NR 506 Week 2 Discussion Policy-Priority Selection
Chamberlain University NR 506 Week 2 Discussion Policy-Priority Selection-Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR 506 Week 2 Discussion Policy-Priority Selection assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NR 506 Week 2 Discussion Policy-Priority Selection
Whether one passes or fails an academic assignment such as the Chamberlain University NR 506 Week 2 Discussion Policy-Priority Selection depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NR 506 Week 2 Discussion Policy-Priority Selection
The introduction for the Chamberlain University NR 506 Week 2 Discussion Policy-Priority Selection is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
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How to Write the Body for NR 506 Week 2 Discussion Policy-Priority Selection
After the introduction, move into the main part of the NR 506 Week 2 Discussion Policy-Priority Selection assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NR 506 Week 2 Discussion Policy-Priority Selection
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NR 506 Week 2 Discussion Policy-Priority Selection
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Sample Answer for NR 506 Week 2 Discussion Policy-Priority Selection Included After Question
NR 506 Week 2 Discussion Policy-Priority Selection
NR 506 Week 2 Discussion Policy-Priority Selection
The profession of nursing and individual nurses have a significant ability to affect the trends of the healthcare system and to be advocates for changes needed in the issues that are concerning and detrimental to the public and their health. Nurses must also be knowledgeable of the current and emerging issues that are relevant to nursing practice and must develop the political competence to effectively shape health policy (Mason, et al., 2016). The mental health of our society and culture is affected every day and the overuse of prescription narcotics is growing. In our country, it’s a significant concern and epidemic that is affecting individuals and also causing an impact on our healthcare system. I have selected to focus my healthcare policy priority on the prescription of narcotics and narcotic drug abuse within our country. With the rise in use and misuse of prescription narcotics, it has also affected the mental health of individuals, health complications, criminal activity and overdoses that negatively influences healthcare.
A Sample Answer For the Assignment: NR 506 Week 2 Discussion Policy-Priority Selection
Title: NR 506 Week 2 Discussion Policy-Priority Selection
The rationale for this selection is because as nurses, we observe the misuse of narcotic prescriptions every day and an increase in overdoses we treating among our patient population. As the abuse continues to be a serious health concern, it’s important that action is taken and policy engaged that will better track opioid prescriptions being given and a system that holds providers responsible for prescribing limited opioids and ensuring that there is effective opioid abuse education and methods of prevention to reduce the opioid abuse problem. According to the Centers for Disease Control and Prevention, more than 18,000 deaths related to opioid overdose occurred in 2014. To prevent and regulate the abuse crisis, certain states have legally mandated that healthcare providers require tests for patients receiving pain management drugs in an attempt to detect opioid misuse (Cybulski, 2016). The model of policy making that would best be applied to this policy issue would be identified as the stage-sequential model which is similar to following the design of the nursing process. The rational for the selection of this model is that there will need to be a process for evaluation of the most appropriate actions for determining the most effective intervention that will assist in decreasing the negative outcomes of opioid abuse and implementation of the most successful changes. With this model, continual review of interventions and modifications will need to take place so that the best outcomes will be obtained to have a significant impact on the prevalent abuse of opioids in our country. The medical care center where I work has developed an education insert for patients at discharge that provides information and safety measures to patients when they are receiving narcotic prescriptions. We as nurses should take our empowerment and our acquired knowledge obtained through our clinical practice and influence our healthcare to strive to obtain the best patient outcomes in their health.
References:
Cybulski, J. (2016). Approaches to prescription opioid abuse testing. MLO: Medical Laboratory
Observer, 48(8), 44-46.
Mason, D. J., Gardner, D. B., Outlaw, F. H., & O’Grady, E. T. (Eds). (2016). Policy & politics in
nursing and healthcare (7th ed.). Retrieved from http://online.vitalsource.comLinks to an external site.
