Research for evidence based practice

ResearchforEvidenceBasedPractic2.docx

Research for Evidence Based Practice

Read a selection of your colleagues’ responses and respond to two of your colleagues in one or more of the following ways:

· Ask a probing question, substantiated with additional background information, evidence, or research.

· Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

· Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

· Validate an idea with your own experience and additional research.

· Suggest an alternative perspective based on additional evidence drawn from readings or after synthesizing multiple postings.

· Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

PEER 1

Okikiola Oluwabunmi Ogunbunmi

Topic Selected for the Discussion

The adoption of Evidence-Based Practice (EBP) is a complex process that entails behavioral change by healthcare professionals as well as changes in the entail healthcare system. However, its application has been recognized worldwide that it improves the healthcare serviced, as it increases the quality care and reduces hospital costs (Pitsillidou et al., 2021b). There are many factors affecting and limiting the implementation of EBP in the healthcare. One of the main factors affecting the healthcare system and the implementation of EBP is nursing shortage. More specifically, research has shown that factors limiting the extent of EBP include lack of knowledge and skills, insufficient time to find research reports, difficulty in understanding research reports, lack of resources, limited support, lack of financial, material, and human resources and inadequate training in research methods (Pitsillidou et al., 2021c).

Sample in the Study

According to Pitsillidou et al. (2021b), the study sample consisted of all registered nurses from all age groups and of any positional post, working with all public hospitals of Cyprus in secondary and tertiary care units (N=1613).

Data Source

Information was gathered using the Barrier Scale tool and a self-reporting questionnaire. The questionnaire also focused on the sociodemographic characteristics of the participants. It included questions about the age, years of experience, gender, academic qualifications, office, education, and workplace. Data was also collected within four months from April 2018 to July 2018 with the use of random stratified sampling. Even though a consent was sent out and signed by participants, the survey was picked up anonymously according to Pitsillidou et al. (2021b). With random stratified sampling it saves expenses and a more reliable source for sampling.

Inferential Statistics

Inferential statistics are often used to compare the differences between the treatment groups. Inferential statistics use measurements from the sample of subjects in the experiment to compare the treatment groups and generalize about the larger population of subjects (Kalish & Thevenow-Harrison, 2014). The survey included 302 nurses, of which 218 (72.2%) were women and 84 (27.8%) were men. Furthermore, 21.5% of the respondents were in the age group of 20-29 years, 28.5% were in the age group of 30-39 years, 36.4% were in the age group of 40-49 years, and 13.6% were 50 years old or above. With regard to education level, 115 participants (38.1%) held a master’s degree, and three participants (1%) had a doctorate. Additionally, 26 participants (8.6%) held the position of a head nursing officer (Pitsillidou et al., 2021b).

Associated Findings

The MANOVA Analysis showed that there is a correlation between gender and the level of barriers perceived by nurses, as well as between nurses’ education level and their perception of barriers. The follow-up analysis showed that of the four barriers, gender appeared to be associated only with the “adoption” factor that men. Additionally, the follow up analysis also indicated that the education level is specifically related to the agency factor, where nurses with a diploma or degree reported higher level of barrier than nurses with a master’s degree or Ph.D. (Pitsillidou et al., 2021b).

Purpose and Value of the Research

The purpose of this study was to identify the factors that influence the implementation of EBP and to investigate whether and how these factors correlate with nurses’ socio-demographic characteristics. The study sample included 302 registered nurses from all provinces of the non-occupied part of Cyprus. Analogue-stratified sampling was used for recruitment. Stratification was performed in terms of the hospital and department/ward. Barriers to the research utilization scale were used for data collection (Pitsillidou et al., 2021b).

Strength and Weakness of the Study and its Application to EBP

The findings showed that the biggest barrier/obstacle to using research in practice is the lack of power to change care procedure, followed by the view that the results are not applicable to the nurses’ environment and that there are insufficient implementation facilities. The study also indicate that nurses’ lack of authority is the most important factor in their inability to use results of research in practice and consequently, in adopting EBP. Identifying the factors that affect the implementation of EBP can become a steppingstone for the commencement of discussion concerning the elimination of these barriers from the healthcare sector and finding ways to resolve existing problems (Pitsillidou et al., 2021b).

Reference

Pitsillidou, M., Ρούπα, Ζ., Farmakas, A., & Νούλα, Μ. (2021b). Factors affecting the application and implementation of evidence-based practice in nursing. Acta Informatica Medica : AIM : Journal of the Society for Medical Informatics of Bosnia & Herzegovina : Časopis Društva Za Medicinsku Informatiku BiH, 29(4), 281. https://doi.org/10.5455/aim.2021.29.281-287Links to an external site.

Pitsillidou, M., Ρούπα, Ζ., Farmakas, A., & Νούλα, Μ. (2021c). Factors affecting the application and implementation of evidence-based practice in nursing. Acta Informatica Medica : AIM : Journal of the Society for Medical Informatics of Bosnia & Herzegovina : Časopis Društva Za Medicinsku Informatiku BiH, 29(4), 281. https://doi.org/10.5455/aim.2021.29.281-287Links to an external site.

