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NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form

Directions: Please refer to the Milestone 1: Community Windshield Survey Guidelines and grading rubric found in Doc Sharing for specific instructions in order to complete the information below. This assignment is worth 150 points. NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form.

Type your name above and your answers below directly on this form. Click Save as and save the file with the assignment name and your last name (e.g., “NR443 Windshield Survey Form_Smith”). When you are finished, submit the form to the Week 2 Caring for Populations: Windshield Survey Dropbox by the deadline indicated in your guidelines.

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Criteria

Community introduction:

Identify the community you will be using for this assignment. It should be the area where you live or the area surrounding your work setting.

Windshield survey

vitality

Indicators of social and economic conditions

Health resources

Environmental conditions related to health

Social functioning

Attitude toward healthcare

Conclusion:

Provide a summary of your findings and your conclusion. What problems did you identify? NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form.

References:

OPTIONAL: List any references that you cited.

 

NR443 Guidelines for Caring for Populations

Milestone 2: Assessment and Diagnosis

Purpose

The purpose of this paper is to provide an opportunity to utilize community assessment strategies, uncover a community health problem, and identify the components of the problem related to the community dynamics. NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

CO 1. Evaluate the planning of delivery of care to individuals, families, aggregates, and communities in a variety of healthcare settings based on theories and principles of nursing and related disciplines. (PO 1)

CO2. Integrate clinical judgment in professional decision-making and implementation of the nursing process through analysis of community health nursing practice. (PO 4)

CO7. Accept accountability for personal and professional development as part of the life-long learning process. (PO 5) NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form.

This paper is expected to be no more than four pages in length (not including the title page and reference list). Typical papers are usually three pages. Below are the requirements for successful completion of this paper.

Introduction: This should catch the reader’s attention with interesting facts and supporting sources and include the purpose statement of the paper. This should be no more than one or two paragraphs.

Community: Identify the community by name that you will be using for this paper and provide a brief, general description of the community. Your community should be the area where you live or work. This should be one or two paragraphs. NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form.

Demographic and epidemiological data: Compile a range of demographic (population description) and epidemiological (causes of health problems and death) data for your community by examining census reports, vital statistic reports, city records, morbidity and mortality reports, and other agency sources. Using these data, describe the community and the problem. Compare your community data to state or national data. This comparison will help to identify a community health problem specific to your community. A summary of these data should beno more than one page.

Windshield survey: Provide a brief summary of the findings from your first assignment. Make sure to discuss elements that link your observations to your identified problem. This should be no more than one or two paragraphs.

Problem: Using the assessment data, identify the problem that you consider to be a priority concern. Provide a rationale for your choice and relate your choice to one of the Healthy People 2020 specific numbered objectives. Healthy People objectives are located within a topic area under the Objectives page. NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form. Your rationale should also include why this is specifically a problem in your community. This should be no more than three paragraphs. Include support of your rationale with at least two scholarly sources such as professional journal articles related to your problem.

Summary: The summary paragraph of your paper should include a statement about the problem, the population at risk for this problem, and the major direct or indirect factors that contribute to this problem. This information should be no more than one or two paragraphs.

Reference page: All references cited within the paper should be included on a separate References page.

Guidelines

Application: Use Microsoft Word 2010™ to create this assignment.

Use the categories above as APA headings for the sections of your paper.

Length: This paper is expected to be no more than four pages in length (not including the title page and reference list). Typical papers are three pages.

Submission: Submit your file via the basket in the Dropbox: Caring for Populations: Assessment and Diagnosis by 11:59 p.m. MT Sunday of Week 4.

Technical writing: APA format is required. Review APA tutorials in Doc Sharing and use the resources of Smarthinking for writing tutors.

Do not use first person (I, me, my, our) in this paper. Make the community the subject even in your windshield survey summary. NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form.

Save your paper with your last name in the document title (e.g., “Smith Assessment and Diagnosis”).

Late submission: See the course policy on late submissions.

Best Practices in Preparing the Paper

The following are best practices in preparing this project.

Complete the demographic, epidemiologic, and windshield survey prior to choosing a problem to focus on.

Choose a nursing problem specific to your community.

Make sure all elements of the paper are addressed and headings for each category are included.

Review directions thoroughly. NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form.

Cite all sources within the paper as well as on the References page.

Proofread prior to final submission.

Check for spelling and grammar errors prior to final submission.

Use the A column of the rubric below to ensure that you have included all the needed elements.

Abide by the CCN academic integrity policy.

NR 443 Milestone 3: Intervention and Evaluation

Purpose

The purpose of this PowerPoint presentation is to provide an opportunity to develop a community health nursing intervention and evaluation tool for your identified community health problem (described in Milestone 2: Assessment and Diagnosis) and identify the components of the nursing process as it applies to a community or population. NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form.

Course Outcomes

Scenario

You are a Community/Public Health Nurse (C/PHN) working in your setting of choice. You have identified a community health problem and have analyzed the data collected from your windshield survey and assessment & diagnosis assignments (the first two milestones). NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form. You have decided on one nursing intervention and need your organization’s approval for funding of this intervention. Your leadership team has agreed to listen to your proposal.

Directions

Choose a community health nurse setting. Some examples of settings are school nurse, parish nurse, home health nurse, nurse working in the health department (be specific to what area in the health department, e.g., WIC, STD clinic, health promotion, maternal-child health, etc.)

Introduction: Introduce the identified problem, the purpose of the presentation, and reiterate at least one or two important findings that demonstrate this problem in your community (average of 1–2 slides)

Proposed Intervention: Propose one community health nursingintervention that would address one or more of the major direct or indirect factors that contribute to the problem. Keep in mind the Public Health Intervention Wheel (Nies& McEwen, p. 14, figure 1-3) as your framework (average of 3-4 slides). NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form. Your intervention needs to be specific:

o Who is your target population?

o Where is this intervention taking place?

o Will it take place one time or multiple times?

o How will you reach out to your target population?

How will you get your target population involved?

o What is the CH Nurses role in this intervention?

o Will you collaborate with anyone (e.g., physician’s office, church, local resources, etc.?)

o Is anyone else involved besides yourself (C/PHN)? NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form.

If yes, are they paid or volunteers?

o What level(s) of prevention is your intervention addressing (primary, secondary and/or tertiary prevention)?

Intervention Justification: Justify why the problem and your nursing interventions should be a priority.

o Based on what you have found in the literature, discuss why these interventions are expected to be effective. Include summarized information from at least two professional scholarly sources related to your interventions (average of 2-3 slides). NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form.

Proposed Evaluation: Your presentation must include at least one proposed quantitative or qualitative evaluation method that you would use to determine whether your intervention is effective. It should include the method you would use along with desired outcomes. Outcome measurement is a crucial piece when implementing interventions. There is a helpful tool in Doc Sharing to assist you with understanding qualitative and quantitative methods of evaluation. (average of 2-3 slides)

o Include discussion about the long-term and short-term impact on your community if the intervention is successful. Keep in mind your desired outcomes when analyzing the evaluation.

Summary: The summary should reiterate the main points of the presentation and conclude with what you are asking to be accomplished, e.g., “Based on ABC, it is imperative our community has XYZ. Thank you for your consideration.” NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form.

In addition to the slides described above, your presentation should include a title slide, and reference slide. Remember, you are presenting to your leadership team, so the slides should include the most important elements for them to know in short bullet pointed phrases. You may add additional comments in the notes section to clarify information for your instructor.

Guidelines

Application: Use Microsoft PowerPoint 2010.

Length: The PowerPoint slide show is expected to be no more than 20 slides in length (not including the title slide and reference list slide).

Submission: Submit your files via the basket in the Dropbox: “Caring for Populations: Intervention and Evaluation” by 11:59 p.m. Sunday of Week 6. NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form.

Save the assignment with your last name in the file title. Example: “Smith Intervention and Evaluation”

Late Submission: See the course policy on late submissions.

Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this project:

Be creative, but realistic with your intervention and evaluation tool.

Incorporate graphics, clip art or photographs to increase interest.

Slides should be easy to read with short bullet points and large font.

Review directions thoroughly. NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form.

Cite all sources within the slide show as well as on the reference page.

Proofread prior to final submission.

Spell check for spelling and grammar errors prior to final submission.

Abide by the CCN academic integrity policy.

NR 443 Caring for Populations: Milestone 1: Community Windshield Survey Form

In this Application of Theory Instructions Case Report assignment, learners are required to write a case report addressing the personal knowledge and skills gained in this course and potentially solving an identified practice problem.

General Guidelines:

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Use the following information to ensure successful completion of the assignment:

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

Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. This assignment requires that at least two additional scholarly research  sources related to this topic, and at least one in-text citation from each source be included. You are required to submit this Application of Theory Instructions Case Report assignment to Turnitin. Please refer to the  directions in the Student Success Center.

