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For this discussion, you will apply a complementary or an alternative therapy to the case of Henry (see the case study narrative “The Case of Henry” in the Resources). To do so, first review the Unit 6 Introduction and read Mardula’s (2009) article. Specify how the theory would conceptualize Henry’s “problem,” identify what key concepts could be applied, and discuss a specific intervention you would use with this client. Be specific in your discussion.

Presenting Information: Henry is a 46-year-old Japanese man. He was born in Japan and moved to the United States by himself when he was in his early 20s to go to college and work. He presents to counseling with multiple complaints of depressive symptoms, anxiety about being in social situations, relationship problems, and financial challenges. He reports feeling irritable and down most of the time but continues to go to work even though he does not have the energy. He also states that he experiences nervousness when he is around people at work and socially, so much so that he has begun to isolate himself. He feels afraid to talk to people because he thinks, “They will look at me like I am stupid and just walk away. So I just don’t talk to people. I am better off that way anyway because nobody understands my situation.” He states that it is difficult for him to come to counseling because his Japanese beliefs do not support counseling. Strong encouragement from one of his American friends convinced him to come.

Social History: Henry states that he was engaged to be married but his fiancée left him for another man about six months ago. They were together for about three years. Henry says, “I came home from work one day and she had all of her stuff packed. She told me she did not love me anymore, and then she left. I just did not know what to say or do, and ever since then I have been stuck.” His fiancée was Japanese, too, but was more Americanized than Henry feels he is. Even though he has lived in the United States for many years, he states that he tries to remain close to his cultural roots. Henry has never been married and does not have any children. He has a few friends but says that he does not spend much time with them anymore. He feels like they see him as weak because he can not move on from the breakup. He was also involved in karate as a four-time black belt but has dropped out of the dojo.

Mental Health and Addictions History: Henry states that he has never been to counseling and has never abused any substances.

Family History: Henry’s family still live in Japan, and he feels that they have a close relationship. His parents are elderly and are very traditional in their Japanese ways, so he does not talk to him about his problems or about seeking counseling. He is an only child. Henry reports that while in high school he was bullied a lot by other students and frequently physically harmed. He tried to talk to his father, but his father said that he had to be a man and stand up for himself. Henry continued to be bullied but never spoke of it again. He said he had forgotten about the incidents for many years but has now begun to think about it more. He reports that he has even had nightmares about his coworkers and friends bullying him.

Occupational and Educational History: Henry has a bachelor’s degree in business and computer technology and is the information technology specialist at a local company. He is currently having financial problems due to his fiancée moving out and taking a substantial amount of money from their joint savings account.

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July 1, 2023

Please use the following articles, professor feedback, rubric and attached PowerPoint

Assignment: Evidence-Based Capstone Project, Part 6: Disseminating Results

The dissemination of EBP results serves multiple important roles. Sharing results makes the case for your decisions. It also adds to the body of knowledge, which creates opportunities for future practitioners. By presenting results, you also become an advocate for EBP, creating a culture within your organization or beyond that informs, educates, and promotes the effective use of EBP.

To Prepare:

Review the final PowerPoint presentation you submitted in Module 5, and make any necessary changes based on the feedback you have received and on lessons you have learned throughout the course.
Consider the best method of disseminating the results of your presentation to an audience.

To Complete:

Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project.

Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.

Articles

Membrive-Jiménez, M. J., Pradas-Hernández, L., Suleiman-Martos, N., Vargas-Román, K., Cañadas-De la Fuente, G. A., Gomez-Urquiza, J. L., & De la Fuente-Solana, E. I. (2020). Burnout in Nursing Managers: A Systematic Review and Meta-Analysis of Related Factors, Levels and Prevalence. International Journal of Environmental Research and Public Health, 17(11). https://doi-org.ezp.waldenulibrary.org/10.3390/ijerph17113983

Chiara Dall’Ora, Jane Ball, Maria Reinius, & Peter Griffiths. (2020). Burnout in nursing: a theoretical review. Human Resources for Health, 18(1), 1–17. https://doi-org.ezp.waldenulibrary.org/10.1186/s12960-020-00469-9

Adams, A., Hollingsworth, A., & Osman, A. (2019). The Implementation of a Cultural Change Toolkit to Reduce Nursing Burnout and Mitigate Nurse Turnover in the Emergency Department. JEN: Journal of Emergency Nursing, 45(4), 452.

