Reflect on Personal Experiences from prejudice, Race, Age, Culture, gender, and Living Situation| Online Assignment Help

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Three-part APA Paper….

Part 1: Reflect on personal experiences from prejudice (race  age, culture, race, gender and living situation) and how they impacted your nursing practice now?

Part 2: Discuss what ageing biases you have witnessed &/or perpetrated.

Part 3: Create a community education plan to address ageing bias.

The assignment should be written in an APA-formatted essay. The essay should be at least 1500 words in length and include at least two scholarly sources other than provided materials.



Running head: WASHING THE DOG 1


(An example title in the running head could be WASHING THE DOG, so it would look like-

Running head: WASHING THE DOG) DO NOT use a title with “Module 2”, or “Professional Development” or your name. The title to the paper is the topic(s) you are covering in the paper.

Center the title page info ½ way down the page as below:

APA Sample Paper Title (Example: Washing the Dog)

N492, Community Health I

Your Name (No Credentials per APA guidelines)

Aspen University

Name of Professor (Example: Tammy Fisher, MSN RN)

Date of submission (Example: May 2016)

Washing the Dog (Introductory title of your paper centered on first page if you want to add a title, and place no extra spaces between header and headings or paragraphs. All double spaced. Example: Washing the Dog)

This is your first paragraph, it comes immediately after the repeated title. Note that is should not have the title of, “Introduction,” as this is assumed. Tell the reader what items you are going to cover in your paper. Also notice that everything is double-spaced. Because this is a paragraph, it needs at least three sentences. Always indent 0.5 inches for paragraphs. To set up Word to do this automatically, go into your paragraph options. Under the indentation tab or section, find “Special” and choose “first line” by 0.5. This is the same place where you can set up your references to be in “hanging” paragraph format. Also, under the tab or section that says “spacing” you can set line spacing to double. Be sure left and right indentation and before and after spacing is set to 0 on settings.


First heading (Always Level One)

Begin your first assignment here, immediately after the first heading, also known as a level one subheading. Please note that the subheading is bold, centered, and the first letter of each main word is capitalized. The subheading should never be a repeat of the assignment questions or a case study copied and pasted. It should be also short enough to fit all on one line.


Level Two Subheading (This could say something like: Preparing Dog Bath Water)

The level two subheading is a further breakdown of the level one subheading. For example, you might use a level two subheading if you were completing a case study with a number of questions. This type of subheading is on the line above the text of the paragraph, bold, flush left, and has the first letter of each major word capitalized. Again, it should fit all on one line and not be an exact repeat of the question. (LEVEL THREE, FOUR, OR FIVE SUBHEADING-THEY ARE NOT REQUIRED and MAY CAUSE MORE TROUBLE FOR THE STUDENT).

Level three subheading. A level three subheading is a further breakdown from the level two subheading. You might use this if there multiple parts to one of the questions in a case study. This type of subheading is bold and indented on the first line of the paragraph. Note that only the first letter of the first word is capitalized and a period follows the subheading. For this level, the text of the paragraph starts immediately after the period, on the same line.

Level four subheading. The level four subheading is a further breakdown of the level three subheading. It is to be bold, italicized, and only the first letter of the first word is capitalized. For this level, just as in level three, the texts starts immediately after the period, on the same line.

Level five. A level five subheading is a further breakdown of a level four subheading. It is not bold, but only italicize, and again only the first letter of the first word is capitalized. For this level, just as in level three and four, the text starts immediately after the period, on the same line.


General APA Writing Tips

Do not refer to yourself in the first person. You would not say, “I believe this is a good idea”. Students might say, “The nurse would do ….” Or “The nurse should do…:” but APA discourages use of, “This student or this author, or this writer, believes this is a good idea”. Be clear and concise in your writing. Avoid using any slang in any way. This also means you would not say something like, “She gave him the third degree”. “Third degree” is slang, and should not be included in scholarly writing. Avoid contractions in your writing. Do not say someone can’t, say that someone cannot. Do you see how that sounds better? Also note that in Aspen assignments that ask for student reflection, opinion, or input or thoughts on a situation- it is permitted to use first person of “I, you, we, us, me, my”.



All documents in APA format require the introduction paragraph and the conclusion paragraph. All paragraphs are at least three sentences. Conclusion sums up the entire paper and there is only ONE conclusion in a paper. In this paper, directions were given on how to wash the dog. The steps of setting up the bath, bathing, and correct care of the dog were noted.



Always be sure that every citation in text in your paper has a corresponding reference and that the reference offers the same information and “matches”. So, if you have a citation of (Fisher, 2017) there has to be a reference for Fisher. You cannot cite the author in text and then the article in the references due to that does not “match”.

Note also that APA is never to be numbered paragraphs or lists. The APA style is paragraphs with correct headings. Numbers, Acronyms such as RN cannot be used in headings, titles or as first word of the sentence unless it is spelled out.


Atchley, W., Wingenbach, G., & Akers, C. (2013, October). Comparison of course completion and student performance through online and traditional courses. International Review of Research in Open and Distance Learning, 14(4), 104-116. Retrieved from http://eric.ed.gov/?q=online+versus+traditional&pr=on&ft=on&id=EJ1017510

Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing practice (4th ed.). Boston: Jones & Bartlett.

Becker, K., Newton, C., & Sawang, S. (2013). A learner perspective on barriers to e-learning. Australian Journal of Adult Learning, 53(2), 211-233. Retrieved from http://search.proquest.com/docview/1444015979?accountid=34574

Ellis, D. A., Frey, M. A., Naar-King, S., Templin, T. (2005). Use of multisystemic therapy to improve regimen adherence among adolescents with type 1 diabetes in chronic poor metabolic control: A randomized controlled trial. Diabetes Care, 28(7), 1604-10.

Fowler, F. (2013). Policy studies for educational leaders (4th ed). Upper Saddle River, NJ: Pearson.

McCance, K.A. & Huether, S.E. (2010). Pathophysiology: The biologic basis for disease in adults and children (6th ed.). St. Louis: Mosby.

National Science Foundation: Science Education Resource Center at Carlton College, (2010). Fink taxonomy of significant learning. Retrieved from http://serc.carleton.edu/details/images/22750.html

Reutter, L., & Williamson, D. L. (2000). Advocating healthy public policy: Implications for baccalaureate nursing education. Journal of Nursing Education, 39(1), 21-6.

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