Benchmark – Human Experience Across the Health-Illness Continuum
View RubricDue Date: Apr 07, 2019 23:59:59       Max Points: 100

Details:

The benchmark assesses the following competency:

Benchmark: 5.1. Understand the human experience across the health-illness continuum.

Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:

1. Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
2. Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.
3. Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark – Human Experience Across the Health-Illness Continuum

1
Unsatisfactory
0.00%

2
Less than Satisfactory
75.00%

3
Satisfactory
79.00%

4
Good
89.00%

5
Excellent
100.00%

80.0 %Content

30.0 %Health-Illness Importance to Health and Patient Care (Benchmarked: 5.1. Understand the human experience across the health-illness continuum.)

A discussion on the importance of the health-illness continuum is not presented.

A partial summary on the importance of the health-illness continuum is presented. The summary does not fully include the relation of the continuum to health and the human experience in patient care. There are significant inaccuracies. More evidence or information is needed.

A general discussion on the importance of the health-illness in relation to health and the human experience in patient care is presented. The discussion generally establishes that the health-illness continuum is important to patient care. There are some inaccuracies. More information or rationale is needed.

A discussion on the importance of the health-illness in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Some rationale is needed for clarity.

A discussion on the importance of the health-illness continuum in relation to health and the human experience in patient care is presented. The discussion demonstrates that the health-illness continuum is important to patient care. Strong rationale is offered for support.

30.0 %Refection on Personal State of Health and the Health Illness Continuum

Reflection on personal overall state of health is omitted.

A partial summary of personal overall state of health is included. The summary is not informative. Behaviors supporting or detracting from health and well-being are omitted or incomplete.

A general discussion of personal overall state of health is included. Overall the discussion demonstrates some insight into some behaviors supporting or detracting from health and well-being. The author does not clearly establish where personal health falls on the health-illness continuum.

A discussion of personal state of health is included. The discussion demonstrates personal insight into overall behaviors supporting or detracting from health and well-being. The author establishes where personal health falls on the health-illness continuum.

A well-developed discussion of personal state of health is included. The discussion demonstrates strong personal insight into behaviors supporting or detracting from health and well-being. The author clearly establishes where personal health falls on the health-illness continuum.

20.0 %Resources Supporting Wellness

Options and resources available to help the author move toward wellness on the health-illness continuum are omitted.

Partial options and resources available that would help the author move toward wellness on the health-illness continuum are presented. It is unclear how this will assist in moving the author toward wellness.

General options and resources available that would help the author move toward wellness on the health-illness continuum are presented. More information is needed to establish how this will assist in moving the author toward wellness.

Options and resources available that would reasonably help the author move toward wellness on the health-illness continuum are presented. The author establishes how these resources will assist in moving toward wellness.

Options and resources available that would be extremely helpful to help the author move toward wellness on the health-illness continuum are presented. The author clearly establishes how these will assist in moving toward wellness. Insight into wellness as it pertains to the health illness continuum is demonstrated.

15.0 %Organization and Effectiveness

5.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed or vague. Purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

15.0 %Organization and Effectiveness

5.0 %Argument Logic and Construction

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

15.0 %Organization and Effectiveness

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

5.0 %Format

2.0 %Paper Format (use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

100 %Total Weightage

1

The measure of variability that takes into account all score values is the:

A)Range

B)Median

C)Mean

D)Standard deviation

_______________

2

The mode is an index of:

A)Bivariate relationships

B)Central tendency

C)Skewness

D)Variability

_______________________

3

Which level of measurement permits the researcher to add, subtract, multiply, and divide?

A)Nominal

B)Ordinal

C)Interval

D)Ratio

______________________

4

Which of the following is not a process that plays a role in qualitative analysis?