A Sample Answer 2 For the Assignment: NR 506 Week 2 Discussion Policy-Priority Selection
Title: NR 506 Week 2 Discussion Policy-Priority Selection
The healthcare policy that I have chosen is Gun Safety and Public health. I have chosen this topic because lack of gun safety has taken over America. I work in a Pediatric Emergency department where we maybe saw 1-2 gunshot victims maybe every couple of months to several gunshot victims every month. We have treated a majority of younger children who just were at the wrong place at the wrong time. Some have lost their lives to the streets. The Pediatric gun violence policy is what should be used to protect our children from gun violence. The American academy of pediatrics and it’s 2012 policy statement, Preventing Firearm-Related Injuries in the Pediatric Population, States that the absence of guns from children’s homes and communities is the most reliable and effective measure to prevent firearm-related injuries in children and adolescents “ (AAP, 2009). The ANA wrote an great article called American Nurses Association Urges Nurses to Help stop Gun Violence after the horrible incident in Orlando Florida (ANA, 2016). The ANA has acknowledged this day calling for a sensible gun control mass, including one that will remove a ban on the CDC and Prevention from studying gun violence (ANA, 2016). It is time for all of us to achieve gun control legislation at the federal and state levels (ANA, 2016). Gun Violence has reach an all high and something must be done to stop it. I would like to see gun availability not so easy to obtain. There should be a ban on assault weapons and one should have to have a though background check of all purchasers prior to being able to obtain a handgun (ANA, 2016). If a person has any history of instability such as bipolar or mental health condition should not be allowed to purchase any type of gun. I believe the model I picked will help facilitate a change at the federal or state level and hopefully show our government how dangerous gun violence has become. I hope to instill change even if just a little change at first (CDC,20110). Gun purchasing should be harder than what it is . In this day anyone can purchase a gun and for someone to be legal doesn’t take much, someone to vouch for you. It shouldn’t be this easy.
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American Academy of Pediatrics, Council on Communications and Media, Media Violence, Pediatrics 2009;124;1495-1503.
Centers for Disease Control and Prevention, Morbidity and Mortality Weekly Report, 2010, 10 Greatest Public Health Achievements, Retrieved
http://www.cdc.gov/mmwr/preview/mmwrhtml/mm6019a5.htm ii S
A Sample Answer 3 For the Assignment: NR 506 Week 2 Discussion Policy-Priority Selection
Title: NR 506 Week 2 Discussion Policy-Priority Selection
I agree that the opioid addiction problem has escalated to a very concerning level. It’s frightening that an illegal substance is actually fairly easy to obtain. What makes me crazy is that if I want to buy sudaphed for nasal congestion I have to provide my license and there is a limit to the amount any one person can purchase per month. If I was prescribed a narcotic I can pick it up from the pharmacy without any identification and a family member or friend could also pick it up for me. Many people are addicted to pills but heroin users frequently start with a pill addiction and then move to heroin because in many cases it’s easier to obtain. You talk about changing laws to help and I agree. In Illinois we have something called the IL PMP which stands for the Illinois prescription monitoring program which collects information on controlled substance prescriptions dispensed in Illinois. Previously our doctors had to register to view the site and they would have to log in to look at the past 12 months of filled prescriptions. It was one more step when there was a concern for one of our patients who was in the ER asking for pain medications and a concern with seeking behaviors. Currently a link to the PMP is available in every patients chart so we can easily look up what they have had filled, when, quantity, and if they’ve been seeing multiple doctors to write scripts. Pharmacists can also use it and contact the prescribing doctor if they have a concern. I feel that this helps to decrease the amount of prescriptions written, but it’s dependent on many factors. The doctor has to review the record and personally decide if they think the patient is prescribed too much of the substance. The patient can register under any alias without an ID and obtain prescriptions from different ER’s without a license to verify who they are and the PMP will not reflect accurately what that person has filled. It’s a difficult situation because there are many chronic pain patients who need these drugs and the abuse has caused them to appear as “addicts”. Maybe requiring a photo ID (state issued) for anyone receiving and filling a controlled substance would be a good first step. Our hospital outpatient offices just started taking a photo that links to patient charts and when the patient comes in for a visit their picture will appear next to their name. It’s a great verification. Maybe the state issued ID could be accessed with a patient entering their ss# if they don’t have ID on them? Like they do at certain department stores when you don’t have your store credit card on you lol! It’s a huge problem that I feel requires small steps at many different levels.
Week 2 Discussion
Policy-Priority Selection
Identify your selected healthcare concern in your city or state that needs your advocacy with an elected official. What is the impetus and rationale for your selection? What is your solution to this concern? Describe the model of policy making that you feel would be best applied to your policy concern and the rationale for selecting this model.
Participation for MSN
The Threaded Discussion Grading Grid and Rubric document can be found in Course Resources.
Participation Guidelines
Due Date: First initial posting to the required threaded discussion topic is due by Wednesday, 11:59 pm MT. Peer and instructor responses are due by Sunday 11:59 pm MT. All posts for week 8 are due by the close of class on Wednesday 11:59 pm MT. Please note that the late assignment policy does not apply to the threaded discussions.
Total Points Possible: Varies with course, please see specific course syllabus. These guidelines are for a required threaded discussion worth 50 points. Please note that week 8 will be worth only 25 points.
