Assignment Prompt & Instructions
– 2 years ago
**files (8)**
– ## WK7DIS.EPID.docx
– ## AbstractForCapstone.docx
– Alanson_featured.jpg
– NURS_8211_WK7_Correlation.pptx
– DevelopmentandEvaluationofaNursePractioner.pdf
– JOURNALS.docx
– Is_the_press_properly_presenti1.pdf
– ArchieCochrane.docx
**## WK7DIS.EPID.docx**
1 Reply
UnsubscribedManage Discussion
[Back to Week at a Glance](https://waldenu.instructure.com/courses/155998/modules/items/6259889)
Epidemiological Study Designs in the Media
Nearly every day, population health studies appear in the media. The studies often include epidemiological research. The type of study design used can have a profound impact on how the study results are analyzed, interpreted, and reported. Common study designs include case control, cohort, cross-sectional, and community intervention trials
Based on media descriptions of the research, however, facts about the issue under study may appear less than obvious. Media reports may sensationalize results and overstate outcomes. Someone familiar with epidemiological methodology may note a lack of detail in mass media reports of research findings compared to articles published in peer-reviewed journals.
For this Discussion, you will compare an epidemiological study to a mass media article written about the study to examine ways epidemiologic information is disseminated to and utilized by different audiences.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259905)
[Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-7-learning-resources?module_item_id=6259905)
· Curley, A. L. C. (Ed.). (2024).
_Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.
· Chapter 6, “Applying Evidence at the Population Level” (pp. 128-157)
· Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)
· Friis, R. H., & Sellers, T. A. (2021).
[Epidemiology for public health practiceLinks to an external site.](https://ajhb.org/journal/writing-press-release/)(6th ed.). Jones & Bartlett.
· Appendix A, “Guide to the Critical Appraisal of an Epidemiologic/Public Health Research Article”
· American Journal of Health Behavior. (n.d.).
[_Writing a press release_ Links to an external site.](https://ajhb.org/journal/writing-press-release/). https://ajhb.org/journal/writing-press-release/
· The James Lind Library. (n.d.).
[https://www.jameslindlibrary.org/Links to an external site.](https://www.jameslindlibrary.org/)
· Hammes, L. S., Rossi, A. P., Pedrotti, L. G., Pitrez, P. M., Mutlaq, M. P., & Rosa, R. G. (2021).
[Is the press properly presenting the epidemiological data on COVID-19? An analysis of newspapers from 25 countriesLinks to an external site.](https://www.proquest.com/scholarly-journals/is-press-properly-presenting-epidemiological-data/docview/2574562166/se-2?accountid=14872).
_Journal of Public Health Policy_,
_42_(3), 359–372. https://doi.org/10.1057/s41271-021-00298-7
· Shah, H. M., & Chung, K. C. (2009).
[Archie Cochrane and his vision for evidence-based medicineLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2746659/).
_Plastic and reconstructive surgery_,
_124_(3), 982–988. https://doi.org/10.1097/PRS.0b013e3181b03928
· Walden University Doctoral Capstone Form and Style. (n.d.).
[_APA style for capstone writers: Abstracts for the capstone_.Links to an external site.](https://academicguides.waldenu.edu/formandstyle/apa/abstracts) https://academicguides.waldenu.edu/formandstyle/apa/abstracts#:~:text=The%20abstract%20should%20begin%20on,exceed%20one%20page%20in%20length
· Walden University Library. (n.d.).
[_Evaluating resources: Journals_.Links to an external site.](https://academicguides.waldenu.edu/library/evaluating/resource-types/journals) https://academicguides.waldenu.edu/library/evaluating/resource-types/journals
[Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259894)
[Next](https://waldenu.instructure.com/courses/155998/modules/items/6259911)
To prepare:
· Locate a mass media article published
**within the last year** that describes findings of an epidemiological study. Be sure that the article is about an epidemiological study and not another area of population health.
· Then, use the Walden Library to locate the peer-reviewed research article on which the mass media report is based.
By Day 3 of Week 7
**Post** a response to the following:
· Briefly summarize the study you found, and then include the citations for both the mass media and the peer-reviewed articles.
