NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children
Walden University NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children 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 NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children
Whether one passes or fails an academic assignment such as the Walden University NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children 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 NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children
The introduction for the Walden University NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children 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 NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children
After the introduction, move into the main part of the NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children 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 NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children
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 NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children
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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Sample Answer for NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children
One of the most prevalent chronic diseases in the US continues to be obesity. The high incidence of obesity continues to pressure the American healthcare system since it significantly contributes to death, morbidity, disability, healthcare utilization, and costs (Anderson et al., 2019). Anthropometric measures and information gathering on a client’s medical history, clinical and biochemical characteristics, dietary habits, current treatments, and food security situation are all included in nutrition assessment. Nutritional status is the body’s state concerning each nutrient and its overall weight and condition, and it plays a significant role in promoting health and preventing and treating disorders.
Rapid and easy identification of individuals who may be malnourished or at risk of malnutrition and require a more thorough nutrition evaluation can be done before a complete nutrition assessment. Checking for bilateral pitting edema, evaluating weight and mid-upper arm circumference (MUAC), and asking about recent illnesses and hunger are all simple nutrition screening techniques. Standardized training is needed for nutrition screening per local and national health regulations. The paper highlights health issues identified in a 5 – year old overweight black boy with overweight parents that are full-time employees.
Relevant Health Issues and Risks
Preschoolers of color (ages 2–5) have slightly higher rates of obesity than white children. Black children, however, have greater obesity prevalence rates by age 6. Lifestyle choices like nutrition, activity level, culture, environment, and parental judgments are all connected to obesity in preschoolers (Anderson et al., 2019). Issues identified in the 5- year -old boy are age, race, family history of obesity, full-time parental employment, and grandparent’s care. A myriad of health issues, including diabetes, heart disease, sleep apnea, stress, anxiety, depression, low self-esteem, eating disorders, hypertension, stroke, asthma, cancer, breathing problems, bone, and joint disorders, gall bladder disease, infertility, eating disorders, dyslipidemia, liver problems, high cholesterol, and sleep issues are all at risk for patients with childhood obesity.
In many high-income countries, paid work has increased in two-parent and lone-parent families during the past few decades. These changes are primarily the result of more mothers entering the workforce. It has been proposed that parental employment, specifically maternal employment, is a risk factor for childhood obesity. Lack of adequate leisure outside of work has been cited as a major mechanism for a relationship between employment and childhood overweight (Fryar et al., 2018). Due to time constraints, it may be challenging to promote a healthy lifestyle, including a balanced diet and regular mealtimes, encouraging kids to participate in physical activity, limiting their screen time, and having kids walk to school rather than be driven.
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Grandparents can have a significant impact on the growth and development of their grandchildren. Parent-child care is associated with a 30% greater incidence of childhood obesity and overweight (Sadruddin et al., 2019). Some believe that “the bigger, the healthier” is still valid. Some grandparents could view a child’s larger weight as a sign of health. As a result, some kids are advised to eat larger portions and more frequently. Some grandparents may give children candy and fried foods as a gesture of love and goodwill. In some cultures, grandparents may even be more willing to excuse kids from completing duties around the house, which is a crucial exercise.
Gathering Further Information
A comprehensive history is vital in the patient’s evaluation. The Pediatric Obesity Algorithm is an evidence-based guide for diagnosing and treating obese children (Fryar et al., 2018). A healthcare provider should gain further information on the diet, activity level, family social history, including the parent’s working hours, birth and developmental history, and parental perceptions of obesity, and screen for any obesity-related complications. Because controlling these behaviors is essential to the success of any weight-management program, it is important to rule out the possibility of food-seeking behavior, bingeing, lack of satiety, purging, night-eating syndrome, and other abnormal feeding patterns.
