Informed Consent Form – genius homework essays

  • attachment

    SUO_NSG6101_Informed_Consent_Letter_Example.docx

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THIS IS AN EXAMPLE OF SOUTH UNIVERSITY’S INFORMED CONSENT LETTER AND IS ONLY TO BE COMPLETED AND SUBMITTED AS AN ASSIGNMENT FOR NSG6101 .

For Official Use Only
Date received:  
Date reviewed:  
End date:  
File #:  

South_Estab1899_2PMS_CS5main

 

SELF CONSENT

 

I have been invited to take part in a research study titled:

 

 

This study is being conducted by , who can be contacted at:

 

 

I understand that my participation is voluntary and that I can refuse to participate or stop taking part any time without giving any reason and without facing any penalty. Additionally, I have the right to request the return, removal, or destruction of any information relating to me or my participation.

 

PURPOSE OF STUDY

 

I understand that the purpose of the study is to:

 

 

 

 

 

PROCEDURES

 

I understand that if I volunteer to take part in this study, I will be asked to:

 

 

 

 

 

BENEFITS

 

I understand that the benefits I may gain from participation include:

 

 

 

 

 

 

RISKS

 

I understand that the risks, discomforts, or stresses I may face during participation include:

 

 

 

 

 

CONFIDENTIALITY

 

I understand that the only people who will know that I am a research subject are members of the research team. No individually-identifiable information about me, or provided by me during the study will be shared with others except when necessary to protect the rights and welfare of myself and others (for example, if I am injured and need emergency care, if the provided information concerns suicide, homicide, or child abuse, or if revealing the information is required by law).

 

 

FURTHER QUESTIONS

 

I understand that any further questions that I have, now or during the course of the study can be directed to the researcher ( ).

 

Additionally, I understand that questions or problems regarding my rights as a research participant can be addressed to Dr. Jessica Hillyer, Institutional Review Board Director of Compliance and Training, South University, 7700 W. Parmer Ln., Austin, TX 78729;

jhillyer@southuniversity.edu ; 512-516-8779.

 

 

My signature below indicates that the researchers have satisfactorily answered all of my current questions about this study and that I understand the purpose, procedures, benefits, and risks described above. I have also been offered a copy of this form to keep for my own records.

 

 

 

 

 

 

Participant Printed Name

 

 

 

 

 

 

Signature of Participant Date (mm/dd/yyyy)

 

 

 

 

 

 

Signature of Principal Investigator Date (mm/dd/yyyy)

 

 

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Jazz Case Study 12 – genius homework essays

MEDICAL MYSTERY FOR CHAPTER 12

 

HIS STORY

John was an operating room nurse. One day, he observed a skin rash on his elbow. The rash was itchy, but he initially thought nothing about it. He applied some moisturizing cream, but 2 weeks later, he noticed the rash was still present and appeared to be getting worse. When he looked at his elbow in a mirror, he noticed that there was a large reddish patch on the surface of the elbow, and the rash appeared to have some fine scales on it. He now thought he had perhaps acquired an infection from a patient, and he decided to see his doctor.

John’s family practitioner prescribed him some Polysporin and told him it was probably just eczema. The rash persisted, and John noticed that the skin had thickened and was turning silver-gray. He started to feel some pain in the elbow joint but did not know if this was real or imaginary. He asked several other health care professionals at work, and they all told him that he probably had contact dermatitis and it would get better. John continued to apply all types of creams and lotions on the skin, but things only became worse. John finally asked for a referral to a dermatologist.

THE EVALUATION

When I examined John in our dermatology clinic, I suspected that he had one of two skin disorders: eczema or psoriasis. I asked John about his past history, drug use, family history, and history of allergies. All of these were unremarkable except that John’s uncle had a similar skin problem on his knees years ago. That was the clue I was looking for.

THE DIAGNOSIS

John had the classic signs of psoriasis. His rash was in a typical place, on the elbow, and the rash had developed into a patch with silvery scales. These findings are seen in the majority of individuals with psoriasis. John was worried that it might limit his career. I told him that the condition was treatable, but that he would get flare-ups every now and then. John wanted to know if I was certain about the diagnosis and asked about blood tests. I explained to him that the diagnosis of psoriasis is largely based on the patient history and clinical features.

THE TREATMENT

Because John’s psoriasis was mild, I decided to treat him with topical medications. I told him to apply an ointment that is a vitamin A derivative, or topical retinoid, and that he should keep his skin clean and dry. In addition, I told him to avoid any sun exposure while he was applying the retinoid as these drugs can make the skin extra sensitive to the sun.

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CASE CLOSED

Psoriasis is a common skin disease that affects the life cycle of skin cells. As a result, cells build up rapidly, forming thick, silvery scales and itchy, dry, red patches that are sometimes painful. When John returned for his follow-up appointment, the red patch on his elbow had disappeared and the rash was nonexistent. I asked him to read up on psoriasis so that he would understand why he should avoid stress and alcohol. I warned John that this condition could flare up anytime, and that he will probably have to deal with it for the rest of his life. I also mentioned to John that he might have some early symptoms of psoriatic arthritis, which can cause pain, stiffness, and swelling in and around the joints.

Discussion Questions

1. What is psoriasis?

2. The lesions of psoriasis are referred to as plaques. Define plaque as used to describe a skin lesion.

3. At first, the doctor thought John might have eczema. Describe this condition. What is the difference between eczema and psoriasis?

4. Some of his coworkers suggested that John might have developed contact dermatitis. How would you define this condition? What are some causes of contact dermatitis? How is it different from exfoliative dermatitis?

