NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 2

Grand Canyon University NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 2 –Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 2     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 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 2                                                         

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 2      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 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 2                                                       

The introduction for the Grand Canyon University NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 2      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 NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 2                                                       

After the introduction, move into the main part of the NRS 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 2      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 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 2                                                       

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 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 2                                                         

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 410 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 2 

PICO(T) Question Format

The PICOT question formulated based on these components is:Population: Children diagnosed with Type 1 Diabetes Mellitus.

This PICOT question focuses on children diagnosed with Type 1 Diabetes Mellitus (T1DM).
Type 1 Diabetes Mellitus is a chronic illness caused by the body’s inability to manufacture insulin and necessitates lifelong care.
Intervention: Low carbohydrate diet

The intervention in this PICOT inquiry is the establishment of a low-carbohydrate diet (LCD) for children with type 1 diabetes.
A low-carbohydrate diet lowers carbohydrate intake, potentially improving glycemic control by reducing postprandial glucose increases.
Comparison: Standard Diet

The comparison group consists of children with T1DM who follow a regular diet for diabetic care.
A regular diet typically comprises a balanced consumption of carbs, proteins, and fats, with carbohydrates accounting for a large component of the diet. Outcome: glycemic control

The major result of interest is glycemic control, which refers to maintaining blood glucose levels within goal ranges.
Glycemic control is commonly measured using markers such as hemoglobin A1c (HbA1c), fasting blood glucose, and glucose variability.
Timeframe: Within four months.

The period for this PICOT question is four months.
This timeframe enables for the assessment of the short-term impact of a low-carbohydrate diet on glycemic control in children with type 1 diabetes.
Shorter-term studies can provide useful information about the immediate effects of dietary adjustments on diabetes management.

PICO(T) Outcome Summary

There are no guidelines for limiting dietary carbohydrate intake in order to lower diabetes risk or enhance diabetes outcomes in kids. As a result, doctors require realistic guidelines for the use of low-carbohydrate diets in patients who choose to follow these diets, including those with type 1 diabetes, obesity, prediabetes, and type 2 diabetes.

How to Integrate Intervention into Nursing Practice

Generally nursing practice has advanced and has become more tilted to evidence- based practice.  As against the old model of one fit all care, evidence-based practice deals on research outcome supported by evidence and is tailored to suit a particular individual or group of individuals with common characteristics. According to NerdySeal (2021), application of an evidence-based practice involves a combination of nursing clinical experience, clinical assessment, patient circumstances, and the best evidence for evidence-based nursing practice to find solutions to care problems in the clinical environment. In the selected article, it involved children with type 1 diabetes who were given varied degree of carbohydrate and at the end of the study, the outcome concluded that children with type 1 diabetes that consumed low carbohydrate diet experienced better controlled blood sugar level than those that had normal carbohydrate intake. Integrating this intervention into nursing practice should be governed strictly by evidence and peculiarity of individuals patient which can be achieved using the Iowa Model.

The Iowa Model is one of the tools that can be utilized in integrating interventions into practice within health care settings. According to Cullen (2022), the Iowa model provides a guide to the implementation of evidence-based practices. Following the establishment of enough evidence to back up an intervention, certain steps as highlighted in the above figure can be used to incorporate such intervention into nursing practice.  The first step which focuses on assessing and identifying patient’s preferences is to ensure that the peculiarity of each patient is considered. Evaluation must be carried out after implementation to provide an opportunity to optimize outcomes through quality improvement.

Effect of  Intervention on Nursing Practice

Integrating the intervention applied in the selected article as well as other research outcome and other findings that has been carried out which support the evidence that low carbohydrate intake is advantageous to type 1 diabetes patients will expand and espouse the discussion as well as the research on the use of low carbohydrate diet in the management of type 1 diabetes.   According to America Nurses Association (2023), application of evidence-based practices has been identified to promote the delivery of improved and quality care which focuses on the health needs of individual patients hence promoting patient’s outcome and increasing the body of knowledge of nursing practice. The incorporation of the intervention could also bring about a synergy among interdisciplinary professionals and researchers into how best to incorporate this finding into practice.  There is also likelihood that organizations could be propelled to adopt policies and guidelines which tend to support and incorporate the research outcome regarding management of type 1 diabetes. Finally, it could also lead to advancing the integration of guidelines and protocols which seeks to regulate how these findings are incorporated into practice considering the fact that low carbohydrate diet consumption in type 1 diabetes patients could cause hypoglycemia.

Importance of Psychological, Cultural, and Spiritual Considerations in Elderly Diabetes Care

In elderly diabetes care, addressing psychological, cultural, and spiritual aspects is paramount due to their significant influence on overall well-being and treatment outcomes. Psychological factors such as stigma, anxiety, and depression commonly accompany type 2 diabetes (T2D), impacting patients’ adherence to treatment and lifestyle changes. Culturally sensitive care acknowledges diverse beliefs and practices, fostering trust and enhancing engagement in treatment plans. Moreover, recognizing the spiritual dimension of patients’ lives can provide a source of strength and coping mechanisms amidst the challenges of managing a chronic condition like diabetes.

Psychological Support in Diabetes Management

Supporting patients psychologically involves offering counseling, employing motivational interviewing techniques, and facilitating mental health referrals when needed. For instance, a nurse may conduct regular check-ins with a patient to discuss their emotional well-being and provide a safe space for them to express any concerns or fears related to their diabetes management. By addressing these psychological barriers, nurses can empower patients to overcome obstacles and stay motivated in their journey toward better health.

Cultural Competence in Nursing Care for Elderly Patients with Diabetes

Cultural competence in nursing care entails understanding and respecting the cultural norms, beliefs, and preferences of elderly patients with diabetes. This may involve tailoring dietary recommendations to align with cultural food practices or accommodating religious fasting practices during certain times of the year. For example, a nurse caring for an elderly Hispanic patient with T2D may collaborate with a dietitian to create a meal plan that includes traditional foods while still meeting the patient’s nutritional needs and treatment goals.

Spiritual Support in Diabetes Management

Spiritual support acknowledges the role of spirituality in coping with illness and promoting resilience. Nurses can facilitate discussions about patients’ spiritual beliefs and values, offer access to religious or spiritual resources, and respect patients’ autonomy in incorporating spiritual practices into their diabetes management. For instance, a nurse may connect a patient with a chaplain or spiritual counselor who can provide guidance and support in times of spiritual distress or existential questioning related to their illness.

Integrating Psychological, Cultural, and Spiritual Aspects into Patient Care: A Holistic Approach

Overall, integrating psychological, cultural, and spiritual aspects into the care of elderly patients with diabetes enhances the effectiveness and holistic nature of their treatment plans. By addressing these dimensions of care, nurses can better meet the unique needs of each patient, ultimately leading to improved health outcomes and a higher quality of life.

References

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