Medical Technology

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Advancements in Medical Technology: Enhancing Healthcare Delivery

(Medical Technology)

Title:

Introduction:

Medical technology has revolutionized healthcare delivery, enabling more accurate diagnoses, precise treatments, and improved patient outcomes. This paper explores the recent advancements in medical technology and their impact on healthcare.

Diagnostic Imaging:

Advanced imaging technologies such as MRI, CT scans, and PET scans have significantly improved diagnostic capabilities. These technologies provide detailed images of the body’s internal structures, allowing healthcare professionals to detect abnormalities with greater accuracy. For example, MRI’s ability to produce high-resolution images aids in the early detection of diseases such as cancer, enabling prompt intervention and improved prognosis.

Telemedicine:

The integration of telecommunication technology in healthcare, known as telemedicine, has expanded access to medical services, particularly in remote or underserved areas. Through telemedicine platforms, patients can consult with healthcare providers remotely, reducing the need for physical appointments and improving healthcare accessibility. Furthermore, telemedicine facilitates remote monitoring of patients with chronic conditions, enhancing disease management and reducing hospital readmissions.

Robot-Assisted Surgery:

Robot-assisted surgery has transformed the field of surgery by offering greater precision, control, and minimally invasive techniques. Surgeons can perform complex procedures with enhanced dexterity and visualization, leading to shorter recovery times and reduced complications for patients. For instance, the da Vinci Surgical System enables surgeons to perform intricate procedures with minimal incisions, resulting in less pain and scarring for patients.

Artificial Intelligence:

Artificial intelligence (AI) is revolutionizing healthcare by analyzing vast amounts of medical data to improve diagnostic accuracy and treatment outcomes. Machine learning algorithms can identify patterns in medical images, predict patient outcomes, and personalize treatment plans based on individual characteristics. AI-powered diagnostic tools, such as IBM Watson for Oncology, assist healthcare providers in making evidence-based treatment decisions, ultimately enhancing patient care.

Conclusion:

The continuous advancement of medical technology holds immense promise for the future of healthcare. By leveraging innovations such as diagnostic imaging, telemedicine, robot-assisted surgery, and artificial intelligence, healthcare providers can deliver more precise, efficient, and personalized care to patients worldwide. Embracing these technologies will undoubtedly contribute to improved patient outcomes and a healthier global population.

Medical Technology (4-6 Pages, APA Format With 4 References)(Medical Technology)

The use of health information technology (HIT) has increased dramatically over the past decade, resulting in the federal government enacting several pieces of legislation such as the Health Insurance Portability and Accountability Act (HIPAA) of 1996 and the Health Information Technology for Economic and Clinical Health (HITECH) Act of 2009. Continuing to build on your proposal for a healthcare facility from Weeks 1 and 2, you are assigned to research and discuss the following:

  • Discuss the financial and health benefits that can be realized by implementing an electronic health record (EHR).
  • Research and explain the estimated cost of implementing an EHR and the estimated cost of managing an EHR over the long run.
  • Discuss current security concerns surrounding HIT and the EHR.
  • Discuss how electronic health records can be used for decision-making and problem-solving.
  • Choose 1 piece of federal legislation (e.g., HIPAA, HITECH Act, Meaningful Use), and discuss the requirements that legislation imposes on the use of HIT and the EHR.
 
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Unit8Disc2PeerResponse

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Unit8Disc2PeerResponse

(Unit8Disc2PeerResponse)

Unit8disc2 Peer response

Response Guidelines

Read as many of your peers’ posts as time allows, and respond to at least two of them. Try to choose posts that have had the fewest responses.

Address any of the following, insofar as they are relevant:

Does the post provide a critical reflection with respect to developmental themes?

Is it incomplete in any way?

Does it present links to theory or research?

Does it apply lifespan development concepts and learning to an identified specialization?

Can you enlarge upon the ideas presented or suggest variations?

What points are particularly well made?

Peer1 Raymond Lam(Unit8Disc2PeerResponse)

I think that Erikson’s stage theory is very relevant to my future specialization and professional career in I/O psychology. The generativity vs. stagnation stage in middle adulthood would be where most workers reside. This would influence my role because I would aim to increase productivity and worker satisfaction; this means making worker’s lives as fulfilling as possible.

I found the theme of leisure and work particularly interesting and relevant. Workers of all ages would have different concepts of leisure and work and it would be important to recognize all differences in how they perceive those concepts. Work in I/O psychology would have to account for all of those varying viewpoints to help workers maintain a healthy work/life balance and high level of satisfaction and fulfillment (Mansell, 2017). Part of my future role would likely include designing policies to help workers achieve an optimal work/life balance; this would help retain talented employees and boost worker morale in general (Schlegel, 2017).

Mansell, N. (2017). Striking the work-life balance. The Veterinary Record, 181(18), 489. Doi:/10.1136/vr.j5091

Schlegel, G. (2017). Achieve work-life balance. Chemical Engineering Progress, 113(3), 52-54. Retrieved from https://search-proquest-com.library.capella.edu/docview/1881064691?pq-origsite=summon

Peer2 Annette Ellison (Unit8Disc2PeerResponse)

Middle Adulthood is a time when there is a reflection on whether a satisfaction level has been achieved.  It is a time when a ‘mid-life crises’ can occur, but is more indicative of shifting concerns (Broderick & Blewitt, 2014).  The physical and psychological changes in middle adulthood can be a cause for concern.  The physical changes can include immune system compromise, visual changes, hearing loss, menopause, and weight gain.  Psychologically, there can be dissatisfaction with marriage or career, raising children, empty nest syndrome, and lack of a social life.  Mid-life is also a time where they could be in a ‘sandwich’ situation.  They could be taking care of elderly parents, while also taking care of their own children.

“Midlife serves an important preparatory role in the transition to old age, the evening of life” (Lachman, 2004).  The reading did not specifically address this.  The reading did detail the developmental themes of slowing down due to aging issues.  Specifically it touched on Baltes theory of growth, maintenance and regulation of loss.  They may focus more attention on the past than they have before, Cohler (1982) suggested, serving to enrich their narrative identities and to reveal more nuanced understandings of the self (McAdams, 2014, pg 62, para2).

As a clinical therapist, I will need to understand the particular circumstances that the patient is working through.  It will take patience as middle adulthood can be a difficult transition.  Psychologically, there is the realization that they are no longer considered a young adult, although they still feel like one.  The older middle adults are feeling the physical effects, such as slower movement and being more susceptible to illness, as well as cognitive concerns of not being able to find words as easily and losing their ‘train of thought’, such as forgetting what they are saying or walking into a room and forgetting why they went in there.  It is imperative to be sensitive to the issues of aging.

