NU 629 Week 7 Discussion 1: Trauma-Informed Care as Relating to Health Promotion and Disease Prevention

Regis University NU 629 Week 7 Discussion 1: Trauma-Informed Care as Relating to Health Promotion and Disease Prevention– Step-By-Step Guide

This guide will demonstrate how to complete the Regis University NU 629 Week 7 Discussion 1: Trauma-Informed Care as Relating to Health Promotion and Disease Prevention assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NU 629 Week 7 Discussion 1: Trauma-Informed Care as Relating to Health Promotion and Disease Prevention              

Whether one passes or fails an academic assignment such as the Regis University NU 629 Week 7 Discussion 1: Trauma-Informed Care as Relating to Health Promotion and Disease Prevention  depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NU 629 Week 7 Discussion 1: Trauma-Informed Care as Relating to Health Promotion and Disease Prevention              

The introduction for the Regis University NU 629 Week 7 Discussion 1: Trauma-Informed Care as Relating to Health Promotion and Disease Prevention is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NU 629 Week 7 Discussion 1: Trauma-Informed Care as Relating to Health Promotion and Disease Prevention              

After the introduction, move into the main part of the NU 629 Week 7 Discussion 1: Trauma-Informed Care as Relating to Health Promotion and Disease Prevention assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NU 629 Week 7 Discussion 1: Trauma-Informed Care as Relating to Health Promotion and Disease Prevention              

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NU 629 Week 7 Discussion 1: Trauma-Informed Care as Relating to Health Promotion and Disease Prevention              

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NU 629 Week 7 Discussion 1: Trauma-Informed Care as Relating to Health Promotion and Disease Prevention

Definition of Trauma-Informed Care (TIC)

Trauma-informed care (TIC) is a model of care for healthcare professionals in which trauma-inducing events that have occurred in patients’ lives are identified and acknowledged; this information is then used to better understand patients, connect with them, tailor appropriate care plans, and improve patient outcomes (Berg-Poppe et al., 2021). In the pediatric setting, traumatic or negative events that would precede the need for trauma-informed care are usually categorized as adverse childhood experiences (ACE) (Huang et al., 2021).

Stress & Health Relationship

Emotional/mental stress and physical health are inherently intertwined. Stress can contribute to a lack of engagement in health-promoting behaviors (exercise, healthy eating), weight gain, and decreased immune function (Thomas-Davis et al., 2020). In addition, stress (both current and historical), can lead to maladaptive coping mechanisms, depression, anxiety, and issues maintaining relationships (Thomas-Davis et al., 2020). Maslow’s hierarchy of needs illustrates how when patients are experiencing stress and do not feel secure in their current state, they have challenges reaching their full potential in all other areas, which hinders their overall health (Crandall et al., 2020).

APRN Application

As a future pediatric APRN, I will be caring for the vulnerable population of children. I will make a great effort to integrate trauma-informed care into my practice and advocate for it to be commonplace in my organization, like many others are doing in pediatric care (Berg-Poppe et al., 2021). Knowing that adverse childhood experiences (both traumatic and non-traumatic) have such a profound impact on the future mental and physical health of children and adults reiterates the importance of employing trauma-informed care programs into practice as early as possible to assure more sensitive, effective care for our patients (Huang et al., 2021).

References

Berg-Poppe, P., Anis Abdellatif, M., Cerny, S., LaPlante, K., Merrigan, M., & Wesner, C. (2021). Changes in knowledge, beliefs, self-efficacy, and affective commitment to change following trauma-informed care education for pediatric service providers. Psychological Trauma: 

Theory, Research, Practice, and Policy. https://doi.org/10.1037/tra0001083
Crandall, A., Powell, E. A., Bradford, G. C., Magnusson, B. M., Hanson, C. L., Barnes, M. D., Novilla, M. L. B., & Bean, R. A. (2020). Maslow’s hierarchy of needs as a framework for understanding adolescent depressive symptoms over time. Journal of Child & Family Studies, 

29(2), 273–281. https://doi.org/10.1007/s10826-019-01577-4

Huang, Y., Liu, H., & Masum, M. (2021). Adverse childhood experiences and physical and mental health of adults: Assessing the mediating role of cumulative life course poverty. American Journal of Health Promotion, 35(5), 637–647.

Thomas-Davis, A., Bullock, A. P., Hooper, H., & McCluney, M. K. (2020). The effects of stress on first-year graduate students in health professions. Journal of the National Society of Allied Health, 17(1), 56–62.

