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  • [Solved] PP Rework

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    – 2 years ago **files (1)** – ## PPrework.docx **## PPrework.docx** Feedback Please include some Plans that are for promoting the health of the entire population, or community, and not all one -one. Remember the client for this course is the population/community. Thanks. ![](https://www.sweetstudy.c…

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    – 2 years ago

    **files (1)**

    – ## PPrework.docx

    **## PPrework.docx**

    Feedback

    Please include some Plans that are for promoting the health of the entire population, or community, and not all one -one. Remember the client for this course is the population/community. Thanks.

    ![](https://www.sweetstudy.com/questions/pp-rework)

    **Rasmussen University School of Nursing**

    **NUR4244LL Public Health Nursing**

    **Practicum Plan for Achievement of Core Clinical Objectives**

    1. The student will complete 30 hours (direct care) at the approved clinical site and 30 hours (indirect care) to develop a community assessment.

    1.
    The preceptor and student will develop a practicum plan to achieve the core clinical objectives during the 30 hours (direct care) at the approved clinical site.

    1. The practicum plan must be submitted and approved by your faculty before you begin the practicum experience. The faculty requires 48 hours to provide feedback on this plan, and you may be asked to resubmit.

    | | | |
    | — | — | — |
    | Core Clinical Objectives | Plan | Resources |
    | Core Clinical Objective #1- <br>**_Safe and Effective Care Environment_**<br>Create a safe and effective care environment for clients and health care personnel. | · Assist clinic staff during intake screenings.<br>· Ensure privacy and infection control protocols are followed. <br>· Observe and follow proper sanitation procedures. <br>· Monitor the clinic's environment for safety hazards and communicate concerns to appropriate staff. <br>· Assist in the documentation of patient information securely and confidentially. | · CDC Infection Control Guidelines <br>[https://www.cdc.gov/infectioncontrol/](https://www.cdc.gov/infectioncontrol/)<br>· The Joint Commission National Patient Safety Goals <br>[https://www.jointcommission.org/standards/national-patient-safety-goals/](https://www.jointcommission.org/standards/national-patient-safety-goals/)<br>· Preceptor guidance |
    | Core Clinical Objective #2- <br>**_Health Promotion and Maintenance_**<br>Integrate knowledge of expected growth and development, health promotion and prevention strategies to achieve optimal health. | · Educate parents on the importance of immunizations using pamphlets and verbal instructions. <br>· Promote healthy practices like hand hygiene and nutrition during interactions. <br>· Participate in outreach activities that align with public health priorities. | · UpToDate – Preventive Healthcare Guidelines <br>[https://www.uptodate.com](https://www.uptodate.com/)<br>· Healthy People 2030 Objectives <br>[https://health.gov/healthypeople](https://health.gov/healthypeople)<br>· Facility patient education<br>· Feedback from the preceptor |
    | Core Clinical Objective #3- <br>**_Psychosocial Integrity_**<br>Provide nursing care that promotes and supports psychosocial well-being. | · Support psychosocial well-being by listening to clients during intake and observing for signs of stress, anxiety, and socioeconomic challenges. <br>· Refer clients to social workers or available mental health resources within the clinic when appropriate. <br>· Provide therapeutic communication with clients on ways to cope and manage stress. <br>· Practice cultural sensitivity and empathy in all client interactions. | · Substance Abuse and Mental Health Services Administration <br>[https://www.samhsa.gov](https://www.samhsa.gov/)<br>· Mental Health Training <br>[https://www.mentalhealthfirstaid.org](https://www.mentalhealthfirstaid.org/)<br>· Facility mental health policies. |
    | Core Clinical Objective #4- <br>**_Physiological Integrity_**<br>Promote physiologic integrity by providing care and comfort, reducing risk potential and managing health alterations. | · Contribute to the maintenance of clients' physiological health by reviewing health history during intake. <br>· Identifying any immediate health concerns.<br>· Refer clients to medical staff in case of medical concerns.<br>· Provide preventive care information to help reduce risk potential. <br>· Observe treatment of common conditions seen in the clinic. | · Clinical Guidelines and Protocols <br>[https://www.ncbi.nlm.nih.gov/books/NBK549283/](https://www.ncbi.nlm.nih.gov/books/NBK549283/)<br>· Evidence based Medicine and Clinical Guidelines <br>[https://www.msdmanuals.com/professional/special-subjects/clinical-decision-making/evidence-based-medicine-and-clinical-guidelines](https://www.msdmanuals.com/professional/special-subjects/clinical-decision-making/evidence-based-medicine-and-clinical-guidelines) |
    | Core Clinical Objective #5- <br>**_Professional Identity and Professional Development_**<br>Develop a professional nursing identity and clinical judgment. | · Observe professional behaviors and clinical decision-making.<br>· Engage in interdisciplinary teamwork. <br>· Engage in reflective journaling after the clinical day to evaluate your performance and growth.<br>· Seek feedback from the preceptor and other clinic staff. | · ANA Code of Ethics for Nurses <br>[https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/](https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/)<br>· Preceptor feedback. |
    | Core Clinical Objective #6<br>**_Quality and Safety Education for Nurses_**<br>Provide evidence-based, patient-centered care incorporating data from healthcare technologies to improve client care as part of the interdisciplinary health care team. | · Use current CDC and public health guidelines during client education.<br>· Observe and learn how the clinic uses data from health technologies to provide care.<br>· Participate in quality improvement discussions. | · Agency for Healthcare Research and Quality (AHRQ) Tools <br>[https://www.ahrq.gov](https://www.ahrq.gov/)<br>· Electronic Health Record (EHR) Simulation Tools <br>[https://www.evolve.elsevier.com/cs/](https://www.evolve.elsevier.com/cs/)<br>· Facility patient education. |

    **Preceptor Signature: ________________________________ Preceptor Title: ______________________________ Date: ________________**

    **Preceptor email: ___________________________________ Preceptor Phone Number: _____________________**

    **Student Signature: _________________________________ Clinical Site Name: ___________________________**

    3

    **image1.png**

    **## PPrework.docx**

    Feedback

    Please include some Plans that are for promoting the health of the entire population, or community, and not all one -one. Remember the client for this course is the population/community. Thanks.

    ![](https://www.sweetstudy.com/questions/pp-rework)

    **Rasmussen University School of Nursing**

    **NUR4244LL Public Health Nursing**

    **Practicum Plan for Achievement of Core Clinical Objectives**

    1. The student will complete 30 hours (direct care) at the approved clinical site and 30 hours (indirect care) to develop a community assessment.

    1.
    The preceptor and student will develop a practicum plan to achieve the core clinical objectives during the 30 hours (direct care) at the approved clinical site.

    1. The practicum plan must be submitted and approved by your faculty before you begin the practicum experience. The faculty requires 48 hours to provide feedback on this plan, and you may be asked to resubmit.

