NRS-434 Week 1 Environmental Factors And Health Promotion Presentation

NRS-434 Week 1 Environmental Factors and Health Promotion Presentation

WEEK 1 NRS-434VN-O505 Environmental Factors and Health Promotion Presentation: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants

Assessment Description

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

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

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

Include the following in your presentation:

Describe the selected environmental factor. Explain how the environmental factor you selected can potentially affect the health or safety of infants.
Create a health promotion plan that can be presented to caregivers to address the environmental factor and improve the overall health and well-being of infants.
Offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.
Offer examples, interventions, and suggestions from evidence-based research. At least three scholarly resources are required. Two of the three resources must be peer-reviewed and no more than 6 years old.
Provide readers with two community resources, a national resource, and a Web-based resource. Include a brief description and contact information for each resource.

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

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

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

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

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

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

RESOURCES

Health Assessment: Foundations for Effective Practice

Read Chapter 1 in Health Assessment: Foundations for Effective Practice. Use the Appendix as needed to complete your assignments

Unit III: Systems Assessment and Management of Disorders

Read “Unit III: Systems Assessment and Management of Disorders,” in the online eBook, Comprehensive Neonatal Nursing Care

WHO Growth Standards Are Recommended for Use in the U.S. for Infants and Children 0 to 2 Years of Age

Review “WHO Growth Standards Are Recommended for Use in the U.S. for Infants and Children 0 to 2 Years of Age” (2010), located

GCU Library Tutorial

View the GCU Library tutorial.

http://libguides.gcu.edu/Tutorials

Optional: Breastfeeding

For additional information, the following is recommended:

“Breastfeeding,” located on the National Women’s Health Informati

Optional: Family History Resources

For additional information, the following is recommended:

“Family History Resources,” located on the Centers for Disease Co

Optional: Never Shake a Baby Educational Video

For additional information, the following is recommended:

“Never Shake a Baby Educational Video,” by warrenman4u (2008), lo

Optional: 14 Diseases You Almost Forgot About Thanks to Vaccines

For additional information, the following is recommended:

“14 Diseases You Almost Forgot About Thanks to Vaccines,” by the

Health Literacy Basics for Health Professionals

Watch “Health Literacy Basics for Health Professionals,” by VHC Primary Care (2014), located on the YouTube website.

A Comprehensive Newborn Examination: Part I. General, Head and Neck, Cardiopulmonary

Read “A Comprehensive Newborn Examination: Part I. General, Head and Neck, Cardiopulmonary,” by Lewis, from American Family P

A Comprehensive Newborn Examination: Part II. Skin, Trunk, Extremities, Neurologic

Read “A Comprehensive Newborn Examination: Part II. Skin, Trunk, Extremities, Neurologic,” by Lewis, from American Family Phy

Loom

Utilize Loom to complete the topic assignment. Refer to the resource, “Loom,” located in the Student Success Center, for addition

NRS-434 Week 1 Environmental Factors and Health Promotion Presentation Rubric Criteria

Environmental Factor and the Potential Effect on Infants

Excellent

A detailed description of how the environmental factor potentially affects infant health or safety is presented. Strong support and rationale are provided. The direct effect of the environmental factor on infant health and safety is well established.

Health Promotion Plan

Criteria Description

Health Promotion Plan for Caregivers to Address Environmental Factor and Improve Infant Health and Well-Being

Excellent

A well-developed health promotion plan is presented. The plan clearly addresses the environmental issue and includes specific steps to improve health or safety for infants. Sufficient information and evidence are provided for support. The plan is realistic for the chosen caregiver.

Recommendations for Accident Prevention and Safety Promotion

Criteria Description

Recommendations for Accident Prevention and Safety Promotion

Excellent

Well-developed recommendations for safety promotion and accident prevention offered are proposed. The recommendations offered clearly relate to the environmental factor. The steps outlined are well thought out and support the health and safety of infants. The recommendations are realistic and highly suitable for the chosen situation and caregiver.

