Examine each of your articles using the four big validities. For each article, work through the four big validities in turn, indicating whether the article does a good or bad job on each front.

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Report Issue

 

In 500-600 words for each article (1,000-1,200-words total), interrogate each of your articles from Topic 4, using the four big validities. For each article, work through the four big validities in turn, indicating whether the article does a good or bad job on each front. As you write, keep in mind that you are demonstrating your mastery of this material! Show that you know how to ask questions about each of the four validities, show that you know what the answers to these questions mean. Finally, show that you understand what it means to prioritize validities as you interrogate a study.

Use these articles

Articles to analyze

Hopwood, C. J., Donnellan, M. B., Blonigen, D. M., Krueger, R. F., McGue, M., Iacono, W. G., & Burt, S. A. (2011). Genetic and environmental influences on personality trait stability and growth during the transition to adulthood: A three-wave longitudinal study. Journal of personality and social psychology, 100(3), 545. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3058678/

Turner B. L., Caruso E. M., Dilich M. A., Roese N. J. (2019). Body camera footage leads to lower judgments of intent than dash camera footage. Proceedings of the National Academy of Sciences, 116(4), 1201-1206. https://doi.org/10.1073/pnas.1805928116

USE THE DETAILS BELOW TO COMPLETE ASSIGNMENT

PSY-260 Introduction to Psychological Research and Ethics

Article Interrogation

Examine each of your articles using the four big validities. For each article, work through the four big validities in turn, indicating whether the article does a good or bad job on each front. As you write, keep in mind that you are demonstrating your mastery of this material! Demonstrate that you know how to ask questions about each of the four validities and that you know what the answers to these questions mean. Finally, demonstrate that you understand what it means to prioritize validities as you interrogate a study.

Details:

Construct validity: Evaluate the measures and manipulations

Restate each variable and how it was operationalized. (“They operationalized ___ by doing _____”). After you describe each measure or manipulation, indicate any reliability and validity information provided in the article (take a look at Figure 5.7). Do they give Cronbach’s alphas; if so, what are they? Are they good or bad? Do they give interrater reliabilities; if so, what are they? Do they give any evidence for predictive or concurrent validity, perhaps to referring to how the measure has been used in past research? Using this information, give your assessment—is each measure reliable and valid? If such information is not included, then evaluate that—what would you like to see?

For manipulated variables, are the manipulations construct valid, in your opinion? (See Chapter 10). If it’s a manipulated variable, do they do any manipulation checks to show you that their manipulation did what they intended it to do? Does the manipulation have face validity?

Statistical validity: Evaluate how strongly the results support their argument.

For each major result, evaluate its effect size to the best of your ability. State the effect size if it’s given in terms you understand (e.g., r or d). If it’s a beta in a regression table, how big is the beta for the main variable of interest, compared to the others on the table? Are the major effects statistically significant? What does this mean?

As you evaluate statistical validity, discuss how strongly and how well the results pattern supported the authors’ hypotheses. See if you can evaluate how strong the result is in some “real world” terms, like an increase in IQ points or a weight loss of some number of pounds, or a reaction time in seconds.

Internal validity: Can the study support a causal claim? Does it intend to? 

First, state what specific causal claim the researchers wish to make (if it’s an experiment) or might wish to make (if it’s a correlational study).

If it’s an experiment, apply the causal rules, including the internal validity threats in Table 11.1. Do any apply to your article? If not, what is your overall evaluation? Can they make a causal statement?

If it’s a multiple regression design, apply the causal rules, and for internal validity, review what variables were controlled for in the design. Can you think of any other third variables? What is your overall evaluation? Can they make a causal statement?

Before criticizing for third variables, remember that a confound is a problem with systematic variance (a true confound) and not unsystematic variance (an obscuring factor).

Thus, if you think that some people in the study might have been in a bad mood, that will not be a confound unless people in only one group were in a bad mood, and the others were not.

External validity: To whom or to what other contexts can the results be generalized? 

External validity addresses two issues: to whom (if anyone) can the results be generalized, and to what other situations or settings? Remember that it’s how a sample is drawn, not how many people are in it, that determines external validity. Consult Figure 7.5 for a reminder. Also, remember that in many studies, external validity is not the first priority. Your evaluation should acknowledge this and explain why.

Each article should be 500-600-words each for a total of 1,000-1,200-words.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Cente

     Consider the abnormal physical characteristics you observe in the graphics you selected. How would you describe the characteristics using clinical terminologies?

