...HLSC 122 Inquiry in Health Care week 8 Lecture and tutorial Preparation Quantitative research Appraisal Pre reading: Lecture preparation Week 8: Quantitative research design. Borbasi, S, Hengstberger-Sims, C, & Jackson, D., (2012).Quantitative research: Summing it up. In Borbasi, S., & Jackson, D. (Eds.). Navigating the maze of research: Enhancing nursing and midwifery practice. (3rd ed.). p. 79-122 Sydney: Elsevier Australia. Ingham-Broomfield, R. (2008). A nurses’ guide to the critical reading of research. Australian Journal of Advanced Nursing, 26 (1) pp. 102-109. Pierson, J.,(2010). Data analysis in quantitative research. In P. Liamputtong (Ed.), Research methods in health: foundations for evidence-based practice (pp. 402-415). South Melbourne: Oxford University Press. Schofield, M.& Knauss, C..,(2010). Surveys and questionnaires in health research. In P. Liamputtong (Ed.), Research methods in health: foundations for evidence-based practice (pp. 213-236). South Melbourne: Oxford University Press. Solutions for Public Health. (2010). Critical skills appraisal program. Retrieved February 12, 2013, from http://www.casp-uk.net/ Activity: 1.0 Define the following terms: 1.1 Quantitative research process; 1.2 theoretical framework; 1.3 variables; 1.4 probability sampling; 1.5 a significant P value; 1.6 clinical significance. 2.0 Complete the table below Adapted from Box 4.1 Classification...
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...STEP 1 Question: Why do poor countries have a predominance of infectious diseases as opposed to the lifestyle-related diseases of wealthy countries? What is your response to the global health inequalities that exist? STEP 2 Historical factors- The historic components like living in neediness inclined zones or in the territories where sufficient administrations are not accessible, have prompted the spread of irresistible ailments. Urbanization has helped affluent individuals to abstain from getting any contamination yet their stationary and inert lifestyle likewise helps the horrible conditions like weight and discouragement. The ordinary practices of ignoring the presymptoms until the sickness investigates, is still pervasive. In addition, the act of permitting any part from the neighbour to treat the patient with their insane information of drug is additionally the purpose behind this contrast in the wellbeing conditions in country and urban nations. Structural factors- The structural variables like the globalization, dissent of human rights and benefits and a lot of people more prompt the expanded rate of movement of mortality because of contaminations in the poor nations. Such nations need water offices, legitimate convenience, sanitation, sustenance, wellbeing administrations and what not. Absence of assets and method for correspondence and their detachment from the urban territories all help the commonness of irresistible ailments. Then again, in the rich nations, regardless...
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...------------------------------------------------- Assessment Task 3 ------------------------------------------------- Scenario 2 “Cranberries contain a substance that can prevent bacteria from sticking to the walls of the bladder. This may help reduce bladder and other urinary tract infections.” (Craig, et. al, 1998) The use of cranberry juice to effectively treat a Urinary Tract Infection (UTI) is not a heavily studied topic, but some people believe that it can be used to treat a UTI. This essay will discuss the scenario of a 22-year-old woman, Susan, who is suffering from a UTI, who wishes to drink cranberry juice as part of her treatment, instead of taking her prescribed antibiotics. Wanting to receive the best treatment for her condition, she decides to investigate further about the use of cranberry juice as a treatment for UTI’s. PICO Question Development The research that is being undertaken is using the framework of a PICO question. A PICO question is framed by studying the four elements of a clinical investigation: Population, Intervention, Comparison and Outcome. (Liampattong, 2013). The population in this scenario is Females aged 18-30. This age range is the most common ages for females to contract a UTI. It is important that the age range is specific so that the PICO question can be answered. Intervention for this scenario would be the use of antibiotics and the comparison would be to drink cranberry juice. The outcome is based on the ability to compare...
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...HLSC110- Pregnant Stroke Reflection Shelby Strong, S00189447 “Therapeutic communication consists of specific techniques, including the use of open-ended questions, touch, focusing, giving information, acknowledging, clarifying, reflecting, silence, and offering self (Berman & Snyder, 2012), with the goal of establishing a nurse-patient relationship based on mutual trust and respect. It is patient-centered as opposed to provider-centered.” (Kleier, 2013, p. 110) The ‘Handover’ video presented within one of the Pregnant Stroke vignettes shows a noteworthy example of effective therapeutic communication. Through inter-professional communication between the paramedic, James, and the nurse, Louise, both of the health-care professionals were able to create a safe, comfortable environment for their patient. “The nurse's key goal is to gain the patient's cooperation and trust often in a limited amount of time.” (Rosenberg, Gallo-Silver, 2011, p. 2) To do this, the nurse and/or health professional must use a range of techniques to achieve the greatest possible outcome for that individual. As Sally, the patient, is pregnant and had just experienced a stroke, it is crucial to keep her calm and reassure her that she is in the best possible care. As a result of James providing the nurse with all of the critical information needed, Louise was able to start forming a relationship with Sally. This pre-interaction phase is crucial in building a rapport with the patient. “If the person...
