NURS-FPX4900 Assignment 1 Assessing the Problem Sample

NURS-FPX4900 Assignment 1 Assessing the Problem Sample

NURS-FPX4900 Assignment 1 Assessing the Problem Sample

Assessment 1 Instructions: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations

Mental Health Issues among Adolescents Literature Evaluation

The healthcare field is dependent on research and evidence-based interventions to address global health issues and arising matters. Efficiency, safety, and quality are care prerequisites for all healthcare interventions. Psychiatric/ mental health is a contemporary issue affecting all populations.

Mental health issues affect all areas of life, such as physical, physiologic, and psychological functioning. They are often ignored and thus cause a significant compromise in the healthcare services delivery and the populations’ health. The most affected populations are adolescents, veterans, the elderly, and patients with chronic illnesses. Adolescent mental health is a current global health issue requiring formidable interventions, favorable policies, and evidence-based interventions and is the focus of this project.

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Mental Health Issues among Adolescents Literature Evaluation

Mental health issues are common globally and range from mild problems such as stress, depression, and anxiety to severe illnesses such as Parkinsonism and Dementia. According to Bruha et al. (2018), 1 out of 5 individuals have a mental health issue, and more than 15% of adolescents and children have mental health issues. In addition, more than half of adult mental health issues begin by age 14. These include depression, severe stress, substance use disorder, attention, and behavior disorders.

More than 50% of these patients report adverse mental health issues such as poor physical health, increased suicide rates and decreased academic performance (Bruha et al., 2018). Healthy People 2020 (n.d.) states that suicide is the leading cause of death among thirteen-year-olds and the second leading cause of death among young adults aged 15-24, and these rates have been rising exponentially.

The population of interest for this project is students at Beverly Hills high school. Adolescents are exposed to mental health issues due to their developmental age and exposure to other issues such as bullying at school, drug abuse, social media, peer pressure, and high rates of depression (Healthy People 2020, n.d.). Beverly Hills students are the best population because they are mostly teens between thirteen and eighteen years, thus representing the adolescent population. They will likely provide the best information on the causes of mental health issues and the gaps they perceive regarding their mental health.

Anticipated challenges include poor collaboration due to the fear of expression of this group. Rogue behaviors portrayed by some adolescents can also hinder healthy interactions. However, interactive communication and promoting open communication through a friendly tone and assurance will likely enhance their collaboration

Adolescents form a significant percentage of the total population (21%), hence are significant to nursing practice. A high burden of mental health issues among adolescents thus translates to a huge increase in workload in nursing practice. In addition, adolescence is an important stage in forming the relatively stable social and emotional habits that shape their behaviors as adults (Healthy People 2020, n.d.). Mental health issues that develop in adolescents persist in adulthood, further compromising their health. Thus, adolescent health is integral to nursing practice and the general population.

Current Practices to Manage Adolescents’ mental Health Issues

Qi et al. (2020) state that social support is a predictor of mental health issues among adolescents. The same is true for all other ages, and a strong social support system effectively manages mental health issues. Parents and siblings are the immediate persons close to an adolescent, and they should be affectionate to them to promote their mental well-being. Nurses focus on educating clients’ families to ensure continuity of quality of safe care at home.

According to Bjørnsen et al. (2019), school health by qualified healthcare professionals helps determine the causative agents of mental health issues among this age group and helps encourage them to seek help for mental health issues. Students’ mental health literacy promotes their health-seeking behavior, and education initiatives should strengthen school health on mental health issues. Nursing practices focus on client education as an important intervention to influence informed decision-making, thus high-quality care and better patient outcomes. High school programs that focus on teaching awareness of mental health.

Community centers/groups controlled by healthcare institutions to help adolescents with mental health issues can also be integral in helping adolescents recover from mental health issues (Castillo et al., 2019). Nurses refer clients to community centers and support groups to aid in their recuperation. Famous and successful community groups and centers include the Alcohol Anonymous group. Some resources produce unreliable data and have several characteristics. These include biased, inaccurate, or outdated practices that cause harm or undesired effects. They are also not up to date, that is, produced before the acceptable time limit (5 years). In addition, the literature may be from unrecognized or non-reputable journals or publishers.

A major barrier to managing adolescent mental health issues in society is the lack of intention. Healthcare institutions focus on the more apparent problems such as the coronavirus and focus less on other aspects of care (Qi et al., 2020). Mental health has been neglected in healthcare for a long time due to the low perceived advantage of these programs (Esponda et al., 2020). Therefore, they are allocated little resources and lacks adequate funding to run effective programs to manage mental health issues (p90).