For diet inventory, the healthcare provider should utilize the 24 – hour recall, food group, and food frequency questionnaire. The history of the breast- or bottle-feeding, the timing of the introduction of complementary foods, parenting techniques, cultural expectations, screen time, mealtime locations, bullying or social exclusion, the family’s willingness and capacity to make changes, and finally, financial constraints are all part of the family and social history. A child’s activity level should also be evaluated, along with the child’s access to secure exercise places and any necessary support for high activity levels. The practitioner must also evaluate non-academic screen time and sedentary time.
Questions posed to the parents and child include: Kindly give me a 24-hour recall of the foods you have taken. How often do you prepare homemade food? What is the estimated time you have with your child outside work? Kindly explain your house plan. What are some of the exercises and play activities that your child takes part in? Can you name some of your child’s friends? Has your child reported bullying or isolation by friends at any time? Do you give the grandmother any instructions on feeding and exercise of the child? Are there other obese family members? Do you think that your child has a weight problem? What are some of the risks the child may suffer from being overweight? What measures have you taken to deal with the issue?
Encouraging Active Parents’ Involvement
Parents serve as powerful role models for children aged 5 to 9 years, so it is highly advised that the family be involved in the care of the child who is obese. There should be a strict limit on non-academic screen time overall (Chai et al., 2019). A reduction in obesity is linked to substituting moderately intense physical activity for screen time. Children in this age range still need between 11 and 14 hours of sleep, preferably all at once, and naps cannot accomplish this during the day due to deficiencies at night. Sleep is still essential. The recommended daily caloric intake for obese children aged 5 to 9 is three meals and one or two wholesome snacks. Three servings of protein, 1-2 servings of dairy, and 4-5 servings of non-starchy vegetables should be consumed daily from each food group. They should not consume any fast food or beverages with added sugar. Children should be encouraged to try different meals, and portion amounts should be age-appropriate.
The parents should be actively involved by reading materials regarding the management of obesity. They may join hands and form support groups with parents dealing with the same issue. A nutrition plan and exercise should be developed in consultation with the nutritionist. The parents should also lose weight to serve as role models to their children in the weight management journey. The grandmother should be informed of the measures so that she can implement them when with the child. The parents should be encouraged to seek more secure jobs that ensure that either parent is available, especially after school. The patient should be encouraged that it is a gradual process that needs patience and consistency.
Conclusion
Childhood obesity is a chronic condition that can cause early comorbidity, mortality, and physical and psychological consequences. Lifestyle choices like nutrition, activity level, culture, environment, and parental judgments are all connected to obesity in preschoolers. Promoting healthy behaviors could help eliminate health disparities and enhance the quality of life. Programs should target young Black children and their families to lower the incidence of obesity. To prevent childhood obesity and overweight, nurses must offer comprehensive, culturally relevant strategies at the community, individual, and family levels.
References
Anderson, P. M., Butcher, K. F., & Schanzenbach, D. W. (2019). Understanding recent trends in childhood obesity in the United States. Economics & Human Biology, 34, 16-25. https://doi.org/10.1016/j.ehb.2019.02.002
Chai, L. K., Collins, C., May, C., Brain, K., Wong See, D., & Burrows, T. (2019). Effectiveness of family-based weight management interventions for children with overweight and obesity: an umbrella review: An umbrella review. JBI Database of Systematic Reviews and Implementation Reports, 17(7), 1341–1427. https://doi.org/10.11124/JBISRIR-2017-003695
Fryar, C. D., Carroll, M. D., & Ogden, C. L. (2018). Prevalence of overweight, obesity, and severe obesity among children and adolescents aged 2–19 years: United States, 1963–1965 through 2015–2016. https://stacks.cdc.gov/view/cdc/58669
Sadruddin, A. F., Ponguta, L. A., Zonderman, A. L., Wiley, K. S., Grimshaw, A., & Panter-Brick, C. (2019). How do grandparents influence child health and development? A systematic review. Social Science & Medicine, 239, 112476. https://doi.org/10.1016/j.socscimed.2019.112476
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Sample Answer 2 for NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children
In nursing practice, diagnostic testing is a frequently regulated activity performed by midwives and nurse practitioners. Patient assessment and screening for further testing require special skills that are crucial in nursing practice. Over the years, several studies have evaluated the effectiveness of assessment and diagnostic tools in the management of medical conditions in both children and adults (Kiiskinen et al., 2020). However, the methodological quality of most of these researches has been poor. As a result, nurses are required to utilize credible and reliable sources to promote the use of the highest quality assessment and diagnostic tools based on available evidence. This discussion illustrates the use and effectiveness of the monospot test for adults based on available evidence from literature sources.
