Theoretical frameworks and approaches used within the Reserve, Resilience and Protective Factors professional interest area of the Alzheimer's Association International Society to Advance Alzheimer's Research and Treatment.
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ABSTRACT:
SUBMITTER: Bartres-Faz D
PROVIDER: S-EPMC7656169 | biostudies-literature | 2020
REPOSITORIES: biostudies-literature
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Theoretical frameworks and approaches used within the Reserve, Resilience and Protective Factors professional interest area of the Alzheimer's Association International Society to Advance Alzheimer's Research and Treatment.
Bartrés-Faz David D Arenaza-Urquijo Eider E Ewers Michael M Belleville Sylvie S Chételat Gaël G Franzmeier Nicolai N Gonneaud Julie J de Echevarri José María González JMG Okonkwo Ozioma O Schultz Stephanie S Valenzuela Michael M Stern Yaakov Y Vemuri Prashanthi P
Alzheimer's & dementia (Amsterdam, Netherlands) 20201111 1
<h4>Introduction</h4>Reserve, resilience, maintenance, and related concepts are intensely debated in aging and Alzheimer's disease research.<h4>Methods</h4>Through a short survey, we gathered information about theoretical concepts and methodologies used among research groups of the Reserve, Resilience, and Protective Factors Professional Interest Area of the Alzheimer's Association International Society to Advance Alzheimer's Research and Treatment.<h4>Results</h4>Overall 53 research groups resp ...[more]
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Project description:We explored the presence of both reserve and resilience in late-converter mild cognitive impairment due to Alzheimer's disease (MCI-AD) and in patients with slowly progressing amyloid-positive MCI by assessing the topography and extent of neurodegeneration with respect to both "aggressive" and typically progressing phenotypes and in the whole group of patients with MCI, grounding the stratification on education level.We analyzed 94 patients with MCI-AD followed until conversion to dementia and 39 patients with MCI who had brain amyloidosis (AMY+ MCI), all with available baseline 18F-fluorodeoxyglucose positron emission tomography (FDG-PET) results. Using a data-driven approach based on conversion time, patients with MCI-AD were divided into typical AD and late-converter subgroups. Similarly, on the basis of annual rate of Mini Mental State Examination score reduction, AMY+ MCI group was divided, obtaining smoldering (first tertile) and aggressive (third tertile) subgroups. Finally, we divided the whole group (MCI-AD and AMY+ MCI) according to years of schooling, obtaining four subgroups: poorly educated (Low-EDUC; first quartile), patients with average education (Average-EDUC; second quartile), highly educated (High-EDUC; third quartile), and exceptionally educated (Except-EDUC; fourth quartile). FDG-PET of typical AD, late converters, and aggressive and smoldering AMY+ MCI subgroups, as well as education level-based subgroups, were compared with healthy volunteer control subjects (CTR) and within each group using a two-samples t test design (SPM8; p < 0.05 family-wise error-corrected).Late converters were characterized by relatively preserved metabolism in the right middle temporal gyrus (Brodmann area [BA] 21) and in the left orbitofrontal cortex (BA 47) with respect to typical AD. When compared with CTR, the High-EDUC subgroup demonstrated a more extended bilateral hypometabolism in the posterior parietal cortex, posterior cingulate cortex, and precuneus than the Low- and Average-EDUC subgroups expressing the same level of cognitive impairment. The Except-EDUC subgroup showed a cluster of significant hypometabolism including only the left posterior parietal cortex (larger than the Low- and Average-EDUC subgroups but not further extended with respect to the High-EDUC subgroup).Middle and inferior temporal gyri may represent sites of resilience rather than a hallmark of a more aggressive pattern (when hypometabolic). These findings thus support the existence of a relatively homogeneous AD progression pattern of hypometabolism despite AD heterogeneity and interference of cognitive reserve. In fact, cortical regions whose "metabolic resistance" was associated with slower clinical progression had different localization with respect to the regions affected by education-related reserve.
