Concept Paper Draft custom essay

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Concept Paper Draft
Write a strong concept paper with one of the problem statements, purpose statements, and corresponding research questions and hypotheses.
>Submit a concept paper that incorporates the finalized version of one set of the problem statements, purpose statements, and corresponding research questions and hypotheses developed in this course.
>Include a (1) brief background, (2) significance of the study, (3) theoretical/conceptual framework, and (4) a discussion of the appropriateness of your method and design selections, relative to the information you think will be needed to answer the research questions. Insert the (1) brief background at the start of the paper, and then insert the (2) significance, (3) framework and (4) method/design appropriateness sections after your (A) problem, (B) purpose and (C) RQ/Hypotheses sections. When finished, the order of sections is to be: 1, A, B, C, 2, 3, 4, ending with the reference list.

Note. Do not collect and analyze data for this assignment. This concept paper must cover all areas in the: Dissertation Criteria & Rating Scale ? (see last page at bottom)


Severity of Dumping Syndrome and Weight Regain After Roux-En-Y Surgery

Childhood Obesity

Gastrectomy is the complete removal of stomach or part of it through surgery. This can be for the purpose of curing a stomach problem or removal of a tumor. It can be used to treat cancer in the stomach that may result from a common tumor in the bile duct and an obesity condition caused by type 2 diabetes. This is through a medical procedure known as the Roux-en-Y surgery first conducted by medical personnel Cesar Roux and therefore named after him . The letter Y is derived from the Anastomosis procedure resembling it. For obesity patients, rates of absorption of food and sugar are reduced by removal of parts of small and large intestines while cancer lumps are removed for cancerous patients (Mallory , Macgregor & Rand, 1996).
Roux-En-Y surgery procedures were found to be of an advanced nature. This explains why surgical residents are only allowed to take part in minor parts and assistant roles (Baskara, Saunders & Brendan, 2012). However, the study by Fanous and Carlin (2012) confirmed the safety and an acceptable outcome of including surgical residents in the Roux-En-Y surgeries.
Further studies on the safety and acceptable outcome of the surgical residents? participation as operating surgeons are however lacking, which gives the main aim of the research study. For the purpose of confirming the hypothesis the researcher will review patients? analysis of those who have undergone the Roux En Y surgery with the support of surgical residents. The analysis will be obtained from published studies. A research on the outcomes of surgical residents training will also be considered in the study.
The study will therefore use a literature review and case study methods. The purpose of the study is to understand how Roux-en Y surgeries? outcomes are affected by the involvement of surgical residents playing minor roles in the procedures and how the involvement of the surgical residents plays a roles in operations of the Roux-En Y surgeries.
The main objective of the study is accommodation of surgical residents in the Roux-En y procedures and treatment of more patients by their involvement. This is through inclusion of surgical residents in the surgical procedures by proving that they can play an important major role in the same. .
This study focuses primarily on surgical residents and their involvement in surgical operations. The population involved in this study is majorly patients especially cancerous and those affected by obesity .

