Annotated Bibliography

de Jesus Silva Figueiredo, M. H., de Spínola Costa Maymone Madeira, A., & Reis, A. M. S. D. S. (2022). Learning to care for the family in the community: Usability of the Dynamic Model of Family Assessment and Intervention. Revista de Enfermagem Referência, (1).

This article discusses the dynamic model of Family Assessment and Intervention as a learning-teaching process for nursing students at the undergraduate level, guiding the planning and assessment of the intervention in the caring process for families integrated into a community in clinical and theoretical teaching. This paper analyses the dimensions of the Dynamic Model of Family Assessment and Intervention as valued by nursing students at the undergraduate level in the development of intervention skills and family assessment. It identifies five dimensions: the least valued Empirical Precision, intermediate frequency derivative consequences, Generality, Simplicity, and the most valued Clarity. The paper also notes that there is an interconnection between the phases of care. The Dynamic Model of Family Assessment and Intervention is used as an instrument of reference and change in the decision-making process in a clinical setting.

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This article will likely help the future Nursing Practitioner Practice as it is an informative strategic source for nurses’ professional and pedagogical areas. For instance, seeing the hierarchical structure, the learning-teaching process shows that the appropriation of the Dynamic Model of Family Assessment and Intervention moves from a theoretical view to a reflective integrative practice, which appears to be related to the student’s maturity development. Analyzing these dimensions gives way to the development of future studies related to the partnership relationship between families, nurses, and their subsystems. Therefore, future nursing students would be aware of this association during their training in family health nursing.

DiClemente, C. C., & Crisafulli, M. A. (2022). Relapse on the road to recovery: learning the lessons of failure on the way to successful behavior change. Journal of Health Service Psychology, 48(2), 59-68.

This article discusses the importance of focusing on failures on the road to changing a certain health-related behavior. The article finds that relapse is very common in any individual trying to change a health-based behavior. The article also discusses that relapse, whether it happens years after a changed behavior or soon after the start of change, is very discouraging to clinicians and patients. In this article, it is noted that healthcare tends to ignore failure. Yet, when healthcare moves so fast, it misses the opportunities to learn from the important lessons that may encourage successfully changed behavior in the future. The paper uses addictive behavior as a perspective for exploring the relapse phenomenon. The paper uses the Transtheoretical Model (TTM) to gain insight into the significance of debriefing failure to encourage successful learning while redoing some phases of change. Additionally, it highlights the empirical-based approaches for working effectively with the situation of relapse in clinical practice, which is a personalized, client-centered, and more integrated strategy to care.

The article relates to TTM by understanding relapse’s role in the change process. The article uses the TTM model to understand the intentional behavior change process through five phases of TTM. These phases start with precontemplation, followed by contemplation, preparation, action, and maintenance. According to the article, these phases represent states as opposed to traits, and each state is linked to behavior change and critical motivation, which are parts of the change process. This article acknowledges that change does not start with take-off but with pre-action activities that contribute to successfully changed behavior.

While clinicians and healthcare providers may focus on take-off actions to achieve changed health-related behavior, this article challenges this notion. It seems to influence Nursing Practitioner Practice in the future. Through addressing the issue of relapse, this article encourages clients, clinicians, and other healthcare providers to shift their practices and perspectives to embrace the failure experience and help turn it into success. This is because successfully changed behavior is only achieved through patience and persistence and not just changing medication for a patient, for instance. Therefore, the Nursing Practitioner Practice will benefit from paying keen attention to the failures of patients who are changing their behavior and learning from them.

Hines, S. E., Gaitens, J., Mueller, N. M., Molina Ochoa, D., Fernandes, E., & McDiarmid, M. A. (2022). Respiratory Protection Perceptions among Malian Health Workers: Insights from the Health Belief Model. International Journal of Environmental Research and Public Health, 19(5), 3028.

This article has described the feasibility of recyclable respiratory protective devices known as elastomeric respirators in middle and low-income nation-states. The paper conducted qualitative research by interviewing health worker respondents and using focus groups in a clinical setting in Mali. The health workers were using elastomeric or/and traditional N95 respirators. The Health Belief Model was used in this research, particularly the prior constructs from the model. This model was one of the methods used to assess the user’s perspective of certain health behaviors, like using a respirator. This research paper also focused on using other constructs that impact the uptake of respirators, including cultural and system-level factors. These constructs were jointly used to frame the perceptions of the health workers in Mali and increased barriers to and facilitators of respirator use uptake.

