15. Manage care to maximize health, independence, and quality of life for a group of individuals that approximates a beginning practitioner’s workload

16. Demonstrate the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care.

17. Develop a beginning understanding of complementary and alternative modalities and their role in health care.

18. Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care.

19. Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes.

20. Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients

21. Engage in caring and healing techniques that promote a therapeutic nurse patient relationship.

22. Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice.” (pp. 31-32).

Reference:

American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.

Directions and Grading Criteria

Category Points % Description
(Introduction – see note under requirement #4 above) 8 8 Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy.
You Decide Reflection 80 80 Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies:

(a) “Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches.

(b) Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology.

(c) Implement holistic, patient centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health illness continuum, across the lifespan, and in all healthcare settings.

(d) Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network.

(e) Deliver compassionate, patient centered, evidence-based care that respects patient and family preferences.

(f) Implement patient and family care around resolution of end of life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences.

(g) Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.

(h) Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan.

(i) Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.

(j) Facilitate patient centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.

(k) Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems.

(l) Create a safe care environment that results in high quality patient outcomes.

(m) Revise the plan of care based on an ongoing evaluation of patient outcomes.

(n) Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team.

(o) Develop a beginning understanding of complementary and alternative modalities and their role in health care.

(p) Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care.

(q) Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes.

(r) Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients

(s) Engage in caring and healing techniques that promote a therapeutic nurse patient relationship.

(t) Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice.” (pp. 31-32).
Conclusion 4 4 An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies (AACN, 2008) pertaining to scholarship for evidence-based practice.
Clarity of writing 6 6 Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others.
APA format 2 2 All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format:

1. Document setup

2. Title and reference pages

3. Citations in the text and references.
Total: 100 100 A quality essay will meet or exceed all of the above requirements.

Grading Rubric

Assignment Criteria Meets Criteria Partially Meets Criteria Does Not Meet Criteria
(Introduction – see note under requirement #4 above)

 

 

 

 

 

(8 pts)

 Short introduction of selected BSN sub-competencies (AACN, 2008) pertinent to scholarship for evidence-based practice. Rationale is well presented, and purpose fully developed.

 

7 – 8 points

 Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.

 

 

 

 

5 – 6 points

 Little or very general introduction of selected BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.

 

 

0 – 4 points
You Decide Reflection

 

 

 

 

 

 

 

 

 

 

(80 pts)

 Excellent self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) supported with examples.

 

 

 

70 – 80 points

 Basic self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) not supported with examples.

 

 

 

59 – 69 points

 Little or very general self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Little or no reflection on pertinent BSN sub-competencies (AACN, 2008) or reflection not supported with examples.

 

0 – 58 points
Conclusion

 

 

 

 

 

 

(4 pts)

 Excellent understanding of pertinent BSN sub- competencies (AACN, 2008). Conclusions are well evidenced and fully developed.

 

3 – 4 points

 Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.

 

2 points

 Little understanding of pertinent BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.

 

0 – 1 point
Clarity of writing

 

 

 

 

 

 

 

 

(6 pts)

 Excellent use of standard English showing original thought with minimal reliance on the works of others. No spelling or grammar errors. Well organized with proper flow of meaning.

 

5 – 6 points

 Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts.

 

 

3 – 4 points

 Language needs development or there is an over-reliance on the works of others. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts.

 

0 – 2 points
APA format

 

 

 

 

(2 pts)

 APA format correct with no more than 1-2 minor errors.

 

 

2 points

 3-5 errors in APA format and/or 1-2 citations are missing.

 

 

1 point

 APA formatting contains multiple errors and/or several citations are missing.

 

0 points
Total Points Possible = 100 points
NUR3065C Course Reflection Guidelines.docx 08/21/19 2

The post · Demonstrate critical thinking and documentation skills in order to perform his/her nursing duties with appropriate judgment. appeared first on Infinite Essays.

You will complete a Course Project in this course that will span two weeks. The final project is due the Sunday of Week 7. The project is broken into two parts and it would be most effective to complete Part I in Week 6 and Part II in Week 7. In Week 6, Confidence Intervals will be explored and in Week 7 Hypothesis testing will be explored.

