NR505NP Week 1 Area of Interest in NP Paper

NR505NP Week 1 Area of Interest in NP Paper

Area of Interest in NP (Discussion)

Youth mental health is an issue of interest in my PMHNP practice. Half of all mental health disorders begin by 14 years. They usually come after non-specific psychosocial disturbances that potentially evolve into major psychiatric disorders and account for 45% of the global disease burden in persons 0–25 years. Colizzi et al. (2020) explain that although some initiatives have been implemented to promote the establishment of services dedicated to youths, mental health needs are still largely unmet. Among youths, mental health disorders, particularly anxiety and mood disorders, are the major cause of disability-adjusted life-years (DALYs), and problematic substance use, including alcohol and illicit drugs, is the main risk factor for incident DALY (Colizzi et al., 2020). Furthermore, mental health services, as traditionally established, have been proven ineffective in providing healthcare to youths who have a modest use of mental health services despite the high prevalence of mental health problems.

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My recommended change is to have PMHNPs focus on promoting, preventing, and early intervention of mental health strategies for youths. This can produce the greatest impact on individuals’ health and well-being. Screening and early detection interventions can allow for more effective healthcare pathways by taking action before mental health problems worsen or prevent their onset (McGorry & Mei, 2018). They can also enable the PMHNP to provide more personalized care with regard to tailoring health interventions to youths and considering their health-related risk factors.

References

Colizzi, M., Lasalvia, A., & Ruggeri, M. (2020). Prevention and early intervention in youth mental health: is it time for a multidisciplinary and trans-diagnostic model for care?. International journal of mental health systems, 14(1), 1-14. https://doi.org/10.1186/s13033-020-00356-9

McGorry, P. D., & Mei, C. (2018). Early intervention in youth mental health: progress and future directions. Evidence-based mental health, 21(4), 182–184. https://doi.org/10.1136/ebmental-2018-300060

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AUTHENTICITY WILL BE VERIFIED WITH TURNITIN!

Select an issue in nurse practitioner (NP) practice that is of interest to you and in which you would like to see a practice change occur. Conduct a review of literature to see what is currently known about the topic. In 1-2 paragraphs, describe the scope and relevance of the issue and your recommended change. Provide reference support from at least two outside scholarly sources to support your ideas. Please pick something you can do as a NP in your practice that is patient focused. Your intervention needs to relate to a measurable patient health outcome. Please avoid anything that would require a policy or law change, such as full-practice authority. Burnout and satisfaction surveys also are not appropriate topics as they are not patient centered. 

The PICOT question is not a research question, but a quality improvement issue that requires a practice change. 

Discussion Criteria

1. Application of Course Knowledge: The student’s initial post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question. Initial post must be posted by Wednesday at 11:59pm MT. Two resources must be used in your initial post. One from the weekly reading or lesson and one outside source.
2. Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
   1. Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
      • A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
      • The peer response must occur on a separate day from the initial posting.
      • The peer response must occur before Sunday, 11:59 p.m. MT.
      • The peer response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.
   2. Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
      • A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
      • The faculty response must occur on a separate day from the initial posting.
      • Responses to the faculty member must occur by Sunday, 11:59 p.m. MT.
      • This response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.
3. Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference AND assigned readings OR online lessons, per discussion topic per week. Two resources total and to count must be an in-text citation in your initial post.
   1. What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
      • Contains references for sources cited
      • Written by a professional or scholar in the field and indicates credentials of the author(s)
      • Is no more than 5 years old for clinical or research article
   2. What is not considered a scholarly resource?
      • Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
      • Information from Wikipedia or any wiki
      • Textbooks
      • Website homepages
      • The weekly lesson
      • Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
   3. Can the lesson for the week be used as a scholarly source?
      • Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
   4. Are resources provided from CU acceptable sources (e.g., the readings for the week)?
      • Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
   5. Are websites acceptable as scholarly resources for discussions?
      • Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources
4. Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.
5. Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
6. Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.

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Discussion Rubric

Category	Points	Description
Application of Course Knowledge	15	Answers the initial discussion question(s)/topic(s), demonstrating knowledge and understanding of the concepts for the week by Wednesday at 11:59pm MT.
Engagement in Meaningful Dialogue With Peers and Faculty	10	Responds to a student peer AND course faculty furthering the dialogue by providing more information and clarification, adding depth to the conversation
Integration of Evidence	15	Assigned readings OR online lesson AND at least one outside scholarly source are included. The scholarly source is: 1) evidence-based, 2) scholarly in nature, 3) published within the last 5 years
	Total content points = 40 points
Grammar and Communication	5	Presents information using clear and concise language in an organized manner
Reference Citation	5	References have complete information as required by APA In-text citations included for all references AND references included for all in-text citation
	Total format points = 10 points
Discussion total points = 50 points