Tag: Clinical-Nursing

Common App: Everything you need to know

Applying to graduate school can be time-consuming and frustrating for students and their parents. Students may be balancing the SAT, school visits, challenging senior year course requirements, application study, and paperwork. The Common App, an application approved by more than a thousand institutions, including some colleges outside the United States, streamlines a vital step in student applications.

Despite its widespread use, some families unfamiliar with the college application process may find the Common App complicated. This blog serves as a guide for parents and students to navigate the Application better.

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Common application definition

The Common App is a non-profit organization group with over 900 higher education institutions as partners. They are passionate about helping all students in achieving their objectives by:

Statistics and information are utilized to educate our member organizations

Helping the people who help the students

Removing the administrative and practical barriers to college entry

Providing services to numerous groups and students

The website allows students to simultaneously apply to numerous universities. As a result, students only need to fill out the paperwork that most schools require once, which typically includes their name, location, and social activities.

How it works

Below are some steps you can follow when applying through the platform;

Visit Commonapp.org and click on the “Start your application” tab to get information about how to open an account and log in. Students can also obtain the Common App mobile app to schedule reminders, contact recommenders, and maintain track of deadlines

Select the transfer student or first-year student choice

Include user details like name, phone number, email, birthdate, location, and the registration year you intend to use

Complete the personal profile with the required information, including household details, demographics, extracurricular activities, and education

Include associates who can contribute supporting materials or letters of reference, such as professors, mentors, and others

Browse for and include colleges in “My Schools.”

Learn about the application guidelines for each institution and adhere to them when registering

Latest Common app essay prompts

Here are the Common App essay prompts for the 2022-2023 application cycle;

Consider a moment when you questioned or questioned a concept. What made you believe that? What happened as a result?

Some students might feel their application would be lacking if they didn’t mention a significant factor of their background, personality, desires, or ability. If this explains you, talk about your experience

Write a paper on any issue you would want. It could be a piece you’ve already written, another in response to another challenge, or it might be your creation

Think of a favor you’ve received that surprised you by making you thankful or happy. What effect did this generosity have on you? Was it an inspiration?

Outline a topic, idea, or concept that is so fascinating to you that time itself seems to stand still. Why does it still have your interest? Who or what do you turn to for more details?

The knowledge we gain from the difficulties we encounter can be essential to success in the future. Describe a time when you faced a challenge, setback, or failure. What did it do to you emotionally, and what did you learn?

Not all educational institutions expect essays from their students. Some colleges might ask students to send a supplementary essay. Candidates can check the requirements for all institutions on the Common App by logging in to their student accounts or downloading a PDF from the Common App’s website.

Colleges and Universities embracing Common App

Over 950 colleges and universities have endorsed The Common App, the market leader in college entry procedures. Most of these institutions, including all Ivy League universities, public universities, and some international institutions, approve the Common App.

Some of the renowned universities that accept the Common App are:

Brown University

Northwestern University

Yale University

University of North Carolina at Chapel Hill

Vanderbilt University

Columbia University

University of Minnesota Twin Cities

University of Chicago

Johns Hopkins University

Cornell University

Harvard University

Dartmouth College

Princeton University

Stanford University

Duke University

University of Pennsylvania

Arizona State University

The Ohio State University

Some institutions may have their systems in place beside the Common Application; therefore, it’s essential to check each school’s website for information on how they conduct applications.

How Common App works for transfer students

With some exceptions, the Common App transfer section functions mainly in the same method as it does for first-time applicants. The Common App is accepted for transfer by more than 800 institutions.

Transfer students, as opposed to first-time applicants, must submit more details from the colleges they studied. They are prompted by the Common Application form to indicate the said college or institution attended, admission dates, and college classes attended.

Transfer scholars must also submit an essay.

Disadvantages of using common App

Every product has advantages and disadvantages. Here we concentrate on how using this software can harm you.

Easy to go overboard

Although over 1000 institutions accept the Common App, you shouldn’t apply to all of them. However, it’s simple to ignore this and get drawn into the convenience of applying to numerous colleges simultaneously. It’s crucial to continue your study and fill out applications to colleges that fit your requirements and goals.

However, you shouldn’t shy away from applying to colleges that do not recognize the Common App simply because they might be more complex or time-consuming. Take your time to apply if you are genuinely interested in attending the institution.

Limited personalization

The Common Application allows students to apply to numerous schools at once, which may limit their capacity to convey their interest in a particular program or school. This could make it more challenging for admissions committees to determine whether a student will blend in at a given institution.

Data privacy

Given that the Common Application gathers applicants’ confidential data, there is always a chance of data breaches or other privacy issues. The Common Application has a privacy policy in effect and does take precautions to protect applicant data.

Technical issues

The Common Application is an online resource that occasionally experiences bugs or downtime like any other technological product. This could prove stressful for applicants who are scrambling to finish their applications.

Cost

Although using the Common Application is usually cheaper than submitting numerous individual applications, there is still a fee. The Common Application fee is not the only application fee that some schools may ask for.

Little room for customization

The Common Application may not offer as much modification or customization as some applicants would like because it is designed for use by numerous institutions. For instance, some institutions might have unique essay questions or admissions standards not supported by the Common Application.

Expert tips to help you when applying through common App

Students can select mentors who can access areas of an application and their progress.

Experts advise against starting applications at 11:59 p.m. on January 1, as some students do. According to Common App recommender, schools will still approve late applications; however, the stress of racing against the time and the increased risk of typos and other errors make it dangerous to do so.

Experts advise learners to begin early and to utilize the Common App preview, which allows them to evaluate their applications before submitting them.

Who should use Common App?

Nowadays, most prestigious colleges and universities recognize the Common Application, a simplified college application technique that helps you apply to numerous institutions simultaneously.

With this approach, you can avoid the stress of putting together necessary individual forms for each viable institution while saving time.

You can quickly transfer information like formal high school credentials and final exam results even if your college does not recognize the Common App because most colleges require similar documents.

Common App key features

The Common App website has five sections. Usually, students begin by selecting colleges using the ‘College Search’ option. Students can access them after they’ve been uploaded by clicking the “Dashboard” tab, which summarizes your application’s progress and the duties you must finish for each school.

Fill out the remaining sections of your Application, including those for your transcripts, and test scores, family history, on the “Common App” page.

Common app fee waiver

The Common App and most colleges believe that application fees shouldn’t serve as an obstacle for any student. You may be eligible for a Common App price waiver if you satisfy certain requirements.

Visit the Common App Fee Waiver section of your Profile to submit a fee waiver request. Once you’ve finished that part, your counselor can submit a fee waiver form to approve your request. The Common App fee waiver will be available for all your college applications.

Conclusion

Students now frequently use the Common Application to submit their college and university applications. The Common App, which has over 900 member institutions, facilitates the college application process by enabling students to complete one Application and send it to numerous colleges. This helps students apply to more schools and saves time and effort. The Common App has developed over time to include more tools and resources for students, like the capacity to monitor the status of applications, seek letters of recommendation, and upload files. Our experts have been instrumental in helping students understand the App better.

Full Guide on Citation Machine

A citation machine is a software application that automatically creates citations in several citation styles, including APA, MLA, Chicago, and Harvard. It facilitates the process of citing sources in academic papers, essays, and other forms of writing. Finding a reliable citation website and understanding how to use it is challenging for most people.

This guide will walk you through the process of using a citation generator. Keep browsing through this article to understand the different citation styles that are commonly used. However, you don’t need to stress yourself writing and citing.
Our experienced writers can help you write and reference your work
with no stress at all and ensure the work is plagiarism-free.

Steps on how to use a citation machine

Step 1: Find a reliable citation machine

You can find various citation tools on the web and use whichever works best for you. The following are examples of common and reliable citation tools that you should use:

EasyBib

Citation Machine

BibMe

Cite This For Me

Understanding different tools and choosing a citation machine that fits your needs is important because each has special features.

Step 2: Choose your reference format

It would be best to decide on a citation style before you can cite your sources. APA, MLA, Chicago, and Harvard are the most frequently used citation formats in academic writing. Citation machines typically feature a pull-down menu or dedicated page where you can choose your preferred referencing format.

Step 3: Type the original data

After deciding on a specific referencing format, you’ll be prompted to enter details about the source you’re citing. The specifics of what’s needed will change depending on the type of source being used but in general. Below are some of the information you should include:

Name of Author

Source Title

Day and month of publication

Name of Publisher Pages (for books and journal articles)

For online resources, including the full URL and the date you accessed the site.

Step 4: Generate your references

After completing the form, click the “Generate Citation” button to generate your citation. The citation generator will produce a citation in the chosen format. The reference is formatted so you can copy and paste it into your paper depending on the related information.

Step 5: Revise and proofread the used citation

After the citation has been generated, it should be reviewed and edited to ensure it is formatted properly and includes all the appropriate information. Ensure that there are no typing errors, grammatical mistakes, or missing details.

Step 6: Prepare and document your citations

You must keep a record of the sources cited in your work. To properly structure your references, save them to a document or use a citation manager tool such as Zotero or Mendeley.

What is a citation machine APA?

Citation machine APA is an online tool that generates
citations in APA style format
for various sources, including books, journal articles, websites, and more. It is designed to help students, researchers, and writers create accurate and properly formatted citations quickly and easily.

With citation machine APA, you can enter the required information about the source you want to cite, such as the author, title, publication date, and publisher. The tool will then generate a citation in APA format, which you can copy and paste into your document.

Citation machine APA is an effective tool for ensuring the accuracy and consistency of your citations in APA style. As a professional writer, it is also important to note that you should always double-check the citation generated by the tool for accuracy and formatting before including it in your work. Additionally, it’s important to follow any specific guidelines your instructor or institution provides for citation formatting.

Uses of APA citation machine

1.     It helps you save ample time

One of the primary uses of the APA citation machine is that it saves time for students, researchers, and writers who need to create citations in APA style. By automating the citation process, the tool can generate accurate and properly formatted citations quickly and efficiently, allowing users to focus on their research and writing.

2.     Ensures accuracy

Another important use of the APA citation machine is that it helps ensure the accuracy of citations. APA style has specific guidelines for formatting citations, and the tool can help users avoid errors in formatting or citation details that could impact the credibility of their work.

3.     Streamlines the citation process

Using an APA citation machine can help streamline the citation process, making it easier for users to manage their sources and track their research. With the tool, users can easily input information about their sources and generate properly formatted citations, saving time and reducing the risk of errors.

4.     Promotes consistency

APA citation machine also promotes consistency in citation formatting. Using a standardized citation format, users can ensure that their work is consistent and follows the same guidelines as other works in their field. This can help ensure other researchers and readers easily recognize and understand the work.

It is also important to note that an APA citation machine is a valuable tool for anyone who needs to create citations in APA style. Automating the citation process can save time, ensure accuracy, and promote consistency, helping users produce high-quality research and writing.

How to select a citation machine MLA

Step 1: Find a reliable MLA citation machine tool

Several
MLA citation
machine tools are available online, and it’s important to choose a reliable one. Some popular MLA citation machine tools include EasyBib, Citation Machine, BibMe, Cite This For Me, and MLA Citation Generator.

Step 2: Enter the details of your source

Once you’ve chosen a citation machine tool, you will need to enter the details of your source. This usually includes the author’s name, the title of the source, the publication date, and the publisher. Depending on the source type, you may also include the name of the website or journal, the URL, or the page numbers.

Step 3: Choose the citation format

Most citation machine tools will allow you to choose the citation format you want to use. Make sure to select MLA as the citation format.

Step 4: Review and edit the citation

Once you’ve entered all the necessary details, the citation machine will generate a citation in MLA format. Reviewing the citation and making any necessary edits or corrections is important. Check for spelling, punctuation, and capitalization errors, as well as any missing information.

Step 5: Save and use the citation

Once satisfied with the citation, you can save it in your paper or bibliography. Ensure to follow the guidelines and rules your instructor or institution sets regarding citation formatting.

Using an MLA citation machine can save you time and ensure the accuracy of your citations. However, it’s important to double-check the citation and make any necessary edits or corrections before using it in your paper.

How to use a citation machine AMA

AMA citation machine is a tool that can help you create citations in AMA (American Medical Association) style format. Here is a step-by-step cheat code on how to use a citation machine AMA:

Step 1: Find a reliable AMA citation machine tool

Several AMA citation machine tools are available online, and it’s important to choose a reliable one. Some popular AMA citation machine tools include EasyBib, Citation Machine, BibMe, and AMA Citation Generator.

Step 2: Select the source type

Most AMA citation machine tools will ask you to select the type of source you are citing, such as a book, journal article, or website. It is always important to ensure you choose the correct source type for your citation.

Step 3: Enter the details of your source

Once you’ve selected the source type, you’ll need to enter the details of your source. This usually includes the author’s name, the title of the source, the publication date, and the publisher. Depending on the source type, you may include the journal’s name, the volume and issue number, the page numbers, and the Digital Object Identifier tool.

Step 4: Choose the citation format

Most AMA citation machine tools will allow you to choose the citation format you want to use. Ensure that you select AMA as the citation format from the list of citations.

Step 5: Review and edit the citation

Once you’ve entered all the necessary details, the citation machine will generate a citation in AMA format. Reviewing the citation and making any necessary edits or corrections is important. Check for spelling, punctuation, and capitalization errors, as well as any missing information.

Step 6: Save and use the citation

Once satisfied with the citation, you can save it in your paper or bibliography. Ensure to follow the guidelines and rules your instructor or institution sets regarding citation formatting.

Using an AMA citation machine can save you time and ensure the accuracy of your citations. It is important to double-check the citation and make any necessary edits or corrections before using it in your paper.

Final remarks

Using a citation machine is an easy and efficient way to generate bibliographic citations. Following the steps outlined in this guide, you can easily use a citation machine to
create citations for your research papers, essays, and other academic works
. Remember to review and edit the citations to ensure they are accurate and follow the correct format.