Kalish, C. W., & Thevenow-Harrison, J. T. (2014). Descriptive and inferential problems of induction. In Psychology of Learning and Motivation (pp. 1–39). https://doi.org/10.1016/b978-0-12-800283-4.00001-0Links to an external site.

Kennedy, M. G., Carbone, E. G., Siegfried, A., Backman, D., Henson, J. D., Sheridan, J., Meit, M., & Thomas, E. (2020). Factors affecting implementation of Evidence-Based practices in public Health preparedness and response. Journal of Public Health Management and Practice, 26(5), 434–442. https://doi.org/10.1097/phh.0000000000001178

PEER #2

Penny Pope

Discussion

MAIN POST

Topic Selected

The topic "Cognitive Factors Influencing COVID-19 Vaccination Intentions" explores the psychological and mental processes that impact individuals' decisions regarding vaccinating against COVID-19 (Nguyen et al., 2021). It delves into perceptions, attitudes, beliefs, and information processing that shape a person's intentions and general behaviors related to COVID-19 vaccination. Risk perception, trust in vaccines, misinformation, and cognitive biases are crucial in influencing individuals' decisions to accept or reject COVID-19 vaccination (Al‐Amer et al., 2022). Understanding these cognitive factors is essential for designing effective public health communication strategies and interventions to promote widespread vaccination and mitigate the spread of the virus.

Research Article Summary

The chosen research article explored the cognitive factors influencing Plans to vaccinate against COVID-19, applying the Theory of Protection Motivation (Tong et al., 2021). The study utilized a probability community sample comprising 1,500 adults. Data were collected through structured interviews using a questionnaire based on the Motivation Theory of Protection. The inferential statistical analysis employed logistic regression to identify significant cognitive predictors of vaccination intentions. The results showed that people's choices to vaccinate against COVID-19 were strongly impacted by perceived severity, vulnerability, response efficacy, and self-efficacy.

Evaluation of Study

This study investigated the Cognitive factors impacting the desire to vaccinate against COVID-19, providing crucial insights for developing effective public health communication strategies. The study's robust design, which included a probability community sample and a well-established theoretical framework, contributes to the internal validity of the findings (Tong et al., 2021). The study identifies specific cognitive predictors by employing logistic regression as an inferential statistical method and strengthens its applicability to evidence-based practice. This comprehensive approach enhances the overall reliability of the study's conclusions, offering valuable guidance for practitioners and policymakers seeking to enhance COVID-19 vaccination acceptance.

Value of Inferential Statistics

Using inferential statistics, particularly logistic regression, brought substantial value to the study. Logistic regression facilitated the identification of significant cognitive factors influencing vaccination intentions, providing a comprehensive understanding beyond descriptive statistics. For instance, recognizing the impact of perceived severity and vulnerability informs public health campaigns to address these specific concerns. This statistical approach increased the study's practical relevance and supported evidence-based decision-making in promoting COVID-19 vaccination.

Strengths and Weaknesses of Study

The study demonstrates notable strengths by employing a probability community sample and applying a well-established theoretical framework. Leveraging a representative sample enhances the generalizability of the findings while using a robust theoretical foundation provides a structured lens for analysis. It is essential to recognize certain limitations inherent in the research. The study relied on self-reported data, introducing the possibility of bias inherent in participants' subjective perceptions (Donovan & Payne, 2021). Additionally, there is a potential for recall bias, as participants may not accurately remember or report certain details. Despite these limitations, the study's findings significantly contribute to the collective knowledge base, offering valuable insights into the factors influencing COVID-19 vaccination acceptance. These insights can inform public health strategies, communication efforts, and interventions to foster widespread vaccine uptake and address potential barriers in the ongoing fight against the pandemic.

Conclusion

In conclusion, the research on cognitive factors influencing COVID-19 vaccination intentions effectively employed inferential statistics, particularly logistic regression, to identify significant predictors. Patient consent for vaccination is required to comply with medical ethics (Cardozo & Veazey, 2020). The study's application to evidence-based practice is evident in its potential to inform targeted public health communication strategies. Understanding the role of inferential statistics in such studies is crucial for nurses and healthcare practitioners to appraise and critically apply research findings in real-world scenarios. The findings from this study contribute valuable insights for designing interventions that address cognitive factors and enhance "COVID-19" vaccination uptake in the community.

References

Al‐Amer, R., Maneze, D., Everett, B., Montayre, J., Villarosa, A. R., Dwekat, E., & Salamonson, Y. (2022). COVID‐19 vaccination intention in the first year of the pandemic: A systematic review. Journal of Clinical Nursing, 31(1-2), 62-86.

Cardozo, T., & Veazey, R. (2020). Informed consent disclosure to vaccine trial subjects of risk of COVID‐19 vaccines worsening clinical disease. International Journal of Clinical Practice, 75(3). https://doi.org/10.1111/ijcp.13795 Links to an external site.

