Steps in Evidence-Based Practice

Once you graduate and obtain your first job out of your Master of Social Work program, you may be asked to identify the gaps in services at your new agency. You may be asked to create a new group or help to identify a new evidence-based intervention that can be introduced to the clients. Understanding how to research the current literature, and then choose and evaluate an intervention, is an important component of being a successful social worker. For this course, you have researched new and interesting interventions that are currently being used with children, adolescents, adults, and the elderly. Further, you have explored the importance of connecting theory to practice.

For this Assignment, use will practice steps in Evidence-Based Practice. 1) You will think of a practice problem. 2) You then conduct a literature review on available research. 3) You will evaluate the evidence to determine which intervention to use. 4) You will consider client values and your clinical expertise. 5) You will think about what you hope the client gains from this intervention (i.e., decreased depression, increased quality of life, decreased PTSD symptoms) and consider how you might measure this change. Steps in Evidence-Based Practice

To prepare:

• Choose a population of interest to you.
  • Adolescents
• Choose a presenting problem (depression, family conflict, homelessness, etc.) related to the population of interest.
• Conduct a literature review focused on the presenting problem within the population of interest.

1. Submit a 12- to 15-page scholarly paper supported with a minimum of sixpeer-reviewed articles as references. In the paper, you should:

• Briefly describe the population and presenting problem you are focusing on for this assignment.
• Provide a review of the articles you reviewed from this project and explain what you learned from conducting this research.
• Briefly describe at least 2 evidence-based interventions currently used for your chosen population when addressing this particular problem. Provide supporting references when explaining the evidence behind the interventions.
• Explain which of these interventions you might choose to use and why.
  • Consider client values and your clinical expertise and how those might affect your decision of which intervention to use.
• Describe how you might apply the specific skills and techniques of the chosen intervention.
• Briefly explain how you could measure the outcomes of this intervention.
• Explain any cultural considerations that you need to take into account when working with this population or the particular presenting problem. Steps in Evidence-Based Practice
• Discuss how the Code of Ethics applies when working with this particular presenting problem and population.
• Explain how you would apply a trauma-informed lens when working with this population.
  

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Support your Final Project with specific references to the resources. Be sure to provide full APA citations for your references.

The Final Project will be evaluated according to the Final Project Rubric, located bellow and in the Course Information area.

 

 

Learning Resources to use as References to support your work and Citation for this Final Project

Resource List

This page contains all of the resources for this course.

Photo Credit: [ONOKY – Eric Audras]/[Brand X Pictures]/Getty Images

Week 1

Required Readings

Beder, J. (2000). The integration of theory into practice: Suggestions for supervisors. Professional Development: The International Journal of Continuing Social Work Education, 3(2), 40–48. Retrieved from http://www.profdevjournal.org/articles/32040.pdf

 

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

 

Week 2

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. Steps in Evidence-Based Practice

Required Readings

Daley, M., R., & Hickman, S. (2011). Dual relations and beyond: Understanding and addressing ethical challenges for rural social work. Journal of Social Work Values and Ethics, 8(1). Retrieved from http://www.socialworker.com/jswve/spr11/spr11daleyhickman.pdf

National Association of Social Workers. (2008). Code of ethics. Retrieved from http://www.socialworkers.org/pubs/code/default.asp

Reamer, F. G. (2011, November 30). When bad things happen to good social workers: The perils of ethics mistakes. Social Work Today. Retrieved from http://www.socialworktoday.com/news/eoe_113011.shtml

 

Gutiérrez, L. M. (1995). Understanding the empowerment process: Does consciousness make a difference? Social Work Research, 19(4), 229–237.

Note: Retrieved from Walden Library databases.

Reamer, F. G. (2003). Boundary issues in social work: Managing dual relationships, Faculty Publications. Paper 162. Retrieved from https://www.bu.edu/ssw/files/2015/09/Reamer-F.-Boundary-Issues-in-Social-Work-Managing-dual-relationships.pdf

Zur, O., & Lazarus, A. A. (n.d.). Six arguments against dual relationships and their rebuttals. Retrieved from http://www.zurinstitute.com/dualarguments.html Steps in Evidence-Based Practice

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

 

Week 3

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

Centers for Disease Control and Prevention. (2013). Adverse Childhood Experiences (ACE) Study. Retrieved from http://www.cdc.gov/ace

 

Woolley, M. E. (2013). Assessment of children. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 1–39). Hoboken, NJ: Wiley.

