NRS 428 Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention

Grand Canyon University NRS 428 Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 428 Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention 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 Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention                            

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 428 Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention  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 Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention                          

The introduction for the Grand Canyon University NRS 428 Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention  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 Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention                          

After the introduction, move into the main part of the NRS 428 Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention  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 Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention                          

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 Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention                            

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 Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention

Re: Topic 5 DQ 2

Primary prevention would include things like the helpers sharing their food and water to provide nutrients that the Haitians bodies need in order to fight against disease and infection. Advocating on behalf of the Haitians and doing everything in their power to keep a clean and healthy environment, even given the lack of resources and supplies, is another form of primary prevention. Secondary prevention included seeing the patients and performing an assessment with the supplies at hand. The student stated that there were very limited supplies, including no x-ray machines, and she had to improvise and find ways to assess the patients and begin treatment, even writing scripts herself. She even worked as an anesthesiologist alongside the surgeon to provide interventions that were in need. Tertiary prevention included IV antibiotics and other medicines used. She stated that she carried a lot of antibiotics which makes sense as a major issue that was mentioned was infection.

Primary prevention should be a pre-impact intervention. In pre-impact, all of the preparation occurs. The disaster has not yet occurred, but plans are put into motion to assess for any deficiencies and address them accordingly in order be adequately prepared in the event of a disaster. Pre-impact is known as the preparation or mitigation phase (Falkner, 2018). Secondary prevention would also fall in the pre-impact phase. Assessments and screenings are done to determine areas that require improvement — whether it be diagnostic machine availability, medicinal availability, staffing roles and responsibilities, and the logistics of getting the necessary equipment and staff to the affected area. It is important that this is done prior to disaster striking. Tertiary prevention falls into both the impact and post-impact phases. The impact phase “occurs during the actual disaster event, which may last for minutes, days, or even weeks depending on the type of disaster. The priority for this phase is survival.” (Falkner, 2018). Tertiary intervention involves intervening once something has already occurred. Once disease strikes, treatment and management of said disease is considered a tertiary intervention. Regarding disaster, managing the disaster and limiting casualties and the overall impact would constitute a tertiary intervention.

There are a number of agencies that would be beneficial to work alongside in the event of disaster. One of the agencies we hear about most often is the Federal Emergency Management Agency, also known as FEMA. “FEMA is called upon to help its partners understand and reduce their disaster risk, to lead the coordination of federal response efforts to stabilize communities after a disaster, and to provide support for individuals and communities to build back and become more resilient than before.” (FEMA, 2023). Not only FEMA, the National Disaster Medical System and the National Response Framework also contribute greatly in the event of a disaster.

References:

Falkner, A. (2018). Disaster management. In Grand Canyon University, Community and Public Health: The Future of Health Care. (Eds). Grand Canyon University

FEMA. (2023). About FEMA. FEMA.gov. https://www.fema.gov/about/strategic-plan/about-fema

Sample Answer 2 for NRS 428 Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention

Primary prevention:

One example of a nursing intervention to be implemented after a natural disaster would be advocating for the improvement of community infrastructure in the affected area during the rebuilding process. This intervention would fall under primary prevention because, in the event a similar natural disaster were to happen again, improving the integrity of buildings, roads, levees, barriers, etc. may prevent injury and illness among members of the community. To accomplish this, the nurse would need to work with the local government and building contractors to implement improved building standards and secure funds for the project.

Secondary prevention:

One example of a nursing intervention to be implemented after a natural disaster would be working to prevent the occurrence of communicable diseases due to compromised water sources, overcrowding, and lack of sanitation. This would fall under secondary prevention because the goal is to prevent complications in an existing situation. To accomplish this, the nurse would need to work with community officials to monitor water sources and ensure adequate space for housing displaced individuals. The nurse would also need to work with local business owners to assist with the provision of or donation of supplies like bottled water, sanitizer, vinegar, rubbing alcohol, etc. Finally, the nurse would need to work with local hospitals and disaster relief organizations to ensure sanitary conditions for ill and injured community members.

Tertiary prevention:

One example of a nursing intervention to be implemented after a natural disaster would be working to ensure follow-up care and other necessary services (like chaplains, PT, OT, pharmacy, home health, etc.) are readily available to community members who need them. This would fall under tertiary prevention because it involves the continued provision of necessary care extending beyond the time immediately after the disaster occurs, potentially continuing to the end of life (depending on the situation). To accomplish this, the nurse would need to work with other health care professionals and facilities. Additionally, the nurse may need to work with local government officials to ensure all community members in need of continuing care can receive adequate care that is affordable.

References:

Kisling, L. A., & Das, J. M. (2023, August 1). Prevention strategies – STATPEARLS – NCBI bookshelf. National Library of Medicine. https://www.ncbi.nlm.nih.gov/books/NBK537222/

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