NRS 428 Week 4 Assignments Assessment Interview

Grand Canyon University NRS 428 Week 4 Assignments Assessment Interview– Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 428 Week 4 Assignments Assessment Interview  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 Week 4 Assignments Assessment Interview     

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 428 Week 4 Assignments Assessment Interview 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 Week 4 Assignments Assessment Interview     

The introduction for the Grand Canyon University NRS 428 Week 4 Assignments Assessment Interview  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 Week 4 Assignments Assessment Interview     

After the introduction, move into the main part of the NRS 428 Week 4 Assignments Assessment Interview 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 Week 4 Assignments Assessment Interview     

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 Week 4 Assignments Assessment Interview     

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.

Stuck? Let Us Help You

Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease. 

Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the NRS 428 Week 4 Assignments Assessment Interview assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW. 

Sample Answer For NRS 428 Week 4 Assignments Assessment Interview

A community assessment is a method that offers valuable population-level information on the health as well as potential risk factors prevalent in a given community. The data obtained lays a framework for public health program planning. Moreover, assessment avails information about the assets and needs of a community in order to achieve a level of competence with populations within that locale (Tayler, 2015). However, information on how community assessment integrates behavior and environmental assessment to provide valuable population-level data remains unclear. As such, the present article comprises of a set of interview questions administered to a community health nurse regarding her as a care provider role and the health issues present among the African American Community in Hampstead, Maryland. Key findings from the interview will be compiled and presented to the interest groups for further deliberation. 

1. How do you describe the community of interest and the reasons for the choice? 

The preferred community is African Americans found in Hampstead, Maryland. In an overview of the demographic profile, African Americans make up 2.31% of the total 6, 331 population living in Hampstead and this accounts to 146 people. The community is disenfranchised in terms of economic factors and access to health care. A majority of the people from the community remain uninsured which affects their access to quality healthcare. Besides, due to poverty, a large proportion of African Americans in Hampstead are homeless in a largely dominated White community (Gaziano et al., 2015). The premise compounds to their challenges in access to quality healthcare and they form a major part of interest as I deliver community health services.  

2. What is your role as a community health nurse? How long have you offered your professional services? 

I provide care to underserved patients who are in dire need of medical services. I deliver services to patients without insurance from children to the elderly population regardless of their education or economic status. I conduct community screening and identify the health patterns of the populace in Hampstead. I also do diagnosis at the community level and make referrals for patients in need of medical care (Zidek et al., 2014). Nonetheless, I monitor diabetes and TB patients enrolled on health programs to ensure that they take or refill their prescription medications as scheduled. Ever since I graduated seven years ago, I have localized my priority of care to community health nursing and working with different organizations focusing on public health.   

3. As a nurse, what community population do you care for? 

The Mercy Health Centre I work for provides care to Caucasians, Hispanics, Native Americans and undocumented patients from Mexico and Honduras. I mainly offer services to homeless African American patients most of whom cannot afford medical care due to lack of resources. I also handle patients with mental health issues especially due to alcohol and substance abuse among the homeless. Moreover, a majority of young adults seek STD screening and treatment at our facility. Patients also report for wound checks especially those having diabetes and often not taking their prescription medications due to lack of money. I also provide care to patients who have insurance covers and those seeking routine monitoring for their diagnosed conditions. 

4. Can you identify some of the barriers you come across as you provide care to patients of your chosen community? 

The most common barrier is patients lacking money or resources to buy their prescription medications. This mainly affects compliance with medication regimen especially for patients with terminal illnesses and tuberculosis. At the Mercy Health Centre, we order for limited diagnostic tests due to costs concerns and most of these patients do not make follow up to check their results (Tayler, 2015). Besides, because of poverty, patients may lack adequate food, habitable housing and transportation to come for reviews.  