As I am in the center of middle adulthood, the reading was very helpful in understanding the changes that are happening by psychologically and physiologically.  I have enjoyed reading this chapter.(Unit8Disc2PeerResponse)

References

Broderick, Patricia C., Pamela Blewitt. Life Span, The: Human Development for Helping Professionals,        4th Edition. Pearson Learning Solutions, 01/2014. [Bookshelf Online].

Lachman, M. E. (2004). DEVELOPMENT IN MIDLIFE. Annual Review of Psychology, 55, 305-31.             Retrieved from    http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F20     5848421%3Faccount

McAdams, D.P. (2014), The Life Narrative at Midlife, New Direction for Child & Adolescent          Development, 2014(145), 57-69. doi:10.1002/cad.20067

 
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Thematic analysis paper/project

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Thematic analysis paper/project , writing homework help

(Thematic analysis paper/project)

Question description***No Plagiarism***

Please let me know if there is anything you do not quite understand or are unsure about!

Please include everything I have asked for!

THANK YOU!

For this project, you will be writing a thematic analysis paper. This is your final paper for high school English, and it should demonstrate everything you have learned not only in this unit, but in this class, and in your entire high school career.

Your paper will compare and contrast Macbeth with another piece that we read in this class. This means that first you will need to choose a theme from Macbeth (knowledge, ambition, etc.), and then choose another story from this course that handles a similar theme.

*PLEASE CHOOSE FROM THE THEMES AND STORIES LISTED BELOW*

The focus of your paper should be on how this theme is developed throughout each story. You should show how the writer uses the plot, characters, sequencing, or other techniques to create a conclusion about this theme. (For example, “Shakespeare uses the genre of tragedy to show us how ambition can lead to an ultimate downfall.”) Then, deepen the conversation by adding a comparison and contrast to another piece we read in this class. (“In contrast, the genre of epic glorifies ambition, which we see clearly through the way Beowulf boasts about his strength and then goes on to slay his enemies.”) Focus on these points:

  • What assertion does the story make about the theme? (Ambition is dangerous. Femininity does not mean weakness or frailty.)
  • What techniques does the writer use to create this assertion? (Characters, plot, genre, literary devices, etc.)
  • What similarities are there between the themes in the two stories? (Both Macbeth and Beowulf are prime examples of masculinity.)
  • What significant differences are there between the themes in the two stories? (Macbeth ultimately destroys his community, his loved ones, and himself; Beowulf uses his strength to save people from a terrible monster.)
  • What can we learn about this theme from the comparison and contrast of these two stories? (While we see ambition, strength, and cruelty as essential parts of masculinity in these two stories, it is in the selfishness of the individual that danger lies.)

Your paper must include textual analysis. (Review this unit’s close reading pages to review.) Use a minimum of six passages (quotes) from the stories throughout your paper (at least one per story, per body paragraph).

This essay should be between two and five pages (500-1250 words) in length. It should be in 12-point font in Times New Roman.

10% of your grade will be on grammar and mechanics. Write as clearly and correctly as you can. This means that 90% of your grade is based on your ideas – however, you will not earn an A if you do not proofread carefully and check for errors.(Thematic analysis paper/project)

…………………………………………………………………………………………………………………………………………………….

First, choose a theme that you find compelling. Then, choose an accompanying story from elsewhere in the course. Here are a few suggestions of themes, and what might make a good comparison. Feel free to use any of these. Remember, you must discuss Macbeth. Then, you can discuss either one or two accompanying stories.

*PLEASE CHOOSE FROM THIS LIST OF THEMES AND STORIES*:

  • Knowledge: Macbeth vs. Genesis
  • Ambition and Temptation: Macbeth vs. Don Quixote
  • Femininity and Strength: Lady Macbeth vs. Grendel’s Mother
  • Masculinity and Cruelty: Macbeth vs. Beowulf
  • Kingship and Tyranny: Macbeth vs. King Arthur
  • Appearance and Reality: Macbeth vs. the Lilliputians from Gulliver’s Travels
  • Fate and Freewill: Macbeth vs. Sir Gawain and the Green Knight
  • Guilt and Remorse: Lady Macbeth vs. Sir Bedivere in Le Mort d’Arthur

Next, work on creating a solid outline.

The most important thing about comparing and contrasting is looking for the significant points. Here are some of the big mistakes students make while comparing and contrasting:

1) Some students make the mistake of finding irrelevant contrasts. Because they are told to contrast, they take the first three differences that come to mind. For example, Beowulf was written long before Macbeth. This is true, but not important to a discussion of the themes in the stories.

2) Not contrasting enough. Often, students try to make the two stories fit together by ignoring important points of difference. You will find insight and meaning by digging into the different ways the stories develop the theme – do not try to make the characters, plots, and themes line up perfectly side-by-side.

3) Poor organization. Many students end up with a weak, four-paragraph structure (introduction, body paragraph, body paragraph, conclusion). Often, their body paragraphs either focus on all the similarities and then all the differences, or they discuss just one character (Macbeth) in one paragraph and then the other character in the next (Beowulf). These will leave you with a confusing paper. The best way to develop a strong comparison and contrast is to choose three points of comparison (the beginning, middle, and end of the story), and discuss both characters according to one point. Here is a sample outline:

Introduction(Thematic analysis paper/project)
Thesis statement: While Beowulf and Macbeth both address themes of masculinity and its relationship to strength, violence, power, and cruelty, the two characters use these tools in quite different ways.

First Body Paragraph: The Beginning
1) Beowulf is strong and powerful
2) Macbeth leads a successful war campaign

Second Body Paragraph: The Middle
1) Beowulf boasts about his strength publicly before the fight
2) Macbeth is crafty and underhanded; he kills the king in his sleep and covers it up

Third Body Paragraph: The End
1) Beowulf saves the people from the monsters
2) Macbeth causes a bloody mess

Conclusion – While we see ambition, strength, and cruelty as essential parts of masculinity in these two stories, it is in the selfishness of the individual that danger lies.

Create your outline to be similar in structure for the strongest essay.

Make sure that you locate your textual evidence from the texts before you begin drafting. Remember what we learned about close reading, citing Shakespeare, and “quote sandwiches.”

***No Plagiarism***

Please let me know if there is anything you do not quite understand or are unsure about!

Please include everything I have asked for!

THANK YOU!

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School: Rice University
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Discussion 2: Counseling the Terminally Ill

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Discussion 2: Counseling the Terminally Ill

(Discussion 2: Counseling the Terminally Ill)

No plagiarism please. I have attached an example.

