Tag: Homework Solution

  • [Solved] Asssigment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    15 slide – 2 years ago **files (1)** – ## MSN5270MiddleRangeTheoryWeek511.pdf **## MSN5270MiddleRangeTheoryWeek511.pdf** School of Nursing FNP MSN5270 Advanced Theoretical Perspectives for Nursing MSN5270- Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne Trigora. Updated 4…

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    Assignment Prompt & Instructions

    15 slide

    – 2 years ago

    **files (1)**

    – ## MSN5270MiddleRangeTheoryWeek511.pdf

    **## MSN5270MiddleRangeTheoryWeek511.pdf**

    School of Nursing FNP

    MSN5270 Advanced Theoretical
    Perspectives for Nursing

    MSN5270- Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne
    Trigora. Updated 4/2024

    1

    PURPOSE

    Select any middle range nursing theory and do a PowerPoint presentation on ways in
    which the theory is applicable to your practice.

    END OF COURSE STUDENT LEARNING OUTCOMES

    Critically analyze the philosophical underpinnings of nursing theories.
    Critique nursing’s conceptual models, grand theories, and mid-range theories.
    Examine the influence that nursing models and theories have upon research and practice.
    Apply nursing theory or theories to nursing research.

    End of Program Student Learning Outcomes

    Integrate nursing and related sciences into the delivery of care to clients across diverse healthcare
    settings

    Evaluate the effectiveness of clinical prevention interventions that affect individual and population-
    based health outcomes, perform risk assessments, and design plans or programs of care

    Relate knowledge of illness and disease management to providing evidence-based care to clients,
    communities, and vulnerable populations in an evolving healthcare delivery system. Integrate
    nursing and related sciences into the delivery of care to clients across diverse healthcare settings

    DUE DATE: Submit to the Moodle by Saturday of the end Week 7 at 11:59 p.m. ET.

    POINTS: This assignment is worth a total of 100 points.

    REQUIREMENTS
    Ã To complete this assignment, you will need to access the Miami Regional University virtual library

    database: CINAHL Complete Database, MEDLINE Complete Database, LIRN, and so forth. Our Librarian is

    School of Nursing FNP

    MSN5270 Advanced Theoretical
    Perspectives for Nursing

    MSN5270- Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne
    Trigora. Updated 4/2024

    2

    available to help on campus from Monday to Friday 7:30 am to 9:00 pm & Saturday 8:00 am to 3:00 pm.
    Remember we now also have a Ask a Librarian option 7 days a week available in Moodle.

    Ã This assignment is worth 100 points and will be graded on the required components as summarized
    in the directions and grading criteria/rubric. This assignment will be graded on quality of information,
    use of citations, use of Standard English grammar, sentence structure, and overall organization based
    on the required components as summarized in the directions and grading criteria and rubric.

    Ã APA format and effective writing is required for the paper.
    Ã Use Microsoft PowerPoint
    Ã Follow the directions and grading criteria closely. Any questions about this presentation may be

    posted under the Q & A Forum.
    Ã The length of the presentation is to be approximately 20 slides excluding the title page and reference

    pages.
    Ã This presentation will be submitted through Turnitin, a Turnitin similarity score of 20% or less is

    expected.
    Ã A minimum of 6 current scholarly references that are 5 years old or less.

    DIRECTIONS AND GRADING CRITERIA

    Category Points % Description

    Introduction

    10 10 Discuss the historical background of middle range.

    Analysis of the
    underpinning for the
    theory you select

    25 25 Discuss the analysis of the underpinning for middle range you
    selected. Theoretical or background work that has been
    done in the field that will support formation /creation of
    theory

    Applications of the

    Theory

    25 25 Explain how the middle range is used in practice.

    Suggestion for
    additional research

    25 25 Discuss the need for additional research

    Conclusion 10 10 All resources correctly referenced

    School of Nursing FNP

    MSN5270 Advanced Theoretical
    Perspectives for Nursing

    MSN5270- Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne
    Trigora. Updated 4/2024

    3

    APA Format & Clarity of
    writing

    5 5 APA format corrects with no more than 1-2 minor errors: Use of
    a minimum of six current scholarly references.

    Total: 100 pts 100
    %

    A quality paper will meet or exceed all of the above requirements.

    MSN5270 Advanced Theoretical Perspectives for Nursing

    MSN5270-week #3. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne Trigora. 05/22 4

    GRADING RUBRIC

    Assignment Criteria Exceed in Meeting the

    Criteria
    Meet Criteria Partially Meet Criteria Does Not Meet Criteria

    Introduction

    (10 points)

    Excellent introduction
    that includes discussion
    the historical
    background of the
    middle range theory
    you selected

    10 points

    Good introduction that
    includes discussion the
    historical background of the
    middle range theory you
    selected

    7 points

    Basic introduction that
    includes discussion the
    historical background of the
    middle range theory you
    selected

    4 points

    Little or very general
    introduction of the
    assignment and purpose.
    Introduction not well
    developed.

