Tag: Clinical-Nursing

NRS-434VN – Developmental markers for a 9-month-old female infant 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.

According to the CDC for a nine month old infant, developmental milestones can be assessed and compared to other peers of the same age to indicate were the infant stands in accordance to growth charts. When a nurse assess the infant, they should keep in mind that the norm is for the infant to be “shy and fearful” with strangers. They also have many facial expressions at this age and looks towards a person when their name is called. Games such as peek a boo can cause the infant to laugh and giggle. At this time verbal communication is still very minimal. They have one worded sounds such as Mama. They may also indicated needs such as reaching for what they need. During this age they also start to explore physical things like hitting toys together over and over. Physically speaking, infants of nine months can sit up unsupported, and have items switched from one hand to another.

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            The infant in the provided scenario describes them as being in the lower end of the growth chart that is provided per the CDC. Physically the weight, length and circumference are all lower than the expected readings. With all these details the nurse should provide education regarding the infants nutrition. According to the CDC, infants should be mostly consuming fruits and vegetables that have been pureed, at least for three meals a day. It is also important to note not to be giving infants things they can choke on such as nuts and uncut grapes. (Green,S 2022).

References

Centers for Disease Control and Prevention. (2023a, June 6). Important milestones: Your baby by nine months. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/actearly/milestones/milestones-9mo.htm

Green, Z. S. (2022). Health Assessment of the Infant. Health Assessment: Foundations for Effective Practice. Grand Canyon University. https://bibliu.com/app/#/view/books/1000000000584/epub/Chapter1.html#page_17

 

NRS-434VN – Developmental markers for a 9-month-old female infant post 2

A nurse should assess the following developmental milestones for a 9-month-old infant. (CDC, 2023).

Social/Emotional milestones:
Is shy and fearful to strangers, shows several facial expressions, looks when you call her name, and smiles or laughs when you play peek-a-boo.

Language/Communication Milestones:
Lifts arms up to be picked up, Makes a lot of different sounds like mama and baba.

Cognitive Milestones:
Looks for objects when dropped out of sight (like his spoon or toy), bangs two things together.

Movement/Physical Development Milestones:
Moves things from one hand to her other hand, sits without support, Uses fingers to “rake” food towards himself.

Our scenario already described about the 9 months old female infants that she is at the bottom of the chart as per CDC growth chart. This baby is unhealthy as her length, weight and head circumference is lesser than the other baby. Along with these measurements the nurse should perform the detail assessment of the baby. The first recommendations the nurse would give is about the nutritional status of the infant. Each baby develops in their own time and at their own pace. But as based on the above scenario, babies need three meals a day making puree from fresh fruits and vegetables. Foods with iron are especially important at this age. At this age, it is also important to lower the crib mattress. Safety is important. (Gordan S, 2022). These recommendations should be evidence based. The nutritious foods help in proper growth and development. Safety is important to prevent from accidents as at this age baby can crawl.

CDC,2023. Centers for Disease Control and Prevention. 
Important Milestones: Your Baby By Nine Months.
 
https://www.cdc.gov/ncbddd/actearly/milestones/milestones-9mo.html
.

Gordan S. 2022. Verywell family 
Your 9-Month-Old Baby’s Development and Milestones.
 
https://www.verywellfamily.com/your-9-month-old-baby-development-and-milestones-4172786
.

 

NRS-434VN – Developmental markers for a 9-month-old female infant discussion post 3

Pediatric care is important to provide developmentally appropriate care for the infants.  As a nurse, they should be monitoring the child’s growth and development and offering some level of support to the parents. “Health care providers also use the growth chart to compare development in children of the same age and gender. It’s been a standard in pediatrics since the 1970s and still today, plays a critical role in catching early signs of disease and preventing future health problems” (DiPietro,2020).     The length of this 9 month old  is in the 25th percentile which indicates normal growth for this age group, but the nurse needs to continuously monitor the length and height of the infant.  The infant’s weight is in the 5th percentile which needs to be monitored to make sure they are growing at a consistent rate.   I might give the mother some guidance on feeding and nutritional needs of an infant.  The head circumference is also at the 25th percentile which indicates normal brain development.   Again, the nurse would need to ensure that their head growth is increasing at an appropriate rate.   The health professional will need to give the parents certain activities that help promote cognitive development.  The nurse needs to examine the infant’s motor skills which includes reaching for things, sitting with support, or any signs of crawling or moving on their own.   These milestones should be in alignment with their infant’s age.