The article relates to the chosen model, the Health Belief Model because the model is used as a method of assessment of the user’s perspective of a certain health behavior like respirator use. The article uses this model because it entails spheres of perceived barriers, benefits, severity, susceptibility, demographic factors, self-efficacy, cues to action, and perceived threat to comprehend whether a protective action of health is taken. The article’s authors acknowledge that the model has been used in higher-income nation-states to understand respiratory protection beliefs. Therefore, they believe using it in their research will help them understand health workers’ viewpoints in medium- and low-income nation-states.

With every global infectious disease such as COVID-19, a decreased supply of one-use disposal N95 respirators is more evident. According to the article, the N95 respirators can filter about 95% of 0.3 µ particles in the air. Healthcare providers and staff use this respirator daily in clinical environments, and it is often seen as a first-line defense against airborne diseases. When the COVID-19 pandemic struck, a shortage of respiratory protection devices was evident. This forced people to reuse the N95 disposable respirator or use non-medical face shields and masks, potentially exposing the health workers to infectious pathogens causing deadly illnesses. Therefore, as explained by the article, this vulnerability highlights the need for cost-effective, sustainable, and innovative solutions that would protect not only patients but mostly nurses and other healthcare workers. Besides, healthcare workers are usually the front-line responders to airborne infectious diseases like COVID-19 and H1N1 influenza, among others. Thus, this article would be relevant to future Nurse Practitioner practice as it will help protect healthcare workers as they attend to patients.

Kahn, S., & Denov, M. (2022). Transgenerational trauma in Rwandan genocidal rape survivors and their children: A culturally enhanced bioecological approach. Transcultural Psychiatry, 13634615221080231.

This article discusses how the culturally-enhanced bioecological model can be applied to transgenerational trauma. The authors’ focus is on Rwandan genocidal rape survivors as well as their children. Their findings are that important practices could interrupt transgenerational trauma among Rwandan genocidal rape survivors and other survivors in different contexts. They argue that culturally-based interventions must be considered at every level of the culturally-promoted bioecological framework. This article demonstrates that women who got pregnant due to rape during the genocide need prenatal intervention to limit stress and set the environment for a positive child-mother bond. They also attest that psychotherapy, psychoeducation, and community support should be integrated with pregnant women who have post-traumatic stress disorder so that negative health effects on the child and mother can be mitigated effectively.

The article is related to family systems theory in understanding the institution of family in the context of war. More specifically, this article refers to systems theory by referring to its understanding that war-related trauma can result in a defunct normative child-parent boundary. In this paper, the findings are that children assumed a reversed role with their parents, as mothers were viewed by their children as vulnerable and fragile. Additionally, family systems theory has been used as an element of culturally contextualized realities along with attachment relationships, vulnerabilities and personal characteristics, and historical and socio-cultural realities of transgenerational trauma. These realities, including family systems, combine to give a multi-layered, intricate understanding and picture of the lived realities of children and women born of genocidal rape. For instance, the article uses family systems theory to explain the pull/push of kinship where a child born from genocidal rape is hated by their mother because the mother was also rejected after rape or the step-father hates the child after his mother remarries. In other families, communication shifts from open to closed. Some mothers do not speak about the circumstances of the births of their children when asked by their curious children, which leads to conflict within the family as the mother influences the child, and the mother’s family influences the mother. Therefore, this article has based its understanding of the realities of genocidal rape survivors on the systems family theory.

This article could be useful for Nursing Practitioner Practice, especially in therapy interventions. Since, according to this research, trauma is passed from one generation to another, a multi-faceted integrative approach to therapeutic intervention is needed. Providing structural, community, familial, dyadic (child/mother), individual, and prenatal level intervention alone may not be enough, mainly if the cultural shift to transform the meaning ascribed by society and families to the intricate identities assumed by the youth born out of genocidal rape and their mothers. Therefore, this article gives insight into the Nursing Practitioner Practice to consider more than the levels mentioned above and delve into the complex realities faced by victims and survivors of genocidal rape.

Obirikorang, Y., Acheampong, E., Anto, E. O., Afrifa-Yamoah, E., Adua, E., Taylor, J., … & Obirikorang, C. (2022). Nexus between constructs of social cognitive theory model and diabetes self-management among Ghanaian diabetic patients: A mediation modeling approach. PLOS Global Public Health, 2(7), e0000736.

