NURS-FPX6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations

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NURS-FPX6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations – Step-by-Step Guide

The first step before starting to write the NURS-FPX6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations, 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 NURS-FPX6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations

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 NURS-FPX6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations

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 NURS-FPX6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations

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 NURS-FPX6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations

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 NURS-FPX6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations

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 NURS-FPX6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations

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

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.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NURS-FPX6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations Instructions

  • Develop a 4-6 page position summary and an analysis of relevant position papers on a health care issue in a chosen population.

Introduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented. Have a look at NURS-FPX6026 Assessment 2 Biopsychosocial Population Health Policy Proposal.

Position papers are a method to evaluate the most current evidence and policies related to health care issues. They offer a way for researchers to explore the views of any number of organizations around a topic. This can help you to develop your own position and approach to care around a topic or issue.

This assessment will focus on analyzing position papers about an issue related to addiction, chronicity, emotional and mental health, genetics and genomics, or immunity. Many of these topics are quickly evolving as technology advances, or as we attempt to push past stigmas. For example, technological advances and DNA sequencing provide comprehensive information to allow treatment to become more targeted and effective for the individual. However, as a result, nurses must be able to understand and teach patients about the impact of this information. With this great power comes concerns that patient conditions are protected in an ethical and compassionate manner.

Position papers are a way for individuals, groups, and organizations to express their views and intentions toward a specific issue. In health care, many position papers address specific policies, regulations, or other approaches to care. As a master’s-prepared nurse, you should feel empowered to express and advocate for your own views on policy and care matters. This is especially important when it comes to populations you or your organization cares for that are not receiving the quality, type, or amount of care that they require.

An important skill in creating a position paper or policy proposal is the ability to analyze and synthesize others’ views about the population or issue of interest to you. By synthesizing the positive and negative views of an issue, you can become better equipped to strengthen your own arguments and respond to opposing views in an informed and convincing way.

Professional Context

Position papers are a way for individuals, groups, and organizations to express their views and intentions toward a specific issue. In health care, many position papers address specific policies, regulations, or other approaches to care. As a master’s-prepared nurse, you should feel empowered to express and advocate for your own views on policy and care matters. This is especially important when it comes to populations you or your organization cares for that are not receiving the quality, type, or amount of care that they require.

An important skill in creating a position paper or policy proposal is the ability to analyze and synthesize others’ views about the population or issue of interest to you. By synthesizing the positive and negative views of an issue, you can become better equipped to strengthen your own arguments and to respond to opposing views in an informed and convincing way.

Scenario

For this assessment, pretend you are a member of an interprofessional team that is attempting to improve the quality and outcomes of health care in a vulnerable population. For the first step in your team’s work, you have decided to conduct an analysis of current position papers that address the issue and population you are considering.

In your analysis, you will note the team’s initial views on the issue in the population as well as the views across a variety of relevant position papers. You have been tasked with finding the most current standard of care or evidenced-based practice and evaluating both the pros and cons of the issue. For the opposing viewpoints, it is important to discuss how the team could respond to encourage support. This paper will be presented to a committee of relevant stakeholders from your care setting and the community. If it receives enough support, you will be asked to create a new policy that could be enacted to improve the outcomes related to your chosen issue and target population.

The care setting, population, and health care issue that you use for this assessment will be used in the other assessments in this course. Consider your choice carefully. There are two main approaches for you to take in selecting the scenario for this assessment:

  1. You may use one of the issues and populations presented in the Vila Health: Health Challenges in Different Populations media piece. For this approach, you may consider the population in the context of the Vila Health care setting, or translate it into the context in which you currently practice or have had recent experience.
    1. You may select a population and issue that is of interest to you and set them in the context of your current or desired future care setting. While you are free to choose any population of interest, the issue you choose should fall within one of the following broad categories:
      1. Genetics and genomics.
        1. Sickle cell, asthma, multiple sclerosis, myasthenia gravis.
      1. Immunity.
        1. Type 1 diabetes, systemic lupus erythematosus (SLE), congenital neutropenia syndrome.
      1. Chronicity.
        1. Arthritis, any type of cancer or lung or heart disease, obesity.
      1. Addiction.
        1. Abuse of alcohol, prescription drugs, tobacco, illegal substances.
      1. Emotion and mental health.
        1. Post-traumatic stress disorder (PTSD), depression, eating disorders, psychosis.

