This project focuses on the knowledge needed to understand the important role nutrition and diet play when there is an alteration in health. A disease is selected as a foundation of the project. Its etiology and progression is explored to best understand the overall regimen used to treat the disease. Focus is on assessment and interventions that lead to appropriate and effective nutrition and the approach and reasons for a recommended diet. Also included is a brief outline of what to include in client education about the recommended diet and the strategies needed to ensure adherence to it.
This Project must include three scholarly peer reviewed resources/references. APA Editorial format with in-text citations and references is required.
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Requirements
The requirements for your Project include the following:
Must be 6 – 8 pages.
Must include an introductory paragraph that describes the entire project.
The project must have all of the following: identification of the alteration in health (disease), the role nutrition plays in the prevention of this disease, its etiology, progression, treatment, recommended diet, type of nursing assessment and nursing interventions needed with regard to nutrition, outline of what should be included in client education and two strategies to help ensure adherence (overcome barriers) to the recommended diet.
Must have a title page and an APA Editorial formatted Reference page with at least three scholarly peer reviewed references. There must also be appropriate APA Editorial formatted in-text citations.
Answer this discussion with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.
1 References, find resources that are 5 years or less
No errors with APA format 6 Edition
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To Comment
The consensus model for APRN regulation includes the principles of licensure, accreditation, certification, and education (LACE). Licensure and scope of practice may be different from state to state and is the granting authority to practice. Using the consensus model helps regulate the practice of advance practice nurses across the board while maintaining patient safety and expanding patient access to healthcare providers. The new proposed regulatory model creates a uniform model for advanced practice nurses will increase access to patients and allow APRN’s to move easily from state to state (APRN Campaign for consensus: Moving toward Uniformity in State Laws, 2017). This regulatory model will be the way of the future. Education includes graduate level education to include clinical experience. Certification refers to graduates being eligible for national certification used for state licensure after completing graduate programs that are nationally accredited. Accreditation is the formal review and approval by a recognized agency of educational degree or certification programs in nursing or nursing related programs (Consensus Model for APRN Regulation, 2008). Nebraska has 25 points equaling 89 percent completion of the proposed implementation of the new regulatory model. The discrepancy in Nebraska is that the certified nurse midwife is not yet independent and includes written collaboration and no independent prescribing. Clinical nurse specialists in Nebraska do not have independent prescribing either (Major Components of the Consensus Model by State, 2017). According to The National Council State Board of Nursing, (2017), “If all states adopt the regulatory requirements for licensure, accreditation, certification, and education for APRNs, as outlined in the Consensus Model, the benefits will be far-reaching for health care professionals, regulators, and consumers” (p. 2). This new model will improve parameters and patient safety by regulating consistently for public protection.
References
National Council of State Boards of Nursing, Inc. (2017).
Campaign for Consensus: Moving toward Uniformity in State Laws
. Retrieved from
https://www.ncsbn.org/campaign-for-consensus.htm
National Council of State Boards of Nursing, Inc. (2017). Retrieved from
Major Components of the Consensus Model by State.
Retrieved from
https://www.ncsbn.org/2017Septmapwithpoints.pdf
Consensus Model for APRN Regulation: Licensure, Accreditation, Certification & Education. (2008).
APRN Joint Dialogue Group Report
.
Retrieved from
Purpose:
Comment
the Discussion (Class 501 Unit 8 Comment 2
Thing to Remember:
Answer this discussion with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.
1 References, find resources that are 5 years or less
No errors with APA format 6 Edition
To Comment
The consensus model for APRN regulation includes the principles of licensure, accreditation, certification, and education (LACE). Licensure and scope of practice may be different from state to state and is the granting authority to practice. Using the consensus model helps regulate the practice of advance practice nurses across the board while maintaining patient safety and expanding patient access to healthcare providers. The new proposed regulatory model creates a uniform model for advanced practice nurses will increase access to patients and allow APRN’s to move easily from state to state (APRN Campaign for consensus: Moving toward Uniformity in State Laws, 2017). This regulatory model will be the way of the future. Education includes graduate level education to include clinical experience. Certification refers to graduates being eligible for national certification used for state licensure after completing graduate programs that are nationally accredited. Accreditation is the formal review and approval by a recognized agency of educational degree or certification programs in nursing or nursing related programs (Consensus Model for APRN Regulation, 2008). Nebraska has 25 points equaling 89 percent completion of the proposed implementation of the new regulatory model. The discrepancy in Nebraska is that the certified nurse midwife is not yet independent and includes written collaboration and no independent prescribing. Clinical nurse specialists in Nebraska do not have independent prescribing either (Major Components of the Consensus Model by State, 2017). According to The National Council State Board of Nursing, (2017), “If all states adopt the regulatory requirements for licensure, accreditation, certification, and education for APRNs, as outlined in the Consensus Model, the benefits will be far-reaching for health care professionals, regulators, and consumers” (p. 2). This new model will improve parameters and patient safety by regulating consistently for public protection.