Healthcare Administration (Outpatient Care). – genius homework essays

Healthcare Administration (Outpatient Care).

Healthcare Administration (Outpatient Care).

How do outpatient services support the continuity of care in the delivery of health services? Why is it important for hospital administrators to regard outpatient care as a key component of their overall business strategy? 300 words

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.

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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.

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Academic Success And Professional Development Plan Reflection

Academic Success And Professional Development Plan Reflection

Academic Success And Professional Development Plan Reflection

Using the ‘Week 4 | Part 4’ section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:

  • Clearly identify the topic of interest you have selected.
  • Provide an accurate and complete APA formatted citation of the article you selected, along with link or search details.
  • Clearly identify and describe in detail a professional practice use of the theories/concepts presented in the article.
  • Provide a clear and accurate analysis of the article using the Research Analysis Matrix section of the template.
  • Write a 1-paragraph justification that clearly and accurately explains in detail whether you would recommend the use of this article to inform professional practice. Note: You can use the CARP method as presented in the Resources for this week on evaluating resources.
  • Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
    • Clearly and accurately describe in detail your approach to identifying and analyzing peer-reviewed research.
    • Clearly identify and accurately describe in detail at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
    • Provide a complete, detailed, and specific synthesis of at least one resource you intend to use in the future to find peer-reviewed research.
    • Integrate at least one outside resource and 2-3 course specific resources to fully support your summary.

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    wk5template.docx

NURS 6002: Foundations of Graduate Study

 

 

 

 

Academic and Professional Success Plan Template

 

Prepared by:

 

<INSERT NAME>

 

Week 4 | Part 4: Research Analysis

 

I have identified one topic of interest for further study. I have researched and identified one peer-reviewed research article focused on this topic and have analyzed this article. The results of these efforts are shared below.

 

Directions: Complete Step 1 by using the table and subsequent space below identify and analyze the research article you have selected. Complete Step 2 by summarizing in 2-3 paragraphs the results of your analysis using the space identified.

 

Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph.

 

 

 

 

 

Step 1: Research Analysis

Complete the table below

Topic of Interest:  
Research Article: Include full citation in APA format, as well as link or search details (such as DOI)  
Professional Practice Use:

One or more professional practice uses of the theories/concepts presented in the article

 
Research Analysis Matrix

Add more rows if necessary

Strengths of the Research Limitations/Weaknesses of the Research Relevancy to Topic of Interest Notes
   

 

     
   

 

     
   

 

     
   

 

     
   

 

     
   

 

     
   

 

     
   

 

     
   

 

     
   

 

     

 

Step 2: Summary of Analysis

· Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:

· Clearly and accurately describe in detail your approach to identifying and analyzing peer-reviewed research.

· Clearly identify and accurately describe in detail at least two strategies that you would use that you found to be effective in finding peer-reviewed research.

· Provide a complete, detailed, and specific synthesis of at least one resource you intend to use in the future to find peer-reviewed research.

· Integrate at least one outside resource and 2-3 course specific resources to fully support your summary.

 

 

 

 

 

 

 

 

 

 

Academic and Professional Success Plan Template

 

 

Prepared by:

 

 

<INSERT NAME>

 

 

 

NURS 6

00

2

:

Foundations of

Graduate Study

 

 

 

 

 

 

Academic and Professional Success Plan Template

 

Prepared by:

 

<INSERT NAME>

 

NURS 6002: Foundations of

Graduate Study

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Community Health Nursing II. – genius homework essays

Community Health Nursing II.

Community Health Nursing II.

Remember to submit your work following the file naming convention FirstInitial.LastName_M01.docx. For example, J.Smith_M01.docx. Remember that it is not necessary to manually type in the file extension; it will automatically append. N493 Community Health Nursing II.

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussions and any insights gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

Assignment:

Summary

Briefly summarize your project: How was the assessment completed? Who was your target audience and how many were in the audience? What was your topic? How did you determine what your topic should be (justification)? When and where did you present the community education project? Who gave you permission to present at the location, was the permission form completed? How did you advertise your presentation? What educational materials did you use or provide to the audience? (Provide ID of yourself and action picture for proof.)

Evaluation

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Explain how you would evaluate whether the efforts to improve the health concern were effective. Include in your explanation the tools you might use to do this evaluation. Also, critically appraise your performance of the activity/project for this population. How did the population respond? What aspects were you most satisfied/least satisfied with? What went well (at least 3 things)? What changes would you make in the future (at least 2 things)?

Conclusion

For nurses, reflection is integral to higher-level thinking. You should be able to critically analyze scenarios and possible outcomes as opposed to simply asking the right questions. Acute perception of the entire situation will be obtained because you are open to dealing with the contradictions that may challenge your initial bias. Reflect on how your perspective of the community’s health and the national, state, and local efforts toward a healthier population has changed as a result of your fieldwork. Discuss the health of the target community population compared to national, state, local health findings. Discuss how the interventions used would impact at the local, state, and national level (include information on your chosen Healthy People 2020 goals). Finally, what impact did your project have on your target population?