Donovan, L. M., & Payne, C. L. (2021). Organizational commitment of nurse faculty teaching in accelerated baccalaureate nursing programs. Nursing Education Perspectives, 42(2), 81-86.

Nguyen, K. H., Srivastav, A., Razzaghi, H., Williams, W., Lindley, M. C., Jorgensen, C., ... & Singleton, J. A. (2021). COVID‐19 vaccination intent, perceptions, and reasons for not vaccinating among groups prioritized for early vaccination—United States, September and December 2020. American Journal of Transplantation, 21(4), 1650-1656.

Tong, K. K., He, M., Wu, A., Dang, L., & Chen, J. H. (2021). Cognitive factors influencing COVID-19 vaccination intentions: An application of the protection motivation theory using a probability community sample. Vaccines, 9(10), 1170.

DiscussionPost1.docx

Initial Post

The selected topic of discussion is the state of children’s mental health in schools, the role and perspectives of educators on the state of mental wellness in schools in urban and rural areas, and the initiatives undertaken by schools to ensure the student’s mental well-being. The selected study for discussion is a research investigation conducted by Moon et al. (2017) on the chosen discussion topic.

The implementation of mental health services within schools shows potential in addressing the unaddressed mental health requirements of American children by increasing the accessibility of high-quality mental healthcare for those with limited access, including those residing in remote rural areas (Merikangas et al., 2010). Moon et al., (2017) aimed to achieve four specific objectives: firstly, to replicate the outcomes of previous studies on educators' viewpoints on mental wellness promotion in schools; secondly, to expand on existing research by investigating the specific requirements for mental wellness training; thirdly, to compare the opinions of educators in schools within a similar geographical and political setting of an enormous Midwestern state; and finally, to examine the similarities and differences in viewpoints among educators based on their roles, including teachers, administrators, and mental health care providers.

Seven hundred eighty-six educators, comprising 127 administrators, in a big Midwestern state participated in a single, independent online survey. Following the approval of human subjects by the sponsoring university, a single, anonymized online survey was disseminated to educators and administrators associated with public schools in a Midwestern state through Qualtrics, an online survey platform, in February 2015. The recruitment process employed multiple methods, such as directly reaching out to every superintendent through email and requesting them to distribute the survey link to school staff. Additionally, recruitment was done through various available listservs.

Descriptive analyses were utilized to investigate the viewpoints of educators on the present state of mental wellness promotion in schools. Furthermore, independent samples t-tests were conducted to analyze the disparities in educators' views, taking into account their respective regions. Ultimately, the researchers employed a one-way statistical analysis of variance (ANOVA) to investigate the disparities in the viewpoints of the educators, taking into account the participants' positions.

The results corroborated prior research, demonstrating that a significant proportion of educators expressed a substantial degree of concern over the mental health needs of students (93%) and the necessity for additional education in mental health (85%). The top three areas needing more training were psychological disorders, behavioral management, and specialized skills, including social skills. Although no disparities were observed among educators in rural and urban schools for other topics, a relatively higher proportion of the participants in rural schools (27%) said that their schools employ mental health experts, in contrast to urban schools (13%). The ANOVA analysis revealed a statistically significant difference in the level of concern over children's mental health issues amongst school-based mental health specialists and administrators compared to teachers.

Moon et al. (2017) concluded that most participants perceived students' mental health concerns with significance, and a substantial number believe that the existing services and training opportunities can be expanded. Moon et al. (2017) also suggests that an option for further investigation might be examining the current mental health training programs offered to educators and assessing how they effectively handle their unique training needs. One practical approach to reducing the imbalance in mental health treatment across different geographic regions might involve implementing statewide programs aimed at augmenting the presence of mental health specialists in rural areas (Aakre at el., 2016). Furthermore, Moon et al. (2017) conclude that the disparity in the extent of mental health issues voiced by teachers and administrators could suggest a necessity for school-wide initiatives to cultivate collective dedication toward enhancing children's mental well-being across different staff positions.

Reference

Aakre, J. M., Lucksted, A., & Browning-McNee, L. A. (2016). Evaluation of Youth Mental Health First Aid USA: A program to assist young people in psychological distress. Psychological services, 13(2), 121.

Merikangas, K. R., He, J. P., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., ... & Swendsen, J. (2010). Lifetime prevalence of mental disorders in US adolescents: results from the National Comorbidity Survey Replication–Adolescent Supplement (NCS-A). Journal of the American Academy of Child & Adolescent Psychiatry, 49(10), 980-989.

Moon, J., Williford, A., & Mendenhall, A. (2017). Educators' perceptions of youth mental health: Implications for training and the promotion of mental health services in schools. Children and youth services review, 73, 384-391.

ResearchforEvidenceBasedPractic2.docx

Research for Evidence Based Practice

Read a selection of your colleagues’ responses and respond to two of your colleagues in one or more of the following ways:

· Ask a probing question, substantiated with additional background information, evidence, or research.

· Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

· Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

· Validate an idea with your own experience and additional research.

· Suggest an alternative perspective based on additional evidence drawn from readings or after synthesizing multiple postings.

· Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

PEER 1

Okikiola Oluwabunmi Ogunbunmi

Topic Selected for the Discussion

The adoption of Evidence-Based Practice (EBP) is a complex process that entails behavioral change by healthcare professionals as well as changes in the entail healthcare system. However, its application has been recognized worldwide that it improves the healthcare serviced, as it increases the quality care and reduces hospital costs (Pitsillidou et al., 2021b). There are many factors affecting and limiting the implementation of EBP in the healthcare. One of the main factors affecting the healthcare system and the implementation of EBP is nursing shortage. More specifically, research has shown that factors limiting the extent of EBP include lack of knowledge and skills, insufficient time to find research reports, difficulty in understanding research reports, lack of resources, limited support, lack of financial, material, and human resources and inadequate training in research methods (Pitsillidou et al., 2021c).

Sample in the Study

According to Pitsillidou et al. (2021b), the study sample consisted of all registered nurses from all age groups and of any positional post, working with all public hospitals of Cyprus in secondary and tertiary care units (N=1613).

Data Source

Information was gathered using the Barrier Scale tool and a self-reporting questionnaire. The questionnaire also focused on the sociodemographic characteristics of the participants. It included questions about the age, years of experience, gender, academic qualifications, office, education, and workplace. Data was also collected within four months from April 2018 to July 2018 with the use of random stratified sampling. Even though a consent was sent out and signed by participants, the survey was picked up anonymously according to Pitsillidou et al. (2021b). With random stratified sampling it saves expenses and a more reliable source for sampling.

Inferential Statistics

Inferential statistics are often used to compare the differences between the treatment groups. Inferential statistics use measurements from the sample of subjects in the experiment to compare the treatment groups and generalize about the larger population of subjects (Kalish & Thevenow-Harrison, 2014). The survey included 302 nurses, of which 218 (72.2%) were women and 84 (27.8%) were men. Furthermore, 21.5% of the respondents were in the age group of 20-29 years, 28.5% were in the age group of 30-39 years, 36.4% were in the age group of 40-49 years, and 13.6% were 50 years old or above. With regard to education level, 115 participants (38.1%) held a master’s degree, and three participants (1%) had a doctorate. Additionally, 26 participants (8.6%) held the position of a head nursing officer (Pitsillidou et al., 2021b).

Associated Findings

The MANOVA Analysis showed that there is a correlation between gender and the level of barriers perceived by nurses, as well as between nurses’ education level and their perception of barriers. The follow-up analysis showed that of the four barriers, gender appeared to be associated only with the “adoption” factor that men. Additionally, the follow up analysis also indicated that the education level is specifically related to the agency factor, where nurses with a diploma or degree reported higher level of barrier than nurses with a master’s degree or Ph.D. (Pitsillidou et al., 2021b).

Purpose and Value of the Research

The purpose of this study was to identify the factors that influence the implementation of EBP and to investigate whether and how these factors correlate with nurses’ socio-demographic characteristics. The study sample included 302 registered nurses from all provinces of the non-occupied part of Cyprus. Analogue-stratified sampling was used for recruitment. Stratification was performed in terms of the hospital and department/ward. Barriers to the research utilization scale were used for data collection (Pitsillidou et al., 2021b).

Strength and Weakness of the Study and its Application to EBP

The findings showed that the biggest barrier/obstacle to using research in practice is the lack of power to change care procedure, followed by the view that the results are not applicable to the nurses’ environment and that there are insufficient implementation facilities. The study also indicate that nurses’ lack of authority is the most important factor in their inability to use results of research in practice and consequently, in adopting EBP. Identifying the factors that affect the implementation of EBP can become a steppingstone for the commencement of discussion concerning the elimination of these barriers from the healthcare sector and finding ways to resolve existing problems (Pitsillidou et al., 2021b).

Reference

Pitsillidou, M., Ρούπα, Ζ., Farmakas, A., & Νούλα, Μ. (2021b). Factors affecting the application and implementation of evidence-based practice in nursing. Acta Informatica Medica : AIM : Journal of the Society for Medical Informatics of Bosnia & Herzegovina : Časopis Društva Za Medicinsku Informatiku BiH, 29(4), 281. https://doi.org/10.5455/aim.2021.29.281-287Links to an external site.

Pitsillidou, M., Ρούπα, Ζ., Farmakas, A., & Νούλα, Μ. (2021c). Factors affecting the application and implementation of evidence-based practice in nursing. Acta Informatica Medica : AIM : Journal of the Society for Medical Informatics of Bosnia & Herzegovina : Časopis Društva Za Medicinsku Informatiku BiH, 29(4), 281. https://doi.org/10.5455/aim.2021.29.281-287Links to an external site.

Kalish, C. W., & Thevenow-Harrison, J. T. (2014). Descriptive and inferential problems of induction. In Psychology of Learning and Motivation (pp. 1–39). https://doi.org/10.1016/b978-0-12-800283-4.00001-0Links to an external site.