Mononucleosis (Mono) Spot Test
A monospot test is a form of Heterophile antibody blood test used in the assessment and diagnosis of infectious mononucleosis (IM) by determining whether the patient has contracted Epstein-Barr virus (EBV (Stuempfig & Seroy, 2020)). The test is mainly looking for two heterophile antibodies in the patient’s blood, which normally appear during the process of infection or after an infection with EBV causing mononucleosis. The disease is common among late teens and young adults in their 20s (Cai et al., 2021). The test is usually requested for patients with symptoms of mononucleosis such as sore throat, fever, enlarged spleen, fatigue, and tender lymph nodes around the back of the neck. Just like any other blood test, during the monospot test, a sample of blood is collected from the patient and taken to the lab, and placed on a microscopic slide where it is mixed with other substances and observed for clumping (Wang et al., 2021). If the blood clumps, the test is considered positive, confirming the diagnosis of mononucleosis. Negative results would however mean that there are no heterophile antibodies in the patient’s blood, which is common within the first 1 to 2 weeks of infection. the highest number of heterophile antibodies are normally present after 2 to 5 weeks of infection with EBV.
Validity and Reliability of Monospot Test
Previous evidence report optimum sensitivity and specificity displayed by the monospot test supporting its high validity and reliability for use among the adult population. A study conducted by Kiiskinen et al. (2020) revealed that the monospot test is very specific with a sensitivity falling between the range of 70% and 90% in the diagnosis of infectious mononucleosis. The test has only been reported to be weak among the pediatric population, but effective among the adult population. Cai et al. (2021) also found that the monospot test has similar validity to the Paul–Bunnell test, with a specificity of 100% and a sensitivity of 92.9%. The monospot test is thus considered reliable.
However, some cases of false positive results with the use of the monospot test have been reported from other disease processes like herpes simplex virus, rubella, lymphoma, lupus, human immunodeficiency virus, and Cytomegalovirus (Stuempfig & Seroy, 2020). High rates of false negative results have also been reported among patients within the first or second week of infection. The sensitivity rates have been reported to peak at about 6 weeks of presentation of symptoms. In addition to the varying rates of sensitivity, the monospot test has also been reported to be unable to identify cases of heterophile negative infectious mononucleosis (Wang et al., 2021). Despite 90% of cases of infectious mononucleosis being caused by EBV, the remaining cases of heterophile negative infectious mononucleosis will display negative results with the monospot test even though the patient continues to present with symptoms. Serum testing is usually recommended at this point.
Just like any other diagnostic test, clinicians must understand the above limitations associated with the use of the monospot test and appreciate the population in which the test works best. Even though it is an inexpensive and rapid test, significant limitations and concerns especially with its sensitivity must be taken into account. As such, it should only be utilized among adults and children above the age of 4 years (Kiiskinen et al., 2020). The clinician must also ensure that the patient has presented with the symptoms of infectious mononucleosis for not less than 2 weeks. The EBV-specific antibody testing should however be considered for actual confirmation of infectious mononucleosis caused by EBV. Serum testing is recommended for specific causative agents for patients with symptoms of IM but negative for spot tests.
Conclusion
In the assessment and diagnosis of patients, the selection of which screening tool to utilize is crucial. Clinicians are thus encouraged to utilize literature sources for evidence-based diagnostic tools, to promote accurate diagnosis of the patient. As discussed above, the monospot test is recommended for the diagnosis of infectious mononucleosis caused by EBV preferable among adults. The test is however weak among the pediatric population but can be used among children above the age of 4 years. Despite the high validity and reliability of the diagnostic tool, EBV-specific antibody testing is recommended to confirm the diagnosis of infectious mononucleosis caused by EBV.
