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An appropriate research methodology and design

Competencies

In this project, you will demonstrate your mastery of the following competencies:

  • Determine an appropriate research methodology and design aligned to a research question
  • Develop a research plan

Scenario

You are a research assistant for a faculty member in the Department of Psychology at a university. You have been asked to develop a research plan focused on one of the topics the faculty member is interested in studying.

For this project, you will review the topics provided by your faculty member and select the topic that interests you most. Then you will use the library to find relevant empirical and scholarly research studies to inform the research. Finally, you will develop a research plan to submit to your faculty member.

Directions

You will use your webtext writing template to complete this project. Select a topic from the list provided in your Soomo webtext. For your activity, you must address the rubric criteria listed below:

  1. Determine the plan’s background introduction. Include the following details:
    1. The title of the plan
    2. Summary of three relevant empirical and scholarly research studies for the plan. Each summary should be about 150 to 250 words.
  2. Develop a clear and specific research question that is relevant to the three research studies you chose. Your response should be about 25 words.
  3. Develop a clear, specific, and testable hypothesis that corresponds to your research question. Your response should be about 25 words. Consider the following in your hypothesis:
    1. Your hypothesis should be informed by the claim you are making.
  4. Describe aspects of sampling that you would want to consider while acquiring participants for your study. Your response should be about 100 words.
  5. Select a design (experimental or correlational) for your proposed study that aligns with the research question and hypothesis. Your response should be about 100 words. Include the following details:
    1. Explain why you selected this design.
    2. Identify conceptual variables that align with the research question and hypothesis.
  6. Select a measure to operationally define each of your conceptual variables. Your response should be about 100 words per variable. Include the following details:
    1. As you select a measure, also state whether it uses natural/laboratory observations, surveys, objective/physiological measures, interviews, etc.
    2. For each variable you measure, identify its scale of measurement.
  7. Describe your type of analysis and the p value required to support your hypothesis. Your response should be about 50 words.
  8. Develop the plan’s discussion content. Your response should be about 250 to 350 words. Include the following details:
    1. What you would expect to be the main finding of your study
    2. How you would know if your hypothesis was supported
    3. The potential implications of the findings
    4. A possible limitation of your proposed study
    5. Directions for future research

What to Submit

To complete this project, you must submit the following:

Research PlanYou will use your Soomo webtext writing template to complete the project and download for submission. Your plan must be a minimum of two pages. Sources should be cited according to APA style about An appropriate research methodology and design.

Project One RubricCriteriaExemplary (100%)Proficient (85%)Needs Improvement (55%)Not Evident (0%)ValueBackground IntroductionExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDetermines the plan’s background introductionShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the plan’s background introductionDoes not attempt criterion10Research QuestionExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDevelops a clear and specific research question that is relevant to the three research studies chosenShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the research question for the studyDoes not attempt criterion12HypothesisExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDevelops a clear, specific, and testable hypothesis that corresponds to the research questionShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the hypothesis of the studyDoes not attempt criterion10SamplingExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDescribes aspects of sampling that would be considered while acquiring participants for the studyShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to aspects of sampling for the studyDoes not attempt criterion10DesignExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerSelects a design (experimental or correlational) for the proposed study that aligns with the research question and hypothesisShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the design of the studyDoes not attempt criterion11MeasureExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerSelects a measure to operationally define each of the conceptual variablesShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to selecting measuresDoes not attempt criterion11AnalysisExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDescribes the type of analysis and the pvalue required to support the hypothesisShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the type of analysis and the p value required to support the hypothesisDoes not attempt criterion10DiscussionExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerDevelops the plan’s discussion contentShows progress toward proficiency, but with errors or omissions; areas for improvement may include details related to the plan’s discussion contentDoes not attempt criterion11Articulation of ResponseExceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative mannerClearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purposeShows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readabilitySubmission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas10Citations and AttributionsUses citations for ideas requiring attribution, with few or no minor errorsUses citations for ideas requiring attribution, with consistent minor errorsUses citations for ideas requiring attribution, with major errorsDoes not use citations for ideas requiring attribution5

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Individuals with Disabilities Education Act (IDEA) guarantees a free appropriate public education to eligible children with disabilities

Fact Sheet on Disability Categories Assignment Instructions

Overview

The purpose of this Fact Sheet on Disability Categories Assignment is to produce a Fact Sheet that demonstrates your ability to articulate the characteristics of each of the IDEA recognized categories of disabilities. It is important to know and understand each of the disability categories so you recognize the overall strengths and needs of each and can provide a general description to others.

