Using APA Format
follow the rubric, word it in simple terms sounding relatable . this assignment is a summary of the article i have attached. The Article talks about how working in mental health affects nurses and how they take care of themselves. Our Group project Topic is NURSES WORKING IN PSYCH/MENTAL HEALTH AND HOW THEY ARE AFFECTED/ HOW THEY CAN BE SUPPORTED. a minimum of 250 words ( a max of 350 , i think. Stay around 300) .
Attached Files (PDF/DOCX): Selfcare3Amentalhealth.pdf, Article summary rubric.pdf
Note: Content extraction from these files is restricted, please review them manually.
Topic: Obesity and Metabolic Syndrome Overview of guidelines: Clinical guidelines for diagnosing and managing obesity and metabolic syndrome. Pathophysiology: Insulin resistance, lipid imbalances, and the link to cardiovascular disease. Diagnosis: Criteria for diagnosing metabolic syndrome Treatment: Lifestyle changes, pharmacotherapy, and surgical interventions Complications The information collected from this research will be put into a powerpoint presentation. Provide up to date, thorough research information. PowerPoint Presentation: Introduction to the disease process (brief overview of pathophysiology). Clinical guidelines (summary of relevant guidelines for diagnosis, treatment, and management). Diagnosis (overview of diagnostic criteria, tests, and tools). Evidence-based treatment strategies (medications, lifestyle changes, surgical options, etc.). Patient education (key takeaways for educating patients on managing the condition). Conclusion (summary of the most important points, practice implications, and takeaways). Length: 15-20 slides (not including title and reference slides). Content: References: Include at least 3-5 peer-reviewed articles from clinical journals or official guidelines (e.g., ADA, AHA, GINA, GOLD).
Can anyone help me with this, I use ChatGpt it give wrong information and I just need and help some on to verify my references
whith APA citation
my original that I got flagged for In Hirschsprung disease, the nerve cells do not form correctly during pregnancy because the neural crest cells fail to migrate to the bowel. Since that part of the bowel cannot relax, stool gets stuck, which causes blockage. This can lead to constipation and a swollen belly, and the bowel above the blocked area becomes enlarged. On a cellular level, the bowel is missing the normal signals like nitric oxide that help smooth muscle relax, so peristalsis does not work
normally.
Hirschsprung disease is more common in male infants and is sometimes linked to genetic causes. Some cases are related to gene mutations like RET, which affect nerve development in the intestines.
The I did some research Rewritten Paragraph (APA with Sources)
Hirschsprung disease is a congenital disorder caused by failure of neural crestderived ganglion cells to migrate into the distal intestine during fetal development, resulting in an aganglionic segment of bowel (American Academy of Family Physicians, 2006). The aganglionic bowel cannot relax normally, leading to functional obstruction and proximal dilation (American Academy of Family Physicians, 2006). Loss of inhibitory nitrergic (nitric oxideproducing) innervation likely contributes to impaired smooth muscle relaxation and abnormal peristalsis in the affected segment (Larsson et al., 1995; Bealer et al., 1994). Definitive diagnosis is confirmed by rectal biopsy demonstrating absence of ganglion cells (Monforte et al., 2025; Merck Manual, 2025). Hirschsprung disease is more common in males, and RET gene mutations are a major known genetic contributor to abnormal enteric nervous system development (StatPearls, 2025; MedlinePlus Genetics, 2025).
Full References (APA format)
Clinical overview / pathophysiology
American Academy of Family Physicians. (2006). Hirschsprung disease. American Family Physician, 74(8), 13191322.
Nitrergic innervation & smooth muscle relaxation
Bealer, S. L., Breese, E. L., & Wang, Q. (1994). Nitrergic nerve function in Hirschsprung disease. Journal of Pediatric Surgery, 29(4), 426431.
Larsson, H. P., Ekblad, E., Jodal, M., & Sundler, F. (1995). Loss of nitrergic inhibitory innervation in aganglionic bowel of Hirschsprung disease. Journal of Pediatric Surgery, 30(7), 963969.
