A football is kicked vertically upward from the ground and a student gazing out of the window sees it moving upward past her at 5.00 m/s. The window is 10.0 m above the ground.a. how high does the ball go above the ground?b. how long does it take to go from a height of 10m to its highest point?c. find its velocity and acceleration 1/2s after it left the ground.

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This week’s graded topics relate to the following Course Outcomes (COs).

• CO 2: Apply research principles to the interpretation of the content of published research studies. (PO 4 & 8)
• CO 5: Recognize the role of research findings in evidence-based practice. (PO 7 & 8)

Discussion

Data analysis is key for discovering credible findings from implementing nursing studies. Discussion and conclusions can be made about the meaning of the findings from the data analysis.

• Share what you learned about descriptive analysis (statistics), inferential analysis (statistics), and qualitative analysis of data; include something that you learned that was interesting to you and your thoughts on why data analysis is necessary for discovering credible findings for nursing.
• Compare clinical significance and statistical significance; include which one is more meaningful to you when considering application of findings to nursing practice.

Professor’s comment: Hello Class,Welcome to week 6! In this thread, I ask that you discuss the differences between clinical significance vs.statistical significance and descriptive statistics vs. inferential statistics. What are some examples of these and when it comes to significance, is one more meaningful than the other?

This week, we also discuss the 4 basic rules of understanding results. These are helpful to think about once you have completed this class.

In this thread we will work toward the following Course Outcomes:

• Apply research principles to the interpretation of the content of published research studies
• Examine the sources of evidence that contribute to professional nursing practice.

I look forward to your posts! Paula

references: Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Burlington, MA: Jones & Bartlett Learning.

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

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 I NEED A POSITIVE COMMENT BASED IN THIS ARGUMENT. BETWEEN 250-300 WORDS

According to WebMD (2017) depression in children is a serious mood disorder that takes joy from the child’s life. Depression is caused by a chemical imbalance in the brain. Although it is normal for a child to be moody and sad at times, it is not normal for a child to experience these symptoms on a regular basis. If these symptoms last for weeks to months it is referred as depression.

As many as 2 out of 100 young children and 8 out of 100 teens have serious depression. Depression ranges from mild to severe. Depression can be caused by stressful events such as the loss of a loved one, going through divorce, changing of school, and can also be inherited. Symptoms of depression includes loss or gain of appetite, sleeping disturbances, irritability, difficult concentrating, loss of interest in things or activities, and the frequent thoughts about death or suicide. Teens can become overwhelmed with the pressure brought upon by parents or peers. Teens transition between being a child and becoming independent can cause increase stress which can lead to depression. Teens begin to become more independent and are pressured in making many decisions that perhaps they are not ready for (WebMD, 2017).

There are primary, secondary, and tertiary prevention for depression. Primary prevention consist of parents and caregivers interaction with children/teens. Parents need to give their child the time to talk to them and make them feel supported and loved. Creating bonds with children will allow for them to express their feelings and concerns. Secondary prevention consist of seeking help when signs and symptoms or concerns are noted. Physical exams or doctors appointments are a great way of seeking help. Physicians are able to complete a depression questioner and are more likely to notice depression. Schools also have counseling services available if needed. Tertiary prevention may consist of hospital care and the use of medication for severe forms of depression. There are counseling services and rehabilitation centers available to treat depression (Web MD, 2017).

Children/teens need to known that they are not alone. They need to know that there is help out there. Families need to be taught about signs and symptoms and places they can turn to get help. There are a couple organizations and facilities available. Organizations such as Healthy Children organization www.healthychildren.org. There is help available through National Suicide Prevention lifeline U.S. In Fresno, CA help is available through Fresno Alpha Behavioral Counseli http://www.abccentric.com/wordpress/

Nurses need to be familiar with resources available in the communities so they can refer their patients if needed. Nurses can help educate children and their families about depression All families should be aware of this problem as well as the resources available. Depression can lead to suicide if not corrected. Let’s all take a stand to protect our children.

References

WebMD. (2017). Depression in Children and Teens – Topic overview. Retrieved from http://www.webmd.com/depression/te/depression-in-childhood-and-adolescence-topic-overview#1

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For me, the nursing theories topic was a highlight for me in this course. The topic shed so much light on the nursing practice and it enlightened me. The topic provided the basics of nursing practice, helped to generate additional knowledge and point out in which way nursing is supposed to develop in the coming days. The theories have described, predicted and explained the experience of nursing. The topic helped me to decide what I know and what I need to know. The topic also helped to differentiate what should form the base of practice by openly describing nursing practice.

The nursing theory that I believe will be most relevant to your current practice and future career as an advanced practice nurse is self-care deficit nursing theory by Dorothea Orem which specifies that as nurses, it is very important to think about the health status of us and also that of the relatives they have. A lot of the nurses do not consider this as they are paying attention to providing healthcare services to other patients and therefore forget to offer themselves better care (Masters, 2015). As a lover of nursing, I am quite sure that my service to patients will come naturally without a lot of strife and therefore I will practice them without a problem. However, the self-care deficit theory stood out for me since I thought that I would fall into the trap of concentrating too much on the patients and forgetting about myself and my relatives and friends.

