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  • [Solved] question

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    – ## Module10CreateaNearPodPresentation.docx **## Module10CreateaNearPodPresentation.docx** **Module 10: Create a NearPod Presentation** **NearPod is a game-based classroom response system that provides interactive learning and assessment in the fun and engaging way. NearPod presentations can be by …

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    – ## Module10CreateaNearPodPresentation.docx

    **## Module10CreateaNearPodPresentation.docx**

    **Module 10: Create a NearPod Presentation**

    **NearPod is a game-based classroom response system that provides interactive learning and assessment in the fun and engaging way. NearPod presentations can be by delivered in real time to the entire class, or can be taken individually by each student in their private settings, and their own pace. NearPod is also known as polling platform. It also collects statistics as the presentation is delivered and assessments are completed, so that the instructor is presented with analytics on student performance by the end of a session. Other examples of such systems are Kahoot, TurningPoint, and many others.**

    **Create an interactive presentation with response and assessment elements using NearPod game-based response system.**

    [Step 1: Review the example NearPod Presentation.Links to an external site.](https://app.nearpod.com/?pin=443F27E03F81507DB786A0E88F9E1CCE-1&&utm_source=link)

    Click on the thumbnail below to watch NearPod Video Tutorial.

    [Nearpod TutorialLinks to an external site.](https://www.youtube.com/watch?v=iQ8z3y4ICFU) [Minimize Video](https://touro.instructure.com/courses/150070/assignments/1220084)

    Also (Optional) Review the Below Resources

    ·
    [Short Nearpod Tutorial](https://youtu.be/stIWHnJx5rc)

    ·
    [Nearpod Lesson Creation Walkthrough](https://youtu.be/Bo6eq_gi_V8)

    Step 2: Review the Project Requirements:

    1. Your final NearPod presentation must include:

    a. Title slide with your name and topic of the presentation.

    b. At least four content slides covering the topic of presentation;

    c. At least four interactive assessment slides. Suggested assessment types are Multiple Choice, Open-Ended question, "Draw it!" activity, Memory Test.

    d. Your NearPod presentation must align with your instructional unit

    [Step 3: Click Here to proceed to NearPod platform, and build your first interactive online presentation.Links to an external site.](https://share.nearpod.com/KqSMP6Bp1S)

    Step 4: Post the link to your NearPod on your Digital Classroom.

    Step 5: Submit the link to your Digital Classroom NearPod assignment here.

    **## Module10CreateaNearPodPresentation.docx**

    **Module 10: Create a NearPod Presentation**

    **NearPod is a game-based classroom response system that provides interactive learning and assessment in the fun and engaging way. NearPod presentations can be by delivered in real time to the entire class, or can be taken individually by each student in their private settings, and their own pace. NearPod is also known as polling platform. It also collects statistics as the presentation is delivered and assessments are completed, so that the instructor is presented with analytics on student performance by the end of a session. Other examples of such systems are Kahoot, TurningPoint, and many others.**

    **Create an interactive presentation with response and assessment elements using NearPod game-based response system.**

    [Step 1: Review the example NearPod Presentation.Links to an external site.](https://app.nearpod.com/?pin=443F27E03F81507DB786A0E88F9E1CCE-1&&utm_source=link)

    Click on the thumbnail below to watch NearPod Video Tutorial.

    [Nearpod TutorialLinks to an external site.](https://www.youtube.com/watch?v=iQ8z3y4ICFU) [Minimize Video](https://touro.instructure.com/courses/150070/assignments/1220084)

    Also (Optional) Review the Below Resources

    ·
    [Short Nearpod Tutorial](https://youtu.be/stIWHnJx5rc)

    ·
    [Nearpod Lesson Creation Walkthrough](https://youtu.be/Bo6eq_gi_V8)

    Step 2: Review the Project Requirements:

    1. Your final NearPod presentation must include:

    a. Title slide with your name and topic of the presentation.

    b. At least four content slides covering the topic of presentation;

    c. At least four interactive assessment slides. Suggested assessment types are Multiple Choice, Open-Ended question, "Draw it!" activity, Memory Test.

    d. Your NearPod presentation must align with your instructional unit

    [Step 3: Click Here to proceed to NearPod platform, and build your first interactive online presentation.Links to an external site.](https://share.nearpod.com/KqSMP6Bp1S)

    Step 4: Post the link to your NearPod on your Digital Classroom.