Biopsy & surgical confirmation
Monforte, H. L., Wilsey, M., & Gonzalez, R. (2025). Surgical pathology of Hirschsprung disease (HSCR). World Journal of Pediatric Surgery.
Epidemiology / male predominance
StatPearls. (2025). Hirschsprung Disease. In StatPearls [Internet].
https://www.ncbi.nlm.nih.gov/books/NBK562142/
Genetics / RET mutations
MedlinePlus Genetics. (2025). Hirschsprung disease.
https://medlineplus.gov/genetics/condition/hirschsprung-disease/
Additional clinical reference
Merck Manual. (2025). Hirschsprung Disease.
https://www.merckmanuals.com/professional/pediatrics/congenital-gastrointestinal-anomalies/hirschsprung-disease
tCriteriaRatingsPtsHistory of present illness (HPI) and Admitting Diagnosis
1 pts
Proficient
Explains 1) HPI and 2) admitting pathophysiology in detail with clear and accurate and in-depth understanding of chief complaint. 3) Evidence-based rationales clearly and accurately support the HPI.
0.75 pts
Acceptable
Explains 1) HPI and 2) admitting pathophysiology in some detail with adequate understanding of chief complaint. 3) Evidence-based rationales adequately support the HPI.
0.5 pts
Needs Improvement
Explains 1) HPI and 2) admitting pathophysiology in limited detail with limited understanding of chief complaint. 3) Evidence-based rationales vaguely support the HPI or are not present.
0 pts
Unsatisfactory
Fails to explain 1) HPI or 2) admitting pathophysiology with poor understanding of chief complaint. 3) Evidence-based rationales do not support the HPI or are not present.
/ 1 pts
Pathophysiology of past medical/surgical/social histories
1 pts
Proficient
Includes 1) all past medical, surgical, and social history detailed with 2) full explanation of pathophysiology for each diagnosis. 3) Thoroughly describes potential complications for each diagnosis and the indications for surgery. 4) Clearly and accurately relates the client’s past history and current signs/symptoms with evidence-based citations.
0.75 pts
Acceptable
Includes 1) most past medical, surgical, and social history detailed with 2) partial explanation of pathophysiology for each diagnosis. 3) Adequately describes potential complications for each diagnosis and the indications for surgery. 4) Adequately associates specific details related to the client’s history and signs/symptoms with evidence-based citations.
0.5 pts
Needs Improvement
Includes 1) some past medical, surgical, and social history detailed with 2) minimal explanation of pathophysiology for each diagnosis. 3) Vaguely describes potential complications for each diagnosis and the indications for surgery. 4) Vaguely associates specific details related to the client’s history and signs/symptoms with limited to no evidence- based citations.
0 pts
Unsatisfactory
No 1) past medical, surgical, or social history or given without 2) explanation or pathophysiology. 3) Does not describe potential complications for each diagnosis or the indications for surgery. 4) Does not associate specific details related to the client’s history and signs/symptoms with limited to no evidence- based citations.
/ 1 pts
Social Determinants of Health
0.5 pts
Proficient
Clearly and accurately 1) describes socioeconomic and psychosocial background in detail 2) with evidence-based citations to support social determinants of health. 3) Identifies at least 3 or more psychosocial concerns with interventions/ recommendations.
0.35 pts
Acceptable
Adequately 1) describes socioeconomic and psychosocial background in detail 2) with evidence-based citations to support social determinants of health. 3) Identifies at least 2 psychosocial concerns with interventions/ recommendations.
0.2 pts
Needs Improvement
Vaguely 1) describes socioeconomic and psychosocial background in detail 2) with limited to no evidence-based citations to support social determinants of health. 3) Identifies at least 1 psychosocial concern with interventions/recommendations.
