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HLSC122 Critical Evaluation of Evidence

   

Added on  2020-05-11

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Title page (for all students except those in CANBERRA)Student Name:Unit: HLSC122 Semester 2, 2017Assessment 3: Critical Evaluation of EvidenceWord count:Student name/student number

IntroductionResearch interventions by (Hildt, Lieb, & Franke, 2014) and (Munro, Weyandt, Marraccini, & Oster, 2016) evidentially explore the potential of prescription drugs in the systematic cognitive enhancement of the school-going as well as University students. Non-medical utilization of prescription drugs is highly prevalent among the common masses and evidentially explored in the primary care settings (McNeely, Halkitis, Horton, Khan, & Gourevitch, 2014). However, the direct influence of these prescription stimulant drugs on the cognition pattern and associated academic performance of students remains questionable in evidence-based research literature (Arria & DuPont, 2010). Therefore, presented research studiesdeployed qualitative approaches with the objective of determining the level and frequency of utilization of prescription stimulants by the student community. The studies also explored the influential factors that facilitated the increased administration of cognitive enhancers by the predisposed students in various academic settings. The results of the research interventions revealed numerous factors that motivated the student community for the illicit and non-medical utilization of prescription stimulants for the systematic enhancement of executive functioning, quality of life, academic results as well as self-motivating and coping strategies warranted for improving the overall wellness outcomes. PART AHildt, E., Lieb, K., & Franke, A. G. (2014). Life context of pharmacological academic performance enhancement among university students - a qualitative approach. BMC Medical Ethics, 15(1), 23-23. doi:10.1186/1472-6939-15-23Student name/student number

AuthorshipThe authors of the presented research intervention are credentialed with the Philosophy, Psychotherapy and Psychiatry Departments of the University Medical Centre and Johannes Gutenberg University of Mainz. The authors hold an elevated profile in the domains of human behavior and psychology and accordingly conducted qualitative intervention for determining the causative factors as well as outcomes of the illicit administration of psychostimulant drugs in the student community. Indeed, no conflict of interest is apparently revealed between the authors in any manner as declared by them in their research paper. Research AimsThe research intervention attempted to evaluate the influence of prescription stimulants on the life experiences, quality of life, cognitive and learning outcomes and academic performance in the university students. The researchers objectively determined the causative factors that evidentially promote the elevated utilization of prescription stimulants in the student community. The study intervention also evaluated the remedial steps requiring configuration for reducing the frequency of inadvertent and irrational utilization of cognitive enhancers by the student groups. The requirement of undertaking this research intervention is justified by the findings in evidence-based literature that reveal the pattern of irrational interaction between the internalized norms of the students and tendency to utilize cognitive enhancers under stressful circumstances (Sattler, Sauer, Mehlkop, & Graeff, 2013). The authors felt the need of exploring the context and influential factors that promote the pattern of this inappropriate tendency among the university students. PopulationStudent community influenced with the irrational need of receiving the Student name/student number

psychostimulant drugs for academic enhancementInterventionCognitive enhancers (including the drugs like Methylphenidate and Amphetamines)ComparisonHealthy students (not affected with psycho-socio-somatic manifestations)OutcomesStudents’ perceptions regarding their life-style, mental and cognitive health, academic outcomes, life-skills and coping strategies DesignResearch intervention by (Hildt, Lieb, & Franke, 2014) utilized face-to-face semi-structured interview sessions for evaluating the factors associated with the irrational utilization ofprescription drugs by the student community. Qualitative interview intervention is widely utilized by the research community for recording the subjective experiences of the participants inrelation to the study question (Jamshed, 2014). Therefore, this approach evidentially matches the requirement of the administered study intervention. The researchers inquired regarding the medication history of the participating subjects as well as the causative-factors that influenced the prevalence of prescription drugs utilization in the student community. The interview sessions attempted to evaluate the subjective experiences of the students after the consisting utilization of cognitive enhancers. These experiences were sequentially recorded and serialized for their systematic analysis. The interview sessions attempted to analyze the context, timing, experience related to cognitive enhancement, academic outcomes, adverse effects and circumstantial constraints experienced by the study subjects after the utilization of prescription stimulants. FindingsThe study findings did not advocate the effectiveness of cognitive enhancers in terms of improving the pattern of academic performance in the university students. The findings further Student name/student number

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