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NSG 6999 Week 5 Discussion Keeper Study
NSG 6999 Week 5 Discussion Keeper Study
Selected Article: Tasci, G., Baykara, S., Gurok, M. G., & Atmaca, M. (2019). Effect of exercise on therapeutic response in depression treatment. Psychiatry and Clinical Psychopharmacology, 29(2), 137-143. DOI: 10.1080/24750573.2018.1426159.
Reasons for doing the Study
The principal purpose of the study involved investigating the effects of physical exercise on therapeutic response with regard to major depressive disorder (MDD) treatment. Depression is a health burden and affects the wellness of several people in the world (Tasci et al., 2019). Other than the contemporary pharmacotherapy and psychotherapy approaches in managing depression, a need to implement exercise as an adjunct therapy is indispensable (Belvederi et al., 2018).
The study incorporated 33 patients visiting the Psychiatry Department of Firat University Hospital whose diagnosis was major depressive disorder. The participants ranged between 18 and 65 years and were divided into two groups. In the first group, also known as Group 1, the patients received a pharmacological intervention in the name of antidepressant medications under the instruction to brisk walk for 30 minutes (Gerber et al., 2016). As for Group 2, antidepressants only were given to patients.
Reliability and Clarity of the Variables used in the Study
The instrument of the variables used in the study were clearly defined as they focused on outcomes of symptoms of depression upon administration of physical exercise therapy. The instruments were also reliable in providing a diagnosis for MDD as per the Structured Clinical Interview for DSM-IV Axis I Disorder (SCID-I) (Tasci et al., 2019). Clinical trials using the diagnostic tools provided reliable information based on the observed changes of participants following intervention involving exercise therapy (Adams et al., 2015). The variables assessed were based on outcomes that included improvement of the MDD, severity of the illness as well as that of the identified adverse effects.
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Data obtained were analyzed using the computer package program of Statistical Package for Social Sciences (SPSS) for Windows 21.0. Additionally, t-test was applied as a domain for binary comparison (Radovic, Gordon & Melvin, 2017). However, the researchers adopted the Chi-square test mainly for categorical comparisons while ANOVA was applied for the purpose of in cofactor comparisons.
Unusual Events during the Study
No unusual events were identified during the study. The study participants in the two groups remained the same during the course of the research. Based on this premise, no consequences in the therapy may be found when the study is replicated (Gerber et al., 2016). However, the only factor that may change during the research points at physical activity programs and this has a limited effect in predicting overall outcome in symptoms of depression.
How Results Fit in with Previous Research in the Area of Study
The results are consistent with previous that focused on non-pharmacotherapy and non-psychotherapy approaches in addressing
MDD in adults. The outcomes from the article support results from past studies which revealed the positive influence of regular exercise on both physical and mental health of patients diagnosed with mental illnesses (Tasci et al., 2019). Besides, the study is based on previous results from other studies which recommended exercise in reducing morbidity and mortality since the intervention focuses on preservation as well as continuity of cognitive functions.
Implications of the Research for Clinical Practice
Physical exercise has protective as well as therapeutic effects for patients suffering from major depressive disorder. The argument is supported by the premise that exercise is vital for the modulation of depression due to its effects on neurodevelopmental, psychological and neurophysiological factors (Belvederi et al., 2018). With this, exercise can be used against stress and depression to support learned helplessness behavior. As such, exercise should be used as an adjunct therapy to enhance the quality of life of the subjects used in the research of Tasci et al. (2019). The approach is recommended for clinical practice as it is not associated with any side effects when compared to pharmacotherapy approaches in the management of depression.
NSG 6999 Week 5 Discussion Keeper Study References
Adams, D. J., Remick, R. A., Davis, J. C., Vazirian, S., & Khan, K. M. (2015). Exercise as medicine—the use of group medical visits to promote physical activity and treat chronic moderate depression: a preliminary 14-week pre–post study. BMJ open sport & exercise medicine, 1(1), e000036. DOI: 10.1136/bmjsem-2015-000036.
Belvederi Murri, M., Ekkekakis, P., Magagnoli, M., Zampogna, D., Cattedra, S., Capobianco, L., … & Amore, M. (2018). Physical exercise in major depression: reducing the mortality gap while improving clinical outcomes. Frontiers in psychiatry, 9, 762. DOI: 10.3389/fpsyt.2018.00762.
Gerber, M., Holsboer-Trachsler, E., Pühse, U., & Brand, S. (2016). Exercise is medicine for patients with major depressive disorders: but only if the “pill” is taken!. Neuropsychiatric disease and treatment, 12, 1977. DOI: 10.2147/NDT.S110656.
Radovic, S., Gordon, M. S., & Melvin, G. A. (2017). Should we recommend exercise to adolescents with depressive symptoms? A meta‐analysis. Journal of paediatrics and child health, 53(3), 214-220.
Tasci, G., Baykara, S., Gurok, M. G., & Atmaca, M. (2019). Effect of exercise on therapeutic response in depression treatment. Psychiatry and Clinical Psychopharmacology, 29(2), 137-143. DOI: 10.1080/24750573.2018.1426159.
For adult female and male patients between the ages of 30-50 years of age who have been diagnosed with major depression (P) will exercise therapy (I) compared to pharmacological treatment with antidepressants alone (C) decrease symptoms of depression (O) over a period of 3 months (T).
As we begin this session, I would like to take this opportunity to clarify my expectations for this course:
Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).
Course Room Etiquette:
- It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
- All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!
- My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
- Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
- I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.
Late Policy and Grading Policy
- I do not mark off for late DQ’s.
- I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
- I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
- Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.
- Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
- Any activity or assignment submitted after the due date will be subject to GCU’s late policy
- Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
- No assignments can be accepted for grading after midnight on the final day of class.
- All assignments will be graded in accordance with the Assignment Grading Rubrics
- Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
- Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
- It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
- A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
- Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
- I do expect outside sources as well as class materials to formulate your post.
- APA format is not necessary for DQ responses, but I do expect a proper citation for references.
- Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
- I will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
- Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.
- Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
- This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
- Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
- Please review your LopesWrite report prior to final submission.
- Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).
- Representing the ideas, expressions, or materials of another without due credit.
- Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
- Failing to document direct quotations without proper citation and referencing.
- Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
- If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
- We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.
- All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
- Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.
- Please note that Microsoft Office is the software requirement at GCU.
- I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
- If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.
Grade of Incomplete
- The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
- The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
- Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.
- If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
- While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
- However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.