Evidence Based Assessment Paper

Complete the following table for each of the diseases assigned to you in NFS 715. The purpose of this assignment is to teach you how current research and evidence summaries are used to influence patient care.

Evidence-based practice is extremely important in health care. It is not only important to know how to perform a certain skill, but why it should be done. There needs to be a standard of care and providers need to know the best way of doing things based on evidence. The article mentions that in the 20th century, many medial decisions were made on doctor assessment and preference (Brower, 2017). Many physicians were practicing dramatically different when compared with one another, which led to the realization that changes needed to be made and Evidence-based practice began to develop. Even though Evidence-based practices have been in play for a while, there is a gap between understanding and applying evidence-based

Bradley, S., & Mott, S. (September 2012). Handover: Faster and safer? Australian Journal of Advanced Nursing, 30(1), 23-32.

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

Evidenced-based practice (EBP) originated in Canada from a new form of medical school which was launched during the 1970s at an institution called McMaster University (Hoffmann, Bennett, & Del Mar, 2010). This new medical program was uncommon in a variety of its methods. The primary variation was the abbreviated three year medical program which is very brief in comparison to other medical school framework (Hoffmann, Bennett, & Del Mar, 2010). Instructors conceded that the ideal concept of teaching medical students everything they would possibly need to know in regards to practicing medicine with in this program was an unattainable undertaking (Hoffmann, Bennett, & Del Mar, 2010). In response to this epiphany, instructors at this institution transformed their educational approach and focused on instruction that would provide students with the skills and tools they would need to effectively locate health information while practicing as healthcare professionals (Hoffmann, Bennett, & Del Mar, 2010). This scientific approach to healthcare is now known as evidence-based practice (Hoffmann, Bennett, & Del Mar, 2010). In the past, healthcare practitioners made decisions for patients based on personal and professional experience, hearsay, and lack of scientific evidence (White, 2004). An evidence-based practice links the

How do health care professionals know how to treat patients? The clear answer is that they know due to receiving an extensive education during which they learned all the proper techniques and procedures. However, what isn’t obvious is that all the material they learn and put into practice is based off of research and experience, known as evidence based practice. Evidence based practices are treatments and procedures used by health care professionals that are determined to be successful by evidence such as research.

I have been working in community based services for three years now and one of the topics that I thought would be interesting to research would be the efficiency of evidence based practices within a community setting. I have myself been trained in several evidenced based practices which I have implemented with families. However, it has been a common experience among my colleges that many of these practices do not fit well within CBHI services. I would like to explore the issue and propose date to my field placement on how to better implement these evidenced based mental health practices within the community. I realized that this is a broad topic but I will work on refining this idea as I believe it will be valuable for my clients.

Behavioral inhibition in children is often linked to the development of social anxiety disorders because it encompasses the likelihood of a child experiencing distress and withdrawal from unfamiliar situations and various stimuli. However, several researchers have indicated that assisting the children to become confident in social environments can become helpful in ensuring they get over the condition. Children with this condition are said to feel anxious and fearful when around strange people, environs, or even situations, hence withdrawing. In fact, they can also stop what they were doing once they notice that they are in an unfamiliar position. Whereas it is observed that some of the children continue to exhibit steady behavioral inhibition, some show more different tendencies as they grow up into adulthood (Frenkel et al., 2015).

Conduct disorder (CD) represents one of the most disruptive behavior disorders of childhood.(1) CD continuos to be the predominant juvenile disorder seen in mental health and community clinics, and is of great concern because of its high degree of impairment and poor diagnosis. (2) It is characterized by a persistent and repetitive pattern of aggression, non-complaint, intrusive, and poorly self controlled behaviors that violate either rights of others or norms of society. These behaviors have a significant impact on the daily functioning of the child or adolescents and on their parents. (3,4). The prevalence of CD varied widely between as low as 1 % to as high as 16 % among children and adolescents. (5) These disparities are more likely due

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

Conduct Disorder is a severe mental health problem for several reasons. First, it involves aggression, criminal behavior, and it is associated with social, emotional, and academic problems. For example, CD often leads a child to be rejected by his or her peers and to be suspended or expelled from school (Frick, 2016). Children and adolescence with CD have problems with mental health, drug and alcohol abuse, health concerns, legal problems, attaining education, and social issues in adolescence and adulthood. Given the seriousness of CD, a significant amount of research has been put forth to shed light on the causes of CD. This research has discovered numerous factors that can place a child at risk for CD. These risk factors include neurochemical and autonomic irregularities, neurocognitive deficits, processing of social information, temperamental and personality predispositions. Additional, risk factors include prenatal exposure to toxins, ineffective discipline, association with deviant peers, and exposure to violence(Justin et al. 2013).

If you are working in a treatment program within an agency tailored toward transitional housing and you notice that your clients are dual diagnosed a question could be “what is the best intervention for a veteran who suffers from both substance abuse and PTSD?

A child psychiatrist or a qualified mental health professional usually takes the observations of parents and teachers into consideration before making a diagnoses of conduct disorders in children and adolescents. According to Parent—Child Interaction and Conduct Disorder, “ a detailed history of the child's behavior from parents and teachers, observations of the child's behavior, and, sometimes, psychological testing contribute to the diagnosis” (Gardner, 1992). Overall, as with many mental health illnesses, researchers believe that a long, random, sequenced list of experiences occur in the development of conduct disorder. As this paper points out, this sequence may start with academic failure, unsuccessful parenting practices, and poor social

Evidence Based Practice (EBP) is the process nurses use to conduct research and find recent and credible evidence to support best practice (McCutcheon, 2009). The process of EBP will be applied to the case study about a nurse who did not use EBP in her nursing process. This is important because providing EBP is a core philosophy in the ANMC competency standards for the registered nurse (The Nursing and Midwifery Board of Australia, 2016). The report will on build assignment one where a problem was identified and an answerable question was created and apply the remaining steps in the EBP process. These steps include locating the best evidence to answer the question, appraising it, and provide a summary of best practice (Johnson, 2008).

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