Before selecting the citations to use in your paper, it is also important to consider the format of citations needed for your paper. You can also consult our professional writers for more insights.

Step-by-step guide for creating an APA-style paper

You’re putting a lot of effort into your thesis, but due to formatting issues, you may not get high grades. Don’t stress! Why should you struggle to get good marks because of poor formatting when we can guide you? Composing a college essay or paper requires extensive study, careful planning or organization, and dedication. The commencement of the semester is ideal for learning how to write and format an
APA Style paper.

This article walks you through formatting requirements for APA Style student papers, beginning with a fundamental setup that applies to the textual content (font, spacing, line paragraph alignment and indentation, and margins). However, students should follow the format guidelines of their institution.

Understanding APA style format

So, what does APA stand for? APA stands for American Psychological Association. It was founded in 1929 for the benefit of the writers. The primary objective is to develop a unique citation and quotation style. Additionally, it draws the viewer in and gives the information the right headlines.

APA is mostly used for scientific documents, lab papers, written records, etc.

Writing an APA-style paper

Writing an APA paper can be challenging at first, but following these steps can create a quality paper that satisfies the APA format guidelines.

Formatting the title page

Layout the basic standards

An APA-style document should have double spacing throughout and a 12-point font size. It’s also advised to leave one-inch gaps all around. Every sheet of your work should follow this simple format.

Create a brief description

The APA advises that titles be direct, short, and concise. The title should clearly describe the topic of your paper to readers. A decent length is ten to twelve words. For instance, the title “Age-Based Influences on the Perception of Access to Healthcare in Cities” is a good example of a good topic

APA format title page should be centered.

Put your name and the name of your institution after the heading

You should apply double spacing. The title and these details don’t require any additional spaces. It should resemble something like this:

Age as a Factor Affecting Healthcare Availability Perceptions in Cities

Utilize the page header

Your essay should have a running heading on each page, excluding the title page for APA6, but APA 7 has no running head. This should be a precise description of the topic of your essay. Keep it under 50 characters, and style it in all uppercase.

For instance, age and perceived access to social services

Place the page number in the top right corner

The page number should display to the right, along the same line as the running header. The page number can be made to appear automatically on each consecutive page.

Writing the main body

Introduce your work.

The introduction is the first part of an APA-style paper, but it does not have to be identified. On the first line of the following sheet, type the title of your essay, followed by the first sentence of your introduction.

Your introduction should give a brief overview of your matter, how it relates to the research, and how you reached your theory.

Name the methods area

The phrase “Method” should be center-bolded and placed just after your introduction.  It should clearly explain how your research was conducted. Make subheadings to detail the subjects, resources, and methods you used in your research. There should be no page breaks between any of the parts of your paper, including these subheadings.

Each subheading should be titled in bold, with the titles aligned entirely to the left. Start each paragraph on the following line

Present your findings

After the final subheading of your methods, center the term “Findings” in bold type. Be sure to include any relevant statistics that analyze your research.

For detailed instructions on how to format statistics APA format references, consult the APA guidelines on our website for your particular discipline

Explain the significance of your writing in the discussion section

Just after the findings section, center this part and write the word “Discussion” in bold print. Discuss issues like whether your observations support your theory. Be careful to spot any constraints on your research.

You can also suggest potential future research topics for other academics based on your results

Executing the final touches

Add the references section

You must reference every source you use in your research in accordance with the most recent APA style paper manual. You can check our APA 7
th
edition sample paper to learn more. If you are wondering which APA format citation generator you can use, the Purdue owl APA citation generator can come in handy. However, pay close attention to the following;

The word “References” should be centered in bold type after your discussion section, followed by a summary of the complete bibliographical details for these references

List the citations in alphabetical order, starting with the last name of the first source

A space should not be added between each citation

Include any charts or graphs you prepared

Tables and figures should be formatted according to your area and study’s design. If you want suggestions, consult the most current APA style manual or experts in the subject. Assign each table and figure its sheet if you’re using multiple.

Set aside a sheet for the abstract

Summarize the subject, procedures, findings, and discussions in one line. Aim for 150–250 lines maximum.

Here, you should;

Center the phrase “Abstract” in the regular font on the line above the paragraph

After finishing your paper, you should write the abstract and place it on a separate sheet just below the title page

Common rules for APA style paper

Each page has a numeric value at the upper right, along with a brief title related to the job

Double-spacing in Times New Roman should be used between lines in the text

It is recommended to double-space the note at the foot of the pages

The heading should be in the middle

The first word of the regular publishing title must be capitalized, per the rule. There are no quotation marks present

The collection of references must be formatted according to a specific standard, with the last name, the first syllable of the name, and the middle name appearing in that order

Bibliographies comprise the list of references, and the lengthier document should include summaries as well as numerous others

Students must therefore be familiar with the American Psychological Association’s citation guidelines in order to write an essay of high quality. Writing an APA-style paper is difficult for most students.

Steps to writing a paper in APA format

So, how do you write an APA paper step by step? If this question is worrying you, don’t worry. We will help you out. But before composing an APA essay, you must first decide how you will manage your content.

Similar to other style manuals, the APA style includes a wide range of subjects, such as references, grammar issues, tables and figures, and organizing research papers. Below are some things to keep in mind when managing your essay structure in APA style:

Textual style

Select a common and easy-to-read text format, such as Times New Roman. Similar to other styles, the APA demands the use of serif-free writing

Margins

Use one-inch margins on each of the page’s four edges

Title page

The subject of the essay in APA format should be centered on the page, followed by your name and school name, both centered and double-spaced

Size

Use a 12-inch font size

Space

Indent the first 12 inches of a section; indent square citations 1/2 inch from the left border as well

Number of pages

In the top right corner, number the pages in order starting with the title sheet. Avoid including your name after the page number

Running heads

A running head must appear on every page when using APA style. The running head, which appears at the top of each page with its alignment set to the left, is a succinct (under 12 words) description of your title.

In your Running head, the title should appear after the heading on the title page. The running head should appear in the upper left corner of every following page.

Spacing

Double-space the entire document, including references and any quotes.

APA format examples

The common question is, what is APA format examples? Even though it might initially seem challenging, everything becomes obvious when you look at the APA format example pdf. If you need an illustration, this visualization of proper formatting might be helpful. Additionally, you should examine the precision of the essay structure and add your content.

If you’re trying to figure out “how do you write a paper in APA format?”, check on the APA in-text citation guideline on our website. Also, take into account the previously mentioned factors.

Final thoughts

Writing an APA-style paper can appear stressful, but adhering to the above-detailed guidelines can make it much more manageable. Each step is essential to the success of your paper, from correct formatting to organizing your paper to properly citing sources to writing an effective abstract and conclusion. Additionally, keep in mind that errors and inconsistencies can reduce the quality of your paper, so make sure to carefully proofread and revise your work. If you want a top-notch essay formatted in APA style, we can help you. We offer students the top APA essay style at affordable prices.

NRS-434VN Health Assessment Full Course GCU

Topic 1 DQ 1

Describe the effect of extremely low birth weight babies on the family and community. Consider short-term and long-term impacts, socioeconomic implications, the need for ongoing care, and comorbidities associated with prematurity. Explain how disparities relative to ethnic and cultural groups may contribute to low-birth-weight babies. Identify one support service within your community to assist with preterm infants and their families and explain how the service adequately addresses the needs of the community or a population in your community. Provide the link to the resource in your post.

ORDER
ESSAY
OR
SHADOW HEALTH
HELP HERE

Extremely low birth weight babies (LBWB) have a huge impact on the families and communities in which they happen. Those LBWB will need to be in a neonatal intensive care unit (NICU), and if you are in a rural community, that means a likely transfer to a bigger city hospital. It is stressful to have a baby, let alone one that needs intensive care. This can impact the family in several ways. Who is going to be able to be with the baby in the NICU, can impact the families finances and resources. This is especially true if the baby has to be sent to a hospital in a bigger city, you have housing, food, transportation costs that impact a family’s ability to provide. Long-term financial issues can include the need for continued supportive care and equipment. LBWB can have a myriad of complications including but not limited to respiratory distress syndrome (RDS), intraventricular hemorrhage (IVF), patent ductus arteriosus (PDA), necrotizing enterocolitis, retinopathy of prematurity, jaundice, and infections (March of Dimes, 2021). All of these complications can lead to lifetime disabilities and/or developmental delays that require ongoing care and support. Preterm labor (PTL), one of the leading causes of LBWB, is not equally affecting different ethnic/cultural groups. Non-Hispanic black mothers have the highest rates of LBWB, and PTL at 13.1% and 13.3% respectively. As compared to non-Hiospanic white mothers, at 7.0% and 9.0% (Almeida et al, 2018). Non-Hispanic black mothers are also more likely to live in low socioeconomic settings with fewer resources than their non-hispanic white mother counterparts (Almeida et al, 2018). In my community we have several different programs that are specific to providing resources and aid for LBWB, and those with lower socioeconomic resources. One that is state wide in California is the program called First 5, and my cities chapter is First 5 LA. They are funded through the tobacco and alcohol taxes in California, and the program goes from prenatal care through the age of 5 NRS-434VN Health Assessment Full Course GCU. Their goal is to provide services and referrals to help support and create healthy children regardless of ability to pay (First 5 LA, n.d.). Another local resource for LBWB, and Preterm infants is through Los Angeles County Health Services. They have programs for monitoring the development and early interventions for preterm infants, and those that had complications at birth (n.d.). These are just a few of the local resources for families that have LBWB, but there are more out there, including federal resources.

References:

Almeida, J., Erbetta, K., Bécares, L., Bettegowda, V. R., & Ahluwalia, I. B. (2018). Racial/Ethnic inequities in low birth weight and preterm birth: The role of multiple forms of stress. 
Maternal & Child Health Journal
, 
22
(8), 1154–1163. 
https://doi-org.lopes.idm.oclc.org/10.1007/s10995-018-2500-7

First 5 LA: 
https://www.first5la.org

Health Services Los Angeles County: 

Premature Infant

March of Dimes: 
https://www.marchofdimes.org/find-support/topics/birth/low-birthweight

 

Topic 1 DQ 2

Consider the following patient scenario:

A mother comes in with
9-month-old girl
. The infant is 68.5cm in length (25th percentile per CDC growth chart), weighs 6.75kg (5th percentile per CDC growth chart), and has a head circumference of 43cm (25th percentile per CDC growth chart).

Describe the developmental markers a nurse should assess for a 9-month-old female infant. Discuss the recommendations you would give the mother. Explain why these recommendations are based on evidence-based practice NRS-434VN Health Assessment Full Course GCU.

The presented nine-month-old girl’s head circumference is 43 cm, which is typically the average head measurement for girls, according to the CDC. The CDC estimates that girls’ average head circumference at this age is 43.83 centimeters (Miles, 2022). “The average length for a nine-month-old is 27.6 inches for girls, according to the World Health Organization” (The Bump Editors, 2017, para 4). The presented 9-month-old girl’s length is 68.5 cm, which is below average. Lastly, the weight of the nine-month-old girl is 6.75 kg, compared to the average weight of 18.1 pounds for girls (The Bump Editors, 2017).

In terms of growth, babies develop at a phenomenal rate. In fact, at month nine, the baby typically grows alarmingly. Miles (2022) stated that most infants see a noticeable increase in weight throughout the third trimester. The 9-month-old presented in this discussion is developing slower than the average newborn, weight- and length-wise. The nurse should advise the mother to continue breastfeeding or using formula but to introduce baby food if she has not already started. The mother “can expand her baby’s diet to include soft foods such as yogurt, oatmeal, mashed banana, mashed potatoes, or even thicker or lumpy pureed vegetables” (AAP, 2022, para 2). “Eggs (including scrambled) are an excellent source of protein, as are cottage cheese, Greek yogurt, and avocado” (AAP, 2022, para 2). Let the baby get plenty of rest. Have her child examined by her primary care provider once a month to monitor growth and development and to learn about proper weaning techniques.

For healthcare providers to spot newborns at risk for delay, they must correctly identify the developmental milestones. There is a wide variety of evidence-based screening methods available to help healthcare providers determine whether newborns are on track to fulfill developmental milestones or are at risk for delays. The Centers for Disease Control and Prevention (CDC) have made a list of evaluation checkpoints that doctors and nurses can use as a basis by the end of a 9-month-old’s evaluation. This includes the Ages and Stages Questionnaire, the Child Development Inventory, and the Parent’s Evaluation of Developmental Status (CDC, 2022). These trackers come in digital milestone tracker mobile apps for iOS and Android devices, and one can use the digital online checklist or print the checklist sheet (CDC, 2022). For social/emotional milestones, the CDC states that a nine-month-old should be able to show expressions such as clinginess, happiness, anger, sadness, shyness, and fear around unfamiliar faces; be able to look when their names are mentioned, react to being left behind, like crying or reaching out for their guardian; and smile or giggle when playing pee-a-boo with them (CDC, 2022).

In the cognitive milestones, such as thinking, problem-solving, and learning, a 9-month-old should be able to bang two objects together and seek toys or any item when dropped or hidden out of sight (CDC, 2022). For language and communication, a nine-month-old should be able to lift their arms as an indication to be lifted up and make sounds like “babababa” or “mamamama” (CDC, 2022, para 4). For the physical/movement milestones, a nine-month-old is expected to be able to move objects from one hand to the other, get into a sitting position without help or support, and use their fingers to “rake” food towards them (CDC, 2022).

Per the CDC, parents are their baby’s first teachers (CDC, 2022). It is crucial for parents to be familiar with the developmental milestones of their child/children. With this knowledge, it is easier for parents to include these activities in their babies’ daily routines and become aware of any unfulfilled milestones that need to be addressed with their healthcare experts.

