A collection of students’ favorite writing guides, how-tos, and hacks that will help them improve their writing skills and knowledge and make sure they excel in school

How to Write a Good Argumentative Essay: Full Guide

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How to Write a Good Argumentative Essay: Full Guide

How to Write a Good Argumentative Essay Full GuideAn argumentative essay is a form of essay in which the author makes an argument about any subject using evidence and proof. It is a component of an academic writing assignment, so you cannot avoid writing one if you are a student.

Are you stumped as to how to develop an outline for an argumentative essay? We’re here to assist you! Check read this blog post to get critical advice on how to effectively write an argumentative essay according to the argumentative essay format.

To demonstrate your writing abilities to your instructor, you must be well-versed in the art of argumentative essay writing. From topic selection to drafting an error-free draft, the essay writing procedure entails numerous processes. The quality of your essay is mainly dependent on the topic you choose and how well you plan and structure it.

A strong argumentative essay should, in general,

  • Engage your readers by providing them with an intriguing topic.
  • Consider all sides of an issue fairly.
  • Construct counter-arguments from the writer’s standpoint.
  • Convince the reader to embrace a new point of view.

Keeping these factors in mind, you should compose a great argumentative essay that includes a solid thesis statement and logical supporting points. Most essential, you should back up your logical arguments with appropriate proof or instances.

You can also read more Examples of Argumentative Essays provided by our company.

How to write an argumentative essay?

Following the steps outlined below as a part of your argumentative essay writing process will help you to write an outline for your argumentative essay before you begin writing it.

  1. Decide on an engaging argumentative essay topic that is broad enough to allow for the development of a compelling argument.
  2. Investigate the subject and compile the most important elements for debate.
  3. Prepare an outline for your argumentative essay and compose it.
  4. Proofread and revise your work.

Steps for Writing a Good Argumentative Essay

To produce a persuasive argumentative essay, you should first develop a solid outline for your essay topic. The most critical step is to create an outline for your essay, which should be given the utmost care.

So, what is an outline for an argumentative essay? It is a strategy for working with and organizing raw data. Simply put, the plan establishes a course of action for your essays and research papers. Outlines for argumentative essays are comparable to those for other types of essays, such as persuasive essays, comparative essays, and informative essays.

If you create an argumentative essay outline in advance, you can simply cover all of the critical parts of the issue when composing the essay’s content. In general, a normal argumentative essay outline should include the three sections listed below.

  • Introduction
  • Body Paragraphs
  • Conclusion

One of the most important criteria of the essay plan is the development of material for these sections. Learn how to write an argumentative essay outline using the five-paragraph structure in this section of the tutorial!

Introduction to an Argumentative Essay

When your readers begin reading your essay, the first thing they will notice is the beginning section of your essay. Provide background information about your issue in this area to help your readers become more knowledgeable about your subject matter.

If the start is too direct, most people will not read the rest of the essay. As a result, you should produce an engaging beginning that will keep the attention of your readers for more than one paragraph.

When writing an argumentative essay, how can you compose an effective introduction? In order to hold your readers’ attention throughout your essay, you should keep the following suggestions in mind when writing your introduction.

Begin with a hook

Beginning with a hook sentence will help you write the start of your argumentative essay. Your audience will only be able to engage with your essay and remain focused on it if you begin the essay with a compelling hook.

Keep in mind that you should not use the entire introduction paragraph as a hook. It is sufficient to have a single intriguing hook sentence. More than likely, you will begin the essay with an anecdote, an interesting fact, data, a provocative opinion, or a humorous story to draw the reader’s attention.

When selecting a hook for your essay, take into consideration the topic of your article as well as your intended audience. Always begin your paragraph with a hook sentence to draw the reader’s attention.

Describe your point of view

After you have introduced your essay with a hook line, you should gradually shift your focus and explain the significance of your essay topic to your audience in the introduction paragraph, drawing on your own personal experience and knowledge. In addition, you should clarify your prior knowledge of the subject matter.

Make sure you don’t overload your reader’s brain with too much information. In a couple of sentences, tell your readers what topic you are going to explore in your essay. Be particular and clear in your communication.

Write the thesis statement

A thesis statement serves as the central argument of a research paper or essay. At the conclusion of the introduction paragraph, you should have a compelling thesis statement that is supported by at least one piece of supporting evidence.

If you want to write an essay, your thesis statement should clarify the objective of your essay as well as the essential elements of your essay topic. Each of your essay’s body paragraphs will be devoted entirely to supporting your thesis statement. As a result, make sure to present a compelling thesis statement that is pertinent to your topic.

After you have written an engaging introductory paragraph that includes a strong thesis statement, you should turn your attention to writing the body paragraphs.

Examples of the Introduction to an Argumentative Essay

  • Most students these days get out of bed, quickly read through their phones, get dressed, and race out to school or college without having eaten anything for the previous few hours. Many students, in fact, believe that breakfast is not necessary to get their day started on the right foot. It has been proven in studies that breakfast is the most important meal of the day, especially for students.
  • Employees of the government are typically denied the right to freedom of expression in practically every country in the world. Their ability to function well at work is diminished due to a lack of freedom of speech. The fact that they have the right to strike and speak out against human rights violations will encourage them. As a result, governments all around the world should urge their public employees to go on strike and speak up for their rights.

You can also check more on writing introductiond from another post by our paper writing experts aimed at assisting students on How to Write an Essay Introduction

Argumentative Essay Body Paragraphs

The body paragraphs of an argumentative essay are the heart of the paper, and they are where you will need to support your claims with evidence. This should be reflected in the content of your essay, which should be in line with the thesis statement in the introduction paragraph.

You should have a maximum of two or three paragraphs to either refute or defend the thesis statement in order to present a compelling argument. Each paragraph should be focused on a single topic statement and provide supporting facts to that sentence.

Furthermore, the claim of your argumentative essay should be supported by evidence and counterevidence, which should be included in the body paragraphs of your argumentative essay.

  • Claim

If you are writing an argumentative essay, it is critical that you state your claim because it serves as the foundation of your essay. You should express your claim in the topic sentence and then inform your readers of the purpose of every single paragraph in your body paragraph, starting with the first.

In order to make an argument, you must have a claim since it is utilized to define the scope, goal, and direction of the argument.

If you want to produce a high-quality argumentative essay, you must first develop a compelling thesis statement.

  • Evidence

To be successful in an argumentative essay, having a strong claim statement is not enough. It is essential that you provide facts and evidence to support your argument in order to persuade your audience.

The evidence you present should be legitimate and accurate because the reality of your argumentative essay is entirely dependent on the credibility of the facts that you provide in support of your assertions. If the evidence you provide is invalid or inaccurate, your argumentative essay will be rejected.

Real-life examples, experts, statistics, analogies, and hypothetical questions are among the five categories of evidence that can be used to support a claim. To support your preliminary thesis statement, you can utilize any form of evidence you want.

  • Counterargument

Many authors overlook the need of focusing on opposing viewpoints when obtaining information about the essay topic. An argumentative essay should give arguments on both sides of a certain issue in order to be effective. As a result, when writing an argumentative essay, don’t limit yourself to writing from a single point of view.

Following the presentation of evidence in support of your statements, you must provide competing viewpoints and counterarguments. Remember to back up your counterarguments with evidence to show that they are unfounded.

Argumentative Essay Conclusion

The conclusion portion of the argumentative essay outline is the final section of the outline. You have learned how to structure the introduction and the body of the essay up to this point in the course. Continue reading to learn how to finish an argumentative essay outline in your own words.

The conclusion part, like the introduction, should be interesting and informative. In the event that you end the essay abruptly and without providing a valid ending statement, the aim of writing the entire essay will have been for naught.

As a result, when writing an argumentative essay conclusion, make sure to keep the following points in mind.

  • Your thesis statement should be estate.
  • Concisely summarize your primary ideas.
  • Make a recommendation to your readers.

Make certain that your conclusion paragraph is comparable in length to your introduction paragraph. If the subject of the debate is brief and straightforward, an introduction and conclusion can be written in a single paragraph.

Never offer new ideas or facts in the last paragraph. The paragraph as a whole should be succinct, precise, and effective.

Argumentative Essay Conclusion Examples

  • We can’t say that youngsters aren’t better learners than adults because they aren’t. The ability to learn often fluctuates based on an individual’s level of motivation and excitement for the subject matter. As a result, it is impossible to generalize about a person’s learning ability based on his or her age.
  • Sports are quite important in sustaining a healthy lifestyle. Sports participation will lead to a more healthful society if more individuals take part in them. However, we should make certain that the sports we participate in do not pose harm to our lives. As a result, always choose sports that are both demanding and interesting to participate in.

Final Words on How to Write a Good Argumentative Essay

The outline you create for your argumentative essay will be the most important part of your paper. In order to construct a solid argumentative essay outline that covers all of the important arguments and is compelling, you should follow the guidelines provided in this blog post and use them.

Search and select the greatest argumentative essay topics available online before creating an outline that is well-structured and includes the three components of the essay – introduction, body, and conclusion. This will help you get started on your essay writing process in the right direction.

If you are still having trouble writing an outline for an argumentative essay, you can reach out to us for assistance. Assignment assistance for all types of academic-related projects and problems will be provided by our experienced team, who will deliver high-quality, custom writing services to meet your needs.

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How to Write an Essay Introduction: Structure and Tips

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How to Write an Essay Introduction: Structure and Tips

How to Write an Essay Introduction

The introduction is the most important part of any academic essay or paper, which is why it comes first. The writer/author might communicate the concepts of a document to the readers or audience using an introduction or introductory paragraph. It just establishes your thesis and notifies the audience of the greatest to follow.

The “introduction” to your essay has three primary objectives:

  • Capturing or grabbing your readers’ attention.
  • Providing context for your chosen topic or issue.
  • Presenting your thesis, which is the essay’s central idea.

As a result, it is critical that you learn how to craft an engaging introduction that will hook your audience from the onset. In this article, we aim at expounding on the following:

  • Definition of an introduction paragraph
  • Parts of an introduction that are extremely important
  • How to write a captivating essay or paper introduction
  • Mistakes to avoid while writing an introduction
  • Examples of outstanding introduction paragraphs

Definition of an introduction paragraph

The introductory paragraph, alternatively referred to as the opening paragraph, is the first paragraph of your essay or paper. It consists of the following elements: the hook, the context/background, the topic phrase, the facts, and the thesis statement. It introduces the essay’s central argument. A strong introductory paragraph captivates the reader’s interest and informs them of the importance of the chosen topic.

The following is an illustration of an opening paragraph or introduction to a brief essay:

Hockey has been an integral part of Canadian culture for over a decade (Attention Grabber). It has historically evolved into a popular sport that millions of Canadians participate in and watch (Background/context). The game had increased in popularity tremendously since it was introduced in the country (Thesis Statement).

You can also check out another post by our paper writing experts aimed at assisting students on How to Write a Strong Thesis Statement

Parts of an introduction that are extremely important

To write an outstanding introduction, ensure that it has the following fundamental parts:

  • Hook/Attention grabber/opening sentence/ wow facts/
  • Topic sentence
  • Background information/reference sentence
  • Essay structure or map (optional)
  • Thesis statement

Let’s take a closer look at each of these fundamental parts of an essay or academic paper’s introductory paragraph.

Hook/Attention grabber/opening sentence/ wow facts/

Your opening sentence is always the most important because it establishes the tone and direction of your essay. Therefore, you should invest much time in developing a fascinating hook that can attract and maintain your readers.

It is preferable to avoid writing complex and extended sentences. Instead, make it basic, agile, clear, concise, and catchy. It is a statement aimed to stir the curiosity of the readers.

The hook is the first thing your readers see when they look at your writing, and it serves to stir their curiosity and arouse their desire to read the remainder of it. As such, avoid making sweeping generalizations of basic statements that end up boring your readers. Additionally, keep dry facts out of your writing.

Here are some examples of perfect essay hooks:

  • During the COVID-19 global pandemic, technological innovation had a significant impact on education.
  • The invention of the wheel marked a watershed moment in the development of automobiles.
  • According to the World Bank, it is projected that the global population today stands at 7.64 billion, which represents a 43.2 percent growth compared to the global population in 1960.

As noted in our article on how to write the greatest hooks for essays, you can capture your readers’ interest utilizing hooks like statistics, assertions, facts, rhetorical questions, literary quotes, scenes or locations, definitions, metaphors, analogies, or personal anecdotes.
The hooks are your opening sentence. If poorly written, they fail to stir the readers’ emotions or ignite their curiosity, which makes them hurriedly skim through it.

A well-written opening statement serves as the reader’s initial impression of you. It influences whether they will read. Whether you choose to utilize a question, statement, data, or any other hook, make sure to keep it intriguing. Additionally, keep your essay within the confines of its purpose and objectives.

Topic Sentence

After you’ve aroused your readers’ interest, it’s time to introduce them to your chosen topic. You must inform your reader about the topic you intend to discuss in your essay without wasting any words. It also establishes the tone of your essay, which defines the type of essay you will be writing.

It comes after the attention grabber or essay hook to ensure that the reader interacts with the issue while they are still interested. Some people refer to it as the transition portion of the introduction paragraph, which is correct because it emphasizes the goal of choosing the topic and writing the essay.

It helps readers understand why you choose the topic, contextualize it, and anticipate what to expect in the body paragraphs.
For a smooth transition to the major ideas of your paper, make sure you have appropriate background information about the topic of the essay or paper.

Background information/reference sentence

After introducing the topic to your audience, the reference sentence assists to define the topic’s importance to them. It comes between the thesis statement and the first sentence.

The introduction’s background information portion provides readers with the context necessary to comprehend the topic or argument. The background portion of an assigned essay can include the following:

  • An outline of the issue you are attempting to address
  • A summary of the topic’s relevant facts, ideas, or studies
  • Definitions of major terms
  • The topic’s geographical, historical, or social context

This part takes the reader from a state of interest to one of eagerness to learn more about the subject. A keen reader would skip right to the body paragraphs.