  1. Please submit a recorded presentation of between 7 and 9 minutes that is a reflection of the project based on a full representation of all three parts above. You may video yourself discussing the project or you may create a PowerPoint presentation and record your voice to the presentation. Use a recording platform of your choice and either upload as an mp4 or share the link directly to the video in the dropbox. ***Please do not record as voice-over PowerPoint because this cannot be saved in mp4 format or a link.*** If you submit your assignment as a powerpoint with voice over recording you will not receive credit for your assignment (or partial credit as you did not meet the full requirements of the assignment.The presentation should include at least two scholarly sources other than provided materials. Please be sure to provide a photo of you at the location where you completed your education project and your ID again. You may submit your Reference page and photos in a separate file in the dropbox or insert them into the PowerPoint.
  2. Project Concert: each module had a minimum required practice hours related to your work on the main education project. Practice hours relate to time spent on project work (Discussion Board work does not apply). Document your hours for Module 8 in Project Concert. You should have an estimated 8-10 hours for Module 8. Access Project Concert. Check your total practice hours for the course in Project Concert; each Module should have the minimum hours logged and there should be a total of between 70 and 100 hours for this course. Minimum required hours must be entered into Project Concert for Module 8 (8 hours). Some states/entities require hour logs for certification or employment. It is the student’s professional responsibility to ensure all hours are entered correctly in order to meet these requirements. Please see the Project Concert directions document in the Learning Materials on how to enter hours.

 

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Discussion, Strategies for Academic Portfolios

Discussion, Strategies for Academic Portfolios

Discussion, Strategies for Academic Portfolios

Discussion: Strategies for Academic Portfolios

In the realm of marketing, a successful branding strategy is one of the most important contributors to organizational success. A solid branding strategy can help add visibility and credibility to a company’s products.

Similarly, nurse-scholars can build a personal brand to add visibility and credibility to their work. You can begin building your brand by developing and maintaining an academic portfolio. Such an activity can help share the results of your efforts and contribute to your success. This week’s Discussion asks you to consider and share strategies for building your portfolio.

To Prepare:

  • Reflect on strategies that you can pursue in developing portfolios or portfolio elements that focus on academic achievements.
  • Review one or more samples from your own research of resources focused on portfolio development.
By Day 3

Post an explanation of at least two strategies for including academic activities and accomplishments into your professional portfolio.

Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA.

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Casey, D. & Egan, D. (2013). The use of professional portfolios for career enhancement. British Journal of Nursing, 15(11), 547–552. doi:10.12968/bjcn.2010.15.11.79625 

Hannans, J. & Olivo, Y. (2017). Craft a positive nursing digital identity with an ePortfolio. American Nurse Today, 12(11), 48–49 https://www.americannursetoday.com/wp-content/uploads/2017/11/ant11-Digital-Identity-1017a-1.pdf

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Smith, L. S. (2011). Showcase your talents with a career portfolio. Nursing, 41(7), 54–56. doi:10.1097/01.NURSE.0000398641.62631.8e. 

Spear, M. (2016). Taking charge of your professional growth and development: Where do I start? Plastic Surgical Nursing, 36(3), 100–102. Retrieved from https://www.nursingcenter.com/journalarticle?Article_ID=3764611&Journal_ID=496448&Issue_ID=3764599 

Thompson, T. L. (2011). Electronic portfolios for professional advancement. Clinical Nurse Specialist: The Journal for Advanced Nursing Practice, 25(4), 169–170. 

Walden University. (n.d.). Walden University catalog. Retrieved October 4, 2019, from https://catalog.waldenu.edu
Select College of Health Sciences, then Master of Science in Nursing (MSN). Review the MSN Learning Outcomes on this page.

Walden University (2018). Creating your curriculum vitae: A building block to your future. Retrieved from https://academicguides.waldenu.edu/careerservices/careerwebinars/resumesandCVs

Walden University. (2018). Curriculum Vitae guide: Build your curriculum vitae (c.v.). Retrieved from https://academicguides.waldenu.edu/careerservices/cvguide

Walden University Writing Center. (n.d.). Walden templates: Overview. Retrieved October 12, 2018, from https://academicguides.waldenu.edu/writingcenter/templates

NOTE: Download and review the School of Nursing template by navigating to “Program-Specific Templates,” “School of Nursing,” and selecting “School of Nursing Writing Template With Instructions.” 

Document: APA Basics Checklist: Citations, Reference List, and Style (PDF)

Document: Academic Success and Professional Development Plan Template (Word document)

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South Dakota Governor – genius homework essays

South Dakota Governor

South Dakota Governor

South Dakota Governor, Kristi Noem (R) has launched a clinical trial for her state.  Read the following and provide your thoughts.   I encourage you to “research” this topic before providing your answer.

South Dakota has launched a clinical trial to test the effectiveness of hydroxychloroquine in treating and potentially preventing COVID-19.

Gov. Kristi Noem (R) on Monday said South Dakota is the first state to conduct a full clinical trial on hydroxychloroquine. The effort is being led by Sanford Health system, the largest rural health provider in the country.

“Our goal is to meaningfully advance the science around COVID-19 so physicians can be better prepared to respond to and treat this novel virus in the future, especially for our populations most at-risk,” Sanford Health’s chief medical officer, Allison Suttle, said in a statement. “By doing clinical trials during this pandemic, we are trying to find treatments and, thereby, hope.”

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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.

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Reflect upon the patient experience, patient safety, and healthcare cost as well as Joint Commission’s role in quality healthcare.

Reflect upon the patient experience, patient safety, and healthcare cost as well as Joint Commission’s role in quality healthcare.

Reflect upon the patient experience, patient safety, and healthcare cost as well as Joint Commission’s role in quality healthcare.

Assignment:

Reflect upon the patient experience, patient safety, and healthcare cost as well as Joint Commission’s role in quality healthcare. Write a paper that addresses the following questions:

  • How would you apply the principles of the Triple Aim initiative to improve quality, safety and satisfaction in the acute care or long-term care setting?
  • Reflect on your current or future role in healthcare. How you would you, in the role of director of nursing or healthcare administrator contribute to improving cost effective quality care, patient satisfaction, and patient safety?
  • What practices would you apply to minimize medical errors among front-line nursing staff?

