PrismRN

I too had difficulty with this because I'm from Old School and I'd never even heard that term (wellness dx). Like tokmom I googled it. My understanding of the Wellness Dx was that you identify something that they want to improve based on positive, proactive behaviors you see them already doing. Does that make sense? I ended up with Readiness for Enhanced Skin Integrity because the teen I interviewed was demonstrating her desire and willingness to create a better health situation for her skin (trying different products for her mild acne, and when they hadn't worked, asking mom to schedule an appt with a dermatologist). Mine was literally that short. Don't overwork this piece of the assignment, that document was long enough to begin with!!

I think I remember one or more of them being about library/article search tips, which was handy because not only did I learn things I did not know but it made for easy replies "Thank you, this is great information, yada yada, I'm going to try this now!" (instant participation points)

No such thing as off topic here I've never heard of that class... The closest thing I've had to what that sounds like was Trends and Issues in Health Care?

I'd end up with comments from the instructor that my posts "furthered the conversation", so got kudos for that, when in reality my process was for my own benefit in saving time. Yes, use one article (or the e-book), swipe a few tidbits, and post away. Already have the APA reference! Brilliant.

One more thing regarding the DQ replies & the timing in which they are posted. If you DO have an instructor that wants you "present and accounted for" on more than those 3 days of the week, here's what I did: Monday evening I'd read through everyone else's posts, find a few I'd like to comment on, open a blank Word doc (always had it open on my computer), copy/paste their comment, and write my responses to them right then & there and save it. Then they're already done, I 'd just wait til later in the week and go back to their comments & paste my pre-done replies. And one tip that I taught myself - you know how every now and then you'll read someone's reply and it doesn't even remotely have anything to do with the student's comment that they attached their reply to? That was me . While researching for my official DQ (assigned) answer, I'd run across other facts about the subject that were of interest, copy/paste them to my famous Word doc, and use them later as DQ replies. Like: "Hi SusieQ, great post, interesting insight on ___, I wasn't aware of that! While researching for this DQ, I also learned that ______" (fill in your previous fact & cite it). DONE. Didn't have anything to do with what they said, but I tagged onto someone's DQ & got my points for posting nonetheless. Total time-saver, having it already saved from back when I was actually doing the homework.

:hrns&wlcm: I would get that clarified & straightened out ASAP. If it was on your original itinerary, chances are you do need it and it was some computer snafu that dropped it off your lineup. You don't want to get to the end and have a surprise that you do have to do it afterall... just when you thought you were done. The only suggestion I'd have for the timing of Stats is that you take it before Intro to Research. It will help you understand the lingo and write the papers. I personally don't have "the list", I'm not sure there even is a real one LOL. Most on here just took the roll of the dice and did well (except for a few horrid experiences like you had). The syllabus is the syllabus, and the rubrics are the rubrics, so rather than spending all your energy trying to reschedule classes & whatnot, maybe just come on here and ask for clarification on the assignments if you end up with a not-so-helpful instructor. I personally did the instructor-requesting dance a few times, and ended up extending my program for quite a few months in the end for it (had to wait here & there until the next time they were teaching), which, in the end, made me mad at myself for not just plowing through and being done with it. Remember that you can also post 2 DQ replies on that Monday. So, technically, you could post both Mon & Wed assigned DQ answers on Monday, 2 DQ replies to others on that same day, and then 2 more DQ replies on Tues & Wed each. Then you're done with all that on Wed. I've seen a couple on here have instructors who have a problem with that, but them's the University rules (2 replies each on 3 days of the week), so if I lost points because of an instructor's personal preference for what they want, I'd challenge it. But, if you've done your M,T,W thing, it's pretty easy to just pop in on Saturday and whip out 2 more just to be safe. By that time there's all kinds of good stuff you can comment on just for a little padding on top of the ones you already did. If you've made it all the way to Spirituality you already know this, but it bears repeating - read all instructor announcements before the class starts (access to the class is usually avail the Fri before it starts). This is where you find out if they have whacky expectations or specific idiosyncrasies that you may find unacceptable. If you haven't posted anything on the wall or anywhere, you can call your advisor Monday morning and get switched to another class without penalty. Of course, it's still a crapshoot because your next one may be even weirder, so it may/may not be worth it.

:ancong!: :w00t:

I feel ya, that's one of the beauties of this program - nothing lasts longer than 5 weeks. I remember a phrase my most favorite aunt said to me one time (not about school, but it applies): "I can do that, hell, I can stand on my head for _____ (insert 5 weeks)" In other words, no matter how unpleasant the task, it's a limited amount of time, just do it, plow through it, and it'll be over before you know it. I love her. I miss her :) The way I get through things I hate is I decide that I'm going to kick it's BUTT. I'm going to start it now & not procrastinate to the last minute, give it everything I've got, be done with it (early), say "so THERE, you stupid ____ "(insert "paper," in your case), and move on and give a thumb's up to myself that I killed that thing; I won. Silly, but it works for me!

I know, all I can do about it laugh I guess... water under the bridge, man, water under the bridge. Woulda been handy though! :Emoticon-Devil:

I wish I could totally cuss on this website!! REALLY?? This would have been useful information for, oh, I dunno, my entire program?!? I never knew this existed (mines' in the upper left hand corner), I just tried it, typed in "industry vs. inferiority", and at first nothing came up but then I changed that search bubble thing from Title Results to Content Results. Not only did it zero in on the book it's in, you just keep clicking each next hyperlink to the chapter and then to the page number and it takes you right to that page in that book and even highlights your phrase?! I simply cannot even fathom how many hours per week this would have saved me clicking page-forward, page-backward, scroll scroll scroll, Control F, nope, page-forward, scroll scroll scroll, Control F... FOR THE LOVE OF PETE, I'm not happy. cuss cuss cuss!

It's just rude. The above ridiculous unhelpful comment is 7 words. Would it kill her to use these 7 words instead? "Try other books on our available list"

wow...

Just saw Winter walking across the stage on the commencement video from tonight! WooHOOOOO! :anpom::ancong!:

I think you're overthinking this (welcome to the club, btw ) Use the book for the class, it's all in there, it's the only reference I used. Mine was 7th edition (health promotion through the lifespan), but I just updated my booklist and there is a new 8th ed so that's probably what the syllabus recommends for your newer class. The book talks specifically about toddler, preschool aged, and school aged (chapters 18, 19, 20). Inside each chapter it says what is normal for those stages & potential problems, etc. Remember to put Erickson's Developmental Stage for each age group at the top of each column (may have to Google those, I don't think it was in the book - which is weird). Update - I just noticed that the syllabus has the assigned book for the HA class as Jarvis, but I used Edelman & Mandle for this assignment; had everything I needed. Prof probably didn't even notice?

I could be wrong, but I wouldn't worry about labeling yourself as a troublemaker. The Univ is so giant and there are so many zillions of students and instructors, I doubt that (in the flurry that is online learning) anyone would recognize your name from just simply appealing a grade. A zero on any section of the rubric is pretty harsh, in my opinion. Did it say specifically in the assignment description that one should write in the first person? if not I think I would challenge that because even the tutorials from the Writing Center say it is bad form in academia to write in the first person. I think I remember that paper though, I think I did write "me" and "I", which was a hard transition after being told not to! Regarding the GPA: Go into your student portal and on the left side click on Academics, then View My grades. Mine doesn't work anymore because I'm done (YAY!!!), but I remember there being a field that you could enter the grade you expected for your class and it would calculate your cumulative GPA. Those may not be exact instructions; just play with it because I know it works. I was on that page every time I thought a prof was going to tank me LOL