Glasgow coma scale
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The Glasgow Coma Scale is used to assess level of consciousness after brain injury. It evaluates eye opening, verbal response, and motor response on a scale of 1 to 6 for each category, with lower scores indicating worse condition. A total score of 3-8 indicates coma. The scale helps gauge severity of conditions causing impaired consciousness like head trauma or metabolic disorders. Proper education is needed for accurate use of the scale. PRIME+ is a framework for writing learner performance evaluations and feedback. It stands for Professionalism, Reporter, Interpreter, Manager, Educator, and areas to improve (+). It provides context for feedback and a holistic view of performance over time. Studies show it correlates with clinical skills
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EDSP 360
Case Study 2 Grading Rubric
Criterion
Points Possible
Points
Earned
Instructor Comments
Clear goals set based on student performance
18
Strategies match goals, are explained, and are from reputable source or the STAR sheet
21
All questions answered
16
References cited
10
Correct grammar and spelling
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Total Points
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When working with individuals who have bipolar disorder, there is often a high resistance to pharmacotherapy. Many of these individuals cite the medication side effects as the prime reasons for refusing medical treatment. For some, the “high” experienced during a manic phase is invigorating. That is, these individuals often experience a rush of energy and productivity, as well as creativity; these positive aspect of this manic phase results in enjoyment and pleasure. With medication, however, the “high” is no longer reached; for many, feeling normal is too difficult and, as a result, these individuals don’t feel right. Beyond this, there are some individuals who do not believe they have a problem, and as a result, refuse to seek treatment.
Based upon your reading and ancillary research, what can be done? How can these individuals be reached? What needs to happen in order for these individuals to seek treatment? I look forward to your additional thoughts.
My initial post is below:
Bipolar disorder is a mental condition that is characterized by periods of elevated moods, also known as mania and periods of severe depressions. During the manic episode, a person acts unusually energetic, happy or is easily irritated (Barnett & Smoller, 2009). At extreme levels, people in the manic episode experience psychosis, which is a state in which the individual’s ability to think is affected along with the mood. An individual in the manic episode can also experience hallucination which may make the person violent and hence uncooperative in the treatment process thus making the whole treatment process difficult. Due to the severity of the symptoms during the manic episodes, professional help is crucial; force is sometimes used for resistant patients to get them to undergo treatment (Barnett & Smoller, 2009).
There is, however, a milder form of mania called “hypomania”. Hypomania is not associated with rapid mood changes, irritability or psychosis. In most of the cases, hypomanic episodes may be related to overall increase in productivity and increased energy levels. Hypomanic episodes hardly progress to manic episodes and thus can be managed without seeking any professional help (Beentjes, Goossens, & Poslawsky, 2012).
In children and adolescents, bipolar disorder is characterized by very rapid and frequent mood changes and in some cases, accompanied by chronic symptoms also; suicide attempts are common at this stage (Cosgrove, Roybal, & Chang, 2013). At this point, the condition is referred to as early-onset bipolar disorder. Adults experience more discrete periods of depression and mania. Successful treatment of the ...
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Reviewer
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Type 3-5 Sentence Summary Here
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Type Answer Here
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Type Answer Here
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Type Answer Here
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Type Answer Here
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Type Answer Here
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Type Answer Here
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Type Writer's Thesis Here
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Type Answer Here
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|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
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Essay On Assessment
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Dunn & HalonenThe PsychologyMajor’s CompanionChapter 6 Ch
Dunn & Halonen
The Psychology
Major’s Companion
Chapter 6: Charting Your Course
in the Major
Chapter Objectives
Examine the typical common stages of undergraduate psychology students.
Identify strategies to facilitate the most flexible option after graduation.
Review typical advising questions that emerge over the course of the major.
Student Learning Outcomes
By the end of this chapter, students should be able to:
Describe how students change over time in college and in the major.
Improve the quality of interactions with peers and professors in predictable academic problems.
Learn strategies for documenting accomplishments.
Navigate complex advising and department environments.
The Goal of the Psych Degree
WHAT IT DOESN’T DO
Train therapists
Create full-fledged psychologists
Produce degree holders who can be called “doctor”
WHAT IT DOES DO
Train students to think like psychologists
William Perry’s (1970) Cognitive Stages
Dualistic Learners
see the world as black and white
Relativistic Learners
begin to tolerate shades of gray
Committed Learners
expect complexity
Psych Majors Show Similar Cognitive Stages
NOVICE dualistic learners
DEVELOPING relativistic learners
ADVANCED committed learners
The Novice Learner
Beginners in psychology tend to:
have serious misconceptions about behavior.
struggle with the scientific nature of psychology.
believe personal over scientific explanations.
accept pseudoscientific claims.
