Nursing

NUR-665E Nursing Education Practicum
Nursing Education Practicum Documentation
(NEPD) Form: Competency 3
Assessment Description
The “Nursing Education Practicum Documentation (NEPD) Forms” provide weekly, competency-based documentation of clinical practicum activities and are utilized by learners to communicate practicum experiences to course faculty. Be sure to read the instructions on the forms for information on how to complete the assignment before you begin.
Using the “Nursing Education Practicum Documentation (NEPD) Form: Competency 3,” write goals for what you will accomplish in this topic and how you will evaluate your accomplishments. The NEPD form uses the nursing process and follows the format of a nursing care plan, so this should be familiar to you.
APA format is not required, but solid academic writing is expected.
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 LopesWrite.
Attachments
NUR-665E-RS-NEPD Form-Competency3
Directions: Complete the documentation form. Type in your response in the unshaded box below each question. The form will expand for as long as you type. The purpose of this assignment is to document meeting the competency and to promote deep reflection on your practicum activities. Consider reviewing course textbooks: Certified Nurse Educator Review Book: The Official NLN Guide to the CNE Exam and NLN Core Competencies for Nurse Educators: A Decade of Influence for suggested practicum activities.
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Solution
Weeks
5and6 Nurse Educator Competency 3: Use Assessment and Evaluation Strategies.
Learner name:Date(s):
Complete this section before you begin the weeks clinical. Learning Goals: What do you want to accomplish for Competency 3:Use Assessment and Evaluation Strategies?
Be sure your goals are specific, measurable, achievable, relevant, and time-bound (S.M.A.R.T. goals).
Some goals should reflect higher cognitive learning levels in Bloom’s taxonomy.
My goal/s for this competency is/are to:
v To implement positive ways of receiving feedback from the patients within three weeks of my practicum.
v To prevent factors that might limit the elderly from sharing their life experiences.
v To report a fall reduction among patients by 40% at the end of my practicum.
v To prevent patient injury and harm associated with fall events and enhance patient safety.
v To involve staff in implementing a safety culture.
Resources and Strategies: What type of resources or strategies will you utilize to accomplish your learning goals? Include both human and material resources.
The resources (human and material) and strategies I need to meet my weekly goal are:
v Health records from patients
v Internet access
v Reading more information about the family to enlighten more on good how communication affects the patient.
v Computer
v Information technology specialist.
Measurement: How will you know that you have accomplished your learning goal(s)? What criteria will you use to measure this?
The criteria I will use to measure my goals are:
v My ability to use modern technology to communicate with patients.
v My ability to communicate effectively with patients from diverse backgrounds using common language concerning their medical situations to understand their health conditions and examine the likelihood of falls.
v My ability to interact, communicate and monitor patients’ conditions without meeting them physically.
Complete this section after you complete the weeks’ clinical. Evaluation: Did you meet your goal? What did you accomplish that you can use as evidence that you met your learning goals?
Did you meet your goal? Why or why not?
Yes, I met my objective outline.
Reflect on Competency 3, analyzing your practicum experiences: Be sure to connect your experiences directly to the competency.
Reflection:
My practicum experience and the value it added to my practice as a nurse would always be a reason to keep me looking for more information about dealing with the aged in the community. North Carolina Assisted Facility has been home away from home because I have adapted to stay with the patients in the facility and meet their needs.
The quality of the information received from the patients is important in designing the best care that patients in this facility would need. Many patients need to be happy and share the experiences they had in life. However, from the communication that a nurse develops with that patient, they create a bond that allows a nurse to offer the best service required by the patients. On most occasions, I would always keep my patients happy and join them in games to allow them to feel that sense of belonging they lack at their age. For the time that I was undertaking my practicum at the facility, I was able to learn that falls are the leading cause of injury and death for older adults who have Dementia (Stevens & Lee, 2018). Increased impaired judgment coupled with a decline in sensory perception contributes to these falls. Dementia, a form of mental illness, incapacitates the old, leading to death. The increase in the number of patients suffering from such infection increased the attention given to each new patient administered in the facility.
Keeping patients in an Assisted living facility requires the input of everyone in a community. Developing the practice of fall prevention in society influences increased participation of the society in exercises that favor fall prevention. This further affects care given to patients having an increased risk of falling. While many measures have been put in place to reduce falls among these patients, it is undeniable that mental diseases have been having a great effect on the community as illustrated by Florence et al., (2018).
Assessing patients at the facility enabled me to develop various strategies that would be effective in solving the coted problem among the assisted living. For instance, the arrangement of adequate lighting for patients reduces instances of falling among patients. Studies have shown that old-aged diseases can damage the visual system, which might cause illusions and delusions. Therefore, ensuring that a home has enough lighting improves the vision of these patients (Stevens& Lee,2018). Besides, effective lighting in each room will be reducing visual difficulties. Aged patients can misinterpret what they see. For instance, they can confuse shadows in the room to be of people, which might lead to them feeling help might be around anytime. In such situations, reducing dark areas and shadows is essential.
Besides, I was able to understand that patients in assisted living homes show a high likelihood of distress in an unfamiliar environment, which leads to worsening of conditions. Home-based care has been essential in ensuring a supportive environment. The home caregivers have effectively skilled that allows them to understand the behavior of these patients. The caregivers will understand the sleeping span of these patients and their eating habits. Such information can be significant in designing individual care goals for each dementia patient. Therefore, the value of care and achievement of the supportive environment comes from skilled caregivers that further triggered my interest in advancing my studies on dealing with the assisted living population in the community.
In assessing and evaluating assisted living patients, pain is one of the factors that relay more information about the situation of these people. The patients are restless because it is linked to impaired morbidity and physical functioning. Troubled patients will try to find ways to manage their pain by moving around or calling for help when they could. Besides, sleeping and mood disorders are associated with higher pain levels. These patients would tend to face more difficulties engaging fully in various intervention programs. Managing pain among these people is essential in reducing restlessness, which might also lead to falling. Sherrington et al., (2017) reveal that managing pain measures like giving painkillers under challenging situations or inducing sleep among these patients play an imperative role in solving risking conditions that might lead to falling. However, in a most difficult situation, the realization of pain among these people might be challenging because they might not be able to communicate the feeling.
Clinical hours completed this topic:
Total clinical hours completed to date:
References
Florence, C. S., Bergen, G., Atherly, A., Burns, E., Stevens, J., & Drake, C. (2018). Medical costs of fatal and nonfatal falls in older adults. Journal of the American Geriatrics Society, 66(4), 693-698.https://doi.org/10.1111/jgs.15304
Sherrington, C., Michaleff, Z. A., Fairhall, N., Paul, S. S., Tiedemann, A., Whitney, J., … & Lord, S. R. (2017). Exercise to prevent falls in older adults: an updated systematic review and meta-analysis. British journal of sports medicine, 51(24), 1750-1758.https://doi.org/10.1016/j.amepre.2018.04.035
Stevens, J. A., & Lee, R. (2018). The potential to reduce falls and avert costs by clinically managing fall risk. American journal of preventive medicine, 55(3), 290-297.https://bjsm.bmj.com/content/bjsports/51/24/1750.full.pdf

Discussion 1: Psychosocial Factors in Health
Although the United States spends more money per capita on health care delivery, statistics indicate it is not a particularly healthy country. Over 50% of all preventable deaths in the United States are a result of unhealthy lifestyle behaviors (AACN, 2006). As epidemiologists explore essential questions such as how stressful life events and behavioral choices may influence an individual’s health, society wrestles with the distinction of what is actually within the control of an individual and therefore relates to personal responsibility for promoting well being, versus how larger-scale efforts can modulate psychosocial risk factors that result in population health problems.
