Post- Monica

Respond  on two different days who selected different factors than you, in one or more of the following ways:

Share insights on how the factor you selected impacts the pathophysiology of diabetes mellitus and diabetes insipidus.

Offer alternative diagnoses and prescription of treatment options for diabetes mellitus and diabetes insipidus.

Validate an idea with your own experience and additional research.

Main Post

Pathophysiology of Diabetes Insipidus

Diabetes insipidus is either the loss of antidiuretic hormone (ADH) action or secretion.  ADH is secreted by the posterior pituitary and causes water reabsorption from the collecting ducts.  Increases of ADH increases water reabsorption; this results in concentrated urine and more dilute serum.  Decreases of ADH decreases water reabsorption, this results in an increase and dilute urine output, and the by-product is a more concentrated serum because ADH is lost with DI, urine output increases and leaves behind a more concentrated hypernatremic serum.  There are two categories of DI, central and nephrogenic.  Central DI involves a decrease of ADH in the posterior pituitary; this is usually secondary to head trauma, encephalitis, meningitis, and the like.   Nephrogenic DI consists of a kidney sensitivity to the decrease of ADH; this form is typically hereditary or congenital and originates from the kidneys (Berkowitz, 2007).   Signs and symptoms of DI are much like those of DM and can be, polyuria, polydipsia, and nocturia.  Treatment is based on the type of DI and may involve ADH replacement (Huether & McCance, 2017).

Pathophysiology of Diabetes Mellitus

DM is broken down into type I and type II.  Type I was previously known as insulin-dependent, and type II was formerly known as non-insulin dependent, that is no longer how these two disorders are classified.  Type I is more common in adolescents and associated with the human leukocyte antigen (HLA).  Ketone development commonly occurs in type I, and islet cell antibodies are in 90% of patients within the first year.  Type I is thought to be caused by infectious or toxic environment that insults the B cells of the pancreas in a genetically predisposed person.  Type II DM makes up greater than 90% of the DM cases in the United States.  Type II is an inadequate production of insulin; this can be caused by tissue insensitivity and results in impaired insulin production or resistance.  There is no link to the islet cell antibodies or HLA.  With Type II, there is an association with abnormal lipid profile, obesity, and hypertension.  Signs and symptoms of type I and II resemble DI in regards to polyuria, polydipsia.  Type I involves weight loss, fatigue, and weakness.  Type II includes weight gain, peripheral neuropathy, blurred vision, and chronic skin infections.  Treatment might be insulin, oral antidiabetic choices, diet, and exercise (Barkley, 2018).

Patient Behavior and Ethnic Factors

First degree relatives and infection, infection and illness, are contributing factors to DM type I.  Family history, sedentary lifestyle, obesity, women with polycystic ovary syndrome, gestational diabetes, insulin resistance, and impaired glucose tolerance are all patient and behavior factors that contribute to DMII.  DM is more prevalent with African-Americans, Hispanic/Latino Americans, Asian-Americans, Native-Americans, Alaska Natives, and Pacific Islanders (WedMD, 2019).  For DI there are no apparent contributing patient behaviors or ethnic links.

References

Barkley, T.  (2018).  Adult-gerontology primary care nurse practitioner.  West Hollywood, CA:  Barkley & Associates.Berkowitz, A. (2007).  Clinical pathophysiology made ridiculously simple. Miami, FL:  Medmaster.Huether, S. E., & McCance, K. L. (2012). Understanding pathophysiology (Laureate custom ed.). St. Louis, MO: Mosby.WebMD.  (2019).  What increases my risk of diabetes?  Retrieved from             https://www.webmd.com/diabetes/guide/risk-factors-for-diabetes#1

Reply Db 2 Apa Reference

Reply amanda

Question #2

There are so many health indicators and concerns for a teen or woman who is a victim of sexual exploitation.  “In a systematic review of the impact of IPV on sexual health, IPV was consistently associated with sexual risk taking, inconsistent condom use, partner non-monogamy, unplanned pregnancies, induced abortions, sexually transmitted infections and sexual dysfunction”(Chamberlin & Levenson, 2011)  These are just some of the physical health concerns they may have.  There are so many emotional concerns that would be linked to sexual exploitation also.   Post-traumatic stress disorder (PTSD), including flashbacks, nightmares, severe anxiety, and uncontrollable thoughts, Depression, including prolonged sadness, feelings of hopelessness, unexplained crying, weight loss or gain, loss of energy or interest in activities previously enjoyed”(Joyful Heart Foundation, 2019).