Consequently, inadequate funds are also allocated to address adolescents’ mental health issues. According to Castillo et al. (2019), healthcare institutions focus more on curative services neglecting promotive, preventive, and rehabilitative services. Programs such as school health and community groups are thus less priority against curative programs. Hospitals often neglect community centers, and the centers run independently, making tracking patients difficult.

Nursing theories provide the framework for interventions. The self-efficacy theory in mental health helps determine an individual’s ability to take care of their health. Dorothea Orem’s theory of self-care in nursing shares similar concepts with the self-efficacy theory, and they both focus on activities that enable an individual to take care of their health (Martínez et al., 2021). Nurses have roles of managing adolescents with mental issues, educating them to be aware of their mental health, and educating and sensitizing the community on mental health issues to enable them adequately care for their health. The two theories create an integral theoretical framework in managing mental health issues.

The government has a major impact on adolescents’ mental health. Through its policies stipulations, the government has conducted school health promotion programs through the ministry of health with varying degrees of success. According to O’Reilly et al. (2018), there is a need for more and stronger mental health programs in schools to promote the mental well-being of adolescents. In addition, prioritization of the projects targeting adolescents’ mental health would aid in preventing further complications and reducing the existing burden.

Nursing practice standards reflect nursing values that improve the quality of care delivery and patient outcomes. Salmond and Echvarria (2017) state that nurses must participate in all the stages of the policy-making process to ensure it is well representative of the health needs of the total population. They provide relevant data during its formulation and pre-evaluation before implementation (Porche, 2021). Through their participation, nurses help determine areas of improvement and help produce high-quality healthcare policies. Thus, nurses must possess the required knowledge, skills, competencies, and the necessary attitude to drive these activities.

The government, directly and indirectly, affects the nursing scope of practice through acts, policies, and regulations. For example, the HIPAA act regulates nurses’ social media use. State government bodies produce the nursing practice act (NPA), which regulates nurses’ professional conduct and the scope of practice (Cassiani et al., 2020). Certain government policies also regulate the nurses’ curriculum, affecting the nurses’ scope of practice. Nurses’ interventions to manage mental health issues are thus limited by the scope of practice and include referral to community centers, developing strong social support systems, and school health programs.

Leadership strategies

Leadership is integral in healthcare because it greatly influences care and care activities. According to Perez (2021), a democratic leadership strategy ensures the inclusion of other healthcare team members in decision-making to ensure effective collaboration. In this case, the leader may collect ideas from the healthcare members and give equal consideration to their ideas before implementing the best intervention. Servant leadership, which entails prioritizing patients’ and staff’s needs, is also an effective strategy to enhance interprofessional collaboration and success in healthcare (Perez, 2021).  

There are several key roles of the healthcare leader. These include resource planning and allocation, change management, problem-solving, and duties delegation. Strategic planning ensures that funds available are adequately allocated to prevent insufficiencies and project failures. Leaders ensure adequate staff and other resources necessary to manage adolescent mental health issues. They also ensure programs run without resources wastage enhancing their success.

Employees often resist new roles and organizational policies accompanying an intervention (Perez, 2021). Leaders influence others by providing relevant data and justification for the new interventions to promote their acceptance. In-depth research and socialization skills are important for change management. Interprofessional collaboration improves patient outcomes by developing high-quality interventions that utilize knowledge and skills from the various healthcare disciplines. Effective communication reduces errors and promotes coordination in care activities.

Conclusion

Adolescent mental health is a global health issue that requires consideration at the local and regional levels. Current interventions include mental health school programs by healthcare institutions and the government through the ministry of health and referral to community centers and respective societal groups. Nurses have a role in collecting data for policy-making and evaluating these policies to accommodate diverse and complex population needs.

The local and national governments greatly influence the nursing scope of practice through the nursing practice act and other acts and regulations. Nurses must be aware of these regulations to ensure interventions in healthcare conform to their stipulations. Nurse leaders should also be aware of leadership strategies to carry out leadership roles, ensuring healthcare institutions’ success in managing the global health issue.