    0 points

    Analysis of the
    underpinning for
    the middle range
    theory you
    selected

    (25 points)

    Student provides an
    excellent discussion on
    the analysis of the
    underpinning for the
    middle range theory
    which is the theoretical
    or background work
    that has been done in
    the field that will

    Student provides a good
    discussion the analysis of
    the underpinning for the
    middle range which is the
    theoretical or background
    work that has been done in
    the field that will support
    formation /creation of
    theory

    17 points

    Basic discussion on the
    analysis of the underpinning
    for middle range which is
    the theoretical or
    background work that has
    been done in the field that
    will support formation
    /creation of theory

    Little or very general
    discussion on the analysis of
    the underpinning for the
    middle range which is the
    theoretical or background
    work that has been done in
    the field that will support
    formation /creation of
    theory

    MSN5270 Advanced Theoretical Perspectives for Nursing

    MSN5270-week #3. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne Trigora. 05/22 5

    support formation
    /creation of theory

    25 points

    11 points < 10 points

    Applications of the
    Theory of Pain

    25 points

    Excellent description of
    how the theory is used
    in practice. Used
    approximately 4
    examples.

    25 points

    Good description of how
    the theory is used in
    practice. Used
    approximately 3 examples.

    20 points

    Basic description of how the
    theory is used in practice.
    Used approximately 2
    examples.

    15 points

    Little to No description of
    how the theory is used in
    practice. Used
    approximately 1 or no
    examples.

    10 or less points

    Suggestion for
    additional
    research

    25 points

    Excellent description
    for suggestion for
    additional research.

    25 points

    Good description for
    suggestion for additional
    research.

    20 points

    Basic description for
    suggestion for additional
    research.

    17 points

    Little to no description for
    suggestion for additional
    research.

    10 points or less

    MSN5270 Advanced Theoretical Perspectives for Nursing

    MSN5270-week #3. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne Trigora. 05/22 6

    Conclusion

    (10 points)

    Provide an excellent
    summary of the main

    point of the content of
    the paper

    10 points

    Provide a good summary of
    the main point of the
    content of the paper.

    7 points

    Provide a basic summary of
    the content of the paper.

    4 points

    Provide little summary of
    the main point of the
    content of the paper.

    0 points

    APA format

    &

    Use of a minimum of
    six current scholarly
    references.

    Clarity of writing

    (5 points)

    APA format is correct
    with no more than 1–2
    minor errors

    Use of a minimum of six
    current scholarly
    references.

    5 points

    Three to five errors in APA
    format and/or 1–2 citations
    missing.

    Use of a minimum of three
    to five current scholarly
    references.

    4 points

    Five to six errors in APA
    format and/or 3–4 citations
    missing.

    Use of a minimum of three
    to five current scholarly
    references.

    3 points

    APA formatting contains
    multiple errors and/or
    several citations missing

    Use none to two scholarly
    references; or use of
    outdated scholarly
    references.

    2 points

    **## MSN5270MiddleRangeTheoryWeek511.pdf**

    School of Nursing FNP

    MSN5270 Advanced Theoretical
    Perspectives for Nursing

    MSN5270- Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne
    Trigora. Updated 4/2024

    1

    PURPOSE

    Select any middle range nursing theory and do a PowerPoint presentation on ways in
    which the theory is applicable to your practice.

    END OF COURSE STUDENT LEARNING OUTCOMES

    Critically analyze the philosophical underpinnings of nursing theories.
    Critique nursing’s conceptual models, grand theories, and mid-range theories.
    Examine the influence that nursing models and theories have upon research and practice.
    Apply nursing theory or theories to nursing research.

    End of Program Student Learning Outcomes

    Integrate nursing and related sciences into the delivery of care to clients across diverse healthcare
    settings

    Evaluate the effectiveness of clinical prevention interventions that affect individual and population-
    based health outcomes, perform risk assessments, and design plans or programs of care

    Relate knowledge of illness and disease management to providing evidence-based care to clients,
    communities, and vulnerable populations in an evolving healthcare delivery system. Integrate
    nursing and related sciences into the delivery of care to clients across diverse healthcare settings

    DUE DATE: Submit to the Moodle by Saturday of the end Week 7 at 11:59 p.m. ET.

    POINTS: This assignment is worth a total of 100 points.

    REQUIREMENTS
    Ã To complete this assignment, you will need to access the Miami Regional University virtual library

    database: CINAHL Complete Database, MEDLINE Complete Database, LIRN, and so forth. Our Librarian is

    School of Nursing FNP

    MSN5270 Advanced Theoretical
    Perspectives for Nursing

    MSN5270- Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne
    Trigora. Updated 4/2024

    2

    available to help on campus from Monday to Friday 7:30 am to 9:00 pm & Saturday 8:00 am to 3:00 pm.
    Remember we now also have a Ask a Librarian option 7 days a week available in Moodle.

    Ã This assignment is worth 100 points and will be graded on the required components as summarized
    in the directions and grading criteria/rubric. This assignment will be graded on quality of information,
    use of citations, use of Standard English grammar, sentence structure, and overall organization based
    on the required components as summarized in the directions and grading criteria and rubric.

    Ã APA format and effective writing is required for the paper.
    Ã Use Microsoft PowerPoint
    Ã Follow the directions and grading criteria closely. Any questions about this presentation may be

    posted under the Q & A Forum.
    Ã The length of the presentation is to be approximately 20 slides excluding the title page and reference

    pages.
    Ã This presentation will be submitted through Turnitin, a Turnitin similarity score of 20% or less is

    expected.
    Ã A minimum of 6 current scholarly references that are 5 years old or less.

    DIRECTIONS AND GRADING CRITERIA

    Category Points % Description

    Introduction

    10 10 Discuss the historical background of middle range.

    Analysis of the
    underpinning for the
    theory you select

    25 25 Discuss the analysis of the underpinning for middle range you
    selected. Theoretical or background work that has been
    done in the field that will support formation /creation of
    theory

    Applications of the

    Theory

    25 25 Explain how the middle range is used in practice.

