1. Describe the background of the theorist, description of the theory, assumptions of the theory, the application of the theory to nursing practice, and the compatibility of the theory to your personal philosophy of nursing.

1. Describe the background of the theorist, description of the theory, assumptions of the theory, the application of the theory to nursing practice, and the compatibility of the theory to your personal philosophy of nursing.

The student will select a nurse theorist and prepare a PowerPoint presentation describing the background of the theorist, description of the theory, assumptions of the theory, the application of the theory to nursing practice, and the compatibility of the theory to your personal philosophy of nursing. Below you will see the criteria for each slide:

The Grading Criteria for the Nurses Theorist Presentation:

Background of the theorist 20%

Description of the theory 20%

Assumptions of the theorist 20%

Comparison to your personal philosophy of nursing 10%

Application to a clinical situation 20%

Presentation style and creativity 10%

History of Nursing Research Worksheet

History of Nursing Research Worksheet

There have been many influential publications, agencies, and people in the field of nursing research. Write 1–3 sentences in each cell of the table (SEE ATTACHED FILE) describe the importance, goal, or influence of each item.

Research an advanced nursing practice role and summarize your findings in a 3- to 5-page paper.

Research an advanced nursing practice role and summarize your findings in a 3- to 5-page paper.

advanced nursing practice role

Order Description

6For this assignment, you will research an advanced nursing practice role and summarize your findings in a 3- to 5-page paper (excluding the title page, references and appendices):
• Focusing on the specialty for which you were admitted to South University, select an advanced nursing role to research. (It must be one offered by South University.)
• According to the NPSGs, distinguish the role as clinical or non-clinical and how it promotes patient safety.
• Find two research articles and one expert opinion article about this role, and summarize the articles in a 3- to 5-page paper.
• The articles must be current (not more than five years old).
• Cite your sources in correct APA format.
Note: For information on how to use the library, you can access a tutorial from theAcademic Resources tab under Course Home.
Name your document: SU_NSG5000_W1A4_LastName_FirstInitial.doc.

Assignment 4 Grading Criteria Maximum Points
Described the advanced practice nursing role from South University. 20
Distinguished the role as clinical or non-clinical and how it promotes patient safety according to the NPSGs. 20
Summarized two research articles. 20
Summarized one expert opinion article. 20
Used correct spelling, grammar, and professional vocabulary. Cited all sources using APA format. 20
Total: 100

Academic and Professional Success Plan

Academic and Professional Success Plan

Academic and Professional Success Plan

Question Description

I’m studying for my Health & Medical class and don’t understand how to answer this. Can you help me study?

In this Assignment, you will locate relevant existing research. You also will analyze this research using a tool helpful for analysis.


To Prepare:

  • Reflect on the strategies presented in the Resources this week in support of locating and analyzing research.
  • Use the Walden Library to identify and read one peer-reviewed research article focused on a topic of interest to you in your specialty field.
  • Review the article you selected and reflect on the professional practice use of theories/concepts as described by the article


The Assignment:


  1. Insert your name and surname in the space provided above, as well as in the

    file name.

    Save the file as:

    First name Surname Assignment 4



    e.g. Lilly Smith Assignment 4.


    NB:


    Please ensure that you use the name that appears in your student profile on the Online Campus.

Using the ‘Week 4 | Part 4’ section of your

Academic Success and Professional Development Plan Template

presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:

  • Clearly identify the topic of interest you have selected.
  • Provide an accurate and complete APA formatted citation of the article you selected, along with link or search details.
  • Clearly identify and describe in detail a professional practice use of the theories/concepts presented in the article.
  • Provide a clear and accurate analysis of the article using the

    Research Analysis Matrix

    section of the template.
  • Write a 1-paragraph justification that clearly and accurately explains in detail whether you would recommend the use of this article to inform professional practice. Note: You can use the CARP method as presented in the Resources for this week on evaluating resources.
  • Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:

    • Clearly and accurately describe in detail your approach to identifying and analyzing peer-reviewed research.

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Clinically Isolated Syndrome and MS


CHAPTER 1 – GENERAL PRINCIPLES


1.1 Terminology

Clinically isolated syndrome (CIS) is a central nervous system demyelinating event isolated in time that is may or may not lead to the development of multiple sclerosis (MS). It is a term that describes a first clinical episode with features suggestive of multiple sclerosis (MS). It usually occurs in young adults (19-30 years old) and affects optic nerves, the brainstem, or the spinal cord. Although patients usually recover from their presenting episode. (1)

The term “clinically isolated syndrome” (CIS) is used to describe a first episode of neurologic episode that lasts at least 24 hours and is caused by inflammation and demyelination in one or more sites in the central nervous system (CNS). CIS may be presented as monofocal or multifocal:

  • Monofocal episode:The person experiences a single neurologic sign or symptom such as an attack of optic neuritis that is caused by a single lesion.
  • Multifocal episode:The person experiences more than one sign or symptom such as an attack of optic neuritis accompanied by weakness on one side of the body (hemiparesis) that is caused by lesions in more than one place in CNS.

Individuals who experience a CIS may or may not go on to develop MS. In diagnosing CIS, the physician faces two challenges: first, to determine whether the patient is experiencing a neurologic episode caused by damage of the CNS, and second, to determine the possibility that a person experiencing this type of demyelinating episode is having high risk to develop MS. Of the people who are eventually diagnosed with MS, 85% experienced a first attack that is referred to as a clinically isolated syndrome (CIS). (1) If an MRI scan of the brain and spinal cord shows evidence suggestive of MS at the time of a clinically isolated syndrome or at the time of a second episode, then MS will be diagnosed. However, not all patients who experience a clinically isolated syndrome will go to develop MS (2). For many patients, there will be no MRI evidence suggestive of MS and no further symptoms or episodes.