In this Discussion, you will consider the connection between psychosocial risk factors and health outcomes. As you review the research literature, consider how you have come across this issue in your professional practice. As a nurse leader, what opportunities do you have to apply the information presented this week to promote improvements in population health status?
To prepare:
Review the Learning Resources, focusing on the influence of psychosocial factors on health and disease.
Locate at least two examples from the research literature of how these factors influence health. If necessary, conduct additional research using the Walden Library and credible websites.
Examine strategies currently being employed to address these factors, including health promotion and disease prevention efforts.
Ask yourself: How are these strategies designed to improve population health status?
By Day 3
Post a cohesive scholarly response that addresses the following:
Provide a brief summary of each example, including the influence of psychosocial factors on health and disease as discussed in the research literature. Cite your sources.
What strategies are currently being used to address these factors? Support your response with examples from the literature.
Knowing that there are psychosocial factors that influence acute and chronic diseases, what is the role of the nurse in probing for that information or in larger initiatives?
Read a selection of your colleagues’ responses.
By Day 5
Respond to at least two of your colleagues 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.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Week 6: Epidemiological Applications, Part 2 and Data Interpretation
Can a person’s experience with racial discrimination impact aging and his or her physical health? The answer may be yes, according to a preliminary epidemiologic research study sponsored by the National Institute on Aging (NIA) and the National Institute of Health (Szanton et al., 2011; NIH, 2011). The NIA looks at factors such as race and socioeconomic status in relation to health disparities and outcomes. The Szanton et al. study identified a sample population of African Americans living in the Baltimore area who reported experiencing racial discrimination in their lifetime. This sample population showed higher levels of red blood cell oxidative stress, a potential risk factor in cardiovascular and other age-related diseases. Although this study presents only preliminary findings, it is interesting to consider the role that stress and other psychosocial factors play in the overall health of individuals and populations.
This week, you will examine psychosocial factors that influence health and disease. By understanding the role of these factors in health, along with environmental and genetic factors, you will have additional tools to improve health outcomes for individuals and populations.
Finally, in order to develop evidence-based interventions, DNP-prepared nurses need to be able to critically appraise the research literature, including the conclusions drawn from the data analysis. To practice this skill, you will appraise two articles and consider potential sources of confounding and bias.
Learning Objectives
Students will:
Evaluate the influence of psychosocial factors in health and disease
Critically appraise epidemiologic literature
Analyze the potential influence of confounding variables in a research study
Analyze potential sources of bias in epidemiologic research
Learning Resources
Required Readings
Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice (6th ed.). Jones & Bartlett.
Chapter 10, “Data Interpretation Issues”
In Chapter 10, the authors describe issues related to data interpretation and address the main types of research errors that need to be considered when conducting epidemiologic research, as well as when analyzing published results. It also presents techniques for reducing bias.
Chapter 15, “Social, Behavioral, and Psychosocial Epidemiology”
Chapter 15 features psychosocial, behavioral, and social epidemiology.
Elliott, A. M., Smith, B. H., Penny, K., Smith, W. C., & Chambers, W. A. (1999). The epidemiology of chronic pain in the community. The Lancet, 354(9186), 1248–1252.
This article describes an early epidemiologic study on chronic pain. Carefully review this article noting the structure of the research design, assessment and data collection, and analysis strategies. You will refer to this article for Discussion 2.
Oppenheimer, G. M. (2010). Framingham Heart Study: The first 20 years. Progress in Cardiovascular Diseases, 53(1), 55–61.
The Framingham Heart Study is a landmark epidemiologic study that began in the 1940s. The author of this article reviews the history of the Framingham Heart Study and its contribution to population health. As you read this article, consider any sources of bias or potential conflict of interest. You will refer to this article for Discussion 2.
Phillips, C. V., & Goodman, K. J. (2004). The missed lessons of Sir Austin Bradford Hill. Epidemiologic Perspectives & Innovations, 1(3). Retrieved from http://www.biomedcentral.com/1742-5573/1/3
In 1965, Austin Bradford Hill worked on a paper that has become a standard in public health and epidemiologic study about how to make decisions based on epidemiologic evidence. Hill put forth strategies for inferring causation and stressed the need for considering costs and benefits when planning health-promoting interventions. Review this article, which examines how Hill’s strategies are often misused or misinterpreted.
Centers for Disease Control and Prevention. (2011). CDC health disparities and inequalities report—United States, 2011. Morbidity and Mortality Weekly Report, Supplement, (60), 1–114. Retrieved from http://www.cdc.gov/mmwr/pdf/other/su6001.pdf. [Read pages 11–32]
This report consolidates national data on disparities in mortality, morbidity, behavioral risk factors, health care access, preventive health services, and social determinants of critical health problems in the United States by using selected indicators. The required section of reading introduces the social determinants of health and environmental hazards.
World Health Organization. (2011). Social determinants of health. Retrieved from http://www.who.int/social_determinants/en/
According to the World Health Organization, “The social determinants of health are mostly responsible for health inequities—the unfair and avoidable differences in health status seen within and between countries.” This article presents an introduction to social determinants of health.
World Health Organization. (2011). Social determinants of health: Key concepts. Retrieved from http://www.who.int/social_determinants/thecommission/finalreport/key_concepts/en/index.html
This article outlines key concepts related to the social determinants of health.
Healthy People 2020. (2011). Social determinants of health. Retrieved from http://healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicid=39
This website presents an overview of the social determinants of health and addresses how the information relates to Healthy People 2020.
UCL Institute of Health Equity. (2018). ‘Fair society healthy lives’ (The Marmot Review). Retrieved from http://www.instituteofhealthequity.org/resources-reports/fair-society-healthy-lives-the-marmot-review
Optional Resources
Genaidy, A. M., Lemasters, G. K., Lockey, J., Succop, P., Deddens, J., Sobeih, & Dunning, K. (2007). An epidemiological appraisal instrumental – a tool for evaluation of epidemiological studies. Ergonomics, 50(6), 920–960.
Centers for Disease Control and Prevention. (2011). Social determinants of health. Retrieved from http://www.cdc.gov/socialdeterminants/
Excellent Good Fair
RESPONSIVENESS TO DISCUSSION QUESTION
Discussion post minimum requirements:
*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.
8 (26.67%) – 8 (26.67%)
Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.
7 (23.33%) – 7 (23.33%)
Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.
6 (20%) – 6 (20%)
Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.
CONTENT KNOWLEDGE 8 (26.67%) – 8 (26.67%)
Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.
7 (23.33%) – 7 (23.33%)
Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.
6 (20%) – 6 (20%)
Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course
CONTRIBUTION TO THE DISCUSSION 8 (26.67%) – 8 (26.67%)
Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.
7 (23.33%) – 7 (23.33%)
Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature
6 (20%) – 6 (20%)
Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.
QUALITY OF WRITING 6 (20%) – 6 (20%)
Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.
5 (16.67%) – 5 (16.67%)
Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.
4 (13.33%) – 4 (13.33%)
Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.
Total Points: 30
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Solution
Week 6 Discussion 1: Psychosocial Factors in Health
Psychosocial factors are essential indicators of one’s healthy living. These factors include psychological and social aspects that impact one’s coping with life’s conditions. Psychosocial factors are influenced by one’s spheres of life, right from their job to social interactions. In their study, Thomas et al. (2020) demonstrate the effects of psychosocial factors on health behaviors by carrying out a population-based survey of middle-aged individuals. The authors assert that these factors impact individuals’ health behaviors based on their interactions and levels of satisfaction in their jobs, their ability to perform and be productive in their personal lives. Another study by Talavera-Velasco (2018) shows that psychosocial factors impact employees’ mental health, like police officers, while Franklin and Gkiouleka (2020) show the increased psychosocial risks of health care workers during the COVID-19 pandemic. The implication is that positive psychosocial factors help individuals to have moderating outcomes in their different aspects of living, including an excellent work-life balance.