Directions:

Construct a 2,500-3,000-word (approximately 10-12 pages) case report that includes a problem or situation consistent with a DNP area of practice.

Requirements:

Use a minimum of any two theories discussed in the course to develop the case report.

Apply one or more theories to describe understanding of the problem or situation of focus.

Apply one or more theories to the recommended intervention or solution being proposed.

Develop the case report across the entire scenario from the identified clinical or health care problem through proposing an intervention, implementation, and evaluation using an appropriate research instrument. Application of Theory Instructions Case Report.

Describe the evaluation of the selected research instrument in the case report.

Lastly, explain in full the tenets, rationale for selection (empirical evidence), and clear application using the language of the theory within the case report.

In addition, your case report must include the following:

Introduction with a problem statement.

Brief literature review.

Description of the case/situation/conditions explained from a theoretical perspective.

Discussion that includes a detailed explanation of the synthesized literature findings.

Summary of the case. Application of Theory Instructions Case Report.

Proposed solutions to remedy gaps, inefficiencies, or other issues from a theoretical approach.

Identification of a research instrument to evaluate the proposed solution along with a description of how the instrument could be evaluated.

Conclusion. Application of Theory Instructions Case Report.

Application Assignment 2: Part 2 – Developing an Advocacy Campaign

To prepare:

Review Chapter 3 of Milstead, J. A. (2016). Health policy and politics: A nurse’s guide (5th ed.). Burlington, MA: Jones and Bartlett Publishers.

In the first assignment( HEALTH ADVOCACY CAMPAIGN DOCUMENT ATTACHED BELLOW), you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first Developing an Advocacy Campaign paper.

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Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.

Consider how you could influence legislators or other policymakers to enact the policy you propose.

Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended. Developing an Advocacy Campaign.

To complete:

Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following:

Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.

Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources. Developing an Advocacy Campaign.

Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.

Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.

Paste the rubric at the end of your Developing an Advocacy Campaign paper.

Eczema unresponsive to treatment

Patient care hinges in part on adequate and timely information exchange between treating providers. Referral and reply letters are common means by which doctors and nurse practitioners exchange information pertinent to patient care.

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Ensuring that letters meet the needs of letter recipients saves time for clinicians and patients, reduces unnecessary repetition of diagnostic investigations, and helps to avoid patient dissatisfaction and loss of confidence in medical practitioners.As a Nurse Practitioner (NP) you will need to know the difference between a consultation and a referral for treatment, when ordering and when carrying out consultations or referrals.ConsultationsA consultation is a request for opinion or advice, so that the requestor can manage the patient. A consultation is billed under one of the consultation codes listed in Physicians’ Current Procedural Terminology (CPT) (99241-99245 for outpatient of office consultations). If the NP is the consultant, the NP should document the request for a consultation, the reason for the consult, and the NP’s evaluation and recommendations.When an NP requests a consultation from another provider, the N P should request “consultation” on the referral form, rather than “referring.”
Referrals:
A referral is made when the referring provider wants to turn the management of the patient over to the referred-to provider, at least for the current complaint.When a NP refers a patient, the NP should state on the referral form that the NP is “referring the patient for evaluation and treatment.” The referred-to provider will bill an evaluation and management code, rather than a consultation code. 
Writing Assignment: Consult:
Write up a consult request and include all key elements.Ms. Perez has been referred to Ms. Wilson FNP-C,APRN, MSN  for consultation regarding eczema unresponsive to treatment in the past six months. Document the evaluation and recommendations for how Ms. Wilson FNP-C,APRN,MSN should deal with the consultation request and bill a consultation code eczema unresponsive to treatment. 
Writing Assignment: Referral:
 Write up a referral request and include all key elements.As an NP and Ms. Perez primary care provider, you decide to refer her to Dr. Owens a dermatologist for evaluation and treatment regarding eczema unresponsive to treatment in the past six months.1. Document your referral to Dr. Owens2. Document the evaluation and recommendations for how Dr. Owens should deal with the referral and bill a referral code.

Written Paper (Microsoft Word doc): minimum 2000 words using 6th edition APA formatting  Please review the grading rubric under Course Resources in the Grading Rubric section. eczema unresponsive to treatment.

Regulatory Environment and Requirements

Select a risk management issue within a specific health care setting or organization. For your initial post to this discussion, construct a plan for regulatory compliance and address principles of high reliability organizations (Youngberg, 2011, p. 346–347). Begin your discussion by defining your selected issue and setting. Then, explain your plan and cite resources and personal experience as appropriate. The issue you select for this discussion will be the focus of the executive summary portion of this unit’s assignment, in which you must create an executive summary that describes your organization’s compliance with the regulatory requirement to promptly identify POAs and proactively assess and manage risk. Regulatory Environment and Requirements Essay.

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Initial posts should be based upon peer-reviewed, evidence-based literature. In your post, include at least one APA-formatted in-text citation and accompanying, congruent APA-formatted reference. Your source can be a course textbook, assigned reading, or other scholarly source.

Reference

Youngberg, B. J. (2011). Principles of risk management and patient safety. Sudbury, MA: Jones and Bartlett.

Response Guidelines

Respond to the posts of other learners according to the Faculty Expectations Response Guidelines. If possible, respond to one learner who has a perspective, background, or goals that are similar to yours, and to one learner whose perspective, background, or goals are different. Peer responses should be substantive and must include one peer-reviewed source that aligns with the discussion thread. You may feel free to add an additional source that is new or provides a completely different perspective. “I agree” and “Thanks for sharing your insights” are examples of responses that do not contribute content for enhanced learning and are not acceptable. The goal is quality, substantive feedback that demonstrates higher order critical thinking and evaluation of peers’ initial posts. Regulatory Environment and Requirements Essay.

DQ 2, 3 and 4 (24)

 

[u03d1] Unit 3 Discussion 1
 

Learning   from the Past

Considering your analysis of St.   Anthony Medical Center’s Labor and Delivery service strengths and   opportunities, propose a list of features, advantages, and benefits for the   current service offering. With reference to the previous plan, explain your   reasoning for the new list.

Response   Guidelines

Respond to your fellow learners   according to the Faculty Expectations Response Guidelines. Focus on your   proposal in relation to that of your colleague: Where do your lists align?   Where do they differ? Support your thoughts with your own analysis.

Resources

Discussion Participation Scoring Guide
.

 

[u03d2] Unit 3 Discussion 2
 

Competitive   Analyses

Review the presentation given by   the marketing director in the media piece, Vila Health: Market Analysis. Then   construct a competitive analysis focused on social media use for St. Anthony   Medical Center’s Labor and Delivery service line versus the two other   competitor organizations. Post your document in the discussion space. This   completes step three of Kotler’s Marketing Plan format, presented in 
Health   Care Marketing
. Regulatory Environment and Requirements Essay.

Response   Guidelines

Review and respond to your fellow   learners according to the Faculty Expectations Response Guidelines. Focus   your response on a comparison with your own analysis–do you see any emerging   patterns? Support your response with reference to your texts and to the   information gleaned from St. Anthony Medical Center itself.

Resources

Discussion Participation Scoring Guide
.

Vila Health: Market Analysis
 | 
Transcript
.

DQ 4

High-Level Marketing Objectives

Revisit the vision, mission, values and strategic plan summary for St. Anthony Medical Center. Given the directional strategy, analyze the current versus desired status of the Labor and Delivery service line. Propose conceptual-level marketing objectives, including performance indicators and proposed measurement units for each indicator. Explain your thinking for each objective.

Response Guidelines

Respond to your fellow learners according to the Faculty Expectations Response Guidelines, focusing on the similarities and differences between your two plans. Where do you see the biggest difference? Explain how you think will affect overall outcomes. Regulatory Environment and Requirements Essay

MN580 Discussion Board: Pediatric Health Maintenance Exam And PPE

Will need
 
minimum of 300 words,
 
APA Style, double spaced, times new roman, font 12, and Include: (3 references within years 2015-2018) with intext citations.

The foundation of pediatric healthcare visits, both sick and well, starts with a thorough health history; from the data collected, an accurate physical examination and diagnosis can be made. Primary care healthcare visits are an integral part of ensuring the health and well-being of the child. In children that participate in sports, a preparticipation physical examination (PPE) is required and may be the only contact the healthy child has with their healthcare provider.

Discussion:

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Case:

Shelby is a 5-year-old female, brought to the clinic by her parents and will be starting kindergarten in the fall. The parents state that she needs her physical and shot record to register her for school. The parents state that she has been healthy and voice no concerns although Shelby is “scared” about the exam and vaccines. MN580 Discussion Board: Pediatric Health Maintenance Exam And PPE.

Answer:

How would you address Shelby’s fear of the exam and vaccines?

