Solved! Post an explanation of at least two strategies for including academic activities and accomplishments into your professional development goals
Post an explanation of at least two strategies for including academic activities and accomplishments into your professional development goals Post an explanation of at least two strategies for including academic activities and accomplishments into your professional development goals. Then, explain how those goals may align with the University’s emphasis on social change. Be specific and provide examples. More information: Reflect on strategies that you can pursue in developing portfolios or portfolio elements that focus on academic achievements. Review one or more samples from your own research of resources focused on portfolio development. Sample Expert Answer Inclusion of Academic Activities and Accomplishments into Professional Development Goals Creating a professional portfolio serves a purpose beyond showcasing academic achievements. This is also crucial in the sense that it presents a portfolio that is consistent with their career targets that they seek to meet. Preparing a solid portfolio that provide an overview of the academic accomplishments necessitates requires the adoption of certain key strategies part of which include connecting academic achievements and social change through the integration of the reflective narratives (Zaccagnini & Miller, 2021). Strategies for Including Academic Activities Strategy 1 Creating a comprehensive and meaningful portfolio requires the integration of the reflective narrative within it, which is as important as acquisition of academic knowledge. Adopting this strategy is crucial in the sense that it helps broaden understanding of one’s academic efforts including the significance of these efforts. In addition, it highlights the link between the acquired knowledge and professional growth. Notably, adopting this strategy provides a nurse-scholar with the option of articulating the significance of the academic accomplishments especially when it comes to driving Walden University’s social change agenda (Jones, Cobb, & England, 2024). The importance of this strategy comes to play in a scenario in which nurse scholar introduces into their portfolio the the details related to the research work they completed about bridging the gap in access to care due to social determinants of health. To create connection between this work and their professional goals, they may explain how the lessons drawn from the academic work informs their focus on advancing the interest of the socially and economically disadvantaged persons. Strategy 2 The second strategy involves embedding into the portfolio digitized details of one’s accomplishments like the projects they contributed to creating, the research they helped conduct, and the coursework they completed. To add credibility to the portfolio, they may consider including the aspects of their coursework such as the actual research papers, the sample of the group projects, and any coursework that demonstrates their academic experience. This curated digital academic content provide proof of the progress made in terms of comprehension of the academic concepts, and attainment of the needed academic milestones (Domene-Martos et al., 2021). One way in which one can practically use this strategy is to include a PowerPoint presentation work that one did as part of their academic assignments. This presentation can be useful in validating one’s ability to communicate effectively or their organizational skills. Alignment of the Goals with Walden University’s Emphasis on Social Change The identified strategies are consistent with Walden University’s commitment to social change. With a reflective narrative that includes actual academic work that one managed to complete, and in which they applied academically acquired skills to address social problem like disparity in access to care, one can build a potent portfolio that aligns with the institution’s mission of promoting social change (Flynn, 2022). Conversely, a digital portfolio with information related to one’s research work or the academic goals they accomplished can be useful in demonstrating one’s abilities including their ability to use their knowledge to create positive social change. Thus, the two strategies are consistent with Walden’s university emphasis on the advancement of the social change objectives. Conclusion In overview, a nurse-scholar can draw immense benefits from creating a portfolio that captures their accomplishments, and which aligns with their goals of growing professionally. The two strategies that can help communicate one’s commitment to achieve these goals include including digitized details of their academic work, and incorporating reflective narratives into their portfolio. References Domene-Martos, S., Rodríguez-Gallego, M., Caldevilla-Domínguez, D., & Barrientos-Báez, A. (2021). The Use of Digital Portfolio in Higher Education before and during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 18(20), 10904. https://doi.org/10.3390/ijerph182010904. Flynn C. O. (2022). Reflections on an E-Portfolio Assessment in a First-Year Physiology Course. Biomedical Engineering Education, 2(1), 61–67. https://doi.org/10.1007/s43683-021-00058-9. Jones, A., Cobb, K., & England, G. (2024). A Scoping Review on the use of Reflection and Reflective Portfolio Learning in Veterinary Education. Veterinary Record Open, 11(1), e279. https://doi.org/10.1002/vro2.79. Zaccagnini, M., & Miller, P. A. (2021). Portfolios with Evidence of Reflective Practice Required by Regulatory Bodies: An Integrative Review. Physiotherapy Canada. Physiotherapie Canada, 74(4), 330–339. https://doi.org/10.3138/ptc-2021-0029.
Solved! Explain the biological (genetic and neuroscientific); psychological (behavioral and cognitive processes, emotional, developmental)
Explain the biological (genetic and neuroscientific); psychological (behavioral and cognitive processes, emotional, developmental) Explain the biological (genetic and neuroscientific); psychological (behavioral and cognitive processes, emotional, developmental); and social, cultural, and interpersonal factors that influence the development of psychopathology. In many realms of medicine, objective diagnoses can be made: A clavicula is broken. An infection is present. TSH levels meet the diagnostic criteria for hypothyroidism. Psychiatry, on the other hand, deals with psychological phenomena and behaviors. Can these, too, be “defined objectively and by scientific criteria (Gergen, 1985), or are they social constructions?” (Boland, Verduin, & Ruiz, 2022). Thanks to myriad advances during recent decades, we know that psychopathology is caused by many interacting factors. Theoretical and clinical contributions to the field have come from the neural sciences, genetics, psychology, and social-cultural sciences. How do these factors impact the expression, classification, diagnosis, and prevalence of psychopathology, and why might it be important for a nurse practitioner to take a multidimensional, integrative approach? Sample Expert Answer Factors that Influence the Development of Psychopathology Psychopathology results due to a combination of factors, which warrants the need for nurse practitioners to adopt integrated and multidimensional approach when addressing the health needs of patients with psychiatric health disorders. Patients and nurses can all benefit from this approach. Factors that Influence the Development of Psychopathology Biological-Genetic and Neuroscientific Genetic and Neuroscientific factors are considered biological factors that affect the development of psychopathology, affecting its expression, classification, diagnosis and prevalence. In terms of expression, the manifestations of the symptoms depend on the genetic susceptibility. For example, the AKT1 gene variant is associated with heighted risk of psychosis (Boland, & Verduin, & Ruiz, 2022). The biological factors also shape the description and diagnosis of the mental health disorders. The changes in chapters of diagnosis tools such as DSM, for instance, depend on structural brain differences and other neurobiological markers, which inform the changes made to these chapters. Biological factors equally contribute to the prevalence of psychopathological disorders. For instance, a recent study revealed 62% MZ concordance for bipolar disorder. This suggests that some of these