The Cochrane Collaboration Colloquium: Summing up: challenges and possible solutions when summarising the findings of Cochrane reviews
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This document discusses challenges and potential solutions for summarizing Cochrane reviews. It identifies issues such as missing or unclear data, different ways of presenting effects and quality, and difficulties interpreting statistics. The solution proposed is to create Summary of Findings Tables that consistently present important outcomes, effects, and quality assessments using standardized formats like risk ratios and absolute risks. However, these tables can still be difficult for lay audiences. The document suggests developing lay versions of the tables using event rates and qualitative statements to improve accessibility while maintaining precision.
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Levels of Processing
What methods did we employ in this experiment?
There were two parts to this experiment. In Phase I, you were given a word and a judgment task. There were three types of judgments. The first type of judgment (letters) was to decide if the word had a particular pattern of consonants and vowels. The second type of judgment (rhyme) was to decide if two words rhymed. The third type of judgment (synonym) was to decide if one word was a synonym of another. In Phase II, you saw a series of words, half of which had been shown in Phase I. For each word, you were asked to indicate if it had been shown in Phase I.
The independent variable in this experiment was the level of processing induced by the judgment task: shallow (the letters task), medium (the rhyme task), and deep (the semantic task). The dependent variable was the proportion of times the word was correctly recognized as being in Phase I. What do we predict participants will do? Why?
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Results for chicquila cox on May 14, 2015 6:32:29 PM EDT
Data summary for experiment Levels of Processing.
Accuracy on the recognition test as a function of the study condition in Phase I. The expected result is that recognition accuracy will show a levels of processing effect, with best performance for the deep task (synonyms) and worst performance for the shallow task (letters). Lure recognition is correct classification of an item not presented in Phase I.
Data summary
Condition/Task
Proportion Correct
Letter Recognition
0.55
Rhyme Recognition
0.6
Synonym Recognition
0.9
Lure Recognition
0.76666665Trial-by-trial data
The Condition column describes the judgment task during Phase I. Here 'lure' means the item was not shown during Phase I. The study response and study accuracy columns indicate the response and accuracy of the response during Phase I. The recognition response and recognition accuracy columns correspond to the responses during the Phase II word recognition.
Trial
Condition
Study Response
Study Accuracy
Recognition Response
Recognition Accuracy
1
lure
-
0.0
N
1.0
2
lure
-
0.0
N
1.0
3
synonym
N
1.0
Y
1.0
4
lure
-
0.0
N
1.0
5
lure
-
0.0
N
1.0
6
letter
N
1.0
Y
1.0
7
lure
-
0.0
N
1.0
8
lure
-
0.0
N
1.0
9
lure
-
0.0
N ...
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NEURO
RESP
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MOBILITY
I/O & IV
PSYCH/SOCIAL
***For a “Focused Assessment” highlight which three systems would be your priority?***
Based on your patient’s multiple disease processes (comorbidities), integrate all possible findings into the following, provide your rationale for each answer.
Priority Assessment:
1.
2.
3.
Priority Intervention:
1.
2.
3.
Priority Labs and Diagnostics:
1.
2.
3.
Anticipated Priority Orders:
1.
2.
3
Priority Medications:
1.
2.
3.
Priority Education:
1.
2.
3.
Healthy People 2030 is a national initiative to recognize health disparities of the American population and identify objectives to improve individuals’ overall health and well-being. Some of the goals of Healthy People 2030 include realizing health equity, encouraging healthy behaviors, and preventing disability and death.
Based on your patient’s comorbidities, access Healthy People 2030 at https://health.gov/healthypeople and explore the relevant objectives. Which objective would you choose and how would you implement that objective in the care and health promotion of your patient?
1
ppt/presentation.xml
ppt/slideMasters/slideMaster1.xml
Click to edit Master title style Edit Master text styles Second level Third level Fourth level Fifth level Add a footer 3/21/2022 ‹#› ...
CriteriaRatingsPtsThis criterion is linked to a Learning Outcome
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeSubjective Data (CC, HPI, PMH, Allergy identification, Medication Reconciliation, Social History, Family History, Health Promotion, and ROS)
PT105-CO2
5 pts
Level 5
All elements of subjective data are adeptly documented and demonstrate consistent information across all aspects represented.
