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NursingDiscussion postCancer screening

NU609 Unit 9 DQ 1: prostate and testicular screening

Find two screening guidelines for testicular or prostate cancer, discuss their similarities and differences, and find resources that would help encourage adherence to screening in the target population.

Editorial process

Last reviewed · August 14, 2026

01

Two guidelines that disagree tell you more than two that agree

Choose the disease first, because the two behave very differently and the choice determines what kind of comparison you can make. Prostate cancer is the richer choice: the US Preventive Services Task Force gives shared decision-making about prostate-specific antigen testing a C grade for men aged 55 to 69 and recommends against screening at 70 and over, while the American Urological Association and the American Cancer Society frame their advice differently on starting age, on higher-risk groups including Black men and men with a family history, and on interval. Those are real, defensible disagreements resting on the same trials, which is exactly what makes them worth comparing. Testicular cancer is the sharper but narrower choice, because the Task Force recommends against routine screening in adolescents and adults with a D grade — the disease is uncommon and highly curable even when it presents late — so your comparison there is between a recommendation against screening and any body that advises self-examination.

Compare on named axes rather than in sequence: the population and age band, the test, the interval, the strength and grade of the recommendation, the handling of higher-risk groups, and how each treats shared decision-making. Then explain the disagreement rather than reporting it — the guidelines generally agree on the evidence and differ on how they weigh overdiagnosis and the harms of biopsy and treatment against mortality benefit, and saying so is the analytic move that earns the marks. The adherence half then has to match the guideline you chose: if the recommendation is shared decision-making, the resource is a decision aid rather than a reminder, and the target population is the one carrying the worst outcomes rather than the one easiest to reach. Name real, findable resources and say which body publishes each of them, because a resource nobody can find is not a resource, and a plan aimed at the wrong population reads as though the guideline was never understood.

Likely learning objectives

Inferred from the brief — check these against your own rubric.

  • 01
    Locate two current screening guidelines from named bodies.
  • 02
    Compare recommendations along explicit axes rather than in sequence.
  • 03
    Explain why bodies reading the same evidence differ.
  • 04
    Match an adherence resource to the type of recommendation given.
Assignment instructionsQuoted verbatim

Read the full question

Review every instruction before using the planning guidance that follows.

NU609-7C Unit 9 DQ 1 Discussion Prompt Find two screening guidelines for testicular cancer or prostate cancer. Discuss the similarities/differences in the screening guidelines and find available resources to help encourage adherence to screening guidelines in the target population. Your response should include evidence of review of the course material, websites, and literature through proper citations using APA format.
Course-wide instructions that accompany this question

ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. NU609-7C Unit 9 DQ 1 I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

02

Turn the brief into deliverables

  1. 01
    Two screening guidelines for testicular or prostate cancer, named and sourced.
  2. 02
    The similarities between them.
  3. 03
    The differences between them.
  4. 04
    Why the two bodies differ despite a shared evidence base.
  5. 05
    Available resources to encourage adherence in the target population.
  6. 06
    APA citations from course material, websites and the literature.
03

Find, compare, then support adherence

01

Choosing the disease

Prostate for a richer disagreement; testicular for a sharper one.

02

Guideline one

Body, date, population, test, interval and grade.

03

Guideline two

The same fields, from a different body.

04

Similarities and differences

Compare axis by axis, including higher-risk groups.

05

Why they differ

Overdiagnosis and treatment harms weighed against mortality benefit.

06

Encouraging adherence

Decision aids, community outreach, and the population with worst outcomes.

04

Where guideline bodies publish their grades

Recommended databases

  • US Preventive Services Task Force
  • National Cancer Institute
  • American Urological Association
  • StatPearls, NCBI Bookshelf

Search sequence

  1. 1.
    Open the Task Force recommendation and record the grade and age band.
  2. 2.
    Find a second body's guideline and record the same fields.
  3. 3.
    Note where each handles higher-risk groups differently.
  4. 4.
    Read on overdiagnosis in prostate screening to explain the divergence.
  5. 5.
    Find a published decision aid you can name and cite.
05

Reference shortlist

These are authoritative starting points, not a ready-made bibliography. A qualified reviewer must confirm that each source fits the assignment and supports the claim beside which it is cited.

Nothing here is cleared for citation until you have read it.

  1. 01

    Prostate Cancer: Screening

    U.S. Preventive Services Task Force · 2018

    One of the two guidelines, with its grade and age bands.

  2. 02

    Prostate-Specific Antigen (PSA) Test

    National Cancer Institute · 2025

    The test's performance, and the overdiagnosis argument behind the divergence.

  3. 03

    Prostate Cancer Screening

    StatPearls, NCBI Bookshelf · 2023

    A synthesis of the competing recommendations and their evidence.

  4. 04

    Cancer Screening Overview (PDQ) - Patient Version

    National Cancer Institute · 2025

    Patient-facing material of the kind the adherence section should cite.

06

Review before submission

Common mistakes

  • Summarising two guidelines in sequence with no comparison.
  • Ignoring the recommendation grade, which carries the strength of the advice.
  • Treating a recommendation against screening as an absence of a guideline.
  • Omitting higher-risk groups, where the guidelines diverge most.
  • Proposing reminder-style adherence tools for a shared decision-making recommendation.
  • Naming resources without saying who publishes them.

Submission checklist

  • Two guidelines are named with their issuing bodies and dates.
  • At least four comparison axes are used.
  • Recommendation grades are reported.
  • The reason for divergence is explained, not just noted.
  • Adherence resources match the recommendation type.
  • Sources are cited in APA format.

Use this guide to plan and review your own work. Follow your institution's rules and read our academic-integrity policy.

Written by

Aaron Bishop

MA, Education

assignment interpretation and research-methods coaching across disciplines

Aaron leads the EssayCrackers editorial desk. He works on how assignment briefs are read — what a rubric is actually asking for, and where students most often answer a different question than the one set.

Reviewed by

Dr. Nathan Cole

PhD, Rhetoric & Composition

Argumentation and thesis development

Nathan teaches first-year composition and directs a university writing center. He reviews EssayCrackers guides for argumentative soundness and citation accuracy.

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