NRS 429V Week 1 Discussion Question 1
Grand Canyon University NRS 429V Week 1 Discussion Question 1-Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NRS 429V Week 1 Discussion Question 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 429V Week 1 Discussion Question 1
Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 429V Week 1 Discussion Question 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 429V Week 1 Discussion Question 1
The introduction for the Grand Canyon University NRS 429V Week 1 Discussion Question 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 429V Week 1 Discussion Question 1
After the introduction, move into the main part of the NRS 429V Week 1 Discussion Question 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 429V Week 1 Discussion Question 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 429V Week 1 Discussion Question 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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Assessment Description
Describe the nurse’s role and responsibility as health educator. What strategies, besides the use of learning styles, can a nurse educator consider when developing tailored individual care plans, or for educational programs in health promotion? When should behavioral objectives be utilized in a care plan or health promotion?
Sample Answer for NRS 429V Week 1 Discussion Question 1
The nurse’s role and responsibility as health care educator within the healthcare environment is key in the promotion of health for the nurse’s patients. The nurse is the primary educator or the coordinator of education for the patient across various disciplines involved in the care of the patient. The nurse must consider a variety of factors when the nurse is educating the patient and any other people involved in the care of the patient. These factors include socioeconomic factors influencing the patient and the patient’s current state of health. Other factors the nurse should take into consideration when educating the nurse’s patient and those participating in the patient’s care include race, ethnicity, disabilities, poverty, housing status, access to health care, and sex/gender/sexual orientation (Whitney, 2018).
One strategy a nurse can use to educate the nurse’s patient and or caregivers is the Teach-Back strategy. The Teach-Back method is a way to confirm patient’s understanding of information presented to the patient and the patient’s engagement in the learning process (Bickes et al, 2021). The basis of the Teach-Back strategy is forming questions to ask the patient to verify the patient understood information presented to them after the patient has received the information. In this study, the Teach-Back method was found to be “an effective method of reinforcing or confirming patient education” (Bickes et al, 2021).
A behavioral objective is a learning outcome stated in measurable terms which gives direction to a patient’s learning and becomes a basis to evaluate the learning. (Gronlund, N as found in Writing Behavioral Objectives, PNW). Behavioral objectives should be used by the nurse when the nurse is seeking a measurable outcome or measurable improvement in the patient’s health after providing the patient with education towards the desired outcome. For example, if a nurse is developing a plan to educate a patient on how to achieve a normal hemoglobin A1C, the education plan should include methods to lower the patient’s A1C and the measurable goal of the patient’s hemoglobin A1C after the education has been given.
ALSO READ: NRS 429V Week 5 Discussion Question 1
Bickes, D.; Jennings, K.; Feinberg, I. (2021) Health Literacy Strategies to Engage Cancer Patients and Caregivers Journal of Oncology Navigation & Survivorship 12(3) 82-85
Gronlund, N.E. (2004) Writing instructional objectives for teaching and assessment (7th ed). New York City, New York: Pearson College Division
Purdue University Northwest (Ed.). Writing Behavioral Objectives https://pnw.edu/college-of-nursing/student-resources/writing-behavioral-objectives/
Whitney, S. (2018) Grand Canyon University (Ed.). Health Promotion: Health and Wellness Across the Continuum https://www.gcumedia.com.digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php
Sample Answer 2 for NRS 429V Week 1 Discussion Question 1
One of the main roles of being a registered nurse is being able to provide education that is specific to the patient’s level of current knowledge and understanding. Ensuring patients’ understanding of every procedure and/or intervention is what contributes to the patient’s health awareness and wellbeing as a whole. As a nurse, it is crucial to implement patient education based on their specific needs, all the while being aware of cultural competency. Being aware of a patient’s cultural background will not only promote a better patient outcome but enforcing this in every patient care will significantly enhance a trusting relationship between nurses and their patients. Being a health educator in the nursing industry consists of many roles in each patient care. However, some of the most common roles in everyday practice are implementing healthier changes and self-care behaviors, in which can both reduce risk factors related to the most common diseases (Whitney, 2018).
Most often, printed information of the patients’ diagnosis, treatment, education, etc. is not enough to fulfill the patient’s satisfaction and understanding. In addition, patients may often feel overwhelmed by printed information, especially if they do not have any medical background. This can certainly lead to being discouraged and losing the overall motivation to learn more about their health care. With that said, however, there are several techniques that nurses can use to enhance patient care and understanding. Following the nursing process by first assessing the patient can provide nurses the basic understanding of how to better approach patients when it comes to patient education. Asking open-ended questions, assessing any learning barriers and/or concerns are some of the effective ways that can encourage patients to communicate their specific needs (Smith & Zsohar, 2013).
