NR 511 Week 3 Assignment SNAPPS Presentation
Chamberlain University NR 511 Week 3 Assignment SNAPPS Presentation-Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR 511 Week 3 Assignment SNAPPS Presentation 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 NR 511 Week 3 Assignment SNAPPS Presentation
Whether one passes or fails an academic assignment such as the Chamberlain University NR 511 Week 3 Assignment SNAPPS Presentation 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 NR 511 Week 3 Assignment SNAPPS Presentation
The introduction for the Chamberlain University NR 511 Week 3 Assignment SNAPPS Presentation 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.
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How to Write the Body for NR 511 Week 3 Assignment SNAPPS Presentation
After the introduction, move into the main part of the NR 511 Week 3 Assignment SNAPPS Presentation 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 NR 511 Week 3 Assignment SNAPPS Presentation
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 NR 511 Week 3 Assignment SNAPPS Presentation
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 NR 511 Week 3 Assignment SNAPPS Presentation
What is the self-directed learning issue that was identified in your oral presentation for NR 511 Week 3 Assignment SNAPPS Presentation?
| What are some non-hygiene and other related causes of cystitis and how might they be avoided or treated? |
Research the self-directed learning issue and provide a summary of your findings which is fully supported by appropriate, scholarly, EBM references.
| Cystitis is an inflammatory condition of the bladder, commonly caused by bacterial infection. Self-directed learning on cystitis involves understanding its symptoms, risk factors, and preventive measures. Scholarly sources emphasize the importance of awareness regarding the impact of bacterial invasion in the urinary tract, predominantly by Escherichia coli (Clemens et al., 2021). The purpose of this assignment is to explore non-hygiene causes of cystitis, offering insights into their avoidance and treatment, contributing to a comprehensive understanding of urinary tract health. Additionally, self-directed learners delve into the anatomy and physiology of the urinary system, exploring how bacterial adherence to uroepithelial cells initiates infection. Treatment options such as antibiotics and the role of immunization against recurrent urinary tract infections are explored in-depth (Nicolle et al., 2019). This self-directed exploration enhances knowledge on the multifaceted aspects of cystitis, facilitating a more informed approach to personal health. The self-directed learning issue identified in the oral presentation on cystitis revolves around the limited awareness and understanding among individuals regarding non-hygiene-related causes of cystitis (Lee et al., 2020). While many are familiar with the hygiene-related causes, such as improper wiping or urinary tract infections resulting from bacterial contamination, there is a notable lack of knowledge regarding alternative factors contributing to cystitis. This learning issue is particularly significant because it hinders individuals from adopting comprehensive preventive measures and seeking appropriate treatment. Participants in the presentation expressed surprise upon learning about non-hygiene-related causes, indicating a gap in their self-directed learning. The issue is compounded by the fact that misconceptions about cystitis primarily being linked to poor hygiene may lead to delayed diagnosis and inappropriate management. To address this learning gap, the oral presentation emphasized the importance of expanding one’s knowledge beyond conventional hygiene-related aspects of cystitis. The session incorporated insights from scholarly sources that highlighted additional factors like sexual activity, contraceptive methods, and underlying medical conditions contributing to cystitis (Nicolle et al., 2019). By recognizing these factors, individuals can make informed decisions to reduce their risk of cystitis and seek timely medical advice when necessary. Bridging this knowledge gap is crucial for empowering individuals to make informed choices for preventive care and prompt management of cystitis. Non-hygiene and