What age-appropriate screenings and lab tests are recommended for Shelby? What immunizations will Shelby require, if any? MN580 Discussion Board: Pediatric Health Maintenance Exam And PPE

Literature Review Intro – Introduction To The Literature Review

Week 4 Assignment Instructions

Tutor MUST have a good command of the English language

Please read all the instructions and requirements

Sources need to be less than five years old and journal/scholarly articles.

No textbook or direct quotes

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All the Rubric requirements listed MUST be met.

***I have attached the  DPI Project Milestone: 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project Assignment with the instructor’s corrections/comments. This needs to be revised as well meeting the instructor’s expectations.

Details:

Empirical research is the foundation of scholarly research and scholarly writing. An empirical article is defined as one that reports actual results of a research study. An empirical article includes a description of the study, an introduction, a research question, an explanation of the study’s methodology, a presentation of the results of the study, and a conclusion that discusses the results and suggests topics for further study. Literature Review Intro.

As you search the library for scholarly research, you should limit your search to identify empirical articles. (You can use the “Empirical Research Checklist” from DNP-801 to assist in this determination.) After finding an empirical study, begin to assess the validity of the conclusion by determining if the conclusion answers the proposed research question and if the methodology is appropriate.

As you move forward in your doctoral journey, you will read research papers that will require you to assess the validity of the studies in question. To accomplish this, qualitative assessments about the research must be made by comparing, contrasting, and synthesizing what the research says.

In this assignment, you will continue to develop the skill of writing, by reviewing 15 research articles associated with your chosen topic and using the content to identify at least five major concepts and subthemes related to your topic.

General Requirements:

Use the following information to ensure successful completion of this assignment:

Use      the “Empirical Research Checklist” to assist in the      determination of empirical articles.

Use      the “Research Article Chart” to provide a summary review of each      component of your Literature Review Intro assignment.

Doctoral      learners are required to use APA style for their writing assignments. The      APA Style Guide is 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 Turnitin. Please refer to the      directions in the Student Success Center.

Directions:

Part 1: Selection of 15 Articles 

Select 15 empirical articles related to your PICOT question. Use the “Empirical Research Checklist” worksheet to ensure that each article you select meets all of the established criteria. At least one article must demonstrate a quantitative methodology. Literature Review Intro.

Clinical/PICOT Question:

In Patients > 65 years of age with central line catheters, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) at a level two trauma facility compared to standard care over a one-month period?

P: Patients > 65 years of age with a central line

I: Staff training and reinforcement of central catheter, hub hygiene

C: Compared to standard care

O: Reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections)

T: A period of one-month

Part 2: Research Article Chart

Using the articles acquired in Part 1, provide a summary review of each component using the “Research Article Chart” template. Literature Review Intro.

Part 3: Synthesis of Research Studies

Based upon your review of the 15 research articles, identify at least five major concepts that relate to your project topic, and three subthemes related to each concept.

Using the information from the completed “Research Article Chart,” and the major concepts and subthemes you have identified, write a 2,000-3,000 word paper that synthesizes the content of the 15 research studies.

Summarize each major concept and focus on providing a detailed synthesis of the three identified subthemes that support that concept by addressing the following.

Introduction      of the identified subtheme

Summary      of the research questions posed by the studies

Summary      of the sample populations used

Summary      of the limitations of the studies

Summary      of the conclusion and recommendations for further research

Literature Review Intro

Assignment: Application: Leadership Concept 

Analysis Group Paper

This week you will begin a group paper that you will develop over the next few weeks. By Day 3 of this week, you will be placed in a collaborative group and provided with a work area for your group (See the Groups area below Week 11 in the left-hand navigation bar. If you do not see your team area by the end of Day 3, contact your Instructor.)

Before you begin to work with your group, read the information below describing the paper. Then join your group, introduce yourself, and begin work on selecting a topic.

To prepare:

· Review the 
Peer Evaluation Form
 for important information on how this assignment is graded.

· Identify a group facilitator.

· Within your group, select a topic relevant to interprofessional leadership and the health care field on which to focus your group paper. The following are some potential topics for your group to consider: Leadership Concept Analysis Group Paper.

o Matrix organizations

o Accountable care organizations

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o Horizontal and vertical organizations

o Role conflict and ambiguity

o Employee recruitment and selection

o Interpersonal relationships in the C-suite of organizations (the relationships between the CEO, CFO, and CNO)

o Resistance to change

o Succession planning

o Whistle blowing

o “Just” culture

o Team Stepps

· When your group has selected a topic, the group facilitator will submit the topic to the Instructor for approval on the Discussion Board in the Week 5 Group Project Topic Forum.

· Conduct research on your topic using the Walden Library and other credible sources.

To complete:

As a group, write a 3- to 5 (page count does not include title and reference page) page Leadership Concept Analysis Group paper that includes the following:

· Section 1: Introduction

· Section 2: Significance of the topic (based on literature that speaks to the relevancy of the concept selected in terms of interprofessional leadership)

· Section 3: Review of the literature related to the concept that the group selects (current best practices, positive or negative impact on leadership or health care organizations, etc.)

· Section 4: Application to nursing (e.g., implications or consequences for nursing leaders)

· Section 5: Conclusion Leadership Concept Analysis Group Paper

All group members are expected to collaborate fully on this project, and your group paper should demonstrate an original and thoughtful application of the ideas presented in the Learning Resources and the research literature. Leadership Concept Analysis Group Paper.

Nurs 6053

Your experiences working with groups—whether you perceive them as positive, negative, or neutral—can be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning.

For this Discussion, you focus on strategies for facilitating the group process.

To prepare:

· Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.14 of the course text. Nurs 6053.

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· Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform.

· Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was “stuck”?

· Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole? Nurs 6053.

· In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward?

Post 
a description of a group with which you have been or are currently involved. Assess where the group is in terms of the four stages of group formation. If you are reflecting on a past experience, explain if your group moved through all four stages. Describe the task or group-building role you typically play, or played, in this group. Then, explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group.

Resources Given:

Home

https://www.mindtools.com/pages/article/newTMM_95.htm

https://www.mindtools.com/pages/article/newLDR_86.htm

Nurs 6053

MN580 Anticipatory Guidance For Neonates To Adolescents Table

Anticipatory Guidance for Neonates to Adolescents Table

Anticipatory guidance helps family, caregivers, and others know what to expect according to the child’s growth and development. The guidance is done through collaboration between the healthcare provider and the caregiver. It is sometimes thought of as a type of counseling. Nurse practitioners working in pediatric primary care need to be experts on anticipatory guidance. There are excellent resources available and these are being updated as technologies and environments change. MN580 Anticipatory Guidance For Neonates To Adolescents Table.

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This Assignment will demonstrate your ability to describe age-specific anticipatory guidance for the child and the family. Additionally, you will then have a reference table for quick glance created by you for future encounters with pediatric individuals and their families.

This assignment has a template that you will use to fill in the relevant elements of the anticipatory guidance per age group. The columns provide guidance to the specific areas such as safety and immunizations. If there is an area that is not applicable, such as oral health in infancy-newborn group, then place N/A in the box. MN580 Anticipatory Guidance For Neonates To Adolescents Table.

Submit your assignment to the Unit 2 Dropbox.

Age Group

Physical Development and Mental Health

Nutrition and Physical Activity

Oral Health

Safety Concerns

Immunizations

 

Infancy- Newborn Visit

·    Periods of wakefulness

·    Looks at/studies parents when awake

·    Looks in parent’s eyes when held

·    Calms when picked up or to parent’s voice

·    Responds differently to soothing touch and alerting touch

·    Moves in response to visual or auditory stimuli

·    Reflexively moves arms and legs (observed in the Moro and Tonic neck reflexes)

·    Communicates discomfort through crying and behaviors such as facial expressions, body movements of arms and legs

·    Keeps hands in fists and automatically grasps others’ fingers or objects

·   Keeps hands in fists and automatically grasps others’ fingers or objects

·   Moves head side to side

·   Limp posture with extension of the extremities

·   Breastmilk

·   Iron-fortified formula

·   No cows milk

·   Breastfeed 8-12 feedings in 24 hrs

·   Formula-feeding should be done on cue and at least 9 times in 24 hours

·   Breastfeeding mothers should be encouraged to take Prenatal vitamins with iron, multi-vitamin, or folate supplement while breastfeeding and maintain a healthy diet with lots of fluids for optimal nutrition and health

·   For mothers with a vegan or vegetarian diet, encourage a Vitamin D and B12 supplement.

·   Breastfeeding mothers should refrain from consuming alcohol or should “pump and dump.”

·   Don’t prop bottle

MN580 Anticipatory Guidance For Neonates To Adolescents Table

       N/A

·  Use rear-facing car seat in backseat of car

·  Never put baby in front seat of vehicle with passenger air bag

·  Keep baby in safety seat at all times during travel

·  Always use seat belt

·  Do not drive under the influence of drugs or alcohol

· Prevent heatstroke, never leave baby alone in care

·  Put baby to sleep on back

·  Choose crib with slats less than 2 3/8” apart.

