NR 505 Week 5: Research Summary Assignment

Sample Answer for NR 505 Week 5: Research Summary Assignment Included After Question

NR 505 Week 5: Research Summary Assignment

WEEK 5 RESEARCH SUMMARY ASSIGNMENT

PICOT QUESTION (sentence format): In children 4-12 years with ADHD (P), does incorporating cognitive training (I) compared to medication therapy alone (C) reduce ADHD symptoms by 50% (O) within 12 months (T)?

QUANTITATIVE STUDIES (use these headers for EACH quantitative study):

1. Moore, A. L., Miller, T. M., Moore, J. J., & Ledbetter, C. (2023). A Real-World Data Study on the Impact of the ReadRx Cognitive Training and Reading Intervention on Cognition, Basic Reading Ability, and Psychosocial Skills for 3527 Children. Psychology Research and Behavior Management, 1195-1220.

Author- Moore et al.

Year- 2023

Problem related to PICOT: Cognitive, reading, and behavioral difficulties among children with ADHD.

Purpose: To evaluate the impact of a multi-component cognitive and reading measure on skills on cognition and reading.

Sample/Population:  3527 children who were struggling readers. 

Data Collection Method: Data was obtained from a large real-world dataset.

Major Findings/Conclusions: The results showed significant changes on cognitive and reading skills measures and overall IQ score.

Contribution to Review of the Literature: The research offers insights into an alternative teaching approach that can be utilized to enhance cognitive abilities and reading skills among children diagnosed with ADHD.

2. Moore, A. L., Carpenter, D. M., Miller, T. M., & Ledbetter, C. (2019). Comparing two methods of delivering ThinkRx cognitive training to children ages 8–14: a randomized controlled trial of equivalency. Journal of Cognitive Enhancement, 3, 261-270. https://doi.org/10.1007/s41465-018-0094-z

Author– Moore et al.

Year– 2019

Problem related to PICOT: Challenges in the educational process for individuals with ADHD.

Purpose: The study sought to compare the impact in cognitive outcomes of two delivery models used in one cognitive training program, (ThinkRx) for children 8–14 years.  In the first model, cognitive training was provided by a cognitive trainer, while in the second model, it was provided via a cognitive trainer and digital training.

Sample/Population: 39 participants between the ages 8-14 years.

Data Collection Method: Data was obtained via a test (The Woodcock Johnson III Tests of Cognitive Abilities).

Major Findings/Conclusions: There were no substantial differences between the two models in terms of cognitions. Differences were noted in long-term memory.  The group with only a cognitive trainer had better long-term memory than in the mixed delivery group. 

Contribution to Review of the Literature: The study concludes that cognitive training administered by a cognitive instructor and digital training yield comparable results for individuals diagnosed with ADHD.

3. Minder, F., Zuberer, A., Brandeis, D., & Drechsler, R. (2018). Informant-related effects of neurofeedback and cognitive training in children with ADHD including a waiting control phase: a randomized-controlled trial. European child & adolescent psychiatry, 27(8), 1055–1066. https://doi.org/10.1007/s00787-018-1116-1

Author– Minder et al.

Title– Informant-related effects of neurofeedback and cognitive training in children with ADHD including a waiting control phase: a randomized-controlled trial

Year–  2018

Problem related to PICOT: The effectiveness of neurofeedback and computer-based cognitive training in addressing ADHD.

Purpose: To investigate the influence of different informants by adjusting their involvement, managing waiting periods, and introducing a blinded outcome intervention.

Sample/Population: 77 ADHD children.

Data Collection Method: The researchers conducted three assessments: At baseline,  before the training, and after training.

Major Findings/Conclusions: Both treatments led to marked improvements and more effects for parents.

Contribution to Review of the Literature:  The article adds that both parents and teachers are relevant sources of information with regard to ADHD in children and should be involved in evaluating ADHD treatment outcomes.

4. Capodieci, A., Gola, M. L., Cornoldi, C., & Re, A. M. (2018). Effects of a working memory training program in preschoolers with symptoms of attention-deficit/hyperactivity disorder. Journal of clinical and experimental neuropsychology, 40(1), 17–29. https://doi.org/10.1080/13803395.2017.1307946

Author– Capodieci et al.

Year– 2018

Problem related to PICOT: Alteration in neuropsychological components of working memory in ADHD children.

Purpose: To assess the effects of a program designed to enhance working memory skills in 5-year-old displaying ADHD characteristics.

Sample/Population: A group of 34 children exhibiting traits commonly associated with ADHD.

Data Collection Method: The IPDDA was used to collect data from teachers and the IPDDAG from parents.

Major Findings/Conclusions: Children in the experimental group demonstrated a marked improvement in tasks related to working memory and other controlled processes at the end of the study, while the control group showed no improvements.

