WGU CEM1 TASK 1: CLINICAL PRACTICE EXPERIENCE ASSIGNMENT

WGU CEM1 TASK 1: CLINICAL PRACTICE EXPERIENCE ASSIGNMENT WGU CEM1 TASK 1: CLINICAL PRACTICE EXPERIENCE ASSIGNMENT Permalink: https://nursingpaperessays.com/ wgu-cem1-task-1-…ience-assignment / COMPETENCIES 7067.1.1 : Theoretical Underpinnings of Nursing Informatics The graduate analyzes the theoretical and conceptual underpinnings of the nursing informatics scope and standards to improve patient experience and health outcomes. WGU CEM1 TASK 1: CLINICAL PRACTICE EXPERIENCE ASSIGNMENT 7067.1.2 : Informatics for Patient Care The graduate determines how technology and informatics can be optimized to improve the patient experience and lower healthcare costs. 7067.1.3 : Informatics for Health Administration The graduate analyzes core administrative systems to support the management of safe, cost-effective, and high-quality healthcare. 7067.1.4 : Informatics for Population Health The graduate analyzes data from population-based systems to mitigate public health threats and decrease incidence of disease. 7067.1.5 : Data Collection and Management The graduate designs data collection tools and processes to capture, analyze, and report health indicators and outcomes. 7067.1.6 : Data Analysis and Visualization The graduate refines data to visually represent, forecast, monitor, and report progress in meeting healthcare outcomes. INTRODUCTION To fulfill the clinical practice experience (CPE) requirements for this course, you will complete the attached “Clinical Practice Experience (CPE) Record.” You will need to electronically sign and date the record. Finally, you must upload the completed “CPE Record” as a separate attachment and the required deliverables from that record to your e-portfolio. You should complete this task and the “CPE Record” before submitting ARM1 Task 1. WGU CEM1 TASK 1: CLINICAL PRACTICE EXPERIENCE ASSIGNMENT REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the report provided when submitting your task as a guide. WGU CEM1 TASK 1: CLINICAL PRACTICE EXPERIENCE ASSIGNMENT You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. A. Upload your completed and signed “CPE Record” for evaluation as a separate document. The record should include the following: • the date each activity was completed • your electronic signature verifying that all activities have been completed Note: The “CPE Record” should be uploaded as a separate attachment and should not be included in your e-portfolio. B. Upload all of the following required deliverables to your e-portfolio and provide a link to the e-portfolio: • CPE schedule table of tasks and timelines • annotated bibliography of 5 recent and relevant sources • narrative essay of your interviews with technology users and experts • technology summary that provides the top five technologies you would recommend for transforming nursing or enhancing healthcare outcomes • three screenshots to document your Phase 1 GoReact video reflection, that includes an image of your reflection video and an image for each of your peer responses • a brief, written reflection summary of your video reflection below your screenshot • completed “Summary Yrs_RN” worksheet • completed “Summary Tot_Scores” worksheet • completed “Summary Demographic” worksheet • completed “Summary Responses” worksheet • completed “Pivot Table Education Level by Work Setting” • completed “Pivot Table Age Group by Race” • completed “Bar Chart on the Mode” on all questions on the “Barriers Survey” • completed “Pie Chart of Age Group” • completed “Sunburst Chart” of Sex • completed “Column Chart” of Education Level • completed “Funnel Chart” of Race • completed “Treemap Chart” of Work Setting • three screenshots to document your Phase 3 GoReact video reflection, that includes an image of your reflection video and an image for each of your peer responses • a brief, written reflection summary of your video reflection below your screenshot Note: The files for Phases 2 and 3 should be uploaded as screenshots. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z WGU CEM1 TASK 1: CLINICAL PRACTICE EXPERIENCE ASSIGNMENT RUBRIC A. : CLINICAL PRACTICE EXPERIENCE (CPE) RECORD WGU CEM1 TASK 1: CLINICAL PRACTICE EXPERIENCE ASSIGNMENT NOT EVIDENT The “Clinical Practice Experience (CPE) Record” is not provided. Or 1 or more of the required activities were not completed, or any of the activities are not dated. Or the verification of activities being completed was not signed by the candidate. APPROACHING COMPETENCE Not applicable. COMPETENT The “Clinical Practice Experience (CPE) Record” is uploaded and all required activities are completed and dated. The verification of activities completed is signed by the candidate. B. : E-PORTFOLIO DELIVERABLES NOT EVIDENT 1 or more of the required deliverables are incomplete or have not been uploaded. Or the link to the candidate’s e-portfolio is not provided. APPROACHING COMPETENCE Not applicable. COMPETENT