Improving Comprehensive Care
for OEF and OIF Vets
by Aslie Burnett
FILE
T IME SUBMIT T ED 20- MAR- 2015 10:4 4 AM
SUBMISSION ID 51867 4 598
WORD COUNT 64 25
CHARACT ER COUNT 39906
DISSERT AT ION_PROPOSAL.DOC (125.5K)
18%
SIMILARIT Y INDEX
17%
INT ERNET SOURCES
16%
PUBLICAT IONS
15%
ST UDENT PAPERS
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Improving Comprehensive Care for OEF and OIF Vets
ORIGINALITY REPORT
PRIMARY SOURCES
vets.arizona.edu
Int ernet Source
www.ejpt.net
Int ernet Source
Karen H. Seal. "VA mental health services
utilization in Iraq and Af ghanistan veterans in
the f irst year of receiving new mental health
diagnoses", Journal of Traumatic Stress, 2010
Publicat ion
www.f as.org
Int ernet Source
Submitted to Maryville University
St udent Paper
store.samhsa.gov
Int ernet Source
yellow-f ever.rki.de
Int ernet Source
cstsf orum.org
Int ernet Source
9 1%
10 1%
11 1%
12 1%
13 <1%
14 <1%
15 <1%
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20
Submitted to Laureate Higher Education Group
St udent Paper
Submitted to EDMC
St udent Paper
akf sa.org
Int ernet Source
iris.lib.neu.edu
Int ernet Source
www.acpmh.ipag.f r
Int ernet Source
onlinelibrary.wiley.com
Int ernet Source
Submitted to University of Western Australia
St udent Paper
Submitted to University of Southern Calif ornia
St udent Paper
scindeks.nb.rs
Int ernet Source
cdn.intechopen.com
Int ernet Source
www.healthemotions.org
Int ernet Source
Submitted to Palo Alto University
<1%
21 <1%
22 <1%
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St udent Paper
Submitted to La Trobe University
St udent Paper
amhi-treatingpreventing.oup.com
Int ernet Source
Submitted to Capella Education Company
St udent Paper
www.mindf ully.org
Int ernet Source
Submitted to Pennsylvania State System of
Higher Education
St udent Paper
www.rand.org
Int ernet Source
gradworks.umi.com
Int ernet Source
patriotoutreach.org
Int ernet Source
Ticknor, Bobbie and Tillinghast, Sherry. "Virtual
Reality and the Criminal Justice System: New
Possibilities f or Research, Training, and
Rehabilitation", Journal of Virtual Worlds
Research, 2011.
Publicat ion
30 <1%
31 <1%
32 <1%
33 <1%
34 <1%
35 <1%
Michael E. Smith. "Bilateral hippocampal
volume reduction in adults with post-traumatic
stress disorder: A meta-analysis of structural
MRI studies", Hippocampus, 2005
Publicat ion
etd.lib.f su.edu
Int ernet Source
digital.library.adelaide.edu.au
Int ernet Source
cdn.govexec.com
Int ernet Source
Yelena Bogdanova. "Cognitive Sequelae of
Blast-Induced Traumatic Brain Injury: Recovery
and Rehabilitation", Neuropsychology Review,
02/17/2012
Publicat ion
Nanda, U., H. L. B. Gaydos, K. Hathorn, and N.
Watkins. "Art and Posttraumatic Stress: A
Review of the Empirical Literature on the
Therapeutic Implications of Artwork f or War
Veterans With Posttraumatic Stress Disorder",
Environment and Behavior, 201.
BUSI 230Project 1 InstructionsBased on Larson & Farber sectio.docxRAHUL126667
BUSI 230
Project 1 Instructions
Based on Larson & Farber: section 2.1
Use the Project 1 Data Set to create the graphs and tables in Questions 1–4 and to answer both parts of Question 5. If you cannot figure out how to make the graphs and tables in Excel, you are welcome to draw them by hand and then submit them as a scanned document or photo.
1. Open a blank Excel file and create a grouped frequency distribution of the maximum daily temperatures for the 50 states for a 30 day period. Use 8 classes. (8 points)
2. Add midpoint, relative frequency, and cumulative frequency columns to your frequency distribution. (8 points)
3. Create a frequency histogram using Excel. You will probably need to load the Data Analysis add-in within Excel. If you do not know how to create a histogram in Excel, view the video located at: http://www.youtube.com/watch?v=_gQUcRwDiik. A simple bar graph will also work.
If you cannot get the histogram or bar graph features to work, you may draw a histogram by hand and then scan or take a photo (your phone can probably do this) of your drawing and email it to your instructor. (8 points)
4. Create a frequency polygon in Excel (or by hand). For help, view http://www.youtube.com/watch?v=7Q-KdmDJirg(8 points)
5. A. Do any of the temperatures appear to be unrealistic or in error? If yes, which ones and why? (4 points)
B. Explain how this affects your confidence in the validity of this data set. (4 points)
Project 1 is due by 11:59 p.m. (ET) on Monday of Module/Week 1.
International Journal o f Clinical and Health Psychology (2014) 14, 216-220
International Journal
of Clinical and Health Psychology
w w w .elsevier.es/ijchp
THEORETICAL ARTICLE
The end of mental illness thinking?
Richard Pemberton3 *, Tony Wainwrightb
<DCrossMark
ELSEVIER
DOYMA
a University o f Brighton, United Kingdom
b University o f Exeter, United Kingdom
Received 26 May 2014; accepted 15 June 2014
A vailable on lin e 9 July 2014
KEYWORDS A b s tra c t M ental he alth th e o ry and p ra ctice are in a s ta te o f sig nifica nt flu x . This th e o re t-
Diagnosis; ic a l a rtic le places th e position taken by th e British Psychological Society Division o f C linical
F o rm u la tio n ; Psychology (DCP) in th e c o n te x t o f c u rre n t p ra ctice and seeks to c ritic a lly exam ine some o f
DSM-5; th e key fa cto rs th a t are d rivin g these transfo rm a tion s. The im petus fo r a co m p le te overhaul
W e llb e in g ; o f existing th in k in g comes fro m th e m a n ife stly poor perform ance o f m e n ta l health services in
T h e o re tic a l s tu d y w hich those w ith serious m e n ta l health problem s have reduced life expectancy. It advocates
using th e advances in our understanding o f th e psychological, social and physical mechanisms
th a t underpin psychological w e llb e in g and m e n ta l distress, and re je c tin g th e disease m odel o f
m e n ta l distress as p a rt o f an ou td a te d paradi ...
EMPIRICAL STUDYThe meaning of learning to live with medica.docxSALU18
EMPIRICAL STUDY
The meaning of learning to live with medically
unexplained symptoms as narrated by patients in primary
care: A phenomenological�hermeneutic study
EVA LIDÉN, PhD1, ELISABETH BJÖRK-BRÄMBERG, PhD2 &
STAFFAN SVENSSON, MD3
1Institute of Health and Care Sciences, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden, 2Institute
of Environmental Medicine, Karolinska Institutet, Solna, Sweden, and 3Angered Family Medicine Unit, Angered, Sweden
Abstract
Background: Although research about medically unexplained symptoms (MUS) is extensive, problems still affect a
large group of primary care patients. Most research seems to address the topic from a problem-oriented, medical
perspective, and there is a lack of research addressing the topic from a perspective viewing the patient as a capable person
with potential and resources to manage daily life. The aim of the present study is to describe and interpret the experiences of
learning to live with MUS as narrated by patients in primary health-care settings.
Methods: A phenomenological�hermeneutic method was used. Narrative interviews were performed with ten patients
suffering from MUS aged 24�61 years. Data were analysed in three steps: naive reading, structural analysis, and
comprehensive understanding.
Findings: The findings revealed a learning process that is presented in two themes. The first, feeling that the symptoms
overwhelm life, involved becoming restricted and dependent in daily life and losing the sense of self. The second, gaining
insights and moving on, was based on subthemes describing the patients’ search for explanations, learning to take care of
oneself, as well as learning to accept and becoming mindful. The findings were reflected against Antonovsky’s theory of sense
of coherence and Kelly’s personal construct theory. Possibilities and obstacles, on an individual as well as a structural level,
for promoting patients’ capacity and learning were illuminated.
Conclusions: Patients suffering from MUS constantly engage in a reflective process involving reasoning about and
interpretation of their symptoms. Their efforts to describe their symptoms to healthcare professionals are part of this
reflection and search for meaning. The role of healthcare professionals in the interpretative process should be acknowledged
as a conventional and necessary care activity.
Key words: MUS, primary care, person centred care, phenomenological-hermeneutics
(Accepted: 19 March 2015; Published: 16 April 2015)
Medically unexplained symptoms (MUS) is a condi-
tion that affects a large but heterogeneous group
of people. The health services have so far been
unsuccessful in addressing the healthcare needs of
these people, partly because of outdated theories and
diagnostic systems that fail to encompass the com-
plexity of the patients’ health problems (Fink &
Rosendal, 2008). The lack of a medical explanation
and cure leaves patients and healthcare professionals
in a ...
10 STRATEGIC POINTS
2
10 STRATEGIC POINTS
2
Factors that Influence Utilization of Public Mental Health Services
RSD-851: Residency: Dissertation
Grand Canyon University
October 5, 2020
10 Strategic Points
My Degree: Ph.D.
Program Emphasis: Industrial Organizational Psychology
Ten Strategic Points
Comments or Feedback
Broad Topic Area
Factors that Influence Utilization of Public Mental Health Services
Lit Review
(Theoretical Framework (Theory)
Gaps
Themes
All Citations
Gaps
A. Basu, Rehkopf, Siddiqi, Glymour, & Kawachi (2016). According to the authors, there is a gap here in the changes being experienced in social policies in recent years. It has created a gap among women with low income in South Texas. Accordingly, the authors used the determination of the differences in income to understand the relationships between health outcomes and welfare reforms as it impacts the less privileged women in comparison to the most affected women.
B. Ly, A. (2019). This study focused on the factors that influence the utilization of mental health among Vietnamese Americans and the barriers to seeking help in Texas. The study had 12 participants including providers and community leaders who were familiar with the target population. The findings of the study indicated that there is a gap here in cultural acceptance of mental health treatment. Hence the need to culturally specify mental health intervention to improve mental health utilization in the community. However, the study was limited by the small sample size; therefore, the findings cannot be generalized. Further studies should include more cultural groups to validate the findings of this research.
C. Kwan, P. P., Soniega-Sherwood, J., Esmundo, S., Watts, J., Pike, J., Sabado-Liwag, M., & Palmer, P. H. (2020). The authors of this study aimed to evaluate the facilitators and barriers to mental health utilization among Pacific Islanders. Semi structure interviews were used to collect information from 12 pacific islanders. Trained community leaders recruited eligible candidates for the study. The study was limited by the small sample size. Five themes arose from the study. There is a gap here in regard to cost of healthcare, mental health stigma and language and culture barriers, which were the themes that emerged concerning barriers affecting the utilization of mental health services. The researchers indicated the need for future studies to include a larger sample size to enable generalization of the findings.
D. Volkert, J., Andreas, S., Härter, M., Dehoust, M. C., Sehner, S., Suling, A., . . . Schulz, H. (2018). The aim of this study was to evaluate various aspects of the utilization of mental health services among the elderly. The study had 3,142 participants aged between 65-84 years. Logic regression approach was used to analyze predisposing, enabling, and need factors among the participants. Similarly, the study found that there is ...
10 STRATEGIC POINTS
2
10 STRATEGIC POINTS
2
Factors that Influence Utilization of Public Mental Health Services
RSD-851: Residency: Dissertation
Grand Canyon University
October 5, 2020
10 Strategic Points
My Degree: Ph.D.
Program Emphasis: Industrial Organizational Psychology
Ten Strategic Points
Comments or Feedback
Broad Topic Area
Factors that Influence Utilization of Public Mental Health Services
Lit Review
(Theoretical Framework (Theory)
Gaps
Themes
All Citations
Gaps
A. Basu, Rehkopf, Siddiqi, Glymour, & Kawachi (2016). According to the authors, there is a gap here in the changes being experienced in social policies in recent years. It has created a gap among women with low income in South Texas. Accordingly, the authors used the determination of the differences in income to understand the relationships between health outcomes and welfare reforms as it impacts the less privileged women in comparison to the most affected women.
B. Ly, A. (2019). This study focused on the factors that influence the utilization of mental health among Vietnamese Americans and the barriers to seeking help in Texas. The study had 12 participants including providers and community leaders who were familiar with the target population. The findings of the study indicated that there is a gap here in cultural acceptance of mental health treatment. Hence the need to culturally specify mental health intervention to improve mental health utilization in the community. However, the study was limited by the small sample size; therefore, the findings cannot be generalized. Further studies should include more cultural groups to validate the findings of this research.
C. Kwan, P. P., Soniega-Sherwood, J., Esmundo, S., Watts, J., Pike, J., Sabado-Liwag, M., & Palmer, P. H. (2020). The authors of this study aimed to evaluate the facilitators and barriers to mental health utilization among Pacific Islanders. Semi structure interviews were used to collect information from 12 pacific islanders. Trained community leaders recruited eligible candidates for the study. The study was limited by the small sample size. Five themes arose from the study. There is a gap here in regard to cost of healthcare, mental health stigma and language and culture barriers, which were the themes that emerged concerning barriers affecting the utilization of mental health services. The researchers indicated the need for future studies to include a larger sample size to enable generalization of the findings.
D. Volkert, J., Andreas, S., Härter, M., Dehoust, M. C., Sehner, S., Suling, A., . . . Schulz, H. (2018). The aim of this study was to evaluate various aspects of the utilization of mental health services among the elderly. The study had 3,142 participants aged between 65-84 years. Logic regression approach was used to analyze predisposing, enabling, and need factors among the participants. Similarly, the study found that there is ...
Respond to posts of two peers in this discussion. As part of your.docxlanagore871
Respond to posts of two peers in this discussion. As part of your reply, comment on the ways in which your peer's annotated entries were effective in summarizing the studies for you, and ways in which the annotated entries could be more effective.. You need to respond about each peers posting which contains two articles.
Laurie Leitch, M., Vanslyke, J., & Allen, M. (2009). Somatic experiencing treatment with social service workers following hurricanes katrina and rita. Social Work, 54(1), 9-18.
Laurie Leitch, PhD, is the research director for the Foundation of Human Enrinchment and a coufounder of the Trauma Research Institute. Jan Vanslyke, PhD, and Marisa Allen, ABD, are senior evaluation specialists at Reid and Associates. The purpose of this study was to determine if the Somatic Experiencing Trauma Resiliency Model (SE/TRM) could "reduce the post disaster symptoms of social service workers“ who deliver services to individuals and communities after a disaster.
The researchers conducted a quantitative study of 142 social service workers who provided service after huricanes Katrina and Rita in New Orleans. The study was conducted on a nonrandom sample of 142 social service workers. 91 participants received SE/TRM and they were compared with 51 workers who did not receive SE/TRM and were matched via propensity score matching. They hypothesis was that the use of SE/TRM could reduce the symptoms of disaster relief workers post disaster. Data analysis showed that there was a significant difference between the two groups in relation to post disaster relief. The group that received SE/TRM showed significantly lower PTSD symptoms and psychological distress and higher levels of resiliency. The authors noted that all of the participants in this study were employed, which sets them apart from many disaster survivors as well as the study was not a „randomized control study“. Further research is needed to further study the effectiveness of SE/TRM in the field of disaster treatment.
Metcalf, O., Varker, T., Forbes, D., Phelps, A., Dell, L., DiBattista, A., Ralph, N., & O’Donnell, M. (2016). Efficacy of Fifteen Emerging Interventions for the Treatment of Posttraumatic Stress Disorder: A Systematic Review. Journal of Traumatic Stress, 29, 88-92.
The purpose of this study was to evaluate the effectiveness of 15 "new or novel interventions“ that are being utilizef for the treatment of PTSD. This work was funded by the Department of Veterans‘ Affaris and National Health and Medical Research Council Programs. The study eliminated appraoches that did not offer "moderate quality evidence from randomized controlled trials“ by a team of 5 Trauma Experts. To be included, studies also required adults over 18 years of age, 70% of the sample majority were diagnosed with PTSD and outcome data were reported for severity of symptoms and diagnosis. The approaches that fulfilled this critera are emotional freedom technique, yoga, mantra-based meditation and ac.
Running head COMPREHENSIVE QUALITY CARE1COMPREHENSIVE QUALIT.docxjoellemurphey
Running head: COMPREHENSIVE QUALITY CARE 1
COMPREHENSIVE QUALITY CARE 10
Improving the Quality of Comprehensive Care for the OEF and OIF Veterans with Posttraumatic Stress Disorder (PTSD)
Ashlie Burnett
Capella University
2/15/15
Research Questions
1. How efficiently can quality of Comprehensive care be improved to ensure quality care to the OEF and OIF with posttraumatic stress disorder?
2. To what extent are the problems faced by the OEF and OIF with posttraumatic disorder matched by the available ways of serving them?
Research Objectives
1. The general objective of this research was to determine how efficiently quality of comprehensive care be improved to ensure quality care to the OEF and OIF with posttraumatic stress disorder.
2. The paper also sought to determine the extent to which the problems faced by the OEF and OIF with posttraumatic disorder matched by the available ways of serving them.
Sub-related questions
1. What are the most common problems facing the war veteran’s over the world?
2. What are the medical covers available for the victims of posttraumatic disorders?
3. What are the inefficiencies in the health care provision of the PSTD veterans?
Relevance of the Sub-related questions
The sub-related questions form the basis of finding the needed results for the general objectives of this paper. To find an effective measure of improving quality of health care for the victims of post traumatic disorder, the first question will help find the main problem to be addressed in order to avoid cases of mismatch of services and problems experienced. The second sub-related question on the will helps the available medical cover for the victims of posttraumatic disorder in order to help make any further recommendations on where and how to improve the services. Finally, the last sub-related question will assist in pointing the inefficiencies in the health care services offered to the PSTD veterans. Knowing these inefficiencies will help the researcher to make educated recommendations as per what measures can be taken to address them.