Contribution to Review of the Literature: The research demonstrates that implementing early interventions aimed at enhancing working memory can be successful in mitigating ADHD symptoms in children.

5. Hahn-Markowitz, J., Berger, I., Manor, I., & Maeir, A. (2020). Efficacy of Cognitive-Functional (Cog-Fun) Occupational Therapy Intervention Among Children With ADHD: An RCT. Journal of attention disorders, 24(5), 655–666. https://doi.org/10.1177/1087054716666955

Author– Hahn-Markowitz et al.

Year– 2020

Problem related to PICOT: Executive functioning in ADHD patients.

Purpose: To evaluate the influence of the Cognitive-Functional (Cog-Fun) intervention for ADHD on various aspects, including ADHD symptoms, Executive Functioning, and overall quality of life.

Sample/Population: 107 children with ADHD.

Data Collection Method: Data was collected using rating scales including BRIEF (for executive functioning), Conners’ Rating Scales–Revised (ADHD symptoms), and The Pediatric Quality of Life 4.0 (quality of life).

Major Findings/Conclusions: The results indicated that the Cognitive-Functional (Cog-Fun) intervention in occupational therapy (OT) has beneficial effects on improving executive function, quality of life (QoL), and reducing symptoms in children with ADHD.

Contribution to Review of the Literature: The article provides evidence that Cognitive-Functional (Cog-Fun) occupational therapy (OT) can lead to favorable context-specific improvements in parent assessments.

6. Wiest, G. M., Rosales, K. P., Looney, L., Wong, E. H., & Wiest, D. J. (2022). Utilizing Cognitive Training to Improve Working Memory, Attention, and Impulsivity in School-Aged Children with ADHD and SLD. Brain sciences, 12(2), 141. https://doi.org/10.3390/brainsci12020141

Author– Wiest et al.

Year– 2022

Problem related to PICOT: In children with ADHD, deficient working memory (WM) can result in issues related to inattention and disorganization.

Purpose: To assess the effects of cognitive training on students who have been diagnosed with both specific learning disorder (SLD) and ADHD.

Sample/Population: 43 school-aged children

Data Collection Method: The researchers conducted pre and post-tests on WM, attention, and inhibition and the scores were employed to assess the impact of cognitive training.

Major Findings/Conclusions: Marked improvements in attention and working memory after cognitive training.

Contribution to Review of the Literature: The article shows promising evidence on the impact of computer-based programs in promoting cognitive abilities that improve academic performance.

QUALITATIVE STUDIES (use these headers for EACH qualitative study):

1. Siebelink, N. M., Kaijadoe, S. P., van Horssen, F. M., Holtland, J. N., Bögels, S. M., Buitelaar, J. K., … & Greven, C. U. (2021). Mindfulness for children with ADHD and mindful parenting (MindChamp): A qualitative study on feasibility and effects. Journal of attention disorders, 25(13), 1931-1942. DOI: 10.1177/108705472094502

Author/Title/Year (APA format): Siebelink et al.

Year-2021 

Problem related to PICOT: Factors that facilitate and hinder participation in a family mindfulness-based measure.

Purpose: To investigate the elements that encourage or hinder participation in a family-oriented mindfulness-based intervention (MBI) for youngsters with ADHD and their parents. Additionally, to gauge the perceived effects of the MBI on both children and parents.

Sample/Population: 20 parents and 17 children from 19 families and 3 mindfulness teachers

Data Collection Method: Individual semi-structured interviews

Key Findings/Themes: The perceived effects of group-based MBI were heterogeneous. Participants exhibited improved insight, regulation of emotions, acceptance, cognitive functioning, calmness, relational changes, and generalization.

Contribution to Review of the Literature: The study establishes that Group-based MBI can contribute to various transferable positively perceived effects in addition to alleviating child ADHD-symptoms.

MIXED METHODS STUDIES (use these headers for EACH mixed methods study):

1. Moore, A. L., Carpenter, D. M., 2nd, Miller, T. M., & Ledbetter, C. (2018). Clinician-delivered cognitive training for children with attention problems: effects on cognition and behavior from the ThinkRx randomized controlled trial. Neuropsychiatric disease and treatment, 14, 1671–1683. https://doi.org/10.2147/NDT.S165418

Author/Title/Year (APA format): Moore et al.

Year-2018

Problem related to PICOT: Cognitive impact of cognitive training programs.

Purpose: The study assessed the effect of a cognitive training program delivered by a clinician on cognition.

Sample: 13 students with attention difficulties.

Data Collection Method: The Woodcock–Johnson III – Tests of Cognitive Abilities (Quantitative data); Semi structured interviews (Qualitative data).