    Step 5: Submit the link to your Digital Classroom NearPod assignment here.

  • [Solved] PRV

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    In-depth study guidance and analytical solution covering PRV.

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  • [Solved] 7MS2 LEPHR

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    Now, choose another company that you will use for this milestone, as well as the final project. By reviewing related case studies for the companies you chose, identify the strengths and weaknesses of each company detailing legal and ethical workplace situations that are influenced by society, cultur…

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    Now, choose another company that you will use for this milestone, as well as the final project.
    By reviewing related case studies for the companies you chose, identify the strengths and weaknesses of each company detailing legal and ethical workplace situations that are influenced by society, culture, politics, health, safety, and security. It is recommended to select at least two case studies relevant to your selected companies.
    Submission, APA

  • [Solved] Discussion ADHD

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    **Scenario:** A 13 year old boy is accompanied by his parents into the community mental health clinic for the evaluation of Attention Deficit Hyperactivity Disorder (ADHD). Both parents are impatient, demanding and requesting for you to start their child on a CNS stimulant medication. **Based on thi…

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    **Scenario:** A 13 year old boy is accompanied by his parents into the community mental health clinic for the evaluation of Attention Deficit Hyperactivity Disorder (ADHD).  Both parents are impatient, demanding and requesting for you to start their child on a CNS stimulant medication.
    **Based on this scenario, respond to the following prompts:**
    1. Which neurotransmitter(s) are involved in ADHD?  How will you approach this clinical case?
    2. According to the DSM V-TR, what is the criteria for this condition? What is the NICHQ Vanderbilt Assessment Scale and how will you apply it to this case study?
    3. If the child meets diagnostic criteria for ADHD, what diagnostic(s) or lab(s) will you order prior to prescribing a CNS stimulant drug? Why is it important to assess and monitor a child’s weight and height once you start treatment for ADHD?
    must be written in **APA format**.
    USE TEXTBOOK AS REFERENCE
    \
    StahlsEssentialPsychopharmacology-NeuroscientificBasis.pdf](https://www.sweetstudy.com/files/stahlsessentialpsychopharmacology-neuroscientificbasis-pdf-10359663 "StahlsEssentialPsychopharmacology-NeuroscientificBasis.pdf")

  • [Solved] question

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    – ## Module11DiscussionPresentationTechnologies.docx **## Module11DiscussionPresentationTechnologies.docx** Module 11 Discussion: Presentation Technologies **Module 11 Discussion:** 1. What presentation technologies have you previously implemented as educators or learners? What alternative presenta…

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    – ## Module11DiscussionPresentationTechnologies.docx

    **## Module11DiscussionPresentationTechnologies.docx**

    Module 11 Discussion: Presentation Technologies

    **Module 11 Discussion:**

    1. What presentation technologies have you previously implemented as educators or learners? What alternative presentation technology would have been a better tool?  How would it have improved the delivery of content and the viewers understanding?

    2. What exposure have you had to PowerPoint?  Did you find it to be an effective tool for delivering content and increasing audience engagement? What are alternative presentation technologies to PowerPoint that are engaging for your audience?

    **## Module11DiscussionPresentationTechnologies.docx**

    Module 11 Discussion: Presentation Technologies

    **Module 11 Discussion:**

    1. What presentation technologies have you previously implemented as educators or learners? What alternative presentation technology would have been a better tool?  How would it have improved the delivery of content and the viewers understanding?

    2. What exposure have you had to PowerPoint?  Did you find it to be an effective tool for delivering content and increasing audience engagement? What are alternative presentation technologies to PowerPoint that are engaging for your audience?

  • [Solved] project

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    In-depth study guidance and analytical solution covering project.

