The National Alliance of Mental Illness Assignment

The National Alliance of Mental Illness Assignment

The National Alliance of Mental Illness Assignment

The National Alliance of Mental Illness (150-word response)

The National Alliance on Mental Illness (NAMI) was founded in 1979 in Madison Wisconsin. It was a grassroots group created by family members diagnosed with mental illness in order to create a group that advocates, supports, and provides resources for those who have mental illnesses. It is important to understand that the target audience of the group was not medical staff or counselors. Instead, it was focused on providing resources to people with mental illnesses, their friends, and their family members. NAMI is a national organization that partners with 500 local affiliates to allow education on mental health illness to be provided to those who need it. The triple aim has 3 major goals: improving the perception of individual care, helping improve the healthcare of the population and reducing the per capita cost of healthcare (Sikka, et al., 2015). NAMI’s website hosts information that is useful to the mental health patients by providing resources and community support while giving information on how to find crisis contact numbers in emergencies (Phillips, 2020).

NAMI does not include EBP in its mission, vision, philosophy, and /or goals section. However, NAMI states that they use EBP to educate their members (National Alliance on Mental Illness in certain parts of their websites [NAMI], 2020a). Currently, NAMI has four designated programs that are considered EPB programs. NAMI uses research that is based on EBP with the goal of providing higher quality care for its constituents. EBP has been proven to lead to a better quality of care, improve the outcomes of the patients, reduce cost, and even provide the nurses with better satisfaction (Melynk et al., 2010).

NAMI has a program called Family-to-Family which provided families and friends who have a mental health condition to understand the illness, provide coping skills, and provides education to these members based on EBP. It is crucial to remember that NAMI is created for those with mental illnesses and their family members and is not necessarily tailored to clinicians and nurses. The NAMI website has a “find help” link that will provide multiple credible resources to help anyone find the mental health resource they need for themselves or to a family member (Phillips, 2020).

The NAMI website has a “find help” link that will provide multiple credible resources to help anyone find the mental health resource they need for themselves or to a family member (Phillips, 2020). Although the NAMI website does not provide as much EBP information as expected on their website, they are a great resource to those who need to find credible or EBP based resources. It is important to remember that NAMI was a grassroots-based alliance that is continually growing. NAMI appears to be following the Quadruple Aim: Care, health, cost, and meaning in work by providing help cost-effective care to its members and providing meaning to the workplaces. The newest aim is crucial because it creates joy and meaning in the workplace, therefore, it improves the ability of the people in the organization to provide the best care for the mental health issues (Sikka et al., 2015).

Reference:

Melynk, B.M., Fineout-Overholt, E., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice: Step by step. The steven steps of evidence-based practice. American Journal of Nursing, 110(1), 51-53. doi:10.1097/01.NAJ.0000366056.06605.d2

National Alliance of Mental Illness. (2020a). Mental Health Education. https://www.nami.org/About-NAMI/What-We-Do

National Alliance on Mental Illness. (2020b). NAMI Family-to-Family.

Phillips, K. (2020). Mental Illness Is Not Anyone’s Fault: A Review of NAMI, the National Alliance on Mental Illness. Journal of Consumer Health on the Internet, 24(1), 75–81. https://doi-org.ezp.waldenulibrary.org/10.1080/15398285.2019.1710979

Sikka, R., Morath, J.M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost, and meaning in work. BMJ Quality & Safety, 24, 608-610. Doi: 10.1136/bmjqs-2015-004160

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Note

Please write a response to this discussion question written by class colleague. It relates to evidence -based practice and quadruple aim and how this institution promote evidence- based practice. Visit the NAMI website and give a response to this student. It can be 150 words with 2 references and intext citations.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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.
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:
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.
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.