NUR 630 Quality Data Sources
Grand Canyon University NUR 630 Quality Data Sources – Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NUR 630 Quality Data Sources assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NUR 630 Quality Data Sources
Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 630 Quality Data Sources depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NUR 630 Quality Data Sources
The introduction for the Grand Canyon University NUR 630 Quality Data Sources is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
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How to Write the Body for NUR 630 Quality Data Sources
After the introduction, move into the main part of the NUR 630 Quality Data Sources assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NUR 630 Quality Data Sources
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NUR 630 Quality Data Sources
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Sample Answer for NUR 630 Quality Data Sources
Quality Data Sources Organizer
Different populations experience varying health conditions depending on resources, locations, education, and other factors influencing population health. Understanding health status and barriers is essential for governments and policymakers to help populations as situations obligate. Both primary and secondary data can be used as a reference for health interventions. The purpose of this organizer is to describe the major sources of quality data, including content, targeted population, schedule, and potential uses of the information.
| Data Source | Primary Content | Population Targeted | Demographic Data | Schedule | Is This a Source of Primary or Secondary Data? | How / When / Where the Information Might Be Used |
| Behavioral Risk Factor Surveillance System (BRFSS) by CDC | BRFSS aims to provide state-specific data regarding preventive health practices and risk behaviors associated with chronic diseases, injuries, and preventable infections among adults (Agency for Healthcare Research and Quality, 2022). | BRFSS targets civilian non-institutionalized population in the U.S. above 18 years of age residing in households. | Essential data include people’s age, gender, education level, race/ethnicity, income, employment details, and marital status | The data is collected monthly but results are distributed yearly. | Primary data: the target population responds to telephone health surveys. Primary data is collected directly from participants in a survey (Schneider et al., 2023). BRFSS uses landline and cell phones to collect data. | Governments, policymakers, and healthcare providers can use the data to design state-based programs for chronic disease prevention based on the identified risk factors and preventive health practices that different races adopt. Such programs include health education on disease prevention, improved access to care, and social support for at-risk populations (Ruiz-Ramírez et al., 2021). |
| National Health Interview Survey (NHIS) | NHIS concentrates on a family’s chronic health conditions, activity barriers, health access, immunizations, and care provider contacts (Agency for Healthcare Research and Quality, 2022). Respondents also answer questions regarding health behaviors. | NHIS targets civilian non-institutionalized population living in the U.S. | Gender ethnicity/race, age, marital status, income level, education level, birth place, occupation, and industry | Annual data collection | Primary source: family members in the sampled households answer questionnaires via interviews (Agency for Healthcare Research and Quality, 2022). | The data could be used to evaluate people’s barriers to health and interventions used for health promotion. Such information could be further used to address behavior problems, access issues, and other identified concerns. |
| National HIV Surveillance System (NHSS) | This data is about HIV exposure mode, case definition category, and other relevant clinical and demographic information (Agency for Healthcare Research and Quality, 2022). | All people in the United States, Virgin Islands, the District of Columbia, and other territories | People’s age, gender, race/ethnicity, and residence state | Continuous data collection | State and local departments collection data on HIV infection (primary), which is then reported to CDC (Agency for Healthcare Research and Quality, 2022). | The data could be pivotal in evaluating disparities regarding HIV infection across races and states. Therefore, it can be used as a foundation for implementing state-based and nationwide HIV prevention and support programs. |
| National Immunization Survey – Child (NIS-Child) | Vaccination status and timing for polio, diphtheria, measles, and other vaccines. | NIS-Child targets children from 19 to 35 months (Agency for Healthcare Research and Quality, 2022). | Gender, race/ethnicity, income status, location, and four U.S. Census Bureau Regions | Data is collected in quarterly samples that are reported annually | Primary data: NIS collects data from the sampled populations via telephone interviews (first phase). This is followed by a second phase where providers inform NIS about the child’s vaccination information via a mail survey. | The information can be used to intensify vaccination programs in areas where vaccination status does not meet the desired threshold. Policymakers and governments can use the data to address vaccination barriers, such as long distances/access barriers, inadequate knowledge, and cultural beliefs (Garst et al., 2021; National Council on Aging, 2021). |
| National Program of Cancer Registries (NPCR) | Cancer cases | The entire U.S population | Sex, age, race/ethnicity | Continuous data collection | Primary data: states and U.S. territories have central registries. | NPCR’s cancer registry is used to identify and monitor cancer trends, including incidence and mortality (Agency for Healthcare Research and Quality, 2022). The information is vital for planning and evaluating the effectiveness of cancer control programs. It can also be used to expand cancer research and as a reference for allocating health resources for cancer prevention and management across states. |
Conclusion
Data is crucial for informed decision-making in health practice and other professions. It guides healthcare providers, partners, and governments in understanding population health concerns and responding effectively. As demonstrated in this organizer, data comes from multiple sources and in different forms. Targeted populations are also involved in providing health information to support interventions. Broadly, the data is used to evaluate population health status and challenges to guide responsible organizations, governments, and healthcare providers in planning and implementing state-based and national programs for health improvement.