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  • [Solved] question

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    – ## Module11SmartNotebookActivityDueModule11.docx **## Module11SmartNotebookActivityDueModule11.docx** Module 11: Smart Notebook Activity (Due Module 11) SMART Notebook is software designed to provide powerful educational experience for SMART Board users, and, in some cases, users of some other int…

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    – ## Module11SmartNotebookActivityDueModule11.docx

    **## Module11SmartNotebookActivityDueModule11.docx**

    Module 11: Smart Notebook Activity (Due Module 11)

    SMART Notebook is software designed to provide powerful educational experience for SMART Board users, and, in some cases, users of some other interactive board technologies. The software helps users create interactive presentations, and offers a variety of ways to enhance presenting interactive lessons. This suite provides tools for assessment, student collaboration and game-based learning experiences.

    Lumio is the online version of SMART Notebook, and therefore it has limited functionality as compared to Smart Notebook, but is trouble-free, does not require download and installation, and allows logging in with Google account.. Please, refer to Video Tutorial 6 for assistance on how to build your activities with Lumio.

    **Please note, some computers, especially Apple Macs will not be able to install/run the full version of Smart Notebook software. In this case, please definitely use Lumio by clicking on the following link:**

    [Click Here to Download Smart Notebook softwareLinks to an external site.](https://www.smarttech.com/education/products/software/smart-notebook/notebook-download-form)

    Note: Pease, select the "I'd like a free 45-day trial" option on the next screen. Then follow the onscreen instructions. Once downloaded, install the Smart Notebook on your computer.

    [Click Here to Proceed to LumioLinks to an external site.](https://www.smarttech.com/lumio)

    **Instructions:**

    Create a Smart Notebook or Lumio lesson, containing at least 4 (four) activities. Each activity can be on the same or a different topic.

    If you created your activity in Smart Notebook software, save the file on your computer, then upload it to Google Drive. Next, get the link, and post it to your Google Classroom site. Then submit the link with this assignment.

    If you created your activity in Lumio, get the link as shown in the screenshot below, and then post it to your Google Classroom site. Then submit the link with this assignment.

    **Helpful Links:**

    [Click Here to watch Smart Notebook Tutorial: on how to Download, Install, Start, Save and Reopen Smart Notebook Software Links to an external site.](https://touro.yuja.com/V/Video?v=2679139&node=9609585&a=1376688336&autoplay=1)

    [Click Here for Educator2Educator YouTube Channel for Teachers' Professional Development with LumioLinks to an external site.](https://www.youtube.com/user/smarted2ed/playlists)

    [Click Here to watch a short video tutorial on creating Game Based activities in LumioLinks to an external site.](https://youtu.be/ncKscQtIxTw)

    Review the following video tutorials on how to create Smart Board activities using Smart Notebook:

    Note: These activities are recommended by Graduate School of Education of Touro University. However, feel free to create your own activities.

    [Video Tutorial 1: Building Interactive TablesLinks to an external site.](https://touro.yuja.com/V/Video?v=2369253&node=8488798&a=2078114534&autoplay=1)

    [Video Tutorial 2: Using AnimationsLinks to an external site.](https://touro.yuja.com/V/Video?v=2369251&node=8488796&a=577645180&autoplay=1)

    [Video Tutorial 3: Grouping and CloningLinks to an external site.](https://touro.yuja.com/V/Video?v=2369250&node=8488791&a=2058329259&autoplay=1)

    [Video Tutorial 4: Spinner WidgetLinks to an external site.](https://touro.yuja.com/V/Video?v=2369249&node=8488790&a=1749384873&autoplay=1)

    [Video Tutorial 5: Infinite Cloning and LockLinks to an external site.](https://touro.yuja.com/V/Video?v=2369246&node=8488785&a=1537066526&autoplay=1)

    [Video Tutorial 6: Super SortLinks to an external site.](https://touro.yuja.com/V/Video?v=2369245&node=8488784&a=1121215142&autoplay=1)