Evidence-Based Examples, Interventions, and Suggestions

Criteria Description

Evidence-Based Examples, Interventions, and Suggestions

Excellent

Examples, interventions and suggestions are evidence-based and strongly supported. Three or more scholarly research resources are utilized; at least two are peer-reviewed and no older than 6 years old.

Community, National, and Web-Based Resources for Health Promotion

Excellent

Two community resources, a national resource, and a Web-based resource are included with the health promotion. The resources are highly relevant to the health promotion and are accessible for the caregiver. A detailed description accompanies the resources. The contact information provided for the resources is complete and accurate.

Appropriateness of Health Promotion for Caregiver and Situation

Excellent

The literacy level is written for the level of the caregiver or target audience. The socioeconomic level, language, culture, and any other relevant characteristics of the caregiver are tailored for the caregiver or associated demographic. The presentation demonstrates insight into tailoring presentations to a specific target population.

PowerPoint and Voice Over Requirements

Criteria Description

PowerPoint and Voice Over Requirements

Excellent

4 points

Presentation meets the criteria outlined. Presentation uses 10 -12 slides and the slide arrangement strongly supports the intended presentation. The speaker notes submitted are well-developed and support the presentation. The reference slide is submitted. A Loom presentation is submitted and is consistent with the PowerPoint and speaker notes.

Or notes are omitted or are not complete. An attempt at a Loom presentation is made.

Visual Appeal

4 points

Criteria Description

Visual Appeal

Excellent

4 points

Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently. The presentation has strong visual appeal and is developed with the intended audience in mind.

Aesthetic Quality

Criteria Description

Aesthetic Quality

Excellent

4 points

Design is clean. Skillful handling of text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

Excellent

4 points

The writer is clearly in command of standard, written, academic English.

Documentation of Sources

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Excellent

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

WEEK 2 NRS-434VN-O505 Developmental Assessment and the School-Aged Child

Assessment Description

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

Compare the physical assessments among school-aged children. Describe how you would modify assessment techniques to match the age and developmental stage of the child.
Choose a child between the ages of 5 and 12 years old. Identify the age of the child and describe the typical developmental stages of children that age.
Applying developmental theory based on Erickson, Piaget, or Kohlberg, explain how you would developmentally assess the child. Include how you would offer explanations during the assessment, strategies you would use to gain cooperation, and potential findings from the assessment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

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

Attachments

NRS-434VN-R-CLC-Agreement-Student.docx NRS-434VN-R-CLC-Agreement-Student.docx

Developmental Assessment and the School-Aged Child Example

Developmental assessment is meant to evaluate a child’s physical and psychosocial developmental milestones based on the child’s age and the milestones required from children of that particular age. Developmental assessments also help identify developmental disorders early and thus help plan management interventions (Coscini et al., 2022).

Pediatric patients of different ages have different health needs depending on their ages. The assessment done on pediatric patients also differs; thus, the nurses must have the assessment techniques that suit the age of the child being assessed. This essay examines the needs of a school-aged child between the age of 5 and 12. A comparison of the physical assessments among school-aged children, assessment techniques, the typical developmental stages of an 8-year-old, and the application of Piaget’s developmental theory to assess the child will be discussed.

Physical assessment for school children of different ages may differ. Comparing the assessment of a 5-year-old to that of a 12-year-old child will require different assessment techniques. The 5-year-old may not have information on their health history, thus requiring the presence of a parent or caregiver, while the 12-year-old may give all the responses required. The patient’s needs differ in age. Thus, the assessment technique should be modeled in consideration of these needs.

For instance, a physical assessment of the 12-year-old may require privacy, while a physical assessment of the 5-year-old may be done when the parent is present. Physical assessment of the 5-year-old may include acceptable motor skills assessment and shedding of deciduous teeth, while assessing a 12-year-old may include evaluating whether puberty onset is occurring. However, the assessments for both ages may also have some similarities. For example, both assessments require a physical examination.

