Benchmark – Evidence-Based Practice Project: PICOT Paper
Grand Canyon University Benchmark – Evidence-Based Practice Project: PICOT Paper-Step-By-Step Guide
This guide will demonstrate how to complete the Benchmark – Evidence-Based Practice Project: PICOT Paper assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for Benchmark – Evidence-Based Practice Project: PICOT Paper
Whether one passes or fails an academic assignment such as the Grand Canyon University Benchmark – Evidence-Based Practice Project: PICOT Paper depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for Benchmark – Evidence-Based Practice Project: PICOT Paper
The introduction for the Grand Canyon University Benchmark – Evidence-Based Practice Project: PICOT Paper is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for Benchmark – Evidence-Based Practice Project: PICOT Paper
After the introduction, move into the main part of the Benchmark – Evidence-Based Practice Project: PICOT Paper assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for Benchmark – Evidence-Based Practice Project: PICOT Paper
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for Benchmark – Evidence-Based Practice Project: PICOT Paper
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Benchmark – Evidence-Based Practice Project: PICOT Paper
The population targeted by the proposed evidence-based practice project is acute care nurses. Acute care nurses provide care to chronically ill patients. Often, the patients are physiologically unstable and may be technologically dependent to maintain their lives. Acute care nurses work in the intensive care units. The targeted population has played a pivotal role in caring for Covid19 patients. The experiences of acute care nurses such as witnessing patients die due to chronic illnesses and helping families cope with their patients’ conditions complexes their health outcomes. As a result, it predisposes them to stress, burnout, and the intention to leave their organizations (Nowicki et al., 2020). Consequently, health organizations should adopt responsive interventions to ensure the health needs of acute care nurses are met.
Mascret, et al. studied older adults on their acceptance level of a virtual reality headset to determine if this type of technology could be useful in fall prevention. A link for the study is here: https://www.jmir.org/2020/12/e20691/ . The study sample included 271 men and women over the age of 65 who were able to walk independently and had never used the virtual reality headset before. They were given information about the headset. Researchers questioned perceived usefulness, ease of use, and enjoyment using a Likert scale of 1 (strongly disagree) to 5 (strongly agree). This scale is valid as it tests the participants’ opinions toward the device. It may lack reliability as participants may be inclined to give a higher score to appear accepting of technologies (Mascret, et al., 2020). The researchers tested reliability using McDonald omegas, a statistical technique that checks reliability. Participants were also asked to rate their confidence to perform daily tasks without falling and physical activity goals toward fall prevention using similar scales. Participants were found to have less acceptance of the device if they were more confident in daily activities. Participants who had personal goals toward increased physical ability were more likely to accept the headset. All results were self-reported, but the scales remained consistent throughout the testing.
Proposed Evidence-Based Intervention
The proposed evidence-based intervention to address stress and burnout among acute care nurses is the use of mindfulness-based interventions. Mindfulness-based interventions are psychotherapeutic treatments used in stress, physical pain, and mental health problems. It works by helping individuals develop openness and acceptance of their feelings and thoughts. The intervention enables the targeted populations to develop effective knowledge and skills for coping with stressors and other forms of adversities. Strategies such as deep breathing, narration, body scan, and journaling are some of the effective mindfulness-based interventions for managing stress (Janssen et al., 2018). Therefore, they will be incorporated into practice to help nurses manage their stressors. The intervention incorporates health policies and goals that support healthcare equity for acute care nurses. It promotes the realization of the Quadruple Aim by ensuring the prioritization of the providers’ needs. The intervention also promotes the health needs of the healthcare providers involved in chronic disease management (Lin et al., 2019).