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Sample Answer 2 for NU 629 Week 7 Discussion 1: Trauma-Informed Care as Relating to Health Promotion and Disease Prevention

A great majority of people in this world have experienced some form of trauma whether it is in their past or recent. Everything we go through in life has an impact on us, either good or bad. The Substance Abuse and Mental Health Services Administration defines trauma as: “an event, series of events, or set of circumstances experienced by an individual as physically or emotionally harmful or life-threatening with lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being” (“Understanding the effects of trauma on health”, 2017). It is estimated that about one in four children experience maltreatment in their life, one in four women experience domestic violence, and one in five women and one in seventy one men experience rape in their life (Tello, 2018).

To further discuss trauma among children, it is estimated that almost half of all American children younger than 18 years old have experienced at least one traumatic event in their life (Forkey et al., 2021). As a pediatric registered nurse, I have had a lot of patients who fear different aspects of their hospital stay whether it is getting stuck with a needle or having a procedure done. I also have had patients who have been physically and sexually assaulted. There really is a lot that happens to people, regardless of age, that we don’t know about until we have to assess them and either find something on them or can interpret that something happened to them based on how they act or what they say. Trauma experienced in childhood has a high risk of causing stress, PTSD, disruptive behaviors, substance abuse, anxiety, and depression (McLaughlin & Lambert, 2017). As a future pediatric nurse practitioner, it will be important to treat all my patients as if something may have happened in their past and has caused them to act the way they are. It’s also important that APRN’s don’t push for information from patients.

References
Forkey, H., Szilagyi, M., Kelly, E. T., & Duffee, J. (2021, August). Trauma-informed care. American Academy of Pediatrics. Retrieved October 12, 2021, from https://pediatrics.aappublications.org/content/148/2/e2021052580.

McLaughlin, K. A., & Lambert, H. K. (2017, April). Child trauma exposure and psychopathology: Mechanisms of risk and resilience. NCBI. Retrieved October 12, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5111863/.

Tello, M. (2018, October 16). Trauma-informed care: What it is, and why it’s important. Harvard Health. Retrieved October 12, 2021, from https://www.health.harvard.edu/blog/trauma-informed-care-what-it-is-and-why-its-important-2018101613562.

Understanding the effects of trauma on health. (2017, June). Retrieved October 12, 2021, from https://www.traumainformedcare.chcs.org/wp-content/uploads/2018/11/Fact-Sheet-Understanding-Effects-of-Trauma.pdf.

Sample Answer 3 for NU 629 Week 7 Discussion 1: Trauma-Informed Care as Relating to Health Promotion and Disease Prevention

I appreciate you sharing your experience as a pediatric RN. You mentioned the topic of domestic violence as well as trauma among children in your post. In exploring the website for trauma-informed care, I came across a section under “resources by topic” and found an implementation tool I thought you would also find informative in lieu of your subject. The toolkit was designed by the National Center on Domestic Violence, Trauma & Mental Health (2018) for organizations serving survivors of domestic and sexual violence and their children. Its implementation of TIC is evident in its development from different perspectives, including those who had survived DV, their advocates, and their clinicians. They focused on the creation of an environment for healing by emphasizing physical and emotional safety, hope, resilience, and relationship through a survivor-defined approach. The toolkit also highlighted organizational infrastructure, staff support, physical environment, the intake process, community partnerships, and feedback/evaluation. 

     On a more personal note, when working with such vulnerable populations who have gone through unimaginable circumstances, it is easy to burn out and lose sight of the role we have as providers. Their trauma becomes shared in a way we can even feel weathered down ourselves. However, there is something worth holding on to- in believing the human capacity to heal. It is our responsibility to help victims acknowledge their strengths that helps build their resiliency. This is especially crucial when women suffering DV relationships have been studied to have lower rated resilience than the rest of the population (Tsirigotis & Luczack, 2018). In addition to implementing toolkits such as these, we should also look inwardly in order to create openness in our relationships and our work so that these individuals can find the hope they may be losing so that they can move forward. 

References  

National Center on Domestic Violence, Trauma & Mental Health. (2018). Tools for transformation: becoming accessible, culturally responsive, and trauma-informed organizations. http://www.nationalcenterdvtraumamh.org/wp-content/uploads/2018/04/NCDVTMH_2018_ToolsforTransformation_WarshawTinnonCave.pdf

Tsirigotis, K. & Łuczak, J. (2018). Resilience in women who experience domestic violence. Psychiatric Quarterly, 89(1), 201–211. https://doi.org/10.1007/s11126-017-9529-4