Georgia specifically has a state wide domestic violence hotline. “Educational videos on temporary protective orders were distributed to Nurse Mangers in all 159 Georgia Counties and 19 Health Districts to utilize in trainings and seminars.  The tapes, obtained from the Georgia Commission on Family Violence, were designed to increase the nurses’ knowledge of services available to victims of domestic and sexual assault, and to enable them to direct these women to alternatives that can help reduce their exposure to violence.  Designed and developed a tri-fold pocket card (in English (Links to an external site.)Links to an external site. and Spanish (Links to an external site.)Links to an external site.), in collaboration with the Georgia Coalition Against Domestic Violence (GCADV),  that contains information on the signs of domestic violence, safety plans, options available to survivors of domestic violence, and a list community organizations that work with survivors of domestic violence”(DPH, 2018).

In my county specifically I know there is an organization called Community Welcome House, Inc.  This organization helps domestic violence victims.  It provides, “Emergency housing sanctuary in the time of crisis Residents receive assistance with medical care, child care, counseling, financial assistance, vocational training, employment and permanent housing”(Domesticshelters.org, 2019).

Chamberlin, Linda & Levenson, Rebecca. (2011). Guidelines for Addressing Intimate Partner Violence Reproductive and Sexual Coercion For Obstetric, Gynecologic, Reproductive Health Care Settings. American College of Obstetrics and Gynecology. Retrieved on March 17, 2019 from https://www.acog.org/-/media/Departments/Violence-Against-Women/Guidelines-for-Addressing-Intimate-Partner-Violence.pdf?dmc=1&ts=20190317T1155502488

Joyful Heart Foundation. (2019). Effects of Sexual Assault and Rape.  Retrieved on March 17, 2019 from http://www.joyfulheartfoundation.org/learn/sexual-assault-rape/effects-sexual-assault-and-rape

Department of Public Health. (2018). Violence against Women Prevention. Retrieved on March 17, 2019 from https://dph.georgia.gov/violence-against-women-prevention

Domestic Shelters, (2019). Retrieved on March 17, 2019 from https://www.domesticshelters.org/help/ga/newnan/30263/community-welcome-house

Reply hollie

Question 1—Domestic Violence

Domestic violence can come in many shapes and forms. In some cases, physical injury can occur, while in other cases psychological abuse, deprivation, intimidation or other types of harm can occur (ACOG, 2012). The American College of Obstetricians and Gynecologists (ACOG) recognizes that routine visits and prenatal visits are an ideal time to assess for domestic violence (ACOG, 2012). Assessing for domestic violence can be done by using simple screening questions. These questions should not be asked in front of the abuser or other individuals. ACOG (2012) recommends using a framing statement and confidentiality statement before asking any questions. The framing statement lets the patient know that questions are being asked because relationships play a large role in health and the confidentiality statement lets the patient know that what she states today will not be told to anyone else unless reporting is required (ACOG, 2012).

Risk Factors

Two risk factors for domestic violence include: low education levels and drug and/or alcohol abuse (Huecker & Smock, 2018). Studies have shown that there is an inverse relationship between education levels and rates of domestic violence (Huecker & Smock, 2018). Men are more likely to perpetrate violence if they have low education and women are more likely to experience intimate partner violence (IPV) if they have a low education level (WHO, 2017). Alcohol and drug use are also risk factors for IPV. Alcohol and drug abuse is associated with an increase in the incidence of domestic violence, likely due to the inability of an impaired person to control violent impulses (Huecker & Smock, 2018).

