NR 602 Pediatric Primary Care: Developmental Management of Early Childhood – Answers

NR 602 Pediatric Primary Care: Developmental Management of Early Childhood – Answers

NR 602 Pediatric Primary Care: Developmental Management of Early Childhood – Answers

 

  1. According to the AAP recommendations for preventive pediatric health care and the Bright Futures Guidelines, providers should offer anticipatory guidance in all of the following areas:
  2. By 5 years how much should the heart have grown since birth?
  3. By ____ months, the child usually has six to eight primary teeth.
  4. By ____ years, the child has a complete set of 20 primary teeth.
  5. By ____ years, the second molars usually erupt.
  6. During the __________ year, calcification begins for the first and second permanent bicuspids and second molars.
  7. During the __________ year, the liver matures and becomes more efficient in vitamin storage, glycogenesis, amino acid changes, and ketone body formation. The lower edge of the liver may still be palpable.
  8. Examples of Preschool Children’s Thinking Using Piaget’s Preoperational Stage: Developing ability to establish causality (e.g., realism, animism, artificialism)
  9. Examples of Preschool Children’s Thinking Using Piaget’s Preoperational Stage: Developing sense of conservation of quantity, weight, mass
  10. Examples of Preschool Children’s Thinking Using Piaget’s Preoperational Stage: Developing sense of space: From experiencing space as a part of their activity to moving through it to understanding space in terms of detail and direction
  11. Examples of Preschool Children’s Thinking Using Piaget’s Preoperational Stage: Egocentrism
  12. Examples of Preschool Children’s Thinking Using Piaget’s Preoperational Stage: Evolving ability to categorize or order objects and phenomena
  13. Examples of Preschool Children’s Thinking Using Piaget’s Preoperational Stage: Incomplete understanding of sequence of time
  14. Examples of Preschool Children’s Thinking Using Piaget’s Preoperational Stage:Mental symbolization of the environment
  15. Examples of Preschool Children’s Thinking Using Piaget’s Preoperational Stage: Rigidity
  16. Examples of Preschool Children’s Thinking Using Piaget’s Preoperational Stage: Transductive reasoning: from particular to particular
  17. Examples of Preschool Children’s Thinking Using Piaget’s Preoperational Stage: Unable to see another’s viewpoint

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  1. Expressive Language: 12-18m
  2. Expressive Language: 18-24m
  3. Expressive Language: 24-30m
  4. Expressive Language: 30-36m
  5. Expressive Language: 36-42m
  6. Expressive Language: 42-48m
  7. Expressive Language: 48-60m
  8. Fine Motor Skills: 12m
  9. Fine Motor Skills: 15m
  10. Fine Motor Skills: 18m
  11. Fine Motor Skills: 24m
  12. Fine Motor Skills: 30m
  13. Fine Motor Skills: 36m
  14. Fine Motor Skills: 48m
  15. Fine Motor Skills: 60m
  16. Gross Motor Skills: 12m
  17. Gross Motor Skills: 15m
  18. Gross Motor Skills: 18m
  19. Gross Motor Skills: 24m
  20. Gross Motor Skills: 30m
  21. Gross Motor Skills: 36m
  22. Gross Motor Skills: 48m
  23. Gross Motor Skills: 60m
  24. How long should a child have abdominal respiratory movements?
  25. How much urine does a 2 year old excrete?
  26. Lexicon
  27. Mastery of which skills are necessary for language development?
  28. Receptive Language: 12-18m
  29. Receptive Language: 18-24
  30. Receptive Language: 24-30
  31. Receptive Language: 30-36
  32. Receptive Language: 36-42
  33. Receptive Language: 42-48
  34. Receptive Language: 48-60
  35. Red Flags of Early Childhood Development: Cognitive Abilities 15m
  36. Red Flags of Early Childhood Development: Cognitive Abilities 18m
  37. Red Flags of Early Childhood Development: Cognitive Abilities 24m
  38. Red Flags of Early Childhood Development: Cognitive Abilities 30m
  39. Red Flags of Early Childhood Development: Cognitive Abilities 36m
  40. Red Flags of Early Childhood Development: Cognitive Abilities 48m
  41. Red Flags of Early Childhood Development: Cognitive Abilities 60m
  42. Red Flags of Early Childhood Development: Fine Motor, Feeding, and Self-Care 12m
  43. Red Flags of Early Childhood Development: Fine Motor, Feeding, and Self-Care 15m
  44. Red Flags of Early Childhood Development: Fine Motor, Feeding, and Self-Care 18m
  45. Red Flags of Early Childhood Development: Fine Motor, Feeding, and Self-Care 24m
  46. Red Flags of Early Childhood Development: Fine Motor, Feeding, and Self-Care 30m
  47. Red Flags of Early Childhood Development: Fine Motor, Feeding, and Self-Care 36m
  48. Red Flags of Early Childhood Development: Fine Motor, Feeding, and Self-Care 48m
  49. Red Flags of Early Childhood Development: Fine Motor, Feeding, and Self-Care 60m
  50. Red Flags of Early Childhood Development: Gross Motor, Language, and Hearing 12m
  51. Red Flags of Early Childhood Development: Gross Motor, Language, and Hearing 15m
  52. Red Flags of Early Childhood Development: Gross Motor, Language, and Hearing 18m
  53. Red Flags of Early Childhood Development: Gross Motor, Language, and Hearing 24m
  54. Red Flags of Early Childhood Development: Gross Motor, Language, and Hearing 30m
  55. Red Flags of Early Childhood Development: Gross Motor, Language, and Hearing 36m
  56. Red Flags of Early Childhood Development: Gross Motor, Language, and Hearing 48m
  57. Red Flags of Early Childhood Development: Gross Motor, Language, and Hearing 60m
  58. Red Flags of Early Childhood Development: Growth, Rhythmicity, Sleep, and Temperament 15m
  59. Red Flags of Early Childhood Development: Growth, Rhythmicity, Sleep, and Temperament 18m
  60. Red Flags of Early Childhood Development: Growth, Rhythmicity, Sleep, and Temperament 24m
  61. Red Flags of Early Childhood Development: Growth, Rhythmicity, Sleep, and Temperament 30m
  62. Red Flags of Early Childhood Development: Growth, Rhythmicity, Sleep, and Temperament 36m
  63. Red Flags of Early Childhood Development: Growth, Rhythmicity, Sleep, and Temperament 48m
  64. Red Flags of Early Childhood Development: Growth, Rhythmicity, Sleep, and Temperament 60m
  65. Red Flags of Early Childhood Development: Psychosocial and Emotional Skills 12m
  66. Red Flags of Early Childhood Development: Psychosocial and Emotional Skills 15m
  67. Red Flags of Early Childhood Development: Psychosocial and Emotional Skills 18m
  68. Red Flags of Early Childhood Development: Psychosocial and Emotional Skills 24m
  69. Red Flags of Early Childhood Development: Psychosocial and Emotional Skills 30m
  70. Red Flags of Early Childhood Development: Psychosocial and Emotional Skills 36m
  71. Red Flags of Early Childhood Development: Psychosocial and Emotional Skills 48m
  72. Red Flags of Early Childhood Development: Psychosocial and Emotional Skills 60m
  73. Red Flags of Early Childhood Development: Strength and Coordination 15m
  74. Red Flags of Early Childhood Development: Strength and Coordination 18m
  75. Red Flags of Early Childhood Development: Strength and Coordination 24m
  76. Red Flags of Early Childhood Development: Strength and Coordination 30m
  77. Red Flags of Early Childhood Development: Strength and Coordination 36m
  78. Red Flags of Early Childhood Development: Strength and Coordination 48m
  79. Red Flags of Early Childhood Development: Strength and Coordination 60m
  80. Semantics
  81. Syntax
  82. What is the common respiratory rate of early childhood?
  83. What is the typical HR of a 5 y/o?
  84. When does use of the dominant hand appear?
  85. … salivary glands reach adult size?
  86. When do toddlers begin to use words to convey thoughts and feelings?
  87. … GI system mature enough for a full variety of foods?
  88. Where does growth and calcification of the teeth occur?