1.2 history

The first journal article including the term “clinically isolated syndrome” appeared only 20 years ago .Increasing availability of

magnetic

resonance technology in the 80s improved diagnosis of

CNS

demyelinating disorders, and the arrival of disease-modifying medications for

multiple sclerosis

starting in mid-90s increased the importance of correct diagnosis and treatment. Long term follow up studies of patients presenting with an isolated clinical syndrome characteristic of multiple sclerosis led to the identification of risk factors for conversion to clinically definite multiple sclerosis (3).

Today, no uniform consensus definition for a clinically isolated syndrome exists. In 2008, a panel of multiple sclerosis experts recommended that a clinically isolated syndrome be defined as a monophasic presentation with suspected underlying inflammatory demyelinating disease and recommended 5 subtypes based on monofocal or multifocal symptoms, presence or absence of asymptomatic MRI lesions, or patients without symptoms but with a suggestive MRI (3,4).


1.3 Epidemiology

A study was made to determine whether the incidence of clinically isolated syndrome (CIS) the precursor form of multiple sclerosis (MS) that encompasses optic neuritis and transverse myelitis as well as other clinical presentations, varies by race/ethnicity in a multi-ethnic, population-based cohort (5).

The methods that was used is based on electronic record searches and complete medical records review to identify all newly diagnosed CIS and MS cases in the population-based, multiethnic membership of Southern California Kaiser Permanente (KPSC) between 2008 and 2009. The KPSC membership contributed 7,410,754 person-years of observation during the study period and the racial/ethnic distribution was 36.5% white, 8.6% black, 43.4% Hispanic, 9.3% Asian/Pacific Islanders (Asian/PI) and 1.9% other (6).

The results were the identification of 254 incident cases of CIS cases who did not yet met McDonald criteria for MS and did not have other obvious causes (viral, lupus, ischemia). The most common clinical presentation was optic neuritis (48.4%) followed by transverse myelitis (32.7%), other forms of mono-regional CIS (9.8%) and poly-regional CIS (9.1%). The average age at diagnosis with CIS was 42.9 years (range 14.8-80.8) and 70.5% were women. Among CIS cases, the racial/ethnic distribution was 47.6% white, 12.6% black, 33.1% Hispanic, 4.3% Asian/PI and 2.4% other. The incidence of CIS was 3.4 per 100,000 person-years. Incidence of CIS was higher in black (5.1, 95%CI=3.5-7.1) and white, non-Hispanic individuals (4.5, 95%CI=3.7-5.3) compared with white, Hispanic (2.6, 95%CI=2.1-3.2) and Asian/PI individuals (1.6, 95% CI = 0.8 – 2.9; p<0.001) (5, 6).

In conclusion the incidence of CIS is 3.4 per 100,000 person-years in a multi-ethnic, population-based cohort of Southern Californians. The incidence of CIS is higher in black and white individuals compared with Hispanic and Asian/PI individuals.6)


1.4 Risk of developing multiple sclerosis after clinically isolated syndrome

Studies suggest that people who experienced a clinically isolated syndrome have a less than 50% risk of developing MS within five years of experiencing the initial symptoms (7).

There is no single examination that can determine whether a person who experiences a clinically isolated syndrome will or will not go to develop MS. However, researchers have tried to identify factors that might influence the possibility of developing MS and help differentiate between people who have a higher and lower risk to develop MS. Though these classifications do not establish absolute risk of developing MS, they may help to guide people in making decisions about further testing or treatment (2,7).


Figure 1: Progression of the disease for CIS and MS types.


Source


https://sbvimprover.com


Factors that influence the likelihood of developing MS:


1. Type of clinically isolated syndrome

Many studies have shown that different types of clinically isolated syndrome (i.e. transverse myelitis, optic neuritis, brainstem syndrome) in relation to the risk of developing MS. These studies suggest that optic neuritis is associated with a lower risk of developing MS and better long-term outcome than other types of clinically isolated syndromes (7).


2. Symptoms experienced during a clinically isolated syndrome

Isolated sensory symptoms, which include tingling, numbness, or visual impairment are thought to be associated with a lower risk of developing MS compared to the presence of symptoms of motor system involvement , which are associated with a higher risk .(1)


3. MRI markers

A brain MRI scan at the time of the clinical episode of CIS is thought to be the most useful predictive tool. A normal MRI scan showing no lesions is associated with a lower risk of developing MS. In the other hand, a brain scan that shows a high number or volume of lesions is associated with a higher risk of developing MS (2,7).


4. Laboratory markers

A test that is used to confirm or rule out a diagnosis of MS is a lumbar puncture. A lumbar puncture involves removing and analyzing a sample of cerebrospinal fluid (CSF), specific markers in the cerebrospinal fluid have the ability to indicate MS activity.

Studies have investigated whether analysis of CSF can help predict the possibility of developing MS after a clinically isolated syndrome. One of these studies was based on the data of 40 patients who presented with a clinically isolated syndrome and have been examined with MRI scanning and CSF analyzing within the following two months. Of the 15 patients who developed MS, 14 had abnormalities on MRI and 13 tested positive for markers of disease activity in their CSF. The risk of developing MS was significantly higher in patients who tested positive in CSF analysis and had abnormalities on their first MRI scan compared to patients who were negative for both or one of the tests (7,8).

However, because it is less useful as a predictive tool than MRI, a lumbar puncture is not routinely recommended in cases of CIS as described in Table (1).


High risk


Low risk

Motor system symptoms

Isolated sensory symptoms

High number and volume of brain lesion on MRI

Normal brain MRI


Table (1): Symptoms in high risk and low risk to develop MS

In conclusion motor system symptoms and high number and volume of lesion on brain MRI are indicative of high risk of developing MS, in the other hand isolated sensory symptoms and normal brain MRI are most probably with low risk of developing MS (7).

cmis 102 6383 introduction to problem solving and algorithm design | CMIS 103 | University of Maryland University College

The final project involves writing a Python program to determine the body-mass index of a collection of six individuals. Your program should include a list of six names. Using a for loop, it should successively prompt the user for the height in inches and weight in pounds of each individual. Each prompt should include the name of the individual whose height and weight is to be input. It should call a function that accepts the height and weight as parameters and returns the body mass index for that individual using the formula weight × 703 / height2. That body mass index should then be appended to an array. Using a second loop it should traverse the array of body mass indices and call another function that accepts the body mass index as a parameter and returns whether the individual is underweight, normal weight or overweight. The number of individuals in each category should be counted and the number in each of those categories should be displayed. You should decide on the names of the six individuals and the thresholds used for categorization.