References

American Academy of Pediatrics. (2022, August 12). 
Sample menu for a baby 8 to 12 months old
. 
https://www.healthychildren.org/English/ages-stages/baby/feeding-nutrition/Pages/sample-one-day-menu-for-an-8-to-12-month-old.aspx

Centers for Disease Control and Prevention. (2022, July 5). 
What developmental milestones is your 9-month-old reaching?
 
https://www.cdc.gov/ncbddd/actearly/milestones/milestones-9mo.html

Miles, K. (2022, April 7). 
Average newborn head circumference
. BabyCenter. 
https://www.babycenter.com/baby/baby-development/baby-head-circumference_40009394

The Bump Editors. (2017, June 19). 
9-Month-Old baby – Baby month by month
. TheBump.com – Pregnancy, Parenting and Baby Information. 
https://www.thebump.com/baby-month-by-month/9-month-old-bab

 

Environmental Factors and Health Promotion Presentation: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants

Assessment Traits

Requires Lopeswrite

Assessment Description

The growth, development, and learned behaviors that occur during the first year of infancy have a direct effect on the individual throughout a lifetime. For this assignment, research an environmental factor that poses a threat to the health or safety of infants and 
develop a health promotion that can be presented to parents and caregivers
.

Create a 10-12-slide PowerPoint health promotion, with speaker notes, that outlines a teaching plan. For the presentation of your PowerPoint, use Loom to create a voice over or a video. Include an additional slide for the Loom link at the beginning, and an additional slide for references at the end.

In developing your PowerPoint, take into consideration the health care literacy level of your target audience, as well as the demographic of the caregiver/patient (socioeconomic level, language, culture, and any other relevant characteristic of the caregiver) for which the presentation is tailored.

Include the following in your presentation:

Describe the selected environmental factor. Explain how the environmental factor you selected can potentially affect the health or safety of infants.

Create a health promotion plan that can be presented to parents and caregivers to address the environmental factor and improve the overall health and well-being of infants.

Offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.

Offer examples, interventions, and suggestions from evidence-based research. At least three scholarly sources are required. Two of the three sources must be peer-reviewed and no more than 5 years old.

Provide readers with four resources:  two community resources, one national resource, and one web-based resource. Include a brief description and contact information for each resource.

You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

Refer to the resource, “Loom,” located in the Student Success Center, for additional guidance on recording your presentation.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Topic 2 DQ 1

Child abuse and maltreatment is not limited to a particular age—it can occur in the infant, toddler, preschool, and school-age years. Choose one of the four age groups and outline the types of abuse most commonly seen among children of that age. Describe warning signs and physical and emotional assessment findings the nurse may see that could indicate child abuse. Discuss cultural variations of health practices that can be misidentified as child abuse. Describe the reporting mechanism in your state and nurse responsibilities related to the reporting of suspected child abuse. Identify two factors that increase the vulnerability of a child for abuse in the age group you have selected.

There are several forms of child abuse. The World Health Organization (WHO) identifies them under the term maltreatment, and it includes abuse that is physical, emotional, and sexual. It also includes negligence, neglect and exploitation that can be commercial in nature (World Health Organization, 2022).

The most common abuse for toddlers is that of neglect. As nurses we can watch for toddlers that are withdrawn and nervous along with not meeting milestones or potentially regressing on milestones reached as red flags that there is a potential issue emotionally with the child (Gonzalez, D., et al., 2022). Neglect includes many environmental deficiencies such as lack of food and water, not taking a child to needed healthcare appointments, not providing a safe place to live, and not maintain a child’s hygiene. Neglect is reported to be more prevalent in homes that are in the poverty line, homes where domestic violence occurs, and homes that have more than two children (Gonzalez, D., et al., 2022).

I reside in the state of Idaho and our main contact for reporting abuse is the Idaho Department of Health and Welfare. Once contacted and reported, a case is created, and a social worker is assigned. Follow-up is then completed by the assigned social worker for further investigation if warranted. We do have to be mindful as nurses when reporting potential abuse as there are many cultures that have different practices for health management. Cupping is one practice that can leave marks or bruising on the body that can be easily mistaken for physical abuse (Xun Lin., et al., 2018). Regardless of cultural practices, it is best to report any instance that could potentially be abuse as it is better to over report than under report.

References:

Gonzalez D, Bethencourt Mirabal A, McCall JD. (2022). Child Abuse and Neglect. 
StatPearls Publishing.
 https://www.ncbi.nlm.nih.gov/books/NBK459146/

Idaho Department of Health and Welfare. (n.d.). Report neglect, abuse and abandonment. https://healthandwelfare.idaho.gov/services-programs/children-families/child-and-family-services-and-foster-care/reporting-neglect

World Health Organization. (2022). 
Responding to child maltreatment: A clinical handbook for health professionals.
 https://www.who.int/publications/i/item/toolkit-on-mapping-legal-health-and-social-services-responses-to-child-maltreatment

Xun Lin, Hon Foong Wong, & Shih Chau Ng. (2018). Cupping, the past and present application. 
Chinese Medicine and Culture
, 
1
(3), 121–126. https://doi-org/10.4103/CMAC.CMAC_37_18

Topic 2 DQ 2

Mar 20
–
24, 2023

Compare the physical assessment of a child to that of an adult. In addition to describing the similar/different aspects of the physical assessment, explain how the nurse would offer instruction during the assessment, how communication would be adapted to offer explanations, and what strategies the nurse would use to encourage engagement.

Developmental Assessment and the School-Aged Child

Assessment Traits

Requires Lopeswrite

Assessment Description

The needs of the pediatric patient differ depending on age, as do the stages of development and the expected assessment findings for each stage. In a 500-750-word paper, examine the needs of a school-aged child between the ages of 5 and 12 years old and discuss the following:

ORDER HERE

Describe the different physical characteristics/findings within the school-aged child. Explain how you would modify assessment techniques to match the age and developmental stage of this child.

Choose a child between the ages of 5 and 12 years old. Identify the age of the child and describe the typical developmental stages of children that age.

Applying developmental theory based on Erickson, Piaget, or Kohlberg, explain how you would developmentally assess the child. Include how you would offer explanations during the assessment, strategies you would use to gain cooperation, and potential findings from the assessment.

You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Adolescence: Contemporary Issues and Resources

REVIEW SUBMISSION

Start Date

Mar 27, 2023, 12:00 AM

Due Date

Apr 2, 2023, 11:59 PM

Points

90

Rubric

View Rubric

Status

Ungraded

Assessment Traits

Requires Lopeswrite

Assessment Description

Research the range of
contemporary issues teenagers face today
. In a 500-750-word paper, choose one issue (besides teen pregnancy) and discuss its effect on adolescent behavior and overall well-being. Include the following in your submission:

Describe the contemporary issue and explain what external stressors are associated with this issue.

Outline assessment strategies to screen for this issue and external stressors during an assessment for an adolescent patient. Describe what additional assessment questions you would need to ask and define the ethical parameters regarding what you can and cannot share with the parent or guardian.

Discuss support options for adolescents encountering external stressors. Include specific support options for the contemporary issue you presented. NRS-434VN Health Assessment Full Course GCU

You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center NRS-434VN Health Assessment Full Course GCU.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Topic 4: Health Assessment Of The Young And Middle-Aged Adult

Apr 3
–
9, 2023

Max Points:
198

Objectives:

Discuss strategies to reduce at-risk behavior in adults.

Evaluate assessment of diverse populations.

Perform and document a comprehensive health assessment.

Assessments

Collapse All Assessments
Collapse All

Topic 4 DQ 1

GO TO DISCUSSION

Start Date

Apr 3, 2023, 12:00 AM

Due Date

Apr 5, 2023, 11:59 PM

Points

8

Status

Upcoming

Assessment Description

You are admitting a 19-year-old female college student to the hospital for fevers. Using the patient information provided, choose a culture unfamiliar to you and describe what would be important to remember while you interview this patient. Discuss the health care support systems available in your community for someone of this culture. If no support systems are available in your community, identify a national resource.

Topic 4 DQ 2

GO TO DISCUSSION

Start Date

Apr 3, 2023, 12:00 AM

Due Date

Apr 7, 2023, 11:59 PM

Points

8

Status

Upcoming

Assessment Description

For the middle-aged adult, exercise can reduce the risk of various health problems. Choose two at-risk health issues that regular physical exercise and activity can help prevent and manage. Discuss the prevalence of each of these health problems in society today. Describe measures that you would take as a nurse to assist patients with health promotion measures to incorporate exercise and physical activity into their lives. Include the kind of activities you would recommend, the amount of exercise, and the approach you would use to gain cooperation from the patient. Support your response with evidence-based literature.

Shadow Health: Comprehensive Assessment

SUBMIT ASSIGNMENT

Start Date

Apr 3, 2023, 12:00 AM

Due Date

Apr 9, 2023, 11:59 PM

Points

150

Status

Upcoming

Assessment Description

Within the Shadow Health platform, complete the Comprehensive Assessment. The estimated average time to complete this assignment each time is 3 hours. Please note, this is an average time. Some students may need longer.

This clinical experience is a comprehensive exam. Students must score at the level of “Proficient” in the Shadow Health Digital Clinical Experience. Students have three opportunities to complete this assignment and score at the Proficient level. Upon completion, submit the lab pass through the assignment dropbox.

Students successfully scoring within the Proficient level in the Digital Clinical Experience on the first attempt will earn a grade of 150 points; students successfully scoring at the Proficient level on the second attempt will earn a grade of 135 points; and students successfully scoring at the Proficient level on the third attempt will earn a grade of 120 points. Students who do not pass the performance-based assessment by scoring within the Proficient level in three attempts will receive a failing grade (102 points).

If the Proficient level is not achieved on the first attempt it is recommended that you review your answers with the correct answers on the Experience Overview page. Review the report by clicking on each tab to the left titled; Transcript, Subjective Data Collection, Objective Data Collection, Documentation, and SBAR to compare your work. Reviewing this overview and course resources may help you improve your score.

Please review the assignment in the Health Assessment Student Handbook in Shadow Health prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Topic 5: Health Assessment Of The Older Adult

Apr 10
–
16, 2023

Max Points:
258

Objectives:

Describe characteristics of the aging process.

Recommend strategies for supporting patients in end-of-life care.

Apply use of a focused assessment to an assigned individual patient.

Assessments

Collapse All Assessments
Collapse All

Topic 5 DQ 1

GO TO DISCUSSION

Start Date

Apr 10, 2023, 12:00 AM

Due Date

Apr 12, 2023, 11:59 PM

Points

8

Status

Upcoming

Assessment Description

Describe the characteristics of the aging process. Explain how some of the characteristics may lead to elder abuse (memory issues, vulnerability, etc.). Discuss the types of consideration a nurse must be mindful of while performing a health assessment on a geriatric patient as compared to a middle-aged adult.

Topic 5 DQ 2

GO TO DISCUSSION

Start Date

Apr 10, 2023, 12:00 AM

Due Date

Apr 14, 2023, 11:59 PM

Points

8

Status

Upcoming

Assessment Description

End-of-life care becomes an issue at some point for elderly patients. Even with the emergence of palliative care programs and hospice programs, most elderly people do not die in their own home as is their preference. What are the reasons for this trend? Discuss what you can do as a nurse to support your patients regarding end-of-life care in accordance with their wishes. Support your response with evidence-based literature.

Benchmark – Human Experience Across the Health-Illness Continuum

SUBMIT ASSIGNMENT

Start Date

Apr 10, 2023, 12:00 AM

Due Date

Apr 16, 2023, 11:59 PM

Points

110

Rubric

View Rubric

Status

Upcoming

Assessment Traits

Benchmark

Requires Lopeswrite

Assessment Description

Research the health-illness continuum and its relevance to patient care. In a 750-1,000-word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:

Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.

Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing and are consistent with the Christian worldview.

Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.

Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assesses the following programmatic competency:

RN-BSN

5.3: Understand the human experience across the health-illness continuum.

ORDER SHADOW HEALTH HELP HERE

Shadow Health: Focused Exam: Abdominal Pain

SUBMIT ASSIGNMENT

Start Date

Apr 10, 2023, 12:00 AM

Due Date

Apr 16, 2023, 11:59 PM

Points

100

Status

Upcoming

Assessment Description

Within the Shadow Health platform, complete the Focused Exam: Abdominal Pain. The estimated average time to complete this assignment is 1 hour and 25 minutes. Please note, this is an average time. Some students may need longer.

This clinical experience is a focused exam. Students have one opportunity to complete this assignment and score at the Proficient level. Upon completion, submit the lab pass through the assignment dropbox.

Students successfully scoring within the Proficient level in the Digital Clinical Experience will earn a grade of 100 points. Students who do not pass the performance-based assessment and scoring within the Proficient level will receive a failing grade (68 points).

Please review the assignment in the Health Assessment Student Handbook in Shadow Health prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite NRS-434VN Health Assessment Full Course GCU.

NRS-434VN Adolescence: Contemporary Issues and Resources

Adolescence: Contemporary Issues and Resources

REVIEW SUBMISSION

Start Date

Mar 27, 2023, 12:00 AM

Due Date

Apr 2, 2023, 11:59 PM

Points

90

Rubric

View Rubric

Status

Ungraded

Assessment Traits

Requires Lopeswrite

Assessment Description

Research the range of contemporary issues teenagers face today. In a 500-750-word paper, choose one issue (besides teen pregnancy) and discuss its effect on adolescent behavior and overall well-being. Include the following in your submission:

Describe the contemporary issue and explain what external stressors are associated with this issue.

Outline assessment strategies to screen for this issue and external stressors during an assessment for an adolescent patient. Describe what additional assessment questions you would need to ask and define the ethical parameters regarding what you can and cannot share with the parent or guardian.

NRS-434VN Adolescence: Contemporary Issues and Resources

Discuss support options for adolescents encountering external stressors. Include specific support options for the contemporary issue you presented.

