Describe two external stressors that are unique to adolescents. Discuss what risk-taking behaviors may result from the external stressors and what support or coping mechanism can be introduced.

 

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Part One Due Sept 25th 

Design Thinking Script (This Script will be the beginning of my capstone project)

Reflect on the content covered throughout the entire course.

Utilizing what you learned about design thinking this week, create a script that can be used to create a voice-over presentation or video in Week Six.

Review the Capstone rubric and Capstone: It’s Not Scary slide presentation. Your script should include:

• During this course, I came across x.
• I see opportunity for improvement at my organization in      x.
• I might want to focus my capstone on these one to three      areas.
• How will this relate to the end user? Consider      consumer-centrism.

Click the Assignment Files tab to submit your assignment. 

Materials

· Capstone Rubric ATTACHED

· Capstone: It’s Not Scary ATTACHED

THEN

Design Thinking” from the Harvard Business Review (HBR) Explainer

Watch the video “Design Thinking” from the HBR Explainer series 

( Video Link: https://hbr.org/video/4443548301001/the-explainer-design-thinking )

Post a response to the following question on separate sheet of paper

• How will you use      design thinking to begin to brainstorm about your capstone?

You can add at the end of paper I will cut and paste on separate sheet

Part Two Due Oct 2nd

Design Presentation (MY Capstone project 

Create a 5- to 6-slide voice-over presentation or video using your script from Week Five.

• Incorporate feedback from      faculty and any additional new learnings from the course.
• Presentation should be 3 to 4      minutes with a clear and professional voice-over presentation of      information.

Cite at least 5 peer-reviewed, scholarly, or similar references.

Format your citations according to APA guidelines.

Subjects covered throughout this class

system thinking locally and on a national level,  the three C’s (Creativity, chaos and complexity), feedback loops, leverage points, different types of traps and opportunities such as Trap of escalation, tragedy of the commons, success to the successful, Drift to low Performance ,and  he trap of Shifting the Burden to the Intervenor among others Flow, Fulfillment, Creativity, and Respect, Gemba walk

 

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Design a 1-2 page patient education flyer/pamphlet for an alternative medicine/herbal product.

Describe the product, its intended use, side effects, adverse reactions, and safety issues (risks and benefits of using an alternative medication/herbal product versus a prescription medication).

The flyer should include at least two community and/or online resources for the patient to obtain more information. APA format is not required, but solid academic writing is expected. 

 

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For the second SLP, using the data that you collected for the Module 1 SLP, please do the following:

1. Calculate the mean, median, mode, variance, and standard deviation of the measurements taken in Module 1 SLP. Show your work and be sure to express each value in units.

2. Discuss which measure of central tendency you think most accurately describes the variable that you measured. Provide a thorough explanation.

3. Describe the spread/distribution of your data. Be sure to describe the variance of distribution and the concept of standard deviation as a measure of dispersion in your response.

4. Conduct a scholarly search on the internet to find reported health statistics on the variable that you are measuring. For example, if you are measuring your total daily caloric intake, American Dietetic Association. Identify the source.

Submit your (2-3 pages) paper by the end of this module.

SLP Assignment Expectations

Assessment and Grading: Your paper will be assessed based on the performance assessment rubric that is linked within the course. Review it before you begin working on the assignment.

 

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Week 4 Descriptive Statistics

To prepare:

Review the Statistics and Data Analysis for Nursing Research chapters assigned in this week’s Learning Resources. Pay close attention to the examples presented, as they provide information that will be useful when you complete the software exercise this week. You may also wish to review the Research Methods for Evidence-Based Practice video resources to familiarize yourself with the software.

Refer to the Week 4 Descriptive Statistics Assignment page and follow the directions to calculate descriptive statistics for the data provided using SPSS software. Download and save the Polit2SetA.sav data set. You will open the data file in SPSS.

Compare your data output against the tables presented in the Week 4 Descriptive Statistics SPSS Output document. This will enable you to become comfortable with defining variables, entering data, and creating tables and graphs.

Formulate an initial interpretation of the meaning or implication of your calculations.

To complete:

Complete the Part I, Part II, and Part III steps and Assignment as outlined in the Week 4 Descriptive Statistics Assignment page.