References
National Council of State Boards of Nursing, Inc. (2017).
Campaign for Consensus: Moving toward Uniformity in State Laws
. Retrieved from
https://www.ncsbn.org/campaign-for-consensus.htm
National Council of State Boards of Nursing, Inc. (2017). Retrieved from
Major Components of the Consensus Model by State.
Retrieved from
https://www.ncsbn.org/2017Septmapwithpoints.pdf
Consensus Model for APRN Regulation: Licensure, Accreditation, Certification & Education. (2008).
APRN Joint Dialogue Group Report
.
Retrieved from
To prepare for this Environmental Factors and Health Promotion Pamphlet: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants Assignment, view the following brief video from the American Medical Association titled, “Health Literacy and Patient Safety: Help Patients Understand.” The video can be accessed through the following link:
Part I: Pamphlet
Develop a pamphlet to inform parents and caregivers about environmental factors that can affect the health of infants.
Use the “Pamphlet Template” document to help you create your pamphlet. Include the following:
Select an environmental factor that poses a threat to the health or safety of infants.
Explain how the environmental factor you selected can potentially affect the health or safety of infants.
Offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.
Offer examples, interventions, and suggestions from evidence-based research. A minimum of three scholarly resources are required.
Provide readers with two community resources, a national resource, and a Web-based resource. Include a brief description and contact information for each resource.
In developing your pamphlet, take into consideration the healthcare literacy level of your target audience.
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Part II: Pamphlet Sharing Experience
Share the pamphlet you have developed with a parent of an infant child. The parent may be a person from your neighborhood, a parent of an infant from a child-care center in your community, or a parent from another organization, such as a church group with which you have an affiliation.
Provide a written summary of the teaching / learning interaction. Include in your summary:
Demographical information of the parent and child (age, gender, ethnicity, educational level).
Description of parent response to teaching.
Assessment of parent understanding.
Your impressions of the experience; what went well, what can be improved.
Submit Part I and Part II of the Accident Prevention and Safety Promotion for Parents and Caregivers of Infants assignment by the end of Topic 1.
While APA format is not required for the body of this Environmental Factors and Health Promotion Pamphlet: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants Assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This Environmental Factors and Health Promotion Pamphlet: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this Environmental Factors and Health Promotion Pamphlet: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants Assignment to Turnitin. Please refer to the directions in the Student Success Center.
Pamphlet Template
Rubric – Environmental Factors and Health Promotion Pamphlet: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants
assignment
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
75.0 %Content
15.0 %Explanation of Potential Effect
Explanation of how the selected environmental factor can potentially affect the health or safety of infants is not given.
Explanation of how the selected environmental factor can potentially affect the health or safety of infants is minimal and/or inaccurate.
Explanation of how the selected environmental factor can potentially affect the health or safety of infants is accurate.
Explanation of how the selected environmental factor can potentially affect the health or safety of infants is accurate and supported with detail.
Explanation of how the selected environmental factor can potentially affect the health or safety of infants is accurate and supported with detail and thoughtful insight.
20.0 %Recommendations
Pamphlet does not offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.
Recommendations offered on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants are minimal or inaccurate.
Recommendations offered on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants are accurate.
Recommendations offered on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants are accurate and supported with detail.
Recommendations offered on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants are accurate and supported with detail and thoughtful insight.
10.0 %Examples, Interventions, and Suggestions
Pamphlet does not offer examples, interventions, and suggestions from evidence-based research.
Pamphlet offers minimal examples, interventions, and suggestions, or examples are offered but they are inaccurate or not from evidence-based research.
Pamphlet offers accurate examples, interventions, and suggestions from evidence-based research.
Pamphlet offers accurate examples, interventions, and suggestions from evidence-based research and is supported with detail.
Pamphlet offers accurate examples, interventions, and suggestions from evidence-based research and is supported with detail and thoughtful insight.