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Differential Diagnosis for Skin Conditions

Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause.

In this Discussion, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition.

Note: Your Discussion post should be in the SOAP (Subjective, Objective, Assessment, and Plan) note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance.Remember that not all comprehensive SOAP data are included in every patient case.

To prepare:

·         Review the Skin Conditions document provided in this week’s Learning Resources, and select two conditions to closely examine for this Discussion.

·         Consider the abnormal physical characteristics you observe in the graphics you selected. How would you describe the characteristics using clinical terminologies?

·         Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.

·         Consider which of the conditions is most likely to be the correct diagnosis, and why.

A description of the two graphics you selected (identify each graphic by number). Use clinical terminologies to explain the physical characteristics featured in each graphic. Formulate a differential diagnosis of three to five possible conditions for each. Determine which is most likely to be the correct diagnosis, and explain your reasoning.

REMINDERS:

 

Please follow the Note above. Do SOAP note format and check it out on the uploaded file the SOAP template as your outline for your writings… No traditional essay on this assignment, again use SOAP note. Thank you.

 

Required Resources

Note: Because the information in this course is so vital, a large number of resources are provided in various formats to facilitate your competence in diagnosing a wide variety of health conditions. When multiple resources are available on the same topic, select those that best meet your personal learning needs to prepare you to accurately diagnose patient health problems.

 

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Readings

·         Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

o    Chapter 8, “Skin, Hair, and Nails” (pp. 114-165)

This chapter reviews the basic anatomy and physiology of skin, hair, and nails. The chapter also describes guidelines for proper skin, hair, and nails assessments.

·         Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.

o    Chapter 28, “Rashes and Skin Lesions” (pp. 325-343)

This chapter explains the steps in an initial examination of someone with dermatological problems, including the type of information that needs to be gathered and assessed.

Note: Download and use the Adult Examination Checklist and the Physical Exam Summary when you conduct your video assessment of the skin, hair, and nails.

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for skin, hair, and nails. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

This Adult Examination Checklist: Guide for Skin, Hair, and Nails was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Skin, hair, and nails physical exam summary. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

This Skin, Hair, and Nails Physical Exam Summary was published as a companion to Seidel’s guide to physical examination(8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). Fromhttps://evolve.elsevier.com/

·         Chadha, A. (2009). Assessing the skin. Practice Nurse, 38(7), 43–48.

Retrieved from the Walden Library databases.

In this article, the author explains how to take a relevant skin health history. In addition, the article defines common terms used to describe skin lesions and rashes.

·         Ely, J. W., & Stone, M. S. (2010). The generalized rash: Part I. Differential diagnosis. American Family Physician, 81(6), 726–734.

Retrieved from http://www.aafp.org/afp/2010/0315/p726.html

This article focuses on common, uncommon, and rare causes of generalized rashes. The article also specifies tests to diagnose generalized rashes.

·         Ely, J. W., & Stone, M. S. (2010). The generalized rash: Part II. Diagnostic approach. American Family Physician, 81(6), 735–739.

Retrieved from http://www.aafp.org/afp/2010/0315/p735.html

This article revolves around the diagnosis of generalized rashes. The authors describe clinical features that may help in distinguishing generalized rashes.

·         Everyday Health, Inc. (2013). Resources for dermatology and visual conditions. Retrieved fromhttp://www.skinsight.com/ info/for_professionals

This interactive website allows you to explore skin conditions according to age, gender, and area of the body.

·         Document: Skin Conditions (Word document)

This document contains five images of different skin conditions. You will use this information in this week’s Discussion.

·         Document: Comprehensive SOAP Exemplar (Word document)

·         Document: Comprehensive SOAP Template (Word document)

Media

Online media for Seidel’s Guide to Physical Examination

In addition to this week’s media, it is highly recommended that you access and view the online resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapter 8 that relate to the assessment of the skin, hair, and nails.

The following suturing tutorials provide instruction on the basic interrupted suture, as well as the vertical and horizontal mattress suturing techniques:

·         Tulane Center for Advanced Medical Simulation & Team Training. (2010, July 8). Suturing technique.Retrieved from https://www.youtube.com/watch?v=c-LDmCVtL0o

·         Mikheil. (2014, April 22). Basic suturing: Simple, interrupted, vertical mattress, horizontal mattress. Retrieved from https://www.youtube.com/watch?v=MFP90aQvEVM

Optional Resources

·         LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2009). DeGowin’s diagnostic examination (9th ed.). New York, NY: McGraw Hill Medical.

o    Chapter 6, “The Skin and Nails”

In this chapter, the authors provide guidelines and procedures to aid in the diagnosis of skin and nail disorders. The chapter supplies descriptions and pictures of common skin and nail conditions.