Your program should include the pseudocode used for your design in the comments. Document the thresholds you chose for under weight and over weight in your comments as well.

A variety of different data sets

Benford’s Law. According to Benford’s law, a variety of different data sets includenumbers with leading ( first) digits that follow the distribution shown in the table below. In Exercises, test for goodness-of-fit with Benford’s law.Author’s Check Amounts Exercise 21 lists the observed frequencies of leading digits from amounts on checks from seven suspect companies. Here are the observed frequencies of the leading digits from the amounts on checks written by the author: 68, 40, 18, 19, 8, 20, 6, 9, 12. (Those observed frequencies correspond to the leading digits of 1, 2, 3, 4, 5, 6, 7, 8, and 9, respectively.) Using a 0.05 significance level, test the claim that these leading digits are from a population of leading digits that conform to Benford’s law. Do the author’s check amounts appear to be legitimate? Test for goodness-of-fit with Benford’s law.Leading Digit123456789Benford”s lawdistribution of leading digit30.1%17.6%12.5%9.7%7.9%6.7%5.8%5.1%4.6%Exercise 21Detecting Fraud When working for the Brooklyn District Attorney, investigator Robert Burton analyzed the leading digits of the amounts from 784 checks issued by seven suspect companies. The frequencies were found to be 0, 15, 0, 76, 479, 183, 8, 23, and 0, and those digits correspond to the leading digits of 1, 2, 3, 4, 5, 6, 7, 8, and 9, respectively. If the observed frequencies are substantially different from the frequencies expected with Benford’s law, the check amounts appear to result from fraud. Use a 0.01 significance level to test for goodnessof- fit with Benford’s law. Does it appear that the checks are the result of fraud? Test for goodness-of-fit with Benford’s law.

Explain the assumptions of Linearity, Sampling independence, Normality, and Homoscedasticity (or equal variance).

Explain the assumptions of Linearity, Sampling independence, Normality, and Homoscedasticity (or equal variance).

 

Assignment: Assessment
The testing of assumptions, recognition of limitations, and proper use of diagnostics are all necessary elements in the use of multiple linear regression for public health research. All of these elements allow biostatisticians to better assess the results of multiple linear regression models.
For this Assignment, you test that assumptions for multiple linear regression have been met, use SPSS to create a multiple linear regression, evaluate results to determine whether the model is appropriate, and finally interpret the relationships uncovered through this statistical test between the independent and dependent variables. Use the Week 4 Dataset (SPSS document) from the Learning Resources area to complete this assignment.
1. Explain the assumptions of Linearity, Sampling independence, Normality, and Homoscedasticity (or equal variance). (30 points)
1. How would you test whether these have been met? (Note: for the exam you do not need to test these assumptions)
2. Using SPSS, test the assumption of Linearity between the independent and dependent variables.
3. Using SPSS, test the assumption of Normality for the dependent variable.
2. Conduct a multiple linear regression using SPSS. Provide relevant SPSS output and assess the statistical significance of the effects of mother’s Age, BMI, and Coffee (Cups per Day) on Birth weight. (30 points)
3. Explain the practical implications of your finding. Include a reference to the R square of the model in your discussion. (20 points)
4. Discuss whether or not there is interaction (effect modification) first between Age and BMI and second between BMI and Coffee. (20 points)
Reference
Daniel, WW & Cross, CL. (2013). Biostatistics: A Foundation for Analysis in the Health Sciences. Hoboken, NJ: Wiley
Krantz, M. J., Coronel, S. M., Whitley, E. M., Dale, R., Yost, J., & Estacio, R. O. (2013). Effectiveness of a community health worker cardiovascular risk reduction program in public health and health care settings. American Journal of Public Health, 103(1), e19 -e27.
Weil, M., Bressler, J., Parsons, P., Bolla, K., Glass, T., & Schwartz, B. (2005). Blood mercury levels and neurobehavioral function. JAMA, 293(15), 1875 -1882
Williamson, D. F., Madans, J., Anda, R. F., Kleinman, J. C., Giovino, G. A., & Byers, T. (1991). Smoking cessation and severity of weight gain in a national cohort. New England Journal of Medicine, 324(11), 739 -745.
Huff, D., & Geis, I. (1954). How to lie with statistics. New York, NY: Norton.Currently 1 writers are viewing this order

A Traumatic Brain Injury Health And Social Care Essay

The Brain Injury Association of America defines a traumatic brain injury as an insult to the brain, not of degenerative or congenital nature, caused by an external physical force that may produce a diminished or altered state of consciousness, which results in an impairment of cognitive abilities or physical functioning. It can also result in the disturbance of behavioral or emotional functioning.Any injury to the head may cause traumatic brain injury (TBI). There are two major types of TBI:

Penetrating Injuries: In these injuries, a foreign object (e.g., a bullet) enters the brain and causes damage to specific brain parts. This focal, or localized, damage occurs along the route the object has traveled in the brain. Symptoms vary depending on the part of the brain that is damaged.

Closed Head Injuries: Closed head injuries result from a blow to the head as occurs, for example, in a car accident when the head strikes the windshield or dashboard. These injuries cause two types of brain damage:

People with a brain injury often have cognitive (thinking) and communication problems that significantly impair their ability to live independently. These problems vary depending on how widespread brain damage is and the location of the injury.

