Assignment: NURS 6050 Bibliography

Assignment NURS 6050 Bibliography

Research Topic, Projected Value, Documentation Style
The research topic I have chosen is substance abuse and intimate partner violence. The research topic is important to the social psychology class that I am undertaking and writing a research paper is one of the requirements. The value of substance abuse and spousal abuse especially when one is in an intimate relationship has several values. Ana analysis of substance abuse in relation to intimate partner violence is important as it will allow us to determine the role that it plays. Indeed, the topic interests me as an individual since I know a couple of people who have suffered intimate partner violence. In addition, the news cycle has always been awash with reports about intimate partner violence since I was young and as such, it has always piqued my interest. Thus, by analyzing the relationship between substance abuse and intimate partner relationship, one can understand the interplay of factors related to the presence of this situation in the society. In addition, the study is hoped to reveal whether substance abuse can be used as a risk marker for intimate partner violence. Further, the study will strive to explain whether an association exists between substance abuse and intimate partner violence. Also, examining the phenomenon will help determine whether the results can be applied to practice and even future research.
The topic that I have chosen is important to the readers and myself as it addresses an important societal matter that has caused deaths in some instances. At a personal level, I have learnt about the matter as a curious and interested party but doing it as a college-level research is going to increase my knowledge of the same even further. The research is going to equip me with in-depth information about the matter that I can use to devise appropriate interventions. In addition, previous research has been conducted on the matter and the fact that I am currently looking to study the matter means that I can draw from the same and consequently make important deductions. Indeed, using the research, it is going to be possible for me to meet the requirements of the present course.
In order to accomplish the present paper, I am going to use the American Psychological Association (APA)
Assignment NURS 6050 Bibliography
documentation style. APA is particularly applicable in behavioral sciences and the topic that I have chosen falls under this purview. In the present study, the date of particular studies that will be employed herein is more significant than the page number. Given that I am going to be dealing with a societal issue and one that directly affects the population, studies that have been done within the last 5-7 years are going to form the foundation of my research.
Leading Research Question and Hypothesis
In this research, the leading research question that I propose to examine is: “Can substance abuse be utilized as a risk marker for intimate partner violence?”
My working hypothesis for the present research is that substance abuse can be used as a marker for intimate partner violence since there is an association between the two.

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III. Research Strategy

What aspects of the research do I need to establish?

Is substance abuse a risk marker for IPV?

Does evidence exist that the above is true?

What are the possible explanations for the correlation between IPV and substance abuse?

What is the implication of the above association for both theory and practice?

Annotated Bibliography

Crane, C., Oberleitner, L., Devine, S., & Easton, C. (2014). Substance use disorders and intimate partner violence perpetration among male and female offenders. Psychol Violence Journal, 4(3), 322-333.

In the above study, Crane, Orbeleitner, Devine and Easton (2014) sought to examine the direct correlations between individuals and intimate partner violence from a sample of individuals who concurrently used alcohol, cannabis cocaine, and opioids. Moreover, they also sought to assess the existing gender variations from the above associations using a huge forensic sample that encompassed both male and female offenders. The study is important to my study as it revealed that an association exists between alcohol abuse and intimate partner violence. Further, the study went further and examined the specific types of substances that promote intimate partner violence, which will play a crucial role in the present research. Similarly, the study examined the gender factor in intimate partner violence as a result of substance abuse, which will help the research make conclusions regarding which gender is more susceptible to IPV due to substance abuse.

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Wu, E., El-Bassel, N., McVinney, L. D., Hess, L., Fopeano, M. V., Hwang, H. G., … Mansergh, G. (2015). The Association Between Substance Use and Intimate Partner Violence Within Black Male Same-Sex Relationships. Journal of Interpersonal Violence, 30(5), 762–781. https://doi.org/10.1177/0886260514536277

In this study, Wu et al. (2014) sought to understand the relationship between substance abuse as well as intimate partner relationship among male who have sex with fellow men within the black community. The study was influenced by the paucity of research regarding the above association amongst same-sex married men yet heterosexual relationships have received significant attention from the literature. Indeed, the researchers used a data set containing 74 individuals who had met the inclusion criterion for the study. The study revealed that at least a third of the sample population experienced intimate partner violence at some point in their current relationship whereas 24 of them experienced and perpetrated the same. Further, the research posited that heavy drinking and methamphetamine were responsible for both experiencing and perpetrating IPV amongst the population. Crack cocaine was also related to both perpetrating and experiencing intimate partner violence. Therefore, as regards my research proposal, the study will aid in establishing that an association exists between substance abuse and intimate partner violence. Further, it will also support the premise that abusing drugs such as cocaine and methamphetamine influences both perpetration and experiencing of the same.

