NU 606 Week 3 Discussion 1 Question-Based Discussion

Regis University NU 606 Week 3 Discussion 1 Question-Based Discussion-Step-By-Step Guide

This guide will demonstrate how to complete the Regis University NU 606 Week 3 Discussion 1 Question-Based Discussion  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 NU 606 Week 3 Discussion 1 Question-Based Discussion                                                                      

Whether one passes or fails an academic assignment such as the Regis University NU 606 Week 3 Discussion 1 Question-Based Discussion  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 NU 606 Week 3 Discussion 1 Question-Based Discussion                                                                    

The introduction for the Regis University NU 606 Week 3 Discussion 1 Question-Based Discussion    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 NU 606 Week 3 Discussion 1 Question-Based Discussion                                                                    

After the introduction, move into the main part of the NU 606 Week 3 Discussion 1 Question-Based Discussion  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 NU 606 Week 3 Discussion 1 Question-Based Discussion                                                                    

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 NU 606 Week 3 Discussion 1 Question-Based Discussion                                                                      

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 NU 606 Week 3 Discussion 1 Question-Based Discussion

Describe two mechanisms by which antibacterial drugs act on microorganisms. Explain the benefit of narrow-spectrum over broad-spectrum drugs.

Antibacterial drugs act on microorganisms by using a variety of methods to destroy the pathogen. Some of the the various methods include the method of the drug to attack the wall or thick coating surrounding the bacteria – this allows it to penetrate inside the cell and kill it off that way. Another method is through interfering with the reproduction of the bacterial cell and lastly, the medication can assist in blocking protein production.

According to the International Society of Antimicrobial Chemotherapy, the main differences that separate narrow and broad-spectrum drugs from each other are that “narrow-spectrum antibiotics are active against a select group of bacterial types. Broad-spectrum antibiotics are active against a wider number of bacterial types and, thus, may be used to treat a variety of infectious diseases” (ISAC, 2021). Broad-spectrum antibiotics tend to be our tried and true methods that most providers tend to turn towards. In short, this means that broad-spectrum antibiotics are more versatile when it comes to treating multi-infections or different strains of bacteria. Some broad-spectrum antibiotics are things like doxycycline, amoxicillin, and ampicillin. On the other hand, you have narrow-spectrum drugs that are only active against specified strains of bacteria. More specifically, narrow-spectrum antibiotics can fight against either gram-negative or gram-positive bacteria but not both at the same time. While broad-spectrum can cover both gram-negative and gram-positive at once.

Although broad-spectrum antibiotics are effective and useful, there’s a hidden truth behind why narrow-spectrum antibiotics have some slight advantage This is because broad-spectrum antibiotics can even wipe out your healthy normal flora or bacteria in the body. In addition, using a narrow spectrum assists in decreasing the probability of creating antibiotic-resistant bacteria. Using broad-spectrum antibiotics carelessly like when they’re not needed is the main reason why we have some of these superbugs today.

Citations

International Society of Antimicrobial Chemotherapy. (2021). Alliance for the prudent use of

antibiotics. APUA. Retrieved September 13, 2021, from https://apua.org/.

Sample Answer 2 for NU 606 Week 3 Discussion 1 Question-Based Discussion

Thank you for your post and all the information you provided. Secondary bacterial infections are common with people with influenza. According to U.S. Department of Health and Human Services (2015), most of the deaths that resulted from the influenza pandemic were not from the influenza virus but from the bacterial pneumonia. It was an opportunistic infection caused the bacteria that normally lives in the nose and throat to invade the lungs by a pathway created by the virus when it damaged the cells lining the bronchial tubes and lungs (U.S. Department of Health and Human Services, 2015). Some clinical manifestations of bacterial pneumonia include bluish color to lips and fingernails, confusion, loss of appetite and fatigue. Subjective signs would include fatigue and loss of appetite and objective signs would be bluish color in the lips and fingernails, confusion, and rapid breathing (John Hopkins Medicine, 2021).

References:

Johns Hopkins Medicine. (2021). Pneumonia. Retrieved September 18, 2021, from https://www.hopkinsmedicine.org/health/conditions-and-diseases/pneumonia.

U.S. Department of Health and Human Services. (2015). Bacterial pneumonia caused most deaths in 1918 influenza pandemic. National Institutes of Health. Retrieved from: https://www.nih.gov/news-events/news-releases/bacterial-pneumonia-caused-most-deaths-1918-influenza-pandemic.