Stakeholders and providers are employing a host of strategies to mitigate these factors. These include counseling services, ensuring a work-life balance that relieves strain on employees like frontline workers during public health emergencies like the COVID-19 pandemic and using evidence-based practice (EBP) interventions to enhance care outcomes (Lai et al., 2020). Further, increased awareness of the detrimental effects of mental health problems ensures that the affected can lead quality lives despite the harmful effects of their conditions.
Psychosocial factors influence acute and chronic conditions among different health populations. Nurses play a critical role in probing for information and elaborate initiatives to improve health outcomes. As frontline care providers, nurses advocate for increased access and availability of information to help different populations susceptible to chronic and acute conditions deal with their situations (Franklin et al., 2021). These patients can get support due to information and make appropriate decisions. Nurses empower them to make effective choices to relieve pain and associate psychological stress and strain.
References
Franklin, P., & Gkiouleka, A. (2021). A Scoping Review of Psychosocial Risks to Health
Workers During the Covid-19 Pandemic. International Journal of Environmental Research and Public Health, 18(5), 2453. https://doi.org/10.3390/ijerph18052453
Lai, J., Ma, S., Wang, Y., Cai, Z., Hu, J., Wei, N., … & Hu, S. (2020). Factors associated with
mental health outcomes among health care workers exposed to coronavirus disease 2019. JAMA network open, 3(3), e203976-e203976. doi:10.1001/jamanetworkopen.2020.3976
Talavera-Velasco, B., Luceño-Moreno, L., Martín-García, J., & García-Albuerne, Y. (2018).
Psychosocial risk factors, burnout, and hardy personality as variables associated with mental health in police officers. Frontiers in psychology, 9, 1478. https://doi.org/10.3389/fpsyg.2018.01478
Thomas, K., Nilsson, E., Festin, K., Henriksson, P., Lowén, M., Löf, M., & Kristenson, M.
(2020). Associations of psychosocial factors with multiple health behaviors: A population-based study of middle-aged men and women. International journal of environmental research and public health, 17(4), 1239. doi:10.3390/ijerph17041239

NRP/543: Management Of Pediatric And Adolescent Populations
Week 5 Discussion – Cardiovascular Disorders & Infectious Diseases
Respond to the following in a minimum of 175 words:
• Research community resources available for children with cardiovascular disorders and infectious diseases.
• Describe a resource that can be used in the clinics to help a child patient or to educate the patient’s family about a cardiovascular disorder or an infectious disease.
Substantive Posts:
A substantive post should follow this criterion:
• At least 175 words
• Integrate theory, research, and/or professional experience
• Include specific examples and/or substantiating evidence
• Include in-text citations and references in 7th edition APA format
• Stay on topic and address the course objectives
• Demonstrate proper spelling, grammar, and scholarly tone You MUST include a question with every post to receive full credit.
Textbook for NRP/543:
Burns, C. E., Dunn, A. M., Brady, M. A., Barber Starr, N., Blosser, C. G., & Garzon, D. L. (2017). Pediatric primary care (6th ed.). Elsevier.
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Solution
Wk 5 Discussion
Research community resources available for children with cardiovascular disorders and infectious diseases.
There are three community resources available for children with cardiovascular and infectious diseases with a focus on keeping them safe, healthy and happy. The first resource is education and outreach programs. These programs can be moderated by medical experts. In addition, the programs include coaching clinics that educate the caregivers on the best approaches and how to handle emergencies. Besides that, the programs include outreach clinics that provide funded medical services, education, and health promotion material (Burns et al., 2017). The second resource is health care networks that seamlessly interconnect data sources, devices, and sites to streamline health care delivery. The collected data and developed knowledge are regularly acted upon to anticipate and prevent medical emergencies. The networks also include a trusted community of pediatric acute care, wellness, and health resources that are comprised of pediatric specialists, pediatricians, and subspecialists, as well as facility providers and other individuals who are involved in providing high-quality health care services and expanding the pediatric care delivery model. The third resource is school-based programs and partnerships. From prevention and wellness to disease management, these programs ensure that children in school have optimal health care outcomes. They are designed to improve health literacy while reducing the amount of time the children are out of school because of illness, and therefore they focus on increasing the amount of time the children spend learning (McDonald & Jakubec, 2021).
Describe a resource that can be used in clinical to help a child patient or to educate the patient’s family about a cardiovascular disorder or an infectious disease.
One resource that can be used in clinics to help a child patient with cardiovascular disorders and/or infectious diseases is the health care networks. These networks serve two main functions. Firstly, they leverage communication technologies to seamlessly interconnect data sources, devices, and sites to ensure that the child is always monitored and health care delivery is streamlined. This ensures that medical emergencies can be anticipated and prevented. Secondly, they create a trusted community of medical personnel who deliver the required medical care (McDonald & Jakubec, 2021).
References
Burns, C. E., Dunn, A. M., Brady, M. A., Barber Starr, N., Blosser, C. G., & Garzon, D. L. (2017). Pediatric Primary Care (6th ed.). Elsevier.
McDonald, S. A., & Jakubec, S. L. (2021). Stanhope and Lancaster’s Community Health Nursing in Canada (4th ed.). Elsevier Inc.

Directions:
Choose a nursing or healthcare topic you wish to teach to a live audience of three or more patients. Either design a lesson plan template on your own using textbook examples or obtain a template from free web sources. A lesson plan may be typed in landscape view with columns and will need to include the following five headings:
Learning Objectives, Content Outline, Teaching Strategies, Technologies, and Evaluation Methods
Include the main topic for the presentation, date, and place of presentation, time (from/to), mode of delivery (in person or virtually), and the number of adults in attendance.
Sections of the teaching plan will need to be organized and contain the following:
SMART Learning Objectives, a minimum of five that relate to your topic
A content outline for each of five learning objectives
Document teaching strategies used where applicable for each learning objective
A list of any technologies, props, or other devices used to enhance the teaching-learning session
A list of evaluation methods that will be used for each learning objective, i.e., discussions, question and answer sessions, small group work, case studies, post-test or other evaluation of teaching form
Briefly evaluate and summarize the learning outcomes from your session.
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Solution
Signature Assignment – Lesson Plan and Teaching Presentation
The subject to be taught is safe sexual practices among members of society. Safe sexual practices include the measures taken by sexual partners to protect themselves from sexually transmitted diseases and unwanted pregnancies. The lesson will be presented on 12th December 2021 at the community hall in my local town from 10.00 am to 12.30 pm. The mode of delivery will be an in-person presentation, given the need for live interaction with the audience and the need to give immediate feedback to the audience. Furthermore, some technology will be used as a mode of delivery, whereby images will be projected, and some videos played to help the learners understand the topic better. Approximately 15 adults are expected to be in attendance for the lesson. However, enough preparations have been made to ensure that up to 30 adults can be effectively accommodated in the meeting hall. All measures to protect the attendees from Covid-19 will be strictly followed.
Learning Objectives
First, the learners are supposed to understand what safe sexual practices are. By the end of the lesson, the learners should understand what constitutes safe and unsafe sexual practices.
Secondly, the learners are supposed to understand the negative effects that come as a result of unsafe sexual activities. The learners need to understand the complications and unwanted outcomes that come from unsafe sexual practices and how they negatively impact human life.
