NRS 493 Topic 6 DQ 1

Grand Canyon University NRS 493 Topic 6 DQ 1-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 493 Topic 6 DQ 1 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 493 Topic 6 DQ 1                           

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 493 Topic 6 DQ 1 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 493 Topic 6 DQ 1                         

The introduction for the Grand Canyon University NRS 493 Topic 6 DQ 1 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 493 Topic 6 DQ 1                         

After the introduction, move into the main part of the NRS 493 Topic 6 DQ 1 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 493 Topic 6 DQ 1                         

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 493 Topic 6 DQ 1                           

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 493 Topic 6 DQ 1 Included After Question

After discussion with your preceptor, name one financial aspect, one quality aspect, and one clinical aspect that need to be taken into account for developing the evidence-based change proposal. Explain how your proposal will directly and indirectly impact each of the aspects.

A Sample Answer For the Assignment: NRS 493 Topic 6 DQ 1

Title: NRS 493 Topic 6 DQ 1

The student’s practicum focuses on bringing more diabetes education to the practice to facilitate better patient control of their blood sugar. Discussing the financial aspect, the cost of delivery method needs to be discussed. What delivery methods are available and which ones would the patients prefer? Once this has been determined, the cost of education materials or delivery devices are considered. Telehealth or virtual education has been shown to be effective (Esmaeilpour-BandBoni, et al., 2021) in enhancing patient education and providing better outcomes for patients. This is a low-cost alternative that only costs the time of the provider or the employee that does the teaching. This can be done verbally and compose most of the teaching. However, there is a cost associated to multiple other sources of information that can be forwarded on to the patient. Luckily, there is a plethora of accurate and free information available to forward to patients (Tomomi, et al., 2020). This keeps the costs down as well as time use down for the provider as obtaining and sorting the information is the only intensive task. The proposal will not cause a significant impact financially to the patients or the practice.

Devchand, et al., (2017) speak to a National diabetes education management system. The quality aspect related to the practicum introduction is the quality of the education to be delivered. Diabetes is one of the most prevalent diseases we deal with. The education and information that is available for diabetic patients is significant. However, in this digital age, it is also possible a lot of that information is wrong or even dangerous. Therefore, the quality of the diabetes education needs to be from a reputable source and vetted through the providers. This ensures that the patients are receiving accurate information and safe information.

The clinical aspect to consider for this project relates to tool availability and related staff. Considerations must be made for what is available to use to deliver diabetes education. Free education can be requested and then handed out to in-office patients. The same education could be mailed to telehealth clients. The office can do telehealth visits as that is over half their practice, on purpose. The computer technology is available in the clinic to reach the goals of the practicum. The staff that are going to be involved in the teaching need to be assessed. Questions should be made about what technology are they able to work with. They need familiarity with the education materials and the delivery methods intended. The clinical team associated with the project implementation are all competent to use any possible technology needed. The clinical staff is willing to enhance their diabetes education to implement the project and provide greater diabetes education and time to their patients.

Devchand, R., Nicols, C., Gallivan, J. M., Tiktin, M., Krause, S. H., Larkin, M., & Tuncer, D. M. (2017). Assessment of a National Diabetes Education Program diabetes management booklet: The GRADE experience. Journal of the American Association of Nurse Practitioners, 29(5), 255–263. https://doi-org.lopes.idm.oclc.org/10.1002/2327-6924.12445

Esmaeilpour-BandBoni, M., Gholami-Shilsar, F., & Khanaki, K. (2021). The Effects of Telephone-Based Telenursing on Glycated Hemoglobin Among Older Adults With Type 2 Diabetes Mellitus: A Randomized Controlled Trial. Journal for Nurse Practitioners, 17(3), 305–309. https://doi-org.lopes.idm.oclc.org/10.1016/j.nurpra.2020.09.015

Tomomi Horiguchi, Yuya Asada, Keiko Tasaki, & Michiko Inagaki. (2020). Investigation of Educational Methods Using E-Learning Teaching Materials to Improve Nurses’ Skills in Promoting Team-based Diabetes Medical Care. Journal of Japan Academy of Nursing Science, 40, 579–586. https://doi-org.lopes.idm.oclc.org/10.5630/jans.40.579

A Sample Answer 2 For the Assignment: NRS 493 Topic 6 DQ 1

Title: NRS 493 Topic 6 DQ 1

I enjoyed reading your post and one thing that I agree with wholeheartedly is the need for quality education as a quality indicator of health outcomes. In this case, one of the key issues that we need to understand when designing educational interventions is the fact that when educational interventions are developed poorly, they are most likely to lead to auction fatigue. When the population hears the same thing time and time again ultimately leads to the population ignoring the education, or being desensitized about the education they receive (Cutilli, 2020). This waters down the quality of the health education received by the patient population.