Other topics that should come up during the 9 month old check up should be the eating habits of the infant.  If the mother is breastfeeding or bottle-feeding, the nurse needs to suggest introducing solid foods if they haven’t already started.  The idea is to begin weaning the infant off the bottles or breastfeeding and eating solid food moving forward in the next few months. Infants at nine months begin moving more on their own.  “By 9 months, babies at this age are crawling and can raise themselves to stand, so safety in the home becomes an important issue as your baby’s curiosity (and mobility) grows” (Rattana-Umpa, Tanwatthanakul, & Santiboon, 2021).  Safety at home also becomes a topic for discussion with the parents since their child will be walking soon.   I believe for parents they want to find out if their child is developing both socially and cognitively at an appropriate rate.   The nurse can assess this by their response to their environment, recognizing familiar faces, and interactions with toys.  The nurse and parents will ask questions and observe how the infant responds to their parents, smiles from the infant, and how attached they are to the mother.  The nurse should provide guidance on the importance of bonding and parenting practices in relation to emotional development.  A final piece to look for is their speech and language development.  Even though it is still early at 9 months, at this stage you want to look for the infant’s response to sounds, any type of babbling, or communication from the infant.  It is important to give advice on talking and reading to their infant to help promote this development.

My recommendations to the mother based on evidence-based practices would be to ensure that the infant is receiving adequate nutrition. The parents should continue bottle feeding or breastfeeding along with providing solid foods.  The parents should also continue to make sure they are keeping up with the immunization schedule that is recommended vaccinations to prevent diseases.  These are based on the American Academy of Pediatrics recommendations and the World Health Organization.  The parents need to be given information on safe sleep practices to help prevent sudden infant death syndrome.   The recommendation of nurturing parenting practices need to be reinforced like talking and reading to the infant or playing with them with age-appropriate toys.   Of course, the parents need to be making observations on their milestones that they keep an eye out for.  If their child doesn’t do everything when they are supposed to, I would need to offer reassurance that not all children are the same or progress at the same exact rate.   If there are concerns, the nurse can provide early interventions about any developmental delays.  Regular follow-up with the pediatrician should be suggested to address the progress and concerns they may have.

DiPietro, G. (2020, October 22). 
What to know about the pediatric growth chart
. Novant Health | Healthy Headlines. 
https://www.novanthealth.org/healthy-headlines/what-to-know-                               about-the-pediatric-growth-chart#:~:text=Pediatricians%20look%20for%20inconsistencies%20in,weight%2C%20length%20and%20head%20circumference.

Rattana-Umpa, N., Tanwatthanakul, J., & Santiboon, T. T. (2021). Associated indicator factors among inappropriate malfunctions’ development for the 9-month-old-baby.

 

NRS-434VN – Developmental markers for a 9-month-old female infant Response

The comprehensive assessment and guidance you’ve outlined for the 9-month-old infant align with the crucial aspects of pediatric care. In addition to monitoring growth and developmental milestones, addressing safety concerns, and encouraging parental involvement, it’s essential to emphasize the role of play in fostering cognitive and motor skills. Recommending age-appropriate toys and activities stimulating the infant’s senses and coordination can enhance their overall development. Furthermore, discussing the importance of tummy time for strengthening muscles and promoting motor skills can be beneficial. Regarding speech and language development, encouraging interactive activities like singing, imitating sounds, and responding to the infant’s babbles can contribute to language acquisition (National Institute on Deafness and Other Communication Disorders, 2018). Emphasizing the significance of creating a language-rich environment at home through talking and reading will positively impact the infant’s language skills. Additionally, reinforcing the importance of routine well-baby visits for ongoing assessment and timely interventions complements your evidence-based approach, ensuring the infant receives continuous, proactive healthcare.

