From the questionnaire ?Prevaccination Checklist for COVID-19 Vaccines? ATTACHED ,?Prevaccination Checklist for COVID-19 Vaccines?(Module 2), Table 1

HESC 700

The ques.onnaire studies

A ques'onnaire is a research instrument consis'ng of ques'ons to gather informa'on from respondents (Mcleod, 2018). The term ques'onnaire usually means a form containing a set of pre-determined ques'ons used for collec'ng informa'on (data) from and about people as part of a survey (ScoE & Mazhindu, 2014).

Ques'onnaires can be used in various types of research, such as descrip've, compara've, and aJtudinal. There are many different types of ques'onnaires. The type of ques'onnaire used will depend on the research ques'on being asked. Ques'onnaires can be used to produce both qualita've and quan'ta've data (ScoE & Mazhindu, 2014).

OOen a ques'onnaire uses both open and closed ques'ons to collect data. This is beneficial because both quan'ta've and qualita've data can be obtained (Mcleod, 2018).

Study I: Ques.onnaire “Prevaccina.on Checklist for COVID-19 Vaccines”

This study aims to review the results from the prevaccina'on checklist for COVID-19 Vaccines in the Primary Care SeJng. A small sample of the subject was selected to evaluate the understanding of the ques'ons. Not all the ques'ons were analyzed, and the privacy of par'cipants was kept safe.

“Prevaccina'on Checklist for COVID-19 Vaccines”

For vaccine recipients: Name Age

The following ques'ons will help us determine if there is any reason you should not get the COVID-19 vaccine today. If you answer "yes" to any ques'on, it does not necessarily mean you should not be vaccinated. It just means addi'onal ques'ons may be asked. If a ques'on is not straigh^orward, please ask your healthcare provider to explain it.

1. Are you feeling sick today?

___ Yes __ No ___Don't know

2. Have you ever received a dose of the COVID-19 vaccine?

___ Yes __ No ___Don't know

• If yes, which vaccine product did you receive? (mark)

. Pfizer-BioNTech. Moderna. Janssen (Johnson & Johnson) Another Product

• Have you received a complete COVID-19 vaccine series

(i.e., one does Janssen or two doses of an mRNA vaccine [Pfizer-BioNTech, Moderna])?

___ Yes __ No ___Don't know

• Did you bring your vaccina'on record card or other documenta'on?

___ Yes __ No ___Don't know

3. Have you ever had an allergic reac'on to:

(This would include a severe allergic response [e.g., anaphylaxis] that required treatment with epinephrine or EpiPen® or that caused you to go to the hospital. It would also include an allergic reac'on that caused hives, swelling, or respiratory distress, including wheezing.)

• A component of a COVID-19 vaccine, including either of the following:

. Polyethylene glycol (PEG), which is found in some medica'ons, such as laxa'ves and prepara'ons for

colonoscopy procedures

. Polysorbate, which is found in some vaccines, film-coated tablets, and intravenous steroids

• A previous dose of COVID-19 vaccine

___ Yes __ No ___Don't know

Source: (CDC, 2021)

Table 1. The data from the Vaccine ques.onnaire (Selected items)

Study 2: Pa.ent Health Ques.onnaire (PHQ-9)

The second study will use the PHQ-9 self-administered version. The PHQ-9 is the depression module, which scores each of the nine DSM-IV criteria as "0" (not at all) to "3" (nearly every day). The PHQ-9 has been validated for use in primary care (Sun et al., 2020).

It was applied in a sample size of 15 adult pa'ents seen at Louisiana Well Medical Center (LWMC) affected by a severe weather event and with depression symptoms.

Instruc.on: Over the last two weeks, how oPen have you been bothered by any of the following problems?

Par'cipant Age Are you feeling sick today?

Have you ever received a dose of the COVID-19 vaccine?

Have you ever had an allergic reac'on?

Have you ever had an allergic reac'on to another vaccine (other than the COVID-19 vaccine)

or an injectable medica'on?