In this case, it is vital to ensure that the education material will be more effective on the patient population. For example, when designing the educational intervention, you can explore things such as using personal stories of other patients in order to appeal to the patient population, or even using a peer to peer educational intubation, where the nurses empowered person within the community that have dealt with such an issue, and empower them to educate other individual grappling with the health issue in the community.

Identifying and deploying innovative educational material will play a vital role in ensuring that the patient population is well educated, and that the patients are empowered with even more innovative health outcomes.

References

Cutilli C. C. (2020). Excellence in Patient Education: Evidence-Based Education that “Sticks” and Improves Patient Outcomes. The Nursing clinics of North America, 55(2), 267–282. https://doi.org/10.1016/j.cnur.2020.02.007

A Sample Answer 3 For the Assignment: NRS 493 Topic 6 DQ 1

Title: NRS 493 Topic 6 DQ 1

Regarding promoting vitamins and supplements for persons who have tested positive with Covid-19, the site already does this in a verbal and written form. Therefore, the financial aspect is already covered regarding that. The greater financial aspect would be regarding the patient chooses not/does not obtain the prescribed medications and the over-the-counter supplements and vitamins or delays seeking medical attention if there are exacerbations of the illness. Many persons worldwide ended up admitted to the hospital and/or ICU. Tsai et al. took a look at estimated hospital costs of 1,181,127 fee for service patients between April – December 2020… counting only Medicare patients 65 and older and revealed there were “268,706 hospitalizations with a mean cost of $21,752 = to a total cost of $5,844,843,520 and the 49,602 patients who died in the hospital at $32,015 and a total of $1,588,009,856 (Tsai et al., 2021). Of the 2,844,298 outpatient visits however, the mean cost/visit of $164 and a total cost of $466,849,888. This cost does not include the inability to visit or stay with someone admitted to the hospital, the additional loss of time from home, family work and daily interactions, nor the increased pain someone endures to be ill enough to be admitted into a hospital or ICU. The most intense of costs would be the loss of a loved one and the far-reaching repercussions. My proposal would be to reiterate verbally and an additional note on the vitamin and supplement page to continue with these, whether testing negative or completing treatment for Covid-19, thus to continue to build up a strong{er} immunity system.

The clinical aspect and quality aspects already are intertwined. As an urgent care setting, the patient on a regular urgent care visit would promote following up with the patient’s personal MD or returning to the site as needed. Once Covid entered our Valley, the three sites have maintained close records of each patient. What age, if vaccinated, symptoms, what was prescribed… Each patient was/is asked to return to the clinic for an assessment or they are contacted. I can attest to their follow-up (and I have never received a call from any other MD ~ even after a surgical procedure). My proposal shall not directly impact the site, as they already are exemplary at the clinical and quality aspect which would continue per patient education and ongoing return for assessment or a call to see how the patient was and if additional interventions or medications are necessary. One of their 3 sites offers telehealth which includes benefits such as assessing for possible health issues and the ability to treat them “before they warrant a return visit to the emergency room” (or Urgent Care) and they are able to offer additional care for patients who are not ill enough for the hospital/ICU, yet need additional observation (Telehealth.HSS.gov, 2021).

Resources

Telehealth.HHS.Gov. (2021). Best practice guide: Telehealth for follow-up care. https://telehealth.hhs.gov/providers/telehealth-for-emergency-departments/telehealth-for-followup-care/

Tsai, Y., Vogt, T. M., & Zhou, F. (2021). Patient characteristics and costs associated with COVID-19-related medical care among medicare fee-for-service beneficiaries. Annals of internal medicine, 174(8), 1101–1109. https://doi.org/10.7326/M21-1102