References

National Institute on Deafness and Other Communication Disorders. (2018). 
Speech and language developmental milestones
. NIDCD. 
https://www.nidcd.nih.gov/health/speech-and-language

NRS-434VN – Developmental markers for a 9-month-old female infant discussion post 4

 A nurse should assess a 9 months old female child for social milestone: where a infant  exhibits shyness and  fearfulness around new people, emotional milestone: where the infant has some facial expression of sad, happy and surprise, the infant is able to react to her name , cries at your departure from her presence, smiles and laughs, cognitive milestone; infant  produces noise with objects , looks out for missing things, movement and physical developmental milestone : the infant is able to sit , move objects from one hand to another, language and communication milestone: the infant is able to make different sounds with their mouth things like mamamama, bababababa, and is able to lift arm up to be picked (CDC 2023).

 

During assessment the nurse notes the general appearance of the infant , in this case the , the infant’s weight, length ans head circumference is below  the CDC growth chart according the details provided. Which an indication that the child has a retarded growth, it will be recommended to the mother to introduce some complimentary nutrition for example pureed fresh  fruit and vegetable to provide vitamin and minerals  in addition to breast milk and baby formula to give the infant more nutrient to enhance adequate growth according to age. I will recommend immunization in order to prevent childhood preventable diseases, i will recommend ensuring safety of the infant by not giving the child any nut as it has been noted to cause choking  and might lead to dead of an infant (Green,S 2022), i will recommend hand hygiene and general before handling infant to prevent infections in the infant. These recommendation are based on evidenced practice for example poor nutrition is linked to retarded growth and also immunization has helped in eradicating diseases or reduce the effect of some diseases for example polio was eradicated by immunization.

References

Centers for Disease Control and Prevention. (2023a, June 6). 
Important milestones: Your baby by nine months
. Centers for Disease Control and Prevention. 
https://www.cdc.gov/ncbddd/actearly/milestones/milestones-9mo.html

Green, Z. S. (2022). Health Assessment of the Infant. Health Assessment: Foundations for Effective Practice. Grand Canyon University. 
https://bibliu.com/app/#/view/books/1000000000584/epub/Chapter1.html#page_17
  NRS-434VN – Developmental markers for a 9-month-old female infant

Nursing Approach to Cancer Care

Cancer is a horrifying enemy to human health and requires a complex approach to care and treatment. Nurses play a crucial role in complex cancer care. Through their empathy, dedication, submission, and expertise they can improve the physical, emotional, and psychological well-being of the patients.

In this blog post, we will explore the aspect of the nursing approach to cancer care and their contribution to the general well-being of their patients.

Oncology nursing in cancer care

Oncology nursing in cancer care is a specialized field that covers a large scope of duties in the care of a patient with cancer. They play a major role throughout the stages of cancer care. They have the following responsibilities:

Assessment

They are responsible for carrying out assessments on the patients such as symptom monitoring, physical examinations, and psychological evaluations.

Treatment

The oncology nurses are responsible for cancer treatment chemotherapy radiation therapy and continuous monitoring of the patients to check for progress or complications.

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Educating patients

They have a role in educating patients and their families concerning disease, treatment options, possible side effects, and techniques to control the symptoms.

Symptom control

They know the management of symptoms related to cancer and its treatment.

Emotional support and counseling

They offer emotional support and counseling to the patients and their families. They also help them to overcome the challenges that come with cancer diagnosis and treatment.

Cooperation

The oncology nurses coordinate with other health care teams for example physicians, social workers, and other professionals to provide effective and quality care to the patients.

Survivorship care

They are responsible for providing survivorship care through follow-up assessment monitoring for recurrence and giving a light mint on healthy lifestyle options and possible effects of cancer treatment.

End-of-life care

Oncology nurses play a vital role in giving compassionate end-of-life care aiming at managing pain, offering emotional support, and maintaining the patient’s comfort and dignity in their final stages of cancer.

Symptom management in nursing cancer care

Symptom management is very crucial when it comes to improving the quality of life for patients experiencing cancer treatment. Nurses do their best to ensure they provide effective symptom management strategies to their patients. Here are some strategies that nurses employ during symptom management:

Pain management

Nurses are responsible for assessing and controlling the pain that cancer patients experience by using different interventions including the provision of pain medications, offering comfort actions, and encouraging relaxation techniques.

Fatigue management

Nurses come up with strategies that help patients manage fatigue for example encouraging adequate rest, energy conservation, and physical activities.

Nausea and vomiting management

Continuous assessment and monitoring are roles carried out by nurses to help in the management of nausea and vomiting symptoms. They come up with strategies to help reduce the side effects through dietary modifications, antiemetic medications, and relaxation techniques.