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...Assessment Task 1 - Essay Choose one of the following topics: Sam is a recently graduated health professional and has observed that clinical practices vary in the different health care facilities. Sam is confused about which practice is the most effective to give patients better health outcomes according to the latest research literature. In this essay you will be required to use this scenario to: Topic 1: Define evidence based practice and discuss the possible facilitators and barriers for Sam to utilise the best research evidence in clinical practice. OR Topic 2: Discuss qualitative and quantitative approaches to research and how Sam can apply the evidence that is generated from one of these approaches to evidence based clinical practice. Due Date: Tuesday 23rd April at 2pm. Word Length: 1000 words Weighting: 35% Purpose: To demonstrate your achievement of each learning outcome shown below. Learning outcomes assessed: 3, 4, 5, 7, and 10. 3. Reflect on and analyse health related situations and contexts; (ACU Graduate Attribute 4) 4. Develop inquiring questions related to health related situations and contexts; 5. Select appropriate types of knowledge required to analyse and problem solve various health care situations and contexts; 7. Develop effective strategies to identify and respond to your professional learning needs; 10. Demonstrate respect for the values and beliefs of health consumers and colleagues in applying knowledge...
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...there are five questions from which you can choose a question to answer for your second assessment task. Learning Outcomes and Graduate Attributes The Learning Outcomes (with numbering from your Unit Outline) that will be addressed in this eModule are as follows – 1. explain changes in contemporary Australian society, culture and health related to world globalising processes; 2. discuss the impact of societal changes and an increasing cultural diversity in Australia on the provision of health care; 3. contrast how health and illness are constructed within diverse cultures and biomedical constructions of health and illness in Australia; 5. differentiate the health issues of vulnerable people in marginalised social groups in Australia; HLSC 120 Semester 1, 2014 eModule 2 Page 1 7. apply the principles of cultural sensitivity...
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...2014-2015 Undergraduate Academic Calendar and Course Catalogue Published June 2014 The information contained within this document was accurate at the time of publication indicated above and is subject to change. Please consult your faculty or the Registrar’s office if you require clarification regarding the contents of this document. Note: Program map information located in the faculty sections of this document are relevant to students beginning their studies in 2014-2015, students commencing their UOIT studies during a different academic year should consult their faculty to ensure they are following the correct program map. i Message from President Tim McTiernan I am delighted to welcome you to the University of Ontario Institute of Technology (UOIT), one of Canada’s most modern and dynamic university communities. We are a university that lives by three words: challenge, innovate and connect. You have chosen a university known for how it helps students meet the challenges of the future. We have created a leading-edge, technology-enriched learning environment. We have invested in state-of-the-art research and teaching facilities. We have developed industry-ready programs that align with the university’s visionary research portfolio. UOIT is known for its innovative approaches to learning. In many cases, our undergraduate and graduate students are working alongside their professors on research projects and gaining valuable hands-on learning, which we believe is integral...
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...HLSC 120 Society, Culture and Health Tutorial Guide Week One: Introduction to HLSC 120 Session objectives: At the conclusion of the tutorial, students will: 1. understand the content of the Unit 2. be a member of a seminar group 3. know the question that their seminar presentation will address 4. know how to contact their group members 5. organize the first meeting time for their group Prior to attending this tutorial students should read the following: * Unit outline * Assessment requirements in the Unit outline * Read Questions for Assessment 1 in the Unit Outline and mark a few they are interested in. * Print or have access to eModule 1 available on LEO Activities: 1. Welcome 2. Introductions 3. Roll call / attendance record 4. UNIT OUTLINE - any questions? a. Print, read and keep a copy b. Discuss assessment task 1:Seminar 5. Allocation to Groups c. Students to form seven groups of 3 to 5 students per group. d. Discuss a few questions that they would like to do e. Co-operatively, allocate groups to a question; f. Record Tutorial groups and topics on word doc provided by the tutor. g. If time permits, review marking criteria for Assessment 1. 6. (If time permits) Reflective writing (practice) -it is all about writing to learn more h. Write reflectively about anything or about commencing or recommencing university for e.g. i. Students to use their...
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...For Assessment 2: Reflective Learning & Writing (2,500 words) HLSC 120: Society, Culture and Health Due date: 12 Midday, 24th March 2014 via Turnitin on LEO 1. This Proforma is available on LEO as a Word document for your use in completing this assessment task. 2. Use this proforma to organise your response to the reflective assessment task. 3. Use the steps as headings and write in paragraphs below the headings. 4. All your sources should be referenced using APA style. Step 1: Choose one question from the Reflective Learning and Writing section of eModule 1 or 2. Write the question here: ____________________________________________________________________ Step 2: Use the four factors from Willis' (2004, as cited in Germov, 2014, p. 7-8) sociological imagination template to analyse the question: 1. Historical factors: how the past influences the present; 2. Cultural factors: how culture impacts on our lives; 3. Structural factors: how particular forms of social organisation affect our lives; 4. Critical factors: how we can improve our social environment. Please Note: * Write approximately 700 words for Step 2. * Use only your textbook; Second Opinion by John Germov as your academic reference. * Be sure to specifically identify and describe issues for at least 2 factors in your analysis. Step 3: Next, identify and cite one of the readings, articles or videos from eModule 1 or 2 and describe how it has helped you...