·         Ethicon, Inc. (n.d.a). Absorbable synthetic suture material. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/absorbable_suture_chart.pdf

·         Ethicon, Inc. (2006). Dermabond topical skin adhesive application technique. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/db_application_poster.pdf

·         Ethicon, Inc. (2001). Ethicon needle sales types. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/needle_template.pdf

·         Ethicon, Inc. (n.d.b). Ethicon sutures. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/suture_chart_ethicon.pdf

·         Ethicon, Inc. (2002). How to care for your wound after it’s treated with Dermabond topical skin adhesive. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/db_wound_care.pdf

·         Ethicon, Inc. (2005). Knot tying manual. Retrieved fromhttp://academicdepartments.musc.edu/surgery/education/resident_info/supplement/suture_manuals/knot_tying_manual.pdf

 

Evaluate the benefits and risks of Multichannel Video Programming Distribution (MVPD) regulation. Do you think there should be more or less regulation in the cable television market, why or why not?

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1. Question : (TCO B) Which of the following statements is correct about the Structure of the 1934 Act?
 2. Question : (TCO D) Which of the following industries or companies is generally considered a natural monopoly according to Judge Posner’s opinion in the Omega Satellite case?
 3. Question : (TCO B) Choose the correct standard that the Communications Act directs the FCC to apply in a variety of settings, ranging from licensing to broadcasters to authorizing service operations by telecommunications carriers. This phrase appears throughout the 1934 Communications Act.
 4. Question : (TCO B) Which of the following terms below is known as: “a set of decisions regarding how radio spectrum will be used”? The______ for a given block of spectrum typically establishes (1) which services can be offered, (2) how the block will be divided both across and within geographical areas, and (3) the rules for assigning licenses to use that spectrum to specific parties.
 5. Question : (TCO F) Which of the following terms is known as a method of setting prices applicable in many situations, including situations where a single firm or entity must recover fixed costs and can do so by manipulating prices on more than one good? This form of pricing suggests that the most efficient way to recover those fixed costs is to set price levels for the goods such that, when comparing the goods, the good for which consumers are less sensitive to price is priced such that there is a greater difference between price and marginal cost than there is for the good for which consumers are more sensitive to price. The correct answer is_____
1. Question : (TCO A) Explain and discuss briefly the concept of why telecommunications technologies are to some degree substitutable.
NOTE: Answer may be between 10 to 15 lines (or two paragraphs)
 2. Question : (TCO A) What section of the 1934 Act gives the Commission (FCC) the right to regulate the spectrum in a broad manner? What does it state?
 3. Question : (TCO C) Why did the 1985 Report and the 1987 Order seem to lump together all broadcasters and all markets? But wouldn’t the case for retention be stronger in some markets than in others? For instance, isn’t the case for retaining the fairness doctrine stronger for VHF television than AM or FM radio? What is the significance of the fact that the FCC did not draw such a distinction? Would it have been wiser to retain the fairness doctrine for certain markets? If so, how should such markets be identified and defined? Discuss.
 4. Question : (TCO C) Explain the concept, theories, and implications of a public trustee. In other words, what exactly is a public trustee in a broadcast sense? Do you agree with the concept of a public trustee in the telecommunications industry, why or why not?
NOTE: Answer may be between 10 to 15 lines or more if you would like (or two paragraphs)
 5. Question : (TCO D) Evaluate the benefits and risks of Multichannel Video Programming Distribution (MVPD) regulation. Do you think there should be more or less regulation in the cable television market, why or why not?
 6. Question : (TCO E, F) The FCC generally seemed to regulate cable television with an eye toward protecting the pre-existing broadcast industry. Why did the FCC seem to favor broadcast? Discuss.
 7. Question : (TCO E, F) What was the fundamental problem of interconnection that involved Bell and the Independent Telephone Companies?

Explain the proposed solution you selected, how it addresses the major gap you identified in the current-state workflow, and how it is related to meaningful use.

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This is a three part paper. To get an understanding how to address Part 3 please read wk 5 (Part 1)  & wk 7 (Part 2) to assist with writing Part 3 of the  paper to include with modification of the  the Visio diagram. Please let me know if you have any questions.  Note: If you don’t have Visio then please take at look at wk7 Visio and create a flow chart for the “Future State).  Note: APA format with a minimal of 3 references …I have attached x6  that are relevant.