Kennedy, M. G., Carbone, E. G., Siegfried, A., Backman, D., Henson, J. D., Sheridan, J., Meit, M., & Thomas, E. (2020). Factors affecting implementation of Evidence-Based practices in public Health preparedness and response. Journal of Public Health Management and Practice, 26(5), 434–442. https://doi.org/10.1097/phh.0000000000001178

PEER #2

Penny Pope

Discussion

MAIN POST

Topic Selected

The topic "Cognitive Factors Influencing COVID-19 Vaccination Intentions" explores the psychological and mental processes that impact individuals' decisions regarding vaccinating against COVID-19 (Nguyen et al., 2021). It delves into perceptions, attitudes, beliefs, and information processing that shape a person's intentions and general behaviors related to COVID-19 vaccination. Risk perception, trust in vaccines, misinformation, and cognitive biases are crucial in influencing individuals' decisions to accept or reject COVID-19 vaccination (Al‐Amer et al., 2022). Understanding these cognitive factors is essential for designing effective public health communication strategies and interventions to promote widespread vaccination and mitigate the spread of the virus.

Research Article Summary

The chosen research article explored the cognitive factors influencing Plans to vaccinate against COVID-19, applying the Theory of Protection Motivation (Tong et al., 2021). The study utilized a probability community sample comprising 1,500 adults. Data were collected through structured interviews using a questionnaire based on the Motivation Theory of Protection. The inferential statistical analysis employed logistic regression to identify significant cognitive predictors of vaccination intentions. The results showed that people's choices to vaccinate against COVID-19 were strongly impacted by perceived severity, vulnerability, response efficacy, and self-efficacy.

Evaluation of Study

This study investigated the Cognitive factors impacting the desire to vaccinate against COVID-19, providing crucial insights for developing effective public health communication strategies. The study's robust design, which included a probability community sample and a well-established theoretical framework, contributes to the internal validity of the findings (Tong et al., 2021). The study identifies specific cognitive predictors by employing logistic regression as an inferential statistical method and strengthens its applicability to evidence-based practice. This comprehensive approach enhances the overall reliability of the study's conclusions, offering valuable guidance for practitioners and policymakers seeking to enhance COVID-19 vaccination acceptance.

Value of Inferential Statistics

Using inferential statistics, particularly logistic regression, brought substantial value to the study. Logistic regression facilitated the identification of significant cognitive factors influencing vaccination intentions, providing a comprehensive understanding beyond descriptive statistics. For instance, recognizing the impact of perceived severity and vulnerability informs public health campaigns to address these specific concerns. This statistical approach increased the study's practical relevance and supported evidence-based decision-making in promoting COVID-19 vaccination.

Strengths and Weaknesses of Study

The study demonstrates notable strengths by employing a probability community sample and applying a well-established theoretical framework. Leveraging a representative sample enhances the generalizability of the findings while using a robust theoretical foundation provides a structured lens for analysis. It is essential to recognize certain limitations inherent in the research. The study relied on self-reported data, introducing the possibility of bias inherent in participants' subjective perceptions (Donovan & Payne, 2021). Additionally, there is a potential for recall bias, as participants may not accurately remember or report certain details. Despite these limitations, the study's findings significantly contribute to the collective knowledge base, offering valuable insights into the factors influencing COVID-19 vaccination acceptance. These insights can inform public health strategies, communication efforts, and interventions to foster widespread vaccine uptake and address potential barriers in the ongoing fight against the pandemic.

Conclusion

In conclusion, the research on cognitive factors influencing COVID-19 vaccination intentions effectively employed inferential statistics, particularly logistic regression, to identify significant predictors. Patient consent for vaccination is required to comply with medical ethics (Cardozo & Veazey, 2020). The study's application to evidence-based practice is evident in its potential to inform targeted public health communication strategies. Understanding the role of inferential statistics in such studies is crucial for nurses and healthcare practitioners to appraise and critically apply research findings in real-world scenarios. The findings from this study contribute valuable insights for designing interventions that address cognitive factors and enhance "COVID-19" vaccination uptake in the community.

References

Al‐Amer, R., Maneze, D., Everett, B., Montayre, J., Villarosa, A. R., Dwekat, E., & Salamonson, Y. (2022). COVID‐19 vaccination intention in the first year of the pandemic: A systematic review. Journal of Clinical Nursing, 31(1-2), 62-86.

Cardozo, T., & Veazey, R. (2020). Informed consent disclosure to vaccine trial subjects of risk of COVID‐19 vaccines worsening clinical disease. International Journal of Clinical Practice, 75(3). https://doi.org/10.1111/ijcp.13795 Links to an external site.

Donovan, L. M., & Payne, C. L. (2021). Organizational commitment of nurse faculty teaching in accelerated baccalaureate nursing programs. Nursing Education Perspectives, 42(2), 81-86.

Nguyen, K. H., Srivastav, A., Razzaghi, H., Williams, W., Lindley, M. C., Jorgensen, C., ... & Singleton, J. A. (2021). COVID‐19 vaccination intent, perceptions, and reasons for not vaccinating among groups prioritized for early vaccination—United States, September and December 2020. American Journal of Transplantation, 21(4), 1650-1656.

