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Pregnancy Preconception Antenatal Purpose: The purpose of this assignment is to utilize information acquired through the NR327 course to provide appropriate discharge education to clients regarding pregnancy, preconception, antenatal, perinatal, intrapartum, or postpartum health. The student(s) should consider the target audience health literacy, cultural needs, and developmental stage when building the presentation.  The student(s) will practice identifying and initiating appropriate resources that can contribute to maintaining health after discharge. This presentation is to be scholarly in nature, with sources that are reputable, published within the last five years, and peer reviewed.

 

Course outcomes: This assignment enables the student to meet the following course outcomes:

CO 1: Demonstrate understanding of developmental cognitive psychosocial cultural and physiological life processes of the woman as she progresses from the onset of menses through the childbearing period and concluding with menopause. (PO 1),

CO 4: Initiate use of appropriate resources based on healthcare issues mutually identified with clients and their family units. (PO 2),

CO 5: Employ communication and therapeutic relationship skills with childbearing clients and their families during the perinatal period in acute care and outpatient settings. (PO 3),

CO 6: Demonstrate effective clinical decision-making concerning the nursing care of perinatal clients and their families based on critical thinking skills; legal ethical and professional standards and principles and nursing research findings. ,

Pregnancy Preconception Antenatal

CO 7: Develop a plan to meet personal, professional, and educational goals, including an investigation of healthcare organizations relevant to these clients. (PO 5)

CO 8: Provide nursing care using multiple nursing roles as appropriate to perinatal clients and their families, recognizing the holistic approach in facilitating healing. (PO 6)

Pregnancy Preconception Antenatal

Due date

Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.,

Preparing the assignment:

Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

• Students can do this project either individually or in groups. Consult with your course instructor about the size of the groups or the number of individual projects that can be accommodated.
• As part of this project, you will select a teaching topic of your choice related to the course topics (i.e., women’s

health, newborn, maternity). Consult with faculty for approval of your selected topic.

• Complete an outline and submit to dropbox.
• Construct your project using a software tool or application you are familiar with (i.e., Google Docs, Microsoft Word 2010 or later, PowerPoint, Prezi, or a video platform).

These guidelines apply to each individual student and should be adjusted per size of the group. (For example, an individual would do five slides, and if there are three members in the group, the group should create a 15-slide presentation. Similarly, a three-member group would do a 4.5–6-minute video rather than a 2-minute video.)

Pregnancy Preconception Antenatal

• PowerPoint or Prezi:
  • Five slides maximum, excluding title and reference slides
  • Follow 7-point rule for PowerPoint
• Brochure
  • Front and back, trifold
  • 12-point font
• Video (i.e., commercial, public service announcement)
  • Content 5–2 minutes in length
  • Reference list must be provided to instructor by the due date
• Trifold Poster Presentation
  • Reference list attached to back of poster board

The project will be graded on quality of the teaching project, accuracy of information, use of citations, use of Standard English grammar, sentence structure, creativity, and overall organization.

Follow the directions and grading criteria closely; your project will be graded on the criteria found in the rubric. Any questions about your project should be directed to your faculty.

The individual or group will synthesize the research information and develop a teaching project of their choice, which should include the following.

1. Topic –
   • Identification of selected topic presented to and approved by faculty, as advised (so other class members can select a different topic and avoid repetition).
2. Peer Review – 5 points/5%

• Complete the peer feedback form after presenting the RUA Discharge Teaching project in this course.
• Be constructive and reasonable with your peer feedback. You are to use the feedback table provided below when completing this form. Do not base your evaluations on friendships or personality conflicts.
• Point deductions on the rubric should include a rationale for the deduction.
• Submit the completed form to Canvas submission area after the presentation.

3. Outline –
   • Complete outline with details under each section. Include references. Outline must be submitted to
4. Introduction to Topic and Reference One Statistic –

• Describe the selected topic in the project and provide at least one statistic supporting the importance of the This statistic must be from an original source.

5. Identification of Risk Factors and/or Benefits –

• Compile 4-5 risk factors and/or benefits related to the selected

6. Referral to Professional and Community‐Based Resources –
   • Provide one referral to each of the following:
     • A professional organization
     • A community-based resource
     • Include contact information for these resources (i.e., phone number, e-mail, website, or link)
     • Include a statement describing the role, resources, and/or services of the organizations or resources and their potential impact on the selected topic