· Explain what epidemiological concepts are included in the mass media article (e.g., measures of association, study design, confounders, and bias) and how they compare to those in the peer-reviewed article.
· Give your assessment of how well the mass media article represented the actual research that was conducted. Describe any obvious omissions from the mass media article that epidemiologists critiquing the study would need to know.
· Finally, imagine that a patient brings this mass media article to you and asks you for your informed opinion. Explain how you would respond or interpret the article for the patient.
By Day 6 of Week 7
**Respond** to
**at least two colleagues** on
**two different days** in one or more of the following ways:
· Compare your selected articles with respect to differences in study design.
· Discuss differences or similarities in the media coverage of your selected studies.
· Expand on a colleague’s posting with additional insight and resources.
· Make a suggestion or comment that guides or facilitates the discussion.
Remember to include information from the Learning Resources as appropriate.
## image1.jpeg
**## AbstractForCapstone.docx**
**Overview**
An abstract is "a brief, comprehensive summary of the contents of the paper" (American Psychological Association [APA], 2020, p. 38). This summary is intended to share the topic, argument, and conclusions of a research study, similar to the text on the back cover of a book. An abstract is often the first piece of the study a potential reader will encounter, so it is important to make the abstract clear, concise, and inclusive of the relevant, key information pertaining to the study.
**Formatting**
An abstract is a single paragraph preceded by the heading "Abstract," centered and in plain type (unbolded). The abstract should begin on the next line and should not begin with an indented line. The abstract should be double spaced, 12-point type, like all narrative in the capstone.
Walden capstone abstracts should be written in the past tense (as the study is complete) and should not exceed one page in length.
Walden Abstract Formatting Requirements:
· Writers should not use the first person.
· Avoid “I” in favor of the passive voice ONLY in the abstract.
· Numbers in the abstract follow regular APA 7, Section 6.33 rules. (This is a change from APA 6 where numerals appeared in the abstract, even for numbers less than 10.)
· No citations should be included.
· Instead of writing “The theoretical framework for this study was transformational leadership (Bass, 1985),” write “The theoretical framework for this study was Bass’s transformational leadership…”
· Seriation (e.g., a, b, c) can be used to clarify and visually mark lists.
· Note: This is often used when presenting the main findings of the study.
· Example: “The resulting themes were (a) [Theme 1], (b) [Theme 2], and (c) [Theme 3].”
· Include a discussion of social change implications.
**Content**
Per APA (2020), an abstract should be "dense with information" (p. 73). A good abstract is accurate, nonevaluative, coherent and readable, concise (APA, 2020, pp. 73-74). The specific information included in the Walden capstone abstract may vary by degree type and program. In general, Walden Writing Center editors advise that Walden abstracts include the following types of information:
· Opening statement on the state of research on the topic and general introduction of the problem
Example: “[Topic] has been an area of study among scholars since…”
Example: “According to recent studies…”
· Identification of the problem and why it is relevant
Example: “[Topic, variable, or concept] leads to [additional outcome].”
· Summary findings from existing research and what is missing (i.e., the gap)
Example: “Researchers have demonstrated that… but have not established…”
· Purpose of the study
Example: “The purpose of this qualitative single case study was to…”
Note: This is often a good place to mention participants/population; sample size, and inclusion criteria.
Example: “Using a cross-sectional, correlational design, a survey was administered to 90 managers…”
· Theoretical or conceptual framework
Example: “[Theory or mode’] approach was used to analyze/explore…”
· Method and research design
Example: “Using [method/design], surveys from [sample] were analyzed using [mode of analysis]…”
· Results.
Example: “The results of these analyzes indicated…”
Note: Writers should choose a few key findings to highlight here as the “hook” (main message/finding) of the study.
· Social change
implications
Example: “[Specific population] may benefit from the results of this study through…”
Note: This is merely a set of suggested items/topics to be mentioned in the abstract, not a set of requirements. This list does not necessarily mean that there must be one sentence on each item. Often, students can combine sentences to improve the flow. Our suggestion is for students to begin writing the abstract by focusing on these ideas and then revising for flow. Additional information can also be added for clarification or further details and explanation, provided that the abstract does not exceed one page.
