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Module 2

In my role as a case manager at a children's hospital, I have frequently encountered

school-age children experiencing heightened anxiety related to academic performance.

Addressing the anxiety experienced by school-age children, particularly in the context of

academic performance, holds a special significance for me as this population is dear to my heart.

A research study carried out in Norway revealed that schoolchildren and adolescents facing

elevated levels of anxiety or depression are susceptible to experiencing suboptimal academic

need for a tailored and compassionate approach to care. An emancipatory perspective has been

crucial in guiding the care provided. This perspective recognizes that children are not passive

recipients of care but active participants in their well-being. By involving the child in decision-

making processes and goal-setting, the healthcare team empowers them to take ownership of

their mental health journey.

Applying the Transtheoretical Model (TTM) to address anxiety in school-age children

has proven effective in structuring interventions. The constructs and sociocognitive processes

associated with the TTM map well onto the development of academic performance (
Moreira et al., 2020
). Assessing the child's readiness to address their anxiety and determining their stage of

change informs the development of tailored interventions. During the pre-contemplation stage,

efforts focus on raising the child's awareness of the impact of anxiety on their academic

performance and overall well-being. Progressing to the contemplation stage involves discussing

the benefits of change and potential coping strategies. . In the preparation stage, the child

actively selects coping strategies that align with their preferences and capabilities. As the child

moves into the action stage, interventions are tailored to support implementing strategies to
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manage anxiety effectively. Finally, in the maintenance stage, the focus shifts to sustaining

positive changes and preventing relapse, fostering resilience and self-confidence.

This application aligns with AACN Competency Domain III: Quality and Safety.

Integrating principles and practices related to quality and safety contributes to better outcomes
Agnafors et al., 2023
for patients, populations, payers, and health systems ( ). The emphasis on

patient-centered care, acknowledging the child as a partner, and respecting their autonomy

mirrors the principles within this competency domain. By incorporating TTM, the care provided

is evidence-based and structured, ensuring a holistic approach considering the child's unique

needs. The collaborative and emancipatory approach fosters resilience and self-confidence and

aligns with the competency domain's dignity, respect, and empowerment principles.

In summary, an emancipatory perspective and the application of TTM have played a

pivotal role in addressing anxiety among school-age children in my clinical experience. This

population's well-being is not only a professional commitment but a personal one. Furthermore,

research showed mental health at pre-school age was associated with academic performance

(English and mathematics) at age 12. Similarly, internalizing problems at age 12 increased the
Agnafors et al., 2023
risk of incomplete grades at ages 15 and 19 ( ). This national - above This

approach ensures that the care provided is tailored, evidence-based, and aligned with the

principles of patient-centered care, ultimately contributing to the long-term mental health and

academic success of the children under my care. In embracing an emancipatory perspective and

applying evidence-based models like the story behind the for the worried he TTM, we can

contribute meaningfully to the well-being of school-age children, fostering resilience and

empowering them for a brighter future. The batteries and good person appreciate thing BLS

today. Before
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References

Agnafors, S., Barmark, M., & Sydsjö, G. (2023). Correction: Mental health and academic

performance: A study on selection and causation effects from childhood to early

adulthood. Social Psychiatry and Psychiatric Epidemiology, 59(1), 199–199.

HYPERLINK "[Link]

s00127-023-02560-7

Dolansky, M. A., Dick, T., Byrd, E., Miltner, R. S., & Layton, S. S. (2023). American

association of colleges of nursing: New essentials, quality and safety domain. Clinical

Journal of Oncology Nursing. HYPERLINK "[Link]

203"[Link]

Moreira, P. A., Faria, V., Cunha, D., Inman, R. A., & Rocha, M. (2020). Applying the transtheoretical model to

Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2012). Anxiety and depression in academic performanc
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Our heartfelt recount of caring for the geriatric population touched me deeply. The

challenges and heartbreaking situations faced by elderly individuals, especially those subjected

to abuse, are powerfully conveyed in your narrative. Your dedication to adopting an

emancipatory perspective is inspiring. Your proactive approach to involve patients in decision-

making and collaborating with social workers demonstrates a compassionate commitment to

restoring a sense of safety and dignity to those who have endured neglect and abuse. It's

heartening to see your efforts extend beyond physical care to encompass these individuals’

emotional and psychological well-being, embodying a holistic nursing approach.

Shifting to the Transtheoretical Model (TTM), your candid discussion about surgical

patients with a history of IV drug use provides a real glimpse into the complexities of facilitating

behavior change. The stages of change you describe, from initial resistance to eventual

maintenance, reveal these patients’ intricate journey. Your dedication to creating personalized

care plans that acknowledge each patient's unique attributes and circumstances is admirable and

relatable. It resonates with the essence of person-centered care, underlining the importance of

building trust and tailoring interventions to support patients through their struggles. Your

personal touch in congratulating patients for their efforts during the action stage adds a humane

dimension to your care approach, demonstrating your genuine commitment to their well-being.

Thank you for the bottle up blessed with heart. I am delighted to have made this journey. Can we

state that it starts with the workings of the? Thank you for providing me with the opportunity and
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doing it before it. Before, making progress and taking it from the beginning to the start. Thank

you begin to make it start my feedback -