NU 629-Week 10 Assignment Population-Specific Final Paper Submission
Regis University NU 629-Week 10 Assignment Population-Specific Final Paper Submission-Step-By-Step Guide
This guide will demonstrate how to complete the Regis University NU 629-Week 10 Assignment Population-Specific Final Paper Submission 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 NU 629-Week 10 Assignment Population-Specific Final Paper Submission
Whether one passes or fails an academic assignment such as the Regis University NU 629-Week 10 Assignment Population-Specific Final Paper Submission 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 NU 629-Week 10 Assignment Population-Specific Final Paper Submission
The introduction for the Regis University NU 629-Week 10 Assignment Population-Specific Final Paper Submission 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 NU 629-Week 10 Assignment Population-Specific Final Paper Submission
After the introduction, move into the main part of the NU 629-Week 10 Assignment Population-Specific Final Paper Submission 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 NU 629-Week 10 Assignment Population-Specific Final Paper Submission
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 NU 629-Week 10 Assignment Population-Specific Final Paper Submission
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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Overview
During this assignment, you will be asked to discuss the concepts of health promotion and disease prevention, relating this information to the role of the APRN and applying it to the vulnerable population you selected during Week 1. In Week 6, you submitted a rough draft of your paper and received feedback from faculty, so please make sure you incorporate those comments along with direction you received from SmartThinking, Pearson Writing Center, and the Library.
Health Promotion and Disease Prevention Population-Specific Paper
This paper was to be developed throughout the first six to nine weeks of the course, with an opportunity to submit a rough draft for feedback during Week 6 and your final submission due this week, in Week 10. The goal of this assignment is twofold: 1) for you to demonstrate an understanding of the key concepts of health promotion and disease prevention as related to the role of the APRN while applying this information to a specific vulnerable population; and 2) for you to have an opportunity to develop your writing and APA formatting skills through faculty feedback and the utilization of various tools here at Regis (that is, Regis Library and staff, SmartThinking, Pearson Writing Center, etc.).
The faculty at Regis want you to be successful. Being able to present not only your thoughts but evidence-based practice information in a concise, systematic, and clear manner will be a talent that serves you well.
The paper is to be five to eight pages in length, not including the title page, attachments, and reference pages.
The paper will be divided into four sections.
Section 1 (Content can be found in Week 1)
Introduction
WHO’s definition of health
Concepts of health, health promotion, and behavior change options
Vulnerable individuals and populations
Historical Perspectives of Health
Healthy People Initiative – overall summary of the initiative
Levels of Prevention
Primordial
Primary
Secondary
Tertiary
Quaternary
The role of nursing, specifically APRNs, in health promotion and disease prevention
Section 2 (Content can be found in Week 2 and 3)
Vulnerability as a concept
Health disparities
Cultural competency as a provider
Defining resilience and applying to the vulnerable
Advocacy role as a provider
Vulnerable people, groups, populations, and societal views: Sinner versus victim (Mechanic and Tanner, 2005)
Section 3 (Content can be found in Week 2 through 4. Don’t forget to use the media/website/video links, as they will provide a lot of great information). Focus on your specific vulnerable population group
Introduce your vulnerable population: sinner or victim?
Social justice related to your population
Low literacy within your population and how this affects their health
Evaluate your vulnerable population related to current Healthy People Initiative guidelines.
Discuss one primary health concern for your population and include the preventive guideline related to this concern and how you might motivate this group to make behavioral changes.
Discuss use of Community Based Participatory Research (CBPR) with your vulnerable population – pros and cons. How can community-level plans/interventions influence individual and family health?
Discuss what resources are available within your community for your specific population and vulnerable populations in general.
Section 4
The conclusion of your paper should bring all your information together.
Discuss an approach for improving health literacy within your population
Discuss how, as an APRN, you can impact vulnerable individuals in your community.
Conclude with a summary of how we as a nation are doing with health promotion and disease prevention.
Note: This assignment is to be submitted in an APA paper format (that is, title page, title, introduction and purpose statement, body of the paper with a conclusion, appropriate citations and reference page(s) along with attachments) as was your SmartThinking Report. Please make sure that ALL paragraphs are well developed, and have five to six sentences each, with citations for validity.
Please refer to the Grading Rubric for details on how the final submission of paper will be graded.
Please submit your Final Paper and a NEW SmartThinking Report.
Note: Failing to submit a NEW SmartThinking Report will result in a ZERO for this assignment.
Sample Answer for NU 629-Week 10 Assignment Population-Specific Final Paper Submission
As our elderly population is living longer, patients are living with a multitude of chronic comorbidities. The American Academy of Family Physicians (AAFP) predicts that “by 2030, the population older than 65 years will double to 72 million” (Tatum et al., 2018). With this significant rise, elderly patients will represent a considerable percentage of our patient population. As this population is vulnerable to disability and poor quality of life, well elder evaluations are used to identify the needs of older adults and promote well-being.
Well elder assessments evaluate medical, physical, social-emotional, and environmental influences on health and well-being. Components of a well elder examine include functional capacity, fall risk, cognition, mood, pain, polypharmacy, social support, finances, goals of care, advanced care planning, nutrition, continence, sexual function, vision/hearing, dentition, living situation, spirituality, and driving (Lapierre, n.d.). Assessing each of these elements looks beyond just the disease process and focuses on patient’s functionality, preferences, and individualized interventions to improve overall well-being (Seematter-Bagnoud & Büla, 2018).
