Uses of Statistics in the Workplace Essay Example for Free

Uses of Statistics in the Workplace Essay Statistics is defined by Bennett, Briggs, Triola (2009), as â€Å"the science of collecting, organizing, and interpreting data† (p. 1). Almost every profession uses statistics in some way to guide in making good decisions based on current research. The nursing profession relies heavily on current research to guide patient care with the integration of evidenced-based practice. Statistics provide valuable information to caregivers to help them understand, plan, evaluate, and improve the quality of patient care. In the acute care hospital setting there are ongoing measurements of such things as patient satisfaction, hand washing compliance rates, catheter acquired urinary tract infections, and central access infection rates, just to name a few. The collection of this data involves descriptive statistics, inferential statistics, and levels of measurements. Acute care hospitals use descriptive statistics in many ways. Descriptive statistics describes raw data in the form of samples or graphs (Bennett, Briggs, Triola, 2009). One area in which they are used in the hospital is to evaluate hand washing compliance of health care providers. According to Vincent (2003), nosocomial infections occur in approximately 30% of patients in the intensive care setting and are associated with increased morbidity and mortality. Research shows that effective hand washing can prevent many hospital acquired infections (Vitez, 2010). In the hospital setting, hand washing compliance is monitored on an ongoing basis. Health care workers who come in contact with patients are observed by an unidentified member of the staff who monitors the subject upon entering and leaving a patient room. Hand hygiene can be performed by either by washing with soap and water or use of hand sanitizers. The expectation is that the subject will wash their hands upon entering the room and upon leaving the room. The subject must be monitored both entering and leaving the room for the observation to be included in the data. Initial hand washing data showed poor staff compliance. Employees were lacking in hand hygiene and putting patients at risk (Vitez, 2010). Based on the results of early observations, a plan was implemented to increase staff compliance. Education was provided to increase awareness of the importance of hand washing and frequent reminders are given in the form of screen saver messages and signs posted at the entrance of every room. Interventions have also been implemented such as conveniently placing hand sanitizer containers outside of every room and throughout the hallways of the institution. Recent monthly hand hygiene compliance rates are generated and have improved to 85% -90% hospital wide. Use of these descriptive statistics using raw data on hand hygiene rates has been an important tool in increasing awareness of the importance of hand hygiene to the overall safety of our patients. Hospitals are safety and quality driven. Several research studies have shown a direct relation to the skill and education of the nursing staff and a decrease in mortality (McHugh Lake, 2010). Inferential statistics involves making predictions based on information obtained in a smaller sample (Bennett, Briggs, Triola, 2009). This information and the inference of better patient outcomes have prompted many hospitals to require nursing staff to attain a bachelor’s of science in nursing. The research suggests a positive correlation between critical thinking skills and nurses with a bachelor’s of science degree and positive patient outcomes (McHugh Lake, 2010). The institution where I am employed, and many institutions in our tri-state area, is using the findings of these inferential statistics to require that all nurses in their employ obtain a bachelor’s of science in nursing in an effort to provide patients with the best possible outcome. Those in the health care profession, and those involved in nursing research, have many uses for the four levels of measurement in statistics. The four levels of measurement in statistics include nominal, ordinal, interval, and ratio (Bennett, Briggs, Triola, 2009). The nominal level of measurement is the simplest level of measurement that involves variables, or labels, to classify data in a qualitative way (Bennett, Briggs, Triola, 2009). Nominal variables include such things as categories of people, race, gender, or age. In the hospital setting, the nominal level of measurement is used most obviously when completing a patient history which asks the patients name, sex, marital status, and blood type. The ordinal level of measurement assesses data incrementally and puts data in order either from low to high or high to low in a ranking system (Bennett, Briggs, Triola, 2009). This level of measurement is used in the hospital setting to measure pain perception and in patient satisfaction surveys. There has been increasing emphasis on the use of patient satisfactions surveys to assess the quality of health care and many facilities have implemented improvement projects in relation to such things as reception skills, food