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NR 602 Week 1 Activity iHuman Case 1 Assignment

NR 602 Week 1 Activity iHuman Case 1 Assignment

Purpose

The iHuman assignments provide students with an opportunity to experience clinical scenarios that are relevant to the lesson content through virtual patient encounters. iHuman is a highly interactive and a dynamic way to enhance your learning.

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NR 602 Week 1 Activity iHuman Case 1 Assignment Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

1. Utilize interactive simulation technology to reinforce assessment and diagnostic reasoning skills in the care of a woman or pediatric patient (CO4) NR 602 Week 1 Activity iHuman Case 1 Assignment.

NR 602 Week 1 Activity iHuman Case 1 Assignment Due Date

Students need to complete the first attempt of the assigned iHuman case by Wednesday 11:59pm MT. Faculty will provide feedback to the student by Friday of the same week NR 602 Week 1 Activity iHuman Case 1 Assignment. The student has the option of 1 additional attempt to improve their score by Sunday 11:59pm MT at the end of week 1. There will only be a total of 2 attempts max per each iHuman assigned case.

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late NR 602 Week 1 Activity iHuman Case 1 Assignment. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal NR 602 Week 1 Activity iHuman Case 1 Assignment. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

Total Points Possible: 75 Points

NR 602 Week 1 Activity iHuman Case 1 Assignment Requirements

1. Complete the week 1 module content prior to starting the iHuman assignment.
2. Access iHuman by clicking the link provided below.  Clicking the blue bar will launch the activity in a new browser window.
3. Complete the case titled Case 1.
   • This week, a 42-year old female presents to the clinic after discovering 2 lumps in her breast. This case does not pose a challenging diagnostic dilemma; it is meant to highlight indications for breast-cancer screening, and to outline the standard evaluation of a female who presents with a breast mass.
4. Once you complete the case, click “Submit.”
5. You will submit your iHuman Case study completion score sheet to the corresponding iHuman submission assignment.

In NR602, iHuman assignments will be assessed on the following areas: History Taking, Physical Exam, Differential Diagnoses, Rank diagnoses, MNM (must not miss) Diagnoses, Order tests, Final Diagnosis, Management Plan. A score of 80% or better is your target with this assignment NR 602 Week 1 Activity iHuman Case 1 Assignment. You will have (2) two attempts; the highest score of two attempts will be taken as the final grade.

NR 602 Week 1 Clinical Site Discussion

NR 602 Week 1 Clinical Site Discussion

NR 602 Week 1 Clinical Site Discussion Purpose

The purpose of this assignment is to facilitate a dialogue about the student’s practicum rotation with the class.

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NR 602 Week 1 Clinical Site Discussion Activity Learning Outcomes

Through this assignment, the student will:

1. Discuss the details of his/her practicum site and tentative schedule (CO 6)
2. Identify his/her feelings about starting the first clinical rotation (CO 6)
3. Identify potential barriers to successful completion of the clinical requirements (CO 5, 6)

NR 602 Week 1 Clinical Site Discussion Due Date:

The student must submit the initial post to the Week 1 Discussion Board by 11:59pm MT on Wednesday.

Total Points Possible: 50

**To view the grading criteria/rubric, please click on the 3 dots in the upper in the box at the end of the solid gray bar, above the discussion board title, and then Show Rubric.

NR 602 Week 1 Clinical Site Discussion Requirements:

1. Provide the following information (if more than one list them each separately):
   • Name of site
   • Location (city, state) of the practicum location
   • Type of practice (i.e., IM, Peds, FP)
   • Are there any age restrictions for patients at this office? (i.e., this office does not see children under the age of 12, etc.)
   • What is your tentative clinical schedule at the practicum?
   • Does your preceptor(s) have any other students at the same time?
2. Discuss your feelings about starting your first practicum rotation (good or bad) and identify at least 3 possible factors which might be barriers to your success in completion of the clinical requirements.

REFERENCES AND PEER RESPONSES ARE NOT REQUIRED (Really!)

Week 1: Readings
Due Sunday by 11:59pm Points None
Schuiling, K. D., & Likis, F. E. (2017). Women’s gynecologic health (3rd ed.). Jones and Bartlett Publishers.

Chapter 5: Gynecological Anatomy & Physiology
Chapter 6: Gynecological History and Physical Examination
Chapter 7: Periodic Screening and Health Maintenance
Chapter 11: Contraception
Chapter 15: Breast Conditions
Chapter 29: Anatomy and Physiologic Adaptations of Normal Pregnancy
Chapter 30: Diagnosis of Pregnancy and Overview of Prenatal Care

NR 602 Week 1 Clinical Site Discussion Example Approach

Clinical site information

1. Name of site: Family Medicine – Grayslake
2. Practicum location: Grayslake, IL
3. Type of practice: Family practice
4. Patient age restrictions: No age restrictions
5. Tentative clinical schedule: The office is open Mondays, Wednesdays, and Thursdays 9am to 5pm, and Tuesdays 9am to 7pm. My schedule differs each week depending on my work schedule.
6. Other students with preceptor: There are a couple other NP students at my clinical site.

Feelings about clinical rotation

As my preceptor is a family medicine physician, I have been seeing patients of all ages. I am still trying to get comfortable with interactions with babies and children as I have very limited experience with pediatrics, do not have children, and have always worked with adult patients NR 602 Week 1 Clinical Site Discussion. Interacting with and providing care for young patients has been a learning curve for me.

Women’s health is another area I am not confident in, so I will continue to try to seek out experiences in this area when they arise at the office NR 602 Week 1 Clinical Site Discussion. I am hoping with this course I will become more familiar in pediatrics and women’s health issues so that I will become for confident in those areas and in the care of these patients.

Barriers to success in completing clinical requirements

Having other students at my clinical site can be a barrier since it can affect what days I can come into the office. Luckily, it is a very busy practice and the site limits the number of students who can come per day. This helps so that we are able to see patients consistently throughout the day. Another barrier is that I am still working, which limits the days that I can go into clinical.

Since I did have difficulty getting my hours during the last clinical, I requested some vacation days throughout this course so that I will be able to make up some hours and to ensure that I am able to complete the 125 hours needed NR 602 Week 1 Clinical Site Discussion.

Another barrier to completing clinical requirements is that my preceptor does not routinely do women’s health assessments, such as Pap smears and IUD insertions. He is willing to do Pap smears in the office, especially if we request some women’s health experiences. As long as there are available patients, I think I will be able to obtain some clinical experiences in this area.

NR 602 Week 2 Submission iHuman Case 2

NR 602 Week 2 Submission iHuman Case 2

Once you have completed the iHuman Case on STI, submit your Case Study completion score sheet here. You may resubmit your completion score sheet as needed.

If you have not completed the iHuman Activity yet, please go to the NR 602 Week 2 Submission iHuman Case 2 assignment, for assignment requirement and access to iHuman.

In NR602, iHuman assignments will be assessed in the following areas: History Taking, Physical Exam, Differential Diagnoses, Rank diagnoses, MNM (must not miss) Diagnoses, Order tests, Final Diagnosis, and Management Plan.

Each of these sections must be completed, including the EMR section, for the assignment to be considered complete.

A score of 80% or better is your target with this NR 602 Week 2 Submission iHuman Case 2 assignment. You will have (2) two attempts; the highest score of two attempts will be taken as the final grade.

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NR 602 Week 2 Submission iHuman Case 2 Rubric

iHuman AssignmentiHuman AssignmentCriteriaRatingsPts

This criterion is linked to a Learning Outcome

Assignment Content

Virtual Patient Encounter

75.0 pts

ExcellentStudent achieves a score of 80-100% on the assigned iHuman activity.

68.0 pts

Very GoodStudent achieves a score of 70-79% on the assigned iHuman activity.

62.0 pts

SatisfactoryStudent achieves a score of 55-69% on the assigned iHuman activity NR 602 Week 2 Submission iHuman Case 2.

38.0 pts

Needs ImprovementStudent achieves a score of 30-54% on the assigned iHuman activity.

0.0 pts

UnsatisfactoryStudent achieves a score of 0-29% on the assigned iHuman activity.75.0 pts

This criterion is linked to a Learning Outcome

Late Penalty Deductions

Students are expected to submit assignments by the time they are due. NR602 Week 2 Submission iHuman Case 2 Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.

0.0 pts

Manual Deduction

0.0 pts

Manual Deduction0.0 ptsTotal Points: 75.0NR 602 Discussion 1

Include the following sections (detailed criteria listed below and in the Grading Rubric):Read the following article from the Chamberlain library and address the questions below.

