| Course | NUR 453 Integration Concepts in the Health Care |
|---|---|
| Module | Module 5 |
| Paper type | Evidence table with summary |
| Length | About 430 words, 4 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | BSN in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 453 Module 5
What the Evidence Says About Shortening and Easing the Wait: Six Sources Behind a Pediatric Emergency Nurse Navigator
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 453: Integration Concepts in the Health Care
Instructor Name
Month Day, Year
What the Evidence Says About Shortening and Easing the Wait: Six Sources Behind a Pediatric Emergency Nurse Navigator
Purpose
This table gathers evidence for each link in my logic model: that boarding is common and harmful, that early psychiatric evaluation helps, and that structured communication with families improves care.
Evidence Table
| Study | Type of evidence | Who and where | What it found | Which link it backs |
|---|---|---|---|---|
| Bommersbach et al. (2023) | Quantitative; repeated cross-sectional analysis of national survey data; Level IV | U.S. emergency department visits by youth, 2011 to 2020 | Mental health visits rose from 4.8 to 7.5 million a year; suicide-related visits rose from 0.9% to 4.2% of pediatric visits | Size of the problem |
| Hoffmann et al. (2019) | Quantitative; retrospective cohort; Level IV | 1,746 mental health visits at one children's hospital | 22% lasted 24 hours or more; longer stays tied to psychosis, aggression, restraint, autism and prior admission | Which youth need the navigator most |
| Narasimhan et al. (2015) | Quantitative; matched comparison of a statewide program; Level IV | 7,261 matched emergency patients in South Carolina | With telepsychiatry, 30-day follow-up 46% vs 16%; admission 11% vs 22% | Early psychiatric consult |
| McCarty et al. (2022) | Qualitative; semistructured interviews; Level VI | 19 clinicians and 11 parents of boarding youth | Themes of unclear roles, poor family communication, unsuitable rooms and clinician moral distress | Navigator role and family updates |
| Nordstrom et al. (2019) | Expert resource document; Level VII | American Psychiatric Association workgroup | Boarding delays treatment and strains emergency departments; recommends system and local solutions | Rationale for a local solution |
| Matney et al. (2011) | Theoretical; Level VII | Nursing informatics framework | Data become usable information only when organized and interpreted | Boarding care plan template |
Summary
The evidence strongly supports the size of the problem and identifies the youth most likely to board for long periods. It supports early telepsychiatry through a large statewide comparison, although that study was in adults and youth combined and was not randomized, so its results may not transfer fully to a pediatric department. The qualitative study supports the communication part of the innovation directly: parents and clinicians named unclear roles and poor family communication as quality problems. No study tested a nurse navigator for boarding youth specifically, so the innovation combines components that each have support. That gap is the reason my paper will propose a pilot with measures rather than a full program.
Search Note
Sources were found in CINAHL and PubMed using the terms pediatric OR adolescent, mental health, emergency department, boarding, telepsychiatry and qualitative, limited to English and the last fifteen years, with one older informatics framework kept for its relevance.