disorders hereditary. Psychological-Behavioral and Cognitive Processes, Emotional and Developmental Psychopathology may also develop due to psychological factors, with psychological factors like dysfunctional emotional regulation, distorted thinking, and acquired behavior influencing the manifestation of psychiatric disorders. This explains the reason why a traumatic experience during one’s childhood may end up causing anxiety-based disorders or other mental health conditions. The highlighted psychological issues have shaped the development of the tools used to conduct psychological assessments, which provide detailed diagnostic insights, supporting the identification of the co-occurring disorders (Butcher & Kendall,2018). The psychological factors affect the prevalence of mental health conditions exacerbate mental health disorders, and trigger some of these disorders. For instance, distorted emotions that lead to stress may end up causing depression to become prevalent. Socials, Cultural, and Interpersonal Factors that Influence the Development of Psychopathology Sociocultural and interpersonal factors like cultural norms results to variations in how people express symptoms. In western societies, it is common for people to emotionally express symptoms. This may also affect diagnosis especially if a patient, due to cultural reasons, withdraws some crucial information that may support diagnosis. The sociocultural and personal issues like poverty or certain religious beliefs that negatively affect people’s health-seeking behaviors may result to low uptake of psychiatric services. This may lead to the surge in psychiatric disorders (Jackson & Milberg, 2018). The Need for Multidimensional and Integrative Approach Nurse practitioners can draw significant benefits from a multidimensional and integrated approach when addressing patients’ psychiatric needs. With this approach, nurses are able to comprehensively understand the interplay of the various factors involved in causing psychopathology. This understanding is necessary in the sense that it helps support the diagnosis of the patient’s disorder. This kind of approach is also beneficial to patients given that it helps nurses come up with meaningful patient care intervention plan. By adopting an integrated approach that combined various interventions, still, nurse practitioners are prepared to provide cultural competent care. This is because the integration of these interventions makes it possible for the nurse to address the various aspects of the patient’s needs including their psychosocial needs (Cheung & Mak,2018). The multidimensional intervention is also crucial to predicting patients’ risk of developing psychiatric disorders, prompting early intervention. Conclusion In conclusion, the development of the psychopathology involves the interplay of a wide range of factors including biological, psychological and sociocultural factors. Considering these factors when managing psychopathological disorders is crucial in the sense that it improves prevention and effective management of mental health disorders. References Boland, R. & Verduin, M. L. & Ruiz, P. (2022). Kaplan & Sadock’s synopsis of psychiatry (12th ed.). Wolters Kluwer. Butcher, J. N., & Kendall, P. C. (2018). Introduction to childhood and adolescent psychopathology. In J. N. Butcher & P. C. Kendall (Eds.), APA handbook of psychopathology: Child and adolescent psychopathology, Vol. 2. (pp. 3–14). American Psychological Association. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1037/0000065-001. Cheung, F. M., & Mak, W. W. S. (2018). Sociocultural factors in psychopathology. In J. N. Butcher & J. M. Hooley (Eds.), APA handbook of psychopathology: Psychopathology: Understanding, assessing, and treating adult mental disorders., Vol. 1. (pp. 127–147). AmericanPsychologicalAssociation. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1037/0000064-006. Jackson, C. E., & Milberg, W. P. (2018). Examination of neurological and neuropsychological features in psychopathology. In J. N. Butcher & J. M. Hooley (Eds.), APA handbook of psychopathology: Psychopathology: Understanding, assessing, and treating adult mental disorders., Vol. 1. (pp. 65–90). American Psychological Assciation. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1037/0000064-004. More information: Required Readings Boland, R. & Verduin, M. L. & Ruiz, P. (2022). Kaplan & Sadock’s synopsis of psychiatry (12th ed.). Wolters Kluwer. Chapter 32 “Normal Development and Aging” Chapter 33, “Contributions from the Neurosciences” Chapter 34, “Contributions from the Behavioral and Social Sciences” Chapter 31 “Global and Cultural Issues in Psychiatry” Chapter 35 “A Brief History of Psychiatry” Butcher, J. N., & Kendall, P. C. (2018). Introduction to childhood and adolescent psychopathology. In J. N. Butcher & P. C. Kendall (Eds.), APA handbook of psychopathology: Child and adolescent psychopathology., Vol. 2. (pp. 3–14). American Psychological Association. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1037/0000065-001 Cheung, F. M., & Mak, W. W. S. (2018). Sociocultural factors
Post a brief explanation of three important components of the psychiatric interview and why you consider these elements important
Post a brief explanation of three important components of the psychiatric interview and why you consider these elements important Post a brief explanation of three important components of the psychiatric interview and why you consider these elements important. Explain the psychometric properties of the rating scale you were assigned. Explain when it is appropriate to use this rating scale with clients during the psychiatric interview and how the scale is helpful to a nurse practitioner’s psychiatric assessment. Support your approach with evidence-based literature. Sample Expert Answer The Psychiatric Evaluation and Evidence-Based Rating Scale Psychiatric evaluation is crucial in the sense that it helps determine a client’s mental health needs, allowing psychiatrists to prepare an intervention plan that outlines how to address these needs. To assess patients’ needs, psychiatrists rely on the assessment tools or mental health screening tools. Focusing on Montreal Cognitive Assessment (MOCA) as the assigned tool, it is important to explore the psychometric properties that make it an ideal assessment tool, and determine its appropriateness especially when conducting assessment during psychiatric interview. Components of the Psychiatric Interview Including their Importance Psychiatric interview is a multifaceted process, comprising of different components including History of Presenting Complaint (HPC). As a component, HPC focuses on the presentation of the symptoms in terms of the onset, duration, and advancement. This aspect of the assessment enables the identification of how symptoms changed with time, and establish the seriousness of the disease including its impact on patient functioning (Hierlihy & Latus, 2025). Mental Status Examination (MSE), which is the second component, provides an overview of the client’s psychiatric health status by focusing on the client’s demeanor, emotional state, thought flow, cognitive ability and self-awareness. This component helps identify critical psychiatric issues, and enables the psychiatrist to monitor symptoms, and to make appropriate judgment during the diagnosis of the disease (Savander et al., 2021). The third component is psychiatric history, which involves comprehensive evaluation of the different aspects of the health history such as previous use of behavior-altering substance, physiological health background, and past psychiatric health issues. By reviewing these aspects of the patient’s psychiatric health, a psychiatrist is able to prepare an intervention plan that matches the needs of the patient. It also leads to better comprehension of the client’s biopsychosocial needs (Hierlihy & Latus, 2025). The Psychometric Properties of the Assigned Rating Scale The selected cognitive disorders rating scale is MOCA, a tool that measures cognitive health status by examining aspects like attention and memory. When it comes to measurement invariance, MOCA is reliable and valid considering that it measures the same cognitive abilities in similar ways across various groups. The tool is also valid in the sense that it detects minor cognitive dysfunction considering its 90% sensitivity (Corral et al., 2024). MOCA’s reliability is based on