Sacks, & Peca, E. (2020). Confronting the culture of care: A call to end disrespect, discrimination, and detainment of women and newborns in health facilities everywhere. BMC Pregnancy and Childbirth,?20(1), 249–249. https://doi.org/10.1186/s12884-020-02894-z

1. Application?of?Course?Knowledge:
   1. Identify and describe three actions you can take as an NP to mitigate the social impacts on marginalized women and/or children.
   2. Discuss the role of federal, state, and local health policy in the marginalization of women, children, and childbearing families.
   3. Identify one policy that impacts marginalized groups (include whether the policy is at the federal, state, or local level).
   4. Discuss how the selected policy impacts marginalized groups either positively or negatively.
2. Integration of Evidence:?Integrate relevant scholarly sources as defined by program expectations:

1. Cite a scholarly 2 source in the initial post.
2. Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week.
3. Include a minimum of two different scholarly sources of less than 5 yrs. Cite all references and provide references for all citations.

Sacks, E., & Peca, E. (2020). Confronting the culture of care: a call to end disrespect, discrimination, and detainment of women and newborns in health facilities everywhere. BMC Pregnancy and Childbirth, 20(1), 249–249. https://doi.org/10.1186/s12884-020-02894-z

NR 602 Discussion 1 Example – Marginalized People

Mitigating Social Impacts on Marginalized Women and Children as an NP

• Advocate for Comprehensive Health Education

NPs can play a pivotal role in advocating for and participating in comprehensive health education initiatives. This involves collaborating with schools, community organizations, and healthcare institutions to implement educational programs that address the specific needs of marginalized women and children (Baah et al., 2020). Topics include reproductive health, preventive care, nutrition, and mental health awareness. By promoting health education, NPs empower marginalized women with knowledge, enabling them to make informed decisions about their health. Education serves as a preventive measure, reducing the incidence of health problems and contributing to the overall well-being of women and their children.

• Establish Community Outreach Programs

NPs should take the initiative to develop and participate in community outreach programs that target marginalized populations. The outreach programs must focus on providing accessible healthcare services, including vaccinations, prenatal care, and health screenings. Collaborating with local organizations and community leaders is crucial to reaching those who face barriers to accessing healthcare (Baah et al., 2020). Community outreach programs address the social determinants of health by bringing healthcare services directly to marginalized communities. By fostering relationships with community members, NPs help build trust and bridge gaps in healthcare access, leading to early intervention and improved health outcomes.

• Promote Cultural Competence in Healthcare Practice

NPs can actively engage in ongoing cultural competence training to enhance their understanding of diverse cultural practices, beliefs, and values. This involves staying informed about the cultural backgrounds of patients, respecting diversity, and tailoring healthcare services accordingly. Additionally, NPs can advocate for the integration of cultural competence training within healthcare institutions and educational programs (Sacks & Peca, 2020). Cultural competence is essential in providing patient-centered care. By acknowledging and respecting the cultural diversity of marginalized women and children, NPs can establish effective communication, build rapport, and ensure that healthcare services are culturally sensitive. This, in turn, contributes to a more positive healthcare experience and outcomes.

Role of Federal, State, and Local Health Policy in Marginalization

Health policies at various levels can either contribute to or alleviate the marginalization of women, children, and childbearing families. For example, policies related to funding for maternal and child health programs, accessibility of healthcare services, and support for vulnerable populations play a crucial role in shaping health outcomes. The role of federal, state and local health policy is instrumental in shaping the healthcare landscape and, unfortunately, can contribute to the marginalization of women, children, and childbearing families.

Understanding these policy dynamics is crucial for addressing health disparities and promoting equitable access to care. For example, at the federal level, policies related to funding, insurance coverage, and program implementation have a substantial impact on marginalized populations. For instance, the Affordable Care Act (ACA) brought about significant changes, including Medicaid expansion, which positively affected many low-income individuals, including pregnant women and children. However, politics can also result in policy changes that adversely affect marginalized groups. Reductions in funding for maternal and child health programs or alterations to Medicaid eligibility criteria can limit access to essential services, exacerbating health disparities (Sacks & Peca, 2020).

States have autonomy in healthcare policymaking, leading to variations in services and coverage. State decisions regarding Medicaid expansion, family planning programs, and reproductive health services significantly influence the well-being of marginalized women and childbearing families. States that choose not to expand Medicaid, for example, may leave vulnerable populations without access to crucial prenatal care and maternity services (Sacks & Peca, 2020). Additionally, state-level restrictions on family planning services and reproductive rights can disproportionately affect low-income women.

Local health policies, including those established by municipalities or healthcare institutions, play a role in shaping the day-to-day experiences of marginalized populations. Accessibility to healthcare facilities, community health programs, and the availability of culturally competent care are influenced by local policies. Limited resources in certain areas may result in inadequate infrastructure, leading to disparities in healthcare access for women, children, and families in underserved communities.

The impact of these policies on marginalized groups can be multifaceted. Positive policies that enhance access to prenatal care, maternal health services, and childhood vaccinations contribute to better health outcomes (Sacks & Peca, 2020). However, negative policies, such as restrictive reproductive rights or cuts to public health programs, can perpetuate health disparities. Marginalized women and children may face barriers such as limited access to affordable healthcare, inadequate educational resources, and a lack of preventive services, resulting in poorer health outcomes and perpetuating cycles of disadvantage.

Identifying a Relevant Policy

One policy that impacts marginalized groups at the federal level is the Title X family planning program. Title X, enacted in 1970, provides federal funding for family planning services to help ensure access to comprehensive reproductive health care, including contraception, screening for sexually transmitted infections (STIs), and preventive health services.

Title X has a significant impact on marginalized groups, including low-income individuals and communities with limited access to healthcare services. The program aims to provide affordable and confidential family planning services, with a focus on those who may not otherwise have access to such care. Title X positively impacts marginalized women and families by offering essential reproductive health services, enabling family planning decision-making, and supporting preventive care (HHS, 2021). It helps reduce unintended pregnancies and contributes to better maternal and child health outcomes. However, changes in Title X funding and policies, such as the imposition of the gag rule in 2019, have posed challenges. This rule prohibits healthcare providers receiving Title X funds from providing information or referrals for abortion services, limiting comprehensive reproductive health counseling.

Impact of the Selected Policy

The Title X family planning program impacts marginalized groups both positively and negatively, with its intended goals of providing affordable reproductive health services, but also facing challenges and controversies that affect access to comprehensive care.

Positive Impact on Marginalized Groups

1. Access to Affordable Reproductive Health Services: Title X positively impacts marginalized groups by providing access to essential reproductive health services. This includes family planning counseling, contraception, screening for STIs, and preventive healthcare. For individuals with limited financial resources, Title X clinics serve as a crucial source of affordable and confidential reproductive health care.
2. Reduction of Unintended Pregnancies: By offering family planning services, including contraception, Title X contributes to the reduction of unintended pregnancies. This is particularly important for marginalized women and families who may face barriers to accessing contraceptive methods through other means. Access to effective family planning supports individuals in making informed decisions about their reproductive health and family size.
3. Support for Maternal and Child Health: Title X plays a role in promoting maternal and child health by offering services that support preconception and prenatal care. Marginalized women, who may face challenges in accessing healthcare, benefit from the preventive care provided by Title X clinics, leading to improved health outcomes for both mothers and children.

Negative Impact on Marginalized Groups

1. Implementation of the Gag Rule: The imposition of the gag rule in 2019 hurt Title X and its ability to provide comprehensive care. This rule prohibits healthcare providers receiving Title X funds from providing information or referrals for abortion services, even if requested by the patient. This restriction limits the ability of healthcare professionals to offer complete and unbiased counseling, negatively impacting women’s reproductive autonomy.
2. Reduced Access to Services: Changes in funding and policy restrictions have led to the withdrawal of some healthcare providers from the Title X program. This has resulted in reduced access to services for marginalized individuals, particularly in areas where Title X clinics were a primary source of reproductive health care. Limited access can lead to delays in care, missed opportunities for preventive services, and potentially negative health outcomes.
3. Impact on Comprehensive Reproductive Health Education: The controversy surrounding Title X has also impacted the provision of comprehensive reproductive health education. Restrictions on discussing abortion can hinder healthcare providers from offering comprehensive information to patients, limiting their ability to make fully informed decisions about their reproductive health.

References

Baah, F. O., Teitelman, A. M., & Riegel, B. (2020). Marginalization: Conceptualizing patient vulnerabilities in the framework of social determinants of health—An integrative review. Nursing Inquiry, 26(1), e12268. https://doi.org/10.1111/nin.12268

HHS. (2021). Title X service grants. HHS Office of Population Affairs. https://opa.hhs.gov/grant-programs/title-x-service-grants

Sacks, E., & Peca, E. (2020). Confronting the culture of care: a call to end disrespect, discrimination, and detainment of women and newborns in health facilities everywhere. BMC Pregnancy and Childbirth, 20(1). https://doi.org/10.1186/s12884-020-02894-z

NR 602 Week 5 Ihuman Reflection

Address the following questions:

What resources are available in your community to assist with concerns such as those faced by your virtual patient? (Roanoke,Va.) see below

What are the reporting requirements for your state, and to whom would you report??Abuse

Include the following components:

• Write 150-300 words in a Microsoft Word document
• Demonstrate clinical judgment appropriate to the patient scenario
• Cite at least two relevant scholarly sources as defined by program expectations.

