NR 601 Primary Care of the Maturing and Aged Family Practicum 

Chamberlain University NR 601 Primary Care of the Maturing and Aged Family Practicum– Step-By-Step Guide

This guide will demonstrate how to complete the Chamberlain University  NR 601 Primary Care of the Maturing and Aged Family Practicum  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 601 Primary Care of the Maturing and Aged Family Practicum                        

Whether one passes or fails an academic assignment such as the Chamberlain University  NR 601 Primary Care of the Maturing and Aged Family Practicum       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 601 Primary Care of the Maturing and Aged Family Practicum                        

The introduction for the Chamberlain University  NR 601 Primary Care of the Maturing and Aged Family Practicum 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 NR 601 Primary Care of the Maturing and Aged Family Practicum                        

After the introduction, move into the main part of the NR 601 Primary Care of the Maturing and Aged Family Practicum  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 601 Primary Care of the Maturing and Aged Family Practicum                        

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 601 Primary Care of the Maturing and Aged Family Practicum                        

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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Greetings and welcome to NR601, Primary Care of the Maturing and Aged Family Practicum. This course is designed to provide you with the fundamental knowledge needed to care for middle-aged and aging adults. Emphasis will be placed on utilizing clinical judgment to diagnose older adult clients and incorporating evidence-based guidelines into treatment plans. You will continue to develop history-taking and physical examination skills and expand diagnostic reasoning as you apply your learning to clinical practice in your practicum setting.

Many students struggle to keep up with the balance of work, the demands of school, and family commitments as they continue with practicum experiences. You may need to make some adjustments to succeed. It is STRONGLY recommended that you either reduce your work hours or stop working during your clinical courses. Give yourself plenty of time to interact with lesson content, complete the weekly readings, engage with the assigned iHuman virtual client encounters and collaborative discussions, and study for exams.

Tips to be Successful in NR 601

Welcome to NR 601! In this second clinical course our focus is on the maturing and aged family. The underlining focus is evidence based practice (EBP), all work is cited to a scholarly source, ideally a national guideline. Below you will find a few general course tips.

Course Content

• The course syllabus includes assignment deadline dates. It is recommended that you add these assignments to your calendar and set reminders for yourself so you don’t miss a deadline. Weekly discussions, quizzes and exams close at the end of the week and if missed cannot be extended.
• Each module addresses specific topics as noted in the syllabus. Each week it is recommended that you review all provided content. This content can be tested in the weekly quizzes or exams.
• The Week at a Glance section highlights the weekly topics, course objectives, weekly objectives and includes reminders on any upcoming assignments or exams due that week.
• Within the Summary and Planning Ahead section, the Key Points section provides a brief summary of the weekly content. Planning ahead provides information on upcoming topics, assignments and tests.

Exams

 In preparation for our quizzes and exams for this session, please mark your calendars and plan accordingly for your exams.

1. Ensure that you have a reliable and uninterrupted Internet service
2. Allow enough time to complete the exam in the time allotted; If you start the exam at 11:30 PM, you will only have 29 minutes to complete the exam. Do not Procrastinate… set aside the time for each quiz or exam so that you will be granted the entire time allotted.

There are no makeup exams in this course. If you miss the deadline, or “forget” to take the exam, you will earn a “zero” for that quiz or exam. Please allow enough time to log in and correct any technical issues well before the deadline of the exam or quiz.

Course Description

This course continues to expand the knowledge of health-assessment principles specific to the role of the FNP, with a focus on the common health problems and healthcare needs of the middle-aged and older adult and family. The student will explore, analyze, apply, and evaluate chronic health conditions frequently encountered in the primary care of older adults. Students will further develop their skills related to patient education, protocol development, follow-up, and referral through a clinical practicum experience in a precepted primary-care setting.

Course Outcomes

Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.

Upon completion of this course, the student will be able to do the following.

CO: 1

Employ appropriate health promotion guidelines and disease prevention strategies in the management of mature and aging individuals and families. (PO 5)

Week(s): 1, 2, 3 ,4, 5, 6, 8

CO: 2

Formulate appropriate diagnoses and evidence-based management plans for mature and aging individuals and families. (PO 5)

Week(s): 2, 3, 4, 5, 6, 7, 8

CO: 3

Incorporate cultural preferences, values, and health beliefs in the care of mature and aging individuals and families. (PO 5)

Week(s): 2, 3, 4, 5, 6, 7, 8

CO: 4

Integrate theory and evidence-based practice in the care of mature and aging individuals and their families. (PO 5)

Week(s): 1, 2, 3 ,4, 5, 6, 8

CO: 5

Assess and manage risk factors for common conditions prevalent in mature and aging individuals and families. (PO 5)

Week(s): 1, 2, 3, 4, 5, 6, 7, 8

CO: 6

Conduct pharmacologic assessment addressing polypharmacy, drug interactions and other adverse events in the care of mature and aging individuals and their families. (PO 5)

Week(s): 1, 2, 3, 4, 5, 6, 8

CO: 7

Apply appropriate evidence-based screening tools in the functional assessments of mature and aging individuals and their families. (PO 5)

Week(s): 1, 3, 6, 7, 8

Assignment Summary

Update on Practicum Process at Chamberlain

We know practicum courses are a crucial step in your degree progression and we want to personally assure you that processing your application and timely responses are a top priority for us. To expedite our progress in improving the practicum process, more specialists have been added to our Experiential Learning Team, and additional advising support resources will be available.