    Suggestion for
    additional research

    25 25 Discuss the need for additional research

    Conclusion 10 10 All resources correctly referenced

    School of Nursing FNP

    MSN5270 Advanced Theoretical
    Perspectives for Nursing

    MSN5270- Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne
    Trigora. Updated 4/2024

    3

    APA Format & Clarity of
    writing

    5 5 APA format corrects with no more than 1-2 minor errors: Use of
    a minimum of six current scholarly references.

    Total: 100 pts 100
    %

    A quality paper will meet or exceed all of the above requirements.

    MSN5270 Advanced Theoretical Perspectives for Nursing

    MSN5270-week #3. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne Trigora. 05/22 4

    GRADING RUBRIC

    Assignment Criteria Exceed in Meeting the

    Criteria
    Meet Criteria Partially Meet Criteria Does Not Meet Criteria

    Introduction

    (10 points)

    Excellent introduction
    that includes discussion
    the historical
    background of the
    middle range theory
    you selected

    10 points

    Good introduction that
    includes discussion the
    historical background of the
    middle range theory you
    selected

    7 points

    Basic introduction that
    includes discussion the
    historical background of the
    middle range theory you
    selected

    4 points

    Little or very general
    introduction of the
    assignment and purpose.
    Introduction not well
    developed.

    0 points

    Analysis of the
    underpinning for
    the middle range
    theory you
    selected

    (25 points)

    Student provides an
    excellent discussion on
    the analysis of the
    underpinning for the
    middle range theory
    which is the theoretical
    or background work
    that has been done in
    the field that will

    Student provides a good
    discussion the analysis of
    the underpinning for the
    middle range which is the
    theoretical or background
    work that has been done in
    the field that will support
    formation /creation of
    theory

    17 points

    Basic discussion on the
    analysis of the underpinning
    for middle range which is
    the theoretical or
    background work that has
    been done in the field that
    will support formation
    /creation of theory

    Little or very general
    discussion on the analysis of
    the underpinning for the
    middle range which is the
    theoretical or background
    work that has been done in
    the field that will support
    formation /creation of
    theory

    MSN5270 Advanced Theoretical Perspectives for Nursing

    MSN5270-week #3. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne Trigora. 05/22 5

    support formation
    /creation of theory

    25 points

    11 points < 10 points

    Applications of the
    Theory of Pain

    25 points

    Excellent description of
    how the theory is used
    in practice. Used
    approximately 4
    examples.

    25 points

    Good description of how
    the theory is used in
    practice. Used
    approximately 3 examples.

    20 points

    Basic description of how the
    theory is used in practice.
    Used approximately 2
    examples.

    15 points

    Little to No description of
    how the theory is used in
    practice. Used
    approximately 1 or no
    examples.

    10 or less points

    Suggestion for
    additional
    research

    25 points

    Excellent description
    for suggestion for
    additional research.

    25 points

    Good description for
    suggestion for additional
    research.

    20 points

    Basic description for
    suggestion for additional
    research.

    17 points

    Little to no description for
    suggestion for additional
    research.

    10 points or less

    MSN5270 Advanced Theoretical Perspectives for Nursing

    MSN5270-week #3. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne Trigora. 05/22 6

    Conclusion

    (10 points)

    Provide an excellent
    summary of the main

    point of the content of
    the paper

    10 points

    Provide a good summary of
    the main point of the
    content of the paper.

    7 points

    Provide a basic summary of
    the content of the paper.

    4 points

    Provide little summary of
    the main point of the
    content of the paper.

    0 points

    APA format

    &

    Use of a minimum of
    six current scholarly
    references.

    Clarity of writing

    (5 points)

    APA format is correct
    with no more than 1–2
    minor errors

    Use of a minimum of six
    current scholarly
    references.

    5 points

    Three to five errors in APA
    format and/or 1–2 citations
    missing.

    Use of a minimum of three
    to five current scholarly
    references.

    4 points

    Five to six errors in APA
    format and/or 3–4 citations
    missing.

    Use of a minimum of three
    to five current scholarly
    references.

    3 points

    APA formatting contains
    multiple errors and/or
    several citations missing

    Use none to two scholarly
    references; or use of
    outdated scholarly
    references.

    2 points

  • [Solved] EBP

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    My research focus as Family Nurse Practitioner is on reducing the proportion of adults with Generalized Anxiety Disorder (GAD) from moderate to mild anxiety in Plainfield, Illinois, so I'm considering the following variables: – Independent Variable: Cognitive Behavioral Therapy (CBT) intervention. -…

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    Assignment Prompt & Instructions

    My research focus as Family Nurse Practitioner is on reducing the proportion of adults with Generalized Anxiety Disorder (GAD) from moderate to mild anxiety in Plainfield, Illinois, so I'm considering the following variables:

    – Independent Variable: Cognitive Behavioral Therapy (CBT) intervention.
    – Dependent Variable: Anxiety severity level (measured using the Generalized Anxiety Disorder-7 [GAD-7] scale).

    ### **EBP**

    Evidence-Based Practice select an intervention to implement in a nursing practice setting. The intervention must be supported by best practices or empirical research, as noted in the literature. You cite three articles that illustrate this type of support. Briefly 12 pages describe the preparation, design and evaluation process you would use to facilitate success. Create tables to display some of the information below., The EBP must include the following six categories.