Note: If you choose the second option, contact your faculty to make sure that your chosen issue and population will fit within the topic areas for this course.

Instructions

For this assessment, you will develop a position summary and an analysis of relevant position papers on a health care issue in a chosen population. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your assessment submission addresses all of them. You may also want to read the Analysis of Position Papers for Vulnerable Populations Scoring Guide and Guiding Questions: Analysis of Position Papers for Vulnerable Populations [DOC] to better understand how each grading criterion will be assessed.

  • Explain a position with regard to health outcomes for a specific issue in a target population.
  • Explain the role of the interprofessional team in facilitating improvements for a specific issue in a target population.
  • Evaluate the evidence and positions of others that could support a team’s approach to improving the quality and outcomes of care for a specific issue in a target population.
  • Evaluate the evidence and positions of others that are contrary to a team’s approach to improving the quality and outcomes of care for a specific issue in a target population.
  • Communicate an initial viewpoint regarding a specific issue in a target population and a synthesis of existing positions in a logically structured and concise manner, writing content clearly with correct use of grammar, punctuation, and spelling.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

Example assessment: You may use the Assessment 1 Example [PDF] to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

Submission Requirements

  • Length of submission: 4–6 double-spaced, typed pages, not including the title and reference pages. Your plan should be succinct yet substantive. No abstract is required.
  • Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that support your initial position on the issue, as well as a minimum of 2–3 sources of scholarly or professional evidence that express contrary views or opinions. Resources should be no more than five years old.
  • APA formatting: Use the APA Style Paper Template [DOCX] and the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your analysis.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
  • Evaluate the evidence and positions of others that could support a team’s approach to improving the quality and outcomes of care for a specific issue in a target population.
  • Evaluate the evidence and positions of others that are contrary to a team’s approach for improving the quality and outcomes of care for a specific issue in a target population.
  • Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
  • Explain the role of the interprofessional team in facilitating improvements for a specific issue in a target population.
  • Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
  • Explain a position with regard to health outcomes for a specific issue in a target population.
  • Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
  • Communicate an initial viewpoint regarding a specific issue in a target population and a synthesis of existing positions in a logically structured and concise manner.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

NURS-FPX6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations Example

Analysis of Position Papers for Vulnerable Populations

Adolescents and young adults are one of the groups considered vulnerable in relation to tobacco use due to the social, environmental, and biological factors increasing their risk of initiating and continuing tobacco use. Tobacco use in this population has short and long-term health consequences, such as addiction and an increased risk for respiratory problems and other chronic diseases (Gentzke et al., 2022). Being a major healthcare issue among this vulnerable population, various policies and regulations have been aimed to address it. Individuals, groups, and organizations can also express their views and intentions regarding the issue through position papers. My Interprofessional team aims to analyze position papers, provide recommendations, and improve healthcare outcomes related to tobacco use among adolescents and young adults.

This analysis explains a position regarding the health outcomes for tobacco use among adolescents and young adults, explores the role of the interprofessional team in facilitating improvements for tobacco use in this population, and evaluates evidence and position of others supporting the team’s approach to improving quality and outcomes of care for tobacco use among adolescents and young adults. In addition, the analysis will evaluate the evidence and positions of others contrary to the team’s approach to improving the quality and outcomes of care for tobacco use in the target population.  

Position on Health Outcomes Related to Tobacco Use among Adolescents and Young Adults

Tobacco use is a significant health issue across different health populations. However, adolescents and young adults are one of the most affected populations, hence the population of focus in this assessment. The adolescent and young adult population is important with regard to tobacco use since there exist various factors increasing their risk of beginning and continuing with tobacco use. For instance, biological factors such as nicotine sensitivity and the ability to develop dependence more quickly than adults increase the risk for tobacco addiction in this population.

A study by Ma et al. (2021) also showed that social and environmental factors such as peer pressure and social influence, media adverts, and family influence increase the chances of initiating or continuing with tobacco use. More so, adolescents and young adults may use tobacco as a coping mechanism for emotional issues such as abuse. They are also likely to initiate tobacco use due to their propensity for risk-taking.

