• Pedi 2201 Discussion Board
• Discussion Topic
• Due Oct 5, 2025 23:59
• Available on Sep 14, 2025 00:01. Access restricted before availability starts.
• Available until Oct 5, 2025 23:59. Access restricted after availability ends.
• Discussion Topic
• Due April 12 at 23:59
• Available on Jan 27, 2026 00:01. Access restricted before availability starts.
• Available until Apr 12, 2026 23:59. Access restricted after availability ends.

Introduction

• Hi class, I wanted to give you the opportunity to explore nursing management of the gender diverse child, which is not hardly mentioned, if at all, in your text. This population has unique challenges, and needs health care providers familiar with the standards of care to address such. Nurses should be prepared to create evidence-based plans of care for gender diverse children. When I was completing my masters in 2012, the diagnosis of gender identity disorder was discussed in my Nelsons Textbook of Pediatrics (Behrman, Kliegman, & Nelson, 2004). My educational coordinator advised me to study it, aside from my regular studies, since it has been long considered the gold standard in pediatric medicine. That diagnosis has been since eliminated, and I have observed standards of care for gender diverse youth evolve, as outcome focused and evidenced-based knowledge increases. This is a great example of how, in striving for best patient outcomes, evidence may serve to challenge established care models. As scientists, we recognize that bias can influence how care models are developed; And, beliefs and biases may develop around and about established structures.
• Personally, I truly care about and like to think of myself as being diversity sensitive. Thus, it really shook up my belief system about 10 years ago, when I realized I had significant bias related to gender diversity. Gender diverse people exist all over the world and, despite erasure, are represented throughout history. A case in point, are the Two-Spirit indigenous people (see video clips).

Instructions

• Watch the video clips and examine the literature provided. I recommend that you at least skim the first two document links, and read fully the JPEDHC article before starting your case study. To receive full credit, you will need to create an original posting from one of the four cases below, and respond to two peers (see the rubric). Try to respond to peers who have chosen case studies other than your own. Approach with nursing holism. In other words, consider what the case individual needs: To achieve optimum wellness; And, develop into an adult with their best outcomes physically, mentally, emotionally, spiritually, occupationally, and more. How might the nurse help the patient preserve, increase, and maximize their health protective factors, while minimizing health inhibiting factors? Remember you are partnering with the patient and/or family. What information do you need to gather from them, or other resources? How do you assure standards of care while maintaining a patient/family centered plan of care? Take into account health promoting and inhibiting factors, as well as cultural, socioeconomic, legal, health care access, etc.. What nurse-patient teaching is indicated? The nursing ADPIE (assessment, diagnosis, plan, intervention, evaluation) model may be helpful in designing your post. The initial post should be about 200-350 words, and peer replies about 100-250 words, with APA formatted citations and references. Robust discussions can be expected with this topic, which can be great learning experiences. I intend this forum to be a safe place, where sharing and exchanging ideas, experiences, and knowledge is peer supported, valued, and respected. This assignment will account for 10% of your grade.

Case Study 1

• E is 3 years old, living with his twin sister, mom, and dad in a small town. Es family are well-established in the community and the family has insurance through Moms job. Ethan loves coloring, playing with cars, and laughing with his sister. During…visits, the family interactions present as appropriate and loving.
• E began talking about his gender as a boy at 2 12 years old. He regularly says he is a boy, wants to wear boy clothes, and questions his own body, (i.e., when the boy parts will grow in). Mom says E is using the name provided at birth, and she/her pronouns in general, but the child has expressed a desire to be called Ethan, and have a hairstyle like Daddys. E is allowed to wear boy clothes at home for play time, but wants to wear them all the time. E appears shy and reserved, though warms up quickly and wants to play.

Case Study 2

• Blake is 11 years old, the middle child of three kids living with their mom, Faith; Blakes dad lives in another state. Although they live within an urban city, their home was situated on the outskirts of town, giving it a more rural feel… Blake shared his joy of cats, art, and rock collecting, as well as experimenting with make-up and fancy clothes. In clinic, the family often has spirited conversations, sometimes openly disagreeing with each others take on situations, but also demonstrating closeness and care.
• Blake has been exploring his gender and sexuality for a few years. He reported feeling both like a boy and non-binary, as well as bisexual, but expressed no desire to change his name or pronouns from those assigned at birth. He described liking make-up, high heels, and dresses. At times, Faith questioned this and Blake would respond adamantly that liking these things did not make him a girl. He is about to start 6th grade, and wants to wear makeup to school, like his sister did at the same age.
• However, Blake has indicated no desire for any medical transition or gender-related care at this time. (Paceley, et. al., 2021).