Additional note: This suggested list is designed for the presentation of a standard research design (execution of original research). Some of the items may not apply to some programs or capstone types. We suggest students include what is relevant and simply skip over items that are not related to the capstone.
**Additional Abstract Resources**
· Office of Research and Doctoral Services (ORDS) documents and resources related to writing the abstract:
·
[Abstract Assistance](https://academicguides.waldenu.edu/research-center/student-research/writing) (view the Abstract Guidelines and Abstract Primer
documents)
Office of Student Disability Services
Any concerns about accessibility of materials on this site or compatibility with assistive technology should be addressed to
[disability@mail.waldenu.edu](mailto:disability@mail.waldenu.edu)
Walden Resources
Departments
·
[Academic Residencies](https://academicguides.waldenu.edu/residencies)
·
[Academic Skills](https://academicguides.waldenu.edu/academic-skills-center)
·
[Career Planning and Development](https://academicguides.waldenu.edu/careerservices/home)
·
[Certification, Licensure and Compliance](https://academicguides.waldenu.edu/certification-licensure)
·
[Customer Care Team](https://explore.waldenu.edu/home)
·
[Field Experience](https://academicguides.waldenu.edu/fieldexperience)
·
[Library](https://academicguides.waldenu.edu/library)
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[Military Services](https://academicguides.waldenu.edu/militaryservices)
·
[Student Success Advising](https://academicguides.waldenu.edu/academicadvising)
·
[Writing Skills](https://academicguides.waldenu.edu/writingcenter)
Centers and Offices
·
[Center for Social Change](https://academics.waldenu.edu/walden-university-center-for-social-change)
·
[Office of Academic Support and Instructional Services](https://academicguides.waldenu.edu/academic-skills)
·
[Office of Degree Acceleration](https://academicguides.waldenu.edu/degreeacceleration)
·
[Office of Research and Doctoral Services](https://academicguides.waldenu.edu/research-center)
·
[Office of Student Affairs](https://academicguides.waldenu.edu/studentaffairs)
·
[Office of Student Disability Services](https://academicguides.waldenu.edu/disability-services)
Student Resources
·
[Doctoral Writing Assessment](https://academicguides.waldenu.edu/doctoral/writing-assessment)
·
[Form & Style Review](https://academicguides.waldenu.edu/formandstyle)
·
[Quick Answers](https://academicanswers.waldenu.edu/)
·
[ScholarWorks](https://scholarworks.waldenu.edu/)
·
[SKIL Courses and Workshops](https://academicguides.waldenu.edu/skills-courses)
·
[Walden Bookstore](https://bncvirtual.com/waldenonline)
·
[Walden Catalog & Student Handbook](https://academics.waldenu.edu/catalog-handbook)
·
[Student Safety/Title IX](https://www.waldenu.edu/legal/student-safety-title-ix)
·
[Legal & Consumer Information](https://www.waldenu.edu/legal)
·
[Website Terms and Conditions](https://www.waldenu.edu/legal/website-terms-and-conditions)
·
[Cookie Policy](https://www.waldenu.edu/legal/cookie-policy)
·
[Accessibility](https://www.waldenu.edu/legal/accessibility)
·
[Accreditation](https://www.waldenu.edu/about/accreditation)
·
[State Authorization](https://www.waldenu.edu/about/accreditation/state-authorization-and-program-licensure)
·
[Net Price Calculator](https://www.waldenu.edu/financial-aid/price-calculator)
·
[DATA](https://www.waldenu.edu/about/data)
·
[Cost of Attendance](https://www.waldenu.edu/cost-of-attendance-document)
·
[Contact Walden](https://www.waldenu.edu/contact-us)
Walden University is a member of Adtalem Global Education, Inc.
[www.adtalem.com](https://www.adtalem.com/)
Walden University is certified to operate by SCHEV
© 2025 Walden University LLC. All rights reserved.
