Week-2 Capstone

MSNnursing
ATTACHED FILE(S)
Week-2 capstone project “Theoretical Model Framework.”
This Paper is for Family nurse practitioner class
My Paper will be on Use of sertraline versussertraline with CBT (cognitive behavioral therapy) to treat depression in teenagers age 12-1 8 over a 1-year period of time.
Assignment Prompt
Select the specific theoretical framework that you will use with your project (education, leadership or FNP). Describe how the theory that you chose aligns with your capstone project. Include the following information:
Describe the key features of the selected theoretical framework/model. What are its major components?
· Identify specific research approaches appropriate for use with the theoretical model or framework and how it fits with your intended project.
· Does the model lend itself to quantitative or qualitative methods or both?
· What kind of quantitative/qualitative methods would be most appropriate? (Focus groups, interviews, pre/post-tests, record review, survey, etc.)
· Describe how the theoretical framework might be used to evaluate the program/project and critique how well the model fits the program or project.
· What aspects of the model works well and what aspects do not?
· Why?
Expectations
· Due: Monday, 11:59 pm PT
· Length: 3-4 pages not including references
· Citations: Scholarly reference(s) from within the last 5 years.
· Format: APA 7th ed.
· Use the title “Theoretical Model Framework.”
RUBRIC

Criteria

Superior

Above Average

Competent

Below Standard

Far Below Standard

Criterion Score

Objective/Health Care Problem

5 points
Objective is precise, knowledgeable, significant, and distinguished from alternate or opposing options.

4 points
Objective is precise and knowledgeable.

3 points
Objective is acceptable.

2 points
Objective may be unclear or irrelevant.

1 point
Objective is missing.

Score of Objective/Health Care Problem,
/ 5

Scope/Evidence

5 points
Skillfully arranges evidence to setup premise of the issue.
Persuasively builds the case with supportive evidence.
Elaborates on all key points of the issue.

4 points
Clearly sets up premise of the issue.
Persuasively builds the case.
Covers key points of the issue.

3 points
Sets up premise of issue.
Sufficiently persuasive to the case.
Adequate development of key issues.

2 points
Poorly sets up the premise of the issue
Minimally persuasive to the case.
Poor development of key issues.

1 point
No premise set up.
Not persuasive to the case.
Absence of key issues.

Score of Scope/Evidence,
/ 5

Analysis

5 points
Skillful recommendations and/or specific action. Suggested action is reasonable.

4 points
Clear recommendations and/or specific action. Suggested action is reasonable

3 points
Sufficient recommendations and/or specific action. Suggested action is reasonable.

2 points
Vague about specific action.
Action minimally reasonable.

1 point
Absence of specific action.
Action completely unreasonable.

Score of Analysis,
/ 5

Conclusion/Evaluation

5 points
Conclusion is precise, knowledgeable, significant, and distinguished from alternate or opposing options. Skillfully implicates impact on nursing practice, patient safety and healthcare quality.

4 points
Conclusion is precise knowledgeable and significant.
Clearly states impact on nursing practice, patient safety and healthcare quality.

3 points
Conclusion is appropriate.
Provides a basic explanation of the impact on nursing practice, patient safety and healthcare quality.

2 points
Conclusion may be unclear or irrelevant.
Vague references regarding impact.

1 point
Conclusion and/or
impact is missing.

Score of Conclusion/Evaluation,
/ 5

Integration of Knowledge

5 points
Demonstrates understanding and applies concepts learned in the course at a superior level. Concepts are integrated into insights. Provides concluding remarks that show analysis and synthesis of ideas.

4 points
Demonstrates understanding and applies concepts learned in the course. Conclusions are supported in reflection.

3 points
Demonstrates, for the most part, understanding and applies concepts learned in the course. Some of the conclusions, however, are not supported.

2 points
Demonstrates, to a certain extent, understanding and applies some concepts learned in the course.

1 point
Does not demonstrates full understanding of concepts learned in the course.

Score of Integration of Knowledge,
/ 5

Writing Style, Formatting and Conventions

5 points
Appropriate references that support opinions and recommendations. Exceptional writing with no grammar, APA or spelling errors

4 points
Appropriate references that support opinions and recommendations. Excellent writing with minimal grammar, APA or spelling errors

3 points
Appropriate references that support opinions and recommendations. Sufficient writing with minor, APA or spelling errors

2 points
Minimal references and support for opinion on policy and recommendations for changes. Many APA/Grammar and/or spelling errors.

