NRS 429 Topic 5 CLC Health Promotion GCU

 Grand Canyon University NRS 429 Topic 5 CLC Health Promotion GCU-Step -By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 429 Topic 5 CLC Health Promotion GCU 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 NRS 429 Topic 5 CLC Health Promotion GCU

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 429 Topic 5 CLC Health Promotion GCU 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 NRS 429 Topic 5 CLC Health Promotion GCU

The introduction for the Grand Canyon University NRS 429 Topic 5 CLC Health Promotion GCU 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.

How to Write the Body for NRS 429 Topic 5 CLC Health Promotion GCU

After the introduction, move into the main part of the NRS 429 Topic 5 CLC Health Promotion GCU 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 NRS 429 Topic 5 CLC Health Promotion GCU

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 NRS 429 Topic 5 CLC Health Promotion GCU

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 NRS 429 Topic 5 CLC Health Promotion GCU Included After Question

NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

Interdisciplinary teams play a critical role in health promotion based on different medical conditions. An interdisciplinary team comprises of different health and medical professionals with defined and related roles and responsibilities. These include registered nurses (RNs), nurse practitioners (NPs), dietician and nutritionists, and educators on different health conditions impacting individual patients, patient populations, families, and communities (Health Research & Educational Trust, 2018). An interdisciplinary team also comprises of community leaders and social workers interacting with them to understand different issues and barriers to health promotion on management of different conditions like injury prevention among the elderly, diabetes and substance use disorders and abuse (van Rhyn & Barwick, 2019). The interdisciplinary team will also have physicians, especially general physicians who can be at disposal to assess a host of medical conditions for better interventions. The team will also comprise of therapists; physical and occupational therapists with the aim of developing effective and evidence-based practice interventions to prevent injury among the elderly under the program.

Injury prevention among the elderly requires effective interventions based on the roles and responsibilities played by the different stakeholders. Registered nurses and nurse practitioners are the frontline care providers who will monitor patients and identify possible injuries and risks to injuries because of their health condition and status. Dieticians and nutritionists will offer advice and recommend better diets and foods for the elderly to reduce susceptibility to injuries by increasing their energy levels and other critical aspects of body functioning (Health Research & Educational Trust, 2018). Educators will create and disseminate awareness programs and materials in collaboration with community leaders who understand the types of hazards that can hinder effective education.

Physicians play a key role of assessing and diagnosing the types of injuries that individual elderly patients may be susceptible to and developing interventions based on their situations. For instance, injuries associated with falls among the elderly are more prevalent and physicians can seek information about their frequency and possible course of action to prevent their occurrence. Therapists are important components of injury prevention, especially falls as they perform assessments that evaluate balance, strength, endurance, and different aspects of motion and susceptibility for falls (Cancinotto et al., 2019). For instance, they look at gait steadiness and speed, and conduct tests that offer a foundation for performance. Individual patients and their families are essential members of the team as they can share information and history about potential causes of injuries like falls (Grossman et al., 2018). Many individual patients and their families may ignore previous injuries suffered due to different events, including falls, and it would be critical to get sufficient information to mitigate future susceptibility.  

The presentation demonstrates the importance of interdisciplinary team in preventing injuries among the elderly. Organizations and providers at different levels have an obligation to develop interventions through an interdisciplinary team approach that will help reduce susceptibility to injuries due to events like falls among the elderly. The presentation shows that injury prevention strategies allow the elderly to have improved quality of life, better gait, and increased level of awareness on activities to avoid to reduce vulnerability. The interdisciplinary team involves different professionals, patients and their families, and even community leaders for effective implementation of evidence-based practice interventions to reduce possible risks of injuries in different situations among the elderly.

References

Calcinotto, A., Kohli, J., Zagato, E., Pellegrini, L., Demaria, M., & Alimonti, A.

   (2019). Cellular senescence: aging, cancer, and injury. Physiological

reviews, 99(2), 1047-1078. doi: 10.1152/physrev.00020.2018.

Grossman, D. C., Curry, S. J., Owens, D. K., Barry, M. J., Caughey, A. B.,

   Davidson, K. W., … & US Preventive Services Task Force. (2018).

   Interventions to prevent falls in community-dwelling older adults: US

   Preventive Services Task Force recommendation statement. Jama,

  319(16), 1696-1704. doi:10.1001/jama.2018.3097

Health Research & Educational Trust (June 2018). Falls with Injury Change

   Package:2018 Update. Chicago, IL: Health Research & Educational Trust.

   http://www.hret-hiin.org/

van Rhyn, B., & Barwick, A. (2019). Health practitioners’ perceptions of falls and fall

   prevention in older people: a Metasynthesis. Qualitative health research,

  29(1), 69-79. https://doi.org/10.1177/1049732318805753

A Sample Answer 2 For the Assignment: NRS 429 Topic 5 CLC Health Promotion GCU

Title: NRS 429 Topic 5 CLC Health Promotion GCU

Falkner (2018) defines health education as “Any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes.” Education is incorporated into one’s health by offering knowledge on their illness, explanations of how their condition affects their livelihood, interventions to manage their disease, and ways to encourage self-management on health promotion strategies.

Providing health education to clients is crucial to control their health and influencing health promotion activities. The nursing process involves assessment, diagnosis, planning, implementation, and evaluation. These steps utilize appropriate health education for others. Each step is individualized to promote health specific to every person’s needs. Regardless of the topic used for the nursing process, the fundamentals remain the same.

One contemporary issue common in eastern Kentucky and globally in a family setting is substance abuse. Substance abuse imposes devastating effects on the user and their family members. Addiction can involve anyone from a young age to adulthood. Hampton and Murray (2022) mention, “1 in 5 children grows up in a home where a parent abuses drugs or alcohol. Witnessing the trauma of a parent suffering from addiction at a young age has long-term effects on the child.” These long-term effects include physiological, mental, or emotional issues into adulthood. The nurse’s first step is to privately assess the situation with each family member.

The nurse implements each person’s answers to form a nursing diagnosis. Once a diagnosis is developed, the nurse develops a plan to encourage health and lifestyle changes in the affected individual or group. Planning includes offering resources like brochures, manuals, phone numbers, addresses of treatment facilities, and needle exchange programs. Family intervention sessions can be formed to discuss each member’s concerns with their loved one’s addiction. If the planning strategy passes, these plans can be implemented by the individual or group. A case worker may be involved if there are children in the case, social workers, mental health professionals, therapists who specialize in addiction, and primary physicians to update those on their physical health. Therapists are offered to family members affected by one’s drug use. Results and outcomes are evaluated once the individual or group undergoes the entire therapy session. It is essential to note addiction takes more than one or two times to fight off entirely. Constant reassurance and follow-up are necessary to encourage recovery.