 

Discussion 2: Counseling the Terminally Ill

Professional counselors face immense challenges when working with terminally ill patients. Deciding how to offer support is challenging with this population group. Providing treatment for terminally ill clients may illicit personal beliefs and values. As a counselor, you must not only consider the client’s needs, but also assess how providing treatment aligns with the guidelines proposed by the codes of ethics and legal mandates. A counselor’s professional judgment is rooted in personal beliefs and values; however, it is also molded by the foundational definitions of ethics learned in the counseling profession. Learning how to integrate professional codes of ethics into your personal moral compass is a critical skill for practicing ethical counseling.

For this Discussion, you have been asked to counsel a terminally ill client who is considering hastening his own death. Consider what personal values this triggers in you. Investigate what the ethical codes say about this. Think about your potential course of action.

Post by Day 3 an explanation of your personal values that may be triggered by this case. Then, explain one potential ethical challenge related to counseling terminally ill patients. Finally, explain the potential course of action you may take in this case. Use the codes of ethics to support this action.

Be sure to use the Learning Resources and the current literature to support your response.

Respond by Day 5 and propose different challenges that your colleague did not discuss related to counseling terminally ill patients. Then, provide an alternate course of action for this case.

 

Required Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Readings

  • Herlihy, B., & Corey, G. (2015). ACA ethical standards casebook (7th ed.). Alexandria, VA: American Counseling Association.
    • Chapter 6, “Counseling Minor Clients” (pp. 205–207)
    • Chapter 8, “Working With Clients Who May Harm Themselves” (pp. 231–237)
  • Remley, T. P., Jr., & Herlihy, B. (2016). Ethical, legal, and professional issues in counseling (5th ed.). Upper Saddle River, NJ: Pearson.
    • Chapter 11, “Counseling Children and Vulnerable Adults” (pp. 264-288)
    • Chapter 12, “Counseling Families and Groups” (pp. 289-310)
  • Diaz, A., Neal, W. P., Nucci, A. T., Ludmer, P., Bitterman, J., & Edwards, S. (2004). Legal and ethical issues facing adolescent health care professionals. Mount Sinai Journal of Medicine, 71(3), 181–185.
    Retrieved from the Walden Library databases.
  • Duba, J. D., & Magenta, M. (2008). End-of-life decision making: A preliminary outline for preparing counselors to work with terminally ill individuals. The Family Journal, 16(4), 384–390.
    Retrieved from the Walden Library databases.
  • Lawrence, G., & Robinson Kirpius, S. E. (2000). Legal and ethical issues involved when counseling minors in nonschool settings. Journal of Counseling & Development, 78(2), 130–136.
    Retrieved from the Walden Library databases.
  • Document: Case Study Analysis Worksheet (Word Document)

Case Studies

  • Herlihy, B., & Corey, G. (2015). ACA ethical standards casebook (7th ed.). Alexandria, VA: American Counseling Association.
    • “Case Study 11: A Legal Guardian Presses for Confidential Information” (pp. 207)
    • “Case Study 12: A Pregnant Teenager: A School Counselor’s Quandary” (pp. 211)
    • “Case Study 15: Suicide or a Well-Reasoned End-of-Life Decision?” (pp. 237)

Optional Resources

  • Crespi, T. D. (2009). Group counseling in the schools: Legal, ethical, and treatment issues in school practice. Psychology in the Schools, 46(3), 273–280.
    Retrieved from the Walden Library databases.
  • McCurdy, K. G., & Murray, K. C. (2003). Confidentiality issues when minor children disclose family secrets in family counseling. The Family Journal, 11(4), 393–398.
    Retrieved from the Walden Library databases.
  • Miller, C. P., & Forrest, A. W. (2009). Ethics of family narrative therapy. The Family Journal, 17(2), 156–159.
    Retrieved from the Walden Library databases.
  • Sommers-Flanagan, R. (2007). Ethical considerations in crisis and humanitarian interventions. Ethics & Behavior, 17(2), 187–202.
    Retrieved from the Walden Library databases.
  • Waggoner, E. A., Howard, R., & Markos, P. A. (2004). Ethical considerations for people who are homeless and mentally ill. Guidance & Counseling, 19(3), 132–138.
    Retrieved from the Walden Library databases.
 
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Off-Label Drug Use In Pediatrics

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Off-Label Drug Use In Pediatrics

(Off-Label Drug Use In Pediatrics)

The unapproved use of approved drugs, also called off-label use, with children is quite common. This is because pediatric dosage guidelines are typically unavailable since very few drugs have been specifically researched and tested with children.

When treating children, prescribers often adjust dosages approved for adults to accommodate a child’s weight. However, children are not just “smaller” adults. Adults and children process and respond to drugs differently in their absorption, distribution, metabolism, and excretion. Children even respond differently during stages from infancy to adolescence. This poses potential safety concerns when prescribing drugs to pediatric patients. As an advanced practice nurse, you have to be aware of safety implications of the off-label use of drugs with this patient group.

To prepare:(Off-Label Drug Use In Pediatrics)

· Review the Bazzano et al. and Mayhew articles in the Learning Resources. Reflect on situations in which children should be prescribed drugs for off-label use.

· Think about strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Consider specific off-label drugs that you think require extra care and attention when used in pediatrics.

With these thoughts in mind:

Post an explanation of circumstances under which children should be prescribed drugs for off-label use. Then, describe strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Include descriptions and names of off-label drugs that require extra care and attention when used in pediatrics.

This work should have Introduction and conclusion

– This work should have at 3 to 5current references (Year 2012 and up)

– Use at least 2 references from class Learning Resources

The following Resources are not acceptable:

1. Wikipedia

2. Cdc.gov- nonhealthcare professionals section

3. Webmd.com

4. Mayoclinic.com

Required Readings(Off-Label Drug Use In Pediatrics)

Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

  • Review Chapter 4, “Principles      of Pharmacotherapy in Pediatrics” (pp. 53-63)
    This chapter explores concepts relating to drug selection, administration,      and interaction for pediatric patients. It also compares age-related      pharmacokinetic differences in children and adults.
  • Chapter 17, “Ophthalmic      Disorders” (pp. 221-243)
    This chapter examines the causes, pathophysiology, diagnostic criteria,      and drug treatment for four ophthalmic disorders: blepharitis,      conjunctivitis, keratoconjunctivitis sicca, and glaucoma. It also explores      methods of monitoring patient response to treatment.
  • Chapter 43,      “Attention-Deficit/Hyperactivity Disorder” (pp. 743-756)
    This chapter explains the process of diagnosing      Attention-Deficit/Hyperactivity Disorder (ADHD). It also identifies drugs      for treating patients with ADHD, including proper dosages, selected      adverse events, and special considerations for each drug.
  • Chapter 51, “Immunizations”      (pp. 906-926)
    This chapter explores vaccines that are licensed for use in the United      States and provides a recommended vaccination schedule for pediatric      patients and adults.
  • Chapter 52, “Smoking Cessation”      (pp. 927-943)
    This chapter examines clinical implications of smoking. It also covers      various approaches for aiding patients who are dependent on nicotine but      want to stop smoking.
  • Chapter 54, “Weight Loss” (pp. 945-956)
    This chapter begins by reviewing patient factors that contribute to      obesity. It also examines drug therapy for initiating weight loss in      patients, as well as alternative non-drug treatments.(Off-Label Drug Use In Pediatrics)

Bazzano, A. T, Mangione-Smith, R., Schonlau, M., Suttorp, M. J., & Brook, R. H. (2009). Off-label prescribing to children in the United States outpatient setting. Academic Pediatrics, 9(2), 81–88. 

This study examines the frequency of off-label prescribing to children and explores factors that impact off-label prescribing.

Mayhew, M. (2009). Off-label prescribing. The Journal for Nurse Practitioners, 5(2), 122–123. 

This article reviews the prevalence of off-label prescribing, including its benefits and risks. It also explores issues regarding the safety of off-label prescribing and when it is unavoidable.

Drugs.com. (2012). Retrieved from http://www.drugs.com/

This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.

Required Media

Laureate Education, Inc. (Executive Producer). (2012). Advanced pharmacology – Final course review. Baltimore, MD: Author. 

This media is an interactive final review covering course content.

 
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NSG 6101:Chronic Lung Disease: COPD Diagnosis

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NSG 6101:Chronic Lung Disease: COPD Diagnosis

(NSG 6101:Chronic Lung Disease: COPD Diagnosis)

Please write a comment on this post. APA, citation  and reference. prefer CDC, healthy people 2020.

Mr. Barley is a 58-year-old well-developed male with a chief complaint of “a bad cough, mainly in the morning, last winter and this winter.” Cough produces “whitish phlegm”.  The history of present illness includes no complaint of chest pain, weight loss, or fever. There is also no noted nausea, vomiting or diarrhea. Also, of note, the coughing is not precipitated by choking, trembling/shaking, palpitations, sweating or chills.  Mr. Barley notes that he does have contact with chemicals on his farm, however, is cautious to use protective equipment.  He also notes that he has a long (26 year) history of smoking up to two packs of cigarettes per day though recently he has cut back to a half a pack per day. Mr. Barley also notes that he has no known allergies, has not traveled or been exposed to tuberculosis.  He also does not have leg swelling, orthopnea, or proximal nocturnal dyspnea (PND). Mr. Barley has no chronic illness noted in his past, only being seen for minor injuries, and has never been admitted to the hospital and only surgical history is a tonsillectomy at age 12. Mr. Barley takes no medications at this time. Mr. Barley’s social history includes being married for thirty-five years and has two adult daughters. He currently resides with his wife on their farm. Both of his daughters have families of their own. His past family history includes his mother whom he thinks has hypertension, and father who died of a stroke when he was seventy. His sisters and daughters have no known medical history.

(NSG 6101:Chronic Lung Disease: COPD Diagnosis)
To complete a focused physical exam a differential diagnosis must first be established. There are several potential causes of acute dyspnea with a cough including asthma, acute bronchitis, and new onset chronic obstructive pulmonary disease (COPD), lung cancer, and congestive heart failure (CHF).  (Buttaro, Trybulski, Polgar-Bailey, and Sandberg-Cook, 2017). It is unlikely that Mr. Barley has an active infection due to the lack of fever (current temp 98.9), chills, or change in color and consistency of the phlegm. At this time CHF may be set aside due to the lack of chest pain, edema in lower extremities, the absence of PND, and a blood pressure of 128/78. Therefore, a focused assessment relating to the respiratory system is warranted at this visit.  According to Petty (2001), the National Lung Health Education Program (NLHEP) began a campaign to introduce early assessment, intervention, and diagnosis of chronic lung disease in individuals who smoke.  It was recommended that individuals older than forty-five complete an in-office spirometry exam to indicate risk for chronic lung diseases such as asthma, chronic bronchitis, COPD, and lung cancers.(NSG 6101:Chronic Lung Disease: COPD Diagnosis)

State-of-the-Art Overview of COPD and its Management | PPT

A general physical exam will assess Mr. Barley’s general appearance, vital signs, head, eyes, ears, nose, throat, neck, lungs, heart, abdomen, and extremities. The focused assessment for COPD will include auscultation of breath sounds specifically looking for wheezing/end expiratory wheezing, assessment of anterior-posterior (AP) diameter of the chest, and prolonged expiratory phase and evidence of a change in the suprasternal notch.  Mr. Barley is noted to have a laryngeal height of 2cm from the sternal notch, increased AP diameter, and diffuse end-expiratory wheezes in addition to self-admittance of long-term smoking.  These findings are indicative of a COPD diagnosis.(NSG 6101:Chronic Lung Disease: COPD Diagnosis)

The GOLD standard for assessment of COPD is the use of spirometry to assess for airway obstruction. (Global Initiative for Chronic Obstructive Lung Disease (GOLD), 2016). Buttaro, Trybulski, Polgar-Bailey, and Sandberg-Cook (2017) state that additional tests should include pulse oximetry, laboratory studies of complete blood count (CBC) with differential, arterial blood gas (ABG), and alpha 1 antitrypsin, and that imaging including a chest x-ray is suggested. Within the case study, pulmonary function testing (spirometry) is completed indicating that the diagnosis of COPD was accurate.  At this time, I would also have completed baseline blood work including the suggested CBC, ABG, alpha 1 antitrypsin, and imaging of chest x-ray. Though the spirometry exam is the gold standard and indicative of COPD, identifying baseline images and laboratory information will provide information when an exacerbation occurs or the disease progresses.

(NSG 6101:Chronic Lung Disease: COPD Diagnosis)

This diagnosis may be a shock for Mr. Barley and written information will need to be provided about COPD, what changes in symptoms will mean, and the addition of maintenance medications. Studies have shown that patient education and nonpharmacologic interventions are factors which decrease the incidence of COPD emergencies. (Lloyd and Garside, 2017).  It is also necessary to discuss with Mr. Barley the need to quit smoking, assessment of his readiness to quit because smoking is the primary cause of chronic lung disease. (Lloyd and Garside, 2017). Mr. Barley should also be aware that smoking cessation will also decrease his current risk of premature morbidity related to COPD related illnesses. (Petty, 2001).