Nutrition management

Nurses work together with nutritionists to come up with dietary plans for tailoring the specific needs of cancer patients. They come up with guidelines to help in maintaining a balanced diet in cancer patients during treatment.

Emotional support

Nurses provide emotional support to patients and create an empathetic environment that promotes open communication, encouraging understanding and trust.

Constipation and diarrhea control

Nurses examine patients for gastrointestinal symptoms and apply the necessary interventions to control bowel movements and ensure gastrointestinal comfort.

Respiratory support

Nurses play the role of providing effective education to patients with respiratory issues and create techniques to help manage the symptoms including breathing exercises, oxygen therapy, and monitoring respiratory function.

Skin health maintenance

Nurses provide education about possible skin issues due to cancer treatment and give guidance on suitable skin care, wound management, and the use of protective measures to maintain skin health.

Understanding Patient’s perspectives in cancer care

Understanding the patient’s perspective is very important as it helps in fostering trust, confidence, a sense of collaboration, and building a strong therapeutic relationship. It involves the following:

Active listening

Listening actively to the needs, fears, concerns, and emotional struggles of the patients is very important in promoting their well-being.

Empathy

Nurses should show empathy to understand the challenges, fears, and doubts that the patients might be facing concerning cancer diagnosis.

Communication

Encouraging open and transparent interactions is essential in educating patients on matters concerning their diagnosis, treatment options, and the possible effects of cancer on their personal lives.

Autonomy

Nurses should include patients in decision-making procedures and respect their choices and values. This shows respect for their autonomy which fosters a sense of trust.

Emotional support

Giving emotional support and comfort will encourage patients to talk about their emotions and fears without feeling secluded or judged.

Cultural sensitivity

Be sensitive and respectful to the cultural differences and beliefs of patients and provide care systems that support the cultural background and personal values of the patients.

Self-advocacy

Encouraging patients to participate in their Kenya through asking questions, seeking information, and talking about their concerns is important as it will enable them to make knowledgeable decisions when it comes to their treatment and overall well-being.

Empowering patients through education in cancer care

This is an important feature of healthcare that helps patients to make knowledgeable decisions about their health.

Here is what empowering patients through education in cancer care involves:

Disease understanding

Giving extensive information on the particular stages of cancer, causes, risk factors, symptoms, and prognosis is important as it helps patients to have a clear understanding of their current health condition.

Alternative treatments

Elaborating the different treatment alternatives available together with their possible benefits, risks, and side effects will enable the patient to engage in decision-making procedures in coordination with their healthcare providers.

Self-management abilities

Providing education to patients concerning self-management abilities such as adhering to medication, monitoring their symptoms, and modifying their lifestyle will help them to engage in their treatment procedures and improve their outcomes.

Support resources

Initiating patients to support resources is essential as it will enable them to acquire the extra guidance and support they require in their cancer journey. The support resources may include patient advocacy groups, counseling services, and educational materials.

Survivorship and potential outcomes

Explaining the possible outcomes and survivorship procedures for controlling possible long-term impacts will help patients to be ready for life after cancer treatment.

Health promotion

Providing health promotion will enable patients to increase their control over and improve their health leading to resilience during and after cancer treatment.

Supporting families and caregivers in cancer care

Supporting families and caregivers in
cancer care
is important. Families and caregivers play a pivotal role in the overall well-being and recovery of the patient. It also leads to better outcomes for the patients and irradiation of the physical, emotional, and practical difficulties that the caregivers encounter in the process of cancer care.

The following are some essential strategies for providing support to families and caregivers in cancer care:

Providing overall education and information including patients’ condition, possible side effects, and treatment alternatives helps caregivers to have a better understanding of what to anticipate and how to provide effective interventions and support.

Emotional support. Emotional support is also essential when it comes to managing the impact of caregiving and controlling the challenges they face during treatment.

Provide practical help to reduce some burdens related to caregiving for example household chores transportation and meal preparation. This will enable the caregivers to put their focus on supporting their members or loved ones.

Encourage effective interactions among healthcare providers, caregivers, and patients. This will ensure that everyone is involved in the care plan and updated with the correct information.

Provide grief support services and counseling to the families and caregivers to help them cope with the grieving process after the loss of their loved one to cancer.