Pt. scenario:

H.K. is a 2-year-old male with a medical history significant for Down syndrome and atrial-septal defect that was repaired who was brought into the clinic by his mother for abdominal pain for 2 days and one episode of vomiting last night. Mother states that he has been lethargic, has fewer wet diapers and no bowel movement for one day due to his decrease in appetite.

Mother states that the patient had fallen off the bed while napping. No medications have been given for the pain.

Problem Statement: H.K. is a 2-year-old male with a medical history significant for Down syndrome and atrial-septal defect that was repaired who was brought into the clinic by his mother for abdominal pain for 2 days with 1 episode of vomiting last night. Mother states that symptoms began after the patient fell from the bed while taking a nap. 

She states that he has been lethargic, has decreased wet diapers daily with dark and strong-smelling urine and no bowel movement for one day and has had a decrease in appetite. Upon assessment, the patient is listless and has poor eye contact. Skin is pale, cool, and slightly mottled. Diffuse diaper rash noted. Faint circumferential macular discoloration at wrists consistent with aging ligature marks.

Ecchymoses overlying epigastrium measuring 10cm in diameter in an oval shape. Hypoactive BS x 3. Distended, firm abdomen. Diffuse tenderness on palpation with associated guarding. 2cm, reducible umbilical hernia. No medications have been given to the patient.

NR602 Week 3 CEAP-NP Survey Paper

NR602 Week 3 CEAP-NP Survey Paper

Purpose

The goal of this project is to evaluate areas that have been demonstrated to be highly related with student achievement, such as stress management, dedication to education, learning techniques, and academic skills, in order to encourage success in the NP program.

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Learning Outcomes for NR602 Week 3 CEAP-NP Survey Paper

Through this assignment, students will receive information to help support attainment of program outcomes:

• PO1: Provide high quality, safe, patient-centered care grounded in holistic health principles. (holistic health & patient-centered care)
• PO2: Create a caring environment for achieving quality health outcomes (Care-focused) NR602 Week 3 CEAP-NP Survey Paper
• PO3: Engage in lifelong personal and professional growth through reflective practice and appreciation of cultural diversity (cultural humility)
• PO4: Integrate professional values through scholarship and service in health care. (Professional identity)
• PO5: Advocates for positive health outcomes through compassionate, evidence-based, collaborative advanced nursing practice. (Extraordinary nursing)

Due Date:

Sunday 11:59 p.m. MT of Week 3

Requirements for NR602 Week 3 CEAP-NP Survey Paper:

CEAP-NP Survey: Chamberlain University has created an academic evaluation for Post-Licensure MSN-NP students called CEAP-NP NR602 Week 3 CEAP-NP Survey Paper. The CEAP-NP examines factors that have been linked to student performance, such as stress management, dedication to education, learning techniques, and academic skills. The evaluation will take about 15 minutes to complete. The survey must be completed before the end of week 3 at 11:59 p.m. MT.

By the end of Week 4, students will have received a personalized report with survey findings to their Chamberlain email addresses. Please evaluate your report and apply the targeted actions as a whole to improve academic achievement NR602 Week 3 CEAP-NP Survey Paper. The confirmation number you will receive after completion of the survey is for your records only; you do not need to provide this number to your professor nor do you need to upload it anywhere in Canvas.

The submission within Canvas is not needed with your CEAP-NP survey report.  If you have any questions about your report, email Dr. Tennille Curtis, Assistant Dean at tcurtis@chamberlain.edu.

Also Read:

NR602 Week 5 Evaluation of Marginalized Women Paper

NR602 Primary Care of the Childbearing and Childrearing Family Papers

NR602 Week 7: Submission: iHuman Case 5

NR602 Week 6: Activity: iHuman Case 4 Assignment

NR602 Week 4 Pediatric Clinical Pearl Case Study Assignment

NR602 Week 4 Pediatric Clinical Pearl Case Study Assignment

Purpose

The assignment’s goal is to help students recognize the behaviors and interactions that frequently take place during the well-child exam’s health history section. By employing efficient, impartial, and nonjudgmental communication, students may create plans to enhance anticipatory advice and health education NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

Synthesize information in which addresses child health promotion, developmental surveillance, observation of parent-child interaction, anticipatory guidance, social determinants of health and/or cultural competence.

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Due Date: Sunday of week 4 by 11:59pm MT

This assignment will follow the late assignment policy specified in the course syllabus.

Late penalty deductions

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment

Students may ask their teacher for a waiver of the late submission grade decrease if a circumstance prohibits timely submission of an assignment. The teacher will go at the student’s justification for the request and make a decision based on the appeal’s merits. The determination will take into account the student’s overall course performance up to that point. While the appeal is being considered, students should keep coming to class, participating in discussions, and doing other projects. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment

Total Points Possible: 100

NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment Requirements

1. Start by watching the following video: Transcipt: [NOISE] >> [INAUDIBLE] >> Well, Hello, good morning to you. My name is Jim. >> All right. >> And I’m your nurse for today. Stacy will be your nurse practitioner, but she just wants me to go over some simple things, just to ask you all about your son. Is that okay? >> Uh-huh. >> All right, well, let’s get started. Since your last visit, has there been any major illnesses, hospitalizations, changes, or stresses for your family or child? >> I was in a car accident a couple of months ago, and the pain is really bad, so I haven’t been to work for a couple of months, yeah. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
2. That’s about it. >> Okay, is your child taking a vitamin supplement? >> Yeah. >> Has your child ever had a reaction to a vaccine? >> No but he has all his shots, they’re all up to date. I make sure I track of that. >> Is your child still on a bottle? >> Yeah, like about he can [INAUDIBLE] at the hospital he has exciting ones, I just give him meds. And then he’s kind of keeps him occupied because it has like some kind of like mountain view or so I could catch them all day and then you don’t want to. >> Very well. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
3. Does your child sleep through the night? >> Sometimes he sleeps for 10 hours, and I have to get him up. I have to push and push and get him up, and it’s rough. I think, I feel like I need some Xanax. Because my anxiety just gets up and sometimes I can’t get him to sleep. So if he could get some Xanax or some Benadryl or something to put him to sleep, that would be great. >> Does your child drink or eat food prepared with tap water? >> Yeah. >>
4. Do you have any questions or concerns about your child’s bowel movements? >> No. [INAUDIBLE] >> Okay, do you brush your child’s teeth with water every day? >> I brush it in the morning and at night. >> Does your child hear and see well? Is there a TV in your child’s bedroom? >> [INAUDIBLE] I have to say [INAUDIBLE] [LAUGH]. Okay I’m sorry, what was that? >> Yeah, is there a television in your child’s bedroom? >> Yeah, he watches TV every night.
5. That’s how he goes to sleep. >> Do you play and read with your child every day? >> I’ve been trying to play with him, to make sure- [MUSIC] Things is he’s always on my phone. No, don’t do that. No, don’t touch my phone. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
6. He’s always on my phone. I try to like even like these puzzles, I got him these, and it’s like a jigsaw. And he loves cars, so I don’t understand why he can’t do it. And see, I’ll give him the puzzle, look, he don’t even know how to put it together. So that’s what we’re here today at the doctors office, to make sure everything right. >> Okay, we get some nice question. Do you have any concerns about tantrums or disciplining your child? >> No, I tell him no all the time. Like no, no, don’t touch that. See, he still touched it. No. >> How about choking?
7. Do you know what to do if your child is choking? >> Do you always cook on the back burners of your stove? Okay, what about the pothead was he keep those pointed away? >> Yeah, he can’t get burnt, >> Okay. >> He can’t reach out there. >> If you have stairs in your home, do you have a safety gate at the bottom and the top of the stairs? >> Yeah, it’s at the bottom and top.
8. We got it too at the basement doors, too, at the top and the bottom. >> Do you keep all medications, household cleaning products, poisons, in a cabinet and kind of out of reach from him? >> Yeah, but, so like sometimes I forget where I put my cigarettes.
9. I have a cigarette and on the floor I’m gonna have one table here around because one time he grabbed a cigarette and he started chewing on it and I was okay because you [INAUDIBLE] he wants to get swallowed up and he almost swallowed it. I think he swallowed it I’m not really sure. I thought he was in control because I got that phone number in my phone. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
10. That’s what got me last time. So, yeah, we try to make sure we keep [INAUDIBLE] my cigarette. Sometimes I smoke in the living room, or the kitchen, or the bedroom. But I made sure that I don’t smoke in his bedroom. But I smoke everywhere else but just not in his bedroom, because that’s where he is. >> Okay. And you said you have the poison controls number in your phone. >> Yeah. >> Okay, so you get it readily available in your house, in other places as well too? >> Yeah, I got that. >> Do you place your baby in the car seat, facing backwards in the backseat? >> No, he faces forward, just like everybody else in the car. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
11. When I turn around, when I’m driving, I need to be able to see him. >> Do you watch your child at all times around water, like in a bathtub, pools, the ocean? >> Yeah, >> Does your child show affection by hugging or kissing you? >> Yeah, all the time, watch.
12. Hey, bud, give mom a kiss. Give mom a kiss. Give mom a kiss. Give mom a kiss. [SOUND] Yeah, give mom a kiss. >> Yeah buddy. Does your child walk well? >> Yes. >> Does he say two to three words at a time? >> Yeah. [INAUDIBLE] >> What about things that you do? Does he imitate you or does he imitate activities? >> Yeah, he [INAUDIBLE] >> Does he try to feed himself with a spoon or fork? Does he follow simple directions? >> Yeah, he does. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
13. The phone ringing, hold on one second I probably. A text another. >> Okay I have a couple more questions for you. >> Okay. >> Then I’ll be out your way all right. >> All right, okay. >> Does your child listen to a story? >> Yeah, we love stories. I just have to read? >> Yeah. >> Watch. Read. Read. Yeah. Iguana baby. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
14. Turn the page. Turn the page. Good job. >> All right, big man, and final question, does your child indicate what he wants about pulling or tugging or groaning, pointing no draw some kind of action? >> Sometimes I get appointed was a male male or something, you know. He’ll be like [INAUDIBLE], so I’ll be [INAUDIBLE]. What’s the better. >> Okay, wow. >> [INAUDIBLE], stuff like that. You don’t throw that to my anxiety pills. Always throwing my pills away. They gave them to me after my car accident because my nerves was bad. Here, put that right there. Pills everywhere. Yeah, put it back in the, put them back where you got in from. >> Okay, well, that’s my phone press. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
15. That’s my final question. That’s all the info I need from you right now. Like I said, a follow on me Stacy will be right in and she’s gonna follow up everything else. Okay. All right, so she’ll be right in just a few minutes are thank you so much for your time.
    As you view the video, observe the parent-child and the parent-provider interactions. Pay particular attention to the parent’s responses to the provider’s questions making note of inappropriate and appropriate responses. NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment
16. Choose five (5) topics from the following categories to complete the assignment:
    • Cognitive Developmental Milestones
    • Physical Developmental Milestones
    • Social-Emotional Developmental Milestones
    • Safety
    • Alcohol/Substance Use
    • Environmental Health Risks
    • Temper Tantrums and Discipline
    • Sleep Routines
    • Car Seat Safety
    • Healthy Teeth
17. You will develop and complete a table for each one of the five (5) categories using the example below as a guide. (Note: There are at least 10 categories addressed in the video, you must choose five (5) and create a separate table for each one).
18. For each of the tables, complete each section:
    1. Issue: Category name
    2. Negative interaction/behavior: What did you see or hear that was inappropriate?
    3. Positive interaction/behavior: What did you see that was appropriate?
    4. Guidelines/recommendation: What does the research recommend?
    5. Scholarly reference: Must be in APA format within the table.
    6. Professional/Ethical Communication: How will provide non-judgmental and non-bias education regarding issue identified? Needs to be at least 3 sentences. Helpful Hints: Acknowledge how they feel, state the facts and provide education or re-frame the approach.
19. Scholarly references should be peer-reviewed, preferably a Clinical Practice Guideline (CPG), intended for providers (MDs, NPs) and no more than 5 years old (unless it is a clinical practice guideline’s most recent update).

Preparing the Paper – NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment

1. The table provided below is an example only. It cannot be used to satisfy the requirements for any part of the assignment.
2. You may format your tables according to your preference, but APA format is required for the reference column.
3. Submit your paper to the assignment page by Sunday at 11:59pm MT.

You must complete tables for 5 categories/issues

EXAMPLE: Clinical Pearl Issue # 1

CategoryNUTRITIONIssue – Pertinent Negative What did you see that was inappropriate?Mom stated she feeds her son a McDonald’s happy meal every night for dinner and makes sure he gets fruit punch soda, so that he can have his fruit for the day.NR602 Week 4: Pediatric Clinical Pearl Case Study AssignmentPertinent Positive What did you see that was appropriate?Mom’s awareness of the importance of fruit in her child’s diet.NR602 Week 4: Pediatric Clinical Pearl Case Study AssignmentGuidelines or RecommendationsOffer variety of healthy foods such as whole-grain breads, cheese, yogurt, cooked lean meat, poultry, fish, eggs, fruits and vegetables. Give 2 cups (16 oz.) of milk per day. Use whole milk to help with growth and development. NR602 Week 4: Pediatric Clinical Pearl Case Study AssignmentReferenceHagan, Jr, J.F., Shaw, J.S., & Duncan, P.M. (2017). Bright futures: Guidelines for health supervision of infants, children, and adolescents. (4th ed.). https://brightfutures.aap.org/Bright%20Futures%20Documents/BF4_POCKETGUIDE.pdfProfessional/Ethical Communication by Nurse Practitioner to Parent How will you provide non-judgmental and non-bias education regarding issue identified? Needs to be at least 3 sentences. Helpful Hints:

• Acknowledge how they feel.
• State the facts.
• Provide education or re-frame the approach.

“I see that you are trying to give your son fruit within his diet. For his age, fruit is very important for his growth and development. McDonald’s has the option to substitute French-fries for apple slices or you can provide your son with milk instead of fruit punch or soda. Those are a few ways that you can help to introduce fruit and limit soda.NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment

Holistic Child Health Assessment Example

According to CDC (2023), the early years of a child’s life play a crucial role in shaping their health and development. Optimal development is evidence that a child, irrespective of their abilities or special health care needs, can thrive in environments that cater to their social, emotional, and educational requirements. A secure and loving home, a family engaging in activities such as play, singing, reading, and communication, proper nutrition, regular exercise, and adequate sleep are important to a child’s well-being, fostering happiness, health, and optimal growth and development. In the given clinical scenario, the nurse engages with a parent to discuss various aspects of the child’s health and development: Cognitive Developmental Milestones, Physical Developmental Milestones, Social-Emotional Developmental Milestones, Safety, and Environmental Health Risks.

Cognitive Developmental Milestones

Cognitive development is pivotal in a child’s overall growth, influencing their ability to perceive, learn, and interact with the world. In the clinical scenario, the parent expresses concern over the child’s struggles with completing a puzzle, indicating a potential gap in cognitive milestones. The positive interaction of attempting to engage the child in cognitive activities reflects a proactive approach to addressing developmental concerns. However, it shows the importance of anticipatory guidance in cognitive development. The American Academy of Pediatrics (AAP) emphasizes the significance of providing age-appropriate cognitive stimulation to foster a child’s cognitive abilities (Yogman et al., 2021).

To address this, the nurse plays a crucial role in acknowledging the parent’s concerns, which validates the parent’s observations and establishes a foundation of trust and collaboration. By recognizing the developmental milestones, the nurse can recognize the variability of cognitive milestones among children. This helps alleviate the parent’s doubts, assuring them that every child progresses uniquely. Moreover, offering alternative activities is a principle of anticipatory guidance. Suggesting activities that cater to the child’s developmental stage fosters a sense of accomplishment in the child and showcases the nurse’s commitment to providing practical solutions.

Physical Developmental Milestones

Physical development is a fundamental component of a child’s holistic well-being, encompassing nutrition, exercise, and oral health. In the clinical context, the parent’s practices regarding the child’s consumption of sugary drinks and dental hygiene are evidence of a negative interaction, allowing the child to consume sugary drinks throughout the day, which raises concerns about its effects on oral health. Excessive sugar intake is associated with an increased risk of dental cavities and gum problems. This negative behavior underscores the need for guidance to promote healthier habits.

Conversely, the positive interaction of the parent brushing the child’s teeth twice a day is a demonstration of commitment to dental hygiene. Establishing good oral care habits at an early age is crucial for preventing dental problems and ensuring a child’s overall health. To address the negative behavior and enhance positive practices, anticipatory guidance is essential. The World Health Organization (WHO) provides recommendations on oral health, emphasizing the importance of limiting sugary food and drink consumption (Loveren, 2020). In providing anticipatory guidance, the nurse should acknowledge the existing routine of brushing the child’s teeth. Recognition of positive behaviors fosters a collaborative and supportive environment.

