NSG 4067 Week 2 Discussion
South University NSG 4067 Week 2 Discussion-Step-By-Step Guide
This guide will demonstrate how to complete the South University NSG 4067 Week 2 Discussion 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 NSG 4067 Week 2 Discussion
Whether one passes or fails an academic assignment such as the South University NSG 4067 Week 2 Discussion 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 NSG 4067 Week 2 Discussion
The introduction for the South University NSG 4067 Week 2 Discussion 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 NSG 4067 Week 2 Discussion
After the introduction, move into the main part of the NSG 4067 Week 2 Discussion 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 NSG 4067 Week 2 Discussion
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 NSG 4067 Week 2 Discussion
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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Aging is a critical stage in life that is characterized by considerable changes among the elderly populations. The elderly experience a number of changes that predispose them to health problems. One of the changes is changes in the density and size of the bones. Bones tend to shrink, predisposing theme elderly people to fractures and bone pain. There is also the loss of the overall muscle strength, flexibility, and endurance (Paranhos-Neto et al., 2019). The consequence includes altered balance, stability and coordination. The other change that the elderly experience due to aging relates to the brain. Accordingly, aging is associated with the reduction in the size of the brain. The shrinking of the brain regions such as the frontal cortex results in functional changes such as decline in memory. The elderly also experience reduced brain activation, which lowers their execution of complex tasks (Machado, 2021; Satoh et al., 2021). The level of neurotransmitters and neuron impulses also decline, predisposing the elderly to mental health problems such as dementia.
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I would help an elderly patient to adjust to the above changes by educating them on a number of lifestyle and behavioral changes. First, I will educate them the importance of increasing the intake of calciu
m. I will educate them the importance of taking calcium rich diets such as milk to supplement the calcium needed to strengthen the bones (Benedetti et al., 2018). The other intervention entails educating them about the importance of vitamin D. Sources such as the sun and diets such as eggs, salmon and tuna should be eaten to increase the available vitamin D. Lastly, I will educate the importance of moderate physical activity to increase bone strength (Paranhos-Neto et al., 2019). Patient education also improves the muscle strength, which enhances their coordination of body movements.
References
Machado, L. (2021). Understanding cognition and how it changes with aging, brain disease, and lifestyle choices. Journal of the Royal Society of New Zealand, 51(1), 128–142. https://doi.org/10.1080/03036758.2020.1796102
Paranhos-Neto, F. P., Neto, L. V., Madeira, M., Moraes, A. B., Mendonça, L. M. C., Lima, I. C. B., Chagas, C. L. R., Lira, D. A., Spitz, J. F., Guimarães, J. a. M., Duarte, M. E. L., & Farias, M. L. F. (2019). Vitamin D deficiency is associated with cortical bone loss and fractures in the elderly. European Journal of Endocrinology, 181(5), 509–517. https://doi.org/10.1530/EJE-19-0197
Satoh, M., Tabei, K., Fujita, S., & Ota, Y. (2021). Online Tool (Brain Assessment) for the Detection of Cognitive Function Changes during Aging. Dementia and Geriatric Cognitive Disorders, 50(1), 85–95. https://doi.org/10.1159/000516564