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

It's coming! Only 2.5 weeks away! I think I actually did sleep for a whole week (not counting refreshing LC q5 minutes to see if my final grade was posted yet, of course). After THAT you will indeed sleep like a baby!!! :sleep: ZZzzzz......

Maybe they recognized your name too... Everybody deserves at least ONE in the program! (I only had 1 good one) Congratulations!

Excellent advice. Historically, the assignment descriptions/rubrics tend to be unclear, so it is best to read through it early in the week so you can clarify. Also, by then, other students have figured out that it doesn't make any sense and have probably asked about it in the Questions to the Instructor forum (always read those!). Actually, I had more than one Prof write in their very first Announcement that they don't answer questions after Friday; that if you're that late to the game then you're on your own. Ouch.

I wonder if they have changed this class too? I just read my assignment description and rubric for this 1st week's assignment, and we only had to include 3 articles, not 6. The problem I had with this assignment is that my instructor decided that we should REWRITE those abstracts in our own words! Being only 3 abstracts long (short paper), you can imagine my TII was off the charts. One cannot restate absolutes (like percentages, sample sizes, locations, etc.) in any other terms than what they actually ARE. How do you rewrite a paragraph that only includes facts? This was not a happy moment for me, because the assignment description states to "include the article's abstract", and the rubric states "the abstracts of research studies". That couldn't be more clear to me; it says THEIR abstract (as in copy/paste the one the authors wrote), not make up my own! I hope you have an instructor like rob's that simply wants the correct APA reference followed by the copy/paste of the author's abstract, and then repeat the process with them all. That's what this assignment should look like based on the description and the rubric. Oh, and be sure to include the usual title page and headers like a regular ol' paper; a bunch of students in my class left those parts out and just submitted a Word doc with only the references and the abstracts. Didn't fly.

Hi mommao, way to plan ahead! (I didn't, despite tokmom's warnings...) There are a couple of us CMs on here, and, well, there isn't much exciting I could come up with either because our main job these days is reducing readmits through efficient DCP ("transitional care" being the buzz phrase these days). I wouldn't worry about it having been done a zillion times before; actually, that just means there's more resources out there for you to pick from. Choosing something obscure may inhibit your ability to find 15 good articles; especially those that require actual prior research. I work on the insurance side, so my "spin" on DCP was involving the payer side (UR RN, me) much more heavily than is the current model. Hospitals tend to do all their own DCP and then call me to tell me what is planned and to get auth. If I were involved from the beginning, I could make their lives much easier by offering resources I know of (and are contracted for sure), and bypass all the stuff the pt doesn't have benefits for to begin with, etc. Plus I added a 30-day post-DC call program between the pt & myself to make sure all went as planned, and if not, intervene early. Other CMs I know chose a specific disease process to focus on to prevent readmits, like a CHF or DM disease management model with algorithms, and whether they actually work or not. Choosing something you're painfully familiar with, although booooring LOL, definitely makes the research & writing processes easier. But if you can figure out something new, exciting and inventive, yay! Maybe try cruising the CMSA website or some CM journals to see if there are some up & coming new strategies? The library has subscriptions to all those journals, the awesome librarians can tell you how to find them :) Good luck, you're almost there!!!