Important Information about the Issue and Types of Data to be collected
To understand the issue of quality of comprehensive care for the OEF and OIF veterans with posttraumatic stress disorder, the research must understand the kind of challenges these veterans go through in the battlefields. Also of importance is information on the available medical care options at the disposal of these veterans plus the number qualified personnel in this area. The data to be collected, on the other hand, will mostly be experiences and awareness of the victims. The research will also collect records of relevant institution that will be analyzed qualitatively.
Action Plan
The paper desired for a future in which medical programs offer the best possible financial and technical support to those who had sacrificed their comfort to help the OIF/OEF veterans. The policies must be able to authorize veterans to provide ...
BUSI 230Project 1 InstructionsBased on Larson & Farber sectio.docxRAHUL126667
BUSI 230
Project 1 Instructions
Based on Larson & Farber: section 2.1
Use the Project 1 Data Set to create the graphs and tables in Questions 1–4 and to answer both parts of Question 5. If you cannot figure out how to make the graphs and tables in Excel, you are welcome to draw them by hand and then submit them as a scanned document or photo.
1. Open a blank Excel file and create a grouped frequency distribution of the maximum daily temperatures for the 50 states for a 30 day period. Use 8 classes. (8 points)
2. Add midpoint, relative frequency, and cumulative frequency columns to your frequency distribution. (8 points)
3. Create a frequency histogram using Excel. You will probably need to load the Data Analysis add-in within Excel. If you do not know how to create a histogram in Excel, view the video located at: http://www.youtube.com/watch?v=_gQUcRwDiik. A simple bar graph will also work.
If you cannot get the histogram or bar graph features to work, you may draw a histogram by hand and then scan or take a photo (your phone can probably do this) of your drawing and email it to your instructor. (8 points)
4. Create a frequency polygon in Excel (or by hand). For help, view http://www.youtube.com/watch?v=7Q-KdmDJirg(8 points)
5. A. Do any of the temperatures appear to be unrealistic or in error? If yes, which ones and why? (4 points)
B. Explain how this affects your confidence in the validity of this data set. (4 points)
Project 1 is due by 11:59 p.m. (ET) on Monday of Module/Week 1.
International Journal o f Clinical and Health Psychology (2014) 14, 216-220
International Journal
of Clinical and Health Psychology
w w w .elsevier.es/ijchp
THEORETICAL ARTICLE
The end of mental illness thinking?
Richard Pemberton3 *, Tony Wainwrightb
<DCrossMark
ELSEVIER
DOYMA
a University o f Brighton, United Kingdom
b University o f Exeter, United Kingdom
Received 26 May 2014; accepted 15 June 2014
A vailable on lin e 9 July 2014
KEYWORDS A b s tra c t M ental he alth th e o ry and p ra ctice are in a s ta te o f sig nifica nt flu x . This th e o re t-
Diagnosis; ic a l a rtic le places th e position taken by th e British Psychological Society Division o f C linical
F o rm u la tio n ; Psychology (DCP) in th e c o n te x t o f c u rre n t p ra ctice and seeks to c ritic a lly exam ine some o f
DSM-5; th e key fa cto rs th a t are d rivin g these transfo rm a tion s. The im petus fo r a co m p le te overhaul
W e llb e in g ; o f existing th in k in g comes fro m th e m a n ife stly poor perform ance o f m e n ta l health services in
T h e o re tic a l s tu d y w hich those w ith serious m e n ta l health problem s have reduced life expectancy. It advocates
using th e advances in our understanding o f th e psychological, social and physical mechanisms
th a t underpin psychological w e llb e in g and m e n ta l distress, and re je c tin g th e disease m odel o f
m e n ta l distress as p a rt o f an ou td a te d paradi ...
EMPIRICAL STUDYThe meaning of learning to live with medica.docxSALU18
EMPIRICAL STUDY
The meaning of learning to live with medically
unexplained symptoms as narrated by patients in primary
care: A phenomenological�hermeneutic study
EVA LIDÉN, PhD1, ELISABETH BJÖRK-BRÄMBERG, PhD2 &
STAFFAN SVENSSON, MD3
1Institute of Health and Care Sciences, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden, 2Institute
of Environmental Medicine, Karolinska Institutet, Solna, Sweden, and 3Angered Family Medicine Unit, Angered, Sweden
Abstract
Background: Although research about medically unexplained symptoms (MUS) is extensive, problems still affect a
large group of primary care patients. Most research seems to address the topic from a problem-oriented, medical
perspective, and there is a lack of research addressing the topic from a perspective viewing the patient as a capable person
with potential and resources to manage daily life. The aim of the present study is to describe and interpret the experiences of
learning to live with MUS as narrated by patients in primary health-care settings.
Methods: A phenomenological�hermeneutic method was used. Narrative interviews were performed with ten patients
suffering from MUS aged 24�61 years. Data were analysed in three steps: naive reading, structural analysis, and
comprehensive understanding.
Findings: The findings revealed a learning process that is presented in two themes. The first, feeling that the symptoms
overwhelm life, involved becoming restricted and dependent in daily life and losing the sense of self. The second, gaining
insights and moving on, was based on subthemes describing the patients’ search for explanations, learning to take care of
oneself, as well as learning to accept and becoming mindful. The findings were reflected against Antonovsky’s theory of sense
of coherence and Kelly’s personal construct theory. Possibilities and obstacles, on an individual as well as a structural level,
for promoting patients’ capacity and learning were illuminated.
Conclusions: Patients suffering from MUS constantly engage in a reflective process involving reasoning about and
interpretation of their symptoms. Their efforts to describe their symptoms to healthcare professionals are part of this
reflection and search for meaning. The role of healthcare professionals in the interpretative process should be acknowledged
as a conventional and necessary care activity.
Key words: MUS, primary care, person centred care, phenomenological-hermeneutics
(Accepted: 19 March 2015; Published: 16 April 2015)
Medically unexplained symptoms (MUS) is a condi-
tion that affects a large but heterogeneous group
of people. The health services have so far been
unsuccessful in addressing the healthcare needs of
these people, partly because of outdated theories and
diagnostic systems that fail to encompass the com-
plexity of the patients’ health problems (Fink &
Rosendal, 2008). The lack of a medical explanation
and cure leaves patients and healthcare professionals
in a ...
10 STRATEGIC POINTS
2
10 STRATEGIC POINTS
2
Factors that Influence Utilization of Public Mental Health Services
RSD-851: Residency: Dissertation
Grand Canyon University
October 5, 2020
10 Strategic Points
My Degree: Ph.D.
Program Emphasis: Industrial Organizational Psychology
Ten Strategic Points
Comments or Feedback
Broad Topic Area
Factors that Influence Utilization of Public Mental Health Services
Lit Review
(Theoretical Framework (Theory)
Gaps
Themes
All Citations
Gaps
A. Basu, Rehkopf, Siddiqi, Glymour, & Kawachi (2016). According to the authors, there is a gap here in the changes being experienced in social policies in recent years. It has created a gap among women with low income in South Texas. Accordingly, the authors used the determination of the differences in income to understand the relationships between health outcomes and welfare reforms as it impacts the less privileged women in comparison to the most affected women.
B. Ly, A. (2019). This study focused on the factors that influence the utilization of mental health among Vietnamese Americans and the barriers to seeking help in Texas. The study had 12 participants including providers and community leaders who were familiar with the target population. The findings of the study indicated that there is a gap here in cultural acceptance of mental health treatment. Hence the need to culturally specify mental health intervention to improve mental health utilization in the community. However, the study was limited by the small sample size; therefore, the findings cannot be generalized. Further studies should include more cultural groups to validate the findings of this research.
C. Kwan, P. P., Soniega-Sherwood, J., Esmundo, S., Watts, J., Pike, J., Sabado-Liwag, M., & Palmer, P. H. (2020). The authors of this study aimed to evaluate the facilitators and barriers to mental health utilization among Pacific Islanders. Semi structure interviews were used to collect information from 12 pacific islanders. Trained community leaders recruited eligible candidates for the study. The study was limited by the small sample size. Five themes arose from the study. There is a gap here in regard to cost of healthcare, mental health stigma and language and culture barriers, which were the themes that emerged concerning barriers affecting the utilization of mental health services. The researchers indicated the need for future studies to include a larger sample size to enable generalization of the findings.
D. Volkert, J., Andreas, S., Härter, M., Dehoust, M. C., Sehner, S., Suling, A., . . . Schulz, H. (2018). The aim of this study was to evaluate various aspects of the utilization of mental health services among the elderly. The study had 3,142 participants aged between 65-84 years. Logic regression approach was used to analyze predisposing, enabling, and need factors among the participants. Similarly, the study found that there is ...
10 STRATEGIC POINTS
2
10 STRATEGIC POINTS
2
Factors that Influence Utilization of Public Mental Health Services
RSD-851: Residency: Dissertation
Grand Canyon University
October 5, 2020
10 Strategic Points
My Degree: Ph.D.
Program Emphasis: Industrial Organizational Psychology
Ten Strategic Points
Comments or Feedback
Broad Topic Area
Factors that Influence Utilization of Public Mental Health Services
Lit Review
(Theoretical Framework (Theory)
Gaps
Themes
All Citations
Gaps
A. Basu, Rehkopf, Siddiqi, Glymour, & Kawachi (2016). According to the authors, there is a gap here in the changes being experienced in social policies in recent years. It has created a gap among women with low income in South Texas. Accordingly, the authors used the determination of the differences in income to understand the relationships between health outcomes and welfare reforms as it impacts the less privileged women in comparison to the most affected women.
B. Ly, A. (2019). This study focused on the factors that influence the utilization of mental health among Vietnamese Americans and the barriers to seeking help in Texas. The study had 12 participants including providers and community leaders who were familiar with the target population. The findings of the study indicated that there is a gap here in cultural acceptance of mental health treatment. Hence the need to culturally specify mental health intervention to improve mental health utilization in the community. However, the study was limited by the small sample size; therefore, the findings cannot be generalized. Further studies should include more cultural groups to validate the findings of this research.
C. Kwan, P. P., Soniega-Sherwood, J., Esmundo, S., Watts, J., Pike, J., Sabado-Liwag, M., & Palmer, P. H. (2020). The authors of this study aimed to evaluate the facilitators and barriers to mental health utilization among Pacific Islanders. Semi structure interviews were used to collect information from 12 pacific islanders. Trained community leaders recruited eligible candidates for the study. The study was limited by the small sample size. Five themes arose from the study. There is a gap here in regard to cost of healthcare, mental health stigma and language and culture barriers, which were the themes that emerged concerning barriers affecting the utilization of mental health services. The researchers indicated the need for future studies to include a larger sample size to enable generalization of the findings.
D. Volkert, J., Andreas, S., Härter, M., Dehoust, M. C., Sehner, S., Suling, A., . . . Schulz, H. (2018). The aim of this study was to evaluate various aspects of the utilization of mental health services among the elderly. The study had 3,142 participants aged between 65-84 years. Logic regression approach was used to analyze predisposing, enabling, and need factors among the participants. Similarly, the study found that there is ...
Respond to posts of two peers in this discussion. As part of your.docxlanagore871
Respond to posts of two peers in this discussion. As part of your reply, comment on the ways in which your peer's annotated entries were effective in summarizing the studies for you, and ways in which the annotated entries could be more effective.. You need to respond about each peers posting which contains two articles.
Laurie Leitch, M., Vanslyke, J., & Allen, M. (2009). Somatic experiencing treatment with social service workers following hurricanes katrina and rita. Social Work, 54(1), 9-18.
Laurie Leitch, PhD, is the research director for the Foundation of Human Enrinchment and a coufounder of the Trauma Research Institute. Jan Vanslyke, PhD, and Marisa Allen, ABD, are senior evaluation specialists at Reid and Associates. The purpose of this study was to determine if the Somatic Experiencing Trauma Resiliency Model (SE/TRM) could "reduce the post disaster symptoms of social service workers“ who deliver services to individuals and communities after a disaster.
The researchers conducted a quantitative study of 142 social service workers who provided service after huricanes Katrina and Rita in New Orleans. The study was conducted on a nonrandom sample of 142 social service workers. 91 participants received SE/TRM and they were compared with 51 workers who did not receive SE/TRM and were matched via propensity score matching. They hypothesis was that the use of SE/TRM could reduce the symptoms of disaster relief workers post disaster. Data analysis showed that there was a significant difference between the two groups in relation to post disaster relief. The group that received SE/TRM showed significantly lower PTSD symptoms and psychological distress and higher levels of resiliency. The authors noted that all of the participants in this study were employed, which sets them apart from many disaster survivors as well as the study was not a „randomized control study“. Further research is needed to further study the effectiveness of SE/TRM in the field of disaster treatment.
Metcalf, O., Varker, T., Forbes, D., Phelps, A., Dell, L., DiBattista, A., Ralph, N., & O’Donnell, M. (2016). Efficacy of Fifteen Emerging Interventions for the Treatment of Posttraumatic Stress Disorder: A Systematic Review. Journal of Traumatic Stress, 29, 88-92.
The purpose of this study was to evaluate the effectiveness of 15 "new or novel interventions“ that are being utilizef for the treatment of PTSD. This work was funded by the Department of Veterans‘ Affaris and National Health and Medical Research Council Programs. The study eliminated appraoches that did not offer "moderate quality evidence from randomized controlled trials“ by a team of 5 Trauma Experts. To be included, studies also required adults over 18 years of age, 70% of the sample majority were diagnosed with PTSD and outcome data were reported for severity of symptoms and diagnosis. The approaches that fulfilled this critera are emotional freedom technique, yoga, mantra-based meditation and ac.
Running head COMPREHENSIVE QUALITY CARE1COMPREHENSIVE QUALIT.docxjoellemurphey
Running head: COMPREHENSIVE QUALITY CARE 1
COMPREHENSIVE QUALITY CARE 10
Improving the Quality of Comprehensive Care for the OEF and OIF Veterans with Posttraumatic Stress Disorder (PTSD)
Ashlie Burnett
Capella University
2/15/15
Research Questions
1. How efficiently can quality of Comprehensive care be improved to ensure quality care to the OEF and OIF with posttraumatic stress disorder?
2. To what extent are the problems faced by the OEF and OIF with posttraumatic disorder matched by the available ways of serving them?
Research Objectives
1. The general objective of this research was to determine how efficiently quality of comprehensive care be improved to ensure quality care to the OEF and OIF with posttraumatic stress disorder.
2. The paper also sought to determine the extent to which the problems faced by the OEF and OIF with posttraumatic disorder matched by the available ways of serving them.
Sub-related questions
1. What are the most common problems facing the war veteran’s over the world?
2. What are the medical covers available for the victims of posttraumatic disorders?
3. What are the inefficiencies in the health care provision of the PSTD veterans?
Relevance of the Sub-related questions
The sub-related questions form the basis of finding the needed results for the general objectives of this paper. To find an effective measure of improving quality of health care for the victims of post traumatic disorder, the first question will help find the main problem to be addressed in order to avoid cases of mismatch of services and problems experienced. The second sub-related question on the will helps the available medical cover for the victims of posttraumatic disorder in order to help make any further recommendations on where and how to improve the services. Finally, the last sub-related question will assist in pointing the inefficiencies in the health care services offered to the PSTD veterans. Knowing these inefficiencies will help the researcher to make educated recommendations as per what measures can be taken to address them.
Important Information about the Issue and Types of Data to be collected
To understand the issue of quality of comprehensive care for the OEF and OIF veterans with posttraumatic stress disorder, the research must understand the kind of challenges these veterans go through in the battlefields. Also of importance is information on the available medical care options at the disposal of these veterans plus the number qualified personnel in this area. The data to be collected, on the other hand, will mostly be experiences and awareness of the victims. The research will also collect records of relevant institution that will be analyzed qualitatively.
Action Plan
The paper desired for a future in which medical programs offer the best possible financial and technical support to those who had sacrificed their comfort to help the OIF/OEF veterans. The policies must be able to authorize veterans to provide ...
Clinical issue of interestSilifat Jones-ibrahimWalden univer.docxbartholomeocoombs
Clinical issue of interest
Silifat Jones-ibrahim
Walden university
Clinical issue of interest
Psychiatric interventions focus on effectively engaging patients through improving the level of interaction. Integration of evidence based practices provide a better environment where it is possible to outline specific measures that can be used to handle different patients conditions.
There is need to create a strong outline which help define important changes which help maintain an improved level of focus.
Psychiatric services provide a detailed understanding on specific concepts which help create a better emphasis on important concepts which can help improve individual physical and psychological wellbeing.
Violent behavior is associated with different factors including lack of therapeutic interventions as well as groups.
Therefore the research aims at determining whether lack of therapeutic activities and presence of groups increase violent behavior over a two week period.
Formulation of picot question
The Picot question focused on understanding the key interventions that can help improve inpatient psychiatric hospitals because of the increasing violent behavior among patients.
Aggressive behaviour in patients with psychiatric disorders has many possible causes.
Different psychiatric patients have different mental and psychological concerns which require a strong emphasis on specific aspects which can help improve quality of care.
Thus the research sought to understand the causes of violent behavior where two aspects were investigated within a two week period.
Formulation of picot question
Therapeutic activities have been associated with different factors which provide a detailed emphasis important changes which help outline a strong emphasis on violent behavior among psychiatric patients.
Therefore understanding the effect of therapeutic activities and or group will provide a detailed focus on the development of psychiatric patients behavioral development.