The developmental stages and milestones of children depend on age. The typical developmental stages that an 8-year-old should have achieved include language, cognitive, sensory, motor, physical, and social/emotional development (Malik & Marwaha, 2018).

A child at this age will develop complex language skills such as pronunciation. They will be more physically active doing physical activities such as jumping and skipping, have begun to make social friends, and are learning to cooperate and feel comfortable in a group. If the child’s language, emotions, thinking, movement, and behavior meet these developmental milestones, the child is said to be developing as expected.

Various developmental theories exist to explain the developmental stages human beings go through and guide developmental assessments at various levels. Jean Piaget developed a cognitive development theory that explains children’s cognitive development from birth to 12 years (Sangyhi, 2020). Based on the theory, cognitive development occurs in four stages: the sensorimotor stage occurs from 0-2 years, the preoperational stage occurs from 2-7 years, the concrete operational stage occurs from 7-11 years, and the formal operational stage occurs at 12 years.

School-aged children fall at the preoperational stage and transit to the concrete and formal operational stages. In this case, for the 8-year-old, who is at the concrete operational stage, the assessment should focus on the ability of the child to use logical reasoning and solve concrete problems. The developmental milestones of this stage are the ability to use reasoning and logic and solve complex problems.

The strategies I would use to ensure maximum cooperation from the child during the assessment include being friendly, ensuring the assessment environment is child-friendly, and allowing the child to be accompanied by a parent or caregiver to prevent them from fearing me. According to Rose et al. (2018), making the assessment environment child-friendly enhances the child’s cooperation.

I would also ensure I offer explanations to the child and the parent where necessary, consider the child’s level of understanding in acquiring the assessment results and ensure nothing is left out. The potential findings of the assessment include the ability to use logic and the child can solve concrete problems.

A child’s developmental stage is an essential factor to consider when developing the appropriate techniques for developmental assessments. Assessing a child’s development against the standard developmental milestones enables the care provider to identify any deviations and plan interventions to correct them. Maximum cooperation from the child should be encouraged.

References

Coscini, N., Heyes, P., Bedford, H., Cohen, E., D’Aprano, A., Goldfeld, S., Hargreaves, D., Loveday, S., Nejat, S., Roberts., Saradi, A., Saunders, N. R., Woolfenden, S. & Milner, K. (2022). Multicountry review: developmental surveillance, assessment, and care by outpatient pediatricians. Archives of Disease in Childhood. http://dx.doi.org/10.1136/archdischild-2021-322799

Malik, F., & Marwaha, R. (2018). Developmental stages of social-emotional development in children. Retrieved from https://europepmc.org/article/PMID:30521240

Rose, E., Lehrl, S., Ebert, S., & Weinert, S. (2018). Long-term relations between children’s language, the home literacy environment, and socioemotional development from ages 3 to 8. Early Education and Development, 29(3), 342-356. https://doi.org/10.1080/10409289.2017.1409096

Sanghvi, P. (2020). Piaget’s theory of cognitive development: a review. Indian Journal of Mental Health, 7(2), 90–96. https://indianmentalhealth.com/2020/vol7-issue2/5-Review-Article_Piagets-theory

RUBRIC

Developmental Assessment and the School-Aged Child – Rubric

Rubric Criteria

Comparison of Physical Assessment Among School-Aged Children

Criteria Description

Comparison of Physical Assessment Among School-Aged Children

5: Excellent

A detailed comparison of physical assessments among different school-aged children is presented. How assessment techniques would be modified depending on the age and developmental stage of the child is thoroughly described. Insight is demonstrated into the physical assessment of school age children.

Typical Assessment for a Child of a Specific Age

Criteria Description

Typical Assessment for a Child of a Specific Age

5: Excellent

The typical developmental stage of a child between the ages 5 and 12 is accurately and thoroughly described.

