Week 6: Systems-Structure and Function
Grand Canyon University Week 6: Systems-Structure and Function-Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University Week 6: Systems-Structure and Function 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 Week 6: Systems-Structure and Function
Whether one passes or fails an academic assignment such as the Grand Canyon University Week 6: Systems-Structure and Function 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 Week 6: Systems-Structure and Function
The introduction for the Grand Canyon University Week 6: Systems-Structure and Function 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 Week 6: Systems-Structure and Function
After the introduction, move into the main part of the Week 6: Systems-Structure and Function 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 Week 6: Systems-Structure and Function
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 Week 6: Systems-Structure and Function
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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In the current context of care, quality service provision is key in addressing the complex changes in disease manifestations. Palumbo, Cosimato and Tommasetti (2017) posit that nursing professionals are required to be well-versed with the dynamics of care to optimize health service delivery. In order to address systems-structure and function for responding to changes in care, I have chosen a family nurse practitioner (FNP) specialty track. My focus will be on improvement of patient education among the populations diagnosed with type 2 diabetes mellitus (T2DM) to provide insight on changes of care for better quality of life. In my regular practice as an FNP, there is an issue of concern about the challenges of self-care for diabetes patients seeking health services at our facility, and this majorly affects those on follow-up visits. Attention has been focused on inadequate education administered to these patients on aspects of self-care. Specific aspects of knowledge of self-care lacking in the patients revolve on issues of lifestyle habits, particularly on dietary choices and physical activity.
The clinical microsystem is impacted when the T2DM patients seek routine care on the management of their condition. The FNP attending to the patients will be required to avail brochures on an aspect of self-care to educate
them on the recommended nutrition changes and physical activity options based on their health status. They will also be informed about the co-morbid conditions of T2DM such as the micro and macrovascular disorders related to poor management of the condition. According to Bailie et al. (2017), the macro system levels is impacted where the facility initiates the establishment of an interdisciplinary team (IDT) to deliberate on matters of patients at risk (PAR) about the negligence of care providers to avail self-care education to patients. On the other hand, the mesosystem levels involve the leadership of the facility and the community to design quality improvement measures to deliberate on patient education by providing necessary training to FNP nurses. These will give evidence-based practice standards on self-care to be implemented at the microsystems during point-of-care provisions.
References
Bailie, R., Bailie, J., Larkins, S., & Broughton, E. (2017). Continuous Quality improvement (CQi)—advancing Understanding of design, application, impact, and Evaluation of CQi approaches. Frontiers in public health, 5, 306.
Palumbo, R., Cosimato, S., & Tommasetti, A. (2017). Dream or reality? A recipe for sustainable and innovative health care ecosystems. The TQM Journal, 29(6), 847-862.