For this writing assignment, complete the Information Technology Self-Assessment Tool. When completed review and determine at least three new goals you would like to achieve. Submit your completed form with a brief description of your experience and comfort level with the use of technology not only in your Program but as a practicing nurse.

Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.

Save your assignment as a Microsoft Word document. (Mac users, please remember to append the ‘.docx’ extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below:

Jstudent_exampleproblem_101504

 

Instructions: Read the Case Study below and discuss the questions that follow: 

Aron, a single father, is raising his daughter on his own.

“Naomi is a good girl, you know?” She does her homework, and she likes hanging out with me. She even laughs at my jokes still, but sometimes I worry that she’s going to become anorexic or something,” he says. “She’s not overly thin or anything, but she just doesn’t eat like I think she should. Breakfast is the toughest time. We end up yelling at each other every morning before school with me running behind her as she heads downstairs and out the front door of our building, and me yelling, ‘Here! At least take this!’ and I stuff a banana or an apple in her backpack, while she yells, ‘Dad, you’re embarrassing me!’ Sometimes I look up, and, oh man, she’s right. Sometimes there are other kids at the corner waiting for the bus and here she is, my sweet little Naomi with her crazy dad grabbing at her backpack! Poor baby, but it drives me crazy that she won’t eat!”

1.      As soon as the nutritionist mentions breakfast, Aron throws his hands up and says, “No, don’t even talk about it, man! Breakfast is like our worst thing! She’s such a picky eater, and mornings are her worst time.” What advice can you offer?

2.      Aron’s income is 25% below the poverty level for the United States. He asks, “How do I find out if Naomi is eligible for reduced-price school lunches?” What might you advise Aron?

3.      As it turns out, Naomi does qualify for reduced-price lunches at her school. However, things don’t go very well. She often comes home from school hungry. Aron, who can find only part-time work 3 nights a week, meets her at the door most days and is distressed, he says, to find that “her stomach is actually growling, and she’s all weak and listless. She’s asked if she can go back to packing a lunch, even though my lunches aren’t very good. Usually, all we have in the cupboard is some pantry food such as peanut butter, saltines, and raisins.” When he asks her why she wants “our lousy lunch stuff,” she says, “Everybody sees who gets the ‘poor kid’ lunches. I get made fun of.” 

Suppose you are the school nurse at Naomi’s school. Brainstorm about ways you might support students like Naomi.

Consider the role and responsibilities of school nurses—on the levels of both the individual child and the family, as well as their influence on their particular educational system and the community at large.

You should research your answer and cite at least one scholarly source when appropriate, and always use quality writing. 

Discussion Question:

Discuss quantitative research and the implications for knowledge generation in healthcare.

Your initial posting should be 250 to 350 words in length and utilize at least one scholarly source other than the textbook. 

 I NEED A RESPONSE TO THIS ASSIGNMENT

2 REFERENCES

Gender Dysphoria disorder

The main components of the DSM-5 diagnosis of gender dysphoria include longstanding discomfort with the incongruence between gender identity and external sexual anatomy at birth along with interference with social, school, or other areas of function (APA,2013). Children who have a gender identity or feeling that does not match or correspond with their designated gender (based upon genital anatomy or chromosomes) are referred to as transgender or gender-diverse (TGD) (Rafferty , 2018). Although not really clear how children learn gender, they are ware of differences as an infant, many experiment with expression of roles (Rafferty, 2018). Young (TGD) children may prefer clothing, hairstyles, toys, activities, and playmates that usually are stereotypically considered more appropriate for the opposite sex (Spack et al, 2012).  Studies show demonstration of gender-diverse behaviors and expression are not a choice they reflect an innate preference of the child (APA, 2013).  Strong social pressures to conform to same-sex gender stereotypes may suppress the child’s desire to express, and create the psychological issues related to this topic. Early identification permits psychosocial support for the child or adolescent and their family members and family rejection may have negative consequences for the youth physically and mentally (Ryan et al, 2021). There are many roles for treatment which is loosely defined, such as:

1. Assessing gender identity in the context of the youth’s psychosocial and family milieu and evaluating extent of gender dysphoria
2. Educating about and modeling acceptance of diversity and fluidity in gender and sexuality
3. Addressing the negative impact of gender dysphoria and stigma on mental health alleviating internalized transphobia (ie, fear of gender diversity)
4. Providing support and helping to build the resiliency/coping skills necessary to navigate difficult social, educational, and professional situations (see ‘Associated concerns’ above)
5. Evaluating and treating mental health symptoms or conditions that may diminish self-esteem or impede successful transition (eg, depression, anxiety, substance abuse)
6. Providing support to parents and family members who have difficulty adjusting to the child’s “new” identity
7. Providing information about gender diversity to parents, family members, teachers, schools, and other communities
8. Assisting in the development of a safety plan around disclosure (see ‘Disclosure’ above)
9. Assisting in transition preparation and planning (see “Management of transgender and gender-diverse children and adolescents”, section on ‘Social transition’)
10. RESOURCES – (WPATH, 2021).

Culturally it is noted that “How gender is presented to the outside world (eg, feminine, masculine, androgynous); gender expression does not necessarily correlate with birth-designated gender or gender identity. In addition, gender expression varies across geography, culture, and time. Some individuals may present their gender differently within different environments” ( Rafferty , 2018 , p.142).

References

American Psychiatric Association. Gender dysphoria. In: Diagnostic and Statistical Manual of

Mental Disorders, Fifth Edition, American Psychiatric Association, Arlington, VA 2013.

Rafferty J, COMMITTEE ON PSYCHOSOCIAL ASPECTS OF CHILD AND FAMILY

HEALTH, COMMITTEE ON ADOLESCENCE, SECTION ON LESBIAN, GAY,

 BISEXUAL, AND TRANSGENDER HEALTH AND WELLNESS. Ensuring

Comprehensive Care and Support for Transgender and Gender-Diverse Children and

Adolescents. Pediatrics 2018; 142.

Ryan C, Huebner D, Diaz RM, Sanchez J. Family rejection as a predictor of negative health

 outcomes in white and Latino lesbian, gay, and bisexual young adults. Pediatrics 2009.

 123:346. Retrieved February 10, 2021 from: https://www.uptodate.com/contents/gender-

development-and-clinical-presentation-of-gender-diversity-in-children-and-adolescents?

Spack NP, Edwards-Leeper L, Feldman HA, et al. Children and adolescents with gender identity

disorder referred to a pediatric medical center. Pediatrics 2012; 129:418.

World Professional Association for Transgender Health (WPATH). WPATH Standards of Care

for the Health of Transsexual, Transgender, and Gender Nonconforming People, 7th

 Version. Available at:

www.wpath.org/documents/Standards%20of%20Care_FullBook_1g-1.pdf