BENCHMARK-Evidence-Based Practice Proposal Final Paper
Table of Contents
BENCHMARK-Evidence-Based Practice Proposal Final Paper
| Benchmark – Evidence-Based Practice Proposal Final Paper |
Throughout this course, you have developed a formal, evidence-based practice proposal.
The proposal is the plan for an evidence-based practice project designed to address a problem, issue, or concern in the professional work setting. Although several types of evidence can be used to support a proposed solution, a sufficient and compelling base of support from valid research studies is required as the major component of that evidence. Proposals must be submitted in a format suitable for obtaining formal approval in the work setting. Proposals will vary in length depending upon the problem or issue addressed. The cover sheet, abstract, references pages, and appendices are not included in the word count.
Section headings for each section component are required. Evaluation of the proposal in all sections will be based upon the extent to which the depth of content reflects graduate-level critical thinking skills.
This project contained seven formal sections: These were order numbers -133376, 133381, 133387, 133388, 133401)
- Section A: Organizational Culture and Readiness Assessment- – (Order number 133376)
- Section B: Proposal/Problem Statement and Literature Review – (Order number 133376)
- Section C: Solution Description – (Order number 133381)
- Section D: Change Model – (Order number 133387)
- Section E: Implementation Plan – (Order number 133388)
- Section F: Evaluation of Process – (Order number 1333401)
This final paper submission will consist of the above completed project sections A-F (with the revisions to all sections), The revised orders will be uploaded. Please do not use your copy.
This final paper will consist of Title page, abstract, compiled references list, and appendices as previously assigned in individual section assignments.
Appendices will include a
– Conceptual model for the project- (See section D (133387) Include the conceptual model in the appendices of this final paper. (Use the conceptual model created in section D paper)
-Handouts-
– data – (See section E paper (133388) for this. Develop the data collection tools that will be needed include the data collection tools in the appendices for the final paper.
– evaluation collection tools- (See section E paper (133388) for this. Describe the methods and instruments, such as a questionnaire, scale, or test to be used for monitoring the implementation of the proposed solution (Develop the instruments include the instruments in the appendices for this final paper.
– a budget- (See section E paper(133388) for this. Develop a budget plan include the budget plan in the appendices for this final paper.
– A timeline- (See section E paper(133388) for this. Create a timeline. Make sure the timeline is general enough that it can be implemented at any date. You will include the timeline in the appendices for this final paper.
– resource lists- (See section E paper (133388) for this. Provide a resource list. You will include the resource list in the appendices for this final paper.
- approval forms- (See section E paper (133388) for this. If there is a need for a consent or approval form, then one must be created-you will include the consent or approval forms in the appendices for the final paper.
Please check previous uploaded questions if needed.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.
This assignment uses a rubric. Please review the rubric (this is uploaded) prior to beginning the assignment to become familiar with the expectations for successful completion.
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Solution
BENCHMARK-Evidence-Based Practice Proposal Final Paper
Grand Canyon University
NUR 590-Evidence Based Practice Project
Abstract
In contemporary times childhood trauma has become a significant public health issue. Traumatic experiences can disrupt children’s neurodevelopment and affect their emotional, social, and cognitive development, leading to the children adopting health risk behaviors as they grow. Children that have experienced trauma are also at a higher risk of disease, disability, and early death. Children go through different trauma, including abuse, neglect, and household challenges. Some of the traditional treatment approaches to trauma in children include eye movement desensitization and reprocessing, and prolonged exposure therapy. These methods are not as effective in children as should be as it requires the patient to have a certain level of emotional, mental, and cognitive maturity. Some children may not understand the traditional trauma treatment approach, making this form of treatment ineffective among children.
The alternative to traditional trauma treatment approaches is trauma-informed care. Trauma-informed care involves the therapists taking time to understand the traumatic events and offering support services to help deal with the trauma. Therefore, trauma-informed care is more patient-centered and comprehensive and allows the therapist or practitioner to take more control of the treatment without depending on the patient’s level of understanding. Trauma-informed care can therefore provide better outcomes for children as explored in this EBP project.
