NRS 434V Week 4 Assignment CLC – Adult Clients With Childhood Diseases

NRS 434V Week 4 Assignment CLC – Adult Clients With Childhood Diseases

NRS 434V Week 4 Assignment CLC – Adult Clients With Childhood Diseases

This is a Collaborative Learning Community (CLC) assignment.

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In this group assignment, you will be developing a presentation on childhood diseases that exist in adults. To complete this assignment, access the “Collaborative Learning Community: Health Promotion Presentation” resource. NRS 434V Week 4 Assignment CLC – Adult Clients With Childhood Diseases.

While APA style 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 , 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.az3s

NRS 434V Week 4 Assignment CLC – Adult Clients With Childhood Diseases

Extra Credit Commentary Instructions

You may submit up to 2 extra credit commentaries on any of the assigned (non-textbook) readings throughout the semester.  Each commentary is worth 2 points of extra credit added to your overall point total for the semester.  To earn these points, you must submit a 3-5 page double-spaced response to a selected assigned research article on Canvas. NRS 434V Week 4 Assignment CLC – Adult Clients With Childhood Diseases.

Your commentary should have a clearly stated argument which you then support with logic and additional academic sources.  As long as you critically engage with a reading in an organized, coherent manner that is generally free of grammatical and spelling errors, you will earn both possible points.  Some example prompts for a commentary include (but are not limited to):

  • Explain why the article made an important contribution to the field.
    • Briefly summarize the state of research prior to the article and how the article built off of that foundation and propelled the field forward in a meaningful way. Use class readings or outside sources to support your argument.
  • Argue that the article’s findings are suspect and should be interpreted with caution.
    • Point out some limitations of the author’s methods or logic using class readings or outside sources to support your claims.
  • Propose a follow-up study for the research presented.
    • No study is perfect. Describe a follow-up study the authors could do to improve upon the one they presented in the article.  Use class readings or outside sources to support your suggestion. NRS 434V Week 4 Assignment CLC – Adult Clients With Childhood Diseases.

NRS 434V Week 5 Benchmark Assignment – Individual Client Health History and Examination

In this assignment, you will be completing a health assessment on an older adult. To complete this assignment, do the following:

1. Perform a health history on an older adult. Students who do not work in an acute setting may “practice” these skills with a patient, community member, neighbor, friend, colleague, or loved one. (If an older individual is not available, you may choose a younger individual).

2. Complete a physical examination of the client using the “Individual Health History and Examination Assignment” resource. Use the “Functional Health Pattern Assessment” resource as a guideline to assist you in completing the template.

3. Document findings of complete physical examination in Situation-Background-Assessment-Recommendation (SBAR) format. Refer to the sample SBAR Template located on the National Nurse Leadership Council website at https://www.ihs.gov/nnlc/includes/themes/newihstheme/display_objects/documents/resources/SBARTEMPLATE.pdf as a guide.

4. Document the findings of the physical examination in the assessment worksheet.

5. Using the resource, provide the physical examination findings summary with planned interventions for the client. Include any community services in the interventions.

is not required, but solid academic writing is expected.

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.

Assignment Details – NRS 434V Week 5 Benchmark Assignment – Individual Client Health History and Examination

For this Assignment, you are going to write a paper explaining how you developed your theory through the four stages (theorizing, syntax, theory testing, and evaluation). Your paper must be 3 to 5 pages, not including the title and reference pages.

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Assignment Requirements

Before finalizing your work, you should:

  • Minimum requirement of at least 5 sources of support
  • be sure to read the Assignment description carefully (as displayed above);
  • consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and

utilize spelling and grammar check to minimize errors.

NRS 434V Week 5 Assignment 2 – Health Assessment Presentation

In this assignment, you will be creating a PowerPoint presentation based on the application of the functional health assessment of a movie character. To complete this assignment, choose a movie from the following list and identify a character from the movie on whom you would like to do a health assessment. If you wish to use a character from a movie not included on the following list, get the approval of your instructor.

