NRS 429 Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)

Grand Canyon University NRS 429 Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 429 Compare and contrast the three different levels of health promotion (primary, secondary, tertiary) 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 NRS 429 Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)                            

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 429 Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)  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 NRS 429 Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)                          

The introduction for the Grand Canyon University NRS 429 Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)  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 NRS 429 Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)                          

After the introduction, move into the main part of the NRS 429 Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)  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 NRS 429 Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)                          

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 NRS 429 Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)                            

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 NRS 429 Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)

Re: Topic 3 DQ 2

Throughout the stages of disease development, there is a need for clinicians to develop effective strategies to help in addressing these developmental stages to prevent the diseases from progressing to more advanced stages. This is essential in helping to reverse ill patients to an optimal level of wellness ensuring that they enjoy a good quality of life. To help in achieving this, three levels of health promotion have been developed targeting the various stages of disease development thereby helping to meet the healthcare needs of patients at these stages. The first level of health promotion is the primary level, which focuses on disease prevention strategies such as healthy eating (Kisling & Das, 2020). During the primary level of health promotion, clinicians are obligated to assess their patients for the risk factors that may contribute to the development of a particular disease and help these patients to develop strategies for addressing these factors to prevent the development of the identified disease. The next level of health promotion is the secondary level. The secondary level of health promotion follows the development of a particular disease and therefore focuses on helping clinicians in the early diagnosis and treatment of the disease to improve the quality of life of the affected patients.

The final level of health promotion is the tertiary level (Kisling & Das, 2020). During this level of health promotion, clinicians focus on linking their patients with rehabilitative services such as physical therapy to help reduce the effects of a particular disease and restore the patients to optimal levels of functioning. Notably, these levels of health promotion and disease prevention are essential in determining the educational needs of the patients (Wittink & Oosterhaven). As aforementioned, these levels target the various stages of disease development and therefore group patients into three categories to include those at risk of developing a disease, those in need of diagnostic screening and treatment, and those in need of rehabilitative services. Through these groupings, clinicians can understand the educational needs of their patients and develop strategies to facilitate effective health promotion.

References

Kisling, L. A., & Das, J. M. (2020). Prevention strategies. StatPearls [Internet]. https://www.ncbi.nlm.nih.gov/books/NBK537222/

Wittink, H., & Oosterhaven, J. (2018). Patient education and health literacy. Musculoskeletal Science and Practice, 38, 120-127. https://www.sciencedirect.com/science/article/abs/pii/S2468781218302182

Sample Answer 2 for NRS 429 Compare and contrast the three different levels of health promotion (primary, secondary, tertiary)

In health promotion there are three levels of prevention to help determine educational needs for the patient. After assessing and concluding what level of health the individual is currently within a primary, secondary or tertiary strategy for health promotion can occur.

Primary prevention focuses on health promotion or interventions an individual can make to avoid or protect against the development of disease or prevent contraction of illness. This level of prevention is actively or passively engaged, and participation aids in the avoidance of disease. Some examples would be flu vaccinations or by promoting public health strategies to enable individuals to make informed choices regarding a healthier lifestyle (Faulkner et al, 2022).

Secondary prevention refers to early detection and treatment of disease process to deter progression of irreversible damage or to stop the onset of more serious symptoms from occurring (Faulkner et al, 2022). Health screenings, early diagnosis and treatment enable the prevention of further complications to occur. A “pap smear is a form of secondary prevention aimed to diagnosis cervical cancer in its subclinical state before progression” (Kisling et al, 2022). The goal in secondary prevention is to prevent progression or comorbidities from occurring.

Tertiary prevention strategies are used when the presence of disease is current and permanent aiming to provide a better quality of life (Faulkner et al, 2022). This level of prevention is done by managing long-term, often complex health problems or injuries to improve functioning abilities or life expectancy. Some examples of this would be cardiac or stroke rehabilitation programs, chronic disease management or support groups.

Overall, the main difference between primary, secondary, and tertiary is the existence or non-existence of disease or illness. Primary protects, while secondary interventions prevent progression and lastly tertiary aims to reduce, manage or support present lasting damage due to illness or injury. Each play an important role and are crucial for the healthcare professional to identify in order to properly educate and intervene allowing for optimal client care outcomes.

Faulkner, A. (2018). Health Promotion in Nursing Care. Grand Canyon University. Retrieved May 12, 2023, from https://bibliu.com/app/#/view/books/1000000000585/epub/Chapter2.html#pp35-37

Kisling, L. A., & M Das, J. (2022). Prevention Strategies. In StatPearls. StatPearls Publishing.https://pubmed.ncbi.nlm.nih.gov/30725907/

NRS 429 TOPIC 4 DQ 1

Navigating the cultural and religious needs of the patients can sometimes be difficult. Nurses, as healthcare providers, interact with patients from different religious and cultural cycles. Understanding the needs vary from one group to another, they must be equipped to collect cultural information from patients in order to serve them appropriately. One of the techniques used is the interview (Cultural & Training, 2015). During the interview, nurses can ask their clients relevant information about their cultural values and identities. Secondly, nurses can also observe cultural values and practices cherished by the patients. In this regard, they set the patients free to exercise what their conscience tells them to do.  

Fundamentally, cultural competencies are essential in nursing practice. These competencies enable nurses to handle patients from different cultural groups effectively. Additionally, they are able to address the emerging cultural conflicts that are likely to affect treatment outcome negatively.  For example, some cultural groups do not support blood transfusion. However, blood transfusion is essential especially when the patients’ blood components are extremely low. Therefore, under such a scenario, cultural competencies will help nurse practitioners to negotiate with the patients and inform them of the importance of the procedure rather than judging and condemning them (Shen, 2015). Additionally, competencies promote the practice of holistic nursing. 

Nurses demonstrate cultural competencies by respecting and appreciating cultural diversity in their workplace environment. Additionally, they can do so by being curious to learn about the patients’ cultural values so that they are equipped to handle them accordingly (Clark, Raffray, Hendricks, & Gagnon, 2016). Furthermore, they are able to negotiate with the patients on the possible conflicting information on the treatment plan and programs so that a mutual agreement is reached for effective health care delivery and improved patients treatment outcomes.  

References 

Clark, M., Raffray, M., Hendricks, K., & Gagnon, A. J. (2016). Global and public health core competencies for nursing education: a systematic review of essential competencies. Nurse education today, 40, 173-180. 

Cultural, C., & Training, C. (2015, May). Cultural competency in nursing research. In Oncology nursing forum, 42, (3), 305. 

Shen, Z. (2015). Cultural competence models and cultural competence assessment instruments in nursing: a literature review. Journal of Transcultural Nursing, 26(3), 308-321.