Clinical Signs

Obtaining a history, screening for IPV, and performing a physical exam can help point to IPV. Huecker and Smock (2018) state the most common injuries involved in IPV are on the head, neck, and face. Defensive injuries may also be present on the forearms (Huecker & Smock, 2018). A full physical exam should also evaluate the skin in areas covered by clothing (Huecker & Smock, 2018). Sexual abuse may be harder to identify physically, depending on the nature of the abuse (Huecker & Smock, 2018). Psychological complaints may include: anxiety, depression, and fatigue (Huecker & Smock, 2018). The patient may also have vague complaints, such as chronic pain, headaches, or chest pain (Huecker & Smock, 2018).

References

ACOG. (2012). Intimate Partner Violence. The American College of Obstetricians and Gynecologists, 518(1), 1-6. Retrieved from https://www.acog.org/-/media/Committee-Opinions/Committee-on-Health-Care-for-Underserved-Women/co518.pdf?dmc=1&ts=20190318T0127216097

Huecker, M., & Smock, W. (2018). Domestic violence. Treasure Island, FL: StatPearls Publishing. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK499891/

WHO. (2017). Violence against women. Retrieved from https://www.who.int/news-room/fact-sheets/detail/violence-against-women

Nursing

The Nurse as Advocate

Whether nurses are advocating for their patients, health care, and/or policies that improve people’s lives, the advocacy processes have commonalities that transcend the subject of their advocacy. There are also differences, although these differences may be more nuanced than obvious.

Tasks:

Write a 5-page brief to answer the following questions. Be sure to use APA guidelines for writing style, spelling and grammar, and citation of sources.

Read the following chapters from your course textbook:

  • Taking Action: Nurse, Educator, and Legislator: My Journey to the Delaware Senate
  • Taking Action: A Nurse in the Board Room

Answer the below questions:

  • Describe what you believe to be the drivers for each of the individuals? What factors led them to become advocates?
  • Discuss the challenges that each of them identified in their writings.
  • Analyze these drivers and challenges and compare them with your own experience to date as an advocate. In what ways do you believe that you can expand your advocacy skills within the next five years?

Submission Details:

  • Submit your response in a 5-page Microsoft Word document.
  • Name your document SU_NSG4068_W5_Project_LastName_FirstInitial.doc.
  • Submit your document to the Submissions area by the due date assigned.
  • Cite sources in the APA format on a separate page.

Research Analysis- Adolescent Psychiatry

Review the article below and reflect on the professional practice use of theories/concepts as described by the article.

http://www-tandfonline-com.ezp.waldenulibrary.org/

Conduct an analysis of the elements of the research article you identified. Be sure to include the following:

  • Clearly identify the topic of interest you have selected.
  • 1. Provide an accurate and complete APA formatted citation of the article you selected, along with link or search details.
  • 2. Clearly identify and describe in detail a professional practice use of the theories/concepts presented in the article.
  • 3. Provide a clear and accurate analysis of the article using the Research Analysis Matrix section of the template.
  • Write a 1-paragraph justification that clearly and accurately explains in detail whether you would recommend the use of this article to inform professional practice. Note: You can use the CARP method as presented in the Resources for this week on evaluating resources.
  • Write a 2- to 3-paragraph summary  that includes the following:
    • 1. Clearly and accurately describe in detail your approach to identifying and analyzing peer-reviewed research.
    • 2. Clearly identify and accurately describe in detail at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
    • 3. Provide a complete, detailed, and specific synthesis of at least one resource you intend to use in the future to find peer-reviewed research.
    • 4. Integrate at least one outside resource and 2-3 course specific resources to fully support your summary.

Facilitating Groups

This assignment will consist of two different papers.

Paper 1:

Apply theory and research to the practice of group dynamics

Embedded assessment assignment Group Proposal Project –Students will prepare a “group” proposal.

Paper using APA style.  The paper will include the following sections, which form the basis of a sound and practical proposal for forming a group identified by Corey & Corey (2006); rational objectives: practical considerations: procedures and an evaluation.