0 pts
Unsatisfactory
Fails to 1) describe socioeconomic and psychosocial background 2) with limited to no evidence- based citations or social determinants of health. 3) Identifies no psychosocial concerns or interventions/ recommendations.
/ 0.5 pts
Eriksons Developmental Stages
0.5 pts
Proficient
1) Identifies and 2) defines correct stage 3) with examples of meeting/not meeting tasks 4) supported by evidenced-based citations.
0.35 pts
Acceptable
1) Identifies and 2) defines correct stage 3) with vague examples of meeting/not meeting tasks 4) supported by evidenced citations.
0.2 pts
Needs Improvement
1) Identifies correct stage 2) without adequate definition and 3) without examples of meeting or not meeting tasks. 4) No citations
0 pts
Unsatisfactory
1) Identifies incorrect stage 2) without definition or 3) without examples of meeting/not meeting tasks 4) without citations.
/ 0.5 pts
Teaching Assessment & Client Education
0.5 pts
Proficient
Clearly and accurately 1) identifies areas of instructional needs, 2) learning preference, and 3) learning barriers. 4) Provides clear and concise client education related to their condition that will aid in health promotion, health maintenance and self-care activities. 5) Client education is supported by evidence-based practice.
0.35 pts
Acceptable
Adequately 1) identifies areas of instructional needs, 2) learning preference and 3) learning barriers. 4) Provides adequate client education related to their condition that aids in health promotion, health maintenance and self-care activities. 5) Client education is supported by evidence-based practice.
0.2 pts
Needs Improvement
Vaguely 1) identifies areas of instructional needs, 2) learning preference and 3) learning barriers. 4) Provides minimal and vague client education that will aid in health promotion, health maintenance and self-care activities. 5) Client education is supported by evidence-based practice.
0 pts
Unsatisfactory
Fails to 1) identify areas of instructional needs, 2) learning preference and 3) learning barriers. 4) Does not provide client education that will aid in health promotion, health maintenance and self-care activities. 5) Client education is not supported by evidence-based practice.
/ 0.5 pts
Interprofessional Consults and Multidisciplinary Plan
0.5 pts
Proficient
1) Lists at least 3 appropriate collaborative issues/concerns. 2) Identifies 3 interdisciplinary consults to support patient well-being. 3) Evidence- based rationales demonstrate clear and accurate understanding of consults and interventions.
0.35 pts
Acceptable
1) Lists at least 2 appropriate collaborative issues/concerns. 2) Identifies 2 interdisciplinary consults to support patient well-being. 3) Evidence- based rationales demonstrate adequate understanding of consults and interventions.
0.2 pts
Needs Improvement
1) Lists at least 1 appropriate collaborative issue/concern. 2) Identifies 1 interdisciplinary consult to support patient well-being. 3) Evidence-based rationales demonstrate vague understanding of consults and interventions or may be missing.
0 pts
Unsatisfactory
1) Fails to list collaborative issues/concerns or lists issues/concerns that are inappropriate. 2) No interdisciplinary consults identified. 3) Evidence- based rationales demonstrate unsatisfactory understanding of consults and interventions or may be missing.
/ 0.5 pts
Discharge Planning
0.5 pts
Proficient
Clearly and accurately 1) describes issues/concerns related to discharge planning 2) with evidence-based rationales.
0.35 pts
Acceptable
Adequately 1) describes issues/concerns related to discharge planning 2) with evidence- based rationales.
0.2 pts
Needs Improvement
Vaguely 1) describes issues/concerns related to discharge planning 2) with limited to no evidence-based rationales.
0 pts
Unsatisfactory
Fails to 1) describe issues/concerns related to discharge planning 2) with limited to no evidence-based rationales.
/ 0.5 pts
Labs
0.5 pts
Proficient
Clearly and accurately 1) identifies admission and current pertinent laboratory tests with applicable indications, 2) addresses abnormal values, and 3) recognizes trends related to a clients disease process 4) with evidence-based rationales.
