Assignment: Translation Science Project Essay

Assignment: Translation Science Project Essay

Translation Science Project Sample Essay

Mental health is among the eight national practice problems affecting the US healthcare system. Mental health generally refers to an individual’s psychological, emotional, and social well-being (World Health Organization, n.d.). Various issues affect mental health in society, leading to mental illnesses and related problems. According to the WHO (n.d.), individuals with serious mental illnesses die prematurely two decades earlier than individuals without mental illnesses, depression is a leading cause of disability, and suicide is the fourth leading cause of death among youths and young adults aged 15-29. These are among the issues making mental health a significant practice problem. However, evidence-based interventions have been developed to address the issues and the general mental health national practice problem. This project’s selected practice problem is inadequate awareness of mental health and illnesses in the institution, leading to discrimination and stigma toward patients with mental illnesses. This project aims to develop a practice problem question related to the selected issue, synthesize literature on an intervention to address the issue and use data-driven decision-making to address the issue in my practice setting.

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Practice Problem and Question

The selected intervention to address the issue of stigma is social contact intervention. According to Khort et al. (2020), social contact intervention entails strategic contact between the people displaying stigmatizing attitudes, knowledge, and behavior and the group being stigmatized. In this case, social contact entails enhancing contact between people with mental illnesses and the healthcare providers displaying stigmatizing attitudes, knowledge, and behavior. Lien et al. (2021) note that mental illness stigma among healthcare providers is a major issue affecting healthcare services, especially in primary care settings. Therefore, it is essential to identify evidence-based interventions to address the issue, thus increasing the accessibility of mental health services and improving patient outcomes for mental illness patients. Social contact intervention is one of the effective interventions to reduce mental illness-related stigma among healthcare providers (Nickerson et al., 2020).

Social contact intervention is the best evidence-based intervention to address the issue in the practice setting, considering healthcare providers have been exhibiting stigmatizing attitudes and behaviors toward patients with mental illnesses. Being a primary care setting, and given that care providers in the setting do not have specialized mental health care training, it is more likely for the care providers in the institution to stigmatize patients with mental illnesses than mental health care practitioners. Hence, social contact will help present them with the reality concerning mental illnesses, thus reducing stigma and improving care services and outcomes for patients with mental illnesses.

The current intervention in the practice setting is awareness creation campaigns conducted for the last six months. However, healthcare workers still exhibit stigmatized attitudes and behavior toward patients with mental illnesses. Therefore, there was a need to identify another evidence-based intervention to address the issue effectively.

The practice problem in the PICOT question format is as follows:

Among care providers in the institution(P), does social contact intervention (I), compared to current mental health awareness campaigns (C), reduce stigma towards patients with mental illnesses (O) in 10 weeks (T)?

Evidence Synthesis of Literature

The research question used in this project is whether social contact intervention effectively reduces stigma among healthcare workers in a primary care setting. The Google Scholar engine was used to search literature from different databases. The particular databases used include PubMed, Cinahl, Science Direct, and Medline. Key phrases used in the search are “social contact intervention,” “mental illness stigma,” and “reducing mental illness stigma among healthcare providers.” The inclusion criteria for the studies used in the literature synthesis were: must include mental illness stigma, have healthcare providers as the population of focus, and primary healthcare settings as the focus setting. Studies that included other types of stigma did not focus on healthcare providers as the population of focus, and primary healthcare settings as the setting of focus were excluded from the literature synthesis. In addition, the John Hopkins quality assessment tool was used to assess the quality of evidence included in the synthesis to ensure that good quality evidence was included. One of the limitations in the data synthesis is that studies focusing on the three factors in the inclusion criteria are limited.

