PAGE 5 Ryerson University Daphne Coc

P A G E 5 Ryerson University Daphne Cockwell School of Nursing CNUR 860 WINTER 2022 Major Statistics Week 10 Course Leader Dr Elaine Santa Mina This assignment is worth 30 marks THE QUESTIONS ON THIS ASSIGNMENT ARE Three (3) PAGES IN LENGTH There is no page limit to your paper. This assignment accompanies the RNAO Best Practice Guideline: Registered Nurses’ Association of Ontario (2005). Nursing Care of Dyspnea: The 6th Vital Sign in Individuals with Chronic Obstructive Pulmonary Disease (COPD). Toronto, Canada: Registered Nurses’ Association of Ontario. Prepare your assignment as per APA 5th format, inclusive of a title page, pages numbered, double spaced , reference page etc. DO NOT RECOPY Question format and DO NOT INSERT ANSWERS IN POINT FORM; Reference your Salkind text appropriately Grading: Assignments completed in point form will NOT be accepted for grading. This is an individual assignment, not a group assignment, see course syllabus directions to not share files, papers, or any part of your assignment with another student, as that constitutes academic misconduct. Answer each research question separately…do not combine answers across questions. There will be a 5 mark deduction, if APA format for a scholarly paper is not followed, and/ or if responses to questions are combined. Please remember: If you decide a pearson r is required in the hypothesis test, on your output the correct significance in the correlation to interpret is the significance for the p value beside the independent variable. The written excel directions are correct. There is an error in the captivate lab which incorrectly indicates that you are to use the p value for the intercept Use the CNUR 860 Major STATS assignment database and study abstract for this assignment. For the following three research scenarios, answer the research questions by conducting the requested analyses. Each question is worth a total of 10 marks for a total of 30 marks for this assignment. The distribution of marks is similar to the distribution on your mini stats assignments. FOR EACH RESEARCH QUESTION CONDUCT ALL RELEVANT: a) descriptive stats = 4 marks (2 marks per variable) Conduct the appropriate descriptive statistical analyses to answer this research question. Include in the descriptive analyses, all outputs, (include graphs: histograms/bar graphs, for the descriptives, if you think they are helpful in the presentation of your answer) with legends as required and discuss findings of descriptives b) inferential = 4 marks, Include each step of the hypothesis test. P A G E 5 Correct null and research hypotheses = .25 No grade is given for identification of target population, sample population or IV and DV and level of measure, (grades for IV and DV are included in descriptives), but if omitted, there will be a deduction of .1 for each omission No grade is given for level ...

P
A
G
E
5
Ryerson University
Daphne Cockwell School of Nursing
CNUR 860 WINTER 2022 Major Statistics Week 10
Course Leader Dr Elaine Santa Mina
This assignment is worth 30 marks
THE QUESTIONS ON THIS ASSIGNMENT ARE Three (3)
PAGES IN LENGTH
There is no page limit to your paper.
This assignment accompanies the RNAO Best Practice
Guideline:
Registered Nurses’ Association of Ontario (2005). Nursing Care
of Dyspnea: The 6th
Vital Sign in Individuals with Chronic Obstructive Pulmonary
Disease (COPD). Toronto,
Canada: Registered Nurses’ Association of Ontario.
Prepare your assignment as per APA 5th format, inclusive of a
title page, pages
numbered, double spaced , reference page etc. DO NOT
RECOPY Question format and
DO NOT INSERT ANSWERS IN POINT FORM; Reference
your Salkind text
appropriately
Grading: Assignments completed in point form will NOT be
accepted for grading.
This is an individual assignment, not a group assignment, see
course syllabus
directions to not share files, papers, or any part of your
assignment with another
student, as that constitutes academic misconduct.
Answer each research question separately…do not combine
answers across questions.
There will be a 5 mark deduction, if APA format for a scholarly
paper is not followed,
and/ or if responses to questions are combined.
Please remember: If you decide a pearson r is required in the
hypothesis test, on
your output the correct significance in the correlation to
interpret is the significance for
the p value beside the independent variable. The written excel
directions are correct.