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...HLSC 111 essay 2 (b) Discuss the impact of chronic medical condition on adolescent (12-18 years old) and identify ways of promoting resilience or positive development Essay draft Introduction- 4 sentences. Include one scholarly related articles/ something Body AT LEAST 1 scholar source per paragraph: * Paragraph one- introduces chronic medical illness- 3 examples. Meaning from Mosby’s dictionary or something * Paragraph two- Impacts of chronic conditions on their quality of life * Paragraph three- How chronic conditions affect families, friends and people around you * Paragraph four- Ways in which adolescents can cope with these situations * Paragraph five- external accessible factors that could improve a patient’s resilience Conclusion- about 5 sentences. Introduction Chronic condition is defined as prolonged health conditions that are incurable or otherwise stays with a person for a long time (over 6 months, according to Australia Bureau of Statistics http://www.abs.gov.au/ausstats/abs@.nsf/0/4B4499E66C702262CA2572360002BF7F?opendocument). Living with chronic conditions in adolescent stage can prove to be a difficult time, leading to impacts including psychological and social consequences (Olsson & Toumbourou, 1996). For this reason, the greatest challenge these adolescents faces is building self-resilience to cope with their chronic illnesses. Thus we will discuss the impacts of chronic medical conditions on adolescents and identify ways...
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...HLSC 111 Task 2: Essay Discuss the physical, emotional, cognitive and behavioural responses an individual is likely to experience in response to a newly diagnosed condition with a poor prognosis. An individual’s response to a newly diagnosed condition with a poor prognosis is likely to cause many reactions to occur in the body as a whole. The areas in which an individual may be affected include the physical, emotional, cognitive and behavioural responses in the body. The physical response relates to the body opposed to the mind. Emotional and cognitive responses are the mental processes of understanding through feelings as well as thought (Stevenson 2010). Finally the behavioural response is the manner of how they conduct themselves individually...
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...JASMINE STIEKEMA. S00169720. 0431681838. HLSC 120: SOCIETY, CULTURE AND HEALTH. REFLECTIVE WRITING ESSAY. 2751, WORDS. Step 1: Carefully choose one question from the Reflective Learning and Writing section of eModule 1 or 2 to guide your reflection: 1.2 Reflect on and discuss some of the underlying causes of world hunger? * Historical Factors * Cultural Factors * Structural Factors * Critical Factors (Germov, 2014, p. 7, 8). During this assessment I am going to be using the factors from Germovs Sociological Imagination template. Step 2: Reflect upon and analyse your experiences in relation to the topic of the question from step 1, using factors from Willis’ Sociological Imagination Template. There are many factors that are involved in the underlying causes of world hunger some factors include: environmental conditions such as climate change, high temperatures and humidity, natural disasters, land rights, lack of democracy and ownership, crop insect infestations, famine, war and corruption, economic causes, socio cultural causes, microbial growth, excessive food wastage, political and governmental factors, limited access to education and educational supplies and a lack of infrastructure and thus no way to manufacture products or ship them to the rest of the world (Holland, 2013). World hunger and the underlying causes are advertised in various ways on a daily basis through social media. These charity organizations primarily target the impacts and effects world...
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...National ICT Strategy and Plan NICI - 2015 © No part of this document can be reproduced, stored in a retrieval system, or transmitted in any form or by any means - electronic, mechanical, photocopying, recording, or otherwise - without the permission of the Rwanda Ministry in charge of ICT in the Office of the President. List of Acronyms AGAGE AISI AMIS ARTEL BNR BPO CD CERT COMESA CNS-ATM CS CSIRT CTC FWG DCRS EAPP EASSy EDPRS e-GOV EMIS EMR EQMS ERMS FMS FY GDP GIS GNI GNP GoR G2B G2C G2G HIV HLSC HRMS ICT ICT4D IDS IPAR IPS ISP ISPA ITU IXP JICA Advanced Global Atmospheric Gases Experiment African Information Society Initiative Agriculture management Information System Africa Rural Telecommunication Banque National du Rwanda Business Processing Outsourcing Community Development Computer Emergency Response Team Common Market for Eastern and Southern Africa Communication Navigation Surveillance /Air Management Cyber Security Computer Security Incident Response Team Coordination Technical Committee Focus area Working Group Develop a Digital Court Recording System East African Power Pool Eastern Africa Submarine Cable System Economic Development & Poverty Reduction Strategy (2008-2012) e-Government Education Management Information System Electronic Medical Records Electronic Queue Management System Electronic Records Management System Financial Management Systems Fiscal Year Gross Domestic...
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