APPLICATION OF STATISTICS IN HEALTH CARE HLT 362
Sample Answer for APPLICATION OF STATISTICS IN HEALTH CARE HLT 362 Included After Question
APPLICATION OF STATISTICS IN HEALTH CARE HLT 362
Assessment Description
Statistical application and the interpretation of data is important in health care. Review the statistical concepts covered in this topic. In a 750-1,000 word paper, discuss the significance of statistical application in health care. Include the following:
Describe the application of statistics in health care. Specifically discuss its significance to quality, safety, health promotion, and leadership.
Consider your organization or specialty area and how you utilize statistical knowledge. Discuss how you obtain statistical data, how statistical knowledge is used in day-to-day operations and how you apply it or use it in decision making.
Three peer-reviewed, scholarly or professional references are required.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This 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 assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
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APPLICATION OF STATISTICS IN HEALTH CARE HLT 362
Topic 1 DQ 2
Discuss why it is important for a person working in health care to understand statistical concepts. Provide an example of how statistical data is used in your organization or specialty area today and what you are expected to do with this information as a practitioner.
A Sample Answer For the Assignment: APPLICATION OF STATISTICS IN HEALTH CARE HLT 362
Title: APPLICATION OF STATISTICS IN HEALTH CARE HLT 362
An understanding of statistics is essential if the numerous reports and documents issued within the healthcare industry are to be scrutinized and considered critically. There has been an increase in the development of research-based and evidence-based practice (EBP) in healthcare over the last two decades. Understanding statistics and analysis helps healthcare personnel make sense of the research studies that underpin EBP and enables practitioners to undertake their investigations. Health care practices are not based on research and are not assessed, planned, and evaluated to see if it makes a difference in patient care, leading to unsafe practices and patient harm (Scott & Mazhindu, 2014).
In the operating room, we use statistical data to evaluate patient care, such as that related to patient positioning pressure injuries. Statistics are also used to develop quality measures or metrics related to surgical on-time starts, operating room turnover times, surgeon block utilization, case cancellations on the day of surgery, and patient through-put times. Other applications of statistics in the operating room are staffing plans, cost per case, materials management, and resource allocation. This data is used for best practices in patient care, operational room efficiency, and value-based healthcare practices within the hospital.
APPLICATION OF STATISTICS IN HEALTH CARE HLT 362 Reference:
Scott, I. & Mazhindu, D. (2014). Statistics for Healthcare Professionals: An Introduction. Thousand Oaks, California: SAGE Publications, Ltd.
A Sample Answer 2 For the Assignment: APPLICATION OF STATISTICS IN HEALTH CARE HLT 362
Title: APPLICATION OF STATISTICS IN HEALTH CARE HLT 362
Statistical information is invaluable in determining what combination of goods and services to produce, which resources to b allocation in producing them and to which populations to offer them. Healthcare statistics are critical allocative and production efficiency. Inevitably, allocation decisions involve trade-offs-off the costs of lost or missed opportunities in choosing one economic decision over another. Reliable statistical information minimizes the risks of health care trade-offs.
APPLICATION OF STATISTICS IN HEALTH CARE HLT 362 Reference:
Healthfully, (2022). Why Are Statistics Important in the Health Care Field? healthfully.com/why-are-statistics-important-in-the-health-care-field-4856543.hml
As we begin this session, I would like to take this opportunity to clarify my expectations for this course:
Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).
A Sample Answer 3 For the Assignment: APPLICATION OF STATISTICS IN HEALTH CARE HLT 362
Title: APPLICATION OF STATISTICS IN HEALTH CARE HLT 362
Statistics – numerical data gathered through measurements or observation that define the traits of population samples-help healthcare decision makers. The value, effectiveness and price of medical products and services are summarized by descriptive statistics. Organizations in the healthcare industry are increasingly using statistical analysis to evaluate their performance. To increase efficiency, hospitals and other big provider service organizations use data-driven, ongoing quality improvement programs. Using statistical data, government health and human care organizations assess the general health and well-being of the population (Ray Casto, 2017). Healthcare providers work hard to efficiently deliver high-quality products and services. The data assist the businesses in assessing performance success and failure in other to predict future outcomes, managers responsible for quality improvements develop benchmarks or criteria of service excellence. Reliable statistical data can be used to chart the viability and overall growth, reduce trade-off risks (Ray Casto, 2017).
Relevance of Statistics in Quality Improvement
Managers endeavor to raise the caliber of the services they provide, and they may use a variety of standards to predict future outcomes (“Diagnostic and screening statistics,” 2016). The massive amount of healthcare data that is daily gathered from the electronic medical record (EMR), including data on biostatistics, surveys of patient and employee satisfaction, child births, morbidity and mortality rates, and the prevalence of diseases, adverse events (catheter associated urinary tract infection and patient falls), can provide answers to specific questions through data analysis. Data analysis improves evidence-based procedures and keeps track of outcomes.
