NURS FPX 6218 Assessment 4 Advocating for Lasting Change

Name

Capella university

NURS-FPX 6218 Leading the Future of Health Care

Prof. Name

Date

Advocating for Lasting Change

Introducing a sustainable model to address student mental health concerns in Jordan necessitates early intervention strategies, particularly within school systems. I am [Name], presenting a structured approach to resolving the mental health crises among students in Jordan. Our core objective is to highlight the urgent need for improved public policy and financial investments in mental health services delivered at the school level. This initiative includes presenting empirical data on student outcomes, a detailed fiscal plan, and a strategic roadmap founded on evidence and change management principles. Together, we will examine pragmatic methods to implement enduring reforms in youth mental health care.

Key Stakeholders

Implementing effective mental health reforms requires coordinated efforts from multiple community actors. The executive team at Vila Health exemplifies leadership in this area, advocating for youth-focused mental health solutions. Clinical practitioners—psychiatrists, psychologists, and frontline care staff—play an integral role in both shaping and delivering quality services.

Public health officials and community-based organizations contribute by embedding mental health programs within local structures, thereby improving accessibility. Educators function as daily mental health touchpoints for students, facilitating awareness and early detection of issues. Parents and caregivers offer essential support and advocacy, reinforcing these interventions beyond school walls.

Finally, policymakers are crucial in crafting and passing legislation that ensures long-term funding and accessibility. Their collaboration sets the foundation for sustainable mental health systems across schools in Jordan.

Table 1: Roles and Contributions of Key Stakeholders

Stakeholder	Role in Mental Health Reform
Vila Health Executives	Provide strategic direction and organizational leadership for mental health initiatives
Healthcare Providers	Offer professional expertise in mental health service delivery and program implementation
Community-Based Organizations	Facilitate outreach and integrate programs within local systems
Educators	Support daily mental health interactions and promote awareness among students
Parents and Community Members	Advocate for reform and provide reinforcement of strategies at home
Policymakers	Enact legislation and allocate budgets to sustain mental health reforms

Social Determinants Affecting Health in the Community

Many young individuals in Jordan are unable to access comprehensive healthcare due to socioeconomic disparities. Limited financial resources result in reduced access to medical services, nutritious food, and health education. The Jordan Food Shelf exemplifies these disparities by revealing the struggles families face in meeting their basic needs.

Moreover, a lack of accessible educational resources exacerbates these issues, impeding mental health literacy for both students and guardians. Without accurate knowledge and tools, it becomes challenging to recognize and respond to early signs of psychological distress, such as depression or suicidal ideation (Capella University, n.d.). The proposed initiative addresses these concerns by bridging educational and economic gaps through resource distribution, mental health education, and support infrastructure.

Synopsis of the Windshield Survey and Environmental Analysis Findings

Community Strengths

Jordan, Minnesota, presents several favorable elements for advancing mental health reforms. The city features advanced academic institutions with modern infrastructure that support holistic learning experiences. Comprehensive health services offered by St. Francis Healthcare include dental, emergency, and primary care services. Additionally, outdoor recreational spaces like Lagoon Park and an active downtown promote well-being. Local churches also contribute by providing spiritual and emotional support services, enhancing community resilience.

Opportunities for Growth

Introducing mental health awareness programs in educational and community spaces can significantly improve public understanding. School-based seminars, family workshops, and community-wide events are ideal strategies to increase acceptance and reduce stigma. These efforts would create an inclusive environment conducive to early intervention and ongoing care.

Change Proposal Summary

The core goal of this proposal is to enhance the availability and effectiveness of mental health services for students in Jordan by establishing school-based wellness centers. These centers will be staffed with qualified mental health professionals, providing immediate access to psychological support.

A collaborative framework involving schools, health departments, local agencies, and policymakers is vital. This partnership will ensure adequate staff training, resource allocation, and infrastructure development. The initiative will foster systemic changes that prioritize student mental health, making wellness services an integral part of the educational experience.

Benefits of the Change to the Community and Stakeholders

Implementing school-based mental health clinics will allow for early diagnosis and timely support. These clinics will foster collaboration among educational institutions, families, and care providers to form a comprehensive care model.

