Inclusion and Exclusion Criteria. Neither OPKO nor any of its Representatives will provide a waiver for any exclusion or inclusion criteria related to a Trial as specified in the Development Plan. Any changes to the exclusion or inclusion criteria will be subject to an amendment to the Development Plan to be approved by the JDC pursuant to the terms of this Agreement.
Inclusion and Exclusion Criteria. This review was conducted in line with the Preferred Reporting Items for Systematic reviews and Meta Analyses (PRISMA) standard (Moher et al. 2009) where applicable. Risk bias was not considered in this review. The initial search carried out in 2018 used Medline, a bibliographic database of life sciences and biomedical information from academic journals covering medicine, nursing, pharmacy, dentistry, veterinary medicine, and health care. Medline provides an advanced search capacity covering over 23 million article references. It also uses Medical Subject Heading (MeSH) terms and spans over 50 years. This initial search extracted articles published within the preceding five years (2013-2018) in order to cover the most up-to-date evidence in the area. The following inclusion criteria were applied in the search:
Inclusion and Exclusion Criteria. CRO will not waive any exclusion or inclusion criteria specified in the Protocol, and shall require that no Clinical Investigator or Site do so.
Inclusion and Exclusion Criteria. 3.5.1 Opportunistic screening of asymptomatic young people for chlamydia and gonorrhoea (See separate specification – EHC and participation in the Ruclear chlamydia and gonorrhoea screening programme (Pharmacies)
Inclusion and Exclusion Criteria. Inclusion Criteria Subjects must fulfill all the following inclusion criteria to be eligible for participation in the study.
Inclusion and Exclusion Criteria. The study aimed to recruit prisoners with severe mental illness who were managed by the mental health inreach team. Prisoners were considered for inclusion if they met the following criteria: were male, had a severe and enduring mental illness (Defined as a major depressive disorder, hypomania, bipolar disorder and/or any form of psychosis including schizophrenia, schizoaffective disorder and any other non-affective, non-organic psychosis) and were currently on the caseload of the prison mental health inreach team. They also needed to be expected to be released within the study period and to a geographical area that corresponded with NHS approvals. Prisoners were excluded if they did not meet the above criteria, if prison staff had security or safety concerns that meant the prisoner could not be seen, were unable to give informed consent, did not speak adequate English, or they had previously participated in the trial and returned to prison. Prisoners were not excluded due to comorbid physical or mental disorders or due to alcohol or drug problems.
Inclusion and Exclusion Criteria. Research and Instrument Design This study utilized a cross-sectional research design, and the same protocol was used in all five villages. The survey was administered by the research team to all randomly selected households that were eligible and gave consent, asking questions related to wealth, socioeconomic factors, health, education, and WASH practices. Emory IRB was not required for this thesis, as ethical considerations involving human subjects’ research was obtained by Children of the Nations. As stated previously, the original research question asked whether household’s had access to a sanitation facility and/or protected water source. The purpose of this thesis was to use the secondary data to better understand diarrhea and its potential contributing factors. The United States researcher, with the help of the Sierra Leone Country Liaison and Country Director from Children of the Nations, developed the survey instrument in English. The survey was translated orally into Krio and Mende, depending on the household, by the local researchers. The United States researcher read the questions aloud in English, and they were then translated by one of the local researchers at the household to ensure that the survey was administered the same way every time. The survey instrument was divided into four main sections including demographics and household characteristics, WASH practices, religion, and general health questions. The full survey can be found in Appendix A. The demographics and household characteristics section asked questions about the head and female head of household, number of household members, education, household wall and floor materials, number of rooms, main source of lighting and fuel used, and number of radios in the house. The WASH practices section asked question about what kind of toilet and drinking water source are used (how far it is, how many people use it, barriers to using it), diarrhea, materials used for washing hands, reasoning for washing hands, key times for washing hands, primary water collector for the household, and where the household learned about WASH. The religion section asked questions about primary religion in the home, owning a bible, and attending church. The general health questions section asked questions about immunizations, common sicknesses, common medications taken, clinics/hospitals visited by the household, food staples, meals per day, mosquito nets, and income. In addition to the survey, observations were m...