Key Findings/Themes/Conclusions: Quantitative data revealed significant differences in memory and cognition in the experimental group than the control group. Parents noted significant improvements in their children’s self-assurance, cooperation, and self-control.

Contribution to Review of the Literature: Cognitive training proves advantageous in addressing ADHD by enhancing memory, auditory processing, logical and analytical reasoning, and overall IQ.

META-ANALYSIS STUDIES (use these headers for EACH meta-analysis study):

1. Veloso, A., Vicente, S. G., & Filipe, M. G. (2020). Effectiveness of Cognitive Training for School-Aged Children and Adolescents With Attention Deficit/Hyperactivity Disorder: A Systematic Review. Frontiers in psychology, 10, 2983. https://doi.org/10.3389/fpsyg.2019.02983

Author/Title/Year (APA format):

Author– Veloso et al.

Title– Effectiveness of Cognitive Training for School-Aged Children and Adolescents With Attention Deficit/Hyperactivity Disorder: A Systematic Review.

Year– 2020

Problem related to PICOT: Challenges related to executive function (EF) in children diagnosed with ADHD.

Purpose: To investigate the influence of cognitive training on executive function, the reduction of ADHD symptoms, and the improvement of social, academic, and occupational results in children and teenagers with ADHD.

Search selection method: A systematic search was carried out using a PICO framework. Researchers utilized EBSCOhost to search research databases between 2008 and 2018.

Meta-Analysis Model: PRISMA

Consistency/Variation of Studies: Out of the 18 studies that provided performance-based evaluations of executive function (EF), 13 indicated enhancements, while 5 did not show such improvements.

Summary of Findings: Cognitive training is a beneficial approach for children with ADHD and can serve as a supplementary intervention for this condition.

2. Chen, S., Yu, J., Zhang, Q., Zhang, J., Zhang, Y., & Wang, J. (2022). Which Factor Is More Relevant to the Effectiveness of the Cognitive Intervention? A Meta-Analysis of Randomized Controlled Trials of Cognitive Training on Symptoms and Executive Function Behaviors of Children With Attention Deficit Hyperactivity Disorder. Frontiers in psychology, 12, 810298. https://doi.org/10.3389/fpsyg.2021.810298

Author/Title/Year (APA format):

            Author– Chen et al.

            Title– Which Factor Is More Relevant to the Effectiveness of the Cognitive Intervention? A Meta-Analysis of Randomized Controlled Trials of Cognitive Training on Symptoms and Executive Function Behaviors of Children With Attention Deficit Hyperactivity Disorder.

            Year– 2022

Problem related to PICOT: Executive function behaviors in ADHD.

Purpose: To assess the influence of cognitive intervention on the symptoms of ADHD and the executive function in children diagnosed with ADHD.

Search selection method: The researchers conducted a comprehensive search across different databases and selected randomized controlled trials (RCTs) involving children with ADHD who received cognitive intervention.

Meta-Analysis Model: STATE conducted univariate meta regression and metanalysis.

Consistency/Variation of Studies: The test of published bias did not reach the p < 0.05 level.

Summary of Findings: The cognitive intervention resulted in enhancements in both symptomatology and executive function behaviors.

References

Capodieci, A., Gola, M. L., Cornoldi, C., & Re, A. M. (2018). Effects of a working memory training program in preschoolers with symptoms of attention-deficit/hyperactivity disorder. Journal of clinical and experimental neuropsychology, 40(1), 17–29. https://doi.org/10.1080/13803395.2017.1307946

Chen, S., Yu, J., Zhang, Q., Zhang, J., Zhang, Y., & Wang, J. (2022). Which Factor Is More Relevant to the Effectiveness of the Cognitive Intervention? A Meta-Analysis of Randomized Controlled Trials of Cognitive Training on Symptoms and Executive Function Behaviors of Children With Attention Deficit Hyperactivity Disorder. Frontiers in psychology, 12, 810298. https://doi.org/10.3389/fpsyg.2021.810298

Hahn-Markowitz, J., Berger, I., Manor, I., & Maeir, A. (2020). Efficacy of Cognitive-Functional (Cog-Fun) Occupational Therapy Intervention Among Children With ADHD: An RCT. Journal of attention disorders, 24(5), 655–666. https://doi.org/10.1177/1087054716666955

Minder, F., Zuberer, A., Brandeis, D., & Drechsler, R. (2018). Informant-related effects of neurofeedback and cognitive training in children with ADHD including a waiting control phase: a randomized-controlled trial. European child & adolescent psychiatry, 27(8), 1055–1066. https://doi.org/10.1007/s00787-018-1116-1