Assignment Expectations

Length: 1500-2000 words in length

Structure: Include a title page and reference page in APA format. These do not count towards the minimal word amount for this assignment.  Your essay must include an introduction and a conclusion.

References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of two (2) scholarly sources are required for this assignment.

Format: Save your assignment as a Microsoft Word document (.doc or .docx).

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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.

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Psychological Implications Resulting From Injuries And Illnesses Across The Lifespan

Psychological Implications Resulting From Injuries And Illnesses Across The Lifespan

Psychological Implications Resulting From Injuries And Illnesses Across The Lifespan

The nurse’s role goes far beyond that which is expected. Nurses are the main communicators between patients, doctors, and family, and they care for more than just physical ailments. Often, nurses are presented with difficult situations where being an advocate becomes paramount to the healing of the patient. One of the issues that patients with acute and chronic illnesses or extended hospitalization face is a tendency to become depressed. The nurse’s role in this situation requires more than just attention to the physical problem. Another situation where a nurse may need to shift his or her care is when a patient presents with a suspicious injury or illness. In addition to considering the legal and ethical responsibilities of the nurse, he or she must consider the psychological undertones that may be present. Psychological Implications Resulting From Injuries And Illnesses Across The Lifespan

Consider delicate situations that nurses often face and analyze the implications of these situations. Reflect on a patient care situation in which you have encountered one of the following:

· A suspicious illness or injury

· Depression resulting from illness or injury Psychological Implications Resulting From Injuries And Illnesses Across The Lifespan

Then, locate at least 3 scholarly journal articles related to your patient care situation that offers strategies for managing the circumstances.

Respond to the following:

· Explain your patient encounter, highlighting the challenges the situation presented, and briefly summarize the contents of your journal article.

· What strategies did you employ to help handle the situation?

. What other strategies could you have used?

· How did you advocate for the patient in the situation?

· What are some of the legal and ethical implications that need to be considered when providing care for patients with illnesses or injuries resulting from depression or suspicious illnesses or injuries?

·

Support your response with references from the professional nursing literature. Psychological Implications Resulting From Injuries And Illnesses Across The Lifespan

Note Initial Post: A 5-paragraph (at least 550 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually ≤ 5 years old).

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J O U R N A L O F T R A U M A N U R S I N G WWW.JOURNALOFTRAUMANURSING.COM 17

R E S E A R C H

ABSTRACT A retrospective study examined in-hospital antidepressant

medication (ADM) use in adult trauma patients with an

intensive care unit stay of 5 or more days. One fourth of

patients received an ADM, with only 33% of those patients

having a documented history of depression. Of patients

who received their first ADM from a trauma or critical care

physician, only 5% were discharged with a documented

plan for psychiatric follow-up. The study identified a need for

standardized identification and management of depressive

symptoms among trauma patients in the inpatient setting.

Key Words antidepressant medication , critical care , depression , injury ,

psychiatry , trauma

Author Affiliations: UnityPoint Health, Des Moines, Iowa (Ms Spilman

and Drs Smith and Tonui); and Fort Sanders Regional Medical Center,

Knoxville, Tennessee (Dr Schirmer).

The abstract was presented at 47th Annual Society for Epidemiological

Research (SER) Meeting, Seattle, Washington, June 24–27, 2014.

None of the authors have any conflicts of interest to disclose.

Correspondence: Sarah K. Spilman, MA, Trauma Services, Iowa Methodist

Medical Center, 1200 Pleasant St, Des Moines, IA 50309 ( sarah.spilman@

unitypoint.org ).

Evaluation and Treatment of Depression in Adult Trauma Patients

Sarah K. Spilman , MA ■ Hayden L. Smith , PhD ■ Lori L. Schirmer , PharmD ■ Peter M. Tonui , MD

approaches require resources and training of hospital personnel. 5 Regardless of the method, however, assess- ment of depression is often confounded by the variable nature of depressive symptoms. Some depressive symp- toms (eg, fatigue, insomnia, weight loss) can be similar to symptoms of other medical illnesses or may resemble temporary conditions, such as delirium or adjustment dis- order. 6 , 7 In addition, trauma patients in the intensive care unit (ICU) may often lack the ability to display or report classic depressive symptoms due to the effects of medica- tion, pain, or sleep deprivation. 8 , 9

A major issue, though, is that many hospitals do not routinely screen for depression or assess depressive symptoms during hospitalization. To our knowledge, there is no consensus as to when assessments (and re- assessments) are appropriate. Symptoms of depression most often are noted through subjective observation by family or nurses and reported to physicians. Because of limited resources, mental health experts are often only involved in the most severe or complicated cases. This is a fundamental problem in that large numbers of patients may be overlooked because of the subjective nature and timing of these observations. Findley and colleagues 4 found that when a psychiatrist was actively involved in the trauma service, identification and treatment of psy- chopathology were increased by 78%. While the rate of mood and anxiety disorders recognized by trauma phy- sicians remained unchanged, involvement of psychiatry resulted in a broader range of psychiatric diagnoses and more than doubled the treatment of substance abuse or dependence.

Complicating matters further, many trauma patients present with preexisting depression. Traumatic injury is related to depression as both a causal factor and a result- ing condition. 2 , 4 , 10 If patients are unable to self-report their health history, the trauma team relies on family report or pharmacy records. This presents challenges in timely reinitiation of medications.

