Week 5 Discussion: Assessing for Family Violence (graded)

Chamberlain University Week 5 Discussion: Assessing for Family Violence (graded)-Step-By-Step Guide

This guide will demonstrate how to complete the Chamberlain University Week 5 Discussion: Assessing for Family Violence (graded) 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 Week 5 Discussion: Assessing for Family Violence (graded)                     

Whether one passes or fails an academic assignment such as the Chamberlain University Week 5 Discussion: Assessing for Family Violence (graded) 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 Week 5 Discussion: Assessing for Family Violence (graded)                     

The introduction for the Chamberlain University Week 5 Discussion: Assessing for Family Violence (graded) 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 Week 5 Discussion: Assessing for Family Violence (graded)                     

After the introduction, move into the main part of the Week 5 Discussion: Assessing for Family Violence (graded) 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 Week 5 Discussion: Assessing for Family Violence (graded)                     

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 Week 5 Discussion: Assessing for Family Violence (graded)                     

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 Week 5 Discussion: Assessing for Family Violence (graded) Included After Question

Discussion

A 10-year-old child named Elizabeth is brought into the emergency department by her mother. The mother appears anxious but sits quietly next to her daughter in the waiting room. When called into the triage area, the mother gives a history of coming home from work to find Elizabeth sitting on the couch watching television. Elizabeth did not go to the door to greet her or look toward her when she said hello. The mother thought the daughter’s behavior was odd because she always greeted her at the door with a hug. As she approached Elizabeth, she noticed that she was clutching her right arm as if in pain. The mother asked what was wrong, but Elizabeth remained silent. Then she said “Nothing is wrong.” The father is sleeping upstairs. The mother gives a family history of having an alcoholic husband who usually drinks himself to sleep. She said he has abused Elizabeth physically and psychologically in the past, and she brought her to the emergency room because she fears he has hurt her. When Elizabeth is asked about the abuse she appears scared, insecure, and withdrawn.

1. What considerations should be made by the nurse, to provide a physically and emotionally safe environment for the interview and assessment of this client who has experienced domestic abuse?
2. In your response, include some special considerations that should be taken when interviewing a child.

A Sample Answer for the Assignment: Week 5 Discussion: Assessing for Family Violence (graded)

Title: Week 5 Discussion: Assessing for Family Violence (graded)

Weber states, the long-term consequences of child abuse and neglect, according to the Child Welfare Information Gateway (2013a), include: Physical: emotional conditions such as chronic fear, hypervigilance, impulsivity, psychological: isolation, fear, and an inability to trust—can translate into lifelong psychological consequences, including low self-esteem, depression, and relationship difficulties; behavioral: adolescent issues such as grade repetition, substance abuse, delinquency, truancy, or pregnancy, and sexual risk-taking; greater likelihood of being raped in adulthood; correlation with juvenile delinquency and adult criminality; abuse of alcohol and other drugs; greater likelihood to become abusive parents. (Page 163). Our goals as nurses are to assess immediately assess and detect abuse and refer to child protective service for close monitoring and removal from harmful situations of abuse. There are communicative approaches to use with Elizabeth who is only ten, and ongoing through the developmental stage of industry versus inferiority-task at this stage are developing social, physical, and learning skills with successful competence; therefore an unsuccessful result to Elizabeth’s situation is sense of inferiority; difficulty learning and working (Silvestri pg. 258).

Elizabeth needs to first be in a comfortable setting with the nurse and mother. Elizabeth’s mother is initially invited to demonstrate to Elizabeth the nurse’s purpose of interviewing her is not for intimidation or to elevate the stress. Simple questions through a physical assessment will be conducted to Elizabeth, and engage in conversations that encourage thinking, providing reassurance to help alleviate fears and anxieties, using clear terms, patience by the nurse to allow time for composure and privacy, and using photographs, books, dolls, and even videos to demonstrate and explore Elizabeth’s situation ( Silvestri 267). Thereafter of the physical assessment, the mother will be kindly asked to provide Elizabeth privacy, and assure the mother her child is safe, and the interview will stop at any point Elizabeth expresses so. With all these communication approaches, the nurse allows Elizabeth to be in a mental state to freely speak, where the nurse and Elizabeth find a trusting rapport, and the nurse is assessing within the trust. This approach can assist in intervening this potential psychological and physical abuse by Elizabeth’s father.

In the article of the Scandinavian Journal of Primary Health Care, it states from a database with general physicians reporting suspected abuse cases from that gut feeling “all groups discussed the gut feeling described as there is something wrong here and considered it a valuable diagnostic tool. In such cases, GPs got an uneasy feeling, while listening to complaints or observing a child, which put them on the alert. An odd symptom or unusual behaviour, such as a child behaving like ‘an unguided missile in my office’ [FG4,1] and the intimidating reaction of its parents might make GPs think there is something wrong.” (117).

References:

Stolper, Erik; Verdenius, Jan Paul; Dinant, Geert-Jan; van de Wiel, Margje June 2020. Scandinavian Journal of Primary Health Care. GPs’ suspicion of child abuse: how does it arise and what is the follow-up? 38(2): 117-123. (7p)

https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=144636703&site=eds-live&scope=siteLinks to an external site.

 Silvestri, Linda Anne. (2011) Saunders comprehensive review for the NCLEX-RN examination /St. Louis, Mo.: Elsevier/Saunders

Weber, J.R. & Kelley, J.H. (2018). Health assessment in nursing (6th ed.). Wolters Kluwer.

5. Grading Rubric

Discussion Criteria	 A (100%) Outstanding or highest level of performance 	B (87%) Very good or high level of performance	C (76%) Competent or satisfactory level of performance	F (0) Poor or failing or unsatisfactory level of performance
Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points	Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.16 points	Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.14 points	Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.12 points	Minimally addresses the initial discussion question(s) or does not address the initial question(s).0 points
Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points	Integrates evidence to support your discussion from:assigned readings** OR online lessons, ANDat least one outside scholarly source.***Sources are credited.*12 points	Integrates evidence to support discussion from:assigned readings OR online lesson.Sources are credited.*10 points	Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.Sources are credited.*9 points	Does not integrate any evidence.0 points
Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points	Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.14 points	Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.12 points	Responds to a classmate and/or instructor but does not further the discussion.10 points	No response post to another student or instructor.0 points
Communicates in a professional manner. 8 points	Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).8 points	Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).7 points	Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).6 points	Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).0 points
PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T.	0 points lostStudent posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.		-5 pointsStudent does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.
PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days.	0 points lostPosts in the discussion at least three times AND on two different days.		-5 pointsPosts fewer than three times OR does not participate on at least two different days.