Research shows that social contact intervention effectively reduces mental illness stigma among healthcare providers and society (Khort et al., 2020). The main theme presented in the evidence reviewed is social contact is the best intervention, especially for primary healthcare providers; since they will have to encounter patients with mental illnesses from time to time, student nurses and other care providers should be engaged in the intervention, and most prevalent mental illnesses should be considered (Amsalem et al., 2021; Khort et al., 2020; Lien et al., 2021; Nickerson et al., 2020). All four evidence sources maintain that social contact intervention should be implemented among healthcare providers, considering they constantly interact with patients with mental illnesses. Khort et al. (2020) note that healthcare providers in primary care settings usually encounter patients with pre-existing or underlying mental illnesses, even though these patients may be seeking help for other reasons. Therefore, it is vital to address mental illness stigma to ensure that all patients, especially those with underlying medical conditions, get the necessary help. According to Lien et al. (2021), primary healthcare providers are best suited to refer patients with mental illnesses to get the necessary help.

However, there are differences between the main points in the evidence sources. While Khort et al. (2020) maintain that social contact intervention should be implemented to address general mental illnesses, Amsalem et al. (2021) and Nickerson et al. (2020), in contrast, argue that social contact interventions should be focused on addressing stigma related to serious mental illnesses, which are most prevalent in the primary care settings. For instance, the two studies, Amsalem et al. (2021) and Nickerson et al. (2020), focused on social contact to address stigma among patients with schizophrenia and post-traumatic stress disorders, which are most prevalent in the primary care settings in the study.

Data-Driven Decision-Making

Effective decision-making in healthcare is based on internal evidence for change and support of the change intervention from research evidence (Basile et al., 2023). Robust evidence in the practicum setting justifies the need for change to address the issue of mental illness stigma by healthcare providers. In addition, an intervention that best suits the situation and is supported by literature evidence has been identified, thus leading to the decision to implement the social contact intervention.

The primary source of internal data supporting change is patient satisfaction scores. The patient satisfaction scores from recent surveys have depicted poor patient satisfaction. The reasons for poor patient satisfaction included perceived discrimination from healthcare providers based on mental illnesses and poor/unequal treatment for patients with mental illnesses. Other data sources include complaints from families and caregivers of patients with mental illnesses, citing limited referrals to other psychiatric healthcare settings for further care and using negative/biased language to discriminate against their patients due to mental illnesses. The issue has led to poor institutional reputation, patient retention, and low referrals. In addition, discrimination and bias against patients with mental illnesses is an ethical and social justice issue (Carbonell et al., 2020).

Furthermore, information technologies influence data capture, process improvement, evaluation, and patient outcomes related to mental health. Healthcare technologies such as telehealth and remote monitoring can help improve patient outcomes for patients with mental illnesses by increasing access to healthcare services and enhancing efficiency in data capture. For instance, real-time data such as mood fluctuations and sleep patterns can be captured from remote monitoring systems and sent to a telehealth care provider, enabling the patient to receive help when needed. Basile et al. (2023) state that technology influences process improvement by automating administrative tasks, thus enabling mental health care providers to focus more on patient care. Consequently, patient outcomes improve with more attention to patient care and increased access to mental healthcare services.

Conclusion

Mental illness-related stigma from healthcare providers is a significant issue affecting mental health services, especially in primary care settings. The overall impact of mental illness stigma in healthcare settings is poor patient outcomes for patients with mental illnesses since they cannot express themselves and feel unsafe. Social contact evidence-based intervention will help address the problem by exposing the care providers to different mental illness situations, thus creating awareness and changing attitudes toward patients with mental illnesses.      References

Amsalem, D., Yang, L. H., Jankowski, S., Lieff, S. A., Markowitz, J. C., & Dixon, L. B. (2021). Reducing Stigma Toward Individuals With Schizophrenia Using a Brief Video: A Randomized Controlled Trial of Young Adults. Schizophrenia Bulletin, 47(1), 7–14. https://doi.org/10.1093/schbul/sbaa114

Basile, L. J., Carbonara, N., Pellegrino, R., & Panniello, U. (2023). Business intelligence in the healthcare industry: The utilization of a data-driven approach to support clinical decision making. Technovation, 120, 102482. https://doi.org/10.1016/j.technovation.2022.102482