Each required deliverable is completed and uploaded to the candidate’s e-portfolio. The link to the e-portfolio is provided. WEB LINKS GoReact Use to create the visual reflection. SUPPORTING DOCUMENTS Barriers Codebook (Student).xlsx Barriers Data Analysis Instructions.docx Barriers Data Visualization Instructions.docx CPE Record.docx GoReact Instructions.docx Technology Summary.docx Variable Variable Type Level of Measurement Response Categories Description/Survey Question StudentID N/A N/A N/A N/A Age _Grp Categorical Nominal 1=19-39; 2=40-59; 3=60 and older Age Group Sex Categorical Nominal 1=Male; 2=Female Sex Race Categorical Nominal 1=White; 2=African American; 3=Asian; 4=Other What is your race? Yrs_RN Continuous Interval/Ratio Number of years How many years have you been an RN? Setting Categorical Nominal 1=Patient Care; 2=Academic; 3=Community/Public Health; 4=Other What is your work setting? ED-Level Categorical Nominal 1=Associate; 2=Bachelors; 3=Masters; 4: Doctorate What is your highest level of education? The items below relate to Barriers Survey questions on the reasons nurses do not utilize research. Q1 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent Research reports/articles are not readily available. Q2 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent Implications for practice are not made clear Q3 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent Statistical analyses are not understandable Q4 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The research is not relevant to the nurse’s practice Q5 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse is unaware of the research Q6 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The facilities are inadequate for implementation Q7 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse does not have time to read research Q8 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The research has not been replicated Q9 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse feels the benefits of changing practice will be minimal Q10 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse is uncertain whether to believe the results of the research Q11 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The research has methodological inadequacies Q12 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The relevant literature is not compiled in one place Q13 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse does not feel she/he has enough authority to change patient care procedures Q14 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse feels results are not generalizable to own setting Q15 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse is isolated from knowledgeable colleagues with whom to discuss the research Q16 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse sees little benefit for self Q17 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent Research reports/articles are not published fast enough Q18 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent Physicians will not cooperate with implementation Q19 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent Administration will not allow implementation Q20 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse does not see the value of research for practice Q21 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent There is not a documented need to change practice Q22 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The conclusions drawn from the research are not justified Q23 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The literature reports conflicting results Q24 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The research is not reported clearly and readably Q25 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent Other staff are not supportive of implementation Q26 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse is unwilling to change/try new ideas Q27 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The amount of research information is overwhelming Q28 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent The nurse does not feel capable of evaluating the quality of the research Q29 Categorical Ordinal 1=To No Extent; 2=To a Little Extent; 3=To a Moderate Extent; 4=To a Great Extent There is insufficient time on the job to implement new ideas Tot_Scores Continuous Interval/Ratio Total scores for individual questions New Calculated Continuous Variable – Total of Barriers Scores GETTING STARTED For this activity, you are going to analyze hypothetical data from a Barriers to Research Utilization by Nurses survey using descriptive statistics. This data has been provided for you, and step-by-step instructions on doing the analysis in excel are provided below. WGU CEM1 TASK 1: CLINICAL PRACTICE EXPERIENCE ASSIGNMENT BACKGROUND When collecting online survey data, the responses are generally textual data. Look at the Data_Raw worksheet to see the survey