Week-2 capstone project “Theoretical Model Framework.”
Week-2 capstone project “Theoretical Model Framework.”
Week-2 capstone project “Theoretical Model Framework.”
This Paper is for Family nurse practitioner class
My Paper will be on Use of sertraline versus sertraline with CBT (cognitive behavioral therapy) to treat depression in teenagers age 12-1 8 over a 1-year period of time. Week-2 capstone project “Theoretical Model Framework.”
Assignment Prompt
Select the specific theoretical framework that you will use with your project (education, leadership or FNP). Describe how the theory that you chose aligns with your capstone project. Include the following information:
Describe the key features of the selected theoretical framework/model. What are its major components?
- Identify specific research approaches appropriate for use with the theoretical model or framework and how it fits with your intended project.
- Does the model lend itself to quantitative or qualitative methods or both?
- What kind of quantitative/qualitative methods would be most appropriate? (Focus groups, interviews, pre/post-tests, record review, survey, etc.)
- Describe how the theoretical framework might be used to evaluate the program/project and critique how well the model fits the program or project.
- What aspects of the model works well and what aspects do not?
- Why?
Expectations
- Due: Monday, 11:59 pm PT
- Length: 3-4 pages not including references
- Citations: Scholarly reference(s) from within the last 5 years.
- Format: APA 7th ed.
- Use the title “Theoretical Model Framework.”Week-2 capstone project “Theoretical Model Framework.”
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RUBRIC
| Criteria | Superior | Above Average | Competent | Below Standard | Far Below Standard | Criterion Score |
| Objective/Health Care Problem | 5 points
Objective is precise, knowledgeable, significant, and distinguished from alternate or opposing options. |
4 points
Objective is precise and knowledgeable. |
3 points
Objective is acceptable. |
2 points
Objective may be unclear or irrelevant. |
1 point
Objective is missing. |
Score of Objective/Health Care Problem,
/ 5 |
| Scope/Evidence | 5 points
Skillfully arranges evidence to setup premise of the issue. Persuasively builds the case with supportive evidence. Elaborates on all key points of the issue. |
4 points
Clearly sets up premise of the issue. Persuasively builds the case. Covers key points of the issue. |
3 points
Sets up premise of issue. Sufficiently persuasive to the case. Adequate development of key issues. |
2 points
Poorly sets up the premise of the issue Minimally persuasive to the case. Poor development of key issues. |
1 point
No premise set up. Not persuasive to the case. Absence of key issues. |
Score of Scope/Evidence,
/ 5 |
| Analysis | 5 points
Skillful recommendations and/or specific action. Suggested action is reasonable. |
4 points
Clear recommendations and/or specific action. Suggested action is reasonable |
3 points
Sufficient recommendations and/or specific action. Suggested action is reasonable. |
2 points
Vague about specific action. Action minimally reasonable. |
1 point
Absence of specific action. Action completely unreasonable. |
Score of Analysis,
/ 5 |
| Conclusion/Evaluation | 5 points
Conclusion is precise, knowledgeable, significant, and distinguished from alternate or opposing options. Skillfully implicates impact on nursing practice, patient safety and healthcare quality. Week-2 capstone project “Theoretical Model Framework.” |
4 points
Conclusion is precise knowledgeable and significant. Clearly states impact on nursing practice, patient safety and healthcare quality. |
3 points
Conclusion is appropriate. Provides a basic explanation of the impact on nursing practice, patient safety and healthcare quality. |
2 points
Conclusion may be unclear or irrelevant. Vague references regarding impact. |
1 point
Conclusion and/or impact is missing. |
Score of Conclusion/Evaluation,
/ 5 |
| Integration of Knowledge | 5 points
Demonstrates understanding and applies concepts learned in the course at a superior level. Concepts are integrated into insights. Provides concluding remarks that show analysis and synthesis of ideas. |
4 points
Demonstrates understanding and applies concepts learned in the course. Conclusions are supported in reflection. |
3 points
Demonstrates, for the most part, understanding and applies concepts learned in the course. Some of the conclusions, however, are not supported. |
2 points
Demonstrates, to a certain extent, understanding and applies some concepts learned in the course. |
1 point
Does not demonstrates full understanding of concepts learned in the course. |
Score of Integration of Knowledge,
/ 5 |
| Writing Style, Formatting and Conventions | 5 points
Appropriate references that support opinions and recommendations. Exceptional writing with no grammar, APA or spelling errors |
4 points
Appropriate references that support opinions and recommendations. Excellent writing with minimal grammar, APA or spelling errors |
3 points
Appropriate references that support opinions and recommendations. Sufficient writing with minor, APA or spelling errors |
2 points
Minimal references and support for opinion on policy and recommendations for changes. Many APA/Grammar and/or spelling errors. |
1 point
Opinions and recommendations not well supported, Poor APA/Grammar and /or spelling |
Score of Writing Style, Formatting and Conventions,
/ 5 |
Theory Logic Model for Depression Treatment Using Sertraline and Cognitive Behavioral Therapying in Teenager
Use of sertraline versus sertraline with CBT (cognitive behavioral therapy) to treat depression in teenagers age 12-1 8 over a 1-year period of time. – Approved by Dr. Silverman.
References
Loades, M. E., Read, R., Smith, L., Higson-Sweeney, N. T., Laffan, A., Stallard, P., … & Crawley, E. (2021). How common are depression and anxiety in adolescents with chronic fatigue syndrome (CFS) and how should we screen for these mental health co-morbidities? A clinical cohort study. European Child & Adolescent Psychiatry, 30(11), 1733-1743. https://doi.org/10.1007/s00787-020-01646-w
Moreland, S., & Bonin, D. (2021). UpToDate. UpToDate – Evidence-based Clinical Decision Support | Wolters Kluwer. https://www.uptodate.com/contents/pediatric-unipolar-depression-and-pharmacotherapy-choosing-a-medication
Mufson, L., Morrison, C., Shea, E., Kluisza, L., Robbins, R., Chen, Y., & Mellins, C. A. (2022). Screening for depression with the PHQ-9 in young adults affected by HIV. Journal of Affective Disorders, 297, 276-282. https://doi.org/10.1016/j.jad.2021.10.037
Patra, K. P., & Kumar, R. (2021). Screening For Depression and Suicide in Children. In StatPearls [Internet]. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK576416/ Week-2 capstone project “Theoretical Model Framework.”
