APA Format

 1) Minimum  7 full pages (No word count per page)- Follow the 3 x 3 rule: minimum three paragraphs per page

           Part 1: minimum 2 pages

           Part 2: minimum 2 pages

           Part 3: minimum 2 pages 

           Part 4: minimum 1 page

   Submit 1 document per part

2)¨******APA norms

         All paragraphs must be narrative and cited in the text- each paragraph

         Bulleted responses are not accepted

         Don’t write in the first person 

         Don’t copy and paste the questions.

         Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) 

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 3 references (APA format) per part not older than 5 years  (Journals, books) (No websites)

All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next


Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 


Part 1.doc 

Part 2.doc


Part 1: Advance Patient


Check File ”  Stages of Life XXX and Interview”

1. Make an analysis of the interviewee’s responses (File “Stages of Life XXX and Interview”) in regards to health care treatment at his/her stage of life. That is, the interview is a reflection of the interviewee’s experiences. Your analysis must be integrated the interviewee’s paraphrased words in paragraphs properly cited with personal communication citations.

Your work must strictly follow the “file 1” format. Note that you must cite the patient’s personal communication. For example, “The patient said that XXXXXXXXXX (Y. Borja, personal communication, December 18, 2021).”

You paraphrase all the information from “Stages of Life XXXX and Interview,” there should be no copy and paste.

Part 2: Advance Patient

 Check the example: “File 2)

 Write on the influence patient education has in health care using the experiences of a patient (See File 1). Interview a friend or family member about that person’s experiences with the health care system. You may develop your own list of questions.

Your work must strictly follow the “file 1” format. Note that you must cite the patient’s personal communication. For example, “The patient said that XXXXXXXXXX (Y. Borja, personal communication, December 18, 2021).”


Ms. Castro: Woman, 65 years old, Hispanic 

1. Did a patient education representative give you instructions on how to care for yourself after your illness or operation?

2. Did a health care professional, pharmacist, nurse, doctor, or elder counselor advise you on your medication, diet, or exercise?

3. Who assisted you at home after your illness or operation?

4. Do you know of any assistance services, i.e., food, transportation, medication, that would help you stay in your home as you get older?

Part 3: Advance Patient

1. Define negotiation as it applies to patient education.

2. Explain how the change in the patient’s status through the years has affected patient education.

3. List the pros and cons of negotiation.

4. Describe the general conditions that would be included in a patient contract.

5. Discuss old age and the baby boomer.

6. List several generational, religious, and cultural differences between the 30-year-old health care professional and the elderly patient.

7. Explain some of the barriers to patient education of the elderly and discuss their special needs.

8. List ways to best approach patient education of the elderly.

9. Discuss some cultural and religious beliefs about death that you have encountered.

10. Explain why it is important to discuss death and dying with the elderly patient and what the impact is on all involved.

11. Explain how to teach a patient with a life-threatening illness.

Part 4: Women Health

Topic: Sexual History

1. How you will obtain a sexual history from various special populations, as discussions about sex can be uncomfortable for patients. 

2. Discuss how you will help your patient open up to you

a. Ensuring they are comfortable discussing a private issue with you as their healthcare provider. 

3. How is caring for a special population patient different from the general population?



1. Do you feel that your stage-of-life had any effect on your interaction with health care professionals?

2. Which areas of the hospital or clinic were most concerned with your well-being and feelings?

3. Was your family with you during this hospital stay or outpatient visit?

4. Was your family included in your treatment, such as post-procedure instructions?

Stages of Life Essay and Interview

A successful face-to-face interview with Mrs. B, a 73-year-old Caucasian widow, was conducted on 19th July 2021. She lives with 16-year-old granddaughter in a classic mansion in the outskirts of the town. The one-hour interview regarding her life stages and the influence of age on health care system was concluded with a summary of the session.

Q1. “Definitely, with my advanced age, I have had more contact hours with health care professionals during my health seeking encounters.” She reported, “I often fall ill, and I would not hesitate to seek medical intervention. Besides, the chronic hypertensive condition, has been a major cause for alarm following my advancement in age.” She reported to keep a close contact with her primary health care provider, among other specialists on geriatric health issues.

Mrs. B reported that her stage of life, that is late adulthood, has significantly changed her interaction with health care professionals. She reports to receive better quality and comprehensive care than she used to get while in her early 40s.

She adds that during outpatient hypertension clinics, she treated and handled with utmost respect, educated more on lifestyle modifications that suit her age, and she was insisted on the importance of compliance to the treatment regimen. Despite the increase in vulnerability to illnesses, she thanks her improved interaction and consideration by the healthcare professionals.

