NR 305 Week 5 Discussion Assessing for Family Violence
Chamberlain University NR 305 Week 5 Discussion Assessing for Family Violence– Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR 305 Week 5 Discussion Assessing for Family Violence 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 NR 305 Week 5 Discussion Assessing for Family Violence
Whether one passes or fails an academic assignment such as the Chamberlain University NR 305 Week 5 Discussion Assessing for Family Violence 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 NR 305 Week 5 Discussion Assessing for Family Violence
The introduction for the Chamberlain University NR 305 Week 5 Discussion Assessing for Family Violence 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 NR 305 Week 5 Discussion Assessing for Family Violence
After the introduction, move into the main part of the NR 305 Week 5 Discussion Assessing for Family Violence 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 NR 305 Week 5 Discussion Assessing for Family Violence
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 NR 305 Week 5 Discussion Assessing for Family Violence
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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NR 305 Week 5 Discussion Assessing for Family Violence
This week’s graded topics relate to the following Course Outcomes (COs).
CO 1 – Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities. (PO 1)
CO 4 – Utilize effective communication when performing a health assessment. (PO 3)
Discussion
A 10-year-old child named Elizabeth is brought into the emergency department by her mother. The mother appears anxious but sits quietly next to her daughter in the waiting room. When called into the triage area, the mother gives a history of coming home from work to find Elizabeth sitting on the couch watching television. Elizabeth did not go to the door to greet her or look toward her when she said hello. The mother thought the daughter’s behavior was odd because she always greeted her at the door with a hug. As she approached Elizabeth, she noticed that she was clutching her right arm as if in pain. The mother asked what was wrong, but Elizabeth remained silent. Then she said “Nothing is wrong.” The father is sleeping upstairs. The mother gives a family history of having an alcoholic husband who usually drinks himself to sleep. She said he has abused Elizabeth physically and psychologically in the past, and she brought her to the emergency room because she fears he has hurt her. When Elizabeth is asked about the abuse she appears scared, insecure, and withdrawn.
What considerations should be made by the nurse, to provide a physically and emotionally safe environment for the interview and assessment of this client who has experienced domestic abuse?
In your response, include some special considerations that should be taken when interviewing a child
Weber states, the long-term consequences of child abuse and neglect, according to the Child Welfare Information Gateway (2013a), include: Physical: emotional conditions such as chronic fear, hypervigilance, impulsivity, psychological: isolation, fear, and an inability to trust—can translate into lifelong psychological consequences, including low self-esteem, depression, and relationship difficulties; behavioral: adolescent issues such as grade repetition, substance abuse, delinquency, truancy, or pregnancy, and sexual risk-taking; greater likelihood of being raped in adulthood; correlation with juvenile delinquency and adult criminality; abuse of alcohol and other drugs; greater likelihood to become abusive parents. (Page 163). Our goals as nurses are to assess immediately assess and detect abuse and refer to child protective service for close monitoring and removal from harmful situations of abuse. There are communicative approaches to use with Elizabeth who is only ten, and ongoing through the developmental stage of industry versus inferiority-task at this stage are developing social, physical, and learning skills with successful competence; therefore an unsuccessful result to Elizabeth’s situation is sense of inferiority; difficulty learning and working (Silvestri pg. 258).
Elizabeth needs to first be in a comfortable setting with the nurse and mother. Elizabeth’s mother is initially invited to demonstrate to Elizabeth the nurse’s purpose of interviewing her is not for intimidation or to elevate the stress. Simple questions through a physical assessment will be conducted to Elizabeth, and engage in conversations that encourage thinking, providing reassurance to help alleviate fears and anxieties, using clear terms, patience by the nurse to allow time for composure and privacy, and using photographs, books, dolls, and even videos to demonstrate and explore Elizabeth’s situation ( Silvestri 267). Thereafter of the physical assessment, the mother will be kindly asked to provide Elizabeth privacy, and assure the mother her child is safe, and the interview will stop at any point Elizabeth expresses so. With all these communication approaches, the nurse allows Elizabeth to be in a mental state to freely speak, where the nurse and Elizabeth find a trusting rapport, and the nurse is assessing within the trust. This approach can assist in intervening this potential psychological and physical abuse by Elizabeth’s father.