Students will prepare the proposal as if it were given to an appropriate authority for operational consideration.

Paper 2:

Distinguish the  developmental stages of groups:

Forming, Storming, Norming, and Performing

Write a 3-4 page paper describing the different stages of groups and the theory you believe is most effective and why

Most effective theory is: Cohesion

Textbook:

Small Group and Team Communication

Thomas E. Harris; John C. Sherblom, 5th edition

Refer to course rubic page 11 of 11

Assignment 1: LASA 2: Discrimination: Reflection And Interview

Watch the Frontline program online.

Frontline: A Class Divided http://www.pbs.org/wgbh/pages/frontline/shows/divided/

A Class Divided explores the nature of prejudice. Third grade teacher Jane Elliott deliberately created a classroom situation to teach her students how it feels to be on the receiving end of discrimination. This is an encore presentation of the classic documentary on third-grade teacher Jane Elliott’s “blue eyes/brown eyes” exercise, originally conducted in the days following the assassination of Rev. Martin Luther King Jr. in 1968. This classic classroom experiment, conducted in the late 1960s in a small Midwestern town, demonstrates how quickly and easily schoolchildren can internalize prejudice and discriminate. Years later, these children discuss the valuable lessons they learned from this experiment. Elliott employs this same teaching strategy with a group of adults in the workplace, and discusses their reactions.

This assignment is designed to allow you to synthesize what you have been learning about the various dimensions of diversity and the necessity of treating everyone in an inclusive, sensitive and respectful manner.

Discrimination Paper Part I: Interpersonal Reflection

After viewing the video, consider the following questions and write your response. Your response should be 4 pages and should address each question thoroughly, reflecting an accurate representation of what you have learned in this course. Demonstrate scholarship by utilizing supporting resources to justify your ideas and responses:

  • What did you learn from the film? What scene or scenes do you think you’ll still remember a month from now and why those scenes?
  • Did any part of the film surprise you? Do you think someone with a disability, of a different sexual orientation, an older American or some of a different religion would also find it surprising? Why or why not?
  • Both Elliott and her former students talk about whether this exercise should be done with all children. What do you think? If the exercise could be harmful to children, as Elliott suggests, what do you think actual discrimination might do? Use an example, different from the example you used to describe labels, from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions.
  • How can negative and positive labels placed on a group become self-fulfilling prophecies? Use an example from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions.
  • Based on what you have learned in this course, discuss an example (either from the video or from your experiences) that illustrates each of the following statements:
    • Dimensions of diversity may be hidden or visible.
    • Dimensions of diversity are in a constant state of flux.
    • Dimensions of diversity are not always clear-cut or easily defined.

Discrimination Paper Part II: Personal Interview

For Part II of this assignment, you will have a conversation with someone who you feel may have faced discrimination. Examples include someone with a disability, an older American, someone who is a sexual minority, or someone who lives in a multicultural family. After choosing an individual to interview, explain to this individual what you have seen in the Class Divided program. Invite them to watch the program, or parts of the program, with you. After watching or discussing the program, pose the following questions to the individual. Be sure to explain the reason for your questions and why you have selected them to participate in the interview:

  • What, if any, discrimination do you experience?
  • How have you coped with this situation?
  • What do you think needs to change at the cultural level to reduce discrimination?

Following your refection (Part I listed above), add 2 pages to your paper which addresses the following:

  • A description of the individual you chose to interview and why. Explain how you went about approaching this individual for the interview.
  • What are your observations about the person’s view of discrimination and how it affects his/her daily life?
  • Did the interaction with the person change your view of discrimination? If so, explain how the interaction has affected you either positively or negatively. If it did not change your view of discrimination, explain why.
  • How well do you think you would cope with discrimination from this person’s perspective?
  • Finally, what is the best manner in which to advocate for those facing discrimination? What actions will you change based on what you have learned in this course and how will you serve as an advocate for those individuals who face discrimination?