4.5 pts
Level 4
All elements of subjective data are appropriately documented and demonstrate consistent information across all aspects represented.
4 pts
Level 3
All elements of subjective data are satisfactorily documented but do not demonstrate consistent information across all aspects represented.
3.5 pts
Level 2
All elements of subjective data are either not satisfactorily documented or do not demonstrate consistent information across all aspects represented.
3 pts
Level 1
All elements of subjective data are not satisfactorily documented and do not demonstrate consistent information across all aspects represented.
0 pts
Level 0
No elements of subjective data are evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomeObjective Data (Relative to the information documented in the CC, HPI, PMH, and ROS)
PT105-CO2
5 pts
Level 5
All elements of objective data are adeptly documented and demonstrate consistency.
4.5 pts
Level 4
All elements of objective data are appropriately documented and demonstrate consistency.
4 pts
Level 3
All elements of objective data are satisfactorily documented but do not demonstrate consistency.
3.5 pts
Level 2
All elements of objective data are either not satisfactorily documented or do not demonstrate consistency.
3 pts
Level 1
All elements of objective data are not satisfactorily documented and do not demonstrate consistency.
0 pts
Level 0
No elements of objective data are evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomeAssessment (Information documented in the CC, HPI, PMH, ROS and the objective data.)
PT105-CO2
5 pts
Level 5
Assessment designations and other elements in this section are adeptly documented and demonstrate congruence.
4.5 pts
Level 4
Assessment designations and other elements in this section are appropriately documented and demonstrate congruence.
4 pts
Level 3
Assessment designations and other elements in this section are satisfactorily documented but do not demonstrate congruence.
3.5 pts
Level 2
Assessment designations and other elements in this section are either not satisfactorily documented or do not demonstrate congruence.
3 pts
Level 1
Assessment designations and other elements in this section are not satisfactorily documented and do not demonstrate congruence.
0 pts
Level 0
Assessment designations and other elements in this section are not evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomePlan (Demonstrate application of current clinical practices for the identified assessment designations, and demonstrates congruence of information across all aspects ...
©2014 Walden University 1 OM004 Improving Patient Saf.docx
©2014 Walden University 1
OM004: Improving Patient Safety and Quality of Services: Evaluate best practices and industry standards for patient safety and quality of
healthcare services and provide recommendations for improvement.
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Part 1: Analysis of Patient Safety and Quality of Services in a Hospital
Sub-Competency 1: Evaluate data to identify opportunities for improvement in patient safety and quality of services.
Learning Objective 1.1:
Analyze safety and
quality measures in a
hospital.
Analysis of safety and
quality measures is
missing.
Analysis does not provide
complete and accurate
data for at least three
areas of safety and quality
measures.
Analysis does not provide
benchmark measures or
the measures are not
appropriate.
Analysis provides a
comprehensive review and
description for at least
three areas of safety and
quality measures.
Analysis provides
appropriate benchmark
measures.
Demonstrates the same
level of achievement as
“2” plus the following:
Analysis includes the last
2–3 years’ worth of data
for the purpose of
identifying trends.
Learning Objective 1.2:
Summarize a process
for accessing data.
Summary of a process for
accessing data is missing.
Response insufficiently or
inaccurately summarizes
websites that provide data
used in the
recommendation.
Response identifies and
summarizes at least two
websites that provide the
data used in the
recommendation.
Explain any limitations in
available data.
Demonstrates the same
level of achievement as
“2” plus the following:
Response summarizes
which sites provided data
in a more useful
(consumable, easy to
navigate, easy to
understand) manner and
explains why.
©2014 Walden University 2
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
PS006: Information Literacy: Apply appropriate strategies to identify relevant and credible information and data in order to effectively
analyze issues and make decisions.
Learning Objective
PS 6.1:
Identify credible
sources.
Identification of credible
sources is missing.
Some sources are credible,
appropriate, and relevant
to the topic.
Most sources are credible,
appropriate, and relevant
to the topic.
All resources are credible,
appropriate, and relevant
to the topic.