Comparison with Previous Research
Previous studies support the use of mindfulness-based interventions in stress management. A systematic review that was conducted by Kriakous et al., (2021) demonstrated that mindfulness-based interventions improved the psychological function of healthcare providers. The intervention led to the reduction in anxiety, stress, and depression among healthcare providers. A randomized controlled trial by Lin et al., (2019) showed that mindfulness-based interventions led to the reduction in stress levels and negative affect and improvement in resilience and positive affect among nurses. Janssen et al., (2018) found in their systematic review that mindfulness-based interventions reduced the levels of stress, emotional exhaustion, depression, occupational stress, anxiety, and psychological distress among healthcare providers. Ghawadra et al., (2019) reported similar findings in their study where there was a reduction in psychological distress among nurses who were enrolled in a mindfulness-based program.
Expected Outcome
The expected outcome from this project is the reduction in the stress level among acute care nurses. Mindfulness-based interventions will equip nurses with effective knowledge and skills of managing and coping with their work-related stressors. The intervention will also build resilience among them. It is also expected that acute care nurses will embrace the project intervention for its sustained use in stress management (Lin et al., 2019). Consistent utilization of the intervention is expected to improve the health and wellbeing of the acute care nurses.
Time
The project duration will be eight months. The period is adequate to enable organizational assessment, planning, implementation, monitoring, and evaluation of the project outcomes.
Nursing Science, Social Determinants of Health and Epidemiologic, Genomic and Genetic Data
The proposed intervention incorporates nursing science in addressing stress among nurses. Mindfulness-based interventions have been shown in studies to be effective in improving stress among nurses. The intervention also addresses social determinants of health that acute care nurses may be experiencing in their practice. It raises their awareness level and equips them with essential skills in stress management. Acute care nurses can use the acquired skills to assist other nurses, patients, and families in managing their stressors, hence, addressing issues related to lack of knowledge in stress management. The existing data shows that stress among acute care nurses rose significantly during the Covid19 period due to patients’ complex health needs (Shahrour & Dardas, 2020). Therefore, implementing the intervention will enhance acute care nurses’ health outcomes and experiences. Genetic and genomic data may have a minimal role in occupational stress that acute care nurses experience in their practice.
Conclusion
In summary, the target population for the evidence-based practice project will comprise acute care nurses. The proposed intervention entails enrolling acute care nurses in a mindfulness-based practice project to help them develop knowledge and skills for stress management. The duration of project implementation will be eight months. The existing evidence supports the intervention utilization in stress management. Therefore, the effective implementation of the project is expected to improve stress levels and coping among acute care nurses.
References
Ghawadra, S. F., Abdullah, K. L., Choo, W. Y., & Phang, C. K. (2019). Mindfulness-based stress reduction for psychological distress among nurses: A systematic review. Journal of Clinical Nursing, 28(21–22), 3747–3758. https://doi.org/10.1111/jocn.14987
Janssen, M., Heerkens, Y., Kuijer, W., Heijden, B. van der, & Engels, J. (2018). Effects of Mindfulness-Based Stress Reduction on employees’ mental health: A systematic review. PLOS ONE, 13(1), e0191332. https://doi.org/10.1371/journal.pone.0191332
Kriakous, S. A., Elliott, K. A., Lamers, C., & Owen, R. (2021). The Effectiveness of Mindfulness-Based Stress Reduction on the Psychological Functioning of Healthcare Professionals: A Systematic Review. Mindfulness, 12(1), 1–28. https://doi.org/10.1007/s12671-020-01500-9
Lin, L., He, G., Yan, J., Gu, C., & Xie, J. (2019). The Effects of a Modified Mindfulness-Based Stress Reduction Program for Nurses: A Randomized Controlled Trial. Workplace Health & Safety, 67(3), 111–122. https://doi.org/10.1177/2165079918801633
Nowicki, G. J., Ślusarska, B., Tucholska, K., Naylor, K., Chrzan-Rodak, A., & Niedorys, B. (2020). The Severity of Traumatic Stress Associated with COVID-19 Pandemic, Perception of Support, Sense of Security, and Sense of Meaning in Life among Nurses: Research Protocol and Preliminary Results from Poland. International Journal of Environmental Research and Public Health, 17(18), 6491. https://doi.org/10.3390/ijerph17186491
Shahrour, G., & Dardas, L. A. (2020). Acute stress disorder, coping self-efficacy and subsequent psychological distress among nurses amid COVID-19. Journal of Nursing Management, 28(7), 1686–1695. https://doi.org/10.1111/jonm.13124
Refer to the PICOT you developed for your evidence-based practice project proposal. If your PICOT required revision, include those revisions in this assignment. You will use your PICOT paper for all subsequent assignments you develop as part of your evidence-based practice project proposal in this course and in NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.