Table of Contents
Section A: Organizational Culture and Readiness Assessment 5
Section B: Proposal/Problem Statement and Literature Review.. 6
Section C: Solution Description. 8
Method to Achieve Outcomes. 10
Steps in the Change Model /Framework. 11
Application of the Iowa Model in Implementing Trauma-Informed Care in the Health Department 12
Section E: Implementation Plan. 14
Delivering the Intervention Process. 16
Strategies to Deal with the Management of Any Barriers Facilitators and Challenges. 17
Feasibility of the Implementation Plan. 18
Plans to Maintain, Extend, Revise, And Discontinue A Proposed Solution After Implementation. 18
Section F: Evaluation of Process. 18
Rationale for the methods used in collecting the outcome data. 19
How the Outcome Measures Evaluate the Extent to which the project Objectives Are Achieved. 19
Strategies to Take If Outcomes Do Not Provide Positive Results. 20
Implications for Practice and Future Research. 21
Introduction
Some of the traditional treatment approaches to trauma include techniques such as eye movement desensitization and reprocessing and prolonged exposure therapy. These methods are therefore not effective in children as they may require the client to have a certain level of emotional, mental, and cognitive maturity. Some children may also not understand the processes of the traditional trauma treatment approaches, which makes its treatment ineffective among children. The alternative to traditional trauma treatment approaches is trauma-informed care. Trauma-informed care is, therefore, more patient-centered and comprehensive and also allows the therapist to take more control of the treatment without depending on the level of understanding of the patient. Trauma-informed care can therefore provide better outcomes for children. This evidence-based project, therefore, explores the effectiveness of trauma-informed care compared to traditional single approach methods through the PICOT question of: In children who have gone through a traumatic event (P), the use of trauma-informed care (I) is more effective than the use of specific therapies such as eye movement desensitization(C) in promoting the holistic wellbeing of children (O) over a period of six months (T).
Section A: Organizational Culture and Readiness Assessment
The organization assessed for the evidence-based practice proposal project is the Health Department. To achieve the best results, The World of Work Project culture assessment questionnaire was used to evaluate the health department’s culture. The results of the cultural assessment test suggested heavily that the health department has a clan culture. The Clan culture incorporates teamwork and employee involvement programs. A people-focused culture characterizes the clan culture with a highly collaborative work environment where every individual is valued, and communication is considered a high priority (Kiranli Güngör & Şahin, 2018). Different survey categories led to my informed conclusion that the healthcare department has a clan culture. These include the high score on the culture assessment part of the questionnaire: teamwork, decentralization, objective-driven, people-oriented, service-oriented, change-oriented, communication, and cooperation categories of the culture assessment questionnaire. The health department’s lowest scores in the culture assessment questionnaire were related to decision-making and planning categories (World of Work Project, 2021).
As the health department has a clan culture that supports changes, service delivery, teamwork, clear objectives, communication, cooperation, clinical inquiry, and EBP implementation will be successfully attained. The result of the assessments indicates the health department’s high readiness level for clinical investigations and EBP implementation. However, the barriers foreseen with the health department to the clinical inquiry and EBP implementation will be the decentralized decision-making model and adequate planning. The following strategies that the health department should adopt to improve their weaker areas in clinical inquiry and EBP implementation will include having an implementation team layout the plan and a trauma-informed care implementation team. The team will make decisions related to clinical investigations and EBP implementation.
Section B: Proposal/Problem Statement and Literature Review
Problem Statement
This evidence-based project explores the effectiveness of trauma-informed care in comparison to traditional single approach methods. The research project is done through the PICOT question: (P) children who have gone through a traumatic event (I) the use of trauma-informed care (C) ) is more effective than the use of specific therapies such as eye movement desensitization (O) promoting the holistic wellbeing of children (T) over six months OR sustainable to each child.