Statistics are crucial because they enable early detection of problems, allowing for their avoidance in the future. In addition to decreasing waste, they also shorten the time needed make specific goods so that a greater variety of goods can be produced consistently well (BDK UK, 2018).
Safety Significance of Statistics
Key indicators are derived from statistical analysis. For instance, monitoring catheter-associated urinary tract infection (CAUTI) in patients can show whether the right steps are being done to minimize their frequency and avoid such infections in the hospital settings. Metrics are very helpful in assessing current procedures and monitoring quality and safety (Martin, McKee, & Dixon-Woods, 2015).
The improvement of patient safety depends heavily on fully integrated clinical, financial, and operational data as well as predictive analytics and machine learning. Utilizing this methodology, tools will identify risks and recommend interventions for use throughout the continuum of care (Stan Pestotrik, 2019).
Relevance of Statistics in Health Promotion Significance
Public health and the promotion of health heavily rely on statistics. Government agencies and healthcare providers can monitor population data using statistics to spot broad-scale health indicators and patterns. This is very helpful in determining the need for an intervention and the results that will follow. From the standpoint of public health, statistics can assist in monitoring disease outbreaks, chronic disease morbidity and mortality, immunization rates, health risks like alcohol and tobacco, and some other factors such as fatal accident rates.
The Centers for Disease Control and Prevention (CDC) track diseases and introduce practical measures to address them through practice modifications, guidelines, legislation, or public health promotion (Hayat, Powell, Johnson, and Cadwell, 2017). These details include descriptive statistics, variations, frequency distribution, and incidences.
Relevance of Statistics in Leadership
Understanding the data and being able to use it are crucial leadership skills for those in the healthcare industry. The leader should be regarded as a collaborator in the implementation of the studied data. Leaders in the healthcare sector should be able to assess the analysis’ reliability or applicability. The future of healthcare is created through data analysis. Trends are discovered throughout the data analysis, and these trends enable the assumption of predictability. The predictability assumptions strengthen care delivery models, improving patient safety and quality outcomes. The data is statistically analyzed to provide answers to issues that advance population health (Grand Canyon University, 2018)
Additionally, leadership can be statistically expressed in two ways: the capacity to exert control over components of an activity, and the ability to make prompt decisions regarding essential interventions.
Statistics in the Workplace
In every day-to-day activity in the hospital as a nurse, statics is unavoidable required as an important tool in data collection and analysis.The process of getting the required data typically doesn’t involve much complexity, I gather data in numerical form, such as birth rates based on the frequency of pregnancies each year. Additionally, statistics is crucial in our day-to-day work when comparing the number of patients who have been admitted to the hospital or who have been discharged to the department’s overall population. Such calculations may also be helpful in the decision-making process because the correctness of the data acquired enables the development of a clear conclusion. As a result, I use statistics as a reliable method of gathering evidence.
Statistical analysis is a useful method for gathering the required proof in the health sector. Additionally, the methods employed for correlation calculations and reporting help to advance health, public safety, and leadership while also enhancing the standard of medical care. Statistics at work help healthcare professionals meet the difficulties of the day with positive results.
References
BDK UK, (2018). Statistical Analysis in Quality Control. Retrieved from https://www.bdk.uk.com/2018/09/importance-statistic-analysis-quality-control
Diagnostic and Screening Statistics, (2016). Using Relative Statistics and Appropriate Disease Prevalence to Compare Screening Tests. https://www.ncbi.nih.gov/pmc/articles/PMV5947324/
Grand Canyon University. (Ed.). (2018). Applied Statistics for Health Care. https://lc.gcumedia.com/htl362vn/applied-statistics-for-health-care
Hayat, M. J., Higgins, M., Schwartz, T.A., & Staggs, V.S., (2015). Statistical challenges in nursing education and research: An expert panel consensus. Nurse Educator. https://www.sciencedirect.com/science/article/abs/pii/S1555415521002798
Ray Casto, (2017). Why Are Statistics Important in the Health Care Field? https://www.fairmountbenefits.com/2017/09/19/why-are-statistics-important-in-the-health-care-field-pa-benefit-advisors/
Martin, G. P., McKee, L., & Dixon-Woods, M. (2015). Beyond metrics? Utilizing “soft intelligence” for healthcare quality and safety. Social Science & Medicine, 142, 19-26. Web
Stan, P., (2019). How to use Data to Improve Quality and Patient Safety. https://www.healthcatalyst.com/insights/use-data-improve-patient-safety
Course Room Etiquette:
It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!
Office Hours:
My office hours vary so feel free to shoot me an email at Kelly.Dellorusso1@my.gcu.edu or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.