    I. **Abstract (200-250 words on a separate page)** a. Intro. (1-2 sentences describing importance of study & relevant historical context) b. Problem being studied (one sentence) c. Participant eligibility(inclusion/exclusion) selection (e.g. convenience or random) characteristics (age, sex, race/ethnicity, d. Methods (name of framework/theoretical model), main variables studied, data collection tool(e.g. survey(s), interviews, design (quantitative or qualitative) or implementation e. Major Results (related to the problem/main questions), f. Implications for nursing g. Type “Keywords” below the abstract on the same page followed by words that could be used to conduct computer searches

    II. **Introduction & Background** a. Statement of rationale for intervention selection. b. Citation(s) illustrating description of the problem (e.g. statistics or information from professional organizations related to the intervention or other reputable sources). c. Potential Significance of Intervention. Include applicable EBP standards

    **III. Preparation for change-intervention** a. Anonymous description of org./unit and its values that might support the intervention b. Perceived barriers to intervention & method of addressing each c. Theoretical model on the phenomena of change (use table to show 3 major variables applied to your intervention) d. Description of steps to facilitate staff & administrative readiness for the intervention e. Collaboration Process (staff/others involved in planning & implementation phases

    **IV. Literature Connection & Design** a. Citations illustrating use of intervention b. Advantages and disadvantages of using intervention c. Summarize literature & connect to implementation design d. Description of methodology: design & data collection (implementation target dates, timeline, personnel, tools) e. Describe ongoing support and encouragement activities through the change process (specify actions, frequency, feedback loop)

    **V. Evaluation Plan** Suggestion: create a Gantt chart for items a & b a. Description of ongoing monitoring process (who, what, when) b. Description of summative evaluation at the end/specific duration (who, what, when, how well) c. Implications for nsg. in the future (i.e., plan to communicate findings)

    **VI. Conclusion Summarize the ideas & overall 10 APA 7th edition references within the last 5 years presented** a. Written Paper: Mechanics Organization Content moves easily from one point to the next with good transition, explains complex ideas with clear and appropriate examples

    – 2 years ago

  • [Solved] Applied Sciences Health Information Technology Homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    APA Format no Plagiariam Please see attachment – 2 years ago **files (1)** – ## HIT263.docx **## HIT263.docx** APA Format no Plagiariam TOPIC: Health Information Exchange Policies & Procedures AHIMA Competency lll.7DM: Identify standards for exchange of health information Assignment: A Health Inform…

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    Assignment Prompt & Instructions

    APA Format no Plagiariam

    Please see attachment

    – 2 years ago

    **files (1)**

    – ## HIT263.docx

    **## HIT263.docx**

    APA Format no Plagiariam

    TOPIC:  Health Information Exchange Policies & Procedures

    AHIMA Competency lll.7DM:  Identify standards for exchange of health information

    Assignment:

    A Health Information Exchange (HIE) is being established in your area and there are openings for individuals with an HIM background.

    You learn that one of the primary tasks will be writing policies and procedures.  This interests you, but you are unsure what policy topics might need to be addressed.

    By conducting on-line research using AHIMA resources, discover/identify and expound on at least five (5) policy topics that an HIM professional could contribute to in an HIE setting.

    REMEMBER to supply at least two (2) sources of information /references.

    Word-count:  350

    **## HIT263.docx**

    APA Format no Plagiariam

    TOPIC:  Health Information Exchange Policies & Procedures

    AHIMA Competency lll.7DM:  Identify standards for exchange of health information

    Assignment:

    A Health Information Exchange (HIE) is being established in your area and there are openings for individuals with an HIM background.

    You learn that one of the primary tasks will be writing policies and procedures.  This interests you, but you are unsure what policy topics might need to be addressed.

    By conducting on-line research using AHIMA resources, discover/identify and expound on at least five (5) policy topics that an HIM professional could contribute to in an HIE setting.

    REMEMBER to supply at least two (2) sources of information /references.

    Word-count:  350

  • [Solved] dis

    ✓ Verified Academic Solution Available

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    In-depth study guidance and analytical solution covering dis.

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    Assignment Prompt & Instructions

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

  • [Solved] Catherine Owens

    ✓ Verified Academic Solution Available

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    In-depth study guidance and analytical solution covering Catherine Owens.

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    Assignment Prompt & Instructions

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

  • [Solved] Education week 3 assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ### Observation Tools in Action This week is observation week! You will observe in the learning environment you identified in week two of class. As you are learning, using observation tools to assess student development and progress is one way teachers can gather important information in a child’s n…

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    Assignment Prompt & Instructions

    ### Observation Tools in Action

    This week is observation week! You will observe in the learning environment you identified in week two of class. As you are learning, using observation tools to assess student development and progress is one way teachers can gather important information in a child’s natural setting. Teachers collect information about children through many different lenses using a variety of methods. There is no single method that a teacher can use to understand the whole child. Instead, they use a variety of tools to gather a bigger picture of childhood development.

    For your assignment this week, you will select at least one observation tool that you can use during your scheduled observation. You will conduct an observation using the selected tool and then reflect on your learning from the observation. Plan to conduct your observation for at least 30 minutes. If you are not able to conduct an assessment in a classroom environment, please navigate to the alternate video assessment tab.

