NU 629 Week 7 Discussion 1: Trauma-Informed Care as Relating to Health Promotion and Disease Prevention
NU 629 Week 7 Discussion 1: Trauma-Informed Care as Relating to Health Promotion and Disease Prevention
Initial Post (posting a little early as I will be out of town at the beginning of next week)
Definition of Trauma-Informed Care (TIC)
Trauma-informed care (TIC) is a model of care for healthcare professionals in which trauma-inducing events that have occurred in patients’ lives are identified and acknowledged; this information is then used to better understand patients, connect with them, tailor appropriate care plans, and improve patient outcomes (Berg-Poppe et al., 2021). In the pediatric setting, traumatic or negative events that would precede the need for trauma-informed care are usually categorized as adverse childhood experiences (ACE) (Huang et al., 2021).
Stress & Health Relationship
Emotional/mental stress and physical health are inherently intertwined. Stress can contribute to a lack of engagement in health-promoting behaviors (exercise, healthy eating), weight gain, and decreased immune function (Thomas-Davis et al., 2020). In addition, stress (both current and historical), can lead to maladaptive coping mechanisms, depression, anxiety, and issues maintaining relationships (Thomas-Davis et al., 2020). Maslow’s hierarchy of needs illustrates how when patients are experiencing stress and do not feel secure in their current state, they have challenges reaching their full potential in all other areas, which hinders their overall health (Crandall et al., 2020).
APRN Application
As a future pediatric APRN, I will be caring for the vulnerable population of children. I will make a great effort to integrate trauma-informed care into my practice and advocate for it to be commonplace in my organization, like many others are doing in pediatric care (Berg-Poppe et al., 2021). Knowing that adverse childhood experiences (both traumatic and non-traumatic) have such a profound impact on the future mental and physical health of children and adults reiterates the importance of employing trauma-informed care programs into practice as early as possible to assure more sensitive, effective care for our patients (Huang et al., 2021).
References
Berg-Poppe, P., Anis Abdellatif, M., Cerny, S., LaPlante, K., Merrigan, M., & Wesner, C. (2021). Changes in knowledge, beliefs, self-efficacy, and
Theory, Research, Practice, and Policy. https://doi.org/10.1037/tra0001083
Important information for writing discussion questions and participation
Welcome to class
Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to
I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.
Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.
If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.
Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.
Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.
I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!
Hi Class,
Please read through the following information on writing a Discussion question response and participation posts.
Contact me if you have any questions.
Important information on Writing a Discussion Question
- Your response needs to be a minimum of 150 words (not including your list of references)
- There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
- Include in-text citations in your response
- Do not include quotes—instead summarize and paraphrase the information
- Follow APA-7th edition
- Points will be deducted if the above is not followed
Participation –replies to your classmates or instructor
- A minimum of 6 responses per week, on at least 3 days of the week.
- Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
- Each response needs to be at least 75 words in length (does not include your list of references)
- Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
- Follow APA 7th edition
- Points will be deducted if the above is not followed
- Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
- Here are some helpful links
- The is a great resource
Crandall, A., Powell, E. A., Bradford, G. C., Magnusson, B. M., Hanson, C. L., Barnes, M. D., Novilla, M. L. B., & Bean, R. A. (2020). Maslow’s
29(2), 273–281. https://doi.org/10.1007/s10826-019-01577-4
Huang, Y., Liu, H., & Masum, M. (2021). Adverse childhood experiences and physical and mental health of adults: Assessing the mediating
role of cumulative life course poverty. American Journal of Health Promotion, 35(5), 637–647.
Thomas-Davis, A., Bullock, A. P., Hooper, H., & McCluney, M. K. (2020). The effects of stress on first-year graduate students in health
Value: 100 points
Due: Initial post by Day 3, Response by Day 7
Grading Category: Discussions
Overview
Thinking about the old adage, “Never judge a book by its cover,” wouldn’t it be great to be able to see inside other people – I mean really see inside. As human beings, we keep so much of ourselves hidden, and we see only a small portion of the lives of the people we encounter. People experience things, trauma and other adverse childhood experiences, that can follow them well into adulthood. To help better understand the people we care for—what may be the driving force behind their complaints—trauma-informed care shifts the focus from “What’s wrong with you?” to “What happened to you?” In making this mental shift in our practice, we can potentially improve overall patient health outcomes along with providers and staff wellness.
Prior to answering this discussion prompt, explore the website (including the videos) for the Trauma-Informed Care Implementation Resource Center to help improve your understanding and knowledge of this concept . The website has a lot of great information, and be sure to review the and the . Both will be extremely helpful in participating in this week’s discussion and on the quiz.
Initial Post
For this week’s discussion, define trauma-informed care (TIC), explain how stress and health are related, and discuss how an APRN can utilize this information in caring for vulnerable populations. Please include at least 3 scholarly sources within your initial post.
Reply Posts
Reply to at least TWO of your peers on two separate days (minimum) utilizing at least two scholarly references per peer post. In your reply to each of your peers, discuss content that you learned while exploring the website and a resource they might find helpful as well.
Please refer to the for details on how this activity will be graded.
Posting to the Discussion Forum
- Select the appropriate Thread.
- Select Reply.
- Create your post.
- Select Post to Forum.