The picot question development focused on these factors which help outline specific aspects which help understand psychiatric patients behavior.
Research databases
Choosing database provide a detailed emphasis on important changes which help outline a strong understanding on the underlying research literature based on the picot question. The databases that were included in the study are:-
PLOS One peer reviewed journal database
Physiology & behavior database
Aggression and Violent Behavior database
Neuropsychiatric disease and treatment database
References
Hallett, N., Huber, J. W., & Dickens, G. L. (2014). Violence prevention in inpatient psychiatric settings: Systematic review of studies about the perceptions of care staff and patients. Aggression and Violent Behavior, 19(5), 502-514.
Iozzino, L., Ferrari, C., Large, M., Nielssen, O., & De Girolamo, G. (2015). Prevalence and risk factors of violence by psychiatric acute inpatients: a systematic review and meta-anal.
ADVANCED NURSING RESEARCH
1
ADVANCED NURSING RESEARCH 2
Evidence Based Practice Grant Proposal
Table of Contents
31.Purpose
42.Background
5Research objectives
6Theoretical framework
63.EBP Model
74.Proposed Change
85.Outcomes
86.Evaluation Plan
97.Dissemination Plan
9Tools to be Used
9Peer review tools for the proposal
11Grant Request
11Proposed Tasks
11Task 1: Case study- Reviewing existing literature on stigma around mental health complications
11Task 2: Interviewing clinicians that have dealt with the study topic
12Task 3: Interviewing patients of mental health
12Schedule
13Budget
148.Appendices
14a.Informed Consent
19Certificate of Consent
19Signature or Date
21b.Literature Matrix
32c.Tools and equipment to be used
34References
Grant Proposal-Assessing the role of stigma towards mental health patients in help seeking
Study problem
There are several studies that have shown that stigmatization towards mental health patients have been present throughout history and even despite the evolution in modern medicine and advanced treatment. For example, Verhaeghe et al., (2014), captures in a publication in reference to a study that he conducted that stigmatization towards mental health patients has been there even as early is in the 18th Century. People were hesitant to interact with people termed or perceived to have mental health conditions.
Stigmatization has resulted from the belief that those with mental problem are aggressive and dangerous creating a social distance (Szeto et al., 2017). Also, mental health-related stigma has become of major concern as it creates crucial barriers to access treatment and quality care since it not only influences the behaviour of the patients but also the attitude of the providers hence impacting help-seeking. Timmermann, Uhrenfeldt and Birkelund (2014), have identified stigma as a barrier that is of significance to care or help seeking while the extent to which it still remains a barrier have not been reviewed deeply. Therefore, this study will assess the role contributed by stigma in help seeking in depth. 1. Purpose
The intention of the research study is to review the association between stigma, mental illness and help seeking in order to formulate ways in which the stigma that is around mental health is done away with to enable as many people suffering from mental health complications to seek medical help.2. Background
Mental health is crucial in every stage of life. It is defined as the state of psychological well-being whereby the individual realizes a satisfactory integration instinctual drive acceptable to both oneself and his or her social setting (Ritchie & Roser, 2018). The status of mental health influences physical health, relationships, and most importantly day-to-day life. Mental health problems arise when there is a ...
Teaching issues acc and neurotechnology lessons drug preventionJacob Stotler
Teaching Technique: Functional connectivity of the Anterior Cingulate Cortex, error awareness and the effects of inhibition on the ACC from drug use / Nuerofeedback approaches to Bio-technologies and bio-engineering.
Research Paper Assignment – Waste Management Purpose .docxverad6
Research Paper Assignment – Waste Management
Purpose: This assignment supports the following objective for the course: define waste
management and the strategies for achieving it.
Key Dates: The topic for your research paper is one that you can begin work on immediately.
While the final paper is not due until the end of the term, it is recommended from a time
management standpoint that you start early.
Key due dates are:
Detailed outline, including key conclusions, due by the end of Week 6.
Final report, containing all the elements below, due by the end of Week 8.
[Note an appendix is optional; it is not required for the paper to be complete.]
Research Topic: Should container deposit laws (bottle bills) be expanded to include
noncarbonated drinks?
Format: The paper must be submitted as a Word document using the APA format and
headings. It should be 1500 to 2500 words in length, written in 12 point font and double
spaced. For full credit it must contain each of the following elements:
Title Page.
Body of Paper - Based on your research:
o Briefly describe the history of container deposit laws.
o Describe how container deposit laws work.
o Explain why proponents believe bottle laws should be updated to include bottled
water, sports drinks, teas, and other noncarbonated beverages.
o Explain the position of those that oppose changing the law.
Conclusions (minimum 2 paragraphs): Based on the above state and defend your
position on whether states should expand their container deposit laws to include
noncarbonated beverages.
Bibliography: Include at least three sources not in the weekly reading assignments that
you used in this paper. (Wikipedia is not an acceptable source.)
Appendices (optional): Include appropriate charts, graphs, or other documents for extra
credit. (Note: Appendices do not count as part of the overall length requirement).
Psychological Services
Treatment Choice Among Veterans With PTSD Symptoms
and Substance-Related Problems: Examining the Role of
Preparatory Treatments in Trauma-Focused Therapy
Laura D. Wiedeman, Susan M. Hannan, Kelly P. Maieritsch, Cendrine Robinson, and Gregory
Bartoszek
Online First Publication, November 26, 2018. http://dx.doi.org/10.1037/ser0000313
CITATION
Wiedeman, L. D., Hannan, S. M., Maieritsch, K. P., Robinson, C., & Bartoszek, G. (2018, November
26). Treatment Choice Among Veterans With PTSD Symptoms and Substance-Related Problems:
Examining the Role of Preparatory Treatments in Trauma-Focused Therapy. Psychological
Services. Advance online publication. http://dx.doi.org/10.1037/ser0000313
Treatment Choice Among Veterans With PTSD Symptoms and Substance-
Related Problems: Examining the Role of Preparatory Treatments in
Trauma-Focused Therapy
Laura D. Wiedeman
Edward Hines Jr. Veterans Affairs Hospital, Hines, Illinois, and
Veterans Affairs Northern California Health Care System,
Martinez, Califor.
Running head VETERANS PTSD CAUSES, TREATMENTS, AND SUPPORT SYSTEM.docxrtodd599
Running head: VETERANS PTSD CAUSES, TREATMENTS, AND SUPPORT SYSTEMS 1
VETERANS PTSD CAUSES, TREATMENTS, AND SUPPORT SYSTEMS 3
Veterans PTSD Causes, Treatments, and Support systems
Yoan Collado
Carlos Albizu University
Veterans PTSD Causes, Treatments, and Support systems
Evaluations on Post Traumatic Stress Disorder (PTSD) among veterans is imperative for a positive health outcome. The evaluations and analysis of the results ensure that barriers to treatment are addressed and have access to the available support systems. Studies carried out have depicted the successes of the treatments and support programs in the health systems to veterans. Modifications on the systems have also been recommended to combat and control PTSD. Alternative approaches such as computerized systems, natural treatment methods, and home-based systems are also essential in providing a holistic approach in PTSD treatments. Treatment methods success ensures that veterans do not fall victim to depression, which can result in chronic diseases. This can be as a result of negative health behaviors and lifestyles. Understanding the consequences of PTSD among veterans will ensure that approaches utilized offer not only treatment methods but also offer support systems for general wellbeing.
The first source focuses on the treatment and success of three-week outpatient program by “evaluating patterns and predictors of symptom change during a three-week intensive outpatient treatment for veterans with PTSD.” The study is evidence-based on statistics drawn from the program and modifications for optimal success rates. 191 veterans were the participants in the research comprising of a daily group and individual Cognitive Processing Therapy (Zalta et al., 2018). The data was analyzed from the sample cohorts in accordance with military and demographic characteristics. Measures in the study involved treatment engagement as well as comparison of pre-treatment and post-treatment changes (Zalta et al., 2018). The results showed progress in the evaluation of predictors and patterns in treatment changes. Procedures utilized involved group sessions with daily activities for the development of the treatment program. Self-report metrics were also applied in the procedures as control groups were challenging in the study. Modified and intensive outpatient (IOP) treatment to veterans showed high success levels in the program (Zalta et al., 2018).
The second source examines a new treatment in exploring the feasibility of computerized, placebo-controlled, and home-based executive function training (EFT) on psychological and neuropsychological functions. The source titled “Computer-based executive function training for combat veterans with PTSD” shows trials in assessing feasibility and predictors output. The study shows how the functions can be useful in brain activation combating PTSD in veterans. Symptoms experienced after treatment on PTSD cases are stimulated through neural and c.
Running head VETERANS PTSD CAUSES, TREATMENTS, AND SUPPORT SYSTEM.docxjenkinsmandie
Running head: VETERANS PTSD CAUSES, TREATMENTS, AND SUPPORT SYSTEMS 1
VETERANS PTSD CAUSES, TREATMENTS, AND SUPPORT SYSTEMS 3
Veterans PTSD Causes, Treatments, and Support systems
Veterans PTSD Causes, Treatments, and Support systems
Evaluations on Post Traumatic Stress Disorder (PTSD) among veterans is imperative for a positive health outcome. The evaluations and analysis of the results ensure that barriers to treatment are addressed and have access to the available support systems. Studies carried out have depicted the successes of the treatments and support programs in the health systems to veterans. Modifications on the systems have also been recommended to combat and control PTSD. Alternative approaches such as computerized systems, natural treatment methods, and home-based systems are also essential in providing a holistic approach in PTSD treatments. Treatment methods success ensures that veterans do not fall victim to depression, which can result in chronic diseases. This can be as a result of negative health behaviors and lifestyles. Understanding the consequences of PTSD among veterans will ensure that approaches utilized offer not only treatment methods but also offer support systems for general wellbeing.
The first source focuses on the treatment and success of three-week outpatient program by “evaluating patterns and predictors of symptom change during a three-week intensive outpatient treatment for veterans with PTSD.” The study is evidence-based on statistics drawn from the program and modifications for optimal success rates. 191 veterans were the participants in the research comprising of a daily group and individual Cognitive Processing Therapy (Zalta et al., 2018). The data was analyzed from the sample cohorts in accordance with military and demographic characteristics. Measures in the study involved treatment engagement as well as comparison of pre-treatment and post-treatment changes (Zalta et al., 2018). The results showed progress in the evaluation of predictors and patterns in treatment changes. Procedures utilized involved group sessions with daily activities for the development of the treatment program. Self-report metrics were also applied in the procedures as control groups were challenging in the study. Modified and intensive outpatient (IOP) treatment to veterans showed high success levels in the program (Zalta et al., 2018).
The second source examines a new treatment in exploring the feasibility of computerized, placebo-controlled, and home-based executive function training (EFT) on psychological and neuropsychological functions. The source titled “Computer-based executive function training for combat veterans with PTSD” shows trials in assessing feasibility and predictors output. The study shows how the functions can be useful in brain activation combating PTSD in veterans. Symptoms experienced after treatment on PTSD cases are stimulated through neural and cognition reactivity, which can be contr.
Applied Research Essay example
Ethics in Research Essay
Research Critique Essay example
Essay on Types Of Research
Methodology of Research Essay examples
Qualitative Research Evaluation Essay
Essay about Sampling
Sample Methodology Essay
Research Methods Essay
Fundamentals of Research Essay
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Sampling Methods Essay
In understanding the basis of Cognitive Neuroeducation (CNE), a new paradigm in the goal of full recovery from cognitive and behavioral disorder, a review of its antecedents is important. CNE evolved from the revolutionary breakthrough modality of Cognitive Enhancement Therapy (CET), which, at the time of its development, presented a whole new approach to intervention in cognitive and behavioral dysfunction. CNE has evolved considerably from CET, incorporating newer understandings of behavioral outcomes from the synthesis of the leading research in neuroscience, psychology, human evolution and the social sciences, emerging as a second-generation modality building from the seminal foundations laid by CET. This paper describes those foundations by introducing CET through a summary of its origins, principles, curriculum and legacy of demonstrated efficacy.
Amanda WattenburgThursdayJul 26 at 724pmManage Discussioncheryllwashburn
Amanda Wattenburg
ThursdayJul 26 at 7:24pm
Manage Discussion Entry
Link to screen cast-o-matic:
https://screencast-o-matic.com/watch/cFitVbFMms (Links to an external site.)Links to an external site.
Script:
A brief introduction
Studying cognitive functioning is important as these processes impact individual’s behavior and emotions (Heeramun-Aubeeluck et al., 2015). Various factors can impact cognitive functioning. A disorder known to impact cognition is psychosis. Thus, it is essential to examine psychosis and how these psychotic experiences effect cognitive functioning over time.
Devise a specific research question related to the topic you chose in Week One.
How does psychosis effect cognitive functioning over time in patients who have experienced first-episode psychosis?
Explain the importance of the topic and research question.
Psychosis is a mental state in which individuals experience a loss of touch with reality(Boychuk, Lysaght, & Stuart, 2018). Psychosis may lead to additional occurrences or may indicate signs of a mental health disorder. It is important to examine the cognitive impairment that is caused as a result of psychotic episodes. In addition, this would unfold information that may lead to the importance of treating psychosis when the first signs are noticed in hopes of decreasing the chances of psychosis leading to a mental disorder.
A brief literature review
Zaytseva, Korsokava, Agius, & Gurovich (2013) and Bora & Murray (2014) discovered altered cognitive functioning exists prior to onset or before the prodrome stage. In addition, Bohus & Miclutia (2014) indicate that cognitive functioning at first-episode psychosis was not as strong. Thus, it can be concluded that cognitive functioning impairment occurs prior to first-episode onset however, there is varying research that indicates the impact on cognitive functioning as time goes on. Popolo, Vinci, & Balbi (2010) conducted a year-long study on neurocognitive functioning amongst children and adolescent patients with first-episode psychosis. Cognitive impairment is indicated in early psychosis onset thus the study focused on examining cognitive impairments. Several cognitive assessments were given to patients and the results were evaluated. The results of the cognitive assessments indicated that adolescents with first-episode psychosis (FEP) have neurocognitive impairments. In addition, psychotic patient’s cognitive deficiencies do not decline over the course of the psychotic disorder. However, according to the article
Neurocognitive functioning before and after the first psychotic episode: does psychosis result in cognitive deterioration? (2010)
, the results indicated that there is no decline in cognitive functioning during the first psychotic episode. This indicates a gap in research of the effect psychotic episodes has on cognitive functioning.
Evaluate published research studies on your topic found during your work on the Weeks One, Two, and ...
Week 8 Sample Section ExampleWritten by Jennifer Oddy, Entitled.docxhelzerpatrina
Week 8 Sample Section Example
Written by Jennifer Oddy, Entitled: Distress And Coping of Mothers of Children With Muscular Dystrophy
Sampling Method, Sample, and Setting
Sampling method. The participants will be recruited by criterion purposive sampling by their doctors/nurses at the Muscular Dystrophy Association clinic at Boston Children’s Hospital.
Sample. Inclusion criteria are the following: (1) You are 21 years of age or greater; (2) are the mother of a child with muscular dystrophy; (3) your child is aged between 4 and 17 and was 10 years or younger at their first physical assessment by a primary care provider; (4) you provide roughly 75% or more of the home care for the child.
People will not be eligible for this study if they: (1) have been diagnosed with a mental health disorder (bipolar disorder, schizophrenia, or have a physical addiction to drugs or alcohol); (2) if the child is currently residing in a long-term care facility.
The sample size will ideally be about 10 participants. Phenomenological studies tend to rely on very small samples, since there is one guiding principle for selecting the sample: all participants must have experienced the phenomenon and must be able to articulate what it is like to have lived the experience (Polit & Beck, 2012). Data will be collected until saturation is accomplished.
Setting. The proposed setting for this study is at the Muscular Dystrophy Association (MDA) clinic at Boston Children’s Hospital located at 300 Longwood Ave, Boston, MA. There are two directors at the clinic, an orthopedic, and a pediatric neurologist. The team members include a social worker, physical therapist, and a genetic counselor. The number of patients at the clinic cannot be disclosed, however, Boston Children’s Hospital is considered an elite clinic and is included in the MDA network that supports clinical trials and research. The hospital offers the highest level of diagnostic and treatment services, with neurologists and other specialists being very experienced in treating children with muscular dystrophy.
Informed consent and ethical considerations
Before enrolling participants in this study, an informed consent must be signed and approved by an Institutional Review Board (IRB, Appendix A). This will be obtained from the Muscular Dystrophy Association clinic at Boston Children’s Hospital, as well as from Regis College. An application and proposal will be sent to the IRB, requesting approval for this study. Since there is minimal risk to subjects, an expedited review will be requested (Polit & Beck, 2012). There is a risk that the participant may have feelings of discomfort while discussing the experiences of caring for a child with muscular dystrophy. This will be minimized by the researcher with empathy and compassion. If the participant would like counseling, a call will be made to their primary care provider.
There are no foreseen ethical issues involved in this research study. The interviews will be ta ...
32
Dissertation Prospectus
Factors Influencing Individuals' Decision to Utilize Mental Health in South Texas
Submitted by:
James Dada
April 5, 2020
The Prospectus Overview and Instructions
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study.
2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus.
3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your score for each listed criterion into the Learner Self-Evaluation column. This is an exercise in self-evaluation and critical reflection, and to ensure that you completed all sections, addressing all required criteria for that section.
4. The scoring for the criteria ranges from a 0-3 as defined below. Complete a realistic and thoughtful evaluation of your work. Your chair and methodologist will also use the criterion tables to evaluate your work.
5. Your Prospectus should be no longer than 6-10 pages when the tables are deleted.
Score
Assessment
0
Item Not Present
1
Item is Present. Does Not Meet Expectations. Revisions are Required: Not all components are present. Large gaps are present in the components that leave the reader with significant questions. All items scored at 1 must be addressed by learner per reviewer comments.