You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center NRS-434VN Adolescence: Contemporary Issues and Resources.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Adolescence: Contemporary Issues and Resources – Rubric

LIST
GRID

PRINT TO PDF

Rubric Criteria

Total
90 points

Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Contemporary Issue and Associated External Stressors

A description of the contemporary issue and explanation of what external stressors are associated with the issue are provided.

0 points

A description of the contemporary issue and explanation of what external stressors are associated with the issue are omitted or inaccurate.

16.88 points

A description of the contemporary issue and explanation of what external stressors are associated with the issue lack detail or are incomplete.

17.78 points

A description of the contemporary issue and explanation of what external stressors are associated with the issue are present.

20.03 points

A detailed description of the contemporary issue and explanation of what external stressors are associated with the issue are present.

22.5 points

A thorough and accurate description of the contemporary issue and explanation of what external stressors are associated with the issue are present.

Assessment Strategies to Screen for the Issue and External Stressors

An outline includes assessment strategies to screen for the issue including external stressors during an assessment for an adolescent patient and a description of what additional assessment questions one would need to ask. A definition of the ethical parameters regarding what you can and cannot share with the parent or guardian is provided.

0 points

An outline that includes assessment strategies to screen for the issue, including external stressors during an assessment for an adolescent patient and a description of what additional assessment questions one would need to ask, is omitted or inaccurate. A definition of the ethical parameters regarding what you can and cannot share with the parent or guardian lacks detail or is omitted or inaccurate NRS-434VN Adolescence: Contemporary Issues and Resources.

16.88 points

An outline that includes assessment strategies to screen for the issue, including external stressors during an assessment for an adolescent patient and a description of what additional assessment questions one would need to ask, lacks detail or is incomplete. A definition of the ethical parameters regarding what you can and cannot share with the parent or guardian lacks sufficient detail or is incomplete.

17.78 points

An outline that includes assessment strategies to screen for the issue, including external stressors during an assessment for an adolescent patient and a description of what additional assessment questions one would need to ask, is present. A definition of the ethical parameters regarding what you can and cannot share with the parent or guardian is present.

20.03 points

A detailed outline that includes assessment strategies to screen for the issue, including external stressors during an assessment for an adolescent patient and a description of what additional assessment questions one would need to ask, is present. A detailed definition of the ethical parameters regarding what you can and cannot share with the parent or guardian is present.

22.5 points

A thorough and accurate outline that includes assessment strategies to screen for the issue, including external stressors during an assessment for an adolescent patient and a description of what additional assessment questions one would need to ask, is present. A thorough and accurate definition of the ethical parameters regarding what you can and cannot share with the parent or guardian is present.

Support Options for Adolescents Encountering External Stressors

A discussion of support options for adolescents encountering external stressor and specific support options for the contemporary issue presented is provided.

0 points

A discussion of support options for adolescents encountering external stressor and specific support options for the contemporary issue presented is omitted or inaccurate.

13.5 points

A discussion of support options for adolescents encountering external stressor and specific support options for the contemporary issue presented lacks detail and is incomplete.

14.22 points

A discussion of support options for adolescents encountering external stressor and specific support options for the contemporary issue is present.

16.02 points

A detailed of includes support options for adolescents encountering external stressor and specific support options for the contemporary issue presented is present NRS-434VN Adolescence: Contemporary Issues and Resources.

18 points

A thorough and accurate discussion of support options for adolescents encountering external stressor and specific support options for the contemporary issue presented is present.

Thesis, Position, or Purpose

Communicates reason for writing and demonstrates awareness of audience NRS-434VN Adolescence: Contemporary Issues and Resources.

0 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

4.73 points

The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

4.98 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

5.61 points

The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

6.3 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

Development, Structure, and Conclusion

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

0 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

4.73 points

Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

4.98 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

5.61 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

6.3 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

Evidence

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

0 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

4.05 points

Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

4.27 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

4.81 points

Relevant evidence that includes other perspectives is used.

5.4 points

Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

4.05 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

4.27 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

4.81 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

5.4 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

0 points

Appropriate format is not used. No documentation of sources is provided.

2.7 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

2.84 points

Appropriate format and documentation are used, although there are some obvious errors.

3.2 points

Appropriate format and documentation are used with only minor errors.

3.6 points

No errors in formatting or documentation are present NRS-434VN Adolescence: Contemporary Issues and Resources.

NRS-434VN Health Assessment Topic 1 DQ 2

 

Topic 1 DQ 2

Consider the following patient scenario:

A mother comes in with 9-month-old girl. The infant is 68.5cm in length (25th percentile per CDC growth chart), weighs 6.75kg (5th percentile per CDC growth chart), and has a head circumference of 43cm (25th percentile per CDC growth chart).

Describe the developmental markers a nurse should assess for a 9-month-old female infant. Discuss the recommendations you would give the mother. Explain why these recommendations are based on evidence-based practice.

SEEK HELP HERE

DQ

As a nurse, some developmental markers that I would assess for a 9-month-old female infant include:

One of the developing skills are gross motor skills the infant should be able to sit without support, crawl, and possibly stand while holding onto a support NRS-434VN Health Assessment Topic 1 DQ 2.

Furthermore another skill is fine motor skills they be able to pick up small objects with their thumb and index finger, called a pincer grasp
（
Orange County, 2023)

another developing skills is communication skills , nine month old should be able to respond to their name, understand simple commands, and babble in a way that sounds like talking.

Another one is social skills where infant should be showing signs of stranger anxiety and beginning to show preferences for certain people.

Based on the growth measurements and developmental markers, I would recommend to the mother that she continues to encourage her child’s development by engaging in activities that support these milestones. For example, providing toys that encourage fine motor skills, such as blocks or stacking toys, and reading or talking to the child to support communication skills.These recommendations are based on evidence-based practice because research has shown that engaging in activities that support developmental milestones can improve outcomes in areas such as language development, cognitive function, and social-emotional development (Ferguson, 2012). Additionally, monitoring the child’s growth and development is important for identifying any potential delays or concerns that may require further evaluation or intervention. (CDC, 2023) NRS-434VN Health Assessment Topic 1 DQ 2

References:

(
Child Development: Milestones, Ages and Stages – Children’s Hospital of Orange County
, 2023) https://www.choc.org/primary-care/ages-stages/

(CDC, 2023) Important Milestones: Your Baby By Nine Months https://www.cdc.gov/ncbddd/actearly/milestones/milestones-9mo.html

 

responses

Hey xx

I liked that you included multiple different markers of infant development in your post. This makes it a more well rounded approach of looking at the child’s health overall. There are a couple of different growth charts that are available for provider use online. This includes both the CDC’s and the WHO’s growth chart. The CDC actually recommends that providers use the WHO’s growth chart for children that are less than 24 months old. WHO’s growth chart is considered to be more accurate because it uses the average healthy breastfed infant as their standard to compare other infants to. Thus it can be a way to indicate which infants may be more malnourished (Grummer-Strawn, Reinold & Krebs, 2010).

Reference:

Grummer-Strawn, L.M., Reinold, C. & Krebs, N.F. (2010). 
Use of world health organization and CDC growth charts for children aged 0-59 months in the United States.
 CDC. 
https://www.cdc.gov/mmwr/preview/mmwrhtml/rr5909a1.htm

REPLY

Hi xx

You have discussed the expectations of measurements and development of the respective age in this scenario. There are a few things parents should look out for and speak to their pediatrician if they note their child is not able to sit without assistance, does not attempt to put weight on their legs, and does not grasp toys from hand to hand (UNICEF, n.d.) NRS-434VN Health Assessment Topic 1 DQ 2. A few tips for parents to encourage some of these milestones, is during interactions place the child close to furniture something to grab on and try to raise their bodies up (UNICEF, n.d.). Further encourage your child to grab small objects by handing them toys and playing games where the objective is to pick up the toy (UNICEF, n.d.). These tips can help increase motor milestones by focusing on the age and developmental markers. For language and communications, parents should be aware if their child is not recognizing family, does not respond to their own name, and is not babbling words such as mama and dada (UNICEF, n.d.). These may indicate further investigation into with the pedestrian so they may evaluate how the child is developing.

 

Reference

UNICEF. (n.d.). 
Your baby’s developmental milestones at 9 months
. https://www.unicef.org/parenting/child-

development/your-babys-developmental-milestones-9-months

 

Hi xx

It is very true, talking to the child is vital to supporting communication. A child can be facilitated in language expansion by mere interactions like spelling out what you are doing and allowing the baby time to respond, repeating the same approach after you say something and waiting for her to try to imitate the sounds. One can also chat with the baby in a way that she will respond beyond just a no or yes response. Reading books aloud is also another way to stimulate a child’s language development and this can be done in a more creative and interesting way to capture her attention NRS-434VN Health Assessment Topic 1 DQ 2.

Reference:

Mayo Clinic. (2022). Infant development: Milestones from 7 to 9 months
: https://www.mayoclinic.org/healthy-lifestyle/infant-and-toddler-health/in-depth/infant-development/art-20047086

Focused Exam: Cough – Danny Rivera Shadow health Objective & Subjective Data

Objective Data Collection: 15 of 15 (100.0%)

 Correct

 Partially correct

 Incorrect

 Missed

 Inspected eyes and orbital area

1 of 1 point

Orbital Area 
(1/4 point)

 No visible abnormal findings

 Ptosis

 Eyelid

 Lesion

Sclera 
(1/4 point)

 White

 Yellow tint

 Redness

ORDER SHADOW HEALTH HELP HERE

Conjunctiva 
(1/4 point)

 Moist and pink

 Dry appearance

 Redness

 Swelling

Conjunctival Discharge 
(1/4 point)

 No discharge

 Clear, watery discharge

 Purulent discharge

 Inspected nasal cavities

1 of 1 point

Color 
(1/4 point) – Focused Exam: Cough – Danny Rivera Shadow health Objective & Subjective Data

 Pink

 Red

 Bluish

Discharge 
(1/4 point)

 No discharge

 Clear discharge

 Bloody discharge

 Purulent discharge

Turbinate Patency 
(1/4 point)

 Patent

 Decreased patency

 Not patent

Observations 
(1/4 point)

 No additional visible abnormal findings

 Foreign body present

 Polyp

 Septum perforated

 Septum deviated

 Lesion

 Inspected ears

0.8 of 1 point

Right: Auditory Canal Color 
(No point)

 Pink

 Red

 Pallor

Right: Tympanic Membrane Color 
(No point)

 Pearly gray

 Red

 Opaque

 Yellow

 Not visible because of cerumen

Right: Tympanic Membrane Appearance 
(1/10 point)

 No visible abnormal findings

 Fluid observed

 Visible scars

 Bulging

 Perforation

 Retraction

Right: Cone Of Light 
(1/10 point)

 5:00

 Cone of light distorted

Right: Discharge 
(1/10 point)

 No discharge

 Cerumen

 Clear discharge

 Bloody discharge

 Purulent discharge

Left: Auditory Canal Color 
(1/10 point)

 Pink

 Red

 Pallor

Left: Tympanic Membrane Color 
(1/10 point)

 Pearly gray

 Red

 Opaque

 Yellow

 Not visible because of cerumen

Left: Tympanic Membrane Appearance 
(1/10 point)

 No visible abnormal findings

 Fluid observed

 Visible scars

 Bulging

 Perforation

 Retraction

Left: Cone Of Light 
(1/10 point)

 7:00

 Cone of light distorted

Left: Discharge 
(1/10 point)

 No discharge

 Cerumen

 Clear discharge

 Bloody discharge

 Purulent discharge

 Inspected mouth and throat

1 of 1 point

Oral Mucosa 
(1/5 point)

 Moist and pink

 Dry appearance

 Redness

Tonsils 
(1/5 point)

 No visible abnormal findings

 Swelling

 Redness

Throat Color 
(1/5 point)

 Pink

 Red

Throat Texture 
(1/5 point)

 No abnormal findings

 Cobblestoning

 Exudate

Post Nasal Drip 
(1/5 point)

 No discharge

 Clear discharge

 Purulent discharge

 Inspected neck

1 of 1 point

Symmetry 
(1/2 point)

 Symmetric

 Asymmetric

Appearance 
(1/2 point)

 No visible abnormal findings

 Swelling

 Visible pulsation

 Visible mass

 Discoloration

 Inspected chest

1 of 1 point

Symmetry 
(1/2 point)

 Symmetric

 Asymmetric

Appearance 
(1/2 point)

 No visible abnormal findings

 Rash

 Barrel chest

 Intercostal retraction while breathing

 Excessive use of accessory muscles while breathing

 Skin growths (freckles or moles)

 Auscultated breath sounds

1 of 1 point

Breath Sounds 
(1/3 point)

 Present in all areas

 Diminished in some areas

 Absent in some areas

Adventitious Sounds 
(1/3 point)

 No adventitious sounds

 Wheezing

 Fine crackles

 Stridor

 Rhonchi

 Rales

Location 
(1/3 point)

 All areas clear

 Adventitious sounds in anterior right upper lobe

 Adventitious sounds in anterior right middle lobe

 Adventitious sounds in anterior right lower lobe

 Adventitious sounds in anterior left upper lobe

 Adventitious sounds in anterior left lower lobe

 Adventitious sounds in posterior right upper lobe

 Adventitious sounds in posterior right lower lobe

 Adventitious sounds in posterior left upper lobe

 Adventitious sounds in posterior left lower lobe

 Auscultated for bronchophony

1 of 1 point

Bronchophony 
(1/1 point)

 Positive

 Negative

 Auscultated heart sounds

1 of 1 point

Heart Sounds 
(1/2 point)

 S1 and S2 audible

 S1, S2, and S3 audible

 S1, S2, and S4 audible

 S1, S2, S3, and S4 audible

Extra Heart Sounds 
(1/2 point)

 No extra sounds

 Gallops

 Murmur

 Friction rub

 Valve clicks

 Percussed chest wall

1 of 1 point

Observations 
(1/2 point)

 All areas resonant

 Some areas dull, some resonant

 Some areas hyperresonant, some resonant

Location 
(1/2 point)

 No areas of dullness

 Dullness, anterior right upper lobe

 Dullness, anterior right middle lobe

 Dullness, anterior right lower lobe

 Dullness, anterior left upper lobe

 Dullness, anterior left lower lobe

 Dullness, posterior right upper lobe

 Dullness, posterior right lower lobe

 Dullness, posterior left upper lobe

 Dullness, posterior left lower lobe

 Measured diaphragmatic excursion

1 of 1 point

Range 
(1/1 point)

 3-5 cm

 Greater than 3-5 cm

 Less than 3-5 cm

 Palpated sinuses

1 of 1 point

Frontal 
(1/2 point)

 None reported

 Tenderness reported

Maxillary 
(1/2 point)

 None reported

 Tenderness reported

 Palpated lymph nodes

1 of 1 point

Head And Neck 
(1/3 point)

 No palpable nodes

 Palpable nodes on right side

 Palpable nodes on left side

Supraclavicular 
(1/3 point)

 No palpable nodes

 Palpable nodes on right side

 Palpable nodes on left side

Axillary 
(1/3 point)

 No palpable nodes

 Palpable nodes on right side

 Palpable nodes on left side

 Palpated fremitus

1 of 1 point

Symmetry 
(1/2 point)

 Equal bilaterally

 Unequal bilaterally

Vibration 
(1/2 point)

 Expected fremitus

 Decreased fremitus

 Palpated chest expansion

1 of 1 point

Symmetry 
(1/1 point)

 Equal bilaterally

 Unequal bilaterally

Subjective Data Collection: 22 of 22 (100.0%)

Hover To Reveal…

Hover over the 
Patient Data 
items below to reveal important information, including 
Pro Tips
 and 
Example Questions
.

