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NURS FPX 6026 Letter to the Editor Population Health Policy Advocacy Example

NURS FPX 6026 Assessment 3 Letter to the Editor – Population Health Policy Advocacy

NURS FPX 6026 Letter to the Editor Population Health Policy Advocacy Assignment Brief

Course: NURS FPX 6026 Biopsychosocial Concepts for Advanced Nursing Practice 2

Assignment Title: Advocacy for Comprehensive Health Policy Development

Assignment Overview:

In this assignment, you will craft a persuasive letter to the editor of a peer-reviewed academic or professional nursing journal, focusing on advocating for comprehensive health policy development. Drawing from your previous policy proposal developed in Assessment 2, you will evaluate the current state of quality of care and outcomes for a specific health issue affecting a target population, analyze the necessity of health policy development and advocacy, justify the importance of the proposed policy, advocate for policy development in other care settings, and explore the interprofessional aspects of the developed policy.

Understanding Assignment Objectives:

The primary objective of this assignment is to effectively communicate the need for comprehensive health policy development and advocacy in addressing a specific health issue within a target population. By critically evaluating the current state of quality of care and outcomes, you will demonstrate the urgency for policy intervention. Additionally, you will advocate for the adoption of similar policies in various care settings and analyze the interprofessional aspects of policy implementation to support positive outcomes for the target population.

The Student’s Role:

As a student enrolled in NURS FPX 6026, your role is that of a proactive advocate for public health policy development. Leveraging your expertise and research findings from previous assessments, you will articulate the importance of implementing evidence-based policies to address the identified health issue. Through your letter to the editor, you will aim to inform, persuade, and mobilize stakeholders towards supporting comprehensive health policy initiatives.

You Can Also Check Other Related Assessments:

NURS FPX 6026 Analysis of Position Papers for Vulnerable Populations Example

NURS FPX 6026 Biopsychosocial Population Health Policy Proposal Example

NURS FPX 6026 Letter to the Editor Population Health Policy Advocacy Example

Dear Editor,

I am writing to you as a passionate advocate for public health, particularly in the domain of tobacco control and prevention. As a master’s-prepared nurse, I have witnessed firsthand the devastating impact of tobacco use on individuals and communities, prompting me to take action to address this pressing issue.

In light of recent developments and ongoing challenges in tobacco control, I would like to draw attention to the urgent need for comprehensive policy interventions aimed at reducing tobacco use, particularly among vulnerable populations such as adolescents and adults.

Evaluation of the Current State of Quality of Care and Outcomes

Tobacco use remains a significant public health concern, with far-reaching implications for both individual health outcomes and broader societal well-being. Despite efforts to raise awareness and promote cessation programs, the current quality of care for tobacco users often falls short of effectively addressing the complex factors contributing to tobacco addiction. Many interventions lack a patient-centered approach, resulting in limited success in facilitating intentional tobacco cessation.

Moreover, the absence of curriculum-based tobacco control in educational institutions represents a critical gap in preventive efforts, contributing to the rising rates of tobacco use among adolescents. This underscores the need for robust policy measures that prioritize evidence-based interventions and support comprehensive tobacco control strategies across diverse settings.

Analyzing the Necessity of Health Policy Development and Advocacy

The inadequacies in the current state of tobacco control underscore the critical importance of health policy development and advocacy. Without concerted efforts to address the root causes of tobacco addiction and implement effective prevention measures, we risk further exacerbating the burden of tobacco-related diseases on individuals and communities.

Assessing the current state of healthcare and outcomes highlights the crucial need for health policy development and advocacy. Inadequate implementation of tobacco cessation strategies and the absence of tobacco education in school curricula contribute to escalating rates of tobacco use among both young people and adults. Moreover, exposure to secondhand smoke exacerbates the risk of tobacco-related diseases such as heart disease, lung cancer, and chronic obstructive pulmonary disease within communities. Addressing these shortcomings demands a comprehensive overhaul of existing health policies to better support individuals affected by tobacco use.

Proposing a health policy aimed at establishing tobacco-free environments is essential for promoting the well-being of both active and non-active tobacco users. However, uncertainties remain regarding the level of participation from schools in implementing curriculum-based tobacco control initiatives. Additionally, the extent of parental involvement in regulating tobacco use, as well as the effectiveness of institutional efforts in tobacco control, necessitate further clarification through policy development. Furthermore, overcoming the resistance to change among adults presents a significant challenge that must be addressed in policy formulation and implementation.

Justification for the Proposed Policy

The proposed policy aiming to prevent tobacco use among adolescents and adults holds significant promise for enhancing the quality of care and outcomes in these vulnerable populations. By targeting adolescents and adults, who are particularly susceptible to tobacco use, this policy addresses a critical public health concern. Preventing tobacco use in adolescence can help mitigate long-term health risks such as hypertension, heart disease, and respiratory issues, ultimately reducing the burden on healthcare systems. Additionally, offering tobacco cessation programs, including counseling and education, can empower active tobacco users to quit and adopt healthier lifestyles (Quadri et al., 2022).

Integrating curriculum-based tobacco control programs and cessation plans into healthcare and educational settings is essential for effectively addressing tobacco use. However, implementing such a policy presents challenges, including uncertainty regarding the timeline for achieving desired objectives and the allocation of resources for program implementation (Asif et al., 2021). Moreover, integrating tobacco-control programs into educational curricula requires adequate staff training and age-appropriate educational frameworks to ensure effectiveness and engagement among students. Despite these challenges, the benefits of implementing this policy are clear, as it has the potential to significantly improve the quality of care and outcomes for individuals affected by tobacco use.