The study by Low et al. (2017) analyzed the association between IPV in young adults and its association with substance abuse. According to the authors, a clear clarity does not exist in literature regarding this association. Consequently, determining the nature of the association based on strengths becomes difficult. Thus, using a dyadic perspective, the study examine the correlation between alcohol and marijuana use and the types of IPV that they cause. The study hypothesized that both male and female partners’ polysubstance use will predispose them to perpetrating IPV while abstinence will protect them from perpetrating the same. The researchers concluded that substance abuse caused IPV in both men and women. That Low et al. (2017) used dyadic methodology to determine the association between polysubstance use and IPV in young adults, the study can support the present research since the author is looking to make a similar determination. The study will provide evidence that indeed substance abuse is a risk marker for IPV and that the preciseness of the same can be used to formulate practice interventions.

Leone, R. M., Crane, C. A., Parrott, D. J., & Eckhardt, C. I. (2016). Problematic drinking, impulsivity, and physical IPV perpetration: A dyadic analysis. Psychology of addictive behaviors : journal of the Society of Psychologists in Addictive Behaviors, 30(3), 356–366. doi:10.1037/adb0000159.

Leone, Crane, Parrott, and Eckhardt (2016) also sort to establish the association between problematic drinking and the perpetration of physical IPV. Using a total sample of 578 heavy drinking heterosexual couples, the researchers ensured that the characteristics of each partner is taken into account during the study. Thus, in their study, they ensured to assess heterosexual couples who were both heavy drinkers in order to determine their predisposing to physical IPV as a consequence. Applying several Actor Partner Interdependence Model, the study showed that a relationship exists between actor problematic drinking and physical violence on their intimate partners. Thus, the study will help my research as it has shown the significance of using dyadic model to examine this relationship. Through the application of the model, my research will be able to reveal specific facets of IPV among couples, something that present research has failed to accomplish.

Subramani, O. S., Parrott, D. J., & Eckhardt, C. I. (2017). Problematic Drinking Mediates the Association Between Urgency and Intimate Partner Aggression During Acute Intoxication. Alcoholism, clinical and experimental research, 41(9), 1602–1611. doi:10.1111/acer.13437

Most studies examining the subject do so by looking at the association between substance abuse and IPV. However, Subraini, Parrot, and Eckhardt (2017) decided to examine the mediative factors that connect problematic drinking and IPV among 249 heavy drinkers in the United States. The study adopted a moderated-mediational model wherein impulsivity dimensions variedly predicted IPV due to problematic drinking. Questionnaires were given to the participants and they had to consume alcoholic and non-alcoholic drinks in order to complete a task based on shock-based aggression. According to the study, intoxicated partners demonstrated an aggressive intimate partner violence upon undertaking problematic drinking. Thus, the study revealed that the ability to act rashly due to problematic drinking increases the chances of intimate partner violence occurring amongst couples. Thus, unlike other studies, the present one considered the mediative factors of problematic drinking and how they influence IPV. Thus, during the formulation of interventions for the issue, the current author will consider them in order to formulate a targeted therapy.

References

Low, S., Tiberio, S. S., Shortt, J. W., Capaldi, D. M., & Eddy, J. M. (2017). Associations of couples’ intimate partner violence in young adulthood and substance use: A dyadic approach. Psychology of Violence, 7(1), 120-127. https://www.researchgate.net/publication/297658651_Associations_of_Couples%27_Intimate_Partner_Violence_in_Young_Adulthood_and_Substance_Use_A_Dyadic_Approach

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Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	8	6	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	8	6	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

Assignment: NURS 6050 Bibliography