Tag: Clinical-Nursing

Ethical Dilemma Discussion Essay

Ethical Dilemma Discussion Board

The following is a fictitious scenario:

Following an automobile accident, a 16-year-old boy who had recently escaped from a detention center was brought to the hospital emergency department by ambulance. The patient seemed to be alert and claimed to be suffering withdrawal symptoms from a drug habit. The patient claimed that he participated in a methadone treatment program. The physician administered 40 milligrams of methadone. Ethical Dilemma Discussion Essay. The patient needed blood but refused it. After being observed in the emergency department for several hours, the patient was placed on a medical-surgical unit for observation. The following morning it was not possible to awaken him, and he was pronounced dead. It was discovered that he had never been an addict or in a methadone treatment program. Rather, the previous night he had been drinking beer and taking librium. He had not told this to hospital authorities. His estate sued the physician. Ethical Dilemma Discussion Essay.

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Consider the possible outcomes if death was the result of (1) overdose, (2) failure to administer blood, or (3) subdural hematoma. Consider the possible outcomes if the patient was not a minor.

How would you argue for the plaintiff? And what evidence would you present?

How would you defend the defendant? And what are your defense options?

If you were on the jury, what would your finding be, based on only the facts as presented above?

If you find the defendant responsible, what damages would you award, and for what reasons?

Without knowing many details of healthcare law and legal obligations
 (that’s why you are in this class),
 answer the above questions based on what you think is ethical. 

You are responsible for at least a 250 word post, plus an educated response, including thoughtful comments or questions, to 
two
of your classmates. This discussion board response is worth 10 points of your grade. Ethical Dilemma Discussion Essay.

EBP process: PICOT Statement And Literature Search

Details:

The first step of the EBP process is to develop a question from the nursing practice problem of interest.

Select a practice problem of interest to use as the focus of your research.

Start with the patient and identify the clinical problems or issues that arise from clinical care.

Following the PICOT format, write a PICOT statement in your selected practice problem area of interest, which is applicable to your proposed capstone project.

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The PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).

Conduct a literature search to locate research articles focused on your selected practice problem of interest. This literature search should include both quantitative and qualitative peer-reviewed research articles to support your practice problem. EBP process: PICOT Statement And Literature Search.

Select six peer-reviewed research articles which will be utilized through the next 5 weeks as reference sources. Be sure that some of the articles use qualitative research and that some use quantitative research. Create a reference list in which the six articles are listed. Beneath each reference include the article’s abstract. The completed assignment should have a title page and a reference list with abstracts.

Suggestions for locating qualitative and quantitative research articles from credible sources:

Use a library database such as CINAHL Complete for your search.

Using the advanced search page check the box beside “Research Article” in the “Limit Your Results” section.

When setting up the search you can type your topic in the top box, then add quantitative or qualitative as a search term in one of the lower boxes. Research articles often are described as qualitative or quantitative. EBP process: PICOT Statement And Literature Search.

To narrow/broaden your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Diabetes and pediatric and dialysis. To determine what research design was used, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. EBP process: PICOT Statement And Literature Search.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. EBP process: PICOT Statement And Literature Search.

NR 505 Advance Research Method: Evidence-based Practice

(Chamberlain College – Spring 2016)

 

Week 4 TD 1 – Sampling Issues

Staying in discussion with your fellow consultants, what type of sample would you need to examine your question and learn more about your issue? What are the various types of sampling you could use, along with their advantages and disadvantages?

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Week 4 TD 2 – Ethical Issues

Read these two documents on ethical issues in research:

o   Tuskegee syphilis study at 
http://www.cdc.gov/tuskegee/
.

o   An overview of questionable studies – Milestones in the history of human subjects protection at 
https://ccrod.cancer.gov/confluence/download/attachments/82937373/Milestones%20in%20HSP%20-%20final.pdf?version=1&modificationDate=1344348001577&api=v2

 

What are the ethical principles violated in the studies described in these documents? What are the implications of this information with respect to recruitment of human subjects in your Ironridge study? NR 505 Advance Research Method: Evidence-based Practice.

NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet

Details:

In this assignment, you will be exploring actual and potential health problems in the childhood years using a functional health assessment and Erickson’s Stages of Child Development. To complete this assignment, do the following:

Using the textbook, complete the “Children’s Functional Health Pattern Assessment.” Follow the instructions in the resource for completing the assignment.

Cite and reference any outside sources used in your answers. Include in your assessment a thorough discussion of Erickson’s Stages of Child Development as it pertains to the development age of the child. NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet.

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

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

You are not required to submit this assignment to Turnitin.

NRS434V.v10R.Children’s functional health pattern assessment_Student.docx

Textbook- Physical Examination & Health Assessment 7
th
edition by Carolyn Jarvis. NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet.

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Children’s Functional Health Pattern Assessment

Functional Health Pattern Assessment (FHP)

 

Toddler

Erickson’s Developmental Stage:

 

Autonomy vs. Shame & Doubt

 

Preschool-Aged

Erickson’s Developmental Stage:

 

Initiative vs. Guilt

School-Aged

Erickson’s Developmental Stage:

 

Industry vs. Inferiority

Pattern of Health Perception and Health Management:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

List two potential problems that a nurse may discover in an assessment of each age group.

NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet

 

Toddlers can perform tasks such as climbing stairs, indicates potential diaper change.

 

Toddlers are typically up to date with health immunizations.

 

Preschoolers thinking is concrete.  Becomes concerned about the smallest injury and may view that as punishment.

 

Preschoolers start to can count up to five and understand primary colors.

 

School-aged children place importance on maintaining health and not getting sick.

 

School-aged children can dress, shower, and practice effective personal hygiene.

 

Toddlers can have dental cavities if good dental hygiene is not enforced by caregivers.

 

Toddlers are at risk for nutritional deficiencies if caregiver does not encourage healthy eating habits.

 

Preschoolers at risk for injury if they partake in activity that can cause harm.

 

Preschoolers have an increased risk for infection and contagious diseases due to immune system not fully developed.

 

School-aged children may not have a concern with maintaining good hygiene and physical appearance.

 

School-aged children copy health patterns of their caregivers and can affect them negatively.

Nutritional-Metabolic Pattern:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

List two potential problems that a nurse may discover in an assessment of each age group.

Toddlers can be self-sufficient when drinking from a bottle or from a sippy cup.

 

Toddlers can become picky eaters with appetite changes.

 

Preschoolers begin to practice food preferences.

 

Preschoolers can eat food by themselves without the help of caregivers.

School-aged children can prepare their own lunch.

 

School-aged children can begin to make healthy eating choices.

 

Toddlers can suffer from tooth decay if caregivers give bottles with milk or juice at bedtime.

 

Toddlers can start to show the effects of food allergies.

 

 

 

Preschoolers can show issues with obesity or underweight.

 

 

Preschoolers may suffer from nutritional deficiencies due to certain food group preferences.

 

 

School-aged children can become obese, diabetic, or anorexic during this stage.

 

 

School-aged children who do not eat for extended periods of time or eating excessive junk food can suffer from obesity.

Pattern of Elimination:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

 

List two potential problems that a nurse may discover in an assessment of each age group.

Toddlers commence toilet training.

 

Toddlers understand bowel and bladder movement patterns.

 

 

Preschoolers are toilet trained and can easily control bladder and bowel movements.

 

Preschoolers can express any elimination discomforts.

 

School-aged children show full capability of controlling their bladder and bowel movements.

 

School-aged children can communicate elimination issues.

Weaning from breast feeding cause problems with constipation or elimination.

 

Toddlers may urinate less due to bladder training

Preschoolers experience bedwetting issues at this stage.

 

Preschoolers may forget to wash hands after using the bathroom.

 

School-aged children may practice poor eating habits or poor personal hygiene that can lead to painful urination or bowel movements.

 

 

School-aged children may still experience unresolved bedwetting issues.

 

Pattern of Activity and Exercise:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

 

List two potential problems that a nurse may discover in an assessment of each age group.

Toddlers are extremely active at this stage and can coordinate muscle groups better.

 

Toddlers routines begin to include deliberate exercise.

