NRS 455 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 1
Grand Canyon University NRS 455 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 1– Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NRS 455 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 1 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 455 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 1
Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 455 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 1 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 455 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 1
The introduction for the Grand Canyon University NRS 455 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 1 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.
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How to Write the Body for NRS 455 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 1
After the introduction, move into the main part of the NRS 455 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 1 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 455 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 1
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 455 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 1
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 455 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 1
PICOT question:
In elderly individuals (P), does the implementation of a structured exercise program (I), compared to standard care or no intervention (C), lead to better glycemic control (O) over a six-month period, as measured by changes in HbA1c levels (T)?
Articles:
Celli, A., Barnouin, Y., Jiang, B., Blevins, D., Colleluori, G., Mediwala, S., Armamento-Villareal, R., Qualls, C., & Villareal, D. T. (2022). Lifestyle Intervention Strategy to Treat Diabetes in Older Adults: A Randomized Controlled Trial. Diabetes care, 45(9), 1943–1952. https://doi.org/10.2337/dc22-0338
Lee, K., Shin, H., Kim, H., & Lee, S. (2019). Effect of Diabetes Education Through Pattern Management on Self-Care and Self-Efficacy in Patients with Type 2 Diabetes. International Journal of Environmental Research and Public Health, 16(18).
https://doi.org/10.3390/ijerph16183323
Topic 2 DQ 1
One common cognitive issue is depression, which can significantly impact a person’s perception, cognition, and overall well-being. It is estimated by CDC (2023), depression affect 18.5% of U.S. adults and the highest is among adults aged 18-24 years with 21.5% and lowest among adults aged ≥65 years with 14.2%. Contributing factors to depression can be multifaceted and may include biological, psychological, and environmental factors (Remes et al., 2021). Here are steps for prevention or health promotion for patients and families dealing with depression:
Promote Healthy Lifestyle Habits:
- Encourage regular physical activity, as exercise has been shown to improve mood and reduce symptoms of depression. A balanced diet rich in fruits, vegetables, and whole grains can also support mental health (Gotter, 2024).
Develop Coping Strategies:
- Teach coping strategies such as mindfulness, relaxation techniques, and stress management skills to help individuals better cope with life’s challenges and reduce the risk of depression (Gotter, 2024).
Encourage Social Support:
- Foster strong social connections with family, friends, and community members. Social support can provide emotional validation, reduce feelings of loneliness, and buffer against the onset of depression (Gotter, 2024).
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NRS 455 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 1
Seek Professional Help:
- Encourage individuals experiencing symptoms of depression to seek help from mental health professionals, such as therapists, counselors, or psychiatrists (Hiugera, 2023). Psychotherapy (talk therapy) and medication are effective treatments for depression and can help individuals manage symptoms and improve quality of life (Hiugera, 2023).
There are many resources which help and support patient with depression and their family.
- Community Mental Health Centers such as Riverside Mental Health Clinics: Provide counseling, therapy, and psychiatric services on a sliding fee scale for individuals with limited financial resources. More information at https://www.rcdmh.org/adult-services
- Crisis Hotlines such as Substance Abuse and Mental Health Services Administration (SAMHSA): SAMHSA is a National Helpline which offer immediate support and intervention for individuals in crisis or experiencing thoughts of self-harm or suicide. Contact number is 1-800-662-4357 (SAMHSA, 2023).
References
Centers for Disease Control and Prevention (CDC). (2023). National, State-Levels, and Country-Level Prevalence Estimates of Adults Aged ≥ 18 Years Self-Reporting a Lifetime Diagnosis of Depression- United States, 2020.
