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Comperhensive nursing power point presentation regarding intugumentry system , chapter 53 (from page 105– 1111) . I want withih 4 hours.
the book abloaded and  in this link attached https://drive.google.com/drive/folders/1mpGJPOA03DhVBvL-lsuAVgP8I7aPqxrP?usp=sharing

Scenario:
• Your 79, year old female patient suffered a stroke 6 months ago. She is cared for in her sister’s home. The patient is dependent for position changes. She is unable to communicate the need to be turned. She must be fed at all meals. She has a stage II pressure injury on her sacral area.

Questions:
• Develop a teaching plan for the family to ensure that the patient’s needs are met.

Directions: Musculoskeletal
• A 72, year old man lived a fairly sedentary lifestyle as an accountant. Now that he is retired, he recognizes the need to be active to maintain his health as long as possible. He is concerned, however, that it is too late for him to start exercising because he has never engaged in such activities.

 • 200 – 300 words in length
• What encouragement, if any can you give him?
• What suggestions can you make for an exercise program?

To prepare:

• Select a client family that you have observed or counseled at your practicum site.
• Review pages 137–142 of Wheeler (2014) and the Hernandez Family Genogram video in this week’s Learning Resources.
• Reflect on elements of writing a comprehensive client assessment and creating a genogram for the client you selected.

Assignment

Part 1: Comprehensive Client Family Assessment

Create a comprehensive client assessment for your selected client family that addresses (without violating HIPAA regulations) the following:

• Demographic information
• Presenting problem
• History or present illness
• Past psychiatric history
• Medical history
• Substance use history
• Developmental history
• Family psychiatric history
• Psychosocial history
• History of abuse and/or trauma
• Review of systems
• Physical assessment
• Mental status exam
• Differential diagnosis
• Case formulation
• Treatment plan

Part 2: Family Genogram

Develop a genogram for the client family you selected. The genogram should extend back at least three generations (parents, grandparents, and great grandparents).

Module 09 Discussion – Mental Healthcare for Adolescence & Children

Scenario

Ryan is a 12 year old diagnosed with Oppositional Defiant Disorder (ODD). As a small child, Ryan was first diagnosed with Attention Deficit, Hyperactivity Disorder. He had just started preschool and was unable to remain in one place for more than a minute or two. His parents had already had a very difficult time in disciplining him, because he would become very upset and throw temper tantrums when he could not do as he wished. He just seemed to be an unhappy, irritable child. This behavior continued in school. As time progressed, Ryan was diagnosed with Oppositional Defiant Disorder, because he continued to refuse to listen to adults and comply with the rules.

By the age of 12, he has begun to bully and annoy others. His parents have decided that the approaches they have used in the past are not working, and they are more afraid his behavior will only get worse.

Initial Post

Provide explanations for these questions and statements:

• Describe the behaviors apparent for each disorder in this scenario (Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder).
• If this behavior becomes worse and Ryan starts to violate the rights of others, what medical diagnosis will be given and why?
• Discuss at least two types of medication appropriate to treat Ryan and support your choices with rationale and credible resources
• Describe why therapy for the parent is important in this scenario including at least two supporting rationales.

 1- Discussion Question: When going through menopause, the women undergoes psychological and physiologic changes. Discuss changes that women should be made aware of when going through menopause. 

2- 3 paragraphs of 3 sentences each

3- 2 references not older than 2015

4- APA style

1. Reflect on the definition and goal of EBP.
2. Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).
3. Explore the website to determine where and to what extent EBP is evident.
4. Post a description of the healthcare organization website you reviewed. Describe where, if at all, EBP appears (e.g., the mission, vision, philosophy, and/or goals of the healthcare organization, or in other locations on the website). Then, explain whether this healthcare organization’s work is grounded in EBP and why or why not. Finally, explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.

Please discuss your experiences with ethics, including your ethical values, ethical theories, and an ethical decision you have had to make. It is important to remember that as you share your ethical experiences with your faculty that you do not discuss information and details regarding a company or individual by name that are not public information. 

  Required Resources
Read/review the following resources for this activity: 

Introduction: Communication Change Challenge (CCC) Part 4
In Part 4, you are setting a goal for this project based on the outcome that you want to achieve. Knowing what you want the end result of this project to look like will help you to identify and implement the behaviors necessary to achieve that goal. Second, you are identifying a set of communication behaviors (in 4E) that will lead you to your goal. Be specific and very detailed. What will you do or say that is different?