This article examines the factors that influence diabetes self-management practices to discover the importance of promoting healthy living among patients with diabetes. This research paper assesses the determinants of diabetes self-management practices among patients with type 2 diabetes mellitus through social cognitive theory. In their findings, the authors argue that there is an association between environmental and personal aspects and their influence on proper diabetes self-managed practices among patients with type 2 diabetes mellitus. They found that prior knowledge of diabetes, belief in the effectiveness of treatment, and self-efficacy are the most important factors for self-managed practices among type 2 diabetic patients. They also argue that family support is crucial in improving proper diabetes self-managed practices.

The article uses social cognitive theory to evaluate the factors that influence diabetes self-managed practices because this theory characterizes indirect and direct analysis of the association between environmental and personal factors and diabetes self-managed practices since this model is process-oriented. In this case, personal factors entail knowledge of diabetes, belief in the effectiveness of treatment, and self-efficacy. In contrast, environmental factors entail friends, family, and healthcare providers’ support.

This article will help inform future interventions to focus on mediator roles like family support, belief in the effectiveness of treatment, and self-efficacy of the patient to enhance proper self-managed practices among patients with chronic illnesses such as diabetes. This is because the article intensely appreciates the relationship between environmental and personal factors and their influence on self-managed practices among patients with type 2 diabetes. Therefore, when treating patients with chronic illnesses, the future Nurse Practitioner Practice can consider involving all factors, including the family of the patients, their beliefs, and the support of the healthcare providers.a:link {text-decoration: none;}a:visited {text-decoration: none;
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Question

Week 5: Annotated Bibliography
Due Aug 7 by 11:59pm Points 200 Submitting a file upload
Purpose
This assignment provides the opportunity for the student to review current and historical literature related to theories important to the nurse practitioner role. The assignment fosters analytical thinking related to the selected theories as well as application within the profession.

Activity Learning Outcomes
Through this assignment, the student will demonstrate the ability to:

Through this assignment, the student will demonstrate the ability to:

CO 3: Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2, 5)

CO 4: Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and the application to advanced nursing practice. (PO 1)

Due Date:
Sunday 11:59 PM MT at the end of Week 5. Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

Total Points Possible: 200
Requirements:
Description of the Assignment

An annotated bibliography is an alphabetical list of information sources (such as journal articles), formatted like a bibliography or a reference list, accompanied by a commentary, or annotation, for each source. The purpose of an annotated bibliography is to learn about a topic through a critical review of literature and encourage a deeper engagement with literature to develop analytical skills

This assignment presents a method for examining several theories important and useful to the nurse practitioner role.

Preparing the Assignment
For this assignment, you will use the five theories/models listed below:
Health Belief Model
Transtheoretical Model of Behavioral Change
Social Cognitive Theory
Family Systems Theory
Family Assessment and Intervention Model
Search the library for literature. Locate one article related to each selected theory or model.
Use only scholarly sources as defined for the NP program: A US based peer -reviewed journal for clinicians (MD/DO/NP/PA) published in the past five years or the latest clinical practice guideline (CPG).
Prepare an annotated entry for each source. Begin with the full APA citation of the source, followed by 2-3 paragraphs:
Summarize the article.
Describe how the article relates to the chosen theory/model.
Reflect on how the article could (or could not) be relevant to future Nurse Practitioner practice.
Criteria for Format and Special Instructions
The paper should include a separate title page using APA format. No reference page is necessary as the references will be incorporated into the body of the bibliography.
Entries should be alphabetized by author.
A minimum of 5 (five) scholarly references must be used. Required textbooks for this course, and Chamberlain College of Nursing lesson information may NOT be used as scholarly references for this assignment. Be aware that information from .com websites may be incorrect and should be avoided.
References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.
In-text citations are not required in the annotated bibliography.
Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
ASSIGNMENT CONTENT

Category

Points

Description

Assignment Specifications

Annotated bibliography format utilized. Entries are alphabetized by author. Title page included.

APA Format (current edition)

Title page and references must follow APA guidelines as found in the current edition of the manual. One deduction for each type of APA style error

Writing Mechanics

Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the current edition of the APA manual.