 

Preschoolers play with other children and are socializing more often.

 

Preschoolers copy the patterns of activity and exercise of their caregivers.

School-aged children understand the benefits of exercise.

 

School-aged children engage in increased organized sports.

Toddlers may have sharing issues when playing.

 

Toddlers are more at risk for injury due to their increased movement in exercise and activity.

 

 

 

Preschoolers who play alone may be more at risk of having social issues.

 

Preschoolers who watch too much TV may decrease their future learning levels.

School-aged children may be too inactive if they show a preference to watch television or play video games vs engaging in physical activity.

 

School-aged children not involved in extra-curricular activities or sports and lessen chances to develop social skills.

 

Cognitive/Perceptual Pattern:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

 

List two potential problems that a nurse may discover in an assessment of each age group.

Toddlers have a limited vocabulary and often use gestures in expressing themselves.

 

Toddlers can learn objects and recognize them by name.

Preschoolers are extremely inquisitive at this stage.

 

Preschoolers can concoct an imaginary friend at this stage

School-aged children can tackle challenges and problems through reasoning skills.

 

School-aged children are beginning to understand empathy.

 

Toddlers tend to have frequent temper tantrums at this stage use to inability to express themselves.

 

Toddlers can be at risk for developmental problem due to environmental factors.

 

Preschoolers are learning how to verbally communicate but may have a difficult time speaking in complete sentences.

 

Preschoolers memory skills may not be fully developed.

 

School-aged children may exhibit learning problems due to visual and hearing issues.

 

School-aged children may show learning disabilities at this stage that can start impacting the child, lowering self-esteem.

Pattern of Sleep and Rest:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

 

 

List two potential problems that a nurse may discover in an assessment of each age group.

Toddler’s average sleep is typically 12 hours a day with 1 or 2 naps

 

Toddler’s bedtime and naptime routines are extremely important at this stage.

 

 

Preschoolers average sleep is about 8 to 12 hours a day and they may not nap.

 

Preschoolers routine at bedtime such as book reading may help them transition to bedtime.

School-aged children average sleep is about 8 to 12 hours a day without naps.

 

Most school-aged children do not have issues with sleeping.

Toddlers who are sleep deprived can become overtired and misbehave.

 

Toddlers usually are unaware of how exhausted which can cause behavior issues.

 

Preschooler can wake up frequently at night due to nightmares.

 

Preschoolers who are unable to sleep can lead to less activity during the day.

 

 

School-aged children may suffer sleep disturbances and nightmares.

 

School-aged children may experience sleep walking, and measures should be established to ensure safety.

Pattern of Self-Perception and Self-Concept:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

List two potential problems that a nurse may discover in an assessment of each age group.

Toddlers by this age should be responding to their name, are able to walk and feed themselves.

 

Toddlers learn everyday using taste, touch and smell.

 

Preschoolers are more aware of their actions and the results of their actions.

 

Preschoolers can express their likes and dislikes.

School-aged children have a desire for acceptance and competitiveness.

 

School-aged children view success to enhance self-perception.

 

Toddlers have temper tantrums as a response to their frustrations with their families or peers.

 

Toddlers not responding to their name may have sensory problems.

 

Preschoolers often struggle with being independent since they realize they still must rely on their caregivers.

 

Preschoolers are more sensitive to criticism or behaviors.

School-aged children not encouraged with positivity will view themselves with negative thoughts.

 

School-aged children who are not accepted by others may create issues with self-esteem and self-worth.

 

Role-Relationship Pattern:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

List 2 potential problems that a nurse may discover in an assessment of each age group.

Toddlers are frightened by strangers and recognize family members.

 

Toddlers will start to mimic what adults do.

 

 

Preschoolers will show their care for loved ones and begin to understand gender differences based on the activities of their caregivers.

 

Preschoolers use play to experiment.

School-aged children are developing outside relationships and friendships.

 

School-aged children will start to understand their family role and will want to have more responsibilities.

 

 

Toddlers frustration can be identified in sibling rivalries.

 

Toddlers can start crying when left with people they are not used to.

Preschoolers that prefer playing by themselves should be checked for developmental issues or sensory problems.