10.0 %Written Summary of Teaching / Learning Interaction
Summary of teaching / learning experience is not offered.
Summary of teaching / learning interaction is offered but lacks detail and is missing two or more components.
Summary includes student’s reflection on teaching experience but is missing details of the experience and an assessment of learning with the parent.
Summary includes demographic information, description of parent response to teaching, and assessment of parent understanding but does not include student’s reflection on teaching experience.
Summary includes demographic information, description of parent response to teaching, assessment of parent understanding, and student’s impressions of teaching.
20.0 %Resources
Pamphlet does not provide readers with community, national, and Web-based resources.
Pamphlet does not provide readers with all the resources indicated by the assignment (community, national, and Web-based resources), or resources provided do not adequately address selected environmental factor or are missing descriptions and contact information.
Pamphlet provides readers all the resources indicated by the assignment (community, national, and Web-based resources), including brief descriptions of resource and contact information.
Pamphlet provides readers all the resources indicated by the assignment (community, national, and Web-based resources), including brief descriptions of resource and contact information. Qualities of resources selected indicate thoughtful consideration.
Pamphlet provides readers all the resources indicated by the assignment (community, national, and Web-based resources), including brief descriptions of resource and contact information. Quality of resources selected and the accompanying descriptions indicate thoughtful consideration.
15.0 %Organization and Effectiveness
5.0 %Presentation
The piece is not neat or organized, and it does not include all required elements.
The work is not neat and includes minor flaws or omissions of required elements.
The overall appearance is neat, but major elements are missing.
The presentation is good. The overall appearance is neat, with a few minor flaws or missing elements.
The work is well presented and includes all required elements. The overall appearance is neat and professional.
5.0 %Originality
The work is an extensive collection and rehash of other people’s ideas, products, images, or inventions. There is no evidence of new thought or inventiveness.
The work is a minimal collection or rehash of other people’s ideas, products, images, or inventions. There is no evidence of new thought.
The product shows evidence of originality. While based on other people’s ideas, products, images, or inventions, the work does offer some new insights.
The product shows evidence of originality and inventiveness. While based on an extensive collection of other people’s ideas, products, images, or inventions, the work extends beyond that collection to offer new insights.
The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
10.0 %Format
5.0 %Research
No outside sources were used to support the assignment.
Few outside sources were used to support the assignment. Limited research is apparent.
Research is adequate. Sources are standard in relevance, quality of outside sources, and/or timeliness.
Research is timely and relevant, and addresses all of the issues stated in the assignment criteria.
Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.
5.0 %Paper Format (Use of appropriate style for the major and assignment)
Template is not used appropriately or documentation format is rarely followed correctly.
Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.
Appropriate template is used. Formatting is correct, although some minor errors may be present.
Appropriate template is fully used. There are virtually no errors in formatting style.
The Consensus Model and the Role of the Advanced Practice Nurse
Purpose:
The purpose of this assignment is to assist you in understanding the specific parameters of each advanced practice role. Understanding how your role is defined by the consensus model will assist you in working within your scope of practice.
Directions:
Compare and contrast each of the population focused roles authorized by the nurse practice act in the state in which you live. What are the barriers to practice in your state for each one of the roles?
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Journal Assignment Requirements:
As this Assignment is a Journal entry and not a formal paper, it may at times be difficult to follow the organization, style, and formatting of the APA 6th Edition Manual. Despite this, your Journal Assignment should
Be no more than 1–2 paragraphs (less than 1 page) in length;
clearly establish and maintain the viewpoint and purpose of the Assignment;
follow the conventions of Standard American English (correct grammar, punctuation, etc.);
be well ordered, logical, and unified, as well as original and insightful; and
display superior content, organization, style, and mechanics.
References may be included and if references are used, there should be a reference page prepared in APA format.
From the battle to prevent the spread of AIDS to breakthroughs in cancer research, disease and its impact on the human body are everyday subjects for health organizations and the scientific community as well as the popular press. News articles, reports, studies, and other resources can provide insights into how disease affects the human body and its systems. These resources inform not only researchers and scientists, but also public health officials and the general population.
In this Discussion, you locate an article related to a human disease and you analyze the information the article provides. Also, you explore how greater understanding of a disease’s effects on the human body informs public health and disease prevention.