Professional and ethical communication is integral to guiding parents effectively. The nurse must acknowledge the existing routine, recognizing the efforts the parent is already making. By doing so, the nurse establishes a foundation of respect and understanding. State the importance of oral health, linking it to broader physical well-being, and offer alternatives to sugary drinks. This ensures that the communication is not only professional but also ethical. It avoids a judgmental tone, recognizing that parents may have varying levels of knowledge and resources. Providing alternatives rather than criticism empowers parents to make informed decisions about their child’s health.

Social-Emotional Developmental Milestones

Social-emotional development is a cornerstone in molding a child’s personality, influencing their ability to form relationships, express emotions, and interact with the social world. In the scenario, the parent shows concerns regarding the child’s reluctance to exhibit affectionate behaviors. The positive interaction where the parent attempts to engage the child in affectionate activities, is a commendable effort to address and understand the child’s social-emotional needs. 

However, this interaction also shows the importance of providing guidance and support in fostering healthy social-emotional development. To address the parent’s worry, the nurse should have a conversation that involves discussing normal variations in child behavior and refer the parent to resources such as the Centers for Disease Control and Prevention (CDC) to learn developmental milestones. This allows parents to contextualize their child’s behaviors in a broader framework, helping them understand the social-emotional development of different children.

Safety

Ensuring the safety of a child is a responsibility that encompasses various aspects of the environment and parental practices. The negative interaction involves inconsistent storage of cigarettes, which poses a potential risk to the child. Cigarettes contain nicotine, and their accessibility to a child can result in accidental ingestion, posing severe health risks. This behavior shows the need for anticipatory guidance to address potential dangers in the child’s environment. On the positive side, the parent demonstrates awareness of the need for safety gates, indicating an approach to creating a secure living space for the child. This positive behavior is a commendable step towards preventing accidents where the child might be exposed to potential hazards.

To address the negative interaction and enhance positive safety practices, anticipatory guidance should be provided. Emphasis should be placed on consistent storage of harmful substances, such as cigarettes, in a secure and inaccessible location. Acknowledging the challenge faced by the parent in consistently storing cigarettes is crucial. This recognition ensures a non-judgmental approach, acknowledging the complexities of daily life and potential lapses in safety measures. The nurse should clearly state the risks associated with inconsistent storage of harmful substances, providing education on the importance of maintaining a safe environment for the child.

The non-judgmental approach is vital in fostering effective communication. Parents, when confronted with safety concerns, may feel defensive or overwhelmed. By acknowledging the challenge and providing education in a supportive manner, the nurse encourages a collaborative relationship with the parent, promoting a shared commitment to the child’s safety.

Environmental Health Risk

Understanding and mitigating environmental health risks are crucial for a child’s well-being. The negative interaction involves the child’s potential access to medication. On the positive side, the parent has the Poison Control number readily available. Anticipatory guidance should emphasize secure medication storage, referencing resources like the Consumer Product Safety Commission (CPSC). The nurse should acknowledge the challenge, state the risks, and provide solutions, ensuring an ethical and professional communication approach.

Conclusion

Holistic child health assessment involves addressing cognitive, physical, and social-emotional milestones, ensuring safety, and mitigating environmental health risks. Utilizing evidence-based guidelines and maintaining a professional and ethical communication strategy are essential for providing comprehensive and effective care. The nurse’s role is not only to address immediate concerns but also to empower parents with the knowledge and skills necessary for their child’s optimal development and well-being.

References

CDC. (2023, June 19). Child development basics. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/childdevelopment/facts.html

Loveren. (2020). Sugar restriction for caries prevention: Amount and frequency. Which is more important? Caries Research, 53(2), 168–175. https://doi.org/10.1159/000489571

Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., Golinkoff, R. M., Baum, R., Gambon, T., Lavin, A., Mattson, G., Wissow, L., Hill, D. L., Ameenuddin, N., Chassiakos, Y. (Linda) R., Cross, C., Boyd, R., Mendelson, R., Moreno, M. A., Radesky, J., Swanson, W. S., … MBE. (2021). The power of play: A pediatric role in enhancing development in young children. Pediatrics, 142(3), e20182058. https://doi.org/10.1542/peds.2018-2058

Rubric Clinical Pearl Case Study Assignment

Clinical Pearl Case Study AssignmentCriteriaRatingsPts

This criterion is linked to a Learning OutcomeTable #1

The student includes all of the required elements:
1. A single issue or topic is chosen and identified by the category name.
2. The student notes one negative interaction or behavior for the chosen issue (i.e., what was seen or heard that was inappropriate).
3. The student notes one positive interaction or behavior for the chosen issue (i.e., what was seen or heard that was appropriate).
4. The student provides the current recommendation for the identified issue.
5. Reference is listed in APA format and is a scholarly source (peer reviewed, intended for providers and within the last 5 years unless it is the latest edition of a CPG).
6. Professional/ Ethical Communication: The student demonstrates how to provide non-judgmental and non-bias education regarding the issue identified (which is at least 3 sentences).
(6 required elements)NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment

20.0 pts

ExcellentAll 6 elements are present.

19.0 pts

Very Good5 elements are present.

18.0 pts

Satisfactory4 elements are present.

10.0 pts

Needs Improvement3-4 elements are present.

0.0 pts

Unsatisfactory0-1 elements are present.20.0 pts

This criterion is linked to a Learning Outcome Table #2

The student includes all of the required elements:
1. A single issue or topic is chosen and identified by the category name.
2. The student notes one negative interaction or behavior for the chosen issue (i.e., what was seen or heard that was inappropriate).
3. The student notes one positive interaction or behavior for the chosen issue (i.e., what was seen or heard that was appropriate).
4. The student provides the current recommendation for the identified issue.
5. Reference is listed in APA format and is a scholarly source (peer reviewed, intended for providers and within the last 5 years unless it is the latest edition of a CPG).
6. Professional/ Ethical Communication: The student demonstrates how to provide non-judgmental and non-bias education regarding the issue identified (which is at least 3 sentences).
(6 required elements)

20.0 pts

ExcellentAll 6 elements are present.

19.0 pts

Very Good5 elements are present.

18.0 pts

Satisfactory4 elements are present.

10.0 pts

Needs Improvement3-4 elements are present.

0.0 pts

Unsatisfactory0-1 elements are present.20.0 pts

This criterion is linked to a Learning Outcome Table #3

The student includes all of the required elements:
1. A single issue or topic is chosen and identified by the category name.
2. The student notes one negative interaction or behavior for the chosen issue (i.e., what was seen or heard that was inappropriate).
3. The student notes one positive interaction or behavior for the chosen issue (i.e., what was seen or heard that was appropriate).
4. The student provides the current recommendation for the identified issue.
5. Reference is listed in APA format and is a scholarly source (peer reviewed, intended for providers and within the last 5 years unless it is the latest edition of a CPG).
6. Professional/ Ethical Communication: The student demonstrates how to provide non-judgmental and non-bias education regarding the issue identified (which is at least 3 sentences).
(6 required elements)NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment

20.0 pts

ExcellentAll 6 elements are present.

19.0 pts

Very Good5 elements are present.

18.0 pts

Satisfactory4 elements are present.

10.0 pts

Needs Improvement3-4 elements are present.

0.0 pts

Unsatisfactory0-1 elements are present.20.0 pts

This criterion is linked to a Learning Outcome Table #4

The student includes all of the required elements:
1. A single issue or topic is chosen and identified by the category name.
2. The student notes one negative interaction or behavior for the chosen issue (i.e., what was seen or heard that was inappropriate).
3. The student notes one positive interaction or behavior for the chosen issue (i.e., what was seen or heard that was appropriate).
4. The student provides the current recommendation for the identified issue.
5. Reference is listed in APA format and is a scholarly source (peer reviewed, intended for providers and within the last 5 years unless it is the latest edition of a CPG).
6. Professional/ Ethical Communication: The student demonstrates how to provide non-judgmental and non-bias education regarding the issue identified (which is at least 3 sentences).
(6 required elements)NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment

20.0 pts

ExcellentAll 6 elements are present.

19.0 pts

Very Good5 elements are present.

18.0 pts

Satisfactory4 elements are present.

10.0 pts

Needs Improvement3-4 elements are present.

