Modify clinical judgment within an iterative, outcome-based cycle of clinical reasoning and client needs.ScenarioAs part of the clinical portion of your BSN Capstone course in your senior semester, you have the opportunity to attend a two-day seminar with senior nursing students from other academic institutions. The theme of this seminar is the application of clinical judgment to determine the best evidence-based solutions for nursing practice.InstructionsFor a clinical judgment roundtable with faculty and students that is sponsored by your academic institution, you must prepare one scenario based handout to promote robust discussion regarding the application of clinical judgment as an outcomes-based dynamic cycle of clinical reasoning and client needs. The handout must contain these components:Describe a clinical situation where you applied an outcome-based cycle of clinical reasoning to select what you considered the “best” client intervention based on information available.Include relevant external and internal cues and hypothesesDiscuss the outcomes based, iterative cycle of clinical reasoning you applied after the initial intervention to select the next “best” interventions appropriate for the particular situation based on client needs.Rationales and evidence based findings were included to support choices for the next “best” interventionsResourcesAPA GuideGrading RubricFFCBA01234Did not SubmitNo PassCompetenceProficiencyMasteryNot SubmittedThe student did not attempt a handout describing a clinical situation relevant to the application of an outcome-based cycle of clinical reasoning.The handout contained a basic description of a clinical situation where the student attempted to apply an outcome-based cycle of clinical reasoning to select the “best” client intervention based on information available.The handout contained a description of a clinical situation where the student applied an outcome-based cycle of clinical reasoning to select the “best” client intervention based on information available.The handout contained a detailed description of a clinical situation where the student applied an outcome-based cycle of clinical reasoning to select the “best” client intervention based on information available.Not SubmittedNo obvious attempt to explain the cycle of clinical reasoning was made, and no external and internal cues and hypotheses were discussed.An attempt to explain the cycle of clinical reasoning was made but included few external and internal cues and hypotheses.The cycle of clinical reasoning was explained in some detail using some external and internal cues and hypotheses.The cycle of clinical reasoning was explained using a complete list of external and internal cues and hypotheses.Not SubmittedThe student did not attempt a handout describing a clinical situation relevant to the application of an outcome-based cycle of clinical reasoning.No rationales or evidence-based findings for any choices related to “best” interventions were included.Described a basic description of an outcomes-based, iterative cycle of clinical reasoning to select the next “best” interventions appropriate for the particular situation.Described an appropriate outcomes-based, iterative cycle of clinical reasoning to select the next “best” interventions appropriate for the particular situation.Described a detailed, appropriate outcomes-based, iterative cycle of clinical reasoning to select the next “best” interventions appropriate for the particular situation.Not submittedThe choices were not supported by rationales and lacked a summary of appropriate evidence-based findings.The choices were minimally supported by rationales and lacked a summary of appropriate evidence-based findings.The choices were moderately supported by rationales and at least one summary of appropriate evidence-based findings.The choices were supported by robust rationales and at least one summary of appropriate evidence-based findings.Not SubmittedLack of formal style in the handout with, numerous spelling, grammar, or APA format errors present which often detracted from the readability and intent of the document.Formal style reflected in most of the handout, but not maintained throughout. Some spelling, grammar, or APA format errors present which occasionally detracted from the readability and intent of the document.Formal style reflected throughout the majority of the handout, with minor spelling, grammar, or APA format errors present which did not detract from the readability and intent of the document.Formal style reflected throughout the entire handout, including no spelling, grammar, or APA format errors present.

Exercise2Use the dataset from week1 exercise and then answer the following questions:Compare the following information between teaching and non-teaching hospitals.What are the main significant differences between teaching and non-teaching hospitals? (use t-test)Comparing hospital net-benefit, which hospital has better performance? To answer this question first compute the hospital net benefits with subtracting hospital costs and revenues and then use t-test to compare the significant differences between teaching and non-teaching hospitals.Use a box-plot and compare hospitals-cost and hospital-revenues between teaching and non-teaching hospitals.Write a short paragraph and describe your findings and their importance for the managerial decision-making. List a specific managerial function and the way the processed date will be used to meet the managerial objectives.Table 2. Descriptive statistics between teaching and non-teaching hospitals, 2011 & 2012