Smoking Cessation Education Materials

1 Typing Template for APA Papers: A Sample of Proper Formatting for APA Style Student A. Sample College Name, Grand Canyon University Course Number: Course Title Instructor’s Name Assignment Due Date 2 Typing Template for APA Papers: A Sample of Proper Formatting for APA Style This is an electronic template for papers written according to the style of the American Psychological Association (APA, 2020) as outlined in the seventh edition of the Publication Manual of the American Psychological Association. The purpose of the template is to help students set the margins and spacing. Margins are set at 1 inch for top, bottom, left, and right. The text is left-justified only; that means the left margin is straight, but the right margin is ragged. Each paragraph is indented 0.5 inch. It is best to use the tab key to indent, or set a firstline indent in the paragraph settings. The line spacing is double throughout the paper, even on the reference page. One space is used after punctuation at the end of sentences. The font style used in this template is Times New Roman and the font size is 12 point. This font and size is required for GCU papers. Clinical Problem Statement The heading above would be used if you want to have your paper divided into sections based on content. This is a Level 1 heading, and it is centered and bolded, and the initial word and each word of four or more letters is capitalized. The heading should be a short descriptor of the section. Smoking Cessation Education Materials

Note that not all papers will have headings or subheadings in them. Papers for beginning undergraduate courses (100 or 200 level) will generally not need headings beyond Level 1. The paper title serves as the heading for the first paragraph of the paper, so “Introduction” is not used as a heading. Purpose of Change Proposal The subheading above would be used if there are several sections within the topic labeled in a first level heading. This is a Level 2 heading, and it is flush left and bolded, and the initial word and each word of four or more letters is capitalized. 3 PICOT Question APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all. Headings are used in order, so a paper must use Level 1 before using Level 2. Do not adjust spacing to change where on the page a heading falls, even if it would be the last line on a page. Literature Search Strategy 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. You will also need to change the items on the title page. Fill in your own title, name, course, college, instructor, and date. List the college to which the course belongs, such as College of Theology, College of Business, or College of Humanities and Social Sciences. GCU uses three letters and numbers with a hyphen for course numbers, such as CWV-101 or UNV-104. The date should be written as Month Day, Year. Spell out the month name. Literature Evaluation APA Style includes rules for citing resources. The Publication Manual (APA, 2020) also discusses the desired tone of writing, grammar, punctuation, formatting for numbers, and a variety of other important topics. Change or Nursing Theory Choose a change or nursing theory that supports your project and relate it to your project. Implementation Plan/Outcome Measures Although APA Style rules are used in this template, the purpose of the template is only to demonstrate spacing and the general parts of the paper. GCU has prepared an APA Style Guide 4 available in the Student Success Center and on the GCU Library’s Citing Sources in APA guide (https://libguides.gcu.edu/APA) for help in correctly formatting according to APA Style. Use of Evidenced Based Practice The reference list should appear at the end of a paper. 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. Evaluation Plan A sample reference page is included below. This page includes examples of how to format different reference types. The first reference is to a webpage without a clear date, which is common with organizational websites (American Nurses Association, n.d.). Next is the Publication Manual referred to throughout this template (APA, 2020). Notice that the manual reference includes the DOI number, even though this is a print book, as the DOI was listed on book, and does not include a publisher name since the publisher is also the author. Barriers and How to Overcome Them A journal article reference will also often include a DOI, and as this article has four authors, only the first would appear in the in-text citation (Copeland et al., 2013). Government publications like the Treatment Improvement Protocol series documents from the Center for Substance Abuse Treatment (2014) are another common source found online. A book without a DOI is the last example (Holland & Forrest, 2017). Conclusion Restate your purpose and overall outcomes. 