NRS 455 Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors

Grand Canyon University NRS 455 Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 455 Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors 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 Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors                            

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 455 Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors  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 Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors                          

The introduction for the Grand Canyon University NRS 455 Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors  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 455 Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors                          

After the introduction, move into the main part of the NRS 455 Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors  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 Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors                          

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 Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors                            

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 Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors

Re: Topic 2 DQ 1

A common neurological issue is dementia. “Dementia is a non-age-related decline in cognitive abilities caused by damage to the cerebral hemispheres and subcortical areas for memory and learning” (Porth, 2014). Contributing factors can include genetic predisposition, hypertension, diabetes, and lifestyle factors such as smoking, unhealthy diets and a sedentary lifestyle.  Prevention and health promotion include “diet modifications, exercise, smoking cessation, weight loss, the use of reductase inhibitors, anticoagulants, platelet antiaggregants and hypertensive medication” (Silver, 2018). Cognitive stimulation such as doing puzzles, reading, learning new skill and keeping social help keep the brain active. Local community resources that offer support include senior centers and community centers. Senior centers have daily activities such as exercise classes, computer classes and hobby related classes that help seniors remain social and provide a space for activity. Another local resource is a community centers. They offer monthly outings, exercise classes and recreational activities. My local community center hosts monthly BINGO. I’ve attended a class in the past for fun and the room was packed. A few of the seniors were accompanied by caregivers that brought them from home to participate.

References

Porth, C. M. (2014). Essentials of pathophysiology (4th ed.). Wolters Kulwer/Lippincott, Williams, & Wilkins.
Silver, B. (2018). Stroke prevention. https://emedicine.medscape.com/article/323662-overview

Sample Answer 2 for NRS 455 Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors

One topic I’d like to discuss here are Traumatic Brain Injuries, this topic hits close to home.  My brother was in a real bad car accident a few years ago and had severe brain injury, including skull fracture.  Traumatic brain injury, depending on the severity can be mild, severe and even cause death.  I’d like to discuss the severity of a brain injury which many of us know that athletes go through all the time with some very serious effects.  The cognitive issues after having a traumatic brain injury are trouble remembering, concentration problems, feeling anxious or depressed, mood changes or mood swings, difficulty sleeping or sleeping more than usual.  (Traumatic Brain Injury – Symptoms & Causes – Mayo Clinic, n.d.)  In the seriousness of these TBI my brother would try and speak but the words coming out of his mouth were nothing of what he was trying to say, and he knew that which would really frustrate him and would become very violent.  It took lots of therapy even physical therapy, because his brain could not coordinate with his body to remember how to walk.  He started with a walker and slowly progressed.  A therapist would work with him and show him pictures and have him try to repeat the words, although he knew what he wanted to say but the words would not come out.  After about 6 weeks, we started to see progress and, thankfully, he is now fully recovered, although I feel there was some very minimal brain damage because I don’t feel he’s the 100% brother I had before his accident.  Severe TBI cause profound confusion, agitation, combativeness and other unusual behavior, slurred speech, coma and other disorders of consciousness.  Patients with severe TBI are usually discharged to rehab centers where they can continue to get the therapy they need.  (Traumatic Brain Injury – Symptoms & Causes – Mayo Clinic, n.d.)  These five year outcomes of people  with  TBI, 22% died, 30% became worse, 22% stayed the same, and 26% improved. Data are US population estimates based on the TBIMS National Database. *Data refer to people 16 years of age and older who received inpatient rehabilitation services for a primary diagnosis of TBI. There are also many resources available to people who have suffered from a TBI.  (Centers for Disease Control and Prevention [CDC], 2023)

Brain Injury Association of America

National Brain Injury Information or call 1-800-444-6443

National Association of State Head Injury Administrators

United States Brain Injury Alliance

Military Health System’s Traumatic Brain Injury Center of Excellence

There are just a few of the resources I found.