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Scenario/Summary

You will complete a Course Project in this course that will span two weeks. The final project is due the Sunday of Week 7. The project is broken into two parts and it would be most effective to complete Part I in Week 6 and Part II in Week 7. In Week 6, Confidence Intervals will be explored and in Week 7 Hypothesis testing will be explored.

A confidence interval is a defined range of values such that there is a specified probability that the value of a parameter lies within the interval.

In Part I of this project, you will pick a topic, complete research and provide a write-up that includes calculations. Round all values to two decimal places when appropriate.

Deliverables

1. Choose a Topic where you can gather at least 50 pieces of data.

Examples of Topics

a. The Golden Gate Warriors Points Per Game in 2016 (use the points scored in the first 50 games).

b. High School Graduation Rates by State (use the graduation rates for all 50 states)

c. Average Tuition Rates in the US (You have to find the tuition rates of 50 college/universities).

d. The prices of a hotel room per night in a major city (You have to find the price of the same night of hotels in one city).

e. Weights of 50 babies at birth.

2. Write at least a 1-Page Report

Open a Word Document

a. Introduction–Provide a description of your topic and cite where you found your data.

b. Sample Data—Include a 5×10 table including your 50 values in your report. You must provide ALL of your sample data.

c. Problem Computations—For the topic you chose, you must answer the following:

· Determine the mean and standard deviation of your sample.

· Find the 80%, 95%, and 99% confidence intervals.

· Make sure to list the margin of error for the 80%, 95%, and 99% confidence interval.

· Create your own confidence interval (you cannot use 80%, 95%, and 99%) and make sure to show your work. Make sure to list the margin of error.

d. Problem Analysis—Write a half-page reflection.

· What trend do you see takes place to the confidence interval as the confidence level rises? Explain mathematically why that takes place.

· Provide a sentence for each confidence interval created in part c) which explains what the confidence interval means in context of topic of your project.

· Explain how Part I of the project has helped you understand confidence intervals better?

· How did this project help you understand statistics better?

Required Software

Microsoft Office: Word and Excel

Use a personal copy or access the software at https://application.chamberlain.edu (Links to an external site.).

Grading

This activity will be graded based on the Course Project grading rubric. You can view the rubric below.

Course Outcomes (CO): 6

Due Date: By 11:59 p.m. MT on Sunday of Week 7

Course Project Rubric

 

Criteria

Ratings

Pts

 

Part I: Topic & Introduction

 

4.0 pts

Proficient Student     picks appropriate topic, provides a description of topic and the cites     where data was found.

3.0 pts

Above Average     Student picks appropriate topic and introduces data. No citation.

2.0 pts

Average. Student     does not pick a topic that is appropriate for the project, introduces the     data but does not cite source.

1.0 pts

Needs Improvement     Students provides topic without descritption and citation.

0.0 pts

No Effort. No     topic, descritpion or citation is provided.

4.0 pts

 

Part I: Sample Data

 

4.0 pts

Proficient Student     provides ALL 50 pieces of data.

3.0 pts

Above Average     Student provides 30-49 pieces of data.

2.0 pts

Average Student     provides 20 – 29 pieces of data.

1.0 pts

Needs Improvement     Student provides 1-19 pieces of data.

0.0 pts

No Effort. No Data     was provided.

4.0 pts

 

Part I: Mean & Standard   Deviation

 

5.0 pts

Proficient Mean     & Sample Standard Deviation of the data set is correct with no rounding     error. .

4.0 pts

Above Average Mean     & Sample Standard Deviation of the data set is correct but with     roujnding error.

3.0 pts

Average One Value     (either mean or sample standsrd deviation) is correct but the other is not     correct.

1.0 pts

Needs Improvement     Both the Mean & Sample Standard Deviation are incorrect but it was     attempted.