In the article of the Scandinavian Journal of Primary Health Care, it states from a database with general physicians reporting suspected abuse cases from that gut feeling “all groups discussed the gut feeling described as there is something wrong here and considered it a valuable diagnostic tool. In such cases, GPs got an uneasy feeling, while listening to complaints or observing a child, which put them on the alert. An odd symptom or unusual behaviour, such as a child behaving like ‘an unguided missile in my office’ [FG4,1] and the intimidating reaction of its parents might make GPs think there is something wrong.” (117).
References:
Stolper, Erik; Verdenius, Jan Paul; Dinant, Geert-Jan; van de Wiel, Margje June 2020. Scandinavian Journal of Primary Health Care. GPs’ suspicion of child abuse: how does it arise and what is the follow-up? 38(2): 117-123. (7p)
Silvestri, Linda Anne. (2011) Saunders comprehensive review for the NCLEX-RN examination /St. Louis, Mo.: Elsevier/Saunders Weber, J.R. & Kelley, J.H. (2018). Health assessment in nursing (6th ed.). Wolters Kluwer.
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I cannot work with pediatrics. Reading Elizabeth’s story made me angry and flood with emotions. Elizabeth’s father has hurt her before, and she was again in an environment where abuse was ample to take place again.
In researching articles, I found a case of abuse that was deplorable that happened while a child was intubated in this PICU (Wilkins, et al, 2016). The child could have been suffocated by the visitor who was allowed at this PICU, but later it was found that abuse had previously occurred – it was never screened for in the emergency room (Wilkins, et al, 2016). Had there been a procedure in place for staff to screen for child abuse as a norm, perhaps this visitor would not have been able to further harm this child (Wilkins, et al, 2016).
To make Elizabeth feel safe and secure, her mother needs to step away for a time (Weber & Kelley, 2018). She needs that private one on one setting to build a rapport with the nurse and she may feel uncomfortable to speak in front of her mother who reported there had been previous abuse as well (Weber & Kelley, 2018). We need subjective data from the child and further information from the mother too as well as other diagnostic objective data like x-ray (Weber & Kelley, 2018). We do not know that Elizabeth’s mother has never abused her in addition to her father. We must explore if there is a safe environment for the patient to return to a little bit. Thankfully, we would also have to report the abuse to our supervisor and other departments who would get child protective services involved as we are mandated reporters (Weber & Kelley, 2018). Elizabeth’s mom may be a victim of physical abuse and threats as well. That needs to be a side conversation as well as exploring her own goals for this matter for her daughter and herself.
If Elizabeth were up for it, we could discuss what hurts her first. She could point to areas that hurt. We can ask how bad the pain feels. We can explain that we need to take a picture of her arm to see what we can do to make it feel better. We can discuss likes and dislikes to build a rapport. Maybe tuning into a favorite character on TV helps build a conversation quicker. Maybe offering her some stickers just for getting her vital signs taken can open a door for conversation to asking if someone hurt her today or in the past and who. I think as a nurse it is OK to ask sensitive questions, but we must be careful not to push someone who is not ready to talk. She may not be able to talk. There is an important factor involved that we know there was previous abuse, and this is likely further abuse, we must be careful to not rip of a band-aid too soon. People that experience traumatic things must go through years of therapy sometimes to really make the conversation begin.
Always validate, always ask permission and explain how you may have to touch an abused person before you feel you have the right to examine them. My children’s pediatrician always reminds, “It’s only OK to take off your underwear because I’m your doctor and this is your mom, right?”
References
Weber, J.R. & Kelley, J.H. (2018). Health assessment in nursing (6th ed.). Philadelphia, PA: Wolters Kluwer.
Wilkins, G. G. , Ball, J., Mann, C., Nadkarni, M., and Meredith, W. (2016). Increased screening for child physical abuse in emergency departments in a regional trauma system: Response to a sentinel event. Society of Trauma Nurses. 23 (6).
Discussion Questions (DQ)
• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
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• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.
LopesWrite Policy
• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
• Communication is so very important. There are multiple ways to communicate with me:
o Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
o Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.