Advocacy for Policy Development in Other Care Settings

Tobacco use isn’t limited to specific places; it’s widespread in hospitals, schools, workplaces, restaurants, and homes. Thus, it’s crucial to establish similar health policies across these settings to reduce tobacco use. For instance, enforcing a zero-tolerance policy on tobacco in hospitals can create smoke-free environments, safeguarding patients from secondhand smoke and enhancing the quality of care (Shelley et al., 2019). Similarly, universities can adopt penalties or issue warnings to parents to ensure tobacco-free campuses, thus deterring adults from harmful habits.

Workplace tobacco control is essential to provide employees with a healthy work environment, free from tobacco products. Developing policies prohibiting tobacco use within workplaces can significantly contribute to tobacco control efforts and support individuals in quitting tobacco. Implementing such broad policies across various settings, including restaurants, can further promote tobacco-free environments, resulting in reduced tobacco use and fewer tobacco-related illnesses (Riza et al., 2023). This comprehensive approach not only improves public health but also enhances community well-being and economic prosperity.

However, implementing policies across multiple settings poses challenges. Nicotine addiction, coupled with the psychological dependence on tobacco as a coping mechanism for stress and anxiety, makes it difficult for adults to adapt to policy changes. Additionally, the lack of support from family and peers can hinder tobacco cessation efforts. Limited resources further compound the challenge, restricting the implementation of cessation programs and tobacco control initiatives, especially during resource constraints.

Inter-professional Aspects of the Developed Policy

Collaboration among healthcare professionals is essential for implementing tobacco control measures and cessation plans effectively. By working together, interdisciplinary teams can tailor educational programs to address the needs of adolescents and promote tobacco-free environments in institutions. This concerted effort can lead to a decrease in tobacco use among young people, thereby reducing the prevalence of tobacco-related diseases. Additionally, promoting cessation plans for adults can further contribute to creating healthier communities with reduced exposure to secondhand smoke.

However, challenges exist in achieving seamless inter-professional collaboration. Uncertainties arise regarding team consensus, potential disagreements, and strategies for resolving conflicts. Communication barriers may also hinder effective collaboration, necessitating further research to identify and address these issues. By overcoming these challenges, interdisciplinary teams can better support the implementation of policies aimed at achieving positive outcomes for the target population.

A key aspect of the proposed policy is its reliance on inter-professional collaboration to facilitate implementation and ensure the delivery of comprehensive care. By leveraging the expertise of diverse healthcare professionals, educators, and community stakeholders, we can maximize the impact of tobacco control efforts and achieve meaningful improvements in population health outcomes.

Concluding Remarks

In conclusion, the urgent need for comprehensive policy interventions to address tobacco use, especially among vulnerable populations, is evident. The current state of tobacco control and prevention efforts highlights significant gaps in policy implementation and advocacy, underscoring the necessity for proactive measures to mitigate the impact of tobacco-related diseases on individuals and communities. By prioritizing evidence-based interventions, integrating tobacco control programs into educational and healthcare settings, and fostering inter-professional collaboration, we can enhance the quality of care and outcomes for those affected by tobacco use. However, challenges such as resistance to change, resource limitations, and communication barriers must be addressed to ensure the effective implementation of these policies across diverse care settings. Despite these obstacles, the benefits of comprehensive tobacco control policies extend beyond individual health outcomes to encompass broader societal well-being and economic prosperity.

Thank you for considering this important issue.

Sincerely,

References

Asif A, Dailey H, Sheth HS, Petroulakis M. (2021). Enhancing Hospitalists Smoking Cessation Counseling and Billing Compliance by Education Intervention: a Quality Improvement Project. Journal of Community Hospital Internal Medicine Perspectives, 11(5), 612-618. doi:https://doi.org/10.1080/20009666.2021.1961380

Quadri MFA, John T, Kaur D, et al. (2022). Poor Implementation of Tobacco Control Measures and Lack of Education Influences the Intention to Quit Tobacco: a Structural Equation Modelling Approach. BMC Public Health, 22(1). doi:https://doi.org/10.1186/s12889-022-13565-3

Riza Y, Budiarto W, Haksama S, et al. (2023). Determinants of Participation in the Implementation of Non-smoking Area Policies for Restaurant and Cafe Managers in Indonesia. Journal of Public Health in Africa. Published online May 25. doi:https://doi.org/10.4081/jphia.2023.2557

Romano I, Costello MJ, Ropp C, et al. (2019). Evaluating the short-term Impact of a tobacco-free Policy in an Inpatient Addiction Treatment Setting. Journal of Substance Abuse Treatment, 107, 50-59. doi:https://doi.org/10.1016/j.jsat.2019.09.007

Shelley DR, Kyriakos C, McNeill A, et al. (2019). Challenges to Implementing the WHO Framework Convention on Tobacco Control Guidelines on Tobacco Cessation Treatment: a Qualitative Analysis. Addiction, 115(3), 527-533. doi:https://doi.org/10.1111/add.14863

Detailed Assessment Instructions for the NURS FPX 6026 Letter to the Editor Population Health Policy Advocacy Assignment

Write a letter to the editor (3–5 double-spaced typed pages) of an academic or professional journal. Your submission should be succinct yet substantive.

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.

Advocating for new policies is an important aspect of the master’s-prepared nurse. For new policies to be compelling they need to be supported by evidence. Supporting data can be used to illustrate why new policies and interventions are needed to help address a specific health issue. Compelling data can help sway the stakeholders and gain support for your policy.

SHOW LESS

Another aspect of advocacy is disseminating new policies and interventions outside of the immediate care environment. This can be done by reaching out to professional organizations as well as academic and professional journals. A letter to the editor is one strategy for disseminating information to a wider audience, and to potentially enlist support throughout the wider professional community.