    | | | |
    | — | — | — |
    | Core Clinical Objectives | Plan | Resources |
    | Core Clinical Objective #1- <br>**_Safe and Effective Care Environment_**<br>Create a safe and effective care environment for clients and health care personnel. | · Assist clinic staff during intake screenings.<br>· Ensure privacy and infection control protocols are followed. <br>· Observe and follow proper sanitation procedures. <br>· Monitor the clinic's environment for safety hazards and communicate concerns to appropriate staff. <br>· Assist in the documentation of patient information securely and confidentially. | · CDC Infection Control Guidelines <br>[https://www.cdc.gov/infectioncontrol/](https://www.cdc.gov/infectioncontrol/)<br>· The Joint Commission National Patient Safety Goals <br>[https://www.jointcommission.org/standards/national-patient-safety-goals/](https://www.jointcommission.org/standards/national-patient-safety-goals/)<br>· Preceptor guidance |
    | Core Clinical Objective #2- <br>**_Health Promotion and Maintenance_**<br>Integrate knowledge of expected growth and development, health promotion and prevention strategies to achieve optimal health. | · Educate parents on the importance of immunizations using pamphlets and verbal instructions. <br>· Promote healthy practices like hand hygiene and nutrition during interactions. <br>· Participate in outreach activities that align with public health priorities. | · UpToDate – Preventive Healthcare Guidelines <br>[https://www.uptodate.com](https://www.uptodate.com/)<br>· Healthy People 2030 Objectives <br>[https://health.gov/healthypeople](https://health.gov/healthypeople)<br>· Facility patient education<br>· Feedback from the preceptor |
    | Core Clinical Objective #3- <br>**_Psychosocial Integrity_**<br>Provide nursing care that promotes and supports psychosocial well-being. | · Support psychosocial well-being by listening to clients during intake and observing for signs of stress, anxiety, and socioeconomic challenges. <br>· Refer clients to social workers or available mental health resources within the clinic when appropriate. <br>· Provide therapeutic communication with clients on ways to cope and manage stress. <br>· Practice cultural sensitivity and empathy in all client interactions. | · Substance Abuse and Mental Health Services Administration <br>[https://www.samhsa.gov](https://www.samhsa.gov/)<br>· Mental Health Training <br>[https://www.mentalhealthfirstaid.org](https://www.mentalhealthfirstaid.org/)<br>· Facility mental health policies. |
    | Core Clinical Objective #4- <br>**_Physiological Integrity_**<br>Promote physiologic integrity by providing care and comfort, reducing risk potential and managing health alterations. | · Contribute to the maintenance of clients' physiological health by reviewing health history during intake. <br>· Identifying any immediate health concerns.<br>· Refer clients to medical staff in case of medical concerns.<br>· Provide preventive care information to help reduce risk potential. <br>· Observe treatment of common conditions seen in the clinic. | · Clinical Guidelines and Protocols <br>[https://www.ncbi.nlm.nih.gov/books/NBK549283/](https://www.ncbi.nlm.nih.gov/books/NBK549283/)<br>· Evidence based Medicine and Clinical Guidelines <br>[https://www.msdmanuals.com/professional/special-subjects/clinical-decision-making/evidence-based-medicine-and-clinical-guidelines](https://www.msdmanuals.com/professional/special-subjects/clinical-decision-making/evidence-based-medicine-and-clinical-guidelines) |
    | Core Clinical Objective #5- <br>**_Professional Identity and Professional Development_**<br>Develop a professional nursing identity and clinical judgment. | · Observe professional behaviors and clinical decision-making.<br>· Engage in interdisciplinary teamwork. <br>· Engage in reflective journaling after the clinical day to evaluate your performance and growth.<br>· Seek feedback from the preceptor and other clinic staff. | · ANA Code of Ethics for Nurses <br>[https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/](https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/)<br>· Preceptor feedback. |
    | Core Clinical Objective #6<br>**_Quality and Safety Education for Nurses_**<br>Provide evidence-based, patient-centered care incorporating data from healthcare technologies to improve client care as part of the interdisciplinary health care team. | · Use current CDC and public health guidelines during client education.<br>· Observe and learn how the clinic uses data from health technologies to provide care.<br>· Participate in quality improvement discussions. | · Agency for Healthcare Research and Quality (AHRQ) Tools <br>[https://www.ahrq.gov](https://www.ahrq.gov/)<br>· Electronic Health Record (EHR) Simulation Tools <br>[https://www.evolve.elsevier.com/cs/](https://www.evolve.elsevier.com/cs/)<br>· Facility patient education. |

    **Preceptor Signature: ________________________________ Preceptor Title: ______________________________ Date: ________________**

    **Preceptor email: ___________________________________ Preceptor Phone Number: _____________________**

    **Student Signature: _________________________________ Clinical Site Name: ___________________________**

    3

    **image1.png**

  • [Solved] Pel

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    Need help on pelvic evaluation and lithotomy position. – 2 years ago

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    Assignment Prompt & Instructions

    Need help on pelvic evaluation and lithotomy position.

    – 2 years ago

  • [Solved] Peds Tutoring

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I have a toy I need to make for a school age child Age (6-12) I also need help with a Canva Presentati – 2 years ago **files (2)** – ## Emotion_Wheel_Toy_Project.docx – ## ThePediatricToyProject12.docx **## Emotion_Wheel_Toy_Project.docx** ## Pediatric Toy Project: Emotion Wheel & Roleplay Spi…

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    Assignment Prompt & Instructions

    I have a toy I need to make for a school age child Age (6-12)

    I also need help with a Canva Presentati

    – 2 years ago

    **files (2)**

    – ## Emotion_Wheel_Toy_Project.docx

    – ## ThePediatricToyProject12.docx

    **## Emotion_Wheel_Toy_Project.docx**

    ## Pediatric Toy Project: Emotion Wheel & Roleplay Spinner

    ## Objective

    To help school-age children (6–12 years) identify, express, and manage emotions through a creative and interactive tool that supports psychosocial, communication, and cognitive development.

    ## Materials (All Household Items)

    – 1 paper plate or piece of sturdy cardboard (cut into a circle)

    – Colored construction paper (optional for layering/emotion flaps)

    – Glue or tape

    – Scissors (adult supervision)

    – Markers, crayons, or pens

    – Brass paper fastener (brad) or pushpin (for spinner)

    – Paper for arrow/spinner

    – Magazines or printed emojis (optional)

    ## How to Make It

    – Divide the plate into 6–8 pie-shaped sections and label each with a different emotion (e.g., happy, sad, angry, excited, scared, embarrassed, frustrated, proud).

    – Add drawings, emojis, or magazine cutouts that represent each emotion.

    – Cut a small arrow from cardboard or paper and use a brad or pushpin to secure it to the center of the wheel so it spins.

    – Decorate the wheel with stickers, drawings, or glitter to make it inviting.

    ## How to Use It

    – Solo Play: Child spins the arrow, names the emotion, and shares a story when they felt that way.

    – Roleplay Game: Spin and act out the emotion using body language and tone.

    – Group Play: Great for classrooms or family settings, promoting empathy and turn-taking.

    – Journal Prompt: Spin daily and write or draw about that emotion.

    ## Developmental Milestone Alignment

    This toy supports several key developmental domains for school-age children (6–12):

    Cognitive Development: Promotes emotional recognition, categorization, and reflective thinking.

    Psychosocial Development: Supports Erikson’s 'Industry vs. Inferiority' stage by enhancing emotional self-awareness and confidence.

    Communication & Language Development: Expands emotional vocabulary and encourages expressive storytelling.

    Social & Emotional Development: Teaches healthy coping strategies and builds empathy.

    Fine Motor Skills: Crafting and spinning engage small muscles in the hands.

    Safety: Made from soft, non-toxic materials under supervision.

    ## Scholarly Support

    – The Importance of Role Play for Children's Development of Socio-Emotional Competencies (2014) by Claudia Vlaicu
    Summary: This study highlights how role play enhances empathy, social interaction, and emotional understanding in children.
    Link: https://www.researchgate.net/publication/293019372_The_Importance_of_Role_Play_for_Children%27s_Development_of_Socio-Emotional_Competencies

    – A Drama-Based Intervention to Improve Emotional Intelligence in Early Childhood Education (2024) by Unknown
    Summary: This study found significant improvements in emotional intelligence among children involved in drama-based activities.
    Link: https://link.springer.com/article/10.1007/s10212-024-00906-6

    ## Scholarly Support (continued)

    – The Importance of Role Play for Children's Development of Socio-Emotional Competencies (2014) by Claudia Vlaicu
    Summary: This study highlights how role play enhances empathy, social interaction, and emotional understanding in children.
    Link: https://www.researchgate.net/publication/293019372_The_Importance_of_Role_Play_for_Children%27s_Development_of_Socio-Emotional_Competencies

    – A Drama-Based Intervention to Improve Emotional Intelligence in Early Childhood Education (2024) by Unknown
    Summary: This study found significant improvements in emotional intelligence among children involved in drama-based activities.
    Link: https://link.springer.com/article/10.1007/s10212-024-00906-6

    – Play Therapy as Effective Options for School-Age Children With Emotional and Behavioral Problems: A Case Series (Not specified) by Unknown
    Summary: This case series supports play therapy's effectiveness in treating emotional and behavioral issues in school-age children.
    Link: https://www.researchgate.net/publication/371398703_Play_Therapy_As_Effective_Options_for_School-Age_Children_With_Emotional_and_Behavioral_Problems_A_Case_Series

    **## ThePediatricToyProject12.docx**

    The Pediatric Toy Project

    Task: You are a research nurse working in a child development clinic. You’ve been tasked with creating a toy that is appropriate to use in an upcoming research study about the use of developmentally appropriate toys for play and their impact on child development.