Carbonell, A., Navarro‐Pérez, J. J., & Mestre, M. V. (2020). Challenges and barriers in mental healthcare systems and their impact on the family: A systematic integrative review. Health & Social Care in the Community, 28(5), 1366-1379. https://doi.org/10.1111/hsc.12968

Kohrt, B. A., Turner, E. L., Rai, S., Bhardwaj, A., Sikkema, K. J., Adelekun, A., Dhakal, M., Luitel, N. P., Lund, C., Patel, V., & Jordans, M. J. D. (2020). Reducing mental illness stigma in healthcare settings: Proof of concept for a social contact intervention to address what matters most for primary care providers. Social Science & Medicine (1982), 250, 112852. Advance online publication. https://doi.org/10.1016/j.socscimed.2020.112852

Lien, Y. Y., Lin, H. S., Lien, Y. J., Tsai, C. H., Wu, T. T., Li, H., & Tu, Y. K. (2021). Challenging mental illness stigma in healthcare professionals and students: a systematic review and network meta-analysis. Psychology & Health, 36(6), 669–684. https://doi.org/10.1080/08870446.2020.1828413

Nickerson, A., Byrow, Y., Pajak, R., McMahon, T., Bryant, R. A., Christensen, H., & Liddell, B. J. (2020). ‘Tell Your Story’: a randomized controlled trial of an online intervention to reduce mental health stigma and increase help-seeking in refugee men with posttraumatic stress. Psychological Medicine, 50(5), 781–792. https://doi.org/10.1017/S0033291719000606

Appendix: Evidence Summary Tool

Practice Question: Among care providers in the institution(P), does social contact intervention (I), compared to current mental health awareness campaigns (C), reduce stigma towards patients with mental illnesses (O) in 10 weeks (T)?

Date: 10^th September 2023

Article Number	Author and Date	Evidence Type	Sample, Sample Size, Setting	Findings That Help Answer the EBP Question	Observable Measures	Limitations	Evidence Level, Quality
112582	Khort (2020)	Mixed method study	1731 Primary care providers in government primary care facilities in Nepal	The social contact intervention reduced stigma among primary healthcare providers in primary healthcare settings involved in the study. Patients’ families and caregivers of patients with mental illnesses reported better treatment.	Healthcare providers in the primary care settings understood the professional and social threats related to mental illness stigma. Self-reported willingness to avoid stigmatizing behavior and attitude was noted after the intervention.	The researcher could not make direct claims about whether the social contact intervention was cost-effective and sustainable. The study did not consider care providers from other settings. Therefore, the results may only be generalized in primary care settings.	Khort et al. (2020) were appraised at level III grade A quality The sample size is representative and adequate
36 (6)	Lien (2021)	Systematic Review	The study included 22 studies (18) trials from 9 countries, studies containing primary care settings.	The study found that social contact intervention is effective, but it should be enforced and supported using education to the care providers.	Social contact is the most effective anti-stigma intervention Direct social contact with mental illnesses changes healthcare providers’ attitudes and behavior toward patients with mental illnesses	The analysis only included 22 studies, which may be inadequate There were limited studies entirely focusing on social contact intervention	Lien et al. (2021) were appraised at level I evidence and grade A quality. The results are generalizable since the studies included were from different care settings.
50 (5)	Nickerson (2020)	Randomized Controlled Trial	One hundred three refugee men diagnosed with PTSD told their stories to primary healthcare providers.	The social contact between primary care providers and the men improved self-reported attitude change toward patients with mental illnesses.	Improved help-seeking behavior among the patients after the intervention implementation Improves patient satisfaction scored	The implementation period was short (one month) and did not allow time to investigate whether stigma reduction was sustainable. Participants in the study had varying levels of PTSD.	Nickerson et al. (2020) were appraised at level II evidence grade A quality.
47 (1)	Amsalem (2021)	Randomized Controlled Trial	1288 care providers were presented with a self-reported narrative from a schizophrenic woman, and their view toward patients with mental illness was assessed	The care providers in the intervention group changed their views and perceptions toward people with mental illnesses, as was found in the self-reported analysis.	Social contact reduced stigma from healthcare providers toward schizophrenic patients. Care providers depicted reduced stigma after the intervention	The study was limited to a population with one health condition, which may differ from the general population Care providers were identified through convenience sampling	Amsalem et al. (2021) were appraised at level II grade A quality level. The results are generalizable. The sample size used is adequate.