0.0 pts

Unsatisfactory0-1 elements are present.20.0 pts

This criterion is linked to a Learning Outcome Table #5

The student includes all of the required elements:
1. A single issue or topic is chosen and identified by the category name.
2. The student notes one negative interaction or behavior for the chosen issue (i.e., what was seen or heard that was inappropriate).
3. The student notes one positive interaction or behavior for the chosen issue (i.e., what was seen or heard that was appropriate).
4. The student provides the current recommendation for the identified issue.
5. Reference is listed in APA format and is a scholarly source (peer reviewed, intended for providers and within the last 5 years unless it is the latest edition of a CPG).
6. Professional/ Ethical Communication: The student demonstrates how to provide non-judgmental and non-bias education regarding the issue identified (which is at least 3 sentences).
(6 required elements)NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment

20.0 pts

ExcellentAll 6 elements are present.

19.0 pts

Very Good5 elements are present.

18.0 pts

Satisfactory4 elements are present.

10.0 pts

Needs Improvement3-4 elements are present.

0.0 pts

Unsatisfactory0-1 elements are present.20.0 pts

This criterion is linked to a Learning Outcome Late penalty deductions

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.NR602 Week 4: Pediatric Clinical Pearl Case Study Assignment

0.0 pts

Manual deduction

0.0 pts

Manual deduction0.0 ptsTotal Points: 100.0

NR602 Week 5 Activity iHuman Case 3 Assignment

NR602 Week 5 Activity iHuman Case 3 Assignment

NR602 Week 5 Activity iHuman Case 3 Assignment

Purpose

The iHuman assignments provide students with an opportunity to experience clinical scenarios that are relevant to the lesson content through virtual patient encounters. iHuman is a highly interactive and a dynamic way to enhance your learning. NR602 Week 5: Activity: iHuman Case 3 Assignment

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

1. Utilize interactive simulation technology to reinforce assessment and diagnostic reasoning skills in the care of a woman or pediatric patient (CO4). NR602 Week 5: Activity: iHuman Case 3 Assignment

ORDER COMPREHSIVE SOLUTION PAPERS ON NR602 Week 5: Activity: iHuman Case 3 Assignment

Due Date

Students need to complete the first attempt of the assigned iHuman case by Wednesday 11:59pm MT. Faculty will provide feedback to the student by Friday of the same week. The student has the option of 1 additional attempt to improve their score by Sunday 11:59pm MT at the end of week 5. There will only be a total of 2 attempts max per each iHuman assigned case.

Assignment submission is expected from students on time. The amount of points that may be earned for an assignment will be reduced by 10% for each day it is submitted beyond the due date and hour. Assignments will be accepted up to three days late with the specified penalty; after that time, a zero will be recorded for the assignment. NR602 Week 5: Activity: iHuman Case 3 Assignment

In the case that an emergency prevents them from submitting an assignment on time, students may petition their teacher for a waiver of the late submission grade reduction. The instructor will consider the student’s explanation for the request and reach a conclusion based on the merits of the appeal. The decision will take the student’s overall course performance into consideration. Students should continue showing up to class, engaging in discussions, and working on other assignments while the appeal is being reviewed. NR602 Week 5: Activity: iHuman Case 3 Assignment

Total Points Possible: 75 Points

NR602 Week 5: Activity: iHuman Case 3 Assignment Requirements

1. Complete the week 5 module content prior to starting the iHuman assignment.
2. Access iHuman by clicking the link provided below. Clicking the blue bar will launch the activity in a new browser window.
3. Complete the case titled Case 3.
   • This week, a 16-year old female who comes to the clinic for difficulty breathing after minimal exertion and a cough for three weeks. The cough started with a runny nose and congestion, however the other symptoms resolved after one week and the cough has persisted.
4. Once you complete the case, click “Submit.”
5. You will submit your iHuman Case study completion score sheet to the corresponding iHuman submission assignment.

In NR602, iHuman assignments will be assessed on the following areas: History Taking, Physical Exam, Differential Diagnoses, Rank diagnoses, MNM (must not miss) Diagnoses, Order tests, Final Diagnosis, Management Plan. A score of 80% or better is your target with this assignment. You will have (2) two attempts; the highest score of two attempts will be taken as the final grade. NR602 Week 5: Activity: iHuman Case 3 Assignment

NR602 Week 5: Activity: iHuman Case 3 Assignment Week 5: References

1. Adibelli, Z., Songu, M., & Adibelli, H. (2011). Paranasal sinus development in children: A magnetic resonance imaging analysis. American Journal of Rhinology and Allergy, 25(1), 30-35.
2. Burns, C.E. (2020). Pediatric Primary Care (7th ed.). Saunders Elsevier
3. Craig, J., Lancaster, G., Taylor, S., Williamson, P., & Smyth, R. (2002). Infrared ear thermometry compared with rectal thermometry in children: a systematic review, 360(9333), 603-609.
4. Ettinger, A. S., Ruckart, P. Z., & Dignam, T. (2019). Lead Poisoning Prevention. Journal of Public Health Management and Practice, 25, S1-S2.
5. Hay, W., Levin, M., Deterding, R., & Abzug, M. (2018). Current diagnosis and treatment: Pediatrics (24th ed.). McGraw Hill. NR602 Week 5: Activity: iHuman Case 3 Assignment
6. Kliegman, R., Stanton, B., St. Geme, J., & Schor, N. (2015). Nelson textbook of pediatrics (20th ed.). Elsevier Saunders. NR602 Week 5: Activity: iHuman Case 3 Assignment
7. Lieberthal, A. S., Carroll, A. E., Chonmaitree, T., Ganiats, T. G., Hoberman, A., Jackson, M. A., … & Schwartz, R. H. (2013). The diagnosis and management of acute otitis media. Pediatrics, 131(3), e964-e999.
8. Marcdante, K., & Kliegman, R. (2019). Nelson essentials of pediatrics (8th ed.). Saunders.
9. Mitchell, R. B., Archer, S. M., Ishman, S. L., Rosenfeld, R. M., Coles, S., Finestone, S. A., … & Lloyd, R. M. (2019). Clinical practice guideline: tonsillectomy in children (update). Otolaryngology-Head and Neck Surgery, 160(1_suppl), S1-S42.
10. Pryluma, R., Siegrist, C., Chlibek, R., Zemlickova, H., Vackova, M., Smetana, J.,… Schuerman, L. (2009). Effect of prophylactic paracetamol administration at time of vaccination on febrile reactions and antibody responses in children: two open-label, randomized controlled trials. Lancet, 374, 1339-1350.
11. Society of Pediatric Nurse (2007). Position statement for measurement of temperature/fever in children. Retrieved from www.pedsnurses.org/pdfs/downloads/gid,126/index.pdf
12. Sullivan, J., Farrar, H. (2011). Fever and antipyretic use in children, Pediatrics, 127 (3), 580-587
13. Quintero, D., Brueck, N., & Kump, T. (n.d.) Cystic fibrosis management: A partnership with primary care providers. Retrieved from https://chw.org/-/media/files/about/cystic-fibrosis.pdf?la=en
14. USPSTF (2011). Vision screening for children 1 to 5 years of age: U.S. Preventive Services Task Force Recommendation Statement. Pediatrics, 127(2), 340-346. NR602 Week 5: Activity: iHuman Case 3 Assignment

NR602 Week 5 Evaluation of Marginalized Women Paper

NR602 Week 5 Evaluation of Marginalized Women Paper

NR602 Primary Care of the Childbearing and Childrearing Family

Purpose

The purpose of this assignment is to

1. Provide learners with the opportunity to integrate knowledge and skills learned throughout this course NR602 Week 5 Evaluation of Marginalized Women Paper
2. Directly apply principles and knowledge learned in the course to problem solving of population health problems in marginalized women. NR602 Week 5 Evaluation of Marginalized Women Paper

ORDER COMPREHENSIVE SOLUTION PAPERS

Course Outcomes

This assignment enables the student to meet the following course outcomes:

• Integrate current evidence based clinical practice guidelines in the care of childbearing and childrearing families.
• Appropriately apply anticipatory guidance and health promotion in the care of childbearing and childrearing families.
• Assess growth and developmental milestones in the care of childbearing and childrearing families.
• Construct an evidence based reproductive health management plan.
• Identify and address healthcare needs of marginalized childbearing and childrearing families
• Due Date
• Submit by Sunday 11:59 p.m. MT at the end of Week 5.

Note: This assignment will follow the late assignment guidelines specified in the course syllabus. It is a TurnItIn assignment.