    **Sessions 11 & 12: Smart Notebook Activity (1)**

    | | | |
    | — | — | — |
    | Sessions 11 & 12: Smart Notebook Activity (1) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeGrammar & Mechanics | **3 ptsProficient** Assignment contains 2 or fewer errors.<br> <br>**2 ptsCompetent** Assignment contains 3 – 5 errors.<br> <br>**1 ptsNovice** Assignment contains 6 or more errors. | 3 pts |
    | This criterion is linked to a Learning OutcomeFile | **3 ptsProficient** The activities are on individual pages in one file.<br> <br>**0 ptsCompetent**<br>**0 ptsNovice** | 3 pts |
    | This criterion is linked to a Learning OutcomeActivity 1: Building Interactive Tables | **3 ptsProficient** Interactive table has 3 columns and 3 rows. AND • 3 Images • 3 Text Phrases • 3 Text Answers<br> <br>**2 ptsCompetent** Interactive table has 2-3 columns OR 2-3 rows. OR Has less than: • 3 Images • 3 Text Phrases • 3 Text Answers<br> <br>**1 ptsNovice** Interactive table has less than 3 columns OR 3 rows. OR Has 1 of or is missing any of the following: • Images • Text Phrases • Text Answers | 3 pts |
    | This criterion is linked to a Learning OutcomeActivity 2: Using Animations | **3 ptsProficient**• Contains 3+ images that are similar in some way and animate in the SAME way when clicked. • 1 image is different and animates differently from the other 3+ images.<br> <br>**2 ptsCompetent**• Contains 2 images that are similar in some way and animate in the SAME way when clicked. • 1 image is different and animates differently from the other 2 images.<br> <br>**1 ptsNovice**• Contains 2-3+ images that are not similar in any way OR • 1 or more of the similar images DO NOT animate in the SAME way when clicked. OR • DOES NOT contain 1 image that is different OR the image DOES NOT animate differently from the other 2-3+ images. | 3 pts |
    | This criterion is linked to a Learning OutcomeActivity 3: Grouping and Cloning | **3 ptsProficient** Contains all of the following: • The 4 shapes created and cloned using the tools in Notebook. • 3 shapes have the same animation. • 1 shape, the answer, has a different animation. • 1 text box containing the prompt for the activity.<br> <br>**2 ptsCompetent** Contains all of the following: • The 3 shapes created and cloned using the tools in Notebook. • 2 shapes have the same animation. • 1 shape, the answer, has a different animation. • 1 text box containing the prompt for the activity.<br> <br>**1 ptsNovice** Missing ANY of the following: • The 3-4 shapes created and cloned using the tools in Notebook. • 2-3 shapes have the same animation. • 1 shape, the answer, has a different animation. • 1 text box containing the prompt for the activity. | 3 pts |
    | This criterion is linked to a Learning OutcomeActivity 4: Spinner Widget | **3 ptsProficient** Contains all of the following: • Spinner has 3, different colored, options. • 5 shapes, with text, which reveal the answer when clicked. • 5 text boxes, hidden by a shape, which reveal an answer.<br> <br>**2 ptsCompetent** Contains all of the following: • Spinner has 2, different colored, options. • 4 shapes, with text, which reveal the answer when clicked. • 4 text boxes, hidden by a shape, which reveal an answer.<br> <br>**1 ptsNovice** Contains all of the following: • Spinner has 2-3, different colored, options. • 3 shapes, with text, which reveal the answer when clicked. • 3 text boxes, hidden by a shape, which reveal an answer. | 3 pts |
    | This criterion is linked to a Learning OutcomeActivity 5: Infinite Cloning & Lock | **3 ptsProficient** Contains all of the following: • 1 main object/shape from which clones are made • A text box prompt requiring students to drag clones to a different area of the board. • Activity requires main image to be cloned 6+ times. • A text answer, hidden by paint • Paint is removed to reveal answer.<br> <br>**2 ptsCompetent** Contains all of the following: • 1 main object/shape from which clones are made. • A text box prompt requiring students to drag clones to a different area of the board. • Activity requires main image to be cloned 4-5 times. • A text answer, hidden by paint • Paint is removed to reveal answer.<br> <br>**1 ptsNovice** Is missing ANY of the following: • 1 main object/shape from which clones are made. • A text box prompt requiring students to drag clones to a different area of the board. • Activity requires main image to be cloned 1-3 times. • A text answer, hidden by paint • Paint is removed to reveal answer. | 3 pts |
    | This criterion is linked to a Learning OutcomeActivity 6: Super Sort | **3 ptsProficient** Contains all of the following: • 2+ categories • 10 items (text or images) • Items dragged to the correct category will disappears. • Incorrectly sorted items will be sent back to the answer bank.<br> <br>**2 ptsCompetent** Contains all of the following: • 2 categories • 8-9 items (text or images) • Items dragged to the correct category will disappears. • Incorrectly sorted items will be sent back to the answer bank.<br> <br>**1 ptsNovice** Contains all of the following: • 2 categories • 7 or less items (text or images) • Items dragged to the correct category will disappears. • Incorrectly sorted items will be sent back to the answer bank | 3 pts |

