Week 15 Discussion 1: Faculty and Students as Vulnerable Population, Can We Predict Violence with a Screening Tool?
Week 15 Discussion 1: Faculty and Students as Vulnerable Population, Can We Predict Violence with a Screening Tool?
In my community in Massachusetts, we haven’t really had much gun violence that I can think of or find online. The most recent reported shooting in Massachusetts took place in Brockton about a month ago. In this shooting, one person was pronounced dead, one was shot with no update on him, and one was not injured (Becker, 2021). Since this did not happen near my community, I have not seen any effects of it. I believe that there are a lot of risk factors associated with the potential for gun violence. These include involvement of drugs and alcohol, mental health, poor behavioral control, and gang involvement (“Risk and protective factors”, 2020). Being near the Springfield area, I believe that these risk factors are very high in my area. Also, with the pandemic, many people have experienced increased mental distress putting them at higher risk for violence.
I think the Predictive Firearm Violence Risk Scale is a good tool to use. SaFETy stands for serious fighting, friend weapon carrying, community environment, and firearm threats (Goldstick et al., 2017). Though all these aspects are important to evaluate, I do believe that it may not be helpful in some situations. For example, in the TED talk, the mother of a Columbine shooter discussed how she had no idea that her son was depressed and suicidal (Klebold, 2016). Sometimes it is very difficult to see that someone is mentally ill as they try to cover it up. People who hide their mental illness are at a higher risk of suicide and homicide as it is hard to determine when they may act out on their thoughts. In the United States, homicide is the third leading cause of death among those 15 to 24 years old, with more than 86% of these deaths being due to firearms (Goldstick et al., 2017). As a pediatric nurse, we see a lot of teenagers and young adults who come in with suicidal ideation. Many of these patients have tried to commit suicide more than once. Though these patients are in for suicide, we also ask them if they are having thoughts of killing others. I do believe that I will use the SaFETy tool in my practice however, it may not be beneficial in all ways and I will need to screen for suicidal and homicidal thoughts in more than one way. The mother in the TED talk made a good point to discuss how the death and actions of her son have affected her. She stated how she blamed herself and thought that she wasn’t a good mother because she didn’t notice that her son was not ok (Klebold, 2016). With being a nurse in pediatrics and continuing my education to become a pediatric nurse practitioner, it is important that I also discuss with the parents about what is going on and provide them with support if their child is having suicidal or homicidal thoughts. The mother in the TED talk is very brave for sharing her story with others and making others aware of mental illness and how the shooting and the death of her son have affected her and what she has done to cope with it.
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.
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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
References
Becker, K. M. K. (2021, December 5). Man, 26, arrested nearly month after fatal shooting in Brockton. NBC Boston. Retrieved December 6, 2021, from https://www.nbcboston.com/news/local/man-26-arrested-nearly-month-after-fatal-shooting-in-brockton/2583015/.
Goldstick, J. E., Carter, P. M., Walton, M. A., Dahlberg, L. L., Sumner, S. A., Zimmerman, M. A., & Cunningham, R. M. (2017, May 16). Development of the SaFETy score: a clinical screening tool for predicting future firearm violence risk. Annals of Internal Medicine, 166(10), 707. https://doi.org/10.7326/M16-1927
Klebold, S. (2016). My son was a columbine shooter. this is my story. TED. Retrieved December 6, 2021, from https://www.ted.com/talks/sue_klebold_my_son_was_a_columbine_shooter_this_is_my_story?language=en.
Risk and protective factors |violence prevention. Centers for Disease Control and Prevention. (2020, March 2). Retrieved December 6, 2021, from https://www.cdc.gov/violenceprevention/youthviolence/riskprotectivefactors.html.
NU 629 Week 15 Discussion 1: Faculty and Students as Vulnerable Population, Can We Predict Violence with a Screening Tool?
Value: 100 points
Due: Initial Post by Day 3, response by Day 7.
Grading Category: Discussions
Initial Post
Read the following articles found in the Learning Materials section of this course and watch the video noted below:
- An Analysis of US School Shootings (1840–2015) (Paradice, 2017)
- Development of the SaFETy Score: A Clinical Screening Tool for Predicting Future Firearm Violence Risk (Goldstick et al., 2017).
My Son was a Columbine Shooter. This is My Story. Video (15:08 minutes)
Consider the information in the learning module for Week 15 and the course. Answer three of the following questions in your initial post. (Please include at least three scholarly sources within your initial post.)
- Has your community been directly affected by gun violence/mass shootings? Discuss the affects you have noted.
- Discuss what you believe to be the greatest risk factor(s) in your community that could be associated with a potential for violence.
- What are your thoughts about the Predictive Firearm Violence Risk Scale?
- Will you use this scale in your practice? Why or why not?
- What type of changes has your community made to help improve safety?
- What are your thoughts about the Columbine shooter’s mother’s TED Talk?
Reply Posts
Consider the community risk factors your peers listed. Are they similar to your community? Did any of their risks surprise you? Why or why not? Reply to at least two of your classmates on two separate days (minimum) utilizing at least two scholarly references per peer post.
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.
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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