·  Don’t use loose, soft bedding

·  Don’t leave toys in crib while sleeping

·  Have baby sleep in your room in their own crib

·  Don’t co-sleep

·  Learn about pet risks

·  Keep home safe for babe

· Choose plastic bottles made from new, safer plastics or tempered glass baby bottles.

·  Never heat a bottle in a microwave. If you wish to warm a bottle, a hot water bath is  recommended.

· If you bathe your baby in the kitchen sink, do not run the dishwasher at the same time. Hot water from the dishwasher can come up the sink drain and scald the baby.

·   Hepatitis B #1, if not received at birth

·   Encourage family to receive Influenza and Tdap since the child is too young for immunization

Infancy-First Week Visit

·    Sustains periods of wakefulness for feeding

·    Cries with discomfort

·    Calms to adult voice

·    Lifts head briefly when on stomach and turns it to the side

·    Reflecively moves arms and legs, observed in the Moro and Tonic Neck reflexes

·    Keeps hand in a fist

·     Exclusive breastfeeding for 1
st
6 months

·    Iron-fortified formula is recommended as a good substitute.

·    Recognize signs of hunger/fullness

·    Develop feeding routine

·    Adequate weight gain is 6-8 wet cloth diapers per day

·    Give no extra fluids

·    Feed every 1-3 hours daytime and every 3hts nighttime for 8-12 feedings per 24 hours.

·    Begin giving baby vitamin d (400IU per day)

·    Mothers should continue prenatal vitamn with iron

·    Eat healthy diet

·    Prepare/store formula safely

·    Feed 2oz every 2-3hrs, more if seems hungry

·    Hold baby semi-upright

·    Don’t prop bottle

·    Clean the gums after feeding to remove bacteria from the mouth, as well as allow the baby to get used to the process. To clean baby’s gums, wrap a clean, damp washcloth around a finger and gently rub the gums.

·  Use rear-facing car seat in backseat of car

·  Never put baby in front seat of vehicle with passenger air bag

·  Keep baby in safety seat at all times during travel

·  Always use seat belt

·  Do not drive under the influence of drugs or alcohol

· Prevent heatstroke, never leave baby alone in care

·  Put baby to sleep on back

·  Choose crib with slats less than 2 3/8” apart.

·  Don’t use loose, soft bedding

·  Don’t leave toys in crib while sleeping

·  Have baby sleep in your room in their own crib

·  Don’t co-sleep

·  Learn about pet risks

·  Keep home safe for babe

· Choose plastic bottles made from new, safer plastics or tempered glass baby bottles.

·  Never heat a bottle in a microwave. If you wish to warm a bottle, a hot water bath is  recommended.

·    If you bathe your baby in the kitchen sink, do not run the dishwasher at the same time. Hot water from the dishwasher can come up the sink drain and scald the baby.

·    Hepatitis B #1, if not previously received

·   Encourage family to receive Influenza and Tdap since the child is too young for immunization

Infancy-1 Month Visit

·     Looks at parent; follows with eyes

·    Has self-comforting behaviors, such as bringing hands to mouth

·    Starts to become fussy when bored

·    Calms when picked up or spoken to

·    Looks briefly at objects

·    Makes brief short vowel sounds

·    Alerts to unexpected sounds

·    Quiets or turns to parents voice

·    Shows signs of sensitivity to environment

·    Different types of cries for hunger, tiredness

·     Moves both arms and both legs together

·    Holds chin up when on stomach

·    Opens fingers slightly when at rest

·     Exclusive breastfeeding for 1
st
6 months

·    Iron-fortified formula is recommended as a good substitute.

·    Recognize signs of hunger/fullness

·    Develop feeding routine

·    Adequate weight gain is 6-8 wet cloth diapers per day

·    Give no extra fluids

·    Feed every 1-3 hours daytime and every 3hts nighttime for 8-12 feedings per 24 hours.

·    Begin giving baby vitamin d (400IU per day)

·    Mothers should continue prenatal vitamn with iron

·    Eat healthy diet

·    Prepare/store formula safely

·    Feed 24-27oz per day, more if seems hungry

·    Hold baby semi-upright

·    Don’t prop bottle

Clean the gums after feeding to remove bacteria from the mouth, as well as allow the baby to get used to the process. To clean baby’s gums, wrap a clean, damp washcloth around a finger and gently rub the gums.

·  Use rear-facing car seat in backseat of car

·  Never put baby in front seat of vehicle with passenger air bag

·  Keep baby in safety seat at all times during travel

·  Always use seat belt

·  Do not drive under the influence of drugs or alcohol

· Prevent heatstroke, never leave baby alone in care

·  Put baby to sleep on back

·  Choose crib with slats less than 2 3/8” apart.

·  Don’t use loose, soft bedding

·  Don’t leave toys in crib while sleeping

·  Have baby sleep in your room in their own crib

·  Don’t co-sleep

·  Learn about pet risks

·  Keep home safe for babe

· Choose plastic bottles made from new, safer plastics or tempered glass baby bottles.

· Consider offering pacifier

· Start “tummy time”

·  Never heat a bottle in a microwave. If you wish to warm a bottle, a hot water bath is  recommended.

· If you bathe your baby in the kitchen sink, do not run the dishwasher at the same time. Hot water from the dishwasher can come up the sink drain and scald the baby.

· Keep hand on baby when changing diaper/clothes

· Keep bracelets, toys with loops, strings/cords away

· Learn infant first aid/CPR; know emergency numbers; make emergency plans

·    Hep B #2 (Can be given between 1-2mo)

Infancy-2 Month Visit

·    Smiles responsively

·    Makes sounds that show happiness/upset

·    Makes short cooing sounds

·     Lifts head and chest when on stomach

·    Keeps head steady when held in a sitting position

·    Open and shuts hands

·    Briefly brings hands together

·     Exclusive breastfeeding for 1
st
6 months

·    Iron-fortified formula is recommended as a good substitute.

·    Recognize signs of hunger/fullness

·    Develop feeding routine

·    Adequate weight gain

·    Expect 6-8 wet cloth diapers per day or 5-6 wet disposable diaters

·    3-4 stools per day

·    Burp baby at natural breaks in feeding

·    Give no extra fluids

·    Feed every 1-3 hours daytime and every 3hts nighttime for 8-12 feedings per 24 hours.

·    Begin giving baby vitamin d (400IU per day)

·    Mothers should continue prenatal vitamn with iron

·    Eat healthy diet

·    Prepare/store formula safely

·    Feed 24-27oz per day, more if seems hungry

·    Hold baby semi-upright

·    Don’t prop bottle

·   Clean the gums after feeding to remove bacteria from the mouth, as well as allow the baby to get used to the process. To clean baby’s gums, wrap a clean, damp washcloth around a finger and gently rub the gums.

·  Use rear-facing car seat in backseat of car

·  Never put baby in front seat of vehicle with passenger air bag

·  Keep baby in safety seat at all times during travel

·  Always use seat belt

·  Do not drive under the influence of drugs or alcohol

· Prevent heatstroke, never leave baby alone in care

·  Put baby to sleep on back

·  Choose crib with slats less than 2 3/8” apart.

·  Don’t use loose, soft bedding

·  Don’t leave toys in crib while sleeping

·  Have baby sleep in your room in their own crib

·  Don’t co-sleep

·  Learn about pet risks

·  Keep home safe for babe

· Choose plastic bottles made from new, safer plastics or tempered glass baby bottles.

· Consider offering pacifier

· Start “tummy time”

·  Never heat a bottle in a microwave. If you wish to warm a bottle, a hot water bath is  recommended.

· If you bathe your baby in the kitchen sink, do not run the dishwasher at the same time. Hot water from the dishwasher can come up the sink drain and scald the baby.

 

· Dtap #1

· Rotavirus #1 (RV)

· Inactivated Poliovirus #1 (IPV)

· HiB #1

· Pneumococcal vaccine #1 (PCV)

· Hep B #2 (If not already received)

·  Encourage family to receive Influenza and Tdap

Infancy-4 Month Visit

·    Laughs aloud

·    Looks for parent or another caregiver when upset

·    Turns to voices

·    Makes extended coos

·    Supports self on elbows and wrists when on stomach

·    Rolls over from stomach to back

·    Keeps hands unfisted

·    Plays with fingers in midline

·    Grasps objects

·    Exclusive breastfeeding for 1
st
6 months

·    Iron-fortified formula is recommended as a good substitute.