0.35 pts
Acceptable
Adequately 1) identifies pertinent laboratory tests with applicable indications, 2) addresses abnormal values, and 3) recognizes trends related to a clients disease process 4) with evidence- based rationales.
0.2 pts
Needs Improvement
Vaguely 1) identifies pertinent laboratory tests with applicable indications, 2) addresses abnormal values, and 3) recognizes trends related to a clients disease process 4) with limited to evidence-based rationales.
0 pts
Unsatisfactory
Fails to 1) identify pertinent laboratory tests with applicable indications, 2) address abnormal values, or 3) recognize trends related to a clients disease process 5) with limited to no evidence-based rationales.
/ 0.5 pts
Diagnostics/procedures
0.5 pts
Proficient
Clearly and accurately 1) describes the clients diagnostic criteria and indications 2) with evidence- based rationales that clearly support the chief complaint and presenting signs/symptoms.
0.35 pts
Acceptable
Adequately 1) describes the clients diagnostic criteria and indications 2) with evidence-based rationales that adequately support the chief complaint and presenting signs/symptoms.
0.2 pts
Needs Improvement
Vaguely 1) describes the clients diagnostic criteria and indications 2) with limited to no rationales which vaguely support the identified chief complaint and presenting signs/symptoms.
0 pts
Unsatisfactory
Fails to 1) describe the clients diagnostic criteria and indications 2) with limited to no rationales and does not support the identified chief complaint and presenting signs/symptoms.
/ 0.5 pts
Medications
1 pts
Proficient
Clearly and accurately 1) identifies all components of the medication list, including name, class, route, dose, frequency, mechanism of action, applicable indication(s), side and adverse effects, interactions, and nursing considerations relevant to the clients current health condition, 2) with evidence-based citations.
0.75 pts
Acceptable
Adequately 1) identifies some components of the medication list, including name, class, route, dose, frequency, mechanism of action, applicable indication(s), side and adverse effects, interactions, and nursing considerations relevant to the client, 2) with evidence-based citations.
0.5 pts
Needs Improvement
Vaguely 1) identifies few components of the medication list, including name, class, route, dose, frequency, mechanism of action, applicable indication(s), side and adverse effects, interactions, and nursing considerations relevant to the client, 2) with limited to no evidence-based citations.
0 pts
Unsatisfactory
Fails to 1) identify all components of the medication list, including name, class, route, dose, frequency, mechanism of action, applicable indication(s), side and adverse effects, interactions, and nursing considerations relevant to the client, 2) with limited to no evidence-based citations.
/ 1 pts
Assessment & Review of Systems
1 pts
Proficient
1) Documents thorough Head-to-Toe physical assessment with relevant information to the patient/client as performed by the student. 2) Utilizes an organized format and appropriate terms to describe both normal and abnormal assessment findings.
0.75 pts
Acceptable
1) Documents Head-to-Toe physical assessment with more than 75% relevant information to the patient/client as performed by the student. 2) Utilizes an organized format and appropriate terms to describe both normal and abnormal assessment findings.
0.5 pts
Needs Improvement
1) Documents full Head-to-Toe physical assessment with approx. 50% -75% relevant information to the patient/client as performed by the student. 2) Format may be moderately disorganized with mostly appropriate terms to describe both normal and abnormal assessment findings.
0 pts
Unsatisfactory
1) Documents full Head-to-Toe physical assessment with less than 50% relevant information to the patient/client missing information – as performed by the student. 2) Format is mostly disorganized and may be lacking appropriate terms to describe both normal and abnormal assessment findings.
/ 1 pts
Recognition of cues (Assessment)
1 pts
Proficient
Identifies all imperative cues taken from the environment, patient assessment/observation, medical record, other resources, time pressures, task complexity, and cultural considerations. Minimum of 15 cues required.
0.75 pts
Acceptable
Identifies most imperative assessment cues. Some cues are relevant. cues taken from the environment, patient assessment/observation, medical record, other resources, time pressures, task complexity, and cultural considerations. Less than 15 cues.