Excess body fats in the body result in a condition known as obesity . Developed nations are the most affected especially in children whose obesity levels were tragic. U.S alone accounts to 25% overweight and 11% obese (Dehghan, Noori, & Merchant 2005). It is actually a major disease that poses a great threat to the American population . This is because of the young generation?s eating habits , especially those between 6-12 years. Regardless of the much that has been said about the disease, the resolve to tackle it is wanting .
The national Association of School Nurses has initiated a programme, School Nurse Childhood Obesity Prevention Education (SCOPE). Its main aim is to guide school nurses and aid families, schools, students and the community to attend to the challenges of obesity through a provided plan.
NASN believes that school nurses are the experts in maintaining weight and ensuring proper nutrition since they have access to the children?s health records. They therefore can help combat obesity by playing a major participative role through initiating health and nutrition education programs, counseling services and other needed support. The impacts of the program on the subject have not been studied. .
The study will involve choosing three participating schools from the locality. The National Association of School Nurses? database from the schools will be checked. The r ates of success will also be measured by considering number of enrolled students, importance on number of the participants and community reception on the matter. For initial findings collaboration, school children, nurses, faculty and other participants will be used to create statistic data for use in the research. The study intends to understand the role school nurses have played in dealing with obesity among school children and the rates of success in selected schools of the school nurse childhood obesity prevention education (SCOPE). It also intends to determine the successes and implementation problems encountered.
The purpose is therefore to check and address the issues of obesity and the overweight condition and improving the program to benefit more communities and schools. This will be mainly through conducting further studies on the subject matter.
The researcher focuses on children of 6-12 years who are vulnerable to obesity due to eating habits. 70% of the overweight teenagers also vulnerable to obesity are also considered.
The community, faculty and parents are part of the study. School nurses are the main focus and how they can play a role in combating the issue. The populations involved in the study are mainly school children of 6-12 years. 25% of the children population is obese and 11% of them overweight. A large number of teenagers, (70%) of the overweight population are considered. Parents, school nurses and community at large also comprised in the population. The study focuses on selected schools in America.

Baskara A., Saunders, S.L. & Connell, B.O. (2012). Laparoscopic Bariatric Procedures in Community Teaching Hospital ? How Far
Are We Into Teaching Surgical Residents?
Surgical Endoscopy .
Dehghan M., Noori A.D. & Merchant A. T. (2005). Childhood obesity, prevalence and prevention. Nutrition Journal .
Mallory G., Macgregor, A., Rand S. (1996). The Influence of Dumping on Weight Loss after Gastric Restrictive Surgery for Morbid Obesity. ObesSurg .
Weight gain after roux en y surgery.
Qualitative Hypothesis:
Purpose e of roux en y surgery for obese patients is to reduce the stomach so that they feed less. As such successful procedures should result in weight loss that is not detrimental to the individual?s health. As such successful procedures are determined by the surgeons in charge. However, there is no cause to state that resident surgeons cannot perform the procedure under supervision
Quantitative hypothesis:
The success rate of the scope program in schools in reducing obesity in teenagers in America. This will be done by checking the profiles of various students in the three selected schools, who are known to be obese and monitoring their progress for the past 18 months.
State clear hypothesis with defined research criteria.
Do not confining the research to the involvement of resident surgeons on the roux en y surgery, yet the obesity topic offers a much more diverse research topic.

Residency Assignment: (see Essay paper/materials above).
1. What is the general topic/context of your doctoral dissertation study?
2. What is the general problem or issue leading to the need for the study?
3. What is the specific problem you will study?
4. What evidence exists that the problem actually exists (recent supporting scholarly citations)?
5. What is the gap in the literature the study will address?
6. What is the purpose of the study?
7. What variables or central phenomena will you study?
8. How will achieving the purpose help solve the problem or inform leaders in your field about the problem?
9. How will the study contribute to challenges; and/or extend theory, practice, methodology, research results, knowledge, and/or understanding within specific arena of inquiry?
10. Why would leaders in your field of study care about solving the problem?
11. What method/design will you use to achieve the study purpose and address the studied problem?
12. What scholarly sources will you use to demonstrate your expertise of the study method and design?
13. Why is the method appropriate given the problem you are studying and the purpose of your study?
14. Why is the design appropriate given the problem you are studying and the purpose of your study?
15. How will you search the literature to gather germinal and recent sources on the problem and variables/central phenomenon?
16. What are the most germinal and recent research findings on the problem?
17. What are the most germinal and recent research findings on the variables/dependent variable/independent variable or central phenomenon?
18. What research questions will guide your study?
19. How will answering the research questions help you achieve the study purpose?
20. What population will you study?
21. What sampling technique will you use and why?