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Week 4 Translation Science Project

Assignment

Purpose

The purpose of this assignment is to identify a practice problem idea and an evidence-based intervention to address the practice problem idea. Data management is essential to drive actions and decisions to improve healthcare outcomes. The content will support the formulation of a literature synthesis related to your practice problem idea, which supports professional formulation, communication, and dissemination skills relevant to the DNP-prepared nurse.

Instructions

In order to create flexible options, we are providing you options on this assignment. Concept maps are an effective way to express complex ideas, especially for visual learners. For this assignment, each of the following sections may be presented either as a narrative or concept map:
Practice Problem and PICOT Question
Evidence Synthesis of Literature
Data-Driven Decision Making

Please note you are not required to complete any or all of the sections identified as conceptual maps. If you choose to use a concept map for a section, it should be created in Microsoft Word using Smart Art and placed in that section of the paper under the associated first level heading. The concept map must meet all the requirements outlined in the assignment rubric for each section. The rubric and page length are unchanged.

Concept Map Resources

If you need additional information on concept maps and how to create a concept map in Microsoft Word, review the following resources:
Link (article): Effects of Web-Based Concept Mapping Education on Students’ Concept Mapping and Critical Thinking Skills: A Double-Blind, Randomized, Controlled Study

Links to an external site.

Concept Map (2:48)

As a leader, how you manage, and present information may vary depending upon the project, stakeholders, and goals. One approach to present information to gain support for projects is with visual aids such as a concept map. A concept map organizes and displays knowledge in a graphical manner to show relationships between different concepts. By showing interrelationships, concept maps help engage and heighten problem solving. One way to construct a concept map is by using Word and its graphic art capabilities known as Smart Art. – Open a blank Word document. – Go to the toolbar. – Select Insert. – Select Smart Art. Select the graphic shape you think most accurately reflects the information you want to share. Let’s say the topic is related to Maslow’s Hierarchy of Needs. You know it is usually presented as a pyramid. So you select Pyramid from the SmartArt options. Once selected, it is placed on your Word document for editing. The Smart Art tool allows you to identify three sections of the pyramid. But Maslow’s Hierarchy has five levels, so you need to add two levels to the basic design. Place the cursor in the text box, right click, copy, and paste into position. You now should have four textboxes for the pyramid. Repeat the step to have five textboxes. Then, enter your labels inside each text box. This is one example to illustrate the ease of using Word Smart Art to create a concept map. Again, the concept map design depends upon the concepts of interest. Let’s try one more. You want to make a concept map of the three sciences integrated into nursing informatics: computer science, information science, and nursing science. – Open the Word document. – Go to Insert. – Select Smart Art. – Select Relationships, – Select Basic Venn Diagram. Click on the text boxes and enter Nursing Science in the top circle, then Computer Science and Information Science. Once you have identified a shape from Smart Art, in addition to adding or deleting parts of the graphic, you can change the location of parts of the graphic as well. Left click the part of the graphic you want to move and drag to a new location. You can connect with lines or arrows by going to the Toolbar and selecting, Insert and then Shapes. These are some basic examples of how to create a concept map. Follow the assignment instructions and use the rubric to guide your creation of the concept map.

Additionally, review the conceptual maps section in the current APA manual.

The assignment should include the following components. Contact course faculty for questions.

Introduction
Develop a focused one-sentence purpose statement.
Explain the selected practice problem idea in general terms (cited).

Practice Problem and Question (Narrative or Conceptual Map)
Identify an evidence-based intervention to address the selected practice problem idea (cited).