Instructions

The Individuals with Disabilities Education Act (IDEA) guarantees a free appropriate public education to eligible children with disabilities. It specifically identifies 13 categories of disabilities that are entitled to special education services. The different disability categories under which 3- 21-year-olds are eligible for services are:

EDSP 429

·

· autism

· deaf-blindness

· deafness

· emotional disturbance

· hearing impairment

· intellectual disability

· multiple disabilities

· orthopedic impairment

· other health impairment

· specific learning disability

· speech or language impairment

· traumatic brain injury

· visual impairment (including blindness)

Using relevant reliable websites and your text, you are to construct a Fact Sheet that explains each of the disability categories in terms that are understandable for the general public.

1. Develop the Fact Sheet as if it would be used to educate parents or others in the general public about disabilities that receive special education services.

2. Include an introduction stating the purpose of the fact sheet and the information provided.

3. Each disability category must be fully defined with characteristics described and sources cited. Most information should be paraphrased and stated in terms the general public would understand.

4. A minimum of three sources should be cited and referenced, one of which should be the textbook. Other acceptable sources include disability organization websites or publications, other textbooks, and scholarly journal articles. Any sources cited should have been published within the last five years.

5. A references page must be included.

6. Citations and the references page must be in current APA format.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool

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Apply research, academic and communication skills appropriate to the level of study and observe academic referencing requirements

A SSESSMENT 1 PART B BRIEF
Subject Code and Title MGT502 Business Communication
Assessment Forming an Argument
Individual/Group Individual
Length Up to a page
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Apply research, academic and communication skills appropriate to the level of study and observe academic referencing requirements.
b) Critically analyse texts and/or multimedia material in both a business and academic context.
c) Identify and apply effective communication methods within a business and academic environment.
Submission 12 Week Delivery: Due by 11:55 pm AEST/AEDT Sunday of Module 4.1 (Week 7)
Intensive class: Due by 11:55 pm AEST/AEDT Sunday of Module 4.1 (Week 4)
Weighting 20%
Total Marks 100 marks
Assessment Task
Write a critical argument on the topic selected in Assessment 1 Part A Annotated Bibliography.
Provide supporting evidence for the argument from the resources used in Assessment 1 Part A.
Please refer to the Task Instructions for details on how to complete this task.
Context
This assessment has been prescribed to appraise your’ ability to think critically and form an argument supported by evidence. It allows you to demonstrate your ability to understand the material you are using and to apply it in ways that go beyond what has been read.
This assessment has been designed to:
• Appraise your ability to critically evaluate academic and other research to form an argument on an organisational topic that is supported by evidence.
• Enhance your writing skills so they are able to form persuasive and convincing arguments and communicate them effectively.
The resources used in Assessment 1 Part A Annotated Bibliography are expected to be utilised in this assessment to support the argument.
Instructions