Looking Ahead: Course Project Part 3—Workflow Redesign

Current-state workflow models and gap analyses often reveal workflow issues and inefficiencies. These issues and inefficiencies (gaps) help nurse informaticists determine possible directions for improvements and revisions. These possibilities help inform the creation of a future-state workflow, in which the gaps in the current-state workflow are addressed.

In Part 3 of the Course Project, you will apply what you have learned about workflow throughout this course by redesigning the current-state workflow. Using the information obtained from your gap analysis and current-state workflow model, you will create a future-state workflow model that provides a solution to the workflow issues you have identified. Your future-state workflow model MUST be tied to meaningful use and, therefore, MUST involve either implementing a new electronic health record (EHR) or revising an existing EHR.

To prepare for Part 3 of the Course Project:

  • Review the results of your gap analysis and your Visio model of the current-state workflow (Part 2 of the Course Project).
  • Reflect on the most significant issue revealed by your gap analysis and Visio workflow model. Identify possible EHR-related solutions to this workflow issue.
  • Select one solution that relates to EHRs and meaningful use.
  • Begin developing a new Visio workflow model that incorporates the solution you selected. This model does not need to be extremely complicated, but it must clearly show how your EHR solution fits into the workflow.
  • Outline a use case that illustrates the details of each step in your future-state workflow in a real-world scenario.
  • Consider the organizational changes that would be necessary to make the transition from the current-state to the future-state workflow. For example, how would organizational and departmental buy-in be obtained, and how would training and support for staff be provided?
  • Examine possible implementation strategies for integrating your redesigned workflow into the current workflow.

To complete Part 3 of the Course Project: (Please use the references above.

  • Create a Visio model of the future-state workflow, clearly illustrating the solution you would implement to address the gaps in the current-state workflow (Wk7 – Part 2).
  • Then, in a 3 page paper, respond to the following:
  • Explain the proposed solution you selected, how it addresses the major gap you identified in the current-state workflow, and how it is related to meaningful use.
  • Create a detailed use case of a real-world scenario that shows the steps of the future-state workflow you developed.
  • Outline the major steps and organizational changes that would be necessary to transition from the current-state to the future-state workflow.
  • Explain one potential implementation strategy that would be useful for this project. Justify the strategy’s appropriateness for your workflow and practice setting.
  • In a reference list, cite a minimum of three scholarly references (with APA citations) that you used to identify your solution, write your use case, and outline the organizational process for transitioning from the current to the future state.

 

Note: There is actually a Part 4—but it due on 8 Nov 15  in a PowerPoint Presentation  (Which is Due on 8 Nov 15)

Here is the final assignment for this course as stated below. Please take inconsideration  of all three part of this assignment. Please ensure the presentation  has the following: Important note: Include speaker notes (using the notes feature in PowerPoint) with the content you would use to explain the key points on each slide. The speaker notes should have enough detail for someone who is unfamiliar with your project to be able to conduct your presentation.

Looking Ahead: Course Project Presentation

To inform colleagues or clients and gain support for your project, you may find it useful to have a succinct summary of your workflow redesign plan. For this Assignment, you develop such a summary by creating a PowerPoint presentation of your redesigned workflow.

To complete the Course Project Presentation:

Create a PowerPoint presentation to communicate the details of your redesigned workflow. Your intended audience could include end users, stakeholders, organizational leaders, and any other individuals who would be involved in the workflow redesign.

Address each of the following bullet points with at least one slide. Do not exceed three slides for any given bullet point.

  • Introduce the workflow issue you selected and its relevance to meaningful use.
  • Describe your Gap Analysis Plan.
  • Overview your gap analysis results.
  • Illustrate the current-state workflow model and identify the gap(s).
  • Explain the solution you formulated and how it relates to meaningful use.
  • Illustrate the future-state workflow model and explain how it addresses the gap(s) in the current-state workflow.
  • Summarize the major steps necessary to transition from the current- to the future-state workflow.

Include a title slide as the first slide of your presentation. At the end of your presentation, include one slide for audience questions and comments and one reference slide with APA citations of the sources you used to complete your project. (For References please  look per the previous writing assignments  for Parts 1-3).

Important note: Include speaker notes (using the notes feature in PowerPoint) with the content you would use to explain the key points on each slide. The speaker notes should have enough detail for someone who is unfamiliar with your project to be able to conduct your presentatio