NU 629 Week 14 Discussion Preventative Guidelines – One Guideline and Two Scenarios
Regis University NU 629 Week 14 Discussion Preventative Guidelines – One Guideline and Two Scenarios-Step-By-Step Guide
This guide will demonstrate how to complete the Regis University NU 629 Week 14 Discussion Preventative Guidelines – One Guideline and Two Scenarios 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 14 Discussion Preventative Guidelines – One Guideline and Two Scenarios
Whether one passes or fails an academic assignment such as the Regis University NU 629 Week 14 Discussion Preventative Guidelines – One Guideline and Two Scenarios 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 14 Discussion Preventative Guidelines – One Guideline and Two Scenarios
The introduction for the Regis University NU 629 Week 14 Discussion Preventative Guidelines – One Guideline and Two Scenarios 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 14 Discussion Preventative Guidelines – One Guideline and Two Scenarios
After the introduction, move into the main part of the NU 629 Week 14 Discussion Preventative Guidelines – One Guideline and Two Scenarios 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 14 Discussion Preventative Guidelines – One Guideline and Two Scenarios
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 14 Discussion Preventative Guidelines – One Guideline and Two Scenarios
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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NU 629 Week 14 Discussion Preventative Guidelines – One Guideline and Two Scenarios
Introduction
Throughout this course, we have looked at health promotion and disease prevention and focused on various vulnerable populations. This week’s discussion will focus on applying one guideline to two patients. Please select one of the following scenarios and then answer the questions in your initial post. Please include at least three scholarly sources within your initial post.
Scenario A: Focus on Preventative Guidelines for Childhood Immunizations
You are working as an APRN in your local primary care office. The rural town of Maynard has 300 people, a post office, doctor’s office, and a gas station. The primary source of income is farming or driving 45 minutes to a somewhat larger town. With the blizzard coming, all your patients except two have cancelled for the morning. Jose is scheduled at 0900; he is a nine-year-old Hispanic male born in Mexico. He and his family (Mom, Dad, and six siblings, ages six months to 14 years) moved into the area just a few months ago. Jose’s mother reported that he had nearly died at two months after contracting pertussis.
Your final patient of the morning is Irena, a 15-year-old teenage female who lives with her aunt in Maynard. Irena is Romanian and barely speaks any English. Her aunt has been your patient for the past few years, and she told you that Irena had been abducted in Romania at the age of 10. Irena’s parents found her quite by accident when a sex trafficking ring dumped all their “product” in a refugee camp in Serbia just a few months ago. Irena’s parents are still in Romania, but they sent Irena here to live with her aunt.
Scenario B: Focus on Preventative Guidelines for Colorectal Cancer Screening
On a busy Thursday morning, you note on your schedule a couple of patients who routinely “take a long time” no matter what their complaint. Jimmy is a 62-year-old male who is mentally challenged and lives in a local group home. Both his parents passed away last year, and his sister has never really been in the picture. She lives at least eight hours away. Jimmy has a “genetic disorder” but actually his symptoms are more like autism that we are familiar with today. Jimmy’s caregiver states he has been having some problems with constipation but otherwise he seems okay. Jimmy is nonverbal and hates to be touched. Approaching Jimmy can be difficult, and he has taken a swing at staff a couple of times because he doesn’t understand what is going on – especially if they try to touch him to check his pulse or blood pressure.
Having finished up with Jimmy, you move on to Marvin. Marvin is a 67-year-old male here for his annual physical. Marvin is pretty healthy despite a scare with colon cancer when he was 50. He is obsessed with his bowels and even brings charts to each of his appointments as he is always concerned that the cancer will return.
Scenario C: Focus on Preventative Guidelines for Breast Cancer Screening
Volunteering once a month for a mobile clinic, you head out this Saturday morning with two other providers and staff. The mobile RV is a large motorhome retrofitted as a primary care clinic. Headed downtown where there is a large homeless population, everyone is excited to see what the day brings.
Miss Eleanor is a 72-year-old African American female who you have seen many times. Today she is complaining of some breast tenderness due to a fall she took with her grocery cart a couple of weeks ago. While examining Eleanor’s breast, you took the opportunity to do a manual breast exam. Eleanor said it had been at least 30 years since she’d had a breast exam and that she had never had a mammogram.
Finishing up your day on the mobile clinic, Sally, a 48-year-old female, is concerned that she has an STI. During Sally’s pelvic exam, you learn that she has been living in a tent under a bridge downtown for about a year. Sally is eager to talk to someone and tells you that she used to work in a medical office as a receptionist but that was a long time ago, before she was diagnosed with bipolar disorder. You are concerned that Sally does have an STI and you ask about her medical history. After quite a story, Sally tells you she had a mammogram about two years ago before she left Texas and there was a place the doctor wanted to evaluate further but she never went back for the ultrasound.