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

• Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
  • Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.
  • Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.
• Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
  • Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.
• Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
  • Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.
  • Advocate for policy development in other care settings with regard to 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 in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

 Nurses have the opportunity to use their skills and develop programs to keep individuals and communities healthy. Health is complex however, and the nurse needs to possess strong advocacy skills to successfully support a cause or interest. The American Nurses Association’s code of ethics (2015) describes the responsibility of a nurse to include working through and with appropriate stakeholders to advocate for the health of people in and out of the work environment. To be an effective advocate, there are several important abilities a nurse must possess, including problem solving, communication, and influencing others. One way a nurse can advocate to a broader population is through effective letter writing, both to legislators and through the media, such as with editorials and research articles.

Reference

American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. Retrieved from http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/CodeofEthicsForNurses.html

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

SHOW LESS

Assessment 3 will build upon the work you have done for your previous two assessments. For this assessment, you will be writing a letter to the editor of an academic or professional journal as a means to advocate for adoption or development of policies that will improve the quality of care and outcomes around your chosen health care issue and vulnerable population.

• Looking at your health care issue from a prevention standpoint, what are the relevant levels of prevention?
  • What would be the benefits and challenges of applying a specific level of prevention to your chosen issue and population?
  • How might one or more approaches to prevention improve the care and outcomes?
    • How could your policy be leveraged, or revised, to support the relevant levels of prevention?
• What are relevant strategies that you could use to help advocate for the policy you are proposing?
  • How could these strategies help you advocate for your policy proposal?
  • How does evidence from the literature support the benefits of your proposed policy?
    • How does citing evidence help lend credibility to your advocacy?
• What academic or professional journal would be the best forum to advocate for your policy?
  • Why is your chosen journal an appropriate forum?
  • Which advocacy strategies would be most effective in this forum?
  • How will you craft your message to best appeal to the likely audience of your chosen journal?

 Scenario

Throughout this course, you have focused on a specific health issue occurring within a specific population. You researched position papers regarding this health concern, and you developed a health policy proposal to positively impact the health of the affected individuals. It is now time to reach a greater audience regarding your policy proposal.

Instructions

Develop a letter to the editor of a peer-reviewed academic or professional nursing journal based on the policy proposal that you created for Assessment 2. Choose from one of the journals on the Ultimate List of Nursing Journals (in the Resources) and go to that journal’s Web site to find out the requirements for submitting a letter to the editor, such as format requirements, topics, and word counts. Make sure you select a nursing journal that covers the topic about which you are going to write. If you want to use another journal that is not on this list, please make sure the journal does address health care, because this is the purpose of the assessment.

The goal of your letter is to be informative about the policy that you developed for Assessment 2, while also being persuasive about the need for and benefit of similar policies in other health care settings. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your submission addresses all of them. You may also want to read the Letter to the Editor: Population Health Policy Advocacy Scoring Guide and Guiding Questions: Letter to the Editor: Population Health Policy Advocacy document to better understand how each grading criterion will be assessed.

• Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.
  • Look back to the data or scenario you used in Assessment 1 to address this criterion.
• Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.
• Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.
• Advocate for policy development in other care settings with regard to a specific issue in a target population.
• Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.
• Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
• Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style (or the journal’s preferred style).

Example Assessment: You may use the assessment example, linked in the Assessment Example section of the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

Additional Requirements

The submission requirements for your editorial will depend on the journal you choose. To find out the requirements, go to the journal’s Web site. There should be a section regarding submissions that will address how to format letters to the editor, and whether there is a word count limit (there usually is a limit).

• If the journal does not have submission guidelines for the number of resources required, use 3–5 sources.
• To be sure that your instructor knows the submission and formatting requirements for your letter, include the journal’s guidelines on a separate page at the end of the document you submit for this assessment.
• Length of submission: 3–5 double-spaced typed pages. Your submission should be succinct yet substantive.

Grading Rubric:

1-  Evaluate the current state of the quality of care and outcomes for a specific issue in a target population. 

Passing Grade:  Evaluates the current state of the quality of care and outcomes for a specific issue in a target population. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the evaluation). 

2-  Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy. 

Passing Grade:  Analyzes how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy. Identifies areas of ambiguity or uncertainty where additional information could help to improve clarity. 

3- Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population. 

Passing Grade:  Justifies why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population. Impartially considers other perspectives. 

4-  Advocate for policy development in other care settings with regard to a specific issue in a target population. 

Passing Grade:  Advocates for policy development in other care settings with regard to a specific issue in a target population. Acknowledges potential challenges to policy development. 

5-  Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population. 

Passing Grade:  Analyzes the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population. Identifies areas of ambiguity or uncertainty where additional information could help to improve clarity. 

6-  Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. 

Passing Grade:  Communicates in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. Identifies specific strategies or approaches used to ensure clear communication. 

7-  Integrate relevant sources to support assertions, correctly formatting citations and references. 

Passing Grade:  Integrates relevant sources to support assertions, correctly formatting citations and references. Citations are free from all errors. 

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NURS FPX 6026 Analysis of Position Papers for Vulnerable Populations Example

NURS FPX 6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations

NURS FPX 6026 Analysis of Position Papers for Vulnerable Populations Assignment Brief

Course: NURS FPX 6026 Biopsychosocial Concepts for Advanced Nursing Practice 2

Assignment Title: Assessment 1 Analysis of Position Papers for Vulnerable Populations

Assignment Overview:

In the field of nursing, understanding the unique needs of vulnerable populations is crucial for providing effective healthcare interventions. This assignment aims to deepen your understanding of the healthcare challenges faced by vulnerable populations, with a specific focus on tobacco use among adults and adolescents. By analyzing position papers and synthesizing evidence-based practices, you will develop insights into strategies for reducing tobacco use prevalence and improving health outcomes in these populations.

