NRNP 6665 STUDY GUIDE FORUM

Walden University NRNP 6665 STUDY GUIDE FORUM-Step-By-Step Guide

This guide will demonstrate how to complete the Walden University NRNP 6665 STUDY GUIDE FORUM 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 NRNP 6665 STUDY GUIDE FORUM                       

Whether one passes or fails an academic assignment such as the Walden University NRNP 6665 STUDY GUIDE FORUM 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 NRNP 6665 STUDY GUIDE FORUM                       

The introduction for the Walden University NRNP 6665 STUDY GUIDE FORUM 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 NRNP 6665 STUDY GUIDE FORUM                       

After the introduction, move into the main part of the NRNP 6665 STUDY GUIDE FORUM  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 NRNP 6665 STUDY GUIDE FORUM                       

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 NRNP 6665 STUDY GUIDE FORUM                       

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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WEEK 8 Study Guide:  Child- Onset Fluency Disorder (Stuttering)

Child- Onset Fluency disorder or Stuttering disorder is a communication disorder characterized by disruption in the flow and timing of speech. This is usually inappropriate for an individual’s age and expected language skills and persists over time. The purpose of this assignment is to present a study plan for this disorder.

Signs and symptoms according to the DSM-5-TR

The DSM-5 diagnostic criteria include the presence of the following:

• Repetition of syllables, sounds, or monosyllabic words.
• Broken words with pauses within a word.
• Prolonging the vocalization of consonants and vowels.
• Filled or unfilled pauses in speech (APA, 2013).
• Substituting words to avoid challenging words.
• Producing words with excessive physical tension like jerking the head or fist clenching (APA, 2013).
• Exhibiting frustration or being embarrassed when giving a speech.
• The symptoms are often associated with motor movements, like eye blinks, tics, and shaking of the lips or face (APA, 2013).

    Differential diagnoses

Stuttering should be differentiated from Sensory deficits like hearing impairment or speech-motor deficit; Normal speech dysfluencies; Tourette’s disorder; Medication side effects.

Incidence

About 5% of all children experience stuttering lasting six months or more. About three-quarters of those who stutter improve by late childhood. The problem persists in the long term in roughly 1% of the children who stutter (Özgür & Özgür, 2019).

 Development and course

Developmental stuttering usually starts at 2–6 years. The disorder has an insidious and sudden onset. It is linked with psychological, genetic, environmental, and neurophysiological factors (Nang et al., 2018). It has a speech profile comprising sound distortions, repetitions, and blocking. Speech dysfluencies start gradually exhibited by repetition of initial consonants, first words of a phrase, or long words.

The risk factors for Stuttering disorder are:

• Male sex. Males to females who stutter 4:1 across all ages (Nang et al., 2018).
• Onset of dysfluencies more than 6–12 months ago;
• Persistent Familial stuttering
• Onset of stuttering past 3–4 years
• Failure to decrease stuttering severity within the first 7–12 months.

  Prognosis

About 70–80% of children with stuttering disorder recover impulsively. Approximately 5% of preschool children have a stuttering disorder, but this percentage decreases to 1% by the end of junior high school. However, the percentage that does not recover remains with the disorder in the long term (Saad & Kamel, 2019).

 Considerations related to culture, gender, and age

The practitioner examining a child with Stuttering disorder should conduct a detailed cultural assessment which helps in providing culturally competent care. The treatment interventions proposed should be examined to ensure they are culturally sensitive. The assessment and treatment interventions should suit the child’s age and gender (Saad & Kamel, 2019).

Pharmacological treatments, including any side effects

Currently, there are no FDA-approved drug therapies to treat Stuttering disorder.

Non-pharmacological treatments

Speech therapy with a speech pathologist is the most used non-pharmacological intervention for stutter disorder. During speech therapy, affected children are taught to form sounds and words, speak slowly, and calm down even when struggling to speak (Sommer et al., 2021).

Parental therapy: This is an indirect form of therapy where parents of affected children are trained to provide the child with a relaxing environment that helps a child’s speech to improve unaided (Kraft et al., 2019).

Diagnostics and labs

There are no diagnostic tests for stuttering disorder. The diagnosis is based on a child’s symptoms and matching them with DSM V criteria. A child must present with a disturbance in normal fluency for the diagnosis to be established (Sommer et al., 2021).

Comorbidities

Stuttering disorder can occur alongside disorders like:

• Phonology disorders
• Learning disabilities
• Articulation disorders
• Autism spectrum disorder
• Literacy disorders
• Attention deficit and hyperactive disorder (ADHD)
• Social anxiety disorder
• Dysphagia

 Legal and ethical considerations

Legal factors that should be considered when handling a child with Stuttering disorder include Informed consent and confidentiality. Before examining or providing treatment interventions to a child with stuttering disorder, the healthcare practitioner must obtain consent from the child’s guardian or parent. Most patients are minors and are not able to provide consent. Confidentiality of the child’s health information should be upheld. Failing to do so can result in legal implications. Ethical considerations include upholding nonmaleficence. The practitioner should avoid interventions that risk causing harm to the patient, either psychologically or physically.

Pertinent patient education considerations

Patient education is primarily directed to the child’s parents or guardians. It includes training the parents to:

• Exhibit positive speech modeling to the child.
• Support the child by listening patiently to the child until they express their entire thought and avoid completing the child’s sentence or conveying a negative reaction.
• Provide the child a relaxing environment (Kraft et al., 2019).

Conclusion

Stuttering disorder is a speech condition that presents with repetition of sounds, syllables, or words; prolongation of sounds; and interruptions in speech. Most children who stutter improve with time, but some do not recover, and the disorder persists in the long term. Speech therapy is the most widely used treatment approach since no drug therapies exist for Stuttering disorder.

References

American Psychiatric Association, A. P., & American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (Vol. 10). Washington, DC: American psychiatric association.

Kraft, S. J., Lowther, E., & Beilby, J. (2019). The role of effortful control in stuttering severity in children: Replication study. American Journal of Speech-Language Pathology, 28(1), 14–28. https://doi.org/10.1044/2018_AJSLP-17-0097

Nang, C., Hersh, D., Milton, K., & Lau, S. R. (2018). The impact of stuttering on development of self-identity, relationships, and quality of life in women who stutter. American Journal of speech-language Pathology, 27(3S), 1244–1258. https://doi.org/10.1044/2018_AJSLP-ODC11-17-0201

Özgür, B. G., & Özgür, E. (2019). An analysis of sociodemographic and clinical characteristics in children and adolescents diagnosed with childhood-onset speech fluency disorder. ENT Updates, 9(3), 185-190. https://doi.org/10.32448/entupdates.610265

Saad, M. A. E., & Kamel, O. M. (2019). Childhood-Onset Fluency Disorder (Stuttering): An Interruption in The Flow of Speaking. Psycho-Educational Research Reviews, 11-13.

Sommer, M., Waltersbacher, A., Schlotmann, A., Schröder, H., & Strzelczyk, A. (2021). Prevalence and therapy rates for stuttering, cluttering, and developmental disorders of speech and language: evaluation of German health insurance data. Frontiers in human neuroscience, 15, 645292. https://doi.org/10.3389/fnhum.2021.645292

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NRNP 6665 STUDY GUIDE FORUM