 

Preschoolers who experience divorce can exhibit regression or irritability at this stage.

 

School-aged children prefer spending more time with their friends than family.

School-aged children where discipline may be an issue, the relationship between parent and child can be strenuous.

Sexuality – Reproductive Pattern:

 

List two normal assessment findings that would be characteristic for each age group.

 

List two potential problems that a nurse may discover in an assessment of each age group.

Toddlers begin exploring their body.

 

Toddlers during diaper changes tend to touch their genitalia.

 

Preschoolers understand the difference between the sexes

 

Preschoolers can exhibit a curiosity about the opposite sex.

School-aged children are curious about sex and should be well informed.

 

School-aged children can commence puberty, and pubic hair and breast development can occur.

 

Toddlers that cry excessively during diaper change may have a medical issue that needs to be addressed.

 

Toddler could be exposed to a caregiver’s unhealthy sexual values.

 

Preschooler plays inappropriately with toys.

 

Preschoolers exhibiting curiosity about sex and asks questions – they should be answered simply and accurately.

School-aged children may wear inappropriate clothing attracting sexual attention.

 

School-aged children can experience gender issues at this stage.

Pattern of Coping and Stress Tolerance:

List two normal assessment findings that would be characteristic for each age group.

 

List with potential problems that a nurse may discover in an assessment of each age group.

Toddlers may throw temper tantrums during sense of fear.

 

Toddlers may regress at times when feeling overwhelmed.

 

 

 

Preschoolers can now verbalize their frustrations.

 

For preschoolers, play is essential in reducing stress.

NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet

School-aged children may engage in sports and activities as coping mechanism for relieving stress.

 

For school-aged children, the family environment provides a sense of security for coping with stress.

 

Toddlers may develop aggressive behaviors such as kicking, punching, or biting

 

A toddler with a difficult temper can have issues with family dynamics.

 

Preschoolers can often struggle with processing emotions and feelings.

 

Preschoolers may have temper tantrums in dealing with their frustrations.

For school-aged children, due to their inability to deal with stress, increase helplessness and anxiety may develop.

 

For school-aged children in this stage, depression may occur.

 

Pattern of Value and Beliefs:

 

List two normal assessment findings that would be characteristic for each age group.

 

 

List two potential problems that a nurse may discover in an assessment of each age group.

 

Toddlers often look for positive feedback from their caregivers.

 

Toddlers can learn right from wrong and the beginnings of a belief system from caregivers at home.

 

 

Preschoolers attend religious establishments and learn values of their faith.

 

Preschoolers can experience thoughts of guilt and conflict due to instilled values and beliefs.

 

 

For school-aged children, cultural and religious values will start to influence them on an increasing basis.

 

School-aged children can make decisions based on moral and ethical teachings.

 

 

 

Toddlers may misbehave to get attention from caregiver.

 

Toddler can get confused inconsistent with rules and reward systems by the caregiver.

Preschooler’s peers can influence beliefs and values.

 

Preschooler’s peers can negatively influence behavior and actions.

Peers can influence school-aged children causing conflict with belief systems

 

School-aged children can experience thoughts of guilt and conflict due to instilled values and beliefs.

 

 

Short Answer Questions

Compare and contrast identified similarities as well as differences in expected assessment across the childhood age groups.

As a child transitions from a toddler to school-aged child, they are presented with multiple obstacles to overcome.  Development is dependent on the child’s environment and the influence of caregivers.  Culture, religion and values have a significant impact on molding the child’s behavioral, emotional, and cognitive growth in these stages (Jarvis, 2012). NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet.

When each developmental phase connects with each health assessment pattern, the differences are fairly evident.  The focus of the toddler stage is on skill development, as providing structure and daily routine are important in assisting with a sense of security while helping the child develop self-discipline, thus teaching children how to control themselves and their environments.  For the preschool-aged child, the focus is on growth in social and emotional skills, including the formation of peer relationships, the development of a sense of right and wrong, and identification of gender.  School-aged children can use the learned behaviors and values to construct their own sense of identity, acquiring a sense of self-esteem as they mature into adolescents.  An additional similarity is that children tend to aim towards autonomy and strive to verbally express themselves, and the child develops, they will understand when they engage in either acceptable or unacceptable behaviors (Jarvis, 2012).