Your final assignment, consisting of both Part I and II, should be approximately 6  pages. Be sure to address each topic listed above and, as appropriate, cite the online course, the textbook, and other credible sources to substantiate the points you are making. For example, when discussing an example of how diversity may be hidden or invisible cite sources, which you have referenced to substantiate the points you are making.

Mobilization Plan

Create an 8–10-slide mobilization plan PowerPoint presentation (with detailed speaker’s notes) for a mobilization plan by your health care organization to commit 20 nurses to participate in a 4-month-long multinational effort to treat patients exposed to a highly contagious virus in a hot zone in Africa.

Nursing leaders must incorporate approaches that are inclusive and respectful of all stakeholders in the health care workforce, patient population, and the larger community that is served by the organization. Communication among members of teams, between departments and service lines, within large networks, with strategic business partners, and with patients, families, or support persons requires awareness of various facets of effective communication and cultural competence. A mobilization plan for an international medical mission requires careful planning of organizational structure roles, power distribution, and team member empowerment.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Identify nursing leadership priorities, using a systems perspective.
    • Apply systems thinking to determine a) the impact of the mobilization effort on hospital staffing and b) the actions needed to assure safe, quality care for the mission patients and personnel.
  • Competency 2: Apply systems theory and systems thinking to facilitate health care delivery and patient outcomes.
    • Identify the major stakeholders within the health care system that would be affected by the mobilization plan.
  • Competency 3: Analyze the role of multiculturalism and diversity in organizational and systems structure and leadership.
    • Examine potential multicultural and diversity issues that mission personnel may encounter.
  • Competency 4: Evaluate how power relates to health care organizational structure, behavior, and leadership.
    • Describe the medical mission team’s organizational structure and assess how this structure empowers team members.
  • Competency 5: Communicate in a manner that is consistent with the expectations of a nursing professional.
    • Write content clearly and logically, with correct use of grammar, punctuation, mechanics, and current APA style.

 

Preparation

Use the Internet to help you complete this assessment.

This assessment is based upon the scenario below. The scenario is very limited in detail; where more detail is needed, incorporate any assumptions you make to flesh out the scenario. It is intended to assess your ability to communicate your approach to a challenge by evaluating issues of organization, leadership, safety, quality improvement, multiculturalism and diversity.

Your approach should be very conceptual and high-level.

Scenario
Your health care organization has recently committed 20 nurses to participate in a 4-month-long multinational effort to treat patients exposed to a highly contagious virus in a “hot zone” in Africa. The director of your organization has asked you, because of your previous medical mission experience, to outline nursing-related plans for preparing for the mobilization and present this information at an upcoming staff meeting.

Deliverable: Mobilization Plan PowerPoint Presentation

Create an 8–10-slide PowerPoint presentation (with detailed speaker’s notes) of your mobilization plan. It should be targeted toward members of the hospital’s administrative staff, nurses, and the physicians who will also participate in this medical mission.

  • Use bullet points and phrases on the slides.
  • The narrative, or explanation for each slide, should be in the speaker’s notes section.

The mobilization plan should address the following:

  • Identify the major stakeholders within the health care system that would be affected by the mobilization plan.
  • Analyze how the mobilization effort will impact staffing patterns and nursing care at the hospital.
  • Describe the medical mission team’s organizational structure of the mission team and how power is distributed.
    • Include one slide of an organizational diagram for the mission.
      • Describe the roles (in the speaker’s notes).
  • Assess how the organizational structure empowers team members.
    • Provide 1–2 examples of how team members will have power.
  • Identify key actions needed to assure quality of care and safety for mission patients and personnel.
  • Evaluate potential power issues that may arise when dealing with a multinational contingent.
    • (Be generic; that is, do not address individual nationalities, races, et cetera.)
    • Consider interactions with health care personnel from other countries.
  • Examine potential multicultural and diversity issues that mission personnel may encounter.
    • Consider that the indigenous population may be hostile to treatment.
    • Outline possible training requirements to improve cultural competencies of the personnel.

