NR511 Week 6 Discussion: Sexually Transmitted Diseases

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NR511 Week 6 Discussion: Sexually Transmitted Diseases – Step-by-Step Guide

The first step before starting to write the NR511 Week 6 Discussion: Sexually Transmitted Diseases is 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 paper’s audience and purpose, as this will 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, review its use, including writing citations and referencing the resources used. You should also review the formatting requirements for the title page and headings in the paper, as outlined by Chamberlain University.

How to Research and Prepare for NR511 Week 6 Discussion: Sexually Transmitted Diseases

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify a list of keywords related to your topic using various combinations. The first step is to visit the Chamberlain 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 the Chamberlain University Library, PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last 5 years and go through each to check for credibility. Ensure that you obtain the references in the required format, such as 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. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next, create a detailed outline of the paper to help you develop headings and subheadings for the content. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NR511 Week 6 Discussion: Sexually Transmitted Diseases

The introduction of the paper is the most crucial part, as it helps provide the context of your work and determines whether the reader will be interested in reading through to the end. Begin 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 NR511 Week 6 Discussion: Sexually Transmitted Diseases

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 collected from the research, and ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance, as well as how it relates to the thesis statement. You should maintain a logical flow between paragraphs by using transition words and a flow of ideas.

How to Write the In-text Citations for NR511 Week 6 Discussion: Sexually Transmitted Diseases

In-text citations help readers give credit to the authors of the references they have used in their work. 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 Morelli et al. (2024), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Alawiye (2024) highlights 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 NR511 Week 6 Discussion: Sexually Transmitted Diseases

When writing the conclusion of the paper, start by restating 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. Conclude with a call to action that leaves a lasting impression on the reader or offers recommendations.

How to Format the Reference List for NR511 Week 6 Discussion: Sexually Transmitted Diseases

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. 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

Morelli, S., Daniele, C., D’Avenio, G., Grigioni, M., & Giansanti, D. (2024). Optimizing telehealth: Leveraging Key Performance Indicators for enhanced telehealth and digital healthcare outcomes (Telemechron Study). Healthcare, 12(13), 1319. https://doi.org/10.3390/healthcare12131319

Alawiye, T. (2024). The impact of digital technology on healthcare delivery and patient outcomes. E-Health Telecommunication Systems and Networks, 13, 13-22. 10.4236/etsn.2024.132002.

NR511 Week 6 Discussion: Sexually Transmitted Diseases Instructions

This assignment enables the student to meet the following course outcomes: 

  • CO4 Formulate an evidence-based management plan for acute and common health problems based on needs of the patient and family. (PO 5)   
  • CO 6: Demonstrate novice level proficiency in prioritizing patient needs. (PO 5) Have a look at NR601 Week 1 Discussion: County of Bedford Virginia.

Follow these guidelines when completing each component of the discussion.

General Instructions: Healthy People 2030 goals include reducing sexually transmitted diseases (STDs) and their complications and improving access to quality STD care. The U.S. Department of Health and Human Services (n.d.) estimates that there are more than 20 million new cases of STDs in the U.S. each year. STD rates are disproportionately higher among racial/ethnic minorities, youth, and LGBTQ+ populations, which cannot be fully explained by differences in individual risk behavior. Other factors, including discrimination, environmental injustice, wealth inequality, and healthcare access barriers may contribute to these disproportionate rates.

View STD data from the Centers for Disease Control and Prevention (CDC,2021) by following these steps.

·  Select STD from the STEP 1 prompt: What data do you want to see?

·  Select Charts from the STEP 2 prompt: How do you want to see them?

·  Access STD charts

·  Navigate to the left-hand search box titled Select Data

  • Select STD from the indicator category.
  • Select the state in which you will practice from the geography category. VIRGINIA

Include the following sections: 

  1. Application of Course Knowledge: Answer all questions/criteria with explanations and detail. Examine the CDC Atlas Plus website data presented in the charts and address the following:
    1. Explain what the data indicates about infections rates based on age, race, and gender.  
    2. Identify evidence of disparities. Explain your rationale. 
    3. Discuss biases or barriers that may contribute to disparities in STD rates in your state. 
    4. Return to the left side of the screen and change the geography indicator category to the United States. Discuss how rates in your state compare to those of the U.S. as a nation. 
    5. Describe two person-centered actions the nurse practitioner can use to promote STD self-care management for marginalized clients. 
    6. Discuss opportunities for interprofessional collaboration to address disparities in STD rates.  
  2. Integration of Evidence: Integrate relevant scholarly sources as defined by program expectations:
    1. Cite a scholarly source in the initial post. 
    2. Cite a scholarly source in one faculty response post. 
    3. Cite a scholarly source in one peer post. 
    4. Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week.   
    5. Include a minimum of two different scholarly sources per week. Cite all references of less than 5yrs. and provide references for all citations. 