STUDY RATIONALE A review of the medical literature found no relevant published research on physician and medical team re- sponse to depressive symptoms during the patient’s ini- tial hospitalization within settings where mental health screening is not the standard of care. Current research DOI: 10.1097/JTN.0000000000000102

I t is well-established in the literature that critically ill trauma patients can often suffer from depression and posttraumatic stress disorder in the months and years following hospitalization. 1-3 Many hospitals may not have a standardized process for assessing and treat-

ing trauma patients with depressive symptoms. 3-5 During the acute phase of recovery, the trauma team is primarily in charge of treating the injuries and preparing to dis- charge the patient to the next phase of recovery. With- out a standardized process for recognizing, screening, and treating the psychological and emotional needs of the patient, there may be increased risk that depression will go unrecognized and untreated or misinterpreted and improperly treated.

Formal assessment of depression can be accom- plished through clinical interview or screening tools; both

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18 WWW.JOURNALOFTRAUMANURSING.COM Volume 22 | Number 1 | January-February 2015

that examines depression screening has been primarily funded by grant dollars, which provide hospitals with resources to staff special assessment teams (eg, Dicker et al 2 ) and may not represent practices at many hospi- tals. These studies have established the importance of early detection of depression, although this may be ex- tremely difficult in hospitals that do not have protocols for managing depression in the critically ill or special teams for assessing, treating, and reassessing mental health symptoms.

The purpose of this study was to examine how a trau- ma team recognizes and treats depression in the absence of a screening tool and to document antidepressant medi- cation (ADM) usage and prescribing patterns. Study data can assist in the evaluation and understanding of institu- tion processes and possibly help design protocols to miti- gate some of the long-term mental health issues that can result from traumatic injury.

METHODS

Study Design and Patient Sample A retrospective study was performed at an urban tertiary hospital in the Midwestern region of the United States. The hospital’s trauma registry was used to identify adult patients (aged 18 years or older) who met trauma criteria during the 5-year study period of 2008 to 2012. A trauma patient was defined as an individual who sustained a traumatic injury with an International Classification of Diseases, 9th Revision, Clinical Modification code rang- ing from 800 and 959.9, excluding codes for late effects of injury (905-909.9), superficial injuries (910-924.9), and foreign bodies (930-939.9). Patients were included in the study if they were admitted to the hospital and stayed in the ICU for 5 or more days. The study was approved by the hospital’s institutional review board. Psychological Implications Resulting From Injuries And Illnesses Across The Lifespan

Study Data Study variables were grouped into 3 categories: patient and injury characteristics, depression diagnoses, and ADM use. Patient characteristics included gender, race, age, hospital length of stay (LOS), ICU LOS, and mechani- cal ventilator days. Discharge status was coded as alive or deceased, while discharge location was coded as home or institutional setting (including hospice facility, rehabili- tation facility, skilled nursing facility, federal hospital, or intermediate care facility). Psychological Implications Resulting From Injuries And Illnesses Across The Lifespan

Injury characteristics included the Injury Severity Score, which is an anatomical coding system ranging from 0 (no injury) to 75 (most severe). Finally, mechanism of injury was recorded on the basis of the External Causes of In- jury and Poisoning Code (E-Code): Vehicle accident (810- 848), Accidental Fall (880-888), or Other.

Depression diagnoses were assessed retrospectively through chart review. Patients were classified as having a documented history of depression if it was specifically noted in the medical history or if the patient was taking an ADM at the time of hospital admission. If the patient’s history was not obtained at admission, the patient was considered to be on a prior ADM if he or she received a dose within the first 72 hours of the hospital stay. We also noted if a patient received a psychiatric consultation during their stay and if the patient was discharged with a plan for psychiatric follow-up. The latter was used to indicate whether or not discharge instructions included directions for psychiatry follow-up.

The ADM use was ascertained through pharmacy dis- pensing records. Specifically, it was recorded if a patient received any of the following drugs: selective seroto- nin reuptake inhibitors (SSRIs; citalopram, escitalopram, fluoxetine, fluvoxamine, paroxetine, sertraline); selective norepinephrine reuptake inhibitors (SNRIs; desvenlafax- ine, duloxetine, venlafaxine); dopamine reuptake inhibi- tors (bupropion); and alpha-2 antagonists (mirtazapine). Some ADMs were excluded from the study, including tricyclics and monoamine oxidase inhibitors, which can be used to treat other diagnoses in addition to depres- sion; vilazodone, which was not approved by the Food & Drug Administration until 2011; trazodone because it can be prescribed as a sleep aid; and milnacipran because its Food & Drug Administration indication is for fibromyalgia.

The first dispensed ADM was used for basic descrip- tive purposes. For example, if a patient received multiple ADMs during the stay, only the first ADM was used to describe patient treatment. If an ADM was not a medica- tion taken prior to admission, it is hereafter referred to as a new ADM. Days between hospital admission and first ADM dose were used to calculate time of initiation. If an ADM medication was listed in the discharge summary or the patient received a dose of the medication on the last day of the stay, then the patient was classified as being discharged on an ADM.

Statistical Procedures Descriptive statistics were reported for continuous data as medians with interquartile ranges; normality was tested using the Shapiro-Wilk test. Categorical data were re- ported as counts with percentages. Comparative statistics were conducted by stratifying patients based on whether or not they received an ADM during their hospital stay. These groups were examined using the Fisher exact test (nominal variables) and the independent samples Mann- Whitney U Test (2-group medians). All analyses were 2-tailed and based on a 0.05 significance level. Analy- ses were performed with IBM SPSS Basic Statistics for Windows, version 19.0 (IBM Corp, 2010; Armonk, NY).

