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Tag: Nursing

  • [Solved] assessment 4

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    Create a 6–12 slide PowerPoint on a special population and their care needs. Expand All **Introduction** In the ever-evolving landscape of healthcare, understanding the unique needs and experiences of special population groups is paramount. Nurses must understand the values, needs, and challenges th…

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    Assignment Prompt & Instructions

    Create a 6–12 slide PowerPoint on a special population and their care needs.
    Expand All
    **Introduction**
    In the ever-evolving landscape of healthcare, understanding the unique needs and experiences of special population groups is paramount. Nurses must understand the values, needs, and challenges that special populations face in obtaining equitable and quality care. As nurses, you will explore strategies for providing equitable and inclusive care for diverse populations. By delving into these topics, you will gain a deeper understanding of your crucial role in bridging cultural gaps and working towards positive health outcomes for all.
    **Instructions**
    The purpose of this assessment is to enhance your understanding of the unique healthcare needs of special population groups and to develop your skills in providing culturally competent nursing care. You will research and present on a specific special population group, exploring their cultural values, healthcare disparities, and strategies for providing culturally sensitive care.
    Choose one of the following special population groups for your presentation:
    ·  Homeless or housing insecure individuals.
    ·  Racial and/or cultural minorities.
    To complete your presentation, do the following:
    ·  Include the following elements in your PowerPoint presentation:
    o  Introduction to the special population group.
    o  Cultural values and beliefs relevant to healthcare.
    o  Healthcare disparities faced by the special population group.
    o  Strategies for providing culturally competent nursing care.
    o  Case studies or personal narratives that illustrate the application of culturally competent care.
    o  Resources for further learning.
    o  Provide an APA formatted reference slide(s) at the end of your PowerPoint.
    ·  Create the script of what you will be saying in the speaker’s notes of your PowerPoint.
    ·  Use Kaltura to record your voice giving the presentation.
    o  Consult [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) if you need additional information on how to record your presentation.
    ·  Your presentation should be approximately 5 to 10 minutes in length.
    Your presentation will be graded using the following criteria:
    ·  **Accuracy and depth of content:** Explain the characteristics of a chosen special population group and their healthcare needs.
    o  Make sure you cover relevant cultural values, beliefs, special considerations, and healthcare disparities.
    §  Support your explanation with evidence from professional or other expert sources.
    ·  **Application of culturally competent care strategies:** Present concrete examples and practical strategies for providing culturally sensitive nursing care to you chosen special population.
    o  Support this part of your presentation with evidence or personal experiences.
    o  Make sure you are making explicit connections between the strategies and the cultural values or health disparities they are trying to address.
    ·  **Culturally sensitive approach:** Present information in a respectful and unbiased manner, recognizing the diversity within the special population group.
    o  Make sure that you focus on unbiased and respectful language.
    o  Ask yourself, how am I demonstrating that there is diversity within the special population group?
    o  Ask yourself, how am I demonstrating the value for equitable and inclusive care for this group?
    ·  **Effective communication and speaker's notes:** Presents information clearly and concisely, using appropriate visual aids and language. Speaker notes are clear and written in complete sentences.
    o  Remember, your speaker's notes should reflect what you are saying when you record your presentation.
    ·  **Overall organization, adherence to presentation requirements, and APA style:** Presentation is well-organized, adheres to the specified length, and follows APA style for in-text citations and reference list.
    o  Remember, your presentation, once recorded should be at least 5 minutes, but no more than 10 minutes.
    o  Make sure you remember to use APA style in-text citations where relevant and include an APA style reference slide at the end of your PowerPoint.
    **Submission Requirements**
    ·  **Length of Recorded Presentation:** Your presentation must be at least 5 minutes, but not longer than 10 minutes.
    ·  **Number of Slides:** 6 to 12 slides are the approximate number of slides that should help you cover the material in sufficient depth for your presentation, while also remaining within the time limit range.
    ·  **APA Style and Formatting:** In-text citations and reference list should be in current APA style. Use any APA approved font for your PowerPoint Slides.
    ·  **Number of references:** A minimum of 5 scholarly or professional best-practice sources from the last five years.
    **Competencies Measured**
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
    ·  Competency 3: Educate individuals on prevention and management of health conditions, across the life span and including special populations, based on pathophysiology, pharmacology, and physical assessment knowledge.
    o  Explain the characteristics of a chosen special population group and their healthcare needs.
    o  Present concrete examples and practical strategies for providing culturally sensitive nursing care. to a chosen special population.
    o  Present information in a respectful and unbiased manner, recognizing the diversity within the special population group.
    ·  Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.
    o  Present information clearly and concisely, using appropriate visual aids and language. Speaker notes are provided.
    o  Presentation is well-organized, adheres to the specified length, and follows APA style for in-text citations and reference list.