Brain injury survivors may have trouble finding the words they need to express an idea or explain themselves through speaking and/or writing. It may be an effort for them to understand both written and spoken messages, as if they were trying to comprehend a foreign language. They may have difficulty with spelling, writing, and reading, as well.

The person may have trouble with social communication, including:

taking turns in conversation

maintaining a topic of conversation

using an appropriate tone of voice

interpreting the subtleties of conversation (e.g., the difference between sarcasm and a serious statement)

responding to facial expressions and body language

keeping up with others in a fast-paced conversation

Individuals may seem overemotional (overreacting) or “flat” (without emotional affect). Most frustrating to families and friends, a person may have little to no awareness of just how inappropriate he or she is acting. In general, communication can be very frustrating and unsuccessful.

In addition to all of the above, muscles of the lips and tongue may be weaker or less coordinated after TBI. The person may have trouble speaking clearly. The person may not be able to speak loudly enough to be heard in conversation. Muscles may be so weak that the person is unable to speak at all. Weak muscles may also limit the ability to chew and swallow effectively.

Treating traumatic brain injury occurs when a patient is admitted to the hospital. Doctors work diligently to stabilize his or her condition, which can include unblocking airways, maintaining blood flow to the brain and, in extreme cases, resuscitation. In addition, doctors treat open wounds and administer antibiotics to prevent infection. Once a patient has stabilized, his or her doctors may order MRI scans, CT scans, or X-rays to help assess the level of brain damage. Doctors may also prescribe anti-convulsion medication to prevent seizures.

In some instances, traumatic brain injury can lead to increased intracranial pressure. These cases often require surgery to accommodate brain swelling and excess fluid. Open head injuries may require surgery to remove broken skull fragments and insert synthetic pieces that protect delicate brain tissue.

Traumatic brain injury rehabilitation is an important part of treatment because it helps patients regain or manage impaired brain functions and minimizes long-term traumatic brain injury disabilities. Through rehabilitation, patients are sometimes able to regain important brain functions such as speech, memory and mobility. Rehabilitation can also help a victim’s family cope with the tragedy.

Traumatic brain injury has many other causes, complications and treatments. Please read other articles on this site for more information on diagnosis, treatment and prevention of traumatic brain injury.

The recovery process is different for everyone. Just as no two people are alike, no two brain injuries are alike. Recovery is typically lengthy-from months to years-because the brain takes a long time to heal. These tips, directed at the person with a brain injury, will help your loved one improve after the injury:

Get lots of rest.

Avoid doing anything that could cause another blow or jolt to the head.

Ask the doctor when it’s safe to drive a car, ride a bike, play sports or use heavy equipment, because reaction time may be slower after a brain injury.

Take prescription medication according to thedoctor’s instructions.

Do not drink alcohol or use street drugs.

Write things down to help with memory problems.

Ask the doctor to recommend rehabilitation services that might help recovery, and follow those recommendations

Mild injury

Mild traumatic brain injuries usually require no treatment other than rest and over-the-counter pain relievers to treat a headache. However, a person with a mild traumatic brain injury usually needs to be monitored closely at home for any persistent, worsening or new symptoms. He or she also may have follow-up doctor appointments.

The doctor will indicate when a return to work, school or recreational activities is appropriate. It’s best to avoid physical or thinking (cognitive) activities until symptoms have stopped. Most people return to normal routines gradually.

Immediate emergency care

Emergency care for moderate to severe traumatic brain injuries focuses on making sure the person has an adequate oxygen and blood supply, maintaining blood pressure, and preventing any further injury to the head or neck. People with severe injuries may also have other injuries that need to be addressed.

Additional treatments in the emergency room or intensive care unit of a hospital will focus on minimizing secondary damage due to inflammation, bleeding or reduced oxygen supply to the brain.

Medications

Medications to limit secondary damage to the brain immediately after an injury may include:

Diuretics. These drugs reduce the amount of fluid in tissues and increase urine output. Diuretics, given intravenously to people with traumatic brain injury, help reduce pressure inside the brain.

Anti-seizure drugs. People who’ve had a moderate to severe traumatic brain injury are at risk of having seizures during the first week after their injury. An anti-seizure drug may be given during the first week to avoid any additional brain damage that might be caused by a seizure. Additional anti-seizure treatments are used only if seizures occur.

Coma-inducing drugs. Doctors sometimes use drugs to put people into temporary comas because a comatose brain needs less oxygen to function. This is especially helpful if blood vessels, compressed by increased pressure in the brain, are unable to deliver the usual amount of nutrients and oxygen to brain cells.

Surgery

Emergency surgery may be needed to minimize additional damage to brain tissues. Surgery may be used to address the following problems:

Removing clotted blood (hematomas). Bleeding outside or within the brain can result in a collection of clotted blood (hematoma) that puts pressure on the brain and damages brain tissue.

Repairing skull fractures. Surgery may be needed to repair severe skull fractures or to remove pieces of skull in the brain.

Opening a window in the skull. Surgery may be used to relieve pressure inside the skull by draining accumulated cerebral spinal fluid or creating a window in the skull that provides more room for swollen tissues.

Rehabilitation

Most people who have had a significant brain injury will require rehabilitation. They may need to relearn basic skills, such as walking or talking. The goal is to improve their abilities to perform daily activities.