·    Delay solid foods until baby is 6 mo old

·    Recognize growth spurts

·    Give Vitamin D (400 IU per day)

·    Begin infant iron supplementation

·    Discuss safe pumping/storing breast milk

·    Report any medications/supplements/herbs/vitamins

·    Prepare/store formula safely

·    8-12 times in 24 hours

·    30-32 oz total

·    Hold baby semi-upright

·    Consider WIC

·    No bottle to bed

·    Don’t share spoons

·    Don’t clean pacifier in your mouth

·    Maintain good hygiene

·    Use cold teething ring to relieve teething pain

·    Don’t prop bottle

·    Clean teeth/gums 2 times per day; use soft cloth/toothbrush with tap water and small smear of flouridated toothpaste no more than the size of a grain of rice

 

·    Continue calming strategies when baby is fussy

·    Spend time talking and playing with baby

·    Create daily routine for feeding/nap/bedtime

·    Avoid tv and other digital media

· Use quiet and active play time.

· Provide safe opportunities to explore

· Use rear-facing car seat in backseat of car

·  Never put baby in front seat of vehicle with passenger air bag

·  Keep baby in safety seat at all times during travel

· Use seat belt

· Don’t drive under the influence of drugs or alcohol

· Put baby to sleep on back

· Choose crib with slats less than 2 3/8” apart

· Don’t use loose soft bedding

· Avoid burn risk while holding baby such as with drining hot liqudis, cooking, ironing, smoking

· Set home water temp less than 120F

· Don’t leave baby alone in tub or in High places

· Avoid small objects, plastic bags away from baby

· Avoid infant walkers

·    DTap #2

·    RV #2

·    IPV #2

·    HiB #2

·    PVC13 #2

·    Encourage family to receive seasonal influenza and Tdap

 

Infancy-6 Month Visit

· Pats or smiles at own reflection

· Looks when name is called

· Babbles

· Makes sounds like “ga”, “ma”, or “ba”

· Rolls from back to stomach

· Sits briefly without support

· Passes a toy from one hand to another

· Rakes small objects with 4 fingers

· Bangs small objects on surface

· Exclusive breastfeed for about first 6mo, then breast milk and solid foods from about 6-12 months is ideal; iron-fortified formula is recommended substitute

· Position baby for feeding so you can see/talk to each other

· Determine when baby is ready for solids; introduce single-ingredient foods one at a time

· Provide iron-rich foods

· Respond to hunger, fullness cues

· Wash vegetables and fluids before serving

· Limit juice to 2-4oz per day

· Don’t switch to milk

· Continue vitamin D and iron supplementation

· Assess fluoride source

· Clean teeth/gums 2 times per day with soft cloth/toothbrush and a small smear of fluoridated toothpaste no more than grain of rice

· Dont prop bottle

· Avoid baby foods/juices that baby sucks out of bag or pouch

· Don’t share spoons

· Don’t clean pacifier in your mouth

 

· Use high chair/upright seat so baby can see you

· Engage in interactive, reciprocal play

· Talk/sing, read to, play games with baby

· Avoid tv and digital devices

· Continue regular daily routines

· Put baby to bed awake but drowsy

· Continue calming strategies when baby is fussy

· Use rear facing care safety seat in back seat. Never put baby in front seat with air bag

· Infants who reach maximum height/Weiwei allowed by their rear facing only care seat should use a convertible or 3-in-1 seat approved for rear facing use to higher weights/heights (up to 50lbs and 49”)

· Put baby to sleep on back

· Don’t use loose or soft bedding

· Lower crib mattress

· Never leave baby in crib with drop side down

· Choose mesh playpen with weave less than ¼”

· Do home safety check (baby stair gates, barriers, cleaning products)

· Don’t leave baby alone

· Keep poison control number by all phones

· Keep baby in high chair/playpen when in kitchen

· Avoid burn risk-don’t drink hot liquids, cook, iron, or smoke near baby

· Set water temp less than 120F

· Keep small objects, all plastic bags away

· Limit finger foods to soft bits

· Avoid sun exposure; use hat/infant sunscreen

· DTap #3 (6-18)

· IPV #3 (6-18mo)

· PVC13 #3

· Hep B #3 (6-18mo)

· RV #3
à
(NOTE: Rotarix is 2-dose series given at 2,4 mo of age; RotaTeq is 3-dose series at 2, 4, 6 mo) alternative for RV)

· HiB
à
(NOTE: ActHIB, Hiberix, or Pentacel is a 4-dose series given at 2, 4, 6, 12-15mo; PedvaxHIB: 3-dose series given at 2,4, 12-15mo)

· Seasonal Influenza

Infancy-9 Month Visit

· Use basic gestures (holding arms out to be picked up, waving bye-bye)

· Looks for dropped objects

· Plays games like peekaboo and patty-cake

· Turns consistently when name called

· Says “DADA” or “MAMA” nonspecifically

· Lookds around when hearing things like “Wheres your bottle?” or “Where’s your blanket?”

· Copies sounds that parents makes

· Sits well without support

· Pulls to stand

· Transitions well between sitting and laying

· Crawls on hands and knees

· Picks up foods to eat

· Picks up small objects with 3 fingers and thumb

· Lets go of objects intentially

· Bangs objects together

· Gradually increase table foods

· Ensure variety of foods and textures

· Provide 3 meals and 2-3 snacks a day

· Encourage use of cup

· Discuss plans for weaning

· Continue breastfeeding if mutually desired

· Keeps consistent daily routines

· Provide safe exploration

· Be realistic about abilities

· Recognize new social skills, separation anxiety

· Be sensitive to temperament

· Play with cause and effect toys

· Talk/sing/read together

· Respond to baby cues

· Avoid tv, videos, computers, consider making a family media use plan

· Use consistent positive discipline (limit use of “No”, use distraction, be a role model.)

· Avoid heatstroke

· Never leave baby alone in care

· Remove firearms from home; if firearms are necessary, lock away and store unloaded with ammunition locked separately

· Do home safety check for gates, barriers, space heaters, cleaning products and electric courds

· Don’t leave heavy objects or hot liquids on table cloths

· Put poison control number on all phones

· Use touch supervision near water, pools, and bathtubs

· Install operable window guards

· Hep B#3 if not received (May give between 6-18)

· IPV #3 (If not given at 6mo. May give between 6-18mo)

· Seasonal Influenza

Early Childhood-12 Month Visit

· Looks for hidden objects

· Imitates new gestures

· Uses MAMA and DADA specifically

· Uses 1 word other than MAMA, DADA, or personal names

· Follows directions with gestures such as motioning and saying “Give me (object).”

· Takes first independent steps

· Stands without support

· Drops an object in a cup

· Picks up small object with 2-finger pincer grasp

· Picks up food to eat

· Encourage self-feeding

· Avoid small, hard foods

· Provide healthy foods and snack and be sure caregivers do the same

· Feed 3 meals and 2-3 snacks a day. Toddlers tend to graze. Trust child to decide how much to eat

· Establish teeth-brushing routine

· Visit the dentist by the time that child is 12 mo old or after first tooth erupts

· Brush child’s teeth twice a day with small smear of fluoridated toothpaste, soft toothbrush

· If child is still using bottle, offer only water. Avoid added sugars

· Discuss child’s medical needs, your own feelings about diet/discipline/oral health/physical activity/media use

· Maintain ties with friends and community

· Use positive discipline as well as time-outs and distractions

· Praise for good behaviors

· Carve out family time every day

· Establish consistent daily routines

· Continue 1 nap a day and follow nightly bedtime routine with quite time, reading, singing, and favorite toy

· Avoid tv and digital media

· Consider making family media plan

· Use rear-facing care safety seat until child is highest weight ir height allowed by manufacturer

· Never place baby in front seat

· Use stair gates

· Keep furniture away from windows/install window guards

· Stay within arm’s reach when near water

· Empty buckets, pools, bathtubs immediately after use

· Use hat/sunscreen

· Avoid sun between 11am-3pm

· Keeps child away from pet feeding area

· Monitor interactions between child and pet

· Remove/lock up poisons/toxic household products

· Keeps poison control number near phone

· IPV (If not given at 6mo. May give between 6-18mo)

· Hep B #3 (If not given at 6mo. May give between 6-18mo)

· Hib #3

· PVC #4

· MMR #1

· Varicella #1

· Hep A #2 (12-23mo)

· Seasonal Influenza

Early Childhood-15 Month Visit

· Imitates scribbling

· Drinks from coup with little spiking

· Points to ask for something, get help

· Looks around after hearing things like “Wheres your ball?” or “Wheres your blanket?”4uses 3 words other than names

· Speaks in sounds like an unknown language

· Follows directions that do not include a gesture

· Squats to pick up objects

· Crawls up a few steps

· Runs

· Makes marks with crayon

· Drops object in, takes object out from container

· Schedule dental appt if haven’t seen dentist yet

· Brush twice a day with small smear of fluoridated toothpaste, soft toothbrush

· Prevent tooth decay by food family oral health habits (brushing, flossing), not sharing utensils or cups

· If child uses nighttime bottle, use water only

· Maintain consistent beditime and nighttime routine

· Tuck in when drowsy but still awake

· If night waking occurs, reassure briefly; give stuffed animal or blanket for self-consolation