Found:

 Indicates an item that you found.

Available:

 Indicates an item that is available to be found.

Category

Scored Items

Experts selected these topics as essential components of a strong, thorough interview with this patient.

Patient Data

Not Scored

A combination of open and closed questions will yield better patient data. The following details are facts of the patient’s case.

Chief Complaint

Finding:

Established chief complaint

Finding:

Reports cough

(Found)

Pro Tip: Asking a patient broadly about their chief complaint allows them to answer in their own words and confirm information that you may have already received from another source.

Example Question:

Do you have a cough?

History of Presenting Illness

Finding:

Asked about onset of cough

Finding:

Reports cough started 3 days ago

(Found)

Pro Tip: Whenever you are assessing a symptom or a health condition, in this case the patient’s cough, inquiring about onset assesses the severity and the progression of the problem.

Example Question:

How long have you had a cough?

Finding:

Asked about characteristics of cough

Finding:

Reports cough is wet

(Found)

Pro Tip: The characteristics of a cough, such as whether it is dry or wet, can indicate key information about the type of illness the patient has.

Example Question:

Is your cough a wet cough?

Finding:

Reports clear sputum with cough

(Found)

Pro Tip: The characteristics of a cough, such as whether it is productive, can indicate key information about the type of illness the patient has.

Example Question:

Do you produce any phlegm or sputum with your cough?

Finding:

Asked about frequency and duration of cough

Finding:

Reports coughing every few minutes

(Found)

Pro Tip: Establishing how frequently Danny coughs will illustrate how long he has been suffering these particular symptoms and might indicate possible triggers.

Example Question:

How frequently are you coughing?

Finding:

Reports coughs last a few seconds

(Available)

Pro Tip: Establishing how long Danny’s coughs last will illustrate how long he has been suffering these particular symptoms and might indicate possible triggers.

Example Question:

How long do your coughs last?

Finding:

Asked about aggravating factors for cough

Finding:

Reports cough is worse at night

(Found)

Pro Tip: Establishing a timeline for Danny’s coughing will illustrate how long he has been suffering these particular symptoms and might indicate possible triggers.

Example Question:

Is the cough worse at night?

Finding:

Denies smoking

(Available)

Pro Tip: Tobacco use puts the patient at risk for many medical conditions. Asking even young patients about whether they consume tobacco products helps you assess this risk factor.

Example Question:

Do you smoke?

Finding:

Reports being exposed to secondhand smoke through father

(Found)

Pro Tip: Tobacco use puts the patient at risk for many medical conditions. Asking about whether a patient is exposed to secondhand smoke allows you to assess this risk factor.

Example Question:

Are you ever around cigarette smoke?

Finding:

Reports he doesn’t know what triggers the cough

(Found)

Pro Tip: Asking about aggravating factors of Danny’s cough will allow you to determine potential causes and educate the patient on what to avoid.

Example Question:

What makes your cough worse?

Finding:

Asked about exposure to germs

Finding:

Reports playing with an ill classmate

(Found)

Pro Tip: Asking about Danny’s exposure to illnesses will allow you to counsel him on effective hygiene, as well as potentially determine the cause of his current symptoms.

Example Question:

Have you come in contact with anyone sick?

Finding:

Asked about hand hygiene

Finding:

Reports infrequent hand washing

(Found)

Pro Tip: Asking about Danny’s hand washing practices will allow you to counsel him on effective hygiene.

Example Question:

How often do you wash your hands?

Finding:

Reports occasionally putting fingers in eyes, nose, or mouth

(Available)

Pro Tip: Asking about Danny’s hand washing practices will allow you to counsel him on effective hygiene.

Example Question:

Do you ever touch your eyes, nose, or mouth?

Finding:

Asked about cough etiquette

Finding:

Denies covering mouth when coughing

(Found)

Pro Tip: Asking about Danny’s cough etiquette will allow you to counsel him on effective hygiene and reduce the risk of him infecting other people.

Example Question:

Do you cover your mouth when you cough?

Finding:

Asked about relieving factors for cough

Finding:

Reports cough is temporarily relieved by cough medicine

(Found)

Pro Tip: Asking about how the patient has been managing their pain assesses their current condition and their approach to self-care. The results of their previous treatment may be helpful in your diagnosis and the development of their new treatment plan, as well as a good opportunity to educate the patient on effective self-care practices.

Example Question:

Have you done anything to treat your cough?

Finding:

Followed up on cough medicine

Finding:

Reports cough medicine was purple

(Found)

Pro Tip: The type of cough medicine a patient takes, and how they take it, can impact its effectiveness. Following up on the cough medicine’s color may help you identify the type of medication it is.

Example Question:

What color was the cough medicine?

Finding:

Reports taking one spoonful of cough medicine

(Found)

Pro Tip: The type of cough medicine a patient takes, and how they take it, can impact its effectiveness. Following up on the dose of cough medicine allows you to determine whether it is being taken correctly.

Example Question:

How much medicine did you take?

Finding:

Reports mother gave him the medicine

(Found)

Pro Tip: Children should only take medication under the supervision of an adult who can assure it is taken as directed. You should ask younger patients whether the medicine was given to them and by whom.

Example Question:

Who gave you the medicine for your cough?

Finding:

Reports only took the medicine this morning

(Found)

Pro Tip: The type of cough medicine a patient takes, and how they take it, can impact its effectiveness. Following up on the frequency Danny took cough medicine allows you to determine whether it is being taken correctly.

Example Question:

How many times have you taken the cough medicine?

Finding:

Denies home remedies

(Available)

Pro Tip: Patients sometimes try non-medicinal home remedies to treat coughs, such as breathing steam, or drinking tea with honey. Not all home remedies are effective or advisable, so it’s important to find out what remedies the patient has tried Focused Exam: Cough – Danny Rivera Shadow health Objective & Subjective Data.

Example Question:

Have you tried any home remedies for your cough?

Finding:

Asked about typical medication use

Focused Exam: Cough – Danny Rivera Shadow health Objective & Subjective Data

ORDER SHADOW HEALTH HELP HERE

Finding:

Denies taking medication

(Available)

Pro Tip: Knowing a patient’s current medication regimen helps you determine if any future treatments will be safe and effective.

Example Question:

Do you take any medications from a doctor?

Finding:

Reports taking daily vitamin

(Found)

Pro Tip: Some symptoms can occur as a result of a vitamin deficiency, and others as a result of vitamin excess. Vitamins can also interfere with some treatments, so it’s important to know what your patient is taking.

Example Question:

Do you take vitamins?

Finding:

Asked about activity level

Finding:

Reports typical high activity level

(Found)

Pro Tip: Establishing a patient’s typical activity level is an important baseline to help you determine how an illness is affecting his life.

Example Question:

Are you usually active?

Finding:

Reports activity level low since getting sick

(Available)

Pro Tip: Establishing a patient’s activity level, and whether it has been impacted since becoming ill, is an important baseline to help you determine how an illness is affecting his life.

Example Question:

Have you been less active since getting sick?

Finding:

Reports still able to run or play

(Available)

Pro Tip: Ability to remain active indicates that the patient’s breathing is not dangerously affected, and that the patient isn’t seriously fatigued.

Example Question:

Are you able to keep up when you play with your classmates?

Finding:

Reports focusing in class is difficult

(Found)

Pro Tip: Mental lethargy and difficulty concentrating are common symptoms when a patient is sick.

Example Question:

Are you able to focus in class?

Finding:

Asked about nasal symptoms

Finding:

Reports current runny nose

(Found)

Pro Tip: Asking your patient if his nose is running will allow you to determine the symptoms he is experiencing and possible triggers.

Example Question:

Do you currently have a runny nose?

Finding:

Denies sneezing

(Found)

Pro Tip: Asking your patient if he has been sneezing will allow you to determine the symptoms he is experiencing and possible triggers.

Example Question:

Have you been sneezing?

Finding:

Followed up on nasal discharge

Finding:

Reports nasal discharge is clear

(Found)

Pro Tip: The color of a patient’s nasal discharge can provide you key information as to the type of condition the patient has.

Example Question:

What color is your snot?

Finding:

Reports nasal discharge is thin

(Found)

Pro Tip: The consistency of a patient’s nasal discharge can provide you key information as to the type of condition the patient has.

Example Question:

What is the consistency of your nasal discharge?

Finding:

Asked about ear symptoms

Finding:

Denies ear pain

(Found)

Pro Tip: Ear pain is often coincident with coughs and sinus problems. Asking about them allows you to ascertain if Danny needs follow-up care for his ears.

Example Question:

Do you have any ear pain?

Finding:

Reports history of frequent ear infections

(Found)

Pro Tip: Asking about Danny’s history of ear infections allows you to ascertain his risk for current and future ear infections.

Example Question:

Have you ever had ear infections?

Focused Exam: Cough – Danny Rivera Shadow health Objective & Subjective Data

Finding:

Denies ear discharge

(Found)

Pro Tip: Asking Danny about ear discharge, which are often coincident with of ear infections, allows you to ascertain his risk for current and future ear infections.

Example Question:

Do you have any ear discharge?

Finding:

Denies hearing problems

(Found)

Pro Tip: Simply talking with the patient assesses his hearing; however, some types of hearing loss are only apparent in specific settings such as noisy environments. Asking the patient about hearing problems identifies conditions that may not be readily apparent.

Example Question:

Do you have any hearing problems?

Finding:

Asked about throat symptoms

Finding:

Reports sore throat

(Found)

Pro Tip: Sore throats are often coincident with coughs and sinus problems. Asking about them allows you to ascertain if Danny needs follow-up care for his throat.

Example Question:

Is your throat sore?

Finding:

Reports a little pain with swallowing

(Found)

Pro Tip: Pain when swallowing helps you understand how severe the patient’s sore throat is.

Example Question:

Does it hurt when you swallow?

Past Medical History

Finding:

Asked about relevant medical history

Finding:

Reports frequent runny noses

(Found)

Pro Tip: Asking how often Danny experiences runny noses like the one he has now may help you determine the source of the problem.

Example Question:

Do you get runny noses often?

Finding:

Reports past frequent coughs

(Available)

Pro Tip: A patient experiencing a cough should be asked about their history of coughs so you can determine whether their current condition fits into a recurring pattern.

Example Question:

Do you have coughs very often?

Finding:

Reports past pneumonia

(Found)

Pro Tip: Pneumonia is a serious medical condition that can be life-threatening if not managed appropriately. Regardless of the patient’s presenting illness, it is critical to identify current medical conditions in order to treat the patient appropriately. Specific questions should be asked about previous medical problems, even if the patient doesn’t notice current symptoms.

Example Question:

Have you had pneumonia?

Finding:

Denies asthma diagnosis

(Found)

Pro Tip: Asthma is a serious medical condition that can be life-threatening if not managed appropriately. Regardless of the patient’s presenting illness, it is critical to identify current medical conditions in order to treat the patient appropriately. Specific questions should be asked about previous medical problems, even if the patient doesn’t notice current symptoms.

Example Question:

Do you have asthma?

Finding:

Reports immunizations as current

(Found)

Pro Tip: A health assessment should include an evaluation of the patient’s immunization status in order to identify diseases to which the patient is vulnerable.

Example Question:

Do you have current immunizations?

Finding:

Asked about allergies

Finding:

Denies seasonal allergies

(Found)

Pro Tip: Seasonal allergies can cause symptoms like runny nose, cough, and discomfort. Asking Danny if he has seasonal allergies can help you to ascertain possible triggers for symptoms. Focused Exam: Cough – Danny Rivera Shadow health Objective & Subjective Data

Example Question:

Do you have seasonal allergies?

Finding:

Denies food allergies

(Available)

Pro Tip: Knowing if your patient has food allergies is important and relevant medical history. Asking your patient about food allergies will allow you to most effectively treat him.

Example Question:

Do you have food allergies?

Finding:

Denies medication allergies

(Available)

Pro Tip: Knowing if your patient has allergies to medicine is important and relevant medical history. Asking your patient about medicine allergies will allow you to most effectively treat him.

Example Question:

Are you allergic to any medication?