The learners should also know the different ways to practice safe sexual practices and avoid negative outcomes in the process. The learners should know how to protect themselves from STIs and unwanted pregnancies using the available methods.
The learners also need to understand the benefits that they stand to gain when they engage in safe sexual practices, motivating them to practice safe sexual practices.
The learners should also be able to effectively identify places where they can access sexual health support to either protect themselves or receive treatment for the unwanted outcomes of unsafe sexual practices such as STIs.
Content Outline
Introduction to safe sexual practices: this topic will introduce what safe sexual practices are and what counts as either safe or unsafe sexual practices
Benefits of safe sexual practices: the learners will understand how they stand to gain from safe sexual practices and what they can do to get the best outcomes in the future.
The negative outcomes of unsafe sexual practices: the learners will understand the negative outcomes resulting from poor sexual practices, specifically contracting STIs and unwanted pregnancies.
The types of STIs: The learners will be taught about the types of STIs that they could contract from unsafe sexual practices and how each of the diseases is contracted.
Steps that contribute to safe sexual health: the learners will be taught how they can protect themselves from the different STIs they have been taught about and how to prevent unwanted pregnancies.
Teaching Strategies
An inquiry-guided instruction approach will be used throughout the learning process. An inquiry-guided learning approach involves the instructor asking questions to gauge how much the learners know about the subject matter and improving their knowledge by correcting the wrong perceptions they may have on the subject matter while also building upon the correct knowledge they have (Kidman & Casinader, 2017). The learners will also be expected to ask questions on the explanations given by their instructor to improve their knowledge and help in the elimination of the wrong information that they may have on the practice of safe sex. Lesson objective transparency will be used throughout the class, whereby the instructor will mention the learning objectives to be achieved by the end of the class and confirm whether they have been addressed by the end of the lesson so that the lesson can be rated as either successful or having failed in meeting the required objectives.
Technologies to be Used
First, a projector will be used in the classroom. The projector will show images and videos that will help clarify the points being made during the class. The audiovisual expression of information will help get the best out of the class since students tend to learn more when the information passed is accompanied by audiovisual presentations. Additionally, a laptop will be used in the class due to the different important roles that it plays. For example, the laptop will be used to project the images into the projector, given that the audiovisual presentations will be stored in them. Also, a recorder will be used to record the class proceedings so that an evaluation of the process will help improve the future lessons in case any weaknesses are noticed.
Evaluation Methods
The question and answers evaluation method will evaluate the effectiveness of the lessons undertaken. After the lesson is concluded, the instructor will ask questions to the audience on the different issues covered (Mikeska et al., 2019). Through such questions, the instructor will rate the understanding levels of the learners, thereby making it easy to determine if the lesson has been successful or not. The students will also ask questions seeking further clarification from the instructor to ensure that they will gain more knowledge on the subject matter (Mikeska et al., 2019). The instructor should create a welcoming environment that will encourage the full participation of the students in the Q&A session.
References
Kidman, G., & Casinader, N. (2017). Inquiry-based teaching and learning across disciplines. London: Palgrave Pivot, 10, 978-1.
Mikeska, J. N., Holtzman, S., McCaffrey, D. F., Liu, S., & Shattuck, T. (2019). Using classroom observations to evaluate science teaching: Implications of lesson sampling for measuring science teaching effectiveness across lesson types. Science Education, 103(1), 123-144.
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Classmate Response (1) PUB 655-Topic 6 DQ 1- Human Migration
This order is for a response to a classmate’s post. I have uploaded the question and the classmate’s essay that requires a response
Respond to the classmate essay by-
1. sharing an insight to the question and asking a probing question.
2. Also add other points related to the topic.
3. offering and supporting an opinion from the classmate essay
4. please elaborate on one or two points from the classmate’s essay. Please do not just re-write what the classmate wrote.
5. validating an idea
6. making a suggestion
-Please use your own words and do not copy what she wrote
– Sources must be published within the last 5 years. It must be from 2017 and after and appropriate for the paper criteria and public health content.
– Please do not use blogs as references
-References should be in APA 7th ed.
-Add references to reference page
-Add the hyperlink/DOI for each reference in APA 7th edition format.
Thank you.
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Solution
Classmate (Adriana) Reply
I agree with you that three of the most often neglected sphere core humanitarian standards in humanitarian emergencies such as natural disasters include humanitarian response being provided in effective and timely ways to the individuals and communities affected by the specific humanitarian crisis (McCann et al., 2018). Most of the time, the concerned authorities, such as a federal emergency management authority state and local authorities, do not respond on time in case of a humanitarian crisis. Therefore, a timely and effective response to humanitarian crises such as natural disasters can play an essential role in saving lives and property (Abdelmagid et al., 2019). Another sphere core humanitarian standards usually ignored during humanitarian crises such as natural disasters involves welcoming and addressing such complaints. Often, disaster-response authorities do not have effective avenues in which individuals affected by disasters can utilize to launch complaints. Most of the time, authorities that respond to disasters also do not consider the complaints of those affected by such disasters. Therefore, not welcoming complaints during disasters can result in the adoption of disaster response strategies that do not suit the affected communities (Leresche et al., 2020). The third and final sphere core humanitarian standard usually ignored during an emergency involves strengthening local capacity when attempting to avoid the adverse effects of a given humanitarian crisis on local individuals and communities. Federal, state, and local authorities do not allocate adequate resources to build resilience among communities that are frequently affected by disasters such as wildfires and floods—not building resilience results in the same community being at risk of natural disasters repeatedly (McCann et al., 2018).
References
Abdelmagid, N., Checchi, F., Garry, S., & Warsame, A. (2019). Defining, measuring, and interpreting the appropriateness of humanitarian assistance. Journal of International Humanitarian Action, 4(1). https://doi.org/10.1186/s41018-019-0062-y
Leresche, E., Truppa, C., Martin, C., Marnicio, A., Rossi, R., Zmeter, C., Harb, H., Hamadeh, R. S., & Leaning, J. (2020). Conducting operational research in humanitarian settings: is there a shared path for humanitarians, national public health authorities, and academics? Conflict and Health, 14(1). https://doi.org/10.1186/s13031-020-00280-2
McCann, M., Sphere Association, Sphere Project, & Knudsen, C. (2018). The Sphere Handbook. Sphere Association.

PHN 652-Topic 3 DQ 1: Data Collection And Analysis Methods -Classmate response (3)
QUESTION -TOPIC 3 DQ 1-Discuss the advantages and disadvantages of using qualitative or quantitative data. Give an example of when you would use each.
Classmate Response- (Carlos)- Qualitative and quantitative data are gathered in a very similar fashion but are different in terms of the type of information that is gathered. One of them deals with numbers (quantitative) and the other focuses on observations (qualitative). Quantitative data uses measurable data such as behaviors, number or individuals, conditions or events. The purpose of using numerical data is to determine what, who, when and the where of health events (NIH, 2018). Examples of when you would use quantitate data are: weight, vitals, age, number of individuals suffering from a specific illness. Qualitative data on the other had takes into account all data that is not numerical. It is data that can be observed but not measured. Some examples of qualitative data are firsthand observations, interviews, questionnaires, how patients perceive quality improvement changes. In short, it is the use of words to help describe a particular health relate event (NIH, 2018). The purpose of gathering qualitative data is to study the impact that things like society, culture, economics, and politics have on the health and disease development on the population. One example would be to study how people perceive the importance of wearing a mask during the covid-19 pandemic. Quantitative data in public health would be used to gather numerical data for example, studies could be done to help identify how many individuals are homeless withing a community in order to determine how to properly manage resources based on the need of the community.