7. Health Promotion Recommendations –
   • Report three evidence-based health promotion recommendations. Provide rationale from scholarly sources to support your recommendations.
8. Audio/Visual Creativity –
   • Project is eye-catching, but graphics do not distract from the purpose of providing
   • The font style and size are appropriate for the target
   • Information is logical, cohesive, and audience appropriate; appropriate use of terminology is
   • Audio must be clear and
9. Clarity of Writing –
   • Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate
10. APA format, grammar, and punctuation – 10 points/10%
    • All information taken from another source, even if summarized, must be appropriately cited in the manuscript, and listed on the Reference page using APA formatting. Citations must be in-text and on the Reference
11. Final Presentation –

• Speaker maintains good eye contact with the audience, uses a clear, and audible
• Delivery is poised, controlled, and
• Good language skills and pronunciation are
• Length of presentation is within the assigned time
  • Information is well

Public Health Problem

/Issue: Chapter 7 Food, Nutrition, Obesity Policy

Develop a presentation describing the public health issue, a policy solution as well as identify & discuss a coalition and its’ members. Pretend to represent an organization that is part of the coalition and prepare and record a maximum of three minutes of testimony advocating for the policy solution. This will simulate a “mock” testimony presentation to policy makers. The goal is to develop a convincing and educational testimony to influence the policymaker’s stance about the selected legislation. For example, as an advocate, you would like the policymakers to vote in the way intend them to (yes or no for a policy).

The goal is to develop a convincing and educational testimony to influence the policymaker’s stance about the selected legislation. For example, as an advocate, you would like the policymakers to vote in the way intend them to (yes or no for a policy).

Topic:

Public Health Problem/Issue: Chapter 7 Food, Nutrition, Obesity Policy

• Assigned Coalition: School Meals for All Coalition
• Policy Options (select one):
  • Healthy Hunger-Free Kids Act (HHFKA) of 2010:  https://www.federalregister.gov/documents/2013/06/28/2013-15249/national-school-lunch-program-and-school-breakfast-program-nutrition-standards-for-all-foods-sold-in AND https://obamawhitehouse.archives.gov/sites/default/files/Child_Nutrition_Fact_Sheet_12_10_10.pdf
  • Great analysis of the bill and potential negatives (this can help understand the opposition): https://policymatters.illinois.edu/the-potentially-negative-consequences-associated-with-the-healthy-hunger-free-kids-act/ Public Health Problem
  • Excellent, solid review of the law (and evaluation later on): https://foundationsoflawandsociety.wordpress.com/2018/12/05/the-healthy-hunger-free-kids-act-of-2010/
  • Farm to School Act 2021: https://www.farmtoschool.org/news-and-articles/farm-to-school-act-of-2021-introduced-in-house and https://assets.website-files.com/5b88339c86d6045260c7ad87/6112f97f5f27c14cb88c3a74_F2SAct2021-FactSheet.pdf
  • A few additional points included here: https://sustainableagriculture.net/blog/release-farm-to-school-act-of-2021-support-child-nutrition-and-local-food-systems/

Public Health Problem

/Issue: Chapter 7 Food, Nutrition, Obesity Policy

Develop a presentation describing the public health issue a policy solution as well as identify & discuss a coalition and its’ members. Pretend to represent an organization that is part of the coalition and prepare and record a maximum of three minutes of testimony advocating for the policy solution., This will simulate a “mock” testimony presentation to policy makers., The goal is to develop a convincing and educational testimony to influence the policymaker’s stance about the selected legislation., For example, as an advocate, you would like the policymakers to vote in the way intend them to (yes or no for a policy).,

The goal is to develop a convincing and educational testimony to influence the policymaker’s stance about the selected legislation. For example, as an advocate, you would like the policymakers to vote in the way intend them to (yes or no for a policy). Public Health Problem

Topic:

Public Health Problem/Issue: Chapter 7 Food, Nutrition, Obesity Policy

• Assigned Coalition: School Meals for All Coalition
• Policy Options (select one):
  • Healthy Hunger-Free Kids Act (HHFKA) of 2010:  https://www.federalregister.gov/documents/2013/06/28/2013-15249/national-school-lunch-program-and-school-breakfast-program-nutrition-standards-for-all-foods-sold-in AND https://obamawhitehouse.archives.gov/sites/default/files/Child_Nutrition_Fact_Sheet_12_10_10.pdf
  • Great analysis of the bill and potential negatives (this can help understand the opposition): https://policymatters.illinois.edu/the-potentially-negative-consequences-associated-with-the-healthy-hunger-free-kids-act/
  • Excellent, solid review of the law (and evaluation later on): https://foundationsoflawandsociety.wordpress.com/2018/12/05/the-healthy-hunger-free-kids-act-of-2010/
  • Farm to School Act 2021: https://www.farmtoschool.org/news-and-articles/farm-to-school-act-of-2021-introduced-in-house and https://assets.website-files.com/5b88339c86d6045260c7ad87/6112f97f5f27c14cb88c3a74_F2SAct2021-FactSheet.pdf
  • A few additional points included here: https://sustainableagriculture.net/blog/release-farm-to-school-act-of-2021-support-child-nutrition-and-local-food-systems/

 

Advocacy Action for a Health Issue

Take Action!   Take an advocacy action for a health issue of their choice.