In contemporary times childhood trauma has become a significant public health issue. According to Maynard et al. (2019), traumatic experiences can disrupt children’s neurodevelopment and affect their emotional, social, and cognitive development, leading to the children adopting health risk behaviors as they grow. Children that have experienced trauma are also at a higher risk of disease, disability, and early death. Children go through different trauma, including abuse, neglect, and household challenges (Jankowski et al., 2019). In some cases, trauma begins in the prenatal stage during pregnancy, based on the level of stress the mom goes through. Such trauma can continue after the birth of the child. There have been very few studies that have focused on presenting evidence-based practices to treat childhood trauma, as, in the past, a lot of focus was on adult trauma. Some of the traditional treatment approaches to trauma in children include eye movement desensitization and reprocessing, and prolonged exposure therapy (Bartlett et al., 2016). These methods are not as effective in children as should be as it requires the patient to have a certain level of emotional, mental, and cognitive maturity. Some children may not understand the traditional trauma treatment approach, making this form of treatment ineffective among children.
The alternative to traditional trauma treatment approaches is trauma-informed care. Trauma-informed care involves the therapists taking time to understand the traumatic events and offering support services to help deal with the trauma (Jankowski et al., 2019). Therefore, trauma-informed care is more patient-centered and comprehensive and allows the therapist or practitioner to take more control of the treatment without depending on the patient’s level of understanding. Trauma-informed care can therefore provide better outcomes for children (Maynard et al., 2019).
Research Summary
In the research to support the PICOT question, a systematic literature review was conducted, which included evidence-based practices related to the use of trauma-informed care to treat childhood trauma. The articles chosen were peer-reviewed scholarly journals to ensure authenticity, credibility, and currency.
The key findings of the systematic literature review were that trauma-informed care was more effective in the treatment of trauma among children and adults compared to traditional approaches such as eye movement desensitization and reprocessing, and prolonged exposure therapy (Brown et al., 2017; Bartlett et al., 2016; Jankowski et al., 2019). Trauma-informed care involves the therapists or practitioners taking the time to understand the traumatic events and offering support services to help deal with the trauma. Trauma-informed care was more patient-centered and comprehensive and allowed the therapist or practitioner to control the treatment without depending on the patient’s understanding level. Trauma-informed care would therefore provide better outcomes for children (Maynard et al., 2019).
The most observable limitations of the different research studies explored in my literature review included small sample sizes. The researchers utilized small samples. This forced the researchers to overgeneralize the research results, which likely impacted the study recommendations’ results and application in large populations.
Section C: Solution Description
Proposed Solution
The alternative to the conventional approach to the care for children with trauma is trauma-informed care. Trauma-informed care involves the therapists or practitioners taking the time to understand the traumatic events and offering support services to help deal with the trauma (Jankowski et al., 2019). Therefore, trauma-informed care is more patient-centered and comprehensive and allows the therapist or practitioner to take more control of the treatment without depending on the patient’s level of understanding. Trauma-informed care can provide better outcomes for children (Maynard et al., 2019).
Different scholarly studies have shown that trauma-informed care will be more effective in the treatment of trauma among both children and adults compared to conventional approaches such as eye movement desensitization and reprocessing, and prolonged exposure therapy (Brown et al., 2017; Bartlett et al., 2016; Jankowski et al., 2019).
Introducing Trauma-informed care in the health department to improve the treatment provided to children with trauma will be realistic. This will be accomplished by adopting a suitable change management model such as Lewin’s change management model.
Organization Culture
The health department will lean towards the proposed change in the care for children with trauma. The health department is known to have a clan culture that supports changes, service delivery, teamwork, setting of clear objectives, communication, and cooperation. The health department also has other resources available such as the needed finances and external stakeholders, which will aid in a smoother and successful implementation.
Expected Outcomes
Implementing trauma-informed care interventions in the health department would improve the children who have experienced traumatic events’ holistic well-being. The practical introduction of trauma-informed care will promote effective neurodevelopment in the children affected by trauma and significantly decrease emotional, social, and cognitive development challenges. It will also lead to lesser health risk behaviors in the children.