5 References American Nurses Association. (n.d.). Scope of practice. https://www.nursingworld.org/practicepolicy/scope-of-practice/ American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000 Center for Substance Abuse Treatment. (2014). Improving cultural competence (HHS Publication No. 14-4849). U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration. https://www.ncbi.nlm.nih.gov/books/NBK248428/ Copeland, T., Henderson, B., Mayer, B., & Nicholson, S. (2013). Three different paths for tabletop gaming in school libraries. Library Trends, 61(4), 825–835. https://doi.org/10.1353/lib.2013.0018 Holland, R. A., & Forrest, B. K. (2017). Good arguments: Making your case in writing and public speaking. Baker Academic. 6 Appendix 1 PICOT QUESTION ASSIGNMENT PAPER PICOT Question Name Grand Canyon University: NRS493 CAPSTONE November 1st,2020 2 PICOT QUESTION ASSIGNMENT PAPER PICOT Question At Texas Cardiology there is the unmet smoking cessation education, lacking the educational aides raising the question: Will Smoking cessation visual and printed aides encourage smokers with the desire to quit smoking, to seek further help compared to seeking just medicinal aides such as nicotine patches and oral medications upon request or recommendations; would it affect their intentions more or less to pursue alternative smoking cessation programs within a 6-month period? Nursing Intervention In helping address smoking cessation, health education on quitting smoking and providing educational aids is an essential aspect that the nurses focus on to reduce the problem (Maskrey et al., 2016). Smoking Cessation Education Materials Most of the patients in clinical settings addicted to smoking have a significant problem adapting to the changes and reducing their smoking behaviors since healthcare providers do not implement appropriate interventions. The nursing intervention of providing health education via visual aid presentation is likely to increase the awareness of smoking cessation options among the patients struggling to simply have the will to quit (Lang, Waterworth & O’Brien, 2018). Those patients whom have lingering intentions to quit should have available health education on the various smoking cessation programs and support, will benefit the most with greater chance for quitting. The educational visual aides and printed material projects the awareness and understanding that they have ways to quit and therefore, can renew their health and wellbeing before progressing further into life threatening cardiac conditions. 3 PICOT QUESTION ASSIGNMENT PAPER Yet, patient populations where smoking cessation educational aids are not provided have difficulty quitting the behavior considering the unmet educational needs thus the lack of urgency to want to quit soon (Keto et al., 2015). As a nursing intervention, providing quality health education will be essential in increasing the smoking cessation behaviors amongst smokers that encourages them to want to quit as just having the will or intentions is a positive changed behavior (Maskrey et al., 2016). The lack of health education with adequate and effective educational materials will prove challenging if only utilizing just brief interventions such as nicotine patches or oral medications to temporarily address smoking cessation or just decreasing the urges instead of a permanent cessation. Disorientation to the relevant education affects the patients’ outcome with smoking cessation challenges, hence the need to address this issue using effective educational measures. Clinical problem and Patient Outcome The main clinical problem is smoking cessation among patients with chronic illnesses have been addicted most their life and therefore becomes rather challenging to encourage them to change habit. Most cardiac afflicted patients are addicted to smoking, and quitting the process is generally challenging and ultimately poses as a threat that cannot be mitigated easily (Maskrey et al., 2016). Working on interventions and critical measures of addressing the threats requires effective measures to be implemented for generating awareness and further addressing the challenges extensively with those patients whom are ready and willing to quit. Smoking Cessation Education Materials