Requirements:
Description of the Assignment
1. Initial posting: This is defined to be the initial post in which the student responds to the required threaded discussion topic. The first posting by a student within the required discussion area is considered to be the initial posting and will be evaluated using the rubric criteria. Scholarship in communication is expected. Required scholarly source(s) provide specific information that thoroughly address the required topic. For the initial posting, one scholarly source must be presented. The scholarly source must be an outside source. The student may use the required course textbook (s), assigned readings and lesson information in the initial post; however, these are not considered outside scholarly sources.
The initial posting must occur before Wednesday, 11:59 pm MT. Initial postings must be at a minimum of 300 words. References do not apply toward word count. ONLY in Week 8, the initial posting must be a minimum of 200 words with a scholarly reference. It remains due by Wednesday, 11:59 pm MT
2. Peer responses: As part of the threaded discussion requirements, the student must provide a substantive response to a peer. Substantive responses pose new ideas, ask questions, and/or generally add to the discussion topic in a meaningful and constructive way.
The peer response must occur on a separate day from the initial posting and instructor response (see below). This peer response must occur before Sunday, 11:59 pm MT. This response does not require a scholarly reference unless information is paraphrased and/or direct quotes are used, then APA guidelines apply. Peer responses must be a minimum of 150 words. References do not apply toward word count.
3. Instructor response: The student must respond to an instructor’s follow-up questions. The instructor’s question may be directed to the student or may be a question directed to another student in the section. The response must be comprehensive and scholarly in nature. Instructor responses must be a minimum of 150 words. References do not apply toward word count.
The response to the instructor must occur on a day different from the initial post and a day different from the peer response. Responses to the instructor must occur before Sunday, 11:59 pm MT.
4. For week 8 only: Students are expected to post a peer response or an instructor post but are not required to do both. These posts must be a minimum of 100 words. References do not apply toward word count. The peer or instructor response must be on a different day than the initial post and must occur before Wednesday, 11:50 pm MT due to the shorter week.
Posting Requirements:
- The initial posting must be provided before Wednesday, 11:59 pm MT.
- The initial posting must have at least one scholarly outside source that is cited within the posting and referenced. Required course textbooks, assigned readings and lesson information are not considered to be outside scholarly sources.
- Initial posting must be a minimum of 300 words; peer responses and instructor responses a minimum 150 words.
- The peer responses and instructor responses must be provided before Sunday, 11:59 pm MT.
- All postings are substantive and relate to the graded threaded discussion topic.
- Only one small quote (15 words or less) within the entire initial posting is accepted.
- Postings must occur on 3 separate days.
- For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT
Criteria for Content
- Scholarliness: In this category, the student will conduct a search of the current databases and locate valid, relevant, and reliable information for the required topic. Each reference must be scholarly.
- Application of Course Knowledge: In this category, the student demonstrates the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings. This information is then applied to a real-life professional situation as an example.
- Interactive Dialogue: In this category, the minimum requirements are to provide an initial posting to the graded threaded discussion topic by Wednesday, 11:59 pm MT of each week. In addition, one peer response and one instructor response are required. These postings must be completed by Sunday, 11:59 pm MT of each week. The initial posting, peer response, and instructor response must be on 3 separate days.
- Grammar, Syntax, APA: Proper grammar, APA, and syntax is required for all posts. Students should follow the APA Manual 6th Edition. Additional APA information is available in Course Resources.
- Participation Requirement: One initial posting, one peer response and one instructor response (for a total of 3 posts for the week) are required on 3 separate days.
- Participation Deadline: The student must provide a substantive response to the graded threaded discussion topic. This must be posted by Wednesday, 11:59 pm MT of each week. Peer and instructor responses must be posted by Sunday, 11:59 pm MT.
- For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT.
- Check out Also: NR 506 Week 1 Discussion The Four Spheres of Political Action in Nursing
Criteria for Format and Special Instructions
- Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.
- When journals are used as the outside source of information, it is preferred that the journal be peer reviewed. The Chamberlain online librarian is very helpful in assisting you to find an article related to your topic. If you have questions concerning scholarly sources, please refer to the handout entitled “What is a scholarly source” located under “Course Resources” tab.
- Web sites vary in quality and scholarship. It is the responsibility of the student to determine
the scholarly nature of the web site. If the instructor determines that the site failed to demonstrate scholarship, points maybe deducted. Students are cautioned to use care regarding .com sites. Some .com sites are excellent such as American Heart Association, but others are built by individuals and scholarliness is lacking. It is recommended that you check with your instructor before using a .com website as a reference.