Part I

Using the Polit2SetA data set, run descriptive statistics on the following variables: respondent’s age (age) and highest school grade completed (higrade). Create a frequency distribution for the variables: race and ethnicity (racethn) and currently employed (worknow). Create a table (in APA format) summarizing the results, using the below table shell as a model. Write a paragraph summarizing the information in the table. 

Table 1. Demographic Data (N = 30)

n % M (SD)

Age (in years)     30  15(2.4)

Highest School Grade Completed  29  11(1.2)

Race and Ethnicity

   Black, Not Hispanic    14 (46.67)

   Hispanic       8 (26.67)

   White, Not Hispanic      6 (20.0)

   Other        2 (6.66)

Currently Employed

   Yes      27 (90)

   No        3 (10)

Note. Differences in sample size are due to missing data. 

Follow these steps when using SPSS:

1. Open Polit2SetA data set. 

2. Click on Analyze, then click on Descriptives Statistics, then Descriptives.

3. Click on the first continuous variable you wish to obtain descriptives for (respondent’s age), and then click on the arrow button and move it into the Variables box. Then click on highest school grade completed and then click on the arrow button and move it into the Variables box.

4. Click on the Options button in the upper-right corner. Click on mean, standard deviation, minimum, maximum, and skewness. 

5. Click on Continue and then click on OK. 

To run the frequency distribution in SPSS, do the following:

1. Click on Analyze, then click on Descriptive Statistics, then Frequencies.

2. Click on the first categorical variable you wish to obtain a frequency for (race and ethnicity), and then click on the arrow button and move it into the Variables box. Then click on currently employed, and then click on the arrow button and move it into the Variables box. Click on the Statistics button in the upper-right corner, then in the Dispersion box click on Minimum and Maximum. 

3. Click on Continue and then click on OK.

Assignment: Create a table (in APA format) summarizing the results, using the below table shell as a model. Write a paragraph summarizing the information in the table.

Part II 

For the variables respondent’s age (age) and highest school grade completed (higrade) create a histogram with a normal curve displayed over the histogram.  

To create a histogram for respondent’s age in SPSS, do the following:

1. Click on Graphs, then on Legacy Dialogs, then Histogram.

2. Click on the variable respondent’s age and then click on the arrow button and move it into the Variables box. Click on the Display Normal Curve button, which is right below the Variables box. 

3. Click on OK. 

To create a histogram for highest school grade completed in SPSS, do the following:

1. Click on Graphs, then on Legacy Dialogs, then Histogram.

2. Click on respondent’s age in the Variable box and click the arrow to move it back to the box on the left that contains all the variables. 

3. Click on the variable highest school grade completed and then click the arrow button and move it into the Variables box. The Display Normal Curve button should alredy be on.

4. Click on OK. 

Assignment: Using the data obtained when you ran the descriptives and the histograms, determine whether the data skewed. If so, is it a positive or negative skew?

Part III

Using the Polit2SetA data set, run descriptive statistics on the variable “Family Income Prior Month, all sources” (Income).  

Follow these steps when using SPSS:

1. Click on Analyze, then click on Descriptives Statistics, then Descriptives.

2. Click on Family Income Prior Month, all sources, and then click on the arrow button and move it into the Variables box. 

3. Click on the Options button in the upper-right corner. Click on mean, standard deviation, minimum, maximum, S.E. Mean (standard error of the mean), and skewness. 

4. Click on Continue and then click on OK. 

Assignment: Using the descriptive statistics for Family Income Prior Month, all sources (Income), answer the following questions:

1. What is the mean income in this sample?

2. What is the standard deviation?

3. What is the standard error of the mean?

4. Compute a 95% confidence interval around the mean. (Use 1.96 for the 95% CI and get the standard error from the descriptive statistics table). The formula is as follows:

95% CI = [mean ± (1.96 ´ SE)]

5. Compute a 99% confidence interval around the mean. (Use 2.58 for the 99% CI and get the standard error from the descriptive statistics table). The formula is as follows:

99% CI = [mean ± (2.58 ´ SE)]

6. Which interval is wider? Explain.

Review the corresponding Week 4 Descriptive Statistics Exercises SPSS Output document that has the SPSS output for the above problems. Compare your output with the output in the file.  

REFERENCES

aureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Quantitative research: Data analysis. Baltimore, MD: Author.

Polit, D. (2010). Statistics and data analysis for nursing research (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc.

· Chapter 1, “Introduction to Data Analysis in an Evidence-Based Practice Environment”

 

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