0.5 pts
Needs Improvement
Identifies some assessment cues. Few cues are relevant. cues taken from the environment, patient assessment/observation, medical record, other resources, time pressures, task complexity, and cultural considerations. Less than 10 cues.
0 pts
Unsatisfactory
Fails to identify imperative assessment cues. Cues are not relevant. Less than 5 cues.
/ 1 pts
Analysis of cues (Analysis)
1 pts
Proficient
1) Links and clusters recognized cues to the client’s clinical presentation. Accurately 2) establishes prioritized client needs based off the patients clinical presentation. Clearly and accurately clusters cues to establish probable patient needs, concerns, or problems.
0.75 pts
Acceptable
1) Links and clusters recognized cues to the client’s clinical presentation. Adequately 2) establishes prioritized client needs based off the patients clinical presentation. Clearly and accurately clusters cues to establish probable patient needs, concerns, or problems.
0.5 pts
Needs Improvement
Does not 1) link and cluster recognized cues to the client’s clinical presentation. Vaguely 2) establishes prioritized client needs based off the patients clinical presentation. Clearly and accurately clusters cues to establish probable patient needs, concerns, or problems.
0 pts
Unsatisfactory
Fails to 1) analyze cues or does not support the prioritized client needs and plan of care. 2) Fails to link and cluster cues to a patients clinical presentation in establishing probable patient needs, concerns, or problems.
/ 1 pts
Prioritization of hypotheses (Analyze)
1 pts
Proficient
1) Establishes 4 priorities of care based on the client’s health problems (i.e., environmental factors, risk assessment, urgency, signs/symptoms, diagnostic tests, lab values). 2) The clinical decision is clear, accurate, and presents correlation from the recognized cues. 3) Identifies the framework used to identify priority order (ABCs, Maslow, safety, acute v chronic, unstable v stable, urgent v non-urgent).
0.75 pts
Acceptable
1) Establishes 3 priorities of care based on the client’s health problems (i.e., environmental factors, risk assessment, urgency, signs/symptoms, diagnostic tests, lab values). 2) The clinical decision is mostly clear, accurate, and presents correlation from the recognized cues. 3) Identifies the framework used to identify priority order (ABCs, Maslow, safety, acute v chronic, unstable v stable, urgent v non-urgent).
0.5 pts
Needs Improvement
1) Establishes 2 or less priorities of care based on the client’s health problems (i.e., environmental factors, risk assessment, urgency, signs/symptoms, diagnostic tests, lab values). 2) The clinical decision is vague or incorrect, and presents little correlation from the recognized cues. 3) Identifies the framework used to identify priority order (ABCs, Maslow, safety, acute v chronic, unstable v stable, urgent v non-urgent).
0 pts
Unsatisfactory
1) Fails to establish priorities of care based on the client’s health problems (i.e., environmental factors, risk assessment, urgency, signs/symptoms, diagnostic tests, lab values). 2) Fails to identify clinical decisions with no correlation from the recognized cues. 3) Does not identify the framework used to identify priority order (ABCs, Maslow, safety, acute v chronic, unstable v stable, urgent v non-urgent).
/ 1 pts
Generation of solutions (Planning)
2 pts
Proficient
Clearly and accurately 1) establishes one expected outcome to address each hypothesis that can be achieved with nursing assistance to ensure a clients needs are met. Outcomes are specific, measurable, realistically attainable, and appropriately timed. 2) Identifies 4 solutions for each outcome supported by evidence-based practice. Clearly and accurately identifies at least 16 solutions that are independent nursing interventions supported by scientific rationale and evidence-based practice.
1.5 pts
Acceptable
Adequately and accurately 1) establishes one expected outcome to address each hypothesis that can be achieved with nursing assistance to ensure a clients needs are met. Outcomes are mostly specific, measurable, realistically attainable, and appropriately timed. 2) Identifies 3 solutions for each outcome supported by evidence-based practice. Clearly and accurately identifies at least 12 solutions that are independent nursing interventions supported by scientific rationale and evidence-based practice.
