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  • [Solved] PathophysiologyT5Q1

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    Choose one multisystem dysfunction. Describe pathophysiological changes, abnormal findings, and symptoms of the chosen dysfunction. How does it affect the patient's activities of daily living? Initial discussion question posts should be a minimum of 200 words and include at least two references cite…

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    Assignment Prompt & Instructions

    Choose one multisystem dysfunction. Describe pathophysiological changes, abnormal findings, and symptoms of the chosen dysfunction. How does it affect the patient's activities of daily living?
    Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format.

  • [Solved] discussion 4 HA

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    – ## Discussion4Healthassessment.docx **## Discussion4Healthassessment.docx** ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-4-ha) ![A screenshot of a medical report AI-generated content may be incorrect.](https://www.sweetstudy.c…

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    – ## Discussion4Healthassessment.docx

    **## Discussion4Healthassessment.docx**

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    **## Discussion4Healthassessment.docx**

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  • [Solved] PathophysiologyT5Q2

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    Explain the modifiable and nonmodifiable risk factors for osteoporosis. How can a nurse support the patient in managing the health condition and restore the patient to optimal health? Initial discussion question posts should be a minimum of 200 words and include at least two references cited using A…

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    Assignment Prompt & Instructions

    Explain the modifiable and nonmodifiable risk factors for osteoporosis. How can a nurse support the patient in managing the health condition and restore the patient to optimal health?
    Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format.

  • [Solved] DISCUSSION 4 HP

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    The teaching plan document is an example. – ## Discussion4HP.docx – ## TeachingPlanexample_JanetHuxley.docx **## Discussion4HP.docx** ![A screenshot of a web page AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-4-hp) ![A screenshot of a phone AI-generated con…

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    The teaching plan document is an example.

    – ## Discussion4HP.docx

    – ## TeachingPlanexample_JanetHuxley.docx

    **## Discussion4HP.docx**

    ![A screenshot of a web page AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-4-hp)

    ![A screenshot of a phone AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-4-hp)

    ![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-4-hp)

    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-4-hp)

    ![](https://www.sweetstudy.com/questions/discussion-4-hp)

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    **## TeachingPlanexample_JanetHuxley.docx**

    | | | | | | |
    | — | — | — | — | — | — |
    | Teaching Plan |
    | Objectives | Content Outline | Methods of Teaching | Time Allotted | Instructional materials | Evaluation Methods |
    | Following a 20-minute teaching session, the learner will be able to:<br>List at least three examples of types of exercise that can be done outside work. (cognitive) | Examples of simple, everyday ways to increase exercise (e.g., taking stairs rather than an elevator) | 1:1 instruction | 5 minutes | “Physical Activity” poster showing practical ways to increase activity | Question and answers |
    | Recognize barriers that interfere with remaining active. (affective) | Common barriers and ways to deal with them | Discussion | 5 minutes | CDC website article: “Make Your Workout Work for You” | Describes barriers and ways to avoid interference |
    | Demonstrate four exercises that can be completed inside the home. (psychomotor) | How to perform sit-ups, lunges, wall sits, and using stairs | Demonstration/return demonstration | 10 minutes | Space for performing exercises | Demonstrates correct performance of each exercise |

    **## TeachingPlanexample_JanetHuxley.docx**

    | | | | | | |
    | — | — | — | — | — | — |
    | Teaching Plan |
    | Objectives | Content Outline | Methods of Teaching | Time Allotted | Instructional materials | Evaluation Methods |
    | Following a 20-minute teaching session, the learner will be able to:<br>List at least three examples of types of exercise that can be done outside work. (cognitive) | Examples of simple, everyday ways to increase exercise (e.g., taking stairs rather than an elevator) | 1:1 instruction | 5 minutes | “Physical Activity” poster showing practical ways to increase activity | Question and answers |
    | Recognize barriers that interfere with remaining active. (affective) | Common barriers and ways to deal with them | Discussion | 5 minutes | CDC website article: “Make Your Workout Work for You” | Describes barriers and ways to avoid interference |
    | Demonstrate four exercises that can be completed inside the home. (psychomotor) | How to perform sit-ups, lunges, wall sits, and using stairs | Demonstration/return demonstration | 10 minutes | Space for performing exercises | Demonstrates correct performance of each exercise |

    **## Discussion4HP.docx**

    ![A screenshot of a web page AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-4-hp)

    ![A screenshot of a phone AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-4-hp)

    ![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-4-hp)

    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-4-hp)

    ![](https://www.sweetstudy.com/questions/discussion-4-hp)

