(Commentr 1 ). reference, citation, 150 words 

Two external stressors that are unique to adolescents are moving/changing school and too of high of expectations from parents. Moving schools is exceptionally difficult for adolescents, as they have to leave the security of their well-known school, their routine, friends they have known since the beginning, and sometimes, the city they were raised in. I have some experience with this, as I transitioned from Private Education to Public in high school and it was pretty rough. I remember the most stressful part being my initial lack of friends and lack of support from my peers. Another external stressor that I knew all too well were high expectations from my parents. My parents expected me to achieve exceptional grades, participate in orchestra and sports, while maintaining a high school job, an experience that is likely more common than I felt at the time.

Several studies have pointed to adolescent stress leading to impulsivity, stating that low-levels of stress allow adolescents to think, plan, absorb and remember but when stress is high, the brain interprets this as a life-threat and decisions are no longer thoughtful, but hasty (Duckworht, Kim, & Tsukayama, 2013). Impulsive, hasty decisions lead to risk-taking behaviors such as: alcohol and drug use, unsafe sex leading to teen pregnancy, or even suicide. When reflecting back on my transition to Public Education, it was really easy to make friends with my peers that were already smoking cigarettes, smoking pot, drinking, having sex, and several of them were cutters. I wasn’t always the best at resisting those activities but I was able to break into a “higher” level of social standing with athletics and those friends, who were mostly just drinkers at parties on the weekend. Another study on adolescent substance abuse demonstrates a link between adolescent substance use as a predictor of adult substance use, I would agree with their findings in reference to a large number of my graduating class that appear to suffer from alcoholism (Charles, Mathias, Acheson, & Dougherty, 2017).

When it comes to support and coping for adolescents, I feel this is high variable. For instance, adolescents who don’t play sports might benefit from sports as a coping mechanism but for an adolescent who has too much on their plate, eliminating a sport or activity might be best to reduce stress. Tutoring services might be helpful to help an adolescent cope by helping them with their studies, keeping them on track and helping them retain information. Lastly, psychiatric services like seeing a psychiatrist or therapist might also be helpful for the adolescent but also helpful for parents placing too much pressure and too high of expectations on their kids. Lastly, providing secondary prevention services is valuable, these being information on crisis resources like call or text crisis lines to prevent suicide (Falkner, 2018).

Charles, N.E., Mathias, C.W., Acheson, A., & Dougherty, D.M. (2017). Preadolescent sensation sensation seeking and early adolescent stress related to at-risk adolescents’ substance use by age 15. Addictive Behaviors, 69(6), 1/7. Retrieved from https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0306460317300060?via%3Dihub

Duckworth, A.L., Kim, B., & Tsulayama, E. (2013). Life stress impairs self-control in early adolescence. Frontiers in Psychology, 3, 1-12. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2012.00608/full

Falkner, A. (2018). Health Assessment, Foundations for Effective Practice. Grand Canyon University. Retrieved from https://lc.gcumedia.com/nrs434vn/health-assessment-foundations-for-effective-practice/v1.1/#/chapter/3

(Comment2 ).  150 WORDS CITATION, REFERENCE, NO PLAGIO

External Stressors unique to teens

Two external stressors that are unique to adolescents are coping with parents getting divorced, and moving to different cities not by choice. I have been in the situation where parents getting divorced can raise all new obstacles for a teen. When parents split up, the child may have to move into a new home, bounce back and forth between parents with shared custodies, adjust to a single-parent home where the parent may be constantly working and even struggle financially. Teens who don’t know how to cope with their parent’s divorce can take part in risk-taking behavior and may act out, perform poorer in school, and have behavior changes. I have worked with adolescents who have begun cutting, burning, or other self-harm methods to draw attention from both parents in attempts to see them together. When teens must adjust to moving cities it can be incredibly hard to leave behind lifelong friends, childhood home, schools, teams, and relatives. Risk-taking behaviors for these teens include engaging in potentially dangerous activities to get acceptance by new peers like drinking, partying, sex, or even drug use. Teens could try and run away and hitchhike to travel back to their friends or families in their home city which can be dangerous.

Risk taking behavior related to stressors

Teens who don’t know how to cope with their parent’s divorce can take part in risk taking behavior and may act out, perform poorer in school, and have behavior changes. I have worked with adolescents who have begun cutting, burning, or other self-harm methods to draw attention from both parents in attempts to see them together. . Risk taking behaviors for teens who move to different cities include engaging in potentially dangerous activities to get acceptance by new peers like drinking, partying, sex, or even drug use. Teens could try and run away and hitchhike to travel back to their friends or families in their home city which can be dangerous.

Coping Mechanisms and Support

Coping methods and support for children adapting to newly divorced parents include learning relaxation and distraction techniques, journaling, seeking peer support, maintaining communication with both parents, creating a routine (Boring, J. L.,2015). For adolescents adjusting to a new city and living environment soping methods include the use journaling, family-centered activities (bowling, game-nights, dinners, etc.), enrollment in sports or extracurricular activities to help build relationships, and keeping in touch with old friends through the use of cell phones, social media, or video chats (Elsevier October 2019).