1 pts
Needs Improvement
Vaguely and accurately 1) establishes one expected outcome to address each hypothesis that can be achieved with nursing assistance to ensure a clients needs are met. Outcomes are somewhat specific, measurable, realistically attainable, and appropriately timed. 2) Identifies 2 solutions for each outcome supported by evidence-based practice. Clearly and accurately identifies at least 8 solutions that are independent nursing interventions supported by scientific rationale and evidence-based practice.
0 pts
Unsatisfactory
Fails to 1) establish one expected outcome to address each hypothesis that can be achieved with nursing assistance to ensure a clients needs are met. Outcomes are not specific, measurable, realistically attainable, and appropriately timed. 2) Identifies no solutions for each outcome supported by evidence-based practice. Clearly and accurately identifies at least 4 solutions that are independent nursing interventions supported by scientific rationale and evidence-based practice.
/ 2 pts
Take actions (Implementation)
1 pts
Proficient
1) Implements appropriate interventions in priority order based on nursing knowledge, priorities of care, and planned outcomes to promote, maintain, or restore a client’s health. 2) Nursing actions are always aimed at the expected outcomes and directed at the stated health deviation based on the nursing assessment and Eriksons stages of development.
0.75 pts
Acceptable
1) Implements adequate interventions in priority order based on nursing knowledge, priorities of care, and planned outcomes to promote, maintain, or restore a client’s health. 2) Nursing actions are aimed at the expected outcomes and directed at the stated health deviation based on the nursing assessment and Eriksons stages of development.
0.5 pts
Needs Improvement
1) Implements vague interventions that are not prioritized based on nursing knowledge, priorities of care, and planned outcomes to promote, maintain, or restore a client’s health. 2) Nursing actions are vaguely aimed at the expected outcomes and are directed at the stated health deviation based on the nursing assessment and Eriksons stages of development.
0 pts
Unsatisfactory
Does not 1) implement appropriate interventions in priority order based on nursing knowledge, priorities of care, and planned outcomes to promote, maintain, or restore a client’s health. 2) Nursing actions do not address expected outcomes and are not directed at the stated health deviation based on the nursing assessment and Eriksons stages of development.
/ 1 pts
Evaluate Outcomes (Evaluation)
1 pts
Proficient
Clearly and accurately 1) identifies criteria for evaluation, effectiveness of interventions, and measurement of goal completion. 2) Evaluation is clearly and accurately linked to the generated solutions and overall plan of care. 3) Modifies, revises, and recommends alternative solutions with evidence-based citations as applicable.
0.75 pts
Acceptable
Adequately 1) identifies criteria for evaluation, effectiveness of interventions, and measurement of goal completion. 2) Evaluation is adequately linked to the generated solutions and overall plan of care. 3) Modifies, revises, and recommends alternative solutions with evidence-based citations as applicable.
0.5 pts
Needs Improvement
Vaguely 1) identifies criteria for evaluation, effectiveness of interventions, and measurement of goal completion. 2) Evaluation is vaguely linked with generated solutions and overall plan of care. 3) May or may not modify, revise, or recommend alternative solutions with limited to no evidence-based citations as applicable.
0 pts
Unsatisfactory
Fails to 1) identify criteria for evaluation, effectiveness of interventions, and measurement of goal completion. 2) Evaluation is not linked with generated solutions and overall plan of care. 3) Does not modify, revise, or recommend alternative solutions with limited to no evidence- based citations as applicable.
/ 1 pts
General Organization
0.5 pts
Proficient
1) Clear and accurate APA format. 2) Concisely appropriate citations and references. 3) No spelling or grammar errors.
0.35 pts
Acceptable
1) Adequate APA format. 2) Adequate appropriate citations and references. 3) Few spelling or grammar errors.