Write a 750-1,000-word paper that describes your PICOT.
Describe the population’s demographics and health concerns.
Describe the proposed evidence-based intervention and explain how your proposed intervention incorporates health policies and goals that support health care equity for the population of focus.
Compare your intervention to previous practice or research.
Explain what the expected outcome is for the intervention.
Describe the time for implementing the intervention and evaluating the outcome.
Explain how nursing science, social determinants of health, and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population.
Create an Appendix for your paper and attach the PICOT. Be sure to review feedback from your previous submission and revise your PICOT accordingly.
Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as the final appendix at the end of your paper.
Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.
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You are required to cite at least four to six peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. Benchmark – Evidence-Based Practice Project: PICOT Paper
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
MBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing
MS Nursing: Public Health
MS Nursing: Education
MS Nursing: Acute Care Nurse Practitioner
MS Nursing: Family Nurse Practitioner
MS Nursing: Health Care Quality and Patient Safety
4.1: Synthesize nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health.
Course Code Class Code Assignment Title Total Points
NUR-550 NUR-550-O503 Benchmark – Evidence-Based Practice Project: PICOT Paper 150.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%) Excellent (100.00%)
Content 70.0%
Population Demographics and Health Concerns 5.0% The demographics and health concerns for the population are not described. The demographics and health concerns for the population are incorrect or only partially described. The demographics and health concerns for the population are summarized. More information and supporting evidence are needed. The demographics and health concerns for the population are described using sufficient evidence. The demographics and health concerns for the population are accurate and thoroughly described using substantial evidence. Benchmark – Evidence-Based Practice Project: PICOT Paper
Proposed Evidence-Based Intervention 13.0% The proposed evidence-based intervention is omitted. The proposed evidence-based intervention is incomplete. It is unclear how the proposed intervention incorporates health policies and goals that support health care equity for the population of focus. The proposed evidence-based intervention is outlined. Explanation of how the proposed intervention incorporates health policies and goals that support health care equity for the population of focus is general. Some aspects are unclear. More information is needed. The proposed evidence-based intervention is described. Explanation of how the proposed intervention incorporates health policies and goals that support health care equity for the population of focus is adequate. Some detail is needed for clarity or accuracy. The proposed evidence-based intervention is well-developed and clearly described. Explanation of how the proposed intervention incorporates health policies and goals that support health care equity for the population of focus is thorough.
Comparison of Intervention to Current Research 12.0% Comparison of intervention to previous practice or research is omitted. Comparison of intervention to previous practice or research is incomplete. Comparison of intervention to previous practice or research is generally presented. Some areas are vague. Comparison of intervention to previous practice or research is adequately presented. Comparison of intervention to previous practice or research is thorough and clearly presented. Benchmark – Evidence-Based Practice Project: PICOT Paper
Expected Outcome for Intervention 10.0% The expected outcome is for the intervention is omitted. The expected outcome is for the intervention is incomplete. The expected outcome is for the intervention is summarized. More information and supporting evidence is needed. The expected outcome for the intervention is explained using sufficient evidence. The expected outcome for the intervention is thoroughly explained using substantial evidence.
Time Estimated for Implementing Intervention and Evaluating Outcome 10.0% A description of the timeline is not included. A description of the timeline is incomplete or incorrect. A description of the timeline is included but lacks evidence. A description of the timelines is complete and includes a sufficient amount of evidence. A description of the timeline is extremely thorough with substantial evidence.