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**Alanson_featured.jpg**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/alanson-featured-jpg)
**NURS_8211_WK7_Correlation.pptx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk7-correlation-pptx)
**DevelopmentandEvaluationofaNursePractioner.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/developmentandevaluationofanursepractioner-pdf-10251583)
**JOURNALS.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/journals-docx-10251591)
**Is_the_press_properly_presenti1.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/is-the-press-properly-presenti1-pdf)
**ArchieCochrane.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/archiecochrane-docx)
**ArchieCochrane.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/archiecochrane-docx)
**## WK7DIS.EPID.docx**
1 Reply
UnsubscribedManage Discussion
[Back to Week at a Glance](https://waldenu.instructure.com/courses/155998/modules/items/6259889)
Epidemiological Study Designs in the Media
Nearly every day, population health studies appear in the media. The studies often include epidemiological research. The type of study design used can have a profound impact on how the study results are analyzed, interpreted, and reported. Common study designs include case control, cohort, cross-sectional, and community intervention trials
Based on media descriptions of the research, however, facts about the issue under study may appear less than obvious. Media reports may sensationalize results and overstate outcomes. Someone familiar with epidemiological methodology may note a lack of detail in mass media reports of research findings compared to articles published in peer-reviewed journals.
For this Discussion, you will compare an epidemiological study to a mass media article written about the study to examine ways epidemiologic information is disseminated to and utilized by different audiences.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259905)
[Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-7-learning-resources?module_item_id=6259905)
· Curley, A. L. C. (Ed.). (2024).
_Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.
· Chapter 6, “Applying Evidence at the Population Level” (pp. 128-157)
· Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)
· Friis, R. H., & Sellers, T. A. (2021).
[Epidemiology for public health practiceLinks to an external site.](https://ajhb.org/journal/writing-press-release/)(6th ed.). Jones & Bartlett.
· Appendix A, “Guide to the Critical Appraisal of an Epidemiologic/Public Health Research Article”
· American Journal of Health Behavior. (n.d.).
[_Writing a press release_ Links to an external site.](https://ajhb.org/journal/writing-press-release/). https://ajhb.org/journal/writing-press-release/
· The James Lind Library. (n.d.).
[https://www.jameslindlibrary.org/Links to an external site.](https://www.jameslindlibrary.org/)
· Hammes, L. S., Rossi, A. P., Pedrotti, L. G., Pitrez, P. M., Mutlaq, M. P., & Rosa, R. G. (2021).
[Is the press properly presenting the epidemiological data on COVID-19? An analysis of newspapers from 25 countriesLinks to an external site.](https://www.proquest.com/scholarly-journals/is-press-properly-presenting-epidemiological-data/docview/2574562166/se-2?accountid=14872).
_Journal of Public Health Policy_,
_42_(3), 359–372. https://doi.org/10.1057/s41271-021-00298-7
· Shah, H. M., & Chung, K. C. (2009).
[Archie Cochrane and his vision for evidence-based medicineLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2746659/).
_Plastic and reconstructive surgery_,
_124_(3), 982–988. https://doi.org/10.1097/PRS.0b013e3181b03928
· Walden University Doctoral Capstone Form and Style. (n.d.).
[_APA style for capstone writers: Abstracts for the capstone_.Links to an external site.](https://academicguides.waldenu.edu/formandstyle/apa/abstracts) https://academicguides.waldenu.edu/formandstyle/apa/abstracts#:~:text=The%20abstract%20should%20begin%20on,exceed%20one%20page%20in%20length
· Walden University Library. (n.d.).
[_Evaluating resources: Journals_.Links to an external site.](https://academicguides.waldenu.edu/library/evaluating/resource-types/journals) https://academicguides.waldenu.edu/library/evaluating/resource-types/journals
[Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259894)
[Next](https://waldenu.instructure.com/courses/155998/modules/items/6259911)
To prepare:
· Locate a mass media article published
**within the last year** that describes findings of an epidemiological study. Be sure that the article is about an epidemiological study and not another area of population health.
· Then, use the Walden Library to locate the peer-reviewed research article on which the mass media report is based.
By Day 3 of Week 7
**Post** a response to the following:
· Briefly summarize the study you found, and then include the citations for both the mass media and the peer-reviewed articles.