McCormick, K. M., Stricklin, S., Nowak, T. M., & Rous, B. (2008). Using eco-mapping to understand family strengths and resources. Young Exceptional Children, 11(2), 17–28.

Note: Retrieved from Walden Library databases.

Plummer, S.-B., Makris, S., &Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

• Working With Children and Adolescents: The Case of Claudia (pp. 15–17)

 

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

 

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

 

Week 4

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. Steps in Evidence-Based Practice

Required Readings

Gutiérrez, L., Oh, H. J., &Gillmore, M. R. (2000). Toward an understanding of (em)power(ment) for HIV/AIDS prevention with adolescent women. Sex Roles, 42(7–8), 581–611.

Note: Retrieved from Walden Library databases.

Springer, D. W., & Powell, T. M. (2013). Assessment of adolescents. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 71–95). Hoboken, NJ: Wiley.

Plummer, S.-B., Makris, S., &Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

• The Bradley Family (pp. 17–19)

Plummer, S.-B., Makris, S., &Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

• Working With Families: The Case of Brady (pp. 26–28)

 

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

 

Required Media

Laureate Education (Producer). (2013a). Bradley family: Episode 2 [Video file]. Retrieved from https://class.waldenu.edu

 

Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

 

Week 5

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. Steps in Evidence-Based Practice

Required Readings

Congress, E. (2013). Assessment of adults. In M. Holosko, C. Dulmus, & K. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 125–145). Hoboken, NJ: Wiley.

Cowger, C. D. (1994). Assessing client strengths: Clinical assessment for client empowerment. Social Work, 39(3), 262–268.

Note: Retrieved from Walden Library databases.

Mental Measurements Yearbook. (n.d.). Lincoln, NE: Buros Institute of Mental Measurements.

Note: Retrieved from Walden Library databases.

Plummer, S.-B., Makris, S., &Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

• Mental Health Diagnosis in Social Work: The Case of Miranda (pp. 7–9)

 

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

 

Hawkins, R. L., & Kim, E. J. (2012). The socio-economic empowerment assessment: Addressing poverty and economic distress in clients. Clinical Social Work Journal, 40(2), 194–202.

Note: Retrieved from Walden Library databases.

Plummer, S.-B., Makris, S., &Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. Steps in Evidence-Based Practice

• The Cortez Family (pp. 23–25)

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

 

Week 6

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

Christ, G., & Diwan, S. (2008). Chronic illness and aging: The role of social work in managing chronic illness care. Council on social work education. Retrieved from http://www.cswe.org/getattachment/Centers-Initiatives/CSWE-Gero-Ed-Center/Teaching-Tools/Gero-Competencies/Practice-Guides/Assignments-Measurments/CI-Sec2-Role-SW.pdf.aspx

 

Paveza, G. J. (2013). Assessment of the elderly. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 177–195). Hoboken, NJ: Wiley.

Plummer, S.-B., Makris, S., &Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

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• The Petrakis Family (pp. 20–22)

Required Media

Laureate Education (Producer). (2013c). Petrakis family: Episode 3 [Video file]. Retrieved from https://class.waldenu.edu

 

Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

 

Week 7

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. Steps in Evidence-Based Practice Steps in Evidence-Based Practice

Required Readings

Gutiérrez, L. M. (1990). Working with women of color: An empowerment perspective. Social Work, 35(2), 149–153.

Note: Retrieved from Walden Library databases.

Geller, S. M., & Greenberg, L. S. (2012). Challenges to therapeutic presence. In Therapeutic presence: A mindful approach to effective therapy (pp. 143–159). Washington, DC: American Psychological Association.

Note: Retrieved from Walden Library databases.

McTighe, J. P. (2011). Teaching the use of self through the process of clinical supervision. Clinical Social Work Journal, 39(3), 301–307.

Note: Retrieved from Walden Library databases.

Plummer, S.-B., Makris, S., &Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

• The Petrakis Family (pp. 20–22)

Hill, C. E., & Knox, S. (2001). Self-disclosure. Psychotherapy: Theory, Research, Practice, Training, 38(4), 413–417.