  1. Write a critical argument up to a page on the topic selected in Assessment 1 Part A.
  2. Use the annotated bibliography resources from Assessment 1 Part A for sourcing evidence and ideas for your argument. Review the resources critically and select at least 5 to be used as references for this assessment.
  3. Please consider the following factors, when forming the argument:
    • A good argument is convincing whereby the premises are acceptable, the supporting evidence is relevant to the claim and provides sufficient grounds for acceptance of the claim.
    • You will be expected to form an academic and financial argument in favour, or against, utilizing the communications solution in the modern workplace.
    • Make a clear point and justify it.
  4. Please structure your argument as follows:
    • Title page
    • Introduction: provide a short introduction with a claim.
    • Main body: with a logical structure including supporting evidence from academic sources.
    • Conclusion: a concise conclusion which restates your claim and summarises your argument.
    • References: please provide the reference list on a separate page.
  5. Please use at least 5 in-text citations. Indicate logical connections and use connecting words
  6. You are strongly advised to read the rubric, which is an evaluation guide with criteria for grading your assignment—this will give you a clear picture of what a successful forming an argument looks like.
    Referencing
    It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing in the Academic Skills webpage.
    Submission Instructions:
    Submit the Forming an Argument document via the Assessment link in the main navigation menu in MGT502: Business Communication.
    The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
    Academic Integrity
    All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online.
    Students also must keep a copy of all submitted material and any assessment drafts.
    Assessment Rubric
    Assessment Attributes Fail
    (Yet to achieve minimum standard) 0-49% Pass
    (Functional)
    50-64% Credit
    (Proficient) 65-74% Distinction
    (Advanced)
    75-84% High Distinction
    (Exceptional)
    85-100%
    Evaluation of information selected to
    support the argument
    Percentage for this
    criterion = 50%
    Limited understanding of key concepts required to support the argument.
    Confuses logic and emotion. Information taken from reliable sources but without a coherent analysis or synthesis.
    Resembles a recall or summary of key ideas.
    Personal opinion without
    reflection, expert judgment or rigor, unsubstantiated by evidence from the research/course materials.
    Supports personal opinion and information substantiated by evidence from the research/course materials.
    Demonstrates a capacity to apply and justify the use of relevant concepts.
    Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
    Well demonstrated capacity apply and justify relevant concepts.
    Analysis and evaluation reflect growing judgement, intellectual independence, rigor and
    adaptability
    Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
    Information is taken from sources with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis.
    Exhibits intellectual independence, rigor, good judgement and adaptability.
    MGT502_Assessment_1_Part B_Brief_Forming an Argument_Module Due 4.1 Page 5 of 5
    Effective
    Communication
    Percentage for this
    criterion = 15%
    Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
    Audience cannot follow the line of reasoning.
    Information, arguments and evidence are presented in a way that is not always clear and logical.
    Line of reasoning is often difficult to follow.
    Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments.
    Line of reasoning is easy to follow.
    Information, arguments and evidence are very well presented; the presentation is logical, clear and well supported by evidence.
    Argument is convincing and persuasive.
    Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas.
    Engages and sustains audience’s interest in the topic and demonstrates a persuasive and convincing argumentation.
    Correct citation of key
    resources and evidence
    Percentage for this
    criterion = 35%
    Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas
    Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.
    Demonstrates use of credible resources to support and develop ideas.
    Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements.
    Show evidence of wide scope within the organisation for sourcing evidence.
    Demonstrates use of high- quality, credible and relevant resources to support and develop arguments and position statements.
    Show evidence of wide scope within and without the organisation for sourcing evidence.
    MGT502_Assessment_1_Part B_Brief_Forming an Argument_Module Due 4.1 Page 5 of 5

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operations and appropriate federal regulation/part under which it operates; major management leadership with responsibility descriptions

You will develop a 7-page (minimum) management structure for an aviation maintenance organization.

INSTRUCTIONS You must use current APA format and include the following: the type of organization with an overview of the type of maintenance operations and appropriate federal regulation/part under which it operates; major management leadership with responsibility descriptions (to include at least three levels); an organizational chart; and an overview of five policies and procedures to oversee five topics covered in the class.

(Note: While it is impractical to write detailed procedures for every policy which must be in place for such an organization, the policies need to be sufficient enough to demonstrate understanding of the major issues to be addressed within the organization.)

If you do not understand read text book

here is text book link

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https://bookshelf.vitalsource.com/reader/books/9781307238464/pageid/224
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Why are the instructional activities that you have planned appropriate for students at your grade level?

Whether you are a teacher, administrator, or in a position, that supports teaching and learning, all educators need to understand the teaching and learning process as it relates to lesson planning. The purpose of this assignment is to produce a model lesson plan that demonstrates your knowledge of the constructivist approach to lesson design. In this Assignment, you will construct a model lesson plan that includes rubrics and appropriately integrates technology.

Your lesson plan must include each of these elements:

1.APA Cover
2.Topic
3.Select an academic concept – just one concept, not a related set of concepts – that you hope to teach to students. For example, you might select the mathematical concept of measuring perimeter, but not the whole set of concepts related to polygons in geometry. Or, you might select the concept of identifying the main idea in a reading passage, but not the whole set of concepts related to reading comprehension.