· Explain what epidemiological concepts are included in the mass media article (e.g., measures of association, study design, confounders, and bias) and how they compare to those in the peer-reviewed article.
· Give your assessment of how well the mass media article represented the actual research that was conducted. Describe any obvious omissions from the mass media article that epidemiologists critiquing the study would need to know.
· Finally, imagine that a patient brings this mass media article to you and asks you for your informed opinion. Explain how you would respond or interpret the article for the patient.
By Day 6 of Week 7
**Respond** to
**at least two colleagues** on
**two different days** in one or more of the following ways:
· Compare your selected articles with respect to differences in study design.
· Discuss differences or similarities in the media coverage of your selected studies.
· Expand on a colleague’s posting with additional insight and resources.
· Make a suggestion or comment that guides or facilitates the discussion.
Remember to include information from the Learning Resources as appropriate.
## image1.jpeg
**## AbstractForCapstone.docx**
**Overview**
An abstract is "a brief, comprehensive summary of the contents of the paper" (American Psychological Association [APA], 2020, p. 38). This summary is intended to share the topic, argument, and conclusions of a research study, similar to the text on the back cover of a book. An abstract is often the first piece of the study a potential reader will encounter, so it is important to make the abstract clear, concise, and inclusive of the relevant, key information pertaining to the study.
**Formatting**
An abstract is a single paragraph preceded by the heading "Abstract," centered and in plain type (unbolded). The abstract should begin on the next line and should not begin with an indented line. The abstract should be double spaced, 12-point type, like all narrative in the capstone.
Walden capstone abstracts should be written in the past tense (as the study is complete) and should not exceed one page in length.
Walden Abstract Formatting Requirements:
· Writers should not use the first person.
· Avoid “I” in favor of the passive voice ONLY in the abstract.
· Numbers in the abstract follow regular APA 7, Section 6.33 rules. (This is a change from APA 6 where numerals appeared in the abstract, even for numbers less than 10.)
· No citations should be included.
· Instead of writing “The theoretical framework for this study was transformational leadership (Bass, 1985),” write “The theoretical framework for this study was Bass’s transformational leadership…”
· Seriation (e.g., a, b, c) can be used to clarify and visually mark lists.
· Note: This is often used when presenting the main findings of the study.
· Example: “The resulting themes were (a) [Theme 1], (b) [Theme 2], and (c) [Theme 3].”
· Include a discussion of social change implications.
**Content**
Per APA (2020), an abstract should be "dense with information" (p. 73). A good abstract is accurate, nonevaluative, coherent and readable, concise (APA, 2020, pp. 73-74). The specific information included in the Walden capstone abstract may vary by degree type and program. In general, Walden Writing Center editors advise that Walden abstracts include the following types of information:
· Opening statement on the state of research on the topic and general introduction of the problem
Example: “[Topic] has been an area of study among scholars since…”
Example: “According to recent studies…”
· Identification of the problem and why it is relevant
Example: “[Topic, variable, or concept] leads to [additional outcome].”
· Summary findings from existing research and what is missing (i.e., the gap)
Example: “Researchers have demonstrated that… but have not established…”
· Purpose of the study
Example: “The purpose of this qualitative single case study was to…”
Note: This is often a good place to mention participants/population; sample size, and inclusion criteria.
Example: “Using a cross-sectional, correlational design, a survey was administered to 90 managers…”
· Theoretical or conceptual framework
Example: “[Theory or mode’] approach was used to analyze/explore…”
· Method and research design
Example: “Using [method/design], surveys from [sample] were analyzed using [mode of analysis]…”
· Results.
Example: “The results of these analyzes indicated…”
Note: Writers should choose a few key findings to highlight here as the “hook” (main message/finding) of the study.
· Social change
implications
Example: “[Specific population] may benefit from the results of this study through…”
Note: This is merely a set of suggested items/topics to be mentioned in the abstract, not a set of requirements. This list does not necessarily mean that there must be one sentence on each item. Often, students can combine sentences to improve the flow. Our suggestion is for students to begin writing the abstract by focusing on these ideas and then revising for flow. Additional information can also be added for clarification or further details and explanation, provided that the abstract does not exceed one page.
