The following post has two assignments namely;
1.Gerontology nurse practitioner
As an adult gerontology nurse practitioner you are working in a rural health clinic. You are evaluating a 16-year-old adolescent patient who comes in complaining of having a difficulty
concentrating in school. On exam you also note that the patient is very thin and frail in appearance and is asking you for diet pills.
What are some initial areas for concern? What screening tools can help lead you closer to your diagnosis?
Describe 1 health promotion strategy you can discuss with the patient.
Be sure to address the following in your plan of care: pharmacological and non-pharmacological (OTC) interventions, labs, follow-up, teaching, and referral/s.
Your work should integrate course resources (text/s) as well as a minimum of two (2) other evidence-based guidelines and/or articles published within 3-5 years.
Centers for Disease Control and Prevention. (2013). Youth risk behavior surveillance
system (YRBSS). Retrieved from https://www.cdc.gov/healthyyouth/data/yrbs/
2.Achieving a Unified Approach to Instructional Design
Type: Individual Project (4 to 6 references )
Unit: Achieving a Unified Approach to Instructional Design
Due Date: Tue, 1/23/18
Grading Type: Numeric
Points Possible: 100
Points Earned: 0
Deliverable Length: 5-7 pages
Create an instructional design operational system for an organization
Defend an organizational philosophy for instructional design
One of the major tasks performed by instructional designers is to take data, analyze it and design instructional programs to meet the needs of the client. When given a needs analysis, the ID should
seek to design instruction that will overcome the identified problem based on data in the needs assessment.
Scenario: Students at the Laura Ward Middle School have been complaining about the food served in the lunch room. At the request of the student council, the principal has agreed to investigate
their concerns and try to design a more desirable lunch program. A review of the foods being eaten shows that students do not understand the importance of a balanced meal. While the principal is
willing to agree to change the menus, he wants the students to design a series of meals they would like to see offered but they must be well balanced meals. Therefore, the principal and students
have decided they need a lesson in nutrition that will teach them what constitutes a well-balanced meal. You have been hired to use the needs assessment to design that lesson.
Needs assessment synopsis: Students were tested on Categories of foods where they were asked to identify each food as a meat, grain, fruit or vegetable. The test also asked the students to put
meals in order from the most nutritious meal to the least from provided examples. Students were asked to identify protein foods, carbohydrates and fats. Students were asked the purpose of each of
these types of foods. Finally, students were asked what combination of these foods would be appropriate for a well-balanced meal.
Results: While 72% of the students could correctly identify the food category items belonged in, 15% of the students were confused on fruits and vegetables. Students tended to pick examples of
meals that contained fish or meat as being more nutritious than pasta or meatless meals with little regard to a balanced approach. Only 32% of the students had the order at least 70% correct. Only
29% of the students were able to identify the recommendations of a balanced meal as stated by the USDA Food Pyramid. According to the statistics from the lunch room manager, students ate pizza,
hamburgers, hot dogs, chips and desserts as the most popular items. Fresh fruit, vegetables and pasta were the least popular choices.
Based on the information provided in the Scenario, design a lesson including:
Learning Objectives (TCOs & Enabling Objectives – using ABCD method)
A detailed outline of the lesson including:
Dick and Carey Systems Approach Model