NURS 8502 Week 2 Discussion Discuss Gaps in Practice

Walden University NURS 8502 Week 2 Discussion Discuss Gaps in Practice-Step-By-Step Guide

This guide will demonstrate how to complete the Walden University NURS 8502 Week 2 Discussion Discuss Gaps in Practice 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 8502 Week 2 Discussion Discuss Gaps in Practice                           

Whether one passes or fails an academic assignment such as the Walden University NURS 8502 Week 2 Discussion Discuss Gaps in Practice 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 8502 Week 2 Discussion Discuss Gaps in Practice                         

The introduction for the Walden University NURS 8502 Week 2 Discussion Discuss Gaps in Practice 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 8502 Week 2 Discussion Discuss Gaps in Practice                         

After the introduction, move into the main part of the NURS 8502 Week 2 Discussion Discuss Gaps in Practice 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 8502 Week 2 Discussion Discuss Gaps in Practice                         

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 8502 Week 2 Discussion Discuss Gaps in Practice                           

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 8502 Week 2 Discussion Discuss Gaps in Practice 

Practice Focused Issue

Health literacy (HL) refers to a person’s ability to receive, process, and comprehend fundamental health information and services in order to make informed health decisions. The skills related to HL are grouped under three main categories of functional (basic numeracy, skills to read, write and gather health-related information in health care milieu), interactive (higher cognitive skills to gather, comprehend and apply the necessary information to changing contexts to make effective decisions), and critical HL (skills to analyze and make use of the information to improve health) (Asharani et al., 2021). In order to establish optimal glycemic control, patients must have adequate health literacy in order to monitor their caloric and carbohydrate consumption as well as their blood glucose levels (Mann et al., 2019).  According to Mann et al., 2019, more than 34.2 million Americans have diabetes, and an additional 88 million adults have prediabetes, a condition that puts them at risk for type 2 diabetes. Heart disease, renal failure, and blindness are among the major complications of diabetes. In 2017, the entire projected cost of diagnosed diabetes in medical bills and lost productivity was $327 billion (Mann et al., 2017). At the practicum site, the issue is that the length of stay for patients admitted with the diabetes diagnostic related grouping (DRG), is greater than the national benchmark average. Diabetic patients are coming to the clinic with uncontrolled glucose levels.

Assessment of Current Practice

In order to address the difficulties related to a local unit as well as the global concerns that affect certain care service lines or patient groups, quality improvement work in health care involves various components (Agency for Healthcare Research and Quality, 2017). These different components work together to provide the essential synergy in order to improve care and patient outcomes. Within the practicum site, there are six diabetes educators. The educators primarily educate in the outpatient setting however they are utilized in the inpatient setting for newly diagnosed diabetic patients and when consulted by the endocrine team. According to the diabetes educator’s nursing manager, currently, the diabetes educators do not utilize a health literacy screening tool prior to teaching diabetic patients. The manager was very interested in collaborating with the learner to educate the educators on health literacy and explore the idea of incorporating a health literacy screening tool into practice. Low health literacy, which is primarily defined as health-related reading and numeracy abilities (i.e., functional health literacy), is increasingly linked to negative health outcomes, including early death (Friis et al., 2020). The practice focus question would be exploring if educating diabetes educators on health literacy would enhance diabetes management compliance in patients. Proper diabetes management would decrease readmissions and decrease the length of stay in patients with diabetes. The practice project for this course would focus on educating the diabetes educators on health literacy and explore the use of implementing an evidence-based screening tool. According to Stannard (2021), once an issue has been identified, it is necessary to establish if all five steps of evidence-based practice will be implicated to address the problem. It is unknown at this time if other organizations assess health literacy levels prior to educating diabetic patients. Low HL has been associated with extended hospital admissions, medication mistakes, and poor chronic illness management (Vellar et al., 2017). Consumers are in danger if health organizations do not invest in a coordinated approach to addressing HL. The learner will conduct a literature search to gather information on common practices prior to teaching a diabetic patient within healthcare organizations.