2
Item is Acceptable. Meets Expectations.Some Revisions May Be Required Now or in the Future. Component is present and adequate. Small gaps are present that leave the reader with questions. Any item scored at 2 must be addressed by the learner per the reviewer comments.
3
Item Exceeds Expectations. No Revisions Required. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. No changes required.
Dissertation Prospectus
Introduction
This research study will examine the factors according to mental health providers that influence an individuals' decision to utilize mental health services in South Texas. This research will help us understand why individuals choose to utilize or reject mental health services in the state. Researchers (AUTH YEAR) have expressed a need for further research on the reasons why people decide to utilize or reject mental health services. In South Texas this research is needed because XXXXXXX. There is a ...
32
Dissertation Prospectus
Factors Influencing Individuals' Decision to Utilize Mental Health in South Texas
Submitted by:
James Dada
April 5, 2020
The Prospectus Overview and Instructions
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study.
2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus.
3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your score for each listed criterion into the Learner Self-Evaluation column. This is an exercise in self-evaluation and critical reflection, and to ensure that you completed all sections, addressing all required criteria for that section.
4. The scoring for the criteria ranges from a 0-3 as defined below. Complete a realistic and thoughtful evaluation of your work. Your chair and methodologist will also use the criterion tables to evaluate your work.
5. Your Prospectus should be no longer than 6-10 pages when the tables are deleted.
Score
Assessment
0
Item Not Present
1
Item is Present. Does Not Meet Expectations. Revisions are Required: Not all components are present. Large gaps are present in the components that leave the reader with significant questions. All items scored at 1 must be addressed by learner per reviewer comments.
2
Item is Acceptable. Meets Expectations.Some Revisions May Be Required Now or in the Future. Component is present and adequate. Small gaps are present that leave the reader with questions. Any item scored at 2 must be addressed by the learner per the reviewer comments.
3
Item Exceeds Expectations. No Revisions Required. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. No changes required.
Dissertation Prospectus
Introduction
This research study will examine the factors according to mental health providers that influence an individuals' decision to utilize mental health services in South Texas. This research will help us understand why individuals choose to utilize or reject mental health services in the state. Researchers (AUTH YEAR) have expressed a need for further research on the reasons why people decide to utilize or reject mental health services. In South Texas this research is needed because XXXXXXX. There is a ...
ADVANCED NURSING RESEARCH
1
ADVANCED NURSING RESEARCH 2
Evidence Based Practice Grant Proposal
Table of Contents
3
4
5
6
6
7
8
8
9
9
9
11
11
11
11
12
12
13
14
14
19
19
21
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34
Grant Proposal-Assessing the role of stigma towards mental health patients in help seeking
Study problem
There are several studies that have shown that stigmatization towards mental health patients have been present throughout history and even despite the evolution in modern medicine and advanced treatment. For example, Verhaeghe et al., (2014), captures in a publication in reference to a study that he conducted that stigmatization towards mental health patients has been there even as early is in the 18th Century. People were hesitant to interact with people termed or perceived to have mental health conditions.
Stigmatization has resulted from the belief that those with mental problem are aggressive and dangerous creating a social distance (Szeto et al., 2017). Also, mental health-related stigma has become of major concern as it creates crucial barriers to access treatment and quality care since it not only influences the behaviour of the patients but also the attitude of the providers hence impacting help-seeking. Timmermann, Uhrenfeldt and Birkelund (2014), have identified stigma as a barrier that is of significance to care or help seeking while the extent to which it still remains a barrier have not been reviewed deeply. Therefore, this study will assess the role contributed by stigma in help seeking in depth. 1. Purpose
The intention of the research study is to review the association between stigma, mental illness and help seeking in order to formulate ways in which the stigma that is around mental health is done away with to enable as many people suffering from mental health complications to seek medical help.2. Background
Mental health is crucial in every stage of life. It is defined as the state of psychological well-being whereby the individual realizes a satisfactory integration instinctual drive acceptable to both oneself and his or her social setting (Ritchie & Roser, 2018). The status of mental health influences physical health, relationships, and most importantly day-to-day life. Mental health problems arise when there is a disruption in mental well-being.
The risk factors to mental health problems are not limited and therefore everyone is entitled to the problem irrespective of gender, economic status, and ethnic group. For example, data shows that in America one out of five individuals experience mental health problems annually; with mental disorders being recognized as the leading cause of disability not only in the United States but also globally (Ritchie & Roser, 2018). Mental health disorders are seen to be complex and of many forms such as anxiety, mood, and schizophren.
Develop a detailed outline for the data collection plan to include .docxbradburgess22840
Develop a detailed outline for the data collection plan to include: (1) required permissions for use of instruments and/or sources of data, (2) proposed sampling approach, (3) detailed data collection steps for each of the instruments and data sources, and (4) a data management plan.
Incorporate instructor feedback on your post to revise the Sources of Data/Instruments and Data Collection sections of the prospectus.
.
Develop a 3–4 page research paper based on a selected case study rel.docxbradburgess22840
Develop a 3–4 page research paper based on a selected case study related to reproductive choices. Since the processes of reproduction and birth represent one of the potential biological outcomes of heterosexual activity, it is important to examine the biological foundations of human sexuality. This includes knowledge of fertilization and early development, including some of the most recent findings. There is more than a litany of birth control methods; this assessment offers a sound basis for understanding the issues to be weighed in personal decision making about contraception and abortion, which continue to generate debate and controversy.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style.
APA Resources
Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(6th ed.). Washington, DC: Author.
Available from the
bookstore
.
APA Paper Template [DOCX]
.
Required Resources
The following resource is required to complete the assessment.
Human Sexuality Case Studies: Sexuality Confronts Social Policy
|
Transcript
.
Suggested Resources
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
PSYC-FP2800 – Introduction to Human Sexuality Library Guide
can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Human Sexuality and Reproductive Choices
Kelly, G. F. (2015).
Sexuality today
(11th ed.). New York, NY: McGraw-Hill.
Available from the
bookstore
.
Chapter 10, "Reprod.
Develop a 5- to 6-slide PowerPoint presentation for a staff meet.docxbradburgess22840
Develop a 5- to 6-slide PowerPoint presentation for a staff meeting that addresses the following:
Identify your selected transition of care. ------" Transitions of care” refer to the movement of patients between health care practitioners, settings, and home as their condition and care need change. For example, a patient might receive care from a primary care physician or specialist in an outpatient setting, then transition to a hospital physician and nursing team during an inpatient admission before moving on to yet another care team at a skilled nursing facility. Finally, the patient might return home, where he or she may receive care from a visiting nurse or support from a family member or friend.
Explain how you, as a nurse leader, along with your healthcare team, would apply systems thinking when providing a transition of care aligned with the IHI Quadruple Aim framework in order to improve it. Explain what the fourth aim in your strategy would be and why.
These are the four areas:
Experience of care
Population health
Per capita cost
Care team well-being
Describe the key stakeholders that might be involved in this transition of care and how you would engage and influence them to improve the transition of care processes.
Explain how systems thinking would inform your improvement plan for your transition of care.
.
More Related Content
Similar to Improving Comprehensive Carefor OEF and OIF Vetsby Aslie.docx
Clinical issue of interestSilifat Jones-ibrahimWalden univer.docxbartholomeocoombs
Clinical issue of interest
Silifat Jones-ibrahim
Walden university
Clinical issue of interest
Psychiatric interventions focus on effectively engaging patients through improving the level of interaction. Integration of evidence based practices provide a better environment where it is possible to outline specific measures that can be used to handle different patients conditions.
There is need to create a strong outline which help define important changes which help maintain an improved level of focus.
Psychiatric services provide a detailed understanding on specific concepts which help create a better emphasis on important concepts which can help improve individual physical and psychological wellbeing.
Violent behavior is associated with different factors including lack of therapeutic interventions as well as groups.
Therefore the research aims at determining whether lack of therapeutic activities and presence of groups increase violent behavior over a two week period.
Formulation of picot question
The Picot question focused on understanding the key interventions that can help improve inpatient psychiatric hospitals because of the increasing violent behavior among patients.
Aggressive behaviour in patients with psychiatric disorders has many possible causes.
Different psychiatric patients have different mental and psychological concerns which require a strong emphasis on specific aspects which can help improve quality of care.
Thus the research sought to understand the causes of violent behavior where two aspects were investigated within a two week period.
Formulation of picot question
Therapeutic activities have been associated with different factors which provide a detailed emphasis important changes which help outline a strong emphasis on violent behavior among psychiatric patients.
Therefore understanding the effect of therapeutic activities and or group will provide a detailed focus on the development of psychiatric patients behavioral development.
The picot question development focused on these factors which help outline specific aspects which help understand psychiatric patients behavior.
Research databases
Choosing database provide a detailed emphasis on important changes which help outline a strong understanding on the underlying research literature based on the picot question. The databases that were included in the study are:-
PLOS One peer reviewed journal database
Physiology & behavior database
Aggression and Violent Behavior database
Neuropsychiatric disease and treatment database
References
Hallett, N., Huber, J. W., & Dickens, G. L. (2014). Violence prevention in inpatient psychiatric settings: Systematic review of studies about the perceptions of care staff and patients. Aggression and Violent Behavior, 19(5), 502-514.
Iozzino, L., Ferrari, C., Large, M., Nielssen, O., & De Girolamo, G. (2015). Prevalence and risk factors of violence by psychiatric acute inpatients: a systematic review and meta-anal.
ADVANCED NURSING RESEARCH
1
ADVANCED NURSING RESEARCH 2
Evidence Based Practice Grant Proposal
Table of Contents
31.Purpose
42.Background
5Research objectives
6Theoretical framework
63.EBP Model
74.Proposed Change
85.Outcomes
86.Evaluation Plan
97.Dissemination Plan
9Tools to be Used
9Peer review tools for the proposal
11Grant Request
11Proposed Tasks
11Task 1: Case study- Reviewing existing literature on stigma around mental health complications
11Task 2: Interviewing clinicians that have dealt with the study topic
12Task 3: Interviewing patients of mental health
12Schedule
13Budget
148.Appendices
14a.Informed Consent
19Certificate of Consent
19Signature or Date
21b.Literature Matrix
32c.Tools and equipment to be used
34References
Grant Proposal-Assessing the role of stigma towards mental health patients in help seeking
Study problem
There are several studies that have shown that stigmatization towards mental health patients have been present throughout history and even despite the evolution in modern medicine and advanced treatment. For example, Verhaeghe et al., (2014), captures in a publication in reference to a study that he conducted that stigmatization towards mental health patients has been there even as early is in the 18th Century. People were hesitant to interact with people termed or perceived to have mental health conditions.
Stigmatization has resulted from the belief that those with mental problem are aggressive and dangerous creating a social distance (Szeto et al., 2017). Also, mental health-related stigma has become of major concern as it creates crucial barriers to access treatment and quality care since it not only influences the behaviour of the patients but also the attitude of the providers hence impacting help-seeking. Timmermann, Uhrenfeldt and Birkelund (2014), have identified stigma as a barrier that is of significance to care or help seeking while the extent to which it still remains a barrier have not been reviewed deeply. Therefore, this study will assess the role contributed by stigma in help seeking in depth. 1. Purpose
The intention of the research study is to review the association between stigma, mental illness and help seeking in order to formulate ways in which the stigma that is around mental health is done away with to enable as many people suffering from mental health complications to seek medical help.2. Background
Mental health is crucial in every stage of life. It is defined as the state of psychological well-being whereby the individual realizes a satisfactory integration instinctual drive acceptable to both oneself and his or her social setting (Ritchie & Roser, 2018). The status of mental health influences physical health, relationships, and most importantly day-to-day life. Mental health problems arise when there is a ...
Teaching issues acc and neurotechnology lessons drug preventionJacob Stotler
Teaching Technique: Functional connectivity of the Anterior Cingulate Cortex, error awareness and the effects of inhibition on the ACC from drug use / Nuerofeedback approaches to Bio-technologies and bio-engineering.
Research Paper Assignment – Waste Management Purpose .docxverad6
Research Paper Assignment – Waste Management
Purpose: This assignment supports the following objective for the course: define waste
management and the strategies for achieving it.
Key Dates: The topic for your research paper is one that you can begin work on immediately.
While the final paper is not due until the end of the term, it is recommended from a time
management standpoint that you start early.
Key due dates are:
Detailed outline, including key conclusions, due by the end of Week 6.
Final report, containing all the elements below, due by the end of Week 8.
[Note an appendix is optional; it is not required for the paper to be complete.]
Research Topic: Should container deposit laws (bottle bills) be expanded to include
noncarbonated drinks?
Format: The paper must be submitted as a Word document using the APA format and
headings. It should be 1500 to 2500 words in length, written in 12 point font and double
spaced. For full credit it must contain each of the following elements:
Title Page.
Body of Paper - Based on your research:
o Briefly describe the history of container deposit laws.
o Describe how container deposit laws work.
o Explain why proponents believe bottle laws should be updated to include bottled
water, sports drinks, teas, and other noncarbonated beverages.
o Explain the position of those that oppose changing the law.
Conclusions (minimum 2 paragraphs): Based on the above state and defend your
position on whether states should expand their container deposit laws to include
noncarbonated beverages.
Bibliography: Include at least three sources not in the weekly reading assignments that
you used in this paper. (Wikipedia is not an acceptable source.)
Appendices (optional): Include appropriate charts, graphs, or other documents for extra
credit. (Note: Appendices do not count as part of the overall length requirement).
Psychological Services
Treatment Choice Among Veterans With PTSD Symptoms
and Substance-Related Problems: Examining the Role of
Preparatory Treatments in Trauma-Focused Therapy
Laura D. Wiedeman, Susan M. Hannan, Kelly P. Maieritsch, Cendrine Robinson, and Gregory
Bartoszek
Online First Publication, November 26, 2018. http://dx.doi.org/10.1037/ser0000313
CITATION
Wiedeman, L. D., Hannan, S. M., Maieritsch, K. P., Robinson, C., & Bartoszek, G. (2018, November
26). Treatment Choice Among Veterans With PTSD Symptoms and Substance-Related Problems:
Examining the Role of Preparatory Treatments in Trauma-Focused Therapy. Psychological
Services. Advance online publication. http://dx.doi.org/10.1037/ser0000313
Treatment Choice Among Veterans With PTSD Symptoms and Substance-
Related Problems: Examining the Role of Preparatory Treatments in
Trauma-Focused Therapy
Laura D. Wiedeman
Edward Hines Jr. Veterans Affairs Hospital, Hines, Illinois, and
Veterans Affairs Northern California Health Care System,
Martinez, Califor.
Running head VETERANS PTSD CAUSES, TREATMENTS, AND SUPPORT SYSTEM.docxrtodd599
Running head: VETERANS PTSD CAUSES, TREATMENTS, AND SUPPORT SYSTEMS 1
VETERANS PTSD CAUSES, TREATMENTS, AND SUPPORT SYSTEMS 3
Veterans PTSD Causes, Treatments, and Support systems
Yoan Collado
Carlos Albizu University
Veterans PTSD Causes, Treatments, and Support systems
Evaluations on Post Traumatic Stress Disorder (PTSD) among veterans is imperative for a positive health outcome. The evaluations and analysis of the results ensure that barriers to treatment are addressed and have access to the available support systems. Studies carried out have depicted the successes of the treatments and support programs in the health systems to veterans. Modifications on the systems have also been recommended to combat and control PTSD. Alternative approaches such as computerized systems, natural treatment methods, and home-based systems are also essential in providing a holistic approach in PTSD treatments. Treatment methods success ensures that veterans do not fall victim to depression, which can result in chronic diseases. This can be as a result of negative health behaviors and lifestyles. Understanding the consequences of PTSD among veterans will ensure that approaches utilized offer not only treatment methods but also offer support systems for general wellbeing.
The first source focuses on the treatment and success of three-week outpatient program by “evaluating patterns and predictors of symptom change during a three-week intensive outpatient treatment for veterans with PTSD.” The study is evidence-based on statistics drawn from the program and modifications for optimal success rates. 191 veterans were the participants in the research comprising of a daily group and individual Cognitive Processing Therapy (Zalta et al., 2018). The data was analyzed from the sample cohorts in accordance with military and demographic characteristics. Measures in the study involved treatment engagement as well as comparison of pre-treatment and post-treatment changes (Zalta et al., 2018). The results showed progress in the evaluation of predictors and patterns in treatment changes. Procedures utilized involved group sessions with daily activities for the development of the treatment program. Self-report metrics were also applied in the procedures as control groups were challenging in the study. Modified and intensive outpatient (IOP) treatment to veterans showed high success levels in the program (Zalta et al., 2018).
The second source examines a new treatment in exploring the feasibility of computerized, placebo-controlled, and home-based executive function training (EFT) on psychological and neuropsychological functions. The source titled “Computer-based executive function training for combat veterans with PTSD” shows trials in assessing feasibility and predictors output. The study shows how the functions can be useful in brain activation combating PTSD in veterans. Symptoms experienced after treatment on PTSD cases are stimulated through neural and c.
Running head VETERANS PTSD CAUSES, TREATMENTS, AND SUPPORT SYSTEM.docxjenkinsmandie
Running head: VETERANS PTSD CAUSES, TREATMENTS, AND SUPPORT SYSTEMS 1
VETERANS PTSD CAUSES, TREATMENTS, AND SUPPORT SYSTEMS 3
Veterans PTSD Causes, Treatments, and Support systems
Veterans PTSD Causes, Treatments, and Support systems
Evaluations on Post Traumatic Stress Disorder (PTSD) among veterans is imperative for a positive health outcome. The evaluations and analysis of the results ensure that barriers to treatment are addressed and have access to the available support systems. Studies carried out have depicted the successes of the treatments and support programs in the health systems to veterans. Modifications on the systems have also been recommended to combat and control PTSD. Alternative approaches such as computerized systems, natural treatment methods, and home-based systems are also essential in providing a holistic approach in PTSD treatments. Treatment methods success ensures that veterans do not fall victim to depression, which can result in chronic diseases. This can be as a result of negative health behaviors and lifestyles. Understanding the consequences of PTSD among veterans will ensure that approaches utilized offer not only treatment methods but also offer support systems for general wellbeing.
