NRS 434 Describe two external stressors that are unique to adolescents
Grand Canyon University NRS 434 Describe two external stressors that are unique to adolescents–Step -By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NRS 434 Describe two external stressors that are unique to adolescents 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 434 Describe two external stressors that are unique to adolescent
Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 434 Describe two external stressors that are unique to adolescent 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 434 Describe two external stressors that are unique to adolescent
The introduction for the Grand Canyon University NRS 434 Describe two external stressors that are unique to adolescent 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 434 Describe two external stressors that are unique to adolescent
After the introduction, move into the main part of the NRS 434 Describe two external stressors that are unique to adolescent 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 434 Describe two external stressors that are unique to adolescent
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 434 Describe two external stressors that are unique to adolescent
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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Topic 3 DQ 2
Sample Answer for NRS 434 Describe two external stressors that are unique to adolescents
Bullying is defined as seeking to harm, intimidate, or coerce someone perceived as vulnerable. Bullying within the adolescent community affects about 20-30 % of students who admit being the perpetrator or victim of such harassment (Faulkner, 2018).
Bullying is one of the unfortunate truths many admit to experiences in his or her life. This impacts one’s feeling of self-esteem, as well as impacts the value the hold toward themselves. When social acceptance plays such a large part in who you become, it is likely to bring negative opinions as well. Becoming one’s own source of positive reinforcement and positive talk will take the reliance of other’s and caring about other’s opinions will play less and less of a role in the development of self. When adolescents listen to opinions from others it can result in many negative outcomes, such as self-injury, withdrawal, or possible suicide. Jantzer, Haffner, Parzer, Resch, & Kaess states, “Bullying within the adolescent community is a growing concern, affecting nearly 20–30% of students who admit to being the perpetrator or victim of such harassment” (2015).
Describe two stressors that are unique to adolescents
Bullying and identity confusion are two stressors affecting adolescent population. Bullying in any form can lead to teen depression or suicide (Falkner, 2018). Educating students, parents, professionals and communities on effects of bullying such as teen suicide and depression is imperative to stop the trend. Signs and symptoms of depression are: loss of interest in activities, sadness or hopelessness, irritability, withdrawal from friends and family, changes in eating and sleeping habits, feeling of guilt, lack of motivation/enthusiasm, fatigue and suicidal ideation..
Risk taking behaviors resulting from the external stressors and the coping mechanism
Low socioeconomic status, being pessimistic, cognitive factors, and gender are contributing factors that can lead to higher risk of adolescent depression (Kislitsyna, 2010). Females may be at a greater risk for developing depression because girls are more socially oriented, more dependent on positive social relations and more vulnerable to loss of such relations. Adolescents living with guardians that are depressed may also become depressed. The coping mechanisms are eating healthily, adequate exercising, sleeping adequately and building adequate relaxation time into busy schedules for teenagers. In addition, parents and caregivers should learn to listen carefully to teenager`s problems and support them in sports and other pro-social activities.
Conclusion
People who force and those who are bullied have been found have suicidal ideation, physical injury, somatic problems, anxiety, loe self esteem, depression and school absenteeism than those not involved with bullying (Klein, Myhre, & Ahrendt, 2013).
References
Falkner, A. (2018). Adolescent Assessment. Health Assessment: Foundations for Effective Practice. Retrieved from: https://lc.gcumedia.com/nrs434vn/health-assessment-foundations-for-effective-practice/v1.1/#/chapter/3
Kislitsyna, O. (2010). The social and economic risk factors of mental disorders of adolescents. Russian Education and Society. 52(10). 66-84 DOI:10.2753/RES1060-9393521005
Klein. D.A, Myhre. k.k..& Ahrendt. D.M. (2013). Bullying Among Adolescents: A Challenging in Primary Care. Am Fam Physician. Vol 88(2):87-92.Retrieved from https://www.aafp.org/afp/2013/0715/p87.html
NRS 434 Describe two external stressors that are unique to adolescents
Sample Answer 2 for NRS 434 Describe two external stressors that are unique to adolescents
Describe two external stressors that are unique to adolescents. Discuss what risk-taking behaviors may result from the external stressors and what support or coping mechanism can be introduced.
According to Falkner, “Teenagers are often considered part of a vulnerable population group. Vulnerable populations as individuals who require special attention related to well-being and safety” (2018). Many external stressors exist in the world today, but two stressors that are unique to the adolescent population is peer pressure to engage in sexual activity, as well as social acceptance by peers which helps develop positive or negative self-image. Understanding the stages of this developmental period is important to provide further support when teenager and adolescents are asking for help.
Bullying is one of the unfortunate truths many admit to experiences in his or her life. This impacts one’s feeling of self-esteem, as well as impacts the value the hold toward themselves. When social acceptance plays such a large part in who you become, it is likely to bring negative opinions as well. Becoming one’s own source of positive reinforcement and positive talk will take the reliance of other’s and caring about other’s opinions will play less and less of a role in the development of self. When adolescents listen to opinions from others it can result in many negative outcomes, such as self-injury, withdrawal, or possible suicide. Jantzer, Haffner, Parzer, Resch, & Kaess states, “Bullying within the adolescent community is a growing concern, affecting nearly 20–30% of students who admit to being the perpetrator or victim of such harassment” (2015).
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Though separate, bullying and peer influence plays a big factor in sexual partners. Though often sexual partners are by choice, there may be sometimes when “friends” force others to engage in sexual activity with someone who he or she is not intending to. There is a fine line here between consensual and forced, but when peer image plays such a substantial part in how you develop, listening to your “friends” and what they think of you makes a huge impact on the wellbeing. Encouraging individuals to think positive thoughts and have positive self-image will remove many of these external stressors faced by many.