This will rear its ugly head until your very last class and very last DQ. The sooner you let go of expecting the same quality of work from others that you turn in, the happier you will be. These assignments are posted on day #1, so there's no excuse not to be working on it a little here & there in the 1-4 weeks beforehand. I always shot for Tues/Wed before it's due. That left PLENTY of time to read through it, find the egregiosity (just made that up cause it's an awesome word), and send out (and post in color forum) requests to please cite”, please submit your references (in APA format)”, please create speaker notes for your slides”, please take at least 200 words OFF your very visually disturbing slide”, please see the CLC agreement, you did the wrong part”, and then write to the Prof that Suzzie hasn't responded for 3 weeks even though she's regularly posting DQs? … etc. If due by Tues/Wed, that gives you 5-ish days to fret over not getting any replies back to the above requests (remember, they're at the zoo with no internet access, and strangely texts don't come through either?), and finally decide if you're going to do/re-do Suzzie's part or not. This is the million dollar question. In my experience, it was not theirs. It WAS Dorothea's and Florence's (with no citation)! Or Wikipedia's, or just some random Google'd thing from a blog somewhere, or {{shudder}} StudyMode…. As it is a team project, there are no names on the individual slides so what you submit goes down as the group's agreed-upon final project. This is where the head-banging comes in. If you leave it, and if the Prof is paying attention (you know they've read 842,697 PowerPoints on Dorothea & Flo by now and can recognize familiar statements in their sleep), you run the risk of the grade reflecting plagiarism. Just because PPt's don't go through TII doesn't mean people should cast their academic integrity to the wind (my opinion, of course). Bottom line: You either turn it in as is and white-knuckle it until the grade comes out (hopefully all your individual papers were A's), or you just redo all the crap and turn in an awesome project (so you all get A's!). Trust me, the team is hoping you choose option B. See my first response above.

Ethics not only has a CLC, it is a 2-parter (or at least it was when I took it). For me, it was one of the worst as far as trying to get everyone on the same page. The only bummer in taking hold and presenting oneself in the beginning as the Organizer, Delegator, Master Planner, Keeper-of Tabs, etc., is that it also implies to the rest of the team that you have taken on the invisible role of Team Leader (which wouldn't be so bad if that role was a true Team Leader role vs. the dump that it turns into). In my experience, even though there may have been someone else who chose the editing and/or submitting task, somehow it ends up being you doing it. Editing wouldn't be such a grind if what was turned in was, well, turn-in-able. As a rule it was not, and I definitely fell into the trap of "but this is MY grade we're talking about and no way am I going to let that"...blah blah fill in the blanks. My good intentions up front always seemed to cost me an extremely frustrating and time-crunched weekend when it was due, as those who turned in their un-turn-in-able plagiarized copied/pasted nonsense were already at the zoo; because, you know, "I work full time, have a family, and I have a life, so what I gave you is just going to have to be good enough".

1. One always tends to remember traumatic experiences 2. Not yet, see #1.

I don't know why I was thinking this tonight, but I was, so I want to share. For all of you that are just starting, mid-way through, ¾ through, or almost done… and heading straight into that brick wall we all hit and want to just chuck it all… Try to let go of the frustration. I know it's a tall order, but hindsight is 20/20 you know, and now that I'm done I realize that I gave the stress and frustration way too much power over me. I stressed like Stress was a class that I needed to get an A+ in (like all the other ones, of course). I turned into a DQ machine, and made my papers seem like they were the most important thing in my life for the 2-3 days I took to make them just right”. I am NOT a fan of Cs get Degrees”, but honestly? I worked too hard. And I only know that now that I'm done. The grading model does appear to be set up that one can get a very good grade for a technically subpar paper, and I did catch onto that fairly early on, so I do wonder occasionally why I nearly killed myself over every single one. Was I going for a Pulitzer? I'm not even sure some instructors even read my papers. I'm not saying become a slacker, but I did not create a work/school/life balance, and I wish I had. I have some nieces and nephews and siblings and a mom that I'm trying to get to re-know” after being absent for nearly 2 years. My mother looks so much older to me than I remember, and it makes me sad that I missed so many opportunities with her – even if it was just a Subway sandwich at a picnic table at the park for an hour – I didn't take the time. I wish I had a do-over; I'd make a few different choices. I don't want you to have the same regrets that I have now. Anyway, for what it's worth, plow-ON, just get it done, and it doesn't have to be perfect. And when it IS done it will seem like a distant memory. The agony of it all fades pretty quickly; it seems like forever already that I've been done even though it was only 4/19 that I clicked that submit button for the last time.

... and the age-appropriate walker, of course