the articles to use Sutter, Claudia C., et al. “School and Electronic Bullying among Adolescents: Direct and Indirect Relationships with Sadness, Sleep, and Suicide Ideation.” Journal of Adolescence,

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the articles to use

Sutter, Claudia C., et al. “School and Electronic Bullying among Adolescents: Direct and Indirect Relationships with Sadness, Sleep, and Suicide Ideation.” Journal of Adolescence, Nov. 2022, https://doi.org/10.1002/jad.12101. Accessed 4 Dec. 2022.

Blakeslee, Terese, et al. “Adolescent Characteristics, Suicide, and Bullying in High School.” The Journal of School Nursing, 16 Aug. 2021, p. 105984052110382, https://doi.org/10.1177/10598405211038235.

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the articles to use Sutter, Claudia C., et al. “School and Electronic Bullying among Adolescents: Direct and Indirect Relationships with Sadness, Sleep, and Suicide Ideation.” Journal of Adolescence,
NR449 Evidence-Based Practice RUA: Analyzing Published Research Evidence Matrix Table Article References Purpose Hypothesis Study Question(s) Variables Independent(I) Dependent(D) Study Design Sample Size & Selection Data Collection Methods Major Finding(s) 1 (SAMPLE ARTICLE) Smith, L. (2013). What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112. How do educational support groups effect dietary modifications in patients with diabetes? D-Dietary modifications I-Education Qualitative N- 18 Convenience sample-selected from local support group in Pittsburgh, PA Focus Groups Support and education improved compliance with dietary modifications. 1 2 3 4 5 © 2021 Chamberlain University. All Rights Reserved NR449_Matrix_Table_V4_JUL22 1
the articles to use Sutter, Claudia C., et al. “School and Electronic Bullying among Adolescents: Direct and Indirect Relationships with Sadness, Sleep, and Suicide Ideation.” Journal of Adolescence,
NR449 Evidence-Based Practice RUA: Analyzing Published Research Guidelines Purpose The purpose of this paper is to interpret the two articles identified as most important to the group topic. Course outcomes: This assignment enables the student to meet the following course outcomes. CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8) CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8) Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment. Total points possible: 200 points Preparing the assignment Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions. Please make sure you do not duplicate articles within your group. The paper will include the following: Clinical Question (30 points/15%) Describe the problem: What is the focus of your group’s work? Significance of problem: What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional organizations. Purpose of the paper: What will your paper do or describe? ***Please note that although most of these questions are the same as you addressed in paper 1, the purpose of this paper is different. You can use your paper 1 for items 1 & 2 above, including any faculty suggestions for improvement provided as feedback. Use Evidence Matrix Table Template: Data Summary – (60 points/30%) Categorize items in the Evidence Matrix Table, including proper intext citations and reference list entries for each article. References (recent publication within the last 5 years) Purpose/Hypothesis/Study Question(s) Variables: Independent (I) and Dependent (D) Study Design Sample Size and Selection Data Collection Methods Major Findings (Evidence) Description of Findings (60 points/30%) Describe the data in the Evidence Matrix Table, including proper intext citations and reference list entries for each article. Compare and contrast variables within each study. What are the study design and procedures used in each study; qualitative, quantitative, or mixed method study, levels of confidence in each study, etc.? Participant demographics and information. Instruments used, including reliability and validity. How do the research findings provide evidence to support your clinical problem, or what further evidence is needed to answer your question? Next steps: Identify two questions that can help guide the group’s work. Conclusion (20 points/10%) Review major findings in a summary paragraph. Evidence to address your clinical problem. Make a connection back to all the included sections. Wrap up the assignment and give the reader something to think about. Format (30 points/15%) Correct grammar and spelling Include a title and reference page Use of headings for each section: Problem Synthesis of the Literature Variables Methods Participants Instruments Implications for Future Work Conclusion Adheres to current APA formatting and guidelines Include at least two (2) scholarly, current (within 5 years) primary sources other than the textbook 3-4 pages in length, excluding appendices, title, and reference pages For writing assistance, visit the Writing Center. Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned. 2 Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment. Assignment Section and Required Criteria (Points possible/% of total points available) Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper Clinical Question (30 points/15%) 30 points 26 points 24 points 11 points 0 points Required criteria Describe the problem: What is the focus of your group’s work? Significance of problem: What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional organizations. Purpose of the paper: What will your paper do or describe? Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. Present, yet includes no required criteria. No requirements for this section presented. Evidence Matrix Table: Data Summary (Appendix A) (60 points/30%) 60 points 56 points 47 points 25 points 0 points Required criteria Categorize items in the Matrix Table, including proper intext citations and reference list entries for each article. References (recent publication within the last 5 years) Purpose/Hypothesis/Study Question(s) Variables: Independent (I) and Dependent (D) Study Design Sample Size and Selection Data Collection Methods Major Findings (Evidence) Includes 7 requirements for section. Includes 6 requirements for section. Includes 5 requirements for section. Includes 4 or less requirements for section. No requirements for this section presented. Description of Findings (60 points/30%) 60 points 53 points 47 points 23 points 0 points Required criteria Describe the data in the Matrix Table, including proper intext citations and reference list entries for each article. Compare and contrast variables within each study. What are the study design and procedures used in each study; qualitative, quantitative, or mixed method study, levels of confidence in each study, etc.? Participant demographics and information. Includes 6 requirements for section. Includes 5 requirements for section. Includes 4 requirements for section. Includes 3 or less requirements for section. No requirements for this section presented. Assignment Section and Required Criteria (Points possible/% of total points available) Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper Instruments used, including reliability and validity. How do the research findings provide evidence to support your clinical problem, or what further evidence is needed to answer your question? Next steps: Identify two questions that can help guide the group’s work. Conclusion (20 points/10%) 20 points 18 points 15 points 8 points 0 points Required criteria Review major findings in a summary paragraph. Evidence to address your clinical problem. Make a connection back to all the included sections. Wrap up the assignment and give the reader something to think about. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. Present, yet includes no required criteria. No requirements for this section presented. Format (30 points/15%) 30 points 26 points 23 points 11 points 0 points Required criteria Correct grammar and spelling Include a title and reference page Use of headings for each section: Problem Synthesis of the Literature Variables Methods Participants Instruments Implications for Future Work Conclusion Adheres to current APA formatting and guidelines Includes at least two (2) scholarly, current (within 5 years) primary sources other than the textbook 3-4 pages in length excluding appendices, title, and reference pages Includes 7 requirements for section. Includes 6 requirements for section. Includes 5 requirements for section. Includes 4 or less requirements for section. No requirements for this section presented. Total Points Possible = 200 points Appendix A EVIDENCE MATRIX TABLE Article References Purpose Hypothesis Study Question(s) Variables Independent(I) Dependent(D) Study Design Sample Size & Selection Data Collection Methods Major Finding(s) 1 Smith, L. (2013). What How do educational support D-Dietary Quantitative N- 18 Focus Groups Support and education (SAMPLE should I eat? A focus for groups effect dietary modifications modifications Convenience improved compliance with ARTICLE) those living with diabetes. in patients with diabetes? I-Education sample-selected dietary modifications. Journal of Nursing from local support Education, 1(4), 111-112. group in Pittsburgh, PA 1 2 3 4 5 © 2022 Chamberlain University. All Rights Reserved NR449_RUA_Analyzing_Published_Research_v4_JUL22 3
the articles to use Sutter, Claudia C., et al. “School and Electronic Bullying among Adolescents: Direct and Indirect Relationships with Sadness, Sleep, and Suicide Ideation.” Journal of Adolescence,
Adolescent suicide Adolescent Suicide According to the American Academy of Child & Adolescent Psychiatry (2021), “suicide is the second leading cause of death in children, adolescents and young adults.” This is a serious problem in the United States and across the world. Not only does the suicide of the adolescent affect them, but it also affects their families and friends. It puts them in a state of grief and denial, and often times questions themselves as to why they didn’t see the signs earlier or what they could have done to prevent it. Clinical Question The clinical question is what is the most effective way to prevent and reduce the number of suicides in adolescents? The problem is that many adolescents are committing suicide. The focus of the group is to determine the statistics of the increase in suicide attempts made by adolescents, the risk factors, and interventions to prevent and reduce the number of suicides made and attempted by adolescents. The rate of suicide among adolescents increased from 4.57 per 100,000 in 2001 to 6.5 per 100,000 in 2019, where ages 15-19 are 4 times higher than ages 10-14(Hink, et.al., 2022). “The risk factors are complex, but pre-existing risk factors and sequela after injury such as exposure to violence, suicidal behaviors, substance abuse, depression, and