Eliud please, this teacher is very demanding she is a doctor of science and I need you to work in this work, it is the end of the module and I need to get a good grade, it is for next Wednesday December 5, please read all the indications and Rubrics and tell me if you can do it, I attached the previous works.

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Eliud please, this teacher is very demanding she is a doctor of science and I need you to work in this work, it is the end of the module and I need to get a good grade, it is for next Wednesday December 5, please read all the indications and Rubrics and tell me if you can do it, I attached the previous works.

Please and thank you very much

I am willing to pay up to 30 dollars

 

Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from the Topic 1, 2, and 3 assignments and the guidelines below.

PICOT Statement 

Revise the PICOT statement you wrote in the Topic 1 assignment.

The final 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).

Research Critiques

In the Topic 2 and Topic 3 assignments you completed a qualitative and quantitative research critique. Use the feedback you received from your instructor on these assignments to finalize the critical analysis of the study by making appropriate revisions.

The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT statement.

Refer to “Research Critique Guidelines.” Questions under each heading should be addressed as a narrative in the structure of a formal paper.

Proposed Evidence-Based Practice Change

Discuss the link between the PICOT statement, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes.

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

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

· PICOT statement clearly articulates a nursing practice problem using substantial supporting information from numerous reliable sources.

· Background of study including problem, significance to nursing, purpose, objective, and research questions is thorough with substantial relevant details and extensive explanation.

· Discussion of method of study including discussion of conceptual/theoretical framework is thorough with substantial relevant details and extensive explanation.

· Discussion of study results including findings and implications for nursing practice is thorough with substantial relevant details and extensive explanation.

· Discussion of ethical considerations associated with the conduct of nursing research is thorough with substantial relevant details and extensive explanation

· Conclusion summarizes utility of the research from the critical appraisal, knowledge learned, and the importance of the findings to nursing practice.

· Evidence of incorporation of research critique feedback and revision is comprehensive and thoroughly developed

· Discussion of the link between the PICOT statement, research articles, and nursing practice problem is extremely thorough with substantial relevant details and extensive supporting explanation.

· The proposed evidence-based practice change is extremely thorough and includes substantial supporting explanation and numerous relevant details.

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

· Argument is clear and convincing and presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

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

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

· All format elements are correct.

 

Research Critique Guidelines

To write a critical appraisal that demonstrates comprehension of the research study conducted, address each component below for qualitative study in the Topic 2 assignment and the quantitative study in the Topic 3 assignment.

Successful completion of this assignment requires that you provide a rationale, include examples, or reference content from the study in your responses.

Qualitative Study

Background of Study:

1. Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.

1. How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.

1. Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.

1. List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.

1. Were the purpose and research questions related to the problem?

Method of Study:

1. Were qualitative methods appropriate to answer the research questions?

1. Did the author identify a specific perspective from which the study was developed? If so, what was it?

1. Did the author cite quantitative and qualitative studies relevant to the focus of the study? What other types of literature did the author include?

1. Are the references current? For qualitative studies, the author may have included studies older than the 5-year limit typically used for quantitative studies. Findings of older qualitative studies may be relevant to a qualitative study.

1. Did the author evaluate or indicate the weaknesses of the available studies?

1. Did the literature review include adequate information to build a logical argument?

1. When a researcher uses the grounded theory method of qualitative inquiry, the researcher may develop a framework or diagram as part of the findings of the study. Was a framework developed from the study findings?

 

Results of Study

1. What were the study findings?

1. What are the implications to nursing?

1. Explain how the findings contribute to nursing knowledge/science. Would this impact practice, education, administration, or all areas of nursing?

Ethical Considerations

1. Was the study approved by an Institutional Review Board?

1. Was patient privacy protected?

1. Were there ethical considerations regarding the treatment or lack of?

Conclusion

1. Emphasize the importance and congruity of the thesis statement.

1. Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.

1. Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice.

1. Integrate a summary of the knowledge learned.

Quantitative Study

Background of Study:

1. Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.

