NRNP 6645 Week 8 Assignment – Step-by-Step Guide
The first step before starting to write the NRNP 6645 Week 8 Assignment: Psychotherapy for Clients with Addictive Disorders, 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 NRNP 6645 Week 8 Assignment
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 NRNP 6645 Week 8 Assignment
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 NRNP 6645 Week 8 Assignment
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 NRNP 6645 Week 8 Assignment
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 NRNP 6645 Week 8 Assignment
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 NRNP 6645 Week 8 Assignment
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 NRNP 6645 Week 8 Assignment Follows:
Psychotherapy for Clients with Addictive Disorders: The effects of Cognitive-behavioral Group Therapy For Reducing Symptoms Of Internet Addiction Disorder And Promoting Quality Of Life And Mental Health – PPT NOTES
Introduction
- Internet addiction disorder (IAD) is becoming more prevalent among university students, with potentially harmful consequences for mental health and quality of life.
- Although American Psychiatric Association (2022) states cognitive-behavioral therapy (CBT) to be useful in treating IAD, the effectiveness of cognitive-behavioral group therapy (CBGT) for IAD is controversial.
- Alavi et al. (2021) evaluated the benefits of CBGT in lowering IAD symptoms and increasing quality of life and mental health among university students in Iran in a recent study.
- The purpose of this presentation is to review the article by Alavi et al. (2021) and find out whether CBGT can be an effective solution for people suffering from IAD, emphasizing the necessity of treating IAD as a mental health issue.
- Nevertheless, further study is needed to evaluate CBGT’s long-term efficacy for IAD and to reproduce these findings in different groups and contexts.
Overview of The effects of Cognitive-behavioral Group Therapy For Reducing Symptoms Of Internet Addiction Disorder And Promoting Quality Of Life And Mental Health
The article titled “The Effects of Cognitive-Behavioral Group Therapy for Reducing Symptoms of Internet Addiction Disorder and Promoting Quality of Life and Mental Health” by Alavi et al. (2021) investigates the effectiveness of cognitive-behavioral group therapy (CBGT) in reducing symptoms of internet addiction disorder (IAD) and promoting quality of life and mental health among Iranian university students. The study further employed a pretest-posttest control group design, with 50 participants randomly assigned to either the experimental or control group.
The experimental group received eight weekly sessions of CBGT, each lasting 90 minutes, while the control group received no treatment during the study period (Alavi et al., 2021). The CBGT program was based on cognitive-behavioral therapy (CBT) techniques and focused on identifying and challenging maladaptive thoughts and behaviors related to internet use. The program aimed to help participants develop new coping strategies to manage their internet use and reduce symptoms of IAD. The results of the study showed that the experimental group exhibited significant improvements in IAD symptoms, quality of life, and mental health compared to the control group. The improvements were maintained at a six-month follow-up assessment.
The study’s findings suggest that CBGT may be an effective intervention for individuals with IAD, particularly among university students. The study also highlights the importance of addressing IAD as a mental health concern and the potential benefits of psychological interventions. However, the study has limitations, including a small sample size, a relatively short intervention period, and a lack of long-term follow-up. Therefore, further research is needed to replicate these findings and determine the long-term effectiveness of CBGT for IAD.
Population Under Consideration
The population under consideration in the article is university students with internet addiction disorder (IAD). The study specifically focuses on the effectiveness of cognitive-behavioral group therapy (CBGT) in reducing symptoms of IAD and improving quality of life and mental health among this group. The participants were randomly assigned to either the experimental or control group, and the study included both male and female students. Inclusion criteria that the 50 students met were:1) age 18-30 years (male or female); 2) diagnosed as an internet addict based on the standardized clinical interview and the internet addiction test (IAT) semi-structured interview for the assessment of internet addiction; and 3) willingness to participate in the study.
Intervention
The specific intervention used in the study was cognitive-behavioral group therapy (CBGT) for internet addiction disorder (IAD). CBGT is a form of cognitive-behavioral therapy (CBT) that focuses on identifying and challenging maladaptive thoughts and behaviors related to internet use. The intervention aims to help individuals develop new coping strategies to manage their internet use and reduce symptoms of IAD.
CBGT has been studied previously in the context of IAD and other behavioral addictions, such as gambling addiction and video game addiction (Talis, 2022). The approach has been found to be effective in reducing symptoms of addiction and improving quality of life and mental health outcomes, according to Basenach et al. (2023). However, the present study adds to the existing literature by examining the effectiveness of CBGT, specifically in the Iranian university student population.
The CBGT program used in the study consisted of eight weekly sessions, each lasting 90 minutes. The sessions focused on identifying and challenging maladaptive thoughts and behaviors related to internet use to help participants develop new coping strategies and behaviors to manage their internet use. The program was facilitated by a trained psychologist with experience in CBT and addiction treatment.