References
Agency for Healthcare Research and Quality. (2022). 2022 national healthcare quality and disparities report data sources. https://www.ahrq.gov/sites/default/files/wysiwyg/research/findings/nhqrdr/2022qdr-datasources.pdf
Garst, B., Dubin, A., Bunke, C., Schellpfeffer, N., Gaslin, T., Ambrose, M., & Hashikawa, A. (2021). Barriers impacting organizational immunization policy implementation in US and Canadian summer camps. Children’s Health Care, 50(2), 207-219. https://doi.org/10.1080/02739615.2020.1870118
Kuru, O., Chan, M. P. S., Lu, H., Stecula, D. A., Jamieson, K. H., & Albarracín, D. (2022). Religious affiliation and philosophical and moral beliefs about vaccines: a longitudinal study. Journal of Health Psychology, 27(13), 3059-3081. https://doi.org/10.1177/13591053221082770
National Council on Aging. (2021). Evidence-based chronic disease self-management education programs. https://www.ncoa.org/article/evidence-based-chronic-disease-self-management-education-programs
Ruiz-Ramírez, J. A., Olarte-Arias, Y. A., & Glasserman-Morales, L. D. (2021). Educational processes for health and disease self-management in public health: a systematic review. International Journal of Environmental Research and Public Health, 18(12), 6448. https://doi.org/10.3390/ijerph18126448
Schneider, A., Wagenknecht, A., Sydow, H., Riedlinger, D., Holzinger, F., Figura, A., … & Möckel, M. (2023). Primary and secondary data in emergency medicine health services research–a comparative analysis in a regional research network on multimorbid patients. BMC Medical Research Methodology, 23(1), 1-12. https://doi.org/10.1186/s12874-023-01855-2
Primary data can be defined as data that has been written by the researcher after conducting an experiment, doing interviews or after working in research and giving his first-hand account. Secondary data can be described as data that already exist, and was first generated by a educational institution, government institution or healthcare facility etc. as part of their research or record keeping (Wienclaw, 2021). Both data can be used in the Plan Do Study Act (PDSA) cycle in the CQI process. Different tools can be used to determine if there are any improvements that need to be made on the available data after research, or any improvements that needs to be made in order to make the data current and relevant. Example of primary data is a research that was conducted in India where the researcher showed that most people there are not treated for mental illment because of the stigma people in the general population associate with patients suffering from mental health. This has resulted in an increase in the number of people suffering from mental illness and are not seeking any medical help (Pinto, 2021). An example of secondary data, is where a study was conducted among foreign residents who leave in Japan, and it showed that most of them were less than likely to seek medical help than the general population, because they did not have healthcare insurance coverage. Some of them visited free medical clinics whenever they got sick, while others did not seek medical help at all. This shows the medical barriers that are still present in Japan (Haguchi et al., 2021)
Reference:
Wienclaw, R. A. (2021). Analysis of Secondary Data. Salem Press Encyclopedia.
Pinto, S. A. (2021). Mental Hospitals and Historical Trauma: Stop Blaming Stigma, Address the Trauma. Indian Journal of Social Psychiatry, 37(4), 385–387.
Higuchi, M., Endo, M., & Yoshino, A. (2021). Factors associated with access to health care among foreign residents living in Aichi Prefecture, Japan: secondary data analysis. International Journal for Equity in Health, 20(1), 1–12. https://doi.org/10.1186/s12939-021-01465-8
