Please answer each question APA references and less than 20 simila.docx
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Please answer each question APA references and less than 20 % similarity. Week 12 Chapter: 24.Putting it All Together Examining the patient Give examples of blockers and facilitators to communication. Outline the steps involved in building rapport before performing an examination. List cultural considerations when taking a history and performing a physical examination. Differentiate between the human and the scientific understanding of illness. 5 Name three observations that a human can make better than a machine. DiScuss the phrase “Deal with the total person.” Discuss comfort and privacy issues related to positioning during the examination. Review ways to maintain privacy during the examination process. Discuss methods to reduce anxiety in persons of various ages during the examination process. 10- You overhear another student complaining about how frustrated she was during her first practice examination of an infant. “He was sleeping when it was time to begin the examination,” she explains. “I woke him up so I could get started, but then he started crying. He finally quit crying, but by then I’d already lost a lot of time.” a)- What critique can you offer for the scenario? b)What advice do you have for this student examiner? c)When does the process of inspection begin with the patient? 11-The physical examination of an older patient should include mental status evaluation with particular attention to which three areas? 12-For children who are small enough, where should they be examined? 13-The child’s ability at any age to react socially offers clues to which two types of well-being? 14-What does observing a child playing on the floor afford us? 15-KM is a 46-year-old male patient who presents for a routine physical examination. He presents today without complaints. He wants to be sure that he is on the right track to maintain his health because he is in his fourth decade of life. a)- What components of the exam would be completed with the patient seated and the back exposed? b)- You are preparing to complete a rectal examination. What are the possible positions for this examination? c)- Describe the components of the rectal examination. .
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Basics of the Proposal Essay
Overview
In the proposal, you are asking someone to do
something despite the obstacle that are in the
way.
A general thesis might be something like:
Although there are these obstacles, X group
should do THIS THING because A, B, C
reasons.
That might mean something like this specifically:
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Overview
In the proposal, you are asking someone to do
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A general thesis might be something like:
Although there are these obstacles, X group
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The organization will change depending
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Topic Selection
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Otherwise, choose a narrow
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Demonstration that the problem is a problem
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Demonstration that your proposal will solve the
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Response to opposition
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You might see a way for something going well to
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Horizontal Rule
Objectives
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3. 3. What training in patient safety have you received?
4. 4. Has it been adequate?
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The document provides instructions for an online discussion requiring students to build a health history for a new patient. Students are assigned a 55-year-old Asian female living in public housing and must post how they would conduct the interview, the communication techniques they would use, the risk assessment tool selected and why, and 5 targeted health history questions. Replies are also required that validate or add to others' responses using references. The discussion aims to develop students' skills in gathering patient information and assessing health risks based on social and medical factors.
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Horizontal Rule
Objectives
After completing the learning activities for this topic, you will be able to:
List, define, and apply the steps in conducting fieldwork.
Describe and cite examples of data-gathering techniques.
Analyze the nature of ethical dilemmas in anthropological field work.
Click on the image below to view a photo gallery.
How Anthropologists Do Research -- The Importance of Ethics
Written by Dr. Katherine R. Rowell, Professor of Sociology, Sinclair Community College
Your textbook discusses the 5 steps of conducting anthropological research or fieldwork. I typically add another step in the beginning known as preparation. Thus, there are six steps to conducting anthropological fieldwork. In fact, the first step, preparation, is important for anyone visiting another culture or working with people from another culture.
Step 1: Preparation
Preparing to conduct research on a different culture or visit another culture can be time consuming. One of the most important issues is geographical location of the culture you plan to visit or study. There are funding issues, health precautions (shots and medications), governmental permissions (visas and passports), language issues (Do you have an interpreter? or Do you know the language?), Personal affairs (Who is going to pay your bills? Feed your cat?), Packing issues (How much are you allowed to take? What items are a necessity?) and finally, do you have an informant and a site to do research? (Someone within that culture to help you with your research or help you on your visit). These issues take a lot of time to work out and are an important first step.
Step 2: Selecting a Research Problem
In the past the goal of anthropological research was to describe a culture in as much detail as possible (ethnography). Today, the research is typically problem based. For example, when I went to Botswana, Swaziland, and South Africa my goal was to understand the AIDS crisis and compare approaches to reducing HIV/AIDS in these countries. Often times the re.
1. The research purpose questions addressed in the studies1.What.docx
1. The research purpose questions addressed in the studies
1.What is the highest grade you have completed?