Grading Rubric
| Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points |
Failing level
of performance 55% or less 0 points |
|---|---|---|---|---|---|---|
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
|
| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
|
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in the all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three of the following elements
|
| 10 Points | 9 Points | 6 Points | 0 Points | |||
| Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
|
Demonstrated 3 of the following:
|
Demonstrated 2 of the following:
|
Demonstrated 1 or less of the following:
|
||
|
8 Points |
7 Points |
6 Points |
5 Points | 4 Points |
0 Points |
|
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
|
Failed to demonstrate the following:
|
||||
| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
||||
Grading Rubric Guidelines Week 8 ONLY |
||||||
| Performance Category |
100% or highest level of performance 100% |
Very good or high level of performance
88% |
Acceptable level of performance 81% |
Inadequate demonstration of expectations
68% |
Deficient level of performance
56% |
Failing level of performance
55% or less |
| 8 Points | 7 Points |
6 Points |
5 Points | 4 Points | 0 Points | |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
|
| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Application of Course Knowledge –
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
Application of information is comprehensive and specific to the required topic. |
Presentation of information was minimally demonstrated in the all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three of the following elements
Application of information is comprehensive and specific to the required topic. |
| Interactive Dialogue
For Week 8 only: Initial post should be a minimum of 200 words (references do not count toward word count) The peer and instructor responses must be a minimum of 100 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
|
Demonstrated 3 of the following:
|
Demonstrated 2 of the following:
|
Demonstrated 1 or less of the following:
|
||
| 4 Points | 3 Points |
2 Points | 0 Points | |||
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
||
| 0 Points | 5 Points Lost | |||||
| Participation Requirements | For Week 8 ONLY:
Demonstrated the following:
|
Failed to demonstrate the following:
|
||||
| 0 Points Lost | 5 Points Lost | |||||
| Requirements | For Week 8 ONLY:
Demonstrated all of the following:
A minimum of one peer or one instructor response is to be posted within the course no later than Wednesday, 11:59 pm MT |
Demonstrates one or less of the following.
|
||||
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 pm MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 pm MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 pm MT Wednesday of the eighth week.
*Scholarly source: Per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments and threaded discussions. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Your textbook and lesson are not considered to be an outside scholarly source. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer reviewed nursing journal. You are encouraged to use the Chamberlain library and search one of the available data bases for a peer reviewed journal article. The following sources should not be used: Wikipedia, Wikis, or blogs. These web sites are not considered scholarly as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality. For example American Heart Association is a .com site with scholarship and quality. It is the responsibility of the student to determine the scholarship and quality of any .com site. Ask your instructor before using any site that you are unsure of. If the instructor determines that the site does not demonstrate scholarship or quality, points will be deducted for not using scholarly sources. Current outside scholarly sources are required for the initial posting. This is defined to be 5 years or less. Instructor permission must be obtained if using a source that is older than 5 years.
There is a lot of discussion and focus on preventative medicine or keeping patient out of hospitals after their admissions. The thing that we forget about is not just proper medication management, but the right nutrition for patients. I do a lot of diabetes nutrition education for patients in the office I work at and it is amazing how much patients do not know about nutrition or how food affects their bodies. When I have seen this, the lessons that are being taught to their youth is also negative. These negative lessons lead to increase in the prevalence of many chronic illnesses like hypertension, heart disease, and diabetes. All of these chronic diseases are preventable. We do not only need to educate adults about nutrition, but our schools should have more focus on education and provision of nutritious food. In the office I currently work at many of our patients are on medicaid and other government assistance programs, like food stamps. There should be some regulations on what can be purchases with the food stamps or regulations on the need to buy fruits and vegetables. The WIC program only allows certain purchase of items that are deemed essential or important for children, the same should be related with food stamps. In one of the long standing farmers market located outside of downtown Cleveland, but very accessible, many of the stands that operate there take the food stamp cards, and their prices are better than most grocery stores. This market is very accessible to people who are utilizing the food stamp cards, and are able to get healthier food for cheaper than most places. At a local level we need to be going into people’s homes, showing them how to shop and prepare meals. We need to break things down on a simplistic level and start out simple. The diabetes education I have done and my approach I have seen make a difference. When you work with people to start of with making small changes and have them understand about set back it really helps encourage them to try and make changes, even if they are small. This all relates back to the fact that people need to be made more accountable for their actions. Once they have some accountability about the choices they make related to their health patients would be more understanding about the healthcare process instead of demanding.
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