Method to Achieve Outcomes
A trauma-informed care implementation team to achieve a smooth and successful implementation of trauma-informed care will be set up in the health department. Lewin’s change management model of unfreezing, changing, and refreezing will be used across the health department (Hussain et al., 2018). The implementation team will utilize Lewin’s change management model to ensure a seamless transformation and implementation of trauma-informed care.
The trauma-informed care interventions will include the decentralized decision-making model in the health department and adequate planning. The trauma-informed care implementation team will create a centralized decision-making body to implement the health department’s change. This body will be responsible for all the planning and preparation for the change.
There will be some barriers, and these barriers will have to be assessed and eliminated during the implementation phase. Resistance to the change is a significant limitation to be expected in the implementation of trauma-informed care. The implementation team will work on resistance to change, which will be addressed by utilizing Lewin’s change management model.
Outcome Impact
Implementing trauma-informed care interventions in the health department will significantly improve the quality of care provided to children who have experienced traumatic experiences. According to Maynard et al. (2019), trauma-informed care interventions are more patient-centered than other interventions to help children deal with trauma. Trauma-informed care interventions in the health department will also improve patient-focused care. Trauma-informed care interventions will enhance the efficacy of the treatment rendered to children who have experienced traumatic experiences. Trauma-informed care interventions will promote a conducive environment for both the target patients and care providers involved in treatment processes.
Section D: Change Model
Applying a theoretical framework is central to the implementation of an evidence-based practice project. The Iowa Model of evidence-based practice would be a suitable framework for implementing the evidence-based proposal to the health department.
The Iowa Model was established many years ago by the University of Iowa as a guide for nurses to follow when implementing evidence-based research findings to improve patient care (Buckwalter et al., 2017). It is an application-oriented guide for the evidence-based practice process, which will be appropriate in implementing trauma-informed care in the health department.
This paper will discuss the Iowa Model of evidence-based practice and its relevance in implementing trauma-informed care interventions in the health department. The paper will explore different steps of the Iowa Model and how each of the steps will be applied in the implementation of trauma-informed care in the health department.
Steps in the Change Model /Framework
There are eight steps to the Iowa Model of evidence-based practice. The first step in the Iowa Model of evidence-based practice is identifying the trigger/s to justify a change. Examples of triggers for change could be problems in the organization or practice setting or new knowledge developed in the practice setting (Hanrahan et al., 2019). The second step in the Iowa model is to determine if the problem is a priority for a change in a specific department, organization, unit, or practice setting. In the third step, a team will develop, evaluate, and implement the proposed EBP changes. This team will comprise representatives from various departments, allowing interdisciplinary stakeholders to effectively implement and assess the proposed changes (Buckwalter et al., 2017). The fourth step of the Iowa Model involves collecting and analyzing the research related to the change in the organization or practice by developing the research question using a PICOT method. It also involves conducting a thorough literature search. The fifth step in the Iowa Model of evidence-based practice is critiquing and synthesizing the research collected in a literature search to determine if the proposed changes are scientifically supported (Duff et al., 2020). The sixth step in the Iowa Model is to decide if there is enough research to support the implementation of the change. The seventh step of the Iowa Model is implementing the proposed changes through a pilot program, thereby allowing for implementing the change in one or two smaller areas or departments and not the whole organization at once. This also leaves room for evaluation of the change. The eighth and final step in the Iowa Model is about evaluating the results to determine if the proposed changes are practicable and assessing if the change will improve outcomes in the practice setting (Buckwalter et al., 2017).