services, housekeeping, and reorganization of hospital discharge procedures (Gray, Richmond, Ebbage, 2010). These scores reflect the patient’s subjective perception of their hospital experience and his or her likeliness to recommend the facility to family members and friends. Ordinal levels of measurement are also used to rank hospital performance in several areas including hospital acquired infections and readmission rates (U. S. Department of Health and Human Services, n. d. ). These rankings are reported to the public and may influence a health care consumer in their decision of where to seek their medical care. Interval levels of measurement apply quantitative data in meaningful intervals without reference to ratios and no set point for zero; variables within this level of measurement are assessed at equal intervals (Bennett, Briggs, Triola, 2009). The obvious example in the health care field of an interval level of measurement would be that of a thermometer or a calendar. Using the hand hygiene information mentioned earlier, the information is presented to the staff using a grading system that is broken down into intervals. Each interval is identified by a color. The scale begins at 60%. Units with a compliance ranking of 60-79% are given the color red. Units with a compliance ranking of 80-89% are given the color yellow. Green is given to any unit that has a hand washing compliance ranking of 90% or greater. This interval level of measurement ranks each unit and allows them to compare their rankings with other units in the facility. As incentive for improvement, departments with consistent compliance rankings of 90% or above have been given rewards such as gift cards and luncheons. Ratio levels of measurement are similar to interval levels but a zero point does exist (Bennett, Briggs, Triola, 2009). Ratio levels of measurement apply to quantitative data characterized by intervals that are assessed incrementally with equal distances between the increments (Bennett, Briggs, Triola, 2009). In the hospital setting, nurses routinely use ratio levels of measurement such as the patients weight, height, temperature, blood pressure, and respiratory rate. In conclusion, numerous statistics are collected and analyzed in the health care setting. Accurate statistics provide information regarding patient satisfaction, patient safety, and patient outcomes. Using this information to identify areas for improvement, planning, and implementing changes in care and practice will improve the quality of care, decrease morbidity, and improve patient outcomes.

The Americans with Disabilities Act of 1990 Essay examples -- Disabili

The path to enacting the Americans with Disabilities Act (ADA) is the history of the disability rights movement and its struggle to attain a better chance for equality not unlike other minority groups. The Disability community came to realize that the problem they were fighting was discrimination. The Disability community came face to face with some of the same problems and challenges that every individual who is in the minority faces. However, a disabled individual was not considered to be in a minority therefore could not be afforded the protections under the Civil Rights Act. A growing sense of unrest or change in mood galvanized and empowered the Disability community to fight for its civil rights. Federal laws that were enacted prior to the ADA gave precedent for giving disabled individuals rights as a minority group under the Civil Right Act of 1964 such as the Rehabilitation Act of 1973 and the Fair Housing Act of 1988. The 60’s, 70’s and 80’s was a p eriod of growth for the Disability movement building its way to comprehensive disability rights legislation in incremental steps. President Franklin D. Roosevelt created the Supplemental Security Income (SSI) and Social Security Disability Insurance (SSDI) programs to assist the aged and people with disabilities. The thinking concerning programs like SSI and SSDI near the time of enactment of the ADA was that these programs created â€Å"disincentives† for the disabled to enter into the workforce (NCD). In fact in administrations beginning with President Nixon’s administration programs were targeted such as these for deregulation. President Nixon vetoed the Rehabilitation Act in 1972 and signed a weaker version of the Rehabilitation Act in 1973. It took until 1978 in the ... ....com/ps/i.do?id=GALE%7CCX2687400149&v=2.1&u=cuny_baruch&it=r&p=GVRL&sw=w&asid=8cf19a43ddef5ea2cb064ded30e16f8e Gale Document Number: GALE|CX2687400149 â€Å"H.R. 2273--101st Congress: Americans with Disabilities Act of 1990.† www.GovTrack.us. 1989. December 1, 2013 http://www.govtrack.us/congress/bills/101/hr2273 â€Å"S. 933--101st Congress: Americans with Disabilities Act of 1990.† www.GovTrack.us. 1989. December 1, 2013 http://www.govtrack.us/congress/bills/101/s933 United States. Congress. House. Committee on Education and Labor. Legislative History of Public Law 101-336, the Americans With Disabilities Act: Prepared for the Committee On Education And Labor, U.S. House of Representatives, One Hundred First Congress, Second Session. Washington: U.S. G.P.O., 1990. The Disability Rights Movement: From Charity to Confrontation By Doris Zames Fleischer, Frieda Zames