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category108640
ScholarlinessDemonstrates achievement of scholarly inquiry for professional and academic decisions.Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisionsEvaluates literature resources to develop a comprehensive analysis or synthesis.Uses valid, relevant, and reliable outside sources to contribute to the threaded discussionProvides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.Evaluates information from source(s) to develop a coherent analysis or synthesis.Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.Demonstrates little or no understanding of the topic.Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.Information is taken from source(s) without any interpretation/evaluation.The posting uses information that is not valid, relevant, or reliableNo evidence of the use of scholarly inquiry to inform or change professional or academic decisions.Information is not valid, relevant, or reliable
Performance Category 108640
Application of Course Knowledge -Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situationsPosts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;Applies concepts to personal experience in the professional setting and or relevant application to real life.Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.Applies concepts to personal experience in their professional setting and or relevant application to real lifeInteractions with classmates are relevant to the discussion topic but do not make direct reference to lesson contentPosts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real lifeDoes not demonstrate a solid understanding of the principles and concepts presented in the lessonPosts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.Posts are superficial and do not reflect an understanding of the lesson contentDoes not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real lifePosts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignoredNo discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category 54320
Interactive DialogueReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.(5 points possible per graded thread)Exceeds minimum post requirementsReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.Replies to a post posed by faculty and to a peerSummarizes what was learned from the lesson, readings, and other student posts for the week.Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate daysReplies to a question posed by a peerSummarizes what was learned from the lesson, readings, and other student posts for the week.Meets expectations of 2 posts on 2 different days.The main post is not made by the Wednesday deadlineDoes not reply to a question posed by a peer or facultyHas only one post for the weekDiscussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ commentsDoes not post to the threadNo connections are made to the topic
 Minus 1 PointMinus 2 PointMinus 3 PointMinus 4 PointMinus 5 Point
Grammar, Syntax, APANote: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.Points deducted for improper grammar, syntax and APA style of writing.The source of information is the APA Manual 6th Edition2-3 errors in APA format.Written responses have 2-3 grammatical, spelling, and punctuation errors.Writing style is generally clear, focused, and facilitates communication.4-5 errors in APA format.Writing responses have 4-5 grammatical, spelling and punctuation errors.Writing style is somewhat focused.6-7 errors in APA format.Writing responses have 6-7 grammatical, spelling and punctuation errors.Writing style is slightly focused making discussion difficult to understand.8-10 errors in APA format.Writing responses have 8-10 grammatical, spelling and punctuation errors.Writing style is not focused, making discussion difficult to understand.Post contains greater than 10 errors in APA format.Written responses have more than 10 grammatical, spelling and punctuation errors.Writing style does not facilitate communication.The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost   -5 points lost
Total Participation Requirementsper discussion threadThe student answers the threaded discussion question or topic on one day and posts a second response on another day.   The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirementper discussion threadThe student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.   The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.