As you present data about the topic, try to illustrate its relevance to the audience in light of the problem or issue. It maintains the reader’s attention, allowing them to go to the end with ease. It also establishes a link between the grabber and the topic. Because you’ll be going back to these issues later, try not to give away too much information up first. The body paragraphs are the place where you present your evidence, facts, and presumptions.

Your background’s space and breadth will vary depending on the topic you’ve chosen. Because it is merely a sketch, it can only be one or two sentences long.

This section should be followed by a concise summary of your essay’s main ideas, which should summarize the body of your essay.

Essay structure or map

Outline the main points before creating the thesis statement. While this is optional for short essays of 100 words or less, longer writings, such as extended essays, require anticipation of what is to come.

Create a plan or roadmap for your essay to provide your readers with a clear sense of your argument’s development. Some people refer to it as an essay’s purpose statement.

Here’s an example:

This essay begins by examining the issues that elderly persons encounter while in nursing facilities. It then expands on how in-home aging is now a preferred option for the elderly. Following that, it examines the benefits and drawbacks of aging in place from several perspectives.

We need to add this if you’re writing a short essay because our word count is already limited.

Thesis Statement

A thesis statement serves as a road map for your essay; it identifies the fundamental idea around which you will concentrate your efforts. In this regard, it specifies your response to the essay prompt question and summarizes the major points for each of the body paragraphs.

  • A truly strong thesis statement should include the following attributes:
  • Have the main idea of the essay
  • Outline the essay’s key idea for each body paragraph
  • As one or two last sentences in your introduction
  • Be concise, straightforward, and coherent
  • The hub around which everything revolves
  • Outlines the roadmap of everything to follow in the paper
  • Integrates the topic and position of the paper

Keep in mind that a strong thesis statement is more than just a series of facts. Instead, it’s a claim that needs to be backed up with solid proof. The purpose of a thesis statement is to communicate your ideas clearly and persuasively, to persuade your audience, to educate them, or to clarify a key concept in your field of study.

How to write a captivating essay or paper introduction

Along with understanding the components of an introduction, you must also grasp how to write an introduction paragraph that fascinates readers or earns you better grades.

Essentially, comprehending the introduction’s major components is insufficient. If you want to write an outstanding essay introduction, you must first entice your reader to read the full document or essay.

Additionally, you must explain the topic, justify its relevance/contextualize it, and expound on everything that will be discussed in the body paragraphs.

The introduction should establish your reputation and authority as the essay’s author. If there are novel viewpoints on a topic, make a point of elaborating on them. Additionally, ensure that your sentences are precise, concise, and innovative, devoid of filler words.

Your introduction should include a brief description of your topic. As you do so, ensure that your writing style corresponds to the audience’s expectations. For instance, a work submitted to an instructor for marking should have a professional or academic tone. On the other hand, a paper written for a group of peers should be official but with a more toned-down academic tone.

Once you’ve established and grounded your essay’s main points, apply the funnel strategy to build and ground your introduction paragraph.

Finally, after drafting the introduction, review and rewrite it to ensure that the thesis statement appropriately summarizes the information or arguments presented in the body paragraphs. If your essay takes a different position, adjust the thesis statement to correspond with the body. Utilize this checklist to verify that your start has all of the components of an effective essay introduction.

Checklist for an Excellent Essay Introduction

  • The introductory line, often known as the hook, is interesting, relevant, and unique
  • The topic sentence is excellent and well-written
  • The introduction contains practical background information
  • The introduction progresses from general to specific
  • The primary idea of the essay or argument is presented in the thesis statement
  • The introduction lays out the essay’s overall structure clearly
  • The introduction of your essay is strongly linked to the rest of the essay’s content
  • The introduction sentence has been edited, proofread, and polished

Avoid these Common Mistakes when Writing an Introduction

You may not be able to create an introduction that is flawless but there are a few things to keep in mind, as we’ve just discussed. Additionally, there are a few things to avoid, such as:

  1. It should be brief: No matter what, keep the start of your essay concise. In general, it should make up 10% of the overall word count.
  2. Avoid squandering words: Avoid filler words and phrases like “to, basically, virtually, fully, completely, literally, actually, extremely, and really.” As the objective of the introductory paragraph is to attract your reader’s interest, make sure your writing is agile, sharp, and clean.
  3. Don’t exaggerate the introduction: If you realize that your beginning writes a check that your essay cannot cash, it is time to modify it and make it more logical. Your essay’s body paragraphs must deliver on whatever promises you made in the opening paragraph.
  4. Creating the essay’s draft body before the introduction: The head follows the body for a reason. If your introduction doesn’t flow from the start, write an introductory paragraph placeholder and improve it afterward.
  5. If possible, omit the first sentence: Even if your first sentence is vital, if you have the option to replace it, do so. After all, it’s a writer’s warm-up, and things may change as you study and write your essay. If it needs improvement, reduce, rewrite, and rework it to strengthen your introduction.

Examples of Excellent Sample Introductions

Let’s take a look at some well-written essay introduction examples to assist us in better integrating the information in this article.

Remember that with a good opening, you’ve already won half the battle in your essay writing adventure. As a result, put extra thought and care into the opening while also making sure the body of the essay counts.

Example 1 on How to Write an Essay Introduction

The question of stem cell research has sparked heated debate among healthcare professionals, policymakers, scientists, and the general public (Hook). The ethical dilemma first surfaced in the 1980s, when stem cell research made its way into the popular media. Scientists then learned how to extract stem cells from human embryos and cultivate the cells in a laboratory setting. It makes no difference whether or not stem cell research is ethical; what matters is the promise that stem cell research has for medical advancement (Background). However, scientists will almost certainly address the drawbacks of stem cell research in a positive way (relevance/topic phrase). Replacing stem cell research with induced pluripotent cells is a viable way to overcome the ethical questions that have hindered the development of stem cell therapies (Thesis Statement).

Example 2 on How to Write an Essay Introduction

As evidenced in the realms of primary and higher education, the emergence and subsequent advancement of technology and the internet have had a world-changing effect (Hook). Although institutions were already utilizing internet technology for educational purposes prior to the pandemic, technology became critical during the COVID-19 pandemic. When the pandemic struck, a series of lockdowns occurred; schools abandoned offline or onsite studies in favor of online learning, and many students relocated. Adopting online learning was a practical way for administrators to preserve learning (topic/relevance sentence). It was a way to ensure that no time was squandered in the midst of the pandemic, which brought with it unanticipated risks for learners. With the strengths demonstrated during blended learning, embracing online learning was not difficult (Background). Eventually, it became clear that online learning benefited students, teachers, and other stakeholders during the COVID-19 pandemic as learning progressed smoothly, students graduated, and policymakers understood the importance of shifting their focus for the future (Thesis Statement).

Example 3 on How to Write an Essay Introduction

Do you use any social networking platforms, apps, or YouTube? (Hook) Nowadays, young people in the United States have a plethora of options for finding and enjoying diverse forms of media at their fingertips. While many of these technological outlets carry the negative connotation of “wasted brain space,” not all technology and screen time should be dismissed as worthless or used just for mindless enjoyment (Background). Indeed, due to the general appeal and accessibility of technology, it may be easily exploited to incorporate academic or educational purposes into daily routines (topic/relevance sentence). The ability of technology to fascinate and engage a specific audience may be harnessed and diverted from mindless entertainment into powerful instruments that are not restricted to amusement only. Games, television, and apps can be used to appeal to a child’s intelligence while developing technical abilities, creating a plethora of options to promote an adolescent’s behavioral and scholastic development. Technology and screen time can be beneficial to children because they allow them to excel academically by experiencing the expanding definitions of classrooms and literacy as a whole, improve low-performing developmental skills, and supplement in-class education for more academically advanced students (Thesis Statement).

Example 4 on How to Write an Essay Introduction

The development of the internet has had a world-changing impact, not least on the realm of education (Hook). The internet’s use in educational circles is increasing, and its position in education is a source of debate. Many teachers who did not grow up with modern technology find its implications concerning and perhaps dangerous (Background). While understandable, this anxiety is misplaced (topic/relevance sentence). The disadvantages of internet users are surpassed by its important benefits for students and educators, including its use as a notably comprehensive and accessible knowledge source, a means of exposure to and engagement with diverse viewpoints, and a highly flexible learning environment (Thesis Statement).

FAQs on How to Write an Essay Introduction

What should be the length of an introductory paragraph be?

According to our study, analysis of preferences, and discussions with leading academics, the introduction accounts for 10% of the total word count. A 1000-word essay, for example, will have a 100-word introduction. A 200-word introductory paragraph will be included in a 2000-word essay.

An essay introduction is made of how many paragraphs?

According to a recent internal study by our top essay writers, the most recommended strategy is to create an introduction in a single paragraph. However, depending on the length of the essay, two paragraphs may be acceptable as an introduction.

A one-paragraph opening is all that is required for a brief essay, based on the information presented above. As for how many paragraphs a long document should have, the writer has the final say.

Final Remarks on How to Write an Essay Introduction

Research and term papers necessitate longer introductions than shorter ones. As a result, the first paragraph will grab the reader’s interest and provide some background for the issue at hand. In the second and possibly third paragraphs, the key points of the work can be laid out, an overview of the overarching argument is shown, and the thesis statement is presented.

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How to Write a Strong Thesis Statement: Master the Art

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How to Write a Strong Thesis Statement: Master the Art

How to Write a Strong Thesis Statement

Strong Thesis Statement: A step-by-step Guide

As a student, you will undoubtedly be required to write a few essays. In addition, more academic papers are expected. Writing becomes an important skill as you advance in your field. However, if you don’t know how to develop a thesis statement, your writing will be quite boring. As a result, a thesis statement serves as a compass for all of your writing endeavors.

What exactly is a Thesis Statement?

Almost all of us, even if we don’t realize it, scan early in an essay for a one- or two-sentence summary of the argument or analysis that will follow. That condensed statement is known as a thesis statement.

If you are confused about what a thesis statement is, you can seek assistance from our custom essay writers. Our experienced essay writers provide online essay writing assistance. They can, without a doubt, assist you in crafting the strongest thesis statement.

Our experts have experience producing three-point thesis statements and can provide you with an example. As a custom research paper writing service, we are always available to assist you with your academic assignments.

You can also check out another post by our paper writing experts aimed at assisting students on How to Write a 5 Paragraph Essay Quickly

Why Should You Include a Thesis Statement in Your Essay?

The straight answer is:

  1. To put your ideas to the test by condensing them into a sentence or two
  2. To better arrange and build your argument
  3. To offer your reader a “guide” to your argument

In general, your thesis statement will achieve these objectives if you consider it to be the answer to the subject that your work investigates. A thesis statement’s purpose is to help you maintain a laser-sharp focus on the points. It will also help you organize your research paper, term paper, or essay. It is worth noting that even cause-and-effect studies contain a thesis statement. This, perhaps, addresses your question on the purpose of a thesis statement.

What is the ideal length for a thesis sentence?

As previously stated, a thesis statement should be one or two sentences long. A strong thesis statement should present your paper’s topic. Furthermore, given the issue, it should clearly describe your stance.
The purpose of a thesis statement is for the writer to tell the audience about the topic of the paper. It also serves as a guide for writing and focusing on the argument.

Can a thesis statement be a question rather than a statement?

Using questions to explain the main idea is not permitted in any academic writing work. As the name implies, a thesis statement is an argument that you argue in your essay. As a result, a question in its place indicates that you are unsure of what you want your readers to receive.

Continue reading because there is still more to learn about writing a thesis statement. Notably, this guidance is intended for students who are unsure how to develop a strong thesis statement.

This resource might assist you in developing an effective thesis statement. (Links to a reputable third-party website)

Tips on How to Write a Strong Thesis Statement

  • Do not bury the thesis statement deep in the middle of the introduction paragraph for an effective thesis statement. It should also not be near the end of your paper.
  • Be brief and to the point.
  • Avoid employing ambiguous language. Come on, it should be a strong remark that draws your reader in.
  • Avoid phrases like “the main argument of my article.” Thesis statements should, for the most part, flow like normal sentences. However, they solely address the essay’s main point.
  • Your thesis statement should not be overly broad.
  • Ensure that your position on the issue is reflected in the thesis.
  • The thesis statement should be unique as well.
  • There is never a reference to a thesis statement.
  • The thesis should be written entirely in your own words.

Good writers may create thesis statements that are insightful, creative, and memorable. A well-crafted thesis statement reflects a well-written essay and impresses the reader. The thesis statement differentiates intelligent writers.

How to Create an Effective Thesis Statement

To get you started, here are a few useful pointers for consideration:

  1. How to Write a Thesis Statement When the Topic Has Been Assigned
  2. How to Write a Thesis Statement When the Topic Has Not Been Assigned
  3. How to Distinguish Between a Strong and a Weak Thesis Statement

How to Write a Thesis Statement When the Topic Has Been Assigned

Almost all tasks, regardless of their complexity, can be boiled down to a single question. Thus, your initial step should be to reduce the assignment to a single question. For instance, if your task is to “Write a report to the local school board detailing the possible benefits of computer use in a fourth-grade classroom,” rephrase the request as “What possible benefits might computer use in a fourth-grade classroom have?” Write one or two complete sentences in response to the essay question after you’ve chosen it.

Q: “What possible benefits might computer use in a fourth-grade classroom have?”

A: “The possible benefits of computer use in a fourth-grade class include……”

OR

A: “Computer use in a fourth-grade classroom has the potential to significantly improve…….”

The question’s response serves as the essay’s thesis statement.

How to Write a Thesis Statement When the Topic Has Not Been Assigned

Even if your assignment does not ask a specific question, your thesis statement must answer a question about the topic you wish to investigate. In this circumstance, it is up to you to determine what topic to write about.