Note: Retrieved from Walden Library databases.

Required Media

Laureate Education (Producer). (2013c). Petrakis family: Episode 3 [Video file]. Retrieved from https://class.waldenu.edu

 

Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

 

Week 8

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

Chiesa, C. (2012). Scripts in the sand: Sandplay in transactional analysis psychotherapy with children. Transactional Analysis Journal, 42(4), 285–293.

Note: Retrieved from Walden Library databases. Steps in Evidence-Based Practice

Plummer, S.-B., Makris, S., &Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

• Working with Children and Adolescents: The Case of Claudia (pp. 15–17)

 

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

 

Ruffolo, M. C., & Allen-Meares, P. (2013). Intervention with children. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 41–69). Hoboken, NJ: Wiley.

Taylor, E. R. (2009). Sandtray and solution-focused therapy. International Journal of Play Therapy, 18(1), 56–68.

Note: Retrieved from Walden Library databases.

Malawista, K. L. (2004). Rescue fantasies in child therapy: Countertransference/ transference enactments. Child and Adolescent Social Work Journal, 21(4), 373–386.

Note: Retrieved from Walden Library databases.

van der Kolk, B. A. (2003). The neurobiology of childhood trauma and abuse. Child and Adolescent Psychiatric Clinics, 12, 293–317. Retrieved from http://www.traumacenter.org/products/pdf_files/neurobiology_childhood_trauma_abuse.pdf

van der Kolk, B. A. (2005a). Child abuse & victimization. Psychiatric Annals, 35(5),374–378. Retrieved from http://www.traumacenter.org/products/pdf_files/neurobiology_childhood_trauma_abuse.pdf

 

van der Kolk, B. A. (2005b). Developmental trauma disorder. Psychiatric Annals, 35(5), 401–408.

Note: Retrieved from Walden Library databases. Steps in Evidence-Based Practice

Gil, E. (1991). The healing power of play: Working with abused children. New York, NY: Guilford Press:

Chapter 2, “The Child Therapies: Application in Work With Abused Children (pp. 26–36) (PDF)

Chapter 3, “The Treatment of Abused Children” (pp. 37–82) (PDF)

 

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

 

Week 9

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

LeCroy, C. W., & Williams, L. R. (2013). Intervention with adolescents. In M. Holosko, C. Dulmus, & K. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 97–124). Hoboken, NJ: Wiley.

Plummer, S.-B., Makris, S., &Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. Steps in Evidence-Based Practice

• The Bradley Family (pp. 17–19)

Plummer, S.-B., Makris, S., &Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

• Working With Families: The Case of Brady (pp. 26–28)

 

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

Centers for Disease Control and Prevention. (2012). Suicide prevention: Youth suicide. Retrieved from https://www.cdc.gov/violenceprevention/suicide/index.html

 

Required Media

Laureate Education (Producer). (2013a). Bradley family: Episode 2 [Video file]. Retrieved from https://class.waldenu.edu

 

Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

 

Week 10

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

Plummer, S.-B., Makris, S., &Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

• The Levy Family (pp. 15–16)

Sharpless, B. A., & Barber, J. P. (2011). A clinician’s guide to PTSD treatments for returning veterans. Professional Psychology: Research and Practice, 42(1), 8–15. doi:10.1037/a0022351.

Note: Retrieved from Walden Library databases.

Thyer, B. A. (2013). Intervention with adults. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 147–176). Hoboken, NJ: Wiley.

Yoder, M., Tuerk, P. W., Price, M., Grubaugh, A., L., Strachan, M., Myrick, H., &Acierno, R. (2012). Prolonged exposure therapy for combat-related posttraumatic stress disorder: Comparing outcomes for veterans of different wars. Psychological Services, 9(1), 16–25. Steps in Evidence-Based Practice

Note: Retrieved from Walden Library databases.

Plummer, S.-B., Makris, S., &Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

• Working With Clients With Compulsive Disorder: The Case of Marjorie (pp. 18–20)

 

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

 

Elliott, D. E., Bjelajac, P., Fallot, R. D., Markoff, L. S., & Reed, B. G. (2005). Trauma‐informed or trauma‐denied: Principles and implementation of trauma‐informed services for women. Journal of Community Psychology, 33(4), 461-477.

