Detectives in Lab Coats: Procedures, Instrumentation, and Principles in Medical Laboratory Sciences

Ayah Atmani, Verrazzano Class of 2024, completed major in Medical Laboratory Science 

The purpose of my research paper is to shed light and inform the scientific community about the work that medical laboratory scientists do. Medical Laboratory Science is a critical yet underappreciated field. Many believe that diagnoses are based primarily on the work of doctors and nurses, which is not true. Medical Laboratory Scientists are the medical staff which deliver and interpret these results, as well as inform the doctors of critical findings.

This research paper is a compilation of experiences I had during my clinical rotations, honing on the most commonly performed tests, as well as the principles and methodology in the lab using standard operating procedures and research articles. By understanding the mechanisms of these tests, as well as explaining the purpose of each field; hematology, urinalysis, blood bank, chemistry, and microbiology, we can better understand the complexity of patient testing and appreciate the work that these laboratory professionals do. My paper specifically delves into testing principles, methodologies, reference ranges, automation, and forms of quality control used to obtain reliable and efficient results.

At the end of each section, I also reflect on my personal experience in each field. I began my capstone at the start of my clinical rotations and documented the tests encountered in each field, as well as providing a brief overview of the purpose of each field. The process of creating my capstone involved incredible time management skills as well as a lot of visualization for the structure of the paper I wanted to create in order to have a format for people of all ages to understand. My mentor, Professor Paez, has been an invaluable guide throughout this journey. Her dedication to her students and commitment to our success in our careers are truly commendable. I am grateful for her unwavering support and guidance.

I wanted to pursue Departmental Honors Paper in order to solidify, record, and expand my knowledge about each designated field that I have clinical rotations in. By understanding the principles behind the testing being done, I have a better understanding of the work that I am doing in a clinical laboratory setting which is used in the diagnosis and treatment of a patient. My goal for this paper is to expand many people’s understanding of the medical world; how every professional, from specimen collection to the operation of a patient in a surgical table, matters.

Impacts of Overcrowding in the Emergency Room

Julia Calvo, Verrazzano Class of 2024, completed major in Nursing 

Reflecting on the process of working on my capstone, this project has taught me many things about myself. For starters, I learned that I was able to balance and prioritize many tasks throughout the semester. Working as a full-time emergency room nurse, being a full-time college student, and maintaining the process of working on my capstone, I had a lot of balancing to do throughout my last two semesters. I was able to balance work, school, my capstone project, and making time for my friends and family.

During this process there were times where I was overwhelmed or anxious about meeting deadlines. However, this process also showed me that I am determined. When I set goals for myself, I am determined to complete them. Working on my capstone was encouraging as it helped me research a topic that I was captivated by in the emergency room.

As a full-time ER nurse, I see first-hand the issue of overcrowding at the hospital where I work. I see the difficulties that ER nurses experience when trying to provide adequate care for a large ratio of patients and seeing the struggles that the patients experience due to overcrowding.

I think this capstone project gave me the opportunity to investigate reasons why overcrowding occurs in the ER and what can be done to resolve this issue. It also gave me a great opportunity to work with my mentor who is an ER nurse and was my professor for my first semester of nursing school. It was a great to work with Dr. Jennifer Macchiarola to research contributing factors to overcrowding in the ER and to find strategies that can be implemented into ER care.

I believe I benefitted greatly from this project because I learned about strategies that I can implement into my current nursing practice to promote patient satisfaction and help reduce overcrowding. I also believe that nurses and patients can benefit from my research findings on ER overcrowding because it will increase awareness of this global issue and nurses can find ways that can help them deliver quality care to patients. Overall, I believe that this project greatly impacted my career as a nurse. I can apply what I learned to my everyday practice to make a positive impact for nurses and patients.

Meta-Analysis on Emotion Regulation and Language

Nicole Damiani, Verrazzano Class of 2024, completed major in Psychology and minor in ASL

I began my capstone during the fall 2022 semester, and familiarized myself with Dr. Patricia Brook’s research lab. I worked as a research assistant, helping graduate students with their studies either by via Zoom and with in-person sessions. I continued in spring 2023 in the lab for independent study credit, and continued working until I found a subject I was interested in. I worked one-on-one with a graduate student, Elizabeth Che, and the topic of our research was investigating the role that developmental language disorder (DLD) has on emotion recognition, understanding, and regulation within both DLD and non-DLD children. We decided to conduct a meta-analysis, a huge combination of research papers all analyzed and extracted into one paper. We extracted data from each study to obtain raw numbers for our figures.