The first source focuses on the treatment and success of three-week outpatient program by “evaluating patterns and predictors of symptom change during a three-week intensive outpatient treatment for veterans with PTSD.” The study is evidence-based on statistics drawn from the program and modifications for optimal success rates. 191 veterans were the participants in the research comprising of a daily group and individual Cognitive Processing Therapy (Zalta et al., 2018). The data was analyzed from the sample cohorts in accordance with military and demographic characteristics. Measures in the study involved treatment engagement as well as comparison of pre-treatment and post-treatment changes (Zalta et al., 2018). The results showed progress in the evaluation of predictors and patterns in treatment changes. Procedures utilized involved group sessions with daily activities for the development of the treatment program. Self-report metrics were also applied in the procedures as control groups were challenging in the study. Modified and intensive outpatient (IOP) treatment to veterans showed high success levels in the program (Zalta et al., 2018).
The second source examines a new treatment in exploring the feasibility of computerized, placebo-controlled, and home-based executive function training (EFT) on psychological and neuropsychological functions. The source titled “Computer-based executive function training for combat veterans with PTSD” shows trials in assessing feasibility and predictors output. The study shows how the functions can be useful in brain activation combating PTSD in veterans. Symptoms experienced after treatment on PTSD cases are stimulated through neural and cognition reactivity, which can be contr.
Applied Research Essay example
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Sample Methodology Essay
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In understanding the basis of Cognitive Neuroeducation (CNE), a new paradigm in the goal of full recovery from cognitive and behavioral disorder, a review of its antecedents is important. CNE evolved from the revolutionary breakthrough modality of Cognitive Enhancement Therapy (CET), which, at the time of its development, presented a whole new approach to intervention in cognitive and behavioral dysfunction. CNE has evolved considerably from CET, incorporating newer understandings of behavioral outcomes from the synthesis of the leading research in neuroscience, psychology, human evolution and the social sciences, emerging as a second-generation modality building from the seminal foundations laid by CET. This paper describes those foundations by introducing CET through a summary of its origins, principles, curriculum and legacy of demonstrated efficacy.
Amanda WattenburgThursdayJul 26 at 724pmManage Discussioncheryllwashburn
Amanda Wattenburg
ThursdayJul 26 at 7:24pm
Manage Discussion Entry
Link to screen cast-o-matic:
https://screencast-o-matic.com/watch/cFitVbFMms (Links to an external site.)Links to an external site.
Script:
A brief introduction
Studying cognitive functioning is important as these processes impact individual’s behavior and emotions (Heeramun-Aubeeluck et al., 2015). Various factors can impact cognitive functioning. A disorder known to impact cognition is psychosis. Thus, it is essential to examine psychosis and how these psychotic experiences effect cognitive functioning over time.
Devise a specific research question related to the topic you chose in Week One.
How does psychosis effect cognitive functioning over time in patients who have experienced first-episode psychosis?
Explain the importance of the topic and research question.
Psychosis is a mental state in which individuals experience a loss of touch with reality(Boychuk, Lysaght, & Stuart, 2018). Psychosis may lead to additional occurrences or may indicate signs of a mental health disorder. It is important to examine the cognitive impairment that is caused as a result of psychotic episodes. In addition, this would unfold information that may lead to the importance of treating psychosis when the first signs are noticed in hopes of decreasing the chances of psychosis leading to a mental disorder.
A brief literature review
Zaytseva, Korsokava, Agius, & Gurovich (2013) and Bora & Murray (2014) discovered altered cognitive functioning exists prior to onset or before the prodrome stage. In addition, Bohus & Miclutia (2014) indicate that cognitive functioning at first-episode psychosis was not as strong. Thus, it can be concluded that cognitive functioning impairment occurs prior to first-episode onset however, there is varying research that indicates the impact on cognitive functioning as time goes on. Popolo, Vinci, & Balbi (2010) conducted a year-long study on neurocognitive functioning amongst children and adolescent patients with first-episode psychosis. Cognitive impairment is indicated in early psychosis onset thus the study focused on examining cognitive impairments. Several cognitive assessments were given to patients and the results were evaluated. The results of the cognitive assessments indicated that adolescents with first-episode psychosis (FEP) have neurocognitive impairments. In addition, psychotic patient’s cognitive deficiencies do not decline over the course of the psychotic disorder. However, according to the article
Neurocognitive functioning before and after the first psychotic episode: does psychosis result in cognitive deterioration? (2010)
, the results indicated that there is no decline in cognitive functioning during the first psychotic episode. This indicates a gap in research of the effect psychotic episodes has on cognitive functioning.
Evaluate published research studies on your topic found during your work on the Weeks One, Two, and ...
Week 8 Sample Section ExampleWritten by Jennifer Oddy, Entitled.docxhelzerpatrina
Week 8 Sample Section Example
Written by Jennifer Oddy, Entitled: Distress And Coping of Mothers of Children With Muscular Dystrophy
Sampling Method, Sample, and Setting
Sampling method. The participants will be recruited by criterion purposive sampling by their doctors/nurses at the Muscular Dystrophy Association clinic at Boston Children’s Hospital.
Sample. Inclusion criteria are the following: (1) You are 21 years of age or greater; (2) are the mother of a child with muscular dystrophy; (3) your child is aged between 4 and 17 and was 10 years or younger at their first physical assessment by a primary care provider; (4) you provide roughly 75% or more of the home care for the child.
People will not be eligible for this study if they: (1) have been diagnosed with a mental health disorder (bipolar disorder, schizophrenia, or have a physical addiction to drugs or alcohol); (2) if the child is currently residing in a long-term care facility.
The sample size will ideally be about 10 participants. Phenomenological studies tend to rely on very small samples, since there is one guiding principle for selecting the sample: all participants must have experienced the phenomenon and must be able to articulate what it is like to have lived the experience (Polit & Beck, 2012). Data will be collected until saturation is accomplished.
Setting. The proposed setting for this study is at the Muscular Dystrophy Association (MDA) clinic at Boston Children’s Hospital located at 300 Longwood Ave, Boston, MA. There are two directors at the clinic, an orthopedic, and a pediatric neurologist. The team members include a social worker, physical therapist, and a genetic counselor. The number of patients at the clinic cannot be disclosed, however, Boston Children’s Hospital is considered an elite clinic and is included in the MDA network that supports clinical trials and research. The hospital offers the highest level of diagnostic and treatment services, with neurologists and other specialists being very experienced in treating children with muscular dystrophy.
Informed consent and ethical considerations
Before enrolling participants in this study, an informed consent must be signed and approved by an Institutional Review Board (IRB, Appendix A). This will be obtained from the Muscular Dystrophy Association clinic at Boston Children’s Hospital, as well as from Regis College. An application and proposal will be sent to the IRB, requesting approval for this study. Since there is minimal risk to subjects, an expedited review will be requested (Polit & Beck, 2012). There is a risk that the participant may have feelings of discomfort while discussing the experiences of caring for a child with muscular dystrophy. This will be minimized by the researcher with empathy and compassion. If the participant would like counseling, a call will be made to their primary care provider.
There are no foreseen ethical issues involved in this research study. The interviews will be ta ...
32
Dissertation Prospectus
Factors Influencing Individuals' Decision to Utilize Mental Health in South Texas
Submitted by:
James Dada
April 5, 2020
The Prospectus Overview and Instructions
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study.
2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus.
3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your score for each listed criterion into the Learner Self-Evaluation column. This is an exercise in self-evaluation and critical reflection, and to ensure that you completed all sections, addressing all required criteria for that section.
4. The scoring for the criteria ranges from a 0-3 as defined below. Complete a realistic and thoughtful evaluation of your work. Your chair and methodologist will also use the criterion tables to evaluate your work.
5. Your Prospectus should be no longer than 6-10 pages when the tables are deleted.
Score
Assessment
0
Item Not Present
1
Item is Present. Does Not Meet Expectations. Revisions are Required: Not all components are present. Large gaps are present in the components that leave the reader with significant questions. All items scored at 1 must be addressed by learner per reviewer comments.
2
Item is Acceptable. Meets Expectations.Some Revisions May Be Required Now or in the Future. Component is present and adequate. Small gaps are present that leave the reader with questions. Any item scored at 2 must be addressed by the learner per the reviewer comments.
3
Item Exceeds Expectations. No Revisions Required. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. No changes required.
Dissertation Prospectus
Introduction
This research study will examine the factors according to mental health providers that influence an individuals' decision to utilize mental health services in South Texas. This research will help us understand why individuals choose to utilize or reject mental health services in the state. Researchers (AUTH YEAR) have expressed a need for further research on the reasons why people decide to utilize or reject mental health services. In South Texas this research is needed because XXXXXXX. There is a ...
32
Dissertation Prospectus
Factors Influencing Individuals' Decision to Utilize Mental Health in South Texas
Submitted by:
James Dada
April 5, 2020
The Prospectus Overview and Instructions
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study.
2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus.
3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your score for each listed criterion into the Learner Self-Evaluation column. This is an exercise in self-evaluation and critical reflection, and to ensure that you completed all sections, addressing all required criteria for that section.
4. The scoring for the criteria ranges from a 0-3 as defined below. Complete a realistic and thoughtful evaluation of your work. Your chair and methodologist will also use the criterion tables to evaluate your work.
5. Your Prospectus should be no longer than 6-10 pages when the tables are deleted.
Score
Assessment
0
Item Not Present
1
Item is Present. Does Not Meet Expectations. Revisions are Required: Not all components are present. Large gaps are present in the components that leave the reader with significant questions. All items scored at 1 must be addressed by learner per reviewer comments.
2
Item is Acceptable. Meets Expectations.Some Revisions May Be Required Now or in the Future. Component is present and adequate. Small gaps are present that leave the reader with questions. Any item scored at 2 must be addressed by the learner per the reviewer comments.
3
Item Exceeds Expectations. No Revisions Required. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. No changes required.
Dissertation Prospectus
Introduction
This research study will examine the factors according to mental health providers that influence an individuals' decision to utilize mental health services in South Texas. This research will help us understand why individuals choose to utilize or reject mental health services in the state. Researchers (AUTH YEAR) have expressed a need for further research on the reasons why people decide to utilize or reject mental health services. In South Texas this research is needed because XXXXXXX. There is a ...
ADVANCED NURSING RESEARCH
1
ADVANCED NURSING RESEARCH 2
Evidence Based Practice Grant Proposal
Table of Contents
3
4
5
6
6
7
8
8
9
9
9
11
11
11
11
12
12
13
14
14
19
19
21
32
34
Grant Proposal-Assessing the role of stigma towards mental health patients in help seeking
Study problem
There are several studies that have shown that stigmatization towards mental health patients have been present throughout history and even despite the evolution in modern medicine and advanced treatment. For example, Verhaeghe et al., (2014), captures in a publication in reference to a study that he conducted that stigmatization towards mental health patients has been there even as early is in the 18th Century. People were hesitant to interact with people termed or perceived to have mental health conditions.
Stigmatization has resulted from the belief that those with mental problem are aggressive and dangerous creating a social distance (Szeto et al., 2017). Also, mental health-related stigma has become of major concern as it creates crucial barriers to access treatment and quality care since it not only influences the behaviour of the patients but also the attitude of the providers hence impacting help-seeking. Timmermann, Uhrenfeldt and Birkelund (2014), have identified stigma as a barrier that is of significance to care or help seeking while the extent to which it still remains a barrier have not been reviewed deeply. Therefore, this study will assess the role contributed by stigma in help seeking in depth. 1. Purpose
The intention of the research study is to review the association between stigma, mental illness and help seeking in order to formulate ways in which the stigma that is around mental health is done away with to enable as many people suffering from mental health complications to seek medical help.2. Background
Mental health is crucial in every stage of life. It is defined as the state of psychological well-being whereby the individual realizes a satisfactory integration instinctual drive acceptable to both oneself and his or her social setting (Ritchie & Roser, 2018). The status of mental health influences physical health, relationships, and most importantly day-to-day life. Mental health problems arise when there is a disruption in mental well-being.
The risk factors to mental health problems are not limited and therefore everyone is entitled to the problem irrespective of gender, economic status, and ethnic group. For example, data shows that in America one out of five individuals experience mental health problems annually; with mental disorders being recognized as the leading cause of disability not only in the United States but also globally (Ritchie & Roser, 2018). Mental health disorders are seen to be complex and of many forms such as anxiety, mood, and schizophren.
Develop a detailed outline for the data collection plan to include .docxbradburgess22840
Develop a detailed outline for the data collection plan to include: (1) required permissions for use of instruments and/or sources of data, (2) proposed sampling approach, (3) detailed data collection steps for each of the instruments and data sources, and (4) a data management plan.
Incorporate instructor feedback on your post to revise the Sources of Data/Instruments and Data Collection sections of the prospectus.
.
Develop a 3–4 page research paper based on a selected case study rel.docxbradburgess22840
Develop a 3–4 page research paper based on a selected case study related to reproductive choices. Since the processes of reproduction and birth represent one of the potential biological outcomes of heterosexual activity, it is important to examine the biological foundations of human sexuality. This includes knowledge of fertilization and early development, including some of the most recent findings. There is more than a litany of birth control methods; this assessment offers a sound basis for understanding the issues to be weighed in personal decision making about contraception and abortion, which continue to generate debate and controversy.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style.
APA Resources
Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(6th ed.). Washington, DC: Author.
Available from the
bookstore
.
APA Paper Template [DOCX]
.
Required Resources
The following resource is required to complete the assessment.
Human Sexuality Case Studies: Sexuality Confronts Social Policy
|
Transcript
.
Suggested Resources
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
PSYC-FP2800 – Introduction to Human Sexuality Library Guide
can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Human Sexuality and Reproductive Choices
Kelly, G. F. (2015).
Sexuality today
(11th ed.). New York, NY: McGraw-Hill.
Available from the
bookstore
.
Chapter 10, "Reprod.
Develop a 5- to 6-slide PowerPoint presentation for a staff meet.docxbradburgess22840
Develop a 5- to 6-slide PowerPoint presentation for a staff meeting that addresses the following:
Identify your selected transition of care. ------" Transitions of care” refer to the movement of patients between health care practitioners, settings, and home as their condition and care need change. For example, a patient might receive care from a primary care physician or specialist in an outpatient setting, then transition to a hospital physician and nursing team during an inpatient admission before moving on to yet another care team at a skilled nursing facility. Finally, the patient might return home, where he or she may receive care from a visiting nurse or support from a family member or friend.
Explain how you, as a nurse leader, along with your healthcare team, would apply systems thinking when providing a transition of care aligned with the IHI Quadruple Aim framework in order to improve it. Explain what the fourth aim in your strategy would be and why.
These are the four areas:
Experience of care
Population health
Per capita cost
Care team well-being
Describe the key stakeholders that might be involved in this transition of care and how you would engage and influence them to improve the transition of care processes.
Explain how systems thinking would inform your improvement plan for your transition of care.
.
Develop a 5–10-year strategic plan for achieving specific health.docxbradburgess22840
Develop a 5–10-year strategic plan for achieving specific health care quality and safety improvements, based on the analysis you completed in Assessment 1. Use either an AI approach or your SWOT analysis and a chosen strategic planning model.
Note:
Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
SHOW LESS
Evaluation of strategic choices is important. The methods for selecting strategic alternatives help leaders organize significant issues to support decision making. However, it is important that the techniques do not make the decision. Rather, leaders should use the techniques to reveal the inherent situation and to organize their thought processes. This assessment provides you with an opportunity to evaluate and apply some of the techniques for successful strategy development and implementation.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Evaluate qualities and skills that promote effective leadership within health care organizations.
Evaluate the leadership qualities and skills that will be most important to successfully implementing a strategic plan and sustaining strategic direction.
Competency 2: Apply strategies to lead high-performing health care teams to meet organizational quality and safety goals.
Develop strategic goal statements and outcomes that support the achievement of specific quality and safety improvements for a care setting.
Justify the relevance of proposed strategic goals and outcomes in relation to the mission, vision, and values of a care setting.
Competency 3: Apply cultural, ethical, and regulatory considerations to leadership decision making.
Analyze the extent to which strategic goals and outcomes address the use of technology and the ethical, cultural, and regulatory environments.
Competency 4: Integrate leadership and health care theories into the role of the nurse leader.
Explain how relevant leadership and health care theories will be used to help achieve proposed strategic goals and objectives.
Competency 5: Communicate with stakeholders and constituencies to build collaborative partnerships and create inclusive work environments.
Communicate analyses clearly and in a way that demonstrates professionalism and respect for stakeholders and colleagues.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
MSN-FP6210: Leadership and Management for Nurse Executives Library Guide
can help direct your res.
Develop a 2–4-page proposal for a policy that should help to imp.docxbradburgess22840
Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.
Note
: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
CONTEXT:
As a master's-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for specific populations. The policies you advocate for could be internal ones (just within a specific department or health care setting) that ensure quality care and compliance. Or they could be external policies (local, st.
Develop a 10- to 12- slide PowerPoint Presentation designed for .docxbradburgess22840
Develop a 10- to 12- slide PowerPoint Presentation designed for training the staff at a local high school. The PowerPoint Presentation should focus on strategies that promote communication skills among adolescents.