Note: Retrieved from Walden Library databases.

Kruger, A. (2000). Empowerment in social work practice with the psychiatrically disabled: Model and method. Smith College Studies in Social Work, 70(3), 427–439.

Note: Retrieved from Walden Library databases.

Required Media

Laureate Education (Producer). (2013b). Levy family: Episode 3 [Video file]. Retrieved from https://class.waldenu.edu

 

Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

 

Week 11

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

Browne, C. V. (1995). Empowerment in social work practice with older women. Social Work, 40(3), 358–364.

Note: Retrieved from Walden Library databases.

Holosko, M. J., Skinner, J. F., Patterson, C. A., &Brisebois, K. (2013). Intervention with the elderly. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 197–235). Hoboken, NJ: Wiley.

Laidlaw, K. (2001). An empirical review of cognitive therapy for late life depression: Does research evidence suggest adaptations are necessary for cognitive therapy with older adults? Clinical Psychology and Psychotherapy, 8(1), 1–14.

Note: Retrieved from Walden Library databases.

Haber, D. (2006). Life review: Implementation, theory, research, and therapy. The International Journal of Aging and Human Development, 63(2), 153–171.

Note: Retrieved from Walden Library databases.

Monod, S. M., Rochat, E., Büla, C. J., Jobin, G., Martin, E., & Spencer, B. (2010). The spiritual distress assessment tool: An instrument to assess spiritual distress in hospitalised elderly persons. BMC Geriatrics, 10, 88.

Note: Retrieved from Walden Library databases.

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

 

 

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. Steps in Evidence-Based Practice

Required Readings

Plummer, S.-B., Makris, S., &Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

• The Levy Family (pp. 15–16)

Sharpless, B. A., & Barber, J. P. (2011). A clinician’s guide to PTSD treatments for returning veterans. Professional Psychology: Research and Practice, 42(1), 8–15. doi:10.1037/a0022351.

Note: Retrieved from Walden Library databases.

Thyer, B. A. (2013). Intervention with adults. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 147–176). Hoboken, NJ: Wiley.

Beder, J. (2000). The integration of theory into practice: Suggestions for supervisors. Professional Development: The International Journal of Continuing Social Work Education, 3(2), 40–48. Retrieved from http://www.profdevjournal.org/articles/32040.pdf on August 28, 2017

Larson, R. & Wilson, S. (2014). Adolescence across place and time: Globalization and the changing pathways to adulthood. In R. Lerner and L. Steinberg Handbook of Adolescent Psychology. New York: Wiley & Sons.

Roberts, M. (2015) Problems of Adolescence. BBC News. Retrieved from www.bbcnews.com on August 28, 2017

 

Yoder, M., Tuerk, P. W., Price, M., Grubaugh, A., L., Strachan, M., Myrick, H., &Acierno, R. (2012). Prolonged exposure therapy for combat-related posttraumatic stress disorder: Comparing outcomes for veterans of different wars. Psychological Services, 9(1), 16–25.

Note: Retrieved from Walden Library databases.

Plummer, S.-B., Makris, S., &Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

• Working With Clients With Compulsive Disorder: The Case of Marjorie (pp. 18–20)

 

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF. Steps in Evidence-Based Practice

 

Elliott, D. E., Bjelajac, P., Fallot, R. D., Markoff, L. S., & Reed, B. G. (2005). Trauma‐informed or trauma‐denied: Principles and implementation of trauma‐informed services for women. Journal of Community Psychology, 33(4), 461-477.

Note: Retrieved from Walden Library databases.

Kruger, A. (2000). Empowerment in social work practice with the psychiatrically disabled: Model and method. Smith College Studies in Social Work, 70(3), 427–439.

Note: Retrieved from Walden Library databases.