Developmental Assessment of a Child Using a Developmental Theory (Erickson, Piaget, Kohlberg)

Criteria Description

Developmental Assessment of a Child Using a Developmental Theory (Erickson, Piaget, Kohlberg)

5: Excellent

A child assessment based on a developmental theory is thoroughly described. Well-developed strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are all accurate and described in detail.

Thesis Development and Purpose

Criteria Description

Thesis Development and Purpose

5: Excellent

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction

Criteria Description

Argument Logic and Construction

5: Excellent

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5: Excellent

Writer is clearly in command of standard, written, academic English.

Paper Format (use of appropriate style for the major and assignment)

Criteria Description

Paper Format (use of appropriate style for the major and assignment)

5: Excellent

All format elements are correct.

Documentation of Sources

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

RESOURCES

Health Assessment: Foundations for Effective Practice

Read Chapter 2 in Health Assessment: Foundations for Effective Practice. Use the Appendix as needed to complete your assignments

NRS 434 Week 3 Assignment Health Screening and History of an Adolescent or Young Adult Client

Details:

In this assignment, you will be completing a comprehensive health screening and history on a young adult. To complete this assignment, do the following:

Select an adolescent or young adult client on whom to perform a health screening and history. Students who do not work in an acute setting may “practice” these skills with a patient, community member, neighbor, friend, colleague, or loved one.

Complete the “Health History and Screening of an Adolescent or Young Adult Client” worksheet.

Format the write-up in a manner that is easily read, computer-generated, neat, and without spelling errors.

Complete the assignment as outlined on the worksheet, including:

Biographical Data
Past Health History.
Family History: Obstetrics History (if applicable) and Well Young Adult Behavioral Health History Screening
Review of Systems
Include all components of the health history
Use correct acronyms or abbreviations when indicated
Develop three Nursing Diagnoses for this client based on the health history and screening. Include: one actual nursing diagnosis, one wellness nursing diagnosis, one “Risk For” nursing diagnosis, and your rationale for the choice of each nursing diagnosis for this client.

Using the three nursing diagnoses you have identified, develop a wellness plan for the adolescent/young adult client.

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

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

You are not required to submit this assignment to Turnitin.

NRS434V.HealthScreeningandHistoryAdolescentAssignment_Student.docx

NRS 434 Week 4 Comprehensive Shadow Health Assessment

Shadow Health: Comprehensive Assessment

Assessment Description

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

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

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

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

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

Attachments

NRS-434VN-R-CLC-HealthPromotionPres-Student.docx

PLEASE KEEP IN MIND THAT CLINICAL IS IN A HOME HEALTH CARE AGENCY, NOT A HOSPITAL SETTING.

RESOURCES

Health Assessment: Foundations for Effective Practice

Read Chapter 4 in Health Assessment: Foundations for Effective Practice. Use the Appendix as needed to complete your assignments.

https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-assessment_foundations-for-effective-practice_1e.php

Substance Abuse

Explore the Substance Abuse page of the eMedicineHealth website. Be sure to read the text section, “Substance Abuse Facts, by Dryden-Edwards (2015)

http://www.emedicinehealth.com/substance_abuse/article_em.htm

911/Emergency Call Taking Audio Recordings

Listen to the audio of “Lisa,” on the 911/Emergency Call Taking Audio Recordings page of the National Center on Domestic and Sexual Violence website.

http://www.ncdsv.org/ncd_911.html

Optional: Cardiac Assessment. Cardiac Patient Assessment: Putting the Patient First

For additional information, the following is recommended:

“Cardiac Assessment. Cardiac Patient Assessment: Putting the Patient

First,” by Scott and MacInnes, from the British Journal of Nursing (2006).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=2009192225&site=ehost-live&scope=site

Optional: Respiratory Assessment

For additional information, the following is recommended:

“Respiratory Assessment,” by Simpson, from the British Journal of Nursing (2006)