References
Cai, X., Ebell, M. H., & Haines, L. (2021). Accuracy of Signs, Symptoms, and Hematologic Parameters for the Diagnosis of Infectious Mononucleosis: A Systematic Review and Meta-Analysis. The Journal of the American Board of Family Medicine, 34(6), 1141–1156. https://doi.org/10.3122/jabfm.2021.06.210217
Kiiskinen, S. J., Luomala, O., Häkkinen, T., Lukinmaa-Åberg, S., & Siitonen, A. (2020). Evaluation of the Serological Point-of-Care Testing of Infectious Mononucleosis by Data of External Quality Control Samples. Microbiology Insights, 13. https://doi.org/10.1177/1178636120977481
Stuempfig, N. D., & Seroy, J. (2020). Monospot Test. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK539739/
Wang, E. X., Kussman, A., & Hwang, C. E. (2021). Use of Monospot Testing in the Diagnosis of Infectious Mononucleosis in the Collegiate Student-Athlete Population. Clinical Journal of Sports Medicine, Publish Ahead of Print. https://doi.org/10.1097/jsm.0000000000000996
Sample Answer 3 for NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children
Introduction
Colorectal cancer, often known as colon cancer, is the third most common cancer in men and women. Fortunately, it is detectable and preventable with early screening approaches that may begin as early as age 45. To identify abnormalities in the colon, colonoscopy is the recommended form of colon cancer screening, a sort of imaging examination. The procedure is carried out by introducing a camera-equipped flexible tube into the anus and rectum. Cologuard, a less invasive and more convenient alternative to colonoscopy, has gained popularity. Cologuard’s usage has increased in popularity due to the COVID-19 epidemic, owing to its ease of administration. While the Cologuard screening has some advantages, it also has some disadvantages. A significant worry is its inaccuracy, making it not a substitute for a colonoscopy. This paper will cover the goal of the Cologuard test, how it is administered, the data obtained, and the test’s validity and reliability, among others.
Description of how Cologuard is used in Healthcare
Cologuard is a rectal and colon cancer screening test. Each day, the colon loses cells from its lining. These cells move through the colon with the excrement. Specific genes in cancer cells may have undergone mutations. Cologuard is capable of detecting the changed DNA. The presence of abnormal cells or blood in faces may suggest the presence of cancer or precancerous tumors. Cologuard is designed to identify DNA markers associated with colorectal neoplasia and detect occult hemoglobin in human faces. A positive result might suggest the presence of colorectal cancer (CRC) or advanced adenoma and should be followed up with a diagnostic colonoscopy (Ned et al., 2011). Cologuard may be used by those with 45 years and above also having an average risk of getting colorectal cancer. Cologuard is not a substitute for colonoscopy monitoring or diagnostic colonoscopy in high-risk people. Colon cancer may be detected with Cologuard since the colon’s lining releases cells daily. These cells eventually end up in the feaces. The feaces may also include abnormal cells from a malignant tumor or precancerous polyp and blood from any ruptured blood vessels. Polyps are benign growths on the surface of the colon that have the potential to develop into cancer.
Cologuard’s instructions are straightforward, and the screening process is completed in a matter of minutes. The test should be completed within five days after obtaining the kit. After obtaining the kit, begin by removing all materials except those required for the sample. The sample of the stool should not exceed the size of the liquid bottle contained in the package. Attempting to avoid getting pee on the sample is critical. This may be accomplished by emptying the bladder first and avoiding contaminating the faces sample with toilet paper or other things. The sample should be obtained when a person knows he or she can return the sample within a day of collection (Ned et al., 2011). After that, the huge sample container is inserted into the toilet bracket using the included instructions. A fecal sample must be taken using the large sample container when one is on the toilet. It is important to remove a sample container from the toilet mount after collecting it, then set it on a flat surface. Place the scraped sample in a small test tube. Before labeling and sealing the tiny and big sample containers, apply the preservative to the larger container. Before delivering the sample to the lab, be sure to follow the included packing instructions to the letter. Cologuard is a stool test that detects DNA and hemoglobin (blood) produced by these aberrant cells.