    Choose an age group that you’d like to learn more about:

    Newborn and Infant

    Toddler

    Preschooler

    School-Age Child

    Adolescent

    Deliverable: You are to spend no more than 8 hours on this project. You can only use items that are found around your house/dorm room. Apply professional knowledge of growth and development principles to develop a developmentally appropriate toy for an age group of your choosing. You must use at least three scholarly, peer-reviewed articles to support the creation of your toy. Take into consideration the following developmental milestones when designing your toy:

    · Gross and Fine Motor Skills

    · Sensory Development

    · Cognitive Development

    · Psychosocial Development

    · Communication and Language Development

    · Social and Emotional Development

    · Safety

    You will present your toy during the clinical conference, including a demonstration of how your toy works. Students will critique and discuss each other’s toys during this time and provide feedback related to developmental appropriateness and safety (using a feedback tool).

    You will prepare a one-page written summary discussing the process of creating the toy, how your toy meets the developmental milestones of the age group, and a summary of the evidence that supports your toy.

    A grading rubric will be used for summative evaluation of this activity and to determine if the following competencies have been met:

    · Apply developmentally appropriate principles when providing care to the pediatric client (Week 1 Learning Objective 2)

    · Application of critical thinking skills to apply principles of growth and development as it relates to age-appropriate activities for the child

    · Application of critical thinking skills to apply principles of growth and development as it relates to client safety

    The Pediatric Toy Project

    Grading Rubric

    | | |
    | — | — |
    | Requirements | Points |
    | Toy incorporates appropriate gross and fine motor principles of development for age group | 2 |
    | Toy incorporates appropriate sensory development principles for age group | 2 |
    | Toy incorporates appropriate cognitive development principles for age group | 2 |
    | Toy incorporates appropriate psychosocial development principles for age group | 2 |
    | Toy incorporates appropriate communication and language development principles for age group | 2 |
    | Toy incorporates appropriate social and emotional development principles for age group | 2 |
    | Toy incorporates appropriate safety principles for age group | 2 |
    | One-page summary includes a description of the process of creating the toy (what did you consider; what was your plan for gathering your materials; how did you determine what materials to use;) | 3 |
    | One-page summary includes a discussion about how the toy meets the developmental milestones of the age group | 10 |
    | One-page summary includes a summary of at least three scholarly, peer-reviewed articles used to support the development of the toy | 3 |
    | APA Format (title page, use of headers, appropriate in-text citations, reference list) | 5 |
    | **Total** | **35** |

    The Pediatric Toy Project

    Peer Critique, Evaluation, & Feedback Tool

    Name of Evaluator: ________________________________________________

    Name of Student you are Evaluating: __________________________________

    Toy being evaluated was created for which age group: ____________________

    | | | |
    | — | — | — |
    | Requirements | Yes/No | Why or Why Not? Provide Justification |
    | Toy incorporates appropriate gross and fine motor principles of development for age group | | |
    | Toy incorporates appropriate sensory development principles for age group | | |
    | Toy incorporates appropriate cognitive development principles for age group | | |
    | Toy incorporates appropriate psychosocial development principles for age group | | |
    | Toy incorporates appropriate communication and language development principles for age group | | |
    | Toy incorporates appropriate social and emotional development principles for age group | | |
    | Toy incorporates appropriate safety principles for age group | | |

    Adapted from: Andrews, S.P. (2019). The pediatric toy project: Teaching Growth and Development through play.
    _Journal of Nursing Education, 58_(8). 493.

    **## ThePediatricToyProject12.docx**

    The Pediatric Toy Project

    Task: You are a research nurse working in a child development clinic. You’ve been tasked with creating a toy that is appropriate to use in an upcoming research study about the use of developmentally appropriate toys for play and their impact on child development.

    Choose an age group that you’d like to learn more about:

    Newborn and Infant

    Toddler

    Preschooler

    School-Age Child

    Adolescent

    Deliverable: You are to spend no more than 8 hours on this project. You can only use items that are found around your house/dorm room. Apply professional knowledge of growth and development principles to develop a developmentally appropriate toy for an age group of your choosing. You must use at least three scholarly, peer-reviewed articles to support the creation of your toy. Take into consideration the following developmental milestones when designing your toy:

    · Gross and Fine Motor Skills

    · Sensory Development

    · Cognitive Development

    · Psychosocial Development

    · Communication and Language Development

    · Social and Emotional Development

    · Safety

    You will present your toy during the clinical conference, including a demonstration of how your toy works. Students will critique and discuss each other’s toys during this time and provide feedback related to developmental appropriateness and safety (using a feedback tool).

    You will prepare a one-page written summary discussing the process of creating the toy, how your toy meets the developmental milestones of the age group, and a summary of the evidence that supports your toy.

    A grading rubric will be used for summative evaluation of this activity and to determine if the following competencies have been met:

    · Apply developmentally appropriate principles when providing care to the pediatric client (Week 1 Learning Objective 2)

    · Application of critical thinking skills to apply principles of growth and development as it relates to age-appropriate activities for the child

    · Application of critical thinking skills to apply principles of growth and development as it relates to client safety

    The Pediatric Toy Project

    Grading Rubric

    | | |
    | — | — |
    | Requirements | Points |
    | Toy incorporates appropriate gross and fine motor principles of development for age group | 2 |
    | Toy incorporates appropriate sensory development principles for age group | 2 |
    | Toy incorporates appropriate cognitive development principles for age group | 2 |
    | Toy incorporates appropriate psychosocial development principles for age group | 2 |
    | Toy incorporates appropriate communication and language development principles for age group | 2 |
    | Toy incorporates appropriate social and emotional development principles for age group | 2 |
    | Toy incorporates appropriate safety principles for age group | 2 |
    | One-page summary includes a description of the process of creating the toy (what did you consider; what was your plan for gathering your materials; how did you determine what materials to use;) | 3 |
    | One-page summary includes a discussion about how the toy meets the developmental milestones of the age group | 10 |
    | One-page summary includes a summary of at least three scholarly, peer-reviewed articles used to support the development of the toy | 3 |
    | APA Format (title page, use of headers, appropriate in-text citations, reference list) | 5 |
    | **Total** | **35** |

    The Pediatric Toy Project

    Peer Critique, Evaluation, & Feedback Tool

    Name of Evaluator: ________________________________________________

    Name of Student you are Evaluating: __________________________________

    Toy being evaluated was created for which age group: ____________________

    | | | |
    | — | — | — |
    | Requirements | Yes/No | Why or Why Not? Provide Justification |
    | Toy incorporates appropriate gross and fine motor principles of development for age group | | |
    | Toy incorporates appropriate sensory development principles for age group | | |
    | Toy incorporates appropriate cognitive development principles for age group | | |
    | Toy incorporates appropriate psychosocial development principles for age group | | |
    | Toy incorporates appropriate communication and language development principles for age group | | |
    | Toy incorporates appropriate social and emotional development principles for age group | | |
    | Toy incorporates appropriate safety principles for age group | | |

    Adapted from: Andrews, S.P. (2019). The pediatric toy project: Teaching Growth and Development through play.
    _Journal of Nursing Education, 58_(8). 493.

    **## Emotion_Wheel_Toy_Project.docx**

    ## Pediatric Toy Project: Emotion Wheel & Roleplay Spinner

    ## Objective

    To help school-age children (6–12 years) identify, express, and manage emotions through a creative and interactive tool that supports psychosocial, communication, and cognitive development.