Support for Population Health Management for Selected Population (C 4.1) 10.0% Explanation of how nursing science; social determinants of health; and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population is omitted. Explanation of how nursing science; social determinants of health; and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population is incomplete. There are major inaccuracies. Explanation of how nursing science; social determinants of health; and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population is summarized. More information and support are needed. Explanation of how nursing science; social determinants of health; and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population is adequate. Some detail is needed for accuracy or clarity. Explanation of how nursing science; social determinants of health; and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population is thorough. The narrative is insightful and demonstrates an understanding of how the various aspects contribute to population health management for selected populations.
Appendix 5.0% The appendix and required resources are omitted. The APA Writing Checklist and PICOT are attached, but an appendix has not been created. The paper does not reflect the use of the APA Writing Checklist during development. The APA Writing Checklist and PICOT are attached in the appendix. The APA Writing Checklist was generally used in development of the paper, but some aspects are inconsistent with the paper format or quality. The APA Writing Checklist and PICOT are attached in the appendix. It is apparent that the APA Writing Checklist was used in development of the paper. The APA Writing Checklist and PICOT are attached in the appendix. It is clearly evident by the quality of the paper that the APA Writing Checklist was used in development.
Required Sources 5.0% Sources are not included. Number of required sources is only partially met. Number of required sources is met, but sources are outdated or inappropriate. Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content. Number of required resources is met. Sources are current and appropriate for the assignment criteria and nursing content.
Organization and Effectiveness 20.0%
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they 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.
Argument Logic and Construction 8.0% 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 progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Format 10.0%
Paper Format (Use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% 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. Benchmark – Evidence-Based Practice Project: PICOT Paper.
Re: Topic 4 DQ 1
Critically appraising research involves examining the research to assess the reliability and validity of content in order to help identify research that is clinically relevant and valuable to one’s clinical practice (Al-Jundi & Sakka, 2017). Reliability and validity are really important measurements when looking for and determining good research. Reliability involves determining whether the form of measurement used in the research provides stables and consistent results (Taherdoost, 2016). Validity involves determining whether what is intended to be measured is actually being measured (Taherdoost, 2016).
One of the translational research articles I used was A randomized controlled trial of a cervical cancer education intervention for Latinas delivered through interactive, multimedia kiosks. The goal of this research article was to determine if a cervical cancer education intervention improved knowledge, attitudes, self-efficacy, and self-reported behaviors regarding cervical cancer screening in the Latina population (Valdez et al., 2018). The intervention group received education via kiosks that was individualized and used the women’s preferred language on cervical cancer, how the human papillomavirus (HPV) is transmitted, and screening and prevention methods. The control group received usual care consisting of an eight-panel brochure about gynecological cancers.
The results showed that 90% of the intervention group reported that the information they received from the kiosks influenced them to have a pap test for cervical cancer screening (Valdez et al., 2018). With the control group they received a pre-test on the kiosk and then a brochure for further information resulting in 76% of the control group reporting that the information they received from the kiosks influenced them to have a pap test for cervical cancer screening (Valdez et al., 2018). The research showed validity because what was intended to be measured was what was measured in that did education increase cervical cancer screening rates and cervical cancer knowledge. When it comes to reliability in this study, it could be questioned on whether the results showed reliability as the sample of the participants was from a clinic-based setting and not generalized to the larger population of underserved Latina women. Underserved and uninsured women seldomly seek medical care (Valdez et al., 2018). Another factor that could affect reliability of the study is that the data on screening activity was self-reported from the participants versus being verified by testing results etc.