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Trauma Patients Admitted During Study Period (N=4947)

ICU Length of Stay < 5 Days (n=4635)

ICU Length of Stay > 5 Days (n=312)

Received No Antidepressant Medication (n=230)

Restarted Antidepressant Medication (n=55)

Received New Antidepressant Medication (n=27)

Figure 1. Trauma patients admitted to the hospital during the study period, 2008-2012. ICU indicates intensive care unit.

RESULTS There were 4947 trauma patients admitted to the hospital during the 5-year study period, with 312 (6.3%) staying in the ICU for 5 or more days (see Figure 1 ). Patient char- acteristics are presented in Table 1 . More than two-thirds of the patients in the study sample were male, and the majority of patients were white. Fifteen percent of the patients died.

There were 82 patients (26.3%) who received an ADM during the hospital stay (see Table 2 ). Bivariate analy- ses (not shown) revealed significant differences in age, with older patients more likely to receive an ADM than younger patients ( P = .002). Men were less likely to re- ceive an ADM. There were no significant bivariate differ- ences between patients based on hospital LOS, ICU LOS, ventilator days, Injury Severity Score, discharge location, or injury mechanism.

Patients who received an ADM during the hospital stay were significantly more likely to have a documented his- tory of depression upon admission to the hospital. Specif- ically, 67.1% of patients who received an ADM during the hospital stay were taking an ADM prior to admission and 19.5% had depression mentioned in their medical history. Patients who received an ADM were also significantly more likely to receive a psychiatric consultation during the hospital stay and were more likely to be discharged with a plan for psychiatric follow-up.

Of the 82 trauma patients who received an ADM dur- ing hospitalization, 9 (11.0%) were initiated by a psychia- trist and 73 (89.0%) were initiated by a critical care or other nonpsychiatric physician (see Table 3 ). One-third of patients who received an ADM during their stay were prescribed a new ADM; 29.6% of these new prescriptions were initiated by psychiatry and 70.3% were initiated by a nonpsychiatric physician. There were no significant

differences in ADM choice based on the physician who initiated the medication.

Patients whose ADM was prescribed by a psychiatrist received their first dose many days later in the hospital stay than those patients whose ADM was prescribed by a critical care or other physician. Patients whose ADM was prescribed by psychiatry were also more likely to be discharged with a plan for psychiatric follow-up. Nearly all patients who received an ADM during hospitalization were discharged with the medication, regardless of the provider who initiated it.

DISCUSSION Study data revealed that 26.3% of trauma patients spend- ing 5 of more days in the ICU received an ADM during the hospital stay; 33% of these patients did not have a documented history of depression or ADM use upon ad- mission. This is considerably higher than ADM use in the general population, which is estimated at 10% to 11%. 11 , 12 Female trauma patients were more likely to receive an ADM than male patients, which is consistent with trends in the general population. 12

Trauma or critical care physicians were the practition- ers most likely to continue home ADMs and initiate new ADMs, compared with psychiatry physicians. However,

TABLE 1 Descriptive Characteristics for Trauma Patients With Intensive Care Unit Length of Stay 5 or More Days, 2008-2012 (N = 312) a

All Trauma Patients (N = 312)

Male 218 (70.1%)

White 271 (86.9%)

Median age, y 55.00 (39.75-69.00)

Median hospital length of stay, d 17 (10-25)

Median intensive care unit length of stay, d

8.5 (6-14)

Median ventilator days 5 (1.5-10)

Deceased 48 (15.4%)

Discharged to home 68 (25.8%)

Median injury severity score 25 (15.5-33.25)

Injury mechanism

Vehicle accident 174 (55.8%)

Fall 105 (33.7%)

Other 31 (9.9%)

a Data are presented in medians (interquartiles) and counts

(percentages).

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20 WWW.JOURNALOFTRAUMANURSING.COM Volume 22 | Number 1 | January-February 2015

leads to oversights in posttrauma care. Primary care physicians or other health care providers may not be alerted to the task of titrating the medication, monitor- ing adherence to the medication, and/or evaluating the appropriateness of the ADM in the months and years after the trauma.

when the ADM was initiated by trauma or critical care physicians, patients were frequently discharged without a plan for psychiatric follow-up. This may be a critical omission, especially for patients started on new ADMs. Since the trauma or critical care physician manages care during the acute phase of the injury, this potentially

TABLE 2 Prescription of Antidepressant Medication in Trauma Patients (N = 312) a ADM Received During

Stay (n = 82) ADM Not Received During

Stay (n = 230) Fisher Exact

Test, P b

Documented history of depression 56 (68.3%) 17 (7.4%) < .001

Taking ADM prior to admission 55 (67.1%) 7 (3.0%) < .001

Depression mentioned in medical history 16 (19.5%) 13 (5.7%) < .001

Received psychiatric consultation visit during stay

17 (20.7%) 18 (7.8%) .004

Discharged with plan for psychiatric follow-up c

8 (12.1%) 6 (3.0%) .009

Abbreviation: ADM, antidepressant medication.

a Data are presented in medians (interquartiles) and counts (percentages).

b p values are presented for comparisons between patients based on whether or not they received an ADM during their hospital stay.

c Excludes patients who expired.