Therapy usually begins in the hospital and continues at an inpatient rehabilitation unit, a residential treatment facility or through outpatient services. The type and duration of rehabilitation varies by individual, depending on the severity of the brain injury and what part of the brain was injured. Rehabilitation specialists may include:

Physiatrist, a doctor trained in physical medicine and rehabilitation, who oversees the entire rehabilitation process

Occupational therapist who helps the person learn, relearn or improve skills to perform everyday activities

Physical therapist, who helps with mobility and relearning movement patterns, balance and walking

Speech and language pathologist, who helps the person improve communication skills and use assistive communication devices if necessary

Neuropsychologist or psychiatrist, who helps the person manage behaviors or learn coping strategies, provides talk therapy as needed for emotional and psychological well-being, and prescribes medication as needed

Social worker or case manager, who facilitates access to service agencies, assists with care decisions and planning, and facilitates communication among various professionals, care providers and family members

Rehabilitation nurse, who provides ongoing rehabilitation care and services and who helps with discharge planning from the hospital or rehabilitation facility

Traumatic brain injury nurse specialist, who helps coordinate care and educates the family about the injury and recovery process

Recreational therapist, who assists with leisure activities

Vocational counselor, who assesses the ability to return to work and appropriate vocational opportunities, and provides resources for addressing common challenges in the workplace

Prognosis (or Chance of Recovery)

It is difficult to predict how well someone who has had a brain injury will recover, partly because there is no test a doctor can use to predict recovery. The Glasgow Coma Scale is used to determine the initial severity of a brain injury. It is often used at the scene of the accident or in the emergency room. This scale uses eye movements and ability to speak and move other parts of the body to determine the seriousness of the injury. Ask your doctor to explain the tests used to determine your loved one’s ability to recover.

Your loved one’s prognosis will depend on many factors, including the severity of the injury, the type of injury, and what parts of the brain have been affected. Prompt diagnosis and treatment will help the recovery process.

In discussing possible effects of TBI, the immediate physiological recovery (which may continue over months and years) was discussed in a prior question. When the moderately or severely injured person has completed this initial recovery, the long-term functional deficits associated with TBI come to the fore. What areas of functioning may be affected by injury to the brain? Any or all of the functions the brain controls may be impacted. However, given that individuals differ greatly in their response to injury, any specific individual may experience only one, a few, or most of the possible effects. Further, a change in any of the possible areas of dysfunction, if it occurs at all, will vary in intensity across individuals – from very subtle to moderate to life threatening.

It is important to be aware also that not all functions of the individual are impacted by TBI. For example, feelings toward family, long-term memories, the ability to ski or cook, one’s knowledge of the world, and so forth – all may be intact, along with numerous other characteristics of an individual, even one who has experienced a moderate to severe injury.

Individuals with a moderate-to-severe brain injury most typically experience problems in basic cognitive skills: sustaining attention, concentrating on tasks at hand, and remembering newly learned material. They may think slowly, speak slowly, and solve problems slowly. They may become confused easily when normal routines are changed or when the stimulation level from the environment exceeds their threshold. They may persevere at tasks too long, being unable to switch to a different tactic or a new task when encountering difficulties. Or, on the other hand, they may jump at the first “solution” they see, substituting impulsive responses for considered actions. They may be unable to go beyond a concrete appreciation of situations, to find abstract principles that are necessary to carry learning into new situations. Their speech and language may be impaired: word-finding problems, understanding the language of others, and the like.

A major class of cognitive abilities that may be affected by TBI is referred to as executive functions – the complex processing of large amounts of intricate information that we need to function creatively, competently and independently as beings in a complex world. Thus, after injury, individuals with TBI may be unable to function well in their social roles because of difficulty in planning ahead, in keeping track of time, in coordinating complex events, in making decisions based on broad input, in adapting to changes in life, and in otherwise “being the executive” in one’s own life.

With appropriate training and other supports, the person may be able to learn to compensate for some of these cognitive difficulties.

TBI may cause emotional, social, or behavioral problems and changes in personality.[115][116][117][118] These may include emotional instability, depression, anxiety,hypomania, mania, apathy, irritability, problems with social judgment, and impaired conversational skills.[115][118][119] TBI appears to predispose survivors to psychiatric disorders including obsessive compulsive disorder, substance abuse, dysthymia, clinical depression, bipolar disorder, and anxiety disorders.[120] In patients who have depression after TBI, suicidal ideation is not uncommon; the suicide rate among these persons is increased 2- to 3-fold.[121] Social and behavioral symptoms that can follow TBI include disinhibition, inability to control anger, impulsiveness, lack of initiative, inappropriate sexual activity, poor social judgment, and changes in personality. With TBI, the systems in the brain that control our social-emotional lives often are damaged. The consequences for the individual and for his or her significant others may be very difficult, as these changes may imply to them that “the person who once was” is “no longer there.” Thus, personality can be substantially or subtly modified following injury. The person who was once an optimist may now be depressed. The previously tactful and socially skilled negotiator may now be blurting comments that embarrass those around him/her. The person may also be characterized by a variety of other behaviors: dependent behaviors, emotional swings, lack of motivation, irritability, aggression, lethargy, being very uninhibited, and/or being unable to modify behavior to fit varying situations.

A very important change that affects many people with TBI is referred to as denial (or, lack of awareness): The person becomes unable to compare post-injury behavior and abilities with pre-injury behavior and abilities. For these individuals, the effects of TBI are, for whatever reason, simply not perceived – whether for emotional reasons, as a means of avoiding the pain of fully facing the consequences of injury, or for neurological reasons, in which brain damage itself limits the individual’s ability to step back, compare, evaluate differences, and reach a conclusion based on that process.

With appropriate training, therapy, and other supports, the person may be able to reduce the impact of some of these emotional and behavioral difficulties.

The TBI Research Center at Mount Sinai is conducting research to help people with TBI who experience depression and other mood disturbances

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Useful Resources & Services for Families Affected by TBI

National Disability Rights Network Protection and Advocacy for Individuals with Disabilities

Protection and Advocacy (P&A) System and Client Assistance Program (CAP)

This nationwide network of congressionally mandated disability rights agencies provides various services to people with disabilities, including TBI. P&A agencies provide information and referral services and help people with disabilities find solutions to problems involving discrimination and employment, education, health care and transportation, personal decision-making, and Social Security disability benefits. These agencies also provide individual and family advocacy. CAP agencies help clients seeking vocational rehabilitation. For more information on P&A and CAP programs, contact the National Disability Rights Network at: www.napas.org or (202) 408-9514.