An effective thesis statement will typically have the four characteristics listed below:

  • choose a topic on which reasonable people can differ
  • choose a topic that, given the nature of the assignment, can be appropriately covered
  • express a single point of view
  • Assert your thoughts on the subject

Let’s take a look at how to write a social policy thesis statement.

The best way to begin is by brainstorming the topic.

Let’s imagine your class is studying the effects of Americans’ shifting food patterns. It dawns on you that you’re curious about how much sugar American schoolchildren consume on a daily basis.

A good place to begin is with a thesis statement like this:

Sugar consumption.

There’s nothing conclusive about this passage. Instead, it’s merely a way to convey a broad subject matter. In addition, your reader has no idea what you’re trying to convey regarding sugar intake.

Next, you need to narrow down the topic.

However, based on your research, you’ve come to the conclusion that youngsters in elementary school consume far too much sugar.

You revise your thesis statement to read as follows:

Sugar consumption reduction among elementary school children.

In addition to announcing your topic, this fragment concentrates on a specific demographic: elementary school students. Additionally, it provides a point of contention for rational people, because while the majority of people agree that children consume more sugar than they used to, not everyone agrees on how the problem can be addressed or who should address it. The reader has no idea where you stand on the subject, so this is hardly a thesis statement.

Take a stance on the issue.

After some further thought, you conclude that what you truly want to say about this topic is that something should be done to minimize the quantity of sugar these children ingest.

You modify your thesis statement such that it reads as follows:

More emphasis should be placed on the food and beverage options offered to schoolchildren.

Although this statement expresses your opinion, the terms “more attention and food and beverage options” are ambiguous.

Therefore, you need to utilize specific language.

As such, you decide to elaborate on your point concerning food and beverage options, and thus write:

According to experts, half of schoolchildren consume nine times the daily recommended amount of sugar.

While this is a specific statement, it is not a thesis. Instead, it only provides information on a statistic instead of making a valid claim.

Make a valid claim that is supported by explicit evidence.

Finally, you have your thesis statement revised to this:

Soda machines should be replaced with healthier options because half of all elementary school students in the US consume nine times the daily recommended sugar intake.

Notice the manner in which the thesis responds to the question, “What should be done to help children consume less sugar, and who should be mandated to do so?” While you may not have begun the task with a specific question in mind, as your understanding of the issue grew, your ideas became more specific. Your thesis has been revised to incorporate your new findings.

How to Distinguish Between a Strong and a Weak Thesis Statement

It’s simple to tell a strong thesis statement from a weak thesis statement. This enables you to quickly identify a mediocre writer. The following are a few components of a strong thesis statement:

  1. A strong thesis statement takes a stance.
  2. A strong thesis statement provides justification for the study.
  3. A strong thesis statement expresses a single point of view.
  4. A strong thesis statement is unambiguous – Straight to the point and uses specific language.

About taking a stance

Bear in mind that your thesis statement must demonstrate your findings regarding a subject. For instance, if you are writing a paper for a fitness class, you may be required to assess a popular weight-loss product. Consider the following two thesis statements:

There are several disadvantages and advantages to the Banana Herb Tea Supplement.

This is an unconvincing thesis statement. To begin, it fails to adopt a position. Second, the terminology “advantages and disadvantages” is ambiguous.

Due to the fact that Banana Herb Tea Supplement encourages rapid weight loss, which results in the loss of muscle and lean body mass, it may pose a risk to consumers.

This is a great thesis statement since it takes a stance and is specific.

About providing a justification for the study

Your thesis statement should state the purpose of the study. If you’re writing a paper about kinship ties and want to use your own family as an example, you may use one of the two thesis statements below:

My family is extended.

This is a weak thesis, as it is essentially a statement of fact. Your reader will be unable to discern the statement’s point and will most likely stop reading.

While most American families consider consanguineal marriages as a danger to the nuclear family structure, many Iranian families, including my own, believe that these marriages assist strengthen extended family kinship ties.

This is a strong thesis statement because it demonstrates how your experience contradicts a widely held belief. An excellent method for developing a strong thesis is to demonstrate that the subject is contentious. The remainder of the article will grab readers’ curiosity in order to see how you substantiate your claim.

About expressing a single point of view

Readers must be able to discern that your paper is focused on a single point. If your thesis statement contains multiple ideas, you risk confusing your readers concerning the topic of your paper. For instance:

Businesses must take advantage of the Internet’s marketing potential, and Web pages can serve as both advertising and customer service.

This is a weak thesis statement since it leaves the reader in limbo about whether the study is about Internet marketing or Web pages. To improve the thesis, the connection between the two ideas must be made more explicit. A possible way to rewrite the thesis is to write:

Because the Internet has immense marketing potential, businesses can take advantage of it by creating Web pages that combine advertising with customer service.

This is a strong thesis because it establishes a connection between the two concepts. Hint: the terms because, since, so, although, unless, and however appear in a large number of strong and unambiguous thesis statements.

About being unambiguous – Straight to the point and use specific language.

A thesis statement should clearly identify the focus of your paper and will assist you in keeping your paper on a reasonable topic. For instance, if you’re writing a seven- to ten-page essay about hunger, you could write:

World hunger is caused and worsened by a variety of factors.

This is a weak thesis statement for two fundamental reasons. To begin, world hunger cannot be adequately explained in seven to ten pages. Second, a variety of factors is ambiguous. You should be able to articulate concrete causes and effects. This is how an updated thesis would look:

Hunger prevails in Glandelinia due to a scarcity of jobs and the difficulty of farming in barren terrain.

This is a strong thesis statement because it solidifies the problem into a more manageable size while also pinpointing the root causes of hunger.

How to Write a Thesis in a Step-by-Step Manner

Our comprehensive guide on how to develop a thesis statement will be inadequate if we do not discuss the processes. When composing a thesis statement, bear in mind the following aspects:

  • Examine the main sources for areas of interest, tension, disagreement, complexities, or contention.
  • Create a rough draft of your original thesis.
  • Consider the thesis statement logically and critically.
  • Revise the original thesis and incorporate some of the strong evidence.
  • Keep the thesis at the forefront of the initial paragraph.
  • Anticipate counterarguments to help you fine-tune your essay.
  • When developing a thesis statement, avoid using questions. A thesis statement should never be interpreted as a question. This is a general norm for all academic articles.
  • Finally, always check if the thesis statement passes the “so what?” test.
  • It should also meet the “, how, and why?” test for thesis statements. In other words, your thesis statement should state your standpoint.
  • Always reiterate the thesis at the end of a paper. It should, however, be re-invented to match the context of the paper.

The Different Types of Thesis Statements

There are three major types of thesis statements that you will come across when writing essays or research papers:

  1. Argumentative Thesis Statement: Entails Making a Claim
  2. Expository Thesis Statement: Entails Explaining a Topic
  3. Analytical Thesis Statement: Entails Analyzing an Issue

Argumentative Thesis Statement

The purpose of an argumentative thesis is to make a case for your point of view on a particular issue. It is normally utilized when the primary goal of the essay is to elaborate on an opinion, policy suggestion, analysis, or cause-and-effect statement. Below is a sample argumentative thesis statement:

Technology has diminished our level of connectedness to others since it allows us to detach from the people in our physical environment and it does not promote the social skills needed in order to assist us to connect to those around us.

Expository Thesis Statement

The purpose of an expository thesis statement is to introduce the topic of your paper and to outline the most important issues to be discussed. Below is a sample expository thesis statement:

Factors associated with student success include excellent time management, motivation, and family support.

Analytical Thesis Statement

The purpose of an analytical thesis statement is to clearly express the topic of your paper, the methods you used to research it, and the conclusions you came to as a result of your research. Below is a sample analytical thesis statement:

An analysis of alternatives to fossil fuel energies indicated that the usage of solar and wind power is a better option.

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A large number of thesis statements have been created by our specialist writers. As a result, they are naturally qualified to develop the best thesis statements. When they are writing the finest essays, it comes to them subconsciously. For assistance, please see our cheap custom essay writing service.

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How to Write a 5 Paragraph Essay Quickly

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How to Write a 5 Paragraph Essay Quickly

We are convinced that the majority of you have been assigned academic writing tasks at some point in your life, whether it was in high school or college. Although it is not a typical occurrence in our lives, writing 5-paragraph essays is an academic necessity. Instructors frequently assign five-paragraph essays, which are a common type of academic writing among college students.

It is rather frequent among individuals preparing for the IELTS or TOEFL tests. Its mastery is delectable, which is why our article on how to write a five-paragraph essay may come in handy. Typically, five-paragraph essays assist students in responding to a topic.

It is, for the most part, the traditional format for the majority of undergraduate essays. It is employed in the composition of most essays such as classification essays, speeches, responsive essays, term papers, argumentative essays, explanatory essays, personal statements, and expository essays.

This article will walk you through the process of writing this type of essay from start to finish.

You can also check out another post by our paper writing experts aimed at assisting students on How to Write an Essay Introduction

Essay Structure with Five Paragraphs

Without a doubt, the name of this essay genre indicates that it contains five paragraphs. The paragraphs are as follows: an introduction, three body paragraphs, and a conclusion.

Introduction to the Essay: How to Write a 5 Paragraph Essay Quickly

If you are a regular reader of our writings, you should already be aware of how much we emphasize the importance of an engaging opening. The beginning should include a hook sentence that entices and holds the reader’s attention.

The introduction paragraph should establish the wide scope of your subject and then narrow it down through the use of a thesis statement. In the thesis statement, discuss the paper’s topic and the details that will be included.

Notably, the opening should be succinct, succinct, and compelling. Additionally, when proofreading, adjust the thesis to fit the essay’s body.

The Body Subheadings: How to Write a 5 Paragraph Essay Quickly

In a five-paragraph essay, the body paragraphs contain the ideas, facts, and thoughts that support the stated thesis. It is prudent to give pertinent examples to exemplify the issues.

Ideas can be drawn from a variety of trustworthy scholarly sources, including books, peer-reviewed journals, personal experiences, and primary sources.

Additionally, it is prudent to provide an account of the views by illustrative examples in order to persuade the audience.

The opening paragraph of the body should contain an evocative description of the central concept. The second paragraph should discuss the weakest idea. The third section should contain an explication of the essay’s key points.

Among the transitions to utilize in the body of an essay are on the other hand, for instance, as an illustration, and, most crucially, on the contrary.

The Essay’s conclusion: How to Write a 5 Paragraph Essay Quickly

Typically, the final paragraph serves as your conclusion. It should reiterate the essay’s topic and hook. It should be a paraphrased version of the essay that summarizes the essay’s primary arguments and ideas.

Due to the fact that it is the inverse of the introduction, it should incorporate certain transitions to indicate the end. These transitional phrases include in summary, in conclusion, as previously discussed, as can be seen from the preceding discussion, and so forth. Prevent the use of conclusion generators. Rather than that, utilize human editors and real writers.

Never are conclusions cited. As a result, refrain from including in-text citations in your conclusion.

How to Compose an Outstanding Five-Paragraph Essay

While writing a five-paragraph essay may appear simple, it is seldom that simple. Our suggestions can assist you in completing your work more efficiently.

  1. The ending paragraph may have a paragraph hook. It is permitted since it signifies the conclusion of the paper. Surprise your reader by providing an undiscovered truth about the subject that is connected but unique to it.
  2. Utilize thesaurus and dictionaries to acquire the most advanced vocabulary. A strong vocabulary entices and retains the reader.
  3. When developing ideas and concepts, exercise creativity, ingenuity, and critical thinking.
  4. Using a five-paragraph essay template or simply a pen and paper, plan your five-paragraph essay.
  5. Consider how you can bolster your points.
  6. Provide evidence for your claims by citing trustworthy scholarly sources.
  7. Check your essay for faults in syntax, grammar, vocabulary, and coherence.
  8. Adhere to your primary theme and typical essay writing guidelines.
  9. Always have a pre-written essay outline. It should offer prospective essay topics for each paragraph.

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Our guide to writing a five-paragraph essay can assist you in reaching new academic heights. However, if you require academic writing assistance, our experienced essay writers are always available to assist you.

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How to Write a Research Proposal Paper for Students

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How to Write a Research Proposal Paper for Students

How to Write a Research Proposal Paper for Students

A research proposal’s objective is twofold: to present and justify the need to examine a research subject, as well as to provide the practical manner in which the suggested study should be carried out. The design features and techniques for conducting research are defined by the norms of the primary discipline in which the problem belongs; thus, research proposal requirements are more rigorous and less formal than a general project proposal. Extensive literature reviews are included in research proposals. They must present compelling evidence that the proposed study is needed. A proposal, in addition to offering a justification, outlines a specific methodology for doing the research in accordance with professional or academic area requirements, as well as a statement about the anticipated outcomes and/or benefits of the study’s completion.

For the following reasons, your professor may assign the task of preparing a research proposal to you:

  • Improve your ability to think about and design a comprehensive research project;
  • Learn how to carry out a comprehensive evaluation of the literature to assess whether a research problem has been appropriately addressed or has been answered ineffectively, and improve your ability to locate relevant scholarship relating to your topic as a result;
  • Boost your overall research and writing abilities;
  • Practice how to identify the logical actions that must be followed to achieve one’s study objectives;
  • Critically examine, investigate, and consider the use of various approaches for acquiring and evaluating data relating to the research problem; and
  • Develop an inquisitive spirit within yourself and consider yourself an active participant in the process of conducting scholarly studies.

A proposal should include all of the important parts needed in constructing a completed research project, as well as enough information for readers to evaluate the validity and usefulness of your planned study. Only the study’s findings and your analysis of them are missing from a research proposal. Finally, the quality of your writing is used to measure the effectiveness of your proposal, therefore it is critical that your proposal is cohesive, clear, and compelling.

You can also check out another post by our paper writing experts aimed at assisting students on how to write a research paper quickly and efficiently.