4.Grade Level (K-12, adults)
5.Introduction that includes the central focus of the lesson
6.Rationale
7.Objectives with specific thinking skills and content as it relates to student learning.
8.Essential Questions
9.Procedures/Activity:
a.Use multiple strategies to differentiate for diverse students: English Learners (ELs), Gifted Students, Students with Special Needs.
b.Incorporate instructional strategies based on constructivist views of learning.
c.Incorporate instructional strategies that appropriately integrate instructional media in the teaching and learning process.
10.Materials
11.Evaluation/Assessment (Use multiple strategies to modify for diverse students: English Learners (ELs), Gifted Students, Students with Special Needs. Include necessary rubrics. Include necessary rubrics for assessment along with your lesson plan.
12.APA Bibliography (include in-text citations throughout the lesson plan)

Respond to these questions, drawing upon the Woolfolk text. Each response should be in essay format and contain one to two paragraphs. If other sources are used, please cite them in your references.

Why are the instructional activities that you have planned appropriate for students at your grade level? Explain how you compared instructional activities to choose the ones you found most appropriate.
How do your instructional strategies, assessment activities, and classroom management strategies support student motivation?

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The presence of an appropriate introduction to the organisation

Level 10 & 11
233 Castlereagh Street
Sydney
NSW 2000
AUSTRALIA
MCR002 Organisational Behaviour
Assessment: detailed description
Assessment – 1 Online quiz Worth 5%
This is a quiz. It must be completed online at the designated time in week-5 tutorial session. The questions for this quiz will be generated from the contents of the first four topics of Organisational Behaviour subject. If you miss this quiz irrespective of reasons, you shall not get another chance to make it up.
Assessment – 2 Group project Worth 25%
This task is designed to develop your ability to contribute fruitfully to a group task; assess an organisational issue or problem as objectively as possible; appreciate the potential of theory in managerial decision making and problem solving; apply theory to ‘real life’; take managerial responsibility by designing a practical course of action.
You must submit your assignment online via Moodle (Turnitin software will be used to detect plagiarism cases). Only one report from each group. The report MUST contain the name and ID numbers of all group members. Please include the word count on the cover page and highlight the names of the group members who were inactive/ not contactable/ didn’t contribute at all.
Task description:
1. This is a group assignment, and the lecturer will create and finalize assignment groups in week 3/4. (4-5 members in each group).
2. Identify a problem (only one problem relating to OB) in an organisation that you have access to (preferably an organisation where at least one group member works or has worked recently. Do not focus on a problem that has already been solved and do not choose an organisation that is no longer in business (cease to exist).
3. Provide a brief introduction to the organisation (it is acceptable to withhold the name of the organisation).
4. Describe the problem, as much as possible in terms of the observable or measurable symptoms it manifests, for example: low levels of motivation; high employee turnover; deterioration of service quality; increased customer complaints; dysfunctional groups; loss of profit; negative/ unhelpful organisational culture etc.
5 The issue/problem should then be considered and analysed in terms of concepts/ models/ theories drawn from any topic studied as part of this subject. Try to choose the topic that seem to offer the most useful insights into the problem. Do not try to deal with many models or concepts. Topics outside the OB subject coverage must not be selected.
6. Design an intervention (a change program or set of activities and procedures) utilising some aspect or aspects of your analysis. The intervention should be intended to solve or improve the situation. Please note you are not merely being asked for a list of recommendations.
7. Prepare a report of 1200 words (cover page, summary and the reference list is not included in the word count). There are penalties for exceeding the word limit (1 mark). Late submission without prior permission shall attract penalty @ 10% per day. Submit the report via Moodle on or before the due date (only one report from each group). Your report must be correctly and adequately referenced using APA/Harvard style. Please aim for a balanced range of research from academic journal articles and popular media (such as podcasts, company websites, practitioner publications, news items etc.). Use at least 5 academic references.
(Note: Assignment marking rubrics are available on the Moodle page as well as at the end of this page).
Assessment – 3 Ongoing Assessment Worth 10%
These are ongoing assessments- mostly individual (quizzes, case studies, scenario analysis, problem solving exercises) conducted during tutorial sessions.
These assessments will be conducted without prior announcement starting from week 6 through to week 12. It is necessary that the students are regular in attending the lecture and tutorial sessions. There shall be no make -up for these activities if these are missed – irrespective of reasons.
Assessment 4: Final Examination Worth 60%
The Final Exam will be 2 hours in duration. The exam may include short answer questions, essay questions and case-study analysis. Further information on the format will be provided during revision week.
The questions will be devised to assess the interpretation and application of knowledge, comprehension skills, and critical thinking skills rather than only knowledge recall.
You will be expected to demonstrate your understanding of key concepts and your ability to apply those concepts to various situations.
All material covered in this course is examinable. The exam will be conucted during the UBSS exam period.
This is a ‘MUST pass’ assessment item. To clear/pass this subject, you need 50 marks of which a minimum of 30 must come from the final exam.
(Note: Assignment marking guide is provided below).
MCR002 Oranisational Behaviour Group report: Marking guide
Assessment Criteria HD
85-100%
Excellent D
75-84%
Very good C
65-74%
Good P
50-64%
Fair F
0- 49%
Very poor Marks
obtained
• The presence of an appropriate introduction to the organisation (2 marks)
• The identification of a suitable problem for analysis and the depth of analysis of problem
(2 marks)
• Effective use of material from subject topics and appropriateness of the chosen
topics (6 marks)
• Suitable intervention design with detailed action steps (5 marks)
• Quality and completeness of response to the presentation topic:
? The breadth and depth of response sufficient and appropriate information to support the key points
? Demonstrated understanding of the necessary concepts/ theories involved
? Demonstrated understanding of the nature
and complexities of problems (5 marks)
• Format and clarity of expression:
? The response conforms to the requirements of the specified format (report format)
? Complied with word count
? Complete cover page information
? The writing is fluent, exhibiting grammatically correct sentences that are appropriately punctuated
? There are no spelling or typing errors and due regard is given to rules of capitalisation and abbreviation, gender neutral
• Referencingexpression etc.
? Citation of sources in the text,
? List of references at the end – adequate, correct and complete as per APA format. (3 marks)

