NRS 428 Adolescence Contemporary Issues and Resources

Grand Canyon University NRS 428 Adolescence Contemporary Issues and Resources– Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 428 Adolescence Contemporary Issues and Resources  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 428 Adolescence Contemporary Issues and Resources     

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 428 Adolescence Contemporary Issues and Resources 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 428 Adolescence Contemporary Issues and Resources     

The introduction for the Grand Canyon University NRS 428 Adolescence Contemporary Issues and Resources  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 428 Adolescence Contemporary Issues and Resources     

After the introduction, move into the main part of the NRS 428 Adolescence Contemporary Issues and Resources 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 428 Adolescence Contemporary Issues and Resources     

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 428 Adolescence Contemporary Issues and Resources     

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 428 Adolescence Contemporary Issues and Resources

Adolescence: Contemporary Issues and Resources 

Adolescence is a phase where teenagers experience various changes from childhood to adulthood. It is a vulnerable period for teenagers since they experience various problems unique to adolescence, resulting in significant academic and social problems. Concerns regarding teenage behavior are common during adolescence, making it challenging for parents to connect with them. The purpose of this paper is to discuss a contemporary issue in adolescence and its impact on adolescent behavior and general well-being. 

Contemporary Issue 

Depression is a significant contemporary issue currently faced by teenagers. Depression is a mood disorder that manifests with a depressed/sad mood most of the day, almost every day (Lu, 2019). In teenagers, the mood can be irritable rather than depressed. Depression results in a significantly diminished interest or pleasure in almost all activities most of the time. As a result, teenagers with depression do not enjoy schoolwork and pleasurable activities like sports and other extra-curricular activities, resulting in a marked decline in academics (Wahid et al., 2021). Besides, they demonstrate changes in eating and sleeping patterns, energy changes, have difficulties paying attention, feel worthless or guilty, and exhibit self-injurious and self-destructive behavior.  

Depression is among the major causes of illness and disability among teenagers. According to the CDC, approximately 1.9 million children 3-17 years (3.2%) have been diagnosed with depression. Besides, suicide is the fourth major cause of death among 15-19 year-olds (Lu, 2019). Therefore, depression is a major issue that needs to be addressed since it affects various aspects of a teen’s life. Teenagers facing depression struggle with academics and grades, decision making, and have poor health outcomes. External stressors associated with teenage depression include stressful situations such as maltreatment, bullying, cyberbullying, physical or sexual abuse, chronic illnesses, bereavement, and family discord (Wahid et al., 2021). Teenage depression results in alcohol and substance abuse and risky sexual behaviors among teenagers, resulting in STDs and unintended pregnancies. 

Assessment Strategies to Screen for Teenage Depression 

Assessing depression is an effective solution to help diagnose and treat the disorder promptly. Depression among teenagers can be assessed using screening tools such as the Beck Depression Inventory (BDI) and Patient Health Questionnaire for Adolescents (PHQ-A) (Beck et al., 2021). The USPSTF recommends screening for depression in adolescents 12 to 18 years. The screening should be executed with sufficient systems for correct diagnosis, effectual treatment, and appropriate follow-up. Associated external stressors can be assessed by asking the teenager through psychosocial assessment to identify the family status, academic performance, and relationship with peers (Beck et al., 2021). Besides, an alcohol and substance use history should be taken.  

Additional assessment questions that the health provider should ask include: Have you ever thought that you are better off dead? Do you ever think about ending it all? Do you experience suicidal or homicidal thoughts or have a plan to end your problems? The questions will help assess suicidal risk, which occurs in severe depression (Wahid et al., 2021). In addition, assessment questions should include: How have the depressive symptoms affected your relationship with your peers and family? How have the depressive symptoms affected your academic performance? The questions will establish the impact of depression on the teenager’s academic and social functioning. Ethical principles of confidentiality should be upheld, and the provider should seek consent from the teenager before sharing their diagnosis with a third party, including their parents or guardians (Wahid et al., 2021). The provider should explain to the teen what they will share with the guardian while seeking consent. However, the provider can share with the parent about concerns of bullying or abuse. 

Support Options for Adolescents Encountering External Stressor 

Support options for adolescents facing external stressors and depression include adolescent-friendly health services where teenagers can freely express their concerns, receive screening for mental health disorders, and receive appropriate treatment. Teenagers with depression are taken through cognitive-behavioral therapy (CBT), a type of psychotherapy, which enables them to modify negative thoughts and address maladaptive responses. In addition, community peer support groups are available to help teenagers facing common stressors interact, encourage each other, and share ideas of how they can effectively overcome the stressors (Watson et al., 2019). Besides, support groups are available for teenagers with depression where they are educated on how to face and address stressors in their lives positively.  

Conclusion 

Depression is a major issue affecting teenagers and is associated with stressful situations in a teenager’s life. Teenagers with depression have irritable moods and diminished interest in academics and pleasurable activities. Depression in teenagers can be assessed using screening tools and asking them about suicidal thoughts. Support options include adolescent-friendly health services, psychotherapy services, and peer support groups. 