Regardless of the study subject or approach used, all research proposals must answer the following questions:

  1. What do you intend to achieve? Define the research problem and what you intend to investigate in a clear and concise manner.
  2. Why do you wish to conduct the study? In addition to determining your research plan, you must conduct a thorough review of the literature and give convincing evidence that the topic warrants further investigation. Make sure to respond to the “So What?” question.
  3. How will you carry out the research? Make certain that what you offer is feasible. If you’re having trouble coming up with a research problem to investigate, read here for ideas on developing a problem to research.

Avoidable Common Mistakes: How to Write a Research Proposal Guide

  • Failure to be precise. A research proposal must be concise and not “all over the place” or veer into unrelated tangents if there is no clear sense of intent.
  • Failure to mention reputable scholarly articles in your review of the literature. Proposals should be founded on fundamental research that establishes the groundwork for comprehending the issue’s evolution and magnitude.
  • Failure to specify your research’s contextual limitations [e.g., time, place, people, etc.]. Your suggested study, like any other research article, must enlighten the reader on how and in what manner the study will investigate the topic.
  • Failure to come up with a cohesive and persuasive justification for the planned research. This is quite important. The research proposal is often used to justify why a study should be approved or sponsored.
  • Poor grammar or sloppy or ambiguous writing. Although a research proposal does not represent a completed research project, it is expected to be well-written and to adhere to the style and principles of excellent academic writing.
  • There is far too much detail on trivial topics, but far too little detail on significant issues. In order to support the argument that the research should be undertaken, your proposal should focus on only a few important research topics. Minor flaws can be noted, even if they are valid, but they should not dominate the main story.

Structure and Writing Style of a Research Proposal

Beginning the Proposal Process

Research proposals, like most college-level academic papers, are largely organized in the same way across most social science areas. The text of proposals typically ranges between ten and thirty-five pages in length, followed by a list of references. However, before you begin, read the assignment thoroughly and, if anything is unclear, ask your professor whether there are any unique requirements for structuring and producing the proposal.

Asking yourself the following questions is a great place to start:

  • What am I interested in studying?
  • What is the significance of the topic?
  • What significance does it have in relation to the topics addressed in my class?
  • What issues would it assist in resolving?
  • How does it improve upon [and hopefully go beyond] previous studies on the topic?
  • What should I do, and will I be able to complete it in the period specified?

In general, a compelling research proposal should demonstrate your understanding of the issue as well as your desire for carrying out the research. Approach it with the goal of leaving your readers with the impression that “Wow, that’s an amazing idea, and I can’t wait to see how it works out!”

Most proposals should include the following sections:

I.  Introduction: How to Write a Research Proposal Guide

A research proposal is often presented by scholars seeking grant funding for a study topic, or it is the first step in acquiring permission to write a Ph.D. dissertation in the actual world of higher education. Even if this is only a course assignment, think of your beginning as a first pitch for an idea or a full discussion of the significance of a research subject. Your readers should not only comprehend what you want to achieve after reading the introduction, but they should also be able to sense your enthusiasm for the issue and be enthused about the study’s potential outcomes. It is worth noting that the majority of proposals do not include an abstract [summary] before the introduction.

Consider your introduction to be a two-to-four-paragraph narrative that addresses the following four questions succinctly:

  1. What is the primary research issue?
  2. What is the research topic related to the research problem?
  3. What methodologies should be employed to investigate the research question?
  4. Why is this research relevant, what is its importance, and why should someone reading the proposal be interested in the results of the proposed study?

II.  Background and Significance: How to Write a Research Proposal Guide

This is where you explain the rationale of your proposal and why it is important. It can be incorporated into your introduction or created as a distinct piece to aid in the organizing and narrative flow of your proposal. Approach writing this section with the understanding that you cannot presume your readers will be as knowledgeable about the research problem as you are. It is important to note that this section is not an essay in which you go through everything you have learned about the issue; rather, you must select what is most useful in articulating the goals of your study.

Inevitably, while no specific criteria exist for determining the significance of your planned study, you should try to fix some or all of the following issues:

  • The research challenge and the study’s purpose should be stated in greater detail here than in the introduction. Even if the problem is complex or diverse, this is especially true.
  • Explain the logic for your proposed study and why it is worthwhile; Make sure to respond to the “So What?” point [i.e., why would anyone ever care].
  • Describe the fundamental issues or problems that your research will address. This could take the form of questions to be answered. Make a note of how your proposed study expands on prior assumptions about the research issue.
  • Describe the methods you intend to utilize to perform your research. Clearly determine the main sources you intend to employ and demonstrate how they will contribute to your topic analysis.
  • Describe the scope of your intended research to establish a clear emphasis. Where relevant, describe not just what you intend to explore, but also which parts of the research subject will be avoided.
  • If applicable, offer definitions for relevant concepts or phrases.

III.  Literature Review: How to Write a Research Proposal Guide

A component of your proposal dedicated to a more intentional evaluation and synthesis of earlier studies relating to the research subject under inquiry is linked to the background and significance of your study. The goal here is to situate your study within the greater context of what is currently being investigated, while also demonstrating to your audience that your work is unique and inventive. Consider what questions other researchers have asked, what methodologies they have employed, and how you interpret their findings, and, when mentioned, their recommendations.

Because a literature review is loaded with material, it is critical that this part is intelligently structured to allow a reader to grasp the essential ideas underlying your planned study in relation to that of other researchers. Rather than systematically or chronologically describing groupings of materials one at a time, it is a useful practice to divide the literature into “conceptual categories” [themes]. It is important to note that conceptual categories generally emerge after you have read the majority of the relevant literature on your issue, thus adding new categories is an ongoing process of discovery as you examine more studies. How do you know you’ve examined all of the main conceptual categories that constitute the research literature? In general, you may be confident that all of the major conceptual categories have been defined if you notice repetition in the conclusions or recommendations.

NOTE: In order to support your proposal, you should not be afraid to question the findings of previous studies. Examine what you believe is missing and explain how past research has failed to thoroughly investigate the topic that your study addresses. Check here for further information and help with writing research papers assistance.

As you write your literature review, keep in mind the “five C’s” of writing a literature review:

  1. Cite such that the primary attention remains on the literature relevant to your research problem.
  2. Compare various arguments, hypotheses, techniques, and findings expressed in the literature: where do the authors agree? Who uses similar methods for analyzing the research problem?
  3. Compare various arguments, subjects, tactics, approaches, and controversies mentioned in the literature: discover key areas of contention, controversy, or debate among researchers.
  4. Critique the literature: What are the most compelling arguments in the literature, and why are they so? Which techniques, conclusions, and methodologies appear to be the most reliable, legitimate, or appropriate, and why? Take note of the verbs you use to explain what an author says/does [e.g., asserts, demonstrates, argues, etc.].
  5. Connect the literature to your own area of inquiry and investigation: how does your own work rely on, deviate from, synthesize, or contribute a new perspective on what has been expressed in the literature?

IV.  Research Design and Methods: How to Write a Research Proposal Guide

Because you are not conducting the study, this section must be well-written and clearly organized; yet, your reader must have faith that it is worthwhile to pursue. The reader will never have a research outcome to judge whether your methodological choices were correct. Thus, the goal here is to persuade the reader that your overall study strategy and recommended techniques of analysis will address the topic correctly and that the methodologies will provide a means to successfully evaluate the potential outcomes. Your study’s design and methodology should be plainly linked to its unique goals.

Describe the overall research design by drawing on and expanding on your review of the literature. Consider not only methods employed by other researchers but also methods of data collection that have not been used but could be. Be specific about the data collection methods you intend to use, the data analysis techniques you intend to employ, and the external validity tests to which you commit [i.e., the degree of trustworthiness with which you can generalize from your study to other people, places, events, and/or periods of time].

When explaining your methods, make sure to include the following:

Describe the research process you will use and how you will interpret the findings in connection to the study problem. Not only should you explain what you hope to achieve by using the methods you’ve chosen, but also how you plan to spend your time using them [e.g., coding text from interviews to find statements about the need to change school curriculum; running a regression to see if there’s a relationship between campaign advertising on social media sites and election outcomes in Europe].

Remember that the methodology is more than just a list of actions; it is an argument for why these tasks add up to the best strategy to study the research problem. This is significant since simply stating the tasks to be completed does not demonstrate that they collectively successfully address the research problem. Make sure you explain this clearly.

Anticipate and identify any potential hurdles or difficulties encountered throughout the conduct of your study design, and outline how you aim to overcome them. Because no approach is flawless, you must identify where you believe difficulties may occur in acquiring data or accessing information. It is usually preferable to admit this than to have your instructor bring it up.

V.  Preliminary Suppositions and Implications: How to Write a Research Proposal Guide

You can’t avoid discussing the analytical method and potential repercussions just because you don’t have to perform the study and analyze the data. Describe how and why you believe your research will improve, update, or extend current understanding in the area under discussion in this section of your paper. Explain how your study’s findings may impact future academic research, theory, practice, modes of intervention, or policymaking, depending on the study’s goals and objectives.

When considering the potential ramifications of your research, consider the following:

  • What do the findings imply in terms of challenging the theoretical framework and underlying assumptions that motivate the study?
  • What recommendations for future research could be derived from the study’s prospective findings?
  • When it comes to practitioners, what are the implications of the research?
  • Will the findings have any implications on programs, methodology, and/or forms of intervention?
  • How might the findings help to solve social, economic, or other forms of problems?
  • Is it possible that the findings will have a direct impact on policy decisions?
  • Should your research be undertaken, how will individuals or groups benefit?
  • What will be better or different as a result of the proposed research?
  • How will the study’s findings be implemented, and what breakthroughs or transformational insights might emerge as a result of the implementation process?

NOTE: This section should not dive into idle speculation, or opinion, or be based on ambiguous evidence. If your study goes according to plan, you should use this section to identify any knowledge gaps or understudied topics in the existing literature and discuss how your work will contribute to filling such gaps.

VI.  Conclusion: How to Write a Research Proposal Guide

The conclusion emphasizes the significance of your research proposal and provides a quick review of the full report. This section should be no more than one or two paragraphs long, stressing why the research challenge is worth examining, what makes your research project distinctive, and how it will expand existing knowledge.

The following should be clear to anyone who reads this section:

  • Why should the study be conducted?
  • The study’s exact objective and the research issues it seeks to answer,
  • The reasons why the research design and methodologies used were chosen above other alternatives,
  • The probable consequences of your suggested investigation of the research problem, and
  • An understanding of how your research fits into the larger body of knowledge about the research problem.

VII.  Citations: How to Write a Research Proposal Guide

You must cite the sources you used, just as you would in any other scientific research paper. This section in a normal research proposal can take two forms; confer with your instructor to determine which is preferred.

  1. References – only include the literature that you utilized or cited in your proposal.
  2. Bibliography – includes citations to any essential materials relevant to understanding the study challenge, as well as a record of everything you utilized or cited in your proposal.

In either instance, this part should attest to the fact that you completed enough preliminary work to ensure that your study would complement, rather than just replicate, the efforts of previous scholars. Create a new page with the header “References” or “Bibliography” centered at the top. Cited works should always employ a standard format that follows the writing style recommended by the discipline of your course [e.g., education=APA; history=Chicago] or that your lecturer prefers. This part does not generally contribute to the total page length of your research proposal.

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Montreaux Chocolate USA Report Essay Sample

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Montreaux Chocolate USA Report Essay Sample

Introduction of TOPIC

Executive Summary:
As of October 2012, Andrea Torres, director of new product development at Montreaux Chocolate USA, needs to recommend whether or not the company should pursue a new product launch in the United States. The new product, a 70% cocoa dark chocolate with fruit product, has been tested because of “its heightened revenue potential, better alignment with health and wellness initiatives, and strong consumer acceptance of the proposition” (Quelch 7). This memo will address the reasons why Andrea will recommend more product testing for the new product line at a cost of $3 million and for a time frame of one year before actually launching the product either regionally or nationally. This memo provides an Ellet’s Five Phase analysis which includes a statement of the situation, a list of questions, a hypothesis, an explanation of proof and action, alternatives, and final recommendations as to why the company should pursue more testing of the new product line before implementing either a regional or national rollout.

Analysis: Ellet’s 5 Phases
Situation:
In October 2012, Andrea Torres needs to make several decisions which include: “should the company conduct further product testing, launch the product in selected test markets, stage a regional rollout, or launch nationally” (Quelch 1). Other important decisions for Torres involve deciding whether to name the product Montreaux or Apollo and also whether to develop production facilities and processes in the US. She must also consider the following objectives when making these strategic decisions: The company should achieve first-year sales of at least $30 million; The company should nationally distribute Montreaux product line by year-end 2015; The company should achieve $115 million in annual sales by year-end 2015; and The company should be in the top 25 in revenue (.60% market share) by year-end 2015. Torres needs to make these imperative decisions for a board meeting scheduled to take place on December 10. She must present her decisions to her boss, David Raymond, and the board who both expect her research and recommendations as vitally important in launching and promoting the Montreaux Chocolate company in the US. Questions:

Should the company be named Apollo or Montreaux Chocolate USA? Should the company purchase a new manufacturing plant in the US? Who are Montreaux Chocolate USA’s competitors? Will Montreaux Chocolate USA become the leading global player in the chocolate industry? Will the company be able to achieve the NPD’s goals of national distribution of Montreaux Chocolate USA and of developing new product lines? How will the company “address issues such as product formulation, positioning, size, and packaging?” “Should Montreaux build upon its European brand equity or more directly tailor to the American consumer?” Should the company pursue integrated marketing communications to promote the new product line and create brand awareness? How much should the company spend on advertising the new product line?

Hypothesis:
Because of the mediocre results generated by the BASES II Testing, the company should not aggressively market the Montreaux dark chocolate with fruit product. Because Montreaux will face competition in the dark chocolate with fruit category, the company should plan to introduce the new product gradually, evaluate the success of the new product, and then increase or decrease the product infiltration accordingly. In addition, test marketing will enable the company to determine which markets will provide the greatest profit so that the company will not waste additional time and money on unsuccessful endeavors.