Total FORMAT Points= [30 pts]

ASSIGNMENT TOTAL= 200 points

Rubric
NR501NP_Annot_Bib_MARCH20
NR501NP_Annot_Bib_MARCH20
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeQuantity of Sources
15 pts
Excellent
5 sources utilized
14 pts
V. Good
4 sources utilized
12 pts
Satisfactory
3 sources utilized
8 pts
Needs Improvement
2 sources utilized
0 pts
Unsatisfactory
1 or fewer sources utilized
15 pts
This criterion is linked to a Learning OutcomeQuality of Sources
20 pts
Excellent
All selected works are from scholarly sources.
18 pts
V. Good
1 selected work is from a non-scholarly source.
17 pts
Satisfactory
2 selected works are from non-scholarly sources.
10 pts
Needs Improvement
3 selected works are from non-scholarly sources.
0 pts
Unsatisfactory
4 or more selected works are from non-scholarly sources.
20 pts
This criterion is linked to a Learning OutcomeRecency of Sources
15 pts
Excellent
All sources are less than 5 years old; if older, permission obtained and historical significance explained.
14 pts
V. Good
1 source older than 5 years old without permission obtained or no explanation of historical significance.
12 pts
Satisfactory
2 sources older than 5 years old without permission obtained or no explanation of historical significance.
8 pts
Needs Improvement
3 sources older than 5 years old without permission obtained or no explanation of historical significance.
0 pts
Unsatisfactory
4 or more sources older than 5 years old without permission obtained or no explanation of historical significance.
15 pts
This criterion is linked to a Learning OutcomeSummary of Annotations
40 pts
Excellent
All annotations complete with clear explanation (or description) of source material.
36 pts
V. Good
1 annotation lacked clarity or completeness.
33 pts
Satisfactory
2 annotations lacked clarity or completeness.
20 pts
Needs Improvement
3 annotations lacked clarity or completeness.
0 pts
Unsatisfactory
4 or more annotations lacked clarity or completeness.
40 pts
This criterion is linked to a Learning OutcomeRelation to Theory/Model
40 pts
Excellent
All annotations contain a clear description on how the source relates to the theory/model.
36 pts
V. Good
1 annotation lacked a clear description on how the source relates to the theory/model.
33 pts
Satisfactory
2 annotations lacked a clear description on how the source relates to the theory/model.
20 pts
Needs Improvement
3 annotations lacked a clear description on how the source relates to the theory/model.
0 pts
Unsatisfactory
4 or more annotations lacked a clear description on how the source relates to the theory/model.
40 pts
This criterion is linked to a Learning OutcomeReflection
40 pts
Excellent
All annotations contain a clear reflection of the relevance of the source material to future nursing practice. First person may be utilized.
36 pts
V. Good
1 annotation lacked a clear reflection of the relevance of the source material to future nursing practice. First person may be utilized.
33 pts
Satisfactory
2 annotations lacked a clear reflection of the relevance of the source material to future nursing practice. First person may be utilized.
20 pts
Needs Improvement
3 annotations lacked a clear reflection of the relevance of the source material to future nursing practice. First person may be utilized.
0 pts
Unsatisfactory
4 or more annotations lacked a clear reflection of the relevance of the source material to future nursing practice. First person may be utilized.
40 pts
This criterion is linked to a Learning OutcomePaper Specifications
Critical elements:
• Annotated bibliography format utilized.
• Entries are alphabetized by author.
• Title page included.
• Each theory is used for no more than 2 annotations
10 pts
Excellent
This section included all critical elements.
9 pts
V. Good
This section included three of the critical elements.
8 pts
Satisfactory
This section included only two of the critical elements.
5 pts
Needs Improvement
This section included only one of the critical elements.
0 pts
Unsatisfactory
This section included none of the critical elements.
10 pts
This criterion is linked to a Learning OutcomeAPA Style
APA guidelines, as per the current edition of the manual, are demonstrated for the
• title page
• references
One deduction for each type of APA format error
10 pts
Excellent
0 to 1 APA error was present.
9 pts
V. Good
2-3 APA errors were present.
8 pts
Satisfactory
4-5 APA were present.
5 pts
Needs Improvement
6-7 APA were present.
0 pts
Unsatisfactory
8 or greater APA errors were present.
10 pts
This criterion is linked to a Learning OutcomeWriting Quality
Submission follows the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the current edition of the APA manual.
10 pts
Excellent
1–2 errors or exceptions were present.
9 pts
V. Good
3-4 errors or exceptions were present.
8 pts
Satisfactory
5-6 errors or exceptions were present.
5 pts
Needs Improvement
7-8 errors or exceptions were present.
0 pts
Unsatisfactory
9 or greater errors or exceptions were present.
10 pts
This criterion is linked to a Learning OutcomeLate penalty deductions
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
0 pts
Manual Deductions
0 pts
Manual Deductions
0 pts
Total Points: 200

Annotated Bibliography