  • [Solved] What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

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    In-depth study guidance and analytical solution covering What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Discussion

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    Your response should be no more than 3 double-spaced pages using APA style (6th edition). Please ensure your name is on the top of your discussion. Discussion Prompt The 21st Century offers diverse opportunities and challenges for an SLP within a global society. Choose one or two areas of interest f…

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    Assignment Prompt & Instructions

    Your response should be no more than 3 double-spaced pages using APA style (6th edition). Please ensure your name is on the top of your discussion.
    Discussion Prompt
    The 21st Century offers diverse opportunities and challenges for an SLP within a global society. Choose one or two areas of interest from the following list and discuss how the field of Speech Language Pathology can be incorporated within your chosen area of interest; what you believe you can contribute, and what you need to learn as a graduate student to prepare for the evolution of the field. Areas of Interest:
    – Technology
    – Cultural diversity
    – Bilingualism — English language learners
    – African American English
    – Longevity and aging of America
    – Medical and educational supports to newborns and families
    – Expanding scope of practice in education
    – Augmentative communication
    – Academic success (written oral communication of literacy across the curriculum)
    – Medical advance
    – Higher and longer survival rates with disease and trauma
    – Cochlear implants

  • [Solved] NR 326 RUA

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    https://www.tandfonline.com/doi/full/10.3109/01612840.2013.848385 – ## NR326_RUA_Scholarly_Article_Review_V4b_FINAL_JULY241.docx **## NR326_RUA_Scholarly_Article_Review_V4b_FINAL_JULY241.docx** ( NR326 Mental Health Nursing RUA: Scholarly Article Review Guidelines ) ### Purpose The stu…

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    Assignment Prompt & Instructions

    https://www.tandfonline.com/doi/full/10.3109/01612840.2013.848385

    – ## NR326_RUA_Scholarly_Article_Review_V4b_FINAL_JULY241.docx

    **## NR326_RUA_Scholarly_Article_Review_V4b_FINAL_JULY241.docx**

    (
    NR326

    Mental

    Health

    Nursing
    RUA:

    Scholarly

    Article

    Review

    Guidelines
    )

    ### Purpose

    The student will review, summarize, and critique a scholarly article related to a mental health topic.

    **Course outcomes:** This assignment enables the student to meet the following course outcomes.

    (CO 4) Utilize critical thinking skills in clinical decision-making and implementation of the nursing process for psychiatric/mental health clients. (PO 4)

    (CO 5) Utilize available resources to meet self-identified goals for personal, professional, and educational development appropriate to the mental health setting. (PO 5)

    (CO 7) Examine moral, ethical, legal, and professional standards and principles as a basis for clinical decision-making. (PO 6)

    (CO 9) Utilize research findings as a basis for the development of a group leadership experience. (PO 8)

    **Due date:** Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

    **Total points possible:** 100 points

    ### Preparing the assignment

    1) Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

    a. Select a scholarly nursing or research article, published within the last five years, related to mental health nursing. The content of the article must relate to evidence-based practice.

    · You may need to evaluate several articles to find one that is appropriate.

    b. Ensure that no other member of your clinical group chooses the same article, then submit your choice for faculty approval.

    c. The submitted assignment should be 2-3 pages in length, excluding the title and reference pages.

    2) Include the following sections (detailed criteria listed below and in the Grading Rubric must match exactly).

    a. Introduction (10 points/10%)

    · Establishes purpose of the paper

    · Captures attention of the reader

    b. Article Summary (30 points/30%)

    · Statistics to support significance of the topic to mental health care

    · Key points of the article

    · Key evidence presented

    · Examples of how the evidence can be incorporated into your nursing practice

    c. Article Critique (30 points/30%)

    · Present strengths of the article

    · Present weaknesses of the article

    · Discuss if you would/would not recommend this article to a colleague

    d. Conclusion (15 points/15%)

    · Provides analysis or synthesis of information within the body of the text

    · Supported by ides presented in the body of the paper

    · Is clearly written

    e. Article Selection and Approval (5 points/5%)

    · Current (published in last 5 years)

    · Relevant to mental health care

    · Not used by another student within the clinical group

    · Submitted and approved as directed by instructor

    f. APA format and Writing Mechanics (10 points/10%)

    ![](https://www.sweetstudy.com/questions/nr-326-rua)
    **NR326 Mental Health Nursing**
    **RUA: Scholarly Article Review Guidelines**
    **NR326 Mental Health Nursing**
    **RUA: Scholarly Article Review Guidelines**

    NR326_RUA_Scholarly_Article_Review_V4b_FINAL_MAY21 1

    · Correct use of standard English grammar and sentence structure

    · No spelling or typographical errors

    · Paper is 2-3 pages, excluding title and reference pages.