The prevalence of tobacco use among this population, especially through cigarette smoking, has significantly reduced within the past two decades, up to 4.6% in 2021 (Ma et al., 2021). However, the use of other forms of tobacco, such as E-cigarettes and vaping, has increased, especially among high school students. For instance, the Centers for Disease Control and Prevention (CDC, n.d.) notes that in 2023, 4.6% of middle school students and 10.0% of high school students reported using tobacco through e-cigarettes.

Disparities also exist in tobacco use, with youths from lower socioeconomic groups and certain ethnic groups reporting higher rates of tobacco use. As mentioned earlier, tobacco affects the youths’ health outcomes, causing respiratory issues, nicotine addiction, and increased risks for chronic diseases. However, there have been efforts to improve the state of care in this population through tobacco prevention, cessation, and support programs (CDC, n.d.).

Our position on how to improve care and outcomes related to tobacco use and addiction among the youth entails a multifaceted approach for the policymakers and other stakeholders. Tobacco prevention programs should be given more attention, primarily through increased and sustained funding. Continuous funding for tobacco prevention programs will help maintain progress and address challenges such as the rise of new tobacco products as they arise. Regardless of socioeconomic status, all youths should access prevention and cessation programs to reduce disparities and ensure equity in access to these programs.

In addition, the government should develop stricter regulations on the marketing and sales of new tobacco products such as e-cigarettes. It is essential to act on this position to address the issue to further reduce tobacco use among the youths and improve the related health outcomes. This position assumes that the data and evidence used to provide facts supporting it are accurate and reputable. Another assumption is that the proposed multifaceted approach is necessary to reduce tobacco use among adolescents and young adults effectively.

The Role of the Interprofessional Team in Facilitating Improvement

The interprofessional team plays a significant role in facilitating improvement for tobacco use and addiction among the adolescents and young adult population. In this case, the interprofessional team consists of healthcare providers, social workers, mental health practitioners, public health practitioners, and educators. Several interprofessional roles will be needed to facilitate the improvements presented by our position. The first and primary role is advocacy. Since our position is mainly based on policy and regulation changes related to tobacco use in the target population, advocacy is required to effect change. Public health professionals and healthcare providers will advocate for changes in policies and regulations regarding tobacco use, including the recommendations suggested.

Furthermore, healthcare providers and mental health professionals will use their expertise to address tobacco addiction in their practice settings. Kulich et al. (2020) note that interprofessional collaboration in initiatives aimed at addressing tobacco use and addiction promotes a comprehensive and holistic approach to the issue. For instance, the physicians and nurses in the team will screen youths for tobacco during routine check-ups, prescribe nicotine replacement therapy, and refer affected individuals to specialized tobacco cessation programs.

In addition, mental health professionals can address the psychological aspects of addiction, including recommendations on evidence-based specialized treatments for tobacco addiction and behavioral therapies to support patients with mental health issues contributing to the addiction. Social workers and educators, on the other hand, will implement community and school-based programs on tobacco prevention and cessation and support youths who are trying to quit tobacco.

However, there are several challenges that the interprofessional team may face while working together to facilitate improvement in tobacco use and addiction among adolescents and young adults. These challenges include coordination and communication among team members, resource constraints, and engaging the target population. Since the interprofessional team is diverse and may have members with varying priorities, communication and coordination in this initiative may be challenging.

In addition, limited resources such as funds may hinder the team’s ability to improve health outcomes related to tobacco use and addiction. It may also be challenging to engage with adolescents and young adults in prevention and cessation efforts due to social and cultural factors. Despite these challenges, it is crucial for the position and its facilitation to take an interprofessional approach due to its prospects of incorporating diverse expert ideas and ensuring the issue is addressed comprehensively and holistically.

Evidence and Positions Supporting the Team’s Approach to Addressing the Issue

Various studies and positions from organizations support the team’s approach to addressing tobacco use and addiction among adolescents and young adults. The Truth Initiative conducted research showing that sustained funding for tobacco prevention programs leads to a significant reduction in youth smoking rates. For instance, the initiative’s anti-smoking campaign was effective and reduced smoking rates among adolescents and young adults aged 15-24 by 22%.

In addition, continuous funding for tobacco cessation and prevention programs makes it possible for the stakeholders involved to adapt to new challenges, such as the rise of e-cigarettes, related to the issue and address it effectively (Marshall et al., 2024). Furthermore, the federal government should consider passing policies and regulations concerning media adverts that increase the risk of tobacco use among the youth. Colston et al. (2021) note that anti-tobacco media campaigns significantly impact the influence of youths, leading to the initiation and continuing of tobacco use. However, a major area of uncertainty where further information may improve the evaluation is inadequate data on youths getting initiated and continuing tobacco use even after implementing the position.