References
National Institute of Health. (2018). Common data types in public health research. Retrieved from https://www.nihlibrary.nih.gov/resources/subject-guides/health-data-resources/common-data-types-public-health-research
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Solution
Reply Carlos
I agree with you that one of the main differences between qualitative and quantitative data is that one form focuses on observations while the other focuses on data. Quantitative data relies on measurable data concepts such as the number of individual behaviors, conditions, and events (Noyes et al., 2019). The central purpose of quantitative data is to quantify various health events such as the prevalence of diseases, rates of infections, efficacy of a certain treatment, among others. On the other hand, qualitative data considers data that is not numerical, which includes data that can be easily compiled but not quantified. Qualitative approaches involve questionnaires, interviews, and observations (Noyes et al., 2019).
However, the use of quantitative data will have several advantages and shortcomings to a researcher. One of the main advantages of quantitative data is that it allows a researcher to recruit a larger sample size. Quantitative data allows a researcher to be able to make accurate generalizations related to large populations. Quantitative data is also efficient and requires less time to collect. Research can therefore be able to collect information quickly when utilizing quantitative research (Noyes et al., 2019). Finally, quantitative data allows for easier maintenance of anonymity among research participants. In contrast, one of the main shortcomings of quantitative data is that such data does not consider the meaning behind the occurrence of given social phenomena (Noyes et al., 2019). In contrast, qualitative data’s central advantage is that it considers the meaning behind the occurrence of certain phenomena, such as understanding the attitudes of research participants. One of the main shortcomings of qualitative data is that it’s not a statistical representative form of data collection which makes it hard to generalize study results over large populations.
References
Noyes, J., Booth, A., Moore, G., Flemming, K., Tunçalp, Z., & Shakibazadeh, E. (2019). Synthesising quantitative and qualitative evidence to inform guidelines on complex interventions: clarifying the purposes, designs and outlining some methods. BMJ Global Health, 4(Suppl 1), e000893. https://doi.org/10.1136/bmjgh-2018-000893

Instructions
Benchmark-Summative Assessment
Formative and summative assessments should align with instructional objectives and provide instructors with a variety of ways to measure learning. Instructors have the responsibility to create a test blueprint before creating the assessment to guide them in item writing.
The purpose of this assignment is to create NCLEX style questions and a test blueprint based on the QSEN competency you selected and the course objectives you created in the Topic 3 assignment. Create a summative assessment that consists of five NCLEX-style questions. All questions should be leveled based on Bloom’s taxonomy assigned appropriately to where your course fits in the curriculum.
Complete the “Test Blueprint” template to guide your distribution of 100 questions across all Bloom’s levels for the four objectives you created in Topic 3. These questions should be distributed according to the semester your course will occur. Use the “Test Blueprint” template to complete the following:
Create five NCLEX-style questions based on your QSEN competency.
Identify Bloom’s level and rationale for including each of the five NCLEX-style questions.
Complete the “Test Blueprint” template of 100 hypothetical questions (you do not have to create 100 questions, just designate how many questions per Bloom’s level and how many of the 100 questions would be select-all-that-apply).
Provide a rationale that explains why you assigned questions to each of Bloom’s levels within the test blueprint.
Incorporate the “Test Blueprint” template, five NCLEX-style questions, and associated narratives into one Word document.
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Solution
Introduction
The creation of a test blueprint is a significant step in the preparation of assessment for any course. Instructors in nursing education utilize testing devices to measure specified student achievement in different course outcomes (Javaeed, 2018). The educational objectives are significant in guiding educators in setting the assessment by informing them on the number of questions or emphasis for each objective. This paper presents the preparation of a summative assessment for the Psychiatric Nursing in Underserved Populations Champion Course. The author describes examples of NCLEX-type questions, related professional standards, and test blueprint for the assessment.
Alignment to Professional Standards and Nurse Educator Competencies
The RN-BSN program equips students with more leadership proficiency, advanced career skills, and more knowledge of the nursing practice (Altmiller and Hopkins-Pepe, 2019). The RN-BSN program is significant in imparting students with skills needed in quality improvement and patient-centered care. The quality and safety education for nurses’ competencies helps students acknowledge their weaknesses and strengths before qualification and identify ways to improve. This summative assessment considers the QSEN competencies, which the student should acquire after the course. The course outline and objectives incorporate learning experiences, which will help the student attain the competencies. The assessment will involve testing students to achieve the following QSEN competencies required of them upon licensure.
Improvement of quality – knowledge, and skills in quality improvement are integral in graduate nurses (Altmiller and Hopkins-Pepe, 2019)
Patient-centered care – treating clients with dignity is a significant virtue in nursing practice
EBP- utilization of best evidence from research is integral in psychiatric nursing
Informatics – the comprehension of the role of informatics in increasing efficiency in the management of information is also significant for the students
Healthcare providers’ collaboration – students will demonstrate their competencies in teamwork and collaboration in psychiatric nursing services to underserved populations.
NCLEX Style Questions
While caring for patients with psychiatric disorders in the community, the nurse understands that such populations face additional barriers to access preventive practices, health promotion services, and healthcare. As a nurse working among underserved populations, what other facts about psychiatric nursing among the populations should you consider? Select all that apply.
Most ethnic or racial minority populations have similar cases as the whites
The rates of psychiatric conditions in marginalized populations of African Americans are similar to those of the general population
The history of American Indians, Alaska Natives reveals intergenerational trauma imparted to these populations and has an insignificant effect on the rate of health problems than the general population.
Cultural and structural barriers among millions of Asian Americans and Pacific Islanders are insignificant in influencing their access to mental health care.
The Appalachian people are over-represented in the U.S.A’s worst quintile of social determinants of health.
The Lesbian, Gay, Bisexual, Transgender, Queer/Questioning (LGBTQ) population faces a similar risk of mental illness as heterosexual men.
The bisexual population has characteristic confidence that increases their uptake of mental health services while the homosexual individuals face more adverse health outcomes distress related to stigma.
QSEN Competency: Evidence-based practice
Objective: Determinants of health and their relation to psychiatric health (objectives one and two)
Concept: Social determinants of health and health-related disparities in psychiatric nursing
Bloom Level: knowledge
Rationale: The teacher decided to test learner recall of content learned in the classroom and various learning experiences. In the knowledge-levels question, the learner should demonstrate that they could identify the course concepts learned, which is crucial in utilizing the content to higher levels of thought (Scully, 2017). The question requires students to allude to the content on determinants of health and consider the racial, ethnic, gender, developmental, social contexts, and economic aspects of underserved populations in the U.S. healthcare disparities among marginalized communities in the U.S.A such as the Appalachian people are significant causes of poor outcomes of mental illnesses (Snell-Hood et al., 2017). Specifically, the learner will respond by recalling the different demographic facts about various marginalized.
Consider the following scenario. A psychiatric client on treatment for twelve years marries in a formal wedding, includes her husband’s name in the medical records, and introduces him to the psychiatric nurse after marriage. Two months after the introduction, the husband visits the nurse at a primary health facility and requests to know the treatment or plan of care, the need for safety interventions for his wife, and prognosis. The psychiatric nurse discusses the diagnosis to the husband and a detailed history of the client. Considering your understanding of psychiatric nursing, what action(s) should the nurse have taken? Select all that apply.
Confirm that the husband is rightfully married to the client and discuss the diagnosis with him if medical records confirm the relationship.
Inquire about their marriage to determine whether they divorced.
Call the psychiatric client and request her consent.
Conceal the information.
Caution the husband not to share the information with other people, such as the client’s friends.