Required Media

Laureate Education (Producer). (2013b). Levy family: Episode 3 [Video file]. Retrieved from https://class.waldenu.edu

WAL_SOCW6111_10_A_EN.pdf

 

My posted discussion on this matter

Introductory video

My name is Cheraldo A. Morales Sweatt. I am originally from Puerto Rico but I am living in OK at this time. The population I picked is adolescence is a psychological and physical transitional stage between puberty and adulthood (Roberts, 2015).  It is in most times associated with teenagers but the physical and psychological changes may begin before teenage years and extend till the early twenties.  Due to the psychological, physical and hormonal changes occurring in adolescents, they tend to suffer from a transition crisis in search of identity. I intend to work with adolescents upon graduation because I feel that this stage of life is the make or break stage in terms of personalities and characters.  Some of the social issues facing adolescents are internet and online addiction violence and cyber bullying, eating disorders and addiction to drugs, alcohol and sex (Larson & Wilson, 2014). Young adults within this bracket are often under pressure to fit in with what is cool and in their struggle to achieve identity, they may fall into addictions and moral vices.  I expect that it will be difficult to break the ice when dealing with this category of people, as they are known to be rebellious. However, I will aim to strike a connection with them such that they will be free to open up and we can tackle the issues they face together.

 

References

Beder, J. (2000). The integration of theory into practice: Suggestions for supervisors. Professional Development: The International Journal of Continuing Social Work Education, 3(2), 40–48. Retrieved from http://www.profdevjournal.org/articles/32040.pdf on August 28, 2017

Larson, R. & Wilson, S. (2014). Adolescence across place and time: Globalization and the changing pathways to adulthood. In R. Lerner and L. Steinberg Handbook of Adolescent Psychology. New York: Wiley & Sons.

Roberts, M. (2015) Problems of Adolescence. BBC News. Retrieved from www.bbcnews.com on August 28, 2017 . Steps in Evidence-Based Practice

ANOVA Testing Nursing essay

PUB-550: Application and Interpretation of Public Health Data

PUB-550 Topic 5: ANOVA Testing

 

 

Topic 5 DQ 2

SPSS is a powerful program which provides many ways to rapidly examine data and test scientific hunches. SPSS can produce basic descriptive statistics, such as averages and frequencies, as well as advanced tests such as time-series analysis and multivariate analysis (Zhang, 2015). The program also is capable of producing high-quality graphs and tables. Compared with Excel, SPSS’s statistical analysis, chart function and database connectivity function can be more powerful. According to Zhang (2015) SPSS software has the characteristics of high speed, no programming, convenient data interface and flexible function module to deal with the huge data which is affected by random factors. Compared with SPSS, Excel shows its more professional. It is worth mentioning that these two types of software documents can be introduced into each other ANOVA Testing Nursing essay. This greatly reduces the trouble of data entry. Users can use the same data file to be processed on different software. The main limitation of analyzing data in an Excel spreadsheet is the potential for errors by typing incorrect formulas (Neyeloff, Fuchs and Moreira, 2012). All sensitivity analysis is done manually, including and excluding each study of the effect summary calculations. ANOVA Testing Nursing essay

 

Neyeloff, J. L., Fuchs, S. C., & Moreira, L. B. (2012). Meta-analyses and Forest plots using a microsoft excel spreadsheet: step-by-step guide focusing on descriptive data analysis. BMC Res Notes (5) 52. https://doi.org/10.1186/1756-0500-5-52.

Zhang, K. (2015). Application of SPSS single factor analysis of variance in biostatistics ANOVA Testing Nursing essay.

 

management’s role in this technology initiative

You work for a health care organization and have been asked to develop a proposal on how the organization might adopt a technology trend to improve the quality of the health care delivered to organization members.

Use the content from the Technology Trends Proposal assignments in Weeks 2 through 4, and research the educational and training needs for the selected technology to help you develop your presentation.

ORDER A FREE-PLAGIARISM PAPER HERE

Developa 10- to-slide Microsoft^® PowerPoint^® presentation to present your findings and recommendations to the board of the health care organization in which you: Mobile devices in Healthcare

• Analyze the types of technology trends researched.
• What are the types and uses of technology across the health care industry? management’s role in this technology initiative
• Which technology trend did you select? Why?
• What are the benefits of the selected technology that support quality initiatives?
• Analyze the impact of the technology trend selected.
• What impact do they have?
• Analyze security risks and privacy safeguards related to health care technology.
• What are the privacy risks and security safeguards of the selected technology?
• Examine strategies to evaluate system effectiveness.
• What strategies will be used to evaluate system effectiveness of the selected technology?
• Explain management’s role in this technology initiative.
• Analyze the need for education and training on the use of technology within health care.
• What are the educational and training needs for the use of the selected technology?