5. How do you deal with these barriers as you strive to optimize quality care to patients? 

As a remedy to these challenges, we order the least possible diagnostic tests to ensure patients receive quality care at relatively low prices. The facility compares medication prices for different dispensing pharmacies and therefore prescribe the least expensive drugs for patients. The facility also gives patients discounts cards for selected drug coupons. The marginalized patients receive community resource packet uniquely developed for them at the facility (Zidek et al., 2014). These include placement of patients on a sliding payment scale or the use of a payment plan and these varies on the level of their income. The other packet involves the provision of dental services at lower prices. These patients also receive free STDs checks and vaccinations. The city also informs the uninsured patients to seek services such as EKG, physical exam and referral at a flat fee of $40. Staff at the Mercy Health Centre also bring simple snacks and clothing for patients admitted at the facility (Gaziano et al., 2015). Patients are also informed about the Road Runner Food Bank where they can obtain food and the Health Care for the Homeless to enable the poor to access free medical services.   

6. What do you consider most frustrating while you deliver your services as a Community Health Nurse? 

That many African American patients seek medical care every week at the facility for the same health and personal issues. This is to say that they have developed dependency and use Mercy Health Centre as an institution not only for primary care but also as a place to get food and clothing. It remains a challenge as to whether you should address their health care needs or provide them with food and clothing (Tayler, 2015). The premise overwhelms the facility as it tends to be expensive to address all these needs due to a lack of a sustainable program for this population group.  

7. In your line of duty as a community health nurse, how do you provide care to patients of different cultures? 

I treat and handle patients with neutrality. In other words, I provide best care to patients regardless of the colour of their skin, gender, religious or political orientations. Due to my limited knowledge in Hispanic and Asian languages, I use an interpreter to address language barrier.  

8. In your opinion, how do you perceive health care systems in America, is it fair? Why or why not? 

I find the health care system in the United States of America not fare to everyone. Particularly, with the introduction of Medicaid Services, some citizens are overburdened by paying high health insurance premiums at the expense of cushioning the underprivileged (Gaziano et al., 2015). While this practice have a benefit of improving access to quality care to the poor, it does not consolidate the rising concerns of the middle and high income earners of being subjected to high health payments.  

References 

Gaziano, T. A., Abrahams-Gessel, S., Denman, C. A., Montano, C. M., Khanam, M., Puoane, T., & Levitt, N. S. (2015). An assessment of community health workers’ ability to screen for cardiovascular disease risk with a simple, non-invasive risk assessment instrument in Bangladesh, Guatemala, Mexico, and South Africa: an observational study. The Lancet Global Health, 3(9), e556-e563. 

Tayler, K. (2015). Transformation and the Performativity of Gender: The Shock of the Possible. QED: A Journal in GLBTQ Worldmaking, 2(3), 75-78. 

Zidek, C., West, E., Holmes, J., & Crytzer, M. (2014). A survey comparison of rural versus urban residents and household preparedness. Home Healthcare Now, 32(7), 420-429. 

NRS 428 TOPIC 5 Community Teaching Plan Paper

Introduction 

Antenatal care in the first few antenatal visits involves a significant amount of patient education and health promotion. In week 3, I prepared a community teaching work plan on health promotion. My selected topic for health education was on Health promotion in pregnancy.  The target audience was pregnant women attending antenatal care visits in the Antenatal clinic in the Community health facility. I presented the community teaching work plan to a community health provider in my community. The provider gave feedback on areas I should improve on in the teaching work plan proposal. Based on the input from the provider, I prepared a PowerPoint presentation to facilitate teaching and presenting the information to my community. The community health provider then granted me an opportunity to present a health talk in the local community health center.  This essay will provide a summary of the teaching plan, the epidemiological rationale for the topic, evaluation of my teaching experience, the community response to teaching, and the areas of strengths and improvement.  

Summary of the Teaching Plan 

The topic was in line with the Healthy People 2020 goal on, Improve the health and well-being of women, infants, children, and families. It was per the objective MICH 1, which aims to reduce the rate of fetal and infant deaths. It was also under objective MICH-6 whose aim is to reduce maternal illness and complications due to pregnancy as a result of complications during hospitalized labor and delivery. I planned to apply the Teach-Back Learning theory when providing the health education where I would gauge how well I have explained a concept by asking the audience to explain them in their own words. 