the fact that it yields high internal consistency, which for this tool is above 0.8. When it is Appropriate to Use the Rating Scale with Clients During Psychiatric Interview As a cognitive health evaluation tool, MOCA is suitable in a scenario in which clients present with attention deficit, memory problems, and impaired cognitive control. This tool also becomes ideal for clients that present with diminished judgment, maladaptive behavior or those with neurological problems. How the Scale is Helpful to a Nurse Practitioner’s Psychiatric Assessment In terms of psychiatric assessment, the MOCA scale is useful to the nurse practitioner given that this tool supports the identification of the mild cognitive dysfunction before it progresses and causes significant disorientation of the mental health. Using this particular scale, nurses are able to differentiate cognitive symptoms of dementia from those linked to depression. The tool also enables nurses to plan for treatment by assisting mental health professionals to determine whether reviewing the patient’s case is necessary (Aiello et al., 2022). Conclusion In overview, attributes like high sensitivity and strong internal consistency make MOCA appropriate for use in cognitive assessment. Combining this tool with identified components of the psychiatric interview translates to improved patient assessment outcomes. This in turn results to the improvement in treatment outcomes. References Aiello, E. N., Gramegna, C., Esposito, A., Gazzaniga, V., Zago, S., Difonzo, T., Maddaluno, O., Appollonio, I., & Bolognini, N. (2022). The Montreal Cognitive Assessment (MoCA): Updated Norms and Psychometric Insights into Adaptive Testing from Healthy Individuals in Northern Italy. Aging Clinical And Experimental Research, 34(2), 375–382. https://doi.org/10.1007/s40520-021-01943-7. Corral, S., Gaspar, P. A., Castillo-Passi, R. I., Mayol Troncoso, R., Mundt, A. P., Ignatyev, Y., Nieto, R. R., & Figueroa-Muñoz, A. (2024). Montreal Cognitive Assessment (MoCA) as a Screening Tool for Cognitive Impairment in Early Stages of Psychosis. Schizophrenia Research. Cognition, 36, 100302. https://doi.org/10.1016/j.scog.2024.100302. Hierlihy, T., & Latus, A. (2025). An Approach to Teaching the Psychiatric Interview. BMC medical Education, 25(1), 110. https://doi.org/10.1186/s12909-024-06529-1. Savander, E. È., Hintikka, J., Wuolio, M., & Peräkylä, A. (2021). The Patients’ Practises Disclosing Subjective Experiences in the Psychiatric Intake Interview. Frontiers in psychiatry, 12, 605760. https://doi.org/10.3389/fpsyt.2021.605760.
Solved! Post an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective on the value of psychotherapy treatments.
Post an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective on the value of psychotherapy treatments. Post an explanation of whether psychotherapy has a biological basis. Explain how culture, religion, and socioeconomics might influence one’s perspective on the value of psychotherapy treatments. Describe how legal and ethical considerations for group and family therapy differ from those for individual therapy, and explain how these differences might impact your therapeutic approaches for clients in group, individual, and family therapy. Support your rationale with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources. Upload a copy of your discussion writing to the draft Turnitin for plagiarism check. Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed. Sample Expert Answer Whether Psychotherapy has a Biological Basis While psychotherapy deals with human psychological needs, it affects how individuals respond to treatment. Although it is unclear how this response occurs, it is possible that that psychotherapy has a biological basis, and that biological changes that occur in the body may account for the link between psychotherapy and biological processes. Whether Psychotherapy has a Biological Basis Psychotherapy seems to have a biological basis given that it influences certain biological processes including the hormonal processes. This is noticeable with cortisol and oxytocin, which help predict responses to the psychotherapy. The levels of these substances equally indicate the recovery of the patient that received psychotherapy as a form of clinical intervention. This relationship is supported by existing research studies, with some of these studies demonstrating changes in certain brain functions post-psychotherapy. It equally triggers DNA methylation and other changes in epigenetic mechanisms, which mirrors a biological pathway to therapeutic outcomes (Ayer et al., 2022). The resources selected shade light into the biological aspects of psychotherapy, and they qualify as scholarly sources they contribute to the development of new knowledge on psychotherapy. The sources build on the existing knowledge to broaden understanding of psychotherapy through biological dimension. How Culture, Religion, and Socioeconomics Might influence One’s Perspective on the Value of Psychotherapy Treatments Culture, religion and socioeconomics exert significance influence on what individuals think about the importance and effectiveness of psychotherapy interventions. From a cultural standpoint, Asian cultures for most part adopt collective values that shape how they interpret psychotherapy. Individual agency prominently features in Western culture. The interpretation of mental illness in different cultures follows religious beliefs and teachings, with some faiths viewing mental illness as being possessed. Thos who hold this view belief that exorcism can help rid one off evil spirits that are responsible for their mental health issues (Fonagy & Luyten, 2021). Socioeconomic factors may influence how individuals think about mental health, with socially empowered individuals being more likely to utilize psychotherapy-based services than socially disadvantaged persons. Difference Between Legal and Ethical Considerations for Group and Family Therapy and for Individual Therapy With individual therapy, confidentiality is maintained between the client and the therapist while confidentiality in group or family therapy is characterized by different participants discussing and maintaining confidentiality. In terms of informed consent, a therapist seeks consent from a single client with individual therapy. Seeking consent with a group or family setting involves communicating the group norms, and defining the boundaries to privacy while ensuring that consent covers each participant (Fonagy & Luyten, 2021). While a therapist focuses on the welfare of a single client with individual therapy, they have the mandate of ensuring that they contribute to improving the collective psychological wellness of the clients in group situation. The Impact of the Differences on Therapeutic Approaches for Clients in Group, Individual, and Family Therapy The differences in legal and ethical considerations for the individual and family therapy or group therapy impacts therapeutic techniques. Given the identified differences, intervention using individual therapy may involve adopting individualized intervention with clearly specified consent-seeking strategy. For the group therapy, the differences result to the adoption of a group therapy approach that emphasizes shared norms and facilitates mutual support. It also compels those involved in group therapy to commit to confidentiality, encouraging participants to respect the confidentiality principle. In terms of family therapy, the differences may result to balancing between confidentiality and loyalty. Conclusion In summation, psychotherapy has biological dimensions given that it influences biological responses like epigenetic mechanisms. The kind of therapy selected has ethical and legal implications that a psychotherapist should consider during psychotherapy. References Ayer, L., Pane, J. D., Godley, M. D., McCaffrey, D. F., Burgette, L., Cefalu, M., Vegetabile, B., & Griffin, B. A. (2022). Comparative Effectiveness of Individual Versus Family-Based Substance Use Treatment on Adolescent Self-Injurious Thoughts and Behaviors. Journal of substance abuse treatment, 139, 108782. https://doi.org/10.1016/j.jsat.2022.108782. Fonagy, P., & Luyten, P. (2021). Socioeconomic and Sociocultural Factors Affecting Access to Psychotherapies: The Way Forward. World Psychiatry : Official Journal of the World Psychiatric Association (WPA), 20(3), 315–316. https://doi.org/10.1002/wps.20911.