Understanding Assignment Objectives:

The primary objective of this assignment is to analyze various position papers related to tobacco use and its impact on health outcomes in vulnerable populations, including adults and adolescents. By critically evaluating existing evidence and identifying knowledge gaps, you will formulate recommendations for addressing tobacco addiction and promoting tobacco cessation initiatives tailored to the needs of these populations. Additionally, you will explore the role of interprofessional teams in delivering patient-centered care and facilitating access to resources for tobacco users.

The Student’s Role:

As a student in NURS FPX 6026, your role in this assignment is to conduct a comprehensive analysis of position papers focusing on tobacco use in vulnerable populations. You will critically evaluate the evidence presented in these papers, identifying key findings, supporting evidence, and areas of uncertainty. Additionally, you will explore the role of interprofessional teams in addressing tobacco addiction and promoting tobacco cessation initiatives, considering the diverse needs of individuals within these populations.

You Can Also Check Other Related Assessments:

NURS FPX 6026 Biopsychosocial Population Health Policy Proposal Example

NURS FPX 6026 Letter to the Editor Population Health Policy Advocacy Example

NURS FPX 6026 Analysis of Position Papers for Vulnerable Populations Example

Introduction

Tobacco use remains a significant public health concern, contributing to a myriad of health issues and mortality rates worldwide. Addressing this issue requires a comprehensive, evidence-based approach, particularly when dealing with vulnerable populations such as adults and adolescents. This assessment delves into the analysis of various position papers concerning tobacco use and its impact on health outcomes in these populations. By synthesizing existing evidence and viewpoints, the aim is to formulate effective strategies to combat tobacco addiction and improve overall health outcomes.

Position on Health Outcomes for Tobacco Use in Adults and Adolescents

Tobacco use, whether in the form of smoking, vaping, or other methods, poses grave risks to both adults and adolescents. The detrimental effects on health are well-documented, ranging from respiratory diseases like lung cancer and chronic obstructive pulmonary disease (COPD) to cardiovascular issues such as heart attacks and strokes. Secondhand smoke exposure further exacerbates these risks, particularly for vulnerable populations (Bade & Dela Cruz, 2020; Kondo et al., 2019).

The position of this paper advocates for a multi-faceted approach to address tobacco use in adults and adolescents. This includes the implementation of tobacco cessation programs targeted at adults, coupled with comprehensive tobacco prevention initiatives integrated into school curricula. By combining education, counseling, and policy interventions, we aim to curb tobacco use initiation and support cessation efforts among vulnerable populations.

Role of Interprofessional Team in Reducing Tobacco Use in Adults and Adolescents

Reducing tobacco use demands a concerted effort from an interprofessional team to tailor interventions to individual needs and prioritize patient-centered care. Various team members play essential roles in supporting tobacco users on their journey towards cessation. Nurses, for instance, conduct nicotine screenings and assess co-existing conditions that may influence cessation plans (Fortin et al., 2021). Through collaborative efforts, the team delivers educational services, counseling sessions, and psychological support, addressing both the physical and emotional aspects of addiction.

Moreover, the interprofessional team facilitates access to community resources, empowering tobacco users to engage with support groups and relevant community members. Nurses, in particular, play a pivotal role in linking individuals with these resources, fostering a network of support and encouragement (Schwindt et al., 2018). Additionally, collaborative medication therapy plans are devised to ensure safe and effective treatment, considering individual needs and preferences.

However, challenges such as communication barriers, time constraints, and differing perspectives may impede collaborative efforts. Varied communication styles within the team may lead to misunderstandings, hindering effective communication (Manspeaker & Hankemeier, 2019). Moreover, hectic work schedules and commitments may limit the time available for collaboration, impacting the quality of care delivered. Additionally, diverse backgrounds and perspectives among team members may result in disagreements and challenges in reaching consensus during decision-making processes.

Evaluation of Supporting Evidence and Identification of Knowledge Gaps

Numerous studies support the efficacy of tobacco cessation programs and school-based interventions in reducing tobacco use prevalence. Evidence suggests that nicotine replacement therapy and educational campaigns can significantly decrease tobacco consumption rates among adults and adolescents (Harini & Leelavathi, 2019; Kim et al., 2020). Additionally, implementing tobacco-free policies in educational institutions has shown promising results in discouraging tobacco use initiation (Rath et al., 2019).

However, gaps in knowledge persist, particularly regarding the long-term effectiveness of interventions and adherence to tobacco cessation efforts. Further research is needed to elucidate optimal strategies for sustaining tobacco-free behaviors and evaluating the quality outcomes of cessation programs (Druss, 2020).

Evaluation of Contrary Evidence and Response to Conflicting Data

The team’s approach to tobacco cessation and prevention efforts in adolescents is supported by a wealth of evidence from various studies. Nicotine replacement therapy, for instance, has emerged as a promising intervention, offering alternatives like patches, gums, and lozenges to alleviate withdrawal symptoms and reduce cravings (Harini & Leelavathi, 2019). Similarly, school-based tobacco control initiatives, as highlighted by Kim et al. (2020), have demonstrated effectiveness through educational campaigns and interventions, raising awareness about the harms of tobacco and the benefits of prevention among adolescents.

Additionally, Rath et al. (2019) advocate for the implementation of tobacco-free policies in college settings, emphasizing consequences for policy violations to deter tobacco use among students. While these evidence-based practices show promise in reducing tobacco use and improving outcomes, several knowledge gaps warrant attention.

For instance, uncertainties persist regarding the long-term effectiveness of nicotine replacement therapy and the adherence of young adults and adolescents to school-based tobacco control efforts. Furthermore, the absence of standardized measures to evaluate the quality outcomes of tobacco cessation plans poses challenges in assessing the efficacy of these interventions. Addressing these knowledge gaps is crucial for refining intervention strategies and ensuring comprehensive tobacco control measures.