QSEN Competency: Patient-centered care
Objective: Discuss the ethical principles in nursing, patient rights, and responsibilities (objectives three and four)
Concept: Ethics, legal issues, and nursing principles relevant in the service provision of underserved groups
Bloom Level: Application
Rationale: Respect for patient preferences, values, and rights are integral in nursing practice. This question encourages the student to transfer knowledge learned in the classroom or other learning strategies into their practice as nurses. The psychiatric nursing practice also requires nurses to respect patient rights and adhere to ethical-legal issues related to patient care (Baciu et al., 2017). Therefore, patients with psychiatric disorders are not exceptional in receiving patient-centered care that respects their preferences and rights. The teacher included this question in the assessment to challenge the learner to apply knowledge learned in class to solve a problem or dilemma. During the teacher helps the learner build knowledge by building lower levels of through to higher orders. The student should therefore demonstrate that they grasped content and can use it to clove problems.
Social circumstances and individual characteristics are significant influencers of mental health. Depending on the context, some groups of people in the community have specific susceptibility to the development of psychiatric conditions. Which set of factors below represent the individual attributes, which influence mental health?
Emotional immaturity, communication difficulties
Family conflict, poverty
Poor access to essential services, discrimination
Gender inequalities, exposure to violence
QSEN Competency: Patient-centered care
Objective: State the risk factors of mental health conditions across the lifespan (objective one)
Concept: Mental health vulnerabilities across the lifespan
Bloom Level: Comprehension
Rationale: The teacher included this question in the assessment to test whether the learner grasped the meaning of different vulnerabilities and risk factors, which predispose people to mental health disorders. According to Adler et al. (2016), individual attributes are innate and learned behaviors of a person, which they use to manage those and feelings in daily life. Social factors differ with individual attributes involving other families, peers, work environment, and law that guides human behavior. Therefore, this question assessed whether the learner could identify the correct set of individual attributes to demonstrate their ability to summarize the content.
While working in the community, nurses need to implement evidence-based practice. In psychiatry nursing, nurses should understand that their interventions involve the best evidence from research and reliable studies related to the area. A psychiatric nurse championing for better services among the underserved populations understands that they can intervene by
Implementing telepsychiatry to diverse settings
Replacing human interactions with tele-mental health
Training nurses to work in underserved populations upon graduation and licensure.
Improving housing and eliminating disparities by instituting policies, which promote equal opportunities in child development
QSEN Competency: Evidence-based practice
Objective: Nurse practitioners will appreciate the significance of evidence-based practice in psychiatric interventions in underserved groups.
Concept: Evidence-based practices in addressing the health-related disparities in underserved populations about mental health
Bloom Level: Analysis
Rationale: The teacher included the question in the assessment to test their ability to find trends or patterns in course content and predict what would happen. Analysis questions challenge learners to move beyond sampling, recalling, comprehending, and analyzing content learned in class (Diab and Sartawi, 2017). The teacher tests the student’s analysis of the actions, which a psychiatric nurse can perform at their capacity to promote better services. Therefore, nurses can implement telepsychiatry at their capacity to deliver race to people in diverse locations.
The translation of knowledge on the diagnosis of common mental health issues in underserved groups is integral in promoting the best patient care outcomes. for a patient with alcoholic hallucinosis, the nurse understands that the following symptoms confirm that the patient is experiencing the syndrome
Tactile hallucinations and extremes of anger
Fear, anxiety, and extreme anger
Visual hallucinations and clear sensorium,
Delirium and auditory hallucinations
QSEN Competency: Patient-centered care
Objective: Discuss the ethical principles in nursing, patient rights, and responsibilities (objectives three and four)
Concept: Ethics, legal issues, and nursing principles relevant in the service provision of underserved groups
Bloom Level: Knowledge
Rationale: The teacher decided to test learners’ recall of information and learn specific knowledge from classroom teaching. The question requires the learner to identify the characteristic presentation of a client with alcoholic hallucinosis. The syndrome can develop among people with prolonged alcohol abuse. The alcoholic syndrome can occur after 24 hours of the last alcohol intake. In this question, the students should demonstrate their remembrance that the syndrome presents with visual, auditory, and tactile hallucinations, clear sensorium, anxiety, and fear in extreme cases.
The assessment will be a summative test for semester three, according to Table 1; the number of questions will be distributed to four levels of Bloom’s taxonomy- knowledge, comprehension, application, and analysis. After determining the semester, the teacher assigned the number of question or test items to the four levels
Table 1
COGNITIVE LEVEL First Semester Second Semester Third Semester Fourth Semester
Knowledge 40% 25% 15% 0%
Comprehension 35% 40% 25% 0%
Application 20% 30% 30% 15%
Analysis 5% 5% 30% 25%
Synthesis 0% 0% 0% 30%
Evaluation 0% 0% 0% 30%
Table 2
Test Blueprint
COURSE: _PSYCHIATRIC NURSING IN UNDERSERVED POPULATIONS CHAMPION COURSE_
TEST: _THIRD SEMESTER SUMMATIVE TEST_
COGNITIVE LEVEL Objective 1 Objective 2 Objective 3 Objective 4
Knowledge 4 4 5 2
Comprehension 6 10 4 5
Application 10 4 6 10
Analysis 4 6 12 8
Synthesis 0 0 0 0
Evaluation 0 0 0 0
The rationale for Bloom’s Level of Test Blueprint Questions
The third semester focuses on guiding the learner into lower to middle-order levels of Bloom’s Taxonomy. The choice of the question depended on the module objectives or content that was satisfactorily covered. According to Diab and Sartawi (2017), both classroom teaching and summative assessment should encourage the student to build cognitive skills from lower knowledge, comprehension, and application levels to higher analysis levels. The assessment for the third semester does not test the synthesis and evaluation of cognitive skills. The teacher included each question to the different levels of Bloom’s taxonomy to encourage the learner to build through from lower to higher levels of cognitive skills.
The number of questions for each objective depended on the teacher’s amount of significance of the specific objective. Out of the hundred questions, 45 questions belonged to the select-all-that apply (SATA) test items. The classroom teaching will also involve challenging the student to apply comprehended knowledge to new situations or solve problems. The teacher-included questions, which test students’ knowledge or recall of the content to encourage them, think from lower levels of cognitive skills. Out of the hundred questions, 15 assess the knowledge level of Bloom’s taxonomy. The four objectives were assigned different numbers of questions for the knowledge level depending on the amount of time spent teaching the content area and the importance assigned by the teacher.
Bloom identified that the comprehension level involves encouraging a learner to grasp the meaning of content and demonstrating the ability to explain the meaning of the material (Diab and Sartawi, 2017). Application-level questions focus on assessing how a learner can use the information to solve a problem or create a project. The analysis level focuses on challenging the learner to identify patterns in content material, break it down into parts and find the relation or trend among the parts. Questions assessing learners’ cognitive skills in analysis help them subdivide information, put it into a whole, and identify the relationship.
Conclusion
Nursing educators utilize Bloom’s taxonomy domain to guide learners in instruction and assess them (Diab and Sartawi, 2017). The educators also use the learning objective to plan, implement and evaluate learning outcomes. Using Bloom’s taxonomy domains, educators guide the learner to build thought and knowledge from lower to higher levels of cognitive skills. The selection of questions into the test blueprint in this assessment depended on the objectives and specific cognitive skills among the learners expected.
References
Adler, N. E., Glymour, M. M., & Fielding, J. (2016). Addressing social determinants of health and health inequalities. Jama, 316(16), 1641-1642.
Altmiller, G., & Hopkins-Pepe, L. (2019). Why Quality and Safety Education for Nurses (QSEN) matters in practice.