    #### Assignment Instructions

    In your paper, use the following bullets to plan and reflect on your observation this week:

    – Identify the age of the children included in your observation.
    – Describe the scenario for the observation in terms of where it occurred, how many children were present, the activity type, and any other relevant information.
    – Explain the observation tool you selected to use for this assignment and the process of using the selected tool in real life during your observation experience.
    – Analyze your notes and information in one or two paragraphs.
    – Outline two findings of a child/children from your observation that you would want to document for future planning.
    – Summarize one learning activity you might use with the child or children to support their developmental needs based on your findings.

    #### Prepare

    To prepare for this assignment,

    – Read Chapters 7 and 8 of your course text.
    – Review the video, [_How to Observe_Links to an external site.](https://www.youtube.com/watch?v=D2BrIHkx4aw).
    – Read the [_Milestone Moments Checklist_Links to an external site.](https://www.cdc.gov/ncbddd/actearly/pdf/LTSAE-Checklist_COMPLIANT_30MCorrection_508.pdf).
    – Consider the age group you will be observing and what type of activity will be taking place. Select one tool you could use to assess a student you identify with during the scheduled observation. You may choose any of the following templates and customize them as needed or create your own.

    – [_Anecdotal Notes_](https://uagc.instructure.com/courses/144088/files/22985157?wrap=1) [Download Anecdotal Notes](https://uagc.instructure.com/courses/144088/files/22985157/download?download_frd=1) Template
    – [_Photo Documentation_](https://uagc.instructure.com/courses/144088/files/22985203?wrap=1) [Download Photo Documentation](https://uagc.instructure.com/courses/144088/files/22985203/download?download_frd=1) Template (Please do not show any child’s face in your images by either cropping out faces or placing an emoji or other image in place of the face)
    – [_Event Sampling_](https://uagc.instructure.com/courses/144088/files/22985168?wrap=1) [Download Event Sampling](https://uagc.instructure.com/courses/144088/files/22985168/download?download_frd=1) Template
    – [_Blank Behavior and Work Habits Checklist_](https://uagc.instructure.com/courses/144088/files/22985162?wrap=1) [Download Blank Behavior and Work Habits Checklist](https://uagc.instructure.com/courses/144088/files/22985162/download?download_frd=1) Template
    – [_Letters and Numbers Checklist_](https://uagc.instructure.com/courses/144088/files/22985175?wrap=1) [Download Letters and Numbers Checklist](https://uagc.instructure.com/courses/144088/files/22985175/download?download_frd=1) Template
    – Familiarize yourself with some of the typical developmental needs of children in your age range, if you’re not familiar with those already. You can review developmental milestones for children in this resources:

    – [_CDC’s Developmental Milestones_Links to an external site.](https://www.cdc.gov/ncbddd/actearly/milestones/index.html)
    – [_Growth & Development: 6 to 12 Years (School Age)_Links to an external site.](https://www.choc.org/primary-care/ages-stages/6-to-12-years/)
    – If you are unsure of this information, consider reaching out to the teacher to ask if they have any information to share in terms of a specific child they may suggest you observe or you can identify one who stands out to you during your time observing.
    – Choose one of the following tools to present your work on this assignment:
    – [_Observation Tools in Action_](https://uagc.instructure.com/courses/144088/files/22985184?wrap=1) [Download Observation Tools in Action](https://uagc.instructure.com/courses/144088/files/22985184/download?download_frd=1) Word document template
    – [_Observation Tools in Action_](https://uagc.instructure.com/courses/144088/files/22985196?wrap=1) [_Download Observation Tools in Action_](https://uagc.instructure.com/courses/144088/files/22985196/download?download_frd=1) Power Point template

    #### Alternate Video Assessment

    Choose one of the following videos as an alternative to an in-person classroom visit. This option is reserved for students who have received prior permission from the instructor.

    – [_Demonstration of Pyramid Model Practices: A Typical Day in a Toddler Classroom_Links to an external site.](https://vimeo.com/180297918)
    – [_Demonstration of Pyramid Model Practices: A Typical Day in a Preschool Classroom_Links to an external site.](https://vimeo.com/180313975)
    – [_Kindergarten Mathematics_Links to an external site.](https://www.youtube.com/watch?v=D2o6MDpL1v0)

    **Note**: You may not learn the child’s name through the video, so feel free to describe a child as, for instance, Boy in Blue Shirt.

    – [\
    \
    ObservationToolsinAction.pptx](https://www.sweetstudy.com/files/observationtoolsinaction-pptx "ObservationToolsinAction.pptx")
    – [\
    \
    ObservationToolsinAction.docx](https://www.sweetstudy.com/files/observationtoolsinaction-docx "ObservationToolsinAction.docx")
    – [\
    \
    LettersandNumbersChecklist.docx](https://www.sweetstudy.com/files/lettersandnumberschecklist-docx "LettersandNumbersChecklist.docx")
    – [\
    \
    BlankBehaviorandWorkHabitsChecklist.docx](https://www.sweetstudy.com/files/blankbehaviorandworkhabitschecklist-docx "BlankBehaviorandWorkHabitsChecklist.docx")
    – [\
    \
    EventSampling.docx](https://www.sweetstudy.com/files/eventsampling-docx "EventSampling.docx")
    – [\
    \
    PhotoDocumentation.docx](https://www.sweetstudy.com/files/photodocumentation-docx "PhotoDocumentation.docx")
    – [\
    \
    AnecdotalNotes.docx](https://www.sweetstudy.com/files/anecdotalnotes-docx "AnecdotalNotes.docx")
    – [\
    \
    LTSAE-Checklist_COMPLIANT_30MCorrection_508.pdf](https://www.sweetstudy.com/files/ltsae-checklist-compliant-30mcorrection-508-pdf "LTSAE-Checklist_COMPLIANT_30MCorrection_508.pdf")

    – 2 years ago

  • [Solved] Week 4

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) – 2 years ago

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    – 2 years ago

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    **Please ensure that the Discussion includes more than 400 words with scholarly articles, and the plagiarism level must remain below 20%.** Based on the theory of attachment, what behaviors would a nurse attempt to stimulate when working with parent to promote health attachment? – 2 years ago

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    **Please ensure that the Discussion includes more than 400 words with scholarly articles, and the plagiarism level must remain below 20%.**

    Based on the theory of attachment, what behaviors would a nurse attempt to stimulate when working with parent to promote health attachment?