Tong, K. K., He, M., Wu, A., Dang, L., & Chen, J. H. (2021). Cognitive factors influencing COVID-19 vaccination intentions: An application of the protection motivation theory using a probability community sample. Vaccines, 9(10), 1170.

DiscussionPost1.docx

Initial Post

The selected topic of discussion is the state of children’s mental health in schools, the role and perspectives of educators on the state of mental wellness in schools in urban and rural areas, and the initiatives undertaken by schools to ensure the student’s mental well-being. The selected study for discussion is a research investigation conducted by Moon et al. (2017) on the chosen discussion topic.

The implementation of mental health services within schools shows potential in addressing the unaddressed mental health requirements of American children by increasing the accessibility of high-quality mental healthcare for those with limited access, including those residing in remote rural areas (Merikangas et al., 2010). Moon et al., (2017) aimed to achieve four specific objectives: firstly, to replicate the outcomes of previous studies on educators' viewpoints on mental wellness promotion in schools; secondly, to expand on existing research by investigating the specific requirements for mental wellness training; thirdly, to compare the opinions of educators in schools within a similar geographical and political setting of an enormous Midwestern state; and finally, to examine the similarities and differences in viewpoints among educators based on their roles, including teachers, administrators, and mental health care providers.

Seven hundred eighty-six educators, comprising 127 administrators, in a big Midwestern state participated in a single, independent online survey. Following the approval of human subjects by the sponsoring university, a single, anonymized online survey was disseminated to educators and administrators associated with public schools in a Midwestern state through Qualtrics, an online survey platform, in February 2015. The recruitment process employed multiple methods, such as directly reaching out to every superintendent through email and requesting them to distribute the survey link to school staff. Additionally, recruitment was done through various available listservs.

Descriptive analyses were utilized to investigate the viewpoints of educators on the present state of mental wellness promotion in schools. Furthermore, independent samples t-tests were conducted to analyze the disparities in educators' views, taking into account their respective regions. Ultimately, the researchers employed a one-way statistical analysis of variance (ANOVA) to investigate the disparities in the viewpoints of the educators, taking into account the participants' positions.

The results corroborated prior research, demonstrating that a significant proportion of educators expressed a substantial degree of concern over the mental health needs of students (93%) and the necessity for additional education in mental health (85%). The top three areas needing more training were psychological disorders, behavioral management, and specialized skills, including social skills. Although no disparities were observed among educators in rural and urban schools for other topics, a relatively higher proportion of the participants in rural schools (27%) said that their schools employ mental health experts, in contrast to urban schools (13%). The ANOVA analysis revealed a statistically significant difference in the level of concern over children's mental health issues amongst school-based mental health specialists and administrators compared to teachers.

Moon et al. (2017) concluded that most participants perceived students' mental health concerns with significance, and a substantial number believe that the existing services and training opportunities can be expanded. Moon et al. (2017) also suggests that an option for further investigation might be examining the current mental health training programs offered to educators and assessing how they effectively handle their unique training needs. One practical approach to reducing the imbalance in mental health treatment across different geographic regions might involve implementing statewide programs aimed at augmenting the presence of mental health specialists in rural areas (Aakre at el., 2016). Furthermore, Moon et al. (2017) conclude that the disparity in the extent of mental health issues voiced by teachers and administrators could suggest a necessity for school-wide initiatives to cultivate collective dedication toward enhancing children's mental well-being across different staff positions.

Reference

Aakre, J. M., Lucksted, A., & Browning-McNee, L. A. (2016). Evaluation of Youth Mental Health First Aid USA: A program to assist young people in psychological distress. Psychological services, 13(2), 121.

Merikangas, K. R., He, J. P., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., ... & Swendsen, J. (2010). Lifetime prevalence of mental disorders in US adolescents: results from the National Comorbidity Survey Replication–Adolescent Supplement (NCS-A). Journal of the American Academy of Child & Adolescent Psychiatry, 49(10), 980-989.

Moon, J., Williford, A., & Mendenhall, A. (2017). Educators' perceptions of youth mental health: Implications for training and the promotion of mental health services in schools. Children and youth services review, 73, 384-391.

ResearchforEvidenceBasedPractic2.docx

Research for Evidence Based Practice

Read a selection of your colleagues’ responses and respond to two of your colleagues in one or more of the following ways:

· Ask a probing question, substantiated with additional background information, evidence, or research.

· Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

· Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

· Validate an idea with your own experience and additional research.

· Suggest an alternative perspective based on additional evidence drawn from readings or after synthesizing multiple postings.

· Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

PEER 1

Okikiola Oluwabunmi Ogunbunmi

Topic Selected for the Discussion

The adoption of Evidence-Based Practice (EBP) is a complex process that entails behavioral change by healthcare professionals as well as changes in the entail healthcare system. However, its application has been recognized worldwide that it improves the healthcare serviced, as it increases the quality care and reduces hospital costs (Pitsillidou et al., 2021b). There are many factors affecting and limiting the implementation of EBP in the healthcare. One of the main factors affecting the healthcare system and the implementation of EBP is nursing shortage. More specifically, research has shown that factors limiting the extent of EBP include lack of knowledge and skills, insufficient time to find research reports, difficulty in understanding research reports, lack of resources, limited support, lack of financial, material, and human resources and inadequate training in research methods (Pitsillidou et al., 2021c).

Sample in the Study

According to Pitsillidou et al. (2021b), the study sample consisted of all registered nurses from all age groups and of any positional post, working with all public hospitals of Cyprus in secondary and tertiary care units (N=1613).

Data Source

Information was gathered using the Barrier Scale tool and a self-reporting questionnaire. The questionnaire also focused on the sociodemographic characteristics of the participants. It included questions about the age, years of experience, gender, academic qualifications, office, education, and workplace. Data was also collected within four months from April 2018 to July 2018 with the use of random stratified sampling. Even though a consent was sent out and signed by participants, the survey was picked up anonymously according to Pitsillidou et al. (2021b). With random stratified sampling it saves expenses and a more reliable source for sampling.

Inferential Statistics

Inferential statistics are often used to compare the differences between the treatment groups. Inferential statistics use measurements from the sample of subjects in the experiment to compare the treatment groups and generalize about the larger population of subjects (Kalish & Thevenow-Harrison, 2014). The survey included 302 nurses, of which 218 (72.2%) were women and 84 (27.8%) were men. Furthermore, 21.5% of the respondents were in the age group of 20-29 years, 28.5% were in the age group of 30-39 years, 36.4% were in the age group of 40-49 years, and 13.6% were 50 years old or above. With regard to education level, 115 participants (38.1%) held a master’s degree, and three participants (1%) had a doctorate. Additionally, 26 participants (8.6%) held the position of a head nursing officer (Pitsillidou et al., 2021b).

Associated Findings

The MANOVA Analysis showed that there is a correlation between gender and the level of barriers perceived by nurses, as well as between nurses’ education level and their perception of barriers. The follow-up analysis showed that of the four barriers, gender appeared to be associated only with the “adoption” factor that men. Additionally, the follow up analysis also indicated that the education level is specifically related to the agency factor, where nurses with a diploma or degree reported higher level of barrier than nurses with a master’s degree or Ph.D. (Pitsillidou et al., 2021b).

Purpose and Value of the Research

The purpose of this study was to identify the factors that influence the implementation of EBP and to investigate whether and how these factors correlate with nurses’ socio-demographic characteristics. The study sample included 302 registered nurses from all provinces of the non-occupied part of Cyprus. Analogue-stratified sampling was used for recruitment. Stratification was performed in terms of the hospital and department/ward. Barriers to the research utilization scale were used for data collection (Pitsillidou et al., 2021b).

Strength and Weakness of the Study and its Application to EBP

The findings showed that the biggest barrier/obstacle to using research in practice is the lack of power to change care procedure, followed by the view that the results are not applicable to the nurses’ environment and that there are insufficient implementation facilities. The study also indicate that nurses’ lack of authority is the most important factor in their inability to use results of research in practice and consequently, in adopting EBP. Identifying the factors that affect the implementation of EBP can become a steppingstone for the commencement of discussion concerning the elimination of these barriers from the healthcare sector and finding ways to resolve existing problems (Pitsillidou et al., 2021b).

Reference

Pitsillidou, M., Ρούπα, Ζ., Farmakas, A., & Νούλα, Μ. (2021b). Factors affecting the application and implementation of evidence-based practice in nursing. Acta Informatica Medica : AIM : Journal of the Society for Medical Informatics of Bosnia & Herzegovina : Časopis Društva Za Medicinsku Informatiku BiH, 29(4), 281. https://doi.org/10.5455/aim.2021.29.281-287Links to an external site.

Pitsillidou, M., Ρούπα, Ζ., Farmakas, A., & Νούλα, Μ. (2021c). Factors affecting the application and implementation of evidence-based practice in nursing. Acta Informatica Medica : AIM : Journal of the Society for Medical Informatics of Bosnia & Herzegovina : Časopis Društva Za Medicinsku Informatiku BiH, 29(4), 281. https://doi.org/10.5455/aim.2021.29.281-287Links to an external site.

Kalish, C. W., & Thevenow-Harrison, J. T. (2014). Descriptive and inferential problems of induction. In Psychology of Learning and Motivation (pp. 1–39). https://doi.org/10.1016/b978-0-12-800283-4.00001-0Links to an external site.