Solved! Post an explanation of how the use of CBT in groups compares to its use in family or individual settings
Post an explanation of how the use of CBT in groups compares to its use in family or individual settings Post an explanation of how the use of CBT in groups compares to its use in family or individual settings. Explain at least two challenges PMHNPs might encounter when using CBT in one of these settings. Support your response with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly and attach the PDFs of your sources. Upload a copy of your discussion writing to the draft Turnitin for plagiarism check. Your faculty holds the academic freedom to not accept your work and grade at a zero if your work is not uploaded as a draft submission to Turnitin as instructed. Sample Expert Answer CBT Use in Groups, Family, and Individual Cognitive behavioral therapy (CBT) works well in family, group, and individual settings, although the therapeutic processes, results, and practical requirements vary depending on the environment. Individual CBT combines specialized methods and a solid therapy alliance to target a single client’s thoughts and behaviors. Group CBT speeds up skill development and normalizes experiences by utilizing peer processes, shared learning, and vicarious modeling. Family-based cognitive behavioral therapy (CBT) is especially helpful when dysfunctional family dynamics are a contributing element to the issue since it focuses on interactional patterns and systemic factors that sustain symptoms (Guo et al., 2021; Kopelovich et al., 2021; Law et al., 2021). In addition to comparing these forms, this paper highlights two potential difficulties that PMHNPs may encounter when providing CBT in group settings. It backs up its claims using three peer-reviewed sources and the course materials from this week. Comparison of CBT Settings In individual cognitive behavioral therapy (CBT), therapists evaluate the client’s unique beliefs, jointly create agenda items, and modify behavioral trials and cognitive restructuring according to the client’s speed. Strong therapeutic alliances are frequently the result of individual labor (Guo et al., 2021). Group CBT offers benefits in efficiency and social learning; participants get feedback, practice interpersonal exposures in vivo, and watch peers effectively employ coping mechanisms. Although variables (age, severity) affect relative effectiveness, meta-analytic evidence on youth anxiety indicates that both group and individual CBT can yield similar results (Guo et al., 2021). Preliminary research in psychosis-risk and caregiver training shows that family-inclusive approaches enhance engagement and carry over gains into everyday life. Family cognitive behavioral therapy (CBT) integrates caregivers, addresses communication patterns, and aligns support systems with therapeutic goals (Kopelovich et al., 2021; Law et al., 2021). How This Week’s Media Illustrates Differences The individual session vignette focused on functional analysis and customized behavioral experiments. The group demonstration featured role-plays, peer feedback, and structured skill modules; the family clip demonstrated the restructuring of interactional contingencies and homework assignments involving multiple family members. These recorded demonstrations and the week’s lecture on CBT modalities highlighted different mechanisms. It became clear from observing each format how the settings influence therapeutic tasks, with family sessions stressing systemic change and group sessions focusing on peer processes and standards. Challenges for PMHNPs Using CBT in Group Settings First, one of the main challenges is maintaining secrecy and group dynamics. Different groups have different interpersonal styles, levels of symptom intensity, and levels of change readiness. Setting standards, rebalancing interactions, and handling disclosures in an ethical manner are all skills that PMHNPs need to possess. The group demonstration included a specific example of a member monopolizing time. Ineffective dynamics management can degrade results and decrease treatment fidelity. Second, it can be challenging to customize interventions to meet the requirements of each member in a group. Group curricula that are standardized maximize efficiency, but they run the risk of not being sufficiently customized for complex comorbidities or cultural preferences that are prevalent in a variety of patient populations. When necessary, PMHNPs must schedule supplemental individual sessions or incorporate quick individual check-ins. Although group and individual cognitive behavioral therapy can be comparable in general, some clients will need more specialized care due to their diversity (Guo et al., 2021). Evidence Base and Why Sources Are Scholarly As a systematic quantitative synthesis published in a peer-reviewed journal (Frontiers in Psychiatry) with DOI and rigorous methodologies, the meta-analysis by Guo et al. (2021) of randomized controlled trials comparing individual and group CBT for teenage anxiety is considered academic. In a peer-reviewed publication (Psychiatric Services), Kopelovich et al. (2021) assess a CBT-informed caregiver training; the study employs empirical methodologies and presents findings pertinent to family-centered CBT, identifying it as academic. A feasibility study for combined individual and family CBT is described by Law et al. (2021) in a reputable peer-reviewed publication (Early Intervention in Psychiatry). The article includes baseline data, procedures, and trial justification, meeting academic criteria for methodology and review. Every source is published in respectable publications, undergoes peer review, and is clear in its methodology. Conclusion Although the flexibility of CBT enables successful work in family, group, and individual settings, each model has drawbacks. While group CBT increases productivity and peer learning, PMHNPs have difficulties due to group dynamics and the lack of individual customization. These restrictions can be lessened by combining different modalities or by including customized elements. PMHNPs can provide scalable, evidence-based CBT in a variety of contexts if they foresee and prepare for these difficulties. References Guo, T., Su, J., Hu, J., Aalberg, M., Zhu, Y., Teng, T., & Zhou, X. (2021). Individual vs. group cognitive behavior therapy for anxiety disorder in children and adolescents: A meta-analysis of randomized controlled trials. Frontiers in psychiatry, 12, 674267. https://doi.org/10.3389/fpsyt.2021.674267 Kopelovich, S. L., Stiles, B., Monroe-DeVita, M., Hardy, K., Hallgren, K., & Turkington, D. (2021). Psychosis REACH: Effects of a brief CBT-informed training for family and caregivers of individuals with psychosis. Psychiatric Services, 72(11), 1254-1260. https://doi.org/10.1176/appi.ps.202000740 Law, H., Izon, E., Au‐Yeung, K., Morrison, A. P., Byrne, R., Notley, C., … & French, P. (2021). Combined individual and family therapy in comparison to treatment as usual for people at‐risk of psychosis: A feasibility study (IF CBT): Trial rationale,