There is an error in the captivate lab which incorrectly indicates
that you are to use the p
value for the intercept
Use the CNUR 860 Major STATS assignment database and
study abstract for this
assignment. For the following three research scenarios, answer
the research questions by
conducting the requested analyses. Each question is worth a
total of 10 marks for a total
of 30 marks for this assignment. The distribution of marks is
similar to the distribution
on your mini stats assignments.
FOR EACH RESEARCH QUESTION CONDUCT ALL
RELEVANT:
a) descriptive stats = 4 marks (2 marks per variable) Conduct
the appropriate
descriptive statistical analyses to answer this research question.
Include in the descriptive
analyses, all outputs, (include graphs: histograms/bar graphs,
for the descriptives, if you think they are
helpful in the presentation of your answer) with legends as
required and discuss findings of
descriptives
b) inferential = 4 marks, Include each step of the hypothesis
test.
P
A
G
E
5
Correct null and research hypotheses = .25
No grade is given for identification of target population, sample
population or IV and DV
and level of measure, (grades for IV and DV are included in
descriptives), but if omitted,
there will be a deduction of .1 for each omission
No grade is given for level of significance set for the test, but if
omitted, there will be a
deduction of .1
The selection of the correct statistical test is weighted more
heavily (2.0 marks). If you
choose the incorrect test you will lose marks for this however,
you will be credited marks
for correct decisions made for an incorrect test. e.g If you do
the wrong test, a deduction of -2.0
applies; however, you are credited for correct hypothesis testing
decisions based upon results you provided.
Remainder of steps are .25 each, except steps 6 & 7 together =
.25
c) critical interpretation of the findings and limitations and
discussion of
implications for practice and research = 2 marks (1.5 for critical
interpretation of your
findings, .5 for practice implications and for research
implications (the critical
interpretation and implications are to include a discussion of
any of the demographic data
that you have analyzed in previous assignments: e.g. age,
gender, etc as the data may be
relevant to your interpretation of findings)
P
A
G
E
5
Research Scenario 1. (10 marks)
Researchers wanted to know if patients’ level of depression,
anxiety and stress affect
their perception of physical limitation. Researchers measured
patients’ perception of
physical limitation using a self-report visual analogue scale (0 =
perceived no physical
limitation to 100 perceived to be completely physically
disabled). Patients also completed
the Depression Anxiety and Stress Scale – 21 (DASS 21)
(Lovibond & Lovibond, 1995),
which is reported to have strong reliability and validity in
Western populations (Oei,
Sawang, Goh, & Mukhtar, 2013). This is a 21 item 4 point
semantic differential likert
instrument that measures depression, anxiety, and stress.
Participants select 0, 1, 2, 3 for
each item (0 = did not apply, to 4 applied to me most of the
time, equal increments of 1
with no descriptors with each increment). Scores were added to
create total scores from 0
to 63.
Research Question 1
In patients with COPD, is self-perception of physical limitation
related to their level of
depression, anxiety and stress?
Research Scenario 2. (10 marks)
The literature review conducted by RNAO in this best practice
guideline demonstrated
that there was little empirical evidence to support the
effectiveness of energy conserving
strategies, despite clinician expert recommendations. Therefore,
the researchers designed
a study to compare patient perception of energy after using one
of three energy
conserving activities as recommended in this BPG. Patients with
COPD chose one
strategy: activity pacing, use of a wheeled walker, or positive
thinking and visualization.
Each patient received individual counseling for one week and
was given strategy specific
aides (e.g. activity pacing manual, a wheeled walker, positive
thinking exercises). Each
participant practiced the energy conserving activity for 30 days
and then completed a
self-report, visual analogue scale to measure self-perception of
energy level (0 = no
energy to 100 full 'normal' energy).
Research question 2:
Do patients with COPD perceive higher levels of energy with
activity pacing, the use of a
wheeled walker, or positive thinking and visualization energy
conserving strategy?
P
A
G
E
5
Research Scenario 3. (10 marks)
It is important for nurses to teach patients with COPD about
their medications. As
anticholinergics are commonly ordered for patients with COPD,
nurses wanted to know if
their teaching was effective in increasing patients’ knowledge
about this class of
medications. The researchers administered a quiz about
anticholinergic medications,
their use and side effects to patients prior to an in-service on
anticholinergics. (The quiz
consisted of multiple choice questions, out of 25, each question
was worth one mark).