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Psychology professionals to inform groups or individuals of the assessments appropriate for their current needs

Psychological Assessment Report

A psychological assessment report is created by psychology professionals to inform groups or individuals of the assessments appropriate for their current needs. This type of report also includes a summary of the services provided to these groups or individuals. This evaluation is used by the various entities to assess basic needs, competencies, preferences, skills, traits, dispositions, and abilities for different individuals in a variety of settings.

Psychological reports vary widely depending on the psychology professional creating it and the needs being assessed. Some of the psychology professionals who create this type of report include counselors, school psychologists, consultants, psychometricians, or psychological examiners. This type of report may be as short as three pages or as long as 20 or more pages depending on the needs of the stakeholders. Many reports include tables of scores that are attached either in an appendix or integrated into the report. Despite the many variations in assessment reports, most include the same essential information and headings.

Students will choose one of the personality assessment scenarios from the discussions in Weeks Two, Three, or Four to use as the basis of this psychological assessment report. Once the scenario has been chosen, students will research a minimum of four peer-reviewed articles that relate to and support the content of the scenario and the report as outlined below. The following headings and content must be included in the report: 

The Reason for Referral and Background Information
In this section, students will describe the reasons for the referral and relevant background information for all stakeholders from the chosen personality assessment scenario.

Assessment Procedures
In this section, students will include a bulleted list of the test(s) and other assessment measures recommended for the evaluation of the given scenario. In addition to the assessment(s) initially provided in the personality assessment scenario from the weekly discussion, students must include at least three other measures appropriate for the scenario.

Immediately following the bulleted list, students will include a narrative description of the assessments. In the narrative, students will examine and comment on the major theoretical approaches, research methods, and assessment instruments appropriate for the situation and stakeholder needs. In order to defend the choice of recommended assessments, students will evaluate current research in the field of personality theories and provide examples of how these assessments are valid for use in the chosen scenario. For additional support of these recommended assessment measures, students will evaluate the standardization, reliability and validity, and cultural considerations present in these personality assessments that make them the most appropriate tools for the given scenario. Students will conclude the narrative by assessing types of personality measurements and research designs often used in scenarios like the one chosen and providing a rationale for why some of those assessments were not included.

General Observations and Impressions
In this section, students will describe general observations of the client during the assessment period provided in the chosen personality assessment scenario and explain whether the client’s behavior might have had a negative impact on the test results. Students will analyze and comment on how the APA’s Ethical Principles and Code of Conduct affected the implementation of the personality assessment during the initial process. Based on the observations and analysis, students will assess the validity of the evaluation and make a recommendation for or against the necessity for additional testing.

Test Results and Interpretations
In this section, students will analyze the results of the assessment provided in the chosen personality assessment scenario. Based on the score, students will interpret the personality factors (conscientiousness, openness, emotional stability, introversion, extroversion, work drive, self-directedness, etc.) that are present.

