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NURSE FPX 4010 is a comprehensive course offered by Capella University as part of their flexible learning program, FlexPath, for RN to BSN students. This course focuses on advancing nursing knowledge and skills through a combination of theoretical learning and practical application. It covers a wide range of topics such as evidence-based practice, leadership in nursing, healthcare policy, and ethical considerations.

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NURSE FPX 4010: Advancing Your Nursing Practice with Capella University’s RN to BSN Program

NURSE FPX 4010 is a course offered by Capella University as part of their RN to BSN program. This course is designed to provide registered nurses with advanced knowledge and skills in nursing practice, leadership, research, and healthcare policy. It aims to prepare students for professional roles in a variety of healthcare settings and equip them with the tools needed to make informed decisions and drive positive change in nursing practice.

Here are some key points to know about NURSE FPX 4010:

  1. Course Objectives: NURSE FPX 4010 focuses on enhancing nursing practice through the application of evidence-based research, leadership principles, and ethical considerations. It aims to develop critical thinking, problem-solving, and decision-making skills to address complex healthcare challenges.
  2. Topics Covered: The course covers a broad range of topics relevant to contemporary nursing practice. These may include evidence-based practice, healthcare policy and advocacy, interprofessional collaboration, nursing leadership and management, quality improvement, patient safety, and healthcare informatics.
  3. FlexPath Learning Format: NURSE FPX 4010 is offered through Capella University’s FlexPath learning format. FlexPath allows students to complete coursework at their own pace, without predetermined deadlines. This flexible learning approach empowers students to fit their studies around their work and personal commitments, making it ideal for working professionals.
  4. Assignments and Assessments: Throughout the course, students will engage in various assignments and assessments to demonstrate their understanding and application of course concepts. These may include research papers, case studies, reflective essays, presentations, and discussions.
  5. Importance of Writing Skills: Effective communication through writing is an essential skill in the nursing profession. NURSE FPX 4010 places emphasis on developing strong written communication skills. Students are expected to articulate their thoughts clearly, present evidence-based arguments, and critically analyze nursing literature.

When it comes to completing assignments for NURSE FPX 4010, can provide valuable assistance. Our team of experienced writers and subject matter experts can help you with research, analysis, and the organization of your ideas into a well-structured paper. We understand the specific requirements of the course and can ensure that your assignments meet the academic standards expected by Capella University.


For this three-part assessment, complete the following, referring to Yoga Stress (PSS) Study Data Set [XLSX], which you have used previously, as needed.


The following statistical analysis software is required to complete your assessments in this course:

  • IBM SPSS Statistics Standard or Premium GradPack, version 22 or higher, for PC or Mac.

You have access to the more robust IBM SPSS Statistics Premium GradPack.

Please refer to the Statistical Software page on Campus for general information on SPSS software, including the most recent version made available to Capella learners.

Part 1: Graphic Representation of the Data from the Yoga Stress (PSS) Study Data Set

  1. Create a histogram or bar graph (according to the measurement level of the data) of the following variables: Age, Education, Pre-intervention Psychological Stress Score (PSS).
  • Refer to the following resources as needed while creating your histogram:
  1. Create a scatter plot of the following pair of variables: Age versus Pre-intervention Psychological Stress Score (PSS).
  • Refer to the following resources, as needed, while creating your scatterplot:

Part 2: Statistical Tests

  1. Perform a preanalysis assumption test for a normal distribution test to determine if the data you intend to use for the correlation tests passes the assumption of being normally distributed.
  • You will use this test for Age and Pre-intervention Psychological Stress Score (PSS).
  1. Perform the appropriate correlation test to determine the direction and strength or magnitude of the relationship between these two variables from Step 1.
  • Remember, we are not concerned about causation at this point and want to determine only if there is a statistical association.