    – 2 years ago

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    see attached – 2 years ago **files (2)** – ## 671casestudy.docx – NU671_Grading_Rubrics3.docx **## 671casestudy.docx** **Transgender Youth** · _Review the following case study and address the questions that follow._ IDENTIFICATION: The patient is a 14-year-old adopted African-American female-to-ma…

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    see attached

    – 2 years ago

    **files (2)**

    – ## 671casestudy.docx

    – NU671_Grading_Rubrics3.docx

    **## 671casestudy.docx**

    **Transgender Youth**

    ·
    _Review the following case study and address the questions that follow._

    IDENTIFICATION: The patient is a 14-year-old adopted African-American female-to-male transgender individual. The patient uses the name Joseph and masculine pronouns (he, him, his). He is evaluated in a child and adolescent inpatient crisis unit.

    CHIEF COMPLAINT: “My parents don’t understand me.”

    HISTORY OF CHIEF COMPLAINT: Patient came out as transgender on social media 2 years ago. At that time, he asked his parents and friends to call him Joseph and to refer to him using masculine pronouns (he, him, his). He wants to wear only boy’s clothing, use the boy’s bathroom at school, and participate in groups and activities for boys. Patient reports that his parents are not accepting of his transgender identity and that their lack of acceptance has contributed to increased anxiety, depression, and suicidal ideation. The patient told his outpatient therapist that he was planning to kill himself by running into oncoming traffic. The therapist contacted his parents, who brought him to the hospital for evaluation.

    The patient reports engaging in self-injurious behavior by making superficial cuts to his forearms and occasionally to his breasts “because I hate them. I don’t want them.” Patient reports his last episode of self-injury was “two nights ago” when he used a razor to cut his left forearm.

    He reports, “I can’t seem to focus” and that he is in danger of failing two of his classes. He has been sleeping most afternoons after returning home from school. Patient reports feeling “very sad” for the past month. He states he has been eating more than usual and has gained 10 lb in the past month. He is currently prescribed fluoxetine 40 mg by his outpatient psychiatrist.

    PAST PSYCHIATRIC HISTORY: The patient has been in outpatient therapy on and off since age 4 because of anxiety and issues with gender identity.

    He had several trials of medications for attention-deficit/hyperactivity disorder (ADHD) as a young child. He is currently taking fluoxetine 40 mg with some effect on anxiety and depression. They had in-home family therapy for 6 months following a referral from the patient’s school. This therapy ended 4 months ago. This is his first psychiatric hospitalization.

    MEDICAL HISTORY: Exercise-induced asthma. Several superficial healing cuts observed on patient’s left forearm.

    HISTORY OF DRUG OR ALCOHOL ABUSE: Patient reports smoking about five cigarettes per day. He denies use of alcohol, marijuana, or other illicit substances. He denies use of any unprescribed hormones.

    FAMILY HISTORY: Limited information available about patient’s biologic family, but substance-abuse problems (specific substances unknown) were suspected in patient’s biologic mother. Patient’s adoptive mother has a history of depression.

    PERSONAL HISTORY

    Perinatal: Unknown because the patient is adopted.

    Childhood: The patient was adopted at age 5 after having been in foster care since age 3 because of neglect and physical abuse by his biologic mother. No other children live in the home. The patient began to express cross-gender identity at age 12. He insisted on wearing boy’s clothing and used the boys’ bathroom at school even though the school did not permit this.

    Adolescence: The patient expresses distress at developing secondary sex characteristics associated with females. He is currently binding his breasts to create the shape of a flatter chest. He reports intense dysphoria around the time of menstruation. He is attracted to girls and identifies as heterosexual.

    TRAUMA/ABUSE HISTORY: Physical abuse and neglect by biologic mother from birth to age 3.

    MENTAL STATUS EXAMINATION

    Appearance: Short hair, dressed in masculine clothing, wearing eyeglasses.

    Behavior and psychomotor activity: Restless, bouncing right leg throughout assessment.

    Consciousness: Alert.

    Orientation: Oriented to person, place, and time.

    Memory: Not formally assessed but appears to be intact during this assessment.

    Concentration and attention: Reports impaired concentration. Appears mildly distractible during assessment.

    Visuospatial ability: Not assessed.

    Abstract thought: Not assessed.

    Intellectual functioning: Average.

    Speech and language: Rapid, mildly pressured.

    Perceptions: No evidence of perceptual disturbance.

    Thought processes: Coherent, goal directed.

    Thought content: No abnormalities.

    Suicidality or homicidality: Suicidal ideation with plan to run into traffic. Uncertain intent.

    Mood: “Down.”

    Affect: Congruent with mood, constricted.

    Impulse control: Good during the assessment. His history of self-injurious behavior may be an indication of impulsivity.

