Peer responses nursing research

I need support with this Nursing question so I can learn better.

Please response to two peers.

Peer reflection 1:

Part one

Teenagers today face numerous concerns due to physiological and circumstantial changes in life. However, mental health is one of those matters that are present in schools ‘students, as my regular place of practice. Some students go through physical or even emotional distress, and some of them must sometimes face post-traumatic stress. Some teenagers may get bullied in school, and they cannot get over it even in their adult lives because they do not have emotional mechanisms to deal with their feelings and circumstances. The most common emotional disorders as part of mental health issues are depression, anxiety, and attention deficit hyperactivity disorder (ADHD). It estimated that around 11% of 4-11-year old and 12% of 12-17-year old in the US suffer from ADHD If not appropriately treated, these conditions prevail in 30-40% of adults (Fogler et al., 2017).

Teenagers who have ADHD might have difficulty managing time doing their work effectively (Fogler et al., 2017), and because of this, students take more stress and anxiety. Diagnosis of these children at an early stage is necessary so that they can be helped timely. Unfortunately, sometimes it cannot be identified unless the patient is in a crisis. So, appropriate diagnosis and treatment are necessary. For the mentioned reasons, I would like to suggest a research proposal focus on the attention and treatment of Psychological health matters in children and teenagers. There are different types of research proposals to make the idea be taken into consideration, and it could be a real challenge. The topic of relevance, methodology, economic supporters’ finding, preparation, and experience are all fundamental parts of a solid idea or thesis. (Tappen,2015)

Part two

I am a school nurse, and I would like to improve policies and procedures about the psychological approach to children’s suffering from ADHD in schools’ settings. To treat or handle this condition, initially es significant that teachers and parents should become aware and educated on this condition and diagnose as they assess behaviors of children resulting in timely diagnosis (Jiang et al., 2019). Students’ relative age should be considered as most students get diagnosed at the ages of 7 or so (Sayal et al., 2017). ADHD diagnosed in that age can be treated through counseling from parents and teachers and have a great outcome, so the early recognition of this diagnosis will be a great matter to improve by having into account evidence-based research about this condition.

The students also should be educated about mental health, their effects, and their prevalence. They should be encouraged to come forward and discuss and to break the stigma of mental health. Schools have counselors and mental health professionals who can help when needed. Over the years, it is seen that shame surrounding mental health is decreasing as the age advances, but still, there is evidence of a stigma prevalence over this matter (Fogler et al., 2017). evidence-based practice, patients may benefit from their clinical and psychological care, nurses, and health care professionals in general strength knowledge and practice putting into practice evidence-based practice research.


Fogler, J. M., Burke, D., Lynch, J., Barbaresi, W. J., & Chan, E. (2017). Topical review: transitional services for teens and young adults with attention-deficit hyperactivity disorder: a process map and proposed model to overcoming barriers to care. Journal of Pediatric Psychology, 42(10), 1108-1113.

Sayal, K., Chudal, R., Hinkka-Yli-Salomäki, S., Joelsson, P., & Sourander, A. (2017). Relative age within the school year and diagnosis of attention-deficit hyperactivity disorder: a nationwide population-based study. The Lancet Psychiatry, 4(11), 868-875.

Tappen, R. (2015). Advanced nursing research: From theory to practice. Second Edition. pp. 433-451

Peer reflection 2:

In March 2010, President Obama signed the Affordable Care Act (ACA) in an effort to make health insurance affordable and more available to all Americans. The ACA attempts to reduce disparities by improving access to and quality of care, strengthening data collection for research and implement public health and prevention initiatives (Rae, Claxton, & Levitt, 2017).

With the introduction and passing of The Affordable Care Act (ACA), as it regards to Medicare and Medicare governmental reimbursement for services, healthcare went from a fee for service driven entity to one that is based on the value of the service. No longer would a provider’s reimbursement be determined by the number of services provided, but by the value of those services (Cassatly, 2012). Obamacare has attempted to revolutionize health by attempting to provide access to health care for more citizens while trying to limit costs while providing such care. Obamacare also expanded the quality of care to be no different for any persons receiving healthcare. The premise is that the rich and the poor will receive the same quality of care. This was a lofty goal which inherently came with problems in implementation.

The ACA implemented a value-based purchasing model and identified four drivers that affected the viability of the entire healthcare system. The goals of improving quality and reigning in the escalating healthcare costs in the United States have dictated the four critical drivers of VBP embedded in the ACA: clinical quality, patient outcomes success, healthcare system efficiency, and patient safety (Cassatly, 2012). In this case, cost is the variable that provides the incentive for the drivers to work. Cost will forever be a factor within healthcare that affects the very core of the existence of the system.


Cassatly, M. G. (2012). The four critical drivers of healthcare reform. The Journal of Medical Practice Management: MPM, 28(3), 162-163.

Rae, M., Claxton, G., & Levitt, L., (2017). Impact of cost sharing reductions on deductibles and

out-of-pocket limits. Retrieved from


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Cathy, CS.