Additional Requirements

  • Written communication: Written communication should be free of errors that detract from the overall message.
  • APA formatting: Resources and in-text citations should be formatted according to current APA style and formatting.
  • Length: Presentation should be 8–10 slides. Include speaker’s notes on each content slide.
  • References: Include a minimum of three peer-reviewed resources on the final slide (in APA format).
  • General formatting: Choose an appropriate theme if using a template.
Assessment 4 Example

Comparison Of Leadership Models And Styles

Comparison of Leadership Models and Styles

Leadership models abound. For this assignment, you will have two parts submitted as one assignment. In Part One you will review an assortment of models and styles and make a comparison of servant leadership to other models of leadership, including at least one model of transformational leadership. Also, contrast how these models bring about change in organizations. In Part Two you will look at leadership styles, determine yours, and compare the results of the personal model inventory and your personal leadership style.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Complete the “Personal Model of Leadership” tool to find your personal model.
  • Complete the Leadership Development Questionnaire (“Leadership Development – Test One – What is your leadership style?”).
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
  • 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 LopesWrite. Please refer to the directions in the Student Success Center.

Directions:

Write a 1,250-1,500 word paper that discusses how your personal model of leadership and leadership style may be applied in your work and how it compares to servant leadership and other models.

Part One:

  1. Discuss your personal model of leadership and how you might apply it in your role as a doctorally prepared advanced practice nurse.
  2. Analyze how your personal model reflects a practice of servant leadership.
  3. Compare servant leadership to two other leadership models.
  4. Discuss how leaders implement each of the models and how they fit with your personal model.
  5. Contrast the effectiveness of these models to bring about change in an organization.

Part Two:

  1. Evaluate how your personal model of leadership works in conjunction with your leadership style.
  2. Develop an action plan using SMART goals (Specific, Measurable, Actionable, Relevant, and Timely) with an evaluation of personal development to work on two areas of personal improvement for your leadership style. The plan must include at least two SMART goals.
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    FoundationofNursingLeadership.docx

Linear Regression Exercises

Linear Regression Exercises Due 10/13/17 by 10 pm

Simple Regression

Research Question: Does the number of hours worked per week (workweek) predict family income (income)?

Using Polit2SetA data set, run a simple regression using Family Income (income) as the outcome variable (Y) and Number of Hours Worked per Week (workweek) as the independent variable (X). When conducting any regression analysis, the dependent (outcome) variables is always (Y) and is placed on the y-axis, and the independent (predictor) variable is always (X) and is placed on the x-axis.

Follow these steps when using SPSS:

1. Open Polit2SetA data set.

2. Click on Analyze, then click on Regression, then Linear.

3. Move the dependent variable (income) in the box labeled “Dependent” by clicking the arrow button. The dependent variable is a continuous variable.

4. Move the independent variable (workweek) into the box labeled “Independent.”

5. Click on the Statistics button (right side of box) and click on DescriptivesEstimatesConfidence Interval (should be 95%), and Model Fit, then click on Continue.

6. Click on OK.

Assignment: Through analysis of the SPSS output, answer the following questions. Answer questions 1 – 10 individually, not in paragraph form

1. What is the total sample size?

2. What is the mean income and mean number of hours worked?

3. What is the correlation coefficient between the outcome and predictor variables? Is it significant? How would you describe the strength and direction of the relationship?

4. What it the value of R squared (coefficient of determination)? Interpret the value.

5. Interpret the standard error of the estimate? What information does this value provide to the researcher?

6. The model fit is determined by the ANOVA table results (F statistic = 37.226, 1,376 degrees of freedom, and the p value is .001). Based on these results, does the model fit the data? Briefly explain. (Hint: A significant finding indicates good model fit.)

7. Based on the coefficients, what is the value of the y-intercept (point at which the line of best fit crosses the y-axis)?

8. Based on the output, write out the regression equation for predicting family income.

9. Using the regression equation, what is the predicted monthly family income for women working 35 hours per week?

10. Using the regression equation, what is the predicted monthly family income for women working 20 hours per week?

For this assignment, answer question 1 through 10 individually. DO NOT ANSWER IN PARAGRAPH FORM.