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To prepare
for this Discussion,
Locate an article related to a particular human disease from the popular press (e.g.,
Time
,
CNN
,
Newsweek
), a federal or global health organization (e.g., CDC, WHO, World Bank, UNAIDS), or a scholarly, peer-reviewed journal such as the
Journal of Public Health and Epidemiology
(search using the CINAHL database in the Walden library). This article should have been published within the last 2 years.
Identify which body system(s) is/are impacted by the disease. Consider the implications of the subject matter discussed in the article on the body system(s).
Reflect on how public health and disease prevention are impacted by the subject matter of the article.
post a brief summary of the article you reviewed that is related to a particular human disease (include the article citation in proper APA format). Then describe the implications of the subject matter discussed in this article on one or more human body systems. Finally, explain how understanding the impact of this disease on body systems might inform public health and disease prevention. Be sure to support your response with references to your chosen article as well as this week’s Learning Resources.
Conceptual-Theory-Empirical (C-T-E) structure process
Things to remember:
Discussion post is at least 200 words.
Answers all questions with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.
3 References, try to find resources that are 5 years or less
No errors with APA format 6thEdition
Review the Discussion Board Participation Grading Rubric, in the Grading Rubrics section of the Course Resources.
To Discuss:
Topic 1: Conceptual-Theory-Empirical
Writing in the voice of your chosen theorist from your Unit 5 Assignment, describe the Conceptual-Theory-Empirical (C-T-E) structure process you used in creating your theory?
Things to remember:
Review the Discussion Board Participation Grading Rubric, in the Grading Rubrics section of the Course Resources.
Visit the Writing Center (located in the student portal) for assistance with writing, APA, and online communication.
Based on your review of the Web site, select one of the ten regions of the EPA to evaluate its collaboration with other agencies in the event of an environmental disaster. Then, respond to the following:
Briefly describe an environmental disaster that has occurred in the region you selected. Include an example of how the EPA collaborated with another agency or agencies in the response.
Evaluate the success of the collaboration.
Examine the response for any deficiencies.
Recommend strategies to improve the environmental disaster response.
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Support your statements with appropriate examples and scholarly references.
Part 2: Implications of a Global Environmental Disaster
In addition to the environmental impacts of a natural disaster, the toll on the mental health of the affected population is enormous. The earthquake that occurred in Japan on March 11, 2011, resulted in mass casualties and structural damage beyond our imagination. In such events, the mental healthcare response is crucial for meeting the needs of the people affected.
Review the following journal article:
Takeda, M. (2011). Mental health care and East Japan Great Earthquake.
Psychiatry & Clinical Neurosciences, 65
(3), 207–212. doi: 10.1111/j.1440-1819.2011.02220.x (Web of Science Accession Number: WOS:000289740400001)
Using the readings for this week, as well as the above journal article, respond to the following:
Which mental health agencies responded immediately to the Japanese earthquake?
What were the barriers that prevented an immediate and effective response?
Which long-term needs of the people have been affected by the earthquake?
What resources are in place to address their mental health needs?
Support your Environmental disaster and EPA response essay statements with appropriate examples and scholarly references.
Comment on Hildegard Peplau’s Interpersonal Relationship Theory below
Purpose:
Comment
the Discussion (Class 502 Unit 8 Comment 1
Thing to Remember:
Answer this discussion with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.
1 References, find resources that are 5 years or less
No errors with APA format 6 Edition
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To Comment
The conceptual model created for the interpersonal relationship theory is involving an interaction between two or more individuals with a common goal. For example, when the nurse and the patient work as a team together through challenges to achieve a common goal, it improves outcomes whether it is related to illness or illness prevention. “Through the devise of the therapeutic nurse-patient relationship, the nurse could be the most beneficial to human beings” (Fawcett, 2010. P. 259).
This theory is a one-dimensional concept, relations. The nurse patient relationship can be expressed as a process with overlapping phases along with the roles of the nurse to improve patient outcomes. The patient becomes self-reliant with a sense of security (Senn, 2013). Without establishing this relationship outcomes aren’t as positive. Establishing this relationship occurs in 3 phases. Phase 1, Orientation, is where roles are developed and trust is established. Phase 2, working, is where issues are developed and goals are made. Phase 3, resolution, is where the needs of the patient are met and the relationship ceases. This is where the theory is found to be true.
Research has shown this theory to be true through evidence-based research time and time again over the years, not just in nurse-patient relationships. Health is the forward movement of personality, and nursing the significant therapeutic interpersonal process (Paplau, 1952) Empirical indicators validates the nursing activities that relate positive outcomes to specific nursing interventions. This is where the data to support the theory proves it to be true based on quantitative and qualitative studies.