TABLE 3 Prescribing Patterns for Patients Who Received an Antidepressant Medication, 2008-2012 (n = 82) a

First Dose Prescribed by Psychiatry (n = 9)

First ADM Prescribed by Other Physician (n = 73) P b

Taking ADM prior to admission 1 (11.1%) 54 (74.0%) < .001

Median days between hospital admission and first dose

12 (7.25-19.75) 2.5 (2-7) .010

New ADM during hospitalization 8 (88.9%) 19 (26.0%) < .001

Escitalopram 5 (62.5%) 6 (31.6%) .206

Citalopram 2 (25.0%) 7 (36.8%) .676

Sertraline 1 (12.5%) 2 (10.5%) 1.00

Paroxetine … 2 (10.5%) …

Mirtazapine … 1 (5.3%) …

Venlafaxine … 1 (5.3%) …

Discharged with plan for follow-up c

4 (44.4%) 4 (5.5%) 0.005

Discharged with prescription for ADM c

9 (100.0%) 62 (93.9%) 1.00

Abbreviation: ADM, antidepressant medication.

a Data are presented in medians (interquartiles) and counts (percentages).

b p values are presented for comparisons between patients based on whether the first dose of an ADM was authorized by a psychiatrist or another

physician.

c Excludes patients who expired.

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J O U R N A L O F T R A U M A N U R S I N G WWW.JOURNALOFTRAUMANURSING.COM 21

The study explores ADM use in the trauma and acute care setting. While ADM use is not a direct measure of de- pression, it serves as a proxy for how trauma and critical care teams recognize and respond to depression in the absence of screening tools. Many hospitals lack a stand- ardized process for assessing and treating trauma patients with depressive symptoms; therefore, we expect that these results are generalizable to other facilities where mental health screening is not standard of care. When a patient is taking an ADM prior to hospitalization, the trauma team must ensure that the medications are restart- ed when the patient is hemodynamically stable. But the situation is less clear in prescribing new ADMs. Initiation of a new ADM may be done when the physician, nurse, or family members recognize emerging symptoms of de- pression or as a preventative approach for symptoms that are likely to emerge in the future.

We recognize that pharmacological intervention should not be the first-line treatment to manage depres- sion. However, since our hospital does not have a stand- ardized screening tool for depression and does not have a mental health care professional embedded in the core trauma team, we believe that these findings are similar to patterns at other hospitals. It is presumed that patients are started on ADMs based on feedback from nursing and family members or recognition of depressive symptoms during the recovery process, but further analysis is war- ranted to determine how these decisions are made. Some patients may be placed on an ADM without warrant, and conversely, depressed patients may go untreated. Both scenarios may complicate recovery and lead to adverse psychological and physical outcomes following the trau- matic injury.

It deserves mention that it would be ideal for all trau- ma patients to be screened for depression and mental health issues. This could potentially improve their recov- ery process and reduce the likelihood of traumatic injury in the future, 2 but such an approach may not be practical in many settings. It is unclear how often patients would need evaluation to detect change, and how well they can self-report their symptoms in the first place. Future re- search efforts should be directed at prospective evaluation of increased involvement of psychiatrists in the treatment of trauma patients, as well as increased use of screening tools for early detection of depressive symptoms. Because our trauma population is primarily older adults, additional analyses should focus on the mental health needs of this aging population and the role that preexisting depression plays in their injury patterns and recoveries.

Limitations This study had several limitations. Identification of the prevalence of depression and ADM use was performed retrospectively. Reliance on medical documentation to

Acknowledgments The authors thank Catherine Hackett Renner, James Rasmussen, and Eric Barlow for assistance in data collec- tion, analysis, and interpretation.

REFERENCES 1. Bryant RA , O’Donnell ML , Creamer M , McFarlane AC , Clark

CR , Silove D . The psychiatric sequelae of traumatic injury . Am J Psychiatry . 2010 ; 167 : 312-320 .

2. Dicker RA , Mah J , Lopez D , et al. Screening for mental illness in a trauma center: rooting out a risk factor for unintentional injury . J Trauma . 2011 ; 70 : 1337-1344 .

3. O’Donnell ML , Creamer M , Bryant RA , Schnyder U , Shalev A . Posttraumatic disorders following injury: an empirical and methodological review . Clin Psych Rev . 2003 ; 23 : 587-603 .

4. Findley JK , Sanders KB , Groves JE . The role of psychiatry in the management of acute trauma surgery patients . J Clin Psychiatry . 2003 ; 5 : 195-200 .

5. Steel JL , Dunlavy AC , Stillman J , Paper HC . Measuring depression and PTSD after trauma: common scales and checklists . Injury . 2011 : 42 : 288-300 .

6. Casey P , Bailey S . Adjustment disorders: the state of the art . World Psychiatry . 2011 ; 10 : 11-18 .

7. Jackson JC , Mitchell N , Hopkins RO . Cognitive functioning, mental health, and quality of life in ICU survivors: an overview . Crit Care Clin . 2009 ; 25 : 615-628 .

determine history of depression may be inaccurate in in- stances for patients with an undocumented history of de- pression or patients who received depression diagnoses based on inadequate clinical assessments. Other mental health diagnoses may have been present, such as anxi- ety or adjustment disorder, but they too may have been misdiagnosed, underdiagnosed, or misdocumented. Re- latedly, information was lacking from the medical record if the patient or a family member was unable to provide a medical history upon admission to the emergency de- partment. Given the study design, it was not possible to access compliance with home medications. In particular, an ADM in a patient’s medical history may not neces- sarily depict whether the patient was actively taking the medication prior to admission. Finally, the main focus of the study was to examine how physicians assess and treat depression in trauma patients admitted to the ICU for 5 or more days, which does not allow for generalizations toward general trauma populations.

CONCLUSIONS Despite difficulties in the diagnosis of depression in trauma patients, critical care physicians and psychiatrists do initiate ADMs in patients who exhibit symptoms of clinical depression. This study identifies a need to more accurately identify depressive symptoms among trauma patients and reveals a need for protocols to assess for mental health diagnoses and manage ADM use among trauma patients in the inpatient setting and postdis- charge.