results. This raw data must be converted to numerical data for analysis. To accomplish this, a Codebook is created that contains the data and metadata (the information for each variable with coding instructions). For this activity, the Barriers Codebook has already been created for you. Review the Metadata worksheet to see an overview of the variables in this survey (column A), variable type (column B), level of measurement (column C), coding instructions (Response Categories, column D), and the original Survey Question (column E). Look to see how the data have been numerically coded for you on the Data_Coded worksheet. This was done by copying the Data_Raw worksheet, then using Find and Replace to code the responses numerically using the MetaData worksheet information. For example, in column D (Race), White was replaced with 1, African American was replaced with 2, Asian was replaced with 3 and Other was replaced with 4. Now the original data has been coded, you want to retain the coded data to preserve it for additional analyses or if errors are made. Note: These instructions use right-click to access the right-click menu. If unsure how to right-click on your computer, reach out to Student Success Center, IT services, or your course instructor. For example, Ctrl/click acts as a right-click on a Mac. CREATE YOUR OWN DATA FILE COPY This is where the real fun starts for this activity! You will first copy the Data-Coded worksheet to a working file that you can use for this activity. Desktop Excel Web Excel Copy the Data_Coded worksheet by right-clicking on the Data_Coded worksheet, selecting Move or Copy (see below) and checking the Create a Copy box. Copy the Data_Coded worksheet by right-clicking on the Data_Coded worksheet, selecting Duplicate (see below). Rename this copied worksheet Desc_Stats by right-clicking on the tab of the copied worksheet and selecting Rename and typing the new name . Right-click again, choose Tab Color, and choose a different color than red (red is a reminder to not use these worksheets). Next, click on the Desc_Stats worksheet and write a formula to total the scores on the Barriers Survey for each participant. The variable you will use for this is the Tot_Scores continuous variable in column AK. In column AK1, type the heading Tot_Scores . Next, enter this formula into cell AK2: =Sum(H2:AJ2) directly in the cell or the formula bar at the top, as shown. This formula will sum all the cells in Row 2 from Column H through Column AJ, which include all the “Q” items on the survey. WGU CEM1 TASK 1: CLINICAL PRACTICE EXPERIENCE ASSIGNMENT Make sure you see the formula bar displayed in this screenshot. If it is not there, click on the Formulas menu and check Show Formulas. To avoid having to write this formula 75 more times, Autofill the formula by holding your mouse over the small black square in the bottom right corner of cell AK2 . When your mouse pointer turns into a plus sign, click and pull the plus sign down through row 77. This autofills the formula and calculates the total score, while, adjusting the formula for each row. DESCRIBING THE DATA Continuous Variable Analysis For continuous variables (“Yrs_RN”, and “Tot_Scores”) you will compute measures of central tendency (Mean/Average, Median, and Mode) and measures of dispersion (standard deviation, minimum, maximum, and range). See the Continuous Summary (Example) worksheet in the Codebook for an explanation of the statistical tests you will use to analyze continuous variables, what it measures, and a sentence explaining the results. The following table contains the formulas for these statistical tests used to describe your continuous data. Row Stat Yrs_RN Tot_Scores 78 MEAN =AVERAGE(E2:E77) =AVERAGE(AK2:AK77) 79 MEDIAN =MEDIAN(E2:E77) =MEDIAN(AK2:AK77) 80 MODE =MODE(E2:E77) =MODE(AK2:AK77) 81 STANDARD DEVIATION =STDEV(E2:E77) =STDEV(AK2:AK77) 82 MINIMUM =MIN(E2:E77) =MIN(AK2:AK77) 83 MAXIMUM =MAX(E2:E77) =MAX(AK2:AK77) 84 RANGE =E83-E82 =AK83-AK82 85 SUM =SUM(E2:E77) =SUM(AK2:AK77) 86 COUNT OF RECORDS ( N ) =COUNT(E2:E77) =Count(AK2:AK77) Click on the Desc_Stats worksheet.Enter the formulas shown above at the bottom of the columns of data for Yrs_RN and Tot_Scores in the rows indicated in the table above and then hit Enter. Remember all cell references must be enclosed with parentheses. Transfer your results to the Summary Yrs_RN and SummaryTot_Scores worksheets. Desktop Excel Web Excel To confirm that your formulas are correct, view the formulas in your worksheet by using the instructions below. Hiding and protecting formulas is currently not supported in Excel for the web. To see the formula, click on the cell (such as E78, and view the formula on the top row. Next, write a summary interpretation for the variable analysis you did on Yrs_RN and Tot_Scores on the Summary_YrsRN and Summary_TotScores worksheets. Your summary should be similar to the one on the Continuous Summary (Example) worksheet where the