A significant outcome will be the reduction of stigma surrounding mental illness. Open discussions and educational campaigns will shift public perception, encouraging individuals to seek help (Eiroa-Orosa et al., 2021). Additionally, early intervention programs will reduce suicide rates and boost emotional resilience among youth (Colizzi et al., 2020; Wiedermann et al., 2023).

Rationale for Policy and Financial Support

Robust policy frameworks are essential for institutionalizing reforms in mental health care. These include the development of guidelines, procedural protocols, and funding strategies to sustain mental health centers within schools. Financial support is particularly critical for staff recruitment, ongoing training, infrastructure development, and program evaluation (Hertelendy et al., 2020).

Local, state, and national government roles are clearly defined. While national entities can offer legislative support and federal grants, state governments oversee Medicaid and licensing. Local policymakers can pass ordinances to establish school-based centers and community partnerships.

Assumptions Held by Policymakers

There are foundational beliefs that shape policy decisions around mental health services. These include the understanding that preventive and early intervention approaches are more effective and cost-efficient than reactive ones (Moroz et al., 2020). Collaborative stakeholder engagement is viewed as essential (Javed et al., 2021). Furthermore, equitable access, public education, and sustained funding are considered vital to the success of mental health initiatives (Hertelendy et al., 2020; Eiroa-Orosa et al., 2021).

Compelling Evidence for Proposed Changes

Empirical studies support the integration of mental health services into educational settings. McGorry et al. (2022) emphasize the value of coordinated mental health services, while Mongelli et al. (2020) and Kuyken et al. (2022) highlight the effectiveness of professional training in improving intervention outcomes. These studies provide evidence-based backing for implementing school-based services to meet the growing needs of young people.

Broad Budget Estimates

Table 2: Proposed Budget for School-Based Mental Health Services

Budget Category	Allocation (USD)	Details
Personnel	\$165,000	Includes \$90K for project manager, \$60K for staff, and \$15K for outreach positions
Fringe Benefits	\$40,000	Health, dental, retirement contributions
Consultation and Contracts	\$10,000	Stakeholder workshops, expert consultations
Equipment	\$10,000	Computers, office supplies, software
Educational Materials	\$10,000	Mental health handouts and awareness resources
Travel	\$10,000	Staff travel for training and community engagement
Contingency Fund	\$5,000	For unforeseen expenses
Total	\$285,000	Revised from \$230,000 to reflect actual implementation needs

Plan for Transformational, Evidence-Based Change

This initiative aims to build a fully integrated and responsive mental health care system within schools in Jordan. The strategic goal is to ensure broad access, improve outcomes, and foster a supportive culture. Key steps include defining objectives, increasing accessibility, and strengthening cooperation between mental health experts and educators.

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Change Strategy

Using Lewin’s Change Management Model, the change will proceed in three phases:

1. Unfreeze: Establish awareness about mental health needs and garner support.
2. Change: Implement school mental health centers and train staff.
3. Refreeze: Institutionalize new practices and assess long-term effectiveness (Burnes, 2020).

Changes in Organizational Culture

To embed this change, the organizational culture must evolve to embrace inclusivity, mental health awareness, and proactive care. A multi-channel communication plan—including meetings, emails, and events—will ensure transparency and engagement. Feedback loops will be used to refine approaches and maintain trust (Suprapti et al., 2020).

Vision for Future Wellness, Health, and Role of Visionary Leadership

The future of mental health care in Jordan holds immense potential through technological advancements such as telehealth and AI-driven diagnostics. Preventive strategies and well-being promotion will be central to future systems (Colizzi et al., 2020).

Effective leadership will be essential to navigate this transition. Leaders must articulate a compelling vision, inspire innovation, and champion equitable access. Their commitment to inclusivity and collaboration will be pivotal in overcoming systemic barriers and building a resilient mental health infrastructure (Robbins et al., 2020).