    Total Points: 24

    **## Module11SmartNotebookActivityDueModule11.docx**

    Module 11: Smart Notebook Activity (Due Module 11)

    SMART Notebook is software designed to provide powerful educational experience for SMART Board users, and, in some cases, users of some other interactive board technologies. The software helps users create interactive presentations, and offers a variety of ways to enhance presenting interactive lessons. This suite provides tools for assessment, student collaboration and game-based learning experiences.

    Lumio is the online version of SMART Notebook, and therefore it has limited functionality as compared to Smart Notebook, but is trouble-free, does not require download and installation, and allows logging in with Google account.. Please, refer to Video Tutorial 6 for assistance on how to build your activities with Lumio.

    **Please note, some computers, especially Apple Macs will not be able to install/run the full version of Smart Notebook software. In this case, please definitely use Lumio by clicking on the following link:**

    [Click Here to Download Smart Notebook softwareLinks to an external site.](https://www.smarttech.com/education/products/software/smart-notebook/notebook-download-form)

    Note: Pease, select the "I'd like a free 45-day trial" option on the next screen. Then follow the onscreen instructions. Once downloaded, install the Smart Notebook on your computer.

    [Click Here to Proceed to LumioLinks to an external site.](https://www.smarttech.com/lumio)

    **Instructions:**

    Create a Smart Notebook or Lumio lesson, containing at least 4 (four) activities. Each activity can be on the same or a different topic.

    If you created your activity in Smart Notebook software, save the file on your computer, then upload it to Google Drive. Next, get the link, and post it to your Google Classroom site. Then submit the link with this assignment.

    If you created your activity in Lumio, get the link as shown in the screenshot below, and then post it to your Google Classroom site. Then submit the link with this assignment.

    **Helpful Links:**

    [Click Here to watch Smart Notebook Tutorial: on how to Download, Install, Start, Save and Reopen Smart Notebook Software Links to an external site.](https://touro.yuja.com/V/Video?v=2679139&node=9609585&a=1376688336&autoplay=1)

    [Click Here for Educator2Educator YouTube Channel for Teachers' Professional Development with LumioLinks to an external site.](https://www.youtube.com/user/smarted2ed/playlists)

    [Click Here to watch a short video tutorial on creating Game Based activities in LumioLinks to an external site.](https://youtu.be/ncKscQtIxTw)

    Review the following video tutorials on how to create Smart Board activities using Smart Notebook:

    Note: These activities are recommended by Graduate School of Education of Touro University. However, feel free to create your own activities.

    [Video Tutorial 1: Building Interactive TablesLinks to an external site.](https://touro.yuja.com/V/Video?v=2369253&node=8488798&a=2078114534&autoplay=1)

    [Video Tutorial 2: Using AnimationsLinks to an external site.](https://touro.yuja.com/V/Video?v=2369251&node=8488796&a=577645180&autoplay=1)

    [Video Tutorial 3: Grouping and CloningLinks to an external site.](https://touro.yuja.com/V/Video?v=2369250&node=8488791&a=2058329259&autoplay=1)

    [Video Tutorial 4: Spinner WidgetLinks to an external site.](https://touro.yuja.com/V/Video?v=2369249&node=8488790&a=1749384873&autoplay=1)

    [Video Tutorial 5: Infinite Cloning and LockLinks to an external site.](https://touro.yuja.com/V/Video?v=2369246&node=8488785&a=1537066526&autoplay=1)

    [Video Tutorial 6: Super SortLinks to an external site.](https://touro.yuja.com/V/Video?v=2369245&node=8488784&a=1121215142&autoplay=1)

