NRS 434 Describe various risk factors or precursors to adolescent pregnancy

Sample Answer for NRS 434 Describe various risk factors or precursors to adolescent pregnancy Included After Question

NRS 434 Describe various risk factors or precursors to adolescent pregnancy

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 434 Describe various risk factors or precursors to adolescent pregnancy

Adolescent pregnancy is viewed as a high-risk situation because it poses serious health risks for the mother and the baby. Describe various risk factors or precursors to adolescent pregnancy. Research community and state resources devoted in adolescent pregnancy and describe at least two of these resources. Research the teen pregnancy rates for the last 10 years for your state and community. Has this rate increased or decreased? Discuss possible reasons for an increase or decrease.

 

A Sample Answer For the Assignment: NRS 434 Describe various risk factors or precursors to adolescent pregnancy

Title: NRS 434 Describe various risk factors or precursors to adolescent pregnancy

Adolescent pregnancy is seen as high-risk, as it causes serious risks for both mother and baby. Some of these risk factors include children being born pre-term, have lower birth weight, and higher neonatal mortality. Mothers tend to have greater rates of post-partum depression and are less likely to initiate breastfeeding [1, 2]. May 25, 2016. According to the CDC all sectors of the population communitywide should all make an effort to address teen pregnancy prevention. From 2010Campa to 2015, nine state-and community-based organizations and five national organizations were funded by cooperative agreement, Teen Pregnancy Prevention. The state- and community-based grantees, in turn, provide training and technical assistance to youth-serving organizations and partners. National resource, National Campaign to Prevent Teen and Unplanned Pregnancy. Its mission is promoted through, Raising awareness through affiliation with the media, policy makers, and influential leaders. Promote discussion about prevention of teed and unplanned pregnancy and Develops and distributes materials including pamphlets and online information. State resource, Human services help people find stability, and can include everything from providing for basic needs like food and shelter with the goal of promoting self-sufficiency. Over the last ten years, California’s females ages 15-19 increased by 15% between 2000 and 2016 the number of births in this population decreased by 61%. Although reasons for the decline are not totally clear, evidence suggests these declines are due to more teens abstaining from sexual activity, and more teens who are sexually active using birth control than in previous years.

NRS 434 Describe various risk factors or precursors to adolescent pregnancy
NRS 434 Describe various risk factors or precursors to adolescent pregnancy

References

https://parentology.com

Parenting in the digital age

https://WebMD.com

https://cdc,gov> teen pregnancy

Centers for Disease Control and Prevention

www.Urbanchildinstitute.org

WWW.Humanservicesedu.org

  • JL

James Lokko

replied toValencia Classen

Feb 11, 2022, 10:32 PM

Unread

Replies to Valencia Classen

Hello Valencia, its true that adolescent pregnancy is a problem in our societies. Over the years, I have seen young mothers getting depressed especially from families where they have been rejected,. This is an issue that we must find a balance, more so for the rare cases of pregnancies that are unavoidable. At the same time, low birthweight has been a challenge for the new-borns , and this can be attributed to poor feeding programme that the mother might be having or even stress of the mother during the babies development in the womb.

LB

Latasha Brooks

Posted Date

Feb 10, 2022, 3:02 PM

Unread

Replies to Valencia Classen

According to the CDC, Native Americans have the highest rate of teen pregnancies amongst ethnicities. Blacks and Hispanic teens follow right behind Native Americans, who rank just under 30% of U.S. teens, ranking in the 25 percentile range for both groups (CDC, 2021). Considering the percentage of teen pregnancy in America requires a look at risk factors. Adolescent risk factors fall under many categories, some of which include socioeconomic standing, family history, religious considerations, and cultural traditions and concepts. Low income families, one parent households, absence of higher levels of education, reduced access to resources designed to prevent teen pregnancy, and little affiliation with church or religious organizations seem to have higher incidents of adolescent pregnancies (NIH, 2018).

When considering risk factors, the nurse has an opportunity to provide patient education in an effort to prevent incidences of teen pregnancy. There are many community and state resources available that provide education, program information, and contact information to various programs in a patient’s area. The U.S. Department of Health and Human Services lists resources in the California area. It is well known that the Native American communities are often underserved. The Tribal Personal Responsibility Education Program (Tribal PREP) and the Personal Responsibility Education Innovative Strategies Program (PREIS) provide programs and information that assist indirectly in the reduction of the teen pregnancy rate. For example, access to programs that assist in funding services such as child care, family violence prevention, child welfare prevention, and short term emergency financial assistance in an effort to maintain the family nucleus. According to the CDC, teen pregnancy rates have decreased over the last 10 years nationwide, including California (CDC, 2018). While the exact reasons can not be identified specifically, it is clear that providing education, access to resources, and encouragement of support amongst family and social groups help to reduce isolation, poor examples, and other aspects that lead to teen pregnancy.

 

References

 

Centers for Disease Control and Prevention. (2018, November 15). Reproductive health: Teen pregnancy. Retrieved February 9, 2022, from https://www.cdc.gov/teenpregnancy/about/

 

Chung, H., Kim, E., Lee, J. (2018). Comprehensive understanding of risk and protective factors related to adolescent pregnancy in low- and middle-income countries: A systematic review. Journal of adolescence, Vol 69, pg. 180-188. http://https://pubmed.ncbi.nlm.nih.gov/30390598/

 

  • LP

Lily Polsky

replied toLatasha Brooks

Feb 10, 2022, 5:49 PM

Unread

Replies to Latasha Brooks

Latasha,

How does health literacy play a part in developing a plan of care with an adolescent pregnant patient?

 

Dr. Polsky

  • JL

James Lokko

replied toLatasha Brooks

Feb 11, 2022, 10:42 PM

Unread

Replies to Latasha Brooks

Hello Latasha, I have to say that educating our kids about sex and sexuality, being responsible is a sure way of avoiding adolescent pregnancy just like you explain. I believe that doing so will save us from issues like low birth weight and stress of the mothers after birth. To some extent, families of these adolescent are always faced with the challenge of maintaining these kids and giving them the necessary emotional and financial support.

  • KJ

Kadiatu Janneh

replied toLatasha Brooks

Feb 11, 2022, 11:30 PM

Unread

Replies to Latasha Brooks

Latasha I agree with you, recent studies have shown that adolescent pregnancy has decreased over the years. Teenagers are more educated than they were previously. They are aware of the dangers of adolescent pregnancy. Furthermore, they are much more in unwanted pregnancies. Above all, parents are more concerned with their children and devote more attention to them. Parents are spending more time educating their children about the disadvantages of early pregnancies. These factors have caused the ratio to decrease in recent years. Aside from that, several community-based programs are offered via colleges and schools to educate children beginning at a young age about sex, contraception, and how it affects their health and future.

Adolescent pregnancy. (2020, January 31). WHO | World Health Organization. https://www.who.int/news-room/fact-sheets/detail/adolescent-pregnancy

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 434 Describe various risk factors or precursors to adolescent pregnancy

Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Check Out Also: NRS 434 Shadow Health Focused Exam Cough Results