NRS 428 Compare vulnerable populations

Grand Canyon University NRS 428 Compare vulnerable populations-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 428 Compare vulnerable populations 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 Compare vulnerable populations                            

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 428 Compare vulnerable populations  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 Compare vulnerable populations                          

The introduction for the Grand Canyon University NRS 428 Compare vulnerable populations  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 Compare vulnerable populations                          

After the introduction, move into the main part of the NRS 428 Compare vulnerable populations  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 Compare vulnerable populations                          

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 Compare vulnerable populations                            

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 Compare vulnerable populations

Re: Topic 3 DQ 1

While some might consider at risk individuals to be vulnerable, there is a clear distinction between the two when it comes to population groups. Vulnerable population groups require “special attention and advocacy based on factors such as age, mental or physical disability, poverty, or ethnicity.” (Falkner, 2018). At risk population groups, on the other hand, consists of individuals who “may have predisposing factors that cause an increased susceptibility to acquiring a disease or disorder, but might not necessarily be part of a vulnerable population group.” (Falkner, 2018). Vulnerable populations include groups like refugees and immigrants, the impoverished, LGBTQ, as well as the uninsured or underinsured. One big issue that plagues America is homelessness. The rate of impoverished, low-income communities has skyrocketed in recent times. Recession, inflation, increasing costs of living, and and ever-growing population have all directly contributed to the rise of homelessness. This group of individuals is considered to be a vulnerable population. Low-income individuals are less likely to have insurance coverage and, as such, have fewer resources at their disposal that can aid their overall health. (Joszt, 2020). “Since people experiencing homelessness may not have a safe place to stay, they are at an increased risk for adverse health-related outcomes.” (Joszt, 2020). Seeing as these individuals are oftentimes unable to obtain the necessary resources needed to achieve optimal health, it is paramount that the community health nurse advocate on behalf of these patient populations in order to ensure that they get the treatments and resources they not only need, but deserve. Humans, at the bare minimum, deserve to have access to resources that can help them achieve and maintain optimal health.

References:

Falkner, A. (2018). Epidemiology and Global Health. In Grand Canyon University,

Community and Public Health: The Future of Health Care. (Eds). Grand Canyon University

Joszt, L. (2020, July 30). 5 Vulnerable Populations in Healthcare. AJMC. https://www.ajmc.com/view/5-vulnerable-populations-in-healthcare

Sample Answer 2 for NRS 428 Compare vulnerable populations

Vulnerable populations are defined as those that require special attention for their well-being and cannot advocate for themselves including children, prisoners, and cognitively, emotionally, and physically impaired (Falkner, 2018). These populations are at a disadvantaged because they may not receive the same standards or equal heath care that others may receive. One group of vulnerable population that I have seen most in the area that I live in is immigrants. I live in a border city, so we see a lot of immigrants here. Regardless of their citizen status, this population has a more difficult time accessing medical care. In 2015 there was a pilot plan for international migrants’ health care that was designed to take into consideration specific health goals for migrants. Even with these efforts being implemented, migrants are less likely to be insured or use services available to them (Oyarte et al., 2023). I think that there needs to be a lot of education when it comes to this vulnerable population in order to provide them more opportunities to access health care. Many may not know what is available to them and go without health access. It is important as healthcare workers that we consider their cultural and traditions when working with this population and also any language barriers that may be present. It can help involving the interdisciplinary team such as social workers, case management, and interpreters to help with any health needs that this population may need.

Falkner, A. (2018). Epidemiology and Global Health. In Grand Canyon University,

Community and Public Health: The Future of Health Care. (Eds). Grand Canyon University

Oyarte, M., Cabieses, B., Rada, I., Blukacz, A., Espinoza, M., & Mezones-Holguin, E. (2023). Unequal Access and Use of Health Care Services among Settled Immigrants, Recent Immigrants, and Locals: A Comparative Analysis of a Nationally Representative Survey in Chile. International Journal of Environmental Research and Public Health, 20(1), 741. https://doi.org/10.3390/ijerph20010741

NRS-428 Topic 3 DQ 2

Cultural competence is defined as being respectful and responsive to the health beliefs and practices as well as cultural and linguistic needs of diverse population groups (Falkner, 2018). As nurses, we provide care to a diverse group of people and of all ages. There are a lot of biases that can take place just within your own community, and as nurses we must push all of these biases aside and do what we can to be respectful and do our best to protect the people that we are caring for. One such bias that I’ve personally seen in the health care field is in taking care of people that have psychiatric problems. I tend to see these people get treated differently because they are taking antipsychotics and people tend to see them as often times faking or drug seeking. It is a bias that is not often true. These people go to the hospital to get treated just like any other person and they have the right to do so regardless of what medications they take, or what their history is. 

In order for nurses to perform culturally competent care, we must be aware of our own cultural worldview, attitudes toward cultural differences, knowledge of different cultural practices, and bring together cross-cultural skills (cultural competence in nursing, 2022). To reduce cultural dissonance, nurses should take into consideration someone’s background, age, gender, and ethnicity that may affect the care that you provide to them. Some people prefer the same gender as them to take care of them. Some people have dietary restrictions that they practice. Others may have religious views on death that are important to them. The only true way of knowing and not discriminating is to ask the person when in doubt. 

Cultural competence in nursing. NurseJournal. (2022, November 29). https://nursejournal.org/resources/cultural-competence-in-nursing/#:~:text=Cultural%20competence%20describes%20the%20ability,patient%20as%20a%20unique%20person. 

Falkner, A. (2018). Epidemiology and Global Health. In Grand Canyon University, 

Community and Public Health: The Future of Health Care. (Eds). Grand Canyon University