Suicide Prevention Within the Veteran Population in Middle Tennessee
Problem
The increasing rate of veteran suicides has increased the need for further assistance and research into the matter, and the Middle Tennessee VA facilities have been on the forefront of raising awareness for the entire state. The VA has been analyzing data nationwide and on the state level in designing effective strategies in preventing Veteran suicidal rates, with noted Tennessee veteran suicidal rates slightly higher than both the southern states and national rates according to VA officials on the suicide prevention team. There are numerous factors involved with veteran suicidal attempts and ideations which involve a certain amount of distress in a loss for trust, guilty feelings or even shame, self-condemnation, and an overall sense of losing meaning within life (Koenig…et al, 2019). Veteran suicide rate levels are characterized by age and gender, but also by methods used to commit suicide or even attempted suicide in recovery yet still have suicidal ideations.
Many of these veterans have trouble communicating needs or trouble with knowing how to find certain resources. Others also have issues in wondering what to do once they are out of the service in trying to fit in within the community and have trouble adjusting to civilian life. Post Traumatic Stress Disorder plays a large role in veteran suicides as well and has been largely publicized throughout the community. It has been recorded that the majority of recent studies performed have shown PTSD to increase suicidal risk with some studies also showing a decreased risk within the PTSD population, in which further research has be required (Gradus, 2018). There are methods conducted in arranging metrics to track veterans that have a higher risk for suicide, with the increased rates raising concerns and new prevention methods taking place. Research is being conducted for this project on assessing needs and requirements, then assisting the Middle Tennessee veteran population at risk for suicide. Don't use plagiarised sources.Get your custom essay just from $11/page
PICOT Question
A PICOT research question involves a specific population, certain interventions, a particular outcome, as well as a comparison, and finally a time frame for the problem at hand within that community (Polit & Beck, 2017). For veterans within the Middle Tennessee VA community, what is the effect on preventive care for suicide attempts and/or suicidal ideations of screening and providing resources, in comparison to educational materials provided, within a three-month time period. There is a critical need for veteran awareness and care within the local community, involving both the veterans as well as community healthcare professionals. This involves both clinical staff and non-clinical staff, such as chaplains and volunteers. The chaplains collaborate with the clinical staff in providing services on a spiritual and even mental level, in which the VA is providing training for these chaplains in suicide prevention (Kopacz & Pollitt, 2015). The needs required lie not only within the VA but mainly within the local community such as the urgent cares working in correlation with the VA to serve veterans. Preventive suicide care in the VA starts with scrubbing the veteran charts to flag any high-risk VA patients and then provides critical medical as well as mental healthcare for the veteran in an appropriately timed manner. Other resources are also provided, with telehealth for accessibility to care and group gatherings to address anger management as well as holistic therapy and even acupuncture. There are educational materials provided to veterans and their families, training for clinical and non-clinical staff, online education, pamphlets or flyers, and other methods for prevention and intervention. This project will focus on assisting veterans at risk for suicide where it is currently most needed, which is within the local community in Middle Tennessee.