Application of the Iowa Model in Implementing Trauma-Informed Care in the Health Department
The Iowa Model of evidence-based practice will be utilized in implementing evidence-based trauma-informed care in the health department. The first step is to identify the triggers that would require an EBP change in the health department. The triggers for the EBP change in the health department would be “problem-focused triggers.” This is because the conventional treatment approaches, such as eye movement desensitization and reprocessing, have not shown positive results in children with trauma (Maynard et al., 2019). The second step will be to determine if the introduction of trauma-informed care is a priority in the health department. After determining that the change is a priority, the next step would be to form a team to implement trauma-informed care in the health department. The team will consist of public health nurses, school nurses, pediatricians, therapists, counselors, and other interdisciplinary stakeholders. The next step will be to gather and analyze scholarly research data related to trauma-informed care. In so doing, the team will form a PICOT question of: (P) In children who have gone through a traumatic event (I), the use of trauma-informed care (C) is more effective than the use of specific therapies such as eye movement desensitization (O) in promoting the holistic well-being of children (T) over six months OR sustainable to each child. The research discovered would then be critiqued and synthesized to support the proposed change of the use of trauma-informed care for children who have experienced traumatic events.
After this, the team will determine whether there is enough evidence-based research to support trauma-informed care in the health department. Having adequate and evidence-based research results that support the implementation of trauma-informed care in children would lead to the next step of implementing the change through a pilot program. The change will be initiated and implemented in the health department outpatient clinic where some school-age children go for treatment during school hours. The team will then evaluate the pilot program within a specific time, and they will assess the effect the use of trauma-informed care had on children with trauma. If positive changes are noted following the use of trauma-informed care in the pilot program, then trauma-informed care will be fully implemented in the health department.
Conclusion
In conclusion, the appropriate evidence-based practice model for implementing trauma-informed care interventions in the health department is the Iowa Model. The Iowa Model of evidence-based practice allows for a systematical evidence-based proposal change. The Iowa Model would be suitable in implementing trauma-informed care interventions in the health department because it is an application-oriented guide for the evidence-based practice process.
Section E: Implementation Plan
Introduction
Planning is an essential part of the implementation of an evidence-based project. This paper will review different planning exercises required to implement proposed trauma-informed care projects in the health department. It will include the strategy, time needed to complete the implementation process, resources, methods, instruments, and data collection plans.
Setting
The setting to implement this project proposal will be the Fairfax County Health Department. The public health nurses in the health department will implement the trauma-informed care interventions in the care of the children that come to the health department and in the children in foster care and adoption programs across the county. The public health nurses in the health department will seek approval from the managers in the state and county adoption program and from state adoption assistance specialists to introduce trauma-informed care interventions to children in the foster and adoption programs that have experienced trauma. The program managers and the adoption specialists will have to sign consent forms before implementing and applying trauma-informed care in children in foster care. The guardians of those adopted will have to sign the informed consent forms after understanding the benefits of trauma-informed care for their children (Kadam, 2017).
Timeline
The implementation of the trauma-informed care interventions project is projected to take approximately six months. The first step in implementing the project will include the training of the public health nurses and the team on how to effectively utilize trauma-informed care interventions in children with trauma and how implementing such interventions among children is entirely different from that of adults. The training of the public health nurses and the team in implementing the trauma-informed care project will take one month. After completing the training, public health nurses and the team will contact the state adoption program managers and guardians of children who fall into the group of children affected by trauma, informing them of the plan to implement the trauma-informed care into the children’s care. The team will ensure all informed consents are received before the children undergo any form of trauma-informed care sessions. Public health nurses will evaluate the children’s trauma severity before the beginning of trauma-informed care interventions and after the six-month therapy. Public health nurses and clinicians will use a comparison of the children’s outcomes before and after the trauma-informed care interventions to evaluate any improvements (Parker et al., 2020).
Resources
The team will utilize different resources during the implementation of the trauma-informed care project in the health department. An essential central resource needed and used for the project will be human resources. The human resources required for implementing the trauma-informed care project will include public health nurses, clinicians such as therapists, leadership in the health department, and the trauma-informed care implementation team. The trauma-informed care implementation team consists of professionals from the interdisciplinary team such as psychologists, social health workers, community health workers, counselors, and pediatricians (Thomas et al., 2019). The implementation of the trauma-informed care project will also require finances. Although the goal of the EBP is to improve health care, the issue of cost must be considered in the value equation. Personnel costs, supply costs and capital expenses are incorporated into the cost of the EBP implementation. The primary source of financing for the project will be from the health department. The health department’s leadership personnel will approve the budget for implementing the trauma-informed care project. Approximately $1,000,000 is budgeted for the process of implementing trauma-informed care in the health department.