Conclusion

In conclusion, addressing tobacco use among vulnerable populations, including adults and adolescents, requires a multifaceted approach rooted in evidence-based practices and collaborative efforts. By synthesizing various position papers and evidence, this assessment underscores the importance of implementing comprehensive tobacco cessation programs and prevention initiatives integrated into educational settings. Furthermore, it highlights the indispensable role of interprofessional teams in delivering patient-centered care, providing support, and facilitating access to resources for tobacco users. While evidence supports the efficacy of interventions such as nicotine replacement therapy and school-based tobacco control measures, knowledge gaps persist, emphasizing the need for further research to optimize strategies and evaluate long-term outcomes. By addressing these challenges and building upon existing evidence, healthcare professionals can work towards reducing tobacco use prevalence and improving overall health outcomes in vulnerable populations.

References

Bade, B. C., & Dela Cruz, C. S. (2020). Lung cancer 2020. Clinics in Chest Medicine, 41(1), 1–24.

Druss, B. G. (2020). Addressing the COVID-19 pandemic in populations with serious mental illness. JAMA Psychiatry, 77(9).

Fortin, M., Stewart, M., Ngangue, P., Almirall, J., Bélanger, M., Brown, J. B., Couture, M., Gallagher, F., Katz, A., Loignon, C., Ryan, B. L., Sampalli, T., Wong, S. T., & Zwarenstein, M. (2021). Scaling up patient-centered interdisciplinary care for multimorbidity: A pragmatic mixed-methods randomized controlled trial. The Annals of Family Medicine, 19(2), 126–134.

Harini, M., & Leelavathi, D. (2019). Nicotine replacement therapy. International Journal of Pharmaceutical Sciences Review and Research, 55(1), 77–83.

Kim, S. Y., Jang, M., Yoo, S., JeKarl, J., Chung, J. Y., & Cho, S. (2020). School-Based tobacco control and smoking in adolescents: Evidence from multilevel analyses. International Journal of Environmental Research and Public Health, 17(10), 3422.

Kondo, T., Nakano, Y., Adachi, S., & Murohara, T. (2019). Effects of tobacco smoking on cardiovascular disease. Circulation Journal, 83(10), 1980–1985.

Manspeaker, S. A., & Hankemeier, D. A. (2019). Challenges to and resources for participation in inter-professional collaborative practice: Perceptions of collegiate athletic trainers. Journal of Athletic Training, 54(1), 106–114.

Rath, J. M., Pitzer, L., Carnegie, B., Shinaba, M., Vallone, D., Parks, I., Tertzakian, K., Smith, D., Stewart-Reid, C., & Hair, E. C. (2019). Building capacity to implement tobacco-free policies in college and university settings with underserved populations. Tobacco Prevention & Cessation, 5, 14.

Schwindt, R., McNelis, A. M., Agley, J., Hudmon, K. S., Lay, K., & Wilgenbusch, B. (2018). Training future clinicians: An interprofessional approach to treating tobacco use and dependence. Journal of Interprofessional Care, 33(2), 200–208.

Check out another post for additional nursing course samples on NURS FPX 6025 Practicum and MSN Reflection Paper Assignment

Detailed Assessment Instructions for the NURS FPX 6026 Analysis of Position Papers for Vulnerable Populations Assignment

Description

Develop a 4-6 page position about a specific health care issue as it relates to a target vulnerable population. Include an analysis of existing evidence and position papers to help support your position. Your analysis should also present and respond to one or more opposing viewpoints.

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.

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, technology 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 to respond to opposing views in an informed and convincing way.

PREPARATION

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

• What is the vulnerable population that most interests you?
  • What is the health issue that is most prevalent or severe in the population?
  • How does the health issue impact the daily lives of members of the population?
  • How does the care environment in your chosen context impact both the population and the level of care related to the health issue?
  • What are the biggest challenges that you would need to overcome to improve the outcomes for the population related to the health issue?
• What is your position on how to best work to improve the care and outcomes that the population is receiving?
  • What previously published position papers support your position, or the need to work to improve care and outcomes in general for the population?
    • How do these position papers support your assertions?
    • How could one or more of the position papers help you to form a treatment plan?
  • What previously published position papers contradict your position?
    • What, if any, of these differences would make your position stronger if you incorporated them?
    • How could you respond to any irreconcilable differences in such a way as to encourage buy-in for your position from those opposed?

Assessment 1 will be based on an analysis of position papers that are relevant to a health care issue related to a vulnerable population. Think about your experience working with vulnerable populations, and the issues related to health care you have observed for those populations. Refer to the resources listed below:

• Guiding Questions: Analysis of Position Papers for Vulnerable Populations [DOC].
• Finding Position Papers.
• Vila Health: Resources for Topical Research.
• Vila Health: Health Challenges in Different Populations .

SCENARIO

Pretend you are a member of an interprofessional team that is attempting to improve the quality of health care and the outcomes 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 and Vila Health: Resources for Topical Research media pieces. 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.
2. 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:
   • Genetics and genomics.
     • Sickle cell, asthma, multiple sclerosis, myasthenia gravis.
   • Immunity.
     • Type 1 diabetes, systemic lupus erythematosus (SLE), congenital neutropenia syndrome.
   • Chronicity.
     • Arthritis, any type of cancer or lung or heart disease, obesity.
   • Addiction.
     • Abuse of alcohol, prescription drugs, tobacco, illegal substances.
   • Emotion and mental health.
     • Post-traumatic stress disorder (PTSD), depression, eating disorders, psychosis.

Note: If you choose the second option, contact the FlexPath faculty for your section 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 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.