variable Miles driven to work was analyzed (this is not in your dataset; it is just an example). WGU CEM1 TASK 1: CLINICAL PRACTICE EXPERIENCE ASSIGNMENT Great Job! This completes the first two pieces of evidence for this CPE. Now you need to capture screenshots of both of these worksheets and save them for uploading to your e-portfolio. To capture screenshots: Mac: Press Shift+Command+4. Drag the crosshairs to select the area of the screen you want to capture. After you release your mouse or trackpad button, find the screenshot on your desktop. Rename your screenshot to Summary Yrs_RN and Summary Tot_Scores so you remember what screenshots to upload to your e-portfolio. PC: Follow the “ Use Snipping Tool to capture screenshots directions ” to use the Microsoft Snipping Tool to capture, save, and share an image of all or part of your PC screen. The Snipping Tool is included in Windows Vista and later. Save your screenshots and name them BarChart Summary Yrs_RN and Summary Tot_Scores so you remember what screenshots to upload to your e-portfolio Categorical-Nominal Variable Analysis The best approach for analyzing categorical-nominal variables is to compute “frequencies” (counts) for each type of response. Your Codebook indicates the coding values for each response, which you will need for your formula. For example, to determine how many respondents were in the first age group (1=19-29 years), you will use the COUNTIF function to COUNT the cells in a range IF it has the number 1 in it. To do this, click on the Desc_Stats worksheet, then click in cell B78 and enter this formula in the cell or formula bar: =COUNTIF(B$2:B$77,1) . Hit Enter immediately after entering this formula. The dollar signs next to the row references will make it possible to autofill this formula down by keeping rows 2 through 77 constant and simply changing the response code for each response type. For example, note on your Metadata worksheet that Age_Group has three categories, so you will need to autofill this formula through rows 79 and 80 and change the IF condition to =COUNTIF(B$2:B$77,2) in row 79 and =COUNTIF(B$2:B$77,3) in row 80. If you don’t use the $ in front of the row number, Excel will automatically adjust the formula to the next row, which is incorrect. There is NO dollar sign in front of the B, as you will want Excel to auto-adjust across columns, but not rows. Note: You will format the numbers in the cells in the next section, which will fix percent and/or decimal points. Next, you should Autofill your formulas across columns C and D . You will need to skip column E and copy/paste this formula into cell F78 and autofill to column G . WGU CEM1 TASK 1: CLINICAL PRACTICE EXPERIENCE ASSIGNMENT Desktop Excel Web Excel When you are done autofilling down and across, click on the Formula Menu and check Show Formulas . Your formulas should match the ones shown below for your categorical-nominal variables: When you are done autofilling down and across, click on each cell check the formulas. Your formulas should match the ones shown below for your categorical-nominal variables: Because these are counts, format your categorical-nominal results as whole numbers, without decimal places or percent. Desktop Excel Web Excel First, select all cells you want to format by selecting cells B78 through D78 and then pressing the CTRL key (PC) or Command key (Mac) while selecting cells F78 through G78. (The CTRL key (PC) or Command key (Mac) is used when selecting cells that are not contiguous. The Shift Key is used when all cells are next to each other.) PC: On your Home menu, click on Format > Format cells . Mac: Right click while in the highlighted cell block, click Format cells , and then select Number Format. In the Format Cells dialog box, click Number and set Decimal to “0”. For your continuous variables you should make sure there is only one decimal point. First, select the first set of cells you want to format by selecting cells B78 through D81. (The CTRL/Shift keys do not work in Web Excel Right click while in that cell block, and select Number Format. In the Number Format dialog box, click Number and set Decimal to “0”. For your continuous variables you should make sure there is only one decimal point. Click the ‘Show Formulas’ again to see the numbers (instead of the formulas). Select the second set of cells you want to format by selecting cells F78 through G80. Right click, Select Number Format. In the Number Format dialog box, click Number and set Decimal to “0”. Analyze the frequencies of your categorical-nominal demographic data (e.g., age, sex, race, practice setting, and educational level). After completing your analysis of the categorical-nominal demographic variables, click on the Summary_Demographics worksheet and write a summary description of the demographics of this sample population. (Hint: Select the meta-data worksheet to be reminded of how the data is coded. E.g., Age_Grp is coded as 1=19-39 yrs, 