2. Do you have someone who stays with you in the hospital? Why? How much of the time (%)?
3. Do the members of the health care team appear familiar with your condition and treatment?
4. Are you familiar with what medications you are receiving?
5. Are you receiving your medications on schedule?
6. Before you have a procedure (such as having blood drawn, going for an X-ray, receiving medications) do the staff use some ways to validate (identify) who you are?
7. Do the staff wash their hands before they work with you?
8. Have you experienced an error or a near mistake? Was it resolved? How?
9. Do you believe that your concerns are being heard and understood?
10. Has your physician explained your course of treatment?
11. Does all of the equipment in your room seem to work properly?
12. Would you recommend this hospital to your family and friends?
13. How long does it usually take for someone to respond to your call light?
14. What have you been told or heard about safety in this or other hospitals?
15. What do you do if you suspect a problem?
16. Who on your team would you be most comfortable reporting a problem to?
17. What measures do you believe are in place to help avoid errors in the hospital?
18. How do you participate in your or loved one’s care to ensure safety during this hospital stay?
19. If you are susceptible to falling, what precautions have been taken by the hospital?
20. Do you know what treatment you will receive today and when?
21. How much control do you believe you have over your care in the hospital? (1–10)
22. How safe have you (or you as a care giver) felt during this hospital stay? (1–10)
23. How comfortable are you reporting a problems to someone on the health care team? (1–10)
24. What are three words that describe your hospital stay?
The research questions asked to the nurses are:
1. How many years of experience do you have in nursing?
2. 2. Is patient safety a top priority?
3. 3. What training in patient safety have you received?
4. 4. Has it been adequate?
5. 5. Do you feel that the employees who you work with are adequately trained?
6. 6. In general, do you believe that your co-workers take action to correct hazards they find?
7. 7. What do you do if you are concerned about another employee’s practice of safety procedures?
8. What are the top three things that you routinely do to make the patient’s stay safer?
9. What aspects of patient safety concern you the most?
10. How do you report a risky situation or actual error? Can you give me an example of what you thought was a “risky situation”?
11. What are the benefits and downsides of reporting errors or risky situations?
12. If a patient or family member questions what you are doing, how do you respond?
13. During the last 5 years what changes have you seen that you think have made the hospital safer?
14. How long does it take for you to respond to a call light?.
Group-A, Day 1: CLINICAL TRIAL, Rising Regulations & Complexities, Pharmaceu...
Group-A, Day 1: CLINICAL TRIAL, Rising Regulations & Complexities, Pharmaceu...Obaid Ali / Roohi B. Obaid
This document appears to be a presentation about rising regulations and complexities in clinical trials. It discusses how regulatory authorities have transitioned from being silent to taking a more proactive role in response to issues like the Thalidomide tragedy. It also covers topics like human subject protection, data integrity, post-marketing requirements, and cases of misconduct in clinical trials. The presentation emphasizes that regulations are designed to ensure clinical trials prioritize safety and ethics.Questions On Current Related Researches Essay
The document discusses the complexities in defining happiness. It notes that determining if someone is happy is difficult as a person's mood may differ from their overall life satisfaction. It also questions who can determine if someone is happy - the individual themselves or an outside observer. Additionally, similar feelings like happiness and contentment may have different meanings to different people. The document also provides one operational definition of happiness as a "positive mood in the present and a positive outlook for the future." Operational definitions are important in psychological studies to measure concepts.
Creating Effective Pediatric Assent Forms: Overcoming Common Obstacles
This document discusses creating effective pediatric assent forms by overcoming common obstacles. It identifies five main obstacles: 1) treating assent as an afterthought, 2) lack of direction from sponsors/IRBs, 3) failure to account for developmental ages and reading levels, 4) difficulty creating readable forms, and 5) not planning the assent process logistics. It provides tools to write forms at appropriate reading levels, ensure all elements of assent are addressed, and plan who will obtain assent and where. The goal is to engage children in a developmentally-appropriate way and respect their participation in research decisions.
Designing Scenario based Questions
There is an urgent need to travel from Recall system of examination to a creative,method of Scenario based questions in Medicine
Test bank advanced health assessment and differential diagnosis essentials fo...