· Don’t give bottle in bed

· Don’t put tv/computer digital device in child’s bedroom

· Modify child’s environment to avoid conflict/tantrums

· Use distractiosn

· Accept messiness

· Allow child to choose between 2 things per parent choice

· Praise good behavior and accomplishments

· Use discipline for teaching/protecting, not punishing. Use time-outs to avoid negative attention

· Teach child not to hit, bite, use aggressive behavior

· Use rearfacing car seat

· Never place in front seat of car

· Make sure everyone wears a seatbelt

· Remove poisons/toxic products

· Place poison control number near phones

· Install window guards

· Install smoke detector on every level, test monthly/change batters annually

· Make fire escape plan

· Set home water temp less than 120F

· Hep B #3 if not received’

· DTap #4

· HiB #3 or #4

· PCV13 #4

· IPV #3

· Seasonal influenza

· MMR #1 if not already received

· Varicella #1 if not already received

· Hep A #2 (12-23mo)

· Seasonal influenza

Early Childhood-18 Month Visit

· Engages with other for play

· Helps dress and undress self

· Points to pictures in book, to object of interest to draw parents attention to it

· Turns, looks at adult if something new happens

· Begins to scoop with spoon

· Uses words to ask for help

· Identifies at least 2 body parts

· Names at least 5 familiar object

· Walks up sets with 2 feet per step with hand held

· Sits in small chair

· Carries toy while walking

· Scribbles spontaneously

· Throws small ball a few feet while standing

· Offer variety of healthy foods/snacks, especially fruits and veggies, lean protein

· Provide 1 bigger meal;, multiple small meals/snacks, trust child to decide how much to eat.

· Provide 16-24oz milk

· Limit juice to 4oz and always serve with meal

· Continue to offer new foods; let toddler experiment by touching and mouthing

·

· Schedule dental appt if haven’t seen dentist yet

· Regular dental visits twice/yr

· Brush twice a day with small smear of fluoridated toothpaste, soft toothbrush

· Prevent tooth decay by food family oral health habits (brushing, flossing), not sharing utensils or cups

· If child uses nighttime bottle, use water only

· Spend time with child everyday; plan for difficult situations, and try to make things easier

· Be consistent with discipline/enforcing limits

· Wait until child is ready for toilet training (dry for periods about 2 hrs, knows wet and dry, can pull pants up/down, can indicate bowel movement

· Read books about using the potty

· Prepare toddle for new sibling by reading books, avoid new developmental demands on toddler, take action to ensure own health

· Encourage language, use simple words and phrases, engagement in reading, playing, talking, and singing.

· Encourage language development by reading, singing, and talking about what you see

· Use words that describe feelings and emotions to help child learn about feelings

· Use simple language to give your child instructions

· Make time for technology free play every day

· Use consistent bedtime routine of reading/songs, not media

·  Use methods other than tv or digital devices for calming

· Limit viewing to 1hr per day

· Use rear-facing care safety seat until child is highest weight ir height allowed by manufacturer

· Never place baby in front seat

· Use stair gates

· Keep furniture away from windows/install window guards

· Stay within arm’s reach when near water

· Empty buckets, pools, bathtubs immediately after use

· Use hat/sunscreen

· Avoid sun between 11am-3pm

· Keeps child away from pet feeding area

· Monitor interactions between child and pet

· Remove/lock up poisons/toxic household products

· Keeps poison control number near phone

· Hep B #3 if not received’

· DTap #4

· IPV #3

· Hep A #2 (12-23mo)

· Seasonal influenza

Early Childhood-2 Year Visit

· Plays alongside other children

· Takes off some clothing

· Scoops well with spoon

· Uses 50 words

· Combines 2 words into short phrase or sentence

· Follows 2 step command

· Names at least 5 body parts

· Speaks in words that are 50% understandable

· Kicks a ball

· Jumps off the ground with 2 feet

· Runs with coordination

· Stacks objects; turns book pages

· Uses hands to turn objects like knobs, toys, lids

· Draws lines

· Regular dental visits twice/yr

· Brush twice a day with small smear of fluoridated toothpaste, soft toothbrush

· Prevent tooth decay by food family oral health habits (brushing, flossing), not sharing utensils or cups

· If child uses nighttime bottle, use water only

· Don’t use tobacco/e-cigs/ETOH/drugs

· Spend time with watch child

· Don’t allow hitting, biting, aggressive behavior.

· Encourage self-expression

· Encourage 60min of free play

· Limit tv or digital device

· Model appropriate language

· Read/look at books together daily

· Begin toilet training when child is ready

· Plan for frequent potty breaks

· Teach to wash hands

· Use harness on carseat, and ensure car seat is installed properly

· Never place baby in front seat

· Use bike helmet

· Remove firearms

· Lock up ammunition elsewhere

· Empty buckets, pools, bathtubs immediately after use

· Use hat/sunscreen

· Avoid sun between 11am-3pm

· Monitor interactions between child and pet

· Remove/lock up poisons/toxic household products

· Keeps poison control number near phone

· Seasonal influenza

Early Childhood-2.5 Year Visit

· Urinates in a potty or toilet

· Spears food with fork

· Washes and dries hands

· Increasingly engages in imaginary play

· Tries to get parent to watch by saying “Look at me!”

· Uses pronouns correctly

· Walks up steps, alternating feet

· Runs well without falling

· Copies a vertical line

· Grasps crayon with thumb and fingers instead of fist

· Catches large ball

· Regular dental visits twice/yr

· Brush twice a day with small smear of fluoridated toothpaste, soft toothbrush

· Prevent tooth decay by food family oral health habits (brushing, flossing), not sharing utensils or cups

· Maintain family routine

· Encourage family exercise

· Take advantage of museums and zoos

· Maintain social contact outside family

· Read together everyday

· Go to the library

· Listen when child speaks, repeat, using correct grammar

· Play with other children

· Give choices

· Limit tv/digital device use

· Build independence by offering choices between 2 acceptable alternatives

· Consider child care, preschool, playdates,

· Encourage toilet training success by dressing in easy to remove clothes

· Establish daily routine to place on pootty every1-2 hrs

· Be sure car seat is installed properly and harness is snug

· Make sure everyone else uses seatbelt

· Supervise child outside, especially around cars, machinery, or dogs

· Provide “touch supervision” near water, bathtubs, pools, toilet

· Never place baby in front seat

· Stay within arm’s reach when near water

· Empty buckets, pools, bathtubs immediately after use

· Use hat/sunscreen

· Avoid sun between 11am-3pm

· Install smoke detectors on every level

· Monitor interactions between child and pet

· Remove/lock up poisons/toxic household products

· Keeps poison control number near phone

· Seasonal influenza

Early Childhood-3 Year Visit

· Enters bathroom and urinates by self

· Puts on coat, jacket, or shirt by self

· Eats independently

· Engages in imaginative play

· Plays in cooperation and shares

· Uses 3-word sentences

· Speaks in words that are 75% understandable to strangers

· Tells you a story from a book or tv

· Compares things using words like bigger or shorter

· Understands simple prepositions, such as on or under

· Pedals a tricycle

· Climbs on and off couch or chair

· Jumps forward

· Draws a single circle

· Draws a person with head and 1 other body part

· Cuts with child scissors

· Have cool water available

· Provide 16-24oz lowfat/fat free milk daily

· Juice is not a necessary drink, limit to 4oz daily with meal

· Offer variety of healthy food, snack, veggies, fruits, lean proteins

· Trust child to decid how much to eat

· Encourage opportunities for physical activity for child, family

MN580 Anticipatory Guidance For Neonates To Adolescents Table

 

 

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· Regular dental visits twice/yr

· Brush twice a day with small smear of fluoridated toothpaste, soft toothbrush

· Prevent tooth decay by food family oral health habits (brushing, flossing), not sharing utensils or cups

· Encourage play with appropriate toys and safe exploration

· Expect fantasy play

· Encourage interactive games with peers; explain importance of taking turns

· Help your children develop good relations with each other

· Read, sing, play, rhyme games together

· Let child tell story

· Practice reading wherever you go

· Encourage child to talk about friends, experiences

· Use rear-facing/forward facing with 5-pt harness

· Never place baby in front seat

· Prevent choking by cutting food into small pieces

· Supervise all play near streets/driveways; don’t allow to cross street alone

· Keep furniture away from windows/install window guards

· Stay within arm’s reach when near water

· Empty buckets, pools, bathtubs immediately after use

· Use hat/sunscreen

· Avoid sun between 11am-3pm

· Teach child about safety around pets

· Monitor interactions between child and pet

· Remove/lock up poisons/toxic household products

· Keeps poison control number near phone

· Lock firearms away

· Keep ammunition in another locked location

· Seasonal influenza

Early Childhood-4 Year Visit

· Enters bathroom and has bowel movement by self

· Brushes teeth

· Dresses and undresses without much help

· Engages in well-developed imaginative play

· Answers questions like “What do you do when you are cold?” or “…when you’re sleepy?”

