To support your work, use your course and text readings and also use the South University Online Library.

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To support your work, use your course and text readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates.

Discussion Question 1

Evidence-based practice will be the cornerstone of your advanced practice career. Choose a health disease process that is common in the adult population and post your choice to the discussion question area with the title “Health Disease Choice.” If a health disease is posted, pick another one so that there will be a discussion on a variety of health disease processes.

Once you have decided on your topic, research two evidence-based articles. Cite your references in APA format. Do not look for less common and seldom-seen diseases; instead, look for the typical problems that you anticipate seeing in your practice as an advanced practice nurse. On the basis of the literature search and adult disease process, also discuss what parts of the complete health history would be essential in understanding a patient’s current health state and work-up completed to date.

Discussion Question 2

Differential diagnoses must be considered before choosing a final diagnosis. What criteria must be met before a final diagnosis can be made? Give an example of three differential diagnoses for a patient who complains of a sore throat. Support your differential diagnoses with a brief statement of reason. You do not have to have a final diagnosis for this patient; just work up the differential diagnoses. This is a common complaint for many patients

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Following a disaster, spirituality is greatly affected by the nature, scope

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Following a disaster, spirituality is greatly affected by the nature, scope, and complexity of the disaster. The individual could react in different ways depending on the type and severity of the disaster. For example, If the disaster was manmade, if the disaster was a natural disaster and if God or human is to be blamed for the disaster? The answers to these questions can often shed light to where the person draws strength from. For individuals, spirituality can become a battle of why and how. Why would God allow bad things to happen? How did it happen?  The overall cause that one blames for the disaster is suggestive of the belief that the person views the world through (Good Therapy, 2013)

The impact of a disaster could cause individuals, families and the entire community to have crisis in their spirituality whereby they feel neglected by God and feel the need to ask why a loving and compassionate God would allow such suffering and pain to happen to them. In such situations, they find it hard to pray and get disengaged from religious activities and continue to search for continuous reassurance that God will restore goodness to their life and provide safety and security.

A community health nurse can assist in the spiritual care of others by acknowledging their different beliefs and respecting them and their wishes. If permitted, the nurse could pray with them. When questions arise, the nurse could answer questions to the best of his/her ability as well as help direct disaster victims to the correct source for answers to spirituality questions (pastor/priest) and promote the most possible calm, controlled atmosphere in the presence of a disaster.

Reference

Good Therapy. (2013). Insights into Spirituality in the Aftermath of a Disaster.  Retrieved 2015, from

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Community Teaching Work Plan Proposal

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Community Teaching Work Plan Proposal

Directions: Develop an educational series proposal for your community using one of the following four topics:

1) Bioterrorism/Disaster

2) Environmental Issues

3) Primary Prevention/Health Promotion

4) Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher:
Estimated Time Teaching Will Last: Location of Teaching:
Supplies, Material, Equipment Needed: Estimated Cost:
Community and Target Aggregate:
Topic:

Epidemiological Rationale for Topic (statistics related to topic):

Nursing Diagnosis:

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

Learning Theory to Be Utilized: Explain how the theory will be applied.

Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)?

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective and Domain

Example – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)

 Content (be specific)

Example – The Food Pyramid has five food groups which are….

Healthy foods from each group are…. Unhealthy foods containing a lot of sugar or fat are….

 Strategies/Methods

(label and describe)

Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day.
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.

Creativity: How was creativity applied in the teaching methods/strategies?

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

Communication: How will you begin your presentation (hook them in)? How will you end your presentation (go out with a bang)? What nonverbal communication techniques will you employ?

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