Additional note: This suggested list is designed for the presentation of a standard research design (execution of original research). Some of the items may not apply to some programs or capstone types. We suggest students include what is relevant and simply skip over items that are not related to the capstone.
**Additional Abstract Resources**
· Office of Research and Doctoral Services (ORDS) documents and resources related to writing the abstract:
·
[Abstract Assistance](https://academicguides.waldenu.edu/research-center/student-research/writing) (view the Abstract Guidelines and Abstract Primer
documents)
Office of Student Disability Services
Any concerns about accessibility of materials on this site or compatibility with assistive technology should be addressed to
[disability@mail.waldenu.edu](mailto:disability@mail.waldenu.edu)
Walden Resources
Departments
·
[Academic Residencies](https://academicguides.waldenu.edu/residencies)
·
[Academic Skills](https://academicguides.waldenu.edu/academic-skills-center)
·
[Career Planning and Development](https://academicguides.waldenu.edu/careerservices/home)
·
[Certification, Licensure and Compliance](https://academicguides.waldenu.edu/certification-licensure)
·
[Customer Care Team](https://explore.waldenu.edu/home)
·
[Field Experience](https://academicguides.waldenu.edu/fieldexperience)
·
[Library](https://academicguides.waldenu.edu/library)
·
[Military Services](https://academicguides.waldenu.edu/militaryservices)
·
[Student Success Advising](https://academicguides.waldenu.edu/academicadvising)
·
[Writing Skills](https://academicguides.waldenu.edu/writingcenter)
Centers and Offices
·
[Center for Social Change](https://academics.waldenu.edu/walden-university-center-for-social-change)
·
[Office of Academic Support and Instructional Services](https://academicguides.waldenu.edu/academic-skills)
·
[Office of Degree Acceleration](https://academicguides.waldenu.edu/degreeacceleration)
·
[Office of Research and Doctoral Services](https://academicguides.waldenu.edu/research-center)
·
[Office of Student Affairs](https://academicguides.waldenu.edu/studentaffairs)
·
[Office of Student Disability Services](https://academicguides.waldenu.edu/disability-services)
Student Resources
·
[Doctoral Writing Assessment](https://academicguides.waldenu.edu/doctoral/writing-assessment)
·
[Form & Style Review](https://academicguides.waldenu.edu/formandstyle)
·
[Quick Answers](https://academicanswers.waldenu.edu/)
·
[ScholarWorks](https://scholarworks.waldenu.edu/)
·
[SKIL Courses and Workshops](https://academicguides.waldenu.edu/skills-courses)
·
[Walden Bookstore](https://bncvirtual.com/waldenonline)
·
[Walden Catalog & Student Handbook](https://academics.waldenu.edu/catalog-handbook)
·
[Student Safety/Title IX](https://www.waldenu.edu/legal/student-safety-title-ix)
·
[Legal & Consumer Information](https://www.waldenu.edu/legal)
·
[Website Terms and Conditions](https://www.waldenu.edu/legal/website-terms-and-conditions)
·
[Cookie Policy](https://www.waldenu.edu/legal/cookie-policy)
·
[Accessibility](https://www.waldenu.edu/legal/accessibility)
·
[Accreditation](https://www.waldenu.edu/about/accreditation)
·
[State Authorization](https://www.waldenu.edu/about/accreditation/state-authorization-and-program-licensure)
·
[Net Price Calculator](https://www.waldenu.edu/financial-aid/price-calculator)
·
[DATA](https://www.waldenu.edu/about/data)
·
[Cost of Attendance](https://www.waldenu.edu/cost-of-attendance-document)
·
[Contact Walden](https://www.waldenu.edu/contact-us)
Walden University is a member of Adtalem Global Education, Inc.