    Judgment/Insight/Reliability: Fair/Moderate/Moderate.

    **Questions**

    1. What
    **screening tools** and/or
    **laboratory tests** would you use to further evaluate this patient?

    2. What are your
    **differential diagnoses** for this patient?

    a. Include DMS-5 TR codes and ICD-10 codes

    b. Include rationale for ruling in or ruling out the diagnoses.

    c. What diagnosis would you rule in as your
    **working diagnosis**?

    3. What
    **pharmacological, psychoeducational, psychotherapeutic**, and
    **complementary and alternative treatments** would you recommend for this patient while hospitalized and at discharge?

    4. What
    **cultural and ethical considerations** would you consider with this patient?

    **NU671_Grading_Rubrics3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu671-grading-rubrics3-docx)

    **NU671_Grading_Rubrics3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu671-grading-rubrics3-docx)

    **## 671casestudy.docx**

    **Transgender Youth**

    ·
    _Review the following case study and address the questions that follow._

    IDENTIFICATION: The patient is a 14-year-old adopted African-American female-to-male transgender individual. The patient uses the name Joseph and masculine pronouns (he, him, his). He is evaluated in a child and adolescent inpatient crisis unit.

    CHIEF COMPLAINT: “My parents don’t understand me.”

    HISTORY OF CHIEF COMPLAINT: Patient came out as transgender on social media 2 years ago. At that time, he asked his parents and friends to call him Joseph and to refer to him using masculine pronouns (he, him, his). He wants to wear only boy’s clothing, use the boy’s bathroom at school, and participate in groups and activities for boys. Patient reports that his parents are not accepting of his transgender identity and that their lack of acceptance has contributed to increased anxiety, depression, and suicidal ideation. The patient told his outpatient therapist that he was planning to kill himself by running into oncoming traffic. The therapist contacted his parents, who brought him to the hospital for evaluation.

    The patient reports engaging in self-injurious behavior by making superficial cuts to his forearms and occasionally to his breasts “because I hate them. I don’t want them.” Patient reports his last episode of self-injury was “two nights ago” when he used a razor to cut his left forearm.

    He reports, “I can’t seem to focus” and that he is in danger of failing two of his classes. He has been sleeping most afternoons after returning home from school. Patient reports feeling “very sad” for the past month. He states he has been eating more than usual and has gained 10 lb in the past month. He is currently prescribed fluoxetine 40 mg by his outpatient psychiatrist.

    PAST PSYCHIATRIC HISTORY: The patient has been in outpatient therapy on and off since age 4 because of anxiety and issues with gender identity.

    He had several trials of medications for attention-deficit/hyperactivity disorder (ADHD) as a young child. He is currently taking fluoxetine 40 mg with some effect on anxiety and depression. They had in-home family therapy for 6 months following a referral from the patient’s school. This therapy ended 4 months ago. This is his first psychiatric hospitalization.

    MEDICAL HISTORY: Exercise-induced asthma. Several superficial healing cuts observed on patient’s left forearm.

    HISTORY OF DRUG OR ALCOHOL ABUSE: Patient reports smoking about five cigarettes per day. He denies use of alcohol, marijuana, or other illicit substances. He denies use of any unprescribed hormones.

    FAMILY HISTORY: Limited information available about patient’s biologic family, but substance-abuse problems (specific substances unknown) were suspected in patient’s biologic mother. Patient’s adoptive mother has a history of depression.

    PERSONAL HISTORY

    Perinatal: Unknown because the patient is adopted.

    Childhood: The patient was adopted at age 5 after having been in foster care since age 3 because of neglect and physical abuse by his biologic mother. No other children live in the home. The patient began to express cross-gender identity at age 12. He insisted on wearing boy’s clothing and used the boys’ bathroom at school even though the school did not permit this.

    Adolescence: The patient expresses distress at developing secondary sex characteristics associated with females. He is currently binding his breasts to create the shape of a flatter chest. He reports intense dysphoria around the time of menstruation. He is attracted to girls and identifies as heterosexual.

    TRAUMA/ABUSE HISTORY: Physical abuse and neglect by biologic mother from birth to age 3.

    MENTAL STATUS EXAMINATION

    Appearance: Short hair, dressed in masculine clothing, wearing eyeglasses.

    Behavior and psychomotor activity: Restless, bouncing right leg throughout assessment.

    Consciousness: Alert.

    Orientation: Oriented to person, place, and time.

    Memory: Not formally assessed but appears to be intact during this assessment.

    Concentration and attention: Reports impaired concentration. Appears mildly distractible during assessment.

    Visuospatial ability: Not assessed.

    Abstract thought: Not assessed.

    Intellectual functioning: Average.

    Speech and language: Rapid, mildly pressured.

    Perceptions: No evidence of perceptual disturbance.

    Thought processes: Coherent, goal directed.

    Thought content: No abnormalities.

    Suicidality or homicidality: Suicidal ideation with plan to run into traffic. Uncertain intent.

    Mood: “Down.”

    Affect: Congruent with mood, constricted.

    Impulse control: Good during the assessment. His history of self-injurious behavior may be an indication of impulsivity.

    Judgment/Insight/Reliability: Fair/Moderate/Moderate.

    **Questions**

    1. What
    **screening tools** and/or
    **laboratory tests** would you use to further evaluate this patient?

    2. What are your
    **differential diagnoses** for this patient?

    a. Include DMS-5 TR codes and ICD-10 codes

    b. Include rationale for ruling in or ruling out the diagnoses.

    c. What diagnosis would you rule in as your
    **working diagnosis**?