References 

Beck, A., LeBlanc, J. C., Morissette, K., Hamel, C., Skidmore, B., Colquhoun, H., Lang, E., Moore, A., Riva, J. J., Thombs, B. D., Patten, S., Bragg, H., Colman, I., Goldfield, G. S., Nicholls, S. G., Pajer, K., Potter, B. K., Meeder, R., Vasa, P., Hutton, B., … Stevens, A. (2021). Screening for depression in children and adolescents: a protocol for a systematic review update. Systematic reviews, 10(1), 24. https://doi.org/10.1186/s13643-020-01568-3 

Cioffredi, L. A., Kamon, J., & Turner, W. (2021). Effects of depression, anxiety, and screen use on adolescent substance use. Preventive medicine reports, 22, 101362. https://doi.org/10.1016/j.pmedr.2021.101362 

Lu, W. (2019). Adolescent Depression: National Trends, Risk Factors, and Healthcare Disparities. American journal of health behavior, 43(1), 181–194. https://doi.org/10.5993/AJHB.43.1.15 

Wahid, S. S., Ottman, K., Hudhud, R., Gautam, K., Fisher, H. L., Kieling, C., Mondelli, V., & Kohrt, B. A. (2021). Identifying risk factors and detection strategies for adolescent depression in diverse global settings: A Delphi consensus study. Journal of affective disorders, 279, 66–74. https://doi.org/10.1016/j.jad.2020.09.098 

Watson, P., Mehra, K., Hawke, L. D., & Henderson, J. (2019). Service provision for depressed children and youth: a survey of the scope and nature of services in Ontario. BMC health services research, 19(1), 947. https://doi.org/10.1186/s12913-019-4784-8 

NRS 428 TOPIC 4 Policy Brief- Lead Contamination

Policy Brief- Lead Contamination 

The selected policy health issue from the “Topics and Issues” in the American Public Health Association (APHA) website is Lead contamination. Lead is a natural metal used in the manufacture of products like batteries and pipes. People get exposed to lead by breathing contaminated air or dust, drinking contaminated water, or consuming contaminated foods (WHO, 2019). Regarding Lead contamination, this paper seeks to discuss the policy health issue on Lead contamination, suggestions to address the health issue, and its impact on the health care delivery system 

Population Affected By Lead Contamination 

Lead contamination affects all individuals across the lifespan. The main routes of Lead exposure are water, air, and household environment (WHO, 2019). Children, especially infants and toddlers, are exposed to Lead contamination due to behaviors such as putting their hands and objects in the mouth. Exposure to Lead is mostly harmful to children owing to their developing bodies. Children living at or below the federal poverty level and those living in older housing are at the highest risk (WHO, 2019). Besides, children from minority racial and ethnic groups, such as non-Hispanic African-Americans, are also at higher risk for exposure to lead.  

Lead exposure is particularly harmful to pregnant women. It crosses the placenta affecting the fetus, which increases the risk of congenital abnormalities. Besides, Lead can also be passed from the mother to an infant through breast milk. Adults are exposed to lead through occupational activities, consumption of contaminated food and water, and during recreational activities. Families can also be trained in ways to make water safe for drinking, such as boiling and chlorination. 

Level Lead Contamination Occurs 

The policy health issue on Lead contamination occurs at the local and State level. At the local level, Lead exposure occurs mainly at industrial sites. According to statistics by the National Institute of Occupational Safety and Health (NIOSH), more than 3 million employees in the U.S. are potentially exposed to lead.  Lead contamination occurs at the State level at the State’s public water systems, which are made of Lead pipes that contaminate water meant for human consumption.  

Common sources of environmental Lead contamination include manufacturing, mining, smelting, and recycling activities.  In some countries, the sustained use of leaded paint, leaded gasoline, and leaded aviation fuel have significantly contributed to lead exposure. Drinking water supplied through lead pipes or pipes joined with lead solder may contain Lead causing poisoning. 

Evidence about Lead Contamination 

The Institute for Health Metrics and Evaluation (IHME) approximated that in 2017, Lead exposure accounted for 1.06 million mortalities and 24.4 million years of healthy life lost globally due to its long-term effects on health (Levin, 2016). The highest burden occurs in low- and middle-income countries (WHO, 2019). IHME also estimated that in 2016, lead poisoning accounted for 63.2% of the global burden of idiopathic developmental, intellectual disability. Lead exposure also accounted for 10.3% of hypertensive heart disease, 5.6% of ischemic heart disease, and 6.2% of stroke globally (Wani, Ara & Usmani, 2015). Lead toxicity affects almost every body system. The most affected body systems include the Renal, Nervous, and Reproductive system. In the Renal system, Lead toxicity causes reduced kidney function (Wani, Ara & Usmani, 2015). Children’s nervous systems are most affected, which results in slowed growth, learning difficulties, mental retardation, and behavioral disorders. Other health risks associated with Lead exposure include Lead exposure also causes anemia, hypertension, immunotoxicity, and toxicity to the reproductive organs.   

Problem Statement 

The general population is at a high risk of Lead exposure from environmental factors. Even so, the children and adults are continually being exposed to Lead, which puts them at risk of adverse health conditions. Regarding this problem, this study seeks to propose suggestions that will address Lead contamination and lower the prevalence of Lead exposure to the general population. 