Part 3: Yoga Stress (PSS) Study Paper

  • Include the histogram and scatter plot graphics you created earlier for Age and Pre-intervention Psychological Stress Score (PSS).
  • Provide an interpretation for these graphics.
  • Report the statistical outcome of the correlation analysis using appropriate scholarly style, including a brief interpretation of the effect size of the correlation.
  • Interpret the practical, real-world meaning (and limitations of the interpretation) of the relationship of these two variables based on the correlation analysis you performed.
  • Include the SPSS “.sav” output file that shows your programming and results from Parts 1 and 2 for this assessment.
  • Provide at least one evidence-based scholarly or peer-reviewed article that supports your interpretation.

Additional Requirements

  • Length: Your paper will be 2–3 double-spaced pages of content plus title and reference pages.
  • Font: Times New Roman, 12 points.
  • APA Format: Your title and reference pages must conform to APA format and style guidelines. See the APA Module for more information. The body of your paper does not need to conform to APA guidelines. Do make sure that it is clear, persuasive, organized, and well written, without grammatical, punctuation, or spelling errors. You also must cite your sources according to APA guidelines.


Chi-square is a very flexible data analysis tool to answer relationship or association questions that cannot be answered by the other inferential tests you have learned during this course. Although there is actually a “family” of chi-square tests, we will focus on just two of the most commonly used: the chi-square test for independence (also called chi-square test for association) and the chi-square goodness of fit test. The chi-square test for association is used to explore an association or independence between two variables where data for both variables is measured at the category level (also referred to as nominal data). The chi-square test is flexible enough to allow us to test data measured at the ordinal level, but we will stick with categorical data to keep things simple.

Interestingly, whether one variable is dependent or independent is not important in this test. All that matters is that there are two categorical data-type variables. Remember too that when categorical data has only two levels of possible answers (such as yes or no), then we say this is dichotomous data. If you see these terms, they probably refer to categorical data.
Understanding what chi-square is, as well as how to perform the analysis will be helpful as you complete this assessment.

Chi-square Analysis

  • Heavey, E. (2019). Statistics for nursing: A practical approach (3rd ed.). Burlington, MA: Jones & Bartlett. Available in the courseroom via the VitalSource Bookshelf link.
  • Chapter 8, “Chi-square.”
  • Geher, G., & Hall, S. (2014). Straightforward statistics: Understanding the tools of research. New York, NY: Oxford University Press.
  • Read Chapter 13, “Chi-square and Hypothesis Testing With Categorical Variable.”

The independent t-test, also called unpaired t-test, is typically used in health care to compare two groups of individuals that are entirely unrelated to each other (that is, independent), thus the one group cannot influence the other group. For example, we may wish to compare a drug treatment group to a control group (those not receiving drug treatment) for a specific clinical characteristic (dependent variable) that can be measured at the interval or ratio level (such as cholesterol, depression scale, or memory test).

The dependent t-test, also called paired t-test, compares two groups for a dependent variable measured at the interval or ratio level as well; however, these two groups are in reality just one group. But because they are measured before and after an intervention we consider them as two groups for analytical purposes. This group is considered dependent because nothing is expected to vary in the nature of the individuals being measured except as a result of the intervention, as the group is composed of the same individuals.

Both of these tests will be utilized as you work to complete this assessment.

Parametric t-Test

  • Heavey, E. (2019). Statistics for nursing: A practical approach (3rd ed.). Burlington, MA: Jones & Bartlett. Available in the courseroom via the VitalSource Bookshelf link.
  • Chapter 9, “Student t-Test.”
  • Geher, G., & Hall, S. (2014). Straightforward statistics: Understanding the tools of research. New York, NY: Oxford University Press.
  • Chapter 11, “The Between-Groups t-Test.”

e following resources provide information on displaying and interpreting data from histograms and scatterplots. This type of visual display is often used when attempting to communicate the type of relationship between two variables.

Displaying Data

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Remember, NURSE FPX 4010 is an important course that lays the foundation for your advanced nursing practice. It equips you with the knowledge and skills necessary to excel in your profession and make a meaningful impact on patient care and healthcare systems. With the support of, you can confidently tackle the assignments and focus on your learning journey in the RN to BSN program at Capella University.

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