Additional Practicum Support
While our Experiential Learning Specialist team (ELS) – formally known as Experiential Learning Coordinator (ELC) – works diligently to review and process practicum applications, follow up with clinical sites, and address compliance requirements, we are collaborating with our Academic Support Advising (ASA) team who will be available to assist you with general practicum inquiries. When calling 888.556.8226 and selecting option 4, you will automatically be routed to an ASA.  You can also reach them by pressing 3 or by submitting a case through your My Chamberlain PortalLinks to an external site..  

Practicum Application Updates

For the most up-to-date information on your practicum application, log in to your My Chamberlain student portal Links to an external site. and select Practicum in the left navigation menu under Resources.

Practicum Lifespan Requirements (MSN FNP Only)

Lifespan experience is a practicum requirement for the MSN FNP program and to sit for national board certification. Lifespan experience requires evidence of care for all age groups, through approved clinical logs, including care for patients in each of the four pediatric age groups: <1, 1-4, 5-11, and 12-17 years old, for a total of 125 hours. Failure to meet the experience and hour requirements for the program could delay graduation and result in a course failure in NR667. The FNP program will not be successfully completed unless this requirement is met. Requests for exclusive primary care pediatric practicum experiences can be for NR602, NR603, or NR667 for one session (125 hours). Students may gain pediatric exposure at Family Medicine or Internal Medicine sites starting in NR511.  

Please refer to the Student Resource Center, select NP, then FNP to access the FNP Practicum Handbook and Guide to Reviewing FNP Lifespan Experience Hour Requirements for information on how to review and track your hour requirement in the clinical logging tool.

On behalf of Chamberlain, we are committed to helping you achieve your goals. Thank you for your patience and understanding.

NR 601 Week 1 Health Inequities

1. Identify your county and state. Briefly describe demographic data for your county, including total population, median income, percentage of residents with health insurance, poverty percentage, and one additional demographic. Compare the data to state averages and discuss your findings. 

I currently live in Orange County, California. Orange County’s total population is 3,175,692, or roughly 12% of California’s 39,512,223 total population. According to estimates, the median household income is $142,593, and approximately 32.9% of families earn $20,0000 or more annually. It exceeds the $91,551 median household income in California. Orange County’s estimated poverty rate is 9.9%, roughly 3% less than the State of California. In Orange County, 6.3% of people do not have health insurance, which is 0.2% less than the state of California’s rate, so their living situation is mid-level. Orange County has a 2.6% higher employment rate than the state of California, at 62.6% (United States Department of Commerce, 2022). 

Evaluate life expectancy data: 

According to the Centers for Disease Control and Prevention (2020), the census tracts in Orange County with the highest life expectancy, 0011.01, was 82.0 years, and the lowest, 0747.01, was 78.8 years. It is longer than the 79.0-year life expectancy in California. The life expectancy in some other states is extremely low compared to California. For instance, among the states, Mississippi has the lowest life expectancy, at 71.9 years. It is 10.1 years shorter than Orange County’s life expectancy. The life expectancy in Lake County, California, was 74.8 years, the lowest of all the counties (Centers for Disease Control and Prevention, 2020). 

Health disparities are closely linked to demographic factors like income, place of residence, and level of education. These factors affect people’s pursuit of well-being and lifestyle decisions, which greatly affect their longevity and general health. For example, obesity increases the risk of developing diabetes. Research findings indicate a robust association between obesity and a sedentary way of life. People who live in dangerous, high-crime areas usually don’t get enough exercise because it’s difficult for them to walk outside, like in the park. They typically engage in less moderate-intensity physical activity (Kyrou et al., 2020). As a result, poverty, health literacy, and household income all influence good health. 

Explain the implications of this data for your future practice: 

Understanding the results of life expectancy and demographic data is essential for my future work as a family nurse. According to one study, people without a four-year college degree have more difficulty leading successful lives, which is strongly linked to health problems (Case & Deaton, 2020). My understanding of the population will impact my future practice. Age, occupation, and educational attainment all impact leading a healthy life, and they will undoubtedly impact my treatment plan, referral rates, patient education, and preventative services. I will adjust my practices to improve care quality and health outcomes as I gain more knowledge about their demographic data. 

References 

Case, A., & Deaton, A. (2021). Life expectancy in adulthood is falling for those without a BA degree, but as educational gaps have widened, racial gaps have narrowedhttps://10.1073/pnas.2024777118/-/DCSupplementalLinks to an external site. 

Centers for Disease Control and Prevention. (2020, Life expectancy at birth for U.S. States and census tracts. https://www.cdc.gov/nchs/data-visualization/life-expectancy/Links to an external site. 

Kyrous, L., Tsigos, C., Mavrogianni, C., Cardon, G., Stappen, V., Latomme, J., Kevela, J., Wikstrom, K., Tsochev, K., Nanasi, A., Semanova, C., & Mateo-Gallego, R. (2020). Sociodemographic and lifestyle-related risk 
factors for identifying vulnerable groups for 
type 2 diabetes: a narrative review with 
emphasis on data from Europe. https://doi.org/10.1186/s12902-019-0463-3Links to an external site. 

United States Department of Commerce. (2022). United States Census Bureau. https://data.census.gov/profile/California?g=040XX00US06Links to an external site.