Suleiman-Martos, N., Gomez-Urquiza, J. L., Aguayo-Estremera, R., Cañadas-De La Fuente, G. A., De La Fuente-Solana, E. I., & Albendín-García, L. (2020). The effect of mindfulness training on burnout syndrome in nursing: A systematic review and meta-analysis. Journal Of Advanced Nursing. https://doi-org.ezp.waldenulibrary.org/10.1111/jan.14318

Professor's Feedback

Nice title slide.

Slide 2: "They aspire..." "Their vision...." "Their mission...." WHO is "they/their"?

The current problem is not completely defined. There are no notes pages. Scope of the problem is not clearly defined. There are only two sources listed-what about the four studies that should be critiqued here?

For the tables, share results not process. What did you learn about your topic specifically from the tables? This is the evidence to support the change you want to make.

The elements required are incomplete. Be sure to review the rubric each week, and to fully describe and discuss as required. Thanks for your hard work this week. I appreciate your efforts. I look forward to more information next week.

RUBRIC

Part 6: Disseminating Results

Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project:

· Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.--

Levels of Achievement:Excellent 81 (81.00%) - 90 (90.00%)The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project.

The narrated presentation accurately and clearly explains in detail how to disseminate the results of the project to an audience, citing specific and relevant examples.

The narrated presentation accurately and clearly provides a justification that details the selection of this dissemination strategy that is fully supported by specific and relevant examples.

The narrated presentation provides a complete, detailed, and specific synthesis of two outside resources related to the dissemination strategy explained. The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.Good 72 (72.00%) - 80 (80.00%)The narrated presentation adequately summarizes the evidence-based project. The narrated presentation is professional in nature and adequately addresses the components of the evidence-based project.

The narrated presentation accurately explains how to disseminate the results of the project to an audience; some specific examples may be provided.

The narrated presentation accurately provides a justification for the selection of this dissemination strategy and may be supported by specific examples.

The narrated presentation provides an accurate synthesis of at least one outside resource related to the dissemination strategy explained. The narrated presentation integrates at least one outside resource and two or three course-specific resources that may support the presentation.Fair 63 (63.00%) - 71 (71.00%)The narrated presentation vaguely, inaccurately, or incompletely summarizes the evidence-based project. The narrated presentation may be professional in nature and somewhat addresses the components of the evidence-based project.

The narrated presentation inaccurately or vaguely explains how to disseminate the results of the project to an audience; inaccurate or vague examples may be provided.

The narrated presentation inaccurately or vaguely provides a justification for the selection of this dissemination strategy and may be supported by inaccurate or vague examples.

The narrated presentation provides a vague or inaccurate synthesis of outside resources reviewed related to the dissemination strategy explained. The response minimally integrates resources that may support the presentation.Poor 0 (0.00%) - 62 (62.00%)The narrated presentation vaguely and inaccurately summarizes the evidence-based project or is missing. The narrated presentation is not professional in nature and inaccurately and incompletely addresses the components of the evidence-based project or is missing.

The narrated presentation vaguely and inaccurately explains how to disseminate the results of the project to an audience, no examples are provided, or it is missing.

The narrated presentation vaguely and inaccurately provides a justification for the selection of this dissemination strategy, no examples are provided, or it is missing.

The narrated presentation provides a vague and inaccurate synthesis of outside resources reviewed related to the dissemination strategy explained or is missing. The presentation fails to integrate any resources to support the presentation.

Written Expression and Formatting—Paragraph Development and Organization:

Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.--

Levels of Achievement:Excellent 5 (5.00%) - 5 (5.00%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.Good 4 (4.00%) - 4 (4.00%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.Fair 3.5 (3.50%) - 3.5 (3.50%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.Poor 0 (0.00%) - 3 (3.00%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.

No purpose statement, introduction, or conclusion was provided.

Written Expression and Formatting—English Writing Standards:

Correct grammar, mechanics, and proper punctuation.--

Levels of Achievement:Excellent 5 (5.00%) - 5 (5.00%)Uses correct grammar, spelling, and punctuation with no errors.Good 4 (4.00%) - 4 (4.00%)Contains a few (one or two) grammar, spelling, and punctuation errors.Fair 3.5 (3.50%) - 3.5 (3.50%)Contains several (three or four) grammar, spelling, and punctuation errors.Poor 0 (0.00%) - 3 (3.00%)Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.