DNP 830A Data Analysis
The course will focus on data analysis embedded in clinical practice and meant to inform the practice or solve practice problems. It will also emphasize using analytic techniques to critically appraise collected evidence to ascertain and implement the best evidence for practice. Students will learn to disseminate evidence-based practice findings to improve healthcare outcomes. Further, students should integrate core program competencies and specialty practice requirements vital for demonstrating proficiency in ANP. The course requires the completion of 125 practicum hours.
Students must have completed DNP-840A.
Topic 1: Project Methodology and Design
Class Introductions
The assignment will focus on acquainting peers with one another as they embark on the course. Students can outline the exciting and challenging of the course they anticipate.
Topic 1 DQ 1
In this paper, students will explain the rationale behind choosing quantitative research for their DPI project. They will also describe how quantitative research aligns with quality improvement.
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Topic 1 DQ 2
The assessment will define and differentiate between ratio, interval, ordinal, and nominal variables used to measure DPI project outcomes. It will also discuss errors resulting from failure to understand the measurement variable.
Topic 2: Data Collection
Creating a Data Collection Sheet
In this assignment, students will create a data dictionary and a data collection sheet that they will use for the DPI project.
Topic 2 DQ 1
The assessment will begin by describing the tool, instrument, and survey they will use in the DPI project. It will also describe the tool by its answering, number of items, name, level of measurement, and total score. Lastly, it will describe the validity and reliability of the instrument with applicable psychometric data.
Topic 2 DQ 2
In this paper, students will review Chapter 12 in Clinical Analytics and Data Management for the DNP and compare 4 common types of data errors and how to clean them.
Topic 3: Descriptive Statistics
Working with Descriptive Statistics
Students will learn to use standard deviation, range, mode, median, and mean in this assignment. They will also create a histogram of the discharges graphed. The summary should be 250-500 words.
Topic 3 DQ 1
The assessment should describe the project’s population and sample. It will also identify the demographic variables that students will collect. Moreover, it will identify the student’s data source and what it says about the sample.
Topic 3 DQ 2
The assignment prompts students to compare nonparametric and parametric statistical tests. They will also explain how each test depends on the assumption of normality and what they will do if the data distribution is normal.
Topic 4: Inferential Statistics
Working with Inferential Statistics
The assignment will help students understand statistics. It will also help them practice with ANOVA and t-tests.
Topic 4 DQ 1
In the paper, students will justify the project’s sample size. It will also discuss how sample size can affect the project’s validity. Further, it will determine the sampling technique used in the project. Finally, it will compare the convenience sample to other sampling techniques.
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Topic 4 DQ 2
The assessment will require students to discuss if the data analysis leads to statistical significance. If not, it should justify the project’s clinical significance.
Topic 5: Reporting Findings
Benchmark – What Are the Data Saying?
In this assignment, students will display dependent variables and levels of measurement in a comparison table. In the second part, students will write a 1000-1250-word data analysis paper focusing on the procedures used.
Topic 5 DQ 1
The assessment will identify the statistical analysis used for the project, such as inferential or descriptive analysis. Then, it will justify how the analysis aligns with the design and methodology. Moreover, it will explain how the analysis answers the clinical question in the project.
Topic 5 DQ 2
The paper should describe the best way of visualizing the data collected for the project and the effect on the audience.
Topic 6: Translating Project Outcomes to Practice
Topic 6 DQ 1
The assignment will discuss the basic principles of interpreting data and the reliability and validity of data utilized to translate outcomes to the nursing practice. It will also identify common barriers involved in the process while analyzing the relevance of critically appraising the findings. Additionally, it will describe the barriers a student might expect as they plan to translate the project outcomes into practice.
Topic 6 DQ 2
Students will complete the assessment by reading the provided bible verses. Then, they will explain their view of work based on Christianity and how it impacts their DPI project.
Topic 7: Ethics and the Responsible Conduct of Research
CITI Training: Social Behavioral Research for Students
In the assignment, students will do social behavioral research.
Topic 7 DQ 1
Students will refer to their Christian worldview knowledge and explain how it can be used to remove bias from the DPI project.
Topic 7 DQ 2
The paper will require students to review types of data considered PHI. Then, they will explain how collecting the data could impact their project and how the data can be stored for safety.
Topic 8: Dissemination of Findings
Reflective Journal
The journal will cover the student’s self-reflection and inquiry demonstrated during the completion of the DPI project.
Topic 8 DQ 1
Learners will begin this assessment by reviewing the “Revised Standards for Quality Improvement Reporting Excellence: SQUIRE 2.0” guidelines, located in the topic Resources. Then, they will offer guidance on the evaluation of quality improvement efforts. Further, it will discuss how the project is aligned with Squire 2.0 guidelines. They will also explain why their project focuses on quality improvement instead of being a research project.
Topic 8 DQ 2
In the paper, students will choose a nursing journal in which they would like to publish their project. Also, they should summarize the journal’s author guidelines. Additionally, they should describe two other methods that authors can use to report or disseminate quality improvement outcomes. Again, they should explain how the author’s guidelines and added strategies can benefit them as they develop and implement their project. That said, students should explain how author guidelines could benefit the student’s practice.