Solved! A 70-year-old woman is in your office complaining of recently having trouble maintaining her balance after taking diazepam
A 70-year-old woman is in your office complaining of recently having trouble maintaining Post your answers to the 6 questions corresponding to this week’s content on primary care medication management. Provide your responses and rationales. Support your rationales with high-level evidence. (See Post Expectations) A 70-year-old woman is in your office complaining of recently having trouble maintaining her balance after taking diazepam (valium). She occasionally takes diazepam when she feels anxious and has trouble sleeping. She has a 15-year history of taking diazepam. Q1. Explain the cause of this patient’s difficulty in maintaining her balance? Q2. Diazepam experiences a significant first-pass effect. What is the first-pass effect, and how can first-pass metabolism be circumvented? A 75-year-old woman develops symptoms of a cold and buys an over-the-counter cold medication at the grocery store. The medication contains diphenhydramine, acetaminophen, and phenylephrine. She takes the recommended adult dose but soon after taking the medication, she becomes very confused and disoriented. Q3. What is likely causing the signs of confusion? A 26-year-old woman who has never been pregnant is seeking preconception care as she is planning to pursue pregnancy in a couple of months. Currently, she has no symptoms to report and on review of body systems, there were no concerns. Her past medical history is significant for a history of rheumatic fever as a child. She subsequently underwent valve replacement with a mechanical heart valve. She is followed by a cardiologist who has already evaluated her cardiac function and she has received clearance from her cardiologist to pursue pregnancy. Records from her cardiologist include a recent cardiac echocardiography report that reveals a normal ejection fraction indicating normal cardiac function. She has no alterations in her daily activities related to her heart. She has no other significant medical or surgical history. She is a non-smoker, drinks occasionally but has stopped as she is attempting to conceive, and does not use any non-prescription drugs. Current Medications: Her current medications include only prenatal vitamins, which she has begun in anticipation of pregnancy, and warfarin. She has no known drug allergies. Vital Signs: On examination, her pulse is 80 beats per minute, blood pressure is 115/70 mm Hg, respiratory rate is 18 breaths per minute, and she is afebrile. Measurements: Weight = 152 pounds, Height = 5′5 ″, BMI= 25.29 Q4. How is warfarin metabolized? Does warfarin cross the placental barrier? Q5. Explain the hepatic drug metabolism of children 1 year and older. How do they compare with the hepatic drug metabolism of infants and adults? Q6. Explain protein binding in the neonate. Expert Answer and Explanation A 70-year-old woman is in your office complaining of recently having trouble maintaining her balance after taking diazepam (valium). She occasionally takes diazepam when she feels anxious and has trouble sleeping. She has a 15-year history of taking diazepam. Q1. Explain the cause of this patient’s difficulty in maintaining her balance? The main side effects of diazepam include drowsiness, dizziness, and impaired coordination (Greenblatt et al., 2020). The impaired coordination could be the primary reason why the patient could not maintain her balance. Q2. Diazepam experiences a significant first-pass effect. What is the first-pass effect, and how can first-pass metabolism be circumvented? The first-pass effect refers to the phenomenon in which a significant portion of an orally administered drug is metabolized by the liver before it reaches systemic circulation. First-pass can be circumvented through the use of alternative routes of administration such as intravenous (IV) administration directly delivers the drug into the bloodstream (Greenblatt et al., 2020). Other routes include buccal or sublingual administration, and transdermal patches. A 75-year-old woman develops symptoms of a cold and buys an over-the-counter cold medication at the grocery store. The medication contains diphenhydramine, acetaminophen, and phenylephrine. She takes the recommended adult dose but soon after taking the medication, she becomes very confused and disoriented. Q3. What is likely causing the signs of confusion? The confusion and disorientation in the 75-year-old woman is caused by the caused by the presence of diphenhydramine in the over-the-counter cold medication (Grinnell et al., 2022). As an antihistamine medication, diphenhydramine effects on the central nervous system which can also cross the blood-brain barrier and interfere with cognitive function. The sedative effect of the medication is more pronounced for older adults leading to confusion and disorientation. A 26-year-old woman who has never been pregnant is seeking preconception care as she is planning to pursue pregnancy in a couple of months. Currently, she has no symptoms to report and on review of body systems, there were no concerns… Current Medications: Her current medications include only prenatal vitamins, which she has begun in anticipation of pregnancy, and warfarin. She has no known drug allergies. Vital Signs: On examination, her pulse is 80 beats per minute, blood pressure is 115/70 mm Hg, respiratory rate is 18 breaths per minute, and she is afebrile. Measurements: Weight = 152 pounds, Height = 5′5 ″, BMI= 25.29 Q4. How is warfarin metabolized? Does warfarin cross the placental barrier? Warfarin is metabolized primarily in the liver through various enzymes that convert warfarin into inactive metabolites that are then excreted by the kidneys (Grinnell et al., 2022). The warfarin molecules are relatively small in size which make them to cross the placental barrier. However, the transfer is limited and usually considered to be low. Q5. Explain the hepatic drug metabolism of children 1 year and older. How do they compare with the hepatic drug metabolism of infants and adults? The hepatic drug metabolism of children 1 year and older begins to mature and become more similar to that of adults. Enzyme systems, become more developed, leading to improved drug metabolism and clearance (Grinnell et al., 2022). Infants have lower levels of drug-metabolizing enzymes, which can lead to slower drug metabolism and elimination, potentially requiring dose adjustments for certain medications. Adult hepatic drug metabolism, on the other hand, is generally fully developed and efficient. Q6. Explain protein binding in the neonate. Protein binding in the neonate is a crucial pharmacokinetic factor that influences how drugs are
Solved! The purpose of this assignment is to synthesize a literature review that will be used to draw conclusions in order to propose an evidence-based practice change to address your identified nurse practice problem.
