NSG 4076 Week 10 Final Project
South University NSG 4076 Week 10 Final Project-Step-By-Step Guide
This guide will demonstrate how to complete the South University NSG 4076 Week 10 Final 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 NSG 4076 Week 10 Final Project
Whether one passes or fails an academic assignment such as the South University NSG 4076 Week 10 Final 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 NSG 4076 Week 10 Final Project
The introduction for the South University NSG 4076 Week 10 Final 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 NSG 4076 Week 10 Final Project
After the introduction, move into the main part of the NSG 4076 Week 10 Final 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 NSG 4076 Week 10 Final 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 NSG 4076 Week 10 Final 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.
Stuck? Let Us Help You
Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease.
Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the NSG 4076 Week 10 Final Project assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW.
Part 2: Evaluation Process
Studies show that limited availability of personal protective equipment, inadequate medication, an unreasonable amount of work, fear of contracting the virus, and lack of qualified training, have put frontline healthcare workers like nurses with unimaginable levels of stress (Kantor & Kantor, 2020). Additionally, psychological discomfort especially when caring for a covid-19 patient has also led to mental problems like depression and anxiety. My aggregate of 3 middle-aged women between the ages of 35 and 44 years working at the Fort Pierce, Florida, Advanced Eye Care Center, had a similar encounter which led to the diagnosis of depression. However, as a result of the current restrictions, I decided to implement psychological digital intervention which is the most effective approach in managing mental problems for this population (Lin et al., 2021). The purpose of this discussion is to evaluate the effectiveness of the psychological digital intervention in managing depression among my aggregate.
Before deciding on which intervention to implement, I provided my aggregate with different kinds of psychological digital intervention to choose from, of which all of them were comfortable with group sessions through zoom, provided by a professional mental health therapist (Lin et al., 2021). My aggregate decided on a specific time, between 5 pm to 6 pm, which was convenient for all of them. The therapist made a schedule based on that time and formulated a plan which was followed successfully for a positive outcome. All the 3 women were committed to the therapy, without failing to attend even a single session. The intervention was implemented as planned, with the common goals of managing the symptoms of depression and promoting the well-being of my aggregate, in addition to the acquisition of appropriate stress coping mechanisms to promote their resilience.
Evaluation of The Outcome
To evaluate the effectiveness of the intervention, outcome measures such as improved scores on both GAD-7 and PHQ assessment scales in addition to reduced depression symptoms were utilized. After a few weeks of therapy sessions, one of my aggregate reported improved symptoms, with better coping mechanisms such as opening up to a friend and family members regarding their work-related stress (Ezenwaji et al., 2019). The other two aggregates also displayed positive results, reporting that they had adopted self-care management and self-control skills which have been very helpful in remission of the depression symptoms. The GAD-7 and PHQ scores of all the 3 group members improved over time, as they were still willing to continue with the sessions for optimal benefit. Generally, the intervention was successful in managing the mental issues reported by my aggregate.
Comparison between Projected Effectiveness and Actual Effectiveness after Implementation of the Intervention
With the implementation of the psychological digital intervention (group therapy), it was expected that my aggregate displayed a significant improvement in the GAD-7 and PHQ scores, with complete remission of symptoms within 6 to 8 weeks. However, the outcome was expected to be different for each of my aggregate depending on the severity of their condition. For the one with mild depression, it was expected that she will be able to manage her symptoms within 4 weeks with only the therapy sessions (Kantor & Kantor, 2020). For the one with moderate depression, therapy was expected to work, but the patient was to be monitored for the possibility of initiating medication. For the last patient with moderately severe depression, it was expected that the psychiatrist would recommend the use of antidepressants such as amitriptyline to promote the effectiveness of the intervention.