Inez Beverly Prosser Twentieth Century African American Essay

Abstract Inez Beverly Prosser (1895-1934), was an African American psychologist of the early twentieth century. Her main focus was on the significance of racism and its effects upon children relative to the obtainment of fair and adequate education. This writing will address the endeavors, perspectives, and accomplishments of this significant yet vastly under recognized African American female psychologist. A psychologist who led us on a journey through her perspectives as seen through the mind and eyes as an African American. It would be a journey of the many obstacles endured to enhance her knowledge as a way to make a difference for other African American children through higher education. Prosser contributed much, not only for African Americans, but also to the field of psychology through research. This journey takes you through her childhood, her desires, and her struggles while striving to achieve her goals and recognition. What is at the end of this journey is a legacy which has given hope and aspirations for many past, present and future generations. Inez Beverly Prosser Twentieth Century African American Psychologist 20th Century Education in Psychology – The Matter of Gender In the early twentieth century, the composition of psychologists was predominantly Caucasian males. Caucasian females at that time were more and more given the opportunity to attend college and teach within those colleges. However, those same women continued to encounter resistance to the opportunity for obtaining a degree in psychology. One such renowned female of that period was Mary Whiton Calkins (1863 – 1930). Calkins applied to study at Harvard University, but at the time, Harvard did not permit women admittance. Through letters, petitions, protest, and insistence by prominent   within the educational system, Calkins was finally allowed to study at Harvard under the conditions that she attends as an unregistered student. By 1894, Calkins had completed all of the requirements for earning a doctorate in Psychology. Although Calkins was never officially conferred the doctoral degree, she is regarded, by many, as being the first woman to have rightfully earned this honor. 20th Century Education for Psychology – The Matter of Racism Though Calkins had paved the way for the female gender to have the same rights and recognition as her male peers in psychology, the road remained an uphill battle and was riddled with exponential barriers for the African Americans. It was especially true even after an additional 30 plus years had passed between the time Calkins completed her studies at Harvard in 1894, and the time that an African American female strived to fulfill her goals through post graduate studies. For African Americans, there were roadblocks at the entrance of the many prestigious colleges and universities. As it stands, back in the early nineteenth century and beyond, African Americans have demonstrated their exemplary skills, perspectives, and intelligence in the world of nonacceptance due to the differences of their outward appearance, (color of their skin), or culture. Many African Americans have contributed to today’s society in ways that cannot be repeated but are worthy to have been credited for those very contributions. One such person worthy of mention as a great contributor to the world of psychology is Inez Prosser. Prosser is the central focus of this paper. Inez Beverly Prosser Inez Beverly Prosser (1895-1934), an African American who faced many obstacles in her quest to achieve the same recognition as Calkins, her female predecessor. Throughout history, racism and sexism were obstacles that have confronted African Americans, both male and female. Historian Cynthia Neverdon-Morton wrote, â€Å"†¦that African Americans saw education as a means of escaping poverty, enhancing their ability to secure employment, and redressing social inequalities and injustices.† (Benjamin, 2005) Prosser was one such person who went on to achieve greatness in her educational aspirations. In 1912, Prosser graduated from college holding a certificate for teaching. She began teaching at various elementary and high schools, while at the same time, worked on obtaining a master’s degree. During   time, the state of Texas did not allow African Americans to obtain graduate degrees. This fact did not deter Prosser; instead, she became an administrator at Tugaloo Col lege. She later applied and was admitted to the University of Colorado to continue her education where she later earned her master’s degree in education. At the same time Prosser was attending the University of Colorado, she took additional courses in psychology. She eventually returned to Tugaloo College as a member of the faculty and finished her doctoral dissertation titled, â€Å"Non-academic development of negro children in mixed and segregated schools,† which was approved in 1933. She was not only to become the first African American to earn a Ph.D. in psychology, but also the first female African