Total Points Possible: 150

NR602 Week 5 Evaluation of Marginalized Women Paper Requirements

This paper should clearly and comprehensively identify the disease or population health problem chosen. The problem must be an issue in your geographic area and a concern for the population you will serve upon graduation with your degree. The paper should be organized into the following sections:

• Introduction with a clear presentation of the marginalized group as well as significance and a scholarly overview of the paper.
• Background of the marginalized group/problem including description, current incidence and/or prevalence statistics current state, local, and national statistics pertaining to the problem.
• Discuss the economic aspects of the marginalized group
• Discuss social justice and its relationship to health disparities and health care of marginalized group.
• Discuss ethical issues on marginalized group
• Provide a brief plan of how you will address this marginalized group in your practice once you are finished with school. Provide three actions you will take along with how you will measure outcomes of your actions.
• Conclude in a clear manner with a brief overview of key points of the entire problem
• Preparing the Paper

Choose one topic from the following list:

• Female Veterans
• Incarcerated Women
• Lesbians
• Transgender Women
• Women with HIV
• Women Sex Workers
• Women with Mental Illness
• Women Immigrants
• Women with Past Sexual Assault

NR 602 Week 5 Case Study Discussion Issues in Growth and Behavior Recent

Case Study Discussion – Part 1

What additional OLDCART and ROS information would you like? Why?

Differential diagnoses with rationale?

Further history and ROS needed to more fully develop your differential diagnoses?

Case Study Discussion – Part 2

Please add the following to your response:

Primary diagnoses and differential diagnosis with rational and the following in brief for your primary diagnosis:

• Case Study Discussion – Part 3
• Written summation of case in SOAP format.

Also Read:

NR602 Week 3: CEAP-NP Survey Paper

NR602 Primary Care of the Childbearing and Childrearing Family Papers

NR602 Week 7: Submission: iHuman Case 5

NR602 Week 6: Activity: iHuman Case 4 Assignment

NR602 Week 5 Evaluation of Marginalized Women Paper

Marginalized Women and Childbearing Families

As an advanced practice nurse, what are three actions you can take to mitigate social impacts on marginalized women?

As a Nurse practitioner, one of the best methods of mitigating the social impacts on marginalized women is to advocate for developing policies that protect women against discrimination (Baah et al., 2019). These policies should empower them and allow them to have access to healthcare. The policies will develop a comfortable and welcoming environment, improve overall quality care, and increase emotional safety for women. There are numerous policies at the state, government, and local levels which prevent women from accessing healthcare.

For instance, single motherhood, mental illnesses, and substance abuse disorders tend to make it difficult for women to access treatments compared to men. Since the main role of nurse practitioners is to advocate for all patients, it is critical to ensure that women are protected from discrimination and marginalization when accessing healthcare (Weitzel et al., 2020).

Nurses can also develop women-friendly healthcare services that provide patient-centered care and help physicians and nurses build trust with the women. It will ensure that the health services are accessible to them and allow them to discuss their health issues with their healthcare providers. Nurses also need to ensure that the hospital staff is culturally competent to develop a culturally safe environment where marginalized women can receive care in hospitals and their communities.

It is also important for nurses to find ways to mitigate the social determinants of health, such as income level for women (Weitzel et al., 2020). Since most of them do not have enough income, nurses can mobilize charity organizations and hospitals to reimburse their female patients with fair and childcare services to attend appointments, identify language skills, and document language preferences for better care provision.

What role does policy at either government, state, or local level play in the marginalization of women and childbearing families?

Policies at the government, state, and local levels play a critical role in helping marginalized women and minority families to receive care. Numerous discriminative and unjust structural policies limit the ability of women to access care and increase the quality of healthcare for minority families (Prodan?Bhalla & Browne, 2019). The state policies encourage structural racism in social and healthcare service delivery, which means marginalized women receive poorer quality of care than men in the same social ranking. Therefore, when women are denied services, they have to live and endure the pain of their illnesses since healthcare providers do not discriminate over social and healthcare services with the dignity and respect they need.

Women face numerous stressors, cumulative sexism, and racism when accessing healthcare services, especially during biological processes that undermine mental and physical health. These policies can promote women in accessing employment opportunities leading to reduced income levels, which often lead to higher employment rates and a lack of opportunities to get educated (Baah et al., 2019). Nurses can advocate for better policies from the state, government, and local levels to eliminate injustices toward marginalized women.

Identify one policy that impacts marginalized groups (include whether the policy is at the federal, state, or local level)

Various populations in the United States experience greater health disparities compared to the others. However, the main cause for the disparities varies from fundamental health differences across segment population status to factors that impact health policies and inequalities, which are the health determinants (Prodan?Bhalla & Browne, 2019). With so many policies implemented that directly impacts marginalized groups, healthcare policies have the most significant impact. They are funded at the federal level to ensure affordable and quality healthcare for all (Weitzel et al., 2020). The policy guarantees universal healthcare to all citizens regardless of their financial status.

Discuss how policy impacts marginalized groups either positively or negatively

When the government or states implement policies, they often directly impact marginalized groups either positively or negatively. The policies are often implemented to directly influence sectors or individuals within the specific community that the policy is designed for (Prodan?Bhalla & Browne, 2019). Therefore, the policies will impact how communities relate and face their day-to-day activities with the basis of operating under the new policies. For example, some policies affect the marginalized group negatively, such as those that deny women employment opportunities hence minimizing their source of income. 

An example of such policies is the nondiscrimination policies for the equal employment opportunity act implemented in the late 1970s and early 1980s. These policies aimed to reduce the wage gap and allow women to enjoy equal opportunities in the work sector as men (Weitzel et al., 2020). On the other hand, although such policies harmed women directly, they still had some positive impact, such as accessible healthcare through the implementations of programs such as medicare. It ensured easy access to healthcare even to lower-income groups, older adults, and disabled groups. In other words, the policies guarantee that communities can effectively access quality and affordable care irrespective of their financial standings in society.

References

Baah, F. O., Teitelman, A. M., & Riegel, B. (2019). Marginalization: Conceptualizing patient vulnerabilities in the framework of social determinants of health—An integrative review. Nursing Inquiry, 26(1), e12268. 

Prodan?Bhalla, N., & Browne, A. J. (2019). Exploring women’s health care experiences through an equity lens: Findings from a community clinic serving marginalised women. Journal Of Clinical Nursing, 28(19-20), 3459-3469. https://doi.org/10.1111/jocn.14937

Weitzel, J., Luebke, J., Wesp, L., Graf, M. D. C., Ruiz, A., Dressel, A., & Mkandawire-Valhmu, L. (2020). The role of nurses as allies against racism and discrimination: An analysis of key resistance movements of our time. Advances in Nursing Science, 43(2), 102-113. 

NR602 Week 5: Submission: iHuman Case 3

NR602 Week 5: Submission: iHuman Case 3

Submit your Case Study completion score form here once you have finished the iHuman Case on Pediatric Asthma. Your completion score sheet may be submitted again if necessary.

Please visit the Week 5: iHuman Activity page if you haven’t finished it yet. Assignment: iHuman Case on Pediatric Asthma for access to iHuman and for the purposes of the assignment. NR602 Week 5: Submission: iHuman Case 3

History taking, physical examination, differential diagnoses, rank diagnoses, MNM (must not miss) diagnoses, ordering tests, final diagnosis, and management plan are the areas in which iHuman assignments in NR602 will be evaluated.

Each of these sections must be completed including the EMR section for the assignment to be considered complete.

A score of 80% or better is your target with this assignment. You will have (2) two attempts; the highest score of two attempts will be taken as the final grade. NR602 Week 5: Submission: iHuman Case 3

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Rubric iHuman Assignment

iHuman AssignmentCriteriaRatingsPts

This criterion is linked to a Learning OutcomeAssignment Content

Virtual Patient EncounterNR602 Week 5: Submission: iHuman Case 3 

75.0 pts

ExcellentStudent achieves a score of 80-100% on the assigned iHuman activity. 

68.0 pts

Very GoodStudent achieves a score of 70-79% on the assigned iHuman activity. 

62.0 pts

SatisfactoryStudent achieves a score of 55-69% on the assigned iHuman activity. 

38.0 pts

Needs ImprovementStudent achieves a score of 30-54% on the assigned iHuman activity. 

0.0 pts

UnsatisfactoryStudent achieves a score of 0-29% on the assigned iHuman activity.75.0 pts

This criterion is linked to a Learning OutcomeLate Penalty Deductions

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.NR602 Week 5: Submission: iHuman Case 3  

0.0 pts

Manual Deduction  

0.0 pts

Manual Deduction 0.0 ptsTotal Points: 75.0  

NR 602 Week 5 Ihuman Reflection

Address the following questions:

• What resources are available in your community to assist with concerns such as those faced by your virtual patient? (Roanoke,Va.) see below
• What are the reporting requirements for your state, and to whom would you report Abuse?

Include the following components:

• Write 150-300 words in a Microsoft Word document
• Demonstrate clinical judgment appropriate to the patient scenario
• Cite at least two relevant scholarly sources as defined by program expectations. Scholarly citations of <5yrs.  Please do not put the wrong dates to fulfil the requirements.