Evidence Contrary to the Team’s Position

Different studies and organizations are presenting conflicting evidence for the team’s position. For instance, a study by Selph et al. (2020) found that behavioral interventions are more effective in reducing the likelihood of smoking initiation in non-smoking youths and adolescents, as opposed to the team’s position, which entails funding tobacco use prevention and cessation programs. In addition, further research is needed to identify effective behavioral interventions for adolescents and young adults already using tobacco rather than continuing funding for already present initiatives without enough evidence of effectiveness (Liu et al., 2020). However, the conflicting evidence has presented perspectives that the team can adopt. For instance, research on the interventions proposed in the position should be considered to show evidence of effectiveness.

Conclusion

The use of tobacco among the adolescent and young adult population has significant adverse effects on health outcomes. There is significant evidence supporting tobacco use among the youth and the vulnerability of the population in relation to the health issue. Tobacco use causes addiction and increases the risk for chronic illnesses such as cardiovascular and respiratory diseases. Most position papers take the stance that prevention and cessation programs are the most effective interventions for preventing tobacco use and addiction among the population. The team’s position is that funding should be maintained for tobacco prevention and cessation programs. However, there is evidence supporting and conflicting the position as discussed above.   

References

Centers for Disease Control and Prevention, CDC. (n.d.). Smoking and tobacco use, youth data. Accessed 12th July 2024 from https://www.cdc.gov/tobacco/data_statistics/fact_sheets/youth_data/tobacco_use/index.htm

Colston, D. C., Xie, Y., Thrasher, J. F., Emery, S., Patrick, M. E., Titus, A. R., Elliott, M. R., & Fleischer, N. L. (2021). Exploring how exposure to truth and state-sponsored anti-tobacco media campaigns affect smoking disparities among young adults using a national longitudinal dataset, 2002-2017. International Journal of Environmental Research and Public Health, 18(15), 7803. https://doi.org/10.3390/ijerph18157803

Gentzke, A. S., Wang, T. W., Cornelius, M., Park-Lee, E., Ren, C., Sawdey, M. D., Cullen, K. A., Loretan, C., Jamal, A., & Homa, D. M. (2022). Tobacco product use and associated factors among middle and high school students – national youth tobacco survey, United States, 2021. Morbidity and Mortality Weekly Report. Surveillance Summaries (Washington, D.C.: 2002), 71(5), 1–29. https://doi.org/10.15585/mmwr.ss7105a1

Kulich, R. J., Keith, D. A., Vasciannie, A. A., & Thomas, H. F. (2020). Interprofessional collaboration in the assessment and management of substance use risk. Dental Clinics of North America, 64(3), 571–583. https://doi.org/10.1016/j.cden.2020.02.006

Liu, J., Gaiha, S. M., & Halpern-Felsher, B. (2020). A breath of knowledge: Overview of current adolescent e-cigarette prevention and cessation programs. Current Addiction Reports, 7(4), 520–532. https://doi.org/10.1007/s40429-020-00345-5

Ma, C., Xi, B., Li, Z., Wu, H., Zhao, M., Liang, Y., & Bovet, P. (2021). Prevalence and trends in tobacco use among adolescents aged 13-15 years in 143 countries, 1999-2018: Findings from the global youth tobacco surveys. The Lancet. Child & Adolescent Health, 5(4), 245–255. https://doi.org/10.1016/S2352-4642(20)30390-4

Marshall, L., Pasalic, E., Mahoney, M., Turner, T., Sneegas, K., & Kittner, D. L. (2024). The national and state tobacco control program: Overview of the Centers for Disease Control and Prevention’s efforts to address commercial tobacco use. Preventing Chronic Disease, 21, E38. https://doi.org/10.5888/pcd21.230311

Selph, S., Patnode, C., Bailey, S. R., Pappas, M., Stoner, R., & Chou, R. (2020). Primary care-relevant interventions for tobacco and nicotine use prevention and cessation in children and adolescents: Updated evidence report and systematic review for the U.S. preventive services task force. JAMA, 323(16), 1599–1608. https://doi.org/10.1001/jama.2020.3332