Gotter, A. (2024). Coping with Depression. Healthline. https://www.healthline.com/health/how-to-avoid-depression#exercise
Higuera, V. (2023). Everything You Need to Know About Depression (Major Depressive Disorder). Healthline. https://www.healthline.com/health/depression#natural-remedies-and-lifestyle-tips
Remes, O., Mendes, J. F., & Templeton, P. (2021). Biological, Psychological, and Social Determinants of Depression: A Review of Recent Literature. Brain sciences, 11(12), 1633. https://doi.org/10.3390/brainsci11121633
SAMHSA (2023). SAMHSA’s National Helpline. https://www.samhsa.gov/find-help/national-helpline
Sample Answer 2 for NRS 455 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 1
qDiabetes is a metabolic disorder with high disease burden
qPoor diabetes management increases the risk of complications
qStrategies that raise awareness and skills on diabetes management improve treatment outcomes
qThis presentation proposes a project that will incorporate structured diabetes self-management education into management of type 2 diabetes
Chronic conditions such as diabetes have increasing prevalence and incidence in most countries globally. Diabetes acts as a source of significant disease burden to the affected patients and their significant others. The high disease burden can be seen in the increased healthcare costs, decreased productivity, and loss of function. Diabetes also increases the risk of premature mortalities among the patients. Patients with diabetes are at risk of complications such as diabetic foot, diabetic retinopathy, and diabetes nephropathy. Strategies that increase awareness, skills, and self-efficacy levels among patients with diabetes have been found to be effective. They improve glycemic control and prevent the development of complications. However, the use of these strategies has not been explored in our practice. Therefore, our proposed project seeks to implement a structured education program on diabetes self-management to improve outcomes in patients with type 2 diabetes mellitus.
Proposed Intervention
qStructured educational intervention on diabetes type 2 self-management
qNurses will deliver structured education to patients with diabetes type 2
qStructured education raises awareness, self-efficacy, and self-management among diabetic patients
qImprovements result in better glycemic control and prevention of complications
The proposed intervention for our project is the implementation of structured educational intervention on diabetes type 2 self-management. The intervention will focus on areas such as lifestyle and behavioral modifications, self-monitoring of blood glucose levels, treatment adherence, and early recognition and management of complications. Nurses will be trained to implement the structured educational intervention. Studies have shown that education on diabetes self-management improves knowledge, skills, and self-efficacy among patients with diabetes. It also promotes their empowerment and sustained improvements in diabetes management. The cumulative benefits of diabetes self-management education include better glycemic control and prevention of diabetes-related complications.
Selected Articles
qArticles by Eroglu and Sabuncu (2021) and Hurst et al. (2020) were selected
qEroglu and Sabuncu (2021) focused on impact of diabetes education on self-management and self-efficacy
qHurst et al. (2020) investigated impact of diabetes self-management knowledge and self-efficacy on glycemic control
qBoth studies demonstrate the effectiveness of diabetes self-management education on improved diabetes outcomes
The articles by Eroglu and Sabuncu (2021) and Hurst et al. (2020) were selected for the proposed project. The article by Eroglu and Sabuncu (2021) is a randomized controlled trial that examined the impact of diabetes education on self-management and self-efficacy. The results of the study revealed that diabetes education improved self-management and self-efficacy among the study participants. The improvements resulted in better glycemic control among the study participants. The study by Hurst et al. (2020) investigated the impact of diabetes self-management, self-management knowledge, and self-efficacy on glycemic control. The results revealed a positive association between glycemic control and diabetes self-management, self-management knowledge, and self-efficacy.
Sample Answer 3 for NRS 455 CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes Part 1
Primary and Secondary Outcomes
Celli et al. (2022) sought to establish whether lifestyle intervention would enhance glycemic control and age-relevant outcomes in older adults diagnosed with diabetes and comorbidities.
The primary outcome for this study was change in glycated hemoglobin (HbA1c). This outcome aligns to the PICOT outcome of attaining better glycemic control in elderly persons.
The study’s secondary outcomes included glucoregulation, body composition, physical function, and quality of life.
Pathophysiological Findings
The study results revealed that HbA1c (primary outcome) improved more in the intensive lifestyle intervention (ILI) group than the healthy lifestyle (HL) group. Individuals in the ILI group demonstrated improved insulin action and secretion than in the HL group Celli et al. (2022).
Lifestyle interventions directly counteract the increasing adiposity and physical inactivity that mainly cause age-related increase in insulin resistance in elderly persons Celli et al. (2022). In addition to improved glycemic control, intensive lifestyle intervention led to improved age-relevant outcomes like body composition, physical function, and quality of life (secondary outcomes).
Reference
¡Celli, A., Barnouin, Y., Jiang, B., Blevins, D., Colleluori, G., Mediwala, S., Armamento-Villareal, R., Qualls, C., & Villareal, D. T. (2022). Lifestyle Intervention Strategy to Treat Diabetes in Older Adults: A Randomized Controlled Trial. Diabetes care, 45(9), 1943–1952. https://doi.org/10.2337/dc22-0338