References

Baranne, M. L., & Falissard, B. (2018). Global burden of mental disorders among children aged 5–14 years. Child and adolescent psychiatry and mental health, 12(1), 1-9. https://doi.org/10.1186/s13034-018-0225-4

Bjørnsen, H. N., Espnes, G. A., Eilertsen, M. E. B., Ringdal, R., & Moksnes, U. K. (2019). The relationship between positive mental health literacy and mental well-being among adolescents: Implications for school health services. The Journal of School Nursing, 35(2), 107-116. https://doi.org/10.1177/1059840517732125

Bruha, L., Spyridou, V., Forth, G., & Ougrin, D. (2018). Global child and adolescent mental health: challenges and advances. London Journal of Primary Care, 10(4), 108-109. https://dx.doi.org/10.1080/17571472.2018.1484332

Cassiani, S. H. D. B., Lecorps, K., Cañaveral, L. K. R., da Silva, F. A. M., & Fitzgerald, J. (2020). Regulation of nursing practice in the Region of the Americas. Revista Panamericana de Salud Pública, 44. https://dx.doi.org/10.26633/RPSP.2020.93

Castillo, E. G., Ijadi-Maghsoodi, R., Shadravan, S., Moore, E., Mensah, M. O., Docherty, M., Nunez, M. G. A., Barcelo, N., Goodsmith, N., Halpin, L. E., Morton, M., Mango, J., Montero, J. E., Koushkaki, S. R., Bromley, E., Chung, B., Jones, F., Gabrielian, S., Gelberg, L., and Wells, K. B., (2019). Community interventions to promote mental health and social equity. Current psychiatry reports, 21(5), 1-14. https://doi.org/10.1007/s11920-019-1017-0

Esponda, G. M., Hartman, S., Qureshi, O., Sadler, E., Cohen, A., & Kakuma, R. (2020). Barriers and facilitators of mental health programs in primary care in low-income and middle-income countries. The Lancet Psychiatry, 7(1), 78-92. https://doi.org/10.1016/S2215-0366(19)30125-7

Martínez, N., Connelly, C. D., Pérez, A., & Calero, P. (2021). Self-care: A concept analysis. International journal of nursing sciences, 8(4), 418-425. https://doi.org/10.1016/j.ijnss.2021.08.007

O’Reilly, M., Svirydzenka, N., Adams, S., & Dogra, N. (2018). Review of mental health promotion interventions in schools. Social psychiatry and psychiatric epidemiology, 53(7), 647-662. https://doi.org/10.1007/s00127-018-1530-1

Perez, J. (2021). Leadership in healthcare: transitioning from clinical professional to healthcare leader. Journal of Healthcare Management, 66(4), 280-302. Doi: 10.1097/JHM-D-20-00057

Porche, D. J. (2021). Health policy: Application for nurses and other healthcare professionals. (3^rd Ed.). Jones & Bartlett Learning.

Qi, M., Zhou, S. J., Guo, Z. C., Zhang, L. G., Min, H. J., Li, X. M., & Chen, J. X. (2020). The effect of social support on mental health in Chinese adolescents during the outbreak of COVID-19. Journal of Adolescent Health, 67(4), 514-518. https://doi.org/10.1016/j.jadohealth.2020.07.001

Schmidt, B. J., & McArthur, E. C. (2018, January). Professional nursing values: A concept analysis. In Nursing forum (Vol. 53, No. 1, pp. 69-75). https://doi.org/10.1111/nuf.12211

Assessment 1 Instructions: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations

In a 5-7 page written assessment, define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective. Plan to spend approximately 2 direct practicum hours meeting with a patient, family, or group of your choice to explore the problem and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.

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Assessment 1 Instructions: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations

Introduction

Nurses in all professional roles work to effect positive patient outcomes and improve organizational processes. Professional nurses are leaders in problem identification, planning, and strategy implementation—skills that directly affect patient care or organizational effectiveness.

Too often, change agents jump to a conclusion that an intervention will promote the envisioned improvement. Instead, the ideal approach is to determine which interventions are appropriate, based on an assessment and review of credible evidence. Interventions could be patient-facing or involve a change in policy and process. In this assessment, you’ll identify and make the case for your practicum focus area, then explore it in depth from a leadership, collaboration, communication, change management, and policy perspective.

This assessment lays the foundation for the work that will carry you through your capstone experience and guide the practicum hours needed to complete the work in this course. In addition, it will enable you to do the following:

• • Develop a problem statement for a patient, family, or population that’s relevant to your practice.
  • Begin building a body of evidence that will inform your approach to your practicum.
  • Focus on the influence of leadership, collaboration, communication, change management, and policy on the problem.