Finding:

Asked relevant family history

Finding:

Reports father has history of asthma

(Found)

Pro Tip: Medical problems such as asthma that are present in a patient’s immediate family can represent increased risk factors to respiratory conditions such as the ones the patient currently has.

Example Question:

Do you have a family history of asthma?

Finding:

Denies family history of allergies

(Found)

Pro Tip: Medical problems such as allergies that are present in a patient’s immediate family can represent increased risk factors to respiratory conditions such as the ones the patient currently has.

Example Question:

Do you have a family history of allergies?

Review of Systems

Finding:

Asked about constitutional health

Finding:

Denies chills

(Found)

Pro Tip: Soliciting a shallow history of your patient’s symptoms will help you to most effectively treat him. Asking Danny if he has chills will illustrate the way his symptoms manifest.

Example Question:

Do you have chills?

Finding:

Denies fever

(Found)

Pro Tip: Soliciting a shallow history of your patient’s symptoms will help you to most effectively treat him. Asking Danny if he has a fever will illustrate the way his symptoms manifest.

Example Question:

Do you have a fever?

Finding:

Reports feeling somewhat fatigued

(Found)

Pro Tip: Soliciting a shallow history of your patient’s symptoms will help you to most effectively treat him. Asking Danny if he has fatigue will illustrate the way his symptoms manifest.

Example Question:

Do you have fatigue?

Finding:

Denies night sweats

(Found)

Pro Tip: Soliciting a shallow history of your patient’s symptoms will help you to most effectively treat him. Asking Danny if he has night sweats will illustrate the way his symptoms manifest.

Example Question:

Do you have night sweats?

Finding:

Reports cough makes it difficult to sleep

(Found)

Pro Tip: Soliciting a shallow history of your patient’s symptoms will help you to most effectively treat him. Asking Danny if he has had difficulty sleeping will illustrate the way his symptoms manifest.

Example Question:

Have you been sleeping okay?

Finding:

Denies swelling

(Available)

Pro Tip: Soliciting a shallow history of your patient’s symptoms will help you to most effectively treat him. Asking Danny if he has had swelling will illustrate the way his symptoms manifest.

Example Question:

Have you noticed any swelling?

Finding:

Asked about additional review of systems for HEENT

Finding:

Reports frequent colds

(Found)

Pro Tip: A patient such as Danny who is presenting with a cough and a runny nose may have a cold, so you should ask about his history of colds to determine whether this is part of a larger pattern.

Example Question:

Do you have unusually frequent colds?

Finding:

Denies headaches

(Found)

Pro Tip: Headaches are a common complaint that can be caused by a variety of benign conditions. However, headaches can be an indicator of serious underlying neurological conditions such as cerebral hemorrhage, meningitis, or brain tumors. They may also be a symptom of sinus infection.

Example Question:

Do you get headaches?

Finding:

Denies nosebleeds

(Found)

Pro Tip: When a patient presents with symptoms that are often seen with respiratory infections, you should ask about similar signs of respiratory infections such as nosebleeds.

Example Question:

Do you have nosebleeds?

Finding:

Denies vision difficulty

(Found)

Pro Tip: Eye or vision problems can lower one’s ability to function and can be a major safety risk.

Example Question:

Do you have any problems with your vision?

Finding:

Denies dizziness

(Found)

Pro Tip: Asking about dizziness helps you assess the risk for inner ear, neurological, or cardiovascular problems.

Example Question:

Do you have any dizziness?

Finding:

Denies watery eyes

(Available)

Pro Tip: Whether a patient has watery eyes may help you indicate the type of sinus problem he is experiencing.

Example Question:

Do you have watery eyes?

Finding:

Denies eye redness

(Available)

Pro Tip: Whether a patient has eye redness may help you indicate the type of sinus problem he is experiencing.

Example Question:

Do you have eye redness?

Finding:

Denies eye pain

(Available)

Pro Tip: Eye pain can lower one’s ability to function and can be a major safety risk.

Example Question:

Do you have any eye pain?

Finding:

Denies sinus pain

(Available)

Pro Tip: Patients with sinus problems such as a runny nose may be at greater risk for sinus pain.

Example Question:

Do you have any sinus pain?

Finding:

Asked about review of systems for respiratory

Finding:

Denies chest tightness

(Available)

Pro Tip: Chest pain may indicate cardiac conditions, muscular inflammation, gastric upset, or respiratory distress. If chest tightness is present, asking about its location, characteristics, and related factors helps to determine the cause of the discomfort.

Example Question:

Do you have chest tightness?

Finding:

Denies chest pain

(Found)

Pro Tip: Chest pain may indicate cardiac conditions, muscular inflammation, gastric upset, or respiratory distress. If chest pain is present, asking about its location, characteristics, and related factors helps to determine the cause of the discomfort.

Example Question:

Do you have any chest pain?

Finding:

Denies difficulty breathing

Focused Exam: Cough – Danny Rivera Shadow health Objective & Subjective Data

Care Plan
 
: 10 of 10 (100.0%) – Focused exam cough care plan

 Nursing Diagnosis

3.5 out of 3.5

Nursing Diagnoses: Definitions & Classifications 2018-2020 © NANDA-International, 2017 used by arrangement with Thieme Medical Publishers, Inc., a division of the Thieme Group. All rights reserved. Authorized translation from the English language edition published by Thieme Medican Publishers Inc. No part of this material may be reproduced in any form without the written permission of the agent of the copyright holder, NANDA-International. Direct inquires to nanda-i@thieme.com. Link for more information: http://www.nanda.org/.

Status

ORDER SHADOW HEALTH HELP HERE

Student Response

Model Answer

Explanation

Points Earned

is at risk for

is at risk for

The correct status for the nursing diagnosis is “is at risk for,” because Danny’s most pressing vulnerability is to an infection that he has not yet, but could, develop.

0.5 out of 0.5

Diagnosis

 

Student Response

Model Answer

Explanation

Points Earned

infection

infection

While a cough can be unpleasant, the most alarming thing it indicates about Danny’s health is that he is at risk for an infection.

0.5 out of 0.5

Etiologies

 

Student Response

Model Answer

Explanation

Points Earned

rare hand washing

rare hand washing

Danny Rivera is at risk for infection as evidenced by: his playing with a sick peer; how he touches his face often, especially his eyes/nose/mouth; how rarely he washes his hands; and his exposure to secondhand smoke.

0.5 out of 0.5

played w/ sick peer

played w/ sick peer

Danny Rivera is at risk for infection as evidenced by: his playing with a sick peer; how he touches his face often, especially his eyes/nose/mouth; how rarely he washes his hands; and his exposure to secondhand smoke.

0.5 out of 0.5

secondhand smoke

secondhand smoke

Danny Rivera is at risk for infection as evidenced by: his playing with a sick peer; how he touches his face often, especially his eyes/nose/mouth; how rarely he washes his hands; and his exposure to secondhand smoke Focused exam cough care plan.

0.5 out of 0.5

touches face often

touches face often

Danny Rivera is at risk for infection as evidenced by: his playing with a sick peer; how he touches his face often, especially his eyes/nose/mouth; how rarely he washes his hands; and his exposure to secondhand smoke.

0.5 out of 0.5

Signs & Symptoms

 

Student Response

Model Answer

Explanation

Points Earned

N/A

N/A

Because the infection that Danny may develop hasn’t happened yet, he is not currently presenting with any signs or symptoms, so the correct answer here is “N/A.”

0.5 out of 0.5

 Self Assessment

Your answer is not automatically evaluated by the simulation, but may be reviewed by your instructor.

Prompt

Student Response

Model Answer

Explanation

Why would a nursing diagnosis of a cough be incorrect, compared to a risk for infection? Consider the difference between nursing and medical diagnoses.

A persistent and unpleasant cough could be a symptom of something more sever, and the immune system is at a risk of infection. The effective nursing care to prioritize is educating a patient on how to avoid more severe outcomes.

While a cough can be unpleasant and frequent, it is actually a symptom of something more alarming: the immune system being at risk for an infection. The most effective nursing care you should prioritize is to educate your patient on avoiding this more serious outcome.

Your nursing diagnosis should always take into account what condition is most serious, receiving the greatest benefit from your help. This diagnosis may not be the most obvious physical symptom to you or your patient, so always consider what is jeopardizing a patient’s health the most.

 Planning

4 out of 4

Short-Term Goal

ORDER SHADOW HEALTH HELP HERE

Student Response

Model Answer

Explanation

Points Earned

To have the patient and his guardian verbalize and agree to their instructions on how to avoid infection & practice respiratory hygiene, by end of the healthcare visit.

To have the patient and his guardian verbalize and agree to their instructions on how to avoid infection & practice respiratory hygiene, by end of the healthcare visit.

A risk-based diagnosis does not require medical interventions as the problem is hypothetical; the goal that does suit the diagnosis involves teaching the patient and his guardian about risk-reduction methods.

0.5 out of 0.5

Interventions

 

Student Response

Model Answer

Explanation

Points Earned

Instruct family and patient on washing hands or using hand sanitizer before eating and after using the restroom

Instruct family and patient on washing hands or using hand sanitizer before eating and after using the restroom

Many of these instructions work toward shrinking the patient’s likelihood of contact with harmful pathogens, which can lead to infection. Some instructions here also help prevent illness being spread to Danny’s environment and family members, which promotes community health and reduces the patient’s risk of becoming sick again.

0.5 out of 0.5

Instruct family and patient that patient should increase fluid intake

Instruct family and patient that patient should increase fluid intake

Many of these instructions work toward shrinking the patient’s likelihood of contact with harmful pathogens, which can lead to infection. Some instructions here also help prevent illness being spread to Danny’s environment and family members, which promotes community health and reduces the patient’s risk of becoming sick again.

0.5 out of 0.5

Instruct family to keep their house smoke-free (reducing exposure to environmental pathogens)

Instruct family to keep their house smoke-free (reducing exposure to environmental pathogens) Focused exam cough care plan

Many of these instructions work toward shrinking the patient’s likelihood of contact with harmful pathogens, which can lead to infection. Some instructions here also help prevent illness being spread to Danny’s environment and family members, which promotes community health and reduces the patient’s risk of becoming sick again.

0.5 out of 0.5

Instruct patient on washing hands or using hand sanitizer after coughing or being near someone sick Focused exam cough care plan

Instruct patient on washing hands or using hand sanitizer after coughing or being near someone sick

Many of these instructions work toward shrinking the patient’s likelihood of contact with harmful pathogens, which can lead to infection. Some instructions here also help prevent illness being spread to Danny’s environment and family members, which promotes community health and reduces the patient’s risk of becoming sick again.

0.5 out of 0.5

Instruct patient to avoid touching fingers to eyes, nose, or mouth

Instruct patient to avoid touching fingers to eyes, nose, or mouth

Many of these instructions work toward shrinking the patient’s likelihood of contact with harmful pathogens, which can lead to infection. Some instructions here also help prevent illness being spread to Danny’s environment and family members, which promotes community health and reduces the patient’s risk of becoming sick again.

0.5 out of 0.5

Instruct patient to cough into tissue, or sleeve if tissue is unavailable

Instruct patient to cough into tissue, or sleeve if tissue is unavailable

Many of these instructions work toward shrinking the patient’s likelihood of contact with harmful pathogens, which can lead to infection. Some instructions here also help prevent illness being spread to Danny’s environment and family members, which promotes community health and reduces the patient’s risk of becoming sick again.

0.5 out of 0.5

Intervention Rationale

Your answer is not automatically evaluated by the simulation, but may be reviewed by your instructor.

Prompt

Student Response

Model Answer

Explanation

In 1 or 2 sentences, explain how your selected interventions work to accomplish your goal.

The intervention will teach tha patient and guardian various ways to keep their hands and lungs clean, whichhelps eliminate pathogens and reduce risk for infection.

These interventions will teach Danny and his guardian how to keep their hands and lungs clean in a variety of ways, so that Danny’s risk for infection is reduced as pathogens are eliminated.

Infection can be caused by multiple culprits, so it’s important that your patient teaching covers a thorough and specific array of anti-infection habits. Focused exam cough care plan

Data Collections

 

Student Response

Model Answer

Explanation

Points Earned

Ask patient and family members to verbalize and agree to their instructions on infection prevention & respiratory hygiene

Ask patient and family members to verbalize and agree to their instructions on infection prevention & respiratory hygiene Focused exam cough care plan

It is important that your patient and his guardian agree to their instructions, as changing lifestyle habits can be intimidating but necessary for the patient’s health. Having Danny and his father verbalize back their instructions also assures they remember and understand the details.

0.5 out of 0.5

 Discussion Of Care

Your answer is not automatically evaluated by the simulation, but may be reviewed by your instructor.

Prompt

Student Response

Model Answer

Explanation

Explain the rationale behind your nursing diagnosis.

Danny, we want to make sure you dont develop an infection and become more sick by taking you through the different that can prevent that and the focus will be on your risk factors. Some of your risk factors include you being close to a sick friend, exposure to cigar smoke, having touches your face with uncleaned fingers. They may sound a lot but by working together and mitigating your risk factors can be easy and effective

Danny, given that you aren’t feeling well, we want to make sure you don’t develop an infection, which for you just means getting even sicker. We’re going to talk about the ways we can work to prevent that, especially focusing on your risk factors, which are just things that give you a bigger chance of being sick. Some of your risk factors are that you were near a sick friend, have been exposed to cigar smoke, could stand to wash your hands more, and have touched your face with your fingers. I know that sounds like a lot, but if we work together, reducing your risk factors for infection can be easy and effective.

A patient should understand their nursing diagnosis and the rationale behind it to increase their sense of involvement and to identify areas for future improvement.

Explain your goal for Danny and the interventions and data collections through which you will achieve it.

To make sure you dont become sicker, I will talk to you and your father and what must e done. The three of us will collaborate and agree to your health goals. Then both of you will repeat what you have learnt to be sure you have understood all which should be done.