References
Fawcett, J. (2010).
Contemporary nursing knowledge: Analysis and evaluation of nursing models and theories
(2
nd
ed.). Philadelphia, PA: F.A. Davis
Peplau, H. E. (1952).
Interpersonal relations in nursing
. New York, NY: G.P. Putnam’s Sons.
Senn, J. (2013). Peplau’s theory of interpersonal relation: application in emergency and rural nursing.
Nursing Science Quarterly, 26
(1). Retrieved from
http://www.researchgate.net/publication/233941074
Answer this discussion with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.
1 References, find resources that are 5 years or less
No errors with APA format 6 Edition
To Comment
Conceptual models are a group of statements that work together to help with theory formation (Butts, & Rich, 2018). In the formation of Orem’s Self-Care Deficit theory the concepts that helped form the theory were self-care, self-care demands, nursing agency, self-care agency, deficit, and conditioning factors. The interrelation of these concepts form the conceptual model that led to building of the theory of Self-Care Deficit.
Orem began theory formation when she realized that nursing know how to perform the act of nursing but they do not know how to communicate what nursing is. The theory of Self-Care Deficit specifies when nursing is needed. It states that nursing is required when an adult (or in the case of a dependent, the parent) is incapable or limited in the provision of continuous effective self-care. Five methods have been identified in helping the adult/dependent: acting for and doing for others, guiding others, supporting another, providing an environment promoting personal development in relation to meet future demands, and teaching another. The term self-care deficit refers to the relationship between self-care agency and therapeutic self-care demands of individuals. This applies to individuals who are completely, or partially, unable to know or to engage in self-care (Duffy, Donnell, & Snowden, 2014).
In evaluating the SCDT is can be noted that this theory is still significant because it has practical uses in society today. Orem’s theory of Self-Care Deficit was used to develop an anti-violence program for adolescent high school students in Thailand (Kongsuwan, Suttharangsee, Isaramalai, & Weiss, 2012). The SCDT was also used to educate women in rural areas regarding obesity. By minimizing the barriers to Self-Care Agencies and Self-Care Practices nursing will be able to tailor interventions to address obesity (Burdette, 2012). These are only a few examples of the applicability of Orem’s theory.
Empirical indicators serve as real-life substitutes for concepts (Butts, & Rich, 2018). They are needed because most theoretical concepts cannot be directly observed and measured. Self-care agency is a concept that is part of the conceptual model. Self-care agency can be measured by using the Self-As-Carer Inventory. The Self-As-Carer Inventory was designed to permit individuals to express their perceived capacity to care for self.
Theory development is formed through the C-T-E structure. The three components that made up the structure are: a conceptual model, a theory, and empirical indicators. Orem’s SCDT has all three components that help her form a well-designed, testable theory (Butts, & Rich, 2018).
References
Burdette, L. (2012). Relationship between self-care agency, self-care practices and obesity among rural midlife women.
Self-Care, Dependent-Care & Nursing, 19
(1), 5-14.
Butts, J. B., & Rich, K. L. (2018).
Philosophies and theories for advanced nursing
practice
(3
rd
ed.). Burlington, MA: Jones & Bartlett Learning.
Duffy, T., Donnell, A., & Snowden, A. (2014).
Pioneering Theories in Nursing
. London: Andrews UK.
Geden, E., & Taylor, S. (1991). Construct and empirical validity of the self-as-carer inventory.
Nursing Research, 40
(1), 47-50.
Research Question: Does the number of hours worked per week (
workweek
) predict family income (
income
)?
Using Polit2SetA data set, run a simple regression using Family Income (
income
) as the outcome variable (Y) and Number of Hours Worked per Week (
workweek
) as the independent variable (X). When conducting any regression analysis, the dependent (outcome) variables is always (Y) and is placed on the y-axis, and the independent (predictor) variable is always (X) and is placed on the x-axis.
Follow these steps when using SPSS:
Open Polit2SetA data set.
Click on
Analyze
, then click on
Regression
, then
Linear
.
Move the dependent variable (
income
) in the box labeled “Dependent” by clicking the arrow button. The dependent variable is a continuous variable.
Move the independent variable (
workweek
) into the box labeled “Independent.”
Click on the
Statistics
button (right side of box) and click on
Descriptives
,
Estimates
,
Confidence Interval
(should be 95%), and
Model Fit
, then click on
Continue
.