Provide objective rationale from organization perspective for selecting evidence-based intervention.
Construct the practice problem PICOT in question format.
Evidence Synthesis of the Literature (Narrative or Conceptual Map)
Discuss the scope of evidence including databases searched and keywords.

Compare and contrast main points from the evidence integrated in a cohesive manner (cited).
Data-Driven Decision-Making (Narrative or Conceptual Map)

Describe the source of the evidence (i.e., internal data to support the need for change at practicum site to improve outcomes and/or nursing practice. Example: incident reports, readmission rates, infection rates, etc.).

Identify how the use of information technologies potentially influence data capture, process improvement, evaluation, and patient outcomes related to your practice problem idea.

Conclusion (Write one concise paragraph.)
Summarize the impact of the practice problem idea.

Summarize the role of the evidence-based intervention to address the practice problem idea.

References
Identify and list four scholarly sources used in evidence synthesis on the reference pages.

Identify and list other scholarly sources used in the paper on the reference pages.

List scholarly sources in alphabetical order.

Use correct hanging-indent format.

Appendix: Summary Table of the Evidence
Attach the completed John Hopkins Nursing Evidence-Based Practice Individual Evidence Summary Tool.
Link (Word doc): John Hopkins Nursing Evidence-Based Practice Individual Evidence Summary Tool
Links to an external site.
Provide a minimum of four research studies.
Complete all sections completely for the four sources of evidence.
Identify both the quality and level of evidence for each scholarly source on the table.

Level I Headings for the Assignment
Practice Problem and Question

Evidence Synthesis of the Literature

Data-Driven Decision Making

Conclusion

References

Appendix: Summary Table of the Evidence

Writing Requirements (APA format)

Length: 4-5 pages (not including title page or references page)

1-inch margins

Double-spaced pages

12-point Times New Roman or 11-point Arial font

Headings & subheadings

In-text citations

Title page

Reference page

Standard English usage and mechanics

Graduate Re-Purpose Policy

The late assignment policy and the reuse repurpose policy (located in the student handbook) apply to this assignment.

Program Competencies

This assignment enables the student to meet the following program competencies:
Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

Use information technology to collect and analyze data to generate evidence-based nursing practice across healthcare settings. (PC 4; PO 7)

Design programs that monitor and evaluate outcomes of care, care systems, and quality improvement. (PC 4; PO7)

Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the imp act on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)

Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)

Due Date
By 11:59 p.m. MT on Sunday
Late Assignment Policy applies

Rubric

W4 Assignment Grading Rubric
W4 Assignment Grading Rubric
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Introduction

Requirements:

1. Develop a focused one-sentence purpose statement.

2. Explain the selected practice problem idea in general terms (cited).

10 pts
Includes all requirements and provides an excellent introduction.

9 pts
Includes fewer than all requirements and/or provides a very good introduction.

8 pts
Includes fewer than all requirements and/or provides a basic introduction.

0 pts
Includes 1 or fewer requirements and/or provides a poor introduction.

10 pts

This criterion is linked to a Learning Outcome Practice Problem and Question (Narrative or Conceptual Map)

Requirements:

1. Identify an evidence-based intervention to address the selected practice problem idea (cited).

2. Provide objective rationale from organization perspective for selecting evidence-based intervention.

3. Construct the practice problem PICOT in question format.

70 pts

Includes all requirements and provides an excellent description of the practice problem and question.

63 pts
Includes fewer than all requirements and/or provides a very good description of the practice problem and question.

56 pts
Includes fewer than all requirements and/or provides a basic description of the practice problem and question.

0 pts

Includes fewer than all requirements and/or provides a poor description of the practice problem and question.

70 pts
This criterion is linked to a Learning Outcome Evidence Synthesis of the Literature (Narrative or Conceptual Map)

1. Discuss the scope of evidence including databases searched and keywords.

2. Compare and contrast main points from the evidence integrated in a cohesive manner (cited).

70 pts
Includes all requirements and provides an excellent evidence synthesis of the literature.