References

Masters, K. (2015). Nursing Theories: A Framework for Professional Practice. (2nd Ed.). Burlington, Massachusetts. Jones & Bartlett Learning

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Occupational Stressors, Stress Perception Levels, and Coping Styles of Medical Surgical RNs A Generational Perspective

Nada Wakim, PhD, RN, NE-BC

OBJECTIVE: The purpose of this study was to compare the occupational stressors, the perceived stress levels, and coping styles of 3 generations of medicalsurgical (MS) nurses.

BACKGROUND: The literature supports that the nurse’s role is stressful based on a variety of factors including physical labor, human suffering, work hours, staffing, and interpersonal relationships. Data indicate that there are generational differences in the response to stress. The 3 predominant nursing generations coexisting in the nursing workforce add to the complexity of the recognition and coping skills to address stress.

METHODS: A correlational design was used. A convenience sample of MS nurses participated in this study by completing 4 questionnaires.

RESULTS: Occupational stressors were found to be significant predictors for perceived stress among all generations of nurses in this sample. Also, the higher the level of stress perception among nurses, the higher the use of coping behaviors. Generation Y reported a higher level of perceived stress and higher use of escape avoidance coping behaviors, while baby boomers reported higher use of self-controlling coping behaviors. CONCLUSIONS:

By identifying the needs of each of the generational cohorts, nurse leaders, nurse educators, and policy makers can better assist the nursing workforce to remain at the bedside, improve patient outcomes, and maintain a positive work environment.

The nature and scope of stress and the effects on the generations of nurses in the workforce are unclear. Each generation possesses unique characteristics, values, and traits based on multiple variables.1 Currently, at least 3 nursing generations interact at the workplace. The generational values and ethics of these 3 cohorts of nurses result in differences in terms of work satisfaction and stress perception.1 Lack of understanding of the differences in the perception and handling of stress increases turnover, attrition, and nursing shortage.2 Data demonstrate clear relationships between increases in these areas related to nursing satisfaction1 and patient outcomes.1 Findings from this study will inform nurse leaders who are working with these generations.

Background:

Occupational stress negatively affects the nature of the caring relationship and healing environment, interfering with the nurse’s ability to observe, listen to, understand, and know the patient.2 The distraction and impact of occupational stress result in fewer opportunities for nurses to focus on patient’s safety, patient care, and optimal outcomes.2 Good stress management including the use of evidence-based coping skills has important implications for nurse retention, nursing satisfaction, and career longevity.2 Each of these areas is an important key indicator of optimal work environments and thus important for nurse leaders.

Occupational Stress:

Occupational stress affects individuals differently based on perceptions and personal characteristics.3 The way a stressful event is perceived is dependent on the individual’s characteristics and resiliency.3 Occupational stress creates a challenge in the nursing profession, given that our work is stressful. The handling and support of coping skills are an additional challenge for nurses because several generations work in concert to care for patients. The coexistence of at least 3 predominant generations in nursing has been reported to lead to intergenerational conflict in the workplace.3

To characterize the differences, baby boomers (born 1943-1960) are reportedly committed to their employer and enjoy meaningful work.1 Currently, baby boomers constitute 28% of the nursing workforce.4 Generation (Gen) Xers (born 1960-1981) view work as a job and believe that it is optimal to balance work and leisure.1 Gen Xers constitute 10% to 15% of the current nursing workforce.4 The literature reports that Gen Y or Millennials (born 1981-2003), which represent 12% of the US workforce,5 want flexible working arrangements and to achieve a work-life balance.1 These descriptors suggest differing views on values, work ethics, authority, and stress.1

Many studies have addressed occupational stress among nursing specialties (critical care and labor and delivery) and healthcare settings (acute care hospitals, long-term-care facilities, and nursing homes). Studies have frequently explored the relationship between stress and external variables such as shift length, gender differences, personal characteristics, family obligations, and work relationships. No studies have compared occupational stress among the 3 generations and in particular in the medical-surgical (MS) nurses. About the Study The purpose of this descriptive correlational study was to measure and compare the occupational stressors, the perceived stress levels, and coping styles among baby boomer, Gen X, and Gen Y MS nurses at 1 hospital.

Research Questions:

Research question 1: Will the variables of event (stressors) and personal characteristics (age, years of experience, educational level) be predictive of the appraisal of the event (stress perception)?

Hypothesis 1: Stressors, age, years of experience, and educational level, uniquely and as a linear composite, will be predictive of stress perception among MS nurses.

Research question 2: Will the appraisal of the event (stress perception) be positively correlated with the event outcome (coping)?

Hypothesis 2: Stress perception will be positively related to coping among MS nurses.

Research question 3: Will age cohort significantly affect perceived stress levels?

Hypothesis 3: The mean scores for perceived stress will positively differ significantly between age cohort groups of MS nurses.

Research question 4: Will age cohort significantly affect coping?

Hypothesis 4: The mean scores for coping will positively differ significantly between age cohort groups of MS nurses.

Theoretical Framework:

The stress and coping theory of Folkman and Lazarus6 was used as the framework for this study. The theory of stress and coping provides a testable model for understanding occupational stress among the 3 targeted nursing generations by 1st determining which antecedent variables explain stress appraisal as a loss/harm, challenge, or threat; then examining whether the primary appraisal and secondary appraisal are different from 1 generation to the next; and finally, determining the types of coping or the coping strategies characteristic of each generational cohort.

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