Scenario D: Focus on Cervical Cancer Guidelines
Working near a naval base, you see a lot of patients who are somehow connected with the military. Today, Shelesha, a 21-year-old African American female, is requesting to be seen for her annual exam before she leaves for deployment. Shelesha seems really anxious today. She is usually so excited about being on board her ship, but today she is different. You complete her annual exam, but she refuses her cervical and breast exam. After leaving the room so she can get dressed, you return to find Shelesha crying. She finally tells you that she was attacked – sexually assaulted on board her ship six months ago – and she has these “bumps” that keep getting bigger around her vagina and she is worried.
Virginia arrives for her annual well woman exam. Virginia is a 67-year-old female who has been married for 42 years. Virginia and Harrold are still sexually active with the use of medications, and like clockwork Virginia comes every year for her pelvic exam requesting a Pap smear. Virginia had breast cancer with a mastectomy when she was 52, but otherwise she is healthy, only taking medication for her cholesterol.
Scenario E: Focus on Prostate Cancer Guidelines
Ivan is a 59-year-old Caucasian male in your office today for his annual exam. He has been reading about prostate cancer and the need to have some lab work done. His wife really wants him to get his PSA drawn, but he’s not so sure. Your physical exam of Ivan is “all normal.” When reviewing Ivan’s health assessment form, you see he smokes two packs of cigarettes a day and his only complaint is a chronic cough.
Chen is 76-year-old gentleman of Chinese descent. He is here today for an annual exam and a recheck of his blood pressure. Chen tells you he just heard from his brother that his PSA (Prostate Specific Antigen) is really high, and they are concerned he may have prostate cancer. Chen’s brother is from his father’s second marriage and he is only 59 years old. Chen is asking to have his PSA drawn to make sure he doesn’t have prostate cancer.
Initial Post
Having discussed many guidelines throughout this term, consider the content you have explored. Using this knowledge, answer the following questions related to your chosen scenario. Note: please try to choose a topic for your initial post that you did not choose previously during the semester or aren’t as familiar with so you can gain additional knowledge as we finish up this course
Discuss the guidelines assigned with your scenario.
Will both patients be treated in the same manner? Why or why not?
What would your treatment plan be for each of the individuals in your scenario?
Please include at least three scholarly sources within your initial post.
Sample Answer for NU 629 Week 14 Discussion Preventative Guidelines – One Guideline and Two Scenarios
In this scenario, one woman is 72 years old while the other is 48 years old. The 72 year old woman is African American and she is complaining of breast tenderness. It is also stated that she has never gotten a mammography before and her last breast exam was thirty years ago. The second woman is 48 years old and she is concerned that she has a STI. She also states that two years ago she had gotten a mammography and was referred to get an ultrasound, but never went. These women will be treated in a different manner as they are two different ages. When discussing mammography, it is important to understand that the risk of developing breast cancer increases with age (Reeves, 2021). Breast cancer is most commonly diagnosed in women 55 to 64 years old (Reeves, 2021). According to the American Cancer Society, women should start getting mammograms starting at age 45 however, they can start as early as 40 years old (“American Cancer Society Guidelines”, 2021).
For Sally, the 48 year old, she had a mammogram at 46 years old that her doctor wanted to re-evaluate. For her plan of care, I would treat her for her STI and refer her to get re-evaluated to determine what her mammogram had shown two years ago. 17% of breast cancer is diagnosed in women who are younger than 50 years old (Seely & Alhassan, 2018). The sooner Sally gets re-evaluated the sooner she can start treatment and be cured if she does have breast cancer. For Eleanor, the 72 year old, I would discuss the benefits and risks of her getting her first mammogram at this age. Mammography can be done up to the age of 74 years old asz most places won’t perform them on those who are older due to not enough evidence (Schrager et al., 2020). Those who are 70 years or older are at increased risk as the incidence of breast cancer among this group is 28% (Seely & Alhassan, 2018). Since Eleanor has never gotten a mammogram and she also hasn’t had a breast exam in 30 years until now, she is more likely to have a higher stage of breast cancer if anything were to be detected on the mammogram. Therefore, it may not be beneficial to her if she is at that point since her survival rate will already be significantly reduced (Schrager et al., 2020). Getting a mammogram at her age could be beneficial if she is still in good overall health and has a life expectancy of 10 years or longer (Schrager et al., 2020). To determine her state of health, more information would need to be gathered.
References
American Cancer Society Guidelines for the Early Detection of Cancer. American Cancer Society. (2021, August 27). Retrieved November 30, 2021, from https://www.cancer.org/healthy/find-cancer-early/american-cancer-society-guidelines-for-the-early-detection-of-cancer.html.