63 pts
Includes fewer than all requirements and/or provides a very good evidence synthesis of the literature.

56 pts
Includes fewer than all requirements and/or provides a basic evidence synthesis of the literature.

0 pts

Includes fewer than all requirements and/or provides a poor evidence synthesis of the literature.

70 pts

This criterion is linked to a Learning Outcome Data-Driven Decision-Making (Narrative or Conceptual Map)

Requirements:

1. Describe the source of the evidence (i.e., internal data to support the need for change at practicum site to improve outcomes and/or nursing practice. Example: incident reports, readmission rates, infection rates, etc.).

2. Identify how the use of information technologies potentially influence data capture, process improvement, evaluation, and patient outcomes related to your practice problem idea.

70 pts
Includes all requirements and provides an excellent summary of data-driven decision-making.

63 pts
Includes fewer than all requirements and/or provides a very good summary of data-driven decision-making.

56 pts
Includes fewer than all requirements and/or provides a basic summary of data-driven decision-making.

0 pts
Includes fewer than all requirements and/or provides a poor summary of data-driven decision-making.
70 pts
This criterion is linked to a Learning Outcome Conclusion (1 concise paragraph)

Requirements:

1. Summarize the impact of the practice problem idea.

2. Summarize the role of the evidence-based intervention to address the practice problem idea.
10 pts
Includes all the requirements and provides an excellent conclusion.

9 pts
Includes fewer than all requirements and/or provides a very good conclusion.

8 pts
Includes fewer than all requirements and/or provides a basic conclusion.

0 pts
Includes fewer than all requirements and/or provides a poor conclusion.

10 pts

This criterion is linked to a Learning Outcome References

Requirements

1. Identify and list four scholarly sources used in evidence synthesis on the reference pages.

2. Identify and list other scholarly sources used in the paper on the reference pages.

3. List scholarly sources in alphabetical order.

4. Use correct hanging-indent format.
20 pts

Includes all requirements and provides excellent references.

18 pts

Includes fewer than all requirements and/or provides very good references.

16 pts

Includes fewer than all requirements and/or provides basic references.

0 pts

Includes one or fewer requirements and/or provides poor references.

20 pts
This criterion is linked to a Learning Outcome APA Style and Organization for Scholarly Papers

Requirements:

1. Uses Level I headers.

2. References and citations are proper APA (current version).

3. Length of APA formatted paper is 4-5 pages (excluding title page and references).

4. No more than five APA writing style error patterns.

15 pts
Includes all requirements and presents excellent APA style and organization.

14 pts
Includes fewer than all requirements and/or very good APA style and organization.

12 pts
Includes fewer than all requirements and/or provides basic APA style and organization.

0 pts
Includes one or fewer requirements and/or provides poor APA style and organization
15 pts
This criterion is linked to a Learning Outcome Clarity of Writing
Requirements:

1. Use of standard English grammar and sentence structure.

2. No spelling errors or typographical errors.
15 pts
Includes all requirements and demonstrates excellent clarity of writing.

14 pts
Includes fewer than all requirements and/or demonstrates very good clarity of writing.

12 pts

Includes fewer than all requirements and/or demonstrates basic clarity of writing.

0 pts
Includes 1 or fewer requirements and/or demonstrates poor clarity of writing.

15 pts

This criterion is linked to a Learning Outcome Appendix: Summary Table of the Evidence

Requirements:

1. Attach the completed John Hopkins Nursing Evidence-Based Practice Individual Evidence Summary Tool.

2. Provide a minimum of four research studies.

3. Complete all sections completely for the four sources of evidence.

4. Identify both the quality and level of evidence for each scholarly source on the table.
20 pts

Includes all requirements and provides an excellently completed summary tool.

18 pts

Includes fewer than all requirements and/or provides a very well completed summary tool.

16 pts

Includes fewer than all requirements and/or a basically completed summary tool.

0 pts

Includes no requirements and/or provides a poorly completed summary tool.

20 pts

Total Points: 300