Order #351163 Topic: Sensory Integration and Traumatic Brain Injury

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Home>Biology homework help>Order #351163 Topic: Sensory Integration and Traumatic Brain Injury

Hello,

I've attached the example scenario from class followed by a roughly 350 word design that would get a high A. I suggest you write a third of your answer as "background," which is where your citations should be. It's like a short lit review. For qualitative research, you'll also need a few sentences describing the method, so in addition to specifics about who you'll observe or talk to, you want specifics about what you'll do with the data (will it be recorded? how will you analyze it?), and why you'll do that instead of something else (good citations do this).

Example scenario from class: You are an assistant professor of occupational therapy at a large university, and your department is considering using standardized patients as a way to better train your students in clinical settings. However, your department chair is not convinced they are worth the trouble. She gives you free rein to conduct a study to assess their value for your students, and she says she wants an answer in three years. Your program has two cohorts of master's students, each with 40 students.

Example design: 

Background: One common but expensive strategy for teaching clinical skills to allied health students is to use standardized patients, which are essentially paid actors who help to simulate clinical situations. Alternative strategies include role-playing activities with other students, or traditional classroom teaching. One problem with assessing the effectiveness of standardized patients is that it is difficult to define an outcome measure that is meaningful and measurable. For example, Cahill (2015) assessed the effectiveness of standardized parents during clinical encounters, but simply asked her own students after the experience how they felt about the strategy. Becker et al. (2006) randomly assigned nursing students into either standardized patients or traditional classroom instruction, but the intervention was short in duration and did not show a difference in clinical skills.

Study Design: The proposed study will assess whether exposure to standardized patients improves occupational therapy students' perceptions of preparedness for level II fieldwork in clinical settings, as well as their clinical communication skills. One first year cohort (n = 40) and one second year cohort (n = 40) of occupational therapy students will be randomly assigned to one of two year-long courses -- one including twice-weekly standardized patient experiences, and the other combining traditional teaching with student role-playing. All students will continue receiving the standard curriculum, and students will not know that the standardized patients are being studied. All students will complete a modified version of the communication knowledge test (CKT) (Becker et al., 2006) at baseline and at the end of the year, and students will complete a questionnaire about fieldwork preparedness after completing level II fieldwork at various clinical sites. Approximately 20 second year students and 20 first year students will receive the standardized patients, and fieldwork is completed after the second year of courses. Thus, the first year students will be assessed on their preparedness a full year after exposure to the treatment, allowing for comparison of a lasting effect. Paired t-tests and analysis of variance (ANOVA) will be used to assess improvements on the CKT, and independent samples t-tests will be used to compare differences in perceptions of fieldwork preparedness.