At this point, it is necessary to support Mr. Barley emotionally as well.  Information about support groups both in person and online should be provided. Resources for additional information about COPD should be supplied as well.(NSG 6101:Chronic Lung Disease: COPD Diagnosis)

Education on medications including the use of metered dose inhalers (MDI)/inhaled bronchodilators and corticosteroids should also be discussed. It is important to reinforce that no medication will reverse the disease process however, these medications will reduce the severity of the symptoms felt by Mr. Barley. (Buttaro, Trybulski, Polgar-Bailey, and Sandberg-Cook, 2017). An assessment of Mr. Barley’s current knowledge on how to use MDI’s and preferred learning style is necessary to determine the type of education utilized.  The use of demonstration/ return demonstration was utilized within the case study and is a measurable way to assess assimilated knowledge from teaching. It is also important to discuss with Mr. Barley when to seek medical attention in the future relating to his COPD which includes changes in breathing quality (i.e. increased dyspnea) and productive cough with changes in phlegm amount, color or thickness. (Bostock-Cox, 2017). A preventative measure that Mr. Barley can take is to be sure to stay current on his immunizations including pertussis (DTaP), influenza, and pneumococcus. Seo, Hong, Kim, Choi, Baek, Lee, Song, Lee, Cheong, and Kim (2013) indicate that the influenza vaccine does decrease the risk of COPD exacerbations requiring hospitalization by 27 %. Follow up appointments should be set up to ascertain the effectiveness of the medications and further understanding of Mr. Barley’s diagnosis, perhaps to include his wife and or daughters. Follow up appointments also yield information about depression related to changes in health status as well as an opportunity to assess for weight gain related to corticosteroid use and assessment of smoking cessation.

Chronic Lung Disease: COPD Diagnosis

Comment:

The case study presents a comprehensive assessment of a patient with chronic cough and dyspnea, leading to a diagnosis of Chronic Obstructive Pulmonary Disease (COPD). The structured approach outlined in the assignment aligns with the principles of evidence-based practice, emphasizing differential diagnosis, focused physical examination, and diagnostic tests such as spirometry. The incorporation of guidelines from reputable sources like the National Lung Health Education Program (NLHEP) and the Global Initiative for Chronic Obstructive Lung Disease (GOLD) enhances the clinical reasoning process. Moreover, the emphasis on patient education, smoking cessation, and preventive measures underscores a holistic approach to COPD management, aiming to improve patient outcomes and quality of life. The utilization of credible references such as CDC and Healthy People 2020 adds validity to the recommendations provided in the case study. Overall, the assignment demonstrates a thorough understanding of COPD assessment and management within a primary care setting.

Reference: Buttaro, T. M., Trybulski, J., Polgar-Bailey, P., & Sandberg-Cook, J. (2017). Primary Care: A Collaborative Practice (5th ed.). Elsevier Health Sciences.

CDC. (n.d.). Healthy People 2020. Retrieved from https://www.cdc.gov/nchs/healthy_people/hp2020.htm

 
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General ED week 1

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General ED week 1

(General ED week 1)

Importance of Becoming a Global Citizen

Prepare: View the Globalization: What is Happening to Us (Links to an external site.)Links to an external site.? video and read the article A Model of Global Citizenship: Antecedents and OutcomesPreview the documentView in a new window by Stephen Reysen and Iva Katzarska-Miller (2013). Go to the Ashford Library and locate one additional source on global citizenship that will help support your viewpoint.

Reflect: Please take some time to reflect on how the concept of global citizenship has shaped your identity, and think about how being a global citizen has made you a better person in your community

Write: Use the Week One Assignment Template when addressing the following prompts:

  • After viewing the video, describe how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your personal, academic, and professional goals.
  • After reading the article by Reysen and Katzarska-Miller, explain why there has been disagreement between theorists about the definition of global citizenship and develop your own definition of global citizenship.
  • From the article, choose two of the six outcomes of global citizenship (i.e., intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world) as stated in the article, and explain why those two are the most important in becoming a global citizen compared to the others.
  • Describe at least two personal examples or events in your life that illustrate the development of global citizenship based on the two outcomes you chose.
  • Identify two specific general education courses, and explain how they each influenced you to become a global citizen.

Your paper

(General ED week 1)

SAILS Exam – Information Literacy

Prepare: Knowing how to thoroughly research a topic is extremely important while achieving your education. You may be asked to support your information with peer-reviewed scholarly resources, but how can you find this type of resource? The Ashford University Library allows you to search through different avenues to find the requested types of resources. You can narrow your search by the author, year published, title, subject, and by indicating what type of resource you are looking for. You even have access to a librarian if you need some guidance in finding more resources on your topic.

Reflect: Given that you have been in college for awhile, it’s time to reflect on what you have learned through the use of the Ashford University Library in relation to how you learned to acquire new information from a variety of sources.

Write: This week, you will take the Standardized Assessment of Information Literacy Skills (SAILS) Exam. This exam is not graded, and your results are anonymous. The exam will exit from your screen immediately after completion, and you will not receive feedback or results. This is a nationally-normed, standardized exam for students in universities all over the United States. The results of this assessment will guide Ashford University in developing the best possible library resources and research methodologies training. Results will be published (in aggregate) on Ashford’s assessment website. Your participation is voluntary, so thank you if you choose to participate. Click on the link in your online course to access the SAILS Exam (Links to an external site.)Links to an external site..

After completing the SAILS Exam, in at least two paragraphs (of five or more sentences each),

  • Describe your experiences using resources, including concerns encountered when conducting academic research through the Ashford University Library. Areas of concern may include developing a research strategy, using the search function within a database, or evaluating sources.
  • Explain how using the Ashford University Library has improved your experience in conducting research. For example, you could identify and explain how specific tutorials that you have used have helped improve your ability to conduct research.

The Information Literacy Assignment

(General ED week 1)

Introduction, Thesis Statement, and Annotated Bibliography

Prepare: To help with the preparation of your annotated bibliography, review the following tutorials and resources from the Ashford Writing Center:

Reflect: Reflect back on the Week Two Discussion in which you shared with the class the global societal issue that you would like to further address. Explore critical insights that were shared by your peers and/or your instructor on the topic chosen and begin your search for scholarly sources with those insights in mind.