    **Sessions 11 & 12: Smart Notebook Activity (1)**

    | | | |
    | — | — | — |
    | Sessions 11 & 12: Smart Notebook Activity (1) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeGrammar & Mechanics | **3 ptsProficient** Assignment contains 2 or fewer errors.<br> <br>**2 ptsCompetent** Assignment contains 3 – 5 errors.<br> <br>**1 ptsNovice** Assignment contains 6 or more errors. | 3 pts |
    | This criterion is linked to a Learning OutcomeFile | **3 ptsProficient** The activities are on individual pages in one file.<br> <br>**0 ptsCompetent**<br>**0 ptsNovice** | 3 pts |
    | This criterion is linked to a Learning OutcomeActivity 1: Building Interactive Tables | **3 ptsProficient** Interactive table has 3 columns and 3 rows. AND • 3 Images • 3 Text Phrases • 3 Text Answers<br> <br>**2 ptsCompetent** Interactive table has 2-3 columns OR 2-3 rows. OR Has less than: • 3 Images • 3 Text Phrases • 3 Text Answers<br> <br>**1 ptsNovice** Interactive table has less than 3 columns OR 3 rows. OR Has 1 of or is missing any of the following: • Images • Text Phrases • Text Answers | 3 pts |
    | This criterion is linked to a Learning OutcomeActivity 2: Using Animations | **3 ptsProficient**• Contains 3+ images that are similar in some way and animate in the SAME way when clicked. • 1 image is different and animates differently from the other 3+ images.<br> <br>**2 ptsCompetent**• Contains 2 images that are similar in some way and animate in the SAME way when clicked. • 1 image is different and animates differently from the other 2 images.<br> <br>**1 ptsNovice**• Contains 2-3+ images that are not similar in any way OR • 1 or more of the similar images DO NOT animate in the SAME way when clicked. OR • DOES NOT contain 1 image that is different OR the image DOES NOT animate differently from the other 2-3+ images. | 3 pts |
    | This criterion is linked to a Learning OutcomeActivity 3: Grouping and Cloning | **3 ptsProficient** Contains all of the following: • The 4 shapes created and cloned using the tools in Notebook. • 3 shapes have the same animation. • 1 shape, the answer, has a different animation. • 1 text box containing the prompt for the activity.<br> <br>**2 ptsCompetent** Contains all of the following: • The 3 shapes created and cloned using the tools in Notebook. • 2 shapes have the same animation. • 1 shape, the answer, has a different animation. • 1 text box containing the prompt for the activity.<br> <br>**1 ptsNovice** Missing ANY of the following: • The 3-4 shapes created and cloned using the tools in Notebook. • 2-3 shapes have the same animation. • 1 shape, the answer, has a different animation. • 1 text box containing the prompt for the activity. | 3 pts |
    | This criterion is linked to a Learning OutcomeActivity 4: Spinner Widget | **3 ptsProficient** Contains all of the following: • Spinner has 3, different colored, options. • 5 shapes, with text, which reveal the answer when clicked. • 5 text boxes, hidden by a shape, which reveal an answer.<br> <br>**2 ptsCompetent** Contains all of the following: • Spinner has 2, different colored, options. • 4 shapes, with text, which reveal the answer when clicked. • 4 text boxes, hidden by a shape, which reveal an answer.<br> <br>**1 ptsNovice** Contains all of the following: • Spinner has 2-3, different colored, options. • 3 shapes, with text, which reveal the answer when clicked. • 3 text boxes, hidden by a shape, which reveal an answer. | 3 pts |
    | This criterion is linked to a Learning OutcomeActivity 5: Infinite Cloning & Lock | **3 ptsProficient** Contains all of the following: • 1 main object/shape from which clones are made • A text box prompt requiring students to drag clones to a different area of the board. • Activity requires main image to be cloned 6+ times. • A text answer, hidden by paint • Paint is removed to reveal answer.<br> <br>**2 ptsCompetent** Contains all of the following: • 1 main object/shape from which clones are made. • A text box prompt requiring students to drag clones to a different area of the board. • Activity requires main image to be cloned 4-5 times. • A text answer, hidden by paint • Paint is removed to reveal answer.<br> <br>**1 ptsNovice** Is missing ANY of the following: • 1 main object/shape from which clones are made. • A text box prompt requiring students to drag clones to a different area of the board. • Activity requires main image to be cloned 1-3 times. • A text answer, hidden by paint • Paint is removed to reveal answer. | 3 pts |
    | This criterion is linked to a Learning OutcomeActivity 6: Super Sort | **3 ptsProficient** Contains all of the following: • 2+ categories • 10 items (text or images) • Items dragged to the correct category will disappears. • Incorrectly sorted items will be sent back to the answer bank.<br> <br>**2 ptsCompetent** Contains all of the following: • 2 categories • 8-9 items (text or images) • Items dragged to the correct category will disappears. • Incorrectly sorted items will be sent back to the answer bank.<br> <br>**1 ptsNovice** Contains all of the following: • 2 categories • 7 or less items (text or images) • Items dragged to the correct category will disappears. • Incorrectly sorted items will be sent back to the answer bank | 3 pts |

