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Week 15 Discussion 1: Faculty and Students as Vulnerable Population, Can We Predict Violence with a Screening Tool? Week 15 Discussion 1 Faculty and Students as Vulnerable Population, Can We Predict Violence with a Screening Tool Week 15 Discussion 1: Faculty and Students as Vulnerable Population, Can We Predict Violence with a Screening Tool? In my community in Massachusetts, we haven’t really had much gun violence that I can think of or find online. The most recent reported shooting in Massachusetts took place in Brockton about a month ago. In this shooting, one person was pronounced dead, one was shot with no update on him, and one was not injured (Becker, 2021). Since this did not happen near my community, I have not seen any effects of it. I believe that there are a lot of risk factors associated with the potential for gun violence. These include involvement of drugs and alcohol, mental health, poor behavioral control, and gang involvement (“Risk and protective factors”, 2020). Being near the Springfield area, I believe that these risk factors are very high in my area. Also, with the pandemic, many people have experienced increased mental distress putting them at higher risk for violence. I think the Predictive Firearm Violence Risk Scale is a good tool to use. SaFETy stands for serious fighting, friend weapon carrying, community environment, and firearm threats (Goldstick et al., 2017). Though all these aspects are important to evaluate, I do believe that it may not be helpful in some situations. For example, in the TED talk, the mother of a Columbine shooter discussed how she had no idea that her son was depressed and suicidal (Klebold, 2016). Sometimes it is very difficult to see that someone is mentally ill as they try to cover it up. People who hide their mental illness are at a higher risk of suicide and homicide as it is hard to determine when they may act out on their thoughts. In the United States, homicide is the third leading cause of death among those 15 to 24 years old, with more than 86% of these deaths being due to firearms (Goldstick et al., 2017). As a pediatric nurse, we see a lot of teenagers and young adults who come in with suicidal ideation. Many of these patients have tried to commit suicide more than once. Though these patients are in for suicide, we also ask them if they are having thoughts of killing others. I do believe that I will use the SaFETy tool in my practice however, it may not be beneficial in all ways and I will need to screen for suicidal and homicidal thoughts in more than one way. The mother in the TED talk made a good point to discuss how the death and actions of her son have affected her. She stated how she blamed herself and thought that she wasn’t a good mother because she didn’t notice that her son was not ok (Klebold, 2016). With being a nurse in pediatrics and continuing my education to become a pediatric nurse practitioner, it is important that I also discuss with the parents about what is going on and provide them with support if their child is having suicidal or homicidal thoughts. The mother in the TED talk is very brave for sharing her story with others and making others aware of mental illness and how the shooting and the death of her son have affected her and what she has done to cope with it. Week 15 Discussion 1 Faculty and Students as Vulnerable Population, Can We Predict Violence with a Screening Tool Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:Week 15 Discussion 1: Faculty and Students as Vulnerable Population, Can We Predict Violence with a Screening Tool? References Becker, K. M. K. (2021, December 5). Man, 26, arrested nearly month after fatal shooting in Brockton. NBC Boston. Retrieved December 6, 2021, from https://www.nbcboston.com/news/local/man-26-arrested-nearly-month-after-fatal-shooting-in-brockton/2583015/. Goldstick, J. E., Carter, P. M., Walton, M. A., Dahlberg, L. L., Sumner, S. A., Zimmerman, M. A., & Cunningham, R. M. (2017, May 16). Development of the SaFETy score: a clinical screening tool for predicting future firearm violence risk. Annals of Internal Medicine, 166(10), 707. https://doi.org/10.7326/M16-1927 Klebold, S. (2016). My son was a columbine shooter. this is my story. TED. Retrieved December 6, 2021, from https://www.ted.com/talks/sue_klebold_my_son_was_a_columbine_shooter_this_is_my_story?language=en. Risk and protective factors |violence prevention. Centers for Disease Control and Prevention. (2020, March 2). Retrieved December 6, 2021, from https://www.cdc.gov/violenceprevention/youthviolence/riskprotectivefactors.html. NU 629 Week 15 Discussion 1: Faculty and Students as Vulnerable Population, Can We Predict Violence with a Screening Tool? Value: 100 points Due: Initial Post by Day 3, response by Day 7. Grading Category: Discussions Initial Post Read the following articles found in the Learning Materials section of this course and watch the video noted below: An Analysis of US School Shootings (1840–2015) (Paradice, 2017) Development of the SaFETy Score: A Clinical Screening Tool for Predicting