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8. Beliles K , Stoudemire A . Psychopharmacologic treatment of depression in the medically ill . Psychosomatics . 1998 : 39 : S2S19 .

9. Jackson JC , Hart RP , Gordon SM , Hopkins RO , Girard TD , Ely EW . Post-traumatic stress disorder and post-traumatic stress symptoms following critical illness in medical intensive care unit patients: assessing the magnitude of the problem . Crit Care. 2007 ; 11 : R27 .

10. O’Donnell ML , Creamer M , Pattison P . Posttraumatic stress disorder and depression following trauma: understanding comorbidity . Am J Psychiatry . 2004 ; 161 : 1390-1396 .

11. Olfson M , Marcus SC . National patterns in antidepressant medication treatment . Arch Gen Psychiatry. 2009 ; 66 : 848-856 .

12. Pratt LA , Brody DJ , Gu Q . Antidepressant use in persons aged 12 and over: United States, 2005-2008 . NCHS Data Brief . October 2011 : 76 .

Copyright © 2015 Society of Trauma Nurses. Unauthorized reproduction of this article is prohibited.

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Advance Nursing Research (PowerPoint Presentation: The Funding Dilemma)

  • attachment

    EBPGrantProposal.doc

ADVANCED NURSING RESEARCH 1

ADVANCED NURSING RESEARCH 2

Evidence Based Practice Grant Proposal

Table of Contents

3 1. Purpose

4 2. Background

5 Research objectives

6 Theoretical framework

6 3. EBP Model

7 4. Proposed Change

8 5. Outcomes

8 6. Evaluation Plan

9 7. Dissemination Plan

9 Tools to be Used

9 Peer review tools for the proposal

11 Grant Request

11 Proposed Tasks

11 Task 1: Case study- Reviewing existing literature on stigma around mental health complications

11 Task 2: Interviewing clinicians that have dealt with the study topic

12 Task 3: Interviewing patients of mental health

12 Schedule

13 Budget

14 8. Appendices

14 a. Informed Consent

19 Certificate of Consent

19 Signature or Date

21 b. Literature Matrix

32 c. Tools and equipment to be used

34 References

 

Grant Proposal-Assessing the role of stigma towards mental health patients in help seeking

Study problem

There are several studies that have shown that stigmatization towards mental health patients have been present throughout history and even despite the evolution in modern medicine and advanced treatment. For example, Verhaeghe et al., (2014), captures in a publication in reference to a study that he conducted that stigmatization towards mental health patients has been there even as early is in the 18th Century. People were hesitant to interact with people termed or perceived to have mental health conditions.

Stigmatization has resulted from the belief that those with mental problem are aggressive and dangerous creating a social distance (Szeto et al., 2017). Also, mental health-related stigma has become of major concern as it creates crucial barriers to access treatment and quality care since it not only influences the behaviour of the patients but also the attitude of the providers hence impacting help-seeking. Timmermann, Uhrenfeldt and Birkelund (2014), have identified stigma as a barrier that is of significance to care or help seeking while the extent to which it still remains a barrier have not been reviewed deeply. Therefore, this study will assess the role contributed by stigma in help seeking in depth.

The intention of the research study is to review the association between stigma, mental illness and help seeking in order to formulate ways in which the stigma that is around mental health is done away with to enable as many people suffering from mental health complications to seek medical help.

Mental health is crucial in every stage of life. It is defined as the state of psychological well-being whereby the individual realizes a satisfactory integration instinctual drive acceptable to both oneself and his or her social setting (Ritchie & Roser, 2018). The status of mental health influences physical health, relationships, and most importantly day-to-day life. Mental health problems arise when there is a disruption in mental well-being.

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The risk factors to mental health problems are not limited and therefore everyone is entitled to the problem irrespective of gender, economic status, and ethnic group. For example, data shows that in America one out of five individuals experience mental health problems annually; with mental disorders being recognized as the leading cause of disability not only in the United States but also globally (Ritchie & Roser, 2018). Mental health disorders are seen to be complex and of many forms such as anxiety, mood, and schizophrenia, among others.

Data shows that in 2017 about seven hundred and ninety-two million people lived with a mental disorder. Challenges have been identified with data presentation since mental health disorders are under-reported worldwide (Ritchie & Roser, 2018). World health organization data shows that mental health disorders are not only determined by one’s ability to manage their thoughts, behavior and interaction with others but also economic, environmental and social factors. For example, the on-going global financial crisis creates a macroeconomic phenomenon that provides a significant opportunity for mental health consequences with an increased rate of suicide and harmful substance use.

Most research studies have shown that there exist many gaps in relation to mental health problems. The gap ranges from treatment interventions and effective use of the available tools to reduce the issues of mental health. For example, there exists a research gap on the interventions meant to reduce and eradicate stigma which has been recognized as a determinant of mental health problems and this spiked my interest.

Therefore, in order to fill this gap such question as a) what is the association between stigma towards mental health patients and help-seeking? b) To what extent does stigma constitute a barrier to the search for help among mental health patients? And c) Are there populations that are more deterred from seeking help due to stigma? Have to be answered through research to get the intended purpose.

Research objectives

a) To explore the impacts of stigma

b) To assess an association between the contributing factors of stigma to help seeking

c) To assess the extent in which these factors of stigma contribute to help seeking.

Research questions

How does the stigma around mental health complications prevent those suffering from mental health complications from seeking medical help?