Formatyour presentation according to APA guidelines.

Provide detailed speaker notes in your presentation. Your notes must consist of complete sentences and paragraphs and represent the words you would speak if you were giving an in-person presentation.

Cite 1peer-reviewed, scholarly, or similar references to support your assignment management’s role in this technology initiative

Spiritual Assessment Tool

In every country, there is opportunity to improve the quality and performance of the health-care system. In order for medical providers to deliver holistic care, thorough spiritual assessment should be examined during their care. Despite growing professional awareness of the importance of religion and spirituality in health, patients’ religious backgrounds and spirituality may be overlooked by physicians, nurses, psychologists, and other health care professionals (The Joint Commission, 2005). In this case, The Joint Commission requires health organizations to include a spiritual assessment to maintain accreditation so that medical providers will make an effort to seek spiritual impressions and insights about patients and their problems and how to assist them. The Joint Commission suggests some guidelines for creating spiritual assessment tools for evaluating the spiritual needs of patients. Ultimately, after using different resources I created my own tool for assessing the spiritual needs of patients while asking 5 questions that were answered by my observation. Spiritual Assessment Interview Essay

Spiritual Assessment Tool

For many people spirituality and religion are two important dimensions of their existence and can be powerful resources in helping them achieve well-being and deal with life’s challenges. In this case, out of the six different spiritual assessment tool possibilities I decided to research the assessment F.A.C.T. I searched for a spiritual assessment tool that focused on remaining short and easy, versatile, and focused. Additionally, F.A.C.T is a great assessment tool as it allows me to obtain information on a person’s spiritual life, history, and practices and on how these affect their ability to cope with their present healthcare crisis (LaRocca-Pitts, 2012). In this case, many people use their faith or spirituality to help them cope with a health crisis. I picked FACT because it mentions a person’s faith or spiritual practice and how it affects their medical outcomes which are important in restoring spirituality back into American healthcare.

 

Interview

I decided to choose a lady I interviewed recently about the affordable health care act. Her name is Anita Blackwell and she is a private consultant for ADHD and pediatric nurse Practitioner with a masters in counseling and education.  I chose Ms. Blackwell because she has tons of experience in health care and has been a administrator before. I wanted to interview her and get her perspective of her views on the spiritual assessment of FACT as she dealt with a medical issue that she is currently healing from.

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Question #1 Spiritual Assessment Interview Essay

What is your Faith or belief? Do you consider yourself a person of Faith

or a spiritual person? What things do you believe that give your life meaning and purpose?

 

• “My belief is Christianity and I consider myself a women of God. I believe in the life of Jesus and the bible. As those things show me direction in life, my family and friends is what gives me my meaning and purpose of life”

 

Question #2   Spiritual Assessment Interview Essay

Active (or Available, Accessible, Applicable): Are you currently Active in your faith

community? Are you part of a religious or spiritual community? Is support for your faith

Available to you? Do you have Access to what you need to Apply your faith (or your

beliefs)? Is there a person or a group whose presence and support you value at a time like

this?

• “I am very active in my faith community and I am familiar with a religious community. My friend, family and church are there for support regarding my faith. The bible is something that gives me access to what I need definitely. I am apart of several groups who support and value my needs. Bible studies and prayer partners are who I value as support”

Question #3   Spiritual Assessment Interview Essay

Coping (or Comfort); Conflicts (or Concerns): How are you Coping with your medical

situation? Is your faith (your beliefs) helping you Cope? How is your faith (your beliefs)

providing Comfort in light of your diagnosis? Do any of your religious beliefs or spiritual

practices Conflict with medical treatment? Are there any particular Concerns you have for

us as your medical team?

 

• “ I am coping with my medical situation by remaining hopeful and continuing my life. Staying active in the church and maintaining my daily routine is really what motivates me to do better. My faith gives me hope which is helping me cope. My faith provides me comfort because it lets me put my hope in something greater than myself. Actually no beliefs conflict with my medical treatment and I currently have no concerns about getting better or anything”

Question #4 Spiritual Assessment Interview Essay

Do you think your treatment is responsible for your 100 percent recovery?