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Project description:BackgroundFrameworks are the conceptual underpinnings of the study. Both conceptual and theoretical frameworks are often used in palliative and end-of-life care studies to help with study design, guide, and conduct investigations. While an increasing number of investigators have included frameworks in their study, to date, there has not been a comprehensive review of frameworks that were utilized in palliative and end-of-life care research studies.AimTo summarize conceptual and theoretical frameworks used in palliative and end-of-life care research studies. And to synthesize which of eight domains from the National Consensus Project's Clinical Practice Guidelines for Quality Palliative Care (fourth edition) each framework belongs to.DesignSystematic review.Data sourcesFour electronic databases (EMBASE, the Cumulative Index to Nursing and Allied Health, PsychINFO, and PubMed) were searched from July 2010 to September 2021.ResultsA total 2231 citations were retrieved, of which 44 articles met eligibility. Across primary studies, 33,801 study participants were captured. Twenty-six investigators (59.1%) proposed previously unpublished frameworks. In 10 studies, investigators modified existing frameworks, mainly to overcome inherent limitations. In eight studies, investigators utilized existing frameworks referenced in previously published studies. There were eight orientations identified among 44 frameworks we reviewed (e.g. system, patient, patient-doctor).ConclusionsWe examined palliative and end-of-life research studies to identify and characterize conceptual or theoretical frameworks proposed or utilized. Of 44 frameworks we reviewed, 21 studies (47.7%) were aligned with a Clinical Practice Guideline's single domain, while the rest two or more of eight guidelines in quality palliative care domains.
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Project description:BackgroundThe contribution of psychological factors to brain health and resilience remains poorly investigated. Furthermore, their possible interaction with 'classical' cognitive reserve (CR) estimates in predicting perceived mental health and cognitive status has not been specifically addressed.MethodsWe obtained data from 1081 adults responding to questionnaires on the three meaning in life (MiL) dimensions: purpose in life (PiL), sense of coherence (SoC), and engagement with life (EwL). A questionnaire on CR variables was also administered. The outcome measures were self-reported cognitive function and affective status (depression, stress, and anxiety). Multiple linear regression analyses were used to evaluate the association between sociodemographic variables, MiL dimensions, and CR with the two selected outcomes. Mediation analyses, adjusted for age and gender, were applied to determine whether the MiL dimensions mediated the putative effects of CR on self-reported mental and cognitive health.ResultsAll three MiL components, but not CR estimates, correlated with the self-reported affective status of the participants. Higher CR, PiL, and SoC (but not EwL) scores significantly correlated with higher perceived cognitive function. Notably, the observed association between the CR measures and self-reported cognitive function was mediated by PiL and SoC.ConclusionsPsychological MiL dimensions mediate the association between classic CR estimates and self-perceived cognitive function. Further studies on CR could consider including formal measures of such psychological factors to better understand their unique or synergistic contributions, as well as investigate the associated mechanisms maintaining brain function at older ages.
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Project description:To frame their work, biology education researchers need to consider the role of literature reviews, theoretical frameworks, and conceptual frameworks as critical elements of the research and writing process. However, these elements can be confusing for scholars new to education research. This Research Methods article is designed to provide an overview of each of these elements and delineate the purpose of each in the educational research process. We describe what biology education researchers should consider as they conduct literature reviews, identify theoretical frameworks, and construct conceptual frameworks. Clarifying these different components of educational research studies can be helpful to new biology education researchers and the biology education research community at large in situating their work in the broader scholarly literature.