Furthermore, one of the most commonly used strategies is the “teach-back, tell back” method, where a nurse performs and teaches the patient how to do certain procedures. Afterward, the patient will do this specific procedure under the guidance of his/her nurse (Smith & Zsohar, 2013). This method secures true understanding and patient safety, all the while building their self-care confidence. Behavioral objectives should be established in every patient care. The identification of these objectives can certainly help nurses implement health promotion and patient understanding.
Reference
Smith, J. A., Zsohar, H. (2013). Patient-education tips for new nurses. Nursing 2021, 43(10), 1-3.
Whitney, S. (2018). Teaching and learning styles. UpToDate. Retrieved December 08, 2021, from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/1
Sample Answer 3 for NRS 429V Week 1 Discussion Question 1
Patient education is essential in healthcare. Education can prevent medical conditions, inform patients about procedures and recovery processes, decrease complications from medication and medical devices, reduce patients readmitted to the hospital, change lifestyle patterns and so much more (Arkansas State University, 2018). As nurses, we are essential doing this with everyday care as we talk to our patients about what we are doing and why we are doing things, such as medication, physical therapy, monitoring, ect. A nurse has an immense role in the education of patient’s as they are involved in patient care and can educate in small segments during care to both stimulate the patient to find interest in their care and make discharge education much less dense and overwhelming. Nurses also have great responsibility with education. We do not want our patients to not understand medications they are taking or why they are having a procedure. It is our job to advocate for our patients and we highlight this with education as we involve them in their care. Evidence based practice is what we teach our patients as nurses. One method for teaching patients is interactive teaching strategies. An interactive approach involves an interaction amongst the participants, which in our case, are patients, (Horntvedt, 2018). By having the patient interact and understand why they are taking medication or why they are doing certain care, they are able to better learn and understand. Another great education tool for teaching and learning is the teach back method where the patient explains back the education (Horntvedt, 2018). Behavioral objectives require the willingness of the patient to be involved in learning and changing. These objects however also give the nurse or caregiver a guideline to see if the patient is actually learning and their care plan is effective. The teach back method can also be used as a behavioral objective in highlighting the retained knowledge of our patients and their ability to interact with their care. Overall, education amongst nurses is a vital factor to our roles as healthcare providers.
References:
Arkansas State University. (2018). The Nurse’s Role in Patient Education. https://degree.astate.edu/articles/nursing/nurses-role-patient-education.aspx
Horntvedt, M. (2018) Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC Medical Education. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-018-1278-z
Sample Answer 4 for NRS 429V Week 1 Discussion Question 1
The nurse serves an important role in educating patients and families. It is important that the education caters to the learning styles of those being taught. Sonya Blevins (2020) describes four different learning style preferences: aural, read/write, kinesthetic, and visual. When care is taken to assess a learner’s style better educational outcomes/retention occurs. The nurse often reinforces education given by providers and assesses a patient’s understanding of the information provided. Nurse’s develop an educational care plan that addresses a patient’s individual needs using the nursing process of Assessment, Diagnosis, Planning, Implementation, and Evaluation . As health educators, nurses apply evidence-based practice to ensure the best possible outcomes.
When it comes to educating patients and families, other considerations besides learning styles have to be made. A person’s level of education must be considered, it is suggested that education be geared towards 6th grade competency in reading and writing. In addition, making sure that the information is in the learners preferred language is important as well. An assessment of a patient’s ability to hear, see, and speak also needs to be considered (Blevins, 2020).
Acknowledging a patient’s readiness to learn is also a special consideration. Many patients have physical, emotional, and or cognitive barriers that impede learning. When this occurs, involving the support people in the educational process is helpful. In addition, assessing the understanding and retention of the information is also a consideration.
Behavior objectives in care plans or health promotion are necessary when those actions are causing harm to the patient’s well-being. Whether the patient is compliant or not, the behavioral objectives provide a framework for expectations and goals for the patient, support persons and health care team. Patients often need the assistance of professionals such as nurses to help set goals that facilitate behavior change. It has been found that characteristic of goals influence the commitment to achieve the goal. For example, an “easy” goal has been found to encourage poor effort and performance (Bailey, 2017). A nurse can help the patient navigate through the complicated processes of goal setting.
Bailey, R. (2017). Goal setting and action planning for health behavior change. American Journal of Lifestyle Medicine. 13(6), 615-214. https://doi.org/10.1177/1559827617729634
Blevins, S. (2020). Medication education: preparing the patient for discharge. MedSurg Nursing, 29(3), 213-214.