Test bank advanced health assessment and differential diagnosis essentials for clinical practice 1st edition myrick.pdf
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Neurodevelopmental Treatment and Cerebral Palsy- Research
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Human Growth & Development HHG4MFinal ExamAll questions carr.docx
Human Growth & Development HHG4M
Final Exam
All questions carry equal marks
Use examples to illustrate your answers
Q1. “You cannot predict the outcome of human development. All you can do is like a farmer create the conditions under which it will begin to flourish.” ― Sir Ken Robinson. How does this relate to varies theories of human development? Use examples and related to theories in your answer.
Q2. “Attachment to a baby is a long-term process, not a single, magical moment. The opportunity for bonding at birth may be compared to falling in love--staying in love takes longer and demands more work.” T. Berry Brazelton. How does this relate to varies theories of attachment? Use examples and related to theories in your answer.
Q3. Agents of socialization provide critical information for children to function as members of
society. Identify at least three (3) agents of socialization and how each of them contributes to socialization. Use examples to illustrate your answer.
Q4. Write short notes on any five of the following (use examples to illustrate your answers):
i. neuroscience
ii. brain wiring
iii. pruning
iv. Pituitary Gland
v. Community Supports
vi. Morality
vii. active rebellion
viii. Environmental Pollutants
ix. Maternal Nutrition
x. Toxoplasmosis
xi. The Role of the Unconscious
Human Growth & Development – an Overview
Unit 1 Test
Attempt all questions. Use examples to illustrate your answer.
1. What is the difference between human growth and development?
2. What are the characteristics of development?
3. What is a family?
4. Identify and define the strands of development (P.I.E.S). Provide an example for each type of development.
5. Define nature and nurture. Explain how both nature and nurture play a role in human growth and development.
6. Four major theorists have been discussed in this unit -- Erik Erikson, Jean Piaget, Kohlberg and Bronfenbrenner. Whose theory, in your opinion, best explains this stage of human development and why? Use examples to illustrate your answer.
Human Growth & Development – Brain Development in the Early Years
Unit 2 test
Attempt all questions. Use examples to illustrate your answer.
Q1. How is the brain “wired”? What are “windows of opportunity” in relation to brain development? What happens to the brain when it doesn't get the things it needs?
Q2. What are the impacts on the child as a result of the following having an impact on the mother’s health: (write short notes on any 5)
· Rubella
· Environmental Pollutants
· STDs
· Toxoplasmosis
· Medical Care
· Stress
· Alcohol or drugs
· Smoking
· Prescription Drugs
Q3. Environmental deprivation has drastic negative consequences on ‘normal’ development. In A child was deprived of the following:
· attachment & bonding,
· social interaction,
· play,
· roper healthy nutrition,
· regular exposure to language
· verbal communication.
For each type of deprivation mentioned, identify a minimum of two potential negative consequences on a ...
Test taking[1] mw
The document provides tips for improving test taking skills, including maintaining a positive mental attitude, proper preparation through scheduling study time and avoiding cramming, controlling test anxiety, applying critical thinking to multiple choice questions, and managing time. It discusses establishing control during the test, applying memorization techniques like mnemonics and acronyms, and the different levels of questions including knowledge, comprehension, application, and analysis.
Using Cognitive Interviews in Nigeria to Pre-test Child, Caregiver, and House...
1. Cognitive interviews were conducted in Nigeria with caregivers and children to pre-test survey tools developed by MEASURE Evaluation to measure outcomes for orphan and vulnerable children programs.
2. The interviews helped validate translations, refine response categories, better understand recall periods, and assess comprehension of concepts. For example, rural respondents had difficulty with 4-point scales so they were simplified.
3. Both adults and children struggled with some questions, showing the need to adapt questions or probes for the local context. The cognitive interviews provided valuable insights for finalizing the survey tools.
Tucson Medical Center - Guidelines for teaching EBM in your practice
Ryan is a first-year resident who presents clinical cases to his attending physician, Dr. Waters, without thoroughly researching the medical literature. When asked about his research process, Ryan replies that he primarily uses UpToDate, which Dr. Waters feels lacks depth. To encourage Ryan to become a more self-directed learner, Dr. Waters could have Ryan identify his own learning needs, develop a plan to address them, and review the outcomes, following the self-directed learning process. Dr. Waters could also role model searching medical literature and emphasize evidence-based medicine principles to help Ryan frame answerable clinical questions and critically appraise the evidence.
Tucson Medical Center Faculty Edu PPT #7 - Guidelines for teaching EBM in you...