References:
Al-Jundi, A. & Sakka, S. (2017). Critical appraisal of clinical research. Journal of Clinical & Diagnostic Research 11(5), JE01-JE05. doi:10.7860/JCDR/2017/26047.9942
Taherdoost, H. (2016). Validity and reliability of the research instrument; How to test the validation of a questionnaire/survey in a research. International Journal of Academic Research in Management, 5(3), 28-36. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3205040
Valdez, A., Napoles, A. M., Stewart, S., & Garza, A. (2018). A randomized controlled trial of a cervical cancer education intervention for Latinas delivered through interactive, multimedia kiosks. Journal of Cancer Education, 33(1), 222-231. doi:10.1007/s13187-016-1102-6
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Re: Topic 4 DQ 2
There are various methods that researchers use to collect and analyze data to test hypotheses. Examples of essential tools of data collection include surveys, observation, questionnaires, focus groups, case studies, and photography (Simister, 2017). These methods can be used on their own or applied alongside other methodologies. For instance, a questionnaire can be used independently but can also be applied while using randomized control trial. In the list, I would use the observation method for data collection in my research project. Observation methodology is simple as it involves “seeing things as they are,” like objects, relationships, processes, and events and recording information in real-time (Simister, 2017). In my case, I will use direct and participatory observation because I will register the number of falls with the designated study area and what was the cause of the fall. However, observation focuses on observable behaviors, which can give a wrong impression since the motives of the observed behaviors remain unknown. Further, observant presence during data collection may influence the participants’ behavior (Simister, 2017).
The second stage of translational research will be used. I will evaluate whether hourly rounding reduces patient falls in hospitals, especially among the elderly population. During stage two of translational research (T2), the objective is to translate research findings into clinical practice with the aim of quality improvement. If the findings give positive outcomes after implementation, then the clinical intervention will be used as an evidence-based practice of reducing patient falls in hospitals. To promote T2 translational research, I would adopt capacity building as a strategy to enhance understanding of methodology and findings. This will be achieved by seeking support and collaboration from organizational management and all hospital healthcare professionals.
References
Simister, N. (2017). Basic Tools for Data Collection: Observation.
https://www.intrac.org/wpcms/wp-content/uploads/2017/01/Basic-tools-for-data-collection.pdf
Trauma occurs when individuals are overwhelmed by circumstances or events and counters them with extreme horror, fear, and helplessness. Excessive stress overwhelms an individual’s coping capacity. Trauma can stem from exposure to abuse, discrimination, neglect, violence, and accidents (Shalaby & Agyapong, 2020). This paper seeks to describe populations with traumatic experiences and an intervention to address the concern and discuss factors that influence health management.
Population’s Demographics and Health Concerns
According to the National Council for Behavioral Health (NCBH), 70% of adults in the U.S. have experienced a traumatic event at least once. Almost all children who observe a parental homicide or sexual assault will develop Post Traumatic Stress Disorder (PTSD). Likewise, 90% of sexually abused children, 77% who school shootings, and 35% of youths exposed to community violence develop PTSD (NCBH, 2020). Trauma is associated with adverse effects on physical and mental health as well as social and occupational functioning. Physical effects include headaches, excessive sweating, palpitations, altered bowel patterns, and being easily startled. Mental impact includes fear, anxiety, depression, emotional swings, increased alcohol and drug use, and sleeping difficulties (Mikhail et al., 2018). Furthermore, individuals socially isolate themselves due and have diminished interest in activities.
Proposed Evidence-Based Intervention
The proposed intervention incorporates peer support in trauma-informed care to accelerate the recovery process. Peer support involves having persons from diverse backgrounds sharing common trauma experiences (Shalaby & Agyapong, 2020). The intervention uses peer support workers, individuals with lived trauma experiences, and who have received special training to be part of the care team. Based on their similar experiences and the shared understanding, patients may trust their peer support worker and be more willing to engage in treatment.
Incorporating peer support supports Healthy People 2020 goal of improving mental health through prevention and ensuring access to appropriate, quality mental health services. The intervention will improve the mental health outcomes of persons with trauma experiences. It will help prevent mental health issues such as anxiety, PTSD, depression, and alcohol and substance use disorders.
Comparison of the Intervention to Previous Practice or Research
Previous practice in trauma-informed care entailed using behavioral health counselors. Crisanti et al. (2019) compared cognitive behavioral therapy intervention groups guided by certified peer support workers with groups led by behavioral health counselors for trauma survivors with PTSD. At six months after baseline, persons in the peer-led sessions had a higher therapeutic alliance and stronger connection than those in the counselor-led sessions. The study shows that peer support can increase patient engagement and ultimately accelerate the recovery process.