[www.adtalem.com](https://www.adtalem.com/)
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**## WK7DIS.EPID.docx**
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[Back to Week at a Glance](https://waldenu.instructure.com/courses/155998/modules/items/6259889)
Epidemiological Study Designs in the Media
Nearly every day, population health studies appear in the media. The studies often include epidemiological research. The type of study design used can have a profound impact on how the study results are analyzed, interpreted, and reported. Common study designs include case control, cohort, cross-sectional, and community intervention trials
Based on media descriptions of the research, however, facts about the issue under study may appear less than obvious. Media reports may sensationalize results and overstate outcomes. Someone familiar with epidemiological methodology may note a lack of detail in mass media reports of research findings compared to articles published in peer-reviewed journals.
For this Discussion, you will compare an epidemiological study to a mass media article written about the study to examine ways epidemiologic information is disseminated to and utilized by different audiences.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259905)
[Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-7-learning-resources?module_item_id=6259905)
· Curley, A. L. C. (Ed.). (2024).
_Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.
· Chapter 6, “Applying Evidence at the Population Level” (pp. 128-157)
· Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)
· Friis, R. H., & Sellers, T. A. (2021).
[Epidemiology for public health practiceLinks to an external site.](https://ajhb.org/journal/writing-press-release/)(6th ed.). Jones & Bartlett.
· Appendix A, “Guide to the Critical Appraisal of an Epidemiologic/Public Health Research Article”
· American Journal of Health Behavior. (n.d.).
[_Writing a press release_ Links to an external site.](https://ajhb.org/journal/writing-press-release/). https://ajhb.org/journal/writing-press-release/
· The James Lind Library. (n.d.).
[https://www.jameslindlibrary.org/Links to an external site.](https://www.jameslindlibrary.org/)
· Hammes, L. S., Rossi, A. P., Pedrotti, L. G., Pitrez, P. M., Mutlaq, M. P., & Rosa, R. G. (2021).
[Is the press properly presenting the epidemiological data on COVID-19? An analysis of newspapers from 25 countriesLinks to an external site.](https://www.proquest.com/scholarly-journals/is-press-properly-presenting-epidemiological-data/docview/2574562166/se-2?accountid=14872).
_Journal of Public Health Policy_,
_42_(3), 359–372. https://doi.org/10.1057/s41271-021-00298-7
· Shah, H. M., & Chung, K. C. (2009).
[Archie Cochrane and his vision for evidence-based medicineLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2746659/).
_Plastic and reconstructive surgery_,
_124_(3), 982–988. https://doi.org/10.1097/PRS.0b013e3181b03928
· Walden University Doctoral Capstone Form and Style. (n.d.).
[_APA style for capstone writers: Abstracts for the capstone_.Links to an external site.](https://academicguides.waldenu.edu/formandstyle/apa/abstracts) https://academicguides.waldenu.edu/formandstyle/apa/abstracts#:~:text=The%20abstract%20should%20begin%20on,exceed%20one%20page%20in%20length
· Walden University Library. (n.d.).
[_Evaluating resources: Journals_.Links to an external site.](https://academicguides.waldenu.edu/library/evaluating/resource-types/journals) https://academicguides.waldenu.edu/library/evaluating/resource-types/journals
[Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259894)
[Next](https://waldenu.instructure.com/courses/155998/modules/items/6259911)
To prepare:
· Locate a mass media article published
**within the last year** that describes findings of an epidemiological study. Be sure that the article is about an epidemiological study and not another area of population health.
· Then, use the Walden Library to locate the peer-reviewed research article on which the mass media report is based.
By Day 3 of Week 7
**Post** a response to the following:
· Briefly summarize the study you found, and then include the citations for both the mass media and the peer-reviewed articles.
· Explain what epidemiological concepts are included in the mass media article (e.g., measures of association, study design, confounders, and bias) and how they compare to those in the peer-reviewed article.
· Give your assessment of how well the mass media article represented the actual research that was conducted. Describe any obvious omissions from the mass media article that epidemiologists critiquing the study would need to know.
· Finally, imagine that a patient brings this mass media article to you and asks you for your informed opinion. Explain how you would respond or interpret the article for the patient.
By Day 6 of Week 7
**Respond** to
**at least two colleagues** on
**two different days** in one or more of the following ways:
· Compare your selected articles with respect to differences in study design.
· Discuss differences or similarities in the media coverage of your selected studies.
· Expand on a colleague’s posting with additional insight and resources.