Baciu, A., Negussie, Y., Geller, A., Weinstein, J. N., & National Academies of Sciences, Engineering, and Medicine. (2017). The state of health disparities in the United States. In Communities in action: Pathways to health equity. National Academies Press (US).
Diab, S., & Sartawi, B. (2017). Classification of questions and learning outcome statements (Los) into blooms taxonomy (bt) by similarity measurements towards extracting of learning outcome from the learning material. arXiv preprint arXiv:1706.03191.
Javaeed, A. (2018). Assessment of higher-ordered thinking in medical education: multiple choice questions and modified essay questions. MedEdPublish, 7(2), 60.
Scully, D. (2017). Constructing multiple-choice items to measure higher-order thinking. Practical Assessment, Research, and Evaluation, 22(1), 4.
Snell-Rood, C., Hauenstein, E., Leukefeld, C., Feltner, F., Marcum, A., & Schoenberg, N. (2017). Mental health treatment seeking patterns and preferences of Appalachian women with depression. American Journal of Orthopsychiatry, 87(3), 233.

NRP/543: Management Of Pediatric And Adolescent
Wk 6 Discussion Populations Response 1 & 2 – Orthopedic and Hematologic Disorders
Post 1 reply to each of the following discussion responses from classmates or your faculty member. Be constructive and professional.
• Each reply must be a minimum of 175 words each.
•You MUST include a question with every post response to receive full credit.
• Each response must have at least 1 scholarly peer-reviewed reference or textbook listed
below under references.
• Must cite and list references in APA 7th edition format.
Textbook for NRP/543:
Burns, C. E., Dunn, A. M., Brady, M. A., Barber Starr, N., Blosser, C. G., & Garzon, D. L. (2017). Pediatric primary care (6th ed.). Elsevier.
Wk 6 DQ Response 1. Please reply as instructed above.
1. What is the current recommendation in managing thalassemia?
Wk 6 DQ Response 2. Please reply as instructed above.
2. A dear friend and colleague of mine spent most of his career working in outpatient oncology at the children’s hospital. He loved his job and the children that he met over his career. He was heartened when a child went into remission and grieved alongside the family when the child didn’t survive. He mentioned the excitement with the newest cancer research and the hope such research provides for the future.
Class: As an FNP (family nurse practitioner) What are the most common hematologic conditions that you are likely to encounter in children? How do we manage/assist parents who are coping with children with terminal diseases?
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Solution
Introduction
I have clearly read and understood the question in the statement. The question asks about the most common hematologic conditions likely to be encountered in children and how to assist parents dealing with terminal illnesses in their children. I will respond to these questions and post a question on the topic for further learning.
The commonest pediatric blood disorders experienced in practice include sickle cell disease (SCD), thalassemia, iron deficiency anemia and anemia of childhood, and other congenital anemias such as sideroblastic anemia (Camitta, 2021). Sickle cell disease is an inherited blood disorder in which the affected individual is born with an abnormal sickle-shaped hemoglobin, compromising oxygen transport by red blood cells. This causes symptoms of low oxygen in blood such as anemia, and jaundice due to increased hemolysis. The patients also present with painful crises due to vaso-occlusion from the sickle shaped RBCs.
Iron deficiency anemia is another common hematologic disorder among pediatrics. Children have higher needs for iron owing to their growing nature. Therefore, a diet poor in iron exposes children to iron deficiency hence anemia.
How to assist parents coping with terminally ill children
Taking care of a terminally ill child is a difficult task for a parent to deal with. On top of explaining the physical and medical care that the caregivers should perform, they should also be emotionally prepared to deal with the challenges (Koch & Jones, 2018). This should include explaining to them the importance of explaining this to the child. This will make the child less anxious about the many medical procedures they are likely to undergo. The parents also need to be counselled on end of life decisions for when the time comes (Bradshaw et al., 2019).
Question: what are the main issues to be covered in end of life care for terminally ill patients?
References
Bennett, C. (2019). Pediatric Blood Diseases. News Medical Life Sciences. https://www.news-medical.net/health/Pediatric-Blood-Diseases.aspx
Bradshaw, S., Bem, D., Shaw, K., & Taylor, B. (2019). Improving health, wellbeing and parenting skills in parents of children with special health care needs and medical complexity – a scoping review. NCBI, 19(301). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6716943/
Camitta, B. M. (2021). Journal of Pediatric Hematology/Oncology, 43(8). https://journals.lww.com/jpho-online/pages/contributorindex.aspx?year=2021&issue=11000
Gupta, A. (2017). Aetiology of iron deficiency in children. Nutritional Anemia in Preschool Children, 47-118. https://doi.org/10.1007/978-981-10-5178-4_5
Koch, K. D., & Jones, B. L. (2018). Supporting Parent Caregivers of Children with Life-Limiting Illness. NCBI, 5(7). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6069074/
Maakaron, J. E., & Taher, A. T. (2021). Sickle Cell Disease. Medscape. https://emedicine.medscape.com/article/205926-overview

Assessment Tools and Diagnostic Tests in Adults and Children
For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values.
Include the following:
A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
What is its purpose?
How is it conducted?
What information does it gather?
Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.
Include the introduction with the purpose statement and conclusion.
Use a heading for each major part of the assignment:
What is its purpose?
How is it conducted?
What information does it gather?
Validity and Reliability
Issues with Sensitivity, Reliability, and Predictive values
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Solution
Cancer constitutes various types of illness that may start or affect any body tissue or organ following the uncontrollable growth of abnormal cells and invade adjacent tissues when they grow beyond their normal boundaries. This invasion to adjacent cells, organs, or tissues is termed metastasis and is a major cause of mortality among cancer patients. Cancers may also be regarded as malignant tumors or neoplasms. Cancer is ranked the second leading cause of mortality globally, causing approximately 9.5 million deaths (Ilic et al., 2018). Early and accurate assessment and diagnosis can improve the proposed therapy effectiveness and avoid the disease’s long-term complications to the infected individual (Carroll & Mohler, 2018). Various diagnostic and assessment techniques are available for children and adult patients, including screening programs, radical surgery, chemotherapy, radiation, and imaging. This paper will discuss Prostate-Specific Antigen (PSA) as one of the diagnostic tests in male adults.
Purpose of the Test
PSA constitutes a protein produced primarily by the prostate gland cells, both malignant and normal. The PSA test is one blood test that measures the PSA’s levels in a man’s circulating blood. The blood sample is withdrawn, and the results are reported following a laboratory analysis. The findings are reported in nanograms of the protein (PSA) per milliliter (ng/ml) (Fenton et al., 2018). prostate cancer is one of the common cancers in men, besides being a frequent cause of demise in the affected males. Early detection and diagnosis of health issues are vital in initiating appropriate and timely treatment, hence better patient prognosis.
Prostate cancer causes an elevation in the body’s PSA levels. However, other non-cancerous or non-malignant conditions contribute to an increase in this protein level in the body, including bacterial prostatitis, ejaculation, or acute urinary retention. The PSA test’s purpose is to detect the levels of the protein PSA in a men’s body but does not solely provide precise and reliable diagnostic information regarding any underlying pathology (Fenton et al., 2018). The test is significantly implicated in most laboratory settings to detect an elevation of these PSA proteins in the blood. This diagnostic technique is used alongside digital rectal examination.
According to Ilic et al. (2018), combining these assessment and diagnostic tests helps diagnose prostate cancer in male adults. During the digital rectal examination, the physician could press, feel, and detect the size of the patient’s prostate gland, any present hard regions, or abnormal lumps. These two tests do not compressively and entirely diagnose prostate cancer in men. However, abnormal findings in the initial assessment may necessitate a prostate biopsy to determine the presence or absence of malignant prostate cells. The PSA test may also be implicated in patients already diagnosed with prostate cancer to determine the effectiveness of therapy or check the recurrence of the disease.