The patients in the study attended a one-hour in-service at a
time convenient to them. The
in-service was provided by different RNs in the department.
Immediately after the in-
service, the patients completed the same quiz, the second time.
Research Question 3:
Is a one-hour in-service effective to increase the knowledge of
anticholinergic
medications for patients with COPD?
P
A
G
E
5
Reference
Lovibond, P. F., & Lovibond, S. H. (1995). The structure of
negative emotional states:
Comparison of the Depression Anxiety Stress Scales (DASS)
with the Beck Depression
and Anxiety Inventories. Behaviour Research and Therapy, 33,
335–343.
Oei, T., Sawang, S., Goh, Y., & Mukhtar, F. (2013). Using the
Depression Anxiety stress
scale 21 across cultures. International Journal of
Psychology,48(6) 1018-1029.
Case 21-Malawi
You are responsible for designing a training program for using a
new software to track sales in Malawi. Read the case study then
answer the discussion questions.
Discussion Questions
1. What does the training look like?
2. Who will deliver the training?
3. How will it be delivered?
4. Will managers be required to attend this training? If so, how
would they be instructed to do so?
5. What language and cultural variables would you take into
consideration and how would you do so?
Sheet1ageage groupgendergender binsfemale countmale
countage group binsage group 1 countage group 2 countage
group 3 countDYSPNEA VISUAL ANALOGUE
SCALEDYSPNEA VISUAL ANALOGUE SCALE FEMALE
SCORESDYSPNEA VISUAL ANALOGUE SCALE MALE
SCORESDyspnea Rating Scale GRADE ScoreDyspnea Rating
Scale GRADE binsDyspnea Rating Scale GRADE 1
countDyspnea Rating Scale GRADE 2 countDyspnea Rating
Scale GRADE 3 countDyspnea Rating Scale GRADE 4
countDyspnea Rating Scale GRADE 5 countnumber of years a
smokernumber of years a smoker DYSPNEA GRADE 1
SCORESnumber of years a smoker DYSPNEA GRADE 2
SCORESnumber of years a smoker DYSPNEA GRADE 3
SCORESnumber of years a smoker DYSPNES GRADE 4
SCORESnumber of years a smoker DYSPNEA GRADE 5
SCORESnumber of chest infections in the past 12
monthsnumber of emergency room visits in the past 12
monthsnumber of panic attacks in the past 12 monthsabili ty to
perform activities of daily livingDepressionAnxietyStress Scale
21self report physical limitation scaleperception of
energyenergy conservation strategy groupenergy conservation
strategy group binsperception of energy pacing activities
groupperception of energy wheeled walker groupperception of
energy positive thinking grouppacing activities group
countwheeled walker group countpositive thinking group
countknowledge of anticholinergic meds: pre education
scoresknowledge of anticholinergic meds: post education
scores29111232312915244442141214124002101202280318019
13145244611222323120030013510651265152558123555533551
00115265513551015692170704425254210558545245202548122
42415550001303565365182225116363411295058758718471056
12323227721114520643645184212676732222323115682212211
08132868655050451040952022051067223939350503201394265
16516219131858553535210504510010210554611585831010124
14245253251422621250502000001351849149192465114343215
15310115235525514198022787844040460035807427410157122
47474252531114034322321020451133332000021413558158102
05811757545525413510461460103312444433311111058438410
23802185854202034005570442441115441130301000021201485
38510196312666632222323130257517515227521606036060231
15478773771420591225251000101211085185102238114242210
10210110257537515186512555530042014765601601725792175
75420204600316075275151048115050218182411334750150162
57722696955050342054764024014196821555533030231130445
61562025571247473881161355564164818221160603552651221
53333301864125353255112118146516512177322585830000012
11280280111975216666445453321105802801020531153532303
04111301575175813662245452151535412558518518224511565
63553361342065365112473228080420205100505554354101871
21656556060371204550772771163512696942020340139305035
06165012343431010210122156536581239112525255120134107
01701222581227272001111443565365917641148484101042611
53055155131978227777415153191205050250514age in years1=
21 to 651= female1= female1= 21 to 650 to 100 mm1 =
breathlessness with strenuous exercise1 = breathlessness with
strenuous exercise0 YEARS A SMOKER in increments of 10 =
no chest infections in increments of 10= no ER visits in
increments of 10 = no panic attacks in increments of 10 =
cannot perform activities of daily living without help0 -
63Visual analogue scaleVisual analogue scale1 = pacing
activities1 = pacing activities0 - 250 - 252= 66 to 802 = male2