A)Comprehending

B)Attributing

C)Synthesizing

D)Theorizing

_________________

5

The first major step that a researcher must undertake in a qualitative analysis is:

A)A search for major themes

B) Entering information into files

C)The use of quasi-statistics

D)Developing a system for organizing and indexing the data

________________

SBIRT: Screening, Brief Intervention, and Referral to Treatment Presentation Guidelines

09/01/2018

Purpose

Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence-based practice intervention used to identify, reduce, and prevent problematic use, abuse, and dependence on substances such as tobacco, alcohol and illicit drugs. The SBIRT model was incited by an Institute of Medicine (IOM) recommendation that called for community-based screening for health risk behaviors. The purpose of this assignment is to integrate SBIRT into nursing practice to help stimulate positive change at the individual and population focused level of care.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes (COs).

· CO3: Plan prevention and population-focused interventions for vulnerable populations using professional clinical judgment and evidence-based practice. (PO 4, 8)

· CO4: Evaluate the delivery of care for individuals, families, aggregates, and communities based on theories and principles of nursing and related disciplines. (PO1)

Due Date

Submit your completed SBIRT presentation by 11:59 p.m. MT Sunday of Week 6.

Points: 225 points

Background information

SBIRT consists of three major components.

1. Screening—A healthcare professional assesses a patient for concerning behaviors using standardized screening tools. Screening can occur in any healthcare setting.

2. Brief Intervention—A healthcare professional engages a patient in a short conversation, providing feedback and advice regarding concerning behaviors.

3. Referral to Treatment—A healthcare professional provides a referral to resources and/or treatment options and additional services available (Substance Abuse and Mental Health Services Administration [SAMHSA], n.d.)

Directions

1. Prior to starting the presentation, you are to read the assigned training.

SBIRT Education. (n.d.). Overview of screening, assessment and brief intervention: a nursing response to the full spectrum of substance use. Retrieved from https://hospitalsbirt.webs.com/nursingsbirt.htm (Links to an external site.)Links to an external site.

o Choose “Watch On Demand Recording”

§ Start at minute 9:08/slide 12, end at 1hr 27 sec. (slide 80)

Or you may go directly to the YouTube video:

SBIRT Education. (2015, May 10). Overview of SBIRT: a nursing response to the full spectrum of substance use [Video File]. Retrieved from Overview of SBIRT: A Nursing Response to the Full Spectrum of Substance Use (Links to an external site.)Links to an external site.Overview of SBIRT: A Nursing Response to the Full Spectrum of Substance Use

Use this BNI checklist for the role play at the end: BNI Checklist (Links to an external site.)Links to an external site. SBIRT Education. (n.d.). Brief negotiated interview checklist [PDF Document]. Retrieved from https://hospitalsbirt.webs.com/nursingsbirt.htm (Links to an external site.)Links to an external site. You are encouraged to review the assignment tutorial found at the end of the Academic Integrity Reminder.

2. Next, choose one addiction or problem to focus on for this assignment from the options below.

o Alcohol

o Drug use (addictive prescription or illicit)

§ You must be specific to which drug you are choosing

3. You are required to use one of the problems listed above. Assignments that do not follow the current guidelines or use the required forms or templates will be evaluated for evidence of an academic integrity violation. After the due date, there will be no opportunity for revision or resubmission of assignments that have been uploaded to the submission area. It is your responsibility to submit the correct assignment to the correct submission area.

4. After you have chosen the addiction/problem, you are to research SBIRT training specific to that problem/addition. Before starting to work on the presentation, it is vital you understand how SBIRT is used with that particular addiction/problem. You must find at least two scholarly resources (other than readings assigned in the course) and one video resource. Search YouTube for one SBIRT training video from a reputable source that shows a provider using SBIRT with a patient. Watch this video so that you understand the steps of SBIRT.

5. You may choose to complete this assignment as a PowerPoint poster or PowerPoint multiple slide presentation. Download the SBIRT PowerPoint poster (Links to an external site.)Links to an external site.or slide presentation template (Links to an external site.)Links to an external site..

