NRS 445 Topic 3 Discussion 2 – Step-by-Step Guide
The first step before starting to write the NRS 445 Topic 3 Discussion 2, 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 445 Topic 3 Discussion 2
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 445 Topic 3 Discussion 2
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 445 Topic 3 Discussion 2
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 445 Topic 3 Discussion 2
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 445 Topic 3 Discussion 2
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 445 Topic 3 Discussion 2
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.
An Example NRS 445 Topic 3 Discussion 2 Follows:
NRS 445 Topic 3 Discussion 2 Step-by-step Explanation
The selected study, “Effects of nurse-led intervention programs based on King’s theory of goal attainment on health-promoting behaviors and life satisfaction in patients with type 2 diabetes: A randomized controlled clinical trial” (Farnia et al., 2023), provides an opportunity to analyze the design and ethical considerations of randomized controlled trials (RCTs) in clinical nursing contexts. The analysis using the CASP checklist demonstrates how well this study aligns with the best practices in the field of nursing research while providing insights into the balance between benefits and harms and broader ethical considerations.
Study Design and Execution
A randomized controlled trial (RCT) is a powerful research design for testing interventions, particularly in healthcare settings. In the selected study, the researchers aimed to assess whether an educational intervention based on King’s Goal Attainment Theory could improve health behaviors and life satisfaction in patients with type 2 diabetes (Farnia et al., 2023). The trial was conducted in Iran and included 70 patients, randomly assigned to an intervention or control group. Randomization is an essential feature of RCTs as it helps reduce selection bias and ensures that the groups are comparable in terms of characteristics that could affect the outcome (Sibbald & Roland, 2019).
In this study, randomization was carried out by a simple card-drawing process, in which participants picked cards with either ‘A’ or ‘B’ letters, determining their assignment to the intervention or control group, respectively. While effective in this case, randomization through card picking lacks the sophistication of other methods like computer-generated randomization sequences, which might have reduced the potential for any unconscious bias during the process (Schulz & Grimes, 2020). Nevertheless, this method was appropriate for the study’s scale and context, helping maintain the integrity of the intervention and control groups.
A significant aspect of the study design is its use of King’s Theory of Goal Attainment as the framework for the intervention. King’s theory is particularly relevant in the context of nursing interventions, as it emphasizes the collaborative nature of the nurse-patient relationship and focuses on setting achievable health goals through shared decision-making (Pérez-Fuentes et al., 2020). The seven educational sessions, part of the intervention, were designed to encourage patients to actively participate in their health care, a core tenet of King’s theory. This alignment with a well-established nursing framework strengthens the study, making its findings more relevant to practical nursing applications (Armer & Sherrard, 2022).
Participant Selection
The study involved patients diagnosed with type 2 diabetes who met specific inclusion criteria. These criteria included a diagnosis of type 2 diabetes for over a year, the ability to complete a questionnaire, and willingness to participate. The exclusion criteria ruled out patients with other chronic conditions, such as end-stage cancer or severe mental health issues, which could have skewed the results (Farnia et al., 2023). The use of strict inclusion and exclusion criteria is a crucial strength of this RCT, as it ensures that the participants are homogeneous and that the intervention can be accurately assessed for its effects on type 2 diabetes management (Burns et al., 2021).
However, the study’s use of convenience sampling might be seen as a limitation. Convenience sampling, while helpful in recruiting participants quickly, can introduce bias and reduce the generalizability of the study’s results (Etikan, 2019). A more rigorous approach, such as stratified random sampling, could have improved the study by ensuring that different demographic groups were adequately represented (Heale & Twycross, 2020). Nonetheless, given the specific nature of the intervention and the fact that it targeted a specific patient population, convenience sampling was a pragmatic choice that allowed the researchers to complete the study within a reasonable timeframe.
Intervention
The intervention consisted of seven educational sessions based on King’s theory. These multifaceted sessions involved group discussions, informational pamphlets, lectures, and PowerPoint presentations. The educational content was comprehensive, covering topics like diabetes self-management, blood sugar monitoring, and lifestyle modifications, such as increased physical activity and reduced intake of sugary foods (Farnia et al., 2023). The focus on practical, actionable information likely contributed to the success of the intervention, as participants could immediately apply what they learned in their daily lives (Abdoli et al., 2021).
The study’s educational component aligns with the growing body of evidence that shows how educational interventions can significantly impact health outcomes in chronic diseases like diabetes. For example, research by Chrvala et al. (2019) found that diabetes self-management education improved patients’ glycemic control, reduced complications, and enhanced quality of life. This study mirrors those findings, showing that patients in the intervention group experienced significant improvements in both health behaviors and life satisfaction compared to the control group (Farnia et al., 2023). This suggests that the intervention was both relevant and practical, supporting the broader literature on the importance of education in chronic disease management.