Expected Outcome for the Intervention
Incorporating peer support is expected to increase patients’ engagement in treatment and thus accelerating their recovery. Since patients will share their trauma experiences with peer support workers who have experienced similar experiences, it will promote a shared understanding and increase patients’ trust (Shalaby & Agyapong, 2020). Peer support is expected to help patients overcome social isolation caused by trust issues by creating trust between patients and the peer workers.
Time for Implementation and Evaluation of the Outcome
The intervention will be implemented within six months. Patients will be randomly assigned to an intervention or a control group. The intervention group will be assigned to a peer support worker, while the control group will be provided the usual trauma-informed care without peer support. Evaluation will be conducted six months after the implementation of the peer support care. The recovery scores of patients in the intervention group will be compared to those of the control group to evaluate the difference in recovery and outcomes.
Synthesis of Nursing Science, Determinants of Health, and Epidemiologic, Genomic, and Genetic Data in the Management of Population Health
Nursing science is applied to support patients with trauma experiences in line with the principles of safety, respect, and trust. Nursing science is also applied in delivering patient-centered care to improve patient engagement and the quality of trauma-informed care (Fleishman et al., 2019). Social determinants such as living in under-resourced or racially segregated neighborhoods and experiencing food insecurity can result in toxic stress. Social determinants that should be considered in trauma screening include poverty, neighborhood crime and violence, and racism (Mikhail et al., 2018). Health providers should increase protective factors to mitigate exposure to trauma and environmental factors that contribute to it.
Trauma mainly affects minority racial groups, children, adolescents, and older adults. The data can be applied in trauma-informed care by emphasizing screening for trauma experiences among high-risk populations. Youssef et al. (2018) found that trauma exposure can be passed to offspring transgenerationally via the epigenetic inheritance mechanism of DNA methylation alterations. The genetic data can be synthesized in trauma-informed care by emphasizing trauma screening to persons whose close relatives were exposed to trauma.
Conclusion
More than 70% of the U.S population has encountered traumatic events such as homicide, sexual assault, shooting, and community violence. Trauma is associated with adverse effects on physical and mental health and impairments in social and occupational functioning. My proposed intervention is to incorporate peer support in trauma-informed care. Peers work together with patients to create relationships where they share their strengths and support each other’s healing. Peer support is expected to increase patient engagement and accelerate recovery. The intervention will be implemented over six months using an intervention and control group.
References
Crisanti, A., Murray-Krezan, C., & Reno, J. (2019). Are treatment groups led by peers as effective as groups led by counselors for treating posttraumatic stress disorder and substance use disorder? https://doi.org/10.25302/5.2019.ce.12114484
Fleishman, J., Kamsky, H., & Sundborg, S. (2019). Trauma-informed nursing practice. OJIN: The Online Journal of Issues in Nursing, 24(2). https://doi.org/10.3912/OJIN.Vol24No02Man03
Mikhail, J. N., Nemeth, L. S., Mueller, M., Pope, C., & NeSmith, E. G. (2018). The social determinants of trauma: a trauma disparities scoping review and framework. Journal of Trauma Nursing| JTN, 25(5), 266-281.
National Council for Behavioral Health. (2020, July 17). Trauma Infographic. National Council. https://www.thenationalcouncil.org/
Shalaby, R., & Agyapong, V. (2020). Peer support in mental health: Literature review. JMIR mental health, 7(6), e15572. https://doi.org/10.2196/15572
Youssef, N. A., Lockwood, L., Su, S., Hao, G., & Rutten, B. (2018). The Effects of Trauma, with or without PTSD, on the Transgenerational DNA Methylation Alterations in Human Offsprings. Brain sciences, 8(5), 83. https://doi.org/10.3390/brainsci8050083