Note: Typically, this section reports test results and is the longest section of a psychological assessment report because the results of all the tests administered are analyzed and reported. Some psychologists report all test results individually, while others may integrate only a portion of the test results. However, in this report, only the assessment presented in the chosen personality assessment scenario will be included.

Summary and Recommendations
In this section, students will summarize the test results.  They will provide a complete explanation for the evaluation, the procedures and measures used, and the results and include any recommendations translating the evaluation into strategies and suggestions to support the client. Finally, students will provide any conclusions and diagnostic impressions drawn from the previous sections of the report

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Which transportation network type is appropriate to use in the traffic analysis of Houston, TX if you were a traffic planner?

 Topic: Houston, TX Traffic Network Analysis

Question: Which transportation network type is appropriate to use in the traffic analysis of Houston, TX if you were a traffic planner? As an example, if you were to use Washington, the networks to consider might be relative location (near the Potomac) and type of traffic. Describe your city’s traffic in some detail and then choose the appropriate network(s). 

APA 7

2-3 pages (not including cover page nor reference)

2-3 references 

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Describe patient-care technologies as appropriate to address the needs of a diverse patient population

 Healthcare technology: Local, National, and Global Considerations 

Imagine that you are a public health nurse, and you and your colleagues have determined that the threat of a deadly new strain of influenza indicates a need for a mass inoculation program in your community. What public health data would have been used to determine the need for such a program? Where would you locate public health data? What data will be collected to determine the success of such a program? How might you communicate this to other communities or internationally?

This week should be fun as you are thinking like a nurse to utilize your investigative processes! What would you do if you found a new strain that could potentially be a community health problem? As you are preparing for this post, ensure to think in terms of mode of transmission, vulnerable populations, and data needed etc. Using the information obtained to provide effective and timely communication is key!

Reminder: please utilize the Q&A Forum, or email me, if you have any questions or concerns. I am looking forward to our discussions.

  • CO 1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population.
  • CO 2: Analyze data from all relevant sources, including technology, to inform the delivery of care.
  • CO 4: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers.
  • CO 5: Identify patient care technologies, information systems, and communication devices that support nursing practice.
  • CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy.
  • CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care.

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ATTN: after you write your discussion, you will need to comment my classmate discussion that is below.

Hello Professor & Class

What public health data would have been used to determine the need for such a program?

For us to be able to determine if mass vaccination is needed, we would need to gather data available about the new strain of influenza disease. Since we know that influenza is spread by droplet. We would have to look at the population that it is having a bigger impact, the spread of it, and how contagious. This data could be retrieved from hospitals who are reporting new cases to the health department. EHR’s can help provide accurate surveillance of the disease process without breaking HIPPA when data is reported (McGonigle & Mastrian, 2018).

Where would you locate public health data?

I can locate data on the Department of Public Health across the country. In the state of Illinois, they received data from the Department of Public Health of any disease spread, and new cases of disease increase. They gather this from the hospitals because they are required to report this information. To surveillance this data in a timely manner and precise way we would have to look at different options. I research as to how they monitor the COVID-19 pandemic and I found out there is two techniques (CDC, 2021). One of them is called the aggregate count where the team divides into 2 groups. The first team collects information from jurisdictions website, which are credible websites. Then passed it on the team 2 for verification of information and sends it over to jurisdictions to confirmed accuracy and make corrections if need it and published it to the website. The second method is called the line-level data. A more detailed approach and is the second part to determine mass inoculation. They gather more information about the individuals that have died such as race, age, and ethnicity (CDC, 2021). They can note who is most at risk and mass inoculation is appropriate and who is it appropriate for.

What data will be collected to determine the success of such a program?

A way to collect the success of the program would be referring to the CDC once again, since the inoculation has been provided, they continue to aggregate count. We should be able to see the number of cases and deaths declining, which then would mean the effectiveness.

How might you communicate this to other communities or internationally?

We can communicate information to the locally and nationally by the news outlet, social media, radio. We can also print information into newspaper for individuals who do not own technology devices.

Reference

Center of Disease Control and Prevention (2021). “What is Case Surveillance” retrieved from

https://www.cdc.gov/nndss/about/index.html

McGonigle, D., & Mastrian, K. (2018). Nursing Informatics and the Foundation of Knowledge (4th ed.) [E-book]. Jones & Bartlett Learning

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