You see a 30-month-old named Brian for a well-child visit. His mother reports the following development:

• Physical: Walks independently, runs, able to climb stairs alternating feet, makes a tower of nine cubes, and is able to button his pants.
• Social: Follows one-step commands, uses one-word sentences, and has a vocabulary of approximately six words. He is resistant to nighttime and feeding routines, he has marked temper tantrums, and Mom states he does not calm when she tries to comfort him.

 Discussion 1 COLLAPSE

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Complete the diagnostic exercise above. After you have viewed each person, select one of the individuals, and based on his or her health assessment, develop a health plan to help them prevent the disease and improve their quality of life. Your plan should include health care recommendations, educational materials, support systems for making lifestyle changes, and tools and resources for managing and monitoring symptoms.

As part of your plan, include the following:

• Provide a brief summary of the individual’s health assessment, the physiologic signs and symptoms of the individual’s highest disease risk, and the impact of that disease on his/her functional health status.
• Provide a health plan for risk prevention addressing diet, exercise, health monitoring recommendations, pharmacological aids, diagnostic testing recommendations, and additional lifestyle changes. Clearly explain the interrelationships between pathophysiology, pharmacology, diagnostic testing, and management on the individual’s health and the disease.
• Identify and summarize at least one current pharmacological advancement or a key piece of substantiated research in the treatment or prevention of the disease. Cite your source(s).
• Identify two or more websites to aid in the physical and mental well-being of the individual. Include the web links and a summary of the features and benefits of each site in a brief paragraph. Explain how specific components/features of the site can benefit your individual’s health care.

Literature in psychotherapy differs from other areas of clinical practice. Generally, there are no clinical trials in psychotherapy because it is often neither appropriate nor ethical to have controls in psychotherapy research. This sometimes makes it more difficult to translate research findings into practice. In your role, however, you must be able to synthesize current literature and apply it to your own clients. For this Assignment, you begin practicing this skill by examining current literature on psychodynamic therapy and considering how it might translate into your own clinical practice.

Learning Objectives

Students will:

• Evaluate the application of current literature to clinical practice

To prepare:

• Review this week’s Learning Resources and reflect on the insights they provide.
• Select one of the psychodynamic therapy articles from the Learning Resources to evaluate for this Assignment.

Note: In nursing practice, it is not uncommon to review current literature and share findings with your colleagues. Approach this Assignment as though you were presenting the information to your colleagues.

The Assignment

In a 5- to 10-slide PowerPoint presentation, address the following:

• Provide an overview of the article you selected.
  • What population is under consideration?
  • What was the specific intervention that was used? Is this a new intervention or one that was already used?
  • What were the author’s claims?
• Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?
• Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. Support your position with evidence-based literature.

Begin reviewing and replying to peer postings/responses early in the week to enhance peer discussion. See the rubric for participation points. Participate in the discussion by asking a question, providing a statement of clarification, providing viewpoints with a rationale, challenging aspects of the discussion, or indicating relationships between two or more lines of reasoning in the discussion. Always use constructive language, even in criticism, to work toward the goal of positive progress.

Peer 1

I am very much a right brain learner. I am very concrete in my thinking patterns, so I learn well if I am taught using a strategy with a structured environment. (Bastable, 2019) I need strict instructions with deadlines and goals to meet to be able to learn. I don’t do well making my own schedules as I am a procrastinator at heart.  I have also found that I am a field-dependent learner, meaning that my learning is very externally motivated. I learn best when I’m taught using positive reinforcement. (Bastable, 2019) I need feedback to help me learn. For example, I learn well with open discussions of topics where the students and instructors can offer different view points. It lets me know whether I am understanding things correctly and builds confidence. Lastly, I’ve learned over time that my environment greatly effects how well I learn. (Bastable, 2019) I cannot learn and retain information unless I have a quiet area to do my work in. This is challenging during online school with two kids I might add. 

Determining learning styles is a three-step process. You would need to observe the patient for a little while. This will allow you to see how they take in information. (Bastable, 2019) For example, let them watch a YouTube video about a topic and tell them they need to take a quiz about the topic later. Watch them to see if they take notes or just simply listen to video. Next, an interview must be performed to get a feel for their preferences when it comes to learning.  (Bastable, 2019) Do they learn best in the morning hours? Do they prefer pamphlets or videos?  These are just a few questions that could be asked. Lastly, you should give the patient learning style instruments such as the brain preference indicator to determine whether the patient is a left/right hemisphere learner, etc. (Bastable, 2019) All these should confirm which style learner the patient best matches.

Reference:

Bastable, S. B. (2019). Nurse as Educator, 5th Ed. [South University]. Retrieved from https://digitalbookshelf.southuniversity.edu/#/books/9781284155464/

Peer 2

Under the learning styles page that was posted I took the “Learning Style Self-Assessment to see what the results would come (although by now I do have a good idea of how I learn best.) What came about was that I am mostly an auditory learner. 3 teaching strategies that can and have enhanced my learning style are: studying new material by reading out loud, reading assignment/directions out loud, record yourself or instructor and listen to the recording. I vividly recall while in nursing school recording my classes (per our school it was aloud). I would listen to lecture on the way home, evening after dinner, morning driving to school, etc. When it came to take test, I would recall my instructors voice and what was said to answer many questions.

Applying this knowledge to the real world and in the health care field; I can accurately assess my patients learning style by asking them if they prefer pamphlet to read about their disease or condition, or physically showing them how to use their “insulin pump or perhaps how to inject insulin properly if they’re a newly diagnosed diabetic for instance, or verbally explain the disease and what exactly is going on in their body and how its treated and managed properly. Typically I’ll incorporate all three ways in some fashion or another because I also believe that everyone learns from repetition and continually speaking, demonstrating, and proving reading sources and evaluating the effectiveness of the teaching by either have them verbally explain back to me, or physically showing me the “injection” or skills for example.

Resources:

What’s Your Learning Style? (2020). Retrieved from http://www.educationplanner.org/students/self-assessments/learning-styles.shtml

Hatami, S. (2012). Learning styles. ELT Journal, 67(4), 488-490.

Professor

What alternative teaching strategies can you provide for each age group for those learners that utilize a variety of teaching strategies?