Validity and Reliability Cologuard Test
Cologuard is a test intended to identify cancer, not prevent it (JAMA , 2014). Cologuard detects just 42% of big polyps, while a colonoscopy detects 95% of large polyps. When polyps are discovered during a colonoscopy, they are simultaneously removed. If polyps are found using Cologuard, they must be removed by colonoscopy. Cologuard cannot identify the majority of big precancerous polyps. This may give patients the erroneous impression that they avoid colon cancer by getting the Cologuard test. In a nutshell, there is no genuine substitute for a colonoscopy. Due to its astounding success rate in diagnosing colorectal cancer early on, the illness has become one of the most preventable types of cancer (Imperiale et al., 2014). While alternative tests, such as Cologuard, are available and may have some advantages, such as little preparation and invasiveness, the findings are less trustworthy. Individuals with abnormal results will still need a colonoscopy for confirmation.
Cologuard testing has several downsides, most notably accuracy, particularly when compared to a colonoscopy. Cologuard has an overall sensitivity of 95.2 percent for colon cancer (Exact Sciences, 2022). Additional studies revealed a sensitivity of 57.2 percent for all advanced precancerous lesions and 83.3 percent for high-grade dysplasia. Colonoscopy detects precancerous lesions and polyps more accurately than stool sample testing, according to Li (2018). Physicians prefer to send patients for colonoscopies rather than a stool test since false positives are more common. The major purpose of screening tests is to rule out illnesses like cancer; therefore, sensitivity is a critical consideration. Imperiale et al. (2014) argue that with an 87 percent overall specificity, the DNA test’s sensitivity for advanced precancerous lesions was half that of colorectal cancer.
References
Exact Sciences, (2022). Exact Sciences presents data showing improved accuracy of second-generation Cologuard® test and progress toward an even better colorectal cancer screening solution for patients. https://www.exactsciences.com/newsroom/exact-sciences-presents-data-showing-improved-accuracy-of-second-generation-cologuard-test
Imperiale, T. F., Ransohoff, D. F., Itzkowitz, S. H., Levin, T. R., Lavin, P., Lidgard, G. P., Ahlquist, D. A., & Berger, B. M. (2014). Multitarget stool DNA testing for colorectal-cancer screening. New England Journal of Medicine, 370(14), 1287–1297.
Li, D. (2018). Recent advances in colorectal cancer screening. Chronic Diseases and Translational Medicine, 4(03), 139–147.
Ned, R. M., Melillo, S., & Marrone, M. (2011). Fecal DNA testing for colorectal cancer screening: The ColoSureTM test. PLoS Currents, 3.
A Stool DNA Test (Cologuard) for Colorectal Cancer Screening. (2014). JAMA: The Journal of the American Medical Association, 312(23), 2566. https://doi.org/10.1001/jama.2014.15746
Sample Answer 4 for NURS 6512 Assessment Tools and Diagnostic Tests in Adults and Children
Assessment tests and tools play an important role in the diagnosis of various diseases conditions in both adults and children. In adults, the role of protein-specific antigen test vis-à-vis the diagnosis of prostate cancer cannot be underestimated. According to statistics, prostate cancer afflicts more people from the age of 65 and above in the United States (Adhyam & Gupta, 2012). Further, genetics play a role in the prevalence of the disease as more African-Americans have been found with the condition compared to their white counterparts whereas family history also predisposes men to it. Given that prostate cancer can advance either slowly or rapidly, screening plays an important role in its management. The purpose of this paper therefore is to examine the prostate-specific antigen test from the provided list of tools.