Case Study 3

• Maliya, a transgender female youth, is being admitted to a medical floor needing ongoing intravenous antibiotics for a complicated pyelonephritis. At age 14, she was living in Jamaica with her Mom and grandparents, when her grandmother saw her playing with makeup. Maliya was told she was a boy and boys do not play with makeup. {She} hid her passion for makeup,…but was still seen as different….Bullying became violent. Maliya was forced to drop out of school. Concerned for her safety,…Malayas Mom gave her money to travel to the U.S.. Maliya met a friend on Facebook who said she could stay with him. When Maliya was asked to trade sex for housing, she did not know what to do. She felt stuck and afraid because the man threatened her with deportation. She ended up leaving and sleeping on the subway, where she met other youth…who helped her navigate the streets…

Case Study 4

• Mohammed, age 15, is seeking a prescription from an LGBTQ+ community clinic for testosterone to feel more like himself in his body. Mohammed was assigned female at birth and describe being desperate for hormone therapy, as he has been continuously traumatized by experiencing female puberty (e.g., growing breasts and menses).
• After taking testosterone, Mohammed believes he would be much happier. He states, “I know what T [testosterone] will do to my body and I understand the side-effects…l’ve told my grandma that I will never be happy until I get the medication I need.” Mohammed describes daily ridicule and rejection based on his gender identity. Despite, Mohammed still earns good grades. His family physician referred him with worry that Mohammed “will leave home and access street hormones, as well as become disconnected from his family.” Furthermore, she worried that continuing experiences with rejection will increase Mohammeds risk for self harm.
• Mohammed lives with his grandmother, Jean, and his biological mother, Maya, who struggles with addiction. The family expressed love for Mohammed, have provided gender-neutral clothing, and indicated that he will not be kicked out of the home.
• However, grandmother Jean stated her belief that “homosexuality is grotesque and against nature…my granddaughter drawing thick eyebrows and facial hair on her face is ridiculous and embarrassing.” Jean was willing to concede that Mohammed’s interest in medically transitioning was “a thing one can choose to do without parental consent only after one turns 18.” All the family members use she/her pronouns and refer to Mohammed as their “daughter” or “granddaughter.”
• References
• Abramovich, A., & Shelton, J. (Eds.). (2017). Where Am I Going to Go? Intersectional Approaches to Ending LGBTQ2S Youth Homelessness in Canada & the U.S. Toronto: Canadian Observatory on Homelessness Press.
• Behrman R. E. Kliegman R. M. & Nelson W. E. (2004). Nelson textbook of pediatrics (17th ed.). Saunders.
• Paceley, M. S., Ananda, J., Thomas, M. M. C., Sanders, I., Hiegert, D., & Monley, T. D. (2021). “I Have Nowhere to Go”: A Multiple-Case Study of Transgender and Gender Diverse Youth, Their Families, and Healthcare Experiences. International journal of environmental research and public health, 18(17), 2019.

Select a community organization (American Red Cross) or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script or speakers notes for your presentation, 4-5 pages in length. Please pay special attention to all instructions and grading requirements. All submitted work must be 100% AI free on Pangram platform and provide a copy showing 100% human written.

Your report should include :

Signs and symptoms of diarrheal disease

How diarrheal disease spread

What community members can do in their homes to prevent the spread of diarrheal disease

What simple treatment advise you can recommend as a first year student for those who have diarrheal disease