6. Submit the completed PowerPoint poster or slide presentation by Sunday, 11:59 p.m. MT at the end of Week 6.

7. Length: The poster should be one page with all boxes on template complete. The slide presentation should be no more than twelve slides, not including the title and references slides.

Guidelines

Below are the requirements needed for successful completion of the SBIRT: Screening, Brief Intervention, and Referral to Treatment presentation.

1. Introduction to the problem and/or addiction: Clearly identify the problem, and discuss specific statistics from your community related to this problem. You may use city or county data. For example, if you choose a specific drug, you should find the drug use rate in your city or county.

2. Problem description: Utilize one scholarly reference (not assigned in this course) to describe this problem/addiction. Discuss reasons why this may be a problem in your community. Cite all sources.

3. SBIRT description: Utilize at least one scholarly reference different from the one selected for the problem description above, and not assigned in this course, to describe how SBIRT is used with this specific addiction/problem. Identify specific steps and questions that are used.

4. Video: Locate and describe at least one video that demonstrates SBIRT related to the addiction you chose.

5. Citation: Cite all sources.

6. Community resources: Describe at least two available community resources to which you may refer people who have this problem or an increased potential for acquiring this problem. You are to provide the names of these resources and brief descriptions. You may use online resources if community resources are not available.

7. Conclusion/future implications for nursing: Provide a summary of your findings. Discuss the use of SBIRT in nursing practice.

8. References: Provide all references for all sources utilized. Use APA format, however, a hanging indent is not necessary.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this presentation.

· Review directions thoroughly.

· We recommend that you use one of the linked templates. Replace the placeholder text with your own content. Use a black or colored font that is easy to read.

· Be creative. You may choose a design (from design tab) to enhance visual appeal.

· Incorporate graphics, clip art, or photographs to increase interest.

· Use short bullet points and large font for easier reading. For PowerPoint slides, use no more than eight lines per slide and no more than eight words per line.

· Do not use the notes are in the PowerPoint format (they are not visible in Canvas-Speedgrader)

Screening, Brief Intervention· Cite all sources within the slides or poster with (author, year) as well as on the Reference slide or section.

· Proofread prior to final submission.

· Spell check for spelling and grammar errors prior to final submission.

Reference

Substance Abuse and Mental Health Services Administration (SAMHSA). (n.d.). SBIRT: Screening, Brief Intervention, and Referral to Treatment.

**Academic Integrity Reminder**

College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.

Indication

Select a nursing research article from the list below that includes a theoretical or conceptual framework and the exploration of a clinical problem. Identify the nursing research article components using the Week 5 research template.

(All articles are available in the South University Online Library.)

Emotional Work and Diversity in Clinical Placements of Nursing Students 

Nurses’ Preparedness and Perceived Competence in Managing Disasters

The Lived Experiences of People with Chronic Obstructive Pulmonary Disease: A Phenomenological Study

Effects of Multivitamin Supplements on Cognitive Function, Serum Homocysteine Level, and Depression of Korean Older Adults with Mild Cognitive Impairment in Care Facilities

The template will be evaluated on the effectiveness of the discussion of the following components. If a component is not present in the article, its absence should be discussed.

• Identify the research problem.
• Identify the research purpose.
• Summarize the review of literature.
• Identify the nursing framework or theoretical perspective.
• Identify the research questions and hypotheses.
• Identify the variables.
• Identify and discuss the appropriateness of the design.
• Discusses the validity and reliability of the instruments, tools, or surveys.
• Discuss the significance of the study. Did it resolve the question?
• Discuss the legal and ethical issues of the study. Include the use of human subjects and their protection.
• Describe any cultural aspects of the study.
• Describe the final sample.
• Describe the procedures for data collection.
• Summarize the results including statistical analysis used or other method of analysis.
• Describe how the results of the research may impact future nursing practice.
• Apply the research to the student’s nursing practice.
• NOTE: If a component is absent, student receives a zero for that component.