Multiple Regression

Assignment: In this assignment we are trying to predict CES-D score (depression) in women. The research question is: How well do age, educational attainment, employment, abuse, and poor health predict depression?

Using Polit2SetC data set, run a multiple regression using CES-D Score (cesd) as the outcome variable (Y) and respondent’s age (age), educational attainment (educatn), currently employed (worknow), number, types of abuse (nabuse), and poor health (poorhlth) as the independent variables (X). When conducting any regression analysis, the dependent (outcome) variables is always (Y) and is placed on the y-axis, and the independent (predictor) variable is always (X) and is placed on the x-axis.

Follow these steps when using SPSS:

1. Open Polit2SetC data set.

2. Click on Analyze, then click on Regression, then Linear.

3. Move the dependent variable, CES-D Score (cesd) into the box labeled “Dependent” by clicking on the arrow button. The dependent variable is a continuous variable.

4. Move the independent variables (ageeducatnworknow, and poorhlth) into the box labeled “Independent.” This is the first block of variables to be entered into the analysis (block 1 of 1). Click on the bottom (top right of independent box), marked “Next”; this will give you another box to enter the next block of indepdent variables (block 2 of 2). Here you are to enter (nabuse). Note: Be sure the Method box states “Enter”.

5. Click on the Statistics button (right side of box) and click on DescriptivesEstimatesConfidence Interval (should be 95%), R square change, and Model Fit, and then click on Continue.

6. Click on OK.

Assignment: (When answering all questions, use the data on the coefficients panel from Model 2). Answer questions 1 – 5 individually, not in paragraph form

1. Analyze the data from the SPSS output and write a paragraph summarizing the findings. (Use the example in the SPSS output file as a guide for your write-up.)

2. Which of the predictors were significant predictors in the model?

3. Which of the predictors was the most relevant predictor in the model?

4. Interpret the unstandardized coefficents for educational attainment and poor health.

5. If you wanted to predict a woman’s current CES-D score based on the analysis, what would the unstandardized regression equation be? Include unstandardized coefficients in the equation.

For this assignment, answer question 1 through 5 individually. DO NOT ANSWER IN PARAGRAPH FORM.

Required Readings

Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.

  • Chapter 24, “Using      Statistics to Predict”

This chapter asserts that predictive analyses are based on probability theory instead of decision theory. It also analyzes how variation plays a critical role in simple linear regression and multiple regression.

Statistics and Data Analysis for Nursing Research

  • Chapter 9, “Correlation and      Simple Regression” (pp. 208–222)

This section of Chapter 9 discusses the simple regression equation and outlines major components of regression, including errors of prediction, residuals, OLS regression, and ordinary least-square regression.

  • Chapter 10, “Multiple      Regression”

Chapter 10 focuses on multiple regression as a statistical procedure and explains multivariate statistics and their relationship to multiple regression concepts, equations, and tests.

  • Chapter 12, “Logistic      Regression”

This chapter provides an overview of logistic regression, which is a form of statistical analysis frequently used in nursing research.

Optional Resources

Walden University. (n.d.). Linear regression. Retrieved August 1, 2011, from http://streaming.waldenu.edu/hdp/researchtutorials/educ8106_player/educ8106_linear_regression.html

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    Week_7_Linear_Regression_Exercises2.doc
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    Week_7_Linear_Regression_SPSS_output.pdf
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    Polit2SetA.sav
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Professional Portfolio

I  have all the personal information like resume I just need you to do the 700-1000 words and pick out a few assignments you have done for me in the past as well as the Student Self Appraisal of Learning I also plan to continue my education I plan to attend Capella university for a master’s in mental health counseling and I plan to work as well if you have any other questions please feel free to ask.