References
Bommersbach, T. J., McKean, A. J., Olfson, M., & Rhee, T. G. (2023). National trends in mental health-related emergency department visits among youth, 2011-2020. JAMA, 329(17), 1469-1477. https://doi.org/10.1001/jama.2023.4809
Hoffmann, J. A., Stack, A. M., Monuteaux, M. C., Levin, R., & Lee, L. K. (2019). Factors associated with boarding and length of stay for pediatric mental health emergency visits. The American Journal of Emergency Medicine, 37(10), 1829-1835. https://doi.org/10.1016/j.ajem.2018.12.041
Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6-18. https://doi.org/10.1097/ANS.0b013e3182071813
McCarty, E. J., Nagarajan, M. K., Halloran, S. R., Brady, R. E., House, S. A., & Leyenaar, J. K. (2022). Healthcare quality during pediatric mental health boarding: A qualitative analysis. Journal of Hospital Medicine, 17(10), 783-792. https://doi.org/10.1002/jhm.12906
Narasimhan, M., Druss, B. G., Hockenberry, J. M., Royer, J., Weiss, P., Glick, G., Marcus, S. C., & Magill, J. (2015). Impact of a telepsychiatry program at emergency departments statewide on the quality, utilization, and costs of mental health services. Psychiatric Services, 66(11), 1167-1172. https://doi.org/10.1176/appi.ps.201400122
Nordstrom, K., Berlin, J. S., Nash, S. S., Shah, S. B., Schmelzer, N. A., & Worley, L. L. M. (2019). Boarding of mentally ill patients in emergency departments: American Psychiatric Association resource document. Western Journal of Emergency Medicine, 20(5), 690-695. https://doi.org/10.5811/westjem.2019.6.42422
NUR 453 Module 5 instructions, in plain terms
The posted syllabus grades Paper 2, the Evidence Table, at 20 of 200 points and lists it as a literacy requirement. Its purpose is to gather qualitative and quantitative data that support your Health Care in America innovative solution. Canvas provides the table format and rubric, and an in-class literature search session helps students find sources. Expect to include research of both kinds, recorded with design, sample, findings and level of evidence, plus a brief overall verdict on the body of evidence. Choose sources that support the specific links in your logic model, not only the general problem. The full innovation paper draws on this table, so complete, accurate entries now save time later.
Inside the NUR 453 Module 5 example
A one-sentence purpose ties the table to the logic model. The table has six rows, each with design and level, sample and setting, findings with numbers, and the logic model link the source supports. Sources include national quantitative data, a cohort study, a statewide program evaluation, a qualitative interview study, an expert resource document and an informatics framework, so both kinds of evidence are represented. A summary explains which links the evidence supports strongly, which only indirectly and what gap remains, which justifies proposing a pilot. A brief search note records databases, terms and limits. The table fits on one wide page so faculty can scan it at once.
Reading the NUR 453 Module 5 grading rubric
Evidence tables are likely graded on the relevance and quality of sources, inclusion of both qualitative and quantitative evidence, accurate and complete entries, correct leveling, a clear link to the innovation and literacy elements. Findings earn credit when they include specific numbers rather than general statements. Leveling sources correctly shows understanding of evidence hierarchies. A summary that identifies gaps honestly shows critical appraisal. Tying each source to a part of the innovation keeps the table purposeful. As a literacy requirement, the table and summary must be cleanly formatted with correct APA references. Faculty look closely at whether each source's level matches its design.
NUR 453 Module 5 help with common mistakes
A frequent weakness is a table full of sources about the problem and none about the solution. Find evidence for your intervention's main components. Another is skipping qualitative evidence, which the prompt asks for. Record numbers exactly as the articles report them. If you want help building a table around the innovation from your Paper 1, send the logic model and the table template to the desk. Attend the literature search session in class. Keep the summary short and focused on what the evidence means for your plan. Ask a librarian if you cannot find a qualitative study on your topic. Record page numbers for any figure you plan to quote in the final paper.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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NUR 453 Module 5 questions, answered
Where can I find a free NUR 453 Module 5 sample paper?
The table above is a complete NUR 453 Paper 2 evidence table sample with six quantitative, qualitative and expert sources supporting a pediatric emergency nurse navigator.
Does the NUR 453 evidence table need qualitative studies?
Yes. The syllabus describes gathering qualitative and quantitative data to support your innovation.
How many points is the NUR 453 evidence table worth?
It carries 20 points, 10% of the course, and it is graded for writing as well as content.
What columns belong in an evidence table?
The citation, the kind of study and its evidence level, who was studied and where, the main results with numbers, and the part of your plan it supports.
What if no study tests my exact innovation?
Show evidence for each component and propose a pilot that measures the combined effect, naming the gap honestly.