NRS 428 Professional Association Membership

Grand Canyon University NRS 428 Professional Association Membership– Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 428 Professional Association Membership  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 Professional Association Membership     

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 428 Professional Association Membership 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 Professional Association Membership     

The introduction for the Grand Canyon University NRS 428 Professional Association Membership  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 Professional Association Membership     

After the introduction, move into the main part of the NRS 428 Professional Association Membership 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 Professional Association Membership     

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 Professional Association Membership     

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 Professional Association Membership

The nursing profession remains one of the complex fields in the health industry due to the dynamics of morbidity patterns in the world and the varied response of patients from care administered to them. However, roles of nurses can be improved through membership to professional associations (Ki, 2018). Nursing organizations lay a framework for personal as well as professional development of nurses. Within these associations, nurses are sensitized on healthcare policy, safety and how to apply evidence-based practice in clinical practice. Oncology Nursing Society (ONS) is one of the associations that upholds the best standards of practice for nurses providing care to cancer patients (Knobf et al., 2015). Since its inception, several practice standards have been formulated to guide oncology nurses on health service delivery. Therefore, a discussion on the mission and the mandate of the association to members is indispensable considering the rising trends of cancer cases in the world today. 

Significance to Nurses in Area of Specialty 

The purpose of ONS to members is to provide excellent care to patients through education and research in oncology nursing. Its mission is to promote excellence among nurses offering care in order to ensure quality services to patients. The association envisions to provide the lead role in the transformation of care to cancer patients by incorporating the current and best practices in clinical settings (Neuss et al., 2016). The values of ONS are directed towards integrity, advocacy as well as innovation, inclusiveness, stewardship, and excellence. Advocacy stands out as one of the vital pillars of the nursing profession. It enables the practitioners to use their position to protect, speak out and lobby for the rights or interests of each other. ONS mentors nurses in career development and guides them in understanding work policies so that they know their responsibilities in care for cancer patients. Nonetheless, the association provides discounts for certifications and on Certificate for Nurse Educators (CNE) courses to members. Besides, up to $150 savings can be provided for members seeking Congress registration (Neuss et al., 2016).  

Networking Opportunities in Professional Association 

ONS as a professional organization has over 35,000 members with a diverse professional background. As such, the association is made up of highly educated and like-minded individuals that can collaborate in sharing the current approaches in oncology nursing (Knobf et al., 2015). Besides, the association builds a strong network of professionals who provide an update on the dynamics in the current field of healthcare. The Oncology Nursing Society has also created an online community network where members can post and share insights on cancer management. The forum provides a direct connection to participants worldwide and offers a pool of information regarding the state of affairs of cancer at the global level (Wotherspoon et al., 2016). Members can also network for research through the ONS online community platforms.    

Communication Regarding Health Care Changes and Changes to Practice 

ONS offers useful information on the latest development of patient care to nurses at all levels. The association requires members to subscribe to the Oncology Nursing Podcast for them to receive bi-monthly communication about current changes in health delivery. Moreover, ONS lays a framework to conduct Oncology Nursing Forum monthly to enable members to share their insights and experience of care (Knobf et al., 2015). In addition, the Clinical Journal of Oncology remains one of the publications of ONS which members can buy monthly to acquaint themselves with evidence-based practices of care for cancer patients. Executives and leaders of the Oncology Nursing Society attend meetings with other stakeholders from other health associations to discuss the health as well as the safety of oncology nurses during care of patients in emergencies (Ki, 2018). Through this approach, members receive up-to-date information required during general practice of care not only for cancer patients but also for other health cases in the hospital.  

Opportunities for Continuing Education and Professional Development 

ONS provides an avenue for continuous learning for members who intend to further their studies. Particularly, the association offer discounts for their on-demand courses especially for CNE on oncology. Members also enjoy the benefits to become volunteers with the organization and can participate in activities organized by the association (Neuss et al., 2016). Nonetheless, the Oncology Nursing Society offers leadership opportunities for members. With this, participants can contest and become elected as a chief executive officer or other posts as outlined by the association. Nurses in the organization can also receive research mentorships in their area of specialty (Immordino-Yang, Darling-Hammond & Krone, 2018). The members who undertake research receive funding provided by the development partners of the ONS. Through research development, participants develop their career prospects and also provide information that can be used by nurses to improve patient care.   

Conclusion 

Professional association membership lays the framework for networking and collaboration among health care providers. These organizations ensure safe practice among professionals in order to provide quality care to patients. As such, it is important for oncology nurses to join the ONS in order to improve their education as well as to guide decision on health service delivery to cancer patients. 

References 

Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Integrated Social, Emotional, and Academic Development: How Emotions and Social Relationships Drive Learning. Aspen Institute. 

Ki, E. J. (2018). Determinants of health care professional association members’ intention to renew and recommend membership to others. International Journal of Nonprofit and Voluntary Sector Marketing, 23(2), e1610. Doi: 10.1002/nvsm.1610. 

Knobf, M. T., Cooley, M. E., Duffy, S., Doorenbos, A., Eaton, L., Given, B., … & Sherwood, P. (2015). The 2014-2018 oncology nursing society research agenda. In Oncology nursing forum (Vol. 42, No. 5, pp. 450-465). Doi:10.1188/15.onf.450-465.  

Neuss, M. N., Gilmore, T. R., Belderson, K. M., Billett, A. L., Conti-Kalchik, T., Harvey, B. E., … & Olsen, M. (2016). 2016 updated American Society of Clinical Oncology/Oncology Nursing Society chemotherapy administration safety standards, including standards for pediatric oncology. Journal of oncology practice, 12(12), 1262-1271. Doi:10.1200/JOP.2016.017905.  

Wotherspoon, S. E., & McCarthy, P. W. (2016). The factors and motivations behind United Kingdom chiropractic professional association membership: a survey of the Welsh Institute of Chiropractic Alumni. Chiropractic & manual therapies, 24(1), 35. Doi: 10.1186/s12998-016-0115. 

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