1 point
Opinions and recommendations not well supported, Poor APA/Grammar and /or spelling

Score of Writing Style, Formatting and Conventions,
/ 5
Running head: THEORY LOGIC MODEL FORDEPRESSION TREATMENT USING SERTRALINE AND COGNITIVE BEHAVIORAL THERAPYING IN TEENAGER
2
Running head: THEORY LOGIC MODEL FORDEPRESSION TREATMENT USING SERTRALINE AND COGNITIVE BEHAVIORAL THERAPYING IN TEENAGER
Theory Logic Model forDepression Treatment Using Sertraline and Cognitive Behavioral Therapying in Teenager
Use of sertraline versussertraline with CBT (cognitive behavioral therapy) to treat depression in teenagers age 12-1 8 over a 1-year period of time. – Approved by Dr. Silverman.
Context for the project/program
Depression is a major health concern for teenagers.
The United States Preventive Services Task Force (USPSTF) has recommended the ongoing screening procedure for depression in 12 to 18 years old within the primary care settings (Patra & Kumar, 2022).
First line therapy and only approved antidepressant is Sertraline (SSRI)(Moreland & Bonin, 2021).
Effectiveness of treatment with only sertraline and conjunction with CBT.
Strategies proposed to address the need
Targets the early screening using different tools for teenagers’ depression as recommended by USPSTF for kids between 12-18(Mufson et al., 2022).
Choosing treatment using sertraline or CBT.
Using combination therapy with CBT and sertraline.
It helps meet the goals set by the United States Preventive Services Task Force (USPSTF), which proposes for early screening procedure (Mufson et al., 2022).
Need or Problem to be Addressed using the program
The treatment of depression among teenagers between age 13-19 using Sertraline and sertraline with CBT.
The teenagers’ signs and symptoms of depression. These symptoms tend to be considered the normal part of the growth (Loades et al., 2021).
How to get better outcome weather to use only sertraline or sertraline with CBT.
The Expected Outcomes
The expected outcome is an increase in the number of patients visiting the facility for early screening for depression. And receiving relief from depression using sertraline or sertraline with CBT.
The other expected outcome is a reduction in the rates of teenagers’ depression or symptoms.
Theoretical foundation for depression treatment using sertraline and CBT in teen age 12-18
Factors that will influence the use of strategy
The implementation of the treatment tool for depression to help in the early screening and symptom management process is influenced by several factors:
Such as the level of willingness and cooperation amongst healthcare providers, patients and parents.
Availability of mental health support for in and outpatient mental health need. (Mufson et al., 2022).
The partnership between the primary care practice and the mental health practitioners is also important in more in-depth CBT and treatment hence improving the clinical utility of this recourses.
Evidence-based for the proposed strategies
According to Moreland & Bonin, (2021) Roughly 40 percent of children and adolescents with depressive disorders are not treated in USA
Psychotherapy alone is used most often
Second choice is monotherapy
List use treatment is psychotherapy plus an antidepressant.
The resulting impact of the project if the outcomes are achieved
The program’s effect is the institution of the universal program for depression in teenagers of ages 12to 18 years.
The program will ensure effective implementation and use of the available treatment tools, thus lowering the symptoms and progression of depression.
References
Loades, M. E., Read, R., Smith, L., Higson-Sweeney, N. T., Laffan, A., Stallard, P., … & Crawley, E. (2021). How common are depression and anxiety in adolescents with chronic fatigue syndrome (CFS) and how should we screen for these mental health co-morbidities? A clinical cohort study.European Child & Adolescent Psychiatry,30(11), 1733-1743. https://doi.org/10.1007/s00787-020-01646-w
Moreland,S., & Bonin,D. (2021).UpToDate. UpToDate – Evidence-based Clinical Decision Support | Wolters Kluwer.https://www.uptodate.com/contents/pediatric-unipolar-depression-and-pharmacotherapy-choosing-a-medication
Mufson, L., Morrison, C., Shea, E., Kluisza, L., Robbins, R., Chen, Y., & Mellins, C. A. (2022). Screening for depression with the PHQ-9 in young adults affected by HIV.Journal of Affective Disorders,297, 276-282. https://doi.org/10.1016/j.jad.2021.10.037
Patra, K. P., & Kumar, R. (2021). Screening For Depression and Suicide in Children. InStatPearls [Internet]. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK576416/

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