    Total Points: 24

  • [Solved] NUR504W4

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    – ## NUR504W4.docx **## NUR504W4.docx** ![A screenshot of a medical document AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur504w4) ANSWER QUESTIONS: 1. What other subjective data would you obtain? 2. What other objective findings would you look for? 3. What diagno…

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    Assignment Prompt & Instructions

    – ## NUR504W4.docx

    **## NUR504W4.docx**

    ![A screenshot of a medical document AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur504w4)

    ANSWER QUESTIONS:

    1. What other subjective data would you obtain?

    2. What other objective findings would you look for?

    3. What diagnostic exams do you want to order?

    4. Name 3 differential diagnoses based on this patient presenting symptoms?

    5. Give rationales for your each differential diagnosis.

    INSTRUCTIONS:

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    · Please include introduction and conclusion paragraphs

    · Please write in paragraph form, no bullet points

    · Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).

    · Please ensure APA formatting is correct

    ## image1.png

    **## NUR504W4.docx**

    ![A screenshot of a medical document AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur504w4)

    ANSWER QUESTIONS:

    1. What other subjective data would you obtain?

    2. What other objective findings would you look for?

    3. What diagnostic exams do you want to order?

    4. Name 3 differential diagnoses based on this patient presenting symptoms?

    5. Give rationales for your each differential diagnosis.

    INSTRUCTIONS:

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    · Please include introduction and conclusion paragraphs

    · Please write in paragraph form, no bullet points

    · Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).

    · Please ensure APA formatting is correct

    ## image1.png

  • [Solved] NUR601 W4

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## NUR601W4.docx – ## TeachingPlanexample_JanetHuxley.docx **## NUR601W4.docx** ![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur601-w4) ANSWER QUESTIONS ABOVE AND THE FOLLOWING: 1. Describe the relationship between culture and g…

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    Assignment Prompt & Instructions

    – ## NUR601W4.docx

    – ## TeachingPlanexample_JanetHuxley.docx

    **## NUR601W4.docx**

    ![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur601-w4)

    ANSWER QUESTIONS ABOVE AND THE FOLLOWING:

    1. Describe the relationship between culture and growth and development. Assess whether all growth and development milestones should be applied to all children regardless of cultural background.

    2. Design a teaching plan for parents regarding injury prevention during infancy. In your teaching plan, you must include the home of an infant with an injury-proof environment. Note: Download and read an example teaching plan. (TEACHING PLAN TEMPLATE ATTACHED IN SEPARATE DOC)

    INSTRUCTIONS:

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    · Please include introduction and conclusion paragraphs

    · Please write in paragraph form, no bullet points

    · Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).

    · Please ensure APA formatting is correct

    ## image1.png

    **## 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 |

    **## NUR601W4.docx**

    ![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur601-w4)

    ANSWER QUESTIONS ABOVE AND THE FOLLOWING:

    1. Describe the relationship between culture and growth and development. Assess whether all growth and development milestones should be applied to all children regardless of cultural background.

    2. Design a teaching plan for parents regarding injury prevention during infancy. In your teaching plan, you must include the home of an infant with an injury-proof environment. Note: Download and read an example teaching plan. (TEACHING PLAN TEMPLATE ATTACHED IN SEPARATE DOC)

    INSTRUCTIONS:

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    · Please include introduction and conclusion paragraphs

    · Please write in paragraph form, no bullet points

    · Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).