 

Summarize how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults. Consider spirituality and cultural differences in your answer.

 

Due to a child’s increased activity level, short attention span, and fear of strangers, it can be difficult for a nurse to perform any form of physical assessment, examination, and education; a relaxed and informal setting in this circumstance can be ideal.  During the introductory stage of the interview with the caregiver, the nurse should also include the child in the room to give the child the opportunity to observe the interaction, so that acceptance and trust established by the caregiver can be shared. NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet. Also, the nurse must consider cultural differences during the exam, and tailor education and communication accordingly, such as language differences or cultural rules.

When performing the physical assessment, the child should sit on the laps of their caregivers, and the RN should always keep the child at eye level and praise them for their cooperation with the exam.  When communicating with the child, the nurse should explain concepts in an easy to understand fashion.  According to Jarvis (2012), sharing reading materials or media can help divert attention away from the nurse and make the exam go smoother.  With the knowledge of Erikson’s developmental stages, a nurse can be enabled to give advanced and personalized care for an assessed child. NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet.

References

Jarvis, C. (2012). Physical Examination & Health Assessment. Retrieved from https://pageburstls.elsevier.com/#/books/978-1-4377-0151-7/cfi/0!/4/2/2@0:0.131. NRS 434VN Assessment Of The Child: Functional Health Pattern Analysis Worksheet.

Health Information Patient Handout Essay Assignment.

One of the pivotal goals of consumer health literacy efforts is to design educational materials that 
attract
 as well as
educate
 users. In this Assignment, you design a health information document on a topic that is of interest to you.

To prepare:

Select a health issue of interest to you.

Identify the audience or population that you seek to educate about this issue.

Search the Internet to find credible sites containing information about your selected topic.

Review the two health literacy websites listed in this week’s Learning Resources. Focus on strategies for presenting information.

To complete:

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Design an educational handout on the health issue you selected.

Include a cover page.

Include an introduction that provides:

An explanation of your issue and why you selected it

A description of the audience you are addressing

In the handout itself:

Develop your handout in such a way that it attracts the attention of the intended audience. Health Information Patient Handout Essay Assignment.

Include a description of the health issue and additional content that will enhance your message (i.e., key terms and definitions, graphics, illustrations, etc.).

Recommend four or five sites that provide clear, valuable, and reliable information on the topic. Health Information Patient Handout Essay Assignment.

INTRODUCTION

Type 1 diabetes is a chronic disease that is usually diagnosed in children and teenagers. Diabetes is characterized by high glucose level due to lack of insulin production or inadequate insulin secretion by the pancreas which is a hormone require to allow glucose to enter the body cells from the bloodstream. Diabetes can be managed effectively through regular monitoring of blood glucose level with the use of insulin, medications and lifestyle modifications (Lotstein et al., 2013). The purpose of this paper is to develop an educational flyer with information to assist teenagers with information on type 1 diabetes with the focus of better management of their disease.

Explanation of the topic and why it was selected

As noted by the Centers for Disease Control and Prevention (2015), type 1 diabetes accounts for 5% to 10% of all cases of diabetes. The risk factors include autoimmune, genetic, and environmental factors. Recent trends indicate that of the 1.2 million Americans living with type I diabetes, over 200,000 are below the age of twenty. In the period between 2001 and 2009, there has been a 21% increase of type I diabetes in young people below the age of twenty (American Diabetes Association, 2016). The topic was chosen due to the high prevalence among teenagers to help increase the level of awareness among this population, particularly by educating them on various aspects of the disease including effective management and associated risk factors.

Description of the audience you are addressing in the handout

The primary target for the flyer is to reach as many teenagers as possible to bring about awareness of the issues pertaining to type I diabetes. This disease requires a blend of self-care and medical care. Parents, schools, communities and healthcare professionals must work collaboratively to provide information and training to ensure that teens are better able to manage their disease which will help them to live a longer, productive and healthier lifestyle.