· Make a suggestion or comment that guides or facilitates the discussion.
Remember to include information from the Learning Resources as appropriate.
## image1.jpeg
**## AbstractForCapstone.docx**
**Overview**
An abstract is "a brief, comprehensive summary of the contents of the paper" (American Psychological Association [APA], 2020, p. 38). This summary is intended to share the topic, argument, and conclusions of a research study, similar to the text on the back cover of a book. An abstract is often the first piece of the study a potential reader will encounter, so it is important to make the abstract clear, concise, and inclusive of the relevant, key information pertaining to the study.
**Formatting**
An abstract is a single paragraph preceded by the heading "Abstract," centered and in plain type (unbolded). The abstract should begin on the next line and should not begin with an indented line. The abstract should be double spaced, 12-point type, like all narrative in the capstone.
Walden capstone abstracts should be written in the past tense (as the study is complete) and should not exceed one page in length.
Walden Abstract Formatting Requirements:
· Writers should not use the first person.
· Avoid “I” in favor of the passive voice ONLY in the abstract.
· Numbers in the abstract follow regular APA 7, Section 6.33 rules. (This is a change from APA 6 where numerals appeared in the abstract, even for numbers less than 10.)
· No citations should be included.
· Instead of writing “The theoretical framework for this study was transformational leadership (Bass, 1985),” write “The theoretical framework for this study was Bass’s transformational leadership…”
· Seriation (e.g., a, b, c) can be used to clarify and visually mark lists.
· Note: This is often used when presenting the main findings of the study.
· Example: “The resulting themes were (a) [Theme 1], (b) [Theme 2], and (c) [Theme 3].”
· Include a discussion of social change implications.
**Content**
Per APA (2020), an abstract should be "dense with information" (p. 73). A good abstract is accurate, nonevaluative, coherent and readable, concise (APA, 2020, pp. 73-74). The specific information included in the Walden capstone abstract may vary by degree type and program. In general, Walden Writing Center editors advise that Walden abstracts include the following types of information:
· Opening statement on the state of research on the topic and general introduction of the problem
Example: “[Topic] has been an area of study among scholars since…”
Example: “According to recent studies…”
· Identification of the problem and why it is relevant
Example: “[Topic, variable, or concept] leads to [additional outcome].”
· Summary findings from existing research and what is missing (i.e., the gap)
Example: “Researchers have demonstrated that… but have not established…”
· Purpose of the study
Example: “The purpose of this qualitative single case study was to…”
Note: This is often a good place to mention participants/population; sample size, and inclusion criteria.
Example: “Using a cross-sectional, correlational design, a survey was administered to 90 managers…”
· Theoretical or conceptual framework
Example: “[Theory or mode’] approach was used to analyze/explore…”
· Method and research design
Example: “Using [method/design], surveys from [sample] were analyzed using [mode of analysis]…”
· Results.
Example: “The results of these analyzes indicated…”
Note: Writers should choose a few key findings to highlight here as the “hook” (main message/finding) of the study.
· Social change
implications
Example: “[Specific population] may benefit from the results of this study through…”
Note: This is merely a set of suggested items/topics to be mentioned in the abstract, not a set of requirements. This list does not necessarily mean that there must be one sentence on each item. Often, students can combine sentences to improve the flow. Our suggestion is for students to begin writing the abstract by focusing on these ideas and then revising for flow. Additional information can also be added for clarification or further details and explanation, provided that the abstract does not exceed one page.
Additional note: This suggested list is designed for the presentation of a standard research design (execution of original research). Some of the items may not apply to some programs or capstone types. We suggest students include what is relevant and simply skip over items that are not related to the capstone.
**Additional Abstract Resources**
· Office of Research and Doctoral Services (ORDS) documents and resources related to writing the abstract:
·
[Abstract Assistance](https://academicguides.waldenu.edu/research-center/student-research/writing) (view the Abstract Guidelines and Abstract Primer
documents)
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Walden University is certified to operate by SCHEV
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**NURS_8211_WK7_Correlation.pptx**
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**Is_the_press_properly_presenti1.pdf**
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