= male2= 66 to 800 = no dyspnea2 = shortness of breath when
hurrying on the level or walking up a slight hill2 = shortness of
breath when hurrying on the level or walking up a slight hill1 =
can perform activities of daily living independently0 = no
depression, anxiety or stress0 - 100 mm0 = no energy2 = use of
wheeled walker2 = use of wheeled walkerincrements of
1increments of 13 = /greater than 813 = /greater than 81100 =
shortness of breath as bad as it can be3 = walks slower than
people of the same age on the level or stops for breath while
walking at own pace on the level3 = walks slower than people
of the same age on the level or stops for breath while walking at
own pace on the level63 = maximum score for depression
anxiety stress0 = no physical limitation100 = full 'normal'
energy3 = positive thinking and visualization group3 = positive
thinking and visualization group0 = no knowledge0 = no
knowledge4 = stops for breath after walking 100 yards4 = stops
for breath after walking 100 yards100 = completely physically
disabled25 = excellent knowledge25 = excellent knowledge5 =
too breathless to leave the house or breathless when dressing5 =
too breathless to leave the house or breathless when dressing

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PAGE 5 Ryerson University Daphne Coc

  • 1. P A G E 5 Ryerson University Daphne Cockwell School of Nursing CNUR 860 WINTER 2022 Major Statistics Week 10 Course Leader Dr Elaine Santa Mina This assignment is worth 30 marks THE QUESTIONS ON THIS ASSIGNMENT ARE Three (3) PAGES IN LENGTH There is no page limit to your paper. This assignment accompanies the RNAO Best Practice Guideline: Registered Nurses’ Association of Ontario (2005). Nursing Care of Dyspnea: The 6th Vital Sign in Individuals with Chronic Obstructive Pulmonary Disease (COPD). Toronto,
  • 2. Canada: Registered Nurses’ Association of Ontario. Prepare your assignment as per APA 5th format, inclusive of a title page, pages numbered, double spaced , reference page etc. DO NOT RECOPY Question format and DO NOT INSERT ANSWERS IN POINT FORM; Reference your Salkind text appropriately Grading: Assignments completed in point form will NOT be accepted for grading. This is an individual assignment, not a group assignment, see course syllabus directions to not share files, papers, or any part of your assignment with another student, as that constitutes academic misconduct. Answer each research question separately…do not combine answers across questions. There will be a 5 mark deduction, if APA format for a scholarly paper is not followed, and/ or if responses to questions are combined.
  • 3. Please remember: If you decide a pearson r is required in the hypothesis test, on your output the correct significance in the correlation to interpret is the significance for the p value beside the independent variable. The written excel directions are correct. There is an error in the captivate lab which incorrectly indicates that you are to use the p value for the intercept Use the CNUR 860 Major STATS assignment database and study abstract for this assignment. For the following three research scenarios, answer the research questions by conducting the requested analyses. Each question is worth a total of 10 marks for a total of 30 marks for this assignment. The distribution of marks is similar to the distribution on your mini stats assignments. FOR EACH RESEARCH QUESTION CONDUCT ALL RELEVANT: a) descriptive stats = 4 marks (2 marks per variable) Conduct the appropriate
  • 4. descriptive statistical analyses to answer this research question. Include in the descriptive analyses, all outputs, (include graphs: histograms/bar graphs, for the descriptives, if you think they are helpful in the presentation of your answer) with legends as required and discuss findings of descriptives b) inferential = 4 marks, Include each step of the hypothesis test. P A G E 5 Correct null and research hypotheses = .25 No grade is given for identification of target population, sample population or IV and DV and level of measure, (grades for IV and DV are included in descriptives), but if omitted,