Write: For this assignment, review the Annotated Bibliography Formatting GuidelinesPreview the documentView in a new window and address the following prompts:

  • Introductory Paragraph to Topic: Refer to the Final Argumentative Essay guidelines for your topic selection. Write an introductory paragraph with at least 150 words, which clearly explains the topic, the importance of further research, and ethical implications.
  • Thesis statement: Write a direct and concise thesis statement, which will become the solution to the problem that you will argue or prove in the Week Five Final Argumentative Essay. A thesis statement should be a declarative statement that makes one point in 25 words or less. The thesis statement must appear at the end of the introductory paragraph.
  • Annotated Bibliography: Develop an annotated bibliography to indicate the quality of the sources you have read. For each annotation, you need to summarize in your own words how the source contributes to the solution of the global societal issue. Your annotation should be one to two paragraphs long (150 words or more) and fully address the purpose, content, evidence, and relation to other sources you found on this topic. The annotated bibliography must include no less than five scholarly sources that will be used to support the major points of the Final Argumentative Essay. Critical thinking skills need to be demonstrated by accurately interpreting evidence used to support various positions of the topic.

The Introduction, Thesis Statement, and Annotated Bibliography Assignment(General ED week 1)

  • Must be 1,000 – 1,250 words in length (excluding the title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least five scholarly sources.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.

(General ED week 1)

Rough Draft Review Process Evaluation

Purpose: The primary goal of this weekly assignment is to enable you to understand the revision process and revise your paper with the help of a writing specialist.

Prepare: After you have completed a rough draft of your paper (at least five pages), submit that draft to the Ashford Writing Center. To do this, click on the Writing Center & Library link located in the left course navigation and from there, you will click on the tab marked Paper Review. To submit your paper, follow the instructions provided. Your paper will be returned within 24 hours, so give yourself enough time to complete and submit it prior to the due date. See image below that illustrates how you can access Paper Review through the Ashford Writing Center.

week_4_journal_image.jpg

Reflect: Carefully review the revision letter and the margin comments that you see on your returned paper. Consider each of the suggestions provided to help you to revise your paper.

Write: In your written response of at least 400 words, complete the following:

  • Identify the top three issues your writing specialist focused on in your rough draft (e.g., paragraph structure, proper use of quotations, and thesis statement).
    • Were any of those issues surprising?
  • Describe what you learned from some of the feedback your writing specialist provided as explanations.
    • Was this feedback helpful?
  • Evaluate the usefulness of the paper review tool.
    • Did your understanding of academic writing improve?
    • Will you use the Ashford Writing Center to review your work in the future? Why or why not?

This assignment does not need to be formatted in APA style; however correct grammar, spelling, and punctuation is required.

(General ED week 1)

Global Societal Problem, Argument and Solution

Prepare: The topic of your essay needs to be a global societal problem from the following list: adult illiteracy, funding for General Education vs STEM in primary and secondary schools, minimum wage, oceans desertification, overcoming the digital divide, refugee (escaping persecution, war, or death) crises, species extinctions (modern), tax havens, Transatlantic Trade and Investment Partnership (TTIP), universal statement of human rights (pick one), airport security, or wealth disparity. Review this GEN499 Sample Final PaperPreview the documentView in a new window Guide for additional guidance on the expectations of this assignment.

Reflect: Based on the topic that you have chosen, you will need to use critical thinking skills to thoroughly understand how this topic can be a global societal problem and determine some logical solution(s) to the problem.

Write: This Final Argumentative Essay will present research relating the critical thinker to the modern, globalized world. In this assignment, you need to address the following items in separate sections with new headings for each:

  • Identify the global societal problem within the introductory paragraph and conclude with a thesis statement that states your proposed solution(s) to the problem. For guidance on how to construct a good introduction paragraph, please review the Introduction Paragraph Guideline (Links to an external site.)Links to an external site. from the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Describe background information on how that problem developed or came into existence. Show why this is a societal problem, and provide perspectives from multiple disciplines or populations so that you fully represent what different parts of society have to say about this issue.
  • Construct an argument supporting your proposed solution(s). Be sure to consider multiple disciplines or populations so that your solution shows that multiple parts of society will benefit from this solution. Provide evidence from multiple scholarly sources as evidence that your proposed solution is viable.
  • Interpret statistical data from at least three, peer-reviewed scholarly sources. Do this by discussing the validity, reliability, and any biases; identifying the strengths and weaknesses of these sources; and pointing out limitations of current research and attempting to indicate areas for future research. You may even use visual representations such as graphs or charts to explain statistics from sources. Evaluate the ethical outcomes that result from your solution. Be sure to provide at least one positive ethical outcome as well as at least one negative ethical outcome that could result from your solution, and explain at least two ethical issues related to each of those outcomes. It’s important to consider all of society.
  • Develop a conclusion as the last paragraph(s) of the essay, starting with rephrasing your thesis statement and then presenting the major points of the topic and how they support your argument. For guidance on how to write a good conclusion paragraph, please review the Conclusion Paragraph Guideline (Links to an external site.)Links to an external site. from the Ashford Writing Center (Links to an external site.)Links to an external site..

The Final Argumentative Essay(General ED week 1)

  • Must be 3,300 – 3,900 words in length (approximately between 10 – 12 pages; excluding title and reference pages) and formatted according to APA style (Links to an external site.)Links to an external site. as outlined in the Ashford Writing Center
  • Must include a separate title page  with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
    • Running header with page numbers
  • Must include in-text citations. from at least 10 scholarly sources. Be sure to integrate your research (Links to an external site.)Links to an external site. rather than simply inserting it.
  • Must document all sources in APA style as outlined here (Links to an external site.)Links to an external site. and here (Links to an external site.)Links to an external site..
  • Must have no more than 15% quoted material in the body of your essay based on the Turnitin report. Reference list will be excluded from the Turnitin originality score.
  • Must include a separate reference page (Links to an external site.)Links to an external site. that is formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Source Document Requirements:
    • Multimedia sources (such as videos) may be used, but no more than two such sources may be used. If multimedia sources are used, they must be authored and distributed by credible sources, such as universities, law schools, medical schools, or professors, or found in the Ashford University Library.
    • Government sources may be used, but no more than two such sources may be used. Examples include whitehouse.gov, state.gov, usa.gov, cdc.gov, etc. These websites can be used to make a stronger point about your proposed soluation within the argument.
    • Where print documents are used for source materials, those must be peer-reviewed, scholarly journal articles, and academically published books. Popular media sources (e.g., newspapers, magazines, television and radio shows, etc.) must not be used. Materials from advocacy groups (e.g., Greenpeace, Human Rights Campaign, National Organization for Women, etc.) must not be used.
    • Sites such as ProCon.org and Wikipedia must not be used.
    • Religious texts must not be used.