post-traumatic stress disorder have emerged as risks” (Hink, et.al. 2022). Most adolescents spend most of their time in school throughout the day. According to the CDC (n.d.) “more than 95% of U.S. youth spend much of their daily lives at school”. This is where they may experience bullying. Bullying is also a major contributor to the increase in suicide rate among adolescents. At the same time school is the perfect setting to spread awareness and help prevent suicide in these young adults. Using the PICOT method, the population is ages 13-19. The intervention is to spread awareness of the risk factors that are associated with adolescent suicide and therapy to prevent it. The comparison is to compare if educating adolescent adults about signs, risk factors and ways to prevent suicide has an effect compared to when they are not educated. The outcome is that there is a decrease in the number of suicides committed by adolescents. The time is 5 years. The purpose of this paper is to identify strategies and articles on the topic of adolescent suicide. Levels of Evidence The type of question being asked is therapy and prognosis. It is a therapy question because the people that are most crucial to the clinical question are adolescents who have committed suicide or have the ideation of it. The clinical question is also a prognosis one because it is trying to decrease the number of adolescents committing suicide. The best evident to answer the question is systemic reviews and cohort study. This is because we can use the evidence gathered in previous studies to locate a pattern between bullying and adolescent suicide rates. A cohort study is also crucial because it can monitor a group of people who have previously attempted suicide and see if there is a change in their mental status, for the better, after the implementation. Search Strategy For the main topic I googled adolescent suicide. I wanted statical data, so I went to the CDC website and found out that suicide is the second leading cause of death among the adolescents. I then went back to the google results and found an article talking about adolescent suicide. For the subtopic, I first went into canvas, where I accessed the Chamberlain library. I knew I wanted to do the relationship to bullying and adolescent suicide. I then went into the search box, and I typed “bullying and adolescent suicide.” Many articles came up but the time from was incorrect. So, then I went to the side bar where I adjusted the date of publication to 2018-2023. After doing so, many articles still came up. So, then I went through many of them until I found the first article. It was on the first page of the results. I opened the article to where I can see the full text. I briefly skimmed through it reading the introduction, results and summary. I then cited the article in APA format and saved the page so I can find it later. Then I went back to the result page where I continued to look through the results. I noticed an article about cyberbullying and adolescent suicide. I then clicked on the article because in this age everything is online. And this is an issue because bullying is not only physical, but it can happen online too. I then clicked to view the full text. I briefly read through it like how I did with the first article. I then decided it was relevant to my topic and then cited the article and saved it for later use. Relevant Articles The first relevant article is Adolescent Characteristics, Suicide, and Bullying in High School (2021) by Terese Blakeslee and colleagues. The second article is School and electronic bullying among Adolescents: direct and indirect relationship with sadness, sleep, and suicide ideation (2023) by Claudia Sutter and colleagues. Conclusion Adolescent suicide is the second greatest killer for this age group. There are many risk factors that contribute to a young adult taking his life. Many of these factors play a role in the mental health of these adolescents. One of these factors that contribute to mental health and increase in adolescent suicide is bullying. In order to decrease the suicide rate and prevent future ones from happening one must educate adolescents in how to identify risk factors and how to correctly deal with them. References “Adolescents Are Experiencing Violence, Sadness, and Suicide Risk| CDC.” Www.cdc.gov, 22 Feb. 2023, www.cdc.gov/healthyyouth/data/yrbs/feature/dstr-feature.htm. American Academy of Child and Adolescent Psychiatry. “Suicide in Children and Teens.” Aacap.org, June 2021, www.aacap.org/aacap/families_and_youth/facts_for_families/fff-guide/teen-suicide-010.aspx. Blakeslee, Terese, et al. “Adolescent Characteristics, Suicide, and Bullying in High School.” The Journal of School Nursing, 16 Aug. 2021, p. 105984052110382, https://doi.org/10.1177/10598405211038235. Hink, Ashley B., et al. “Adolescent Suicide—Understanding Unique Risks and Opportunities for Trauma Centers to Recognize, Intervene, and Prevent a Leading Cause of Death.” Current Trauma Reports, 2 Apr. 2022, pp. 1–13, www.ncbi.nlm.nih.gov/pmc/articles/PMC8976221/, https://doi.org/10.1007/s40719-022-00223-7. Sutter, Claudia C., et al. “School and Electronic Bullying among Adolescents: Direct and Indirect Relationships with Sadness, Sleep, and Suicide Ideation.” Journal of Adolescence, Nov. 2022, https://doi.org/10.1002/jad.12101. Accessed 4 Dec. 2022.

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