Students are encouraged to approach the assignment creatively, adding graphics, visuals, charts and/or graphs to their work. Slides should be designed to address the selected topic clearly and concisely. Each slide should be developed with professional presentation style (e.g., bulleted items in brief statements rather than complete sentences). Notes should complement the slides and provide details useful to the speaker if an oral presentation were to be given.
Creating the PowerPoint Presentation
The PowerPoint Presentation:
Must be 10 to 12 slides, and formatted according to APA style as outlined by the Ashford Writing Center.
Must include a title slide with the following:
Title of the training
Student’s name
Course name and number
Instructor’s name
Date submitted
Must present a thesis statement regarding why social skills training would be appropriate for adolescents.
Must explain different types of communication (e.g., aggressive and assertive).
Must share four strategies on how adolescents could improve their communication skills.
Must create at least three hypothetical scenarios of problems that adolescents might encounter, including one that involves cultural/ethnic issues. The scenarios should show how adolescents could use improved communication skills to solve these problems.
Must develop conclusions that reiterate the opening thesis statement, include a summary of the social skills training discussed, and offer evidence of its effectiveness.
Must use at least four scholarly sources (in addition to the course text), including a minimum of two from the Ashford Online Library. References are to be provided as needed within the slides.
Must include a separate reference slide, formatted according to APA style as outlined in the Ashford Writing Center.
.
DetailsPlease answer the following questions. 1. Desc.docxbradburgess22840
Details
Please answer the following questions.
1.
Describe the different stages of meiosis
2.
In a certain hypothetical animal, the allele G is responsible for green skin, g is for purple skin color; B is black hair and b is for brown hair. If a male animal with the genotype GgBb is crossed with a female animal with the genotype GgBb, determine the phenotypic ratio of the offspring’s.
Show how you arrived at the ratio using a punned square.
3.
Hemophilia in humans is an
X
-linked recessive disorder. Using a punnet square, show the results of mating between a normal (non-carrier) female and a hemophilic male? What percentage of their offspring’s are hemophilic?
4.
What are linked genes? Are they an exception to Mendel's law of Segregation? Why or why not?
NO Copy Or Past Please
12 point font
.
Despite the literature supporting technology use in schools as ben.docxbradburgess22840
Despite the literature supporting technology use in schools as beneficial for students, and despite the wide use of social technology, schools continue to be slow to change its integration in the classroom (Livingstone, 2012). It is imperative that teachers increase their use of technology in the classroom in order to prepare our K-12 students referred to as "digital natives," for the 21st century. Though many schools have technology available for use (Alger & Kopcha, 2008), barriers exist in incorporating technology into lesson plans, namely teacher reluctance (Keengwe, Onchwari, & Wachira, 2008). Teachers' hesitation in using technology more frequently is due to a number of factors, such as lack of time to learn new technology and incorporate it into lesson plans, beliefs around using technology in instruction, availability of working technology and technical support, comprehensive professional development, and a culture that promotes using new technology, self-efficacy, and teaching methods (Alger & Kopcha, 2008).
Literature Review
Self-Efficacy toward Technology
According to Bandura (1986) individuals possess a self-system that determines how much effort people will expend on any activity. Bandura also asserts that self-efficacy beliefs may be a strong predictor of related performance. Studies have shown a positive correlation between self-efficacy in technology and technology ability (Anderson & Maninger, 2007; Anderson, Grouulx, & Maninger, 2011). According to the technology acceptance model introduced by Davis (1989), there is a correlation between users' perceived ease of use and predicted adoption of technology. In his study investigating Moodles, Yeou (2016) found self-efficacy to be a critical factor in undergraduates' use of the technology tool. In a similar study investigating pre-service teachers, Albion (2001) found that self-efficacy was the most significant factor in predicting technology use. Pre-service and in-service teachers who possess high self-efficacy in regard to technology are more apt to use technology in the classroom because they are more confident in their ability. In their study investigating teachers' use of technology, Holden and Rada (2011) found that self-efficacy directly influenced individuals' ease of use and usability of technology.
Need for Technology Integration
With the adoption of the National Education Technology Plan (NETP), providing access to technology is no longer sufficient; the NETP stresses that schools are expected to ensure "all students understand how to use technologies as a tool to engage in creative, productive, lifelong learning" (p. 16 Herold, 2016). A key element in the plan is the need to move from passive to active use of technology. Often referred to as the "digital use and divide," a gap exists between learners who are using technology in active, creative ways to support their learning and those who predominantly use technology for passive content consumption.
To develop .
Details: http://source.sakaiproject.org/viewsvn/?view=rev&rev=39772
Author: [email protected]
Date: 2008-01-05 09:12:07 -0500 (Sat, 05 Jan 2008)
New Revision: 39772
Modified:
content/branches/sakai_2-5-x/content-impl/impl/src/java/org/sakaiproject/content/impl/ContentServiceSqlOracle.java
content/branches/sakai_2-5-x/content-impl/impl/src/java/org/sakaiproject/content/impl/DbContentService.java
Log:
SAK-12501 merge to 2-5-x: r39622, r39624:5, r39632:3 (resolve conflict from differing linebreaks for r39622)
----------------------
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Details: http://source.sakaiproject.org/viewsvn/?view=rev&rev=39771
Author: [email protected]
Date: 2008-01-04 18:08:50 -0500 (Fri, 04 Jan 2008)
New Revision: 39771
Modified:
bspace/site-manage/sakai_2-4-x/site-manage-tool/tool/src/bundle/sitesetupgeneric.properties
bspace/site-manage/sakai_2-4-x/site-manage-tool/tool/src/java/org/sakaiproject/site/tool/SiteAction.java
Log:
BSP-1415 New (Guest) user Notification
----------------------
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Details: http://source.sakaiproject.org/viewsvn/?view=rev&rev=39770
Author: [email protected]
Date: 2008-01-04 16:09:01 -0500 (Fri, 04 Jan 2008)
New Revision: 39770
Modified:
site-manage/branches/sakai_2-5-x/site-manage-tool/tool/src/webapp/vm/sitesetup/chef_site-siteInfo-list.vm
Log:
merge fix to SAK-9996 into 2-5-x branch: svn merge -r 39687:39688 https://source.sakaiproject.org/svn/site-manage/trunk/
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Details: http://source.sakaiproject.org/viewsvn/?view=rev&rev=39769
Author: [email protected]
Date: 2008-01-04 15:44:39 -0500 (Fri, 04 Jan 2008)
New Revision: 39769
Modified:
gradebook/trunk/app/ui/src/java/org/sakaiproject/tool/gradebook/ui/helpers/beans/AssignmentGradeRecordBean.java
gradebook/trunk/app/ui/src/java/org/sakaiproject/tool/gradebook/ui/helpers/producers/GradeGradebookItemProducer.java
gradebook/trunk/app/ui/src/webapp/WEB-INF/applicationContext.xml
gradebook/trunk/app/ui/src/webapp/WEB-INF/bundle/messages.properties
gradebook/trunk/app/ui/src/webapp/WEB-INF/requestContext.xml
Log:
SAK-12180 - Fixed errors with grading helper
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Author: [email prot.
Description:
Ch .17:
Newborn transitioning
Ch. 18:
Nursing management of the
newborn
Ch.19:
Nursing Management at risk:
Pregnancy-related complications
Ch.20:
Nursing Management of the
Pregnancy at Risk: Health
conditions and vulnerable populations
Ch. 21:
Nursing management of
labor and birth at risk
Ch. 22:
Nursing management of the
postpartum woman at risk
.
Description of the assignment The following 4 men created a p.docxbradburgess22840
Description of the assignment:
The following 4 men created a paradigm shift within Western culture: Luther, Columbus, Gutenberg, and Charles Darwin. In this assignment, explain which one of these you deem to have had the most influence on Western culture. Provide concrete reasons that clarify your position. If you include sources, cite them in current APA format. This assignment must be 250–300 words and must include the word count in parentheses. S
.
Description of the AssignmentThis assignment presents a mo.docxbradburgess22840
Description of the Assignment
This assignment presents a modified method for conducting a concept analysis of
one
concept that is important and useful to the nurse practitioner role. The concept for this assignment must be supported by a published
nursing
theory. The selected concept is identified and then the elements of the analysis process are applied in order to synthesize knowledge for application as demonstrated through the creation of a model case. Theoretical applications of the concept are also discussed. Non-nursing theories may
not
be used. Scholarly literature is incorporated throughout the analysis.
Only the elements identified in this assignment should be used for this concept analysis.
Possible Concepts:
The following concepts are not required; students may select one of these concepts or find another concept. Each selected concept must be associated with a nursing theory; the use of non-nursing theories is
not
allowed. If you have any questions regarding your concept or the nursing theory, please consult with your faculty member for assistance.
Please note: the concepts of caring or cultural humility are not permitted for this assignment.
Adaptation
Burnout
Civility
Comfort
Compassion
Compassion fatigue
Competence
Empowerment
Engagement
Health
Leadership
Meaningfulness
Modeling
Noise
Pain
Palliative care
Quality of life
Resilience
Self-care
Sensory overload
Situational awareness
Criteria for Content
Definition/Explanation of the selected nursing concept
Defines/explains the concept using scholarly literature (a dictionary maybe used for this section
only
)
Support from nursing literature is required.
2.
Defining attributes:
A minimum of
three (3)
attributes are required.
Support from nursing literature is required.
Explanation: An attribute identifies characteristics of a concept. For this question, the characteristics of the selected nursing concept are identified and discussed.
Antecedent and Consequence
1 antecedent
of the selected nursing concept.
1 consequence
of the selected nursing concept.
Support from nursing literature is required.
Explanation:
An antecedent is an identifiable occurrence that happens before an event. An antecedent precedes a selected nursing concept. A consequence follows or is the result of an event. The selected consequence follows or is the result of the selected nursing concept.
4.
Model Case
1 Model Case
is created by the student and discussed substantively by demonstrating within the case each of the following areas:
Definition
All identified attributes
Theoretical Applications of the Concept
Explain how the concept applies to the selected nursing theory.
Support from nursing literature is required.
Reflection
Reflect on how the concept analysis findings apply to your advanced nursing practice, specifically as an NP.
Self-reflection may be written in first-person.
Preparing the Assi.
Description of theNationalMilitary Strategy2018.docxbradburgess22840
Description of the
National
Military
Strategy
2018
The Joint Staff
1
Overview
The 2018 National Military Strategy (NMS) provides the
Joint Force a framework for protecting and advancing U.S.
national interests. Pursuant to statute, it reflects a
comprehensive review conducted by the Chairman with the
other members of the Joint Chiefs of Staff and the unified
combatant commanders.
As an overarching military strategic framework, this
strategy implements the substantial body of policy and
strategy direction provided in the 2017 National Security
Strategy, the 2018 National Defense Strategy (NDS), the
Defense Planning Guidance (DPG), and other documents.
The 2018 NMS provides the Chairman’s military advice for
how the Joint Force implements the defense objectives in
the NDS and the direction from the President and the
Secretary of Defense.
The 2018 NMS also reflects lessons learned from
implementing global integration over the last two years. The
strategy articulates a continuum of strategic direction to
frame global integration into three strategy horizons to meet
the challenges of the existing and future security
environment. Force employment addresses planning, force
management, and decisionmaking to fulfill the defense
objectives of the NDS. Force development adapts functions,
capabilities, and concepts to improve the current Joint
Force. Force design innovates to enable the Joint Force to
do what it does differently to retain a competitive advantage
against any adversary.
The vision of the Joint Force articulated in the 2018 NMS is
a Joint Force capable of defending the homeland and
projecting power globally, now and into the future.
2
Strategic Approach
From its global perspective, the NMS premises an adaptive
and innovative Joint Force capable of employing its
capabilities seamlessly across multiple regions and all
domains -- continuing the transition from a regional to a
global mindset and approach.
This strategy
anchors its
approach against a
set of clearly
identified security
trends outlined in
the NDS (see inset).
These trends,
especially those
posed by the
reemergence of
great power
competition with China and Russia, represent the most
difficult challenges facing the Joint Force. However, the full
scope of global integration must recognize uncertainty and
be vigilant for emerging threats to the security and interests
of the United States, its allies and partners. In a security
environment where the homeland is no longer a sanctuary
and every operating domain is contested, competitors and
adversaries will continue to operate across geographic
regions and span multiple domains to offset or erode Joint
Force advantages.
To achieve military advantage over competitors and
adversaries, the NMS introduces the notion of joint
combined arms, defined as the conduct of operational art
through the integration of joint capabilities.
Description This is a 4 page paper about either a creative genius o.docxbradburgess22840
Description: This is a 4 page paper about either a creative genius of your choosing (Thomas Edison? Einstein? Michelangelo? Beyonce? Lucille Ball?) or a creative business (DuPont, Corning, IDEO? Pixar?). You can either read a full biography or research the person or organization using several sources. The paper should include: Description and background of the person/organization, 2) why you chose him/her/it, 3) what this person/org achieved (briefly), 4) how he/she/it fuels their creativity (his or her own, or if a company, its workforce) and 5) include a self reflection. Knowing what they do, what are some things YOU DO to fuel your creativity? What else could you do going forward? . #4 and #5 are most important. At the end of the paper, summarize by listing at least ten to fifteen things that this individual did to fuel his/her/its creativity. Here are some examples:
Da Vinci kept journals and notebooks. He dissected eyes and other body parts. He learned many mediums - painting sculpting, etc.
Ian Flemming (author), designed golf courses in his spare time.
Steven Hillenburg, the creator of Spongebob, had been a marine biology professor who had a keen interest in art and began drawing visual images for his student which he then began animating. He continuously worked on acquiring new skills. He watched old movies.
Beyonce learned dressmaking from her mom, who designed all of her early costumes. Her mom had sewn clothing for priests and nuns in exchange for Beyonce’s tuition.
Etsy has employee-led workshops where associates teach others their hobbies, and they regularly engage their shop owners in planning
The important thing about this project is that you learn and be able to share not just what they achieved, but what they did to nurture their creativity. You must include sources.
.
Describe your experience with electronic healthmedical record.docxbradburgess22840
Describe your experience with electronic health/medical records (EHR/EMR).
Have you used a health care IT system as a patient/provider? If yes, what system(s) did you use?
What were your impressions of the system?
Did you find it user-friendly?
Did you have concerns about privacy/security?
Did it seem to make health care seeking/delivery easier or more burdensome?
.
Description Develop a paper describing how the knowledge, skill.docxbradburgess22840
Description:
Develop a paper describing how the knowledge, skills, or theories
of this course
have been applied or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge applied to an employment opportunity in your field of study.
Requirements:
Provide a >500 word (2 or more pages) paper (excluding title and reference pages in page count). The paper should include a title page, body (include Introduction and Conclusion sections), and a reference page. An abstract is not required for this assignment. Use proper APA formatting of the entire paper including sources on the reference page and citations in the body of the paper.
.
Describing Research FindingsResearchers take many steps to p.docxbradburgess22840
Describing Research Findings
Researchers take many steps to prepare, organize, and analyze research data. In this discussion, you will examine the importance of taking a systematic approach to describing research findings. Be sure to address the following in your main post:
What is the purpose of computing descriptive statistics and exploratory analyses?
Why should researchers graph their data? What are the benefits of graphing?
How might you assess the distribution of data?
What does the “spread” of data tell us?
What does Pearson
r
tell us about two variables?
.
Description I. Introduction A. Summarize the client. What is the rat.docxbradburgess22840
Description I. Introduction A. Summarize the client. What is the rationale for seeking counseling?
II. Biopsychosocial Summary
A. Describe the problem that brought the client to treatment. i. Make sure to address any problems, issues, or challenges the client may be facing.
B. Explain the symptoms affecting the client. i. What are the behavioral symptoms? ii. What are the cognitive symptoms? iii. What are the emotional symptoms? iv. What are the physiological symptoms?
C. Identify any environmental factors that may be contributing to the client's problem.
D. Identify any potential harmful behavior: i. Aggression ii. Harm to others iii. Harm to self iv. Criminal activity v. Impulsive behaviors vi. High-risk activity
E. Determine if the client has a family history of the diagnosis. Consider how this may affect the client. F. Use evidence-based research to support the biological factors presented in the case.
G. Outline how the client identifies him- or herself in regard to cultural characteristics. Make sure to add rationale for any answers that are not straightforward. i. What are the addressing factors?
a. Age and generational influences
b. Developmental disabilities (acquired at birth or during childhood)
c. Disabilities acquired later in life (e.g., traumatic brain injury, multiple sclerosis, stroke)
d. Religion and spirituality
e. Ethnic and racial identity
f. Socioeconomic status
g. Sexual orientation
h. Indigenous heritage
i. National origin j. Gender
H. Summarize how the client culturally identifies him- or herself.
i. With the identifiers above, how does the client culturally identify him- or herself? ii. What is the order of importance for the client? Assessment III. Co-occurring Disorders
A. Identify any co-occurring disorders. B. Describe the initial DSM diagnosis. i. What is the overall descriptor of the diagnosis? ii. What criteria must be met to meet the diagnosis? iii. Describe which client behaviors are being used to meet the diagnostic criteria.
C. Discuss the rationale behind the diagnosis. i. Identify what other diagnoses should be ruled out. Make sure to provide rationale. ii. Identify limitations with this diagnosis. Make sure to provide rationale.
D. Use evidence-based research to support your justification. IV. Addiction Assessments
A. Describe how the assessment was administered.
B. Describe the assessment scoring.
C. Summarize the assessment results.
i. How do you interpret the results? Plan V. Recommendations
A. Summarize what you recommend for this client based on the information collected.
i. Describe what you recommend for recovery.
ii. Describe what you recommend for relapse prevention.
resources you would provide to the client. Rubric Guidelines for Submission: Consider using the headings from the critical elements outlined above when drafting your DAP note, as you will do this when you submit for your final project. You may also consider using double spac.