The patient outcome following the implementation of health education with the adequate learning materials and visual aids will effectively bring about awareness that allows them to make a committed decision for behavior change (Maskrey et al., 2016). In most instances, behavioral change is a significant along with quality modeling techniques will help achieve the 4 PICOT QUESTION ASSIGNMENT PAPER primary goals as required. The patient outcomes are most likely to improve with the smoking cessation aids and health education (Iversen 2017). With a reduction in the smoking incidences and addictions, the patients’ health outcomes are most likely to the high, hence promoting a precise and quality approach to help achieve the desired patient outcomes appropriately. PICOT problem The main problem is the lack of health education and educational materials required for smoking cessation among the patients (Eaves et al., 2016). Generally, smoking is a threat and must be addressed using various techniques that bring the outcomes to be perfect. At Texas Cardiology Clinic, the nicotine patches have been made part of their protocol, especially when addressing the need for smoking cessation during a cardiac crisis. Smoking cessation education materials and aids are some of the best techniques for achieving the goals of change and ensuring that fundamental processes work as recommended (Casado 2017). The nursing intervention must focus on the health education and availability of both visual and printed aids, hence creating awareness amongst all patient smokers that perpetuates their curiosity to learn more about smoking cessation which is critical to their future health and wellbeing. 5 PICOT QUESTION ASSIGNMENT PAPER References Casado L, Thuler LCS. Real world evaluation of the smoking cessation services in the Rio de Janeiro municipality, Brazil. J Eval Clin Pract. 2017 Aug;23(4):773-778. doi: 10.1111/jep.12717. Epub 2017 Feb 21. PMID: 28220577. Eaves, E. R., Nichter, M., Howerter, A., Floden, L., Ritenbaugh, C., Gordon, J. S., & Muramoto, M. L.(2016). Printed Educational Materials’ Impact on Tobacco Cessation Brief Interventions in CAM Practice: Patient and Practitioner Experiences. Health promotion practice, 17(6), 862–870. Smoking Cessation Education Materials

Retrieved from: https://doi.org/10.1177/1524839916667024 Iversen C. Now or never: smoking cessation discussions in the face of serious illness. Sociol Health Illn. 2017 Nov;39(8):1330-1348. doi: 10.1111/1467-9566.12588. Epub 2017 Jul 6. PMID: 28681921. Keto J, Jokelainen J, Timonen M, Linden K, Ylisaukko-oja T. Physicians discuss the risks of smoking with their patients, but seldom offer practical cessation support. Subst Abuse Treat Prev Policy. 2015 Nov 2;10:43. doi: 10.1186/s13011-015-0039-9. PMID: 26525302; PMCID: PMC4630922. Lang M, Waterworth S, O’Brien A. What are the factors that influence the delivery of smoking cessation advice in critical care? Nurs Crit Care. 2018 Sep;23(5):237-244. doi: 10.1111/nicc.12190. Epub 2015 Jul 15. PMID: 26177914. Maskrey V, Blyth A, Brown TJ, Barton GR, Notley C, Aveyard P, Holland R, Bachmann MO, Sutton S, Leonardi-Bee J, Brandon TH, Song F. Self-help educational booklets for the prevention of smoking relapse following smoking cessation treatment: a randomized controlled trial. Addiction. 2015 Dec;110(12):2006-14. doi: 10.1111/add.13080. Epub 2015 Sep 18. PMID: 26235659; PMCID: PMC4832320 Capstone Literature Review Smoking like other forms of addictions can be challenging to overcome especially among individuals who have been smoking for a long time. Individuals undergoing rehabilitation can benefit from both pharmacological approaches such as nicotine replacement therapies and non-pharmacological approaches like behavioral change and patient education. Patient education is critical in equipping smoking addicts with knowledge about the effects of cigarette smoke on their respiratory and overall health, offering them guidelines and recommendations that can get them through the rehabilitation process, and helping them deal with any challenges that they might experience during their rehabilitation process. Un-met educational needs can contribute to confusion and lack of adherence to recommendations made by healthcare professionals. The proposed solution for addressing this challenge is based on the utilization of self-explanatory printed educational materials (PEM) and visual aids to support patients on smoking cessation programs and ensure that the patients are motivated to quit smoking. Research Questions The researchers identified in the literature review developed different research questions. The research questions used by Kruger and her colleagues was based on 5 A’s and focused on the utilization of cessation-assisted treatments among cigarette-smoking adults. The 5 A’s included asking about tobacco use, advising patients to quit, assessing willingness to quit, assisting patients in their quitting attempts, and arranging for follow-ups (Kruger et al.,, 2016). The research question used in the second study focused on examining the factors that influence the delivery of advice on smoking cessation (Lang et al.,, 2018). The research questions in the study conducted by Maskrey focused on examining the use of self-help booklets in preventing replaces among patients who had undergone smoking cessation programs. This research question directly addresses the clinical problem in this literature review (Maskrey, et al., 2015). In Morphett’s study, the research questions focused on comparing between assisted and unassisted cigarette quitting techniques (Morphett et al., 2015). Casado’s study examined the degree of utilization of government standard of practice in promoting smoking cessation (Casado & Santos, 2017). In the Eaves study, the research questions focused on the impact of using printed educational materials on smoking cessation programs (Eaves, Nichter, & Howerter, 2016).