1. How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.

1. Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.

1. List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.

1. Were the purpose and research questions related to the problem?

Methods of Study

1. Identify the benefits and risks of participation addressed by the authors. Were there benefits or risks the authors do not identify?

1. Was informed consent obtained from the subjects or participants?

1. Did it seem that the subjects participated voluntarily in the study?

1. Was institutional review board approval obtained from the agency in which the study was conducted?

1. Are the major variables (independent and dependent variables) identified and defined? What were these variables?

1. How were data collected in this study?

1. What rationale did the author provide for using this data collection method?

1. Identify the time period for data collection of the study.

1. Describe the sequence of data collection events for a participant.

1. Describe the data management and analysis methods used in the study.

1. Did the author discuss how the rigor of the process was assured? For example, does the author describe maintaining a paper trail of critical decisions that were made during the analysis of the data? Was statistical software used to ensure accuracy of the analysis?

1. What measures were used to minimize the effects of researcher bias (their experiences and perspectives)? For example, did two researchers independently analyze the data and compare their analyses?

Results of Study

1. What is the researcher’s interpretation of findings?

1. Are the findings valid or an accurate reflection of reality? Do you have confidence in the findings?

1. What limitations of the study were identified by researchers?

1. Was there a coherent logic to the presentation of findings?

1. What implications do the findings have for nursing practice? For example, can the findings of the study be applied to general nursing practice, to a specific population, or to a specific area of nursing?

1. What suggestions are made for further studies?

Ethical Considerations

1. Was the study approved by an Institutional Review Board?

1. Was patient privacy protected?

1. Were there ethical considerations regarding the treatment or lack of?

Conclusion

1. Emphasize the importance and congruity of the thesis statement.

1. Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.

1. Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice.

1. Integrate a summary of the knowledge learned.

 

Reference

Burns, N., & Grove, S. (2011). Understanding nursing research (5th ed.). St. Louis, MO: Elsevier.

The post Eliud please, this teacher is very demanding she is a doctor of science and I need you to work in this work, it is the end of the module and I need to get a good grade, it is for next Wednesday December 5, please read all the indications and Rubrics and tell me if you can do it, I attached the previous works. appeared first on Infinite Essays.

Due to a fall from a second story townhouse, Jimmy sustained a fractured left femur and a mild head injury. Jimmy is 10 years old. He was reaching for a ball that had gotten lodged into the gutter over the small balcony of his parent’s bedroom. He thought if he stood on the railing and reached with the badminton racket he could get it.

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Due to a fall from a second story townhouse, Jimmy sustained a fractured left femur and a mild head injury. Jimmy is 10 years old. He was reaching for a ball that had gotten lodged into the gutter over the small balcony of his parent’s bedroom. He thought if he stood on the railing and reached with the badminton racket he could get it.

Currently he is 2 days postoperative from repair of the left femur. He is being transferred out of the pediatric ICU where the Neurologist has stated he is stable but needs continued neuro checks q2 hours. He has a full left leg cast. The Foley catheter is to be replaced today, or he can attempt to roll onto a bedpan if needed.

The post Due to a fall from a second story townhouse, Jimmy sustained a fractured left femur and a mild head injury. Jimmy is 10 years old. He was reaching for a ball that had gotten lodged into the gutter over the small balcony of his parent’s bedroom. He thought if he stood on the railing and reached with the badminton racket he could get it. appeared first on Infinite Essays.

Positive Spirituality in Health Care

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Positive Spirituality in Health Care

Nine Practical Approaches to Pursuing

Wholeness for Clinicians, Patients, and

Health Care Organizations

 

 

Positive Spirituality in Health Care

Nine Practical Approaches to Pursuing

Wholeness for Clinicians, Patients, and

Health Care Organizations

Frederic C. Craigie, Jr., PhD

Maine-Dartmouth Family Medicine Residency, Dartmouth Medical School,

and Arizona Center for Integrative Medicine,

University of Arizona College of Medicine

M i l l C i t y P r e s s

M i n n e a p o l i s , M N

 

 

Copyright © 2010 by Frederic C. Craigie, Jr., PhD.