Primary Sources: QUANTITATIVE (cite 4)
| 1. Full citation (APA) | Describe | Describe | Major findings for each research question or hypothesis | Identify
| Level and quality of evidence
| ||||
| Purpose | Design | Strengths of study | Use Polit & Beck (2012) evidence hierarchy* | ||||||
| Theoretical Framework | Setting | Weaknesses of study | |||||||
| Research questions or Hypotheses | Sample description and size | Implications for your PICOT question
| Use Guyatt et al. (2008) GRADE. | ||||||
| Intervention group | |||||||||
| Control group | |||||||||
| Instruments | |||||||||
| 2. Full citation (APA) | Describe | Describe | Major findings for each research question or hypothesis | Identify
| Level and quality of evidence
| ||||
| Purpose | Design | Strengths of study | Use Polit & Beck (2012) evidence hierarchy* | ||||||
| Theoretical Framework | Setting | Weaknesses of study | |||||||
| Research questions or Hypotheses | Sample description and size | Implications for your PICOT question
| Use Guyatt et al. (2008) GRADE. | ||||||
| Intervention group | |||||||||
| Control group | |||||||||
| Instruments |
| 3. Full citation (APA) | Describe | Describe | Major findings for each research question or hypothesis | Identify
| Level and quality of evidence
| ||||
| Purpose | Design | Strengths of study | Use Polit & Beck (2012) evidence hierarchy* | ||||||
| Theoretical Framework | Setting | Weaknesses of study | |||||||
| Research questions or Hypotheses | Sample description and size | Implications for your PICOT question
| Use Guyatt et al. (2008) GRADE. | ||||||
| Intervention group | |||||||||
| Control group | |||||||||
| Instruments |
| 4. Full citation (APA) | Describe | Describe | Major findings for each research question or hypothesis | Identify
| Level and quality of evidence
| ||||
| Purpose | Design | Strengths of study | Use Polit & Beck (2012) evidence hierarchy* | ||||||
| Theoretical Framework | Setting | Weaknesses of study | |||||||
| Research questions or Hypotheses | Sample description and size | Implications for your PICOT question
| Use Guyatt et al. (2008) GRADE. | ||||||
| Intervention group | |||||||||
| Control group | |||||||||
| Instruments |
Primary Source: QUALITATIVE (cite 1)
| 1. Full citation (APA) | Describe | Describe | Major findings for each research question or hypothesis | Identify
| Level and quality of evidence
| ||||
| Purpose | Design | Strengths of study | Use Polit & Beck (2012) evidence hierarchy* | ||||||
| Theoretical Framework | Setting | Weaknesses of study | |||||||
| Research questions or Hypotheses | Sample description and size | Implications for your PICOT question
| Use Guyatt et al. (2008) GRADE. | ||||||
| Intervention group | |||||||||
| Control group | |||||||||
| Instruments |
Secondary Sources (cite 2)
| 1. Full citation (APA) | Type of secondary source | If the source is a review of literature, list methods used | Findings and recommendations | Identify
| Level and quality of evidence
Use Polit & Beck (2012) evidence hierarchy to standardize the way you evaluate level and quality of evidence. | |
| Strengths of study | ||||||
| Weaknesses of study | ||||||
| Implications for your PICOT question
|
| 2. Full citation (APA) | Type of secondary source | If the source is a review of literature, list methods used | Findings and recommendations | Identify
| Level and quality of evidence
Use Polit & Beck (2012) evidence hierarchy to standardize the way you evaluate level and quality of evidence. | |
| Strengths of study | ||||||
| Weaknesses of study | ||||||
| Implications for your PICOT question
|
Clinical Practice Guidelines or Consensus Statements (cite 2)
| 1. Full citation (APA) | Source of evidence & methods for selecting evidence | Process for developing guidelines or consensus statements | Recommendations for Practice | Identify
| Quality of Recommendation
AGREE II Collaboration to assess the quality of the clinical guideline. | |
| Strengths of study | ||||||
| Weaknesses of study | ||||||
| Implications for your PICOT question
|
| 2. Full citation (APA) | Source of evidence & methods for selecting evidence | Process for developing guidelines or consensus statements | Recommendations for Practice | Identify
| Quality of Recommendation
AGREE II Collaboration to assess the quality of the clinical guideline. | |
| Strengths of study | ||||||
| Weaknesses of study | ||||||
| Implications for your PICOT question
|
References
Gradus, J. (2018). Posttraumatic Stress Disorder and Death From Suicide. Current Psychiatry
Reports, 20(11), 1–7. https://doi.org/10.1007/s11920-018-0965-0
Koenig, H., Youssef, N., & Pearce, M. (2019). Assessment of Moral Injury in Veterans and
Active Duty Military Personnel With PTSD: A Review. Frontiers in Psychiatry, 10, 443.
https://doi.org/10.3389/fpsyt.2019.00443
Kopacz, M., & Pollitt, M. (2015). Delivering Chaplaincy Services to Veterans at Increased Risk
of Suicide. Journal of Health Care Chaplaincy, 21(1), 1–13.
https://doi.org/10.1080/08854726.2014.967525
Polit, D. & Beck, C. (2017). Nursing research: Generating and assessing evidence for nursing
practice (10th ed.).Philadelphia, PA: Lippincott Williams & Wilkins.