Outcome Measures
The primary outcomes of the study were health-promoting behaviors and life satisfaction. These were assessed using validated questionnaires, which adds to the study’s credibility. Using standardized, validated tools in outcome measurement is critical in RCTs because it ensures that the findings are reliable and can be compared to other studies in the field (Polit & Beck, 2021). In this case, the significant improvement in the intervention group suggests that the educational intervention successfully achieved its goals (Farnia et al., 2023).
One of the strengths of this study is the use of both subjective and objective measures of outcomes. For example, while inherently subjective, life satisfaction was assessed alongside more concrete health behavior measures, such as blood sugar monitoring and adherence to recommended lifestyle changes. This combination of outcomes provides a more holistic view of the intervention’s impact, a practice that should be encouraged in future nursing research (Moorhead et al., 2021).
However, a potential limitation is that the study did not include a long-term follow-up. While the immediate effects of the intervention were promising, it is unclear whether these benefits would persist over time. Future studies could address this limitation by incorporating follow-up assessments six months or a year after the intervention (McGowan et al., 2020). Longitudinal studies are essential in chronic disease management because they help determine whether initial improvements are sustained or additional interventions are needed (Sharma et al., 2022).
Ethical Considerations
Ethical considerations in RCTs are paramount, particularly when working with vulnerable populations like patients with chronic illnesses. One of the key ethical strengths of this study is that it obtained informed consent from all participants (Farnia et al., 2023). Informed consent is a cornerstone of ethical research practice, ensuring that participants are aware of what the study entails, including any potential risks or benefits (Beauchamp & Childress, 2020). In this study, participants were informed about the educational intervention, its purpose, and their right to withdraw without affecting their ongoing medical care. This transparency fosters trust between researchers and participants, which is essential for maintaining the ethical integrity of the study (Ryan et al., 2019).
Another ethical strength of this study is that the intervention posed minimal risk to participants. Educational interventions generally carry low physical or psychological risk compared to pharmaceutical or surgical interventions (Kendrick et al., 2019). However, the researchers still took care to protect the participants by providing clear instructions and support throughout the study, ensuring that they understood how to apply the educational content to their lives without feeling overwhelmed or anxious (Farnia et al., 2023).
Despite these strengths, one ethical issue that arises in this study—and in many RCTs—is the question of beneficence. Beneficence refers to the ethical principle of doing good, and in research, it means ensuring that the benefits of the intervention outweigh any potential harm (Emanuel et al., 2019). In this case, the intervention appears to have been overwhelmingly beneficial, as it improved both health behaviors and life satisfaction without causing harm. However, the ethical dilemma lies in the control group, which did not receive the same educational support.
Although participants in the control group continued with their usual care, one could argue that withholding an educational intervention that could potentially improve outcomes could be seen as ethically problematic (Jansen et al., 2020). To mitigate this, future studies could use a crossover design, in which the control group eventually receives the intervention after the trial period, ensuring that all participants benefit from the research.
Benefits vs. Harms
The benefits of the intervention in this study outweighed any potential harms. The educational sessions improved participants’ health behaviors, such as increased physical activity and better blood sugar monitoring, which are crucial for managing type 2 diabetes and preventing complications (Farnia et al., 2023). Additionally, the intervention improved life satisfaction, suggesting that the patients felt more empowered and in control of their health, an essential aspect of chronic disease management (Feng et al., 2019).
The intervention was also cost-effective, as it primarily involved educational sessions that nurses could deliver without the need for expensive equipment or medications. This is an important consideration in healthcare settings, particularly in resource-limited environments, where interventions need to be both effective and affordable (Gabbay & le May 2020). The fact that the intervention could be easily implemented in similar settings worldwide further adds to its value.
In terms of harm, the study reported no adverse effects from the intervention, and the participants did not face any significant risks. Educational interventions, particularly those that focus on self-management, are generally low-risk and can be tailored to suit the needs of individual patients, reducing the likelihood of adverse outcomes (Lorig et al., 2020). This makes them an attractive option for improving health outcomes in chronic diseases like diabetes.
Conclusion
The selected randomized controlled trial provides a robust example to demonstrate the value of randomized controlled trials in nursing research. Using the CASP checklist, it becomes clear that this study’s design, participant selection, and intervention were appropriate and effective, leading to meaningful improvements in health-promoting behaviors and life satisfaction for patients with type 2 diabetes. The study’s ethical considerations were well-handled, with informed consent being obtained and minimal risk posed to participants.
The intervention, which was based on King’s Goal Attainment Theory, highlights the importance of educational strategies in chronic disease management. The significant improvements in health outcomes and life satisfaction suggest that this approach could be applied more widely in nursing practice, especially in resource-limited settings where cost-effective interventions are needed. However, the ethical dilemma of withholding potentially beneficial interventions from control groups in RCTs remains an important consideration for future research.