Mill City Press, Inc. 212 3rd Avenue North, Suite 290 Minneapolis, MN 55401 612.455.2294 www.millcitypublishing.com

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the author.

ISBN – 978-1-936107-48-3 ISBN – 1-936107-48-1

Cover Design by Wes Moore Typeset by James Arneson

Cover art © 2008 Caren Loebel-Fried www.carenloebelfried.com

Printed in the United States of America

 

 

To Heather, Matthew, and Tom Craigie. The spirit and commitments of your lives inspire me

and make the world a better place.

 

 

Index of Strategies……………………………………………….. xi

Acknowledgments………………………………………………. xiii

Foreword………………………………………………………….. xvii

Introduction…………………………………………………………. 1

The Context

1. Perspectives on Spirituality……………………………… 17

• Defining spirituality • So what, then, is spirituality? • Dimensions of spirituality • Suffering

2. Why Spirituality Matters………………………………… 53

• Spirituality is intimately related to health, wholeness, and well-being

• Spirituality mediates choices in health behaviors • Spirituality often frames the ways that people

cope with adversity and pursue the journey toward wellness/wholeness

• Spirituality is important because people want to be known in this way by their caregivers

Contents

 

 

3. Who Provides Spiritual Care?…………………………. 85 • Patient and clinician perspectives on spiritual care • Contributions to spiritual care by providers

of health and wellness care

4. Three Arenas of Spiritual Care……………………….. 97 • The personal arena • The clinical arena • The organizational arena • Three interlocking pieces

Nine Practical Approaches to Bringing Positive Spirituality into Health

and Wellness Care

Personal: Connections with What Matters to You

5. Stay connected with your purpose………………….. 123 • Spiritual aliveness • Aliveness and purpose • Staying connected with purpose

6. The moments of your life: Cultivate qualities of character…………………………………………………..145 • Positive Psychology • Discovering qualities of character • Working with qualities of character

7. Ground yourself in healing intention and presence….. 163 • Intention and presence • Cultivating intention and presence

 

 

Clinical: Connections with What Matters to Your Patients

8. Pick one or two areas to inquire about people’s spirituality……………………………………….. 189

• Two types of spiritual inquiry • Practical clinical approaches to spiritual inquiry • When in the course of human events

9. Partner with patients in pursuing what they care about……………………………………………………. 217

• A template for collaborative spiritual care conversations • Goals: What matters to you and where do you want to go? • Approaches: How are you going to get there? • Next steps

10. Be attuned to recurring themes of transcendence and valued directions……………………………………. .263

• Transcendence and valued directions • Spiritual care toward transcendence and valued directions • Approaches to transcendence • Encouraging patients in valued directions

Organizational: Connecting with the Shared Energy of People Working Together

11. Honor organizational mission and values………… 313

• Mission and values • Developing an understanding of mission and values • Mission and values as part of organizational life • Organizational specialists

 

 

12. Cultivate community………………………………………331 • Community in health care organizations • Positive qualities of community in health care

organizations • Cultivating community

13. Exercise empowering leadership……………………… 347

• Leadership and spiritual care • Windows on health care leadership: Voices of clinicians • Qualities of spirited health care leadership • Becoming a leader

Afterword………………………………………………………… 370

Appendix I: A Dozen of Fred’s Favorite Spirituality and Health Websites………………………… 372

Appendix II: A Fiddler’s Dozen of Fred’s Favorite Books on Spirituality and Health Care………………… 376

About the Author……………………………………………… 381

Index……………………………………………………………….. 383

 

 

 

 

 