Good Critical Thinking Tips:(General ED week 1)

  • Your paper should include academic sources that explain multiple sides of the issue.
  • Your interpretations of the evidence should be objective and state the conclusions and theses presented in the evidence clearly and fairly.
  • Your paper should place the various forms of evidence in relation to one another and demonstrate why one form or perspective is stronger than the other positions that one could take on the issue.
  • Your paper should point out the limitations of current evidence and attempt to indicate areas for future research.
  • Writing Tools:
    • Before you submit your written assignment, you are encouraged to review the The Grammarly Guide: How to Set Up & Use Grammarly tutorial ., set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.
 
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Analyzing Qualitative Research Methods

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Analyzing Qualitative Research Methods

(Analyzing Qualitative Research Methods)

Analyzing qualitative research methods involves a thorough examination of the techniques used to gather, interpret, and analyze non-numerical data in social sciences, humanities, and other fields. Unlike quantitative methods that focus on measurable variables and statistical analysis, qualitative research emphasizes understanding the complexities of human behavior, experiences, and perceptions.

One key aspect of analyzing qualitative research methods is understanding the various data collection techniques employed. These may include interviews, focus groups, participant observation, document analysis, and ethnography. Each method offers unique opportunities and challenges in capturing rich, context-dependent data. For instance, interviews allow researchers to delve deeply into individual perspectives, while participant observation enables immersion in natural settings to understand social dynamics firsthand.

Another critical aspect is the interpretation and analysis of qualitative data. Researchers employ various approaches such as thematic analysis, grounded theory, narrative analysis, and content analysis to identify patterns, themes, and meanings within the data. Thematic analysis, for example, involves systematically coding data to identify recurrent themes, whereas grounded theory aims to develop theories grounded in the data itself rather than starting with preconceived hypotheses.

Moreover, analyzing the trustworthiness and rigor of qualitative research methods is paramount. Researchers employ strategies such as member checking, triangulation, peer debriefing, and reflexivity to enhance the credibility, dependability, confirmability, and transferability of their findings. Member checking involves verifying interpretations with participants to ensure accuracy, while triangulation involves corroborating findings using multiple data sources or methods.

Furthermore, ethical considerations are integral to analyzing qualitative research methods. Researchers must navigate issues such as informed consent, confidentiality, privacy, and power dynamics to ensure the ethical treatment of participants and the integrity of the research process.

In conclusion, analyzing qualitative research methods involves a nuanced examination of data collection, interpretation, trustworthiness, and ethical considerations. By understanding these aspects, researchers can effectively utilize qualitative approaches to explore the complexities of human phenomena and contribute to knowledge production in diverse fields.

Cap

Qualitative Tools Make sure the qualitative article that you selected in Unit 1 will allow you to thoroughly address all of the points required for this discussion. Using the information from this week’s readings, complete the following: Identify and describe key concept in the research. Describe and evaluate the data collection method or methods. Was the data collection method appropriate to allow the researcher to answer the research question? Why or why not? Describe and evaluate the data analysis procedure or procedures. Was the data analysis procedure appropriate to allow the researcher to answer the research question? Explain the importance of appropriate data collection and data analyses procedures to scientific merit. List the persistent link for the article in your response. Refer to the Persistent Links and DOIs guide, linked in Resources, to learn how to locate this information in the library database. Cite all sources in APA style and provide an APA-formatted reference list at the end of your post. Please add on the persistent link before the references: https://capella-summon-serialssolutions-com.library.capella.edu/#!/search?bookMark=ePnHCXMwdV1Ni8IwEC2LB3fd_QsS8Bw0nfQj56J4EUR2zyG0CXqpov3_OK9pXRE8Z5KhYci8dF7efCU_DtzstuvfcDXJozS47MtcKoc2NqHB1QekTLNUEmmOx4hSMT79h6_KfDJq9R6_jcXh3NPoxakV7EBUSCNHVD3EOYjdwL-Te97y1l_FBrxkQNnvZNLydW6W_G3Wv9VWDk0GZE2UKZmqUBfsuVHESILRizel165JjV65Ivg8uIy_0nhNOtOOiHMkFZwVc8p1HVCwXsR1x6PcDlFws2xpwJQvITI6j1Y49y2Cp7u62lIJlWAi9OxaRYMxO9pLlJuwalTkftk-dHqPU0BBe_L6zv4OORpw1g

 
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comprehensive care: planchronic care

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create a comprehensive care plan for acute/chronic care, health and medicine homework help

(comprehensive care: planchronic care)

Question description

Please use the case study of heart attack upload, to provided case studies that focused on cardiovascular disorders. You will pick one of these cases to analyze and create a comprehensive care plan for acute/chronic care, disease prevention, and health promotion for that patient and disorder. Your care plan should be based on current best practices and supported with citations from current literature, such as systematic reviews, published practice guidelines, standards of care from specialty organizations, and other research based resources that are no later than 5 years old. In addition, you will provide a detailed scientific rationale that justifies the inclusion of this evidence in your plan. Your paper should adhere to APA format for title page, headings, citations, and references. The paper should be no more than 10 pages typed excluding title page and references. Some critical point to include in the case analyze are:

1. The patient just had a heart attack and he was treated for it emergently in the ER/hospital.  Many of you need to recall that when a patient is sent to his primary care giver after such an event, a thorough review of the system that is in trouble is completed.

So you should mostly be focusing on the cardiac issues.  That is why the ER doc sent him your way – for long term management of the heart.  The ER doc did not review all of his medications and place him on everything that he needs to be on – that is for you to do and determine.

So that is my first focus – how does his heart look?  well, look at the blood pressure – it is horrible.  So his tenormin is no good and either needs to be changed or increased or something added.

2. Recent history – he had stents placed.  He is only on baby aspirin -That is no longer the standard of care with stent placement. This guy needs to be on clopidogrel or some such blood thinner to avoid complications with his stents forming clots.  That is a lifetime deal – so he needs education about the medication changes, why you are changing them, what they are and how to take them.  He will need some good followup care instructions, and he will need to be strongly advised against stopping the medications for any reason. I would also explore his ability to get the medications and have a steady supply because he might have issues and maybe that is why he is reluctant to maintain them.

4. Then discuss some of his other issues in the overall picture of heart problems – possibly his weight – which at 220 pounds and 5’10” he is not too horribly overweight although his BMI ranks him at obese – just barely.  He could stand to lose 20-30 lbs. largely because he is android obese – tends to hold the excess weight around his midline.