    · Citations in the text and reference page

    For writing assistance (APA, formatting, or grammar) visit the
    **APA Citation and Writing** page in the online library.

    **Please note** that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

    **Grading Rubric** Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

    | | | | | | |
    | — | — | — | — | — | — |
    | **Assignment Section and Required Criteria**<br>**(Points possible/% of total points available)** | **Highest Level of Performance** | **High Level of Performance** | **Satisfactory Level of Performance** | **Unsatisfactory Level of Performance** | **Section not present in paper** |
    | **Introduction**<br>(10 points/10%) | **10 points** | **8 points** | **0 points** |
    | **Required criteria**<br>1. Establishes purpose of the paper<br>2. Captures attention of the reader | Includes 2 requirements for section. | Includes 1 requirement for section. | No requirements for this section presented. |
    | **Article Summary**<br>(30 points/30%) | **30 points** | **25 points** | **24 points** | **11 points** | **0 points** |
    | **Required criteria**<br>1. Statistics to support significance of the topic to mental health care<br>2. Key points of the article<br>3. Key evidence presented<br>4. Examples of how the evidence can be incorporated into your nursing practice | Includes 4 requirements for section. | Includes 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirement for section. | No requirements for this section presented. |
    | **Article Critique**<br>(30 points/30%) | **30 points** | **25 points** | **11 points** | **0 points** |
    | **Required criteria**<br>1. Present strengths of the article<br>2. Present weaknesses of the article<br>3. Discuss if you would/would not recommend this article to a colleague | Includes 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirement for section. | No requirements for this section presented. |
    | **Conclusion**<br>(15 points/15%) | **15 points** | **11 points** | **6 points** | **0 points** |
    | 1. Provides analysis or synthesis of information within the body of the text<br>2. Supported by ides presented in the body of the paper<br>3. Is clearly written | Includes 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirement for section. | No requirements for this section presented. |
    | **Article Selection and Approval**<br>(5 points/5%) | **5 points** | **4 points** | **3 points** | **2 points** | **0 points** |
    | 1. Current (published in last 5 years)<br>2. Relevant to mental health care | Includes 4 | Includes 3 | Includes 2 | Includes 1 | No requirements for |

    (
    NR326

    Mental

    Health

    Nursing
    RUA:

    Scholarly

    Article

    Review

    Guidelines
    )

    NR326_RUA_Scholarly_Article_Review_V4b_FINAL_JULY24 1

    | | | | | | |
    | — | — | — | — | — | — |
    | 3. Not used by another student within the clinical group<br>4. Submitted and approved as directed by instructor | requirements for section. | requirements for section. | requirements for section. | requirement for section. | this section presented. |
    | **APA Format and Writing Mechanics**<br>(10 points/10%) | **10 points** | **8 points** | **7 points** | **4 points** | **0 points** |
    | 1. Correct use of standard English grammar and sentence structure<br>2. No spelling or typographical errors<br>3. Paper is 2-3 pages, excluding title and reference pages.<br>4. Citations in the text and reference page | Includes 4 requirements for section. | Includes 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirement for section. | No requirements for this section presented. |
    | **Total Points Possible = 100 points** |

    **image1.png**

    **## NR326_RUA_Scholarly_Article_Review_V4b_FINAL_JULY241.docx**

    (
    NR326

    Mental

    Health

    Nursing
    RUA:

    Scholarly

    Article

    Review

    Guidelines
    )

    ### Purpose

    The student will review, summarize, and critique a scholarly article related to a mental health topic.

    **Course outcomes:** This assignment enables the student to meet the following course outcomes.

    (CO 4) Utilize critical thinking skills in clinical decision-making and implementation of the nursing process for psychiatric/mental health clients. (PO 4)

    (CO 5) Utilize available resources to meet self-identified goals for personal, professional, and educational development appropriate to the mental health setting. (PO 5)

    (CO 7) Examine moral, ethical, legal, and professional standards and principles as a basis for clinical decision-making. (PO 6)

    (CO 9) Utilize research findings as a basis for the development of a group leadership experience. (PO 8)

    **Due date:** Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

    **Total points possible:** 100 points

    ### Preparing the assignment

    1) Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

    a. Select a scholarly nursing or research article, published within the last five years, related to mental health nursing. The content of the article must relate to evidence-based practice.