• “I think treatment and the medication has a lot to do with recovery but I also think without my faith I wouldn’t be able to make it. My faith gives me hope which motivates me to be stronger and do better. My health was a huge concern but I know god works in mysterious ways and I am getting better”

 

Question #5   Spiritual Assessment Interview Essay

If your medical provider wishes to use other methods in assisting with your treatment do you think your faith/religion will come in the way of that?

 

• “I don’t think my religion will come in the way of anything. Currently I am on the right path to recovery. I don’t think there would be any reasons for me to question whether or not the doctor’s treatments are appropriate. I trust my physicians as well as my faith. I know god will lead me into the right paths. Good things will follow. Spiritual Assessment Interview Essay.

 

Analysis

What went well?

There were a lot of great outcomes of this interview. After speaking with Ms. Blackwell I discovered that this assessment wasn’t just questions toward healing but it can be used as a plan to help assist the patient. In this case, it is important to remember that when conducting spiritual assessment is not an end in itself. It is the first step in creating a Spiritual Care Plan (Galek et al 2005). Overall, she seemed comfortable discussing these personal questions about her religion. What made the interview go so well was to see how much her faith means to her and how she applies it to her everyday life.

What to do differently in the future

In the future if I ever have to do another assessment I think I would try and focus more on the patients experiences rather than their view on religion. I will make sure I answer the questions according to FACT but I think I would add additional questions regarding their experiences just so I can get a better understanding of what their faith means to them.

Barriers and Challenges

Time constraints were a challenge. Also, asking such personal questions about faith can be a challenge as the patient isn’t always comfortable talking about those concepts. Overall, a barrier in this assessment was myself. I am currently growing in my faith so it was difficult asking Ms. Blackwell questions I had no idea myself. I think its important to make sure on is familiar with the questions he/she is asking as well. Spiritual Assessment Interview Essay

How to address challenges and changes that are necessary

            In the future, I can address these challenges by continuing to utilize my resources and gain knowledge in my faith that way when it comes down to interviewing a patient or whomever I will be able to feel comfortable asking those questions. Also, making sure I have enough time and not conducting a last minute interview. Time constraints and be a challenge because the it doesn’t give the person who is being interviewed enough time to prepare.

Spiritual experiences

I remember going to church as a kid with Ms. Blackwell and praying every night before bed. She would say things like “your faith is what gives you hope” (Blackwell, personal communication, September 20, 2014). These experiences allowed me and her to feel more comfortable when conducting this interview.

Tools ability to meet needs of the patient

I think this was a successful tool because it provides a quick and accurate determination of whether or not a person’s current health crisis is affecting their spiritual well-being and then based on that determination. Ultimately this assessment suggest a treatment plan which could better the patients health.

         

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Conclusion

Any properly trained healthcare provider can use the FACT Spiritual Assessment Tool as it includes a short history with three questions that involve faith, availability and coping plus an outcome for treatment if needed. Though it is important that the person administering spiritual assessments is professional, the faith, availability and treatment is to be addressed enough to support that individual in their medical illnesses. Using different resources I was able to come up with questions that addressed Ms. Blackwell’s beliefs and how they are implemented throughout her life. These assessments improve quality in healthcare as it allows medical providers to become more familiar with their patients beliefs.  Restoring holistic care back into American health care has become big business. However, there is always an opportunity to improve the quality and performance of a health-care system and  in order for medical providers to deliver holistic care, these thorough spiritual assessment have be examined during patient care. Spiritual Assessment Interview Essay

 

References

Galek, K., Flannelly, K.J., Vane, A., Galek, R.M. (2005) Assessing a patient’s spiritual needs: A

comprehensive instrument. Holistic Nursing Practitioner, 19(2), 62-69.

Implicit Spiritual Assessment: An Alternative Approach for Assessing Client Spirituality. (2013). Social Work, 58(3), 223-230. doi:10.1093/sw/swt019

LaRocca-Pitts, M. (2012). FACT, A Chaplain’s Tool for Assessing Spiritual Needs in an Acute Care Setting. Chaplaincy Today, 28(1), 25-32.