Choose one of the following topics for your initial discussion forum post. In order to have a rich discussion be mindful of the number of posts in each topic. If you notice one of the topics has few postings, please focus on that area for your post. Discussion Topic A:Use the library website to find peer-reviewed journal articles published within the last five (5) years on the topic of assessment in older adults. You may also choose to look at other means of assessing older adults with Alzheimer’s disease that are innovative or non-traditional, falls in older adults, depression, or suicide in older adults, or poverty in older adults. Summarize the key points and findings of the articles. Why is this important? Your initial discussion post must have at least three (3) references and three (3) paragraphs. Each paragraph should have a minimum of five (5) sentences. Discussion Topic B:Use the library website to find peer-reviewed journal articles published within the last five (5) years on the topic of domestic violence and abuse. Discuss ways to assess patients for domestic violence and abuse. Summarize the key points and findings of the articles. Why is this important? Your initial discussion post must have at least three (3) references and three (3) paragraphs. Each paragraph should have a minimum of five (5) sentences. Respond to the post of at least one peer who posted to the OTHER discussion topic initially in the discussion forum. Your peer response must have at least tow scholarly sources published within the last five (5) years and two (2) paragraphs. Each paragraph should have a minimum of five (5) sentences. Provide appropriate citations and references in APA format. Use the grading rubric to guide your work. Please DO NOTE use CINHAL Guide as a scholarly source as it includes brief topics with not much information. It is like a Q& A responses and not a scholarly source that will give you information to write discussion posts. DO NOT attach your work to the discussion thread. Post directly into the thread. Rubric Discusses all required components and exhibits critical thinking. *Thoroughly addresses the topic. *Gives personal and/or professional (workplace or educational) examples of the issues to explain thoughts and ideas. *Uses at least three (3) scholarly sources to substantiate the position that were published within (5) years, and/or textbook. *Differentiates between opinion and evidence-based statements. *Synthesizes reference information. *Organizes work in at least three (3) paragraphs (5 sentences minimum per paragraph). ” Has no more than one (1) spelling and/or grammar error. Has no more than two (2) APA errors.

For this assessment, I will need a 8 to 10 minute audio for new nurses on the importance of nursing sensitivity, quality indicators For new nurses in the workplace to single nurse sensitivity, quality indicators critical to the organizations address how data are collected this disseminated across organization along with the nurses role supporting accurate reporting and high-quality results. I have attached the instructions. Also need three APA references please look at photos attached .

For this assessment, itll be an annotated biography where you peer review publications that promote the use of selected technology to enhance quality and safety standards What is irrational for picking a particular technology topic? What is interesting about it databases use terms used Please look at the photos attached in depth instructions for

sources five peer reviewed publications not websites at least four of them, annotation elements and at least one for your justification of AI

Discussion Question: Review the ANA Code of Ethics in your textbook as well as in the Resources section of Module 2. Then, respond to the following: Select one provision from the ANA Code of Ethics. Explain its significance to your current nursing practice and how this provision guides your professional behavior, ethical decision-making, and/or interactions with patients and colleagues. Provision 1.1 Respect for Human Dignity

Clinical Day 5: MidSemester Reflection (After ~60 Hours) Initial Post Instructions: Write a minimum 350-word reflection using a professional, respectful tone, complete sentences, proper grammar/spelling, and best practices in healthcare. Integrate examples from your actual clinical shift, including the clinical date of attendance. Include two APA-formatted scholarly references (textbooks or peer-reviewed sources). Submit by Thursday at 11:59 pm per the Course Calendar. Your Reflection Must Address: Your feelings and reactions to the clinical experience. One specific patient care experience you had or observed. What you learned from that experience and how it will influence your future nursing practice. Connections to at least three holistic nursing domains, such as: Patient safety or community health, Ethics or legal considerations, Teamwork and collaboration, Evidence-based practice, Social determinants of health, Cultural or spiritual care, Psychological or emotional support, Health promotion or education, Quality improvement, or Advocacy, compassion, or empathy. Prompt: Reflect on your clinical growth at the midpoint of the semester. Describe how your knowledge, skills, and confidence have evolved across the NCLEXRN Client Needs categories. Identify strengths, areas for improvement, and goals for the remainder of the semester.

This overall request will require 3 posts from you: this is the initial post, which requires 2 sources; the last 2 posts will be replies to peers, each requiring 1 source. I will share once they become available. Please confirm you can complete by the deadline. I cannot share the last two posts until you submit to me the first post, which should be prompt to give enough time for the last two.

For this week:

This area provides you with an opportunity to reflect on what you have learned and what concepts you still need further exploration on.

• Answer 1 question. Include a short summary of what has been learned and include question(s) that are still unclear.

This week you will discuss nutritional needs for cardiovascular health, stress response, immunity, and renal health. Post your answer with explanation and details. Please follow the guidelines for participating in the Community Caf.

1. Discuss the impact of dietary factors like saturated fats, cholesterol, sodium, and added sugars on cardiovascular health.