However, it was quite impressive that all the three women were able to display positive results as mentioned in the previous paragraph upon implementation of the intervention, with reduced GAD-7 and PHQ scores and complete remission of symptoms within the expected time, even without the use of medication. To be precise, one of my aggregates reported that she was able to talk about her working situation and how it impacts her mental health with other colleagues and family members promoting appropriate resilience (Lin et al., 2021). All three women also reported after implementation of the intervention that they were able to adopt appropriate stress coping skills such as exercise, yoga, and deep breaths just as expected. Generally, his strategy has been proven to be an effective way of dealing with mental problems among frontline healthcare workers.
Conclusion
Frontline healthcare workers like my aggregate are frequently impacted by stressors that promote mental health problems like depression and anxiety. The best way to manage and prevent mental health issues among this population is to promote frequent mental health examinations by talking to a psychiatrist about their work-related stress. Surprisingly, just talking to a mental health professional even on ‘zoom’ has proven to be an effective way of promoting the mental health of nurses. Implementation of psychological digital intervention (group therapy) led to a positive outcome for my aggregate in the management of depression and promoting the mental health of this population.
References
Ezenwaji, I. O., Eseadi, C., Okide, C. C., Nwosu, N. C., Ugwoke, S. C., Ololo, K. O., … & Oboegbulem, A. I. (2019). Work-related stress, burnout, and related sociodemographic factors among nurses: Implications for administrators, research, and policy. Medicine, 98(3). DOI: 10.1097/MD.0000000000013889
Kantor, B. N., & Kantor, J. (2020). Mental health outcomes and associations during the coronavirus disease 2019 pandemic: a cross-sectional survey of the US general population. MedRxiv. https://doi.org/10.1016/j.jagp.2021.01.076
Lin, T., Stone, S. J., Heckman, T. G., & Anderson, T. (2021). Zoom-in to zone-out: Therapists report less therapeutic skill in telepsychology versus face-to-face therapy during the COVID-19 pandemic. Psychotherapy, 58(4), 449. https://doi.org/10.1037/pst0000398
Hello Corina, I completely agree with your insights regarding the accreditation process for nursing schools. Accreditation plays a role in maintaining the quality of education in nursing programs through ongoing evaluation. It’s not a one-time recognition but a commitment to continuous improvement and adherence to established standards. Accreditation agencies play a role in determining which programs receive funding. This is particularly important for nursing students who heavily rely on aid. The primary objective of this procedure is to guarantee that the assigned funds are appropriately allocated to programs that fulfill the accreditation standards. Doing it builds trust in the education system. Assures students that their investment in a program holds value. The accreditation process serves as a means of quality control, preventing resources from being squandered on institutions that do not meet the required criteria. Ultimately, it safeguards student investments and the public’s trust in the healthcare profession (Poortaghi et al., 2020). Your perceptive observation regarding the significance of accreditation as a selling point for institutions is correct. In the field of nursing education, prospective students actively seek out programs that not only offer education but also present abundant opportunities for their personal and professional development.
Accreditation serves as a guiding light in this regard, helping students find programs that have met standards of excellence and commitment to brilliance. It goes beyond being a symbol of quality since it signifies an institution’s unwavering dedication to ensuring student success both academically and in their nursing careers. This confidence level can significantly impact a student’s decision-making process when choosing an institution and contribute immensely to a prosperous journey (Beasley et al., 2019). In essence, accreditation is a process that benefits both institutions and the students they serve. It guarantees that nursing programs uphold standards paramount in a vital field such as healthcare. It is evidence of a program’s commitment to improvement and instills confidence in aspiring nurses and the broader community. I appreciate you bringing attention to these elements of the accreditation process in nursing education.
References
Beasley, S. F., Farmer, S., Nunn-Ellison, K., & Ard, N. (2019). International Nursing Program Accreditation. International journal of nursing education scholarship, 16(1), 10.1515/ijnes-2019-0075. https://doi.org/10.1515/ijnes-2019-0075
Poortaghi, S., Salsali, M., Ebadi, A., & Pourgholamamiji, N. (2020). Accreditation of nursing clinical services: Development of an appraisal tool. Nursing open, 7(5), 1338–1345. https://doi.org/10.1002/nop2.505