Describes the use of Computers in Nursing in general clearly and com.docxbradburgess22840
Describes the use of Computers in Nursing in general clearly and comprehensively.
Address the significance of Computers, attributes of Computers (i.e., accuracy, cost, accessibility, etc.), and provide specific examples with rationale of situations in which Computers as an educational tool would provide advantages as well as disadvantages.
Relate the use of Computers to the appropriate professional standards and competencies.
.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Improving Comprehensive Carefor OEF and OIF Vetsby Aslie.docx
1. Improving Comprehensive Care
for OEF and OIF Vets
by Aslie Burnett
FILE
T IME SUBMIT T ED 20- MAR- 2015 10:4 4 AM
SUBMISSION ID 51867 4 598
WORD COUNT 64 25
CHARACT ER COUNT 39906
DISSERT AT ION_PROPOSAL.DOC (125.5K)
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SIMILARIT Y INDEX
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Improving Comprehensive Care for OEF and OIF Vets
ORIGINALITY REPORT
PRIMARY SOURCES
vets.arizona.edu
Int ernet Source
www.ejpt.net
Int ernet Source
Karen H. Seal. "VA mental health services
utilization in Iraq and Af ghanistan veterans in
4. the f irst year of receiving new mental health
diagnoses", Journal of Traumatic Stress, 2010
Publicat ion
www.f as.org
Int ernet Source
Submitted to Maryville University
St udent Paper
store.samhsa.gov
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yellow-f ever.rki.de
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cstsf orum.org
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akf sa.org
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iris.lib.neu.edu
Int ernet Source
www.acpmh.ipag.f r
Int ernet Source
onlinelibrary.wiley.com
Int ernet Source
Submitted to University of Western Australia
St udent Paper
Submitted to University of Southern Calif ornia
St udent Paper
scindeks.nb.rs
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cdn.intechopen.com
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www.healthemotions.org
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Submitted to Palo Alto University
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www.mindf ully.org
Int ernet Source
Submitted to Pennsylvania State System of
Higher Education
St udent Paper
www.rand.org
Int ernet Source
gradworks.umi.com
Int ernet Source
patriotoutreach.org
7. Int ernet Source
Ticknor, Bobbie and Tillinghast, Sherry. "Virtual
Reality and the Criminal Justice System: New
Possibilities f or Research, Training, and
Rehabilitation", Journal of Virtual Worlds
Research, 2011.
Publicat ion
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Michael E. Smith. "Bilateral hippocampal
volume reduction in adults with post-traumatic
stress disorder: A meta-analysis of structural
MRI studies", Hippocampus, 2005
Publicat ion
etd.lib.f su.edu
Int ernet Source
digital.library.adelaide.edu.au
Int ernet Source
cdn.govexec.com
Int ernet Source
Yelena Bogdanova. "Cognitive Sequelae of
8. Blast-Induced Traumatic Brain Injury: Recovery
and Rehabilitation", Neuropsychology Review,
02/17/2012
Publicat ion
Nanda, U., H. L. B. Gaydos, K. Hathorn, and N.
Watkins. "Art and Posttraumatic Stress: A
Review of the Empirical Literature on the
Therapeutic Implications of Artwork f or War
Veterans With Posttraumatic Stress Disorder",
Environment and Behavior, 2010.
Publicat ion
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Improving Comprehensive Care for OEF and OIF Vetsby Aslie
BurnettImproving Comprehensive Care for OEF and OIF
VetsORIGINALITY REPORTPRIMARY SOURCES
Section 1. Learner and Program Information (to be completed
by learner)Learner Name
Learner Email
Mentor Name
Mentor Email
Specialization (Delete all specializations except for your own)
Area of Specialization Program Chair
· General Human Services Dr. Charles Lorbeer
· Health Care Administration Dr. Lonnie Wederski
· Management of Nonprofits Dr. Yvonne Kochanowski
9. · Social and Community Services Dr. Charles Lorbeer
· Criminal Justice Dr. Steven Barthelmeus
· Emergency Management Dr. Michael Kemp
· Public Safety Leadership Dr. Steven Barthelmeus
Program Chair Email
Section 2. Research Problem & Contributions to Research
Theory
2.1 Research Problem
Describe the scientific problem. This paragraph goes beyond the
social problem. E.g. We know X from the literature, we also
know Y, but we don’t know Z and that is why this study’s
research question is important.
The treatment approaches to the OEF and OIF veterans greatly
impacts on the effectiveness of the treatment outcomes. As
affirmed by Kracen et al. (2013), only 57% of the100 OEF and
OIF veterans preferred individual over the group therapy.
Moreover, Chard et al. (2010) describes that there is a major
problem regarding the insufficient studies on the different
treatment outcomes between the study populations.
Furthermore, the current inaccurate diagnosis of the PTSD has
become a significant contributor the emerging problems. As
such, this study research strives to bridge the gap between the
improper diagnostic criteria as well as illustrate the variables
that might have a significant influence over the diagnosis and
treatment outcomes in order to improve the VA health care for
OEF and OIF veterans.
2.2 Advancing the Scientific Knowledge Base
Specifically describe how this research will advance scientific
knowledge in your specialization area by answering all of these
10. 3 questions using bullet points and in-text citations.
1. Does the study address something that is not known or has
not been studied before—How is this study new or different
from other studies?
· Yes, the study differs from the other studies that have been
conducted since it majors on bridging the existing gap on the
improper diagnostic procedures on the veterans suffering from
the PTSD. Additionally, the study intends to bring fourth the
multiple variables that affect the treatment and diagnosis
outcomes.
2. If your research questions are studied, how could your
findings impact your field of interest—“So What?”
· If my research questions are studied, the findings could impact
my field of interest by influencing the diagnostic procedure for
PTSD that is currently being used since it depicts that it is
inaccurate.
3. What possible practical implications do you predict the
results of your research will have? For instance, what will be
the impact of these results on your sample, your site location, or
your workplace—“Who Cares?”
· The possible practical implication that my research will have
is the change of the existing diagnostic procedure and
adaptation of more improved technology which will be more
accurate.
2.3 Theoretical Foundation
List the major theory or theories that serve as the backbone of
the study. List each theory, briefly describe it, and list a
reference for each immediately below the theory.
Behavior Modeling Theory
The behavior modeling served as the backbone to the study.
11. This theory stipulates that we obtain a sufficient amount of
knowledge by not only doing but also by watching what other
people do. It is noted that model looks at the need, enabling and
the predisposing factors that tend to influence the veterans
access to health care for the PTSD (DiClemente & Crosby,
2011).
Reference
DiClemente, R. J., & Crosby, R. A. (2011). Health behavior
theory for public health: Principles, foundations, and
applications. Jones & Bartlett Publishers.
Cognitive Behavior Theory
The cognitive behavior theory illustrates that the people’s
perceptions or their spontaneous thoughts regarding a situation
tend to influence their emotional and behavioral reaction. It is
crucial to note that these perceptions are often distorted when
the individuals are distressed (Kendall & Hollon, 2013).
Reference
Kendall, P. C., & Hollon, S. D. (Eds.). (2013). Cognitive-
behavioral interventions: Theory, research, and procedures.
Academic Press.
Cognitive Theory
The cognitive theory tends to explain the mental processes of an
individual when influenced by extrinsic and intrinsic factors. It
illustrates that analyzing the mental processes plays a major
role in understanding the different processes in an individual
(Rector et al., 2011).
Reference
Rector, N. A., Stolar, N., & Grant, P. (2011). Schizophrenia:
Cognitive theory, research, and therapy. Guilford Press.
2.4 Contribution to Research Theory
Explain how your study answers one of these 4 questions.
Provide a detailed explanation for at least one of the following
questions.
· In what ways does the research test to confirm or refute
12. theory?
The research confirms the behavior modeling by stipulating that
the theory is often employed for identifying the veterans who
might need PTSD treatment intervention. It is noted that the
model looks at the need, enabling and the predisposing factors
that tend to influence the veterans access to health care for the
PTSD. Basically, these factors are used in determining if the
veteran with PTSD will seek help for his/her mental issue.
2.5 Research Questions
List the research questions. The questions should align with the
research problem. Be very specific here. PSL dissertations
typically have between 2-6 research questions.
· What are the effects of the inaccurate diagnostic procedure
that is currently being used?
· What is the effectiveness of the existing treatment methods
that are administered to the OEF and OIF veterans?
· What variables might influence the diagnosis as well as the
treatment outcome of PTSD?
· What new strategy can be employed to aid in an improved
diagnosis of PTSD?
SCIENTIFIC MERIT REVIEW FORM
SCIENTIFIC MERIT REVIEW FORMSchool of Public Service
Leadership
Scientific Merit Process
Dissertation researchers will use this form to go through the
process of scientific merit review (SMR). The goals of this
process are to:
(1) Facilitate the planning of the details of your dissertation
13. research project.
(2) Allow for scientific merit review.
(3) Facilitate your progress through the dissertation.
This is not an addition to your dissertation but rather a step to
assist you in obtaining mentor, committee, school, and IRB
approval more efficiently. You must obtain scientific merit
approval before writing your full dissertation proposal.
Scientific merit approval is part of Dissertation Milestone 3,
Mentor Approval. Scientific Merit Criteria
The following criteria will be used to establish scientific merit.
The purpose of the review will determine if the study:
· Advances the scientific knowledge base.
· Makes a contribution to research theory.
· Meets certain “Hallmarks” of good research methodology.
Scientific Merit Approval**
Your SMR completed form will be approved, not approved, or
deferred for major or minor revisions. The Scientific Merit
Reviewer will use a check list to determine if the study meets
the criteria for scientific merit and the reviewer will provide
specific feedback designed to identify any issues that need to be
resolved related to the scientific merit or the proposed
methodology for the SMR form to be approved. You will have
up to three opportunities to submit this form for SMR approval.
Scientific Merit approval does not mean you will obtain IRB
approval. The IRB review will focus on ethical issues.
** Obtaining Scientific Merit approval does not guarantee you
will obtain IRB approval. A detailed ethical review will be
conducted during the process of IRB approval.
Recommendations for How to Use This Form
This SMR form is intended to help you plan the details of your
dissertation. It provides a space for you and your mentor to
work out all the details of your design. Then it allows you to
submit your design plan for Scientific Merit Review. Once you
have obtained Scientific Merit approval, you should be able to
easily expand on the information you have submitted here and
14. write the dissertation proposal because the methodology section
follows the Dissertation Chapter 3 outline. It is recommended
that you use this form in a step-by-step way to help you plan
your design. Expect that you will go through several revisions
before your mentor approves this form.When you are completely
done with your form and it has Mentor approval, your Mentor
will submit it to your Scientific Merit Reviewer for approval.
Dos and Don’ts
· Do prepare your answers in a separate Word document, as
editing and revising will be easier.
· Set font formatting to Times New Roman, 11 point, regular
style font or Arial, 10 point, regular style font. Use the
“Format” menu.
· Do set paragraph indentation (“Format” menu) for no
indentation, no spacing.
· Do copy-paste items into the right-hand fields when they are
ready.
· Do not delete the descriptions in the left column!
· Do not lock the form. That will stop you from editing and
revising within the form.
· Do complete the “Learner and Program Information” (Section
1).
· Do not skip items or sections. If an item does not apply to
your study, type “NA” in its field; i.e., leave no blank spaces in
the form.
· Do read the item descriptions and their respective Instructions
carefully. Items request very specific information. Be sure you
understand what is asked (Good practice for your IRB
application!).
· Do use primary sources to the greatest extent possible as
references. Textbooks (Patton, Leedy and Ormrod, et cetera) are
not acceptable as the only references supporting methodological
and design choices. Use them to track down the primary
sources.
· Do submit a revised SMR form if, after approval, you change
15. your design elements. It may not need a second review, but the
mentor should send any revisions to the Scientific Merit
Reviewer before your IRB is submitted.
Section 1. Learner and Program Information (to be completed
by learner)Learner Name
Learner Email
Mentor Name
Mentor Email
Specialization (Delete all specializations except for your own)
Area of Specialization Program Chair
· General Human Services Dr. Charles Lorbeer
· Health Care Administration Dr. Lonnie Wederski
· Management of Nonprofits Dr. Yvonne Kochanowski
· Social and Community Services Dr. Charles Lorbeer
· Criminal Justice Dr. Steven Barthelmeus
· Emergency Management Dr. Michael Kemp
· Public Safety Leadership Dr. Steven Barthelmeus
Program Chair Email
Dissertation Title
Section 2. Research Problem & Contributions to Research
Theory
2.1 Research Problem
Describe the scientific problem. This paragraph goes beyond the
social problem. E.g. We know X from the literature, we also
know Y, but we don’t know Z and that is why this study’s
research question is important.
16. 2.2 Advancing the Scientific Knowledge Base
Specifically describe how this research will advance scientific
knowledge in your specialization area by answering all of these
3 questions using bullet points and in-text citations.
1. Does the study address something that is not known or has
not been studied before—How is this study new or different
from other studies?
2. If your research questions are studied, how could your
findings impact your field of interest—“So What?”
3. What possible practical implications do you predict the
results of your research will have? For instance, what will be
the impact of these results on your sample, your site location, or
your workplace—“Who Cares?”
2.3 Theoretical Foundation
List the major theory or theories that serve as the backbone of
the study. List each theory, briefly describe it, and list a
reference for each immediately below the theory.
17. 2.4 Contribution to Research Theory
Explain how your study answers one of these 4 questions.
Provide a detailed explanation for at least one of the following
questions.
· In what ways does the research generate a new theory?
· In what ways does the research refine or add to an existing
theory?
· In what ways does the research test to confirm or refute
theory?
· In what ways does the research expand theory by telling us
something new about application or processes?
2.5 Research Questions
List the research questions. The questions should align with the
research problem. Be very specific here. PSL dissertations
typically have between 2-6 research questions.
Section 3. Methodology, Sampling, Ethics
3.1 Identify the variables (quantitative) or the concepts
(qualitative)
How do the variables or concepts align with the theories?
Variables Measured:
Concepts Measured:
18. 3.2 General Methodology
Choose the methodology you believe is most appropriate for
this study.
Indicate methodology by checking it below.
____ Quantitative
____ Qualitative
____ Mixed Method
3.3 Methodological Approach
Choose the specific approach you believe is appropriate for this
study. If a mixed methods design, choose one approach in each
category.
Qualitative Approaches: (Case Study; Ethnography; Grounded
Theory; Phenomenology)
Chosen Approach:
Quantitative Approaches: (Experiment, Quasi Experiment,
Correlation)
Chosen Approach:
3.4 Rationale for Methodology
Write a 1-2 sentence rationale describing how your design is
best suited to answering your research questions.
3.5 Assumptions
Identify the key (A) theoretical, (B) topical, and (C)
methodological assumptions of the study; provide citations to
support their adoption.
19. 3.6Limitations
Evaluate the weaknesses of your study at this time. Indicate
areas to be improved before start of the study and areas that
cannot be improved. Give reasons for not redesigning to address
any of the limitations identified.
3.7 Measures/Instruments
List and describe each data collection instrument or
measurement tool you will use. This includes questionnaires,
formal interview protocols, forms, etc. Include (A) alignment
with variable or concept (E.g., Qualitative—interview question
3 will elicit information about stress when providing care for
elderly who have downs syndrome, OR Quantitative—questions
4-10 on the XX survey are summed to create a measure of
happiness)
(B) data type(s) generated by each measure (Qualitative—
coded themes, lived experiences or Quantitative—nominal,
ordinal, interval, or ratio level data),, and (C) available
psychometric information (Qualitative—rich, thick descriptions,
OR Quantitative—validity & reliability coefficients). Attach a
copy of each instrument you plan to use as an appendix to your
SMR.
3.8 If modifying an instrument:
Describe any pilot test or field test that may be required for any
instruments. Field tests must be done (A) for new instruments or
questions developed by the learner, and (B) with expert
panelists. Field tests require no IRB review required. A pilot
test requires IRB review.
3.9 Population and Sampling Plan
Describe the population of people OR data (e.g. newspaper
20. articles, schools, neighborhoods) in which your study is
interested. Briefly describe the characteristics of this sample,
including (A) demographics, (B) inclusion criteria if any; (C)
exclusion criteria if any. Describe how you plan to select the
sample. Include the steps you will take to recruit participants.
Provide enough detail so that someone else would be able to
follow this recipe to conduct the study.Provide rationale for
your decisions.
3.10 Sample Size
What is the expected sample size needed? How do you know?
Provide citations (primary sources) to support the sample size
decision, (e.g., a power analysis, articles indicating effect size
of scales, or citations justifying your qualitative sample size).
3.11 Expected Site
Describe the site(s) or source from which you expect to draw
your sample.
3.12 Site Permission
Who is authorized to provide permission to use this site or
source? Does the site have an IRB? What do you need to do to
obtain permission to access the population or data source?
3.13 Participant Contact
How will potential participants first be contacted? How will
participants be contacted following the study?
3.14 Data Collection
Describe the exact procedure that will be used to carry out the
study. This is a step-by-step description of exactly how the
21. research will be conducted. This should read like a recipe for
conducting your study. Be sure to include all the necessary
details so that someone else should be able to follow this and be
able to replicate the study.
3.15 Data Analysis
Describe analysis procedures for each distinct data type:
specific statistical analysis for quantitative studies; audiotapes,
transcripts, video tape, field notes, photos, etc. for qualitative
studies; or describe a combination of procedures for a mixed
methods design. Ensure that the analysis is consistent with your
chosen methodological approach.