Strategies to Optimize Novice Experience (1 of 2)
Actively look for ways to apply what you learn.
Embrace the breadth of the discipline.
Winnow broad subtopics to the ones you are most enthusiastic about studying.
Invest yourself in class discussion.
Avoid excessive self-disclosure in class.
Strategies to Optimize Novice Experience (2 of 2)
Visit your professor during office hours.
Get comfortable with conceptual messiness.
Hang out wherever psychology students gather.
Get to know the faculty and other majors through student events.
The Psychology Portfolio
Psychology content
Scientific inquiry and critical thinking
Social and ethical responsibility in a diverse world
Communication
Professional development
The Developing Learner
With some experience in psychology, developing students tend to:
become sophisticated about interpreting behavior.
accept the necessity of taking a scientific approach, including precision, measurement, and statistics.
recognize the value and limitation of theory.
be comfortable with ethical constraints.
Developing Learners in Psychology
accept that most behaviors are complex (but still don’t like that reality).
recognize that precise expression helps to move science forward.
begin to adopt the stance of the “amiable skeptic” (friendly challenge) regarding behavioral claims.
The Beginning of Skill Sets for Developing Learners
Capable of using general principles of APA format in spoken and written work.
Willing to collaborate in teams, even though the interactions may not be ...
Micro Teaching with skills and types and examples
The document discusses various skills involved in effective teaching such as introducing a lesson, using teaching aids, questioning techniques, reinforcement, stimulus variation, and illustration. It describes the components and best practices for each skill. For example, it states that introducing a lesson should include securing attention, assessing motivation, and linking to past experiences. Reinforcement involves both positive reinforcement for correct responses as well as addressing incorrect responses. Microteaching allows pre-service teachers to develop these skills in a structured yet reduced-complexity environment compared to a full classroom.
Professional Development
The document discusses test anxiety (TA), which can negatively impact up to 40% of students' test scores. TA involves worrying thoughts and physiological reactions that interfere with performance. It is exacerbated by "high stakes" testing and can begin as early as 2nd grade. The document outlines cognitive, emotional, and skill-based interventions that can help students overcome TA, such as relaxation techniques, attentional training, and building self-efficacy. It also describes how teachers, parents, and students can unintentionally contribute to TA and provides strategies to support students' testing habits and attitudes.
Assessment and learning - getting quality in both
The document discusses assessment and learning in several countries and contexts. It notes that national curriculum and testing in countries like England and Wales have been progressively simplified over time as overly detailed requirements proved unworkable and had negative effects. Assessment needs to have the "Goldilocks principle" of not being too vague or too detailed, but just right to support learning. The document also discusses the key principles of assessment for learning, including setting clear learning goals and success criteria, using feedback to close gaps between current and desired performance, and potential issues with praise as a form of feedback.
The Role of the Speech Language Pathologist in the Assessment & Treatment of TBI
This document discusses the role of speech-language pathologists in assessing and treating traumatic brain injury (TBI). It notes that TBI affects over 1.7 million people annually in the US and costs $76 billion per year. Children are particularly vulnerable to TBI. The document outlines common types of brain injuries and describes tools used to measure TBI severity, such as the Glasgow Coma Scale. It discusses dysphagia associated with TBI and assessment/treatment approaches. The roles and responsibilities of SLPs are provided, along with information on cognitive-communication deficits post-TBI and evidence-based treatment strategies.
Guidance techniques in adjustment
Guidance is the help given by one person to another in making choices and adjustments and in solving problems.
Scales: Semantic Differential Scale Summated Rating Scale
This document provides information about various types of scales used to measure attitudes and behaviors, including semantic differential scales, summated rating scales, anecdotal records, and critical incident technique. It defines each scale and discusses their characteristics, purposes, advantages, and disadvantages. For semantic differential scales, it describes how they measure the psychological meanings of objects using bipolar rating scales. For summated rating scales, it outlines the key characteristics of multiple items measured on a quantitative continuum. Anecdotal records are described as short, objective records of important behavioral incidents. Finally, critical incident technique involves writing descriptions of meaningful life events to facilitate reflection.
Anne haverman serfontein
The document summarizes psychometric assessments used by the Allan Gray Orbis Foundation in their scholarship selection process. It discusses tests of emotional intelligence (BarOn EQ), aptitude (DAT), interests (MBI, CIP), and personality (MBTI) to identify learners who will excel academically, benefit from opportunities, and cope in challenging environments. Scores are used to recommend interventions like workshops and career counseling. The goal is providing information to support learners' career choices and subject selections based on their individual profiles.