0.0 pts

No Effort. The     mean and sample standard deviation

5.0 pts

 

Part I: Constructing   the 80%, 95%, 99% Confidence Intervals

 

15.0 pts

Proficient     Computes the 80%, 95%, and 99% confidence intervals correclty making sure     to note the margin of error for each.

12.0 pts

Above Average     Computes the 80%, 95%, and 99% confidence intervals correclty but is     missing margin of errors (or some of the margin of errors are incorrect).

10.0 pts

Average Computes     the 80%, 95%, and 99% confidence intervals but there are some errors in the     calculations.

6.0 pts

Needs Improvement     Computes the 80%, 95%, and 99% confidence intervals but all of the values     are incorrect. The component was attempted.

0.0 pts

No Effort. No     Confidence Intervals are provided.

15.0 pts

 

Part I: Creating a   new confidence interval

 

7.0 pts

Proficient.     Student computes a confidence interval (not 80%, 95%, 99%) correctly making     sure to list the margin of error.

5.0 pts

Above Average.     Student computes a confidence interval (not 80%, 95%, 99%) correctly making     sure to list the margin of error but there is rounding error.

4.0 pts

Average. Student     computes a confidence interval (not 80%, 95%, 99%) correctly but does not     highlight the margin of error.

3.0 pts

Needs Improvement     Student computes a confidence interval (not 80%, 95%, 99%) but it was not     done correctly.

0.0 pts

No Effort. The     student did not create a new confidence interval.

7.0 pts

 

Part I: Problem   Analysis

 

10.0 pts

Proficient.     Student addresses trend that takes place when the confidence level rises.     Provides a sentence for each confidence interval created explaining what     the confidence interval means in context of the data collected. Provides a     reflection for Part I of the project.

8.0 pts

Above Average.     Student addresses trend that takes place when the confidence level rises.     Provides sentences for each confidence interval created explaining what the     confience interval means in context of the data collected. Does NOT provide     a Reflection.

7.0 pts

Average. Student     may or may not address the trend that takes place when the confidence level     rises. Provides a sentence for SOME confidence intervaSl created explaining     what the confidence interval means in context of the data collected. A     reflection Part I of the project may or may not be provided.

5.0 pts

Needs Improvement.     Majority of the analysis is missing.

0.0 pts

No Effort. No     Problem Anaylsis is provided.

10.0 pts

 

Part II: Choose a   Data Set & Preliminary Data

 

5.0 pts

Proficient.     Student computes all 4 Preliminary Data Values.

4.0 pts

Above Average.     Student computes all 3 Preliminary Data Values.

3.0 pts

Average. Student     computes all 2 Preliminary Data Values.

1.0 pts

Needs Improvement.     Student computes all 1 Preliminary Data Values.

0.0 pts

No Effort. No     Preliminary Data

5.0 pts

 

Part II: Hypothesis   Testing

 

20.0 pts

Proficient.     Completes 4 Hypothesis Tests highlighting the null/alternate hypothesis,     value of test statistic, and report p-value.

16.0 pts

Above Average.     Completes 3 Hypothesis Tests highlighting the null/alternate hypothesis,     value of test statistic, and report p-value.

14.0 pts

Average. Completes     2 Hypothesis Tests highlighting the null/alternate hypothesis, value of     test statistic, and report p-value.

10.0 pts

Needs Improvement:     Completes 1 Hypothesis Test highlighting the null/alternate hypothesis,     value of test statistic, and report p-value.

0.0 pts

No Effort. No     Hypothesis Tests were completed.

20.0 pts

 

Part II: Hypothesis   Testing Analysis

 

10.0 pts

Proficient. State     correct conclusion (Reject/Fail to Reject) and valid explanations in     context of the data for ALL 4 Problems.

8.0 pts

Above Average.     State correct conclusion (Reject/Fail to Reject) and valid explanations in     context of the data for 3 Problems.

7.0 pts

Average. State     correct conclusion (Reject/Fail to Reject) and valid explanations in     context of the data for 2 Problems.