The purpose of this assignment is to synthesize a literature review that will be used to draw conclusions in order to propose an evidence-based practice change The purpose of this assignment is to synthesize a literature review that will be used to draw conclusions in order to propose an evidence-based practice change to address your identified nurse practice problem. Using the “Literature Evaluation Table” assignment in Topic 1, and accompanying faculty feedback, you will synthesize the information created for your PICOT question into a literature review and evidence-based proposal. In a 1,500-1,750-word paper, provide an overview that illustrates the research related to your particular PICOT question. Use the following components from the “Literature Evaluation Table” to complete the assignment: Identified practice problem Two qualitative peer-reviewed research articles Two quantitative peer-reviewed research articles Use the “Research Critiques and Evidence-Based Practice Proposal Guidelines” document to organize your paper. You are required to cite a minimum of four peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. 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. Sample Expert Answer Literature Review and Evidence-Based Practice Proposal Asthma is one of the most common chronic diseases affecting children, and it continues to be a major cause of hospitalizations worldwide. Many children experience frequent exacerbations that require emergency visits or readmissions. Caregivers often struggle to manage asthma effectively after hospital discharge, which increases the risk of early readmission. The nursing practice problem identified here is the high rate of 30-day hospital readmissions among children with asthma due to inadequate caregiver education and poor self-management support. The purpose of this paper is to review the existing research evidence on the effectiveness of nurse-led asthma self-management education programs compared to usual discharge instructions. This will help to propose an evidence-based practice change that can improve patient outcomes. The updated PICOT question guiding this review is: In caregivers of children with asthma (P), how does a nurse-led self-management education program (I) compared to usual discharge instructions (C) affect 30-day hospital readmission rates (O) within one-month post-discharge (T)? Method of Studies The four selected articles used different research designs to study asthma education interventions. The first article by Kassa et al. (2022) used a qualitative study design. The researchers conducted interviews with children, caregivers, and healthcare providers in Ethiopia to explore their perceptions of asthma and barriers to management. This method helped to answer the research question by providing rich insights into why families struggle with asthma care and why adherence to medication and follow-up is low. Qualitative data highlighted the social, emotional, and cultural factors that impact asthma management. The second article by Ng et al. (2021) used a quantitative randomized controlled trial. This trial compared a web-based asthma education at home taught by a nurse with the usual care. The researchers tested the program’s effectiveness in terms of caregiver knowledge, attitudes, practices, and hospital readmissions of the children due to randomization and statistical testing. This approach was a good source of evidence concerning the causality between the intervention and better outcomes. Radhakrishnan et al. (2022) used a mixed-methods design in the third article. It compared face-to-face and virtual asthma education through surveys on the amount of data and interviews on the comments of the qualitative data. In this way, the researchers could consider measurable outcomes like knowledge and confidence, as well as the experiences and preferences of participants. Using a combination of the two, the research provided a more complete view of the effectiveness of virtual and in-person education to families. In the fourth article by Thach et al. (2024), the study was a quantitative retrospective study. The authors studied the medical histories of 262 children in France who were subjected to various concentrations of asthma education. They compared the results of those with structured, unstructured, and those with minimal education. This approach was used to identify the effectiveness of organized asthma education in real-world situations, reducing hospitalizations and enhancing disease management. Together, these four methods, qualitative interviews, randomized controlled trial, mixed-methods evaluation, and retrospective chart review cover different angles of the problem. They examine barriers, test interventions, compare delivery formats, and evaluate long-term outcomes. Results of Studies / Key Findings The four studies provide important findings related to asthma education and management. Kassa et al. (2022) found that caregivers had low biomedical knowledge about asthma. Many caregivers had misconceptions about inhaled corticosteroids and worried about side effects. They also reported poor access to medications, high emotional burdens, and difficulty following long-term management plans. Healthcare providers in the study agreed that a lack of structured education contributed to poor adherence. These findings suggest that improving caregiver education and providing culturally appropriate support are necessary to improve outcomes. Ng et al. (2021) reported that the nurse-led web-based program significantly improved caregivers’ knowledge, attitudes, and practices. Children whose caregivers participated in the program had fewer unscheduled hospital visits and readmissions. The program also reduced children’s anxiety about inhaler use and improved family confidence in managing asthma. The findings showed that structured, nurse-led education could address the gaps highlighted in Kassa’s study. Radhakrishnan et al. (2022) found that both in-person and virtual education improved caregiver and patient knowledge and confidence. Interestingly, most families preferred virtual sessions because they were convenient, safe, and easy to attend. Caregivers reported feeling more supported through regular communication with asthma educators. This study shows that delivery format can be flexible as long as the education is structured and nurse-led. Thach et al. (2024) demonstrated that structured education improved treatment adherence, use of action plans, and knowledge about asthma. Structured education
Solved! The focus of this assignment is to apply the principles detailed in the Belmont Report to case studies involving human subjects in research or a quality improvement project.