  • 5. there will be a deduction of .1 for each omission No grade is given for level of significance set for the test, but if omitted, there will be a deduction of .1 The selection of the correct statistical test is weighted more heavily (2.0 marks). If you choose the incorrect test you will lose marks for this however, you will be credited marks for correct decisions made for an incorrect test. e.g If you do the wrong test, a deduction of -2.0 applies; however, you are credited for correct hypothesis testing decisions based upon results you provided. Remainder of steps are .25 each, except steps 6 & 7 together = .25 c) critical interpretation of the findings and limitations and discussion of implications for practice and research = 2 marks (1.5 for critical interpretation of your findings, .5 for practice implications and for research implications (the critical
  • 6. interpretation and implications are to include a discussion of any of the demographic data that you have analyzed in previous assignments: e.g. age, gender, etc as the data may be relevant to your interpretation of findings) P A G E 5 Research Scenario 1. (10 marks) Researchers wanted to know if patients’ level of depression, anxiety and stress affect their perception of physical limitation. Researchers measured patients’ perception of physical limitation using a self-report visual analogue scale (0 = perceived no physical
  • 7. limitation to 100 perceived to be completely physically disabled). Patients also completed the Depression Anxiety and Stress Scale – 21 (DASS 21) (Lovibond & Lovibond, 1995), which is reported to have strong reliability and validity in Western populations (Oei, Sawang, Goh, & Mukhtar, 2013). This is a 21 item 4 point semantic differential likert instrument that measures depression, anxiety, and stress. Participants select 0, 1, 2, 3 for each item (0 = did not apply, to 4 applied to me most of the time, equal increments of 1 with no descriptors with each increment). Scores were added to create total scores from 0 to 63. Research Question 1 In patients with COPD, is self-perception of physical limitation related to their level of depression, anxiety and stress? Research Scenario 2. (10 marks)
  • 8. The literature review conducted by RNAO in this best practice guideline demonstrated that there was little empirical evidence to support the effectiveness of energy conserving strategies, despite clinician expert recommendations. Therefore, the researchers designed a study to compare patient perception of energy after using one of three energy conserving activities as recommended in this BPG. Patients with COPD chose one strategy: activity pacing, use of a wheeled walker, or positive thinking and visualization. Each patient received individual counseling for one week and was given strategy specific aides (e.g. activity pacing manual, a wheeled walker, positive thinking exercises). Each participant practiced the energy conserving activity for 30 days and then completed a self-report, visual analogue scale to measure self-perception of energy level (0 = no energy to 100 full 'normal' energy). Research question 2:
  • 9. Do patients with COPD perceive higher levels of energy with activity pacing, the use of a wheeled walker, or positive thinking and visualization energy conserving strategy? P A G E 5 Research Scenario 3. (10 marks) It is important for nurses to teach patients with COPD about their medications. As anticholinergics are commonly ordered for patients with COPD, nurses wanted to know if their teaching was effective in increasing patients’ knowledge about this class of medications. The researchers administered a quiz about anticholinergic medications,
  • 10. their use and side effects to patients prior to an in-service on anticholinergics. (The quiz consisted of multiple choice questions, out of 25, each question was worth one mark). The patients in the study attended a one-hour in-service at a time convenient to them. The in-service was provided by different RNs in the department. Immediately after the in- service, the patients completed the same quiz, the second time. Research Question 3: Is a one-hour in-service effective to increase the knowledge of anticholinergic medications for patients with COPD? P A G E 5
  • 11. Reference Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy, 33, 335–343. Oei, T., Sawang, S., Goh, Y., & Mukhtar, F. (2013). Using the Depression Anxiety stress scale 21 across cultures. International Journal of Psychology,48(6) 1018-1029. Case 21-Malawi You are responsible for designing a training program for using a new software to track sales in Malawi. Read the case study then answer the discussion questions. Discussion Questions 1. What does the training look like? 2. Who will deliver the training? 3. How will it be delivered? 4. Will managers be required to attend this training? If so, how would they be instructed to do so?