Offer directions on obtaining the financial and legal aspects of caregiving such as legal documentation, financial assistance programs, and insurance coverage.

Promoting holistic wellbeing in cancer care

Holistic well-being in cancer care is an important aspect in addressing the first features of a patient’s health and well-being. The following are Some essential strategies for promoting holistic well-being in cancer care:

Promoting physical well-being

Promoting physical well-being and guidance and controlling welcomes related to cancer treatment such as fatigue, pain, and nausea through exercises proper nutrition, and enough rest help patients conserve their physical strength and energy.

Offering emotional support

This will help patients control the psychological effects of cancer.

Mental well-being

Promote mental well-being through relaxation techniques, mindfulness practices, and cognitive behavioral therapy. This will promote a positive view despite the challenges brought by cancer.

End-of-life care

Offer complete end-of-life Care that supports the comfort, health, and emotional well-being of the patient. Comfort and support should be provided to both the patients and their family members meeting all their physical and psychological needs in the challenging period.

Offer support for caregivers

Provide the required resources, temporary care, and psychological support to guide the caregiver in challenges management procedures related to patients with cancer.

To wind up

Nurses are the support system in cancer care. Their dedication, compassion, and empathy are responsible for relieving physical symptoms and providing emotional support and guidance to the patient caregivers and their families. By understanding patient perspectives, offering support, symptom management, and education to the patients and caregivers, nurses are uncelebrated champions in the fight against cancer.

Lecture One

Is racism a deeply theological problem?
Finding answers to this fundamental question can offer useful insights into how the Christian story and way of life has been shaped by racial differences between and among members of the congregations. Brown (2018) explained that whilst African American Christians and white evangelicals may be perceived to share a good deal theologically, their social understandings are relatively distinct. On one hand, whilst African-American Christians may be said to possess a politically- and socially-active faith, their white evangelical counterparts tend to place more attention on personal faith and a belief in individualist explanations. Similarly, Wytsma (2017) noted that whilst the racial architecture of Christianity in the western world is evidenced by the strength attached to the principality of whiteness, the spread of Christianity by the early European Christians in the new world appeared to reinforce a distinctive kind of racial faith. In other words, whilst the European Christians played a major role in the spread and expansion of Christianity, the pedagogical imperialism of Christianity did immensely contribute to the rise of contemporary Christianity that is not open to changing, learning, adapting and become new. On the contrary, the Christianity life that emerged in the wake of colonialism and imperialism placed strong emphasis on segregating and/or assimilating peoples into their own distinct version of Christianity, something that has over time formed the basis of racial faith (Husain, 2017).

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Therefore, the historical relationship between race and religion must be comprehensively examined with the core intention of gaining a better understanding of the connection between religion and racialization in the modern context. Roberts (2020) pointed out that religion has the greater potential to inspire harmony and mutual understanding amongst people from different cultural backgrounds and with highly unique experiences, and can form a key starting point for mobilizing resources aimed at reducing or averting racism.

Do white and Black Christians differ?

Lecture Two

Do white and Black Christians differ?
In this question, I am more interested in the notion that although the Christianity life and practice demands all adherents and followers to duly share in the Christian faith, a powerful and entrenched racial faith is explicitly evident. Tisby and Moore (2019) clarified that becoming a Christian is by and large a transformative process that involves total embodiment in Jesus’ holistic ministry. However, research has shown that the American church is guilty of discarding the Holy Scripture’s robust comprehension of God’s redemptive kingdom in favor of a racial faith that strongly supports racial inequality and racial injustice in the church and the community at large. Wytsma (2017) argued that Christianity might have played a role in the generation of racial categories through promoting the power and principality of whiteness while asserting the inferiority of blackness. In other words, the theological justification of slavery, colonialism and imperialism as perpetrated by the early European Christians paved the way for the racist ideology that has to the present day influenced the differences in Christianity belief and practice among whites and blacks.

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Oyakawa (2019) pointed out the subjective association of white with Christian during the slavery era and into the colonization period formed the basis on which social dominance, submission to white normativity and the spread of cultural captivity that has since the 1600s equated American culture with Christian orthodoxy. Research has shown that the notable differences between white and black congregations emanates from an historical background of colonialism, slavery, reconstruction, Jim Crow, the civil rights movement, mass incarceration, and colorblindness (Bost, 2020). Therefore, whilst the church has been highly instrumental in promoting cultural diversity and tolerance in the American society, it has remained complicit in maintaining the structural and institutional systems as well as historical realities that are responsible for the differences between white and black Christians.