J.L. 55 YES NO NO NO

A.S. 66 NO YES NO NO

K.W 32 NO NO NO NO

C.H 45 NO YES YES NO

R.Y. 54 NO NO NO NO

W.D. 71 NO YES NO NO

PROBLEMS NOT AT ALL SEVERAL DAYS MORE THAN HALF DAYS NEARLY EVERY DAY

1. LiEle interest or pleasure in doing things 0 1 2 3

2. Feeling down, depressed, or hopeless 0 1 2 3

3. Trouble falling or staying asleep, or sleeping too much 0 1 2 3

Table 2: Primary data results from surveys

1. Missing informa.on

(Score of 5–9 is classified as mild depression; 10–14 as moderate depression; 15–19 as moderately severe depression; ≥ 20 as severe depression)

1. Descrip.ve Sta.s.cs

2. How are data described and summarized?

3. What are measures of central tendency and dispersion?

4. How are measures of central tendency and dispersion calculated?

Ques'ons number (1 to 9) and Score

Pa.ent 1. 2. 3. 4. 5. 6. 7. 8. 9. Score

1 0 1 3 0 2 2 3 3 0 14

2 2 3 3 3 2 2 0 15

3 3 3 3 3 2 1 1 0 16

4 3 3 3 3 3 0 3 1 19

5 a 0 0 0 0 0 0 0 0 0 0

6 3 3 3 3 3 3 3 3 3 27

7 3 3 3 2 0 2 1 0 2 16

8 2 3 1 2 2 2 2 1 0 15

9 2 3 3 3 1 1 3 2 0 18

10 0 2 2 1 0 1 2 1 0 9

11 2 2 0 0 3 3 0 0 2 12

12 1 2 3 1 1 1 3 1 0 13

13 3 3 2 1 1 3 2 3 0 18

14 1 1 0 1 1 0 0 0 0 4

15 2 3 2 2 1 1 1 0 0 12

5. Which measure of central tendency to use and when?

6. How to calculate an odds ra'o?

Descrip.ve Sta.s.cs:

Descrip've sta's'cs is the term given to analyzing data that summarize and organize characteris'cs of a data set. A data set is a collec'on of responses or observa'ons from a sample or en're popula'on. (Bhandari, 2020). Descrip've sta's'cs are used in many aspects of health care; they are, in fact, the most common type of sta's'c. Descrip've sta's'cs are used to manage, monitor, and evaluate health services and those working within those services. This is why understanding descrip've sta's'cs is essen'al for those who work in a health seJng (ScoE & Mazhindu, 2014).

How are data described and summarized?

There are three main types of summarized descrip've sta's'cs:

• The distribu'on concerns the frequency of each value.

Frequency distribu'on

A data set is made up of a distribu'on of values or scores. In tables or graphs, you can summarize the frequency of every possible value of a variable in numbers or percentages.

• The central tendency concerns the averages of the values.

Measures of central tendency es'mate the center, or average, of a data set. The mean, median, and mode are three ways of finding the average.

Mean: The sum of all values divided by the number of values and is the most popular response or value in the data set.

Median: The value in the exact middle of the data set when ordered from low to high.

Mode: The value that appears the most in a data set.

• The variability or dispersion concerns how spread out the values are.

Variability describes how far apart data points lie from each other and the center of a distribu'on. Along with measures of central tendency, measures of variability give a descrip've sta's'c that summarizes the data.

Variability is also referred to as spread, scaEer, or dispersion. It is most commonly measured with:

Range: the difference between the highest and lowest values

Interquar'le range: the range of the middle half of a distribu'on

Standard devia'on: average distance from the mean

Variance: average of squared distances from the mean

1. Which measure of central tendency to use and when?

Means are the most sensi've. The mean considers all the values of each case in the distribu'on, as described above, and it is arithme'cally based so that it can be used in further calcula'ons. However, it is used on interval or ra'o levels of measurement data and is easily distorted by outliers.

The median, which does not take into account the values of the cases, is unaffected by outliers and is suitable for ordinal/ranked data. Where the mean is distorted by the presence of outliers, the median should be used.