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    **## TeachingPlanexample_JanetHuxley.docx**

    | | | | | | |
    | — | — | — | — | — | — |
    | Teaching Plan |
    | Objectives | Content Outline | Methods of Teaching | Time Allotted | Instructional materials | Evaluation Methods |
    | Following a 20-minute teaching session, the learner will be able to:<br>List at least three examples of types of exercise that can be done outside work. (cognitive) | Examples of simple, everyday ways to increase exercise (e.g., taking stairs rather than an elevator) | 1:1 instruction | 5 minutes | “Physical Activity” poster showing practical ways to increase activity | Question and answers |
    | Recognize barriers that interfere with remaining active. (affective) | Common barriers and ways to deal with them | Discussion | 5 minutes | CDC website article: “Make Your Workout Work for You” | Describes barriers and ways to avoid interference |
    | Demonstrate four exercises that can be completed inside the home. (psychomotor) | How to perform sit-ups, lunges, wall sits, and using stairs | Demonstration/return demonstration | 10 minutes | Space for performing exercises | Demonstrates correct performance of each exercise |

    **## Discussion4HP.docx**

    ![A screenshot of a web page AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-4-hp)

    ![A screenshot of a phone AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-4-hp)

    ![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-4-hp)

    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-4-hp)

    ![](https://www.sweetstudy.com/questions/discussion-4-hp)

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    **## TeachingPlanexample_JanetHuxley.docx**

    | | | | | | |
    | — | — | — | — | — | — |
    | Teaching Plan |
    | Objectives | Content Outline | Methods of Teaching | Time Allotted | Instructional materials | Evaluation Methods |
    | Following a 20-minute teaching session, the learner will be able to:<br>List at least three examples of types of exercise that can be done outside work. (cognitive) | Examples of simple, everyday ways to increase exercise (e.g., taking stairs rather than an elevator) | 1:1 instruction | 5 minutes | “Physical Activity” poster showing practical ways to increase activity | Question and answers |
    | Recognize barriers that interfere with remaining active. (affective) | Common barriers and ways to deal with them | Discussion | 5 minutes | CDC website article: “Make Your Workout Work for You” | Describes barriers and ways to avoid interference |
    | Demonstrate four exercises that can be completed inside the home. (psychomotor) | How to perform sit-ups, lunges, wall sits, and using stairs | Demonstration/return demonstration | 10 minutes | Space for performing exercises | Demonstrates correct performance of each exercise |

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  • [Solved] Nursing Assignment 4 HP

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Second document is an example – ## Assignment4HP.docx – ## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx **## Assignment4HP.docx** ![A screenshot of a medical condition AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-assignment-4-hp) ![A white grid w…

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    Assignment Prompt & Instructions

    Second document is an example

    – ## Assignment4HP.docx

    – ## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx

    **## Assignment4HP.docx**

    ![A screenshot of a medical condition AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-assignment-4-hp)

    ![A white grid with black text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-assignment-4-hp)

    ![A screenshot of a white background AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-assignment-4-hp)

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    **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**

    | | | | | |
    | — | — | — | — | — |
    | Intussusception |
    | What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
    | Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
    | Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
    | Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
    | Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
    | 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
    | Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
    | Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
    | Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
    | References |
    | Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |

    **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**

    | | | | | |
    | — | — | — | — | — |
    | Intussusception |
    | What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
    | Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
    | Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
    | Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
    | Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
    | 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
    | Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
    | Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
    | Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
    | References |
    | Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |

    **## Assignment4HP.docx**

    ![A screenshot of a medical condition AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-assignment-4-hp)

    ![A white grid with black text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-assignment-4-hp)

    ![A screenshot of a white background AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-assignment-4-hp)

    ## image1.png

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    **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**

    | | | | | |
    | — | — | — | — | — |
    | Intussusception |
    | What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
    | Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
    | Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
    | Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
    | Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
    | 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
    | Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
    | Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
    | Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
    | References |
    | Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |

    **## Assignment4HP.docx**

    ![A screenshot of a medical condition AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-assignment-4-hp)

    ![A white grid with black text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-assignment-4-hp)

    ![A screenshot of a white background AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-assignment-4-hp)

    ## image1.png

    ## image2.png

    ## image3.png

    **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**

    | | | | | |
    | — | — | — | — | — |
    | Intussusception |
    | What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
    | Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
    | Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
    | Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
    | Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
    | 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
    | Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
    | Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
    | Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
    | References |
    | Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |

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  • [Solved] Discussion

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  • [Solved] Nursing Homework week 4, Promotion

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    Discuss the safety and effectiveness of alternative and complementary medicine for the treatment of specific illnesses such as cancer, diabetes, and hypertension. Share your opinions about holistic and allopathic care. Would have any conflicts or concerns supporting a patient who chooses. Word limit…

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    Discuss the safety and effectiveness of alternative and complementary medicine for the treatment of specific illnesses such as cancer, diabetes, and hypertension. Share your opinions about holistic and allopathic care. Would have any conflicts or concerns supporting a patient who chooses.
    Word limit 500 words. Support your answers with the literature and provide citations and references in APA, 7th ed. format. Plagiarism less than 20 % no AI.