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Project description:BackgroundThe Knee Society Score (KSS) instrument is one of the most commonly reported primary outcome measures for total knee arthroplasty (TKA). Originally developed in 1989, the KSS was expanded and updated in 2011; however, the original KSS does not directly translate into the 2011 KSS. To date, no conversion algorithm has been developed, hindering the ability of researchers to adopt the 2011 KSS while maintaining their historical/longitudinal original KSS data.Questions/purposesThe purpose of this study is to develop regression equations to map the original KSS to the 2011 KSS, allowing original and 2011 KSS data sets to be combined.MethodsIn this multicenter, nonrandomized study, a convenience sample of 815 patients undergoing primary TKA completed the original KSS questionnaire and the 2011 KSS questionnaire. Additionally, patient gender, patient age, and patient ethnicity were recorded. These data were then used to generate regression models to estimate the 2011 objective and function KSS from the original KSS. Of the 815 study patients, 476 (58%) were female and 339 (42%) were male at an average age of 67 years (SD 9.4). Roughly half of patients were assessed preoperatively (430 of 815 [53%]) with the remaining patients assessed postoperatively (386 of 815 [47%]). The average followup for postoperative patients was 4.4 years (SD 3.5 years).ResultsWe have created a spreadsheet that can be used by individuals with no statistical training to crosswalk the objective and function subscores from the original KSS to the 2011 KSS [Supplemental materials are available with the online version of CORR®.]. The predictive model very accurately estimated the 2011 objective score, on average, within 0.22 points on the 100-point 2011 objective KSS at the cohort or aggregate level. The objective model accurately estimated the 2011 objective KSS within 8.83 points, on average, of the actual 2011 objective KSS at the individual patient level. However, as a result of large outliers, 37% of the estimated 2011 objective KSS were greater than 10 points from the actual 2011 objective KSS. To illustrate, if you use the model to estimate the 2011 objective KSS on a cohort of 100 patients, a patient with an original objective KSS of 88 will have an estimated objective KSS between 79 and 97 points. On the other hand, if you calculate an average original objective KSS of 88 for all 100 patients, the estimated average 2011 objective KSS will be 88 for the group. The predictive model accurately estimated the 2011 function KSS within 0.14 points on the 1000-point 2011 function KSS at the cohort level. At the patient level, the 2011 function KSS was also estimated within 8.8 points of the actual 2011 function KSS. However, 43% of the estimated function scores were greater than 10 points of the actual 2011 function KSS.ConclusionsClinicians and researchers can input their original KSS with demographic data into these equations to estimate the 2011 KSS objective and function scores. The small prediction error of 0.22 points that we calculated indicates that these models can be used to estimate the 2011 objective and function KSS at the aggregated cohort level. Although the average error score was within 10 points at the individual patient level, there was a high percentage of large errors resulting from outliers in the data set. These outliers seemed to be related to patients with excellent range of motion who had substantial pain and limited function or patients who have poor range of motion with excellent function and little pain. This may be inherent with the KSS or with the study sample. Nevertheless, one must use caution when estimating at the patient level. Additionally, the accuracy of the prediction scores decreases if any of the demographic variables included in this study are not available.
| S-EPMC5174033 | biostudies-literature
Project description:BackgroundNursing competency frameworks describe the competencies; knowledge, skills and attitudes nurses should possess. Countries have their own framework. Knowledge of the content of professional competency frameworks in different countries can enhance the development of these frameworks and international collaborations.ObjectiveThis study examines how competencies and task divisions are described in the current professional competency frameworks for registered nurses (RNs with a Bachelor's degree) in the Netherlands, Belgium, the United Kingdom (UK), Canada and the United States (US).MethodsQualitative document analysis was conducted using the most recently published professional competency frameworks for registered nurses in the above-mentioned five countries.ResultsAll the competency frameworks distinguished categories of competencies. Three of the five frameworks explicitly mentioned the basis for the categorization: an adaptation of the CanMEDS model (Netherlands), European directives on the recognition of professional qualifications (Belgium) and an adapted inter-professional framework (US). Although there was variation in how competencies were grouped, we inductively identified ten generic competency domains: (1) Professional Attitude, (2) Clinical Care in Practice, (3) Communication and Collaboration, (4) Health Promotion and Prevention, (5) Organization and Planning of Care, (6) Leadership, (7) Quality and Safety of Care, (8) Training and (continuing) Education, (9) Technology and e-Health, (10) Support of Self-Management and Patient Empowerment. Country differences were found in some more specific competency descriptions. All frameworks described aspects related to the division of tasks between nurses on the one hand and physicians and other healthcare professionals on the other hand. However, these descriptions were rather limited and often imprecise.ConclusionsAlthough ten generic domains could be identified when analysing and comparing the competency frameworks, there are country differences in the categorizations and the details of the competencies described in the frameworks. These differences and the limited attention paid to the division of tasks might lead to cross-country differences in nursing practice and barriers to the international labour mobility of Bachelor-educated RNs.
| S-EPMC10537821 | biostudies-literature