Methods and Instruments
The implementation team will use the ‘my worst experience scale’ (MWES) to monitor the implementation of trauma-informed care in children with trauma in the health department and other organizations. The MWES was developed by Hyman et al. in 2002 (Oh et al., 2018). The tool helps collect information about traumatic events experienced by children between 9 to 18 years from the children’s perspective. The MWES tool also assesses developmental issues and symptoms associated with the traumatic events the children who have gone through traumatic events may be facing. The MWES tool allows for a diagnosis of post-traumatic stress disorder to be made (Eklund et al., 2018).
Delivering the Intervention Process
The first step in delivering the implementation will include training the public health nurses and the multidisciplinary team on how to utilize trauma-informed care among children effectively and how implementing such interventions among children differs from adults (Parker et al., 2020). Information on the critical components, including some organizational and clinical details, will be provided to the public health nurses and multidisciplinary team members by the trauma-informed care implementation team. The vital organizational components for implementing a trauma-informed care approach among children will entail clear communication about the transformation process. Creating a safe environment, training clinical and non-clinical staff members, and engaging the patients in organizational planning, will also be critical organizational factors. Preventing secondary traumatic stress among the staff and hiring trauma-informed personnel will also be another essential organizational component (Menschner & Maul, 2016). Some other important clinical factors in implementing a trauma-informed approach will include training the staff on trauma-specific treatment approaches, effective screening of children with trauma or experiencing trauma, and partnering with other organizations to reach the target audience.
It is also essential to have the children participate in their treatment process /plan (Menschner & Maul, 2016). The public health nurses and clinical team will utilize the MWES tool to screen the trauma in the targeted children and assess progress once the trauma-informed care has been introduced and used.
Data Collection Plan
The data management in the trauma-informed care project will include the children’s MWES tool results and their qualitative feedback during therapy sessions (Thomas et al., 2019). The implementation team will record the MWES ratings and the qualitative feedback of the children during therapy sessions. The implementation team will also be actively involved in compiling and analyzing data to determine the effectiveness of trauma-informed care in children with trauma. Any improvement in the MWES ratings of a child and positive qualitative feedback during therapy sessions will highlight that the trauma-informed care interventions as is effective in these children.
Strategies to Deal with the Management of Any Barriers Facilitators and Challenges.
The main barriers in implementing the trauma-informed care approach in the health department will be a shortage of financial resources and resistance to change among public health nurses and other professionals. The implementation team will utilize Kurt Lewin’s change management model of unfreezing, changing, and refreezing to deal with resistance to change among the public health nurses and other professionals (Hussain et al., 2018). Other organizations interested in the project willing to assist financially will assist in funding alleviating the financial shortage problem.
Feasibility of the Implementation Plan
The implementation of the trauma-informed care project in the health department will cost approximately $1,000,000. The implementation team will utilize this fund for different activities, such as paying the personnel involved in the project and acquiring the equipment and consumable supplies for the project.
Plans to Maintain, Extend, Revise, And Discontinue A Proposed Solution After Implementation.
After implementing trauma-informed care in the health department and after a thorough evaluation of the project outcomes, all modifications and changes will be completed, utilizing the IOWA model for EBP (Buckwalter et al., 2017). Positive results observed in the children will lead to the continuance of the program. If the outcome of the project implementation is below the expected outcome, the trauma-informed care project will be revised and updated with any current evidence-based research information.