Read these notes ONLY FOR QUALITY REVIEW. Dissertation Criteria & Rating Scale
Domain IV: Sources of Evidence Not at All Somewhat Well Very Well N/A
The units of study (sites, groups, participants, events) and the means through which they were selected are described
Relevant characteristics of the units of study that bear directly on reporting and interpreting outcomes are given
The number of participants or other units of analysis (e.g., individuals, schools, organizations) and their relation to the more general population from which they were selected is supported
Description of social, historical, or cultural context of the phenomena being studied is provided
Rationale for the means of selection of the sites, groups, participants, events, or other units of the study is clear and supported
Access, selection, and consent of participants is addressed; roles of the researcher (e.g., interviewer, observer) and participants (e.g., respondent, informant) in the data collection. Means to protect confidentiality are clear and appropriate
The salient attributes, choices, selection and assignment attributes or criteria are clear and rationale and support are provided
Key features of intervention or treatments used in the study are clear
Features of control or comparison groups are clear
Subdomain: Collection Procedures
Collection of data or empirical materials is clearly and precisely described, including how and when gathered, by whom, and for what purposes
Description addresses salient processes and judgments and includes a rationale.
Relevance of evidence to the research problem, topic, or question is clear. Sources and schedules of evidence may be specified in text, tables, or diagrams.
Data collection protocols, duration, context and focus is given. Protocol for the administration of any instruments; documents, records, or artifacts gathered and the ways in which they were identified. Identification of secondary data sources, how accessed, and references to original source descriptions is clear.
Description of instrumentation used in the collection of data or empirical materials is provided For example, sufficient description of interviews, inventories or protocols to convey their properties and to place participants? responses in appropriate context is provided. Sufficient detail regarding structured surveys, standardized tests, measures, or instruments to convey the development process and provide evidence of their technical quality is evident. Information on access to instruments is given. References are included for instruments used in a reported study previously developed by the authors or by other investigators. If instrument is self-developed, development, piloting and means to ensure validity and reliability are provided.
Overall Observations of Sources of Evidence:

Domain V: Measurement and Classification Not at All Somewhat Well Very Well N/A
Description of data selection, reduction, and translation performed to enable analysis and reporting of outcomes is clear
Coding processes or classification schemes are comprehensively described and illustrated with concrete examples. The measurements preserve important characteristics of the phenomena under study. When a previously developed measurement instrument or classification scheme is used, reference original source description may be sufficient
As relevant, information on the backgrounds and training of the coders; inter-coder reliability or outcomes of reviews by other analysts; and indication of the extent to which those studied (participants) agree with the classifications is provided.
Relevant descriptive statistics provided. Description and organization of data elements are clear
Measurement reporting describes data elements and organization in a specific and unambiguous way.
For key data elements derived from others, as with scales and composites, their derivation is given. Conventional derived data elements include appropriate citations to external references.
Sufficient detail is provided to demonstrate that measures are used appropriately, have suitable dependability (reliability) properties, and are interpreted properly for the groups studied.
If the data were reduced or scales, scores, or measures were developed through data reduction techniques or statistical methods, the data reduction procedures is described. Evidence of appropriate use, dependability, or valid interpretation of measures (particularly key measures) is provided in circumstances where a knowledgeable scholar might reasonably have questions.
Rationale for the relevance of a measurement or classification as capturing important characteristics of the group(s) studied is provided.
Overall Observations of Measurement and Classification:

Domain VI: Analysis and Interpretation Not at All Somewhat Well Very Well N/A
Evidence that outcomes and conclusions are warranted is given
Disconfirming evidence, counter-examples, or viable alternative interpretations are appropriately considered.
Reporting makes clear how the analysis procedures address and are aligned with the research questions and problem and lead to the outcomes reported.
Procedures used for analysis are precisely and transparently described. Analytic techniques are described in sufficient detail to permit understanding of how the data were analyzed and the processes and assumptions underlying specific techniques.
The analysis and presentation of the outcomes of the analysis make clear how they support claims or conclusions drawn in the research.
Analysis and interpretation includes information about any intended or unintended circumstances that may have significant implications for interpretation of the outcomes, limit their applicability, or compromise their validity.
Presentation of the conclusions includes how claims and interpretations address the research problem, question, or issue underlying the research.
Presentation of the conclusions includes how the conclusions connect to, support, elaborate, or challenge conclusions in earlier research.
Presentation of the conclusions emphasizes the theoretical, practical, or methodological implications of the study.
Overall Observations of Analysis and Interpretation:

Domain VI: Analysis and Interpretation – Method Quantitative Mixed Qualitative
Method used in dissertation

Domain VIa: Analysis and Interpretation – Quantitative Method Not at All Somewhat Well Very Well N/A
The statistical analyses conducted and the appropriateness of the statistical tests are clear, aligned with the logic of design and analysis, and described in enough detail to be replicated by a competent data analyst. When central to the research, tests of rival hypotheses and alternative interpretations are reported.
Descriptive and inferential statistics are provided for each of the statistical analyses essential to interpretation of results.
Statistical analyses are reported, and discussions of the results given. Results of analyses critical for interpretation of findings such as magnitude (effect size) and statistical significance are presented as appropriate.
Considerations that arose in the data collection and processing that might compromise the validity of the statistical analysis or inferences are reported.
Considerations that are identified during the data analysis that might compromise the validity of the statistical analyses or inferences are reported
An index of the quantitative relation between variables or an index of the effect that describes the magnitude of the measured variable, for each of the statistical results that is criticial to the logic of the design is reported
An indication of the uncertainity of that index of effect, for each of the statistical results that is critical to the logic of the design is reported
The test statistic and its associated significance level, when hypothesis testing is used, for each of the statistical results that is critical to the logic of the design is reported
Qualitative interpretations of the index of the effect that describes its meaningfulness to the study’s research questions, for each of the statistical results that is critical to the logic of the design, are reported
Overall Observations of Analysis and Interpretation:

Domain VIb: Analysis and Interpretation – Qualitative Method Not at All Somewhat Well Very Well N/A
The process of developing the descriptions, claims, and interpretations is clearly described and illustrated. The description makes it possible to follow the course of decisions about the pattern descriptions, claims, and interpretations from the beginning to the end of the analysis process. Sufficient detail is included to make the process transparent and engender confidence that the results are warranted.
Evidence is given that serves as a warrant for each claim. The sources of evidence and the strength and variety of evidence supporting each claim are described. Claims should be illustrated with concrete examples and descriptions of the social context in which they occurred are provided. If a warranted claim entails a generalizing statement (e.g., of typicality), it is supported with evidence of its relative frequency.
Qualifications and conditions are specified; significant counter-examples are reported.
Practices used to develop and enhance the warrant for the claims are described, including the search for disconfirming evidence and alternative interpretations of the same evidence. Significant limitations due, for instance, to insufficient or conflicting evidence.
Interpretative commentary related to how and why the patterns described may have occurred; the social, cultural, or historical context in which they occurred; how they related to one another; how they relate to (support or challenge) theory and findings from previous research; and what alternative claims or counter-claims were considered is included.
Overall Observations of Analysis and Interpretation:

Domain VII: Generalization Not at All Somewhat Well Very Well N/A
Description of the individuals, contexts, activites, data collections, and other elements to which the generalization is intended to apply and those to which it is not intended to apply is given
Generalization is justified and supported based on the specific design. Sampling methods and rationale are described in detail, justified, and appropriate to design
Information about the participants, contexts, activities, data collections, and manipulations involved in the study are clear.
The intended scope of generalization of the findings of the study are clear. If the primary generalization is to theory, reporting makes clear specifically how the findings falsify, support, extend, or elaborate the relevant line(s) of existing theory. If the primary generalization is to identifiable problems or practical issues, reporting makes clear the situations in which the findings have applications, implications, or practical consequences and why this is plausible.
The generalization is logical. The logic provides a clear and persuasive rationale supporting the generalization from the study to the domain to which generalization is intended.
The claims of generalizability (such as evidence that the individuals in the study resemble those in the domain of generalization in relevant respects) are valid and supported.
Overall Observations of Generalization:

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