American in this country to be recognized as having done so. Although this point appears in many publications, it remains a matter of which you will not find Prosser listed along with the many accomplished psychologist of the past and present—not even within the â€Å"Psychology Timeline†, a source material provided by our very own Universities for reference. The Driving Force and Perspectives of Inez Beverly Prosser The foundation Prosser utilized for her thought process was the Humanistic theory. This theory focuses on the potential of an individual and the importance of self-actualization. As an educator, Prosser felt that Caucasian teachers within the institutions of the south were not equipped, from a psychological perspective of the black culture to adequately teach African American students. Prosser felt that the Caucasian educators could not relate to those students in the same manner as an educator of the same race. Prosser set out to bring attention to the significance of her view by creating, â€Å"The Comparative Reliability of Objective Tests in English Grammar.† The design of this study was meant to demonstrate that the English grammar tests that were being administered at that time were unreliable because they did not take into consideration the background or culture of the African American students. During her tenure, Prosser conducted an extensive study to prove this point . In her reason given for choosing Cincinnati for her research, this was made clear by her following statement, â€Å" (1) to measure vocational interests, leisure interests, play interests, social participation, emotional or neurotic tendencies, social   ascendancy-submission, overstatement, introversion-extraversion, and general personality adjustment. . . , (2) to ascertain the difference, if any, that exists in these traits, and (3) to determine whether one or the other of these schools is better fostering growth in personality in so far as it can be determined by the available techniques.† (Benjamin L. T., 2005) Her Contributions Prosser contributed much to society through her commitments for equality in education. â€Å"Her dissertation research, although unpublished and largely unrecognized by later researchers, addressed issues that would become central to the debates on school desegregation that led ultimately to the 1954 Brown v. Board of Education decision of the U.S. Supreme Court.† (Benjamin L. T., 2005) Much more was never realized due to her untimely death just one year after being awarded her Ph.D. in psychology. She, along with her husband of 18 years, Allen Rufus Prosser, and one of her sisters, was involved in a head-on car collision as they drove back from visiting family in Texas. Her life may have been short, but her achievements during her life were considerable. She was an encouragement to all who knew her as well as those of us who can only read her story. Prosser left a legacy which is represented best by the following memorial tribute to her honor, â€Å"In Southern Memorial Park , an African American cemetery on Roland Road in San Antonio, the inscription on Inez Prosser’s headstone reads,† â€Å"How many hopes lie buried here.† (Bazar, 2010) In conclusion In the early nineteenth century, racism and sexism were prominent within the community of psychologist. It was not until 1933 that this fact, due to the conference of a Ph.D. bestowed upon Inez Beverly Prosser, was changed forever. Prosser became the first African American female to receive a doctorate in psychology. Prosser persevered through the many obstacles African Americans faced in their quest to obtain an education at the higher levels from the southern state universities that would not accept African Americans. Inez Beverly Prosser was not, she went on to accomplish much during her short-lived life. She excelled in her educational endeavors by graduating with distinction. She later went on to receive her master’s in education. Her ultimate achievement was obtaining the status as the   African American as well as the first African American female to be awarded a Ph.D. in psychology. Prosser’s life was cut short in a car accident just one short year after receiving her Ph.D.. Prosser, through her studies, was instrumental in helping all of her siblings to reach academic success—five of which earned college degrees. Her contributions helped pave the road that led to the 1954 Brown v. Board of Education decision. Prosser was a prominent psychologist who deserved recognition for all that she brought to the forefront by bringing understanding and equality to the educational system. She was committed, and brought about changes for the diverse people of our society who were confronted with the unjust obstacles on their road to higher education. Works Cited Bazar. (2010). Psychology’s feminist Voices. Retrieved May 2, 2014, from Feminist Voices: http://www.feministvoices.com/inez-beverly-prosser/ Benjamin, L. T. (2005). Inez Beverly Prosser and the Education of African Americans. Journal of the History of the Behavioral Sciences, 41, 43-62. Wiley Interscience. (2005). Journal of the History of the Behavioral Sciences. pp. 41(1), 43-62.