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NURS FPX 6025 Practicum and Social Justice Reflection Paper Example

NURS FPX 6025 Assessment 5: Practicum and Social Justice

NURS FPX 6025 Practicum and Social Justice Reflection Paper Assignment Brief

Course: NURS FPX 6025 MSN Practicum

Assignment Title: Assessment 5 Practicum and Social Justice Reflection Paper

Assignment Overview:

In this assignment, you will engage in reflective writing based on your practicum experience in nursing, focusing on the intersection of healthcare practice and social justice. You will explore the challenges and achievements encountered during your practicum, particularly in addressing the healthcare needs of a specific population. This assignment aims to deepen your understanding of the importance of cultural competence, advocacy, and ethical considerations in nursing practice.

Understanding Assignment Objectives:

The primary objective of this assignment is to reflect on your practicum experience and critically analyze how social justice principles intersect with nursing practice. You will demonstrate your understanding of the significance of cultural competence in providing equitable and compassionate care to diverse patient populations. Additionally, you will explore the ethical obligations of nurses in advocating for the rights and well-being of marginalized or underserved individuals.

The Student’s Role:

As a student completing this assignment, your role is to critically reflect on your practicum experience and analyze its implications for nursing practice and social justice. You will demonstrate your understanding of key concepts such as cultural competence, advocacy, and ethical principles in healthcare. Additionally, you will engage with scholarly literature to support your arguments and provide evidence-based recommendations for improving nursing practice in diverse healthcare settings. Through your reflective writing, you will showcase your ability to apply theoretical knowledge to real-world nursing scenarios and contribute to the ongoing discourse on healthcare equity and social justice.

You Can Also Check Other Related Assessments:

NURS FPX 6025 Practicum and Scholarly Article Assignment Example

NURS FPX 6025 Practicum and Experience Reflection Example

NURS FPX 6025 Practicum and Technological Changes Assignment Example

NURS FPX 6025 Practicum and MSN Reflection Paper Example

NURS FPX 6025 Practicum and Social Justice Reflection Paper Example

In this reflective paper, I delve into my practicum experience as a nurse, focusing on my work with overweight autistic teenagers. I aim to shed light on the accomplishments and challenges encountered in striving to improve health outcomes for this unique population. The narrative underscores the importance of maintaining confidentiality, advocating for social justice, and delivering culturally competent care. This reflection not only captures the complexities of nursing within this context but also highlights the crucial role of nurses in advocating for equitable and compassionate healthcare.

Importance of Multicultural Care

A foundational aspect of my practicum involved learning about multicultural care and recognizing its paramount importance when working with overweight autistic teenagers. Multicultural care emphasizes understanding and respecting diverse cultural backgrounds, beliefs, values, and practices. By incorporating multicultural care, nurses can tailor interventions to be more effective and culturally sensitive, ultimately leading to improved health outcomes for overweight autistic teenagers.

Moreover, understanding health disparities among different cultural groups is crucial. Disparities in obesity rates and autism prevalence have been observed across different ethnic and cultural populations. Recognizing these disparities allows nurses to tailor interventions and support services to meet the specific needs of overweight autistic teenagers from diverse cultural backgrounds.

Cultural competence in care delivery is associated with better patient satisfaction, increased treatment adherence, and improved health outcomes. As nurses actively seek to understand and respect the cultural identities of overweight autistic teenagers, trust, engagement, and collaboration are fostered. This, in turn, leads to more effective communication, increased patient involvement in decision-making, and ultimately better health outcomes.

Ethical Obligation of Nurses

Nurses bear an ethical obligation to provide culturally competent care for overweight autistic teenagers. This involves understanding and respecting diverse cultural backgrounds and tailoring care to meet their unique needs. Throughout my practicum experience, I witnessed the significance of cultural competence in engaging with this population and their families, contributing to improved health outcomes and patient satisfaction.

Cultural competence in care delivery entails delivering healthcare that is respectful and responsive to the distinct cultural needs of patients. For example, research has shown that cultural competence training for healthcare providers is associated with improved patient satisfaction, increased treatment adherence, and reduced healthcare disparities. Understanding the impact of cultural factors on healthcare outcomes is essential, as cultural beliefs and attitudes toward weight and body image can significantly influence treatment adherence and weight management among different cultural groups.

Nurses have an ethical responsibility to uphold principles such as justice, autonomy, and beneficence. By promoting cultural competence, nurses ensure equitable access to healthcare services, respect individual autonomy and preferences, and maximize the potential benefits of care for overweight autistic teenagers from diverse cultural backgrounds. Nurses also play a crucial role in advocating for policy changes and organizational practices that promote cultural competence and address healthcare disparities among different cultural groups.

Professional Organizations and Guidelines

Professional nursing organizations, such as the American Nurses Association (ANA) and the Transcultural Nursing Society (TCNS), provide guidelines and resources to support nurses in delivering culturally competent care. These organizations emphasize the importance of cultural self-awareness, cultural knowledge, and cultural skills in nursing practice. Additionally, nurses must adhere to the Health Insurance Portability and Accountability Act (HIPAA) regulations to ensure the security and privacy of patients’ Protected Health Information (PHI). Maintaining confidentiality and safeguarding sensitive patient data is paramount in providing culturally competent care. By integrating the principles of cultural competence and HIPAA compliance, nurses can create a safe and inclusive environment that respects patients’ cultural values while protecting their privacy rights.

Reflection on Practicum Experience

Throughout my practicum experience, focusing on overweight autistic teenagers, I encountered a spectrum of accomplishments and challenges in my efforts to improve their health outcomes. One notable accomplishment was the development of personalized care plans that addressed the specific needs and challenges of each individual. Collaborating with interdisciplinary teams, I contributed to holistic interventions that integrated medical, behavioral, and nutritional approaches. These personalized care plans aimed to promote weight management, enhance overall well-being, and support the unique characteristics of autistic teenagers.