Traumatic Brain Injury Model Systems

Funded through the National Institute on Disability and Rehabilitation Research, the TBI Model Systems consist of 16 TBI treatment centers throughout the U.S. The TBI Model Systems have extensive experience treating people with TBI and are linked to well established medical centers which provide high quality trauma care from the onset of head injury through the rehabilitation process.

For more information on the TBI Model Systems, go towww.tbindsc.org/Centers/centers.asp or call the TBI Project Coordinator at (973) 414-4723 to find the center nearest you.

Brain Injury Association of America (BIAA) Chartered State Affiliates

BIAA is a national program with a network of more than 40 chartered state affiliates, as well as hundreds of local chapters providing information, education and support to individuals, families and professionals affected by brain injury.

To locate  your state’s TBI programs that can be of assistance, visit the Brain Injury Association of America’s online listing of chartered state affiliates at www.biausa.org/stateoffices.htm, or call (800) 444-6443.

Social Security Disability Insurance (SSDI) & Supplemental Security Income (SSI)

It is possible that your loved one may be entitled to SSDI and/or SSI. SSDI and SSI eligibility is dependent on a number of factors including the severity of the disability and what assets and income your loved one has. You should contact the Social Security Administration to find out more about these programs and whether your loved one will qualify for these benefits. For more information on SSDI and SSI, contact the Social Security Administration at www.ssa.gov or (800) 772-1213.

Centers for Independent Living (CIL)

Some families have found that it is important to encourage their loved one with a TBI to continually learn skills that can allow them to live independently in the community.

The CILs exist nationwide to help people with disabilities live independently in the community and may have resources to help your loved one reach a goal of living alone. CIL services include advocacy, peer counseling, case management, personal assistance and counseling, information and referral, and independent living skills development. For more information on the CIL system, contact the National Council on Independent Living at www.virtualcil.net/cils or (703) 525-3406.

Describe analysis procedures for each distinct data type (e.g., audiotapes, transcripts, video tape, field notes, photos, etc.). Consider this a recipe, described step-by-step so others can repeat your steps. Ensure that the methods are consistent with chosen methodological models, if any (Item 2.3).

Describe analysis procedures for each distinct data type (e.g., audiotapes, transcripts, video tape, field notes, photos, etc.). Consider this a recipe, described step-by-step so others can repeat your steps. Ensure that the methods are consistent with chosen methodological models, if any (Item 2.3).

 

Leadership Model for Successful Healthcare Executive Leaders: Direct Healthcare Providers Perspectives

This Research Plan (RP), version 2.41, must be completed and reviewed before taking steps to collect data and write the dissertation. In the School of Business and Technology, its satisfactory completion satisfies dissertation milestone 5, indicating that the RP proposal has passed the “scientific merit review,” part of the IRB process.
Before going any further, review carefully the Research Plan Instructions, v2.41, available on iGuide. It will be difficult to complete the RP without using the Instructions.

Specialization Chair’s Approval after Section 1
When you have completed Section 1 along with initial references in section 8, send the RP to your mentor for review. When your mentor considers it is ready, he or she sends it to Dissertation Support to forward to your specialization Chair. The Chair approves the topic as appropriate within your specialization. You then go on to complete the remaining sections of the RP.

Do’s and Don’ts
• Do use the correct form! This RP is for QUALITATIVE designs.
• Do prepare your answers in a separate Word document. Editing and revising will be easier.
o Set font formatting to Times New Roman, 11 point, regular style font Do set paragraph indentation (“Format” menu) for no indentation, no spacing.
• Do copy/paste items into the right-hand fields when they are ready.
• Don’t delete the descriptions in the left column!
• Don’t lock the form. That will stop you from editing and revising within the form.
• Do complete the “Learner Information” (A.) of the first table, and Section 1 first.
• Don’t skip items or sections. If an item does not apply to your study, type “NA” in its field.
• 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 IRB!)
• Do use primary sources to the greatest extent possible as references. Textbooks are not acceptable as the only references supporting methodological and design choices.
• Do submit a revised RP if, after approval, you change your design elements. It may not need a second review, but should be on file before your IRB application is submitted.

Scientific Merit

The following criteria will be used to establish scientific merit. The purpose of the review will be to evaluate if the study:

• Advances the scientific knowledge base.
• Makes a contribution to research theory.
• Demonstrates understanding of theories and approaches related to the selected research methodology.