Reminder: It is not time to implement new behaviors yet. This week you are setting a goal and identifying the new communication behaviors that will help you to achieve that goal

Instructions
The interpersonal communication skill you selected earlier in this project is not yet stated in specific behavioral terms. For example, “I want to overcome shyness and meet new people,” gives you little direction. Some questions you might ask yourself for that behavior goal include the following:

• What new people?
• Where will I meet them?
• When will I meet them?
• How many do I want to meet?
• How often?
• What will I say when I meet them?
• What do I typically do in these situations that I want to avoid?

Provide a detailed outline of your movement through these 4 steps: 4A through 4D.

4A. Goal Reflection and Revision
Think about your original goal from CCC Part 1E. Review your Week 1 statements: “I can’t” and “I won’t.” Read over your journal analysis of the CCC Part 2, and the positive models you want to emulate from CCC Part 3. Do you think your goal as written in Part 1E needs to be modified or changed? Address and submit the following:

• Your original goal from CCC Part 1E.
• What do you think your updated goal for this project should be now? It may be the same, slightly modified, or totally different from Part 1E.
• Why is your goal the same as CCC Part 1E, or why did it need to be changed?

Link: Example

4B. Behaviors Brainstorm
Jot down some communication behaviors that you associate with your goal. To arrive at this list, address and submit the following:

• What must a person be saying and/or doing for me to say that he/she has achieved the goal?
• Given a room full of people, what is the basis on which I will separate them into two classes: those who have achieved the goal and those who have not?
• How will I recognize and measure goal achievement when I see it?

4C. Behavior Description
Describe each behavior. Do this in a statement that identifies the manner (or extent) of the behavior that is required to achieve the goal.

Repeat this statement for each behavior on your list. This step helps you to establish the criteria by which you will measure your success in reaching the goal.

State your goal in specific behavioral terms, considering these example questions again.

• What new people?
• Where will I meet them?
• When will I meet them?
• How many do I want to meet?
• How often?
• What will I say when I meet them?
• What do I typically do in these situations that I want to avoid?

Use the following format:

• 4C1. Behavior 1: In order for me to achieve my goal of …, I will . . .
• 4C2. Behavior 1: In order for me to achieve my goal of …, I will . . .
• 4C3. Behavior 1: In order for me to achieve my goal of …, I will . . .

Do this at least 3 times for each behavior.

4D. Description Revision
Now, look at your behaviors again. Consider this: If someone else performed the behaviors you have outlined, would you be willing to say that person has achieved your goal? Can you answer “yes” to this question for each of the behaviors you listed above in Part 4C? If not, modify the descriptions of the behaviors until you can say, “YES.” The answer to Part 4D is YES or NO.

Do this over until you can state YES as the answer for each of the behaviors you have listed in 4C above.

In your description, explain why these behaviors would exemplify the attainment of your goal.

4E. Final Behavior List
Conclude with a clearly identified statement of the communication behaviors you intend to implement to achieve your interpersonal communication goal. Be specific.

Revisit these questions to help finalize the list:

• What new people?
• Where will I meet them?
• When will I meet them?
• How many do I want to meet?
• How often?
• What will I say when I meet them?
• What do I typically do in these situations that I want to avoid?

Copy your goal from 4A and then add all your specific behaviors from 4C. Conclude with a clearly identified statement of the communication behaviors you intend to implement to achieve your interpersonal communication goal. Be specific and detailed.

Writing Requirements (APA format)

• Length: 1.5-2 pages (not including title page or references page)
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• Title page
• References page

Grading

This activity will be graded based on the W4 CCC Grading Rubric.

Half to one page paper. APA format. One reference is fine (must be within 5 yrs). May use the rarticel  attached to the question. ZERO PLAGIARISM

Rath (2017) explains that people should focus more on strengths than weaknesses: “At its fundamentally flawed core, the aim of almost any learning program is to help us become who we are not. . . From the cradle to the cubicle, we devote more time to our shortcomings than to our strengths” (p. 3). Throughout nurses’ careers, the status quo is to work tirelessly to improve or change characteristics and talents for which the individual is weak. While I agree that in our profession weak areas do need to be addressed, I think we could do more to develop those areas where individuals naturally “shine.”

Reference: Rath, T. (2017). Discover your CliftonStrengths. New York, NY: Gallup Press.

Question: As a leader managing change, how might you leverage the strengths of others to compensate for characteristics you are still developing in your own professional leadership personality?

he following competencies:

3.3 Provide individualized education to diverse patient populations in a variety of health care settings.

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.

Options for Delivery 

Select one of the following options for delivery and prepare the applicable presentation:

1. PowerPoint presentation – no more than 30 minutes

Selection of Community Setting

These are considered appropriate community settings. Choose one of the following:

7. Church community

Community Teaching Experience Approval Form 

Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box.

General Requirements

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting 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. 

AttachmentsNRS-428VN-RS5-CommunityTeachingExperienceForm.doc
RUBRIC