    · You may need to evaluate several articles to find one that is appropriate.

    b. Ensure that no other member of your clinical group chooses the same article, then submit your choice for faculty approval.

    c. The submitted assignment should be 2-3 pages in length, excluding the title and reference pages.

    2) Include the following sections (detailed criteria listed below and in the Grading Rubric must match exactly).

    a. Introduction (10 points/10%)

    · Establishes purpose of the paper

    · Captures attention of the reader

    b. Article Summary (30 points/30%)

    · Statistics to support significance of the topic to mental health care

    · Key points of the article

    · Key evidence presented

    · Examples of how the evidence can be incorporated into your nursing practice

    c. Article Critique (30 points/30%)

    · Present strengths of the article

    · Present weaknesses of the article

    · Discuss if you would/would not recommend this article to a colleague

    d. Conclusion (15 points/15%)

    · Provides analysis or synthesis of information within the body of the text

    · Supported by ides presented in the body of the paper

    · Is clearly written

    e. Article Selection and Approval (5 points/5%)

    · Current (published in last 5 years)

    · Relevant to mental health care

    · Not used by another student within the clinical group

    · Submitted and approved as directed by instructor

    f. APA format and Writing Mechanics (10 points/10%)

    ![](https://www.sweetstudy.com/questions/nr-326-rua)
    **NR326 Mental Health Nursing**
    **RUA: Scholarly Article Review Guidelines**
    **NR326 Mental Health Nursing**
    **RUA: Scholarly Article Review Guidelines**

    NR326_RUA_Scholarly_Article_Review_V4b_FINAL_MAY21 1

    · Correct use of standard English grammar and sentence structure

    · No spelling or typographical errors

    · Paper is 2-3 pages, excluding title and reference pages.

    · Citations in the text and reference page

    For writing assistance (APA, formatting, or grammar) visit the
    **APA Citation and Writing** page in the online library.

    **Please note** that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

    **Grading Rubric** Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

    | | | | | | |
    | — | — | — | — | — | — |
    | **Assignment Section and Required Criteria**<br>**(Points possible/% of total points available)** | **Highest Level of Performance** | **High Level of Performance** | **Satisfactory Level of Performance** | **Unsatisfactory Level of Performance** | **Section not present in paper** |
    | **Introduction**<br>(10 points/10%) | **10 points** | **8 points** | **0 points** |
    | **Required criteria**<br>1. Establishes purpose of the paper<br>2. Captures attention of the reader | Includes 2 requirements for section. | Includes 1 requirement for section. | No requirements for this section presented. |
    | **Article Summary**<br>(30 points/30%) | **30 points** | **25 points** | **24 points** | **11 points** | **0 points** |
    | **Required criteria**<br>1. Statistics to support significance of the topic to mental health care<br>2. Key points of the article<br>3. Key evidence presented<br>4. Examples of how the evidence can be incorporated into your nursing practice | Includes 4 requirements for section. | Includes 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirement for section. | No requirements for this section presented. |
    | **Article Critique**<br>(30 points/30%) | **30 points** | **25 points** | **11 points** | **0 points** |
    | **Required criteria**<br>1. Present strengths of the article<br>2. Present weaknesses of the article<br>3. Discuss if you would/would not recommend this article to a colleague | Includes 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirement for section. | No requirements for this section presented. |
    | **Conclusion**<br>(15 points/15%) | **15 points** | **11 points** | **6 points** | **0 points** |
    | 1. Provides analysis or synthesis of information within the body of the text<br>2. Supported by ides presented in the body of the paper<br>3. Is clearly written | Includes 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirement for section. | No requirements for this section presented. |
    | **Article Selection and Approval**<br>(5 points/5%) | **5 points** | **4 points** | **3 points** | **2 points** | **0 points** |
    | 1. Current (published in last 5 years)<br>2. Relevant to mental health care | Includes 4 | Includes 3 | Includes 2 | Includes 1 | No requirements for |

    (
    NR326

    Mental

    Health

    Nursing
    RUA:

    Scholarly

    Article

    Review

    Guidelines
    )