GENERAL INSTRUCTIONS

Complete the following steps to request scientific merit approval (SMR) for your dissertation:
Topic Approval
1. Develop topic and methodological approach:
• Talk with your mentor about your ideas for your dissertation topic and a possible methodological approach.
• Collaborate with your mentor to refine your topic into a specific educational research project that will add to the existing literature on your topic.
2. Complete Section 1 of the RP form.
• Complete Section 1 addressing the topic and basic methodology and e-mail the form to your mentor for approval. Follow the instructions carefully.
• Collaborate with your mentor until you have mentor approval for the topic. After you have received mentor approval for Section 1, your mentor will submit these sections to your specialization chair for topic approval via dissertation@capella.edu.
• The specialization chair will notify you and your mentor of their approval and will send a copy of the approval to dissertation@capella.edu.
• The SMR team will also review and provide high-level feedback of your RP, which will be communicated to you and your mentor.
Milestones 3 and 4
3. Complete Remaining RP Sections.
• After your specialization chair approves the topic and basic methodology, and the SMR team has provided high-level feedback about your research plan, continue to collaborate with your mentor to plan the details of your methodological approach, incorporating feedback from the SMR team.
• Once you and your mentor have agreed on clear plans for the details of the methodology, complete the remainder of the RP form and submit the completed RP form to your mentor for approval.
• Expect that you will go through several revisions. Collaborate with your mentor until you have their approval of your RP plan.
• After you have a polished version, you and your mentor should both review the SMR criteria for each section, to ensure you have provided the requisite information to demonstrate you have met each of the scientific merit criteria.
4. After your mentor has approved your RP (Milestone 3), s/he will forward your RP to your Committee for their approval (Milestone 4).
• After you have obtained mentor (Milestone 3) AND committee (Milestone 4) approvals of the completed RP form, your mentor will submit the completed RP via dissertation@capella.edu to have your form reviewed for Scientific Merit.
• Mentor and committee approval does not guarantee SMR approval. Each review is independent and serves to ensure your research plan demonstrates research competency.
Milestone 5
5 (a). RP form in review: The scientific merit reviewer will review each item to determine whether you have met each of the criteria. You must meet all the criteria to obtain reviewer approval. The reviewer will designate your RP as one of the following:
• Approved
• Deferred for minor or major revisions
• Not approved
• Not ready for review
• Other
5 (b). If the RP has been deferred:
• The SMR reviewer will provide feedback on any criteria that you have not met.
• You are required to make the necessary revisions and obtain approval for the revisions from your mentor.
• Once you have mentor approval for your revisions, your mentor will submit your RP for a second review.
• You will be notified if your RP has been approved, deferred for major or minor revisions, or not approved.
• Up to three attempts to obtain scientific merit approval (SMR) are allowed. Researchers, mentors, and reviewers should make every possible attempt to resolve issues before the RP is failed for the third time. If a researcher does not pass the scientific merit review on the third attempt, then the case will be referred to the research specialists in the School of Business and Technology for review, evaluation, and intervention.
• While you await approval of your RP, you should be working to complete your IRB application and supporting documents.
• Once you have gained SMR approval (Milestone 5), you are ready to submit your IRB application and supporting documents for review by the IRB team.
Milestone 6
6. Submit the Approved RP to the IRB:
• Once you obtain SMR approval, write your IRB application and accompanying materials.
• Consult the Research and Scholarship area within iGuide for IRB forms and detailed process directions.
• You are required to obtain scientific merit approval (SMR) before you may receive IRB approval. Obtaining SMR does not guarantee that IRB approval will follow.
Milestone 7
7. Complete the Research Plan Conference call:
• Once you have gained approval by the IRB, you are ready to schedule your Proposed Research Conference Call. You may not proceed to data collection until you have completed this call.
• Work with your mentor and committee to set a date for the conference call.
• Upon successful completion of the Proposed Research Conference Call, your mentor will complete the corresponding Milestone Report and you are ready for data collection.

Researchers, please insert your answers directly into the expandable boxes that have been provided!

A. Learner and Program Information
(to be completed by Researcher)
Researcher Name
Researcher Email
Researcher ID Number
Mentor Name
Mentor Email
Specialization
Spec Chair Email
Committee member
Committee Member

B. Specialization Chair Approval Title / Topic Approval
(To be completed by Specialization Chair when Section 1 ia approved)
Chairs
Please insert your electronic signature to certify that topic and title are appropriate to your specialization and return to dissertation@capella.edu.

Signature

Date

RESEARCHERS: Review carefully the Research Plan Instructions, v. 2.41, before you complete this form.
The Instructions are available on iGuide for your use.

Section 1. Research Problem, Significance, Question(s), Title

1.1 Research Problem
State the research problem your study will investigate, including its background. See Instructions.
1.2 Purpose of the Study
State the purpose of the study. Typically, the purpose is to contribute to knowledge and solve the research problem. See Instructions.
1.3 Significance of the Study.
Describe the significance of your study’s investigation of the research problem. Include a statement of the study’s particular significance to the field of Organization and Management or Technology. See Instructions.
1.4 Research Question
Write out your research question. A Qualitative study should be led by one open-ended question for a phenomenology; other approaches differ. See Instructions.
1.5 Method overview
Briefly describe the methodologies and methods (data collection and analysis) that will be used to conduct the study.
1.6 Dissertation Title
Do not write the title until Items 1.1-1.5 are complete. See Instructions.

DISSERTATION RESEARCHERS: STOP!!!

If this RP is for your dissertation (after comps), forward completed Section 1 plus your references gathered so far (section 8) to your Mentor for review and for Specialization Chair’s Approval. (Work on your full Literature Review while waiting for topic approval)

Section 2. Overall Methodology and Approach
The qualitative approaches accepted for SOBT are ethnography, case study, grounded theory, phenomenology, heuristics, Delphi and exploratory qualitative inquiry research. Describe the qualitative methodology (for example phenomenology) and research model (for example Giorgi – empirical phenomenology or Moustakas – transcendental phenomenology) you propose to use.
2.1 Research Design
Describe your research design in words. See Instructions.
2.2 Methodology Approach
Qualitative approaches include, among others exploratory qualitative inquiry, case study, ethnography, grounded theory, phenomenology, and the Delphi technique. If proposing a different/alternative approach than those listed , include information about researcher’s and dissertation committee member(s)’ training in the alternative model. See Instructions.
2.3 Methodological Model
Within the approach, describe the model of that approach adopted for this study. Include references to primary sources for that model. See Instructions.
2.4 Rationale
Discuss how your design is suited to answering your research question(s). See Instructions for details.

Section 3. Framework, Constructs, Variables, Operational Definitions
3.1 Theoretical/Conceptual Framework
Describe the business theory base that guides or focuses this study or defines the constructs it will investigate. See Instructions.
3.2 Units of Analysis
Descriptions of units of analysis should be consistent with the title and research question. See Instructions.
3.3 Constructs, Phenomena, Issues, or Elements of Interest

List the specific constructs or phenomena that are the focus of the study reflected in the research question and title. Provide citations to the relevant theoretical framework. Number each construct/phenomenon.

Define (i.e., describe fully) each construct/phenomenon listed with references to relevant theoretical framework, if any.