Learning Objective
PS 6.2:
Analyze findings from
relevant sources.
Analysis of findings from
relevant sources is missing.
Analysis superficially
reflects relevance of
findings to the identified
problem, issue, or
purpose.
Analysis clearly reflects
relevance of findings to
the identified problem,
issue, or purpose.
Analysis clearly reflects
relevance of findings to
the identified problem,
issue, or purpose, and
synthesizes findings to
generate new insights.
Part 2: Fa.
Will Emerson pt EmpressedBP-15660O2 – 92 on 2LRR- 34.docx
Will Emerson pt
Empressed
BP-156/60
O2 – 92% on 2L
RR- 34
HR – 110
Temp- 103 oral
Pain – 4/10; Located all over; chest and back area mainly, feels like an elephant is sitting on him. Nothing relieve the pain. No pain meds taken. Allergic to penicillin and morphine sulfate. Takes Xopenex daily. Not feeling lightheaded or dizzy, feels ok while sitting, doesn’t want to walk anywhere. Fall risk.
General appearance – anxious and unkept, breathing at 34bpm, disheveled, weak and tired.
Skin – pale, hot, clammy, diaphoretic. Clubbing noted, cap refill <3 secs, 1+ pitting edema lower extremities.
Heart – 110 tachy, S1S2 heard in all points, no mummers present, radial, dorsalis pedis, posterior tibialis pulses are weak bilaterally 1+. Carotid 3+. 1+ edema in lower extremities.
2nd intercoastal right of sternal boarder aortic
2nd intercoastal space left of boarder pulmonic
3rd intercoastal space left of boarder Erb’s point
4th intercoastal space
Respiratory –
History of COPD, use of assessor muscles, SOB, on O2 @ 2L pm
Anterior lung sounds; RUL, LUL, RML, LLL, RLL
posterior - RUL, LUL, LLL, RLL, LLL, RLL
Adventitious rhonchi sounds heard in all fields, barrel chested in appearance, pt shows signs of acute distress.
GI- weighs 70kg, and 175cm tall and belly is rounded soft and no pain on palpation, hyperactive bowel sounds heard in all quadrants.
GU – voiding dark yellow urine
Extremities – generalized weakness, not out of bed
Skin – no rashes, clubbing present and cap refill less than 3 seconds, pale, skin is hot and diaphoretic.
Neuro - alert and oriented x 4, pupils, equal, round, reactive to light and accommodation, EOM’s are intact, behavior is anxious, speech is clear and coherent.
Lymph nodes – Lymph nodes are enlarged and tender.
Title slide: delete this and enter your title slide information. See Guidelines.
Professor XXXXXXXX
Pathophysiology review
Medical Diagnoses
Assessment Data
Student:___________________
Date: ______________________
Patient initials: ______W.E._____
Age: _____ Male / Female
Nursing Diagnosis related to --- as evidence by---
Nursing Diagnosis related to --- as evidence by---
Cite Sources using APA additional page
Measurable Expected Outcomes
Measurable Expected Outcomes
Intervention
Intervention
Intervention
Intervention
Intervention
Intervention
Nursing Diagnosis related to --- as evidence by---
Measurable Expected Outcomes
Add as many intervention boxes as needed
Evaluation
Evaluation
Evaluation
Evaluation
Use as many pages as needed to complete your concept map
Communication
Infection Control
Safety
Assessment/Patho
Use this if needed for more room
Reference
NR226 Fundamentals – Patient Care
RUA: Concept Map Guidelines
NR226_RUA_Concept_Map _Guideline_V2.docx Revised: MAR20 1
Purpose
This assignment is designed to extend the learner’s use of concept mapping as a tool for clinical care planning. The
nursing process continues to provide the foundatio.
Basic Question Evaluation
Kirsten Miller gave a presentation about survey question design based on her work at the Question Design Research Lab at the National Center for Health Statistics. Her talk was given at DePaul University in Chicago, Illinois on February 13, 2012. This event was sponsored by the DePaul College of Liberal Arts and Social Sciences, the Social Science Research Center, and the Department of Sociology. Audio from the presentation can be heard here: http://is.gd/ssrc_kmiller
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