5.0 pts

Needs Improvement.     State correct conclusion (Reject/Fail to Reject) and valid explanations in     context of the data for 1 Problem

0.0 pts

No Effort. No     conclusion/explanations were given.

10.0 pts

 

Part II: Proposal   and computations for new hypothesis test

 

10.0 pts

Proficient.     Student creates an original Hypothesis Test based on one of the data sets     highlighting the null/alternate hypothesis, value of test statistic, report     p-value, conclusion and explanation.

8.0 pts

Proficient.     Student creates an original Hypothesis Test based on one of the data sets     correclty and has MOST of the content: highlighting the null/alternate     hypothesis, value of test statistic, report p-value, conclusion and     explanation.

7.0 pts

Average. Student     creates an original Hypothesis Test based on one of the data sets and     MISSING MOST of the content: highlighting the null/alternate hypothesis,     value of test statistic, report p-value, conclusion and explanation.

5.0 pts

Needs Improvement.     Student creates an original Hypothesis Test based on one of the data sets     but there are multiple mistakes and/or conclusions are not valid.

0.0 pts

No Effort. The     student did not propose/compute a new hypothesis test.

10.0 pts

 

Total Points: 90.0

Scenario/Summary

This week you will submit both parts of the course project. You completed Part I in Week 6 and will complete Part II this week. You will submit one word document with both parts of the project.

Hypothesis Testing is the use of statistics to determine the probability that a given claim is true.

In Part II of this project, you will choose a data set, review claims and perform hypothesis testing and make a decision. You will then complete a write-up that includes the calculations.

The government logs the number of documented births, deaths, marriages and divorces; however, it is possible to have undocumented cases. In part II of this project, you are going to test claims about total births, deaths, marriages and divorces.

Deliverables

1. Choose a Data Set.

a. Go to https://www.cdc.gov/nchs/products/nvsr.htm (Links to an external site.)

b. In the search bar type: Births, Marriages, Divorces, and Deaths
screenshot of CDC website toolbar

c. Pick a DataSet and download the PDF document and make note of the volume, number, and date. For example you could use the National Vital Statistics Reports,
screenshot of National Vital Statistics Reports webpage

d. Pick the same month/year combination for each data set. For example, choosing September of 2009.
screenshot of example dataset

2. Preliminary Calculations

a. Create a summary table for 1. Live Births, 2. Deaths, 3. Marriages, and 4. Divorces highlighting the mean, median, sample standard deviation, minimum and maximum values for each the data sets. You will have FOUR tables using the list of values of each state, the District of Columbia and Puerto Rico (You will have 52 numbers for each data set).

 

Summary Table for    _________

 

Mean

 

Median

 

Standard Deviation

 

Minimum

 

Maximum

3. Hypothesis Testing

With the information that you gather from the summary tables, test the following (you can use excel when appropriate):

a. Determine if there is sufficient evidence to conclude the average amount of births is over 8000 in the United States and territories at the 0.05 level of significance.

b. Determine if there is sufficient evidence to conclude the average amount of deaths is below is less than or equal to 6000 in the United States and territories at the 0.10 level of significance.

c. Determine if there is sufficient evidence to conclude the average amount of marriages is greater or equal to 7000 in the United States and territories at the .05 level of significance.

d. Determine if there is sufficient evidence to conclude the average amount of divorces is less than or equal to 4000 in the United States and territories at the 0.10 level of significance.

For each of the tests above, in your report, be sure to—

1. Clearly state a null and alternative hypothesis

2. Give the value of the test statistic

3. Report the P-Value

4. Clearly state your conclusion (Reject the Null or Fail to Reject the Null)

5. Explain what your conclusion means in context of the data.

Lastly, propose and conduct your own test of hypothesis about the Birth, Death, Marriage and Divorce data that you have been analyzing. Make sure to follow the five steps above.

Required Software

Microsoft Office: Word and Excel

Use a personal copy or access the software at https://application.chamberlain.edu (Links to an external site.) .

Grading

This activity will be graded based on the Course Project grading rubric.