· Speaks in words that are 100% understandable to strangers

· Draws recognizable pictures

· Follows simple rules when playing board/games

· Tells parent a story from book

 

 

· Skips on 1 foot

· Climbs stairs alternating feet

· Draws a person with at least 3 body parts

· Draws simple cross

· Unbuttons and buttons medium sized buttons

· Grasps pencil with thumb and fingers instead of fist

· Always have cool water available

· Provide 16-24oz low/fat free milk daily

· Limit juice to 4oz give with meal

· Offer variety of healthy foods, snack, veggies, fruits, lean protein

· Trust child to decide how much to eat

· Brush teeth twice daily with pea-sized fluoridated toothpaste

 

MN580 Anticipatory Guidance For Neonates To Adolescents Table

· Create calm bedtime ritual

· Be physically active as a family

· Continue size appropriate forward facing care safety seat installed in backseat

· Supervise all outdoor play

· Never leave child alone

· Don’t allow to cross street alone

· Be sure swimming pools are fences

· Use life jacket

· Teach child to swim

· Enjoy meals without tv

· Teach child rules about how to be safe with other adults: Don’t keep secrets, no interest in child’s privates, none should ask for help with their private parts

· Give child time to finish sentences

· Encourage speaking skills; reading/talking together

· Read together daily and ask questions about the story

· Model respectful behavior and apologize if wrong

· Praise when demonstrates sensitivity to feelings of others

· Provide opportunities for your child to play with other children

· Become involved in child’s school

· Never place baby in front seat

· Use stair gates

· Keep furniture away from windows/install window guards

· Stay within arm’s reach when near water

· Empty buckets, pools, bathtubs immediately after use

· Use hat/sunscreen

· Avoid sun between 11am-3pm

· Keeps child away from pet feeding area

· Monitor interactions between child and pet

· Remove/lock up poisons/toxic household products

· Keeps poison control number near phone

· Lock firearms away

· Keep ammunition in another locked location

· Dtap #5 (4-6yrs)

· IPV #4 (4-6 yrs)

· MMR #2 (4-6 yrs)

· Varicella #2

(4-6yrs)

· Seasonal influenza

Middle Childhood-5 and 6 Year Visits

· Able to tie a knot

· Can draw a person with 6 body parts

· Prints some letters/numbers

· Able to copy squares and triangles

· Good articulation/language skills

· Can count to 10

· Names 4 colors

· Follow simple directions

· Dresses with minimal assistance

· Balances on one foot, hops, skips

· Limit sugar in drinks and snacks

· Maintain healthy weight through increased vegetable, fruit, whole grain consumption

· Adequate calcium and vitamin d intake

· Healthy foods at school

· Physical activity of 60min/day

· Eat breakfast

· Eat when hungry, stop when satisfied

· Drink milk 2-3 times / day

 

MN580 Anticipatory Guidance For Neonates To Adolescents Table

· Regular visits of twice/year

· Daily brushing (twice) with floss (once)

· Help child if needed

· Adequate fluoride

· Limit sugar drinks and snacks

· Use appropriate safety car seat

· Never place baby in front seat

· Be sure school is safe, positive

· Talk to child about school experiences

· Use properly positioned belt positioning booster seat in backseat

· Teach safe street habits (crossing/riding school bus)

· Ensure child uses safety equipment like helmet and pads

· Teach to swim; supervise around water

· Use hat/sunscreen

· Avoid sun between 11am-3pm

· Keeps child away from pet feeding area

· Monitor interactions between child and pet

· Remove/lock up poisons/toxic household products

· Keeps poison control number near phone

· Teach child rules about how to be safe with other adults: Don’t keep secrets, no interest in child’s privates, none should ask for help with their private parts

· Install smoke detectors and carbon monoxide detectors

· Make fire escape plan

· Lock firearms away

· Keep ammunition in another locked location

· Dtap #5 (4-6yrs)

· IPV #4 (4-6 yrs)

· MMR #2 (4-6 yrs)

· Varicella #2

(4-6yrs)

· Seasonal influenza

Middle Childhood-7 and 8 Year Visits

·  Demonstrates social and emotional competence including self-regulation

·  Engages in healthy nutrition and physical activity behaviors

· Forms caring supportive relations with family members, other adults, and peers

· Ensure child is ready to learn healthy food choices such as breakfast, school foods, and snacks.

· Help child choose healthy eating, provide healthy foods, eat together as a family

· Eat breakfast

· Eat veggies/fruit

· Limit sugar drinks and snacks

· Eat when you’re hungry

· Stop when you’re satisfied

· Drink milk 3 or more times a day

be physically active often during the day

· Regular visits of twice/year

· Daily brushing (twice) with floss (once)

· Adequate fluoride supplementation if needed

· Wear mouth guard during sports

·

· Limit sugar drinks and snacks

· Use appropriate safety seat with belt-positioning booster in the backseat

· Be sure school is safe, positive

· Talk to child about school experiences

· Spend time with child

· Talk to child and get to know child’s friends

· Encourage competence/independence, rules and consequences, temper problems, and conflict resolution

· Discuss rules and consequences

· Be positive role model

· Keep regular bedtime routine

· Ask teacher about evaluation for special help/tutoring; help with bullying

· Show interest in school

· Be aware of pubertal changes

· Use properly positioned belt positioning booster seat in backseat

· Teach safe street habits (crossing/riding school bus)

· Ensure child uses safety equipment like helmet and pads

· Teach to swim; supervise around water

· Use hat/sunscreen

· Avoid sun between 11am-3pm

· Keeps child away from pet feeding area

· Monitor interactions between child and pet

· Remove/lock up poisons/toxic household products

· Keeps poison control number near phone

· Teach child rules about how to be safe with other adults: Don’t keep secrets, no interest in child’s privates, none should ask for help with their private parts

· Install smoke detectors and carbon monoxide detectors

· Make fire escape plan

· Lock firearms away

· Keep ammunition in another locked location

· Seasonal influenza

Middle Childhood-9 and 10 Year Visits

· Demonstrates social and emotional competence including self-regulation

·  Engages in healthy nutrition and physical activity behaviors

· Uses independent decision making skills including problem solving skills

· Forms caring supportive relations with family members, other adults, and peers

· Displays a sense of self-confidence and hopefulness

· Ensure child is ready to learn healthy food choices such as breakfast, school foods, and snacks.

· Help child choose healthy eating, provide healthy foods, eat together as a family

· Eat breakfast

· Eat veggies/fruit

· Limit sugar drinks and snacks

· Eat when you’re hungry

· Stop when you’re satisfied

· Drink milk 3 or more times a day

be physically active often during the day

· Limit saturated fats and added sugars

· Regular visits of twice/year

· Daily brushing (twice) with floss (once)

· Adequate fluoride supplementation if needed

· Wear mouth guard during sports

·

· Avoid/limit sugar drinks and snacks

· Teach child non-violent conflict resolution techniques

· If concerns at school, ask help from teacher or principal; discuss bullying

· Put family computer in easily seen place

· Monitor computer use install safety filter

· Discuss concerns about weight

· Encourage new opportunities, activities, helping out at home/in community

· Spend time with your child. Discuss changing responsibilities within family. Clearly communicate rules, expectations

· Get to know their friends

· Anticipate new adolescent behaviors, importance of peers

· Reinforce values; encourage discussion of thoughts/ feelings; appropriate anger management

· Provide person space at home

· Supervise activities with peers

· Answer questions about puberty/sexuality; counsel to avoid sexual activity; teach rules for how to be safe with adults

· Show interest in school performance, activates, and teach for extra help with concerns

· Create quiet space for homework

· Backseat is safest to ride; switch from booster to seat belt in rear seat when child is ready

· Use safety equipment

· Teach child to swim

· Wear hat/sunscreen

· Avoid sun from 11am-3pm

· Remove firearms; unload and lock them up; lock up ammunition in another location

· Seasonal influenza

Early Adolescence-11 to 14 Year Visits

· Forms caring and supportive relationships with family members, other adults, and peers

· Engages in positive way with the life of the community

· Engages in behaviors that optimize wellness and contribute to a healthy lifestyle

· Demonstrates physical, cognitive, emotion, social, and moral competencies (including self-regulation)

· Exhibits compassion and empathy

· Exhibits resiliency when confronted with life stressors

· Uses independent decisions making skills (including problem-solving skills)

· Displays a sense of self-confidence, hopefulness, and well-being

· Ensure child is ready to learn healthy food choices such as breakfast, school foods, and snacks.