    ## Materials (All Household Items)

    – 1 paper plate or piece of sturdy cardboard (cut into a circle)

    – Colored construction paper (optional for layering/emotion flaps)

    – Glue or tape

    – Scissors (adult supervision)

    – Markers, crayons, or pens

    – Brass paper fastener (brad) or pushpin (for spinner)

    – Paper for arrow/spinner

    – Magazines or printed emojis (optional)

    ## How to Make It

    – Divide the plate into 6–8 pie-shaped sections and label each with a different emotion (e.g., happy, sad, angry, excited, scared, embarrassed, frustrated, proud).

    – Add drawings, emojis, or magazine cutouts that represent each emotion.

    – Cut a small arrow from cardboard or paper and use a brad or pushpin to secure it to the center of the wheel so it spins.

    – Decorate the wheel with stickers, drawings, or glitter to make it inviting.

    ## How to Use It

    – Solo Play: Child spins the arrow, names the emotion, and shares a story when they felt that way.

    – Roleplay Game: Spin and act out the emotion using body language and tone.

    – Group Play: Great for classrooms or family settings, promoting empathy and turn-taking.

    – Journal Prompt: Spin daily and write or draw about that emotion.

    ## Developmental Milestone Alignment

    This toy supports several key developmental domains for school-age children (6–12):

    Cognitive Development: Promotes emotional recognition, categorization, and reflective thinking.

    Psychosocial Development: Supports Erikson’s 'Industry vs. Inferiority' stage by enhancing emotional self-awareness and confidence.

    Communication & Language Development: Expands emotional vocabulary and encourages expressive storytelling.

    Social & Emotional Development: Teaches healthy coping strategies and builds empathy.

    Fine Motor Skills: Crafting and spinning engage small muscles in the hands.

    Safety: Made from soft, non-toxic materials under supervision.

    ## Scholarly Support

    – The Importance of Role Play for Children's Development of Socio-Emotional Competencies (2014) by Claudia Vlaicu
    Summary: This study highlights how role play enhances empathy, social interaction, and emotional understanding in children.
    Link: https://www.researchgate.net/publication/293019372_The_Importance_of_Role_Play_for_Children%27s_Development_of_Socio-Emotional_Competencies

    – A Drama-Based Intervention to Improve Emotional Intelligence in Early Childhood Education (2024) by Unknown
    Summary: This study found significant improvements in emotional intelligence among children involved in drama-based activities.
    Link: https://link.springer.com/article/10.1007/s10212-024-00906-6

    ## Scholarly Support (continued)

    – The Importance of Role Play for Children's Development of Socio-Emotional Competencies (2014) by Claudia Vlaicu
    Summary: This study highlights how role play enhances empathy, social interaction, and emotional understanding in children.
    Link: https://www.researchgate.net/publication/293019372_The_Importance_of_Role_Play_for_Children%27s_Development_of_Socio-Emotional_Competencies

    – A Drama-Based Intervention to Improve Emotional Intelligence in Early Childhood Education (2024) by Unknown
    Summary: This study found significant improvements in emotional intelligence among children involved in drama-based activities.
    Link: https://link.springer.com/article/10.1007/s10212-024-00906-6

    – Play Therapy as Effective Options for School-Age Children With Emotional and Behavioral Problems: A Case Series (Not specified) by Unknown
    Summary: This case series supports play therapy's effectiveness in treating emotional and behavioral issues in school-age children.
    Link: https://www.researchgate.net/publication/371398703_Play_Therapy_As_Effective_Options_for_School-Age_Children_With_Emotional_and_Behavioral_Problems_A_Case_Series

    **## ThePediatricToyProject12.docx**

    The Pediatric Toy Project

    Task: You are a research nurse working in a child development clinic. You’ve been tasked with creating a toy that is appropriate to use in an upcoming research study about the use of developmentally appropriate toys for play and their impact on child development.

    Choose an age group that you’d like to learn more about:

    Newborn and Infant

    Toddler

    Preschooler

    School-Age Child

    Adolescent

    Deliverable: You are to spend no more than 8 hours on this project. You can only use items that are found around your house/dorm room. Apply professional knowledge of growth and development principles to develop a developmentally appropriate toy for an age group of your choosing. You must use at least three scholarly, peer-reviewed articles to support the creation of your toy. Take into consideration the following developmental milestones when designing your toy:

    · Gross and Fine Motor Skills

    · Sensory Development

    · Cognitive Development

    · Psychosocial Development

    · Communication and Language Development

    · Social and Emotional Development

    · Safety

    You will present your toy during the clinical conference, including a demonstration of how your toy works. Students will critique and discuss each other’s toys during this time and provide feedback related to developmental appropriateness and safety (using a feedback tool).

    You will prepare a one-page written summary discussing the process of creating the toy, how your toy meets the developmental milestones of the age group, and a summary of the evidence that supports your toy.

    A grading rubric will be used for summative evaluation of this activity and to determine if the following competencies have been met:

    · Apply developmentally appropriate principles when providing care to the pediatric client (Week 1 Learning Objective 2)

    · Application of critical thinking skills to apply principles of growth and development as it relates to age-appropriate activities for the child

    · Application of critical thinking skills to apply principles of growth and development as it relates to client safety

    The Pediatric Toy Project

    Grading Rubric

    | | |
    | — | — |
    | Requirements | Points |
    | Toy incorporates appropriate gross and fine motor principles of development for age group | 2 |
    | Toy incorporates appropriate sensory development principles for age group | 2 |
    | Toy incorporates appropriate cognitive development principles for age group | 2 |
    | Toy incorporates appropriate psychosocial development principles for age group | 2 |
    | Toy incorporates appropriate communication and language development principles for age group | 2 |
    | Toy incorporates appropriate social and emotional development principles for age group | 2 |
    | Toy incorporates appropriate safety principles for age group | 2 |
    | One-page summary includes a description of the process of creating the toy (what did you consider; what was your plan for gathering your materials; how did you determine what materials to use;) | 3 |
    | One-page summary includes a discussion about how the toy meets the developmental milestones of the age group | 10 |
    | One-page summary includes a summary of at least three scholarly, peer-reviewed articles used to support the development of the toy | 3 |
    | APA Format (title page, use of headers, appropriate in-text citations, reference list) | 5 |
    | **Total** | **35** |

    The Pediatric Toy Project

    Peer Critique, Evaluation, & Feedback Tool

    Name of Evaluator: ________________________________________________

    Name of Student you are Evaluating: __________________________________

    Toy being evaluated was created for which age group: ____________________

    | | | |
    | — | — | — |
    | Requirements | Yes/No | Why or Why Not? Provide Justification |
    | Toy incorporates appropriate gross and fine motor principles of development for age group | | |
    | Toy incorporates appropriate sensory development principles for age group | | |
    | Toy incorporates appropriate cognitive development principles for age group | | |
    | Toy incorporates appropriate psychosocial development principles for age group | | |
    | Toy incorporates appropriate communication and language development principles for age group | | |
    | Toy incorporates appropriate social and emotional development principles for age group | | |
    | Toy incorporates appropriate safety principles for age group | | |

    Adapted from: Andrews, S.P. (2019). The pediatric toy project: Teaching Growth and Development through play.
    _Journal of Nursing Education, 58_(8). 493.

    **## Emotion_Wheel_Toy_Project.docx**

    ## Pediatric Toy Project: Emotion Wheel & Roleplay Spinner

    ## Objective

    To help school-age children (6–12 years) identify, express, and manage emotions through a creative and interactive tool that supports psychosocial, communication, and cognitive development.

    ## Materials (All Household Items)

    – 1 paper plate or piece of sturdy cardboard (cut into a circle)

    – Colored construction paper (optional for layering/emotion flaps)

    – Glue or tape

    – Scissors (adult supervision)

    – Markers, crayons, or pens

    – Brass paper fastener (brad) or pushpin (for spinner)

    – Paper for arrow/spinner

    – Magazines or printed emojis (optional)

    ## How to Make It

    – Divide the plate into 6–8 pie-shaped sections and label each with a different emotion (e.g., happy, sad, angry, excited, scared, embarrassed, frustrated, proud).