Step One:  Find a health or social service organization that has an advocacy web page. It is common for an advocacy group to have some kind of action you can take or a link to take action on their home page.  Here are some suggestions:

 

• If you are already working in health or social service (e.g., nursing) your professional association often takes positions on health policy you might care about.
  • Public health professionals may want to start with the American Public Health Association for a variety of health issues and actions you can take: http://action.apha.org/site/PageNavigator/Advocacy.,
  • Another organization that provides opportunity for the public to take action is the  American Cancer Society Cancer Action Network., The core issues American Cancer Society Cancer Action Network is focused on are tobacco prevention, cancer research and health care access to name a few. Visit their take action page
    • For instance, on this page you can “take action” on this bill: Speak for health Fund Public health in 2019. Advocating for this bill will help to provide adequate funding for critical public health agencies and programs in FY 2019. To take action you would fill out the provided form and then submit it. Upon submission APHA will ensure delivery to the appropriate state Senators and Representatives. Once completed, you have advocated and in fact, taken action on this health issue! Nice work! Advocacy Action for a Health Issue
• Also, in your text, there are lists of stakeholders (organizations/groups) in chapter 4 pp 74-75; 77 that may have a website in which you could choose to take action. Further, chapter 6-14 covers public health issues and many stakeholders are described in each (which may also have an associated web page you could view and select an action).

Step Two: Then, engage in an advocacy action (e.g. contact your elected officials, mail, email, call; write a letter to the editor) through their online advocacy site.

Step Three: Primary Post

1. In the first paragraph of your primary post, describe the organization you selected, the policy action they desired (e.g. support of a bill, policy, movement), and the action you took (e.g. sign a petition, submit a pre-filled letter, etc..).
   • Include a SCREEN SHOT of the action you took. Usually, it is a pre-written letter to a policy maker. Whatever type it may be, take the shot, save it as a .jpg on your pc and insert it into your primary post.
2. What public health issue/health problem does the policy action that you took address? Be as specific as you can so someone else reading your post will understand the situation. Advocacy Action for a Health Issue,
3. Identify one health communication principle, (e.g. tailoring key messages target audience channels social marketing- 4 Ps)  and describe how it applies to the action you took.,
4. Identify one advocacy principle (e.g. problem definition policy solution stakeholders branch of government unintended consequences of the policy how to amplify this action) that is being applied to this advocacy action and describe how it applies to the action you are being asked to take.

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Aging dying  Death and True Presence

Select TWO of the following questions to answer. Restate the questions you selected in the discussion forum and answer each separately.

 

Question: Based on Rogers’ Science of Unitary Human Beings, explain how the process of aging is not a process of decline but a creative process of growing diversity of field patterning based on the postulates of Rogerian Science and the Principles of Homeodynamics.

Question: Based on Rogers’ Science of Unitary Human Beings and Newman’s Theory of Health as Expanding Consciousness discuss how dying and death can be viewed from their perspectives.

Question: Rogers’ unitary pattern-based practice provides a new way of thinking and distinguishes nursing from other disciplines (Butcher & Malinski 2020 in Smith 2020). , Discuss nursing interventions that are guided by and consistent with Rogers’ Science.,

Question: Parse believes that individuals co-create reality as a seamless symphony of becoming and emphasizes the importance of true presence. , How does Parse explain “true presence.” ,Thinking about your own nurse-patient relationships describe an experience of true presence with a patient? Aging dying  Death and True Presence

Aging dying  Death and True Presence

Select TWO of the following questions to answer. Restate the questions you selected in the discussion forum and answer each separately.

Question: Based on Rogers’ Science of Unitary Human Beings, explain how the process of aging is not a process of decline but a creative process of growing diversity of field patterning based on the postulates of Rogerian Science and the Principles of Homeodynamics.

Question: Based on Rogers’ Science of Unitary Human Beings and Newman’s Theory of Health as Expanding Consciousness, discuss how dying and death can be viewed from their perspectives.

Question: Rogers’ unitary pattern-based practice provides a new way of thinking and distinguishes nursing from other disciplines (Butcher & Malinski, 2020 in Smith, 2020).  Discuss nursing interventions that are guided by and consistent with Rogers’ Science.

Question: Parse believes that individuals co-create reality as a seamless symphony of becoming and emphasizes the importance of true presence.  How does Parse explain “true presence.” Thinking about your own nurse-patient relationships, describe an experience of true presence with a patient?