 

 

Type 1 diabetes which was previously called insulin-dependent diabetes mellitus (IDDM) or juvenile-onset diabetes has become one of the most prevalent diseases, yet very few people understand the disease. According to statistics, over 40,000 people are diagnosed with diabetes on an annual basis in the United States (American Diabetes Association, 2016). It is a result of the little public knowledge concerning the disease amid its growing prevalence that inspires the need to shed light on various important issues concerning type I diabetes. Such knowledge can prove the difference between life and death, as many studies continue to assert. Health Information Patient Handout Essay Assignment.

 

How to identify credible websites

There are many websites that provide information to the public on disease and health issues. Some of the information on the internet may not be reliable. Therefore, it is necessary to evaluate websites by examining whether the qualified authority organizes the source, does it has a connection with any health promoting institution or is it a part of a government website. check whether the original sources from where the information was obtained are cited and if they are reliable. In addition, it is necessary to check the date when the page was last updated to evaluate whether the information provided is current and up-to-date.

 

Sources of information

Some of the internet sites that are particularly useful while searching for information concerning type 1diabetes includes:

– American Diabetes Association
www.diabetes.org/diabetes-basics/type-1/

-Centers for Disease Control and Prevention
www.cdc.gov/diabetes/basics/diabetes

-Diabetes Research Institute
www.diabetesresearch.org/what-is-type-one-diabetes

-Mayo Clinic
www.mayoclinic.org/diseases-conditions/type-1-

-Healthypeople.gov
https://www.healthypeople.gov/2020/topics-objectives/topic/diabetes

 

Treatment and management of type 1 diabetes.

Effective treatment and management of type I diabetes include taking insulin via injections, or insulin pumps. Monitoring of blood sugar, regular exercise activity to maintain a healthy weight, and proper nutrition that is rich with fruits, vegetables and whole grains (NHS Choices, 2016). As well as avoiding stressful lifestyles. Otherwise, if not handled properly and in a timely manner, complications may range from heart/ blood vessels diseases to neuropathy (nerve damage), nephropathy (kidney damage), eye damage, foot damage, pregnancy complications, and mouth and skin conditions, among others (American Diabetes Association, 2016). Health Information Patient Handout Essay Assignment.

Healthy eating with daily Activity.

References

American Diabetes Association. (2016). Type 1 Diabetes. Retrieved November 12, 2016, from            
http://www.diabetes.org/diabetes-basics/type-1/

Centers for Disease Control and Prevention. (2015). Basics About Diabetes. Retrieved November 12, 2016, from
http://www.cdc.gov/diabetes/basics/diabetes.html

Diabetes Research Institute. (2016). What is Type 1 Diabetes? Retrieved November 12, 2016, from
https://www.diabetesresearch.org/what-is-type-one-diabetes

Lotstein, D. S., Seid, M., Klingensmith, G., Case, D., Lawrence, J. M., Pihoker, C., Dabelea, D., Mayer-Davis, E. J., Gilliam, L. K., Corathers, S., Imperatore, G. and Dolan, L. (2013). Transition from pediatric to adult care for youth diagnosed with type 1 diabetes in adolescence. 
Pediatrics
, 
131
(4), e1062-e1070.

Mayo Clinic. (2016). Type 1 diabetes. Retrieved November 04, 2016, from
http://www.mayoclinic.org/diseases-conditions/type-1-diabetes/basics/definition/con-20019573

Diabetes And Blood Pressure Teaching Plan Related To Obesity

This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

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Summary of teaching plan

Epidemiological rationale for topic

Evaluation of teaching experience

Community response to teaching

Areas of strengths and areas of improvement

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

You are required to submit this assignment to Turnitin. Diabetes And Blood Pressure Teaching Plan Related To Obesity.

6501 Assignment 1

As an advanced practice nurse, you will examine patients presenting with a variety of disorders. You must, therefore, understand how the body normally functions so that you can identify when it is reacting to changes. Often, when changes occur in body systems, the body reacts with compensatory mechanisms. These compensatory mechanisms, such as adaptive responses, might be signs and symptoms of alterations or underlying disorders. In the clinical setting, you use these responses, along with other patient factors, to lead you to a diagnosis. NURS 6501 Assignment 1.

