▪ How it all began. ▪ Links To Learning ▪ Links To Curriculum ▪ Special Considerations ▪ Sequenced Lessons 2. LESSON PLANS- ------------------------------ this includes • Learning Experiences • Introduction/Rationale • learning Objective • Resources and Pre lesson Preparation. • Possible Questions to Extend Learning
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– Region 6 Nursing Care Plan and Evaluation Student: __ Instructor: _Date: _1-28-2010_____ Instructions: 1. The nursing care plan evaluation is based upon the application of criteria appropriate for the student’s skill set. 2. All nursing care plans must be typed (Times New Roman‚ 12 point font). The nursing care plan form is available on Blackboard™ in each clinical course. 3. The grading rubric must be attached – last page of nursing care plan. 4. All relevant assessment tools
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Initials: NURSING COURSE: 323 Client’s Secondary Roles: : Husband‚ father Primary Role: DDP NURSING PROCESS Nursing Care Plan Maturation Stage: The Generative Adult Tertiary Roles: reading‚ watching T.V Developmental Tasks: 1. Maintaining established economic standard and quality of living. 2. Likes to read for leisure time activities 3. Likes to assist children with growth and development Stage of Illness: Acceptance Assessment First Level Behaviors Assessment Second
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CACHE Qualification Specification CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF) CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF) CACHE © Copyright 2011 All rights reserved worldwide. Reproduction by approved CACHE centres is permissible for internal use under the following conditions: CACHE has provided this Qualification Specification in Microsoft Word format to enable its Centres to use its content more flexibly within their own
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age 9‚ he was peeking up the receptionists skirt and his mother Laura was laughing! Willie learnt that outrageous acts gain attention; his mother also taught him to hit back‚ be tough and swear in order to gain respect on the street. He took this learning with him into the schools and the classroom. Laura would compare Willie to his father and tell him that he was bad and no good. She kept herself at an emotional distance from him and this led to Willie’s neglect and rejection. She engaged in a series
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Date: | 4/3/13 | Student Name: Kimberly L Schultze | Clinical Rotation Area: | Starke Hospital/IU | Cultural/Ethnic Background/Needs: None | Religion: | Did not state | Primary Language: | English | Educational Needs: | Cognitive Impaired | Discharge Planning/Self-Care Needs: Discharged to hospice. Self-care deficit. | Admission Date: | 3/31/13 | Time: 0500 | | Admitted From: (Home‚ ECF or ?) | Nursing Home | Admission DX: | Aspiration related pneumonia | Chief Complaint (“patient’s
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certain groups of people use dialect - people from different areas make different sounds when they speak acronyms - initials that stand for words‚ such as GSCC (General Social Care Council). ■ The person receiving the message has physical and intellectual disabilities such as memory loss or learning disability. Message misunderstood The reasons for misunderstanding a message include: ■ Cultural differences - different cultures interpret non-verbal and verbal messages and
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Module III Nursing AVS Transition Nursing Process Discussion Group 3 Case Study Michael Martinez is a 24-year-old Marine who was involved in a motor vehicle accident (MVA) while on leave. His face hit the dashboard‚ resulting in a fracture of the mandible. Yesterday‚ he underwent a surgical maxillomandibular fixation‚ (wiring of the jaw) for stabilization of the fracture. As a result of this surgery‚ he is unable to open his mouth and is limited to a liquid diet. The restricted diet
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List 1. Impaired Comfort related to sickle cell anemia as evidenced by acute vaso-occlusive crisis. The patient’s pain should take precedence as the nursing diagnosis‚ because it is in all-encompassing factor that affects the client’s ability to function within the other areas of Maslow’s hierarchy of physiological needs‚ such as breathing and sleeping. The pain from the vaso-occlusion makes it difficult for the client to become comfortable enough to rest in addition to other factors that affect sleep
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Camden County College Nursing Care Plan Student: Date:9/16/2103 Pt. Data Objective & Subjective Nursing Diagnoses Goals (Short & long term Interventions & Rationale Pt. Teaching Eval. Subjective Data Patient states “I am afraid all the steroids are going to make me fat.” And was crying Patient was asking questions about covering the butterfly rash. Patient showed concern about swelled hand. She stated she did not want to look “crippled. “ Objective Data Patient
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