The focus of this assignment is to apply the principles detailed in the Belmont Report to case studies involving human subjects in research or a quality improvement project. The focus of this assignment is to apply the principles detailed in the Belmont Report to case studies involving human subjects in research or a quality improvement project. Utilize the “Ethical Conduct of Scholarly Activities” document to complete this assignment. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. 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 Information This benchmark assignment assesses the following programmatic competencies and professional standards: RN-BSN 4.3: Promote the ethical conduct of scholarly activities [AACN ] American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competency 1.2, 4.3, 9.1, 10.2 Sample Expert Answer Application of the Belmont Principles: Case Study 1 Belmont Report principles and the components of each principle Explain how the case meets the components of each principle. Explain how the case does not meet the components of each principle. What steps can the nurse researcher or quality improvement manager take to adhere to the ethical principles identified in the Belmont Report? Respect for Person Respect the right to choose, hold views, and act according to personal beliefs. Protect those with decreased capacity to make their own choice. Ensure voluntary participation. Provide informed consent, explaining harms and benefits. The woman has the right to decide about her treatment, even if her cultural background places decision-making with her spouse. Respect means giving her full information about the risks and benefits so she can make an informed choice (Millum, 2020). The researchers provided a careful consent process, which shows respect for her autonomy. However, they must also consider the cultural influence on her decision. Participation should remain voluntary and free from pressure. Protecting her choice means balancing respect for her beliefs with her individual right to decide her own care. The case does not fully meet respect for persons because the woman’s cultural background limits her ability to make her own decision. Even though she completed the informed consent process, her spouse’s refusal creates pressure that weakens her autonomy. She may not be truly free to choose if family or cultural rules override her wishes. While information was given, respect for personal beliefs also includes protecting her right to act on them (Omutoko et al., 2023). In this situation, the woman’s independence is not fully honored, making the principle incomplete. The nurse researcher should ensure the woman has the final say in her treatment decision. This means reinforcing that participation is voluntary and her right to choose is protected, even if cultural traditions suggest otherwise (Omutoko et al., 2023). The researcher can provide additional counseling to both the woman and her spouse, helping them understand that her autonomy is central in research ethics. Using interpreters or cultural mediators may also help explain the importance of her informed consent. Respecting her decision requires creating an environment where she feels empowered to act freely without fear of family or cultural opposition. Beneficence Minimize the harm/risks to the greatest extent possible. Maximize the potential benefits. Ensure that the rights and well-being of the patient take precedence over the needs of science. The experimental therapy offers some hope, though the chance of success is small and the risks are serious. Beneficence requires researchers to minimize the possibility of harm, such as explaining clearly about the risk of sudden cardiac failure. At the same time, they should maximize possible benefits, since the woman’s illness is advanced and options are limited. Her well-being should come before scientific progress, and she should not be treated as only a subject for data collection. The focus should stay on her safety, dignity, and comfort while receiving the therapy. The case does not fully meet beneficence because the risks of the experimental therapy are extremely high compared to the low chance of benefit. Some participants in trials have experienced sudden cardiac failure, which raises concerns about safety. While hope is given, there is no guarantee of effectiveness, and exposing her to such danger may cause more harm than good. The balance between potential benefit and risk is not clear. This means her well-being may not be protected above the scientific value of testing the experimental drug in more patients. The nurse researcher should take steps to minimize harm while offering the best chance of potential benefit (Millum, 2020). This can include thorough medical screening to ensure the woman is a safe candidate for the therapy, close monitoring during treatment, and quick intervention if complications arise. All information about risks, such as sudden cardiac failure, should be explained clearly and honestly. Emotional support should also be given to reduce stress and help her make informed choices (Omutoko et al., 2023). Beneficence means keeping her health and dignity first, not using her only for research outcomes, and prioritizing her safety above all scientific goals. Justice Justly distribute the benefits and burdens of the research. Guard against using vulnerable populations. Ensure a fair selection of research participants. Guard against coercion and undue influence. Avoid potential financial or other conflicts of interest. Justice requires fairness in how participants are selected and treated (Nagai et al., 2020). The woman is asking to join voluntarily, which means she is not being exploited as a vulnerable person. Researchers must make sure she is not pressured by her cultural setting or her spouse’s disagreement. The risks and benefits of this trial must be shared equally with all patients, not just
Solved! The purpose of this assignment is to refine the PICOT question you developed in the discussion forum this week and begin evaluating literature that you will use in subsequent weeks to write your research paper
The purpose of this assignment is to refine the PICOT question you developed in the discussion forum this week and begin evaluating literature that you will use in subsequent weeks to write your research paper The purpose of this assignment is to refine the PICOT question you developed in the discussion forum this week and begin evaluating literature that you will use in subsequent weeks to write your research paper. Use the “Literature Evaluation Table” to complete this assignment. Prior to starting the “Literature Evaluation Table,” complete the following: Review the feedback you have received in the discussion forum related to your PICOT question so far. Make any necessary edits to your PICOT question. Conduct a literature search to locate four research articles focused on your selected nursing practice problem of interest. Note: This literature search should include two quantitative and two qualitative, peer-reviewed, primary research articles to support your nursing practice problem. A mixed methods article can qualify towards meeting a qualitative or quantitative methodology. The two articles identified in Topic 1 DQ 2 can be used should you still find them relevant to your PICOT question. Articles must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice. The PICOT question and four peer-reviewed research articles you chose will be utilized for subsequent assignments. Note: For best search results, do not include the words qualitative and quantitative in your search terms. Do include words that narrow or broaden your main topic. For example: Search for diabetes and pediatric and dialysis. To determine what research design was used in the articles the search produced, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods. Systematic reviews, literature reviews, and metanalysis articles are good resources and provide a strong level of evidence but are not considered primary research articles. Therefore, they should not be included in this assignment. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. 