Consider the following scenarios:

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Scenario 1:

Jennifer is a 2-year-old female who presents with her mother. Mom is concerned because Jennifer has been “running a temperature” for the last 3 days. Mom says that Jennifer is usually healthy and has no significant medical history. She was in her usual state of good health until 3 days ago when she started to get fussy, would not eat her breakfast, and would not sit still for her favorite television cartoon. Since then she has had a fever off and on, anywhere between 101oF and today’s high of 103.2oF. Mom has been giving her ibuprofen, but when the fever went up to 103.2oF today, she felt that she should come in for evaluation. A physical examination reveals a height and weight appropriate 2-year-old female who appears acutely unwell.  Her skin is hot and dry. The tympanic membranes are slightly reddened on the periphery, but otherwise normal in appearance. The throat is erythematous with 4+ tonsils and diffuse exudates. Anterior cervical nodes are readily palpable and clearly tender to touch on the left side. The child indicates that her throat hurts “a lot” and it is painful to swallow. Vital signs reveal a temperature of 102.8oF, a pulse of 128 beats per minute, and a respiratory rate of 24 beats per minute. NURS 6501 Assignment 1.

Scenario 2:

Jack is a 27-year-old male who presents with redness and irritation of his hands. He reports that he has never had a problem like this before, but about 2 weeks ago he noticed that both his hands seemed to be really red and flaky. He denies any discomfort, stating that sometimes they feel “a little bit hot,” but otherwise they feel fine. He does not understand why they are so red. His wife told him that he might have an allergy and he should get some steroid cream. Jack has no known allergies and no significant medical history except for recurrent ear infections as a child. He denies any traumatic injury or known exposure to irritants. He is a maintenance engineer in a newspaper building and admits that he often works with abrasive solvents and chemicals. Normally he wears protective gloves, but lately they seem to be in short supply so sometimes he does not use them. He has exposed his hands to some of these cleaning fluids, but says that it never hurt and he always washed his hands when he was finished. NURS 6501 Assignment 1.

Scenario 3:

Martha is a 65-year-old woman who recently retired from her job as an administrative assistant at a local hospital. Her medical history is significant for hypertension, which has been controlled for years with hydrochlorothiazide. She reports that lately she is having a lot of trouble sleeping, she occasionally feels like she has a “racing heartbeat,” and she is losing her appetite. She emphasizes that she is not hungry like she used to be. The only significant change that has occurred lately in her life is that her 87-year-old mother moved into her home a few years ago. Mom had always been healthy, but she fell down a flight of stairs and broke her hip. Her recovery was a difficult one, as she has lost a lot of mobility and independence and needs to rely on her daughter for assistance with activities of daily living. Martha says it is not the retirement she dreamed about, but she is an only child and is happy to care for her mother. Mom wakes up early in the morning, likes to bathe every day, and has always eaten 5 small meals daily. Martha has to put a lot of time into caring for her mother, so it is almost a “blessing” that Martha is sleeping and eating less. She is worried about her own health though and wants to know why, at her age, she suddenly needs less sleep.

To Prepare

· Review the three scenarios, as well as Chapter 6 in the Huether and McCance text.

· Identify the pathophysiology of the disorders presented in each of the three scenarios, including their associated alterations. Consider the adaptive responses to the alterations. NURS 6501 Assignment 1.

· Review the examples of “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in this week’s Learning Resources. Then select one of the disorders you identified from the scenarios. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations.

· Review the Application Assignment Rubric found under Course Information

To Complete

Write a 2- to 3-page NURS 6501 Assignment 1 paper excluding the title page, reference page and Mind Map that addresses the following:

· For each of the three scenarios explain the pathophysiology, associated alterations and the patients’ adaptive responses to the alterations caused by the disease processes.  You are required to discuss all three scenarios within the paper component of this assignment.

· Construct one mind map on a selected disorder presented in one of the scenarios. Your Mind Map must include the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations. NURS 6501 Assignment 1.

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.

ORDER A PLAGIARISM-FREE PAPER HERE

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

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

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.