Writing short and long answer exam questions, Liz Norman 2017
Presentation from an assessment workshop at the Institute of Veterinary, Animal and Biomedical Sciences, Massey University, NZ
Qualitative Article Review and CritiqueIn approximately 7-10 p
Qualitative Article Review and Critique
In approximately 7-10 pages (including title page and references), address the following questions.
Title
After reading the entire article, do you think the title adequately describes the study? Does the title catch your attention? Please explain.
Abstract
Does the abstract contain the recommended content (see “Abstract,” pp. 314, in Yegidis et al.)? How difficult do you think it is to summarize so much information in 150–250 words? Please explain.
Introduction
Why did the authors conduct this study and write this article? What was the problem of interest or concern? Be specific. Use quotes and paraphrases with citations.What audience might be interested in this study?
Do you feel the problem is significant enough to warrant a journal article? Did you have a “so what” reaction? If so, why do you think it was accepted for publication? Please justify your position.
To what extent does the literature presented in the introduction help you understand the problem? How does the literature reviewed put the problem in context? Be specific.
Does the researcher indicate how this research is different from and/or similar to earlier ones reported in the literature? Summarize what this article intends to add to the knowledge base.
Do the authors state their research questions and/or hypotheses? What are the hypotheses or focused research questions?
Methods
What specific qualitative method is used? How does aqualitative research design correspond with the research questions? Can you determine whether the design was appropriate?
To what extent can the design answer the research questions? Elaborate.
What were the key concepts being explored in the study? What measures or observations were used in the research? Explain why you do, or do not, think that the methods used to collect the data are described clearly enough to allow for replication. Be specific and please elaborate.
How was research reactivity and bias managed in the study?
Explain whether or not information was provided concerning the credibility and trustworthiness of the measures or observations. Was this information adequate? Be specific.
What strategies were used to establish credibility?
Was there evidence of an audit trail and/or peer consultation on the project?
Sample
How were the participants recruited or selected for the study? What sampling strategy was used? Did the author(s) offer any justification for the sample size? Are you satisfied with the information reported about the sample? What questions might you have about the sample that were not addressed? Please be sure to provide an explanation for all of your answers.
Are the demographics of the participants (e.g., background characteristics such as age, race, etc.) described in sufficient detail? If so, how is the presentation of this descriptive data useful in evaluating the research? If not, please explain how that may affec ...
Treating Explosive Kids - Part 1
The document summarizes the Collaborative Problem Solving (CPS) approach for treating children with explosive behaviors. It discusses limitations of traditional parent management training and introduces CPS as an alternative. CPS assumes explosive behaviors stem from lagging cognitive skills that impair flexibility, problem solving, and emotion regulation. It aims to identify specific cognitive deficits and situational triggers through clinical interviews and assessments, then address the underlying causes rather than just modifying behavior. The document outlines three approaches to handling problems - Plan A involves parental insistence, Plan C reduces expectations, while Plan B employs CPS's collaborative problem-solving to pursue expectations and teach missing skills, with the goal of reducing explosive episodes.
Informal assessment
This document discusses informal assessment of students in language classrooms. It defines informal assessment as the systematic observation of students' performance in normal classroom conditions without formal testing. The document provides examples of how teachers can informally assess students' linguistic skills like speaking, writing, listening, reading, grammar and vocabulary through observation, checklists, rating scales and other means. It also discusses informally assessing students' non-linguistic factors like attitude, effort, participation and cooperation.
SouthUniversity, RichmondOccupational Therapy Assistant Program.docx
SouthUniversity, Richmond
Occupational Therapy Assistant Program
Occupational Change through the Lifespan
OTA 1002 Human Occupation through the Lifespan
Points and Percent Grade for Assignment: 50 points/15% of total grade
Student Learning Outcomes Addressed:
1. Demonstrate knowledge and understanding of human development throughout the lifespan.
2. Describe occupations and occupational behavior of children, adolescents, adults, and older adults in the context of age, gender, roles, and environment.
3. Discuss the relationship between typical challenges and the impact they have on engagement in occupation as applied throughout the lifespan.
4. Identify the influence of health care, education, community and social systems (context) in the occupation of typical children, adolescents, adults and older adults.
ACOTE STANDARDS Addressed:
Demonstrate knowledge and understanding of human development throughout the lifespan (infants, children, adolescents, adults, and older adults). (B.1.2)
Describe the contexts of health care, education, community, and social systems as they relate to the practice of occupational therapy. (B.6.1)
Assignment
Each student will write a paper on changes in human occupation through the lifespan. This will involve knowledge and understanding of human development through the lifespan, describing how client factors and activity demands support and or constrain occupational performance.