Index of Strategies

1: Find your personal statements 136 2: Write your own origin story 137 3: Create a statement of personal mission 141 4: Describe your own approach to present awareness 143 5: Identify your own signature strengths of character 156 6: Nurture your own character 161 7: Be well 177 8: Pursue a practice of re-focusing and renewal during the day 179 9: Create a personal affirmation 181 10: Use conversational templates for spiritual inquiry 198 11: Identify conversation-openers 206 12: Adapt spiritual inquiry to the circumstances where

you see people 214 13: Get patients talking about what they care about 237 14: Elicit patients’ wisdom and competence 250 15: Express your own wisdom in some new ways 255 16: Collaborate with patients in defining next steps 259 17: Experiment with one or two approaches to transcendence 301 18: Invite patients to define key role values 305 19: Talk about the mission 323 20: Keep talking and develop a wider view of mission

and values 327 21: Define positive qualities of workplace community 340 22: Choose some next steps in building goodness in your

workplace community, and bring a colleague into the conversation 345

 

 

23: Be guided by your own evolving definition of leadership for spiritual care 363

24: Pick one or two points of growth for yourself as a leader with soul 367

 

 

xiii

Acknowledgments

Anyone who looks back along a journey that has been worth taking can see a remarkable collection of fellow travelers who have offered encouragement and support. This is certainly the case with me.

My closest associates in the work of spirituality and health care in the last several years have been my faculty colleagues at the Arizona Center for Integrative Medicine; Howard Silverman, MD MS, David Rychener, PhD, Victoria Maizes, MD, Tieraona Low Dog, MD, Patricia Lebensohn, MD, Moira Andre and Andrew Weil, MD. Thank you all for your friendship, for the affirmation that spirituality is really central on the path toward healing and wholeness, and for your enlightened conversation about how we invite spirit into the work that we do. I am also particularly grateful to Dr. Maizes for her kind and generous Foreword.

My ideas about spirituality and health care have been greatly en- riched over the years by the stories and dialogue from the fellows in Integrative Medicine at the Arizona Center for Integrative Medicine. Among many hundreds of such exchanges, I have included material (with generous permission) from Barbara L. Bakus, DO, Angela Lynn Barnett, MD, Katherine Bayliss, MD, Suzanne Bertollo, MD, MPH, Trevor M. Braden, MD, Christine Bugas, DO, Rosemarie Butterfield, MD, Gary Conrad, MD, Kathalina A. Corpus, MD, Deborah A. Dunn, MD, MPH, Susana Escobar, MD, Paula Renee Fayerman, MD, FCFP, Vani Gandhi, MD, Janet Lewis, MD, Jill Mallory, MD, Mark D. Moon MD, David Moss, MD, Amy Pabst, MD, Robert A. Pendergrast, Jr., MD, MPH, Mary Ellen Sabourin, MD, Christina Louise Stroup, MD, MS, and Joseph Zirneskie, MD.

Among my local colleagues and friends, I am ever grateful to three people in whom I always find wisdom and inspiration in the conversation about spirituality and health; Diane S. Campbell, MD, Elizabeth B. Hart, MD, and Richard F. Hobbs, III, MD, FAAFP, DABMA.

 

 

Positive Spirituality In Health Care

xiv

My 1996 sabbatical colleagues at the Seton Cove in Austin, Texas, helped with the formation of my ideas about organizational soul and have remained dear to me over the years: Sr. Mary Rose McPhee, DC, Jan and Ed Berger, Leslie Hay, and Travis Froelich.

The leadership and staff of the community health centers in my exemplary practice research will remain anonymous because of the protocols of doing this kind of research. You are still out there, though, providing great health care to Maine people and caring about one another, and you have my sincere respect.

For miscellaneous permissions and words of feedback and support; Amy Madden, MD, Priscilla Abercrombie, RN, NP, PhD, Larry A. Willms, MD CCFP, Harold G. Koenig, MD, MHSc, Sara Roberts, PA-C, Margaret J. Wheatley, EdD, Christina Puchalski, MD, MS (and the George Washington Institute for Spirituality and Health), Everett L. Worthington, Jr., PhD, Robert D. Enright, PhD, Lynn Underwood, PhD, Gowri Anandarajah, MD, Lee G. Bolman, PhD, Kay Gornick (Prairie Home Productions), Renee Anthuis, AAFP, and Douglas Harper (the Online Etymology Dictionary).