Let’s talk about how we’re going to help you not get sicker! So, I’m going to have a conversation with you and your father about things to do to ensure your health. You, he, and I will work together to discuss, and then have you agree to your goals. Then I’m going to have you and your father repeat what you’ve learned, so we can make extra sure you’ve got it down pat!

You should communicate the Care Plan to the patient, allowing them to exercise involvement and agency in their own healthcare.

Explicitly ask for Danny’s consent to the Care Plan.

Does the plan sound good to you?

Does this plan I just talked about sound good to you?

A patient must consent to all interventions in their Care Plan. Disagreements are opportunities to provide further patient education and to consider alternative options.

Inform Danny you will now begin educating him and will then call to educate his guardian.

If you don’t have any other question, we can start our discussion.

Danny, if you don’t have any other questions, we can start our discussion now!

It’s time to begin your education interventions, so let your patient know!

 Intervention & Evaluation

2.5 out of 2.5

 

Student Response

Model Answer

Explanation

Points Earned

Partially

Partially

While Danny correctly verbalizes and agrees to his instructions for reducing infection risks, his father only agrees to some of his instructions, expressing apprehension toward not smoking inside the house. Your goal has been partially achieved.

2.5 out of 2.5

 Intervention & Evaluation Rationale

Your answer is not automatically evaluated by the simulation, but may be reviewed by your instructor.

Prompt

Student Response

Model Answer

Explanation

Did you achieve your goal for your patient and his guardian by the end of the visit, getting each of them to agree to and verbalize your instructions for avoiding infection and practicing respiratory hygiene?

Danny agreees and has verbalized a full and correct understanding on what to do. However, is father is reluctant on reducing his smoking inside the house as one of the intervention was to keep the house free from smoke to reduce the risk of infection. Thus this aspect is yeto to be achieved. Nevertheless, Danny and his father verbally agree to all other instructions so the overall goal has been partially achieved.

While Danny agrees to his instructions and has verbalized a complete and correct understanding of what to do, his father expresses reluctance about reducing his smoking inside of the house. One of his instructions was to keep the house smoke-free in order to reduce Danny’s risk of infection, so this aspect of your goal has not been achieved. However, both parties verbally agree to most of their other instructions, so your overall goal has been partially achieved.

Even with progress being made in almost all aspects of your patient teaching, you must adhere to your goal and consider your work incomplete if certain agreements have not been reached.

Transcript

Started:
February 04, 2023 |
Total Time:
170 min focused exam: cough shadow health answers

All Lines (173)
Interview Questions (61)
Statements (16)
Exam Actions (96)

Hello!

Question

04/02/23 2:08 PM MDT

Hi. I’m Preceptor Diana. I will explain the details of this assignment and your objectives, just as a preceptor would in real life. 
Pay close attention to this information as it will help guide your exam.
 At the end of this prebrief, you will 
answer a short question about the upcoming assignment.
 During the simulation, you may 
return to these instructions at any time
 by scrolling to the top of your transcript.

What is the situation?

Question

04/02/23 2:10 PM MDT

Your patient is Danny Rivera, an 8-year-old Puerto Rican boy presenting with a cough in the Shadowville Elementary nurse’s office. Your role in this simulation is that of a healthcare provider who will 
perform a focused history and physical examination
 in order to collect data, assess Danny’s condition, and transfer care. In this simulation, you will be able to perform procedures not always typical to a school setting so you can gather as much data as possible.

What are my objectives in this assessment?

ORDER SHADOW HEALTH HELP HERE

Question

04/02/23 2:11 PM MDT

Danny is very health literate and a good historian of his own health history; he can answer questions that not every child may be able to. In your interview with Danny, you will 
ask about the history of his presenting illness and the functioning of relevant systems
 in order to obtain subjective data related to his cough. If you discover any disease states, 
ask about symptoms and the patient’s experiences of them.
 Your questioning should cover a broad array of the symptoms’ characteristics. You will also 
inquire into the health history of Danny’s family
 so you can determine his genetic predisposition to any diseases. In addition to collecting subjective data, you will 
perform a physical exam on Danny to gather objective data
 about his health and physiology. Throughout the conversation, you should 
educate and empathize with Danny
 when appropriate to increase his health literacy and sense of well-being. While you should 
communicate with patients using accessible, everyday language,
 it is standard practice to 
use professional medical terminology everywhere else, such as in documenting physical findings and nursing notes.
 You may complete the exam activities in any order and move between them as needed.

What else will this exam involve?

Question

04/02/23 2:12 PM MDT

Because Danny is a pediatric patient, you will also be required to 
make a phone call to his guardian’s home to gather additional information.
 You can 
document your findings, including vital signs,
 in the Electronic Health Record. This record provides necessary information for healthcare professionals who will continue patient care. You will then move onto the Care Plan activity, in which you will synthesize your subjective and objective data to complete the nursing process. You will 
develop a nursing diagnosis
 for Mr. Rivera’s condition, 
identify a treatment goal, plan your interventions and evaluations,
 and finally 
assess if your goal was achieved
. You may also need to call Danny’s guardian again to involve them in his treatments. The Care Plan is just as important as your assessment, and the patient’s well-being will be greatly affected by your diagnosis and interventions.

How will I be evaluated?

Question

04/02/23 2:12 PM MDT

The activities evaluated by the simulation are Subjective and Objective Data Collection, Education and Empathy, and the Care Plan activity. Nursing tasks and Documentation, while they provide valuable practice for their real-world counterparts, are not automatically evaluated by the simulation. The evaluation of your interview is dependent on how you 
word your questions therapeutically and precisely
 and 
explore all relevant topics with comprehensive breadth and depth.
 The evaluation of your physical exam is based on how successfully you 
report on your physical findings by selecting among clinical terms in the Electronic Health Record.
 Your success in Education and Empathy is based on whether you 
promptly respond after identifying a moment worthy of therapeutic communication.
 Your success in the Care Plan activity is based on whether you 
accurately identify Mr. Rivera’s nursing diagnosis, select a goal most immediately beneficial to him, select and prioritize the most effective treatments,
 and 
accurately evaluate your results.
 The Care Plan will make up a signficant part of your grade, so be sure to 
carefully choose your answers based on evidence.
 This assignment takes on average 
between 80 and 100 minutes.
 You can 
pause and resume the assignment at any time;
 your work is always saved automatically.

How does this assignment prepare me for the real world?

Question

04/02/23 2:13 PM MDT

In this assessment, you will familiarize yourself with the structure and content of a cough focused exam so that with real-life patients, you can: º 
ask effective and comprehensive questions
 º 
obtain and assess objective data
 º 
educate and empathize with the patient
 º 
develop a nursing diagnosis
 º 
create an effective and expedient care plan
 º and 
evaluate your results to determine your goal’s achievement.

In 1 or 2 sentences, answer this question
 to help prepare for the upcoming exam: What strategies can you use to develop rapport with a pediatric patient?

Being friendly with the patient

Statement

04/02/23 2:15 PM MDT

Time to begin.

Hello. xxx  interview and examine you.

Greet

04/02/23 2:18 PM MDT

Hi.

What is your name? (Clarified to What is your name?.)

Question

04/02/23 2:24 PM MDT

My name is Daniel Rivera, but I just go by Danny. (Clarified to what is my name.)

What brings you to the clinic today?

Question

04/02/23 2:24 PM MDT

My music teacher Mr. Hillman sent me here because he said I look sick. I have been coughing a lot. . . and I feel kinda tired.

Am sorry to hear that you are sick.

Empathize

04/02/23 2:25 PM MDT

That is nice of you.

Do you have a cough?

Question

04/02/23 2:26 PM MDT

I guess I’m kind of sick. . . I’ve been coughing a lot.

How long have you had a cough?

Question

04/02/23 2:27 PM MDT

I think the cough started two . . . No, it started three days ago.

Is your cough a wet or a dry one?

Question

04/02/23 2:27 PM MDT

My cough seems kind of gurgly and watery.

That sounds like a wet cough.

Empathize

04/02/23 2:28 PM MDT

Thanks for saying that.

Are you ever around cigarette smoke?

Question

04/02/23 2:28 PM MDT

Well . . . sometimes Papi smokes cigars in the house and my mom has to tell him to go outside. I breathe it a little bit then, but it’s not all the time or anything. I don’t like how it smells, and I don’t like that he is hurting himself. He could get sick.

Am sorry about that, I understand your concerns

Empathize

04/02/23 2:29 PM MDT

Thank you.

What makes your cough worse?

Question

04/02/23 2:29 PM MDT

I don’t think anything makes my cough be worse.

Have you tried to treat your cough?

Question

04/02/23 2:31 PM MDT

My mom gave me some medicine this morning. . . that helped my cough a little. I don’t remember what it was called though, sorry.

What is the name of the medicine?

Question

04/02/23 2:32 PM MDT

I don’t know. It was the purple one.

Who gave you the medicine?

Question

04/02/23 2:32 PM MDT

My mom gave it to me.

How much medicine do you take?

Question

04/02/23 2:32 PM MDT

It was just a spoonful.

Thanks for saying that.

 Washed hands.

Exam Action

04/02/23 3:08 PM MDT

 Measured blood pressure

Exam Action

04/02/23 3:09 PM MDT

 Measured heart rate

Exam Action

04/02/23 3:09 PM MDT

 Measured pulse oximetry

Exam Action

04/02/23 3:09 PM MDT

 Measured respiratory rate

Exam Action

04/02/23 3:09 PM MDT

 Measured temperature

Exam Action

04/02/23 3:09 PM MDT

 Tested lung capacity with spirometer: FEV1: 1.549 L, FVC 1.78 L (FEV1/FVC: 87%)

Exam Action

04/02/23 3:10 PM MDT

 Inspected upper conjunctiva

Exam Action

04/02/23 3:10 PM MDT

 Inspected right orbital area and sclera

Exam Action

04/02/23 3:10 PM MDT

 Inspected left orbital area and sclera

Exam Action

04/02/23 3:10 PM MDT

 Inspected lower conjunctiva

Exam Action

04/02/23 3:10 PM MDT

 Performed otoscopic examination of right ear

Exam Action

04/02/23 3:11 PM MDT

 Performed otoscopic examination of left ear

Exam Action

04/02/23 3:11 PM MDT

 Performed otoscopic examination of right naris

Exam Action

04/02/23 3:11 PM MDT

 Performed otoscopic examination of left naris

Exam Action

04/02/23 3:11 PM MDT

 Inspected mouth

Exam Action

04/02/23 3:11 PM MDT

 Inspected front of neck

Exam Action

04/02/23 3:11 PM MDT

 Inspected right side of neck

Exam Action

04/02/23 3:11 PM MDT

 Inspected back of neck

Exam Action

04/02/23 3:11 PM MDT

 Inspected left side of neck

Exam Action

04/02/23 3:11 PM MDT

 Inspected anterior chest wall

Exam Action

04/02/23 3:12 PM MDT

 Inspected posterior chest wall

Exam Action

04/02/23 3:12 PM MDT

 Palpated frontal sinuses: No tenderness reported

Exam Action

04/02/23 3:12 PM MDT

 Palpated maxillary sinuses: No tenderness reported

Exam Action

04/02/23 3:12 PM MDT

 Palpated lymph nodes of head and neck: Enlarged and reported tenderness on the right side

Exam Action

04/02/23 3:13 PM MDT

 Palpated supraclavicular lymph nodes: Not palpable

Exam Action

04/02/23 3:13 PM MDT

 Palpated axillary lymph nodes: Not palpable

Exam Action

04/02/23 3:13 PM MDT

 Palpated fremitus in anterior upper chest wall: Present and equal bilaterally

Exam Action

04/02/23 3:14 PM MDT

Ninety-nine.

 Palpated fremitus in anterior lower chest wall: Present and equal bilaterally

Exam Action

04/02/23 3:14 PM MDT

Ninety-nine.

 Palpated fremitus in posterior upper chest wall: Present and equal bilaterally

Exam Action

04/02/23 3:14 PM MDT

Ninety-nine.

 Palpated fremitus in posterior middle chest wall: Present and equal bilaterally

Exam Action

04/02/23 3:14 PM MDT

Ninety-nine.

 Palpated fremitus in posterior lower chest wall: Present and equal bilaterally

Exam Action

04/02/23 3:14 PM MDT

Ninety-nine.

 Palpated chest expansion: Both sides rise symmetrically

Exam Action

04/02/23 3:14 PM MDT

 Auscultated breath sounds in anterior right upper lobe

Exam Action

04/02/23 3:15 PM MDT

 Auscultated breath sounds in anterior left upper lobe

Exam Action

04/02/23 3:15 PM MDT

 Auscultated breath sounds in anterior right upper lobe

Exam Action

04/02/23 3:15 PM MDT

 Auscultated breath sounds in anterior left middle lobe

Exam Action

04/02/23 3:15 PM MDT

 Auscultated breath sounds in anterior right middle lobe focused exam: cough shadow health answers

Exam Action

04/02/23 3:15 PM MDT

 Auscultated breath sounds in anterior left middle lobe

Exam Action

04/02/23 3:15 PM MDT

 Auscultated breath sounds in anterior right lower lobe

Exam Action

04/02/23 3:15 PM MDT

 Auscultated breath sounds in anterior left lower lobe

Exam Action

04/02/23 3:15 PM MDT

 Auscultated breath sounds in posterior left upper lobe

Exam Action

04/02/23 3:16 PM MDT

 Auscultated breath sounds in posterior right upper lobe focused exam: cough shadow health answers

Exam Action

04/02/23 3:16 PM MDT

 Auscultated breath sounds in posterior left mid-back (lower lobe)

Exam Action

04/02/23 3:16 PM MDT

 Auscultated breath sounds in posterior right mid-back (lower lobe)

Exam Action

04/02/23 3:16 PM MDT

 Auscultated breath sounds in posterior left lower lobe near spine

Exam Action

04/02/23 3:16 PM MDT

 Auscultated breath sounds in posterior right lower lobe near spine

Exam Action

04/02/23 3:16 PM MDT

 Auscultated breath sounds in posterior left lower lobe on side

Exam Action

04/02/23 3:16 PM MDT

 Auscultated breath sounds in posterior left lower lobe

Exam Action

04/02/23 3:16 PM MDT

 Auscultated breath sounds in posterior right lower lobe

Exam Action

04/02/23 3:16 PM MDT

 Auscultated breath sounds in posterior right lower lobe on side

Exam Action

04/02/23 3:16 PM MDT

 Auscultated voice sounds in anterior right upper lobe

Exam Action

04/02/23 3:16 PM MDT

Ninety-nine.

