This study was conducted to assess the drug prescribing trend of anti-hypertensive and hypoglycemic agents in hypertensive and diabetic patients in tertiary care private Hospital. The study was prospective, cross-sectional and observational study. A total of 100 prescriptions were recorded. 56% were males as compared to 44% females. The age group of the patients varied from 30 to 90 years with majority individual above 50 years of age. 59% patients were hypertensive; 26% patients were diabetic and 15% had both the diseases. For the treatment of HTN, both mono-therapy and combination therapy were followed. In mono-therapy, amlodipine was most commonly prescribed followed by losartan. In combination therapy, a two-drug combination consisting of calcium channel blockers (amlodipine) and diuretics (furosemide /hydrochlorothiazide) were given to the majority of patients, followed by Diuretics and Angiotensin receptor blocker combination. Among diabetic hypertensive, 66.67% of patients were treated with single anti-hypertensive drug and 33.35% of patients were treated with anti-hypertensive drug combinations with oral hypoglycemics. This study showed that calcium channel blockers were the most prescribed antihypertensive agents while biguanides were the mostly prescribed among anti-diabetic agents. Combination therapy was observed in a high percentage of prescriptions in hypertensive patients. Prescribing pattern among antihypertensive showed some dubitable adherences to existing evidence-based JNC guidelines.Sunsari Technical College Journal 2015, 2(1):44-47
Formative assessment is one of the leading elements of every classroom instruction for making learning contextual and students centred. The formative assessment creates such space where a teacher as adult supporter plays the role of scaffolding on the learning performance of their students. I studied the formative assessment and students' achievement status in mathematics through survey research design. I used the contingency questionnaire as research tool under quantitative research approach. The study was conducted within the target population; total number of community schools and their mathematics students (i.e. 547) who have participated in District Level Examination in 2014. I employed simple random sampling procedure to select the sample respondents (i.e. 232). The contingency questionnaire for students with 0.74 value of internal consistency was used as a research tool to collect the basic information for the study. Regarding the theoretical framework, I used Tomlinson's Differentiated Classroom Instruction Open Access and Assessment: Philosophy of Differentiation. The research depicts that regularity of teachers' responses (check) or feedback on the students' classwork, homework, project work and tests have a creditable role in improving their students' learning performance. Furthermore, project work, a form of formative assessment, helps to improve students' learning performance through creating an opportunity for learning by doing, which also contributes to contextualize the abstract concept of mathematics.
This chapter discusses researching the lived experience of social science researchers during a global pandemic, using hermeneutic phenomenology with a careful approach to methods and ethics. It discusses the researcher’s lived experience of research, the difficulties faced in the COVID-19 pandemic and how these were resolved through methodological and ethical reflexivity. Hermeneutic phenomenology research is the study of lived experiences — as the study of humanness within humanistic parameters. Time and space define humans’ lived experiences subjectively with vividness. The study of human experiences within contextual phenomena, defined by time and space including body and mind, is called ‘human science research’. A human science researcher explores research ethics from the perspective of how social scientists experience being ethical, as researchers.
Knowledge and skills in research ethics are essential for conducting ethically responsible research. Despite some local policies, strategic guidelines, and manuals on the antithesis of research misconduct, researchers’ adherence to research ethics, especially ethically responsible conduct of research, is still critical in developing countries like Nepal. This study explores the policy provisions to develop researchers’ capacity on research ethics in Nepal. With the aim, we identified ten key documents related to research ethics from the University Grants Commission (UGC), Nepal Health Research Council (NHRC), and Ministry of Education, Science and Technology (MoEST). We analysed the provisions using the adapted version of Cooke’s framework for research capacity development. The result shows that although there are provisions for capacity development for scientific research, none provisioned that the higher education research institutions need to take action for developing early career researchers’ capacity on research ethics. Further, this review depicts several structural, institutional, and procedural limitations that make the condition difficult to adopt and implement those policies, strategic guidelines, and manuals.
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