2. How to calculate an odds ra.o?

Odds Ra'o

According to ScoE & Mazhindu, (2014)

Odds are the chance (probability) of something happening expressed as a propor'on. The odds of something happening can be calculated as the number of 'mes that something happened divided by the number of 'mes it didn't if given the opportunity. The chance of you tripping on a par'cular paving slab could be es'mated from the number of 'mes individuals have tripped on that paving slab while walking over it divided by the number of non-trips (p. 49).

An odds ra'o (OR) measures the associa'on between a specific property A and a second property B in a popula'on and is expressed as A : B (Glen., 2021).

– Official Assignment Rubric – Official Assignment Rubric

Criteria Ratings Pt s

This criterion is linked to a Learnin g Outcom e Professi onalism Concep t Applicat ion

20 to >18.0 pts Excellent The student meets 90% to 100% of the required content criteria by mastering both rudimentary and complex elements and, in addition, applying high-level facts, theories, definitions, and other contextual aspects. Lastly, all the delivered information is compliant with the assignment instructions. 18 to >16.0 pts Good The student meets 80% to 89% of the required content criteria by recognizing the fundamental, rudimentary, and complex elements and applying proficient facts, theories, definitions, and other contextual aspects. Lastly, all the delivered information is compliant with the assignment instructions. 16 to >14.0 pts Fair The student meets 70% to 79% of the required content criteria by recognizing rudimentary and complex elements and demonstrating facts, theories, definitions, and other contextual aspects. All of the delivered information is compliant with the assignment instructions. 14 to >12.0 pts Poor The student meets less than 70% of the required content

20 pt s

This criterion is linked to a Learnin g Outcom e Gramm ar Written Commu nication

20 to >18.0 pts Excellent Excellence in grammar, spelling, and sentence structure. Sentences are not too long and are complete sentences. 18 to >16.0 pts Good Minimal (1 – 3) typos, spelling, grammatical, punctuation, or translation errors 16 to >14.0 pts Fair Multiple (4 -7) typos, spelling, grammatical, punctuation, or translation errors. 14 to >12.0 pts Poor Severe (8 – 10) typos, spelling, grammatical, punctuation, or translation errors.

20 pt s

This criterion is linked to a Learnin g Outcom e Commu nication Specific Formatti ng

20 to >18.0 pts Excellent The assignment meets 90 % – 100% of the required formatting elements in the assignment description. Additionally, the presented information is complete in all the required components and exceeds expectations. 18 to >16.0 pts Good The assignment meets 80% to 89% of the required formatting elements in the assignment description. Additionally, the presented information meets all the necessary components and formatting requirements. 16 to >14.0 pts Fair The assignment meets 70% to 79% of the required formatting elements in the assignment description. However, the presented information is missing some key details, but overall does not disrupt the required format. 14 to >12.0 pts Poor The assignment meets at most 69% of the required formatting elements in the description. The presented information is missing some key details that disrupt the

20 pt s

This criterion is linked to a Learnin g Outcom e Critical and Logical Thinkin g Thought analysis process

20 to >18.0 pts Excellent The assignment meets 90% to 100% of rudimentary and complex details, situations, problems, and diagnosis awareness that are accurate and correctly documented. In addition, the analysis offers a clear and concise analysis along with an impeccable and precise, well- thought process. 18 to >16.0 pts Good The assignment meets 80% to 89% of rudimentary and complex details, situations, problems, and diagnosis awareness which are accurate and correctly documented. The analysis is well communicated, and the fundamental thought process presented in the written piece clearly aligns with the assignment expectations. 16 to >14.0 pts Fair The assignment satisfies 70% to 79% of rudimentary and complex details, situations, problems, or diagnosis awareness but may overlook some essential parameters. The analysis and thought process presented in the written piece is evident; however, still developing. 14 to >12.0 pts Poor The assignment meets at most 69% of rudimentary

20 pt s

Total Points: 100

This criterion is linked to a Learnin g Outcom e Academ ic Literacy Quality of Sources and APA Citation s

20 to >18.0 pts Excellent Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount. Additionally, all sources are recognized or cited properly. 18 to >16.0 pts Good Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in- text citations or references. 16 to >14.0 pts Fair Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references. 14 to >12.0 pts Poor The following criteria would apply, supporting information

20 pt s