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=2009192220&site=ehost-live&scope=site

Optional: The Principles of Neurological Assessment

For additional information, the following is recommended:

“The Principles of Neurological Assessment,” by Cox, from Practice Nurse (2008)

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=2010100182&site=ehost-live&scope=site

Optional: A Step-by-Step Guide to Performing a Complete Abdominal Examination

For additional information, the following is recommended:

“A Step-by-Step Guide to Performing a Complete Abdominal Examination,

by Cox and Stegall, from Gastrointestinal Nursing (2009).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=2010214577&site=ehost-live&scope=site

Optional: Performing a Skin Assessment

For additional information, the following is recommended:

“Performing a Skin Assessment,” by Hess, from Nursing (2010)

https://lopes.idm.oclc.org/login?url=http://gateway.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00152193-201007000-00020&LSLINK=80&D=ovft

Optional: A Step-by-Step Guide to Performing a Complete Abdominal Examination

For additional information, the following is recommended:

“A Step-by-Step Guide to Performing a Complete Abdominal Examination,”

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=2010214577&site=ehost-live&scope=site

Optional: Patient Assessment. The Process of Conducting a Physical Assessment: A Nursing Perspective

For additional information, the following is recommended:

“Patient Assessment. The Process of Conducting a Physical Assessment:

A Nursing Perspective,” by Baid from British Journal of Nursing (2006).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=2009251187&site=ehost-live&scope=site

Optional: s3+s4-heart-sound

For additional information, the following is recommended:

Video: “s3+s4-Heart-sound,” by ano0o0os (2007), located on the Yo

YouTube website.

Optional: Heart and Lung Sounds Reference Guide

For additional information, the following is recommended:

Listen to lung sounds at “Heart and Lung Sounds Reference Guide,”

located on the Practical Clinical Skills website.

https://www.practicalclinicalskills.com/heart-lung-sounds-reference-guide

NRS-434VN-R-CLC-HealthPromotionPres-Student.docx

Download

Collaborative Learning Community: Health Promotion Presentation

1)As a group, develop a 12-15 slide PowerPoint presentation that addresses a childhood disease or illness (infectious, noncontiguous, or congenital) seen in the adult population.

a)Examples of such diseases include:

i)Sickle cell anemia

ii)Cystic fibrosis

iii)Tay Sachs

iv) Juvenile diabetes (Type I)
v) Juvenile rheumatoid arthritis
vi) Hemophilia, congenital heart disease

b)Examples of vaccine preventable adult diseases include:

i)Diphtheria tetanus

ii)Pertussis

iii)Rubella

iv)Measles

v)Mumps

2)Include the following in the presentation:

a)A clinical description and definition of the disease or illness.

b)Pathophysiology and history of the disease or illness.

c)An explanation of the impact of this disease/condition on adults to the health care system and nursing practice.

d)A description of the impact of this disease or illness during childhood.

e)A description of the impact of this disease in adults. Explain why adults live into adulthood with this childhood condition or why adults would contract this childhood illness during adulthood.

f)A validation of the health problem with demographic and health statistics, including citations of sources.

3)Evaluate how this disease or illness impacts the adult client in the following areas:

a)Mentally and emotionally.

b)Physically.

c)Sexually.

d)Economically, specifically as it relates to the ability to access health insurance and health care.

e)Susceptibility to engage in substance abuse.

f)Prenatal care and childbearing.

g)Occupational considerations and hazards.

h)Ability to cope with stress.

4)Develop a care plan that addresses the following:

a)Identify expected outcomes for an adult client living with this childhood condition.

b)Develop health screening, health promotion, health interventions, and education for adults with this condition.

c)Identify a comprehensive set of relevant resources, both community and national, for adults with this condition. Provide description of resources.

5)Post the assignment to the main forum as directed by the instructor.

a)Respond to other learners’ posts in a manner that initiates or contributes to discussion.

b)Each person should make at least three substantive comments.