In conclusion, the benefits of the educational intervention in this study far outweighed any potential harms, demonstrating the value of nurse-led educational programs in improving the quality of life and health outcomes for patients with chronic diseases like diabetes. Future studies should consider long-term follow-ups to assess the sustainability of these benefits and explore ethical ways to ensure that all participants in RCTs can benefit from effective interventions.
References
Abdoli, S., Shirinabadi Farahani, A., Mirzaei, M., & Parviniannasab, A. M. (2021). Impact of diabetes self-management education on self-care behaviors and glycemic control among people with type 2 diabetes: A randomized controlled trial. Diabetes & Metabolic Syndrome: Clinical Research & Reviews, 15(5), 102212. https://doi.org/10.1016/j.dsx.2021.05.024
Armer, J. M., & Sherrard, K. K. (2022). The relevance of King’s Theory of Goal Attainment in nurse-patient collaboration: Past, present, and future. Nursing Science Quarterly, 35(2), 128-133. https://doi.org/10.1177/08943184211061352
Beauchamp, T. L., & Childress, J. F. (2020). Principles of biomedical ethics (8th ed.). Oxford University Press.
Burns, N., Grove, S. K., & Gray, J. R. (2021). The practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier.
Chrvala, C. A., Sherr, D., & Lipman, R. D. (2019). Diabetes self-management education for adults with type 2 diabetes mellitus: A systematic review of the effect on glycemic control. Patient Education and Counseling, 102(6), 1017–1028. https://doi.org/10.1016/j.pec.2018.12.007
Emanuel, E. J., Wendler, D., & Grady, C. (2019). What makes clinical research ethical? The Journal of the American Medical Association, 283(20), 2701-2711. https://doi.org/10.1001/jama.283.20.2701
Etikan, I. (2019). Convenience sampling: A review. Journal of Educational and Health Science, 5(1), 107–117. https://doi.org/10.15406/jhcs.2016.01.00023
Farnia, F., Sadeghi, A., & Banik, A. (2023). Effects of nurse-led intervention programs based on King’s theory of goal attainment on health-promoting behaviors and life satisfaction in patients with type 2 diabetes: A randomized controlled clinical trial. BMC Nursing, 22(1), 32. https://doi.org/10.1186/s12912-023-01157-x
Gabbay, J., & le May, A. (2020). Practice-based evidence for healthcare: Clinical mindlines. Routledge.
Heale, R., & Twycross, A. (2020). Validity and reliability in quantitative studies. Evidence-Based Nursing, 18(3), 66–67. https://doi.org/10.1136/eb-2015-102129
Kendrick, T., Moore, M., Stuart, B., & David, M. (2019). The long-term outcomes of educational interventions for self-management in chronic disease. British Medical Journal, 2(5), e020320. https://doi.org/10.1136/bmjopen-2017-020320
Polit, D. F., & Beck, C. T. (2021). Essentials of nursing research: Appraising evidence for nursing practice (10th ed.). Lippincott.
Now that you have reviewed our sample approach, are you ready to take it to the next level? Let us know if you need further assistance or guidance. Meanwhile, once this assessment is done, your next task is NRS 445 Topic 3 Rough Draft – Research Critiques and Evidence-Based Practice Proposal. For any feedback or inquiry, reach us via the chat options provided at the bottom of this page or via support@nursinglance.com. Feel welcome. Adieu!
Frequently Asked Questions (FAQs)
When approaching a 500-word essay, it’s essential to understand the nuances of this compact form of writing. These frequently asked questions will guide you through the process of crafting a concise and impactful essay.
How many pages is a 500-word essay typically?
A 500-word essay usually spans about one page if single-spaced or two pages when double-spaced, with standard margins and a 12-point font size.
Can you provide examples of a well-structured 500-word essay?
Certainly, to see the structure and flow of a well-written essay, you might want to take a look at a student’s writing guide that provides insights and examples.
Are there specific formatting guidelines for a 500-word essay?
Formatting guidelines typically involve using a legible font like Times New Roman or Arial, size 12, with double-spacing and one-inch margins on all sides. Check any specific requirements your instructor might have provided.
What are some effective strategies for writing a personal essay of 500 words?
For a personal essay, focus on a singular event or characteristic, ensuring your ideas are clear and you reflect on the significance of the subject matter. Use concise language and powerful imagery to maximize impact.
What topics are suitable for a concise 500-word essay?
Choose topics you can thoroughly address within the word limit, such as a personal anecdote, a critical analysis of a poem, or a focused argument on a singular point or issue.
How much time should you allocate to write a 500-word essay effectively?
Depending on your familiarity with the topic and writing proficiency, allocate anywhere from one to several hours for planning, drafting, and revising to ensure a well-presented essay.