2=40-59 yrs; 3=60 and older). Great Job! This completes the next piece of evidence for this CPE. Now you need to capture a screenshot of this worksheet, name the file to be Summary_Demographics and save the screenshot for uploading to your e-portfolio. WGU CEM1 TASK 1: CLINICAL PRACTICE EXPERIENCE ASSIGNMENT Categorical-Ordinal Variable Analysis When analyzing Categorical-Ordinal data, the MODE is the best choice, as it indicates the value that was reported most often for each of the Barriers Survey questions. To do this, click on the Desc_Stats worksheet, then in cell H78 enter this formula =MODE(H2:H77) and hit Enter. Click back in cell H78 and Autofill this formula across all “Q” questions ending in cell AJ78 . Your formulas should look like the ones below: After you have determined the Mode for each question on the survey, write a summary interpretation of the questions that scored high (4) and those that scored low (1) on the Summary_Responses worksheet. High scores indicate that the items are barriers to research utilization to a great extent and low scores indicate that to no extent is the item a barrier. For example, if the mode is 4 for Q1, you would conclude that the majority of respondents determined that nurses did not utilize research To great extent due to, “Research reports/articles are not readily available”. Great Job! This completes the next piece of evidence for this CPE. Now you need to capture a screenshot of this worksheet, name the file to be Summary_Responses and save the screenshot for uploading to your e-portfolio. Pivot Tables Your next analysis involves creating a matrix with counts of respondents using the Pivot Table function. For this activity you will look at the educational level of nurses by work setting and the age of participants by race category. You will use your Data_Raw worksheet for your Pivot Tables, so the correct labels will appear as column and row headings. Select the part of your worksheet that you will pull your fields from, which can be done quickly by clicking in cell A1 , pressing your shift-key and clicking on G77 . Next, select Insert > PivotTable . Under Choose the data that you want to analyze , confirm that the correct worksheet and range is showing in the Select a table or range box and that the New Worksheet radio button is checked, which will place your pivot table on a new worksheet. Select OK . This is similar to how your new Worksheet will look: In the Pivot Tables Field box on the right, click on the field name and drag these to the boxes at the bottom. If you check the box next to the field, instead of dragging and dropping the fields, it will automatically place it, which is not always correct. Once you drag and drop, a mark will occur in the checkbox next to the field. Drag Rec_ID to the Values box, Age_Grp to the Columns box, and Race to the Rows box. You will have to change the function in the values box, as you need to Count the number of participants in each group, not Sum. PC: Click on the small arrow next to Sum of Rec ID and select Value Field Settings. From the Value Field Settings box, select Count from the Summarize value field by box . Click OK. Mac: To do this, click on the small i next to Sum of Rec ID and select Summarize by and Count, then click OK. Pivot_Age The output for Age by Race is shown below. Right-click and Rename your worksheet Pivot_Age-Race. Right-click again, choose Tab Color, and choose a different color than red (red is a reminder to not use these worksheets). Below the table, create a box by selecting several cells and then clicking on Merge and Center on your Home tab. In this box you created, include a Summary Interpretation of the findings from your pivot table. When complete, capture a screenshot of this pivot table, name the file to be Pivot Table Age Group by Race and save the screenshot for uploading to your e-portfolio. Terrific! You have one more Pivot Table to go! Follow the same steps to create a Pivot Table and Summary Interpretation for Education Level by Work Setting. Choose the appropriate fields and have the Pivot Table count the number of records (Rec_ID) to determine how many are in each category. WGU CEM1 TASK 1: CLINICAL PRACTICE EXPERIENCE ASSIGNMENT If you put Ed_Level as the rows and Setting as columns, your Pivot Table should look like this: If you put Settings as the rows and Ed_Level as columns, your Pivot Table would look like this: Below the table, create a box by selecting several cells and then clicking on Merge and Center on your Home tab. In this box, include a Summary Interpretation of the findings from your pivot table. Rename your worksheet Pivot_EdxWrk. Right-click again, choose Tab Color, and choose a different color than red (red is a reminder to not use these worksheets). When complete, capture a screenshot of this pivot table and interpretation, name the file to be Pivot Table Education Level by Work Setting and save the screenshot for uploading to