    – Add drawings, emojis, or magazine cutouts that represent each emotion.

    – Cut a small arrow from cardboard or paper and use a brad or pushpin to secure it to the center of the wheel so it spins.

    – Decorate the wheel with stickers, drawings, or glitter to make it inviting.

    ## How to Use It

    – Solo Play: Child spins the arrow, names the emotion, and shares a story when they felt that way.

    – Roleplay Game: Spin and act out the emotion using body language and tone.

    – Group Play: Great for classrooms or family settings, promoting empathy and turn-taking.

    – Journal Prompt: Spin daily and write or draw about that emotion.

    ## Developmental Milestone Alignment

    This toy supports several key developmental domains for school-age children (6–12):

    Cognitive Development: Promotes emotional recognition, categorization, and reflective thinking.

    Psychosocial Development: Supports Erikson’s 'Industry vs. Inferiority' stage by enhancing emotional self-awareness and confidence.

    Communication & Language Development: Expands emotional vocabulary and encourages expressive storytelling.

    Social & Emotional Development: Teaches healthy coping strategies and builds empathy.

    Fine Motor Skills: Crafting and spinning engage small muscles in the hands.

    Safety: Made from soft, non-toxic materials under supervision.

    ## Scholarly Support

    – The Importance of Role Play for Children's Development of Socio-Emotional Competencies (2014) by Claudia Vlaicu
    Summary: This study highlights how role play enhances empathy, social interaction, and emotional understanding in children.
    Link: https://www.researchgate.net/publication/293019372_The_Importance_of_Role_Play_for_Children%27s_Development_of_Socio-Emotional_Competencies

    – A Drama-Based Intervention to Improve Emotional Intelligence in Early Childhood Education (2024) by Unknown
    Summary: This study found significant improvements in emotional intelligence among children involved in drama-based activities.
    Link: https://link.springer.com/article/10.1007/s10212-024-00906-6

    ## Scholarly Support (continued)

    – The Importance of Role Play for Children's Development of Socio-Emotional Competencies (2014) by Claudia Vlaicu
    Summary: This study highlights how role play enhances empathy, social interaction, and emotional understanding in children.
    Link: https://www.researchgate.net/publication/293019372_The_Importance_of_Role_Play_for_Children%27s_Development_of_Socio-Emotional_Competencies

    – A Drama-Based Intervention to Improve Emotional Intelligence in Early Childhood Education (2024) by Unknown
    Summary: This study found significant improvements in emotional intelligence among children involved in drama-based activities.
    Link: https://link.springer.com/article/10.1007/s10212-024-00906-6

    – Play Therapy as Effective Options for School-Age Children With Emotional and Behavioral Problems: A Case Series (Not specified) by Unknown
    Summary: This case series supports play therapy's effectiveness in treating emotional and behavioral issues in school-age children.
    Link: https://www.researchgate.net/publication/371398703_Play_Therapy_As_Effective_Options_for_School-Age_Children_With_Emotional_and_Behavioral_Problems_A_Case_Series

    **## ThePediatricToyProject12.docx**

    The Pediatric Toy Project

    Task: You are a research nurse working in a child development clinic. You’ve been tasked with creating a toy that is appropriate to use in an upcoming research study about the use of developmentally appropriate toys for play and their impact on child development.

    Choose an age group that you’d like to learn more about:

    Newborn and Infant

    Toddler

    Preschooler

    School-Age Child

    Adolescent

    Deliverable: You are to spend no more than 8 hours on this project. You can only use items that are found around your house/dorm room. Apply professional knowledge of growth and development principles to develop a developmentally appropriate toy for an age group of your choosing. You must use at least three scholarly, peer-reviewed articles to support the creation of your toy. Take into consideration the following developmental milestones when designing your toy:

    · Gross and Fine Motor Skills

    · Sensory Development

    · Cognitive Development

    · Psychosocial Development

    · Communication and Language Development

    · Social and Emotional Development

    · Safety

    You will present your toy during the clinical conference, including a demonstration of how your toy works. Students will critique and discuss each other’s toys during this time and provide feedback related to developmental appropriateness and safety (using a feedback tool).

    You will prepare a one-page written summary discussing the process of creating the toy, how your toy meets the developmental milestones of the age group, and a summary of the evidence that supports your toy.

    A grading rubric will be used for summative evaluation of this activity and to determine if the following competencies have been met:

    · Apply developmentally appropriate principles when providing care to the pediatric client (Week 1 Learning Objective 2)

    · Application of critical thinking skills to apply principles of growth and development as it relates to age-appropriate activities for the child

    · Application of critical thinking skills to apply principles of growth and development as it relates to client safety

    The Pediatric Toy Project

    Grading Rubric

    | | |
    | — | — |
    | Requirements | Points |
    | Toy incorporates appropriate gross and fine motor principles of development for age group | 2 |
    | Toy incorporates appropriate sensory development principles for age group | 2 |
    | Toy incorporates appropriate cognitive development principles for age group | 2 |
    | Toy incorporates appropriate psychosocial development principles for age group | 2 |
    | Toy incorporates appropriate communication and language development principles for age group | 2 |
    | Toy incorporates appropriate social and emotional development principles for age group | 2 |
    | Toy incorporates appropriate safety principles for age group | 2 |
    | One-page summary includes a description of the process of creating the toy (what did you consider; what was your plan for gathering your materials; how did you determine what materials to use;) | 3 |
    | One-page summary includes a discussion about how the toy meets the developmental milestones of the age group | 10 |
    | One-page summary includes a summary of at least three scholarly, peer-reviewed articles used to support the development of the toy | 3 |
    | APA Format (title page, use of headers, appropriate in-text citations, reference list) | 5 |
    | **Total** | **35** |

    The Pediatric Toy Project

    Peer Critique, Evaluation, & Feedback Tool

    Name of Evaluator: ________________________________________________

    Name of Student you are Evaluating: __________________________________

    Toy being evaluated was created for which age group: ____________________

    | | | |
    | — | — | — |
    | Requirements | Yes/No | Why or Why Not? Provide Justification |
    | Toy incorporates appropriate gross and fine motor principles of development for age group | | |
    | Toy incorporates appropriate sensory development principles for age group | | |
    | Toy incorporates appropriate cognitive development principles for age group | | |
    | Toy incorporates appropriate psychosocial development principles for age group | | |
    | Toy incorporates appropriate communication and language development principles for age group | | |
    | Toy incorporates appropriate social and emotional development principles for age group | | |
    | Toy incorporates appropriate safety principles for age group | | |

    Adapted from: Andrews, S.P. (2019). The pediatric toy project: Teaching Growth and Development through play.
    _Journal of Nursing Education, 58_(8). 493.

  • [Solved] Pediatric Soap Note 3

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    MUST FOLLOW RUBRIC !! – 5 YEAR OLD PATIENT WITH PNEUMONIA A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to docu…

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    MUST FOLLOW RUBRIC !! – 5 YEAR OLD PATIENT WITH PNEUMONIA

    A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

    #### **Instructions:**

    SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

    For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

    **S** =Subjective data: Patient’s Chief Complaint (CC). **O** =Objective data: Including client behavior, physical assessment, vital signs, and meds. **A** =Assessment: Diagnosis of the patient's condition. Include differential diagnosis. **P** =Plan: Treatment, diagnostic testing, and follow up

    [Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44799/files/3407778?wrap=1) [Download Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44799/files/3407778/download?download_frd=1)

    #### **Submission Instructions:**

    – Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspellings.
    – You must use the template provided. Turnitin will recognize the template and not score against it.