Thanks to my community of writers for their feedback and support. Led by the irrepressible Bill O’Hanlon, MS, they also include Mary Beth Averill, LICSW, Ph.D, Sandy Beadle, Adele V. Bradley, MA, LCMHC, Niel Cameron, Hope W. Hawkins, Ryan Nagy, Lisa Robertson, and Robin Temple.

The late David B. Larson, MD was a generous collaborator on early meta-analytic research on spirituality and health, and helped to form my professional direction and passion in this area. The late Thomas Nevola, MD set in motion some conversations in Central Maine that have evolved into a vital Department of Pastoral Care at the Augusta campus of MaineGeneral Medical Center, and a 23-year annual symposium that bears his name.

The cover image, Tree of Life, was graciously provided by the artist, Caren Loebel-Fried. The bird nestled in the tree is a phoenix, the mythical firebird that symbolizes renewal in the traditions of many world cultures. Readers can see more of Caren’s stunning work at http://www.carenloebelfried.com/. Hearty thanks to the broadly-

 

 

Acknowlegments

xv

talented Matthew Craigie for the portrait on the back cover. Thanks also to Mark Levine and the staff at Mill City Press. A

pleasure to work with. My wife, Beth, remained patient and cheerful over the winter of

2008-2009 with her husband impersonating a piece of furniture, planted ten feet away from the pellet stove, staring at the laptop. She is also among the wisest, most spiritually grounded, and up- lifting people I have ever been blessed to know.

 

 

xvii

Foreword

Physicians and other health care providers are invited into the most intimate moments of people’s lives. Birth, death, sexuality, and loss of bodily and mental functions are revealed in the therapeutic union created between patient and clinician. Within this context, but often missed or ignored, are spiritual questions. Buried just below the surface of most clinical encounters lie questions related to meaning, to faith, and to larger existential matters. “Why did this happen to me?” “I have been a devout Christian (Jew, Muslim, etc.); why would God give me cancer?” “My father was a good man; how could he now be stricken with Alzheimer’s, with his dignity lost and all that he valued gone?”

Doctors and nurses have often sidestepped these questions as not part of our domain as health care providers. Indeed, many of these questions are not answerable. Rainer Rilke in his timeless book Letters to a Young Poet suggests that we learn to “love the questions themselves.” While this may be good advice for the questioner, how does it relate to the health professional? By bearing witness, by acknowledging the unspoken questions, we provide an oppor- tunity to our patients for growth. Challenges of all kinds hone our development as human beings. They can serve as tests that provoke us to express our finest selves.

Parallel to our human potential for physical prowess and in- tellectual capacity, we have a wellspring of spiritual strength from which to draw. This may be of profound importance not only in times of crisis; it may be the waters that sustain us through our ordinary day to day existence as well. Whether wrestling with pain from osteoarthritis, an addiction to alcohol or drugs, a depression, or even boredom, spiritual resources can help us surface from the depths. Indeed, spiritual answers may serve as our most powerful approach to overcome life’s obstacles, offering us direction, hope, meaning, and renewal.

 

 

Positive Spirituality In Health Care

xviii

Expressions of profound gratitude may also be of a spiritual nature. “I am so deeply grateful for this healthy baby” is not only a common sentiment among new parents; it is often experienced as a spiritual event. The middle-aged woman challenged by years of diabetes may feel similarly blessed to “see my daughter graduate from college.”