Conclusion
The public health nurses and implementation team will implement trauma-informed care interventions for children with trauma in the health department, foster care, and adoption organizations and programs across the county and state. The approximate time projected for the implementation process is six months. The implementation team will utilize different resources, including both human resources and financial resources. Data management will include and use the MWES tool results collected and qualitative feedback from the therapy sessions.
Section F: Evaluation of Process
When conducting a research project evaluating the reliability, validity, and applicability of both the project implementation tools and the project’s outcome is an important step. This paper will address the criteria used in the evaluation process, such as the methods used in collecting data in the trauma-informed care intervention project, the validity, reliability, and applicability of the project’s outcomes. Finally, the paper will conclude with the implications of trauma-informed care and the recommendations for future research.
Rationale for the methods used in collecting the outcome data.
The public health nurses and the implementation team will use the ‘my worst experience scale’ (MWES) to monitor the implementation of trauma-informed care intervention among children with trauma. The MWES was developed by Hyman et al. in 2002 (Oh et al., 2018). The tool helps gather information about children’s traumatic events between the ages of 9 to 18 years from their point of view. The tool also assesses the developmental issues and symptoms associated with the traumatic events that the children who have gone through traumatic events may be facing. The MWES gathers information relating to a traumatic event from the child’s point of view and developmental issues. The MWES tool provides valid results in that it accurately measures symptoms related to traumatic events and post-traumatic stress disorder (Eklund et al., 2018).
How the Outcome Measures Evaluate the Extent to which the project Objectives Are Achieved.
The public health nurses will utilize the MWES tool after implementing trauma-informed care to assess any improvements within the children with trauma. The project implementation outcome will be measured using the MWES tool, including a reduction in traumatic events symptoms and post-traumatic stress disorder symptoms. An evaluation of the children with trauma will be conducted using the MWES tool before and after implementing trauma-informed care interventions. A reduction in traumatic events symptoms and post-traumatic stress disorder symptoms after an evaluation using the MWES tool will indicate that trauma-informed care is effective in the targeted children. According to Shenk et al. (2016), the MWES tool produces valid measurements that are reliable and accurate when it comes to measuring symptoms of trauma in children. Therefore, the outcome measures in the project will determine if introducing informed care in the treatment of trauma among children was accomplished.
Describe How The Outcomes Will Be Measured And Evaluated Based On The Evidence Address Validity, Reliability, and Applicability.
The MWES tool is believed to be reliable in that its outcome results can easily be reproduced when an assessment is repeated under the same conditions. The MWES tool produces consistent results across time, making the tool reliable (Shenk et al., 2016). The outcomes produced by the MWES tool will also be applicable. This is because a reduction in traumatic event symptoms and post-traumatic stress disorder symptoms in children will indicate the effectiveness of trauma-informed care interventions.
Strategies to Take If Outcomes Do Not Provide Positive Results.
Suppose for some reason, the outcomes in the implementation of trauma-informed care do not produce positive results. In that case, all stages of the project implementation will be repeated using the Iowa model of evidence-based practice. The Iowa model of evidence-based practice includes identifying the trigger for the EBP change and determining if the introduction of trauma-informed care will be a priority for the health department. The other steps in the Iowa model of evidence-based practice include reconstituting the team to implement trauma-informed care in the health department, gathering and analyzing scholarly research data to back the implementation of trauma-informed care. The final steps are critiquing and synthesizing the research, supporting the proposed change, and implementing the proposed change (Hanrahan et al., 2019).
Implications for Practice and Future Research.
The implications of implementing trauma-informed care in the health department will be that a more effective treatment approach for children with trauma was initiated. Past scholarly studies have shown that conventional techniques of treating trauma among children, such as the eye movement desensitization and reprocessing methods, and the prolonged exposure methods are not effective among children (Maynard et al., 2019). Therefore, implementing trauma-informed care will provide evidence to support the positive adoption of this new approach amongst children.
Conclusion
The use of the ‘my worst experience scale’ (MWES) to monitor the implementation of trauma-informed care intervention in children with trauma will make it easier to monitor the implementation outcome. A reduction in trauma symptoms and a decrease in post-traumatic stress disorder symptoms after an evaluation using the MWES tool will indicate that trauma-informed care is effective in the targeted children. The outcome measures in the project will determine if the project objectives of effective treatment of trauma among children were achieved.