    – [\
    \
    SOAPNoteRubric.pdf](https://www.sweetstudy.com/files/soapnoterubric-pdf-10270095 "SOAPNoteRubric.pdf")
    – [\
    \
    SOAPNoteTemplate-11.docx](https://www.sweetstudy.com/files/soapnotetemplate-11-docx-10270097 "SOAPNoteTemplate-11.docx")

    – a year ago

  • [Solved] Patho presentation Week 7 response MD

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    Hello everyone, my name is Marjorie, and I'm here to present to you with the case of John Doe, who is a 65-year-old male, diagnosis of congestive heart failure. He smoked half a pack of cigarettes daily in Kosumako Hall. An assessment, it was found he has PD in edema at the lower extremities, lung q…

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    Hello everyone, my name is Marjorie, and I'm here to present to you with the case of John Doe, who is a 65-year-old male, diagnosis of congestive heart failure. He smoked half a pack of cigarettes daily in Kosumako Hall. An assessment, it was found he has PD in edema at the lower extremities, lung quackle sound at base, lab, he has elevated BNP, LDL, and A1C, medical history is diabetes and high blood pressure, surgical history is coronary artery bypass. Pathophysiology of the condition of heart failure is also known as congestive heart failure, a condition in which the heart is unable to pump adequately blood to satisfy the body's need. This may inspire that your heart is incapable of sufficiently filling with blood. This may also occur when the heart is inadequately strong to pump efficiently. The term heart failure don't imply that your heart is stopped working. Heart failure is a serious condition that necessitates medical intervention. Clinical manifestation is shortness of breath on a physical activity or while laying flat. You get tired, weakness. You have legs, lower legs, swelling, and your heart is either beat too fast or too slow or have irregular heartbeat. You cough. Sometimes you have sputum come out or sputum come out with blood. Diagnosis of the condition is ECG that captures the hard electrical activities to detect arrhythmias or myocardial injury or electrocardiography. It's an ultrasound assessment of the heart that evaluates the size and function in pumping efficiently of the cardiac chambers. Checks x-ray provides images of the heart and lungs to assess for hypertrophy or fluid retention. Blood tests to evaluate for underlying conditions such as anemia, thyroid abnormalities, or infections. Stress tests is to evaluate the heart's response to physical exertion. Okay, thank you for your time.

    – 2 years ago

  • [Solved] Patho presentation Week 7 response MAB

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    Hi class. My name is Monterey. My presentation is understanding stroke and a guide for patients and family. First, I would like to explain what stroke is. Stroke is a neurological emergency which can be caused by interrupted blood flow to the brain. We have two major kinds of strokes, the ischemic s…

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    Hi class. My name is Monterey. My presentation is understanding stroke and a guide for patients and family. First, I would like to explain what stroke is. Stroke is a neurological emergency which can be caused by interrupted blood flow to the brain. We have two major kinds of strokes, the ischemic stroke which is caused by basically clot and it's very common. About 87% of people with stroke present with this kind of stroke. And we also have hemorrhagic stroke which is majorly bleeding which presents as 30% of the population. it's the lack of energy and nutrient which can eventually cause cell death so this is the pictorial images of the ischemic stroke versus the hemorrhagic stroke the first one you can see the area with the blockage and the other side with the bleeding there's a pool of blood in the brain this can happen inside or outside of the brain both eventually leading to reduced oxygenation and the brain and decreased nutrients to the brain why do we study stroke or why do we explain what stroke is or why am i explaining what stroke is this is because it's one of the leading cause of disability and death in the united states and we always advocate that time is muscle early recognition and treatment is very important In this presentation, I would like to explain the pathophysiology of stroke to my patient's family. First, I would like to recognize and tell them the risk for stroke. Some risks are modifiable, that means you can do something about it, and some are non -modifiable. The modifiables include eye blood pressure, diabetes, obesity, smoking. This can all be done by smoking cessation, engaging in an active lifestyle. If a patient has eye blood pressure, taking their medications, exercising nutrients to correct hypertension, diabetes, and obesity. And the non-modifiable risk factors stroke is very pertinent in males, African-Americans, and age greater than 55. Like I said earlier, living an elder lifestyle can help decrease the risk. family family history it's a very great area with physical activities one can still modify it a little bit what are the clinical manifestations of stroke stroke can happen at any time it can it's a sudden weakness especially on one side of the body one can have a facial droop, difficulty finding words, vision difficulties, and some paralysis. Some people can lift their hands. In the case of your husband, Josh Eddy, I know he's 65. He has past medical histories of hypertension, type 2 diabetes. These are some of the modifiable cause of stroke. And he was confused. He had facial droop. He had flood species. And he wasn't working properly. We are glad you found him and you're able to call for emergency. And he came in within a time frame. he presented to the emergency room he came in within there's a medication we give people that come in for stroke within a short period of time and because he had he has an history of AFib and he was not on anticoagulation he's a candidate to get a TPA which is a big blood clot breaker this can be administered between the last known well and the current time if it's less than three hours in other cases we can do a mechanical thrombectomy when also when it came in blood pressure was a little elevated so we manage blood pressure manages blood sugars just to make sure everything works in sync. Other tests that can be done to diagnose stroke include CT scans. This is like taking a picture of the brain to see if it's a clot or if it's a bleed. And we also have a scale to measure the severity of the stroke. It's called the NiHSS scale. We also do blood work to see if his blood is dropping by taking the CBCs. We check the coagulation level of his blood, which is called the INRPTTs. We also do EKGs just to, you know, ECG just to find the embolic sources. stroke can happen to anyone anytime it happens in children it's very rare but can it can lead to it can be linked to congenital as or clotting issues it can happen during pregnancy it can happen after pregnancies um and like we said it's very common in adults older adults But because of their baseline dementia, their confusion, their stroke can go unnoticed because of their other baseline problems. um what i like the families of you get the families you know is that stroke is at emergency um when you notice any kind of change any kind of weakness any kind of facial changes please call for them for emergency because the earlier guests at the hospital are the better um these are my references thank you very much

    – 2 years ago

  • [Solved] Nutritional Self-Assessment

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    need this filled out as a patient – 2 years ago **files (1)** – ## NURS225-NutritionAssessmentrev032323-1.docx **## NURS225-NutritionAssessmentrev032323-1.docx** **NURS 225: Nutritional Self-Assessment** Name: Date: **This assignment must be typed. No handwritten submissions will be accepted.** **Pa…

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    need this filled out as a patient

    – 2 years ago

    **files (1)**

    – ## NURS225-NutritionAssessmentrev032323-1.docx

    **## NURS225-NutritionAssessmentrev032323-1.docx**

    **NURS 225: Nutritional Self-Assessment**

    Name:       Date:

    **This assignment must be typed. No handwritten submissions will be accepted.**

    **Part 1: 10 points**

    Subjective information. Answer each question:

    1.
    **Family History:** (check all that apply)

    ☐Diabetes ☐Heart Disease ☐Cancer ☐Weight Problems

    ☐High Cholesterol ☐Hypertension ☐Other       ☐None

    How could these disorders affect your diet? If you answered “none,” choose a disorder from the list above, and discuss how can that disorder affect your diet? Discuss in detail (at least 3 full sentences)

    2.
    **Culture:**

    How does your ethnic culture or race or religion affect your nutritional choices? If you do not identify with an ethnic culture or race or religion, how would culture or race affect your nutritional choices? Discuss in detail (at least 3 full sentences)

    3.
    **Activity Level:**

    ☐Never ☐Occasionally ☐1-2 days/week ☐3-4 days/week ☐5 or more days/week

    Discuss in detail (at least 3 full sentences) what activities do you do.