I began writing my honors thesis in fall 2023, meeting with Liz and/or Patty every Monday via Zoom or in-person. We would set goals for the week which kept me on track, and I would spend hours every weekend on my paper. At the end of March 2024, my thesis was approved so I could obtain honors in the major of Psychology. The journey was not finished yet, as I also began my poster for the Undergraduate Research Conference (URC) on May 2^nd.

My paper will eventually be submitted for publication, which means that I am still updating my work. Overall, I am grateful I have experienced working on an honors thesis. I believe that this was a major reason I have been accepted into one of CSI’s very selective graduate programs. While I do not plan on pursuing research in the future, my experience has been a rewarding and unique opportunity.

Intersectionality: A Study on Neurodiversity and Queer Identities

Alexandra Lorenzo, Verrazzano Class of 2024, completed major in SLS (1-6) and minor in History 

Throughout the process of completing my research paper, I worked to broaden my understanding of LGBTQ+ identities and its correlation with neurodiversity, as well as gain a deeper understanding of both issues. This included understanding the impacts this intersection has for individuals identifying with multiple marginalized groups, vocalizing their struggles, and identifying ways we can accommodate their needs societally. I listened closely to queer neurodivergent individuals’ personal experiences, both good and bad, and their needs for changes they proposed to healthcare, education, and supportive communities.

I have learned from first-hand accounts the reasons for neurodivergent folks commonly rejecting concepts of gender, and why many often identify with fluid identities under the LGBTQ+ umbrella. Additionally, from my studies it has been revealed that many seek solace and comfort in these communities and identities, since both relate by being victims of alienation, isolation, and marginalization.

While correlation does not imply causation, studying this intersection of marginalized identities has indeed granted me the chance to better understand the human psyche, and ensures my becoming an educator who is well-equipped with creating a classroom environment where all students feel safe to embrace their differences.

If I were to continue this research, I would like to pursue my own personal case study, or conduct my own interviews with willing LGBTQ+ and neurodivergent participants. It is challenging to find scholarly articles that address every question you have on a topic. Yet if I were to do my own studies, I would benefit from working hands-on to gain my own understanding of this intersection from my own research and questioning. 

Developing this project further, I would gain a better understanding of the topic, allowing me to be the one finding my own solutions to issues identified by my own participants. This would ensure that in my studies, I become an active participant rather than a bystander, and can work to create a more accepting future for all individuals regardless of their differences.

Reflections on Research and Advocacy Against Book Bans

Maya Abdul-Rassoul, Verrazzano Class of 2024, completed major in English Literature (7-12), and minor in English Writing

My capstone research on the detrimental consequences of book banning was eye-opening. As an English major, I was drawn to the concept of working on a study revolving books, but as an education major, I needed to fuse the two together seamlessly.

Books and their validity in the educational realm have been a topic of conversation lately, and I felt like researching the negative consequences of book banning was the perfect fit. The fact that it was such a hot button issue though, both held me back and also motivated me, to develop and put forth research that defended the validity of books and their place in the educational system.

While I had always thought of book banning as simply censorship, digging and researching further revealed the actual complexity behind the subject at hand with significant consequences for educational and intellectual freedom.

Throughout the course of my research, I was struck by the detrimental and overwhelmingly negative impact that book bans had on student learning, especially the hinderance of their cognitive empathy and critical thinking skills. It baffles me that there is so much research presented on how detrimental the effects are on students, yet there is still a push for books to be banned in order to preserve a traditional, conservative ideology.

Books that inspired me to become an educator in the field of English are on the chopping block and have even been removed from entire school districts. Books that explore the devastatingly complex history of slavery like Toni Morrison’s Beloved or books that address the negative consequences of the abuse of governmental power like Margaret Atwood’s The Handmaid’s Tale or George Orwell’s 1984 have been restricted, questioned, and in some cases, entirely removed from districts. Promoting the idea that understanding life from the lenses of people who differ in race, gender, and overall circumstance is something to be avoided, and a homogenous view of life and a certain set of beliefs is the “correct” or “only proper way” to live life.

This research was mentally and physically taxing, but the payoff restored that energy and served as a mental and physical reward. Seeing my research done in its entirety was the physical reward, but obtaining the knowledge and understanding behind book banning and its negative impacts has sparked a much stronger passion within me in regards to educating students equitably and inclusively.

The topic of book banning has been more than ever on the rise, and frankly, there is not enough research under the belts of anti-book banning advocates. I would hope to develop a book out of my research if I could expand upon it further with actual conducted studies. I would look across varying school districts with banned books, and those without, to compare standardized testing, cognitive empathy, and even critical thinking. I believe that the more studies are conducted and available to the public, the more awareness and advocacy will be in place to support students’ academic freedom
alongside fostering their empathy and critical thinking skills.