The teaching plan targeted the three domains, namely, Cognitive, Psychomotor, and Affective domains. The first learning objective targeted the cognitive domain. The aim was for the audience to name at least five danger signs in pregnancy by the end of the session. To achieve this objective, I planned to educate pregnant women on the danger signs of pregnancy and enable them to recognize the danger signs in the future. The second objective targeted the cognitive domain. It aimed at teaching women the minor disorders of pregnancy and how to manage the conditions using non-pharmacological measures. 

The third objective targeted the psychomotor domain. It entailed teaching pregnant women how to create a diet plan. The content for this objective included the importance of a healthy diet, recommended daily nutritional intake for pregnant women, and food sources of various nutrients. It also entailed training on how to develop a diet plan. The fourth objective targeted the affective domain. It involved educating women on the benefits of antenatal visits for them to appreciate the importance of attending each visit.  

Epidemiological Rationale for Topic 

According to the Centers for Disease Control and Prevention (CDC), approximately 700 women in the United States (US) die annually as a result of pregnancy or delivery complications (CDC, 2017). About 50 000 women experience life-threatening pregnancy complications. Maternal mortality is more prevalent in African Americans, Indian, and Alaska Native women than in white women (CDC, 2017). The leading cause of maternal mortality is stroke and heart diseases, which account for more than one in three deaths. Maternal mortality has been associated with a lack of knowledge among pregnant women on how to promote health during pregnancy and how to recognize danger signs (Wong & Kitsantas, 2019). The most prevalent pregnancy-related complications include hemorrhage, hypertensive disorders, and sepsis (Creanga et al., 2015). If women were educated on how to recognize these conditions as well as prevent them, the maternal mortality rates would reduce drastically. Miscarriages among primigravidas in the US are 6-10%, whereas the recurrent rate after three or more losses is 25- 30% (Wong & Kitsantas, 2019).  Health promotion in pregnancy would also help lower the rate of pregnancy loss.  

Evaluation of Teaching Experience 

The teaching experience was generally exciting, and the cooperation given by the audience contributed to its success. I held the health education session in a hall at the antenatal clinic in the community health center. The session was attended by 24 women attending the antenatal clinic, the community health provider, and three nurses who work at the ANC clinic in the community health center. The session began at 0830 hours and lasted approximately 1 hour. The teaching materials that I had prepared for the health talk include LCD projector, laptop, pamphlets, foolscaps, pens, and a food pyramid model. I began by requesting one of the nurses working in the community health center to give a welcoming speech.  

I was very anxious at the beginning of the presentation and found myself stumbling and even forgetting the content of my teaching plan. I kept on looking at the laptop instead of paying attention to my audience. Nevertheless, I gained more confidence with time. I introduced myself to the audience and asked every member of the audience to introduce herself by mentioning their names. I explained to the audience the purpose of the meeting and introduced the topic. I then requested two volunteers to briefly state their expectations from the session based on the topic. This helped me to identify and understand the clients’ needs and direct my teaching approach to meet their needs. 

In the first objective on danger signs of pregnancy, I employed the brainstorming technique to ask the audience to state the symptoms they perceived as being risky in pregnancy. The audience was well-informed of a majority of the danger signs, and they related the symptoms to their previous pregnancies. However, they confused some minor disordered as danger signs in pregnancy. 

The second objective was on minor disorders of pregnancy.  I also applied the brainstorming technique to measure how much the audience knew. The women named most of the danger signs and even related them to their current and former pregnancies by giving examples of what they commonly experienced. The audience also gave examples of how they managed the minor disorders at home, including the types of food they averted to prevent disorders such as nausea, vomiting, and heartburn. This sub-topic had the highest level of participation and took the longest time. As a matter of fact, I had to cut it short since every member of the audience wanted to share their experience with minor disorders and how they managed it at home. I also learned new ideas on how to manage the disorders from the audience.  