Course Outcomes (CO): 6

Due Date: By 11:59 p.m. MT on Sunday of Week 7

Rubric

Course Project Rubric

 

Course    Project Rubric

 

Criteria

Ratings

Pts

 

This criterion is linked to a   Learning OutcomePart I: Topic &   Introduction

 

4.0 pts

Proficient Student     picks appropriate topic, provides a description of topic and the cites     where data was found.

3.0 pts

Above Average     Student picks appropriate topic and introduces data. No citation.

2.0 pts

Average. Student     does not pick a topic that is appropriate for the project, introduces the     data but does not cite source.

1.0 pts

Needs Improvement     Students provides topic without descritption and citation.

0.0 pts

No Effort. No     topic, descritpion or citation is provided.

4.0 pts

 

This criterion is linked to a   Learning OutcomePart I: Sample Data

 

4.0 pts

Proficient Student     provides ALL 50 pieces of data.

3.0 pts

Above Average     Student provides 30-49 pieces of data.

2.0 pts

Average Student     provides 20 – 29 pieces of data.

1.0 pts

Needs Improvement     Student provides 1-19 pieces of data.

0.0 pts

No Effort. No Data     was provided.

4.0 pts

 

This criterion is linked to a   Learning OutcomePart I: Mean &   Standard Deviation

 

5.0 pts

Proficient Mean     & Sample Standard Deviation of the data set is correct with no rounding     error. .

4.0 pts

Above Average Mean     & Sample Standard Deviation of the data set is correct but with     roujnding error.

3.0 pts

Average One Value     (either mean or sample standsrd deviation) is correct but the other is not     correct.

1.0 pts

Needs Improvement     Both the Mean & Sample Standard Deviation are incorrect but it was     attempted.

0.0 pts

No Effort. The     mean and sample standard deviation

5.0 pts

 

This criterion is linked to a   Learning OutcomePart I: Constructing   the 80%, 95%, 99% Confidence Intervals

 

15.0 pts

Proficient     Computes the 80%, 95%, and 99% confidence intervals correclty making sure     to note the margin of error for each.

12.0 pts

Above Average     Computes the 80%, 95%, and 99% confidence intervals correclty but is     missing margin of errors (or some of the margin of errors are incorrect).

10.0 pts

Average Computes     the 80%, 95%, and 99% confidence intervals but there are some errors in the     calculations.

6.0 pts

Needs Improvement     Computes the 80%, 95%, and 99% confidence intervals but all of the values     are incorrect. The component was attempted.

0.0 pts

No Effort. No     Confidence Intervals are provided.

15.0 pts

 

This criterion is linked to a   Learning OutcomePart I: Creating a   new confidence interval

 

7.0 pts

Proficient.     Student computes a confidence interval (not 80%, 95%, 99%) correctly making     sure to list the margin of error.

5.0 pts

Above Average.     Student computes a confidence interval (not 80%, 95%, 99%) correctly making     sure to list the margin of error but there is rounding error.

4.0 pts

Average. Student     computes a confidence interval (not 80%, 95%, 99%) correctly but does not     highlight the margin of error.

3.0 pts

Needs Improvement     Student computes a confidence interval (not 80%, 95%, 99%) but it was not     done correctly.

0.0 pts

No Effort. The     student did not create a new confidence interval.

7.0 pts

 

This criterion is linked to a   Learning OutcomePart I: Problem   Analysis

 

10.0 pts

Proficient.     Student addresses trend that takes place when the confidence level rises.     Provides a sentence for each confidence interval created explaining what     the confidence interval means in context of the data collected. Provides a     reflection for Part I of the project.

8.0 pts

Above Average.     Student addresses trend that takes place when the confidence level rises.     Provides sentences for each confidence interval created explaining what the     confience interval means in context of the data collected. Does NOT provide     a Reflection.

7.0 pts

Average. Student     may or may not address the trend that takes place when the confidence level     rises. Provides a sentence for SOME confidence intervaSl created explaining     what the confidence interval means in context of the data collected. A     reflection Part I of the project may or may not be provided.