  • 12. 5. What language and cultural variables would you take into consideration and how would you do so? Sheet1ageage groupgendergender binsfemale countmale countage group binsage group 1 countage group 2 countage group 3 countDYSPNEA VISUAL ANALOGUE SCALEDYSPNEA VISUAL ANALOGUE SCALE FEMALE SCORESDYSPNEA VISUAL ANALOGUE SCALE MALE SCORESDyspnea Rating Scale GRADE ScoreDyspnea Rating Scale GRADE binsDyspnea Rating Scale GRADE 1 countDyspnea Rating Scale GRADE 2 countDyspnea Rating Scale GRADE 3 countDyspnea Rating Scale GRADE 4 countDyspnea Rating Scale GRADE 5 countnumber of years a smokernumber of years a smoker DYSPNEA GRADE 1 SCORESnumber of years a smoker DYSPNEA GRADE 2 SCORESnumber of years a smoker DYSPNEA GRADE 3 SCORESnumber of years a smoker DYSPNES GRADE 4 SCORESnumber of years a smoker DYSPNEA GRADE 5 SCORESnumber of chest infections in the past 12 monthsnumber of emergency room visits in the past 12 monthsnumber of panic attacks in the past 12 monthsabili ty to perform activities of daily livingDepressionAnxietyStress Scale 21self report physical limitation scaleperception of energyenergy conservation strategy groupenergy conservation strategy group binsperception of energy pacing activities groupperception of energy wheeled walker groupperception of energy positive thinking grouppacing activities group countwheeled walker group countpositive thinking group countknowledge of anticholinergic meds: pre education scoresknowledge of anticholinergic meds: post education scores29111232312915244442141214124002101202280318019 13145244611222323120030013510651265152558123555533551 00115265513551015692170704425254210558545245202548122 42415550001303565365182225116363411295058758718471056 12323227721114520643645184212676732222323115682212211
  • 13. 08132868655050451040952022051067223939350503201394265 16516219131858553535210504510010210554611585831010124 14245253251422621250502000001351849149192465114343215 15310115235525514198022787844040460035807427410157122 47474252531114034322321020451133332000021413558158102 05811757545525413510461460103312444433311111058438410 23802185854202034005570442441115441130301000021201485 38510196312666632222323130257517515227521606036060231 15478773771420591225251000101211085185102238114242210 10210110257537515186512555530042014765601601725792175 75420204600316075275151048115050218182411334750150162 57722696955050342054764024014196821555533030231130445 61562025571247473881161355564164818221160603552651221 53333301864125353255112118146516512177322585830000012 11280280111975216666445453321105802801020531153532303 04111301575175813662245452151535412558518518224511565 63553361342065365112473228080420205100505554354101871 21656556060371204550772771163512696942020340139305035 06165012343431010210122156536581239112525255120134107 01701222581227272001111443565365917641148484101042611 53055155131978227777415153191205050250514age in years1= 21 to 651= female1= female1= 21 to 650 to 100 mm1 = breathlessness with strenuous exercise1 = breathlessness with strenuous exercise0 YEARS A SMOKER in increments of 10 = no chest infections in increments of 10= no ER visits in increments of 10 = no panic attacks in increments of 10 = cannot perform activities of daily living without help0 - 63Visual analogue scaleVisual analogue scale1 = pacing activities1 = pacing activities0 - 250 - 252= 66 to 802 = male2 = male2= 66 to 800 = no dyspnea2 = shortness of breath when hurrying on the level or walking up a slight hill2 = shortness of breath when hurrying on the level or walking up a slight hill1 = can perform activities of daily living independently0 = no depression, anxiety or stress0 - 100 mm0 = no energy2 = use of wheeled walker2 = use of wheeled walkerincrements of 1increments of 13 = /greater than 813 = /greater than 81100 =
  • 14. shortness of breath as bad as it can be3 = walks slower than people of the same age on the level or stops for breath while walking at own pace on the level3 = walks slower than people of the same age on the level or stops for breath while walking at own pace on the level63 = maximum score for depression anxiety stress0 = no physical limitation100 = full 'normal' energy3 = positive thinking and visualization group3 = positive thinking and visualization group0 = no knowledge0 = no knowledge4 = stops for breath after walking 100 yards4 = stops for breath after walking 100 yards100 = completely physically disabled25 = excellent knowledge25 = excellent knowledge5 = too breathless to leave the house or breathless when dressing5 = too breathless to leave the house or breathless when dressing