EB004_EBP_B_Omolayole.docx by Busola Omolayole Submission date: 12-Mar-2020 05:55PM (UTC-0400) Submission ID: 1274576926 File name: EB004_EBP_B_Omolayole.docx (14.89K) Word count: 565 Character count: 3154 1 Grammar, punctuation, sentence structure Supporting reference needed 2 Supporting reference needed 3 Supporting reference needed Less than 6 Supporting reference needed Supporting reference needed 4 22% SIMILARITY INDEX 18% INTERNET SOURCES 11% PUBLICATIONS 23% STUDENT PAPERS 1 7% 2 6% 3 5% 4 3% 5 1% Exclude quotes Off Exclude bibliography Off Exclude matches Off EB004_EBP_B_Omolayole.docx ORIGINALITY REPORT PRIMARY SOURCES umb.libguides.com Internet Source Submitted to Western Governors University Student Paper Submitted to University of Hertfordshire Student Paper Submitted to Saint Leo University Student Paper Submitted to Florida Gulf Coast University Student Paper QM QM QM FINAL GRADE /100 EB004_EBP_B_Omolayole.docx GRADEMARK REPORT GENERAL COMMENTS Instructor PAGE 1 PAGE 2 Comment 1 Use APA headings: Headings http://academicguides.waldenu.edu/writingcenter/apa/other/headinglevels Grammar, punctuation, sentence structure Check grammar, punctuation and sentence structure Supporting reference needed Supporting reference is needed- APA Additional Comment Do you mean hospital administration? Comment 2 What technique are you referring to? Not clear Supporting reference needed Supporting reference is needed- APA Comment 3 Be more specific about the time required http://academicguides.waldenu.edu/writingcenter/apa/other/headinglevels QM QM QM QM Be more specific about the time required Supporting reference needed Supporting reference is needed- APA Less than 6 When there are less than 6 authors, list all authors the first time cited- APA PAGE 3 Supporting reference needed Supporting reference is needed- APA Supporting reference needed Supporting reference is needed- APA Additional Comment These statements need to be supported with reference(s) Comment 4 How about hand washing? You need to compare hand washing to alcohol based gels and cite supporting references for the differences PAGE 4 EB004_EBP_B_Omolayole.docxby Busola OmolayoleEB004_EBP_B_Omolayole.docxORIGINALITY REPORTPRIMARY SOURCESEB004_EBP_B_Omolayole.docxGRADEMARK REPORTFINAL GRADEGENERAL COMMENTSInstructor Counseling in the Military Mental health professionals may provide services to military populations as either active duty commissioned military officers or civilian professionals stationed with military units—sometimes at very remote locations. In either case, counselors working with military service members find themselves in daily multiple relationships with clients. Quite often these multiple roles are entirely unavoidable and are even a necessary ingredient in effective mental health care. At other times, these multiple relationships are uncomfortable or even distressing for client ...

1. EB004_EBP_B_Omolayole.docx
by Busola Omolayole
Submission date: 12-Mar-2020 05:55PM (UTC-0400)
Submission ID: 1274576926
File name: EB004_EBP_B_Omolayole.docx (14.89K)
Word count: 565
Character count: 3154
1
Grammar, punctuation, sentence structure
Supporting reference needed
2
Supporting reference needed
3
Supporting reference needed
Less than 6
Supporting reference needed

2. Supporting reference needed
4
22%
SIMILARITY INDEX
18%
INTERNET SOURCES
11%
PUBLICATIONS
23%
STUDENT PAPERS
1 7%
2 6%
3 5%
4 3%
5 1%
Exclude quotes Off
Exclude bibliography Off
Exclude matches Off
EB004_EBP_B_Omolayole.docx
ORIGINALITY REPORT

3. PRIMARY SOURCES
umb.libguides.com
Internet Source
Submitted to Western Governors University
Student Paper
Submitted to University of Hertfordshire
Student Paper
Submitted to Saint Leo University
Student Paper
Submitted to Florida Gulf Coast University
Student Paper
QM
QM
QM
FINAL GRADE
/100
EB004_EBP_B_Omolayole.docx
GRADEMARK REPORT
GENERAL COMMENTS
Instructor

