Grant Proposal – Proposed Study, Budget, and Draft Grant Proposal

Background

Literature review

ADHD presents significant challenges to both the adults and school going adolescents. ADHD is well studied in children, but less has been known among the adolescents who are in high schools and early years of their colleges. Studies have shown that students with ADHD are of average to above average intelligence (Flewelling,2016). However, these students do not face identical challenges nor do they exhibit similar ability and strategies to overcome their challenges. According to Zylowska (2017), ADHD is a behavioral disorder that is associated with cognitive impairments and brain distortion on its structural and functional executions. Research indicates that ADHD is influenced by multiple genetic and environmental factors. The adverse effect is cognitive deficits in the execution of functions including attention, working memory, difficulties in arousal, motivation and emotional regulation. Further, numerous researchers have found individuals living with ADHD and especially young people having self-regulation impairment (Nigg &Casey, 2005).

ADHD is defined by the National Institute of Mental Health (NIMH) as a disorder that makes it difficult for an individual to pay attention or control impulsive behavior. Such a person may be restless and almost constantly active (NIMH). Students living ADHD experience a kind of built-in behavioral frustration much of the time and often their thoughts are racing faster than their bodies can keep up (Flewelling, 2016). According to (Croft, 2016), ADHD is a neuropsychological disorder whose symptoms are poor school performance which is mainly contributed by the inattention and impulsivity. By definition Attention, deficit hyperactivity disorder is a brain disorder that is characterized by consistent patterns of inattentions, and hyperactivity and impulsivity that interferes with normal functioning or development (McQuade et al., 2010). These two factors make the complying with the parental request and succeeding in school more difficult for such children.

Significance of the Project

Many times, children and adolescents with IQ scores in and above the normal ranges are taken by their parents for treatment and evaluations. In clinical practice, such individuals exhibit symptoms of ADHD. When such cases are expressed in clinics and therapy centers, the parents look upon the practitioners to offer assistance. A study of ADHD in children and adolescents is relevant to nursing in that the victims requires special attention, patience, medical assistance and education support by educators (Robinson et al. 2017). Researchers have also shown that children and adolescents sought out more health, support, and educational services than healthy children.

The parents tend to be more stressed, spending a lot of needled time, wanting relief from distress and burden (Weyandt et al. 2017). Therefore, such families require family-based interventions and in-home family nurse case-management support to both the parents and the children. Teachers, clinicians, and others repeatedly tell parents that their son/daughter has was very bright but perfuming dismally in school because of chronic problems characterized by loss of focus, insufficient self-organization, inconsistent effort and rapid forgetfulness.

This purpose of the project is to critically examine the current situation of the individuals living with the ADHD among the adolescent students and the effect of the condition on their school performance.

Following this, the study seeks to generate the research questions:

1. Which medical factors contribute to Attention Deficit Hyperactivity Disorder (ADHD)? What would be the role of a nurse in prevention and management?

2. What is the everyday’s life in families with a child with ADHD? What are public health nurses’ conceptions of their role?

3. How can parents, teachers, nurses and clinicians collaboratively help the children with ADHD?

4. What is the role of a nurse in helping children with ADHD?

5. Which are some of the nursing care plans Attention Hyperactivity Disorder (ADHD)?

References

Flewelling, J. (2016, April 5). How Does ADHD in children Impact Academic perfomance?

Executive Function Strategies .

Legardy, S. N., Mota, E., Laubacher, J., Connolly, M., Houskamp, B. M., & Wolff, M. (2014). Executive Functioning Deficits in Children With ADHD and Behavioral Disorders. PsycEXTRA Dataset. doi:10.1037/e639062010-001

Mcquade, J. D., Tomb, M., Hoza, B., Waschbusch, D. A., Hurt, E. A., & Vaughn, A. J. (2010). Cognitive Deficits and Positively Biased Self-Perceptions in Children with ADHD. Journal of Abnormal Child Psychology, 39(2), 307-319. doi:10.1007/s10802-010-9453-7

Pelham, W. E., Carlson, C., Sams, S. E., Vallano, G., Dixon, M. J., & Hoza, B. (1993). Separate