The Author’s Claims
The authors of the article claimed that cognitive-behavioral group therapy (CBGT) is an effective intervention for reducing symptoms of internet addiction disorder (IAD) and promoting quality of life and mental health among university students. The study’s findings showed that participants who received CBGT exhibited significant improvements in IAD symptoms, quality of life, and mental health compared to the control group (Alavi et al., 2021). According to the authors, the CBGT program utilized in the study included evidence-based cognitive-behavioral therapy (CBT) procedures that were adapted to the needs of university students in Iran.
The study contributes to the current evidence on the efficacy of CBGT for IAD and emphasizes the need of treating IAD as a mental health condition. However, the authors noted significant research limitations, such as the small sample size, the relatively brief intervention time, and the absence of long-term follow-up (Alavi et al., 2021). They also stated that more study is needed to replicate these findings and evaluate the long-term efficacy of CBGT for IAD.
Findings/Outcomes of the Study in the Article
According to the study’s findings, cognitive-behavioral group therapy (CBGT) was helpful in lowering symptoms of internet addiction disorder (IAD) and enhancing the quality of life and mental health outcomes among Iranian university students. Compared to the control group, participants who received CBGT demonstrated substantial improvements in IAD symptoms, quality of life, and mental health. These gains were sustained at a six-month follow-up examination (Alavi et al., 2021). These data imply that CBGT can be a beneficial therapeutic for anyone suffering from IAD, particularly university students, as strengthened by Ede et al. (2021), who also states that CBGT can manage IAD.
Nevertheless, based on the study’s findings, therapists who work with people suffering from IAD may want to consider including cognitive-behavioral therapies, such as CBGT, in their treatment regimens. CBGT strategies can assist clients in identifying and challenging maladaptive internet-related thoughts and behaviors, as well as developing new coping skills to control their online use. Therapists should find it beneficial to design CBGT therapies to their client’s unique requirements, taking into consideration cultural, social, and environmental issues that may contribute to IAD(Lutfian et al., 2023).
How the Limitations of the Study Impacts my Ability to Use the Findings/Outcomes Presented in the Article
The study’s limitations may impede the capacity to apply the article’s findings to other demographics or contexts. For example, since the study was done on a small cohort of Iranian university students, it is unclear if the findings would apply to others from diverse cultural or ethnic backgrounds. Furthermore, the study’s intervention duration of eight weeks was relatively short, which may not be sufficient to examine the long-term efficacy of CBGT for IAD.
These limitations do not rule out the potential advantages of CBGT for treating IAD. Still, they indicate that more study is needed to validate the intervention’s effectiveness and find the most effective techniques for adapting it to diverse groups and settings. As a result, it is critical for therapists to understand the study’s limitations when applying the findings/outcomes reported in an article and to proceed with caution when adopting new treatments in their practice. Therapists should also examine their clients’ unique circumstances and combine other evidence-based strategies as needed to deliver the best effective care. Does this apply to the case of patients suffering from trauma and stressor-related disorders? More on this in week 9 assignment of NRNP 6645.
NRNP 6645 Week 8 Assignment References
Alavi, S. S., Ghanizadeh, M., Mohammadi, M. R., Jannatifard, F., Esmaili Alamuti, S., & Farahani, M. (2021). The effects of cognitive-behavioral group therapy for reducing symptoms of internet addiction disorder and promoting quality of life and mental health. Trends in Psychiatry and Psychotherapy, 43(1), 47–56. https://doi.org/10.47626/2237-6089-2020-0010
Basenach, L., Renneberg, B., Salbach, H., Dreier, M., & Wölfling, K. (2023). Systematic reviews and meta-analyses of treatment interventions for Internet use disorders: Critical analysis of the methodical quality according to the PRISMA guidelines. Journal of Behavioral Addictions, 12(1), 9–25. https://doi.org/10.1556/2006.2022.00087
Ede, M. O., Okeke, C. I., Igbo, J. N., & Aye, E. (2021). Testing the efficacy of group cognitive-behavioural therapy on pathological internet use among undergraduate in Nigeria. Trends in Psychiatry and Psychotherapy, 45, e20210348. https://doi.org/10.47626/2237-6089-2021-0348
Lutfian, Rizanti, A. P., & Chandra, I. N. (2023). The use of cognitive behaviour therapy as a treatment of internet Addiction Disorder in adolescents: Literature review. Journal of Public Health Research and Community Health Development, 6(2), 161–169. https://doi.org/10.20473/jphrecode.v6i2.31158
Talis, G. (2022). Internet Addiction. In Substance and Non-Substance Related Addictions (pp. 99–107). Springer International Publishing. https://doi.org/10.1007/978-3-030-84834-7_7
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.