other related causes of cystitis can extend beyond the commonly associated hygiene factors. While poor personal hygiene, improper wiping techniques, and the use of irritating feminine products can contribute to cystitis, there are additional factors to consider (Anger et al., 2019). Sexual activity, particularly in women, can introduce bacteria into the urethra, increasing the risk of cystitis. To minimize this risk, it’s advised to urinate before and after sexual intercourse. Dehydration is another non-hygiene factor that may contribute to cystitis. Insufficient water intake can lead to concentrated urine, providing a favorable environment for bacterial growth. Staying well-hydrated helps flush out bacteria from the urinary tract (Čonka et al., 2019). Certain medical conditions, such as diabetes, can compromise the immune system and contribute to an increased susceptibility to urinary tract infections, including cystitis. Managing underlying health conditions is crucial to reducing the risk of recurrent infections. In addition, the use of certain contraceptives, such as diaphragms or spermicides, can contribute to cystitis. Exploring alternative contraceptive methods with healthcare professionals may be advisable for individuals prone to urinary tract infections. Moreover, holding in urine for extended periods can allow bacteria to multiply in the bladder, leading to cystitis. It’s essential to maintain regular and timely voiding habits to prevent bacterial overgrowth. Lastly, wearing tight or synthetic underwear and using irritating bath products may also irritate the urethra and contribute to cystitis (Descazeaud et al., 2022). Opting for breathable cotton underwear and mild, fragrance-free hygiene products can help reduce irritation. ConclusionTo conclude NR 511 Week 3 Assignment SNAPPS Presentation, recognizing factors such as dehydration, sexual activity, underlying medical conditions, and certain lifestyle choices, individuals can adopt preventive measures. This holistic approach, encompassing hydration, safe practices, and medical management, contributes to reducing the incidence of cystitis. Empowering individuals with this knowledge fosters proactive healthcare practices, emphasizing the importance of a multifaceted approach to maintain a healthy urinary tract. |
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REFERENCES
Anger, J., Lee, U., Ackerman, A. L., Chou, R., Chughtai, B., Clemens, J. Q., Hickling, D., Kapoor, A., Kenton, K. S., Kaufman, M. R., Rondanina, M. A., Stapleton, A., Stothers, L., & Chai, T. C. (2019). Recurrent Uncomplicated Urinary Tract Infections in Women: AUA/CUA/SUFU Guideline. The Journal of urology, 202(2), 282–289. https://doi.org/10.1097/JU.0000000000000296
Clemens, J. Q., Erickson, D. R., Varela, N. P., & Lai, H. H. (2022). Diagnosis and Treatment of Interstitial Cystitis/Bladder Pain Syndrome. The Journal of urology, 208(1), 34–42. https://doi.org/10.1097/JU.0000000000002756
Čonka, J., Melišková, V., Gardlík, R., Hodosy, J., Celec, P., & Tóthová, Ľ. (2019). Beneficial effect of sugar-sweetened beverages on the risk of urinary tract infections. Medical hypotheses, 127, 84–87. https://doi.org/10.1016/j.mehy.2019.04.002
Descazeaud, C., Cuvelier, G., Descazeaud, A., Gestin, B., Rivet, A., & Saïdani, N. (2022). Evaluation of hymenal adhesions resection in the treatment of recurrent post-coital cystitis. Progres en urologie : journal de l’Association francaise d’urologie et de la Societe francaise d’urologie, 32(17), 1490–1497. https://doi.org/10.1016/j.purol.2022.09.014
Lee, S., Kim, D. H., & Chae, S. M. (2020). Self-directed learning and professional values of nursing students. Nurse education in practice, 42, 102647. https://doi.org/10.1016/j.nepr.2019.102647
Nicolle, L. E., Gupta, K., Bradley, S. F., Colgan, R., DeMuri, G. P., Drekonja, D., Eckert, L. O., Geerlings, S. E., Köves, B., Hooton, T. M., Juthani-Mehta, M., Knight, S. L., Saint, S., Schaeffer, A. J., Trautner, B., Wullt, B., & Siemieniuk, R. (2019). Clinical Practice Guideline for the Management of Asymptomatic Bacteriuria: 2019 Update by the Infectious Diseases Society of America. Clinical infectious diseases: an official publication of the Infectious Diseases Society of America, 68(10), e83–e110. https://doi.org/10.1093/cid/ciy1121