Kennedy, M. G., Carbone, E. G., Siegfried, A., Backman, D., Henson, J. D., Sheridan, J., Meit, M., & Thomas, E. (2020). Factors affecting implementation of Evidence-Based practices in public Health preparedness and response. Journal of Public Health Management and Practice, 26(5), 434–442. https://doi.org/10.1097/phh.0000000000001178

PEER #2

Penny Pope

Discussion

MAIN POST

Topic Selected

The topic "Cognitive Factors Influencing COVID-19 Vaccination Intentions" explores the psychological and mental processes that impact individuals' decisions regarding vaccinating against COVID-19 (Nguyen et al., 2021). It delves into perceptions, attitudes, beliefs, and information processing that shape a person's intentions and general behaviors related to COVID-19 vaccination. Risk perception, trust in vaccines, misinformation, and cognitive biases are crucial in influencing individuals' decisions to accept or reject COVID-19 vaccination (Al‐Amer et al., 2022). Understanding these cognitive factors is essential for designing effective public health communication strategies and interventions to promote widespread vaccination and mitigate the spread of the virus.

Research Article Summary

The chosen research article explored the cognitive factors influencing Plans to vaccinate against COVID-19, applying the Theory of Protection Motivation (Tong et al., 2021). The study utilized a probability community sample comprising 1,500 adults. Data were collected through structured interviews using a questionnaire based on the Motivation Theory of Protection. The inferential statistical analysis employed logistic regression to identify significant cognitive predictors of vaccination intentions. The results showed that people's choices to vaccinate against COVID-19 were strongly impacted by perceived severity, vulnerability, response efficacy, and self-efficacy.

Evaluation of Study

This study investigated the Cognitive factors impacting the desire to vaccinate against COVID-19, providing crucial insights for developing effective public health communication strategies. The study's robust design, which included a probability community sample and a well-established theoretical framework, contributes to the internal validity of the findings (Tong et al., 2021). The study identifies specific cognitive predictors by employing logistic regression as an inferential statistical method and strengthens its applicability to evidence-based practice. This comprehensive approach enhances the overall reliability of the study's conclusions, offering valuable guidance for practitioners and policymakers seeking to enhance COVID-19 vaccination acceptance.

Value of Inferential Statistics

Using inferential statistics, particularly logistic regression, brought substantial value to the study. Logistic regression facilitated the identification of significant cognitive factors influencing vaccination intentions, providing a comprehensive understanding beyond descriptive statistics. For instance, recognizing the impact of perceived severity and vulnerability informs public health campaigns to address these specific concerns. This statistical approach increased the study's practical relevance and supported evidence-based decision-making in promoting COVID-19 vaccination.

Strengths and Weaknesses of Study

The study demonstrates notable strengths by employing a probability community sample and applying a well-established theoretical framework. Leveraging a representative sample enhances the generalizability of the findings while using a robust theoretical foundation provides a structured lens for analysis. It is essential to recognize certain limitations inherent in the research. The study relied on self-reported data, introducing the possibility of bias inherent in participants' subjective perceptions (Donovan & Payne, 2021). Additionally, there is a potential for recall bias, as participants may not accurately remember or report certain details. Despite these limitations, the study's findings significantly contribute to the collective knowledge base, offering valuable insights into the factors influencing COVID-19 vaccination acceptance. These insights can inform public health strategies, communication efforts, and interventions to foster widespread vaccine uptake and address potential barriers in the ongoing fight against the pandemic.

Conclusion

In conclusion, the research on cognitive factors influencing COVID-19 vaccination intentions effectively employed inferential statistics, particularly logistic regression, to identify significant predictors. Patient consent for vaccination is required to comply with medical ethics (Cardozo & Veazey, 2020). The study's application to evidence-based practice is evident in its potential to inform targeted public health communication strategies. Understanding the role of inferential statistics in such studies is crucial for nurses and healthcare practitioners to appraise and critically apply research findings in real-world scenarios. The findings from this study contribute valuable insights for designing interventions that address cognitive factors and enhance "COVID-19" vaccination uptake in the community.

References

Al‐Amer, R., Maneze, D., Everett, B., Montayre, J., Villarosa, A. R., Dwekat, E., & Salamonson, Y. (2022). COVID‐19 vaccination intention in the first year of the pandemic: A systematic review. Journal of Clinical Nursing, 31(1-2), 62-86.

Cardozo, T., & Veazey, R. (2020). Informed consent disclosure to vaccine trial subjects of risk of COVID‐19 vaccines worsening clinical disease. International Journal of Clinical Practice, 75(3). https://doi.org/10.1111/ijcp.13795 Links to an external site.

Donovan, L. M., & Payne, C. L. (2021). Organizational commitment of nurse faculty teaching in accelerated baccalaureate nursing programs. Nursing Education Perspectives, 42(2), 81-86.

Nguyen, K. H., Srivastav, A., Razzaghi, H., Williams, W., Lindley, M. C., Jorgensen, C., ... & Singleton, J. A. (2021). COVID‐19 vaccination intent, perceptions, and reasons for not vaccinating among groups prioritized for early vaccination—United States, September and December 2020. American Journal of Transplantation, 21(4), 1650-1656.

Tong, K. K., He, M., Wu, A., Dang, L., & Chen, J. H. (2021). Cognitive factors influencing COVID-19 vaccination intentions: An application of the protection motivation theory using a probability community sample. Vaccines, 9(10), 1170.