Description of the Tool
Prostate cancer is primarily screened through a blood-test referred to as the prostate-specific antigen-test (PSA). PSA is thus the biomarker for prostate cancer and is actually a protein produced by both malignant and non-malignant tissues in the affected region. The PSA test works through drawing of blood from a patient’s artery or vein, which will be sent to the laboratory for examination (Adhyam & Gupta, 2012). If the level of the PSA in the blood sample is more than 4 mg/ml, then cancer could be diagnosed. However, the utilization of this PSA level is still shrouded in controversy since such results may also indicate the presence of other diseases such as inflamed or enlarged prostate. Thus, in order to truly conclude the presence of prostate cancer, additional tests such as biopsy, ultrasound, prostate exams and even the recent multiparametric-prostate-magnetic resonance imagining (MP-MRI) become necessary (Stamatakis & Pinto, 2014).
PSA Test’s Validity, Reliability, Sensitivities, and Predictive Values
The validity of the PSA Test for screening cancer patients has always been a subject of discussion. Whereas the test is valid when it comes to cancer screening, particularly in early stages, its overall validity does not inspire confidence since its effect on mortality has not been determined (Leal, Welton, & Martin, 2018). Further, the PSA test’s reliability has also been called into question. Whereas the tool can detect abnormal levels of PSA in the blood, it does not offer an accurate diagnostic information concerning the state of one’s prostate. Thus, one needs to adopt the usage of other tests in order to achieve this objective. Also, it is not useful in screening early stages of this cancer as mentioned above without proving useful for late stage prostate cancer.
Moreover, the usage of PSA test has been characterized by diametrically different opinions from doctors and studies. For instance, while the tool has provided early detection of prostate cancer, its usefulness as regards saving lives has no clear cut answer. Also, the existence of the PSA levels of more than 4mg/ml has generated controversy in the scientific circles as it does not necessarily appear as a biomarker for prostate cancer (Laine, 2012). Recommendations have also been made to use the upper range of values of normal when it comes to PSA for older adults. However, this only serves to reduce the sensitivity of the PSA tool for older adults’ prostate screening. Therefore, whereas the PSA cut off 4 ng/mL has expressed low sensitivities in studies, its specificity has increased as incidences of false positive tests are almost negligible.
References
Adhyam, M., & Gupta, A. K. (2012). A Review on the Clinical Utility of PSA in Cancer Prostate. Indian journal of surgical oncology, 3(2), 120-9.
Laine, C. (2012). High-value testing begins with a few simple questions. Annals of Internal Medicine, 156(2), 162–163. Retrieved from the Walden Library databases.
Leal, J., Welton, N., & Martin, R. (2018). Estimating the sensitivity of a prostate cancer screening programme for different PSA cut-off levels: A uk case study. Cancer Epidemiology, 52, 99-105.
Stamatakis, L., & Pinto, P. A. (2014). Diagnostic value of biparametric magnetic resonance imaging (MRI) as an adjunct to prostate-specific antigen (PSA)-based detection of prostate cancer in men without prior biopsies. BJU International, 115(3), 381-388. doi:10.1111/bju.12639
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Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to
I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.
Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.
If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.
Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.
Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.
I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!
Hi Class,
Please read through the following information on writing a Discussion question response and participation posts.
Contact me if you have any questions.
Important information on Writing a Discussion Question
- Your response needs to be a minimum of 150 words (not including your list of references)
- There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
- Include in-text citations in your response
- Do not include quotes—instead summarize and paraphrase the information
- Follow APA-7th edition
- Points will be deducted if the above is not followed
Participation –replies to your classmates or instructor
- A minimum of 6 responses per week, on at least 3 days of the week.
- Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
- Each response needs to be at least 75 words in length (does not include your list of references)
- Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
- Follow APA 7th edition
- Points will be deducted if the above is not followed
- Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
- Here are some helpful links
- Student paper example
- Citing Sources
- The Writing Center is a great resource