How PSA Test is Conducted, and the Information Gathered
The PSA test procedure involves a lab technician or a physician withdrawing a small blood sample from the individual’s upper extremities. The sample is thus sent to the lab to test or detect for the presence of PSA, a specific protein marker that significantly determines the individual’s prostate health (Duffy, 2020).
The prostate-specific antigen test could produce false-positive or false-negative findings. As such, the lab results could indicate exceedingly low or high levels of the protein marker, which may often fail to correlate to prostate cancer’s presence. However, coupling with digital rectal examination and prostate biopsy, prostate cancer detection, and appropriate diagnosis may thus be made.
Various variations in prostate-specific antigen tests have been implicated in clinical settings. For instance, the PSA velocity determines the changes in PSA levels in the individual’s body over time (Nordström et al., 2018). Detection in a rapid rise in this protein often indicates an aggressive form of prostate cancer. The percentage of free prostate-specific antigen is another variation in the diagnosis of prostate cancer. The PSA naturally exists in two forms in circulating blood; unattached or attached to specific blood proteins. High prostate-specific antigen levels with a correspondingly low value in its unattached form likely indicate prostate cancer (Nordström et al., 2018).
Validity and Reliability
The concern of wasteful biopsies, on the one hand, and the greater danger of missing a treatable malignancy, on the other, motivate the need for a precise marker. There is no agreement on which PSA adjustments should be used, and none of them has been proved to minimize the number of needless biopsies or enhance clinical results (Carroll & Mohler, 2018). In some instances, PSA may miss the detection of prostate cancer and provide false reassurance to the individual. Besides, the test does not determine the difference between fast-growing and slow-growing malignancies (Ilic et al., 2018).
Issues with Sensitivity and Predictive values
Ongoing research is to find new blood markers with improved predictive value for prostate cancer, especially those that can anticipate aggressive tumors that can be treated to save lives. A PSA threshold of 4.0 ng/mL was shown to have a sensitivity of 21% for identifying asymptomatic prostate cancer and 51% for fully extended tumors. These sensitivities were raised by 32 and 68 percent, respectively, when a 3.0 ng/mL threshold was used (Fenton et al., 2018). The predictive values for a PSA threshold of 4 and 3 ng/mL were 91 percent and 85 percent, respectively.
Conclusion
In combination with other assessment tests, the PSA test constitutes a major clinically relevant diagnostic test for prostate cancer in men. The test is essentially useful when performed early in individuals at higher of developing this type of cancer. Early detection and diagnosis of prostate cancer enhance the individual’s health outcomes when medical interventions are also simultaneously initiated. Regular screening for this type of cancer facilitates this early detection, minimizing the risk of metastasis and other associated health complications.
References
Carroll, P. H., & Mohler, J. L. (2018). NCCN guidelines updates: prostate cancer and prostate cancer early detection. Journal of the National Comprehensive Cancer Network, 16(5S), 620-623.
Duffy, M. J. (2020). Biomarkers for prostate cancer: prostate-specific antigen and beyond. Clinical Chemistry and Laboratory Medicine (CCLM), 58(3), 326-339.
Fenton, J. J., Weyrich, M. S., Durbin, S., Liu, Y., Bang, H., & Melnikow, J. (2018). Prostate-specific antigen-based screening for prostate cancer: evidence report and systematic review for the US Preventive Services Task Force. Jama, 319(18), 1914-1931.
Ilic, D., Djulbegovic, M., Jung, J. H., Hwang, E. C., Zhou, Q., Cleves, A., … & Dahm, P. (2018). Prostate cancer screening with prostate-specific antigen (PSA) test: a systematic review and meta-analysis. Bmj, 362.
Nordström, T., Akre, O., Aly, M., Grönberg, H., & Eklund, M. (2018). Prostate-specific antigen (PSA) density in the diagnostic algorithm of prostate cancer. Prostate Cancer and Prostatic Diseases, 21(1), 57-63.

Public health-655- Topic 8 DQ 2- Complex Emergencies (Please see upload for full question and link to YouTube video needed to answer the question).
Please view the YouTube channel link on Poverty Inc (see upload) before you answer this question.
For this question -my professional role is a Public Health Nurse working with the Health Department
-The question will be uploaded
– Sources must be published within the last 5 years. It must be from 2017 and after and appropriate for the paper criteria and public health content.
– Please do not use blogs as references
-References should be in APA 7th ed.
-Please make sure you add the in-text citations
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-Add references to reference page
-Add the hyperlink/DOI for each reference in APA 7th edition format.
Thank you
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Solution
Topic 8 DQ 2
After viewing “Poverty Inc” located in the topic Resources, discuss how responding to complex emergencies impacts one of the servant leadership principles.
Responding to complex emergencies such as natural disasters can have a significant impact on servant leaders such as a commitment to the growth of people. After responding to emergency servant leaders may therefore be caught up in the idea of providing aid to the communities that are affected by emergencies such as earthquakes and forget an important element of servant leadership which is a commitment to the growth of people (Saleem et al., 2020). When responding to complex emergencies service leaders need to establish a balance between providing instant aid and help to communities and being involved in capacity development in the targeted communities and promoting the intrinsic value of the communities affected by emergencies (Brohi et al., 2018). Communities can be able to build resilience for emergencies such as disasters if they are given an opportunity to grow and learn how to support themselves (YTminusTime, 2020).
As a servant leader, explain the balance between capacity-building and supporting the local community
As a servant leader, it’s important to establish a balance between capacity building and supporting the local community, especially during complex emergencies and disasters. Servant leaders should therefore seek to utilize their resources to build capacity in a way that allows local communities to support themselves and build resilience towards certain challenges such as hunger and natural calamities such as earthquakes (Saleem et al., 2020).
Reflecting on your responsibilities as a public health partner, how is your professional role (Public Health Nurse working with the Health Department) impacted by the limitations of humanitarian aid?
As a public health nurse working in a health department, my professional role is significantly impacted by the limitations of humanitarian aid in that it can only be provided in a community for a short period of time due to limitations in financial resources. It is therefore important for professionals such as public health nurses to try and build the capacity of local communities to take care of their health instead of just providing humanitarian aid during emergencies.
Discuss the line between helping and hurting the community.
During complex emergencies, help should be provided in the short-term such as food aid and health care aid, however providing help in the long term can hurt a community and destabilize social and economic systems resulting in more problems (Park, 2019).
References
Brohi, N. A., Jantan, A. H., Qureshi, M. A., bin Jaffar, A. R., bin Ali, J., & bin Ab Hamid, K. (2018). The impact of servant leadership on employees attitudinal and behavioural outcomes. Cogent Business & Management, 5(1), 1542652. https://doi.org/10.1080/23311975.2018.1542652
Park, J. D. (2019). Assessing the Role of Foreign Aid, Donors and Recipients. Re-Inventing Africa’s Development, 37–60. https://doi.org/10.1007/978-3-030-03946-2_2
Saleem, F., Zhang, Y. Z., Gopinath, C., & Adeel, A. (2020). Impact of Servant Leadership on Performance: The Mediating Role of Affective and Cognitive Trust. SAGE Open, 10(1), 215824401990056. https://doi.org/10.1177/2158244019900562
YTminusTime. (2020, June 12). Poverty.Inc.2014.1080p Subtitulado al Español. YouTube. Retrieved March 1, 2022, from https://www.youtube.com/watch?v=OXT3cjHtlno&ab_channel=YTminusTime