Foundations - Learning Objectives for Final Exam
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Learning Objectives for Foundations Final
Exam
Intro to Foundations
LO-01
Identify the expectations of the Foundation Block
LO-02
Understand the general overview of the role of Foundations in the 4-Year Curriculum.
LO-03
Identify the contact information of the Foundation Block Director and faculty.
LO-04
Articulate the course objectives of the Foundation Block.
LO-05
Navigate Foundations course site on MedLearn.
LO-06
Acknowledge responsibility to engage in sessions with respect and integrity for self and others.
LO-07
Identify opportunities for self-directed learning within the Foundations Block.
Intro to Physiology
LO-01
Define homeostasis.
LO-02
Describe a homeostatic process in the human body. Give specific examples of how all the organs
work together.
LO-03
Describe how dysfunction in a single organ can lead to dysfunction of another organ.
LO-04
List the steps associated in the loss of homeostasis in heat stroke.
Intro to Principles of Pharmacology
LO-01
Define the terms Pharmacology, Pharmacokinetics, Pharmacodynamics, Toxicology and
Pharmacotherapeutics.
LO-02
Define the three general mechanisms of drug actions
LO-03
Foundations Page 1
LO-03
Define what it takes for a drug to have affinity for a receptor.
LO-04
Compare and contrast therapeutic index vs therapeutic window.
LO-05
Apply in-class principles to heat stroke.
IL Drugs in Foundations
1. Compare and contrast NSAIDs and steroids including the mechanism of action, what they are
used for and their side effects.
2. Describe the mechanism whereby antibiotics act to inhibit bacterial growth (no need to
memorize proprietary names-yet).
3. Associate drugs listed in the tables with type of pathogen they are used to treat.
4. Describe the mechanism of action of the drugs used for Acne and beware of life threatening
side effects (i.e., teratogen and severe depression-suicide).
IL Cell Signaling Basics
1. Differentiate among autocrine, juxtacrine, paracrine and endocrine signaling, and give examples
of each.
2. Describe the four main types of signaling pathways and give examples of each.
3. Define the following terms in the context of cell signaling, and diagram their interrelationships:
ligand, receptor, kinase, phosphatase, amplification, regulation, G protein, phosphorylation,
second messenger, cascade, cell surface receptor, intracellular receptor.
Clinical Genetics
LO-01
Define the following terms and identify examples of each: locus, genotype, phenotype, allele,
homozygote, heterozygote, hemizygote, genetic heterogeneity (allelic and locus), variable
expression, pleiotropy, reduced penetrance, consanguinity, Single Nucleotide Polymorphism
(SNP), copy number variant (CNV), Variant of Uncertain Significance (VUS/VOUS).
LO-02
Generate differential diagnoses and risk assessments from clinical assessment.
LO-03
Understand the mechanisms of pedigree formation, including limitations in the current standard
process.
LO-04
Using information from a medical history and pedigree, assign a disorder to an autosomal
dominant, autosomal recessive, X-linked dominant and X-linked recessive inheritance pattern.
Foundations Page 2
LO-05
Calculate the risk of having an affected child for selected individuals in pedigrees of autosomal
dominant, autosomal recessive, and X-linked inheritance.
The Human Genome & Mutation
LO-01
Explain
the
following
terms:
genome;
gene;
exon;
intron;
non-coding
RNA;
epigenetics; penetrance; variable expressivity; circulating cell-free DNA; chromatin;
histone; linkage disequilibrium; monogenic disorder; complex multifactorial disorder
LO-02
Describe the structures and functions of the following components of the human genome: (1)
Gene-coding sequences (protein-coding & non-coding); (2) Gene-related sequences (introns &
UTRs); (3) Transcriptional regulatory elements; (4) Intergenic repetitive DNA sequences
(retroposons, DNA transposons, simple repeats; large repeats); mitochondrial genome;
cell-free circulating DNA
LO-03
Summarize the steps in the packaging of the nuclear genome from chromatin to chromosomes
LO-04
Select the most appropriate clinical DNA sequencing methods for detection of different types
of disease-associated gene mutations
LO-05
List the key properties of complex multifactorial diseases
LO-06
Identify the different types of mutations that are commonly found in the genome
LO-07
Discuss the classification of gene mutations associated with familial breast cancer
Evidence Based Decision Making 101
LO-01
Become familiar with the vocabulary terms.
LO-02
Identify the components of a good clinical question and construct a clinical question using these
components.
LO-03
Identify the four steps of the practice of EBM.
LO-04
Given a series of clinical research abstracts, rank them in order of the level of evidence each
provides in support of a specific clinical question assuming they are well done studies.
LO-05
Be able to construct a clinical question using the PICO Model.
Foundations Page 3
Be able to construct a clinical question using the PICO Model.
LO-06
Apply a “best practice model” to make a decision about a clinical question.
LO-07
Reconstruct the Evidence Pyramid and explain the rationale behind each level’s rank.