The third objective focused on nutrition in pregnancy and aimed at educating women on how to create a diet plan. I educated the audience on the various types of food sources and the recommended daily nutritional intake in pregnancy. The audience was well-informed on the sources of carbohydrates and proteins and explained the benefits of each macronutrient. However, they had a challenge identifying food sources of vitamins and the benefit of each vitamin. When teaching the audience how to balance the different types of foods, I used a food pyramid model.  I demonstrated to the audience and asked two members to describe how they would plan their meals. In addition, I asked the audience to make rough samples of diet plans. The audience demonstrated a high level of understanding of the topic based on the sample diet plans they created.  

The audience further demonstrated knowledge on the importance of attending ANC visits. Some of the women gave their experiences on how ANC visits had helped in the identification of conditions that could have endangered their pregnancies, such as gestational diabetes, hypertension, and urinary tract infections. At the end of the health talk, I asked six members to mention what they had learned from the talk briefly. The audience demonstrated a high degree of understanding as they effortlessly stated the danger signs, minor disorders, various food sources, and benefits of attending ANC visits. I inquired if there were any questions or concerns about the day’s health topic and additional information they wanted to share. The audience had numerous questions mostly based on myths they had heard about pregnancy. The end of the session was quite fascinating since the audience gave responses to the questions asked and even gave their opinions on how to achieve a healthy pregnancy. I also issued the audience with pamphlets containing major points on what we discussed in the session. I appreciated them for their cooperation and wished them a healthy pregnancy and outcome.  

Community Response to Teaching 

The audience appreciated the health education session and demonstrated a high level of cooperation. The women actively responded to the brainstorming questions and willingly shared their experiences on danger signs and minor disorders in pregnancy. Besides, they actively discussed and provided examples of how they managed minor disorders. They enthusiastically volunteered to take part in demonstrations of the concepts learned and answering questions. The audience appreciated the health messages given and explained how they would manage themselves during pregnancy. Besides, they mentioned that they would also share health information with fellow women who did not attend the session. A member of the audience appreciated my effort and requested that I organize for such health education sessions more often. The community health provider and the staff nurses also thanked me for organizing the activity and asked me to hold more health education activities in the center in the future. They also invited me to attend a health promotion that they were organizing in the community. 

Areas of Strengths and Areas of Improvement 

One of the strengths I identified in my presentation was the ability to keep the audience captivated throughout the session. I achieved this by engaging them through brainstorming and allowing them to share their experiences. Besides, the selected topic related to the audience and addressed the common issues they encountered.  Another strength was my in-depth understanding of the topic, which was contributed by reading and researching on antenatal care. My teaching methods significantly contributed to the success of the activity. Using visual aids enhanced the audience’s understanding since we remember more what we have seen rather than heard. Involving the audience in creating sample diet plans also enhanced their understanding. Furthermore, I had great classroom management skills, and I was able to control the audience to maintain concentration and silence when I was teaching.   

Some of the areas of improvement include time management. According to my teaching plan, the activity was estimated to last for 30 minute, but I spent 1 hour, which delayed the daily activities in the clinic. In future health talks, I should I will also need to improve on my communication approach to the target audience in the future. I communicated about the health talk via a memo that was posted on the facility’s noticeboard. As a result, a majority of the clients were not aware of the activity when they were going to the clinic, and this may have interfered with their schedule since they spent more time in the facility than they had anticipated. In the future, I can communicate by circulating posters in the community, which will also encourage more people to attend. 

References 

Creanga, A. A., Berg, C. J., Syverson, C., Seed, K., Bruce, F. C., & Callaghan, W. M. (2015). Pregnancy-related mortality in the United States, 2006–2010. Obstetrics & Gynecology, 125(1), 5-12. 

Maternal Mortality, C. D. C. (2017). Report from maternal mortality review committees: A view into their critical role. Retried from https://www.cdcfoundation.org/sites/default/files/upload/pdf/MMRIAReport.pdf 

Wong, P. C., & Kitsantas, P. (2019). A review of maternal mortality and quality of care in the USA. The Journal of Maternal-Fetal & Neonatal Medicine, 1-13.