Health professionals can certainly refer to others with more training, expertise and even comfort. But they must recognize the subtle hints that are often the only expression of the agonizing questions being asked. Medical educators have suggested sets of questions that can be taught to students and residents so that they take a good spiritual history. While these questions serve to enhance comfort and are a good starting point, they may imply that one can either include or exclude a spiritual history the way one decides on the need for a sexual history or a mental status exam depending on the presenting problem. Like Dr. Craigie, I believe the more ap- propriate model is an embodiment model of spirituality. Framed this way, we acknowledge the presence of the spiritual domain in whatever is going on.

In this wonderfully researched and written book, Dr. Fred Craigie leads by example, weaving together compelling stories that reveal to us how spirituality impacts health. He reviews decades of research and makes a compelling case for health care providers to delve into this part of their patients’ lives. He reminds us, with vivid cases, how these conversations enrich our lives as well as those of our patients. He reminds us that our patients want us to be present, to listen generously and with compassion, and to provide realistic hope. While we may all recognize these attributes of good medicine, he points out that when these elements are present, our patients feel spiritually cared for.

Dr. Craigie then proceeds to teach us nine approaches to bringing spirituality into healthcare. He frames his approaches in three domains: personal, clinical, and organizational. The personal reveals how we can stay connected with a higher purpose, how we

 

 

Foreword

xix

can cultivate our own character, and ways to ground ourselves in the context of a healing intention. The clinical covers practical approaches to working with patients. This includes history taking and partnering with patients as they discover and pursue what is meaningful to them. It also includes learning to recognize and support transcendence in others. Finally, Dr. Craigie challenges us to include the organizational level by honoring mission and values, by cultivating a workplace community that attends to the spiritual domains, and by exercising empowering leadership.

I have worked with Dr. Craigie for a decade now. He has taught spirituality and medicine in the Fellowship Program at the Arizona Center for Integrative Medicine since its inception in 2000. He is beloved by the more than 500 fellows who studied with him and found his teaching of supreme value. I am confident that you will have a similar experience.

Ultimately, Dr. Craigie enriches us with his years of experience teaching spirituality to health providers. He gives us a frame to use and language we need to help us be more comfortable and focused in providing spiritual care. He reminds us of the value of simply sitting with another human being and witnessing their journey. And in the end, it is our patients who benefit by feeling seen and acknowledged for who they are and for what is important to them.

Victoria Maizes, MD Executive Director, Arizona Center for Integrative Medicine Associate Professor of Medicine, Family Medicine, and Public Health University of Arizona

The post Positive Spirituality in Health Care appeared first on Infinite Essays.

The pediatric teaching project is designed to allow the nursing student to demonstrate their ability and proficiency in developing and implementing an educational program for children on a specific health related topic

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The pediatric teaching project is designed to allow the nursing student to demonstrate their ability and proficiency in developing and implementing an educational program for children on a specific health related topic. Groups must consist of 3-5 students. Each group will be assigned a topic along with a corresponding grade level. The topics offered are as follows:

– Stranger Safety and Street safety (bicycle, outdoor play, traffic)-4th Grade Level 

When completing the teaching plan, students should consider the age and developmental level of the group they will be teaching. What is their attention span estimated to be? What activities will you do to make the teaching interactive and get the kids involved? What level of language will you use to explain things at the child’s level of understanding?

After the project is completed, the group must submit a final summary paper (maximum 5 pages, excluding references and cover page) in APA format with a minimum of 3 peer reviewed references.  This paper should cover the following topics, which are recommended as headings in the document.

o Project description (Who was your target population? What topic did you choose? Why? What developmental consideration were included? What teaching strategies were used?

o Evaluation of learning (Were the learning objectives achieved? How did you know? What method of evaluation was used?) **Use a hypothetical scenario**

o Summary of overall experience (Do you feel it was helpful to the children? What were the strengths or weaknesses of the teaching methods used? Would you do anything differently. Were there any other health care issues observed that could be identified as areas for further instruction?) **Use a hypothetical scenario**

o References

The post The pediatric teaching project is designed to allow the nursing student to demonstrate their ability and proficiency in developing and implementing an educational program for children on a specific health related topic appeared first on Infinite Essays.