Inclusion and Exclusion Criteria. Inclusion criteria for participants were as follows: • Aged 18-80 years • Living independently in the community or living at home for younger participants • No history of head injury or other neurological or major psychiatric disorder • Not currently depressed or anxious. Participants with a history of depression or anxiety or those currently on medication but not symptomatic were included. • No current alcohol or substance use problems • Adequate vision and hearing to complete the tests • English spoken fluently Exclusion criteria: • Participants who had sustained a head injury resulting in loss of consciousness of longer than 5 minutes, requiring treatment, or with a diagnosis of post- concussion syndrome • Participants whose daily functioning had been impaired because of a head injury • Participants with a diagnosis of a major psychiatric disorder (e.g. bipolar affective disorder or schizophrenia) • Participants with a diagnosis of a neurological condition (e.g. dementia, stroke, multiple sclerosis)
Inclusion and Exclusion Criteria. The inclusion criteria included ever-married women ages 18-49 years who experienced an uncomplicated pregnancy and live birth in the 3 months prior to data collection with the ability to speak and understand Bangla. The exclusion criteria were the actual presence or perception of antepartum or intrapartum risk factors or complications, history of chronic or underlying physical conditions known to be associated with birth complications and major cognitive impairments. Sample Size. The sample size was 25, divided between women who had delivered in the home (n=12) and in a facility (n=13). The sample was selected to be as representative as possible of the population of interest, equally divided among women who delivered in the home and a facility. Data collection concluded at twenty-five interviews because respondents were converging on consensus and the central limit theorem states that normal approximation is typically good with twenty-five observations or more. There were also pragmatic concerns about time and budget. Instrument An interview guide, comprised of fifty-four questions, was designed to elicit information about the respondent’s pregnancy and decision process regarding place of birth for her most recent delivery including who was involved. A series of closed-ended, structured questions asked about the respondent’s social and demographic characteristics, obstetric history, antenatal care and birth planning for her last delivery. Open-ended questions asked for the relations (e.g. mother, sister-law, husband) who provided respondent’s with support in pregnancy and during labor and delivery. Specific culturally relevant probes generated responses about the types of support provided by each relation mentioned, following the example of Adams and colleagues (2006). Initially, the probes were derived a priori from House’s widely cited functional definition of social support. House defined it as an interpersonal transaction involving one or more of the following: emotional concern, instrumental aid, information, and appraisal (House, Kahn, McLeod, & Williams, 1985). The probes evolved as specific examples of support emerged. In the later stages of interviewing, questions were based on the analysis of early information in order to find contradictory, confirmative and alternative examples. Responses were recorded using a matrix of the most common kin and non-kin relations and their local Muslim and Hindu terms as described in Aziz’s seminal work on kinship...
Inclusion and Exclusion Criteria. Professional identity is a concept that is broad and has been explored in a wide range of contexts. To ensure that only the most appropriate literature for the review was used for the review, a set of inclusion and exclusion criteria were applied to the literature search results. A range of published studies that explored the concept of professional identity in the same context at that of the current study were sought. These studies had to fulfil the following requirements: - The subjects under investigation had to be studying nursing at undergraduate level. - The students had to be enrolled on a UK nursing programme - The curriculum upon which the programme was based should be (as far as possible) founded upon the same criteria. Prior to the mandatory requirement by the NMC for all pre-registration nurse education to be delivered via undergraduate programmes, Universities offered diploma and Advanced Diploma programmes. All students enrolled on these programmes were given the title of Student Nurse despite the differences in the curriculum between undergraduate and diploma programmes. Programmes commonly used separate assessments for theoretical and practice competencies. The impact on the students’ professional identity formation- that these different curricula might have- cannot be easily ascertained. Two research sites were to be used in the current study. Both had established an all-graduate curriculum for pre-registration nursing programmes several years prior to the time that the study commenced. Therefore, the studies selected for the review also needed to be performed using under-graduate student nurses as the subjects of their investigations. Nurse education in the UK is delivered under the governance of the NMC. The Standards for Pre-registration Nursing Education are developed by the NMC and all UK nursing programmes are ratified and audited to ensure consistency. Universities are able to develop their own curricula that incorporate these standards, but consistency should be evident across all UK programmes. Non-UK nursing education programmes would therefore be founded upon standards that are laid out by their respective regulatory boards and might not emphasise the same standards of professional behaviour or prepare students for a different nursing role; potentially resulting in professional identity that is dissimilar to that found in the UK. For this review, only studies that included students enrolled at UK higher education institutions we...