· Help child choose healthy eating, provide healthy foods, eat together as a family

· Eat breakfast

· Eat veggies/fruit

· Limit sugar drinks and snacks

· Eat when you’re hungry

· Stop when you’re satisfied

· Drink milk 3 or more times a day

be physically active often during the day

· Limit saturated fats and added sugars

· Regular visits of twice/year

· Daily brushing (twice) with floss (once)

· Adequate fluoride supplementation if needed

· Wear mouth guard during sports

· Avoid/limit sugar drinks and snacks

· Discuss depression

· Discuss tobacco, ETOH, and Drug avoidance/ peer pressure

· Discuss self-image and weight concerns

· Teach child nonviolent conflict resolution

· Discuss when to walk away

MN580 Anticipatory Guidance For Neonates To Adolescents Table

· Discuss when to talk with parents, teachers, trusted adult if being bullied

· When dating o in sexual situations, no means no

· Discuss internet safety

· Explain expectations about time with friends/dating

· Community agencies that can help you with your concerns about living situation

· Spend time with your family

· Help out at home, in the community, follow family rules

· Making and keeping friends is an important life skill

· Take responsibility for schoolwork; talk with parent/trusted adult about problems at school

· Pursue interests outside of school

· Get enough sleep

· Find ways to deal with stress

· Recognize hard times come and go; talk to parent or trusted adult

· Discuss suicidal ideation

· Get information about sexuality and sexual feelings

· Discuss physical changes (puberty, menstruation, sexual orientation, gender identity)

· Discuss pregnancy and STDs prevention

· Sexual pressures

· Know child’s friends and activities; clearly discuss rules, expectations

· Talk about relationships, sex, values,

· Encourage abstinence; provide opportunities for safe activities

· Wear hearing protection such as moderate earbud volume or earplugs with loud machinery)

· Wear seatbelts, helmet, protective gear, and life jackets

· Don’t ATV

· Wear hat/sunscreen

· Avoid sun 11am-3pm

· Don’t ride in car with someone under the influence

· Make plan for unsafe situations

· Lock up firearms

· Unload and lock up ammunition in another location

· Menactra #1

· Tdap

· HPV #1 (Only need 2 doses if started before age 15. Otherwise, needs 3 doses. Repeat second dose within 6-12mo)

· Seasonal influenza

Middle Adolescence-15 to 17 Year Visits

· Forms caring and supportive relationships with family members, other adults, and peers

· Engages in a positive way with the life of the community

· Engages in behaviors that optimize wellness and contribute to a healthy lifestyle

· Demonstrates physical, cognitive, emotional, social, and moral competencies (including self-regulation)

· Exhibits compassion and empathy

· Exhibits resiliency when confronted with life stressors

· Uses independent decision making skills

· Displays a sense of self-confidence, hopefulness, and well-being

· Ensure child is ready to learn healthy food choices such as breakfast, school foods, and snacks.

· Help child choose healthy eating, provide healthy foods, eat together as a family

· Eat breakfast

· Eat veggies/fruit

· Limit sugar drinks and snacks

· Eat when you’re hungry

· Stop when you’re satisfied

· Drink milk 3 or more times a day

be physically active often during the day

· Limit saturated fats and added sugars

 

MN580 Anticipatory Guidance For Neonates To Adolescents Table

· Regular visits of twice/year

· Daily brushing (twice) with floss (once)

· Adequate fluoride supplementation if needed

· Wear mouth guard during sports

·

· Avoid/limit sugar drinks and snacks

· Discuss depression

· Discuss tobacco, ETOH, and Drug avoidance/ peer pressure

· Discuss self-image and weight concerns

· Teach child nonviolent conflict resolution

· Discuss when to walk away

· Discuss when to talk with parents, teachers, trusted adult if being bullied

· When dating o in sexual situations, no means no

· Discuss internet safety

· Explain expectations about time with friends/dating

· Community agencies that can help you with your concerns about living situation

· Spend time with your family

· Help out at home, in the community, follow family rules

· Making and keeping friends is an important life skill

· Take responsibility for schoolwork; talk with parent/trusted adult about problems at school

· Pursue interests outside of school

· Get enough sleep

· Find ways to deal with stress

· Recognize hard times come and go; talk to parent or trusted adult

· Discuss suicidal ideation

· Get information about sexuality and sexual feelings

· Discuss physical changes (puberty, menstruation, sexual orientation, gender identity)

· Discuss pregnancy and STDs prevention

· Sexual pressures

· Know child’s friends and activities; clearly discuss rules, expectations

· Talk about relationships, sex, values,

· Encourage abstinence; provide opportunities for safe activities

· Wear hearing protection such as moderate earbud volume or earplugs with loud machinery)

· Wear seatbelts, helmet, protective gear, and life jackets

· Don’t ATV

· Wear hat/sunscreen

· Avoid sun 11am-3pm

· Don’t ride in car with someone under the influence

· Make plan for unsafe situations

· Lock up firearms

· Unload and lock up ammunition in another location

· HPV #1 (Only need 2 doses if started before age 15. Otherwise, needs 3 doses. Repeat second dose within 6-12mo)

· Seasonal influenza

Late Adolescence-18 to 21 Year Visits

· Forms caring and supportive relationships with family members, other adults, and peers

· Engages in a positive way with the life of the community

· Engages in behaviors that optimize wellness and contribute to a healthy lifestyle

· Demonstrates physical, cognitive, emotional, social, and moral competencies (including self-regulation)

· Exhibits compassion and empathy

· Exhibits resiliency when confronted with life stressors

· Uses independent decision making skills

· Displays a sense of self-confidence, hopefulness, and well-being

· Ensure child is ready to learn healthy food choices such as breakfast, school foods, and snacks.

· Help child choose healthy eating, provide healthy foods, eat together as a family

· Eat breakfast

· Eat veggies/fruit

· Limit sugar drinks and snacks

· Eat when you’re hungry

· Stop when you’re satisfied

· Drink milk 3 or more times a day

be physically active often during the day

· Limit saturated fats and added sugars

· Women: consume foods rich in folate; avoid alcohol/tobacco/drugs if considering pregnancy

· Limit refined grains and foods low in nutrients

· Drink water

· Regular visits of twice/year

· Daily brushing (twice) with floss (once)

· Adequate fluoride supplementation if needed

· Wear mouth guard during sports

·

· Avoid/limit sugar drinks and snacks

· Discuss depression

· Discuss tobacco, ETOH, and Drug avoidance/ peer pressure

· Discuss self-image and weight concerns

· Teach child nonviolent conflict resolution

· Discuss when to walk away

· Discuss when to talk with parents, teachers, trusted adult if being bullied

· When dating o in sexual situations, no means no

· Discuss internet safety

· Explain expectations about time with friends/dating

· Community agencies that can help you with your concerns about living situation

· Spend time with your family

· Help out at home, in the community, follow family rules

· Making and keeping friends is an important life skill

· Take responsibility for schoolwork; talk with parent/trusted adult about problems at school

· Pursue interests outside of school

· Get enough sleep

· Find ways to deal with stress

· Recognize hard times come and go; talk to parent or trusted adult

· Discuss suicidal ideation

· Get information about sexuality and sexual feelings

· Discuss physical changes (puberty, menstruation, sexual orientation, gender identity)

· Discuss pregnancy and STDs prevention

· Sexual pressures

· Know child’s friends and activities; clearly discuss rules, expectations

· Talk about relationships, sex, values,

· Encourage abstinence; provide opportunities for safe activities

· Wear hearing protection such as moderate earbud volume or earplugs with loud machinery)

· Wear seatbelts, helmet, protective gear, and life jackets

· Wear hat/sunscreen

· Avoid sun 11am-3pm

· Don’t ride in car with someone under the influence

· Make plan for unsafe situations

· Lock up firearms

· Unload and lock up ammunition in another location

· Take responsibilities for school, work obligations

· Discuss how to manage healthcare as an adult

· Ensure safe driving

· Seasonal influenza

 

References

 

Bright Futures. (n.d.). Infancy Visits. Retrieved from
https://brightfutures.aap.org/Bright%20Futures%20Documents/BF4_InfancyVisits.pdf

Center for Disease Control and Prevention. (2019). Table 1. Recommended Child and Adolescent Immunization Schedule for ages 18 years or

younger, United States, 2019. Retrieved from
https://www.cdc.gov/vaccines/schedules/hcp/imz/child-adolescent.html
 MN580 Anticipatory Guidance For Neonates To Adolescents Table

Colgate. (2019). Infant oral care. Retrieved from
https://www.colgate.com/en-us/oral-health/life-stages/infant-oral-care/four-tips-for-great-infant-oral-care-0714

Hagan, J., Shaw, J. & Duncan, P. (2017).
Bright futures : guidelines for health supervision of infants, children, and adolescents : pocket guide
. Elk

Grove, IL: American Academy of Pediatrics.

MN580 Anticipatory Guidance For Neonates To Adolescents Table