Implementation of an Akathisia Scale Into the Mental Health Assessment to Screen for Early-Onset Akathisia

The first phase in the management of mental illnesses requires an intimate understanding of the thorough side effects of the medications prescribed. The treatment of antipsychotics involves a unique approach. New technological shifts in the field of anti-psychotic medications have been revolutionized. While most anti-psychotic medications are capable of battling psychosis, the effects vary from medication to medication. The susceptibility of akathisia has significant consequences. Akathisia can be easily overlooked and passed off as irritability leading to misdiagnosis. The purpose of the Doctor of Nursing Project (DNP) was to bring awareness to akathisia and the Barnes Akathisia Rating Scale (BARS). Patients taking anti-psychotics need an accurate tool to measure their baseline prior to starting anti-psychotics and an accurate to measure the side effects of anti-psychotics during treatment. The BARS scale is the solution to accurately measure akathisia symptoms. The DNP project was conducted in an outpatient clinic in southern Mississippi. Four hundred thirty-six (436) patients were seen within a 30-day time frame. Of those 436 patients 27 patients presented with symptoms of akathisia. The healthcare providers at this clinic documented akathisia\u27s symptoms using a narrative note or the Abnormal Involuntary Movement Scale (AIMS). This scale can mask akathisia symptoms because it does not distinguish between akathisia and tardive dyskinesia. The two side effects have very different treatments. It is important to rate the level of severity on abnormal movement-specific scales. The BARS Scale measures akathisia exclusively. Participants in the DNP project were given a pre-test, education, and a post-test. The pre-test tested the knowledge of participants\u27 awareness of akathisia, the BARS scale, and how they currently document akathisia. The pre-test revealed that 60% of participants see akathisia on a weekly basis. Most participants documenting akathisia using a narrative note, while 20% used the AIMS scale to document akathisia. The education was given in a form of a PowerPoint®. The post-test was scenario-based patients and required the use of the BARS scale to rate the level of the severity of akathisia each patient presented with. Participants’ post-tests were compared. The post-test revealed 80% of the participants answered the scenario-based questions similarly. The post-test proves that the BARS scale validity to measure akathisia. The findings from this DNP project indicate that there is a need for an akathisia scale in an outpatient clinical setting. Research revealed that patients taking anti-psychotics are distressed due to their akathisia. First episode akathisia patient’s experience thoughts of suicide (Salem, 2017). Patients usually stop taking their medications due to having thoughts of suicide induced by akathisia. The distress caused by the side effects of antipsychotics needs to be addressed. The BARS scale is easy to use tool to measure the baseline of akathisia symptoms and is a tool that can be used throughout the treatment of antipsychotic use. The BARS scale aids in the early detection and treatment of akathisia. Early treatment of akathisia lessens the patients’ feelings of distress and increases the chances of medication compliance

Development of Secondary Special Education Science Assessments and Curriculum Map

This project explores and develops science curriculum for secondary students with severe special needs. It identifies why science is important for this demographic as well as what students and teachers need to improve science instruction within that setting. The project provides a curriculum map with leveled access to each of the Essential Elements detailed by the state throughout an academic year. It also provides leveled common assessments to us in conjunction with that map in order to facilitate a continued share from success growth mentality

Interaction Effects of Socioeconomic Status on Emerging Literacy and Literacy Skills among Pre-Kindergarten and Kindergarten Children: A Comparison Study

Socioeconomic differences in children’s reading and educational outcomes have been thoroughly documented throughout literature. Bobalik, Scarber, and Toon (2017) examined the link between socioeconomic status (SES) and classroom instruction on emerging literacy skills in pre-kindergarten children. The results supported the theory that children identified as belonging to a low socioeconomic status enter school with lower emerging literacy skills and benefit most from academic instruction; these children’s literacy skills substantially increased throughout the academic year, growing closer to those of their peers who were identified with a high socioeconomic status. The aim of the present study was to expand our understanding of the interaction effects of socioeconomic status and curriculum on emerging literacy and literacy skills by continuing the research into kindergarten. This study examined whether 1) differences in groups continued to grow closer to the mean or 2) the differences in groups became greater with the introduction of reading skills in kindergarten. Children (N=33) were recruited from a private school and a public school. The children from the public school who qualified for the Federal Poverty Guidelines for free/reduced lunch were assigned as having a low socioeconomic status, and children from the private school were assigned as having a high socioeconomic status. The Phonological Awareness Literacy Screening – K (PALS-K) was used to measure the literacy skills in the kindergarten children. Results of the study indicated that literacy scores between the socioeconomic groups were not significantly different at the kindergarten level, however differences between the mean scores of the pre-kindergarten and kindergarten groups were found to be significant

Investigating and representing inquiry in a college mathematics course

Recent calls by the National Research Council and the National Science Foundation have stressed the need for excellence in undergraduate mathematics and science education with emphasis placed on inquiry learning. The purposes of this qualitative study include (1) the examination of the pursuit of inquiry in two collegiate mathematics classrooms incorporating methods of mathematical modeling and (2) the generation of a quantitative representation of characteristics of an inquiry environment;Instructors and students in two classes of laboratory-based calculus for life sciences majors were observed. To capture descriptions of the environments and students\u27 mathematical modeling skills, the classes surrounding three science investigations were audio or video recorded; interviews were conducted with one instructor and six students in the researcher\u27s class; and copies of students\u27 lab reports were obtained. Transcripts were coded using various scales to produce graphical images of the classroom environments;The data were used to describe and document the effects of both classroom environments. Instructors\u27 goals and time factors influenced the development of inquiry, mathematical modeling, symbol and language use, and the amount of reflection. In both classes when time was of minimal concern, the class pursued students\u27 questions, developed students\u27 modeling methods and notation, and consistently and frequently linked the mathematics and science contexts. When pressured by time to cover specific mathematical topics, the class pursued instructors\u27 questions and methods and less frequently linked the mathematics and science contexts. Most students in both classes retained a process conception of mathematical modeling as they could apply the developed methods but relied on instructor prompts to relate the mathematics and science contexts;The pictorial representations of the classroom environments illustrated that both classes had periods reflecting a constructivist inquiry environment. The graphs highlighted the classes\u27 implementation of multiple cycles of inquiry, periods of consistency and inconsistency in connecting the mathematics and science, and intervals in which students\u27 or instructor\u27s ideas dominated discussion. Class observations suggested that the pictures lacked clarity in identifying periods of agreement or disagreement of the resonating concepts of students and instructors. Recommendations are made for future examination and representation of inquiry environments

Barriers to the growth of artificial intelligence within the NHS

Publisher PD

Ethical barriers to artificial intelligence in the national health service, United Kingdom of Great Britain and Northern Ireland

Peer reviewedPublisher PD