References

Boring, J. L. (2015). Children of divorce–coping with divorce: A randomized control trial of an online prevention program for youth experiencing parental divorce. Retrieved from https://eds-b-ebscohost-com.lopes.idm.oclc.org/eds/detail/detail?vid=18&sid=15cf096a-da95-4c5c-b526-eb12753c87d8%40sessionmgr103&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=2015-33904-001&db=pdh

Elsevier. (October 2019). Purpose and Coping with Adversity. Journal of Adolescence. Retrieved from https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0140197119301290

APA format 2 pages 3 references 1 from walden university library

due Thursday 10/10/19 at 7pm EST

Simulated Learning Experiences

“We really have to improve the teaching and upgrade the sciences in basic nurse education. We have a problem—classroom and clinical instruction are drifting too far apart. We need to integrate classroom and clinical learning much better. Clinical coaching in practice settings and simulations should correspond to knowledge gained in the classroom. The emphasis on simulation is going to be very useful in developing clinical imagination so that students can be more flexible and astute in their use of knowledge in practice.”
—Patricia Benner, renowned nurse educator and author

Clinical imagination asks students to step outside of the [sometimes] ‘narrow box’ of academia to develop multiple solutions to a situation. In the above quote, Patricia Benner notes how simulations can transition students from knowledge acquisition to knowledge use. However, in order for nurse educators to transform simulations into a teaching technique, they must make every effort to ensure the simulation technology is invisible. To do this, nurse educators should prepare students for the simulation by reiterating that that the goal is not how the simulation works, but rather the how the clinical process works. In addition, highlighting the clinical expertise, critical thinking, collaboration, and technical prowess needed during simulated clinical experiences (SCE) is the true key to bridging the gap between classroom and clinical instruction. Allowing focus to shift too much towards the simulation itself might cause learners to lose sight of the actual objectives of the lesson- thus failing to prepare them for the real demands and consequences of the health care environment.

To prepare

• Review this week’s Learning Resources on simulated clinical experiences (SCE). Specifically, examine how each category of SCE (games, simulations, and simulation games) is tailored towards achieving a certain level of Bloom’s Taxonomy or domain of learning.
• Reflect on your past learning experiences in both academic and clinical settings that did not include a simulation. For example, a specific class, lesson, group project, doctor’s visit, or staff training might come to mind.
• Select one past learning experience to use for this Discussion. Then, identify the learning objectives that your Instructor or health care professional might have had in mind. In addition, identify the type of learning environment in which the lesson was conducted (on-site, online, hybrid).
• Consider how a specific SCE such as interactive games, virtual reality, task trainers (low-fidelity mannequins), human patient simulators (high-fidelity mannequins), etc. might have enhanced your learning during this experience.
• Conduct further research to learn more about a specific SCE technology that might achieve the same learning objectives of your selected learning experience.

Case Study, Chapter 8, Overview of Genetics and Genomics in Nursing

1. A patient who is 38 years of age is diagnosed with autosomal dominant polycystic kidney disease, a hereditary disease that results in fluid-filled cysts occupying space in the kidneys. The cysts can interfere with the function of the kidney and may burst and cause bleeding inside the kidney. The patient with polycystic kidney disease may or may not have a berry aneurysm of a blood vessel in the brain that could lead to bleeding and death, cysts on the ovaries, and a mitral valve prolapse (in females) that can lead to dysrhythmias (irregular heart rhythms), or diverticula (outpouching of the bowel) that are susceptible to infection and inflammation and may lead to gastrointestinal bleeding. The patient is susceptible to retaining fluid in the abdomen so the abdomen is large to constipation, and to hypertension. There is no cure for the disease. The patient receives supportive care for the various symptoms or complications the patient may have. 

1. When explaining to the patient and family about polycystic kidney disease, the nurse should explain what characteristics about an autosomal dominant genetic disease?
2. How does variable expression of genetic characteristics play a role in the course of polycystic kidney disease and how can the nurse further predict the level of the disease?
3. Identify the roles of the nurse in integrating genetics in the nursing care provided for the patient.

2. Mr. Wayne is a 38-year-old man with a significant family history of elevated cholesterol levels. His father died at age 42 from a massive heart attack secondary to elevated cholesterol and triglycerides, and two of his older siblings are currently taking medications to lower their cholesterol levels. Mr. Wayne makes an appointment to discuss his risk for hypercholesterolemia. The nurse recognizes that Mr. Wayne is at risk for familial hypercholesterolemia because this is an autosomal dominant inherited condition.

1. Describe the pattern of autosomal dominant inheritance.
2. Mr. Wayne asks what chance his children have of developing familial hypercholesterolemia. How should the nurse respond?
3. Explain the phenomenon of penetrance observed in autosomal dominant inheritance.

Evaluate the role and importance of patient satisfaction.

Chaparral Regional Hospital is a small, urban hospital of approximately 60 beds.

You started inviting various members of the organization to join you in the Quality Improvement development team. You received an email back from the Chief Financial Officer who questioned the value of surveying patient satisfaction. You must craft an email response to her explaining the role of patient satisfaction in quality improvement and why it is important.

Instructions

Your email should use proper email formatting (including subject line description) and contain language appropriate to the receiver.

Emails are typically formatted in the following way:

1. Begin      with a greeting
2. Thank      the recipient
3. State      your purpose
4. Add      your closing remarks
5. End      with a closing

Although an email does not typically include citations, you may have to provide support for your statements, particularly those that involve numerical statistics and quotes from other sources. You would cite this per APA in your email.

APA formatting for the email, and proper grammar, punctuation, and form is required.