Human Experience Across the Health-Illness Continu

The benchmark assesses the following competency:

Benchmark: 5.1. Understand the human experience across the     health-illness continuum.

Research the health-illness continuum and its relevance to patient   care. In a 750-1,000 word paper, discuss the relevance of the   continuum to patient care and present a perspective of your current   state of health in relation to the wellness spectrum. Include the following:

1. Examine the health-illness continuum and discuss why this     perspective is important to consider in relation to health and the     human experience when caring for patients.
2. Reflect on your     overall state of health. Discuss what behaviors support or detract     from your health and well-being. Explain where you currently fall on     the health-illness continuum.
3. Discuss the options and     resources available to you to help you move toward wellness on the     health-illness spectrum. Describe how these would assist in moving     you toward wellness (managing a chronic disease, recovering from an     illness, self-actualization, etc.).

Prepare this assignment according to the guidelines found in the APA   Style Guide. An abstract or thesis is required.

Developmental Red Flags

Case Study 1:

A mother brings in her 16-month-old, Brittany, for treatment of an acute illness. During the history, the mother reports that her mother-in-law is concerned about the toddler’s development. Further questioning reveals the following:

•Brittany was a term infant born vaginally with no intrapartum complications. Birth weight was 8 pounds 1 ounce and current weight is 26 pounds 9 ounces.

•She was breastfed until 12 months of age and now drinks 24 ounces of whole milk and eats table foods daily.

•Physical milestones are as follows: Rolled front to back at 6 months, developed pincer grasp at 11 months, crawled at 8 months, and began cruising at 10 months. She does not walk independently.

•Social development includes mimicking adult behavior, four-word vocabulary (mama, dada, baba, and no), follows one-step commands, and quiets easily when comforted.

To prepare:

•Review this week’s media presentations, as well as “Developmental Management of Infants” and “Developmental Management of Toddlers and Preschoolers” in the Burns et al. text.

•Think about how physical, social, and cognitive development vary during infancy, toddlerhood, and the preschool years. Reflect on normal versus abnormal growth and development and consider the decision-making process of identifying and managing red flags of abnormal development.

•Select one of the three case studies provided. Reflect on the patient information included in the case study and consider any developmental red flags.

•Reflect on standardized screening tools, clinical guidelines, and management strategies that would be used to assess and manage the patient in your selected case study.

Post    2 discussion page paper on :An explanation of any developmental red flags that presented in the case study you selected based on the stages of normal physical, social, and cognitive development for infants, toddlers, and preschoolers. Explain how you differentiated between normal and abnormal growth and development for this patient and identify which standardized screening tools, clinical guidelines, and management strategies you might use to assess and manage this patient and why

REFERENCES

Readings

• Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric primary care (5th ed.). Philadelphia, PA: Elsevier.

◦ Chapter 5, “Developmental Management of Infants” (pp. 59–75).

◦ Chapter 6, “Developmental Management of Toddlers and Preschoolers” (pp. 76–91

◦ Chapter 11, “Breastfeeding” (pp. 186-201)

Chapter 17, “Role Relationships” (pp. 334–344)

Hagan, J. F., Jr., Shaw, J. S., Duncan, P. M. (Eds.). (2008). Bright futures: Guidelines for health supervision of infants, children, and adolescents (3rd ed.). Elk Grove Village, IL: American Academy of Pediatrics

Infancy” (pp. 253–380)

◦“Early Childhood” (pp. 381–461)

Media

•Laureate Education (Producer). (2013c). Strategies for determining red flags. Retrieved from https://class.waldenu.edu