Ninety-nine.

 Auscultated voice sounds in anterior left upper lobe

Exam Action

04/02/23 3:16 PM MDT

Ninety-nine.

 Auscultated voice sounds in anterior right upper lobe

Exam Action

04/02/23 3:16 PM MDT

Ninety-nine.

 Auscultated voice sounds in anterior left mid-chest (upper lobe)

Exam Action

04/02/23 3:16 PM MDT

Ninety-nine.

 Auscultated voice sounds in anterior right middle lobe

Exam Action

04/02/23 3:17 PM MDT

Ninety-nine.

 Auscultated voice sounds in anterior left mid-chest (upper lobe)

Exam Action

04/02/23 3:17 PM MDT

Ninety-nine.

 Auscultated voice sounds in anterior right lower lobe

Exam Action

04/02/23 3:17 PM MDT

Ninety-nine.

 Auscultated voice sounds in anterior left lower lobe

Exam Action

04/02/23 3:17 PM MDT

 Auscultated voice sounds in posterior left upper lobe

Exam Action

04/02/23 3:17 PM MDT

Ninety-nine.

Ninety-nine.

Ninety-nine.

 Auscultated voice sounds in posterior right upper lobe

Exam Action

04/02/23 3:17 PM MDT

Ninety-nine.

Ninety-nine.

Ninety-nine.

 Auscultated voice sounds in posterior left mid-back (lower lobe)

Exam Action

04/02/23 3:17 PM MDT

Ninety-nine.

 Auscultated voice sounds in posterior right mid-back (lower lobe)

Exam Action

04/02/23 3:17 PM MDT

Ninety-nine.

 Auscultated voice sounds in posterior left lower lobe near spine

Exam Action

04/02/23 3:17 PM MDT

Ninety-nine.

 Auscultated voice sounds in posterior right lower lobe near spine

Exam Action

04/02/23 3:17 PM MDT

Ninety-nine.

 Auscultated voice sounds in posterior left lower lobe on side

Exam Action

04/02/23 3:17 PM MDT

Ninety-nine.

 Auscultated voice sounds in posterior left lower lobe

Exam Action

04/02/23 3:17 PM MDT

Ninety-nine.

 Auscultated voice sounds in posterior right lower lobe

Exam Action

04/02/23 3:17 PM MDT

Ninety-nine.

Ninety-nine.

Ninety-nine.

 Auscultated aortic area with the bell

Exam Action

04/02/23 3:18 PM MDT

 Auscultated pulmonic area with the bell

Exam Action

04/02/23 3:18 PM MDT

 Auscultated Erb’s point with the bell

Exam Action

04/02/23 3:18 PM MDT

 Auscultated tricuspid area with the bell

Exam Action

04/02/23 3:18 PM MDT

 Auscultated mitral area with the bell

Exam Action

04/02/23 3:18 PM MDT

 Auscultated mitral area with the diaphragm focused exam: cough shadow health answers

Exam Action

04/02/23 3:18 PM MDT

 Auscultated aortic area with the diaphragm

Exam Action

04/02/23 3:18 PM MDT

 Auscultated pulmonic area with the diaphragm

Exam Action

04/02/23 3:18 PM MDT

 Auscultated Erb’s point with the diaphragm

Exam Action

04/02/23 3:18 PM MDT

 Auscultated tricuspid area with the diaphragm

Exam Action

04/02/23 3:18 PM MDT

 Auscultated mitral area with the diaphragm

Exam Action

04/02/23 3:18 PM MDT

 Percussed anterior right upper lobe

Exam Action

04/02/23 3:23 PM MDT

 Percussed anterior left upper lobe

Exam Action

04/02/23 3:23 PM MDT

 Percussed anterior right middle lobe

Exam Action

04/02/23 3:23 PM MDT

 Percussed anterior left mid-chest (upper lobe)

Exam Action

04/02/23 3:23 PM MDT

 Percussed anterior right lower lobe

Exam Action

04/02/23 3:23 PM MDT

 Percussed anterior left lower lobe

Exam Action

04/02/23 3:23 PM MDT

 Percussed posterior left upper lobe

Exam Action

04/02/23 3:23 PM MDT

 Percussed posterior right upper lobe

Exam Action

04/02/23 3:23 PM MDT

 Percussed posterior left mid-back (lower lobe)

Exam Action

04/02/23 3:23 PM MDT

 Percussed posterior right mid-back (lower lobe)

Exam Action

04/02/23 3:23 PM MDT

 Percussed posterior left lower lobe

Exam Action

04/02/23 3:23 PM MDT

 Percussed posterior right lower lobe

Exam Action

04/02/23 3:23 PM MDT

 Percussed posterior left lower lobe on side

Exam Action

04/02/23 3:23 PM MDT

 Percussed posterior left lower lobe near spine

Exam Action

04/02/23 3:23 PM MDT

 Percussed posterior right lower lobe near spine

Exam Action

04/02/23 3:23 PM MDT

 Percussed posterior left right lobe on side

ORDER SHADOW HEALTH HELP HERE

Exam Action

04/02/23 3:23 PM MDT

 Measured diaphragmatic excursion: 3 cm

Exam Action

04/02/23 3:24 PM MDT

Danny, we want to make sure you dont develop an infection and become more sick by taking you through the different that can prevent that and the focus will be on your risk factors. Some of your risk factors include you being close to a sick friend, exposure to cigar smoke, having touches your face with uncleaned fingers. They may sound a lot but by working together and mitigating your risk factors can be easy and effective

Educate

04/02/23 4:43 PM MDT

OK. I get it!

To make sure you dont become sicker, I will talk to you and your father and what must e done. The three of us will collaborate and agree to your health goals. Then both of you will repeat what you have learnt to be sure you have understood all which should be done.

Educate

04/02/23 4:48 PM MDT

Alright.

Does the plan sound good to you?

Educate

04/02/23 4:49 PM MDT

We can do it! I love learning and I’m really a good learner.

If you don’t have any other question, we can start our discussion.

Educate

04/02/23 4:49 PM MDT

Okie dokie artichokey.

Florida Fake Nursing Degree Scandal: What You Need to Know

A nursing degree is essential for healthcare practitioners who need to advance their profession in nursing. In Florida, more than seven thousand students were issued fake degrees, which affected nursing performance. This article will give you an in-depth understanding of the Florida nursing degree scandal.

The nursing profession is one of the most respected and noble professions in the world. Nurses play a critical role in the healthcare industry by providing compassionate care and ensuring patients receive the best possible treatment. However, the integrity of the nursing profession has been put into question following the recent discovery of a fake nursing degree scandal in Florida. In this blog post, we will explore the scandal and provide you with the information you need to know.

What is the Florida Nursing Degree Scandal?

The Florida nursing degree scandal involves the discovery of several fake nursing schools in the state that have been issuing bogus degrees to students. The schools have been offering nursing programs without proper accreditation or authorization from the state, leading to thousands of students being issued fraudulent degrees.

ORDER AN ESSAY HERE

The scandal has left the nursing profession in disarray, with many people questioning the legitimacy of the nursing degrees obtained from Florida. The issue has also raised concerns about the quality of nursing education in the state and the need for more stringent regulations to prevent such incidents from happening in the future.

How Many Nurses Have Fake Degrees?

According to recent reports, there are around 7,600 nursing degrees in Florida that are believed to be fake. This number includes current and former nurses who may have received their degrees from one of the three fake nursing schools in the state.

The revelation has caused panic among nurses who fear that their licenses may be revoked or suspended if they are found to have obtained their degrees from one of the fake schools. The situation has also caused a lot of confusion and uncertainty about the validity of nursing degrees in the state.

Are the 7600 Nursing Degrees Fake?

The nursing degrees obtained from the fake nursing schools in Florida are not recognized by the Florida Board of Nursing, which regulates the state’s nursing profession. The board requires all nursing schools to be accredited and authorized by the state to ensure that they meet the minimum standards required for nursing education.

Nurses who obtain their degrees from fake schools may be required to go through additional training or education to meet the requirements of the Florida Board of Nursing. They may also be required to take the National Council Licensure Examination (NCLEX) to ensure they have the necessary skills and knowledge to practice nursing in the state.

What Schools Have Fake Nursing Degrees?

The three fake nursing schools in Florida that have been identified are the Atlantic Vocational Technical Center in Coconut Creek, the Fast Train College in Miami, and the Pinellas Vocational Technical Institute in Clearwater. These schools have been shut down, and the people responsible for running them are facing charges for their actions.

The schools were offering nursing programs without proper authorization or accreditation, leading to the issuance of fake nursing degrees. The students who enrolled in these programs believed they were receiving a legitimate nursing education but were being defrauded.

The scandal has raised concerns about the need for more stringent regulations to ensure that nursing schools meet the minimum standards required for nursing education. It has also highlighted the importance of due diligence by students who are considering enrolling in nursing programs to ensure that the schools they choose are legitimate and authorized by the state.

What Are the Three Fake Nursing Schools in Florida?

The three fake nursing schools in Florida that have been identified are the Atlantic Vocational Technical Center, the Fast Train College, and the Pinellas Vocational Technical Institute. These schools were offering nursing programs without proper authorization or accreditation, leading to the issuance of fake nursing degrees.

The schools were shut down following the discovery of the scandal, and the people responsible for running them are facing charges for their actions. The investigation into the scandal is ongoing, and more information about the schools and their practices is likely to emerge in the coming months.

How Did They Find Out About Fake Nursing Degrees?

The discovery of the fake nursing degree scandal in Florida was the result of a joint investigation by the Florida Department of Law Enforcement, the Florida Board of Nursing, and the Florida Attorney General’s Office. The investigation began in 2014 after several complaints were filed against the schools.

During the investigation, undercover agents enrolled in the nursing programs offered by the schools to gather evidence of their illegal activities. The agents found that the schools offered substandard education and issued bogus degrees to students.

The investigation culminated in 2016 when the schools were shut down, and the people responsible for running them were arrested and charged with multiple counts of fraud, grand theft, and other crimes.

What Will Happen to the Nurses With Fake Degrees
?

Nurses who obtained their degrees from fake nursing schools in Florida may face disciplinary action by the Florida Board of Nursing, which has the authority to revoke or suspend nursing licenses for individuals who obtained their degrees from unaccredited or unauthorized schools.

The board may require nurses with fake degrees to complete additional education or training to meet the minimum standards required for nursing education in the state. Nurses who refuse to comply with the board’s requirements may face disciplinary action, including the revocation or suspension of their nursing license.

The scandal has also raised concerns about the need for more stringent regulations to ensure that nursing schools meet the minimum standards required for nursing education. It has highlighted the importance of due diligence by students who are considering enrolling in nursing programs to ensure that the schools they choose are legitimate and authorized by the state.

 

 

 

Disadvantages of the Florida fake nursing degree

The fake nursing degree scandal in Florida has cast a shadow over the nursing profession in the state and raised concerns about the quality of nursing education in the state. The discovery of the scandal has highlighted the need for more stringent regulations to ensure that nursing schools meet the minimum standards required for nursing education. This led to the loss of jobs and the closing of many nursing institutions in Florida to ensure that no more fake degrees were issued to unprofessional individuals, leading to poor performance in healthcare.

The Florida fake nursing degree scandal has left a lasting impact on the nursing profession in the state. It has highlighted the importance of quality education and the need for more stringent regulations to prevent fraudulent activities in the education sector. While the scandal has brought negative attention to the nursing profession, it’s an opportunity for stakeholders to work together to improve the quality and legitimacy of nursing education and protect the public’s trust in the profession

Nurses who obtained their degrees from the fake schools may face disciplinary action by the Florida Board of Nursing, which has the authority to revoke or suspend nursing licenses for individuals who obtained their degrees from unaccredited or unauthorized schools. Florida Fake Nursing Degree Scandal: What You Need to Know The scandal has also raised concerns about the need for due diligence by students considering enrolling in nursing programs to ensure that the schools they choose are legitimate and authorized by the state.

Advantages of studying a nursing degree

Nursing is a broad field of study. Many students aspiring to be professional nurses must have enough knowledge and skills to conduct research. You must ensure that you work extra hard to have a degree in nursing.

If you want to study for a degree in nursing, you must have the right qualifications required in nursing institutions. You can also begin by studying for a nursing diploma and advance your nursing profession by taking a degree. It would be best if you also considered looking for an institution that offers legit training in nursing to avoid getting a fake degree.

Winding up

The fake nursing degree scandal in Florida is a reminder of the importance of maintaining the integrity of the nursing profession and ensuring that nursing education meets the highest standards of quality and legitimacy. It is up to all stakeholders in the nursing profession to work together to prevent such scandals from happening and maintain the public’s trust in the nursing profession. As a general audience, it’s important to be aware of the risks associated with obtaining degrees from unaccredited or unauthorized schools. Research thoroughly and verify the accreditation and authorization of a nursing school before enrolling in any program.

The
Florida fake nursing degree scandal
serves as a cautionary tale about the importance of due diligence in selecting a nursing school. The scandal has brought attention to the need for more stringent regulations to prevent similar incidents from occurring in the future. The nursing profession is a vital aspect of the healthcare industry, and it’s essential to ensure that all nurses are qualified to provide the best care possible to patients Florida Fake Nursing Degree Scandal: What You Need to Know.