NRS 420 Topic 3 Adolescence Contemporary Issues and Resources

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NRS 420 Topic 3 Adolescence Contemporary Issues and Resources – Step-by-Step Guide

The first step before starting to write the NRS 420 Topic 3 Adolescence Contemporary Issues and Resources, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NRS 420 Topic 3 Adolescence Contemporary Issues and Resources

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NRS 420 Topic 3 Adolescence Contemporary Issues and Resources

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NRS 420 Topic 3 Adolescence Contemporary Issues and Resources

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NRS 420 Topic 3 Adolescence Contemporary Issues and Resources

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NRS 420 Topic 3 Adolescence Contemporary Issues and Resources

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NRS 420 Topic 3 Adolescence Contemporary Issues and Resources

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded, in sentence sentence care. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NRS 420 Topic 3 Adolescence Contemporary Issues and Resources

Research the range of contemporary issues teenagers face today. Select one issue (besides teen pregnancy) a teenager might come to GCU with a nurse in a health clinic at a local high school. In a 500-750-word paper include the following:

  1. Describe the contemporary issue and explain what external stressors are associated with this issue.
  • Identify specific questions or assessment tool would you use to screen for this issue.
  • Outline strategies you, the nurse, would use to establish a therapeutic relationship with the teenager.
  • Define the legal and ethical parameters regarding what you can and cannot share with the parent or guardian.
  • Identify specific support options you will provide for your patient and/or their family to access? Include the contact information for the support option.

You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the GCU criteria, and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Adolescence: Contemporary Issues and Resources: Teen Suicide

The rates of suicide among the youth have increased significantly over the past few decades, raising questions about risk, protective, and predisposing factors for self-harm. Cuesta et al. (2021) identify being male and having a history of suicide attempts as the most significant risk factors for teenage suicide. Moreover, bullying, psychiatric problems, drug abuse, and past sexual abuse predispose teenagers to suicide.

Individuals from single-parent families and family dysfunctions are also at a higher risk of developing suicidal thoughts than the general population (Cuesta et al., 2021). Schools and healthcare institutions play an important role in managing the increasing rates of suicide rates, given that most teenagers operate within learning institutions. Nurses working collaboratively with school counselors are tasked with developing youth prevention strategies to mitigate the negative impacts of suicide on population health outcomes. 

Assessment Tools

The Columbia Suicide Severity Rating Scale (CSSRS) tool assesses presenting symptoms and risk factors associated with suicidal thoughts through comprehensive semi-structured interviews (Baek et al., 2021). The assessment tool has several subscales to determine the clients’ severity and intensity of suicidality, risk behaviors, and lethality of such behaviors. Similarly, the Beck Scale for Suicide Ideation (BSI) consists of a set of twenty-one questions to help healthcare providers measure the clients’ predisposition to suicide and the severity (Andreotti et al., 2020). The self-report questionnaire covers essential topics such as the desire to die, frequency of suicidal ideation, and degree of control over such thoughts.     

Establishing a Therapeutic Relationship

Whereas talking about suicide with teenagers can be uncomfortable, it is a critical conversation to have in families with intergenerational violence and periodic cycles of violence. Depending on the clients ‘ ages, there are different ways to approach such discussions. In establishing an effective therapeutic relationship, I will ask the teenagers directly about their feelings. Listen carefully to what they say and take their words seriously. Simple conversations can make significant differences in someone’s life. I will subsequently share the concerns with counselors, facilitators, and parents if I am still concerned about the teenagers’ risk of suicide. It is difficult to assess whether some teenagers are suicidal, preventing me from taking appropriate actions. In this regard, I will help students whose social behaviors or talks suggest that they may be suicidal to get appropriate resources. 

Legal and Ethical Parameters

The traditional ethical principles, including autonomy, non-maleficence, justice, and beneficence, are confounding ethics of suicidal care. However, the nurses’ duty to not harm compels them to share specific information with the clients’ parents to manage suicidal patients and support their needs (Montreuil et al., 2021). For instance, grief and trauma are often passed from one generation to another. Cycles of intergenerational trauma can increase risky behaviors, predisposing children to suicidal thoughts. We often overlook intergenerational trauma as a significant risk factor for suicide.

Counselors and facilitators should encourage parents to look out for suicidal behaviors among children. For most parents, there is a tendency to hide intergenerational suicide, keeping their family secrets. Hiding or lying about a family member’s suicide from children erodes trust, predisposing them to higher risks of completing suicide. Preceding generations must know why they are at a greater risk since suicide has genetic ties. 

Support Options

I recommend school-based youth suicide prevention programs to prevent and reduce the prevalence of teen suicides effectively. School counselors and teachers have an essential role since they have daily contact with many teenage students (Stutey et al., 2021). Such professionals are in a position to determine and assess what learners do, say, and write. They are required to take action when they suspect that some learners may be at higher suicide risk.

I will direct the patients and their families to professional help services even when suicide is not an immediate danger. I will encourage them to reach Suicide and Crisis Lifeline services to alleviate their psychological symptoms and suicidal thoughts. For crisis counseling, parents will call or text 988 to access emotional support for children in suicidal crisis or emotional distress. They can also access confidential counseling through the organization’s website: https://988lifeline.org/contact-the-lifeline

References

Andreotti, E. T., Ipuchima, J. R., Cazella, S. C., Beria, P., Bortoncello, C. F., Silveira, R. C., & Ferrão, Y. A. (2020). Instruments to assess suicide risk: A systematic review. Trends in Psychiatry and Psychotherapy, 42(3), 276-281. https://doi.org/10.1590/2237-6089-20190092

Baek, I., Jo, S., Kim, E. J., Lee, G. R., Lee, D. H., & Jeon, H. J. (2021). A review of suicide risk assessment tools and their measured psychometric properties in Korea. Frontiers in Psychiatry, 12, 679779. https://doi.org/10.3389/fpsyt.2021.679779

Cuesta, I., Montesó Curto, ‐ P., Metzler Sawin, E., Jiménez Herrera, ‐ M., Puig Llobet, ‐ M., Seabra, P., & Toussaint, L. (2021). Risk factors for teen suicide and bullying: An international integrative review. International Journal of Nursing Practice, 27(3), e12930. https://doi.org/10.1111/ijn.12930

Montreuil, M., Séguin, M., P. Gros, C., & Racine, E. (2021). Everyday ethics of suicide care: Survey of mental health care providers’ perspectives and support needs. PLOS ONE, 16(4), e0249048. https://doi.org/10.1371/journal.pone.0249048

Stutey, D. M., Cureton, J. L., Severn, K., & Fink, M. (2021). Suicide protective factors: Utilizing SHORES in school counseling. The Professional Counselor, 11(1), 16–30. https://doi.org/10.15241/dms.11.1.16

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