    NR326_RUA_Scholarly_Article_Review_V4b_FINAL_JULY24 1

    | | | | | | |
    | — | — | — | — | — | — |
    | 3. Not used by another student within the clinical group<br>4. Submitted and approved as directed by instructor | requirements for section. | requirements for section. | requirements for section. | requirement for section. | this section presented. |
    | **APA Format and Writing Mechanics**<br>(10 points/10%) | **10 points** | **8 points** | **7 points** | **4 points** | **0 points** |
    | 1. Correct use of standard English grammar and sentence structure<br>2. No spelling or typographical errors<br>3. Paper is 2-3 pages, excluding title and reference pages.<br>4. Citations in the text and reference page | Includes 4 requirements for section. | Includes 3 requirements for section. | Includes 2 requirements for section. | Includes 1 requirement for section. | No requirements for this section presented. |
    | **Total Points Possible = 100 points** |

    **image1.png**

  • [Solved] Create a discussion with the following instructions use at least 2 references no older than 5 years old No ai and no plagiarism

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    Explain the meaning of a confidence interval (CI) and explain why a confidence interval adds valuable information to the study data that the DNP examines; **Participation Requirements** The student must answer the graded discussion with a substantive reply to the graded discussion question(s)/topic(…

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    Assignment Prompt & Instructions

    Explain the meaning of a confidence interval (CI) and explain why a confidence interval adds valuable information to the study data that the DNP examines;
    **Participation Requirements**
    The student must answer the graded discussion with a substantive reply to the graded discussion question(s)/topic(s) posted by the course instructor by Wednesday, 11:59 p.m. Eastern Time of each week. Two scholarly sources references are required unless stated otherwise by your professor.
    Remember that a new discussion rubric was approved by the professors, committee members, and a majority of the students. Please review the rubric before posting to ensure a maximum of points.
    Here are the categories of the new discussion rubric:
    **Initial Post** relevance to the topic of discussion, applicability, and insight. (20%)
    **Quality of Written Communication** Appropriateness of audience and words choice is specific, purposeful, dynamic, and varied. Grammar, spelling, punctuation. (20%)
    **Inclusion of DNP essentials explored in the discussion as well as the role-specific competencies as applicable.**(10%)
    **Rigor, currency,  and relevance of the scholarly references.** (Use articles that are below 5 years). (20%)
    **Peer & Professor Responses.** The number of responses, quality of response posts. (20%)
    **Timeliness of the initial post and the answers to the peers. (10%)**

  • [Solved] Create a discussion with the following specifications:

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    As discussed in previous classes, the AACN developed eight essentials of doctoral education for advanced nursing practice. Essential VI encompasses Interprofessional collaboration for improving patient and population health outcomes. To deliver excellent care, interprofessional collaboration is need…

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    Assignment Prompt & Instructions

    As discussed in previous classes, the AACN developed eight essentials of doctoral education for advanced nursing practice. Essential VI encompasses Interprofessional collaboration for improving patient and population health outcomes. To deliver excellent care, interprofessional collaboration is needed to deliver patient-centered care. Interprofessional Collaboration in leadership is vital to the success of an organization and to be able to implement practice change. Looking ahead to your possible practicum project, what strategies could you use as a DNP-student leader to improve interprofessional collaboration and what are some of the characteristics of a collaborative leader?
    **Participation Requirements**
    The student must answer the graded discussion with a substantive reply to the graded discussion question(s)/topic(s) posted by the course instructor by Wednesday, 11:59 p.m. Eastern Time of each week. Two scholarly sources references are required unless stated otherwise by your professor.
    Remember that a new discussion rubric was approved by the professors, committee members, and a majority of the students. Please review the rubric before posting to ensure a maximum of points.
    Here are the categories of the new discussion rubric:
    **Initial Post** relevance to the topic of discussion, applicability, and insight. (20%)
    **Quality of Written Communication** Appropriateness of audience and words choice is specific, purposeful, dynamic, and varied. Grammar, spelling, punctuation. (20%)
    **Inclusion of DNP essentials explored in the discussion as well as the role-specific competencies as applicable.**(10%)
    **Rigor, currency,  and relevance of the scholarly references.** (Use articles that are below 5 years). (20%)
    **Peer & Professor Responses.** The number of responses, quality of response posts. (20%)
    **Timeliness of the initial post and the answers to the peers. (10%)**
    \
    DNPEssentials.pdf](https://www.sweetstudy.com/files/dnpessentials-pdf-10356149 "DNPEssentials.pdf")

  • [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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    Assignment Prompt & Instructions

    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)

    ## image1.png

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.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 |

    **## 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)

    ## image1.png

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    ## image3.png

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    ## image5.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 |

    **## 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)

    ## image1.png

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.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] Nursing Assignment 4 HP

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    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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    – ## 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)

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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

    ## 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 |

    **## 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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