Moore, A. L., Carpenter, D. M., 2nd, Miller, T. M., & Ledbetter, C. (2018). Clinician-delivered cognitive training for children with attention problems: effects on cognition and behavior from the ThinkRx randomized controlled trial. Neuropsychiatric disease and treatment, 14, 1671–1683. https://doi.org/10.2147/NDT.S165418

Moore, A. L., Carpenter, D. M., Miller, T. M., & Ledbetter, C. (2019). Comparing two methods of delivering ThinkRx cognitive training to children ages 8–14: a randomized controlled trial of equivalency. Journal of Cognitive Enhancement, 3, 261-270. https://doi.org/10.1007/s41465-018-0094-z

Moore, A. L., Miller, T. M., Moore, J. J., & Ledbetter, C. (2023). A Real-World Data Study on the Impact of the ReadRx Cognitive Training and Reading Intervention on Cognition, Basic Reading Ability, and Psychosocial Skills for 3527 Children. Psychology research and behavior management, 16, 1195–1220. https://doi.org/10.2147/PRBM.S397665

Siebelink, N. M., Kaijadoe, S. P., van Horssen, F. M., Holtland, J. N., Bögels, S. M., Buitelaar, J. K., … & Greven, C. U. (2021). Mindfulness for children with ADHD and mindful parenting (MindChamp): A qualitative study on feasibility and effects. Journal of attention disorders, 25(13), 1931-1942. DOI: 10.1177/108705472094502

Veloso, A., Vicente, S. G., & Filipe, M. G. (2020). Effectiveness of Cognitive Training for School-Aged Children and Adolescents With Attention Deficit/Hyperactivity Disorder: A Systematic Review. Frontiers in psychology, 10, 2983. https://doi.org/10.3389/fpsyg.2019.02983

Wiest, G. M., Rosales, K. P., Looney, L., Wong, E. H., & Wiest, D. J. (2022). Utilizing Cognitive Training to Improve Working Memory, Attention, and Impulsivity in School-Aged Children with ADHD and SLD. Brain sciences, 12(2), 141. https://doi.org/10.3390/brainsci12020141

Purpose

This assignment provides the opportunity for the student to find and appraise resources related to the PICOT question from Week 2. The focus of this assignment is to evaluate pertinent literature that supports the practice change intervention.

Note: You are to locate original studies with research conducted and published by the primary investigator. You may also use quantitative, qualitative, mixed methods studies, meta-analyses or Clinical Practice Guidelines (CPGs).

Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO1: Integrate evidence-based and research to support advancement of holistic nursing care in diverse healthcare settings. (PO 1,4)

CO2: Integrate knowledge related to evidence-based practice and person-centered care to improve health outcome. (PO 1, 2)

CO4: Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies. (PO 1, 5)

CO5: Analyze research findings and evidence-based practice to advance holistic care initiatives that promote positive healthcare outcomes. (PO 1, 2, 5)

Due Date

Sunday 11:59 PM MT at the end of Week 5

Total Points Possible

This assignment is worth 200 points.

Requirements

Find and review ten (10) scholarly, peer-reviewed research articles, meta-analyses, or CPGs in support of the practice change intervention. Complete the appropriate section in the worksheet for each article.

1. State the PICOT question
2. For each article, supply the information for each of the seven headings for the appropriate article type.

Preparing the Assignment:

1. Use the designated Research Summary Table Worksheet Links to an external site.to supply the required information.
2. All scholarly, peer-reviewed research articles must be current within a 5-year time frame unless a valid rationale is provided, and the instructor has approved the use of an older reference.
3. Use APA 7^th edition formatting for references.

Directions and Assignment Criteria

Assignment Criteria	Points	%	Description
PICOT question	20	10%	PICOT question provided in sentence format
Articles 1-10	15/article150 total	7.5% / article75% total	For each article:Scholarly article: US based peer reviewed journal focused for cliniciansPublication date is current within 5 yearsCorrectly categorizes article typeCompletes all seven areas of article analysisExplains relevance to PICOT question and implications for advanced nursing practice
APA	20	10%	Use of worksheet templateCorrect APA 7th edition format for the following:Font style and sizeCiting and referencing sourcesMechanics of style (abbreviations, capitalization, italics, numbers)
Graduate-level writing style	10	5%	Correct use of spelling, grammar, punctuation, and sentence structureClarity, organization, and logical flow of ideas within writingSynthesis of information is present with no direct quotesCorrect APA 7th edition format for the following: Font style and sizeCiting and referencing sourcesMechanics of style (abbreviations, capitalization, italics, numbers)Use of template
Total	200	100 %

A Sample Answer For the Assignment: NR 505 Week 5: Research Summary Assignment

Title: NR 505 Week 5: Research Summary Assignment