Reeves, R. (2021, July 31). Mammography. StatPearls. Retrieved November 30, 2021, from https://www.statpearls.com/ArticleLibrary/viewarticle/38665.
Schrager, S., Ovsepyan, V., & Burnside, E. (2020). Breast cancer screening in older women: The importance of shared decision making. NCBI. Retrieved November 30, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7822071/.
Seely, J. M., & Alhassan, T. (2018, June 13). Screening for breast cancer in 2018-what should we be doing today? NCBI. Retrieved November 30, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6001765/.
Sample Answer 2 for NU 629 Week 14 Discussion Preventative Guidelines – One Guideline and Two Scenarios
Thank you for sharing your information for the case studies involving breast cancer screenings and mammograms. The information you provided was helpful and informative. Patient benefit from education and provided information so they can make an informed decision. When the health care provider recommends a mammogram for a patient at certain age it should be the patient’s choice this concept is known as shared decision making. Shared decision making is a a process where a patient and the healthcare provider share known or perceived information, express their preferences, and agree on a treatment or screening plan (ACOG, 2017). The concept of shared decision making is important in the prevention of breast cancer because the process involves personal feelings about potential benefits and adverse consequences (ACOG, 2017). Part of the process of shared decision making is education by the health care provider. The patient should be provided with statistics and access to resources that outline the recommendations for screening for breast cancer. For example, The U.S. Preventive Task Force (USPSTF) suggests that women ages 50-74 have a mammogram every two years (USPSTF, 2016). They also suggest that it should be an individual choice for women ages 40-49 unless there are risk factors present (USPSTF, 2016). A patient can access this information at https://uspreventiveservicestaskforce.org/uspstf/recommendation/breast-cancer- screening. If the patient would like additional information or an opportunity to compare recommendations they can also be provided with the link to the American College of Obstetrics and Gynecology https://www.acog.org/clinical/clinical-guidance/practice-bulletin/articles/2017/07/breast-cancer-risk-assessment-and-screening-in-average-risk-women. Patient education the APRN’s responsibility so that the patient can make an informed decision that is the right decisions for her.
References
American College of Obstetrics and Gynecology (2017) Breast Cancer Risk Assessment and Screening in Average-Risk Women. https://www.acog.org/clinical/clinical-guidance/practice-bulletin/articles/2017/07/breast-cancer-risk-assessment-and-screening-in-average-risk-women
U.S. Preventive Services Task Force (USPSTF) (2016, Jan 11) Breast Cancer Screening. https://uspreventiveservicestaskforce.org/uspstf/recommendation/breast-cancer-screening
Sample Answer 3 for NU 629 Week 14 Discussion Preventative Guidelines – One Guideline and Two Scenarios
Thank you for your post this week on preventative guidelines on breast cancer screening. An applicable preventative guideline for the patient, Sally, can include sexually transmitted infection (STI) screening for chlamydia and gonorrhea. Sally’s history reveals she is homeless and has been living in a tent under a bridge for the past year, and is concerned she has an STI. According to Williams and Bryant (2018), STI prevalence among homeless adults ranges from 2.1% to 52.5%, and the most prevalent STI among women is chlamydia and gonorrhea. The United States Preventative Services Task Force (USPSTF) recommends screening for chlamydia and gonorrhea in all sexually active women 24 years or younger and in women 25 years or older who are at increased risk for infection (U.S. Preventative Services Task Force [USPSTF], 2021). Nucleic acid amplification tests (NAATs) are used to screen patients for Chlamydia trachomatis and Neisseria gonorrhoeae because their sensitivity and specificity are high for detecting these infections (USPSTF, 2021). The NAATs can be used on extragenital and urogenital sites such as urine, vaginal, rectal, male urethral, endocervical, and pharyngeal (USPSTF, 2021). Also, the same specimen can be used to test for gonorrhea and chlamydia (USPSTF, 2021). Treatment includes antibiotics and education on prevention (USPSTF, 2021). Additionally, the USPSTF recommends screening for other STIs such as HIV, syphilis, hepatitis C, hepatitis B, and genital herpes (USPSTF, 2021). A link that would be helpful to patient education relating to STIs is https://www.acog.org/womens-health/faqs/how-to-prevent-stis. This link is to the American College of Obstetricians and Gynecologists website, and the information is about all the STIs discussed in this post.
References
U.S. Preventative Services Task Force. (2021). Chlamydia and gonorrhea: Screening. https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/chlamydia-and-gonorrhea-screening
Williams, S. P., & Bryant, K. L. (2018). Sexually transmitted infection prevalence among homeless adults in the United States: A systematic literature review. Sexually Transmitted Diseases, 45(7), 494–504. https://doi.org/10.1097/olq.0000000000000780
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.