4. PAGE 1
PAGE 2
Comment 1
Use APA headings:
Headings
http://academicguides.waldenu.edu/writingcenter/apa/other/head
inglevels
Grammar, punctuation, sentence structure
Check grammar, punctuation and sentence structure
Supporting reference needed
Supporting reference is needed- APA
Additional Comment
Do you mean hospital administration?
Comment 2
What technique are you referring to? Not clear
Supporting reference needed
Supporting reference is needed- APA
Comment 3
Be more specific about the time required

5. http://academicguides.waldenu.edu/writingcenter/apa/other/head
inglevels
QM
QM
QM
QM
Be more specific about the time required
Supporting reference needed
Supporting reference is needed- APA
Less than 6
When there are less than 6 authors, list all authors the first time
cited- APA
PAGE 3
Supporting reference needed
Supporting reference is needed- APA
Supporting reference needed
Supporting reference is needed- APA
Additional Comment
These statements need to be supported with reference(s)

6. Comment 4
How about hand washing? You need to compare hand washing
to alcohol based gels and cite
supporting references for the differences
PAGE 4
EB004_EBP_B_Omolayole.docxby Busola
OmolayoleEB004_EBP_B_Omolayole.docxORIGINALITY
REPORTPRIMARY
SOURCESEB004_EBP_B_Omolayole.docxGRADEMARK
REPORTFINAL GRADEGENERAL COMMENTSInstructor
Counseling in the Military
Mental health professionals may provide services to military
populations as either active duty commissioned military officers
or civilian professionals stationed with military units—
sometimes at very remote locations. In either case, counselors
working with military service members find themselves in daily
multiple relationships with clients. Quite often these multiple
roles are entirely unavoidable and are even a necessary
ingredient in effective mental health care. At other times, these
multiple relationships are uncomfortable or even distressing for
client and counselor alike.
A Contributor’s Perspective
W. Brad Johnson, a former Navy psychologist and now a
colleague and consultant to many military mental health
providers, highlights the reasons multiple relationships are an
unavoidable ingredient in the daily lives of those working in the
military and how military counselors can work to minimize
harm to their clients in this environment.
Multiple Relationships in Military Mental Health Counseling
W. Brad Johnson

7. Multiple Roles in Embedded Military Environments
When a mental health professional is “embedded” or deployed
with a military unit (e.g., an Army brigade, a Navy aircraft
carrier, an Air Force squadron), that professional is typically a
commissioned military officer who also happens to be a mental
health counselor, social worker, psychologist, or psychiatrist.
Here are some of the distinctive elements of mental health
practice in embedded environments. Each of these factors
clearly increases the risk of multiple relationships with clients.
· When a counselor is also a commissioned officer, he or she
will have a legally binding senior–subordinate or subordinate–
senior relationship with everyone in the population to whom he
or she will provide mental health services. In this rank-
conscious culture, it can be difficult to fulfill multiple roles
such as empathic counselor and superior officer, or mental
health expert and direct subordinate.
· Counselors in embedded or isolated duty stations cannot
choose to enter or exit counseling relationships. Although
civilian counselors might enjoy the luxury of being able to refer
a client with whom they have or may have a problematic
multiple relationship, military providers often cannot refer.
Because the military counselor may be the only available
provider in the deployed unit or at an isolated base, he or she
must generally accept every referral and see every service
member with a mental health need, regardless of whether the
counselor is a close personal friend, a direct supervisor, or a
coworker to that client. In fact, one should assume from the
start that every member of the military unit is a potential client,
including colleagues and close friends (Johnson, Ralph, &
Johnson, 2005).
· At times, roles with clients might shift suddenly and with little
opportunity to carefully inform clients. In embedded or isolated
duty stations, a mental health professional might be directed to
perform a fitness-for-duty or security clearance evaluation on a
service member who is also a current, perhaps even a long-term,
client. The sudden addition of a forensic or evaluative role with

8. a client can cause confusion and distress. If the counselor
determines that the service member is not fit for deployment or
not a good risk for a security clearance, this outcome might
naturally sour the counseling relationship if the client feels
blindsided and betrayed.
· In contrast to civilian settings, counselors practicing in the
military wield considerable power over military service
members. The military is a traditional and hierarchical culture.
In this context, commanding officers often defer to the
judgment and expertise of mental health professionals when
there are questions about a service member’s mental health,
fitness for continued service in the military, ability to deploy to
a combat zone, and risk to self or others. These are high-stakes
assessments with profound consequences for the service
member’s career. For this reason, counselors must remain
sensitive to their degree of power over the lives and livelihood
of clients.
· Finally, in military contexts, frequent and close personal
contact with clients is nearly guaranteed. Deployed military
units and small military bases are isolated and close-knit
communities. Like counselors in rural communities, military
counselors will find themselves in extra-counseling contact with
most clients on a routine basis. When deployed with a unit, the
counselor will find him- or herself eating, sleeping, and
carrying out all the mundane tasks of life while (literally!)
shoulder to shoulder with clients. For this reason, effective
counselors need to develop a high comfort level with frequent
boundary crossings.
Case Illustrations: Counseling o
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Critical Appraisal