Building strong rapport and trust with overweight autistic teenagers and their families was another significant accomplishment. Establishing a robust therapeutic relationship was essential in understanding their concerns, motivations, and barriers to achieving optimal health. Through active listening and empathy, I fostered open communication, allowing for a deeper understanding of their experiences and perspectives. This facilitated effective collaboration and shared decision-making.

However, challenges were an inherent part of the practicum experience. One significant challenge was addressing the limited availability of resources and support services tailored to overweight autistic teenagers. The lack of specialized programs and interventions made it difficult to provide comprehensive care. To overcome these challenges, I engaged in advocacy efforts to raise awareness about the unique needs of overweight autistic teenagers and the importance of tailored interventions. Collaborating with stakeholders, I explored potential partnerships, secured funding, and developed innovative solutions to bridge the gaps in care.

Another challenge involved navigating cultural differences and ensuring fair and equitable care. Cultural norms and expectations vary among different cultural groups, necessitating continuous education and guidance from colleagues and mentors. To address these challenges, I actively engaged in ongoing education and training focused on cultural competence. Participation in workshops and seminars allowed me to enhance my understanding of cultural diversity and develop practical skills for delivering culturally competent care.

Conclusion

In conclusion, my practicum experience working with overweight autistic teenagers has been both rewarding and challenging. Through a commitment to cultural competence, advocacy, and reflection, I have strived to provide equitable and compassionate care to this unique population. By recognizing the importance of cultural diversity and tailoring interventions to meet individual needs, nurses can play a pivotal role in improving health outcomes and promoting social justice. As I continue my journey in nursing, I am dedicated to upholding the principles of cultural competence and advocating for the rights and well-being of all patients, especially those who are marginalized or underserved.

References

Beach, M. C., Price, E. G., Gary, T. L., Robinson, K. A., Gozu, A., Palacio, A., Smarth, C., Jenckes, M. W., Feuerstein, C., Bass, E. B., Powe, N. R., & Cooper, L. A. (2022). Cultural competence. Medical Care, 43(4), 356–373. https://doi.org/10.1097/01.mlr.0000156861.58905.96

Cohen, S. A., Nash, C. C., Byrne, E. N., Mitchell, L. E., & Greaney, M. L. (2022). Black/White disparities in obesity widen with increasing rurality: Evidence from a national survey. Health Equity, 6(1), 178–188. https://doi.org/10.1089/heq.2021.0149

Dao, M. C., Thiron, S., Messer, E., Sergeant, C., Sévigné, A., Huart, C., Rossi, M., Silverman, I., Sakaida, K., Bel Lassen, P., Sarrat, C., Arciniegas, L., Das, S. K., Gausserès, N., Clément, K., & Roberts, S. B. (2020). Cultural influences on the regulation of energy intake and obesity: A qualitative study comparing food customs and attitudes to eating in children from France and the United States. Nutrients, 13(1). https://doi.org/10.3390/nu13010063

DuBay, M., Watson, L. R., & Zhang, W. (2022). In search of culturally appropriate autism interventions: Perspectives of Latino caregivers. Journal of Autism and Developmental Disorders, 48(5), 1623–1639. https://doi.org/10.1007/s10803-017-3394-8

Evans, K., Whitehouse, A. J. O., D’Arcy, E., Hayden-Evans, M., Wallace, K., Kuzminski, R., Thorpe, R., Girdler, S., Milbourn, B., Bölte, S., & Chamberlain, A. (2022). Perceived support needs of school-aged young people on the autism spectrum and their caregivers. International Journal of Environmental Research and Public Health, 19(23). https://doi.org/10.3390/ijerph192315605

Flaherty, E., & Bartels, S. J. (2019). Addressing the community‐based geriatric healthcare workforce shortage by leveraging the potential of interprofessional teams. Journal of the American Geriatrics Society, 67(S2). https://doi.org/10.1111/jgs.15924

Gerchow, L., Burka, L. R., Miner, S., & Squires, A. (2020). Language barriers between nurses and patients: A scoping review. Patient Education and Counseling, 104(3). https://doi.org/10.1016/j.pec.2020.09.017

Gonzaga, N. C., Araújo, T. L. de, Cavalcante, T. F., Lima, F. E. T., Galvão, M. T. G., Gonzaga, N. C., Araújo, T. L. de, Cavalcante, T. F., Lima, F. E. T., & Galvão, M. T. G. (2020). Nursing: Promoting the health of overweight children and adolescents. NCBI, 48(1), 153–161. https://doi.org/10.1590/S0080-623420140000100020

Haddad, L. M., & Geiger, R. A. (2022). Nursing ethical considerations. National Library of Medicine. https://www.ncbi.nlm.nih.gov/books/NBK526054/

Hosseinzadegan, F., Jasemi, M., & Habibzadeh, H. (2020). Factors affecting nurses’ impact on social justice in the health system. Nursing Ethics, 28(1). https://doi.org/10.1177/0969733020948123

Iheduru‐Anderson, K., Shingles, R. R., & Akanegbu, C. (2020). The discourse of race and racism in nursing: An integrative review of the literature. Public Health Nursing, 38(1). https://doi.org/10.1111/phn.12828

Kaihlanen, A.-M., Hietapakka, L., & Heponiemi, T. (2019). Increasing cultural awareness: Qualitative study of nurses’ perceptions about cultural competence training. BMC Nursing, 18(1), 1–9. https://doi.org/10.1186/s12912-019-0363-x

Min, J., Goodale, H., Brey, R., & Wang, Y. (2020). Racial-Ethnic disparities in obesity and biological, behavioral, and sociocultural influences in the United States: A systematic review. Advances in Nutrition: An International Review Journal, 8(2). https://doi.org/10.1093/advances/nmaa162