Thank you for your discussion! As nurses and future practitioners we hold space in various ways for others. It can be a challenge to show up or others while also holding space for yourself. Navigating this tenacious daily balance is an ongoing challenge for providers. Physicians, especially pediatricians, are at a high risk of burnout or compassion fatigue. In an article on the effects of burnout in providers, Figley (2002) noted, “in our effort to view the world from the perspective of the suffering we suffer…compassion fatigue, like any other kind of fatigue, reduces our capacity or our interest in bearing the suffering of others.” The Federation of State Medical Boards developed policies to address the burnout of physicians while providing appropriate preventative resources, tools, and programs (Hengerer, 2018). It is also important to know the warning signs of a secondary trauma response. Here is a link to risk factors and coping mechanisms when caring for youth trauma: https://safesupportivelearning.ed.gov/sites/default/files/TSS_Building_Handout_2secondary_trauma.pdf
Resources:
Figley, C, R. (2002). Compassion fatigue: Psychotherapists’ chronic lack of self care. Journal of Clinical Psychology, 58, 1433–144.
Hengerer, S, A. (2018, April). Physician Wellness and Burnout. The Federation of State Medical Boards (FSMB). https://www.fsmb.org/siteassets/advocacy/policies/policy-on-wellness-and-burnout.pdf
A great majority of people in this world have experienced some form of trauma whether it is in their past or recent. Everything we go through in life has an impact on us, either good or bad. The Substance Abuse and Mental Health Services Administration defines trauma as: “an event, series of events, or set of circumstances experienced by an individual as physically or emotionally harmful or life-threatening with lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being” (“Understanding the effects of trauma on health”, 2017). It is estimated that about one in four children experience maltreatment in their life, one in four women experience domestic violence, and one in five women and one in seventy one men experience rape in their life (Tello, 2018).
To further discuss trauma among children, it is estimated that almost half of all American children younger than 18 years old have experienced at least one traumatic event in their life (Forkey et al., 2021). As a pediatric registered nurse, I have had a lot of patients who fear different aspects of their hospital stay whether it is getting stuck with a needle or having a procedure done. I also have had patients who have been physically and sexually assaulted. There really is a lot that happens to people, regardless of age, that we don’t know about until we have to assess them and either find something on them or can interpret that something happened to them based on how they act or what they say. Trauma experienced in childhood has a high risk of causing stress, PTSD, disruptive behaviors, substance abuse, anxiety, and depression (McLaughlin & Lambert, 2017). As a future pediatric nurse practitioner, it will be important to treat all my patients as if something may have happened in their past and has caused them to act the way they are. It’s also important that APRN’s don’t push for information from patients.
References
Forkey, H., Szilagyi, M., Kelly, E. T., & Duffee, J. (2021, August). Trauma-informed care. American Academy of Pediatrics. Retrieved October 12, 2021, from https://pediatrics.aappublications.org/content/148/2/e2021052580.
McLaughlin, K. A., & Lambert, H. K. (2017, April). Child trauma exposure and psychopathology: Mechanisms of risk and resilience. NCBI. Retrieved October 12, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5111863/.
Tello, M. (2018, October 16). Trauma-informed care: What it is, and why it’s important. Harvard Health. Retrieved October 12, 2021, from https://www.health.harvard.edu/blog/trauma-informed-care-what-it-is-and-why-its-important-2018101613562.
Understanding the effects of trauma on health. (2017, June). Retrieved October 12, 2021, from https://www.traumainformedcare.chcs.org/wp-content/uploads/2018/11/Fact-Sheet-Understanding-Effects-of-Trauma.pdf.
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Note: The value of each of the criterion on this rubric represents a point range. (example: 17-0 points)
Criteria | Exemplary Exceeds Expectations |
Advanced Meets Expectations |
Intermediate Needs Improvement |
Novice Inadequate |
Total Points |
---|---|---|---|---|---|
Quality of Initial Post | Provides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points |
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions. Cites two references. 35 points |
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions. Cites one reference, or references do not clearly support content. Most instruction requirements are noted. 31 points |
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation. No references cited. Missing several instruction requirements. Submits post late. 27 points |
40 |
Peer Response Post | Offers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted. 40 points |
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post. All instruction requirements noted. 35 points |
Lacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight.
Missing reference from one peer post. Partially followed instructions regarding number of reply posts. Most instruction requirements are noted. 31 points |
Post is primarily a summation of peer’s post without further synthesis of course content.
Demonstrates incomplete understanding of content and/or inadequate preparation. Did not follow instructions regarding number of reply posts. Missing reference from peer posts. Missing several instruction requirements. Submits post late. 27 points |
40 |
Frequency of Distribution | Initial post and peer post(s) made on multiple separate days.
All instruction requirements noted. 10 points |
Initial post and peer post(s) made on multiple separate days.
8 points |
Minimum of two post options (initial and/or peer) made on separate days.
7 points |
All posts made on same day.
Submission demonstrates inadequate preparation. No post submitted. 6 points |
10 |
Organization | Well-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.
5 points |
Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.
4 points |
Poor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.
Purpose statement is noted. 3 points |
Illogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.
Demonstrates incomplete understanding of content and/or inadequate preparation. No purpose statement. Submits assignment late. 2 points |
5 |
APA, Grammar, and Spelling | Correct APA formatting with no errors.
The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions. There are no spelling, punctuation, or word-usage errors. 5 points |
Correct and consistent APA formatting of references and cites all references used. No more than two unique APA errors.
The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability. There are minimal to no grammar, punctuation, or word-usage errors. 4 points |
Three to four unique APA formatting errors.
The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused. Multiple grammar, punctuation, or word usage errors. 3 points |
Five or more unique formatting errors or no attempt to format in APA.
The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. Grammar and punctuation are consistently incorrect. Spelling errors are numerous. Submits assignment late. 2 points |
5 |
Total Points | 100 |
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