5.  Diabetes needs to be regularly monitored and I would review this with him.  His hgA1C is 7.5 which likely means he averages blood sugar counts of between 150-175.  He may need to revert to insulin to control his sugars if he is not able to control diet enough to allow his glucophage to work. The glucophage will not do all the work – he has to help.

  • Demonstrated an evidence-based approach to address to the above key issues identified in the case study.
  • Please use the uploaded the case study to create the care plan.

Criteria:(comprehensive care: planchronic care)

  • Case Study Evaluation
    • Analyze the disorder addressing the following elements: pathophysiology, signs/symptoms, progression trajectory, diagnostic testing, and treatment options.
    • Differentiate the disorder from normal development.
    • Discuss the physical and psychological demands the disorder places on the patient and family.
    • Explain the key concepts that must be shared with the patient and family to achieve optimal disorder management and outcomes.
    • Identify key interdisciplinary team personnel needed and how this team will provide care to achieve optimal disorder management and outcomes.
    • Interpret facilitators and barriers to optimal disorder management and outcomes.
    • Describe strategies to overcome the identified barriers.
  • Care Plan Synthesis
    • Design a comprehensive and holistic recognition and planning for the disorder.
    • Address how the patient’s socio-cultural background can potentially impact optimal management and outcomes.
    • Demonstrate an evidence-based approach to address key issues identified in the case study.
    • Formulate a comprehensive but tailored approach to disorder management.
      (comprehensive care: planchronic care)
Criteria Weight
Case Study Evaluation

  • Analyzed the disorder addressing the following elements: pathophysiology, signs/symptoms, progression trajectory, diagnostic testing, and treatment options.
  • Differentiated the disorder from normal development.
  • Discussed the physical and psychological demands the disorder places on the patient and family.
  • Explained the key concepts that must be shared with the patient and family to achieve optimal disorder management and outcomes.
  • Identified key interdisciplinary team personnel needed and how this team will provide care to achieve optimal disorder management and outcomes.
  • Interpreted facilitators and barriers to optimal disorder management and outcomes
  • Described strategies to overcome the identified barriers.
  

10

10

10

10

10

10

10
Care Plan Synthesis

  • Designed a comprehensive and holistic recognition and planning for the disorder.
  • Addressed how the patient’s socio-cultural background can potentially impact optimal management and outcomes.
  • Demonstrated an evidence-based approach to address key issues identified in the case study.
  • Formulated a comprehensive but tailored approach to disorder management.
  

20

20

20

10
APA Style/Format: Free of grammatical, spelling, or punctuation errors. Citations and references are written in correct APA Style. 10
Total 150
 
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Data Visuals Analysis Project

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Data Visuals Analysis Project

(Data Visuals Analysis Project)

You create 3 visuals from the data given in each scenario: a histogram, box-and-whisker plot, and an xy scatterplot.

Question description

hey i need you to carry through for me again maciej.

The purpose of this assignment is to take the data from the topic you selected in Week 2 and create visuals using statistics. You create 3 visuals from the data given in each scenario: a histogram, box-and-whisker plot, and an xy scatterplot. You use Microsoft® Excel® to create these visuals. In this assignment you are also introduced to messy data, which means you will not need all of the data provided to create each visual. You will perform some statistical calculations to the data before creating your visuals.

  • The Five Number Summary
  • How to Create a Box-and-Whisker Plot in Excel 2013®
  • How to Create a Histogram in Excel®
  • How to Create Trendlines and Scatterplots in Excel®

Create three visuals in Excel that include the following:

1. Box-and-Whisker Plot

  • Summary of visual: Combine yearly data for age ranges so that your visual has age ranges on the vertical axis and the number of patients or inmates on the horizontal axis. There should be one box-and-whisker plot for each of the 4 age ranges, and all 4 of the plots should be on the same visual chart. Include a descriptive title for the visual. Some of the data provided is not needed. Only include data from the location requested in the scenario. The calculations for this visual should be produced from the Five Number Summary, the Outlier Check, and the Boxes stacked Bar chart tables in the Excel® file for the topic you chose.
  • Five Number Summary: Fill out the Five Number Summary table in the Excel® file for the topic you chose.
  • Outlier Check: Fill out the Outlier Check table in the Excel® file for the topic you chose. Include the outliers in the box-and-whisker plots.
  • Boxes stacked Bar chart: Fill out the Boxes stacked Bar chart table in the Excel® file for the topic you chose.

2. Histogram

  • Summary of visual: Similar to the Box-and-Whisker Plot, combine yearly data for age ranges so that your visual has age ranges on the vertical axis and the number of patients or inmates on the horizontal axis. Include a descriptive title for the visual. Some of the data provided is not needed. Only include data from the location requested in the scenario. The calculations for this visual should be produced from the Frequency Table for Histogram in the Excel® file for the topic you chose.
  • Frequency Table for Histogram: Fill out the Frequency Table for Histogram in the Excel® file for the topic you chose. This requires manual calculations to add up the total patients or inmates for each age range from the data given in the scenario.

3. Scatterplot 

  • Summary of visual: Unlike the Box-and-Whisker Plot and the Histogram, this visual requires that you combine age range data for each year so that your visual has total patients or inmates on the vertical axis and the year on the horizontal axis. Include a descriptive title for the visual. Some of the data provided is not needed. Only include data from the location requested in the scenario. The calculations for this visual should be produced from the Frequency Table for XY Scatterplot in the Excel® file for the topic you chose.
  • Frequency table for XY Scatterplot: Fill out the Frequency table in the Excel® file for the topic you chose. This requires manual calculations to add up the total patients or inmates per year from the data given in the scenario.
  • Trend line: A linear trend line (regression) must be present in the visual including the equation and the R2 value. The trend line must extend for at least 3 years in the future to make a prediction.

Create a Word document that includes the following items:

  • Title of your project and the scenario you are addressing
  • Brief description of your visuals (15 to 50 words)
  • Box-and-whisker plot: Describe the central tendency and outliers of the values. What does this information tell you about the data and about your project? (100 to 150 words)
  • Histogram: Describe the shape of the plot and the spread of the numbers. How is this visual useful compared to the Box-and-whisker plot? (50 to 150 words)
  • Scatterplot: How is this visual useful compared to the Box-and-whisker plot and the histogram? What is the prediction/forecast for the trend line for 3 years in the future? How confident are you in the prediction/forecast for 3 years in the future? State your prediction and provide justification. (50 to 150 words)
 
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