    4.
    **BMI Calculation:**

    Height:       Weight:       BMI:

    Show full calculation to obtain BMI:

    Analysis of BMI. How does your current BMI affect your health? Discuss in detail (at least 3 full sentences):

    **Part 2: 10 points**

    Barriers to Healthy Living: Check the box if you agree or disagree with the statement. In at least 3 full sentences, explain in detail, why you agreed or disagreed with the statement.

    | | | |
    | — | — | — |
    | **Provide an explanation of your answer choice.** | **Agree** | **Disagree** |
    | I do not have time to prepare healthy foods | ☐ | ☐ |
    | _Explain:_ |
    | I find myself snacking on “unhealthy” foods while studying | ☐ | ☐ |
    | _Explain:_ |
    | I do not like the taste of healthy foods | ☐ | ☐ |
    | _Explain:_ |
    | I have problems making healthy food my family will eat | ☐ | ☐ |
    | _Explain:_ |
    | I eat when I feel sad/depressed/stressed/happy/or other emotion | ☐ | ☐ |
    | _Explain:_ |
    | I get “mad” at myself for not making healthier food choices | ☐ | ☐ |
    | _Explain:_ |
    | I often eat past the time of feeling “full” | ☐ | ☐ |
    | _Explain:_ |
    | I often have powerful cravings for “unhealthy” foods | ☐ | ☐ |
    | _Explain:_ |
    | I do not have time to exercise | ☐ | ☐ |
    | _Explain:_ |
    | I feel self-conscious when I exercise | ☐ | ☐ |
    | _Explain:_ |

    **Part 3: 15 points**

    **Two-day food recall:** Write down all foods you have consumed for two full days.
    **It does not have to be consecutive days.**

    | | |
    | — | — |
    | **Day One** | **Day Two** |
    | Breakfast: | Breakfast: |
    | Lunch: | Lunch: |
    | Dinner: | Dinner: |
    | Snacks: | Snacks: |

    **Nutrition:** Please show your calculations of your Recommended Daily Allowance (RDA) for your Proteins, Fats, and Carbohydrates. Find the nutritional values for the nutrients below for each day:

    | | | | |
    | — | — | — | — |
    | **Nutrient** | **Your RDA based on weight/height/activity level (show calculations for Proteins, Fats, & Carbohydrates)** | **Day One** | **Day Two** |
    | Protein | | B:      <br> <br>L:      <br> <br>D:      <br> <br>S:      <br> <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Carbohydrates | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Fat | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Fiber | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Vitamin C | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Iron | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Cholesterol | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |

    **Part 4: 10 points**

    **Answer each question based on your food recall**

    1. Based on your subjective data, barriers, and nutritional analysis, what changes should you make to your current diet? Discuss in detail (at least 3 full sentences)
    _(Support your answer with at least one reference)_

    2. Provide one SMART goal
    _(specific, measurable, achievable, realistic, timed)_ and provide two strategies to help you obtain that goal. Discuss in detail (at least 3 full sentences)

    3. Reflection: What did you learn from this assignment regarding your diet and health in regard to your dietary habits? Discuss in detail (at least 3 full sentences)

    **## NURS225-NutritionAssessmentrev032323-1.docx**

    **NURS 225: Nutritional Self-Assessment**

    Name:       Date:

    **This assignment must be typed. No handwritten submissions will be accepted.**

    **Part 1: 10 points**

    Subjective information. Answer each question:

    1.
    **Family History:** (check all that apply)

    ☐Diabetes ☐Heart Disease ☐Cancer ☐Weight Problems

    ☐High Cholesterol ☐Hypertension ☐Other       ☐None

    How could these disorders affect your diet? If you answered “none,” choose a disorder from the list above, and discuss how can that disorder affect your diet? Discuss in detail (at least 3 full sentences)

    2.
    **Culture:**

    How does your ethnic culture or race or religion affect your nutritional choices? If you do not identify with an ethnic culture or race or religion, how would culture or race affect your nutritional choices? Discuss in detail (at least 3 full sentences)

    3.
    **Activity Level:**

    ☐Never ☐Occasionally ☐1-2 days/week ☐3-4 days/week ☐5 or more days/week

    Discuss in detail (at least 3 full sentences) what activities do you do.

    4.
    **BMI Calculation:**

    Height:       Weight:       BMI:

    Show full calculation to obtain BMI:

    Analysis of BMI. How does your current BMI affect your health? Discuss in detail (at least 3 full sentences):

    **Part 2: 10 points**

    Barriers to Healthy Living: Check the box if you agree or disagree with the statement. In at least 3 full sentences, explain in detail, why you agreed or disagreed with the statement.

    | | | |
    | — | — | — |
    | **Provide an explanation of your answer choice.** | **Agree** | **Disagree** |
    | I do not have time to prepare healthy foods | ☐ | ☐ |
    | _Explain:_ |
    | I find myself snacking on “unhealthy” foods while studying | ☐ | ☐ |
    | _Explain:_ |
    | I do not like the taste of healthy foods | ☐ | ☐ |
    | _Explain:_ |
    | I have problems making healthy food my family will eat | ☐ | ☐ |
    | _Explain:_ |
    | I eat when I feel sad/depressed/stressed/happy/or other emotion | ☐ | ☐ |
    | _Explain:_ |
    | I get “mad” at myself for not making healthier food choices | ☐ | ☐ |
    | _Explain:_ |
    | I often eat past the time of feeling “full” | ☐ | ☐ |
    | _Explain:_ |
    | I often have powerful cravings for “unhealthy” foods | ☐ | ☐ |
    | _Explain:_ |
    | I do not have time to exercise | ☐ | ☐ |
    | _Explain:_ |
    | I feel self-conscious when I exercise | ☐ | ☐ |
    | _Explain:_ |

    **Part 3: 15 points**

    **Two-day food recall:** Write down all foods you have consumed for two full days.
    **It does not have to be consecutive days.**

    | | |
    | — | — |
    | **Day One** | **Day Two** |
    | Breakfast: | Breakfast: |
    | Lunch: | Lunch: |
    | Dinner: | Dinner: |
    | Snacks: | Snacks: |

    **Nutrition:** Please show your calculations of your Recommended Daily Allowance (RDA) for your Proteins, Fats, and Carbohydrates. Find the nutritional values for the nutrients below for each day:

    | | | | |
    | — | — | — | — |
    | **Nutrient** | **Your RDA based on weight/height/activity level (show calculations for Proteins, Fats, & Carbohydrates)** | **Day One** | **Day Two** |
    | Protein | | B:      <br> <br>L:      <br> <br>D:      <br> <br>S:      <br> <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Carbohydrates | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Fat | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Fiber | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Vitamin C | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Iron | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |
    | Cholesterol | | B:      <br>L:      <br>D:      <br>S:      <br>Total: | B:      <br>L:      <br>D:      <br>S:      <br>Total: |

    **Part 4: 10 points**

    **Answer each question based on your food recall**

    1. Based on your subjective data, barriers, and nutritional analysis, what changes should you make to your current diet? Discuss in detail (at least 3 full sentences)
    _(Support your answer with at least one reference)_

    2. Provide one SMART goal
    _(specific, measurable, achievable, realistic, timed)_ and provide two strategies to help you obtain that goal. Discuss in detail (at least 3 full sentences)

    3. Reflection: What did you learn from this assignment regarding your diet and health in regard to your dietary habits? Discuss in detail (at least 3 full sentences)

  • [Solved] WK9 DISC

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Review the Resources and reflect on the role of professional nurses in policy evaluation. Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described. Post an evaluation topic and a brief description of the ev…

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    Assignment Prompt & Instructions

    Review the Resources and reflect on the role of professional nurses in policy evaluation.

    Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.

    Post an evaluation topic and a brief description of the evaluation. Discuss how social determinants impact this issue.

    – [\
    \
    WEEK9DISCUSSION.docx](https://www.sweetstudy.com/files/week9discussion-docx-10269499 "WEEK9DISCUSSION.docx")
    – [\
    \
    USW1_NURS_6050_HealthcareProgram-PolicyEvaluationAnalysisTemplate.doc](https://www.sweetstudy.com/files/usw1-nurs-6050-healthcareprogram-policyevaluationanalysistemplate-doc-10269501 "USW1_NURS_6050_HealthcareProgram-PolicyEvaluationAnalysisTemplate.doc")

    – 2 years ago

  • [Solved] WK 9 DIS EPID

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (3)** – ## WK9DIS.EPIDEradicationofSmallpox.docx – SmallPox.pdf – COVID19.pdf **## WK9DIS.EPIDEradicationofSmallpox.docx** Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19 ![A syringe being needled into a vial AI-generated content may be incorrect.]…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (3)**

    – ## WK9DIS.EPIDEradicationofSmallpox.docx

    – SmallPox.pdf
    – COVID19.pdf

    **## WK9DIS.EPIDEradicationofSmallpox.docx**

    Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19

    ![A syringe being needled into a vial AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-9-dis-epid)

    Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.

