Quality of Life Depression Scale Assignment
Quality of Life Depression Scale Assignment
I need a response to this assignment
zero plagiarism
3 references
Quality of Life Depression Scale
The quality of life depression scale was developed in 1992. The QLDS assesses the impacts of depression on quality of life of a person. QLDS is a widely used scale for measuring the quality of life in studies of depression and clinical trials (Woldetensay et al., 2018). The QLDS presupposes that the quality of life of a person can be evaluated subjectively. The scale has been validated for use in many languages. QLDS is sensitive to changes in quality of life because it adopts the needs model.
Psychometric properties refer to reliability and the validity of a measurement tool. The quality of life depression scale has a 34 self-rated questionnaire. The questionnaire has dichotomous response questions, which are either true or not true (Christensen et al., 2020). The scores are generated binomially, ranging from 0-10. The highest score of the QLDS is an indication of the low quality of life. Various tests for internal and construct validity approved that QLDS is a good scale for measuring the quality of life. When QLDS used in clinical trials should have both test and retest reliability coefficient of 0.85 as the minimum. The internal consistency of clients with depression should be measured using Cronbach’s alpha coefficient with a minimum (Woldetensay et al., 2018).
It is appropriate to use quality of life depression scale because it represents a significant in our ability to comprehend how depression impacts the quality of life. Feelings of the people influence the use of health services than the portrayed objective symptoms. Moreover, compliance with the employment regime is dependent on impacts shown on the patient’s wellbeing (Christensen et al., 2020). The QLDS helps meet these patients’ needs by assessing the needs of a patient’s progress throughout their health care system by assessing the impact of the disease on the patient’s quality of life.
Psychopharmacological medications are medicines used for stabilizing mood, managing behaviors, or treating patients with psychiatric disorders. Some of the Psychopharmacological medications used are sedative-hypnotics, antipsychotics, antidepressants, and anxiolytics. The validated clinical rating scales for depression are used to determine the effect and size of each treatment administered to a patient. For this reason, I believe that the quality of life depression scale can be used to assess psychopharmacologic medications (Vasiliu et al., 2017). The scale ranges from 0-1. After measuring clients with depression, the results imply that patients who record low scores out of possibly 34 points indicate the high quality of life and vice versa. After the use of psychopharmacological medication, the QLDS test efficiency by determining whether the client score is declining from low to a high quality of life. For instance, after a patient takes medication, QLDS measures scores recorded by a client at different intervals; thus, score differences indicate the efficiency of psycho-pharmacological medications.
References
Christensen,A.V., Dixon,J.K., Juel,K., Ekholm,O., Rasmussen,T.B., Borregaard,B., Mols,R.E., Thrysøe,L., Thorup,C.B., & Berg,S.K. (2020). Psychometric properties of the Danish hospital anxiety and depression scale in patients with cardiac disease: Results from the DenHeart survey.Health and Quality of Life Outcomes,18(1).https://doi.org/10.1186/s12955-019-1264-0
Vasiliu, O., Vasile, D., Vasiliu, D., Andreea Filareta, A., & Vasile, F. (2017). Quetiapine XR as an add-on to antidepressants in treatment-resistant late-life major depression. European Psychiatry,41(S1), S144-S144.https://doi.org/10.1016/j.eurpsy.2017.01.1985
Woldetensay,Y.K., Belachew,T., Tesfaye,M., Spielman,K., Biesalski,H.K., Kantelhardt,E.J., & Scherbaum,V. (2018). Validation of the patient health questionnaire (PHQ-9) as a screening tool for depression in pregnant women: Afaan Oromo version.PLOS ONE,13(2), e0191782.https://doi.org/10.1371/journal.pone.0191782
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