Q2. Mrs. B reports, “My last experience in a clinical setting was recommendable.” She adds, “It involved a wound dressing following a minor fall from hitting a log of wood on may home at night.”

Mrs. B explained further how she was treated and handled in the outpatient department where her wound was cleaned and dressed. “My interaction with Nurse VV was exemplary and individualized. The nurse could apply some analgesic cream before commencing to clean the wound to alleviate the excruciating pain on my knee.”

She adds, “I was further impressed in her competence in cleaning and dressing the wound within minutes. She would explain the healing process and the appropriate postures to assume when resting or sleeping to avoid unnecessary pressure on the wound.” Mrs. B is jovial that the health facility was concerned with her feelings. “I am impressed with friendliness demonstrated by the outpatient nurse as she was attending to my concerns.”

Q3. “My family maintained a close contact


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This is an electronic template for papers written in GCU style. The purpose of the template is to help you follow the basic writing expectations for beginning your coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of each paragraph is indented a half inch (0.5″). The line spacing is double throughout the paper, even on the reference page. One space after punctuation is used at the end of a sentence. The font style used in this template is Times New Roman. The font size is 12 point. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. If you have any questions, please consult with your instructor.

Citations are used to reference material from another source. When paraphrasing material from another source (such as a book, journal, website), include the author’s last name and the publication year in parentheses. When directly quoting material word-for-word from another source, use quotation marks and include the page number after the author’s last name and year.

Using citations to give credit to others whose ideas or words you have used is an essential requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you should not steal his or her words either. To avoid potential problems, always be sure to cite your sources. Cite by referring to the author’s last name, the year of publication in parentheses at the end of the sentence, such as (George & Mallery, 2016), and page numbers if you are using word-for-word materials. For example, “The developments of the World War II years firmly established the probability sample survey as a tool for describing population characteristics, beliefs, and attitudes” (Heeringa, West, & Berglund, 2017, p. 3).

The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples (George & Mallery, 2016; Heeringa et al., 2017; Smith et al., 2018; “USA swimming,” 2018; Yu, Johnson, Deutsch, & Varga, 2018) of how to format different reference types (e.g., books, journal articles, and a website). For additional examples, see the GCU Style Guide.


George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. New

Older Adults Patient Education Issues Essay and Interview

Healthcare workers utilize patient education to improve health outcomes and ease self-management. According to Perez-Ruiz & Desideri (2018), health education promotes the patient’s capacity to perform self-care since they gain more knowledge and skills. This paper seeks to describe the effect of patient education on care by use of a patient’s experience. To collect relevant information about this influence, the author interviewed an elderly man by the name of Mr. B. Mr. B is 55 years old who explained his experiences regarding the effect of patient education on healthcare. 

Mr. B is African American whose physical examination reveals a gait problem due to recurrent joint and big toe pains since two years ago. He has been on treatment for gout and his condition is improving. Regarding patient education, the author recognizes that health information shared to a patient by healthcare providers equips them with skills and knowledge (Y. Borja, personal communication, August 07, 2021). Besides, the author understands that the patient education sessions should be meaningful to the patient by responding to their needs and worries. Karimi Moonaghi et al. (2016) highlight that the practice of skills taught and the application of gained knowledge improve self-care efficacy and well-being since a patient can manage conditions as taught. 


Mr. B affirmed that a patient educator provides detailed information about gout and self-management during the treatment. He informed the author that he was advised to decrease alcohol intake and possibly quit its intake to minimize chances of relapse. The patient affirmed that healthcare professionals advised him to avoid red meat in diet, organ meat such as liver, and alcohol. Mr. B expressed his appreciation of the warmth and enthusiasm during the health education sessions (Y. Borja, personal communication, August 07, 2021). The patient informed the author that nurses in the care facilities would provide entertainment sessions, which helped him enjoy and avoid concentrating on his pain. Aung et al. (2017) recommend that patient education sessions should be interactive, enthusiastic, responsive to client’s needs, and motivated to improve care outcomes. 

Mr. B said that he received detailed health education from a nurse and physician who instructed him to take his medications at the right time and as prescribed. Besides, the patient affirmed that healthcare workers urged taught him development, associated health problems, and treatment of gout. Mr. B informed the author that he was put on “medications to reduce pain and swelling”, which are anti-inflammatory drugs to manage the joint disorder (Y. Borja, personal communication, August 07, 2021). According to Abishek & Doherty (2018), proper patient education promotes correct adherence to anti-inflammatory especially corticostero