Late Policy and Grading Policy
Discussion questions:
I do not mark off for late DQ’s.
I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.
Assignments:
Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
Any activity or assignment submitted after the due date will be subject to GCU’s late policy
Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
No assignments can be accepted for grading after midnight on the final day of class.
All assignments will be graded in accordance with the Assignment Grading Rubrics
Participation
Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
I do expect outside sources as well as class materials to formulate your post.
APA format is not necessary for DQ responses, but I do expect a proper citation for references.
Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.
Plagiarism
Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
Please review your LopesWrite report prior to final submission.
Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).
Plagiarism includes:
Representing the ideas, expressions, or materials of another without due credit.
Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
Failing to document direct quotations without proper citation and referencing.
Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.
LopesWrite
All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.
Assignment Submissions
Please note that Microsoft Office is the software requirement at GCU.
I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.
Grade of Incomplete
The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.
Grade Disputes
If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.
APPLICATION OF STATISTICS IN HEALTH CARE HLT 362 Rubric Criteria
Total100 points
Criterion 1. 1: Unsatisfactory 2. 2: Less Than Satisfactory 3. 3: Satisfactory 4. 4: Good 5. 5: Excellent
Mechanics of Writing
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
3.25 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.
3.75 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
4.25 points
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
5 points
Writer is clearly in command of standard, written, academic English.
Argument Logic and Construction
Argument Logic and Construction
0 points
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
5.2 points
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
6 points
Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
6.8 points
Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
8 points
Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Thesis Development and Purpose
Thesis Development and Purpose
0 points
Paper lacks any discernible overall purpose or organizing claim.
4.55 points
Thesis is insufficiently developed or vague. Purpose is not clear.
5.25 points
Thesis is apparent and appropriate to purpose.
5.95 points
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
7 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Application of Statistics in Health Care (quality, safety, health promotion, leadership)
Application of Statistics in Health Care (quality, safety, health promotion, leadership)
0 points
Application of statistics in health care is omitted or incomplete. The significance to quality safety, health promotion, and leadership is omitted.
26 points
Application of statistics in health care is summarized. The significance to quality, safety, health promotion, and leadership is partially presented. One or more criteria are missing. There are inaccuracies. Significant information or rationale is needed.
30 points
Application of statistics in health care is generally described. The significance to quality, safety, health promotion, and leadership is generally described for all criteria. There are minor inaccuracies. More information or rationale is needed to fully illustrate the application of statistics overall.
34 points
Application of statistics in health care is described. The significance to quality, safety, health promotion, and leadership is described for all criteria. Some minor information or rationale is needed to fully illustrate the application of statistics to health care and the specific areas.
40 points
Application of statistics in health care is described in detail. The significance to quality, safety, health promotion, and leadership is described thoroughly for all criteria. Strong information and rationale is provided to fully illustrate the application of statistics, and its significance, to health care and the specific areas.
Paper Format
Paper Format (use of appropriate style for the major and assignment)
0 points
Template is not used appropriately, or documentation format is rarely followed correctly.
3.25 points
Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.
3.75 points
Appropriate template is used. Formatting is correct, although some minor errors may be present.
4.25 points
Appropriate template is fully used. There are virtually no errors in formatting style.
5 points
All format elements are correct.
Documentation of Sources
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
0 points
Sources are not documented.
3.25 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
3.75 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
4.25 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
5 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Application of Statistical Knowledge to Organization or Specialty Area
Application of Statistical Knowledge to Organization or Specialty Area
0 points
Application of statistical knowledge to organization or specialty area is omitted. More than one criterion regarding how statistical data are obtained, used in day-to-day operations, or applied in decision making are omitted.
19.5 points
Application of statistical knowledge to organization or specialty area is summarized. How statistical data are obtained, used in day-to-day operations, and applied in decision is unclear; one criterion is missing. More information is needed.
22.5 points
Application of statistical knowledge to organization or specialty area is generally discussed. How statistical data are obtained, used in day-to-day operations, or applied in decision making is summarized. .
25.5 points
Application of statistical knowledge to organization or specialty area is discussed. How statistical data are obtained, used in day-to-day operations, or applied in decision making is described. Some information or detail is needed for clarity.
30 points
Application of statistical knowledge to organization or specialty area is thoroughly discussed. How statistical data are obtained, used in day-to-day operations, or applied in decision making is described in detail. The ability to understand and apply statistical data is clearly demonstrated.
Grading Rubric
Performance Category 100% or highest level of performance
Demonstrates achievement of scholarly inquiry for professional and academic topics.
Presentation of information was exceptional and included all of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was good, but was superficial in places and included all of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was minimally demonstrated in all of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in one of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in two of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in three or more of the following elements
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations
Presentation of information was exceptional and included all of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information was good, but was superficial in places and included all of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information was minimally demonstrated in the all of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in one of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
A
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