Supreme Court Justice Clarence Thomas Biography

Arguably the most conservative justice in recent U.S. Supreme Court history, Clarence Thomas is well-known for his conservative/libertarian leanings. He strongly supports states rights and takes a strict constructivist approach to interpreting the U.S. Constitution. He has consistently taken political conservative positions in decisions dealing with executive power, free speech, the death penalty and affirmative action. Thomas is unafraid of voicing his dissent with the majority, even when it is politically unpopular. Early Life Thomas was born June 23, 1948, in the small, impoverished town of Pin Point, Ga., the second of three children born to M.C. Thomas and Leola Williams. Thomas was abandoned by his father at the age of two and left to the care of his mother, who raised him as a Roman Catholic. When he was seven, Thomas mother remarried and sent him and his younger brother to live with his grandfather. At his grandfathers request, Thomas left his all-black high school to attend seminary school, where he was the only African American on campus. Despite experiencing extensive racism, Thomas nevertheless graduated with honors. Formative Years Thomas had considered becoming a priest, which was one reason he chose to attend St. John Vianneys Minor Seminary in Savannah, where he was one of just four Black students. Thomas was still on track to be a priest when he attended Conception Seminary College, but he left after hearing a student utter a racist comment in response to the murder of Dr. Martin Luther King, Jr. Thomas transferred to the College of the Holy Cross in Massachusetts, where he founded the Black Student Union. After graduation, Thomas failed a military medical exam, which excluded him from being drafted. He then enrolled in Yale Law School. Early Career Immediately after graduating from law school, Thomas found it difficult to obtain a job. Many employers falsely believed that he received his law degree due only to affirmative action programs. Nevertheless, Thomas landed a job as an assistant US attorney for Missouri under John Danforth. When Danforth was elected to the U.S. Senate, Thomas worked as a private attorney for an agriculture firm from 1976 to 1979. In 1979, he returned to work for Danforth as his legislative assistant. When Ronald Reagan was elected in 1981, he offered Thomas a job as Assistant Secretary of Education in the Office of Civil Rights. Thomas accepted. Political Life Not long after his appointment, the president promoted Thomas to head the Equal Employment Opportunity Commission. As director of the EEOC, Thomas angered civil rights groups when he shifted the focus of the agency from filing class-action discrimination lawsuits. Instead, he concentrated on reducing discrimination in the workplace, and emphasizing his philosophy of self-reliance for African Americans, chose to pursue individual discrimination suits. In 1990, President George H.W. Bush appointed Thomas to the U.S. Court of Appeals in Washington DC. Supreme Court Nomination Less than a year after Thomas was appointed to the appeals court, Supreme Court Justice Thurgood Marshall—the nations first African American Justice—announced his retirement. Bush, impressed with Thomas conservative positions, nominated him to fill the position. Facing a Democrat-controlled Senate Judiciary Committee and the wrath of civil rights groups, Thomas faced stiff opposition. Recalling how conservative Judge Robert Bork had doomed his nomination by providing detailed answers at his confirmation hearings, Thomas was hesitant to provide lengthy answers to interrogatories. Anita Hill Just before the end of his hearings, an FBI investigation was leaked to the Senate Judiciary Committee regarding sexual harassment allegations leveled at Thomas by former EEOC staff worker Anita Hill. Hill was aggressively questioned by the committee and offered shocking details of Thomas alleged sexual misconduct. Hill was the only witness to testify against Thomas, although  another staffer offered similar allegations in a written statement.   Confirmation Although Hills testimony had transfixed the nation, preempted soap operas and competed for airtime with the World Series, Thomas never lost is composure, maintaining his innocence throughout the proceedings, yet expressing his outrage at the circus the hearings had become. In the end, the judiciary committee was deadlocked at 7-7, and the confirmation was sent to the full Senate for a floor vote with no recommendation being made. Thomas was confirmed 52-48 along partisan lines in one of the narrowest margins in Supreme Court history. Service to the Court Once his nomination was secured and he took his seat on the High Court, Thomas quickly asserted himself as a conservative justice. Aligned primarily with conservative justices William Rehnquist and Antonin Scalia, Thomas is nonetheless his own man. He has offered lone dissenting opinions, and at times, has been the sole conservative voice on the Court.