walden nurse 6062 professor

Dr. Bena!! My professor is asking me this question to answer. Do you think you can help me with.

Christine Frazer WALDEN INSTRUCTOR MANAGER

RE: Lenick Bermudez Attachment

COLLAPSE

Lenick,

The current practice to frame a clinical question, as we learned, involves PICOT. As I mentioned to others, the literature shares alternative frameworks. In today’s digital age, Elias, Polancich, Jones, and Colvin (2015) proposed a new measure to include in the PICOT, the letter “D” (Digital). Elias and colleagues state that the application of the PICOT-D “Brings together evidence-based literature, clinical practice experience, and information technology resources” (p. 596). From a quick review at the tables they share and the example they give, what suggestion do they make in “wording” the addition of “D” after TIME (see p. 596 under Description and Application)? In your Intervention question proposed, what would you then continue to state after TIME as a data measure?

https://class.waldenu.edu/courses/1/USW1.530.20205…

I need this ready for 10:00 Pm tonight!!

Can you please copy and paste here because i”m having problem opening microsoft word. Thank You very much!!

 

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conceptual design

QUESTION 1.

the data model for child care center ( attached below) , copy and paste that data model graphic into paper using MS Word. In the MS Word document, list the following:

  1. all the entities
  2. all the attributes in each entity
  3. the primary key for each entity
  4. all the foreign keys
  5. all the relationship cardinalities between entities (e.g., a professor can teach one to many classes; an individual class is taught by one and only one professor)
  6. for each relationship between entities, specify the name of the attribute in one entity that will be used to match to an attribute in a related entity, including the specific attribute name in the second entity that is used for the matching. For instance, in a school data model: “The Student_ID attribute in the Registered_Class entity is used to match to the Student_ID attribute in the Enrolled_Student entity.”

Resources:

YOUTUBE

  • Textbook: Module 3 – The Relational Data Model
  • Video: Module 3 – Relational Database Tables and Their Characteristics (3:13 min.)
  • Video: Module 3 – Relational Database Keys (1:48 min.)
  • PowerPoint: Module 3 Review charts
  • Textbook: Module 4 – Entity Relationship (ER) Modeling
  • Video: Module 4 – Entity Relationship Diagrams: Part I – Entities and Attributes (3:46 min.)
  • Video: Module 4 – Entity Relationship Diagrams: Part II Identifiers (1:19 min.)
  • Video: Module 4 – Entity Relationship Diagrams: Part III Relationships (3:54 min.)
  • Video: Module 4 – Entity Relationship Diagrams: Part IV Relationship Degrees (2:13 min.)
  • Video: Module 4 – Entity Relationship Diagrams: Part V Associative Entities (1:19 min.)
  • PowerPoint: Module 4 Review charts

Question 2.

Week 2 – Data Management Project: Conceptual Design

The Data Management Project for Week 2 builds upon what you did for the Data Management Project in Week 1 (Answer you provided to me last week is attached for you to look on below). Create a conceptual data model of data management project showing the entities and relationships. Use the Draw.io tool to create your conceptual model.

Export the data model as a PDF and save it on your PC, as shown in the Draw.io video tutorial. Submit the PDF to me.

Resources:

  • YouTube Video: Draw.io video tutorial

Note: The Draw.io video tutorial shows you how to resolve many-to-many relationships in your entity-relationship diagram. You will need to do that in subsequent weeks, but not for this week’s assignment. For this week’s assignment, create the entities, relationships, primary keys, and attributes.

 

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MODULE 3 CASE

The case presented in Module 3 is another real-world situation using advancements in technology to improve health care and IT governance. The Veterans Health Administration case study highlights critical factors to the VHA’s success by discussing technology infrastructure, organizational culture, and managerial leadership. The student will analyze the case in six sections in the order followed. Also, these sections must be used to format level 1 heading titles in the case report.

Give the case background and organizational environment.
Describe the case situation and structure of the organization.
Identify the key problems and issues in the case.
Describe how the organization responded to those issues with technology and leadership in terms of successes, failures, or unforeseen results.
Provide an assessment and reasons for supporting those solutions.
Review the case finding and conclude how the solution could be improved or propose something different.
This case was available free to read and download from the Palgrave McMillan Journal of Information Technology site. Cases for free change every week, but the journal offers this disclosure Palgrave Macmillan and the editorial team have selected this set of papers from the archive of the journal to give a representative sample of the best of our content. These papers, listed in chronological order, are available free to read and download. The case is included in this page for easy access.

Broderick A. (2013, January). The Veterans Health Administration: Taking home Telehealth services to scale nationally. The Commonwealth Fund. Retrieved from http://www.commonwealthfund.org/~/media/Files/Publications/Case%20Study/2013/Jan/1657_Broderick_telehealth_adoption_VHA_case_study.pdf

Assignment Expectations (50 points total)
Length: Minimum 35 pages excluding cover page and references (since a page is about 300 words, this is approximately 9001,500 words).

Assignment-driven criteria (25 points): Demonstrates clear understanding of the subject and addresses all key elements of the assignment.

Critical thinking (10 points): Demonstrates mastery conceptualizing the problem. Shows analysis, synthesis, and evaluation of required material.

Scholarly writing (5 points): Demonstrates writing proficiency at the academic level of the course; addresses the Learning Outcomes of the assignment.

Quality of references (4 points) and assignment organization (3 points): Uses relevant and credible sources to support assertions. Assignment is well organized and follows the structure of a well-written paper.

Citing sources (3 points): Uses in-text citations and properly formats references in APA style.

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quantitative reasoning ii project final presentation 5

The purpose of this assignment is to use skills you have learned throughout all five weeks of the course. You will be able to apply what they have learned to solve a real world problem that you could use to in your future career.

Create a 5- to 6-slide presentation that must include:

  • One slide on the Introduction
    • Introduce your topic and question that you chose in Week 2.
    • Why did it interest you? How does it relate to life?
    • What should the audience learn from your presentation?
  • Three to four slides of your visuals
    • Show your tables, scatter plot, other 2 visuals, calculations, and any other evidence to support your conclusion(s) that you created in Week 3.
    • Explain what information in the data tables is not needed for your analysis.
    • Discuss what you can conclude from the visuals. How do these visuals support your conclusion?
  • One slide for a conclusion
    • Restate your topic and question and give your answer to the scenario.
    • How confident are you that your conclusion is sound?
    • What work would need to be done to increase your confidence?
    • Discuss what you learned from this project.

Include detailed speaker notes for each slide.

 

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