Preparation

In this assessment, you’ll assess the patient, family, or population health problem that will be the focus of your capstone project. Plan to spend approximately 2 hours working with a patient, family, or group of your choice to explore the problem from a leadership, collaboration, communication, change management, and policy perspective. During this time, you may also choose to consult with subject matter and industry experts about the problem (for example, directors of quality or patient safety, nurse managers/directors, physicians, and epidemiologists).

To prepare for the assessment, complete the following:

• • Identify the patient, family, or group you want to work with during your practicum The patient you select can be a friend or a family member. You’ll work with this patient, family, or group throughout your capstone project, focusing on a specific health care problem.
  • Begin surveying the scholarly and professional literature to establish your evidence and research base, inform your assessment, and meet scholarly expectations for supporting evidence.

In addition, you may wish to complete the following:

• • Review the assessment instructions and scoring guide to ensure that you understand the work you’ll be asked to complete and how it will be assessed.
  • Review the Practicum Focus Sheet: Assessment 1 [PDF], which provides guidance for conducting this portion of your practicum.

Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Complete this assessment in two parts.

Part 1

Define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective and establish your evidence and research base to plan, implement, and share findings related to your project.

Part 2

Connect with the patient, family, or group you’ll work with during your practicum. During this portion of your practicum, plan to spend at least 2 hours meeting with the patient, family, or group and, if desired, consulting with subject matter and industry experts of your choice. The hours you spend meeting with them should take place outside of regular work hours. Use the Practicum Focus Sheet [PDF] provided for this assessment to guide your work and interpersonal interactions. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.

CORE ELMS

Complete the NURS-FPX4900 Volunteer Experience Form in CORE ELMS. Include a description of your relationship to the patient, family, or group in the Volunteer Experience comments field.

Requirements

The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

• • Define a patient, family, or population health problem that’s relevant to your practice.

• • • Summarize the problem you’ll explore.
    • Identify the patient, family, or group you intend to work with during your practicum.
    • Provide context, data, or information that substantiates the presence of the problem and its significance and relevance to the patient, family, or population.
    • Explain why this problem is relevant to your practice as a baccalaureate-prepared nurse.
  • Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to the patient, family, or population problem you’ve defined.

• • • Note whether the authors provide supporting evidence from the literature that’s consistent with what you see in your nursing practice.
    • Explain how you would know if the data are unreliable.
    • Describe what the literature says about barriers to the implementation of evidence-based practice in addressing the problem you’ve defined.
    • Describe research that has tested the effectiveness of nursing standards and/or policies in improving patient, family, or population outcomes for this problem.
    • Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.
    • Describe what the literature says about a nursing theory or conceptual framework that might frame and guide your actions during your practicum.
  • Explain how state board nursing practice standards and/or organizational or governmental policies could affect the patient, family, or population problem you’ve defined.

• • • Describe research that has tested the effectiveness of these standards and/or policies in improving patient, family, or population outcomes for this problem.
    • Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.
    • Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of this problem.
  • Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to the patient, family, or population problem you’ve defined.

• • • Discuss research on the effectiveness of leadership strategies.
    • Define the role that you anticipate leadership must play in addressing the problem.
    • Describe collaboration and communication strategies that you anticipate will be needed to address the problem.
    • Describe the change management strategies that you anticipate will be required to address the problem.
    • Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.
  • Organize content so ideas flow logically with smooth transitions.
  • Apply APA style and formatting to scholarly writing.

Additional Requirements

• • Format: Format your paper using APA style. APA Style Paper Tutorial [DOCX] is provided to help you in writing and formatting your paper. Be sure to include:

• • • A title page and reference page. An abstract is not required.
    • Appropriate section headings.
  • Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
  • Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
  • Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• • Competency 1: Lead people and processes to improve patient, systems, and population outcomes.

• • • Define a patient, family, or population health problem that’s relevant to personal and professional practice.
  • Competency 2: Make clinical and operational decisions based upon the best available evidence.

• • • Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem.
  • Competency 5: Analyze the impact of health policy on quality and cost of care.

• • • Explain how state board nursing practice standards and/or organizational or governmental policies could affect a defined patient, family, or population problem.
  • Competency 7: Implement patient-centered care to improve quality of care and the patient experience.

• • • Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to a defined patient, family, or population problem and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.
  • Competency 8: Integrate professional standards and values into practice.