Conclusion

Patients are becoming more involved in health care, with the ultimate goal of patients being able to better manage their own health. This necessitates an understanding of the health-related abilities that patients require in order to manage information and actively participate in their health. It is vital for diabetes educators to understand the health-related competencies that an individual diabetic patient needs prior to teaching. A variety of teaching methods can be utilized to meet the health literacy level of diabetic patients. Organizations should have a process in place to assess for health literacy prior to teaching on health information.

References

Agency for Healthcare Research and Quality. (2017). Action plan for translating research into practice: Gap analysis and tests of change: Facilitator guide. https://www.ahrq.gov/hai/tools/mvp/modules/cusp/action-plan-trip-fac-guide.html

Asharani, P. V., Lau, J. H., Roystonn, K., Devi, F., Peizhi, W., Shafie, S., Chang, S., Jeyagurunathan, A., Yiang, C. B., Abdin, E., Vaingankar, J. A., Sum, C. F., Lee, E. S., Dam, R. V., Chong, S. A., & Subramaniam, M. (2021). Health Literacy and Diabetes Knowledge: A Nationwide Survey in a Multi-Ethnic Population. International Journal of Environmental Research and Public Health, 18(17). https://doi.org/10.3390/ijerph18179316

Friis, K., Aaby, A., Lasgaard, M., Pedersen, M. H., Osborne, R. H., & Maindal, H. T. (2020). Low Health Literacy and Mortality in Individuals with Cardiovascular Disease, Chronic Obstructive Pulmonary Disease, Diabetes, and Mental Illness: A 6-Year Population-Based Follow-Up Study. International Journal of Environmental Research and Public Health, 17(24). https://doi.org/10.3390/ijerph17249399

Mann, B. K., De Ycaza Singh, S. A., Dabas, R., Davoudi, S., & Osvath, J. (2019). Evaluation of Effects of Health Literacy, Numeracy Skills, and English Proficiency on Health Outcomes in the Population of People With Diabetes in East Harlem. Clinical Diabetes, 37(2), 172–179. https://doi.org/10.2337/cd18-0068

Stannard, D. (2021). Problem identification: The first step in evidence-based practice: The official voice of perioperative nursing. AORN Journal, 113(4), 377-378. doi:http://dx.doi.org/10.1002/aorn.13359

Vellar, L., Mastroianni, F., & Lambert, K. (2017). Embedding health literacy into health systems: a case study of a regional health service. Australian Health Review, 41(6), 621–625. https://doi.org/10.1071/AH16109

Sample Answer 2 for NURS 8502 Week 2 Discussion Discuss Gaps in Practice 

This is insightful. People’s capacity to absorb, analyze, and grasp basic health information in order to make educated health choices is referred to as health literacy (Agency for Healthcare Research and Quality, 2017). Health literacy is critical to being able to navigate the complex healthcare system and make informed decisions about one’s health. Unfortunately, many people do not have adequate health literacy skills, which can lead to poor health outcomes. This is especially true for those who are socioeconomically disadvantaged or have low levels of education. Diabetes management is one of the healthcare issue that require high health literacy level for both patients and healthcare professionals (Marciano et al., 2019). Patients need to get educated on different healthcare issues such as diabetes to ensure efficiency in diabetes management and effective patient outcomes. Health literacy is always involved in the quality improvement processes. People with low health literacy are less likely to seek preventive care, more likely to experience adverse drug events, and more likely to be hospitalized (Quartuccio, et al., 2018). They also tend to have poorer overall health outcomes and higher rates of mortality.

References

Agency for Healthcare Research and Quality. (2017). Action plan for translating research into practice: Gap analysis and tests of change: Facilitator guide. https://www.ahrq.gov/hai/tools/mvp/modules/cusp/action-plan-trip-fac-guide.html

Marciano, L., Camerini, A. L., & Schulz, P. J. (2019). The role of health literacy in diabetes knowledge, self-care, and glycemic control: a meta-analysis. Journal of general internal medicine, 34(6), 1007-1017. https://link.springer.com/article/10.1007/s11606-019-04832-y

Quartuccio, M., Simonsick, E. M., Langan, S., Harris, T., Sudore, R. L., Thorpe, R., … & Kalyani, R. R. (2018). The relationship of health literacy to diabetes status differs by sex in older adults. Journal of Diabetes and its Complications, 32(4), 368-372. https://doi.org/10.1016/j.jdiacomp.2017.10.012