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 not required to submit this assignment to LopesWrite. Sample Expert Answer NRS-445 Topic 1: Literature Evaluation Table Student Name: Faculty Name: Background of Nursing Practice Problem: Asthma is one of the most common chronic conditions in children and is a leading cause of hospital admissions and readmissions. Effective management at home relies heavily on caregivers, who are responsible for recognizing symptoms, administering medications, and avoiding environmental triggers. However, caregivers often face significant challenges in managing pediatric asthma, including limited knowledge of treatment plans, uncertainty in identifying early warning signs, and difficulties maintaining adherence, all of which contribute to higher readmission rates (Jones et al., 2022). Traditional discharge instructions are usually brief and may not provide caregivers with the skills or confidence needed to manage asthma effectively after the child leaves the hospital. Nurse-led self-management education programs address this gap by providing structured, tailored instruction to caregivers, ensuring they understand medication use, inhaler techniques, and strategies for monitoring symptoms. Evidence shows that such interventions, including web-based education, improve caregiver confidence, knowledge, and engagement, leading to better home management and reduced hospital utilization (Ng et al., & Cheng, 2021). By equipping caregivers with practical tools and ongoing support, nurse-led education has the potential to significantly reduce 30-day readmission rates and improve outcomes for children with asthma. PICO(T) Question: In caregivers of children with asthma (P), how does a nurse-led self-management education program (I) compared to usual discharge instructions (C) affect 30-day hospital readmission rates (O) within one-month post-discharge (T)? PICO(T) Question Template P Population Caregivers of children with asthma I Intervention A nurse-led self-management education program C Comparison Usual discharge instructions O Outcome 30-day hospital readmission rates T Timeline (optional) Within one-month post-discharge Intervention The intervention is a nurse-led asthma self-management education program delivered to caregivers before hospital discharge. It includes hands-on training in correct inhaler and spacer use, recognition of early asthma symptoms, personalized action plans, trigger avoidance strategies, and follow-up support through phone calls or digital platforms to reinforce learning and ensure adherence. Problem Statement It is not known if the implementation of a nurse-led self-management education program (I) would impact 30-day hospital readmission rates (O) among caregivers of children with asthma (P) within one month post-discharge (T). Criteria Article 1 Article 2 Article 3 Article 4 APA Reference (include the GCU permalink or working link used to access the article) Kassa, E., Kebede, R. A., & Habte, B. M. (2022). Perceptions towards childhood asthma and barriers to its management among patients, caregivers and healthcare providers: a qualitative study from Ethiopia. BMC Pulmonary Medicine, 22(1), 184. https://doi.org/10.1186/s12890-022-01984-2 Ng, J. S. K., Chau, J. P. C., Chan, A. W. K., Lui, J. K. C., & Cheng, J. W. C. H. (2021). A nurse-led web-based home asthma education program for children and their families: A randomized controlled trial. Journal of Pediatric Nursing, 59(1), 158–163. https://doi.org/10.1016/j.pedn.2021.04.014 Radhakrishnan, D., Higginson, A., Thipse, M., Tessier, M., & Radhakrishnan, A. (2022). Optimizing pediatric asthma education using virtual platforms during the COVID-19 pandemic. Allergy, Asthma & Clinical Immunology, 18(1), 72. https://doi.org/10.1186/s13223-022-00713-y Thach, C., Lafont, C., Epaud, R., Tahiri, K., Sauvage, F., Sagorin, V., Sérabian, V., & Delestrain, C. (2024). Effectiveness of pediatric asthma education program in the context of a general hospital in France: A retrospective real-life study. Heliyon, 10(15), e35356. https://doi.org/10.1016/j.heliyon.2024.e35356 Purpose/Aim of Study “The aim of the present study was therefore to explore the perceptions of the children with asthma, their caregivers and their healthcare providers towards asthma and barriers to long term childhood asthma management in an institutional setting in Addis Ababa, Ethiopia.” “This study aims to review existing evidence to allow for the development of a Web-based Home Asthma
Solved! Using a quantitative research article from one of the previous topics, analyze the p-value. What is it? Is it statistically significant? If your p-value is not statistically significant, what is the clinical significance?
Using a quantitative research article from one of the previous topics, analyze the p-value. What is it? Is it statistically significant? If your p-value is not statistically significant, what is the clinical significance? Statistical significance refers to the likelihood that the results of a study are not due to chance, while clinical significance refers to the practical importance of the results in terms of their impact on patient care. In other words, statistical significance is a measure of the strength of the evidence, while clinical significance is a measure of the relevance of the evidence to real-world situations. Using a quantitative research article from one of the previous topics, analyze the p-value. What is it? Is it statistically significant? If your p-value is not statistically significant, what is the clinical significance? Generalizability of research depends on a variety of factors. List three factors of generalizability, and discuss whether this research article is generalizable to the nursing problem you are researching. Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively. Sample Expert Answer As a researcher, it is crucial to understand the difference between statistical significance and clinical significance. Both of these measures have their own applications when interpreting the findings from a study. In the study by Wong and Choi (2023), the researchers wanted to find out whether immersive VR intervention significantly reduced pain and anxiety in pediatric patients undergoing venipuncture. Usually, a p-value less than 0.05 would suggest a statistically significant difference, making the researchers reject the null hypothesis, while one that is higher would imply no significant difference in the variable interaction, making the researchers accept the null hypothesis (Holmberg, 2024). In this study, the p-value for all the measures reported was below .04 against the stated o.05, which shows that there was a statistically significant reduction in both pain and anxiety among pediatric patients who received the immersive VR intervention compared to those who received standard care. The consistently low p-values provide strong evidence that the VR intervention was effective in reducing these outcomes (Wong & Choi, 2023). The study can be considered as clinically significant given the findings that show the efficacy of the proposed intervention in reducing pain among pediatric patients. Its applications are transformative in clinical practice, given their implication on pain reduction, comfort, and overall quality of care among pediatric patients. There are several factors that determine research generalizability, one of the most critical being the sample size. A larger, more diverse sample enhances generalizability, as it represents a wider range of characteristics found in the target population (Kamper, 2020). Another factor is the sample selection methodology, where the more random a sample is, the more generalizable the research findings are as it reduces selection bias and ensures the sample is representative of the larger population. The third factor is external validity of the research; in this case, when the study’s conditions reflect real-world scenarios, they tend to generally have better external validity, thus resulting in more generalizable findings. In the study by Wong and Choi (2023), one of the aspects that could make the research generalizable is the fact that it was a randomized controlled trial, with the randomization reducing the aspect of bias in selecting the sample. The sample size was also ideal, and given that my study is focused on pediatric patients, the sample appears to be adequate. However, the fact that it was conducted in a more controlled environment may limit its external validity, thus affecting its generalizability. References Holmberg, C. (2024). Toward a better understanding of statistical significance and p values in nursing. Nursing Forum, 2024(1), 7263781. https://doi.org/10.1155/2024/7263781 Kamper S. J. (2020). Generalizability: Linking Evidence to Practice. The Journal of Orthopaedic and Sports Physical Therapy, 50(1), 45–46. https://doi.org/10.2519/jospt.2020.0701 Wong, C. L., & Choi, K. C. (2023). Effects of an immersive virtual reality intervention on pain and anxiety among pediatric patients undergoing venipuncture: A randomized clinical trial. JAMA Network Open, 6(2), e230001. https://doi.org/10.1001/jamanetworkopen.2023.0001 Sample Peer Response Hello Linda, In nursing research, distinguishing between statistical significance and clinical significance is essential for understanding the practical implications of study findings. Statistical significance, determined by the p-value, confirms whether a result is likely due to chance, but clinical significance assesses the real-world impact of the intervention on patient outcomes (AbdulRaheem, 2024). The study you selected, from the p-values you shared, demonstrated both statistical significance and clinical significance by showing a 23% reduction in healthcare-associated infections (HAIs), leading to improved patient safety and reduced healthcare costs. Therefore, both statistical and clinical significance are useful in different regards when it comes to interpreting research results. The generalizability of this intervention is strong, as it was conducted in a large, diverse hospital setting and can be applied to other similar healthcare environments. Reference AbdulRaheem, Y. (2024). Statistical significance versus clinical relevance: Key considerations in interpretation medical research data. Indian Journal of Community Medicine: Official Publication of Indian Association of Preventive & Social Medicine, 49(6), 791. https://doi.org/10.4103/ijcm.ijcm_601_2