Describe all methods and procedures for data analysis
including: (a) types of data to be analyzed, (b) organizing raw
data, (c) managing and processing data, (d) preparation of data
for analysis, and (e) storage and protection of data. For each
research question or sub-question, detail the actual data
analyses to be conducted to answer each specific question or
how you plan to test each hypothesis.
3.16 Ethical Considerations.
Describe any ethical considerations given the sample population
and/or topic. Please explain as fully as possible. E.g., How do
you plan to protect human participants while identifying the
sample, while collecting the data, while analyzing the data,
after data are collected, when you store your data?
3.17 Risk Assessment.
Is your study more than minimal risk? Does the study examine
a vulnerable population? What special steps will you take to
protect your participants? Refer to your CITI course for more
22. information about minimal risk. Please explain.
No:
Yes:
Scientific Merit Status
Directions for Reviewers
The reviewer determines if the Scientific Merit Review (SMR)
form is approved, disapproved or deferred for major or minor
revisions. An SMR form is approved if the reviewer has been
able to answer “MET EXPECTATIONS” to all of the evaluation
questions. A researcher has 3 opportunities to pass scientific
merit review.
If any of the items have been checked as “BELOW
EXPECTATIONS,” then the reviewer is asked to comment
specifically and provide recommendations. Most of the time
recommendations will lead to the reviewer requesting major or
minor revisions. Minor revisions are things like needing to
include more detail. Major revisions are issues where there are
major design flaws, potential ethical concerns or inconsistency
in terms of the research questions, the design, and the proposed
data analysis. Disapproval occurs if the researcher fails to pass
the SMR review on the third attempt. Disapproval could also
occur earlier in the process if it is clear that the study 1.) does
not have any potential for scientific merit or 2.) the study has
major ethical or methodological flaws that can’t be corrected.
Please indicate your decision for this review in the correct place
(First Review, Second Review, etc) and insert your electronic
signature and the date below. If the SMR has a Final Status of
23. “Approved” or “Disapproved”, please be sure to indicate this
Final Scientific Merit Review status below as well.
Scientific Reviewer Evaluation
Criteria
Met Expectations
Below Expectations
Reviewer Comments
1
Did the Specialization Chair approve the dissertation title,
topic, and problem as appropriate for the specialization area?
(2.1)
2
Will the study advance scientific knowledge in the field by
meeting one of these four criteria? (2.2)
1. Does the study address something that is not known or has
not been studied before?
2. Is this study new or different from other studies in some
way?
3. Does the study extend prior research on the topic in some
way?
4. Does the study fill a gap in the existing literature?
3
Does the research make a contribution to research theory in one
of these ways? (2.3, 2.4)
24. 1. Does the research generate a new theory?
2. Does the research refine or add to a new theory?
3. Does the research test to confirm or refute theory?
4. Does the research expand theory by telling us something new
about application or processes?
4
Do the research questions address the research problem? (2.5)
5
Does the basic methodology and rationale proposed seem
appropriate to answer the research questions? (3.2, 3.4)
6
Is the research design clearly and accurately described? Can the
design answer the research questions with the proposed sample,
design, and analysis? (3.5, 3.6, 3.7)
7
Are any concerns about using the particular population, sample,
site or how participants will be contacted, sufficiently addressed
by the methodology? (3.9, 3.10, 3.11, 3.12, 3.13)
25. 8
Is participant involvement, selection, and recruitment fully
described and appropriate for the study? (3.13)
9
Are all data collection instruments, measures, scales, interview
questions or observations , appropriate for this study? Have
field tests (if necessary) been described? (3.1, 3.8)
11
Does the researcher describe in detail the procedure to be
followed in a step-by-step way so that it is completely clear
how the research will be conducted? (3.14)
12
Are the proposed data analyses appropriate? Is there alignment
between the research questions, proposed methodology, types of
data to be collected and proposed data analysis? Is the language
used to describe the type of design and data analysis plans
consistent throughout? (3.15)
13
Have any potentially serious ethical concerns been considered
26. and sufficiently addressed? (3.16)
14
Have risks been adequately identified? (3.17)
Scientific Review Information (to be completed by Reviewer
only)
Reviewer Name:
Date
Decision
First Review
|_| Date Approved ____________________
|_| Date Deferred _____________________
Rationale for Deferment (see comments on form)
|_| Minor Revisions |_| Major RevisionsSecond Review
(if needed)
|_| Date Approved ____________________
|_| Date Deferred _____________________
Rationale for Deferment (see comments on form)
|_| Minor Revisions |_| Major RevisionsThird Review
(if needed)
|_| Date Approved ____________________
|_| Date Deferred _____________________
Rationale for Deferment (see comments on form)
27. |_| Minor Revisions |_| Major RevisionsSent to Research
Chair for Review and Consultation (if needed)
Date:
Research Chair Process Review Outcome (see attachments if
needed)Conference Call
|_| Date Approved ____________________
|_| Date Deferred _____________________
Rationale for Deferment (see comments on form):
|_| Minor Revisions |_| Major RevisionsFINAL
SCIENTIFIC MERIT STATUS
|_| Approved
Date Approved:_____________________________
Appendix A
Sections of the Dissertation
(& Corresponding Sections of the SMR Form)
Elements from the Dissertation Guides Workbook prepared by
Drs. Curtis Brant, Bruce Fischer, Malcolm Gray, Randy Johnson
,
Kim Kostere, Tony Levinskas, Bill Percy, and Nancy Piotrowski
Dissertation Chapter One
A. Background of the Problem (Introduction) (2.1)
Identifies the wider issues underlying the research problem and
question. Essentially a brief synopsis of the literature review
(fully developed in Chapter Two of the dissertation) about the
problem itself and the theoretical framework the researcher has
28. chosen to evaluate the problem and the eventual data obtained
about it.
B. Statement of the Problem (2.1)
Clearly states the research problem–the form of the problem
that is the specific object of investigation in this study. The
research problem is not the general social or psychological
problem described in the Background section (which may
require many different components for solution), but a specific
problem that a research project is required to solve.
C. Purpose of the Study (2.2, 2.4)
The core purpose of the study is to answer the research
question, whose purpose is to solve the research problem. The
wider social or psychological problem (e.g., stopping or treating
childhood abuse or developing effective management techniques
for organizations) cannot be solved by a single research project.
The research project, however, should be, and that is the core
purpose of the study. Contributing knowledge toward a solution
of the wider problem can be a second purpose.
D. Significance of the Study (2.2, 2.4)
Significance of the research is related both to what is known in
the literature and the value of the training in research the
learner is receiving as a result of completing the study. This
section presents the argument that fulfilling the purpose of the
study is important to the field of pubic service leadership, to
some specialization within public service leadership, to a
community of persons interested in the problem, or to
researchers interested in the problem.
E. Research Design (3.2)
Describes the general blueprint for the study itself—how its
elements (overall methodology, sample selection and
assignment, data collection methods and procedures, data
analysis methods, data presentation methods) are aligned and
29. coordinated in order to maximize cogency and to reduce threats
to validity or credibility.
F. Research Question and Hypotheses (2.5)
States exactly the question that the study will answer,
including any sub-questions. The research question must include
the variables or phenomena being investigated and their
relationship (if any is sought). Hypotheses are predictive
statements of the expected answers to the research sub-
questions; qualitative projects do not use hypotheses.
This meets criteria for a respectable research question:
1. It is a question.
2. It can be answered.
3. Because it is closely linked to a viable research problem
(which in turn is linked to a wider problem which is important
to some stakeholders), it has significance and has not already
been answered.
4. It clearly identifies the variables and the relationships that
will be investigated.
5. The question, if reduced to its keywords (management,
management-by-objective, human potentials, worker morale,
etc.), will give readers a good idea of what the study
investigates and will bring up the study when others search
published dissertations.
G. Assumptions and Limitations (3.5, 3.6)
States the assumptions (constructs being taken as given, usually
four kinds: general methodological assumptions, theoretical
assumptions, topic-specific assumptions, and assumptions about
instruments or methods) being accepted for the study and the
limitations (things the study does not do either intentionally or
because of inherent design limitations).
H. Definitions of Terms (3.7)
Defines all constructs investigated in the study along with
30. characteristics of the sample and any other characteristics or
variables which are of importance in the research question. In
quantitative projects, define the construct variables
operationally. In qualitative projects, all constructs and
characteristics need to be clearly and fully described in
sufficient detail that readers can observe them in appropriate
contexts.
I. ExpectedFindings (3.15)
States the findings expected from the data analysis from a
conceptual standpoint, showing how the findings are expected
to answer the research question in terms of the theoretical
framework for the study.
Dissertation Chapter Two
A. The Introduction to the Literature Review
The introduction to the literature review states the overall topic
of the dissertation and provides an orienting paragraph or
passage so the reader knows what the literature review will
address. Describe how the chapter will be organized (what are
the main points and in what order do they appear?). Describe
(briefly) how the literature was surveyed, providing enough
information about search criteria (keywords used, databases
searched, libraries accessed and journals investigated, for
example) that the reader can evaluate the thoroughness of the
review.
B. Theoretical Orientation for the Study (2.3)
In this section of the literature review, cite the major references
to support your theoretical orientation and briefly describe the
orientation. Essentially, the "theoretical orientation" or
31. framework is one's "point of view" from which one writes the
paper or conducts the dissertation. When you intend to use more
than one theoretical framework, you need to synthesize and
integrate the different theories carefully.
C. Review of Research Literature and Methodological Literature
Specific to the Topic or Research Question (2.2, 2.3, 2.4)
This section has two sub-sections: Review of research on the
topic and Review of methodological literature. How this is
organized is important. It can be organized by variables, by
factors or constructs to be addressed, by elements of the
theoretical framework, by or elements of the research design.
D. Synthesis of Research Findings
This section will summarize the main points of Chapter Two,
showing both the strengths and the weaknesses in your
theoretical orientation and your project's relationship with the
previous research on the topic, both in content (research
findings) and methods (methodology).
E. Critique of previous research (2.2, 2.4)
In this section examine the quality of the research reviewed.
What are the methodological strengths and limitations of the
works you reviewed? How do those weaknesses, in particular,
affect your own argument? Consider things such a rigor of
designs, sampling errors, size of samples, quality or research
instruments, appropriateness of statistical procedures, and any
other issues related to the quality of research. At the end of this
section there should be a strong case for why the study will be a
step forward in terms of research rigor.
F. Summary
This should not be more than a page, and in general will
summarize the conclusions you have drawn from the previous
literature on your topic or methodology which support your own
project. This is of great importance in the dissertation, where
32. this section sums up Chapter Two and provides a transition into
Chapter Three.
Dissertation Chapter Three
A. Purposes of the Study (2.1)
This section repeats the information given in the opening
sections of Chapter One: the research problem, any background
relevant to the methods, the research questions and hypotheses
(if any) which are designed to gather information needed to
solve the problem, and what the study is meant to accomplish,
that is, its purpose. The objective is to reorient the readers so
that the methods to be described here will make sense.
B. Research Design (3.2, 3.3, 3.4)
Describes the research design with emphasis on methods and
procedures. Critical elements include methodology, sample
type, data collection methods and frequency, and data analysis
type(s). Emphasis should be placed on description of validity
threats (credibility issues in qualitative designs) and how the
design minimizes or eliminates them. Like the previous section,
you already outlined this in Chapter One from a conceptual
standpoint. Here you can repeat (rewritten, as above) much of
that material for the readers’ convenience, adding in greater
clarity and detail, with your focus being a concrete description
of your design. Again, the aim is to create a step-by-step recipe
to support possible replication in the future.
C. Target Population and Participant Selection (3.9, 3.11, 3.12)
Describes the characteristics of the larger population from
which the sample (study participants) will be drawn. Include in
this section, after the characteristics, a discussion of sample
size, including all steps taken to determine and justify sample
33. size (e.g., power analysis). In this section, you will first
describe the characteristics of the population. Next, describe the
sample, consistently with the description of the population.
Describe the size of your sample next.
D. Sampling Procedures (3.9, 3.10, 3.13)
Once you have described how you determined the sample size,
describe how you plan to select the sample. Include the steps
taken for recruitment of participants. Each procedure—
identifying potential participants, contacting that pool,
recruiting or inviting their participation, and organizing your
sample—requires its own procedural description (a recipe clear
enough that others can repeat your work).
E. Instruments (3.7)
Describe in detail all data collection instruments and measures
(tests, questionnaires, interview protocols, and so forth). This
section should include a description of each instrument or
measure, its normative data, validity and reliability statistics,
results of field tests conducted to determine validity, reliability,
or appropriateness of the instrument.
F. Data Collection Procedures (3.14)
The procedures section describes the procedures that will be
used to carry out all the major methods of the study. As before,
the terms “methods” and “procedures” mean different things.
“Methods” is a general term describing what you will do to
accomplish the task at hand. “Procedures,” on the other hand,
are step-by-step descriptions of how the methods will be carried
out.
The Procedures section should contain at least the following
subsections:
a) Methods and procedures for sample recruitment, sample
selection, and assignment to groups (if relevant);
b) Methods and procedures for obtaining informed consent and
34. for protecting the rights and well-being of the participants;
c) Methods and procedures adopted to maintain data securely,
including the length of time data will be kept and how they will
be destroyed;
d) Methods and procedures for data collection, including how
data will be organized and prepared for analysis;
e) Methods and procedures for data analysis; and
f) Methods and procedures for presentation of the data,
findings, and results.
G. Proposed Data Analyses (3.15)
Describe carefully the research question and sub-questions,
followed by the null and alternate or research hypotheses (in
quantitative studies) that predict the answer to each. Whereas
Chapter One was conceptual, this section should focus on the
empirical and statistical analysis. Describes all methods and all
procedures for data analysis including: (a) types of data to be
analyzed (see previous sections), (b) organizing raw data, (c)
managing and processing data, (d) preparation of data for
analysis, (e) actual analyses to be carried out, (f) storage and
protection of data. Procedures must be detailed and carefully
described. General statements should be avoided. Remember to
state not only what statistics will be used, but also to select the
level of significance for all significance tests.
H. Expected Findings
In quantitative studies, describe each outcome of the
hypotheses: Was the null accepted or rejected? What
correlations were found and at what significance level? In
qualitative studies, discuss biases in the researcher that have
been identified and how they will be accounted for. The focus
in Chapter Three should be on the actual expected results of the
analysis (particularly in quantitative studies).
I. Ethical Considerations (3.16, 3.17)
This section provides a discussion of ethical issues related to
35. the study and the population of interest. Anonymity,
confidentiality, privacy, lack of coercion, and informed consent
are all issues that should be addressed in this section.
Revised 7-28-11 -9-
DHA8013: Management Plan Task Worksheet
Management Plan Task Worksheet
List your project activities and related details. An example is
given in the first row.
Task or Activity
Person Responsible
Duration
Due Date
Resources Needed
Comments
Approximate Cost
Research Ethics Education Completion
Researcher
4 hours
July 2015
Description and nature of persons involved plus the kind of data
to be collected
Check address and directions
Travel: $20.00
1st Meeting with the Committee to Approve the Topic
Researcher
3 hours
August 2015
36. Description of research project
Check venue and direction
snacks $ 12.00
1st Meeting with the Mentor to approve Research Plan
Researcher
2 hours
August 2015
Description of the research plan
Check address and direction
Travel $ 15.00
2nd Meeting with the Committee to approved Research Plan
Researcher
2 hours
September 2015
Description of research plan
Confirm venue, time and direction
Snacks and Travel $ 21.00
1st Meeting with the School Dean to approved Research Plan
Researcher
2 hours
September 2015
Description of the research plan
Check the address and meeting room
Travel $ 10.00
Institutional Review Board (IRB) Approval
IRB
3 hours
October 2015
The research topic and plan
Check the registration and mobile number
Mail and printing $ 8.00
Pre-Data Collection Call
Mentor
30min
November 2015
-
37. -
-
2nd Meeting with the mentor to Approved Chapters 1 – 4
Researcher
3 hours
December 2015
Copies of chapter1-4
Check time and venue
Travel and printing $27.00
3rd Meeting with the mentor for Approval of Chapter 5 and
Final Dissertation
Researcher
11/2 hours
January 2015
Copies of chapter 5 and the final dissertation
Check address and venue
Travel $ 10.00
3rd Meeting with the Committee to Approved Dissertation
Committee
2 hours
January 2015
Copy of dissertation
Check mail and office desk
Mail $ printing $ 30.00
2nd Meeting with the School Dean to Approved Dissertation
School
2 hours
February 2015
Copy of dissertation
Check mail and office desk
Mail $ printing $ 30.00
Format Editing Completed
Researcher
4 hours
March 2015
Copy of dissertation
38. Check mail and address
Mail $ 1.00
Final Conference Call
mentor
15min
March 2015
-
-
-
Final Manuscript Approved
Researcher
1hour
April 2015
Final manuscript
Check mail and office desk
Mail and printing $ 32.00
Manuscript Submitted for Publication
Researcher
1hour
April 2015
Final manuscript
Check mail and office desk
Mail and printing $ 32.00
Dean’s Final Manuscript Approval
Dean
2 hours
May 2015
Published manuscript
Check address and venue
Travel $ 11.0
1
Capella Proprietary and Confidential
Course_File_Template_Landscape.doc
39. Last updated: 5/31/2015 12:25 AM
DHA8013: Management Plan Task Worksheet
Management Plan Task Worksheet
List your project activities and related details. An example is
given in the first row.
Task or Activity
Person Responsible
Duration
Due Date
Resources Needed
Comments
Approximate Cost
Meet with organizational CEO to obtain permission letter for
research project
Researcher
2 hours
July 2012
Description of Research Project
Check address and directions
Travel: $10.00
40.
41.
42. 1
Capella Proprietary and Confidential
Course_File_Template_Landscape.doc
Last updated: 5/31/2015 12:27 AM