Ryan is a first-year resident who presents clinical cases to his attending physician, Dr. Waters, without thoroughly researching the medical literature. When asked about his research process, Ryan replies that he primarily uses UpToDate, which Dr. Waters feels lacks depth. To encourage Ryan to become a more self-directed learner, Dr. Waters could have Ryan identify his own learning needs, develop a research plan, and review outcomes - the key steps of self-directed learning. Dr. Waters could also emphasize incorporating principles of evidence-based medicine to critically evaluate sources and frame answerable clinical questions.
Guidelines for Teaching Evidence-Based Medicine in Your Practice
Ryan, a first-year resident, lacks depth in his clinical presentations and relies solely on UpToDate without referencing appropriate medical literature. Dr. Waters encourages Ryan to be more self-directed by following the process of evidence-based medicine (EBM). EBM involves integrating individual clinical expertise with the best external evidence from studies. Dr. Waters can role model EBM for Ryan by completing self-directed learning activities that include formulating answerable clinical questions, efficiently searching medical literature, and critically appraising evidence. Nonadherence to practice guidelines is a major barrier to successfully applying EBM.
MCQs_and_EMQs_human_physiology high yield.pdf
Monocytes originate from lymph node precursor cells and can increase in number when stimulated by lymphocyte-released factors. They can transform into large multinucleated cells in chronic infections. Erythrocytes are responsible for most blood viscosity and contain the enzyme carbonic anhydrase.
The Profile4-year-old biracial male living with his grandmother
The patient profile is a 76-year-old black male with disabilities living in an urban setting. The discussion summarizes how the clinician would conduct an interview and assessment for this patient. Effective communication techniques are emphasized, such as speaking slowly and clearly given potential hearing loss. A full assessment of functional status, activities of daily living, fall risk, medications, mental health, and social support systems would be conducted using tools like HEEADSSS. Targeted questions focus on living situation, assistance needs, falls history, medications, expenses, and substance use. Risk factors addressed include falls, functional impairment, polypharmacy, and potential for depression or substance abuse issues.
Introduction to nursing test taking strategies
The document provides strategies for effective test taking. It discusses left and right brain processing differences and emphasizes reviewing questions before answering to identify key concepts. Critical thinking requirements for nursing exams include identifying assumptions, collecting accurate information, determining relationships, and establishing priorities. Effective strategies involve applying knowledge, comprehending concepts, and analyzing patient situations at higher cognitive levels. Regular practice testing reinforces learning concepts and applying critical thinking skills.
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Test bank advanced health assessment and differential diagnosis essentials fo...
Test bank advanced health assessment and differential diagnosis essentials fo...
Neurodevelopmental Treatment and Cerebral Palsy- Research
Neurodevelopmental Treatment and Cerebral Palsy- Research
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Tucson Medical Center - Guidelines for teaching EBM in your practice
Tucson Medical Center - Guidelines for teaching EBM in your practice
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Tucson Medical Center Faculty Edu PPT #7 - Guidelines for teaching EBM in you...
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Guidelines for Teaching Evidence-Based Medicine in Your Practice
The Profile4-year-old biracial male living with his grandmother
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OriginL Forum
Analyze and critique the safety and emergency management structure found in the port environment, and discuss the supporting plans and programs typically found in a major port operation. As part of your discussion, judge the legislative policies developed to prevent, prepare for, respond to, and recover from a WMD attack at a major port. In your opinion, are the current legislative security policies sufficient to secure and protect US ports? Explain.
Student response
heath
Good afternoon classmates and Professor. I apologize for being late with this assignment. I have been busy directing the setup of maintenance operations at a TDY location in Northern Sweden.
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From the course we have read or discussed the roll of the Captain of the Port. Their responsibility is over a single port or a series of ports and provide a single point of command and control for all responding agencies in the event of an emergency like an attack at a port. The agencies could be local law enforcement like the county sherrif or city police, state police, FBI, and the Coast Guard. Through this position, they have certain abilities to control or even stop all operations in the port if it is deemed necessary to prevent, stop, or recover from an emergency situation.
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Source(s):
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Indicate to what extent the following statements describe you when you make decisions.
1 = to a very little extent; 2 = to a little extent; 3 = somewhat; 4 = to a large extent; 5 = to a very large extent
1
2
3
4
5
1. I jump into things without thinking.
2. I make rash decisions.
3. I like to act on a whim.
4. I rush into things.
5. I don’t know why I do some of the things I do.
6. I act quickly without thinking.
7. I choose my words with care.
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Interpretation
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7. Conservative
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Physical Assessment
Course Description: This course builds fro.
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