NSG 4055 Week 1 Discussion
South University NSG 4055 Week 1 Discussion-Step-By-Step Guide
This guide will demonstrate how to complete the South University NSG 4055 Week 1 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 4055 Week 1 Discussion
Whether one passes or fails an academic assignment such as the South University NSG 4055 Week 1 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 4055 Week 1 Discussion
The introduction for the South University NSG 4055 Week 1 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 4055 Week 1 Discussion
After the introduction, move into the main part of the NSG 4055 Week 1 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 4055 Week 1 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 4055 Week 1 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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Stigma has the greatest impact on patients living with chronic illnesses such as cancer, epilepsy, IBD, HIV/AIDS, and mental disorders. The stigma associated with chronic conditions results in a lack of social support from society (Nyblade et al., 2019). The social stigma is displayed as unacceptance and fear of being around a person who is ill. Even though persons suffering from chronic conditions are usually not contagious, the general population’s intrinsic fear of sickness results in social exclusion for these patients (Nyblade et al., 2019). The stigma occurs in the form of discrediting or devaluation due to the chronic disease. Stigma is destructive to the healthcare system since it acts as a barrier to access to healthcare, which is crucial in managing chronic illnesses. The reduced access to healthcare may hinder the overall well-being of the patient with a chronic illness.
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Stigma affects the physical and mental health of persons from various age groups differently. Illness-related stigma in a 12-year-old may contribute to increased intrusiveness. The child might withdraw from valued activities by anticipating that their illness may be evident and negatively evaluated if they take part in these activities (Bakula et al., 2019). Stigma can also result in psychological distress leading to depressive and anxious symptoms in a 12-year-old. Stigma experiences are associated with a significantly increased risk for depressive and anxious symptoms among adolescents (Bakula et al., 2019). Illness-related stigma in a 75-year-old can make the patient less open about their symptoms and illness-related concerns with their providers. The reduced openness may hinder the ability of providers to offer satisfactory care (Nyblade et al., 2019). Stigma can also result in social isolation in a 75-year-old. Elderly persons are more likely to socially isolate themselves and thus receive less social support, attributed to poorer mental and physical health.
NSG 4055 Week 1 Discussion References
Bakula, D. M., Sharkey, C. M., Perez, M. N., Espeleta, H. C., Hawkins, M., Chaney, J. M., & Mullins, L. L. (2019). The role of stigma in the relationship between illness intrusiveness and adjustment in adolescents and young adults: A path model. Journal of pediatric psychology, 44(5), 611-619. https://doi.org/10.1093/jpepsy/jsz004
Nyblade, L., Stockton, M. A., Giger, K., Bond, V., Ekstrand, M. L., Mc Lean, R., … & Wouters, E. (2019). Stigma in health facilities: why it matters and how we can change it. BMC medicine, 17(1), 1-15. https://doi.org/10.1186/s12916-019-1256-2