NURS 6050 WEEK 7 Discussion 1: Evidence Base in Design

NURS 6050 WEEK 7 Discussion 1: Evidence Base in Design

By Day 3 of Week 7:

Share details about the healthcare policy you’ve chosen and provide a brief overview of the problem or issue it aims to address. Explain whether you think there’s strong evidence to support this proposed policy and clarify why, offering specific examples.

By Day 6 of Week 7:

Respond to at least two of your peers on different days by either supporting or respectfully questioning their assessment of whether there’s substantial evidence to back the health policy they’ve discussed.

Assignment: Evaluation of the Workplace Environment

For this discussion, I’ve selected the Mental Health Services for Students Act of 2020 as my proposed healthcare policy. If this bill becomes law, it will empower the Project AWARE (Advancing Wellness and Resiliency in Education) program to offer mental health services within schools. This program is administered by the Substance Abuse and Mental Health Services Administration (SAMHSA) and would provide support to students grappling with trauma, such as grief, suicidal thoughts, and violence (Congress.gov, 2020). Project AWARE would enhance awareness of mental health issues among students and train school staff to identify and assist these students effectively. It would also incorporate behavioral interventions, involve families in preventing mental illness, and establish a mechanism for children to report incidents.

Since students spend a significant amount of time at school, it’s an ideal place to intervene, prevent, and identify mental health problems. Common issues students face include anxiety, depression, substance abuse, grief, bullying, and stress (NASP, 2021). Offering mental health services in schools can help reduce the stigma around mental illness and encourage more students to seek help when needed. Assisting these students will promote better learning and safety for children. Additionally, providing services in schools allows for early detection of mental illness because staff can collaborate with families to discuss what they observe at school versus what parents notice.

I believe there is a solid evidence base supporting the Mental Health Services for Students Act due to numerous studies conducted on this topic. For example, in North Carolina, a tiered prevention model called Positive Behavioral Interventions and Supports (PBIS) was implemented to assess students’ needs (Schultz et al., 2020). In Tier 1 of this model, all students are screened for mental or behavioral health issues that may require intervention. Tier 2 involves students whose Tier 1 interventions didn’t work or could be improved. Finally, Tier 3 focuses on individualized needs, potentially involving one-on-one therapy. I find this approach highly organized and systematic in assisting students who need mental health services. Besides this strategy, various other methods exist for integrating mental health care into the school system. The Mental Health Services for Students Act could be highly beneficial in improving the lives of many students, especially those whose issues might otherwise go unaddressed.

References:

Congress.gov. (2020, September 30). H.R.1109 – Mental Health Services for Students Act of 2020. Congress.gov. Retrieved December 10, 2021, from https://www.congress.gov/bill/116th-congress/house-bill/1109/text.

National Association of School Psychologists. (2021). Comprehensive school-based mental and Behavioral Health Services and school psychologists. National Association of School Psychologists. Retrieved December 10, 2021, from https://www.nasponline.org/resources-and-publications/resources-and-podcasts/mental-health/school-psychology-and-mental-health/comprehensive-school-based-mental-and-behavioral-health-services-and-school-psychologists.

Schultz, B. K., Al-Hammori, D., Mirabelli, K., & Gaither, L. (2020). Mental Health Services in North Carolina’s Public Schools. North Carolina Medical Journal, 81(2), 111–115. https://doi.org/10.18043/ncm.81.2.111