5.0 pts

Needs Improvement.     Majority of the analysis is missing.

0.0 pts

No Effort. No     Problem Anaylsis is provided.

10.0 pts

 

This criterion is linked to a   Learning OutcomePart II: Choose a   Data Set & Preliminary Data

 

5.0 pts

Proficient.     Student computes all 4 Preliminary Data Values.

4.0 pts

Above Average.     Student computes all 3 Preliminary Data Values.

3.0 pts

Average. Student computes     all 2 Preliminary Data Values.

1.0 pts

Needs Improvement.     Student computes all 1 Preliminary Data Values.

0.0 pts

No Effort. No     Preliminary Data

5.0 pts

 

This criterion is linked to a   Learning OutcomePart II: Hypothesis   Testing

 

20.0 pts

Proficient.     Completes 4 Hypothesis Tests highlighting the null/alternate hypothesis,     value of test statistic, and report p-value.

16.0 pts

Above Average.     Completes 3 Hypothesis Tests highlighting the null/alternate hypothesis,     value of test statistic, and report p-value.

14.0 pts

Average. Completes     2 Hypothesis Tests highlighting the null/alternate hypothesis, value of     test statistic, and report p-value.

10.0 pts

Needs Improvement:     Completes 1 Hypothesis Test highlighting the null/alternate hypothesis,     value of test statistic, and report p-value.

0.0 pts

No Effort. No     Hypothesis Tests were completed.

20.0 pts

 

This criterion is linked to a   Learning OutcomePart II: Hypothesis   Testing Analysis

 

10.0 pts

Proficient. State     correct conclusion (Reject/Fail to Reject) and valid explanations in     context of the data for ALL 4 Problems.

8.0 pts

Above Average.     State correct conclusion (Reject/Fail to Reject) and valid explanations in     context of the data for 3 Problems.

7.0 pts

Average. State     correct conclusion (Reject/Fail to Reject) and valid explanations in     context of the data for 2 Problems.

5.0 pts

Needs Improvement.     State correct conclusion (Reject/Fail to Reject) and valid explanations in     context of the data for 1 Problem

0.0 pts

No Effort. No     conclusion/explanations were given.

10.0 pts

 

This criterion is linked to a   Learning OutcomePart II: Proposal   and computations for new hypothesis test

 

10.0 pts

Proficient.     Student creates an original Hypothesis Test based on one of the data sets     highlighting the null/alternate hypothesis, value of test statistic, report     p-value, conclusion and explanation.

8.0 pts

Proficient.     Student creates an original Hypothesis Test based on one of the data sets     correclty and has MOST of the content: highlighting the null/alternate     hypothesis, value of test statistic, report p-value, conclusion and     explanation.

7.0 pts

Average. Student     creates an original Hypothesis Test based on one of the data sets and     MISSING MOST of the content: highlighting the null/alternate hypothesis,     value of test statistic, report p-value, conclusion and explanation.

5.0 pts

Needs Improvement.     Student creates an original Hypothesis Test based on one of the data sets     but there are multiple mistakes and/or conclusions are not valid.

0.0 pts

No Effort. The     student did not propose/compute a new hypothesis test.

10.0 pts

The post You will complete a Course Project in this course that will span two weeks. The final project is due the Sunday of Week 7. The project is broken into two parts and it would be most effective to complete Part I in Week 6 and Part II in Week 7. In Week 6, Confidence Intervals will be explored and in Week 7 Hypothesis testing will be explored. appeared first on Infinite Essays.

Discussion: Using the Walden Library Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights

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Discussion: Using the Walden Library Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past.For this Discussion, you explore databases available through the Walden Library.

To Prepare: • Review the information presented in the Resources for using the Walden Library, searching the databases, and evaluating online resources.  • Begin searching for a peer-reviewed article that pertains to your practice area and is of particular interest to you.

Post the following: Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA.  My practice will be Mental Health nurse practitioner. Thanks

The post Discussion: Using the Walden Library Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights appeared first on Infinite Essays.