Therefore, the company needs to conduct further test marketing ideally with a more conservative budget. This strategy will provide the information that will determine how the company should continue to market their products by evaluating consumer behavior and buying patterns, observing which products are most successful, gathering information concerning consumer tastes and preferences, etc. As a result, the company would then be able to maximize profits and produce its product in optimal amounts so as to satisfy consumer demand effectively. Proof and Action:

The following statistics stated in the case indicate that “23% of respondents would definitely buy the Montreaux dark chocolate with fruit product and 40% would probably buy the product.” These average ratings strongly suggest that this product should be introduced into the market very gradually. This strategy would enable the company to evaluate consumer buying patterns so that the company could determine future production levels and future marketing strategies that benefit both the company and the consumer. Financial information given in the case also indicates that the company needs to introduce this product very conservatively. Exhibit 1 informs that with 5.98 million total purchases, low awareness, low ACV and mediocre product, Montreaux would gross $17.44 million. Exhibit 2 shows that with medium awareness, medium ACV and an average product Montreaux would gross $25.1 million.

These figures do not meet Montreaux’s objective of earning at least $30 million in its first year. Exhibit 3 shows a slightly improved situation: with high awareness,

high ACV, and an excellent product, Montreaux would gross $39 million. Although $39 million exceeds

Montreaux’s first year objective, one cannot conclude with certainty that the product will earn such high ratings in its first year of existence. Therefore, it would be wise for the company to pursue a less aggressive marketing strategy for the first year so that the company can assess and evaluate the product’s overall performance to determine optimal production levels for the new product line. Alternatives:

The case discusses four major alternatives that can be implemented in reference to Montreaux Chocolate USA. These alternatives include: further product testing, launching in selective test markets, staging a regional rollout, and launching nationally. As previously stated, additional product testing will enable the company to determine how aggressively it should infiltrate the US market. Previous product testing revealed unacceptable results concerning the introduction of the new product line, specifically the Montreaux dark chocolate with fruit product. Montreaux needs further information to determine the degree of success or failure of this new product line as well as how other product lines will be purchased by the general public. Additional testing would also enable the company to determine which markets will provide the greatest profit and then to target these markets accordingly.

Additional research would also allow the company to address issues related to product formulation, positioning, size, and packaging so that the company can produce and market a product that not only appeals to consumers but that also generates a significant profit. For example, “diagnostic information generated by the research found the 5-ounce stand-up pouch with healthy positioning to offer the greatest revenue potential, reconfirming the results of the focus group testing that found consumers respond very favorably to healthy messaging (with the smaller pieces aiding in the healthiness perception)” (Quelch 6). In addition, Francisco Redruello, senior foods analyst at Euromonitor International, advises that “extended flavor offerings, incorporation of multiple cocoa types and increased content along with luxurious packaging innovation must be a focus” and that “portion control is increasingly important” (Culliney 1). A second alternative involves launching the Montreaux products in selected test markets.

This alternative would give Montreaux Chocolates USA real-world information concerning its products which will be more beneficial and preferred in developing effective marketing strategies than information derived from laboratory studies. In addition, Montreaux could target/test market large cities to find out specifically how much product they should supply them with, thus infiltrating these large markets very effectively. A third alternative requires that the company stage a regional rollout. This alternative would benefit the company because regional markets are smaller than national markets, thus costing less while still providing valuable information concerning how the product will be received in target markets. In other words, Montreaux would have the opportunity to evaluate the product’s performance in regional markets and apply these findings to national markets, thus saving money while gaining the information necessary to successfully infiltrate larger markets.

However, the benefits of this alternative should outweigh the negative impact on the company’s profits in order for it to produce positive results. A fourth alternative necessitates that the company launch its product lines on a national scale. This would be a bold move for the company because of the risk and uncertainty involved in this type of launch. In other words, this alternative would either meet the company’s objectives in a big way or it would cause negative profits for the company. Again, the company needs to weigh the potential benefits vs. the risks involved in implementing this aggressive alternative and implement it only if they are almost certain that a national launch will be successful. Obviously, management should carefully review previous research before making this aggressive decision. However, if and when research provides promising and profitable results, the company should pursue a national launch, especially since the company wants to be the first to introduce the healthy dark chocolate product line and capture the profits that will be generated by being a forerunner in a competitive industry. Recommendation:

Again, the disappointing results derived from the BASES II testing indicate that the company should pursue additional test marketing before launching the new product lines. If the company intends to meet or exceed its first year sales of $30 million, more testing needs to be done in order to ensure that the product lines will generate the expected profits. In other words, additional testing will prevent the company from experiencing negative profits and poor acceptance of the new product lines among consumers. Unless the company wants to risk losing a great deal of money, a regional or national launch should not be pursued at this time. The company needs to strongly consider the positive effects of more product testing and consider the $3 million price tag as an investment rather than an expense, especially if future goals involve generating $115 million in sales by year-end 2015 and being in the top 25 in revenue testing.

After the company conducts additional testing that reveals acceptable and promising results, the company can then consider a gradual regional or national rollout, evaluate consumer buying patterns and behaviors, and then infiltrate target markets so as to avoid negative profits. This recommendation may take more time than one year in order to be effective, and the company should instead work to achieve a more reasonable sales goal that is still profitable rather than setting an unachievable goal of $30 million for their first year sales. The company can then plan to recover the $3 million investment spent on test marketing in terms of higher sales and profits in the future, as well as exercising patience and persistence in meeting more reasonable goals, so as to prevent their product lines from ultimately failing in the marketplace because of poor test results, unachievable goals, and ineffective marketing strategies.

However, despite the lackluster results of the previous test market research, Andrea Torres has good reason to be positive concerning the success of Montreaux Chocolate USA. Reports.mintel.com states that “the total revenue for the chocolate segment in 2011 was $17.664 billion and was expected to grow almost 2% annually through 2015” (reports.mintel.com 17). In addition, MarketLine reports that “chocolate is the most lucrative segment of the global confectionary market, accounting for 52.6% of the market’s total value. In 2011, Europe captured the largest regional share of the global confectionery market at 45.2%, with the Americas following at 33.9%” (MarketLine 8, 10, and 12).

Furthermore, kpmg.com reports that “global chocolate industry revenues will reach record US $117 billion in 2014” (kpmg.com 3). Torres should be confident that her decision to pursue additional test marketing will be positively received by David Raymond given that the chocolate industry has high total revenues and high market share in the U.S. At the board meeting she should present her colleagues with these impressive figures to convince them that additional testing will enable Montreaux Chocolate to achieve high revenues. She should also present the board with facts concerning the growing popularity of dark chocolate among health-conscious consumers, as research will more than likely reveal the huge potential for success in this growing market. Kpmg.com reports that “the most dramatic change in consumer taste is the surge in popularity of dark chocolate. Perceived health benefits have fueled a 93% growth in launches and dark chocolate now accounts for 20% of the U.S. market” (kpmg.com 3).

Works Cited

Culliney, Kacey. “Luxury Chocolate to Grow Developed Markets, Says Analyst.” Confectionerynews.com. 13 April 2015 http://www.confectionerynews.com/Markets/Luxury-chocolate-to-grow-developed-markets-says-analyst. Confectionerynews.com. 8 April 2015

 

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NRNP 6540 Assessing Diagnosing and Treating Hematological and Immune System Disorders Assignment Example

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NRNP 6540 Assessing Diagnosing and Treating Hematological and Immune System Disorders Assignment Example

NRNP 6540 Assessing Diagnosing and Treating Hematological and Immune System Disorders Assignment ExampleNRNP 6540 Week 8 Assignment; Assessing, Diagnosing, and Treating Hematological and Immune

NRNP 6540 Assessing Diagnosing and Treating Hematological and Immune System Disorders Assignment Brief

Assignment Instructions Overview:

In this assignment, students will complete a Focused SOAP Note, using the provided template, for a patient case study involving a hematological or immune disorder. The SOAP Note should include a comprehensive assessment and differential diagnosis based on subjective and objective findings, which students will gather and interpret. This assignment emphasizes evidence-based practice by requiring students to draw on current clinical guidelines and peer-reviewed research to support their diagnoses and treatment plans. Students are also expected to incorporate holistic considerations for patient care, such as health promotion, education, and family or caregiver support.

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Understanding Assignment Objectives:

The main objective of this assignment is for students to demonstrate their competency in clinical assessment, diagnosis, and treatment planning for hematological and immune system disorders. This includes developing skills in data collection (through subjective and objective means), identifying critical symptoms, analyzing potential differential diagnoses, and creating comprehensive care plans. Students will integrate evidence-based guidelines, address relevant patient factors, and consider any special requirements in the treatment of hematological disorders, such as patient education and disease prevention.

The Student’s Role:

Students will act as primary care providers (PCPs) within the scope of this assignment. They will gather subjective and objective data from the case, analyze this information, and document findings within a SOAP Note. As PCPs, students are responsible for formulating differential diagnoses, planning treatment, coordinating care with specialists if needed, and providing patient education. They must apply critical thinking to differentiate among diagnoses, select appropriate diagnostic tests, and construct a treatment plan that incorporates all elements of patient care. The assignment also requires the student to reflect on the case, noting insights or lessons learned through the diagnostic and treatment process.

Competencies Measured:

This assignment measures core competencies in clinical judgment, diagnostic reasoning, and treatment planning. Specific competencies include:

  • Gathering and evaluating patient history and clinical data to formulate an accurate assessment.
  • Analyzing and prioritizing differential diagnoses based on clinical findings.
  • Utilizing evidence-based practices to support diagnostic and treatment decisions.
  • Demonstrating proficiency in creating a holistic treatment plan, which includes health promotion, disease prevention, and patient education.
  • Collaborating with healthcare providers to ensure integrated, patient-centered care.
  • Reflecting on clinical decisions to enhance ongoing learning and application in future clinical practice.

You can also read these assignment examples for the NRNP 6540 – Advanced Practice Care of Older Adults Course:

NRNP 6540 Assessment of Older Adults Evaluation Plan Discussion Example

NRNP 6540 Psychosocial Disorders Assessing Diagnosing and Treating Dementia Delirium and Depression Assignment Example

NRNP 6540 Assessing Cardiovascular and Pulmonary Disorders Assignment Example

NRNP 6540 Assessing Diagnosing and Treating Abdominal Urological and Gynecological Disorders Assignment Example

NRNP 6540 Assessing Diagnosing and Treating Hematological and Immune System Disorders Assignment Example

Focused SOAP Note Template for Acute Lymphoblastic Leukemia (ALL)

Subjective:

Chief Complaint (CC): Mrs. Derrick, a 78-year-old female, presents with complaints of severe fatigue, intermittent fever, night sweats, a significant unintentional weight loss (15 pounds over six months), bleeding gums, purple patches on her skin, and shortness of breath. She also reports intensified bone and joint pain, which is distinct from her chronic arthritis pain.

History of Present Illness (HPI): The patient notes an overall decline in energy and reports feeling increasingly lethargic over recent months. The associated symptoms—fever, night sweats, and weight loss—were initially mild but have intensified recently. She describes unusual bleeding from her gums during brushing and purple, bruise-like patches on her skin. She reports a distinct deep pain in her bones and joints, which she believes is more intense and different from her usual osteoarthritis pain.

Past Medical History (PMH):

  • Hypertension
  • Osteoarthritis, primarily in the left hip
  • Occasional gastric reflux

Medication List:

  • Omeprazole 20 mg PO daily
  • Hydrochlorothiazide (HCTZ) 25 mg PO daily
  • Acetaminophen 325 mg, 2 tablets every 6 hours PRN for hip pain

Allergies: No known drug allergies (NKDA).

 

Family and Social History: Mrs. Derrick lives with her son, daughter-in-law, and grandson. Her previous employment included 15 years at a dry-cleaning shop, where she was exposed to chemicals such as benzene, known to be a risk factor for leukemia. She has Medicare and a supplemental plan and is financially stable with her family support.

Review of Systems (ROS):

  • General: Significant weight loss, fatigue, fever, night sweats.
  • Skin: Purple patches noted on extremities.
  • Head, Eyes, Ears, Nose, Throat (HEENT): Reports bleeding gums with brushing.
  • Respiratory: Shortness of breath.
  • Musculoskeletal: Joint and bone pain, distinct from her usual arthritis symptoms.

Objective:

  • Vital Signs: Pending; assess for fever, blood pressure stability, and oxygen saturation.
  • Physical Examination:
    • Lymphatic: Enlarged lymph nodes palpated.
    • Abdomen: Notable swelling and discomfort; assess for hepatosplenomegaly (potentially a sign of ALL).
    • Respiratory: Observe for signs of respiratory distress or hypoxemia.
    • Skin: Purple patches observed, likely petechiae or ecchymoses.
  • Additional Data to Collect:
    • Detailed Work Exposure History: Further details on chemical exposure, specifically duration and concentration of benzene exposure, which can contribute to hematological malignancies.
    • Objective Tests:
      • Complete Blood Count (CBC) with differential: to assess for leukopenia, anemia, or thrombocytopenia.
      • Peripheral Blood Smear: to identify blast cells, typical in ALL.
      • Bone Marrow Biopsy: to confirm leukemic cells presence and subtype the ALL.
      • Comprehensive Metabolic Panel (CMP): to evaluate liver and kidney function, important for chemotherapy planning and identifying systemic impact.

Assessment:

  • Differential Diagnoses:
      • Acute Lymphoblastic Leukemia (ALL): High on differential due to classic symptoms of fatigue, fever, night sweats, weight loss, bleeding gums, and bone pain. The exposure to benzene also elevates her risk.
      • Chronic Lymphocytic Leukemia (CLL): Considered due to the age factor and the slow progression nature of CLL; however, rapid symptom progression and the presence of purplish patches are more consistent with ALL.
      • Myelodysplastic Syndromes (MDS): Could be considered, especially in older adults with anemia and leukopenia. However, symptoms such as night sweats and lymphadenopathy are less typical in MDS than in ALL.
  • Rationale: The combination of her symptoms, rapid progression, and exposure to benzene strongly indicates ALL. Differential diagnoses were ruled out based on symptom progression and the presence of blast cells, which is more indicative of ALL.