    At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.

    **Reference**

    Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19.
    _American Journal of Medicine, 134_(2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259972)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    · Chapter 12, “Epidemiology of Infectious Diseases

    · Center for Global Development. (n.d.).
    [_Case 1: Eradicating smallpox_](https://waldenu.instructure.com/courses/155998/files/12410777?wrap=1) [Download Case 1: Eradicating smallpox](https://waldenu.instructure.com/courses/155998/files/12410777/download?download_frd=1). http://www.cgdev.org/doc/millions/MS_case_1.pdf
    **Note:** This article provides an overview of the eradication of smallpox.

    · Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021).
    [We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site.](https://doi.org/10.1136/bmjgh-2021-006810).
    _BMJ Global Health_, (8), e006810
    _._ https://doi.org/10.1136/bmjgh-2021-006810

    · World Health Organization. (n.d.).
    [PoliomyelitisLinks to an external site.](https://www.who.int/health-topics/poliomyelitis) _(polio)_. https://www.who.int/health-topics/poliomyelitis#tab=tab_1
    **Note:** This page provides an overview of the eradication of polio, as well as symptoms and treatment.

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · The Impact of COVID-19 on Epidemiology
    **Time Estimate:** 3 minutes

    · Walden University, LLC. (2021).
    [Infectious disease basicsLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/IDB/index.html) [Interactive media]. Walden University Blackboard. https://waldenu.instructure.com

    [Optional Resources](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Polio Global Eradication Initiative. (n.d.).
    [GPEI strategy 2022–2026.Links to an external site.](https://polioeradication.org/gpei-strategy-2022-2026/) https://polioeradication.org/gpei-strategy-2022-2026/

    To prepare:

    · Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.

    · In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?

    · Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.

    · Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?

    · What are the benefits of addressing this issue at the population level as opposed to the individual level?

    By Day 3 of Week 9

    **Post** a cohesive response that addresses the following:

    · Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?

    · Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.

    By Day 6 of Week 9

    **Read** a selection of your colleagues’ responses and respond to
    **at least two** of your colleagues on
    **two different days** and
    **respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    ## image1.jpeg

    **SmallPox.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/smallpox-pdf-10269709)

    **COVID19.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/covid19-pdf-10269705)

    **COVID19.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/covid19-pdf-10269705)

    **## WK9DIS.EPIDEradicationofSmallpox.docx**

    Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19

    ![A syringe being needled into a vial AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-9-dis-epid)

    Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.

    At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.

    **Reference**

    Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19.
    _American Journal of Medicine, 134_(2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259972)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    · Chapter 12, “Epidemiology of Infectious Diseases

    · Center for Global Development. (n.d.).
    [_Case 1: Eradicating smallpox_](https://waldenu.instructure.com/courses/155998/files/12410777?wrap=1) [Download Case 1: Eradicating smallpox](https://waldenu.instructure.com/courses/155998/files/12410777/download?download_frd=1). http://www.cgdev.org/doc/millions/MS_case_1.pdf
    **Note:** This article provides an overview of the eradication of smallpox.

    · Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021).
    [We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site.](https://doi.org/10.1136/bmjgh-2021-006810).
    _BMJ Global Health_, (8), e006810
    _._ https://doi.org/10.1136/bmjgh-2021-006810

    · World Health Organization. (n.d.).
    [PoliomyelitisLinks to an external site.](https://www.who.int/health-topics/poliomyelitis) _(polio)_. https://www.who.int/health-topics/poliomyelitis#tab=tab_1
    **Note:** This page provides an overview of the eradication of polio, as well as symptoms and treatment.

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · The Impact of COVID-19 on Epidemiology
    **Time Estimate:** 3 minutes

    · Walden University, LLC. (2021).
    [Infectious disease basicsLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/IDB/index.html) [Interactive media]. Walden University Blackboard. https://waldenu.instructure.com

    [Optional Resources](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Polio Global Eradication Initiative. (n.d.).
    [GPEI strategy 2022–2026.Links to an external site.](https://polioeradication.org/gpei-strategy-2022-2026/) https://polioeradication.org/gpei-strategy-2022-2026/

    To prepare:

    · Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.

    · In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?

    · Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.

    · Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?

    · What are the benefits of addressing this issue at the population level as opposed to the individual level?

    By Day 3 of Week 9

    **Post** a cohesive response that addresses the following:

    · Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?

    · Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.

    By Day 6 of Week 9

    **Read** a selection of your colleagues’ responses and respond to
    **at least two** of your colleagues on
    **two different days** and
    **respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    ## image1.jpeg

    **SmallPox.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/smallpox-pdf-10269709)

    **COVID19.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/covid19-pdf-10269705)

    **## WK9DIS.EPIDEradicationofSmallpox.docx**

    Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19

    ![A syringe being needled into a vial AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-9-dis-epid)

    Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.

    At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.

    **Reference**

    Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19.
    _American Journal of Medicine, 134_(2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259972)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    · Chapter 12, “Epidemiology of Infectious Diseases

    · Center for Global Development. (n.d.).
    [_Case 1: Eradicating smallpox_](https://waldenu.instructure.com/courses/155998/files/12410777?wrap=1) [Download Case 1: Eradicating smallpox](https://waldenu.instructure.com/courses/155998/files/12410777/download?download_frd=1). http://www.cgdev.org/doc/millions/MS_case_1.pdf
    **Note:** This article provides an overview of the eradication of smallpox.

    · Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021).
    [We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site.](https://doi.org/10.1136/bmjgh-2021-006810).
    _BMJ Global Health_, (8), e006810
    _._ https://doi.org/10.1136/bmjgh-2021-006810

    · World Health Organization. (n.d.).
    [PoliomyelitisLinks to an external site.](https://www.who.int/health-topics/poliomyelitis) _(polio)_. https://www.who.int/health-topics/poliomyelitis#tab=tab_1
    **Note:** This page provides an overview of the eradication of polio, as well as symptoms and treatment.

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · The Impact of COVID-19 on Epidemiology
    **Time Estimate:** 3 minutes

    · Walden University, LLC. (2021).
    [Infectious disease basicsLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/IDB/index.html) [Interactive media]. Walden University Blackboard. https://waldenu.instructure.com

    [Optional Resources](https://waldenu.instructure.com/courses/155998/pages/week-9-learning-resources?module_item_id=6259972)

    · Polio Global Eradication Initiative. (n.d.).
    [GPEI strategy 2022–2026.Links to an external site.](https://polioeradication.org/gpei-strategy-2022-2026/) https://polioeradication.org/gpei-strategy-2022-2026/

    To prepare:

    · Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.

    · In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?

    · Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.

    · Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?

    · What are the benefits of addressing this issue at the population level as opposed to the individual level?

    By Day 3 of Week 9

    **Post** a cohesive response that addresses the following:

    · Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.

    · Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?

    · Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.

    By Day 6 of Week 9

    **Read** a selection of your colleagues’ responses and respond to
    **at least two** of your colleagues on
    **two different days** and
    **respond** to
    **at least two** colleagues on
    **two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    ## image1.jpeg

    **SmallPox.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/smallpox-pdf-10269709)

    **COVID19.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/covid19-pdf-10269705)

  • [Solved] week 7-nur512

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Explain how to measure and monitor the quality of care delivered and the outcomes achieved by an Advanced Practice Nurse. **Submission Instructions:** Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources – 2 years ago

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Explain how to measure and monitor the quality of care delivered and the outcomes achieved by an Advanced Practice Nurse.

    **Submission Instructions:** Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources

    – 2 years ago