See Instructions.
3.4 Conceptual Definitions
Define (i.e., describe fully) each construct/phenomenon listed in Item 3.3 with references to relevant theoretical framework, if any. See Instructions.
3.5 Observational Definitions (Qualitative)
For each item in 3.3 & 3.4, describe how it will be identified and observed during data collection. See Instructions.
3.6 Rationale
Show how the observational data (Item 3.5) will provide data appropriate to the unit of analysis (Item 3.2) to answer the research question (Item 1.3) properly. See Instructions.
3.7 Contributions to the Field.
Your study should make a contribution to your field based on the approach used to conduct the research:

Ethnography
Case Study
Grounded Theory
Phenomenology
Heuristics
Delphi Technique
Exploratory Qualitative Research
Describe how your study is grounded in and/or adds to knowledge in the field of organization and management or information technology.
Section 4. Population and Sampling
4.1 The Population
Describe the larger group (population) of people, or data in which your study is interested. Do NOT describe the actual sample here. See Instructions.
4.2 The Sample Frame and Sample
Describe the characteristics of your Sample Frame, sample, including (A) demographics, (B) inclusion criteria if any; (C) exclusion criteria if any. See Instructions.
4.3 Sampling Procedures
Describe in detail the (A) recruiting, (B) selecting, and (C) assigning-to-groups procedures you will follow for obtaining participants (your sample). Include citation(s) supporting the sampling methods. See Instructions.
4.4 Sample Size
Describe your intended sample size and how you determined it. Provide citations (primary sources) to support it. If you are investigating more than one group describe all relevant groups. See Instructions.
4.5 Rationale
Describe how selection procedures and sample size are consistent with research question. Indicate resources consulted to make these decisions. See Instructions
4.6 Ethical Considerations
(45 CFR 46; APA Ethical Principles)
Identify ethical issues involved in sampling procedures. (Key Belmont principle: equity) (IRB Application will describe how they are dealt with.) See Instructions)
Section 5. Role of the Researcher ( QUALITATIVE)
5.1 Role of Researcher: “as instrument”
Describe the role of the researcher as “instrument of data collection” within the framework of the selected approach and model.

Indicate how potential bias arising from the researcher’s previous experience or preconceptions will be addressed using such tools as bracketing, journaling or epoché—be specific about how these will be operationalized.

Is there any potential conflict of interest with the proposed sample? If so, indicate how this will be addressed.

See Instructions
5.2 Role of Researcher: Background and training
Describe your background and experience. See instructions.
5.3 Role of Researcher: New Experience
For each data collection method with which the researcher is inexperienced, describe how researcher will demonstrate the necessary skill level in that method. See Instructions.
5.4 Ethical Considerations
(45 CFR 46; APA Principles)
Discuss ethical issues around the researcher’s competence (training and experience). Include consideration of APA (2011) ethical principle of practice and research within competence. See Instructions.
Section 6. Instruments, Field tests, Data Collection: Qualitative

6.1 Data Collection Instruments
Describe each data collection instrument (demographic questionnaires, formal interview protocols, forms, etc.). If none, type N/A. But all methods must be clearly described in 5.1. Indicate how the validity of interview questions has been ensured using a review by an expert panel

See Instructions.
6.2 Field Testing
Describe any field test of any procedures including practice (role-playing) interviews. Field tests require no IRB review. required. See Instructions.
6.3 Data Collection Methods and procedures
Describe each of the planned data collection methods; relate them to the pertinent research question(s). See Instructions.
6.4 Credibility and Transferability
Discuss the criteria for judging your research: credibility, transferability, dependability, trustworthiness and confirmability.
6.5 Ethical Considerations
(45 CFR 46)
Describe any ethical issues about data collection procedures. (Management plans will be described on the IRB Application, not here.). (Key Belmont principle: beneficence, risk/benefit analysis.) See Instructions.

Section 7. Researcher’s Critical Analysis of Design
7.1 Procedures Diagram
Diagram the step by step procedures from sample recruitment through data analysis. Ensure that there are no procedural confusions. See Instructions.
7.2 Types of Data
For each data collection method, describe the type of data to be generated. Indicate how the data are appropriate for answering the respective research question(s)See Instructions
7.3 Data Preparation
Describe how each set/type (Item 7.1) of data will be prepared for analysis. What software will you utilize? i.e. AtlasTi, nVivo. See Instructions
7.4 Data Analysis
Describe analysis procedures for each distinct data type (e.g., audiotapes, transcripts, video tape, field notes, photos, etc.). Consider this a recipe, described step-by-step so others can repeat your steps. Ensure that the methods are consistent with chosen methodological models, if any (Item 2.3). See Instructions
7.5 Data Presentation
Describe how findings and the meaning of your data will be presented to the committee in Chapter Four of dissertation. See Instructions
7.6 Risk Level Estimate
(45 CFR 46)
Estimate, for each of the following, whether the risk of participant discomfort or harm is minimal or more-than-minimal. Use definition in 45 CFR 46.102(i). When there is more than one procedure, estimate the highest level. (Type “Minimal” or “More than Minimal” after each item.)
See Instructions.
7.7 Assumptions
Identify the key (A) theoretical, (B) topical, and (C) methodological assumptions of the study; provide citations to support their adoption. See Instructions.
7.8 Strengths
Evaluate the strengths of your study. See Instructions.
7.9 Limitations
Evaluate the weaknesses of your study at this time. Indicate areas to be improved before start of study and areas that cannot be improved. Give reasons for not redesigning any limitations, if any. See Instructions.

Section 8. References
In the field below, provide your references for the seminal research about your topic, and key theorists/researchers associated with the selected methodology. You will continue to build on this list of references for your Chapter 1 Background of the Problem, Chapter 2 Literature Review and Chapter 5, where you will discuss your findings in the context of the literature.
Use proper APA formatting.

Learner: Stop here and submit to your Mentor for final approval. Continue working on your final literature review while you wait for SMR approval.

________________________________________

Mentor: This form must be approved by all committee members prior to submission for SMR review. Please send completed and approved RP to dissertation@capella.edu for SMR review.