Click on
OK
.
Assignment:
Through analysis of the SPSS output, answer the following questions.
What is the total sample size?
What is the mean income and mean number of hours worked?
What is the correlation coefficient between the outcome and predictor variables? Is it significant? How would you describe the strength and direction of the relationship?
What it the value of R squared (coefficient of determination)? Interpret the value.
Interpret the standard error of the estimate? What information does this value provide to the researcher?
The model fit is determined by the ANOVA table results (
F
statistic = 37.226, 1,376 degrees of freedom, and the
p
value is .001). Based on these results, does the model fit the data? Briefly explain. (Hint: A significant finding indicates good model fit.)
Based on the coefficients, what is the value of the y-intercept (point at which the line of best fit crosses the y-axis)?
Based on the output, write out the regression equation for predicting family income.
Using the regression equation, what is the predicted monthly family income for women working 35 hours per week?
Using the regression equation, what is the predicted monthly family income for women working 20 hours per week?
For this assignment, answer question 1 through 10 individually. DO NOT ANSWER IN PARAGRAPH FORM.
Multiple Regression
Assignment:
In this assignment we are trying to predict CES-D score (depression) in women. The research question is: How well do age, educational attainment, employment, abuse, and poor health predict depression?
Using Polit2SetC data set, run a multiple regression using CES-D Score (
cesd
) as the outcome variable (Y) and respondent’s age (
age
), educational attainment (
educatn
), currently employed (
worknow
), number, types of abuse (
nabuse
), and poor health (
poorhlth
) as the independent variables (X). When conducting any regression analysis, the dependent (outcome) variables is always (Y) and is placed on the y-axis, and the independent (predictor) variable is always (X) and is placed on the x-axis.
Follow these steps when using SPSS:
Open Polit2SetC data set.
Click on
Analyze,
then click on
Regression
, then
Linear
.
Move the dependent variable, CES-D Score (
cesd
) into the box labeled “Dependent” by clicking on the arrow button. The dependent variable is a continuous variable.
Move the independent variables (
age
,
educatn
,
worknow
, and
poorhlth
) into the box labeled “Independent.” This is the first block of variables to be entered into the analysis (block 1 of 1). Click on the bottom (top right of independent box), marked “Next”; this will give you another box to enter the next block of indepdent variables (block 2 of 2). Here you are to enter (
nabuse
).
Note:
Be sure the Method box states “Enter”.
Click on the
Statistics
button (right side of box) and click on
Descriptives
,
Estimates
,
Confidence Interval
(should be 95%),
R square change
, and
Model Fit
, and then click on
Continue
.
Click on
OK
.
Assignment:
(When answering all questions, use the data on the coefficients panel from Model 2).
Analyze the data from the SPSS output and write a paragraph summarizing the findings. (Use the example in the SPSS output file as a guide for your write-up.)
Which of the predictors were significant predictors in the model?
Which of the predictors was the most relevant predictor in the model?
Interpret the unstandardized coefficents for educational attainment and poor health.
If you wanted to predict a woman’s current CES-D score based on the analysis, what would the unstandardized regression equation be? Include unstandardized coefficients in the equation.
For this assignment, answer question 1 through 5 individually. DO NOT ANSWER IN PARAGRAPH FORM.
Required Readings
Gray, J.R., Grove, S.K., & Sutherland, S. (2017)
. Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence
(8th ed.). St. Louis, MO: Saunders Elsevier
.
Chapter 24, “Using Statistics to Predict”
This chapter asserts that predictive analyses are based on probability theory instead of decision theory. It also analyzes how variation plays a critical role in simple linear regression and multiple regression.
Statistics and Data Analysis for Nursing Research
Chapter 9, “Correlation and Simple Regression” (pp. 208–222)
This section of Chapter 9 discusses the simple regression equation and outlines major components of regression, including errors of prediction, residuals, OLS regression, and ordinary least-square regression.
Chapter 10, “Multiple Regression”
Chapter 10 focuses on multiple regression as a statistical procedure and explains multivariate statistics and their relationship to multiple regression concepts, equations, and tests.
Chapter 12, “Logistic Regression”
This chapter provides an overview of logistic regression, which is a form of statistical analysis frequently used in nursing research.
Optional Resources
Walden University. (n.d.). Linear regression. Retrieved August 1, 2011, from http://streaming.waldenu.edu/hdp/researchtutorials/educ8106_player/educ8106_linear_regression.html