There should be 2 documents uploaded so if you do not see them please let me know

 

Professional Portfolio

This assignment requires you to gather a compilation of papers and projects from this course and previous courses and add them to your Professional Portfolio. The portfolio is designed to help you compile all you have learned throughout your undergraduate studies with the best examples of your work to represent what you are capable of doing when you graduate the program. This assignment also gives you a opportunity to reflect on what you have learned as a student of psychology, and to prepare to actualize your post-graduation goals. It will serve as a resource as you navigate the world of prospective employers and graduate admissions committees. The student portfolio is also a measure of effectiveness for the Argosy University baccalaureate program in Psychology.  As you develop professionally following graduation, you can add work samples and other pertinent materials, as well as modify existing documents, to reflect that development.

The Professional Portfolio includes two main sections.  A Professional Profilesection that is completed by all students with either an Employment focus or aGraduate School focus, depending on your post-baccalaureate plans. The second section holds your Professional Work Samples demonstrating your abilities, skills, and competencies across a range of tasks and objectives.  This section also includes a Final Evaluation of your work samples, yourself, and the psychology program.

The Professional Profile section summarizes your career planning and professional goals. You have already compiled the documents for this section in Modules 1 and 2 of this course. It contains the following documents:

  1. Cover Letter as a way to introduce yourself to a potential employer This includes details about yourself and why you feel you are qualified for the position. (Employment).

OR

Personal Statement describing your immediate and long-term career goals, including an explanation of why these goals are appropriate in terms of your knowledge, skills, personal characteristics, values, and experiences (Graduate School).

Note: The personal statement is attached to the Curriculum Vitae (Graduate School), and the Cover Letter is attached to the Resume (Employment), so take the time to be creative and not repeat yourself.

  1. Resume with list of References that is current, accurate, and professional in appearance. (Employment).

OR

Curriculum Vitae with list of References that is current, accurate and professional in appearance. (Graduate School)

  1. OPTIONAL: A copy of your Transcript(s)

The Professional Work Samples section demonstrates your performance and mastery of Argosy University’s program outcomes/competencies for the Psychology major. Select 3-5 documents to serve as samples of your best work in the program. Together, they should illustrate your mastery of all the 7 program outcomes listed below. Examples of the type of work that would illustrate each outcome is provided below, as well. The 3-5 documents should be samples of your work that you completed in previous courses as an undergraduate student.

These outcomes are listed below, along with the assignments that could be included to demonstrate mastery of the outcome:

  • Cognitive abilities (critical thinking and information literacy): Assignments or projects that demonstrate problem solving, analysis, synthesis, appropriate use of information resources, etc.
  • Research skills: A copy of a research proposal, a survey developed, etc.
  • Communication skills (written and oral): A topic paper, presentation outline, or PowerPoint that demonstrates your written and oral communication skills.
  • Ethics & Diversity awareness: Papers that demonstrate your understanding and/or analysis of ethical and diversity issues in psychology.
  • Knowledge of foundations of the field: Assignments, papers, or projects that demonstrate your understanding of basic concepts, theories, and empirical findings in one or more of the domains of psychology, including biological, cognitive, developmental, personality, and social.
  • Knowledge of applied psychology: Assignments, papers, or projects from courses and/or an internship that demonstrates your ability to apply psychology to personal, social, and/or organizational problems.
  • Interpersonal Effectiveness: PowerPoint presentations, videos of your presentations that demonstrate your ability to communicate effectively, appreciate diversity and cultural sensitivity and awareness of your impact on others.

Once you have assembled your work samples, you will write a 700-1000 word narrative to serve as a preface to the Professional Work Samples section. This narrative should consist of a clear and thoughtful analysis of how each work sample reveals your strengths and areas for improvement, according to each of the seven areas addressed in the program outcomes/competencies (listed above). Towards this purpose, you will complete the Student Self Appraisal of Learningfirst, and then use that to generate the preface . Make sure you also address how you intend to strengthen your competencies in all areas as you graduate onto the next step of your professional career. On which areas will you focus most and why?

This preface should also include an evaluation of the Psychology program as well as suggestions for the program that will enable it to help future Psychology majors develop these strengths and overcome these weaknesses in the future.

Enter each of these components (Professional Profile, Professional Work Samples, with self- evaluation) into the Professional Profile Template. Post your Professional Portfolio to the