  • [Solved] discussion board 6

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  • [Solved] Genogram

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    – ## Genogram.docx **## Genogram.docx** **Genogram** A genogram is structurally like a family tree but serves a different purpose. Imagine a genogram as a family tree with much more detail about how the family members interact with one another. For example, a family tree might show us that "Emily an…

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    – ## Genogram.docx

    **## Genogram.docx**

    **Genogram**

    A genogram is structurally like a family tree but serves a different purpose. Imagine a genogram as a family tree with much more detail about how the family members interact with one another. For example, a family tree might show us that "Emily and Kevin are married," while a genogram could tell us that "Jon and Jenny are married, but they are emotionally distant from one another.” A genogram becomes most valuable when it includes information about several generations. Patterns that are usually hard to decipher seem to jump out once they've been mapped on paper.

    For this assignment, construct a three-generation genogram of your family to assess your family system and family culture. Your genogram is expected to be correct & professionally completed. Identify the patterns and significant themes in your family of origin using your knowledge of the family models discussed in class. Discuss how these patterns could influence or influence you as an individual, parent, and partner. In what way do you think your cultural background influences your work with families? Examine how your culture and family patterns may be a barrier or strength in working with families. Your genogram and discussion should be 2-3 pages (double-spaced).

    **Directions**

    Develop a genogram illustration that addresses the following criteria:

    1. Choose a family (for this assignment, this can be your own family)

    2. Draw three generations of genealogy, legal family, pets, and others who have played an integral role in the family, if applicable.

    3. Use only standardized genogram symbols.

    4. Show structure of family members: siblings, aunts/uncles, grandparents, remarriages, blended families (step-members and half-siblings), divorces, pets, close family friends, and god families.

    5. List dates of birth/death, dates of marriage, and divorce. Include race, ethnicity, culture, place of birth, residency, cause of death, mental health, and substance abuse issues.

    6. Identify family characteristics, i.e., family structure, type of marriage/parental union, length of the relationship, type of family, and authority pattern (who has the power).

    7. Identify emotional patterns, i.e., close, conflicted, cutoff, distant, unknown, passive-aggressive (or fused & conflicted).

    8. Identify family or generational values and issues and patterns: Occupation, education, hobbies, military duty, work ethic, family business, religion, addiction/recovery, incarceration, homicide, suicide, reunions, parenting style, mental illness, emigration from the country of birth, marriage within or outside the culture, sexuality, cancer, longevity, foster care, adoption, and child abuse. Every generation manifests its values and issues differently.

    9. Identify social patterns, i.e., neighborhoods, communities, places of worship, work and education, and social clubs.

    **## Genogram.docx**

    **Genogram**

    A genogram is structurally like a family tree but serves a different purpose. Imagine a genogram as a family tree with much more detail about how the family members interact with one another. For example, a family tree might show us that "Emily and Kevin are married," while a genogram could tell us that "Jon and Jenny are married, but they are emotionally distant from one another.” A genogram becomes most valuable when it includes information about several generations. Patterns that are usually hard to decipher seem to jump out once they've been mapped on paper.

    For this assignment, construct a three-generation genogram of your family to assess your family system and family culture. Your genogram is expected to be correct & professionally completed. Identify the patterns and significant themes in your family of origin using your knowledge of the family models discussed in class. Discuss how these patterns could influence or influence you as an individual, parent, and partner. In what way do you think your cultural background influences your work with families? Examine how your culture and family patterns may be a barrier or strength in working with families. Your genogram and discussion should be 2-3 pages (double-spaced).

    **Directions**

    Develop a genogram illustration that addresses the following criteria:

    1. Choose a family (for this assignment, this can be your own family)

    2. Draw three generations of genealogy, legal family, pets, and others who have played an integral role in the family, if applicable.

    3. Use only standardized genogram symbols.

    4. Show structure of family members: siblings, aunts/uncles, grandparents, remarriages, blended families (step-members and half-siblings), divorces, pets, close family friends, and god families.

    5. List dates of birth/death, dates of marriage, and divorce. Include race, ethnicity, culture, place of birth, residency, cause of death, mental health, and substance abuse issues.

    6. Identify family characteristics, i.e., family structure, type of marriage/parental union, length of the relationship, type of family, and authority pattern (who has the power).

    7. Identify emotional patterns, i.e., close, conflicted, cutoff, distant, unknown, passive-aggressive (or fused & conflicted).

    8. Identify family or generational values and issues and patterns: Occupation, education, hobbies, military duty, work ethic, family business, religion, addiction/recovery, incarceration, homicide, suicide, reunions, parenting style, mental illness, emigration from the country of birth, marriage within or outside the culture, sexuality, cancer, longevity, foster care, adoption, and child abuse. Every generation manifests its values and issues differently.

    9. Identify social patterns, i.e., neighborhoods, communities, places of worship, work and education, and social clubs.

  • [Solved] mod 4 507

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