• • • Organize content so ideas flow logically with smooth transitions.
    • Apply APA style and formatting to scholarly writing.
• SCORING GUIDE

Use the scoring guide to understand how your assessment will be evaluated.

NURS-FPX4900 Assignment 1 Assessing the Problem Sample: Leadership, Collaboration, Communication, Change Management, and Policy Considerations Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Define a patient, family, or population health problem that’s relevant to personal and professional practice.	Does not define a patient, family, or population health problem.	Attempts to define a patient, family, or population health problem.	Defines a patient, family, or population health problem that’s relevant to personal and professional practice.	Clearly and succinctly defines a patient, family, or population health problem that’s relevant to personal and professional practice. Fully substantiates the presence and relevance of the problem.
Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem.	Does not cite evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem.	Cites evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem.	Analyzes evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem.	Analyzes evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem. Applies relevant, unambiguous criteria for evaluating the evidence, and exhibits clear insight into potential barriers to evidence-based practice and theoretical guiding frameworks.
Explain how state board nursing practice standards and/or organizational or governmental policies could affect a defined patient, family, or population problem.	Does not identify state board nursing practice standards and/or organizational or governmental policies that could affect a defined patient, family, or population problem.	Attempts to identify state board nursing practice standards and/or organizational or governmental policies that could affect a defined patient, family, or population problem.	Explains how state board nursing practice standards and/or organizational or governmental policies could affect a defined patient, family, or population problem.	Provides an explanation, with examples, of how state board nursing practice standards and/or organizational or governmental policies could affect a defined patient, family, or population problem, based on a perceptive and coherent synthesis of current literature. Provides clear insight into how policy affects nursing scope of practice.
Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to a defined patient, family, or population problem and document the practicum hours spent with these individuals or group in the CORE ELMS Volunteer Experience Form.	Does not propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to a defined patient, family, or population problem, and does not document practicum hours in CORE ELMS Volunteer Experience Form.	Proposes leadership strategies that are not clearly related to a defined patient, family, or population problem or which are not likely to significantly improve outcomes, patient-centered care, and the patient experience, and/or does not document practicum hours in CORE ELMS Volunteer Experience Form.	Proposes leadership strategies to improve outcomes, patient-centered care, and the patient experience related to the defined patient, family, or population problem and documents the practicum hours spent with these individuals or group in the CORE ELMS Volunteer Experience Form.	Proposes leadership strategies, supported by examples, to improve outcomes, patient-centered care, and the patient experience related to a defined patient, family, or population problem. Exhibits clear insight into the necessary role of leadership and the need for collaboration, communication, and change management in addressing the problem. and Documents the practicum hours spent with these individuals or group in the CORE ELMS Volunteer Experience Form.
Organize content so ideas flow logically with smooth transitions.	Does not organize content for ideas to flow logically with smooth transitions.	Organizes content with some logical flow and smooth transitions.	Organizes content so ideas flow logically with smooth transitions.	Organizes content so clarity is enhanced and all ideas flow logically with smooth transitions.
Apply APA style and formatting to scholarly writing. NURS-FPX4900 Assignment 1 Assessing the Problem Sample	Does not apply APA style and formatting to scholarly writing.	Applies APA style and formatting to scholarly writing incorrectly and/or inconsistently, detracting noticeably from good scholarship.	Applies APA style and formatting to scholarly writing.	Applies APA style and formatting to scholarly writing. Exhibits strict and nearly flawless adherence to stylistic conventions, document structure, and source attributions

Fact Sheet

Practicum Focus Sheet Assessment 1 Note: Expect to spend at least 2 hours with the patient, family, or group you’ll be working with during this portion of your practicum, assessing the health problem you’ve defined from a leadership, collaboration, communication, change management, and policy perspective. This includes time you may elect to spend in consultation with subject matter or industry experts. You’ll report on the results of this work as part of your next assessment. For this portion of your practicum, consider the following:

• Identify the patient, family, or group you intend to work with.

• Think about what you hope to learn. o What’s your rationale for choosing this particular patient, family, or group?

• Consider how you’ll present your ideas about the problem to the patient, family, or group and convince them of its significance.

• Which leadership, collaboration, communication, and change management skills will you need to apply in order to work successfully with your chosen patient, family, or group?

• Which potential barriers do you foresee in presenting the problem to this patient, family, or group?

• Which change management strategies might you employ to overcome these barriers?

o For example, you might consider creating a sense of urgency supported by data or …