Area of Interest in NP
Teenage depression is an issue of concern. NIMH.gov (2022) reports that more than four million American teens aged between twelve and seventeen years reported at least one episode of depression in 2020. This represents a prevalence of about 17 percent among this population. Furthermore, NIMH.gov (2022) reports that the prevalence of depression is higher among teenage females (about 25 percent) than males (about nine percent). NIMH.gov (2022) indicates that the prevalence of depression was higher among mixed-race teenagers (about 29 percent) compared to Asians (about 13.9 percent), blacks (about 13 percent), whites (about 18.6 percent), and Hispanics (about 15.6 percent).
Various factors increase the risk of depression. Firstly, life crises increase the risk of depression among teenagers. For instance, Jones et al. (2022) report that COVID-19 increased the incidence of depression and other mental health problems by about 37 percent among high school students. This is attributed to events such as quarantine, limited socialization, and fear. Secondly, Jones et al. (2022) report that the prevalence of depression and other mental health problems is higher among gays and lesbians compared to heterosexual teenagers. Thirdly, childhood trauma increases the likelihood of depression. For instance, teenagers with a history of sexual abuse or accident involvement are likely to be anxious and depressed compared to those without traumatic experiences (Daly, 2022). Fourthly, the environment may predispose a teenager to depression. For example, dysfunctional families and bullies increase the likelihood of depression (Horowitz & Graf, 2019). Fifthly, substance abuse and misuse predispose teenagers to depression. Examples of these substances and drugs include alcohol and benzodiazepines (Daly, 2022).
Depression is diagnosed by evaluating an individual’s symptoms and using the DSM-5 diagnostic criteria. According to the DSM-5, depression should be diagnosed if a person fulfills at least five symptoms found in the diagnostic criteria. Firstly, the individual’s depressed mood should persist daily (Truschel, 2022). Secondly, anhedonia should persist daily. Thirdly, the individual should demonstrate unexplained weight loss, weight gain, or altered appetite (Truschel, 2022). Further, the fourth symptom is experiencing a diminished thought process and limited mobility, and the fifth is experiencing fatigue almost daily (Truschel, 2022). Next, the individual is guilty and feels worthless. Lastly, the individual is indecisive and unable to concentrate (Truschel, 2022).
Various approaches are used to manage depression. Psychotherapy is an example of a non-pharmacological approach. This can be accomplished via interpersonal therapy and cognitive behavioral therapy (Lee et al., 2020). Notably, interpersonal therapy aims at improving teenagers’ social lives. It improves communication and their willingness to seek help from families, friends, and teachers (Jones et al., 2022). Cognitive behavioral therapy enables teenagers to focus on positive thought processes (Lee et al., 2020). By so doing, the incidence of depression is lowered. Further, pharmacological approaches should be used cautiously. Antidepressants have been reported to increase the risk of suicide among children, teenagers, and young adults (Lee et al., 2020). As such, when antidepressants are used, teenagers should be monitored closely. This requires a concerted effort among teenagers, parents, healthcare providers, and instructors. Selective serotonin inhibitors such as escitalopram and fluoxetine are approved for the management of teenage depression (Lee et al., 2020). The risk of suicidal ideations implies that psychotherapy should be prioritized in the management of teenage depression.
Teenage depression is a relevant problem in the USA and globally. Nurses, healthcare providers, and other stakeholders should identify and address factors predisposing teenagers to depression. To accomplish this, they can embrace both pharmacological approaches and psychotherapy. Psychotherapy is the management of choice. Medications are initiated to complement psychotherapy.