Advanced Practice Registered Nurses (APRN) in the primary care setting should be applying cognition assessments and screening tools. Because a comprehensive geriatric assessments (CGA) are extensive and time consuming, the AAFP recommends primary care givers to utilize a “rolling” assessment throughout multiple visits (Tatum et al., 2018). The rolling assessment focuses on one or two screenings a visit and once there is a an area of concern a CGA should be completed. An example of this would be the yearly “Wellness” visit offered for those who have had Medicare Part B for longer than 12 months (Medicare, n.d.). This is a great resource for APRNs and patients to create a personalized prevention plan based on their health and specific risk factors.
References:
LaPierre, K. (n.d.) The Well Elder Part 1- Demographics Overview [Video]. Regis College. https://myonline.regiscollege.edu/mod/page/view.php?id=405126
Medicare. (n.d). Yearly “Wellness” visits. U.S. Centers for Medicare and Medicaid Services. https://www.medicare.gov/coverage/yearly-wellness-visits
Seematter-Bagnoud, L., & Büla, C. (2018). Brief assessments and screening for geriatric conditions in older primary care patients: a pragmatic approach. Public health reviews, 39, 8. https://doi.org/10.1186/s40985-018-0086-7
Tatum, P. E., Talebreza, S., & Ross, J. S. (2018, June 15). Geriatric Assessment: An Office-Based Approach. American Academy of Family Physicians (AAFP), 97(12), 776-784. https://www.aafp.org/afp/2018/0615/p776.html
Sample Answer 2 for NU 629-Week 10 Assignment Population-Specific Final Paper Submission
Thank you for highlighting the essential components of a well elder assessment. I agree in that it should encompass all aspects of their life such as the physical, social-emotional and environmental influences on their health. The following are resources and examples related to elder evaluation and assessments available for patients and healthcare professionals.
The National Council on Aging (2021) is a nonprofit advocacy and service organization dedicated to improving lives of older adults. On their website, you are able to access helpful information and resources and articles related to health insurance, programs that can help pay for food and medicine, as well as crucial points for elderly regarding preventative measures against falls. There are program locators able to help assess the residence of an elderly person’s home and ensure a safe environment. For example in my home state of California, you are able to search different programs through the website www.stopfallscalifornia.org to locate a program near you to help learn about fall prevention and efforts in the community. The NCOA website and main contact line is a valuable tool in that helps families and caregivers alike access best practices, tools, and advocacy initiatives to ensure all persons can age with health and financial security.
Rosen et al. (2018) discuss interventions that can help in the screening and evaluation of elders with regards to potential mistreatment, through something called the Vulnerable Elder Protection Team (VEPT). It is a multi-disciplinary emergency department-based team modeled after hospital-based intervention teams created in the past for child abuse victims and intimate partner violence. As APRNs, we have the opportunity to improve the quality of care to vulnerable populations such as the elderly by placing great care in recognizing the signs of such mistreatment. The process would start with identifying high risk patients and refer to the VEPT team, who would conduct additional screening and interviews via social workers. They would then contact the on-call medical provider to collaboratively discuss the next steps should the situation necessitate. The VEPT team focusses on also acquiring history from family, friends, caregivers, or other outpatient health providers involved with the elder’s care. Though not all healthcare facilities may have a program like this, as healthcare professionals we should be champions for implementing strategies and policies that align with this type of approach to help adequately assess the elderly we serve.
References
National Council on Aging. (2021). We Are NCOA. https://www.ncoa.org/page/about-us Rosen, T., Mehta-Naik, N., Elman, A., Mulcare, M. R., Stern, M. E., Clark, S., Sharma, R., LoFaso, V. M., Breckman, R., Lachs, M. & Needell, N. (2018). Improving quality of care in hospitals for victims of elder mistreatment: development of the vulnerable elder protection team. Joint Commission Journal on Quality and Patient Safety, 44(3), 164–171. https://doi.org/10.1016/j.jcjq.2017.08.010
Sample Answer 3 for NU 629-Week 10 Assignment Population-Specific Final Paper Submission
Thank you Alexandra for your insightful post on elderly wellness evaluation and assessment. These assessment should encompass all areas to ensure a thorough evaluation. According to The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), complex attention, executive function, learning and memory, language, and perceptual-motor and social cognition are the six areas that need to be evaluated when determining the neurocognitive disorder. (Ranjit, Sapra, Bhandari, Albers, & Ajmeri, 2020) It is not always possible for these thorough assessments to take place in a primary healthcare setting, however it is important for us as future APRN’s to do our due diligence to practice with a questioning attitude when we suspect there is a deterioration of mental status. Utilizing resources such as the Geriatric Examination Tool Kit would provide a lot of information. In addition to utilizing the Cognition Assessment tools, such as The Blessed Orientation-Memory-Concentration Test and the Global Deterioration Scale, you can also utilize the Delirium Screening tools, pain assessment in the presence of dementia and the geriatric depression assessment tool. (Geriatric Examination Tool Kit, 2021)
References
Geriatric Examination Tool Kit. (2021). Retrieved from Dementia, Delirium, & Depression Assessment: https://geriatrictoolkit.missouri.edu/cog/index.html
Ranjit, E., Sapra, A., Bhandari, P., Albers, C. E., & Ajmeri, M. S. (2020). Cognitive Assessment of Geriatric Patients in Primary Care Settings. Cureus, 12(9). Retrieved from https://doi.org/10.7759/cureus.10443
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.