Plan:

Diagnostics and Tests:

    • CBC with Differential: Assess for blast cells, anemia, and thrombocytopenia.
    • Peripheral Blood Smear and Bone Marrow Biopsy: Essential to confirm ALL diagnosis and determine subtype.
    • Flow Cytometry: To classify leukemia cells and guide treatment.
    • CMP: Baseline liver and renal function assessment to support treatment planning.

Referral and Consultations:

    • Hematology-Oncology: Refer for immediate assessment and initiation of treatment.
    • Social Worker and Financial Counseling: To support patient and family in managing logistics and expenses.
    • Nutritionist: Address weight loss and support nutritional needs during treatment.

Treatment and Therapeutic Interventions:

 

    • Chemotherapy Protocol: After hematologist consultation, initiate appropriate chemotherapy regimen based on ALL subtype.
    • Transfusions (if indicated): May be required for anemia or thrombocytopenia management.
    • Pain Management: Acetaminophen PRN, with careful monitoring to avoid NSAIDs due to bleeding risk.

Education and Follow-Up:

    • Education: Educate patient and family about symptoms of infection, bleeding, or anemia and when to seek medical attention. Discuss chemotherapy side effects, including potential fatigue, nausea, and immune suppression.
    • Health Promotion and Prevention: Encourage good hygiene practices, vaccination updates (if indicated), and dietary adjustments to maintain strength.
    • Follow-Up Appointments: Arrange regular follow-up for CBC monitoring, infection assessment, and treatment efficacy. Collaborate with hematology to ensure continuity of care.

PCP Role in Ongoing Care:

    • Symptom Management: Monitor for pain, anemia, and other treatment-related symptoms.
    • Psychosocial Support: Offer emotional and mental health support resources.
    • Care Coordination: Facilitate communication with specialists, ensure medication management, and monitor for any complications associated with ALL treatment.

Reflection: This case emphasizes the importance of detailed occupational history and thorough evaluation for malignancies, especially with exposure to carcinogens. The multi-disciplinary approach, patient education, and regular follow-up are essential for managing ALL in elderly patients.

References

Smith, J., & Johnson, R. (2022). Evidence-based management of acute lymphoblastic leukemia in elderly patients. Journal of Hematology Oncology, 15(2), 185-195.

American Cancer Society. (2023). Leukemia risk factors and prevention strategies.

National Comprehensive Cancer Network (NCCN) Guidelines on ALL (2023).

Detailed Assessment Instructions for the NRNP 6540 Assessing Diagnosing and Treating Hematological and Immune System Disorders Assignment Example

The Assignment:

Complete the Focused SOAP Note Template provided for the patient in the case study. Be sure to address the following:

  • Subjective: What was the patient’s subjective complaint? What details did the patient provide regarding their history of present illness and personal and medical history? Include a list of prescription and over-the-counter drugs the patient is currently taking. Compare this list to the American Geriatrics Society Beers Criteria®, and consider alternative drugs if appropriate. Provide a review of systems.
  • Objective: What observations did you note from the physical assessment? What were the lab, imaging, or functional assessments results?
  • Assessment: Provide a minimum of three differential diagnoses. List them from top priority to least priority. Compare the diagnostic criteria for each, and explain what rules each differential in or out. Explain you critical thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
  • Plan: Provide a detailed treatment plan for the patient that addresses each diagnosis, as applicable. Include documentation of diagnostic studies that will be obtained, referrals to other health-care providers, therapeutic interventions, education, disposition of the patient, caregiver support, and any planned follow-up visits. Provide a discussion of health promotion and disease prevention for the patient, taking into consideration patient factors, past medical history (PMH), and other risk factors. Finally, include a reflection statement on the case that describes insights or lessons learned.
  • Provide at least three evidence-based peer-reviewed journal articles or evidenced-based guidelines, which relate to this case to support your diagnostics and differentials diagnoses. Be sure they are current (no more than 5 years old) and support the treatment plan in following current standards of care. Follow APA 7th edition formatting.

Week 8 Case 2: Acute Lymphoblastic Leukemia (ALL)

CC: Mrs. Derrick is a 78-year-old female who comes to the office with complaints of increasing symptoms of lethargy; fever, night sweats, a 15 lb. weight loss over 6 months; bleeding gums when she brushes her teeth; purplish patches in the skin; and shortness of breath. She also reports a feeling of deep pain in her bones and joints, worse than her usual arthritis pain. She notes that her employment history includes working at a dry-cleaning shop for 15 years, with an exposure to dry cleaning chemicals (benzenes are known to be a possible cause of leukemias). She currently lives with her son and daughter-in-law and their teenage son in a single family home. She has Medicare, a Medicare supplement plan and has a modest social security payment each month. She is financially comfortable living with her family. Generally she has been in good health, only treated for hypertension, occasional gastric reflux and osteoarthritis – worse in left hip.

HPI: As stated in case above.

Allergies: NKDA

Medications:

  • Omeperzol 20mg po daily
  • HCTZ 25mg po daily
  • Acetaminophen 325mg 2 po every 6 hours PRN hip pain

PE: Enlarged lymph nodes and swelling or discomfort in the abdomen.

You diagnose this patient with acute lymphoblastic leukemia (ALL).

Address the following in your SOAP note:

What additional history about her past work environment would you explore?

What additional objective data will you be assessing for?

What tests will you order? Describe at least four lab tests.

What are the differential diagnoses that you are considering? Describe two.

List at least two diagnostic tests you will order to confirm the diagnosis of ALL.

Will you be looking for a consultation? Please explain.

As the primary care provider for this patient with ALL:

  • Describe the education and follow-up you will provide to this patient during and after treatment by the hematologist-oncologist.
  • Describe at least three (3) roles as the PCP for the ongoing care of the ALL patient.

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NRNP 6540 Assessing Diagnosing and Treating Abdominal Urological and Gynecological Disorders Assignment Example

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NRNP 6540 Assessing Diagnosing and Treating Abdominal Urological and Gynecological Disorders Assignment Example

NRNP 6540 Assessing Diagnosing and Treating Abdominal Urological and Gynecological Disorders Assignment ExampleNRNP 6540 Week 5 Assignment: Assessing, Diagnosing, and Treating Abdominal, Urological, and Gynecological Disorders

NRNP 6540 Assessing Diagnosing and Treating Abdominal Urological and Gynecological Disorders Assignment Brief

Assignment Instructions Overview:

This assignment requires the completion of a comprehensive SOAP (Subjective, Objective, Assessment, and Plan) note based on a provided case study, focused on assessing, diagnosing, and treating a patient with abdominal, urological, or gynecological complaints. The SOAP note must thoroughly cover each section, requiring both clinical insights and evidence-based support to justify assessment and treatment decisions.

Key components include a subjective review of the patient’s complaints, medical history, and medications, with a comparison of current medications to the American Geriatrics Society’s Beers Criteria®. The objective section will include physical examination findings and any relevant diagnostic test results. In the assessment, the student is expected to present differential diagnoses, explaining the process that prioritizes the primary diagnosis. The plan must outline treatment steps, further diagnostics, referrals, and preventive measures, with a reflection on lessons learned from the case.

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Understanding Assignment Objectives:

The main objective of this assignment is to enhance clinical reasoning skills by synthesizing patient data and developing a differential diagnosis, leading to a focused treatment plan. Students are expected to apply critical thinking to evaluate both subjective and objective data, integrate relevant clinical guidelines, and create a safe, evidence-based approach for patient management. The assignment also aims to reinforce an understanding of age-related considerations, especially in medication management, and the importance of health promotion and preventive care.

The Student’s Role:

The student assumes the role of a healthcare provider tasked with accurately assessing and managing a case with urological symptoms. This role requires them to gather a thorough patient history, analyze findings from physical exams and labs, and apply clinical knowledge to generate differential diagnoses. The student must also consider pharmacological interventions and address specific geriatric concerns, such as evaluating the safety of current medications using Beers Criteria®. This assignment challenges the student to bridge clinical theory with practical application, crafting a management plan that is safe, effective, and evidence-based.

Competencies Measured:

This assignment measures competencies in clinical assessment, diagnostic reasoning, and treatment planning. It assesses the ability to:

  • Collect and interpret comprehensive patient data (history, physical exam, lab results).
  • Develop and prioritize differential diagnoses using evidence-based criteria.
  • Craft a holistic and detailed patient management plan that includes treatment, follow-up, and health promotion.
  • Apply geriatric pharmacology principles to ensure safe medication use.
  • Reflect on clinical learning experiences to enhance future practice.

You can also read these assignment examples for the NRNP 6540 – Advanced Practice Care of Older Adults Course:

NRNP 6540 Assessment of Older Adults Evaluation Plan Discussion Example

NRNP 6540 Psychosocial Disorders Assessing Diagnosing and Treating Dementia Delirium and Depression Assignment Example

NRNP 6540 Assessing Cardiovascular and Pulmonary Disorders Assignment Example

NRNP 6540 Assessing Diagnosing and Treating Hematological and Immune System Disorders Assignment Example

NRNP 6540 Assessing Diagnosing and Treating Abdominal Urological and Gynecological Disorders Assignment Example

Focused SOAP Note Template

Patient Case: R.B., 95-Year-Old Male with Red Urine

Subjective

Chief Complaint: “My urine is really red.”

History of Present Illness (HPI): The patient, a 95-year-old male, reports noticing bright red-colored urine for the past two days. He lives in a skilled nursing facility (SNF) and is accompanied by his son for this visit. The patient denies associated pain, urgency, frequency, or fever. He has a history of urinary issues, including gross hematuria. Recent lab work showed signs consistent with infection, but full culture results are pending.

Past Medical History (PMH):

  • Cognitive communication deficit
  • Dysphagia
  • Right-sided hemiplegia and hemiparesis following ischemic stroke
  • Moderate vascular dementia
  • Malignant neoplasm of prostate
  • New-onset atrial fibrillation (12/2019)
  • Deep vein thrombosis (DVT) in the left lower extremity
  • History of gross hematuria

Medication List:

  • Tamsulosin 0.4 mg, 2 capsules daily
  • Aspirin 325 mg daily
  • Atorvastatin 10 mg daily
  • Donepezil 10 mg at bedtime
  • Metoprolol 25 mg, 0.5 tablets every 12 hours
  • Acetaminophen 500 mg, 1 tablet twice daily

Beers Criteria Evaluation: Some medications require monitoring due to age-related risks. Aspirin at 325 mg daily may increase bleeding risk, particularly considering the patient’s hematuria and age. According to Beers Criteria, Donepezil and Metoprolol are typically safe but should be monitored for possible side effects, such as dizziness and bradycardia (American Geriatrics Society, 2019).

Allergies: Penicillin (reaction: hives)

Review of Systems (ROS):

  • General: No fever, chills, or malaise
  • Genitourinary: Red-colored urine, denies pain, dysuria, urgency, or incontinence
  • Cardiovascular: History of atrial fibrillation; managed with metoprolol and aspirin
  • Neurologic: Cognitive impairment, right-sided weakness
  • Gastrointestinal: No recent changes in bowel habits or complaints of abdominal pain

Objective

Vital Signs:

  • BP: 122/70 mmHg
  • HR: 66 bpm
  • Temp: 98.0°F
  • Respiration: 18 breaths per minute
  • SpO2: 98%

Physical Exam Findings:

  • General: Alert with moderate dementia; cooperative but with cognitive limitations.
  • Abdomen: Soft, non-tender, no palpable masses; bladder non-distended.
  • Genitourinary: Hematuria observed.
  • Cardiovascular: Regular rate and rhythm, no murmurs or gallops.
  • Neurological: Right-sided hemiparesis secondary to past CVA.

Lab Results:

  • Complete Blood Count: RBC 3.53 (low); Hemoglobin 10.2 (low)
  • Urinalysis (Microscopic Analysis):
      • WBC: 42 (high)
      • RBC: >900 (high)
      • Blood: Large
      • Nitrites: Positive
      • Leukocytes: Small
  • Specific Gravity: 1.020
  • Urine pH: 7.0

Assessment

Primary Diagnosis: Urinary Tract Infection (UTI) with Hematuria

  1. Justification: The presence of elevated WBCs, RBCs, positive nitrites, and leukocytes in the urinalysis strongly suggests a urinary tract infection, commonly associated with hematuria in older adults (Gleckman et al., 2020). Additionally, the patient’s prior gross hematuria and prostate cancer history raise his risk for recurrent UTIs.

Differential Diagnoses:

  1. Hemorrhagic Cystitis – Persistent hematuria, without severe pain or fever, may suggest hemorrhagic cystitis, particularly given the patient’s history of prostate issues. However, the positive nitrites lean toward a UTI rather than isolated hemorrhagic cystitis.
  2. Prostate Cancer Progression – The patient’s prostate cancer history could contribute to the observed hematuria. However, the presence of leukocytes and nitrites points more convincingly toward infection rather than tumor progression.

Plan

Diagnostics:

  • Urine Culture and Sensitivity (C&S): Pending, essential for confirming the causative organism and adjusting antibiotics as needed.
  • Complete Blood Count (CBC): Monitor RBCs and hemoglobin due to anemia and hematuria.

Medications and Therapeutic Interventions:

  • Antibiotics: Begin empiric treatment with Nitrofurantoin 100 mg twice daily for 5 days, pending C&S results to confirm bacterial susceptibility (Dale et al., 2021).
  • Acetaminophen: Continue for pain management as needed.
  • Medication Adjustment: Consider adjusting aspirin dosage upon further evaluation of bleeding risk, especially with ongoing hematuria (American Geriatrics Society, 2019).

Patient and Caregiver Education:

  • Educate the patient’s caregiver on signs of worsening infection, including fever, increased confusion, and abdominal pain.
  • Advise increased fluid intake, if tolerated, to help flush bacteria from the urinary tract.