0.2 pts
Needs Improvement
1) Inadequate APA format. 2) Inappropriate citations and references. 3) Some spelling or grammar errors.
0 pts
Unsatisfactory
1) Fails to utilize APA format. 2) No appropriate citations and references. 3) Many spelling or grammar errors.
/ 0.5 pts
Total Points: 0
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Attached Files (PDF/DOCX): Clinical Judgment plane 2026.pdf
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Due Feb 20
50 points
1 Reply, 1 Unread
1 Reply (1)
“When you cannot breathe, nothing else matters.” Therefore, I have provided videos of some diseases and conditions that, left untreated, could potentially lead to the cessation of breathing.
Required Reading: Chapter 8, Respiratory System
Chapter 8 PowerPoint
View the videos below:
Post a review on the Discussion Board. Type your review in the Reply box below these instructions.
If you are unsure how to post on the Discussion Board, review the Canvas student guide.
Post a review on the Discussion Board. Type your review in the Reply box below these instructions.
Purpose: To promote a conversation about the vocabulary for the chapter:
Instead of the video was too long, What I didnt like, the music was irritating, I like Crash Course Videos, or it didnt hold my attention.
Include the following
Be sure to include the name and number of each video
Three to five words you found new/engaging/thought-provoking from each video
Explain the concepts from each video and how they relate to the chapter that is stimulating to you.
Look for something in each video that reminds you of a different aspect.
Make a comparison of the Textbook, the PowerPoint, and the eight videos:
What did you find beneficial/interesting/Something that prompts you to investigate the topic further?
Did the various videos offer different pronunciations of the same terms?
Which conditions or diseases are new to you?
Review 5 points each = 40 Points
After you type your initial post, read the other entries, read through your classmates’ posts, and reflect and respond to two peers, addressing their responses and views of the discussion. Include one question to spark further thinking and continued conversation.
You should also ask questions and respond to comments about your posts.
Support your statements with evidence from other research and experiences. Responding to a comment or question is not considered one of your two replies.
When you reply, ALWAYS type the name of the classmate you are responding to at the top and your name at the bottom of the message.
Use proper grammar and punctuation in all correspondence in this college-level course.
Please avoid text or Twitter speak when corresponding.
A reply evaluates the content posted, not the person. At the same time, simply giving a pat on the back is not appropriate. Being disrespectful will not be tolerated.
For best results, review and follow directions from the Comprehensive Discussion Board Instruction Overview found in Module 0.
All reviews are due by Wednesday, and replies by Friday.
Saturdays and Sundays are designated for answering questions and continuing conversations.
Reply to at least 2 students @ 5 points each = 10 points
Total of 50 points
WEEK 6: “Health Promotion on a Budget: Build-a-Kit for a Community Wellness Program”
Purpose:
Students will take on the role of a health promotion coordinator tasked with designing a low-cost resource kit for a specific community wellness initiative. This project emphasizes practical resource selection, critical thinking, and budget-conscious program planningskills essential to real-world health education delivery.
Assignment Components
Part 1: Select a Community Wellness Topic
Choose a health promotion topic and target audience (e.g., healthy eating for single-parent families, stress relief for college students, diabetes prevention for older adults). Briefly describe (150200 words):
Part 2: Design a “Wellness Resource Kit”
Create a list of 68 specific, tangible items or tools you would include in a resource kit for a health promotion event or program, keeping your budget under $150 total.
For each item, include:
Examples of items: printed brochures, stress balls, measuring cups, jump ropes, bus passes, health literacy worksheets, water bottles with motivational messages, etc.
Part 3: Written Rationale & Resource Management Strategy (400500 words)
In a written narrative, address the following:
Include at least one reference to a best practice in resource management or culturally relevant material selection (from the open resources provided).
Submission Format:
Upload a single PDF or Word file that includes:
No AI to complete the assignment
Reference has to be 5 years old
Simple wording to complete this assignment please