your e-portfolio. Conclusion Congratulations! Using these instructions, you have just analyzed a dataset! You saw the raw data, saw how it was coded into numbers for analysis, then you conducted the analysis yourself by using descriptive statistics and pivot tables. This activity used hypothetical data from a Barriers to Research Utilization by Nurses survey, but we hope that you can see how this same technique can be used for any kind of survey that you conduct in the future. Save these instructions for later use in your professional career. Follow the instructions in your CPE record to upload the screenshots you saved during this activity, and then continue to Phase 3: Data Visualization. Instructions for Presenting Data Using Data Visualization GETTING STARTED For this activity, you are going to continue to use the hypothetical data from a Barriers to Research Utilization by Nurses survey. Open the data file you used in Phase 2, and follow the step-by-step instructions below to visually represent the survey data. BACKGROUND Data visualization refers to techniques used to communicate data or information using visual techniques such as charts, graphs, maps, dashboards and other types of graphical representations. It is a type of data analysis that communicates information clearly and efficiently and provides an accessible way to see and understand trends, outliers, and patterns in data. Just as you learned in your data analysis activity, you must have numerical data to create various types of data visualizations. Also, the data must be in a format that supports the visualization technique you are using. For example, if you want to create a chart with a trendline to predict future values, you must have date information for each data point. Each type of data visualization has a different purpose, and several commonly used charts that can be created in excel are described below: Bar Charts – presents the frequency distribution of categorical (Nominal, Ordinal) data using horizontal rectangular bars. When it is vertical, it is referred to as a column chart. Bar charts are better to use when your labels are long. The bars can be reordered to help present increasing or decreasing frequencies. For example, use to display the number of survey participants and their highest degree earned (Associates, BSN, MSN, DNP/PhD). Stacked Bar Charts – used to compare the frequency within each category. For example, use to compare the number of survey participants and their highest degree earned (Associates, BSN, MSN, DNP/PhD) by each setting they work in. Column Charts (Columns, Cones, Cylinders, and Pyramids) – presents the frequency distribution of categorical (Nominal, Ordinal) data using vertical columns, cones, cylinders, or pyramids. Histograms – presents the frequency distribution of continuous data (interval, ratio, some ordinal data) in bar chart format, with the bars next to each other with no gaps. These bars cannot be reordered. For example, used to present the frequency of the three age groups in the survey (19-39, 40-59, >60). Line Charts – used to display continuous data over time. Pie Charts – Displays proportional segments of a whole (100%). Use when you have five or fewer segments (or slices) such as type of education for those working in academia (Associates, BSN, MSN, DNP/PhD) or the proportion of survey participants in the three different age groups. Donut Charts – Like a pie chart, a doughnut chart shows the relationship of parts to a whole, but it can contain more than one data series. The donut chart has a cut out center, which is often used to present a trend arrow or a total #. Area Charts – Area charts emphasize the magnitude of change over time and can be used to draw attention to the total value across a trend. For example, use an area chart if wanting to quantify and show the change in highest degree earned over time by participants responding from an academic setting. X-Y (Scatter) Charts – Scatter charts show the relationships among numeric values in several data series, or plots two groups of numbers as one series of x-y coordinates. Great examples include growth charts, showing a child’s height and weight over time. WGU CEM1 TASK 1: CLINICAL PRACTICE EXPERIENCE ASSIGNMENT Bubble Charts – Similar to a scatter chart representing the x-y relationship, the bubble (or circle) represents an additional dimension of data represented by the bubble’s size (z). For example, comparing life expectancy (x) by country (y) by healthcare spending (z) OR number of comorbidities (x) by healthcare spending (y) by number of patients (z). Funnel Charts – Used to show the progression of data. Sunburst Charts – Similar to a donut chart, but adds in a hierarchy for each ring. Treemap Charts – Used to present the relative size of two or more items and is organized hierarchically. An example is a chart displaying participants work settings.

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