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MSN 563 Evidence Based Inquiry for Scholarship and Practice
MSN 563 Evidence Based Inquiry for Scholarship and Practice
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
MSN 563 Evidence Based Inquiry for Scholarship and Practice
Introduction
The purpose of this project is to identify whether implementing substance abuse educational programs can help reduce substance abuse among youths aged 14-22 within one year. An increase in substance abuse and alcohol use among the youth is a global health concern.
This increase is associated with the risk of substance abuse disorders in youths and further public health problems to their families and society (Carter, 2015). Among the youths aged 14-22, there is a risk of poor academic performance, dropping out of school, or even taking longer to complete their studies. The PICOT question for the project seeks to identify the prevalence and patterns of substance use and alcohol use among the youths.
After identifying the situation of the problem, it will determine if introducing educational programs on substance abuse can be an effective intervention to reduce these patterns among youths compared to when there are no such programs. Implementation of the project will take one year to establish if the program leads to positive outcomes.
Therefore, the proposed project will help inform policymakers in the education and health care systems concerning the importance of implementing educational programs on substance abuse to help reduce alcohol use and substance abuse among the youths.
Problem Statement
Numerous studies have shown that adolescents and young adults are at a heightened risk for substance abuse and alcohol use, among other related adverse consequences. The incidence of substance abuse among the youth is alarming, rendering it a significant public health concern.
This problem harms not only the users but also their families and society. Various predisposing factors for substance abuse among the youths include gender, age, family relations and structure, poverty, and drugs affordability and accessibility (Somani & Meghani, 2016).
Substance abuse encompasses misuse of illicit drugs or regular use of those drugs. The most abused drugs include charas, hashish, marijuana, alcohol, tobacco, heroin, and psychotropic drugs. However, alcohol, marijuana, and heroin are among the commonly used globally (Somani & Meghani, 2016).
In particular, substance abuse is incapacitating for young people, and WHO identifies these young people to be aged 10-24 (Somani & Meghani, 2016). Various risk factors influence adolescents’ use of substances and understanding them is crucial to help the community address this problem among the youth.
Thus, educational programs on the effects of substance abuse among the youths can help to reduce such risky behaviors. Therefore, there is potential for numerous questions to arise concerning how prevention of substance abuse can be achieved among the youth. The development of the PICOT question addressed in this project follows the recommended practice of identifying the different aspects of the PICOT question as follows:
P-Youths of ages 14-22 with a history of substance abuse/without a history of substance abuse
I-Behavior Modification through the implementation of educational programs on substance abuse
C-No behavioral modification, that is, no educational programs on substance abuse
O-Reduced substance abuse among youths and improved quality of life
T-One year after implementing the education program on substance abuse
This leads to the formulation of the PICOT question: In youths ages, 14-22 (P), do educational programs on substance abuse (I) compared to no educational programs C) reduce substance abuse (O) within one year (T)? The question targets youths aged 14-22 and will guide in identifying the impact of educational programs on youths about substance abuse.
It will help establish whether such programs increase awareness among youths concerning the side effects of substance abuse, consequently reducing their use. The plan will use a reference group, the control group (no educational program), to compare with the intervention treatment. A reduction in substance abuse among youths in the intervention group compared to the control group will indicate that the intervention is working.
Effectiveness of the intervention means there will be a reduction in substance abuse among the youths if educational programs on substance abuse are implemented within the community or schools. Hence, this problem is worth exploring to identify if increasing youth awareness regarding the consequences of substance abuse helps prevent them from engaging in such risky behaviors.
The proposed project will significantly contribute to clinical practice in the management of substance abuse disorders in youths. It will demonstrate the need to concert efforts towards early identification of substance abuse among youths, coupling it with awareness and prevention programs and regular monitoring of youths’ health. The existing burden and impact of substance abuse in youths makes it essential to identify and implement effective interventions and delivery platforms on enhancing youths’ awareness of substance use and consequences (Das et al., 2016).
The educational programs will help improve their problem-solving skills, social skills, and self- confidence even as they fight these risky behaviors. At the country level, school-based educational programs on substance abuse will address related behaviors among youths in both high school and tertiary institutions. Equally, various educational programs should be implemented via community and health care systems.
The focus of these programs should be targeting modifiable risk factors and promoting protective factors against substance abuse. Healthcare systems and community-based education programs should focus on case finding, referrals, treatment, and risk factor reduction.
In conclusion, substance use among adolescents is alarming, and there is a need for effective interventions for increased awareness, risk factor reduction, and treatment. Educational programs targeted at school, community, health care system, and national levels effectively instill antidrug information coupled with self-management skills, refusal skills, social skills, and problem-solving skills among adolescents.
These skills are helpful to adolescents to self-control themselves from such risk behaviors with a consequent reduction in substance and alcohol use among adolescents.
References
Carter, D. (2015). Drug Use Among Young People. AJN, American Journal of Nursing, 115 (12), 20. https://doi.org/10.1097/01.naj.0000475279.15417.97
Das, J., Salam, R., Arshad, A., & Finkelstein, Y. (2016). Interventions for Adolescent Substance Abuse: An Overview of Systematic Reviews. Journal of Adolescent Health, 59 (4), 61-75. https://doi.org/10.1016/j.jadohealth.2016.06.021
Somani, S., & Meghani, S. (2016). Substance Abuse among youth: A Harsh Reality. Open Access Emergency Medicine, 6 (4). https://doi.org/10.4172/2165-7548.1000330
MSN 563 Evidence Based Inquiry for Scholarship and Practice
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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