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

NRS 429 Topic 5  DQ 2 CLC Health Promotion And Community Resource Teaching Project

Grand Canyon University NRS 429 Topic 5  DQ 2 CLC Health Promotion And Community Resource Teaching Project-Step-By-Step Guide

 

This guide will demonstrate how to complete the Grand Canyon University  NRS 429 Topic 5  DQ 2 CLC Health Promotion And Community Resource Teaching Project 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  DQ 2 CLC Health Promotion And Community Resource Teaching Project

 

Whether one passes or fails an academic assignment such as the Grand Canyon University  NRS 429 Topic 5  DQ 2 CLC Health Promotion And Community Resource Teaching Project 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  DQ 2 CLC Health Promotion And Community Resource Teaching Project 

 

The introduction for the Grand Canyon University  NRS 429 Topic 5  DQ 2 CLC Health Promotion And Community Resource Teaching Project 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  DQ 2 CLC Health Promotion And Community Resource Teaching Project 

 

After the introduction, move into the main part of the  NRS 429 Topic 5  DQ 2 CLC Health Promotion And Community Resource Teaching Project 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  DQ 2 CLC Health Promotion And Community Resource Teaching Project 

 

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  DQ 2 CLC Health Promotion And Community Resource Teaching Project

 

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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This is a Collaborative Learning Community (CLC) assignment.
An important role of nursing is to provide health promotion and disease prevention. Review the 2020a Topics and Objectives on the Healthy People website. Choose a topic of interest that you would like to address, in conjunction with a population at-risk for the associated topic. Submit the topic and associated group to your instructor for approval.
Create a 15-20 slide PowerPoint presentation for your topic and focus group. Include speaker notes and citations for each slide, and create a slide at the end for References.

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

NRS 429 Topic 5 CLC Health Promotion And Community Resource Teaching Project Address the following:

Describe the approved topic and associated population your group has selected. Discuss how this topic adversely affects the population. How does health disparity affect this population?
Explain evidence-based approaches that can optimize health for this population. How do these approaches minimize health disparity among affected populations?
Outline a proposal for health education that can be used in a family-centered health promotion to address the issue for the target population. Ensure your proposal is based on evidence-based practice.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 429 Topic 5 CLC Health Promotion and Community Resource Teaching Project

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

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

Present a general profile of at least one health-related organization for the selected focus topic. Present two resources, national or local, for the proposed education plan that can be utilized by the provider or the patient.
Identify interdisciplinary health professionals important to include in the health promotion. What is their role? Why is their involvement significant?

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.
Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

NRS 429 Topic 5 CLC Health Promotion And Community Resource Teaching Project
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

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).NRS 429 Topic 5 CLC Health Promotion And Community Resource Teaching ProjectNRS 429 Topic 5 CLC Health Promotion And Community Resource Teaching Project

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.NRS 429 Topic 5 CLC Health Promotion And Community Resource Teaching Project

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.NRS 429 Topic 5 CLC Health Promotion And Community Resource Teaching Project

NRS 429 Topic 5 CLC Health Promotion And Community Resource Teaching ProjectThe 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.

ALSO READ: NRS 429V Week 1 Discussion Question 1

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

 Topic 5 DQ 1 NRS 429 Topic 5 CLC Health Promotion And Community Resource Teaching Project

Health education in health promotion entails providing health information and advice to individuals and facilitating them to develop knowledge and skills to change behavior. Health education should be a two-way process of critical conscious raising, exploring attitudes, and clarifying values (Nutbeam, 2019). The role of health education in health promotion is to empower individuals to take control of their health. It also seeks to address the prevailing health problems in a community and inform individuals of approaches to prevent them.

Health education is provided to both healthy and sick individuals to enable them to change behavior and thus prevent diseases or effectively manage the prevailing illness. NRS 429 Topic 5 CLC Health Promotion And Community Resource Teaching Project

The nursing process is used in developing health education plans by applying the five key stages of assessment, diagnosis, planning, implementation, and evaluation. The nurse examines an individual’s learning needs, readiness to learn, and learning style in the assessment stage. The learning needs help in making the diagnosis like knowledge deficit on hypertension prevention (Bayih et al., 2021). The planning stage involves setting SMART goals that will address the identified learning needs, such as; by the end of the session, the patient will explain three strategies to prevent HTN.

Furthermore, the implementation stage involves the nurse identifying and implementing health education interventions to meet the set goals (Bayih et al., 2021). In the evaluation stage, the nurse assesses if the health education goals were met and to what extent.

Suicide is a contemporary issue that families may experience today. Suicide rates have increased over the years and are attributed to mental health issues prevalent in families. The nurse can address the issue of suicide in a health education plan by educating a family about the signs and symptoms of mental health disorders such as GAD and depression to help them recognize them among themselves (Sullivan et al., 2021). Besides, the nurse can educate the family on recognizing a family member with suicidal thoughts or ideations and the steps to take to prevent suicide. NRS 429 Topic 5 CLC Health Promotion And Community Resource Teaching Project

References

Bayih, W. A., Ayalew, M. Y., Belay, D. M., Alemu, A. Y., Birihane, B. M., Asnakew, S., Endalamaw, A., Demis, A., Kebede, S. D., Abate, B. B., Baih, S. Z., Feleke, D. G., Mekonen, D. K., Aynalem, Y. A., Aytenew, T. M., & Chanie, E. S. (2021). The implementation of nursing process during patient care in Ethiopia: A systematic review and meta-analysis. Heliyon7(5), e06933. https://doi.org/10.1016/j.heliyon.2021.e06933

Nutbeam, D. (2019). Health education and health promotion revisited. Health Education Journal, 78(6), 705–709. https://doi.org/10.1177/0017896918770215

Sullivan, S. R., Spears, A. P., Mitchell, E. L., Walsh, S., Love, C., & Goodman, M. (2021). Family Treatments for Individuals at Risk for Suicide. Crisis, 10.1027/0227-5910/a000828. Advance online publication. https://doi.org/10.1027/0227-5910/a000828