HIM 4004 Health Statistics and Research Methods Paper
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
HIM 4004 Health Statistics and Research Methods Paper
HIM 4004, Health, Statistics, Research, Methods, Paper
Learning Objectives:
- Evaluate HIM research and its impact on the HIM body of knowledge.
- Identify types of inferential statistics utilized within HIM research.
- Extract data from the CDC National Vital Statistics Data Center and create an appropriate data display.
Total Points: 35 pts
Part I: Identifying Inferential Statistics in Research Studies (25 pts)
In this section, you will be reviewing five research articles published by AHIMA – Perspectives in Health Information Management and identifying the inferential statistics that were utilized to support the research performed. Pages 178 – 184 of the Health Informatics Research Methods will help you understand the research tests that were used within each study.
As a HIM professional, it is important to delineate key ideas within research studies and apply these findings as you work to improve processes within your healthcare organizations. You will answer the three questions listed here for each article:
- Identify the purpose of the research study in your own words. (1 pt)
- Identify the inferential statistics noted within each study in your own words. (2 pts)
- Delineate the outcomes of the research in your own words and describe how this adds to the HIM body of knowledge. (2 pts)
A.
Peterson, J., & Turley, J. (2021). Predictors of success on the RHIA exam. Perspectives in Health Information Management.
https://perspectives.ahima.org/predictors-of-success-on-the-rhia-exam/
B.
Fox, D., Weibe, N., Southern, D., Quan, H., Kim, E., King, C., Grosu, O. & Eastword, C. (2021)
The prevalence of insomnia and sleep apnea in discharge abstract data: A call to improve data quality. Perspectives in Health Information Management.
https://perspectives.ahima.org/the-prevalence-of-insomnia-and-sleep-apnea-in-discharge-abstract-data-a-call-to-improve-data-quality/
C.
Ashley, C. & Berry, S. (2021). The association between race and stroke prevalence in a patient cohort in Mississippi. Perspectives in Health Information Management.
https://perspectives.ahima.org/the-association-between-race-and-stroke-prevalence-in-a-patient-cohort-in-mississippi/
D.
Beesely, K., McLeod, A., Hewitt, B. & Moczygema, J. Health information management reimagined: Assessing current professional skills and industry demand. Perspectives in Health Information Management.
https://perspectives.ahima.org/health-information-management-reimagined-assessing-current-professional-skills-and-industry-demand/
E.
Liengsawangwong, R., Kumar, S., Ortiz, R. & Hill, J. (2021). Health informatics tool toward sepsis screening. Perspectives in Health Information Management.
https://perspectives.ahima.org/health-informatics-tool-toward-sepsis-screening/
Part II: Real World Case Study – page 164 of the Health Informatics Research Methods text. (5 pts)
Article:
Jackson, K., Lower, C. & Rudman, W. (2016). Crossroads between workforce and education. Perspectives in Health Information Management, 1, 11. The Crossroads between Workforce and Education | Perspectives (ahima.org)
Answer the following questions based on the case study:
- What type of data resulted from the respondents’ ratings of the health information graduates in the first and second questions? (2 pts)
- What type of data resulted from the respondents’ ratings of the health information graduates in the third and fourth questions? (2 pts)
- As a student, what take-aways does the article give you that you could use to improve your employability postgraduation? (1 pt)
Part III: CDC and National Vital Statistics (5 pts)
The National Center for Health Statistics managed by the Centers for Disease Control and Prevention contains wide range of vital statistics that are used to make decisions about population health. Here is the link to this site: https://www.cdc.gov/nchs/nvss/about_nvss.htm
While you are on this site you will be performing several tasks:
- Listen to the short video on the home page of NVSS – “Every Life is Vital” as well as reviewing the information About the National Vital Statistics System. In 150 – 200 words describe the purpose of the National Vital Statistics System, how the data is collected and who the center works with to improve data collection throughout the United States. You should not copy and paste from the website (1).
- Click on the Mortality Data Tab on the left -and side of the About the National Vital Statistics System Page and then click on Leading Causes of Mortality. Locate looking for the leading causes of death in your state? Click on: https://www.cdc.gov/nchs/nvss/mortality/lcwk5_hr.htm
You will have to click on three different PDF files (LCWK5_HR) for 2017, 2016 and 2015 – Deaths, Percent of Total Deaths and Death Rates for the 15 Leading Causes of Death: United States and Each State, 2015 – 2017. You will want to do this in Excel and then copy and paste your table and graphic display below.
- Create a table that includes the following information: Year, State Name, Rank of cause of death, Cause of Death (based on ICD10), percentage of total deaths—do not list numbers or rate (2 pts).
- Create a graphic display that compares all three years of percentage of total deaths for your State for the top 15 causes of death. Make sure your data display is easy to read and includes all the required components. The Data Presentation lecture in Module 2 of this course provides specific guidance for creating good graphic displays. Chapter 17 of the Oachs and Watters text also discusses data visualization. Copy and paste your data display into this document (2 pts).
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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