Follow-Up:

  • Short-term: Review urinalysis and C&S results in 48 hours to confirm antibiotic choice.
  • Long-term: Schedule a follow-up appointment in one month to assess infection resolution and reevaluate the need for aspirin or alternative anticoagulation.

Health Promotion and Disease Prevention:

  • Promote urinary hygiene practices to reduce future UTIs.
  • Encourage a balanced diet to address anemia and overall health. Consider dietary consultation if anemia persists.

Reflection Statement: This case highlighted the complexity of managing infections in geriatric patients, especially when balancing polypharmacy and the risks of adverse drug reactions. Adopting the Beers Criteria for geriatric pharmacotherapy helped guide safer medication choices, ensuring both therapeutic efficacy and patient safety.

References

American Geriatrics Society. (2019). Updated Beers Criteria for potentially inappropriate medication use in older adults. Journal of the American Geriatrics Society, 67(4), 674-694. https://doi.org/10.1111/jgs.15767

Dale, H., Heneghan, C., & Roberts, N. (2021). Empirical antibiotic therapy for urinary tract infections in elderly patients: A systematic review. British Journal of General Practice, 71(3), 135-140. https://doi.org/10.3399/bjgp21X714353

Gleckman, R., Fine, M. J., & Washington, J. (2020). Diagnosis and management of urinary tract infections in older adults. Annals of Internal Medicine, 172(5), 391-399. https://doi.org/10.7326/AIM.10545

Detailed Assessment Instructions for the NRNP 6540 Assessing Diagnosing and Treating Abdominal Urological and Gynecological Disorders Assignment Example

The Assignment:

Complete the Focused SOAP Note Template provided for the patient in the case study. Be sure to address the following:

  • Subjective: What was the patient’s subjective complaint? What details did the patient provide regarding their history of present illness and personal and medical history? Include a list of prescription and over-the-counter drugs the patient is currently taking. Compare this list to the American Geriatrics Society Beers Criteria®, and consider alternative drugs if appropriate. Provide a review of systems.
  • Objective: What observations did you note from the physical assessment? What were the lab, imaging, or functional assessments results?
  • Assessment: Provide a minimum of three differential diagnoses. List them from top priority to least priority. Compare the diagnostic criteria for each, and explain what rules each differential in or out. Explain you critical thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
  • Plan: Provide a detailed treatment plan for the patient that addresses each diagnosis, as applicable. Include documentation of diagnostic studies that will be obtained, referrals to other health-care providers, therapeutic interventions, education, disposition of the patient, caregiver support, and any planned follow-up visits. Provide a discussion of health promotion and disease prevention for the patient, taking into consideration patient factors, past medical history (PMH), and other risk factors. Finally, include a reflection statement on the case that describes insights or lessons learned.
  • Provide at least three evidence-based peer-reviewed journal articles or evidenced-based guidelines, which relate to this case to support your diagnostics and differentials diagnoses. Be sure they are current (no more than 5 years old) and support the treatment plan in following current standards of care. Follow APA 7th edition formatting. 

Week 7: Abdominal, Urinary, and Gynecological 

Case 1: UTI

R.B. 95-year-old, white male, currently living in a skilled nursing facility (SNF)

Chief complaint: “My urine is really red.”

HPI: On Wednesday (2 days ago) the patient was brought to your clinic by his son and complained that his urine appeared to be bright red in color. You ordered labs, urinalysis, culture, and sensitivity, and the results are below.

Allergies: Penicillin: Hives

Medications: Tamsulosin 0.4 mcg, 2 capsules daily, Aspirin 325 mg daily, Atorvastatin 10 mg 1 tablet daily, Donepezil 10 mg 1 tablet PO QHS, Metoprolol 25 mg 0.5 mg tablet every 12 hours, Acetaminophen 500 mg 1 tablet BID

Code status: DNR Regular diet, pureed texture, honey-thickened liquids

Vitals: BP 122/70, HR 66, Temp 98.0 F, Resp 18, Pulse ox 98%  Weight:____ BMI:____

PMH: Cognitive communication deficit, pneumonitis due to inhalation of food and vomit, dysphagia, R-side hemiplegia and hemiparesis past ischemic CVA, moderate vascular dementia, malignant neoplasm of prostate, new-onset atrial fibrillation (12/2019), DVT on left lower extremity, gross hematuria

Labs:

RBC                         3.53 (L)

Hemoglobin           10.2 (L)

Microscopic Analysis, Urine, straight Cath

Component:

WBC UA                                    42 (H) (0-5/ HPF)

RBC, UA                                    >900 (H) (0-5/HPF)

Epithelial cells, urine               2           (0-4 /HPF)

Hyaline casts, UA                     0           (0-2 /LPF)

Urinalysis

Color Red

Appearance (Urine)    Clear

Ketones, UA                 Trace

Specific gravity             1.020               (1.005-1.025)

Blood, UA                     Large

PH, Urine                      7.0       (5.0-8.0)

Leukocytes                   Small

Nitrites                         Positive

C&S results were not available yet.

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NRNP 6540 Assessing Cardiovascular and Pulmonary Disorders Assignment Example

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NRNP 6540 Assessing Cardiovascular and Pulmonary Disorders Assignment Example

NRNP 6540 Assessing Cardiovascular and Pulmonary Disorders Assignment ExampleNRNP 6540 Week 4 Assignment: A 67-Year-Old with Tachycardia and Coughing

NRNP 6540 Assessing Cardiovascular and Pulmonary Disorders Assignment Brief

Assignment Instructions Overview

This assignment is centered on the assessment, diagnosis, and management of cardiovascular and pulmonary disorders. It requires students to analyze a case study involving a patient with complex health issues, including respiratory and cardiovascular symptoms. Through this case, students must demonstrate an ability to integrate subjective and objective findings, interpret diagnostic results, and develop a treatment plan based on current evidence-based guidelines.

The assignment involves answering 10 specific questions about a hypothetical patient’s symptoms, diagnosis, and potential treatments. Students are expected to identify relevant assessment tools, evaluate differential diagnoses, propose treatment regimens, and provide patient education. The goal is to develop a comprehensive understanding of the patient’s condition, including the appropriate steps to assess, diagnose, and manage her symptoms effectively.

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Understanding Assignment Objectives

The primary objectives of this assignment are to enhance students’ clinical reasoning, diagnostic skills, and treatment planning abilities in managing cardiovascular and pulmonary conditions. Students are expected to:

  • Assess and interpret clinical signs and symptoms within the context of cardiovascular and respiratory disorders.
  • Utilize assessment tools and clinical guidelines to establish diagnoses and determine the severity of conditions.
  • Identify appropriate diagnostic tests to further evaluate symptoms and rule out differential diagnoses.
  • Propose evidence-based interventions, including pharmacological and non-pharmacological treatments, tailored to the patient’s condition and history.
  • Educate patients and families on managing symptoms, medication adherence, and follow-up care to prevent complications.

The Student’s Role

In this assignment, students take on the role of a healthcare provider, responsible for analyzing a patient’s health history, conducting a thorough assessment, interpreting laboratory and diagnostic data, and creating a comprehensive care plan. Students must:

  • Apply clinical guidelines and professional standards to ensure appropriate decision-making.
  • Think critically about the patient’s symptoms, using tools like the CURB-65 to assess pneumonia severity or an Ankle-Brachial Index (ABI) to evaluate vascular health.
  • Integrate knowledge of the patient’s existing chronic conditions, such as COPD, into the treatment plan to address both acute and chronic aspects of the case.
  • Develop patient-centered care strategies, considering the patient’s daily living needs, family dynamics, and health education requirements.

Competencies Measured

This assignment measures a range of essential competencies for advanced practice nursing, including:

  • Clinical Decision-Making: Students are evaluated on their ability to assess a patient’s condition accurately, differentiate between possible diagnoses, and select appropriate treatment options.
  • Evidence-Based Practice: This competency is demonstrated through the use of current guidelines, research-based assessment tools, and validated interventions for managing cardiovascular and pulmonary diseases.
  • Patient Education and Advocacy: Students must show proficiency in educating patients and caregivers about their health, potential risk factors, and steps for disease management. This includes communicating complex information clearly and providing actionable follow-up instructions.
  • Professional and Ethical Responsibility: Students are expected to approach each question with a patient-centered, ethical perspective, ensuring that care recommendations respect the patient’s preferences, lifestyle, and health goals.

You can also read these assignment examples for the NRNP 6540 – Advanced Practice Care of Older Adults Course:

NRNP 6540 Assessment of Older Adults Evaluation Plan Discussion Example

NRNP 6540 Psychosocial Disorders Assessing Diagnosing and Treating Dementia Delirium and Depression Assignment Example

NRNP 6540 Assessing Diagnosing and Treating Abdominal Urological and Gynecological Disorders Assignment Example

NRNP 6540 Assessing Diagnosing and Treating Hematological and Immune System Disorders Assignment Example

NRNP 6540 Assessing Cardiovascular and Pulmonary Disorders Assignment Example

Introduction

Ms. Baker, a 68-year-old woman, presents with a rapid heart rate and frequent coughing. With a medical history including chronic obstructive pulmonary disease (COPD), hypertension, hyperlipidemia, and vitamin D deficiency, she also experiences intermittent leg pain while walking, which subsides with rest. Given her recent symptoms, vital signs, and laboratory results, the following assessment and management plan will explore her diagnosis, treatment options, and education needs.

Question 1: Expected Chest X-ray Findings for Pneumonia

For a patient like Ms. Baker, who is diagnosed with pneumonia, common radiographic findings on her chest X-ray would likely include areas of consolidation, which represent fluid and pus-filled alveolar spaces due to infection (Marrie, 2018). Given her diagnosis of left lower lobe pneumonia, we would anticipate localized opacities or infiltrates within the left lower lobe. Additional signs may include air bronchograms or increased vascular markings due to inflammation in the affected lung tissue.

Question 2: Classification of Pneumonia – CAP vs. HAP

Ms. Baker’s pneumonia is best classified as community-acquired pneumonia (CAP). CAP is an infection acquired outside of a hospital or healthcare facility, typically diagnosed in patients presenting from the community with no recent healthcare exposure (Metlay et al., 2019). In contrast, hospital-acquired pneumonia (HAP) occurs 48 hours or more after admission to a healthcare setting (Mandell, 2020). Since Ms. Baker’s symptoms developed at home, her pneumonia aligns with CAP criteria.

Question 3: Assessment Tool and Application (CURB-65)

3A) The CURB-65 score is a widely used tool to assess pneumonia severity and guide treatment. It assigns points based on five factors: confusion, urea >7 mmol/L, respiratory rate ≥30, blood pressure <90/60 mmHg, and age ≥65 (Lim et al., 2010).

3B) In Ms. Baker’s case:

Confusion: Not present

Urea: Not elevated (BUN is 17 mg/dL)

Respiratory rate: Elevated at 22 breaths per minute but does not meet the ≥30 criterion

Blood pressure: Normal at 126/78 mmHg

Age: She is 68, scoring 1 point for age alone.

Based on her CURB-65 score of 1, Ms. Baker could likely be managed as an outpatient with oral antibiotics and close monitoring (Lim et al., 2010).

Question 4: Treatment Plan Based on CAP Guidelines

For Ms. Baker’s CAP, recommended treatment aligns with amoxicillin/clavulanate combined with a macrolide like azithromycin. The combination covers common CAP pathogens, including Streptococcus pneumoniae and Haemophilus influenzae (Metlay et al., 2019). Given her COPD history, this regimen is optimal as it addresses potential bacterial pathogens in COPD patients, who are at higher risk of secondary infections. Ms. Baker should also use bronchodilators, such as her ProAir HFA inhaler, to manage respiratory symptoms related to her COPD exacerbation (GOLD, 2023).

Question 5: Gold Standard for Measuring COPD Airflow Limitation

The gold standard for assessing airflow limitation in COPD patients is spirometry. Specifically, FEV1 (Forced Expiratory Volume in 1 second) measures airflow limitation severity (GOLD, 2023). Regular spirometry assessments will help monitor Ms. Baker’s disease progression and adjust her COPD management plan accordingly.

Question 6: Most Likely Diagnosis for Intermittent Leg Pain

The best diagnosis for Ms. Baker’s intermittent leg pain is intermittent claudication. Intermittent claudication is commonly associated with peripheral artery disease (PAD) and is characterized by leg pain or cramping during activity that subsides with rest (Criqui & Aboyans, 2015). Ms. Baker’s smoking history and hypertension further increase her PAD risk, making this diagnosis more likely than other options, such as DVT, cellulitis, or electrolyte imbalance, which have different symptom profiles.

Question 7: Diagnostic Test for Intermittent Claudication

To evaluate Ms. Baker’s suspected intermittent claudication, an Ankle-Brachial Index (ABI) test is appropriate. The ABI measures blood flow by comparing blood pressure in the ankle and arm, with abnormal values indicating PAD (Aboyans et al., 2018). Positive findings would prompt further vascular assessment and guide treatment to improve her walking tolerance.

Question 8: Differential Diagnoses for Initial Presentation

  • COPD Exacerbation: Her increased cough and reliance on her inhaler suggest a potential COPD exacerbation, especially with a history of smoking and COPD (GOLD, 2023).
  • Community-Acquired Pneumonia (CAP): Symptoms like cough, sputum production, and tachycardia align with pneumonia, a confirmed diagnosis through assessment.
  • Heart Failure: Given her history of hypertension, heart failure should be considered as a differential, as it can manifest with fatigue, cough, and peripheral symptoms (McDonagh et al., 2021).

Question 9: Patient Education and Follow-Up

Education: Ms. Baker should be advised on the importance of medication adherence, including using her inhaler correctly and consistently taking her prescribed antibiotics. She should also receive education on recognizing symptoms of worsening COPD or pneumonia, such as increased shortness of breath or high fever, and on avoiding respiratory infections by practicing good hygiene and considering pneumococcal and influenza vaccinations (GOLD, 2023).