The Joint Commission. (2005). Evaluating your spiritualassessment process. Retrieved September 21, 2014, from   http://www.professionalchaplains.org/files/resources/reading_room/evaluating_your_spiritual_assessment_process.pdf

Spiritual Assessment Interview Essay

 Benchmark Assignment – Spiritual Needs Assessment and Reflection – rubric
1
Unsatisfactory
0.00%                                                 2
Less Than Satisfactory
65.00%                                                 3
Satisfactory
75.00%                                                 4
Good
85.00%                                                 5
Excellent
100.00%                         70.0 %Content 40.0 % Tool for Assessing the Spiritual Needs of Patients          CONHCP: 5.2                                                Tool for assessing the spiritual needs of patients show little to no relevance to the experiences of patients. A transcript of the interview is either missing or not relevant.                                                Tool for assessing the spiritual needs of patients is present but lacks focus on experiences of patients. A clear transcript of the interview is provided.                                                Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. A clear transcript of the interview is provided.                                                Tool for assessing the spiritual needs of patients is present and focuses on experiences of patient. The tool uses reliable methods for gathering data. A clear transcript of the interview is provided.                                                Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. The tool uses effective methods for gathering data that produces the results intended. A clear transcript of the interview is provided.30.0 % Analysis of Interview Experience                                                An analysis of the interview experience shows little to no relevance to the assignment instructions. Spiritual Assessment Interview Essay                                               An analysis of the interview experience is included but addresses a few of the points included in the assignment instructions.                                                An analysis of the interview experience is included and addresses most of the points included in the assignment instructions.                                                An analysis of the interview experience is included and addresses all of the points included in the assignment instructions.                                                An analysis of the interview experience is included and addresses all of the points included in the assignment instructions. The analysis shows a deep understanding of the connections.20.0 %Organization and Effectiveness 7.0 % Thesis Development and Purpose                                                Paper lacks any discernible overall purpose or organizing claim.                                                Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.                                                Thesis and/or main claim are apparent and appropriate to purpose.                                                Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose.  Spiritual Assessment Interview Essay.                                              Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.8.0 % Argument Logic and Construction                                                Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.                                                Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.                                                Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.                                                Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.                                                Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.5.0 % Mechanics of Writing  (includes spelling, punctuation, grammar, language use)                                                Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.                                                Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. Spiritual Assessment Interview Essay                                              Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.                                                Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.                                                Writer is clearly in command of standard, written, academic English.10.0 %Format 5.0 % Paper Format  (use of appropriate style for the major and assignment)                                                Template is not used appropriately, or documentation format is rarely followed correctly.                                                Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.                                                Appropriate template is used. Formatting is correct, although some minor errors may be present.                                                Appropriate template is fully used. There are virtually no errors in formatting style.                                                All format elements are correct.5.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)                                                Sources are not documented.                                                Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.                                                Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.                                                Sources are documented, as appropriate to assignment and style, and format is mostly correct.                                                Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.100 % Total Weightage

Spiritual Assessment Interview Essay

System Interoperability Discussion

For health care organizations in this country and around the world, the achievement of system interoperability is an ever-present aim as health information technology solutions are selected and implemented. Ideally, the technology solution that is selected will work in concert with current and evolving standards and processes. Yet there are a number of factors that can slow or even prevent altogether the achievement of system harmony and integration. System Interoperability Discussion

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Prepare for this Discussion as follows:

•Review the main challenges to interoperability among health care systems

•Select a clinical or administrative area or function in a health care setting, such as radiology, pharmacy, laboratory, ICU, admissions, or patient billing. Preferably, this will be an area in which you intend to work in the near future. Through online research, find out more about the IT standards that would be most relevant to this department or function. Identify interoperability issues that commonly arise and solutions that have been found or are being proposed.

•Consider the ways in which management can help to find solutions to these challenges.

Answer the following:

•In the first line of your posting, identify the health care area or function you selected.

•Describe one significant impediment to achieving system interoperability within and between health care organizations.

•What is the most relevant standard(s) in your selected clinical or administrative area or function, and what are important interoperability issues that arise here? Provide a specific example that illustrates this problem in practice.

•How are these interoperability issues best addressed? What could you, as a manager in this area, do to assist in resolving the problem?View less » System Interoperability Discussion