Students will select a theorist from Sladyk and Ryan Chapter 4 and describe how one could view occupational change through the lifespan from the point of view of that theorist.
Students will address the following 5 life stages in each response: (1) infancy, (2) childhood, (3) adolescence, (4) adulthood and (5) older adulthood.
Students will need to discuss the occupational changes that occur in each life stage and also include discussion about each of the following objectives for each stage:
a. Explain how culture and cultural competence impact occupational performance across the
lifespan.
b. Explain how communication changes through the lifespan.
c. Explain how the environment impacts occupational performance across the lifespan.
d. Explain how education, health and social systems impact occupational performance across
the lifespan.
This paper related to lifespan occupational change will be 4 to 6 pages long.
NOTE: Please copy the Evaluation Rubric, found below, and paste the entire rubric into the very end of your paper -- after any references or appendices. Make sure that all of the Rubric is visible. Thank you!
CRITERIA for Occupational Change through the Lifespan
Above Average
Professional
Average
Inconsistent Professionalism
Below Average
Deficient in professional skills
Unacceptable
Lacks professionalism
1. Identification of developmental theorist, definition of theory of human development.
Definitions and descriptions are clear; complete information provided
(10 points)
Partial definition and .
Pptsummativeassessment 130217030359-phpapp01
The document discusses pre, formative, and summative assessments. It defines them and provides examples. Formative assessments are used during instruction to provide feedback and guide teaching, like pre-tests. Summative assessments measure learning after instruction, like final exams. The document also discusses tools for each type of assessment and provides a sample teaching plan and summative assessment about sexually transmitted diseases.
Similar to Glasgow coma scale (20)
EDSP 360Case Study 2 Grading RubricCriterionPoints Possible.docx
EDSP 360Case Study 2 Grading RubricCriterionPoints Possible.docx
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docx
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docx
Dunn & HalonenThe PsychologyMajor’s CompanionChapter 6 Ch
Dunn & HalonenThe PsychologyMajor’s CompanionChapter 6 Ch
The Role of the Speech Language Pathologist in the Assessment & Treatment of TBI
The Role of the Speech Language Pathologist in the Assessment & Treatment of TBI
Scales: Semantic Differential Scale Summated Rating Scale
Scales: Semantic Differential Scale Summated Rating Scale
Writing short and long answer exam questions, Liz Norman 2017
Writing short and long answer exam questions, Liz Norman 2017
Qualitative Article Review and CritiqueIn approximately 7-10 p
Qualitative Article Review and CritiqueIn approximately 7-10 p
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Linga Mudra(Mark of Siva) generates excessive heat within the body
Benefits:
Linga mudra generates excessive heat within the body and is very useful for dealing with colds.
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Health Tech Market Intelligence Prelim Questions -
The Ultimate Guide to Setting up Market Research in Health Tech part -1
How to effectively start market research in the health tech industry by defining objectives, crafting problem statements, selecting methods, identifying data collection sources, and setting clear timelines. This guide covers all the preliminary steps needed to lay a strong foundation for your research.
This lays foundation of scoping research project what are the
Before embarking on a research project, especially one aimed at scoping and defining parameters like the one described for health tech IT, several crucial considerations should be addressed. Here’s a comprehensive guide covering key aspects to ensure a well-structured and successful research initiative:
1. Define Research Objectives and Scope
Clear Objectives: Define specific goals such as understanding market needs, identifying new opportunities, assessing risks, or refining pricing strategies.
Scope Definition: Clearly outline the boundaries of the research in terms of geographical focus, target demographics (e.g., age, socio-economic status), and industry sectors (e.g., healthcare IT).
3. Review Existing Literature and Resources
Literature Review: Conduct a thorough review of existing research, market reports, and relevant literature to build foundational knowledge.
Gap Analysis: Identify gaps in existing knowledge or areas where further exploration is needed.
4. Select Research Methodology and Tools
Methodological Approach: Choose appropriate research methods such as surveys, interviews, focus groups, or data analytics.
Tools and Resources: Select tools like Google Forms for surveys, analytics platforms (e.g., SimilarWeb, Statista), and expert consultations.
5. Ethical Considerations and Compliance
Ethical Approval: Ensure compliance with ethical guidelines for research involving human subjects.
Data Privacy: Implement measures to protect participant confidentiality and adhere to data protection regulations (e.g., GDPR, HIPAA).
6. Budget and Resource Allocation
Resource Planning: Allocate resources including time, budget, and personnel required for each phase of the research.