In the study conducted by Iversen, the research question was examining face-to-face conversation on smoking cessation between doctors and patients (Iversen, 2017). In the study conducted by Keto, the research questions were on examining smoking cessation attitudes and experiences and assessing the relationship between the two factors (Keto, Jokelainen, Timonen, Linden, & Ylisaukko-oja, 2015). Although the number of participants utilized in the studies varied significantly, the data collected provided critical insights on the utilization of different smoking cessation techniques and the effectiveness of using counseling or education materials to complement smoking cessation programs. Sample Populations The study conducted by Kruger and her colleagues used a sample of 10,801 individuals who had a history of smoking cigarettes only (Kruger, O’Halloran, Rosenthal, Babb, & Fiore, 2016). The sample was collected between 2009 and 2010. Thirty patients obtained from two critical care facilities were used in the second study (Lang, Waterworth, & O’Brien, 2018).Maskrey’s study used a sample of 1407 patients who were divided into an experimental group of 703 participants and a control group of 704 individuals (Maskrey, et al., 2015). Morphett’s study used 29 participants with a history of smoking who were trying to quit (Morphett, Patridge, Gartner, Carter, & Hall, 2015). In the study conducted by Casado, 177 smoking cessation programs were examined and only 145 of them were used to answer the developed questionnaires (Casado & Santos, 2017). In the Eaves study, 53 healthcare practitioners and 38 individuals with cigarette addiction were used as participants (Eaves, Nichter, & Howerter, 2016). The study conducted by Iversen used doctors from a healthcare facility and cigarette-smoking patients who had a history of serious illnesses (Iversen, 2017).

he Keto study used 1066 physicians to assess physicians’ smoking status and perception of smoking cessation approaches used on patients (Keto, Jokelainen, Timonen, Linden, & Ylisaukko-oja, 2015). The variations in the number of participants used in these studies and additional information such as where they were obtained from or their health status provides a wide range of information on the experiences and challenges related to smoking cessation among cigarette smoking individuals. Limitations of the Study The main limitation in Kruger’s study is that despite the incorporation of a large number of patients in the study, most of the data was obtained through self-reported, which might have introduced bias (Kruger, O’Halloran, Rosenthal, Babb, & Fiore, 2016). A limitation of the second study was that patients’ acceptance to utilize smoking cessation recommendation might have been linked by the severity of their critical condition instead of a personal decision to improve the quality of their lives by quitting smoking. As such, the patients had a higher likelihood of relapsing after their recovery (Lang, Waterworth, & O’Brien, 2018). Maskrey’s study limitations were linked to self-reported data and the inability of the researchers to blind the participants (Maskrey, et al., 2015).

In the Morphett study, the researchers only focused on participants who used “cold turkey” quitting methods, which left out individuals who successfully managed to quit cigarette smoking through progressive reduction on the number of cigarettes smoked per day (Morphett, Patridge, Gartner, Carter, & Hall, 2015). A limitation of the Casado study was the possible introduction of bias in the questions developed to examine the smoking cessation treatment plans (Casado & Santos, 2017). In the Eaves study, a limiting factor was the low number of cigarette smoking participants used in the study (Eaves, Nichter, & Howerter, 2016). Smoking Cessation Education Materials

A limitation in the study conducted by was based on the lack of proper differentiation between the effectiveness of the now or never cessation approach or the progressive technique while in Keto’s research the limitation it was based on the lack of patient participants in the study (Iversen, 2017; Keto, Jokelainen, Timonen, Linden, & Ylisaukko-oja, 2015). Conclusion and Recommendation Based on the studies, cigarette-smoking patients who receive proper assessment and counseling have a higher likelihood of quitting compared to those who receive limited information. Some of the recommendations that can be …