References

Capella University. (n.d.). Vila Health: Planning for change. https://www.google.com/url?q=https://media.capella.edu/CourseMedia/nurs-fpx6218element236957/wrapper.asp\&sa=D\&source=apps-viewer-frontend\&ust=1711700540866615\&usg=AOvVaw1f9xRFvtxS70bqp0FAC7KY\&hl=en

NURS FPX 6218 Assessment 4 Advocating for Lasting Change

City of Jordan, Minnesota. (2015, November 30). Economic development. https://jordanmn.gov/city-departments/economic-development/

Colizzi, M., Lasalvia, A., & Ruggeri, M. (2020). Prevention and early intervention in youth mental health: Is it time for a multidisciplinary and trans-diagnostic model for care? International Journal of Mental Health Systems, 14(1), 1–14. https://doi.org/10.1186/s13033-020-00356-9

Eiroa-Orosa, F. J., Lomascolo, M., & Tosas-Fernández, A. (2021). Efficacy of an intervention to reduce stigma beliefs and attitudes among primary care and mental health professionals: Two cluster randomised-controlled trials. International Journal of Environmental Research and Public Health, 18(3), 1214. https://doi.org/10.3390/ijerph18031214

Franklin, A. L. (2020). Introduction to stakeholder engagement. In Stakeholder Engagement (pp. 1–17). https://doi.org/10.1007/978-3-030-47519-2_1

Hertelendy, A. J., Ciottone, G. R., Mitchell, C. L., Gutberg, J., & Burkle, F. M. (2020). Crisis standards of care in a pandemic: Navigating the ethical, clinical, psychological and policy-making maelstrom. International Journal for Quality in Health Care. https://doi.org/10.1093/intqhc/mzaa094

Javed, A., et al. (2021). Reducing the stigma of mental health disorders with a focus on low- and middle-income countries. Asian Journal of Psychiatry, 58(58), 102601. https://doi.org/10.1016/j.ajp.2021.102601

Kondylakis, H., et al. (2020). Status and recommendations of technological and data-driven innovations in cancer care: Focus group study. Journal of Medical Internet Research, 22(12), e22034. https://doi.org/10.2196/22034

Kuyken, W., et al. (2022). Effectiveness and cost-effectiveness of universal school-based mindfulness training compared with normal school provision in reducing risk of mental health problems and promoting well-being in adolescence: the MYRIAD cluster randomised controlled trial. Evidence Based Mental Health, 25(3), 99–109. https://doi.org/10.1136/ebmental-2021-300396

McGorry, P. D., et al. (2022). Designing and scaling up integrated youth mental health care. World Psychiatry, 21(1), 61–76. https://doi.org/10.1002/wps.20938

Men, L. R., Yue, C. A., & Liu, Y. (2020). Vision, passion, and care: The impact of charismatic executive leadership communication on employee trust and support for organizational change. Public Relations Review, 46(3), 101–927. https://doi.org/10.1016/j.pubrev.2020.101927

Mongelli, F., Georgakopoulos, P., & Pato, M. T. (2020). Challenges and opportunities to meet the mental health needs of underserved and disenfranchised populations in the United States. Focus, 18(1), 16–24. https://doi.org/10.1176/appi.focus.20190028

NURS FPX 6218 Assessment 4 Advocating for Lasting Change

Moroz, N., Moroz, I., & Slovinec D’Angelo, M. (2020). Mental health services in Canada: Barriers and cost-effective solutions to increase access. Healthcare Management Forum, 33(6), 282–287. https://doi.org/10.1177/0840470420933911

Robbins, B., & Davidhizar, R. (2020). Transformational leadership in health care today. The Health Care Manager, 39(3), 117-121. https://doi.org/10.1097/HCM.0000000000000296

Suprapti, S., et al. (2020). Leadership style, organizational culture and innovative behavior on public health center performance during Pandemic Covid-19. Journal of Industrial Engineering & Management Research, 1(2), 76-88.

Wiedermann, C. J., et al. (2023). Fortifying the foundations: A comprehensive approach to enhancing mental health support in educational policies amidst crises. Healthcare, 11(10), 1–11. https://doi.org/10.3390/healthcare11101423