Future Firearm Violence Risk (Goldstick et al., 2017). My Son was a Columbine Shooter. This is My Story. Video (15:08 minutes) My Son was a Columbine Shooter. This is My Story. Video Transcript Consider the information in the learning module for Week 15 and the course. Answer three of the following questions in your initial post. (Please include at least three scholarly sources within your initial post.) Has your community been directly affected by gun violence/mass shootings? Discuss the affects you have noted. Discuss what you believe to be the greatest risk factor(s) in your community that could be associated with a potential for violence. What are your thoughts about the Predictive Firearm Violence Risk Scale? Will you use this scale in your practice? Why or why not? What type of changes has your community made to help improve safety? What are your thoughts about the Columbine shooter’s mother’s TED Talk? Reply Posts Consider the community risk factors your peers listed. Are they similar to your community? Did any of their risks surprise you? Why or why not? Reply to at least two of your classmates on two separate days (minimum) utilizing at least two scholarly references per peer post. Please refer to the Grading Rubric for details on how this activity will be graded. Posting to the Discussion Forum Select the appropriate Thread. Select Reply. Create your post. Select Post to Forum. Discussion Question Rubric Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric. Note: The value of each of the criterion on this rubric represents a point range. (example: 17-0 points) Discussion Question Rubric – 100 Points Criteria Exemplary Exceeds Expectations Advanced Meets Expectations Intermediate Needs Improvement Novice Inadequate Total Points Quality of Initial Post Provides clear examples supported by course content and references. Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints. Meets all requirements within the discussion instructions. Cites two references. 35 points Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development. Is missing one component/requirement of the discussion instructions. Cites one reference, or references do not clearly support content. Most instruction requirements are noted. 31 points Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial. Demonstrates incomplete understanding of content and/or inadequate preparation. No references cited. Missing several instruction requirements. Submits post late. 27 points 40 Peer Response Post Offers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation. All instruction requirements noted. 40 points Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post. Response is supported by course content and a minimum of one scholarly reference per each peer post. All instruction requirements noted. 35 points Lacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight. Missing reference from one peer post. Partially followed instructions regarding number of reply posts. Most instruction requirements are noted. 31 points Post is primarily a summation of peer’s post without further synthesis of course content. Demonstrates incomplete understanding of content and/or inadequate preparation. Did not follow instructions regarding number of reply posts. Missing reference from peer posts. Missing several instruction requirements. Submits post late. 27 points 40 Frequency of Distribution Initial post and peer post(s) made on multiple separate days. All instruction requirements noted. 10 points Initial post and peer post(s) made on multiple separate days. 8 points Minimum of two post options (initial and/or peer) made on separate days. 7 points All posts made on same day. Submission demonstrates inadequate preparation. No post submitted. 6 points 10 Organization Well-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas. 5 points Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow. 4 points Poor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work. Purpose statement is noted. 3 points Illogical flow of ideas. Prose rambles. Purpose statement is unclear or missing. Demonstrates incomplete understanding of content and/or inadequate preparation. No purpose statement. Submits assignment late. 2 points 5 APA, Grammar, and Spelling Correct APA formatting with no errors. The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions. There are no spelling, punctuation, or word-usage errors. 5 points Correct and consistent APA formatting of references and cites all references used. No more than two unique APA errors. The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability. There are minimal to no grammar, punctuation, or word-usage errors. 4 points Three to four unique APA formatting errors. The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused. Multiple grammar, punctuation, or word usage errors. 3 points Five or more unique formatting errors or no attempt to format in APA. The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. Grammar and punctuation are consistently incorrect. Spelling errors are numerous. Submits assignment late. 2 points 5 Total Points 100 Order Now