References

Centers for Disease Control and Prevention. (2023, September 7). Traumatic brain injury / concussion. https://www.cdc.gov/traumaticbraininjury/index.html

Traumatic brain injury – symptoms & causes – mayo clinic. (n.d.). Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/symptoms-causes/syc-20378557

Sample Answer 3 for NRS 455 Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors

Parkinson’s disease is a neurological condition that affects movement and can also have cognitive effects (NIH, 2024). The National Institute of Health (2024) shares that an individual who has parkinson’s disease will usually have a basal ganglia (which is the part of the brain that controls movement) that is impaired. They add that the damage to the basal ganglia causes a significant decline in the production dopamine, which is why patients start to develop problems in movement. Unfortunately, the NIH informs us that scientists are still unable to pinpoint the cause as to why the neurons die. According to Adimoolam MD (2021), the two best ways patients can do to prevent this disease from developing is to incorporate physical activity into their daily routines. Furthermore, Adimoolam MD (2021) also claims that a proper diet (especially the mediterranean diet) can aid with prevention of this disease. As a current resident of San Diego, I have found that the Parkinson’s Association of San Diego offers something called the “Good Start Program.” Through this program, health care providers come together and answer questions of people who were newly diagnosed with these, and to also answer any questions their caretakers may have. It also serves as an educational program for people who want to update their knowledge base on parkinson’s disease.

References

Parkinson’s Disease: Causes, Symptoms, and Treatments. (2024). National Institute on Aging. https://www.nia.nih.gov/health/parkinsons-disease/parkinsons-disease-causes-symptoms-and-treatments#causes

Adimoolam, K. (2021). The Two Best Ways to Prevent Parkinsons Disease. Www.umms.org. https://www.umms.org/bwmc/news/2021/the-two-best-ways-to-prevent-parkinsons-disease

Sample Answer 4 for NRS 455 Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors

Guillain-Barré syndrome

GBS is a monophasic polyradiculoneuropathy that is immune mediated and characterized by ascending flaccid paralysis and reflexive.  GBS is thought to be triggered by an immune response to preceding infection that results in cross reaction with the peripheral nerves, in a process likely secondary to molecule mimicry. All myelinated nerves (motor, sensory, cranial, sympathetic) can be affected. GBS has different variants, which have different type and degree of pathological changes (Ogbebor et al, 2023). The variants of GBS include the following:

• Acute inflammatory demyelinating polyneuropathy (AIDP)
• Acute motor axonal neuropathy (AMAN)
• Acute motor and sensory axonal neuropathy (AMSAN)
• Miller Fisher syndrome (MFS)
• Bickerstaff brainstem encephalitis (BBE)
• Pharyngeal-cervical-brachial (PCB) variants

AIDP displays prominent demyelination on electrodiagnostic studies and lymphocytic infiltrate on nerve biopsy. Similarly, demyelination is thought to be the underlying pathology in MFS and BBE variant. AMAN and AMSAN have prominent axonal loss without lymphocytic infiltrate or complement activation. In recovery, remyelination occurs over several weeks to months. Depending upon the extent and severity of the inflammatory response, axonal degeneration can also occur; in such patients, there is delayed and incomplete recovery. Antibody- and complement-mediated humeral response against axons leads to axonal variant of GBS (AMAN, AMSAN). In axonal variant, there is a paucity of inflammatory infiltrate and the primary immune response is directed at nodes of Ranvier. This leads to nerve conduction block, which presents as motor or sensory symptoms. This process can reverse rapidly or may progress to involve axonal degeneration. Two-thirds of patients provide a history of an antecedent respiratory tract or gastrointestinal tract infection that occurred usually within 4 weeks before presenting with symptoms of GBS. Infection with Campylobacter jejuni is the most common antecedent in GBS. Infection by C jejuni can lead to generation of antibodies to specific gangliosides, including GM1, GD1a, and GD1b, which are present in the peripheral nerve axons. These antibodies are strongly associated with AMAN and AMSAN. Antibodies against GQ1b ganglioside, a component of oculomotor nerve myelin, are frequently found in GBS variants MFS and BBE. Antibodies to GT1a, which cross-react with GQ1b, have also been associated with bulbar forms of GBS. Patients present within a few days to a week after the onset of symptoms. Symptoms typically progress over a period of 2 weeks and reach their nadir by 4 weeks. Some instances of GBS have followed vaccination, but the associated risks appear small or negligible, while other studies have failed to find an association between vaccination and subsequent GBS risk. The risk of GBS after vaccination appears substantially lower than the risk of GBS triggered by an acute infection (Shahrizaila , 2021). In Western countries, the incidence of GBS is approximately 1 to 2 cases per 100 000 person-years. After the first decade of life, the incidence of GBS increases by 20% for every 10-year increase in age, with a higher prevalence observed in males than in females. The incidence of different GBS variants is different across different geographical regions. In the United States, AIDP is the most common variant accounting up to 90% of the cases while AMAN, AMSAN, MFS, and BBE account for approximately 5% to 10% of the cases in the United States. Overall, patients with the axonal variants of GBS are younger than patients with demyelination variants.