Racial distinctions and race-based discrimination

Lecture Three

Are we there yet? This being the 21
st
century, one of the most pressing issues is whether racial reconciliation has been fully attained despite the entrenchment of racial distinctions and race-based discrimination in key areas of the mainstream American society. Bantum (2016) insisted that although major legislative and institutional developments have contributed to the promotion of racial equality and diversity, the narrative of racial progress is still incomplete and subdued. Prevot (2018) concurs that although the post-racial status of the modern American society has been extensively emphasized in the socio-cultural, economic, educational and political realms, the downfall of racism is far from being attained. Research findings indicates that the racist ideology of white privilege and white supremacy has greatly undermined the pursuit of racial justice and social equity, and this has paved way for an apathetic culture of bystanders to flourish in what can be described as ‘white America’ (Tisby & Moore, 2019).

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Lewicki (2021) noted that the centrality of whiteness as a cultural standard is reinforced by how many of the racial minorities are further othered as inferior and the mere objects of help. In other words, although white people have historically been portrayed as wealthy and influential, their racial minority counterparts are depicted from a deficit standpoint as lacking, in poverty and incapable of salvaging their needful situation. Moreover, there appears a common misconception that white people are naturally needed and possess the ample resources that inherently positions them as the privileged donor, and hence the hierarchical differences between them with the needy recipient is informed by the centrality of whiteness (Bost, 2020). These findings indicates that although a majority of people condemn the existing racial injustices and inequalities, the shift from a culture of white supremacy to that of white fragility and white guilt and maintenance of white centrality is evident.

entrenched myth of white supremacy and white privilege

NRS-425 – Community Teaching Project: Indirect Care Experience Hours

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using both direct and indirect care experiences for practicing nurses. This course requires students to complete 25 hours of indirect care experiences involving the development and implementation of a teaching plan at a community/public health location in their local community.

Complete the table below by indicating the date each required activity was completed and submit it in the digital classroom in Topic 5.

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Date Completed

Hours

Indirect Care Experiences and Activities

 

4

Selection, Research, and Assessment

·         Select a setting for a teaching presentation.

·         Perform needs assessment that includes assessment of environmental factors, socio-economic/cultural/political disparities, and health literacy.

 

2

Community Assessment

·         Perform a community assessment of your selected community using secondary sources and a physical appraisal.

 

4

Teaching Plan Development

·         Research evidence for the chosen teaching topic, including theories and techniques to promote health management.

 

4

Interview of Community Representative

·         Interview and provide teaching plan to the community representative.

·         Obtain feedback from the selected community site representative.

·         Complete the summary paper of the interview with the representative.

·         Obtain signature from community representative acknowledging interview was completed.

 

3

Revising the Teaching Plan

·         Revise teaching plan based on additional information gathered, instructor feedback, and community representative feedback.

·         Apply knowledge of social cultural factors of the population.

 

3

Finalizing Teaching Plan

·         Review feedback and adjust the teaching plan accordingly.

·         Develop and submit the presentation.

 

3

Community Teaching Presentation

·         Deliver presentation to the selected community.

·         Obtain signature from community representative acknowledging presentation was completed.

 

2

Community Teaching Experience Reflection

·         Evaluate teaching effectiveness and complete the teaching experience reflection.

Total

25

 

I, _________________________, have completed the indirect care experience hours required to meet the learning objectives of the course.

Student Signature: __________________________________________ Date: ___________________________________

NRS-425-RS-IndirectCareExperienceHours

NRNP-6645F Week 1: Assignment COURSE ACKNOWLEDGEMENT QUIZ

Question 1

0.1
/ 0.1
 pts

How long does my instructor have to grade my assignments after the due date?

3 days

 

5 days

 

7 days

 

Correct! 

10 days

 

Question 2

0.1
/ 0.1
 pts

Where do I find my instructor’s feedback on assignments?

In the grading comments

 

In the rubric

 

Correct!

Grading comments and the rubric

 

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Question 3

0.1 
/ 0.1
 pts

How often should I check the announcements, email and doc sharing?

Correct!