    · Please ensure APA formatting is correct

    ## image1.png

    **## 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 |

    **## NUR601W4.docx**

    ![A screenshot of a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur601-w4)

    ANSWER QUESTIONS ABOVE AND THE FOLLOWING:

    1. Describe the relationship between culture and growth and development. Assess whether all growth and development milestones should be applied to all children regardless of cultural background.

    2. Design a teaching plan for parents regarding injury prevention during infancy. In your teaching plan, you must include the home of an infant with an injury-proof environment. Note: Download and read an example teaching plan. (TEACHING PLAN TEMPLATE ATTACHED IN SEPARATE DOC)

    INSTRUCTIONS:

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    · Please include introduction and conclusion paragraphs

    · Please write in paragraph form, no bullet points

    · Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).

    · Please ensure APA formatting is correct

    ## image1.png

    **## 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 |

    – 1
    – 2

  • [Solved] NUR601W4A

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## NUR601W4A.docx – ## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx **## NUR601W4A.docx** The purpose of this assignment is to design a study guide that will assist you and your peers to translate relevant clinical guidelines and evidence-based research into evidence-based practice t…

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    Assignment Prompt & Instructions

    – ## NUR601W4A.docx

    – ## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx

    **## NUR601W4A.docx**

    The purpose of this assignment is to design a study guide that will assist you and your peers to translate relevant clinical guidelines and evidence-based research into evidence-based practice to promote health and prevent chronic health problems.

    · Congestive Heart Failure

    **Your study guide must include:**

    · Definition, etiology

    · Occurrence/epidemiology

    · Clinical presentation

    · Diagnostic testing

    · Differential diagnosis

    · Non-pharmacological and pharmacological management and follow up

    · The study guide is to be clear and concise and will provide a quick reference for a specific chronic disease.

    · Include your resources and guidelines used for the elaboration of the study guide.

    · Cite within the text (in each section) using APA 7th edition.

    · Please use the attached template below to complete your assignment. (ATTACHED IN SEPARATE DOC)

    · Students will lose points for improper grammar, punctuation, misspelling, and references should be current (published within the last five years).

    RUBRIC:

    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur601w4a)

    ## image1.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 |

    **## 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 |

    **## NUR601W4A.docx**

    The purpose of this assignment is to design a study guide that will assist you and your peers to translate relevant clinical guidelines and evidence-based research into evidence-based practice to promote health and prevent chronic health problems.

    · Congestive Heart Failure

    **Your study guide must include:**

    · Definition, etiology

    · Occurrence/epidemiology

    · Clinical presentation

    · Diagnostic testing

    · Differential diagnosis

    · Non-pharmacological and pharmacological management and follow up

    · The study guide is to be clear and concise and will provide a quick reference for a specific chronic disease.

    · Include your resources and guidelines used for the elaboration of the study guide.

    · Cite within the text (in each section) using APA 7th edition.

    · Please use the attached template below to complete your assignment. (ATTACHED IN SEPARATE DOC)

    · Students will lose points for improper grammar, punctuation, misspelling, and references should be current (published within the last five years).

    RUBRIC:

    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur601w4a)

    ## image1.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 |

    **## NUR601W4A.docx**

    The purpose of this assignment is to design a study guide that will assist you and your peers to translate relevant clinical guidelines and evidence-based research into evidence-based practice to promote health and prevent chronic health problems.

    · Congestive Heart Failure

    **Your study guide must include:**

    · Definition, etiology

    · Occurrence/epidemiology

    · Clinical presentation

    · Diagnostic testing

    · Differential diagnosis

    · Non-pharmacological and pharmacological management and follow up

    · The study guide is to be clear and concise and will provide a quick reference for a specific chronic disease.

    · Include your resources and guidelines used for the elaboration of the study guide.

    · Cite within the text (in each section) using APA 7th edition.

    · Please use the attached template below to complete your assignment. (ATTACHED IN SEPARATE DOC)

    · Students will lose points for improper grammar, punctuation, misspelling, and references should be current (published within the last five years).

    RUBRIC:

    ![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur601w4a)

    ## image1.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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