 Clinical Features

The typical clinical features of GBS include a progressive and symmetric muscle weakness, usually ascending in nature, and absent or depressed deep tendon reflexes. Different variants of GBS can have different presentations and symptoms including sensory symptoms of pain, paresthesia, ophthalmoplegia, ataxia, encephalopathy, bulbar signs, and dysautonomia. Autonomic dysfunction occurs in 38% to 70% of patients with GBS. This includes ileus, hypertension, hypotension, fever, tachycardia, bradycardia, and urinary retention. Patients with dysautonomia tend to have more frequent cardiogenic complications, hyponatremia, and a higher morbidity and mortality with the possibility of sudden death. GBS with isolated sensory abnormalities is rare. In such cases, the reflexes are absent and there may be minor motor involvement. An association with antibodies to GD1b has been noted. Patients with suspected sensory GBS should be evaluated for acute paraneoplastic sensory neuropathy, which presents with asymmetric sensory loss and severe ataxia.

Health Education and Promotion

Health education is critical throughout the course of GBS. In the initial acute phase of GBS, the nurse should educate both the patient and family members about GBS including the symptoms of GBS, disease progression, medical management of the disease, current treatments for GBS including IVIG and plasmapheresis, risks associated with GBS, required monitoring of autonomic dysfunction including cardiac and respiratory monitoring, and morbidity and mortality associated with GBS. Patients admitted to the ICU and their family members will need to be educated about the equipment and monitoring routinely performed in this setting.  Health education in the continuing or recovery phase of GBS should focus on rehabilitation efforts by the members of continuing care interprofessional teams. Team members educate both the patient and family members on rehabilitation expectations, and activities designed to return the patient to functional status. Education is focused on the preparation of the patient and family members to assume activities in acute rehabilitation, long-term care, outpatient or home settings with an emphasis on specific activities such as physical therapy, occupational therapy, speech therapy, and nutritional therapy. Education for family members caring for the recovering GBS patient should also include training in the use of adaptive devices such as canes, walkers, wheelchairs, bedside commodes, bathtub or shower benches, and safety measures such as ramps for easy home access. Health education during the recovery phase of GBS should also include information about health promotion and health maintenance including education about optimal nutrition, exercise, adequate sleep, and the importance of social interactions with friends, co-workers, and family members. Health education about routine health maintenance screenings such as mammograms and screening for colorectal cancer and skin cancer should be provided to both patients and family members (Nguyen et al, 2023).

Resources

The GBS/CIDP Foundation International strives to assist patients and their families in coping with GBS/CIDP by providing emotional support to patients and their loved ones, as well as public and professional educational programs designed to heighten awareness and improve the understanding and treatment of GBS, CIDP and variants

Nguyen TP, Taylor RS, Renwanz Boyle AG. Guillain-Barre Syndrome (Nursing) [Updated 2023 Feb 7]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2024 JanOgbebor, O. , Tariq, S. , Jaber, T. , Super, J. , Bhanot, N. , Rana, S. & Malik, K. (2023). Neurological Emergencies in the Intensive Care Unit. Critical Care Nursing Quarterly, 46 (1), 17-34. doi: 10.1097/CNQ.0000000000000435.Shahrizaila N, Lehmann HC, Kuwabara S. Guillain-Barré syndrome. Lancet. 2021;397(10280):1214–1228.