References:
Falkner, A. (2018). Grand Canyon University (E.D). Age-Appropriate Approach to Pediatric Health Care
Assessment. Retrieved from https://lc.gcumedia.com/nrs434vn/health-assessment-
foundations-for-effective-practice/v1.1/#/chapter/3
Jantzer, V., Haffner, J., Parzer, P., Resch, F., & Kaess, M. (2015). Does parental monitoring moderate the
relationship between bullying and adolescent nonsuicidal self-injury and suicidal behavior? A
community based self-report study of adolescents in Germany. BMC Public Health, 15, 583-592.
doi:10.1186/s12889-015-1940-x
Sample Answer 3 for NRS 434 Describe two external stressors that are unique to adolescents
The goal of the healthcare professional is to provide patient education, resources, therapeutic treatment and communication, and an opportunity for the patient to better optimize their successful outcomes. When considering teens, this may be very challenging as young adults are at a cusp of transitioning into a higher level of development. It is important to note, that many adolescents may have not been afforded the opportunity or environment to take advantage of primary prevention. By focusing stressors such as bullying (in person and cyber in nature), lack of coping skills, abusive relationships, and depression, the nurse may provide access to resources to support the adolescent.
There are a number of faith based organizations that may provide resources for teens that are in abusive relationships. A lack of maturity and desires to be accepted may cause adolescents to be more vulnerable to abusive behavior. Some of the organizations that focus on support are TeenSmart, Youth.gov, and Teen Pregnancy Prevention Programs, to name a few (Falkner, 2018).
The American Psychological Association’s website provides information about risk factors, coping mechanisms, and resources for help. According to the CDC, suicide is one of the three leading causes of death among teens (CDC, 2020). In fact, incidents of teen suicide have increased (CDC, 2020).
Sample Answer 4 for NRS 434 Describe two external stressors that are unique to adolescents
Physical assessment of the child and that of an adult is done similarly yet differently. The act of auscultation, palpation, taking the vital signs to get the objective data are done the same but the normal range limits are different. For example, the healthy adult blood pressure normal range is from 90/60 mmHg – 120/80 mmHg, pulse rate 60-100 beats per minute and temperature of 97.8 ‘F to 98.6″F whereas to a 1-11-year-old child has a heart rate of 70-120 bpm, blood pressure of 90-110 systolic and 55-75 diastolic.
In using Erikson’s theory, an adult’s stage of development is focused on the fear of loneliness if there is no long-lasting relationship and adult contemplates their contribution to society with their achievements or lack of, and for a school-aged child, the focus is more on establishing trust and self-esteem (Grand Canyon University, 2018).
Communication and approach with these two different age groups also differ. A caring and comfortable environment is needed for a school-aged child in order to extend their trust from their parents to the healthcare provider. The questions are also formulated so that the child is able to answer. Whereas for the adult, a more factual and straightforward questioning is done. Utilizing the evidence-based practice tools provided to the health care team, a thorough and effective assessment is done to promote health and have an effective nursing process.
References:
Grand Canyon University (Ed). (2018). Health assessment: Foundations for effective practice. Retrieved from https://lc.gcumedia.com/nrs434vn/health-assessment-foundations-for-effective-practice/v1.1/
Medline Plus. Retrieved from: Vital signs: MedlinePlus Medical Encyclopedia
C.S.Mott Children’s Hospital .Retrieved from: Vital Signs in Children | CS Mott ChilVital Signs in Children | CS Mott Children’s Hospital | Michigan Medicinedren’s Hospital | Michigan Medicine
Sample Answer 5 for NRS 434 Describe two external stressors that are unique to adolescents
I agree with you Rizalina that physical assessments for the child and adults are unique with limited similarities. The physical assessment is conducted to determine the nature of physical complications (Cato et al., 2019). Therefore, some protocols may be similar. However, due to the age difference, some activities may differ in the assessment of a child and adult. For instance, when examining blood pressure ranges. There is a difference in the recommended blood pressure levels for both children and adults. In using Erikson’s theory adulthood as a stage of human life focus on various fears from a relationship and lifetime targets (McNett et al., 2021). However, school-aged children focus on creating trust and self-confidence. In the two different age groups, the fears and admirations are distinct. The distinction plays a crucial role in shaping physical assessment (Rugs et al., 2020). Communication becomes integral in conducting physical assessments for adults. Grown-ups provide more information that will increase the accuracy of physical assessment. Unfortunately, physicians are forced to work more when dealing with children.
References
Cato, K. D., Sun, C., Carter, E. J., Liu, J., Rivera, R., & Larson, E. (2019). Linking to improve nursing care and knowledge: evaluation of an initiative to provide research support to clinical nurses. JONA: The Journal of Nursing Administration, 49(1), 48-54. doi: 10.1097/NNA.0000000000000707
McNett, M., Masciola, R., Sievert, D., & Tucker, S. (2021). Advancing Evidence‐Based Practice Through Implementation Science: Critical Contributions of Doctor of Nursing Practice‐and Doctor of Philosophy‐Prepared Nurses. Worldviews on Evidence‐Based Nursing, 18(2), 93-101. https://doi.org/10.1111/wvn.12496
Rugs, D., Barrett, B., Chavez, M., Cowan, L., Melillo, C., Sullivan, S. C., … & Powell-Cope, G. (2020). Doctoral-prepared nurses in the Veterans Health Administration: A cross-sectional survey. Journal of Professional Nursing, 36(1), 62-68. https://doi.org/10.1016/j.profnurs.2019.06.008