Contingency Planning: Anticipate and plan for unforeseen challenges or adjustments to the research plan.
7. Develop Research Instruments
Survey Design: Create well-structured surveys using tools like Google Forms to gather quantitative data.
Interview and Focus Group Guides: Prepare detailed scripts and discussion points for qualitative data collection.
8. Sampling Strategy
Sampling Design: Define the sampling frame, size, and method (e.g., random sampling, stratified sampling) to ensure representation of target demographics.
Participant Recruitment: Plan recruitment strategies to reach and engage the intended participant groups effectively.
9. Data Collection and Analysis Plan
Data Collection: Implement methods for data gathering, ensuring consistency and validity.
Analysis Techniques: Decide on analytical approaches (e.g., statistical
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Glasgow coma scale
- 1. GLASGOW COMA SCALE BY PETER N.N BScN/RN Eye Opening Response Spontaneous--open with blinking at baseline 4 points • To verbal stimuli, command, speech 3 points To pain only (not applied to face) 2 points • No response 1 point
- 2. Verbal Response Oriented 5 points Confused conversation, but able to answer questions 4 points • Inappropriate words 3 points • Incomprehensible speech 2 points • No response 1 point
- 3. MOTOR RESPONSE Obeys commands for movement 6 points Purposeful movement to painful stimulus 5 points • Withdraws in response to pain 4 points • Flexion in response to pain (decorticate posturing) 3 points • Extension response in response to pain (decerebrate posturing) 2 points No response 1 point .
- 4. References Teasdale G, Jennett B. Assessment of coma and impaired consciousness. Lancet 1974; 81-84. Teasdale G, Jennett B. Assessment and prognosis of coma after head injury. Acta Neurochir 1976; 34:45-55
- 5. CATEGORIZATION: COMA No eye opening, no ability to follow commands, no word verbalizations (3-8)
- 6. HEAD INJURY CLASSIFICATION Severe Head Injury----GCS score of 8 or less Moderate Head Injury----GCS score of 9 to 12 Mild Head Injury---- GCS score of 13 to 15 (Adapted from: Advanced Trauma Life Support: Course for Physicians, American College of Surgeons, 1993).
- 7. Disclaimer: Based on motor responsiveness, verbal performance, and eye opening to appropriate stimuli, the Glasgow Coma Scale was designed and should be used to assess the depth and duration coma and impaired consciousness. This scale helps to gauge the impact of a wide variety of conditions such as acute brain damage due to traumatic and/or vascular injuries or infections, metabolic disorders (e.g., hepatic or renal failure, hypoglycemia, and diabetic ketosis), etc. Education is necessary to the proper application of this scale
- 8. PRIME+: AN ASSESSMENT AND FEEDBACK TOOL Part of the role of educators is writing performance evaluations and giving feedback. PRIME+ provides a framework to help educators deliver narratives that more fully reflect observed performance and supports the telling of the “story” of the learner, provides context that helps students understand the feedback and gives reviewers the “big picture” of each student’s performance. .
- 9. CONT… P (Professionalism): Reminds evaluators to incorporate comments about such traits as honesty, reliability, work ethic, timeliness, pursuit of excellence, commitment, responsibility, respectfulness, accountability and ability to be part of a team. R (Reporter): Ability to gather information, report findings (written and oral), distinguish normal from abnormal, use proper terminology. Understands what is wrong. I (Interpreter): Prioritizes problems and data, formulates differential diagnoses, supports or argues for recommendations. Understands why something is wrong
- 10. M (Manager): Formulates a plan, manages all aspects of care, performs simple procedures, modifies the plan as needed, manages one’s own time. Understands how to address the problem. E (Educator): Informs/communicates with others, self-educates, teaches patients and others, accepts and responds appropriately to feedback, accesses and interprets the medical literature, defines important questions.
- 11. + (Plus): Things to improve upon or next steps for each category. PRIME+ has been shown to: Correlate with clinical performance and identify at-risk students Mirror the developmental process Allow teachers to describe what they observe in an honest non- judgmental way Provide a context for feedback and helps others to understand a global picture of performance. This framework can be used at the end of an encounter by preceptors, to follow a student’s progress over time, for strong statements for student performance evaluations and for letters of recommendation. Holmes AV. Writing Medical Student and Resident Performance Evaluations: Beyond “Performed as Expected.” Pediatrics
- 12. REFERENCES:- 2014;(133):766-768. Pangaro L. A new vocabulary and other innovations for improving descriptive in-training evaluations. Academic Medicine 199: Nov;74(11):1203-7. THANK YOU!!!