Films:

1. Away From

2. Her

3. Lorenzo’s Oil

4. Mask

5. My Sister’s Keeper

6. Philadelphia

7. Rain Man

8. Steel Magnolias

9. Stepmom

10. The Elephant Man

11. The Mighty

12. The Tic Code

Directions for NRS 434V Week 5 Assignment 2 – Health Assessment Presentation:

1. Create a PowerPoint presentation of 10-12 slides using the template “Movie Character Presentation.”

2. Provide an introduction and background overview of the movie character (client).

3. Assess the client using the “Functional Health Pattern Assessment.”

4. Based on your “observations” and thoughts, document your assessment, providing examples from the movie.

5. Describe any observed or potential cultural, geographic, religious, ethnic, or spiritual considerations of this client.

6. Describe two normal health patterns of the client as well as two abnormal health patterns that you observe, and provide examples.

7. Develop an appropriate nursing diagnosis for the client based on your assessment.

8. Identify and describe three interventions for the client: health promotion, health prevention, and maintenance.

9. Identify at least two possible resources or community services to which you would refer this client and provide rationale for your choices.

In addition to submitting the presentation to the instructor, post your assignment to the Movie Character Health Assessment Presentation Main Forum as directed by instructor. Respond to other students’ posts in a manner that initiates or contributes to discussion. Each person should make at least three substantive comments.

While 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.

Rubric

Course Code Class Code Assignment Title Total Points
NRS-434VN NRS-434VN-O502 Developmental Assessment and the School-Aged Child 100.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%)
Content 80.0%
Comparison of Physical Assessment Among School-Aged Children 25.0% A comparison of physical assessments among different school-aged children is omitted. An incomplete comparison of physical assessments among different school-aged children is summarized. How assessment techniques would be modified depending on the age and developmental stage of the child is omitted or contains significant inaccuracies. A general comparison of physical assessments among different school-aged children is summarized. How assessment techniques would be modified depending on the age and developmental stage of the child is generally described. More information or support is needed for clarity or accuracy. A comparison of physical assessments among different school-aged children is presented. How assessment techniques would be modified depending on the age and developmental stage of the child is described. Some information is needed for clarity. A detailed comparison of physical assessments among different school-aged children is presented. How assessment techniques would be modified depending on the age and developmental stage of the child is thoroughly described. Insight is demonstrated into the physical assessment of school age children.
Typical Assessment for a Child of a Specific Age 25.0% The typical developmental stage of a child between the ages 5 and 12 is not described. The typical developmental stage of a child between the ages 5 and 12 is summarized. The summary contains significant inaccuracies for the age of the child. The typical developmental stage of a child between the ages 5 and 12 is generally described. The description contains some inaccuracies for the age of the child. The typical developmental stage of a child between the ages 5 and 12 is described. The overall description is accurate. Some information is needed for clarity. The typical developmental stage of a child between the ages 5 and 12 is accurately and thoroughly described.
NRS-434 Developmental Assessment and the School-Aged Child Rubric
Developmental Assessment of a Child Using a Developmental Theory (Erickson, Piaget, Kohlberg) NRS-434 Developmental Assessment and the School-Aged Child Rubric 30.0% A child assessment based on a developmental theory is omitted. A child assessment based on a developmental theory is partially summarized. Partial strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are omitted or are incorrect. There are significant inaccuracies. A child assessment based on a developmental theory is generally described. General strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are summarized. There are minor inaccuracies. A child assessment based on a developmental theory is described. Appropriate strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are described. Some information is needed for clarity. A child assessment based on a developmental theory is thoroughly described. Well-developed strategies to gain cooperation and for how explanations would be offered during the assessment are presented. The potential findings expected from the assessment are all accurate and described in detail.
Organization and Effectiveness 15.0%
Thesis Development and Purpose 5.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 5.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
Format 5.0%
Paper Format  (use of appropriate style for the major and assignment) 2.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. NRS-434 Developmental Assessment and the School-Aged Child Rubric All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
NRS-434 Developmental Assessment and the School-Aged Child Rubric
Total Weightage 100%

 

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