Assignment: Qualitative Assessment And Information Gathering

Assignment: Qualitative Assessment And Information Gathering
Assignment: Qualitative Assessment And Information Gathering
Explain how quantitative and qualitative assessment and information gathering can be used in mitigation planning, specifically in the risk assessment and mitigation strategy. What is the benefit of each?
Format. Papers should be formatted according to the following:
•Times new roman.
•12 point font.
•1.5 spacing.
•No more than 3 pages.
Citing Sources:
•Sources should be cited properly using the APA style..
•See the “Writing Assistance” tab on the main menu for resources on how to properly cite your sources..
Evaluation Criteria. Your answers to the assignment questions will be evaluated using the following criteria:
Principal component analysis with varimax rotation was conducted to explore the structure of the underlying factors and whether each item loaded onto factors as expected, given that the scale was designed to measure three aspects of health literacy (functional; communicative; and critical health literacy). The factor analysis showed four factors with eigen values greater than 1 (3.78, 1.83, 1.38 and 1.31, respectively) accounting for 59% of the variance (26.64%, 13.09%, 9.82%, and 9.37%, respectively). The functional health literacy questions all loaded onto the first factor, and communicative health literacy questions loaded on the second factor. The critical health literacy items loaded on the third and fourth factors with items relating to information management and appraisal forming one cluster, and items relating to asserting individual autonomy with regards to health forming another cluster. The question on understanding of social determinants of health loaded negatively onto this last factor.
3.3.3. Construct validity
The relationship of subscales scores to each other was also investigated. Scores on the functional health literacy items were significantly associated with communicative health literacy items (r = 0.393, p < 0.001) and to a lesser, though still significant extent with critical health literacy items (r = 0.59, p = 0.036). There was also a significant association between communicative and critical health literacy items (r = 0.186, p = 0.017).

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