References
Daly, M. (2022). Prevalence of Depression among Adolescents in the U.S. From 2009 to 2019: Analysis of Trends by Sex, Race/Ethnicity, and Income. Journal of Adolescent Health, 70(3), 496–499. https://doi.org/10.1016/j.jadohealth.2021.08.026
Horowitz, J. M., & Graf, N. (2019). Most U.S. Teens See Anxiety and Depression as Major Problems. Pew Research Center, February. https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/
Jones, S. E., Ethier, K. A., Hertz, M., DeGue, S., Le, V. D., Thornton, J., Lim, C., Dittus, P. J., & Geda, S. (2022). Mental Health, Suicidality, and Connectedness among High School Students during the COVID-19 Pandemic – Adolescent Behaviors and Experiences Survey, United States, January-June 2021. MMWR Supplements, 71(3), 16–21. https://doi.org/10.15585/mmwr.su7103a3
Lee, Y., Brietzke, E., Cao, B., Chen, Y., Linnaranta, O., Mansur, R. B., Cortes, P., Kösters, M., Majeed, A., Tamura, J. K., Lui, L. M. W., Vinberg, M., Keinänen, J., Kisely, S., Naveed, S., Barbui, C., Parker, G., Owolabi, M., Nishi, D., McIntyre, R. S. (2020). Development and implementation of guidelines for the management of depression: A systematic review. Bulletin of the World Health Organization, 98(10), 683-697H. https://doi.org/10.2471/BLT.20.251405
NIMH.gov. (2022). Major Depression. https://www.nimh.nih.gov/health/statistics/major-depression
Truschel, J. (2022). Depression Definition and DSM-5 Diagnostic Criteria. https://www.psycom.net/depression/major-depressive-disorder/dsm-5-depression-criteria
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Question 
Week 1: Area of Interest in NP
22 unread replies.22 replies.
Overview
Over the course of the next eight weeks, we will be examining concepts related to nursing research and the translation of evidence to practice. To help you better understand the process, you will be identifying a practice issue for nurse practitioners. You will develop a PICOT question associated with the issue, find evidence to support a change in practice and present your recommendations for change to your peers. This week, we will work on helping you refine your area of interest so that you will be able to develop a concise question for next week’s assignment. You are encouraged to use the area of interest you chose for the project in NR500NP and/or NR501NP; however, you may choose a different area if you wish.
Area of Interest in NP
Select an issue in nurse practitioner (NP) practice that is of interest to you and in which you would like to see a practice change occur. Conduct a review of the literature to see what is currently known about the topic. In 1-2 paragraphs, describe the scope and relevance of the issue and your recommended change. Provide reference support from at least two outside scholarly sources to support your ideas. Please pick something you can do as an NP in your practice. Please avoid anything that would require a policy or law change, such as full-practice authority.
Due Date
A 5% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59 pm MT on Sunday (i.e., the student will receive an automatic 0 for any portion of the discussion not posted by that time).
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Saturday.
A zero is the lowest score that a student can be assigned.
Faculty may submit any collaborative discussion posting to Turnitin in order to verify originality.
Total Points Possible: 50
Requirements:
Discussion Criteria
Application of Course Knowledge: The student’s initial post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question. The initial post must be posted by Wednesday at 11:59 pm MT. Two resources must be used in your initial post. One from the weekly reading or lesson and one outside source.
Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The peer response must occur on a separate day from the initial posting.
The peer response must occur before Sunday, 11:59 p.m. MT.
The peer response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.
Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The faculty response must occur on a separate day from the initial posting.
Responses to the faculty member must occur by Sunday, 11:59 p.m. MT.
This response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.
Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference AND assigned readings OR online lessons, per discussion topic per week. Two resources total and to count must be an in-text citation in your initial post.
What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
Contains references for sources cited
Written by a professional or scholar in the field and indicates credentials of the author(s)
Is no more than 5 years old for clinical or research article
What is not considered a scholarly resource?
Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
Information from Wikipedia or any wiki
Textbooks
Website homepages
The weekly lesson
Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
Can the lesson for the week be used as a scholarly source?
Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
Are resources provided from CU acceptable sources (e.g., the readings for the week)?
Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
Are websites acceptable as scholarly resources for discussions?
Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources.
Professionalism in Communication: The post presents information in a logical, meaningful, and understandable sequence and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.
Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.
Discussion Rubric
Category Points Description
Application of Course Knowledge 15 Answers the initial discussion question(s)/topic(s), demonstrating knowledge and understanding of the concepts for the week by Wednesday at 11:59 pm MT.
Engagement in Meaningful Dialogue With Peers and Faculty 10 Responds to a student peer AND course faculty, furthering the dialogue by providing more information and clarification, adding depth to the conversation
Integration of Evidence 15 Assigned readings OR online lessons AND at least one outside scholarly source are included. The scholarly source is:
1) evidence-based, 2) scholarly in nature, 3) published within the last 5 years
Total content points = 40 points
Grammar and Communication 5 Presents information using clear and concise language in an organized manner.
Reference Citation 5 References have complete information as required by APA
In-text citations included for all references AND references included for all in-text citation
Total format points = 10 points
Discussion total points = 50 points