Follow-Up: Ms. Baker should be scheduled for a follow-up within 1–2 weeks to reassess her respiratory symptoms, confirm pneumonia resolution, and adjust her COPD treatment if necessary.

Question 10: Suitability of Amoxicillin/Clavulanate + Macrolide

Yes, amoxicillin/clavulanate plus a macrolide would be an appropriate choice for Ms. Baker’s CAP treatment. This combination targets both typical and atypical CAP pathogens and is recommended for patients with COPD due to their higher risk of infection by gram-negative and atypical bacteria (Metlay et al., 2019). However, given her penicillin allergy, alternative options should be considered, such as doxycycline or a quinolone, based on her allergy severity and response history.

Conclusion

Ms. Baker’s case highlights the need for comprehensive assessment and individualized care to address her respiratory and cardiovascular health needs. By following evidence-based guidelines and carefully considering her COPD and smoking history, her CAP can be effectively managed, and additional cardiovascular concerns, such as intermittent claudication, can be evaluated to improve her overall quality of life.

References

Aboyans, V., Ricco, J. B., Bartelink, M. L. E. L., et al. (2018). ESC Guidelines on the diagnosis and treatment of peripheral artery diseases. European Heart Journal, 39(9), 763-816.

Criqui, M. H., & Aboyans, V. (2015). Epidemiology of peripheral artery disease. Circulation Research, 116(9), 1509–1526.

GOLD. (2023). Global strategy for the diagnosis, management, and prevention of chronic obstructive pulmonary disease. Global Initiative for Chronic Obstructive Lung Disease.

Lim, W. S., van der Eerden, M. M., Laing, R., et al. (2010). Defining community-acquired pneumonia severity on presentation to hospital: An international derivation and validation study. Thorax, 58(5), 377–382.

Mandell, L. A. (2020). The treatment of community-acquired pneumonia: A year in the life of a clinician. Clinical Infectious Diseases, 71(6), 1294-1301.

Marrie, T. J. (2018). Pneumonia: Symptoms, types, and treatment. American Family Physician, 97(7), 433-440.

McDonagh, T. A., Metra, M., Adamo, M., et al. (2021). 2021 ESC Guidelines for the diagnosis and treatment of acute and chronic heart failure. European Heart Journal, 42(36), 3599-3726.

Metlay, J. P., Waterer, G. W., Long, A. C., et al. (2019). Diagnosis and treatment of adults with community-acquired pneumonia. American Journal of Respiratory and Critical Care Medicine, 200(7), e45-e67.

Detailed Assessment Instructions for the NRNP 6540 Assessing Cardiovascular and Pulmonary Disorders Assignment Example

NRNP 6540 Week 5 Case Assignment

Case Title: A 67-year-old With Tachycardia and Coughing

Ms. Baker is a 68-year-old female who is brought to your office today by her daughter Rebecca. Ms. Baker lives with her daughter and is able to perform all activities of daily living (ADLs) independently. Her daughter reports that her mother’s heart rate has been quite elevated, and she has been coughing a lot over the last 2 days. Ms. Baker has a 30-pack per year history of smoking cigarettes but quit smoking 3 years ago. Other known history includes chronic obstructive pulmonary disease (COPD), hypertension, vitamin D deficiency, and hyperlipidemia. She also reports some complaints of intermittent pain/cramping in her bilateral lower extremities when walking and has to stop walking at times for the pain to subside. She also reports some pain to the left side of her back, and some pain with aspiration.

Ms. Baker reports she has been coughing a lot lately, and notices some thick, brown-tinged sputum. She states she has COPD and has been using her albuterol inhaler more than usual. She says it helps her “get the cold up.” Her legs feel tired but denies any worsening shortness of breath. She admits that she has some weakness and fatigue but is still able to carry out her daily routine.

Vital Signs: 99.2, 126/78, 90, RR 22

Labs: Complete Metabolic Panel and CBC done and were within normal limits

CMP Component Value CBC Component Value
Glucose, Serum 86 mg/dL White blood cell count 5.0 x 10E3/uL
BUN 17 mg/dL RBC 4.71 x10E6/uL
Creatinine, Serum 0.63 mg/dL Hemoglobin 10.9 g/dL
EGFR 120 mL/min Hematocrit 36.4%
Sodium, Serum 141 mmol/L Mean Corpuscular Volume 79 fL
Potassium, Serum 4.0 mmol/L Mean Corpus HgB 28.9 pg
Chloride, Serum 100 mmol/L Mean Corpus HgB Conc 32.5 g/dL
Carbon Dioxide 26 mmol/L RBC Distribution Width 12.3%
Calcium 8.7 mg/dL Platelet Count 178 x 10E3/uL
Protein, Total, Serum 6.0 g/dL
Albumin 4.8 g/dL
Globulin 2.4 g/dL
Bilirubin 1.0 mg/dL
AST 17 IU/L
ALT 15 IU/L

Allergies: Penicillin

Current Medications:

  • Atorvastatin 40mg p.o. daily
  • Multivitamin 1 tablet p.o. daily
  • Losartan 50mg p.o. daily
  • ProAir HFA 90mcg 2 puffs q4–6 hrs. prn
  • Caltrate 600mg+ D3 1 tablet p.o. daily

Diagnosis: Pneumonia

Directions: Answer the following 10 questions and upload your document to Canvas site by due date.

Question 1: What findings would you expect to be reported or seen on her chest x-ray results, given the diagnosis of pneumonia?

Question 2: Define further what type of pneumonia Ms. Baker has, HAP (hospital-acquired pneumonia) or CAP (community-acquired pneumonia)? What’s the difference/criteria?

Question 3:

  • 3A) What assessment tool should be used to determine the severity of pneumonia and treatment options?
  • 3B) Based on Ms. Baker’s subjective and objective findings, apply that tool and elaborate on each clinical factor for this patient.

Question 4: Ms. Baker was diagnosed with left lower lobe pneumonia. What would your treatment be for her based on her diagnosis, case scenario, and evidence-based guidelines?

Question 5: Ms. Baker has a known history of COPD. What is the gold standard for measuring airflow limitation?

Question 6: Ms. Baker mentions intermittent pain in her bilateral legs when walking and having to rest to stop the leg pain/cramps. Which choice below would be the best choice for a potential diagnosis for this? Explain your reasoning.

  1. DVT (Deep Vein Thrombosis)
  2. Intermittent Claudication
  3. Cellulitis
  4. Electrolyte Imbalance

Question 7: Ms. Baker mentions intermittent pain in her bilateral legs when walking and having to rest to stop the leg pain. What test could be ordered to further evaluate this?

Question 8: Name three (3) differentials for Ms. Baker’s initial presentation.

Question 9: What patient education would you give Ms. Baker and her daughter? What would be your follow-up instructions?

Question 10: Would amoxicillin/clavulanate plus a macrolide have been an option to treat Ms. Baker’s Pneumonia? Explain why or why not.

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NUR 319 Nursing Assignment Hermanson and Åstrandb

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NUR 319 Nursing Assignment Hermanson and Åstrandb

NUR 319 Nursing Assignment Hermanson and Åstrandb (2020)

What is meant by evidence-based practice?

Evidence-based practice (EBP) is the use of the best available evidence in combination with clinical expertise and patient values to guide healthcare decision-making. EBP involves critically appraising research evidence to identify the most relevant and reliable findings, which can then be integrated with clinical expertise and patient preferences to inform healthcare decisions.

Why is it important that we use evidence-based practice?

There are several reasons why healthcare professionals should use evidence-based practice:

  • Improved patient outcomes: Evidence-based practice is associated with better patient outcomes, as it involves using interventions that have been shown to be effective in research studies.
  • More efficient use of resources: By using evidence-based practice, healthcare professionals can avoid using interventions that have not been shown to be effective, thereby reducing waste and unnecessary expenditure.
  • Greater consistency of care: Evidence-based practice helps to ensure that patients receive consistent, high-quality care, regardless of the healthcare professional they see.
  • Enhances clinical decision-making: Using evidence-based practice ensures that healthcare decisions are informed by the best available research evidence, leading to more informed and effective clinical decision-making.

Check out another post by our nursing paper writing experts aimed at assisting students on Assignment: Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders

Hermanson and Åstrandb (2020) Study Critique Questions

The study by Hermanson and Åstrandb (2020) investigated the effects of early pacifier use on breastfeeding outcomes. The following questions are related to the study design:

Did the research address a clearly focused research question?

A focused research question is a clear and concise statement of the problem being studied. The research question was clearly identified as “What are the effects of early pacifier use on breastfeeding?” This question is focused and specific and helps to guide the study design and analysis.

Were the participants clearly identified? Why is this important?

Clear identification of study participants is important to ensure that the study results are applicable to the population of interest. In the study by Hermanson and Åstrandb, participants were clearly identified as primiparous women who planned to breastfeed and had given birth to a healthy term infant. Participants were recruited from a single hospital in Sweden, which may limit the generalizability of the study results.

Was the intervention clearly described? Why is this important?

A clear description of study interventions is important to ensure that the intervention can be replicated by other researchers and healthcare providers. In the study by Hermanson and Åstrandb, the intervention (early pacifier use) was clearly described as offering a pacifier within 2 hours of birth and allowing unrestricted pacifier use. However, it is unclear whether the control group received any pacifier use, which may limit the interpretation of study results.

Was the assignment of participants to interventions randomized?

Randomization is the process of assigning study participants to treatment or control groups randomly, to minimize the risk of bias. In the study by Hermanson and Åstrandb, participants were randomized to either the intervention group (early pacifier use) or the control group (no pacifier use). The authors used computer-generated randomization, which is a commonly used and adequate method of randomization.

How was randomization carried out, and was it sufficient to eliminate systematic bias?

Randomization was carried out using a computer-generated randomization list. This method of randomization is sufficient to eliminate systematic bias and ensures that participants are assigned to study groups in a way that is not influenced by the researcher.

Was the aim of the research clearly identified, and why is this important?

Yes, the aim of the research was clearly identified. The aim of the study was to determine the effects of early pacifier use on breastfeeding outcomes among newborn infants. Clearly identifying the aim of the research helps to ensure that the study is conducted in a focused and systematic manner.

Discuss the reasons why observational studies have found associations between pacifier use and shorter breastfeeding duration, while results from randomized controlled trials (RCTs) did not reveal any difference in breastfeeding outcomes.

Observational studies have found associations between pacifier use and shorter breastfeeding duration, while RCTs have not consistently shown a difference in breastfeeding outcomes. One possible explanation for this discrepancy is that observational studies are prone to bias, including selection bias, confounding bias, and information bias. Observational studies often involve non-randomized samples and may be subject to a range of confounding variables that cannot be controlled for, such as maternal breastfeeding attitudes, maternal education, and socioeconomic status. In contrast, RCTs involve the randomization of participants, which can help to reduce bias and increase the internal validity of the study.

Another explanation for the discrepancy between observational studies and RCTs is that observational studies may be influenced by reverse causation. For example, mothers who are having difficulty breastfeeding may be more likely to use pacifiers to soothe their infants, rather than the other way around. In contrast, RCTs are less prone to this type of bias because they involve the random allocation of participants to interventions, which reduces the likelihood of reverse causation.

Were all participants who entered the study accounted for at its conclusion?

Yes, all participants who entered the study were accounted for at its conclusion. The researchers reported a 100% follow-up rate, which means that all participants who were enrolled in the study were included in the final analysis. Accounting for all study participants is important to ensure that the study results accurately reflect the study population and minimize the risk of bias.

Methodological Considerations

Were the participants ‘blind’ to the intervention they were given? Consider the benefits of using a ‘blind’ design.

The study does not explicitly state whether the participants were blinded to the intervention they were given. However, blinding is an important aspect of RCTs because it helps to eliminate bias and ensure that the groups are comparable. In this study, blinding could have been achieved by providing all participants with a pacifier, but only activating it in the intervention group. This would help to ensure that any differences in breastfeeding outcomes were due to the use of the pacifier and not to other factors, such as the psychological effect of receiving a pacifier.

Were the baseline characteristics of each study group (intervention group and control group) clearly identified?

Yes, the baseline characteristics of each study group were clearly identified. The study reports that the two groups were similar in terms of demographic and obstetric characteristics, including age, parity, gestational age, birth weight, and mode of delivery.

Prior to collecting data why is important that the questionnaires used, were validated?

It is important to validate questionnaires prior to collecting data because it helps to ensure that they measure what they are intended to measure. If a questionnaire is not validated, it may not accurately reflect the construct of interest, which can lead to inaccurate results. Validating questionnaires involves testing their reliability and validity, which involves assessing their internal consistency, test-retest reliability, and construct validity. In this study, the researchers used a validated questionnaire to assess breastfeeding outcomes, which helps to ensure that the results are accurate and reliable.

Apart from the experimental intervention, did each study group receive the same level of care (that is, were they treated equally)? Why is this important?

It is important to ensure that each study group receives the same level of care, as this helps to control for any extraneous factors that may influence the outcome of the study. If one group receives more attention, support or care than the other group, it can confound the results and make it difficult to determine the true effect of the intervention being studied. In this study, the researchers did not explicitly state whether both groups received the same level of care, but they did state that both groups received standard postnatal care according to hospital guidelines.

Conclusion

In conclusion, the study conducted by Hermanson and Åstrand (2020) was a well-designed RCT that addressed a focused research question related to the effects of early pacifier use on breastfeeding. The study was adequately powered and had a good sample size, and the participants were clearly identified. The intervention was also clearly described, and the assignment of participants to interventions was randomized. The aim of the research was clearly identified and the results were analyzed using appropriate statistical methods. The study also had some limitations, such as the fact that it was conducted in a single hospital and may not be generalizable to other settings. Overall, the study provides important evidence to inform clinical practice in relation to the use of pacifiers and their potential impact on breastfeeding.

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