Suggestions for Addressing Lead Contamination 

Lead contamination can be addressed at the household, local, and State levels. Health promotion can be conducted at the household level to educate families on measures to reduce the risk of Lead exposure (Ettinger, Leonard & Mason, 2019).  For instance, caregivers can be advised to keep products containing Lead out of children’s reach to reduce exposure through hand-to-mouth transfer. In addition, basic home hygiene should be emphasized, such as regularly washing children’s hands and toys and regular mopping of floors and house surfaces (Ettinger, Leonard & Mason, 2019). Individuals should also be advised against using lead-based paint that peels. 

County authorities can conduct lead poisoning prevention education and child blood lead testing (LeBrón et al., 2019). Local departments of health can conduct lead poisoning prevention education for caregivers, health care providers, and local agencies (LeBrón et al., 2019). Besides, they can conduct outreach services to increase lead testing for children who are at a high risk of lead exposure. 

State governments can have regulations that require the use of lead-free pipes and fixtures in public water systems or in facilities that provide water for human consumption (LeBrón et al., 2019). The State governments can also adopt regulations that require the testing of consumers’ taps to assess Lead and copper annually. Besides, State laws can be enacted that prohibit the sale and manufacture of toys containing lead-based paints or lacquers that surpass the lead content permitted by the federal government (LeBrón et al., 2019). Furthermore, State governments can establish housing standards for human occupancy and laws that require the disclosure of lead-based paint hazards to buyers.   

Steps Required To Initiate Policy Change 

The first step required to initiate policy change on Lead contamination is to review the existing policies on Lead. This helps to identify the gaps in the formulation or implementation of policies at the individual or government level (LeBrón et al., 2019). The second step in policy change is establishing a committee comprising of health providers, community members, and government representatives. The committee takes part in the formulation and amendment of policies that will reduce Lead exposure to persons at risk, such as workers and children. A draft of the proposed policy should then be developed explaining the issue at hand, the impact of the policy issue, and how it will be implemented and its potential benefits.  

The draft should outline the strategies that will be taken to achieve the overall goal of the policy. Additionally, a proposed budget should be developed in the draft to outline the estimated cost of implementing the policy (LeBrón et al., 2019). The draft proposal should then be presented to the State government and the State Department of Health for evaluation. It should then be presented to the State’s legislators for passing the policy into Law (LeBrón et al., 2019). Policy change requires advocacy to facilitate legislators to pass the policy into Law.  

Impact of Lead Contamination on the Health Care Delivery System 

The health effects of Lead contamination contribute to an increase in the number of people seeking healthcare services. This stresses the already strained health care system since more health resources to provide advanced cardiovascular and renal care (Levin, 2016). Numerous resources are directed to providing care to persons with effects of lead toxicity, such as those undergoing dialysis due to renal impairment or blood transfusions due to anemia (Levin, 2016). Implementation of policies that lower lead exposure will help decrease the population that presents with adverse health outcomes secondary to lead exposure and thus help lower the disease burden created Lead contamination. 

Conclusion 

Although it has numerous beneficial uses, Lead can be toxic. Lead toxicity is an important environmental disease, and its effects on the human body are overwhelming. Populations at risk of Lead exposure include children, pregnant women, and adults working in factories that use Lead. Lead exposure causes adverse effects on the cardiovascular, nervous, and renal systems. Lead contamination can be addressed at the household, local, and State levels. This can be done through maintaining house cleanliness, lead poisoning prevention education, child blood lead testing, regulations on housing, and regulations of water supply systems. Lead contamination has a negative impact on the health care delivery system owing to the numerous resources spent on providing care to patients with adverse health effects. 

References 

Ettinger, A. S., Leonard, M. L., & Mason, J. (2019). CDC’s Lead Poisoning Prevention Program: A Long-standing Responsibility and Commitment to Protect Children from Lead Exposure. Journal of public health management and practice: JPHMP, 25 Suppl 1, Lead Poisoning Prevention (Suppl 1 LEAD POISONING PREVENTION), S5–S12. https://doi.org/10.1097/PHH.0000000000000868 

LeBrón, A., Torres, I. R., Valencia, E., Dominguez, M. L., Garcia-Sanchez, D. G., Logue, M. D., & Wu, J. (2019). The State of Public Health Lead Policies: Implications for Urban Health Inequities and Recommendations for Health Equity. International journal of environmental research and public health, 16(6), 1064. https://doi.org/10.3390/ijerph16061064 

Levin, R. (2016). The attributable annual health costs of U.S. occupational lead poisoning. International Journal of occupational and environmental health, 22(2), 107–120. https://doi.org/10.1080/10773525.2016.1173945 

Wani, A. L., Ara, A., & Usmani, J. A. (2015). Lead toxicity: a review. Interdisciplinary Toxicology, 8(2), 55–64. https://doi.org/10.1515/intox-2015-0009 

World Health Organization. (2019). Lead poisoning and health. WHO | World Health Organization. https://www.who.int/news-room/fact-sheets/detail/lead-poisoning-and-health