Pt. scenario:

H.K. is a 2-year-old male with a medical history significant for Down syndrome and atrial-septal defect that was repaired who was brought into the clinic by his mother for abdominal pain for 2 days and one episode of vomiting last night. Mother states that he has been lethargic, has fewer wet diapers and no bowel movement for one day due to his decrease in appetite.

Mother states that the patient had fallen off the bed while napping. No medications have been given for the pain.

Problem Statement: H.K. is a 2-year-old male with a medical history significant for Down syndrome and atrial-septal defect that was repaired who was brought into the clinic by his mother for abdominal pain for 2 days with 1 episode of vomiting last night. Mother states that symptoms began after the patient fell from the bed while taking a nap. She states that he has been lethargic, has decreased wet diapers daily with dark and strong-smelling urine and no bowel movement for one day and has had a decrease in appetite. Upon assessment, the patient is listless and has poor eye contact. Skin is pale, cool, and slightly mottled. Diffuse diaper rash noted. Faint circumferential macular discoloration at wrists consistent with aging ligature marks.

Ecchymoses overlying epigastrium measuring 10cm in diameter in an oval shape. Hypoactive BS x 3. Distended, firm abdomen. Diffuse tenderness on palpation with associated guarding. 2cm, reducible umbilical hernia. No medications have been given to the patient.

NR602 Week 5 IHuman Reflection Example

Community Resources in Roanoke, VA

In Roanoke, Virginia, there are several resources available to assist children with disabilities who also undergo abuse. For example, Carilion Clinic offers pediatric emergency services, and given H.K.’s medical history of Down syndrome and atrial-septal defect, the specialized care available at Carilion Clinic is important for the child’s well-being (Carilion Clinic, 2023). Pediatric cardiology specialists provide targeted interventions and ongoing care to manage H.K.’s cardiac condition, ensuring optimal health outcomes. Similarly, H.K. can receive comprehensive medical attention tailored to his unique health profile, ensuring diagnosis and effective management of his presenting symptoms.

Access to these healthcare facilities is evidence of Roanoke’s commitment to providing top-tier medical care for pediatric patients. In addition to medical services, Roanoke has resources to support families in crisis or facing challenges related to child welfare. The Roanoke Department of Social Services offers programs and support for families experiencing child abuse or neglect (Roanoke, 2024). They provide assistance, intervention, and resources to ensure the safety and well-being of children in the community.

The Roanoke Department of Social Services offers programs and support services, such as providing assistance, intervention, and resources to safeguard the safety and well-being of children within the community (Roanoke, 2024). Families in distress can avail themselves of various support programs administered by the Roanoke Department of Social Services, including counseling services, parenting classes, and access to community resources to address underlying issues contributing to child welfare concerns. The department operates in close collaboration with other local agencies and organizations to ensure a coordinated and comprehensive response to instances of child abuse or neglect.

Reporting Requirements for Child Abuse in Virginia

By Virginia law, healthcare professionals serve as mandated reporters of child abuse or neglect. This stipulates that any individual who has reasonable grounds to suspect that a child is subjected to abuse or neglect must report such concerns to the local Department of Social Services or the Child Protective Services hotline (Roanoke, 2024). Importantly, reports can be submitted anonymously, ensuring confidentiality for the reporter.

The physical findings observed in H.K.’s case, including ligature marks, ecchymoses, and abdominal tenderness, are all indications for immediate reporting to safeguard his safety and well-being. These are suggestive of potential abuse or neglect, necessitating intervention to mitigate any further harm. The reporting process entails providing information and details regarding suspected abuse or neglect to the designated authorities (Roanoke, 2024). This includes thorough documentation of the observed physical findings, relevant medical history, and any additional information deemed critical to the case. This allows for a thorough investigation and implementation of appropriate intervention measures to protect the child from harm.

References

Carilion Clinic. (2023). Visitroanokeva.com. https://www.visitroanokeva.com/listings/carilion-clinic/5998/

Roanoke. (2024). Benefits programs. Roanokeva.gov. https://www.roanokeva.gov/383/Benefits-Programs

NR602 Week 6: Activity: iHuman Case 4 Assignment

NR602 Week 6: Activity: iHuman Case 4 Assignment Purpose

Through virtual patient interactions, the iHuman assignments provide students the chance to participate in clinical scenarios that are pertinent to the course material. iHuman is a dynamic and highly engaging approach to improve your learning NR602 Week 6: Activity: iHuman Case 4 Assignment.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

1. Utilize interactive simulation technology to reinforce assessment and diagnostic reasoning skills in the care of a woman or pediatric patient (CO4).

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Due Date

Students need to complete the first attempt of the assigned iHuman case by Wednesday 11:59pm MT. Faculty will provide feedback to the student by Friday of the same week. The student has the option of 1 additional attempt to improve their score by Sunday 11:59pm MT at the end of week 6. There will only be a total of 2 attempts max per each iHuman assigned case NR602 Week 6: Activity: iHuman Case 4 Assignment.

Assignments are expected to be turned in on time by students. For each day an assignment is late, 10% of the potential points will be deducted. This rule applies to both late and early submissions. Up to three days late, assignments will be accepted with the specified penalty; beyond that, the grade for the assignment will be zero.

Students may ask their teacher for a waiver of the late submission grade decrease if an emergency prevents them from submitting an assignment on time. The teacher will go at the student’s justification for the request and make a decision based on the appeal’s merits NR602 Week 6: Activity: iHuman Case 4 Assignment.

The determination will take into account the student’s overall course performance up to that point. While the appeal is being considered, students should keep coming to class, participating in discussions, and doing other projects.

Total Points Possible: 75 Points

NR602 Week 6: Activity: iHuman Case 4 Assignment Requirements

1. Complete the week 6 module content prior to starting the iHuman assignment.
2. Access iHuman by clicking the link provided below. Clicking the blue bar will launch the activity in a new browser window.
3. Complete the case titled Case 4.
   • This week, you have an 18-year-old male who is known to be an injection-drug user. He presents with high fever and rash, and is found to have a loud systolic murmur, splinter hemorrhages, and Janeway lesions. His echocardiogram shows a mitral-valve vegetation; his blood cultures grow methicillin-resistant Staphylococcus aureus.
4. Once you complete the case, click “Submit.”
5. You will submit your iHuman Case study completion score sheet to the corresponding iHuman submission assignment NR602 Week 6: Activity: iHuman Case 4 Assignment.

In NR602, iHuman assignments will be assessed on the following areas: History Taking, Physical Exam, Differential Diagnoses, Rank diagnoses, MNM (must not miss) Diagnoses, Order tests, Final Diagnosis, Management Plan. A score of 80% or better is your target with this assignment. You will have (2) two attempts; the highest score of two attempts will be taken as the final grade NR602 Week 6: Activity: iHuman Case 4 Assignment.

NR602 Week 6: Activity: iHuman Case 4 Assignment References

1. American Heart Association. (2013). Youth and Cardiovascular Diseases: Statistical Fact Sheet 2013 update. Retrieved from http://www.heart.org/idc/groups/heart-public/@wcm/@sop/@smd/documents/downloadable/ucm_319577.pdf

2. Burns, C.E. (2020). Pediatric Primary Care (7th ed.). Saunders Elsevier

3. Hay, W., Levin, M., Deterding, R., & Abzug, M. (2018). Current diagnosis and treatment: Pediatrics (24th ed.). McGraw Hill.

4. Kliegman, R., Stanton, B., St. Geme, J., & Schor, N. (2016). Nelson textbook of pediatrics (20th ed.). Elsevier Saunders.

5. Marcdante, K., & Kliegman, R. (2019). Nelson essentials of pediatrics (7th ed.). Saunders.

6. McCance, K.L. & Huether, S.E (2015). Pathophysiology: The biologic basis for disease in adults & children (7th ed.). Mosby.

NR 602 Week 6 Case Study Discussion Symptom Evaluation GI, GU, Endocrinology, Neuromuscular Recent

Case Study Discussion – Part 1

What further OLDCART and ROS information is important today specific to their chief complaints? What are their chief complaints/concerns?

What are the differential diagnoses based on the chief complaints for Lily and Riley with rationale?

Case Study Discussion – Part 2

Assessment

Primary diagnoses for Lily and Riley with rationale

Differential diagnoses with rationale

Plan for one primary diagnoses based on one current evidence-based journal article

Further diagnostic work-up not included above

Medications

Referrals

Conservative measures

Patient education

Follow-up plan

Case Study Discussion – Part 3

Written summation of case in SOAP format.

Also Read:

NR602 Week 5 Evaluation of Marginalized Women Paper

NR602 Primary Care of the Childbearing and Childrearing Family Papers

NR602 Week 7: Submission: iHuman Case 5

NR602 Week 6: Activity: iHuman Case 4 Assignment