Every day

 

Once a week

 

Twice a week

 

Three times a week

 

NRNP-6645F Week 1: Assignment COURSE ACKNOWLEDGEMENT QUIZ Question 4

0.1 
/ 0.1
 pts

Who do I contact about a grade I don’t agree with?

Correct!

Didactic faculty

 

Specialty Coordinator

 

Program Director

 

President

 

Question 5

0.1 
/ 0.1
 pts

Are assignment re-dos or extra credit allowed in the NP program?

Yes

 

Correct!

No

 

Question 6

0.1
/ 0.1
 pts

I cannot use my textbook as a resource or other patient centered websites such as WebMD.

Correct!

True

 

False

 

Question 7

0.1 
/ 0.1
 pts

I cannot use textbooks, notes, videos, websites, or any other resource when taking the midterm and final exams.

Correct!

True

 

False

 

Question 8

0.1 
/ 0.1
 pts

Are Grand Rounds mandatory to attend?

Yes

 

Correct!

No

 

NRNP-6645F Week 1: Assignment COURSE ACKNOWLEDGEMENT QUIZ Question 9

0.1 
/ 0.1
 pts

Can I watch a recording of Grand Rounds later?

Correct!

Yes

 

No

 

Question 10

0.1 
/ 0.1
 pts

I have read the NP program Practicum Manual and will abide by the requirements to successfully complete this program.

Correct!

True

 

False

 

Question 11

0.1 
/ 0.1
 pts

I am responsible for everything I post on social media.

Correct!

True

 

False

 

Question 12

0.1 
/ 0.1
 pts

I understand the appropriate chain of command in the College of Nursing.

Correct!

True

 

False

 

Question 13

1 
/ 1
 pts

I acknowledge reading the syllabus and understand the course requirements to successfully pass the class.

Correct!

True

 

False

 

Question 14

Not yet graded 
/ 0.1
 pts

By signing below, I acknowledge that I have viewed the course information meeting in its entirety  and / or course materials and will adhere to the policies that have been set forth.

Type your name and the date below.

NRNP-6645F Week 1: Assignment COURSE ACKNOWLEDGEMENT QUIZ

NRS-425 Community Teaching Project – Interview Acknowledgment Form

Students must submit this form in the digital classroom in Topic 4.

Student Name:

Course Section and Faculty Name:

Date of Interview:

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Representative Information

Representative Name :

 

 

 

 

Last

First

M.I.

Credentials:

 

Title:

 

 

(i.e., MS, RN)

Organization:

 

Phone Number:

 

Email Address:

 

D

 

 

 Provider Acknowledgement

I ___________________________ acknowledge that ____________________________

 

(Representative’s Name)

(Student’s Name)

has interviewed me and received feedback about the above-mentioned organization and community for their Community Teaching Project. The organization/agency does not endorse the university or the student; however, the teaching plan developed by the student is considered appropriate and of benefit to the community of interest.

 

 

 

Representative’s Signature (must be handwritten)

 

Date Signed

NRS-425-RS-T4-InterviewAcknowledgmentForm

The American Revolution Essay

HIST 405N Week 2 Discussion Questions

Discussion 1: The American Revolution

What were the causes of the American Revolution? How did the British colonists evolve from good citizens to revolutionaries and back something as unique as the Declaration of Independence?

The American Revolution

Introduction

Between 1765 and 1783, a series of political, economic, and ideological forces drove the American Revolution (Greene, 2000). The Stamp Act and the Townshend Acts, two heavy taxes levied by the British government without colonial representation, acted as a trigger (Wolf, 2008). Colonial unrest was exacerbated by the lack of political rights and interventions in trade, which sparked a resistance movement based on the principles of equality, liberty, and self-determination. This  The American Revolution Essay assignment looks at what caused the American Revolution, and how they changed from being obedient subjects to revolutionaries.

The causes of the American Revolution

The American Revolution, which took place from 1765 to 1783, was primarily driven by an array of political, economic, and ideological factors. A major driving force behind the revolution was the British government’s imposition of heavy taxes on the American colonies, like the Stamp Act and the Townshend Acts, without providing colonial representation in the British Parliament (Wolf, 2008). This taxation without representation served as a rallying cry for the colonists, who felt that their political rights were being violated. Trade restrictions and the British Crown’s meddling in colonial commerce also played a crucial role in the revolution. In addition, the revolution’s ideological foundations derived from a growing sense of American identity and a desire for increased autonomy (Hebb, 1960) The American Revolution Essay. The American colonies’ quest for independence from British rule was the result of a resistance movement that was sparked by the ideas of liberty, equality, and self-determination.