Walls, M., Broder-Fingert, S., Feinberg, E., Drainoni, M.-L., & Bair-Merritt, M. (2021). Prevention and management of obesity in children with autism spectrum disorder among primary care pediatricians. Journal of Autism and Developmental Disorders, 48(7), 2408–2417. https://doi.org/10.1007/s10803-018-3494-0

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NURS FPX 6025 Practicum and Scholarly Article Assignment Example

NURS FPX 6025 Assessment 3 Practicum and Scholarly Article

NURS FPX 6025 Practicum and Scholarly Article Assignment Brief

Course: NURS FPX 6025 MSN Practicum

Assignment Title: Assessment 3 Practicum and Scholarly Article

Assignment Instructions Overview:

In this assignment, you will undertake a reflective analysis of the vital role nurses play in addressing the healthcare needs of a specific population group. Drawing insights from a scholarly article and reflecting on your practicum experience, you will explore challenges, strategies, accomplishments, and lessons learned in providing care to this population.

Understanding Assignment Objectives:

The primary objective of this assignment is to enhance your understanding of the complexities involved in nursing practice, particularly concerning specific patient populations. By critically analyzing a scholarly article related to the healthcare needs of the chosen population, you will gain insights into evidence-based practices and challenges in care delivery. Additionally, reflecting on your practicum experience will allow you to apply theoretical knowledge to real-world scenarios, fostering professional growth and competency in nursing practice.

The Student’s Role:

As a student undertaking this assignment, your role is to engage in a reflective analysis of nursing practice concerning a specific patient population. You will:

• Conduct a thorough review and summary of a peer-reviewed scholarly article relevant to the healthcare needs of the chosen population.
• Reflect on your practicum experience, highlighting accomplishments, challenges, and lessons learned in providing care to this population.
• Discuss the implications of the scholarly article findings on nursing practice and how they align with or diverge from your practicum experience.
• Offer insights and recommendations for improving nursing practice and patient outcomes within the context of caring for the chosen population.
• Present your analysis in a coherent, well-structured manner, adhering to academic writing standards and citing relevant literature to support your arguments.

You Can Also Check Other Related Assessments:

NURS FPX 6025 Practicum and Experience Reflection Example

NURS FPX 6025 Practicum and Technological Changes Assignment Example

NURS FPX 6025 Practicum and Social Justice Reflection Paper Example

NURS FPX 6025 Practicum and MSN Reflection Paper Example

NURS FPX 6025 Practicum and Scholarly Article Assignment Example

Abstract

This paper offers a reflective analysis of the critical role nurses play in addressing the healthcare needs of overweight autistic teenagers, drawing insights from peer-reviewed articles. Specifically, it explores a systematic review by Curtin et al. (2020) on weight management challenges in autistic children and reflects on the practicum experience in caring for this unique population. Through discussions with peers and personal reflections, the paper highlights accomplishments, challenges, and strategies for improving healthcare outcomes for overweight autistic teenagers.

Introduction

Nurses play a pivotal role in addressing the complex healthcare needs of various populations, including overweight autistic teenagers. This reflective analysis delves into the challenges and strategies associated with managing weight in autistic children, as explored in the systematic review by Curtin et al. (2020). Additionally, it reflects on the practicum experience, discussing accomplishments, challenges, and lessons learned in providing care for this vulnerable group.

Summary of Evidence-Based Journal Articles

Curtin et al. (2020) conducted a systematic review titled “Weight Management in Primary Care for Children with Autism,” which identified key challenges in managing weight among autistic children. The review highlighted factors such as sensory issues, food selectivity, and behavioral challenges, emphasizing the need for tailored interventions. Similarly, studies by Ismail et al. (2020) and Singh & Seo (2021) shed light on eating and nutritional challenges and atypical sensory functions among autistic individuals, respectively.

Discussion on Article with a Peer

Engaging in discussions with colleagues revealed the significance of structured routines and sensory-based strategies in managing weight among autistic teenagers. Integrating these insights into electronic health record (EHR) systems emerged as a practical approach to enhance patient care. Additionally, addressing behavioral challenges through behavior-tracking tools within EHR systems was identified as crucial for tailored interventions.

Reflection on Practicum Experience

The practicum experience provided valuable insights into the healthcare needs of overweight autistic teenagers. Accomplishments included a deeper understanding of their unique needs, leading to the development of targeted interventions and personalized care plans. Challenges, such as limited comprehensive data on this population, necessitated collaborative efforts to improve data collection processes. Active participation in interdisciplinary engagement, data analysis, and EHR implementation marked dedication to professional growth in nurse informatics.

Conclusion

In conclusion, the practicum experience significantly expanded knowledge and skills in nurse informatics while positively impacting the care provided to overweight autistic teenagers. Collaborative efforts, active participation, and the implementation of EHR systems contributed to improved healthcare outcomes for this population. Moving forward, continued dedication to professional growth and specialized knowledge will further enhance healthcare delivery for overweight autistic teenagers.

References

Curtin, C., Hyman, S. L., Boas, D. D., Hassink, S., Broder-Fingert, S., Ptomey, L. T., Gillette, M. D., Fleming, R. K., Must, A., & Bandini, L. G. (2020). Weight management in primary care for children with Autism: A systematic review. Pediatrics, 145. https://doi.org/10.1542/peds.2019-1895p

Ismail, N. A. S., Ramli, N. S., Hamzaid, N. H., & Hassan, N. I. (2020). Exploring eating and nutritional challenges for children with autism spectrum disorder: Parents’ and special educators’ perceptions. Nutrients, 12(9). https://doi.org/10.3390/nu12092530

Singh, A., & Seo, H. (2021). Atypical sensory functions and eating behaviors among adults on the autism spectrum: One‐on‐one interviews. Journal of Sensory Studies, 74(34). https://doi.org/10.1111/joss.12724

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