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Menschner, C., & Maul, A. (2016). Key ingredients for successful trauma-informed care implementation. Center for Health Care Strategies. Robert Wood Johnson Foundation. https://doi.org/www.samhsa.gov/sites/default/files/programs_campaigns/childrens_mental_health/atc-whitepaper-040616.pdf
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World of Work Project. (2021). A simple organizational culture assessment questionnaire. worldofwork. https://worldofwork.io/2019/07/organizational-culture-assessment-questionnaire/
Appendices
My Worst Experience Scale (MWES)
| Traumatic Event | No | Mean* | SD | % Bullied** |
| I was embarrassed | ||||
| I was teased | ||||
| I was yelled at | ||||
| I was picked last | ||||
| I was left out | ||||
| Other students stopped talking to me | ||||
| I got into trouble because of something I did | ||||
| Someone got others to not like me | ||||
| Someone made up a story about me | ||||
| Someone picked on me on my way to or from school. | ||||
* 0=did not happen; 1=one time; 2=a few times; 3=more than a few times; 4=a lot; 5=all the time
** % Bullied indicates respondents who specified 4 or 5 for frequency
Budget
Timeline
| Activity | Date |
| Organizational Culture and Readiness Assessment
|
6 Months |
| Literature Review
|
1 Month |
| Iowa Model /Change implementation
|
3 Months |
| Trauma Informed Care Implementation
|
12 Months |
Resource Lists
- Human resources
- Public health nurses
- Clinicians such as therapists
- Management
- Psychologists
- Social health workers
- Community health workers
- Counselors
- Pediatricians
- Financial resources
- Personnel costs
- Supply costs
- Capital expenses
- Approximately $1,000,000
Approval Forms
Informed Consent
Title of Research:
Principle Investigator, Affiliation and Contact Information:
Additional Investigators and Affiliations:
Institutional Contact: Institutional Review Board
- Introduction and Purpose of the Study
This study will involve trauma informed care interventions
- Description of the Research
When you enter into the program, you will be asked to complete questionnaires.
You will then be asked to participate. After you have completed the (intervention), you will be asked to complete two more questionnaires.
- Subject Participation
We estimate that 20 participants will enroll in this study.
- Potential Risks and Discomforts
There are “no known risks”.
- Potential Benefits
People who participate in this study may have a better understanding of additional treatment methods that enable individuals to experience and increase their overall sense of wellbeing.
- Confidentiality
All information taken from the study will be coded to protect each subject’s name. No names or other identifying information will be used when discussing or reporting data. The investigator(s) will safely keep all files and data collected in a secured locked cabinet in the principal investigators office. Once the data has been fully analyzed it will be destroyed.
Your responses are completely anonymous. No personal identifying information or IP addresses will be collected.
- Authorization
By signing this form, you authorize the use and disclosure of the following information for this research: I authorize the use of my records, any observations, and findings found during the course of this study for education, publication and/or presentation.
- Voluntary Participation and Authorization
Your decision to participate in this study is complete voluntary. If you decide to not participate in this study, it will not affect the care, services, or benefits to which you are entitled.
- Withdrawal from the Study and/or Withdrawal of Authorization
If you decide to participate in this study, you may withdraw from your participation at
any time without penalty.
- Cost/Reimbursements
There is no cost for participating in this study. Any medical expenses resulting from participation in this study will not be reimbursed by the investigators.
I voluntarily agree to participate in this research program
□ Yes
□ No
I understand that I will be given a copy of this signed Consent Form.
Name of Participant (print):
Signature: Date:
Name of Witness (print):
Signature: Date:
Person Obtaining Consent:
Signature: Date:
Note: A copy of the signed, dated consent form must be kept by the Principle Investigator(s) and a copy must be given to the participant.