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Evolution from good citizens to revolutionaries, and Declaration of Independence

British colonists gradually turned from being obedient subjects to rebels as a result of a number of incidents that made them lose faith in the British government. Many colonists initially believed themselves to be loyal to the Crown and tried to settle disputes amicably (Wolf, 2008). However, the colonies’ relationship with the mother country became strained as a result of a series of oppressive policies, such as taxation without representation, the stationing of British troops in the colonies, and limitations on colonial self-governance. Colonial sentiment changed as a result of the growing sense of British overreach, which in turn encouraged a growing yearning for self-determination and independence (Hebb, 1960).

The signature of the Declaration of Independence, a ground-breaking document written mostly by Thomas Jefferson in 1776, marked the culmination of the colonists’ revolutionary experience (Wolf, 2008). The declaration expressed the colonists’ long-standing complaints against British rule and celebrated the inherent rights of every person in a succinct but impactful way. It boldly declared that the consent of the governed was the source of a government’s legitimacy and, more importantly, it affirmed the colonies’ absolute right to break off their political ties to Britain. The declaration, which was based on the Enlightenment principles of individual liberty, equality, and the pursuit of happiness, served as both a rationale for independence and a thorough philosophical foundation for the founding of a new country. This led to the fight for independence.

As a founding document that not only commemorated the country’s founding but also established the principles of democratic governance and the defense of individual rights, the Declaration of Independence continues to be a key figure in the development of the United States (Wolf, 2008). Its tenets have stood the test of time, shaping the country’s character and course over many centuries, highlighting its lasting importance in history (Hebb, 1960).

Conclusion

InThe American Revolution Essay conclusion, the Declaration of Independence marked the end of the American Revolution. Produced primarily by Thomas Jefferson, the document, that is the Declaration of Independence persuasively expressed the complaints of the colonists while defending individual liberties and the notion that consent from the governed is necessary for government legitimacy. In addition to commemorating the founding of the United States, this revolutionary proclamation established the theoretical framework for democratic government. Its enduring values have moulded the identity of the country and have stood the test of time as a tribute to the spirit of liberty and self-determination.

References

Hebb, D. O. (1960). The American revolution. American Psychologist, 15(12), 735.
https://doi.org/10.1037/h0043506

Greene, J. P. (2000). The American Revolution. The American Historical Review, 105(1), 93-102.
https://doi.org/10.1086/ahr/105.1.93

Wolf, N. (2008). Give me liberty: A handbook for American revolutionaries. Simon and Schuster The American Revolution Essay.

NRS-425 – Topic 4: Indirect Care Experience Remediation

Student Name: __________________________________            Date: ____________

Instructor: ______________________________

If students earned a 76% or higher on the Topic 4 “Benchmark – Community Teaching Project – Part 5” assignment, they do not need to complete this remediation.

Students who fail to complete the Topic 4 “Benchmark – Community Teaching Project – Part 5” assignment with a score of 76% or higher must complete remediation.

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Students who must remediate and fail to do so will not receive a passing grade in the course.

Remediation must be completed prior to the end date of Topic 5. The competency areas in need of remediation are:

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My remediation plan (to be reviewed with faculty):

________________________________________________________________

________________________________________________________________

________________________________________________________________

Title of Section

Information to Review

Remediation Assignment

Creating a PowerPoint Presentation

View the tutorial in the Writing Center for:

Creating Effective Power
Point Presentations in APA or MLA Style

 

Choose one of your identified Learning Objectives from your teaching plan. Provide 2 to 3 PowerPoint slides with detailed speaker notes for your chosen community audience on the identified learning objective. In your PowerPoint Presentation, include a title slide and a summary slide.

Content of the Presentation

View the Health Literacy Online resource from OASH, focusing on “Section 2: Write Actionable Content” and “Section 5: Engage Users”

https://health.gov/healthliteracyonline/

Provide an outline of your teaching presentation. The outline should include all relevant content that will be taught.

In 250-words discuss the various communication tools and techniques that will be used to assist with your teaching.

NRS-425-RS-T4-Remediation