10. Worksheet
Evaluation Table
Use this document to complete the evaluation table requirement
of the Module 4 Assessment,Evidence-Based Project, Part 4A:
Critical Appraisal of Research
Full APA formatted citation of selected article.
Article #1
Article #2
Article #3
Article #4
Evidence Level *
(I, II, or III)
Conceptual Framework
Describe the theoretical basis for the study (If there is not one
mentioned in the article, say that here).**

11. Design/Method
Describe the design and how the study was carried out (In
detail, including inclusion/exclusion criteria).
Sample/Setting
The number and characteristics of
patients, attrition rate, etc.
Major Variables Studied
List and define dependent and independent variables
Measurement

12. Identify primary statistics used to answer clinical questions
(You need to list the actual tests done).
Data Analysis Statistical or
Qualitative findings
(You need to enter the actual numbers determined by the
statistical tests or qualitative data).
Findings and Recommendations
General findings and recommendations of the research
Appraisal and Study Quality
Describe the general worth of this research to practice.
What are the strengths and limitations of study?
What are the risks associated with implementation of the
suggested practices or processes detailed in the research?
What is the feasibility of use in your practice?

13. Key findings
Outcomes
General Notes/Comments
*These levels are from the Johns Hopkins Nursing Evidence-
Based Practice: Evidence Level and Quality Guide

14. · Level I
Experimental, randomized controlled trial (RCT), systematic
review RTCs with or without meta-analysis
· Level II
Quasi-experimental studies, systematic review of a combination
of RCTs and quasi-experimental studies, or quasi-experimental
studies only, with or without meta-analysis
· Level III
Nonexperimental, systematic review of RCTs, quasi-
experimental with/without meta-analysis, qualitative,
qualitative systematic review with/without meta-synthesis
· Level IV
Respected authorities’ opinions, nationally recognized expert
committee/consensus panel reports based on scientific evidence
· Level V
Literature reviews, quality improvement, program evaluation,
financial evaluation, case reports, nationally recognized
expert(s) opinion based on experiential evidence
**Note on Conceptual Framework
· The following information is from Walden academic guides
which helps explain conceptual frameworks and the reasons
they are used in research. Here is the link
https://academicguides.waldenu.edu/library/conceptualframewor
k
· Researchers create theoretical and conceptual frameworks that
include a philosophical and methodological model to help
design their work. A formal theory provides context for the
outcome of the events conducted in the research. The data

15. collection and analysis are also based on the theoretical and
conceptual framework.
· As stated by Grant and Osanloo (2014), “Without a theoretical
framework, the structure and vision for a study is unclear, much
like a house that cannot be constructed without a blueprint. By
contrast, a research plan that contains a theoretical framework
allows the dissertation study to be strong and structured with an
organized flow from one chapter to the next.”
· Theoretical and conceptual frameworks provide evidence of
academic standards and procedure. They also offer an
explanation of why the study is pertinent and how the
researcher expects to fill the gap in the literature.
· Literature does not always clearly delineate between a
theoretical or conceptual framework. With that being said, there
are slight differences between the two.
References
The Johns Hopkins Hospital/Johns Hopkins University (n.d.).
Johns Hopkins nursing dvidence-based practice: appendix C:
evidence level and quality guide. Retrieved October 23, 2019
from https://www.hopkinsmedicine.org/evidence-based-
practice/_docs/appendix_c_evidence_level_quality_guide.pdf
Grant, C., & Osanloo, A. (2014). Understanding, Selecting, and
Integrating a Theoretical Framework in Dissertation Research:
Creating the Blueprint for Your" House". Administrative Issues
Journal: Education, Practice, and Research, 4(2), 12-26.
Walden University Academic Guides (n.d.). Conceptual &
theoretical frameworks overview. Retrieved October 23, 2019
from

16. https://academicguides.waldenu.edu/library/conceptualframewor
k
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