    3. What
    **pharmacological, psychoeducational, psychotherapeutic**, and
    **complementary and alternative treatments** would you recommend for this patient while hospitalized and at discharge?

    4. What
    **cultural and ethical considerations** would you consider with this patient?

    **NU671_Grading_Rubrics3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu671-grading-rubrics3-docx)

    **## 671casestudy.docx**

    **Transgender Youth**

    ·
    _Review the following case study and address the questions that follow._

    IDENTIFICATION: The patient is a 14-year-old adopted African-American female-to-male transgender individual. The patient uses the name Joseph and masculine pronouns (he, him, his). He is evaluated in a child and adolescent inpatient crisis unit.

    CHIEF COMPLAINT: “My parents don’t understand me.”

    HISTORY OF CHIEF COMPLAINT: Patient came out as transgender on social media 2 years ago. At that time, he asked his parents and friends to call him Joseph and to refer to him using masculine pronouns (he, him, his). He wants to wear only boy’s clothing, use the boy’s bathroom at school, and participate in groups and activities for boys. Patient reports that his parents are not accepting of his transgender identity and that their lack of acceptance has contributed to increased anxiety, depression, and suicidal ideation. The patient told his outpatient therapist that he was planning to kill himself by running into oncoming traffic. The therapist contacted his parents, who brought him to the hospital for evaluation.

    The patient reports engaging in self-injurious behavior by making superficial cuts to his forearms and occasionally to his breasts “because I hate them. I don’t want them.” Patient reports his last episode of self-injury was “two nights ago” when he used a razor to cut his left forearm.

    He reports, “I can’t seem to focus” and that he is in danger of failing two of his classes. He has been sleeping most afternoons after returning home from school. Patient reports feeling “very sad” for the past month. He states he has been eating more than usual and has gained 10 lb in the past month. He is currently prescribed fluoxetine 40 mg by his outpatient psychiatrist.

    PAST PSYCHIATRIC HISTORY: The patient has been in outpatient therapy on and off since age 4 because of anxiety and issues with gender identity.

    He had several trials of medications for attention-deficit/hyperactivity disorder (ADHD) as a young child. He is currently taking fluoxetine 40 mg with some effect on anxiety and depression. They had in-home family therapy for 6 months following a referral from the patient’s school. This therapy ended 4 months ago. This is his first psychiatric hospitalization.

    MEDICAL HISTORY: Exercise-induced asthma. Several superficial healing cuts observed on patient’s left forearm.

    HISTORY OF DRUG OR ALCOHOL ABUSE: Patient reports smoking about five cigarettes per day. He denies use of alcohol, marijuana, or other illicit substances. He denies use of any unprescribed hormones.

    FAMILY HISTORY: Limited information available about patient’s biologic family, but substance-abuse problems (specific substances unknown) were suspected in patient’s biologic mother. Patient’s adoptive mother has a history of depression.

    PERSONAL HISTORY

    Perinatal: Unknown because the patient is adopted.

    Childhood: The patient was adopted at age 5 after having been in foster care since age 3 because of neglect and physical abuse by his biologic mother. No other children live in the home. The patient began to express cross-gender identity at age 12. He insisted on wearing boy’s clothing and used the boys’ bathroom at school even though the school did not permit this.

    Adolescence: The patient expresses distress at developing secondary sex characteristics associated with females. He is currently binding his breasts to create the shape of a flatter chest. He reports intense dysphoria around the time of menstruation. He is attracted to girls and identifies as heterosexual.

    TRAUMA/ABUSE HISTORY: Physical abuse and neglect by biologic mother from birth to age 3.

    MENTAL STATUS EXAMINATION

    Appearance: Short hair, dressed in masculine clothing, wearing eyeglasses.

    Behavior and psychomotor activity: Restless, bouncing right leg throughout assessment.

    Consciousness: Alert.

    Orientation: Oriented to person, place, and time.

    Memory: Not formally assessed but appears to be intact during this assessment.

    Concentration and attention: Reports impaired concentration. Appears mildly distractible during assessment.

    Visuospatial ability: Not assessed.

    Abstract thought: Not assessed.

    Intellectual functioning: Average.

    Speech and language: Rapid, mildly pressured.

    Perceptions: No evidence of perceptual disturbance.

    Thought processes: Coherent, goal directed.

    Thought content: No abnormalities.

    Suicidality or homicidality: Suicidal ideation with plan to run into traffic. Uncertain intent.

    Mood: “Down.”

    Affect: Congruent with mood, constricted.

    Impulse control: Good during the assessment. His history of self-injurious behavior may be an indication of impulsivity.

    Judgment/Insight/Reliability: Fair/Moderate/Moderate.

    **Questions**

    1. What
    **screening tools** and/or
    **laboratory tests** would you use to further evaluate this patient?

    2. What are your
    **differential diagnoses** for this patient?

    a. Include DMS-5 TR codes and ICD-10 codes

    b. Include rationale for ruling in or ruling out the diagnoses.

    c. What diagnosis would you rule in as your
    **working diagnosis**?

    3. What
    **pharmacological, psychoeducational, psychotherapeutic**, and
    **complementary and alternative treatments** would you recommend for this patient while hospitalized and at discharge?

    4. What
    **cultural and ethical considerations** would you consider with this patient?

    **NU671_Grading_Rubrics3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu671-grading-rubrics3-docx)