NR511 Week 6 Discussion: Sexually Transmitted Diseases Example

Sexually Transmitted Diseases in Virginia

Sexually transmitted diseases (STDs) pose a significant public health issue, with a disproportionate impact on racial/ethnic minorities, young individuals, and LGBTQ+ communities. The essay will utilize data obtained from the CDC Atlas Plus website to conduct an analysis of infection prevalence, disparities, barriers, and potential for interprofessional collaboration. The discussion aligns with the course objectives related to evidence-based management and prioritizing patient needs. Essentially, this paper examines the prevalent issue of STDs and the associated healthcare disparities, specifically focusing on their implications within the state of Virginia.

Data Based on Age, Race, and Gender

The data acquired from the CDC Atlas Plus website provides valuable insights into the prevalence of sexually transmitted infections (STIs) in Virginia. The available data indicates a positive association between age and infection rates, wherein a greater incidence of infections is reported among young adults, particularly individuals aged 15 to 29, relative to older age groups (CDC, 2021). The prevalence of this phenomenon is observed nationwide, with the younger demographic displaying a propensity for engaging in higher-risk sexual behaviors and potentially lacking comprehensive sexual education (Brown et al., 2021).

In examining the issue of race, the existing data suggests that some racial and ethnic minority communities, such as African Americans and Hispanics, demonstrate higher prevalence rates of sexually transmitted diseases (STDs) compared to white populations. The aforementioned finding provides evidence for the presence of racial disparities in the prevalence of sexually transmitted diseases. These disparities can be attributed to various reasons, including socioeconomic position, healthcare accessibility, and historical inequities (Boutrin & Williams, 2021).

When considering gender, the statistical data reveal discrepancies in the rates of infection between males and females. For example, there is a higher prevalence of sexually transmitted diseases (STDs) such as chlamydia and syphilis among females due to biological factors, while diseases like gonorrhea exhibit higher incidence rates among males.

Evidence of Disparities

After reviewing and analyzing the available data, it is clear that there are differences in the prevalence of STDs. Minority racial and ethnic groups, such as African Americans and Hispanics, exhibit higher infection rates than the general white population. The mentioned disparity highlights the impact of socioeconomic status, availability of healthcare services, and potential biases within the healthcare system (Lieberman et al., 2020).

Furthermore, age is a significant factor, as individuals in the young adult age group (15-29 years) exhibit higher rates of infection. This highlights the necessity for implementing therapies that specifically target this age group. Gender disparities also manifest, with certain sexually transmitted diseases (STDs) exhibiting higher prevalence rates among females, possibly attributable to biological causes, whilst others demonstrate greater frequency among males. The aforementioned findings underscore the complex and diverse characteristics of disparities in sexually transmitted diseases.

Comparing the Rates of the State and the Nation

The STD prevalence in Virginia largely reflects the national averages for the United States, demonstrating a steady burden of these illnesses. Localized differences may exist, with urban areas potentially exhibiting higher rates than rural areas. Similar to national patterns, demographic differences may persist within the state, necessitating targeted measures.

Person-Centered Actions

To enhance STD self-care management among underserved clients, the nurse practitioner can employ a person-centered strategy. First, individualized education that takes into account the client’s cultural and language background can be crucial. The nurse equips clients with pertinent knowledge and methods and fosters a feeling of ownership in managing their sexual health by ensuring that educational materials and dialogues are culturally and linguistically sensitive and accessible.

The nurse practitioner can also help connect patients to community resources. Clients who are marginalized may experience access issues or financial limits while seeking medical care (Flaubert et al., 2021). The nurse’s job entails directing patients towards STD testing and treatment alternatives that are inexpensive or free in order to remove barriers brought on by lack of insurance or inadequate financial means. This method values the requirements and circumstances of the client, guaranteeing fair access to crucial services.

Opportunities for Interprofessional Collaboration

Effective interprofessional collaboration provides a multifaceted strategy to address STD disparities. Social workers can address socioeconomic issues like poverty while educators carry out in-depth sex education programs. Community health professionals ensure culturally competent care by bridging communication gaps in marginalized groups. In order to reduce STD disparities, public health professionals promote tracking, resource allocation, and focused interventions. In order to lessen the burden of STDs on marginalized populations, these cooperative efforts emphasize fair access to healthcare, reliable information dissemination, and community-specific remedies.

References

Boutrin, M.-C., & Williams, D. R. (2021). What racism has to do with it: Understanding and reducing sexually transmitted diseases in youth of color. Healthcare, 9(6), 673. https://doi.org/10.3390/healthcare9060673

Brown, E., Lo Monaco, S., O’Donoghue, B., Nolan, H., Hughes, E., Graham, M., Simmons, M., & Gray, R. (2021). Improving the sexual health of young people (under 25) in high-risk populations: A systematic review of behavioural and psychosocial interventions. International Journal of Environmental Research and Public Health, 18(17), 9063. https://doi.org/10.3390/ijerph18179063

CDC. (2021). AtlasPlus – Charts. Cdc.gov. https://gis.cdc.gov/grasp/nchhstpatlas/charts.html

Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021). The role of nurses in improving health equity. In www.ncbi.nlm.nih.gov. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573898/

Lieberman, J. A., Cannon, C. A., & Bourassa, L. A. (2020). Laboratory perspective on racial disparities in sexually transmitted infections. The Journal of Applied Laboratory Medicine, 6(1), 264–273. https://doi.org/10.1093/jalm/jfaa163