Considering Cultural Humility and Health Inequity
LO-01
Explore the complexities of collective and individual identity in the United States and discuss your
identity in a small group.
LO-02
Discuss bias, discrimination, and racism’s effects on health and health care.
LO-03
Define “health disparities” and their effects on historically marginalized populations in the United
States.
LO-04
Describe models for culturally responsive patient care and practice using a framework for
engaging in conversations with patients.
Arizona Population Health
LO-01
Learn the basic geography, history, and demographics of Arizona.
LO-02
Describe the differences between individual vs. population-level approaches to health.
LO-03
Summarize how population health can be used in medical care.
LO-04
Understand the levels of prevention and how it connects to population health.
LO-05
Discuss the needs of key populations in Arizona and consider how community engagement
could improve population health.
Intro to Anatomy
LO-01
Describe and demonstrate standard anatomical position
LO-02
Describe the planes of anatomical section
Foundations Page 4
LO-03
Apply the planes of anatomical section to medical imaging
LO-04
Apply the following terms to describe the position of anatomical structures: anterior/posterior,
rostral/caudal, superior/inferior, medial/lateral, proximal/distal, dorsum/palmar/plantar,
deep/superficial/intermediate, external/internal, unilateral/bilateral, contralateral/ipsilateral.
LO-05
Describe the distribution and function of the following organ systems: musculoskeletal, integumentary,
nervous, circulatory, respiratory, lymphatic, digestive, urinary, endocrine, reproductive.
LO-06
Compare and contrast the function and distribution of the central nervous system, somatic peripheral
nervous system, visceral peripheral nervous system6. Compare and contrast the function and
distribution of the central nervous system, somatic peripheral nervous system, visceral peripheral
nervous system
LO-07
Apply the concepts of deep and superficial to explain fascial layers and structural layers
LO-08
Compare and contrast the structure of a cavity, a bursa, and a potential space
LO-09
Compare and contrast relationships between organ systems in 2 examples: a muscular compartment
and the small intestine
LO-10
Explain the clinical relevance of anatomical variation
Major Organs and Vessels (Gross Anatomy)
LO-01
Identify and describe location of the structures listed below relative to one another using proper
anatomical terminology (anterior-posterior, medial-lateral, superior-inferior, proximal-distal,
superficial-deep).
LO-02
Deduce consequences of damage based upon relationships and basic functions (use knowledge of
normal to predict abnormal and vice versa).
LO-03
Be able to identify the bold-face organs on axial CT scans. (See lab notes for structure list.)
IL Tissue Types
LO-01
Describe characteristics that distinguish the four tissue types from each other. Apply these
Foundations
Page 5
Describe characteristics that distinguish the four tissue types from each other. Apply these
features to identifying tissue types in tissue sections.
LO-02
Apply the standard classification scheme to identifying different epithelia. Relate function of
different types of epithelia to structure.
LO-03
Explain the concept of epithelial cell polarity and discuss its importance in epithelial function.
LO-04
Describe structure and function of the main apical, basal and lateral membrane specializations of
epithelial cells.
LO-05
Describe the composition of connective tissue proper including fibers, ground substance and cells.
Relate structure to function
LO-06
Describe the role of connective tissue in support and defense including metabolic support and
inflammation.
LO-07
List resident and itinerant cells in connective tissue. Briefly describe the function of resident cells.
LO-08
Describe the path of white blood cell circulation, and entry into connective tissues.
LO-09
Compare and contrast cardiac, skeletal and smooth muscle in terms of structure and function, and
distinguish these tissues in sections.
LO-10
List components of the central and peripheral nervous systems. Identify peripheral nerves,
parasympathetic ganglia, and their components in tissue sections.
IL Organ Architecture
LO-01
Define architecture and cytology. Compare and contrast hollow and solid organs in terms of
architecture.
LO-02
Describe basic functions of digestive tract, lung airways, pancreas, liver, and kidney, relating
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Related Questions
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Module Objectives
1. Discuss types of suffering.
2. Address the role of nursing in situations of suffering.
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Unit Objectives:
1. Discuss the purpose of conducting a psychosocial assessment.
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4. Obtain a list of health related events that should be included in the patient’s health history.
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Unit 20
Understand Residential Childcare for Children and Young People With Complex Disabilities or Conditions
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Assessment criteria
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2.2- Describe how and why the impact of child's disability or condition may change over time
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a. What subjective data could be documented by the nurse?
b. What further assessments should the nurse make?
c. What modifications must be made to help the client?
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NEED ASAP THANKZZZZZ
1. A part of the health assessment that utilizes Inspection. Palpation, Percussion and Auscultation to assess the client’s current health status.
Systems Review
Physical Examination
Health Interview
Laboratory Tests
2. Which type of evaluation occurs continuously throughout the teaching and learning process?
Formative
Retrospective
Informative
Summative
3. A systematic phase of the nursing process, that involves decision making and problem solving.
Assessing
Diagnosing
Implementing
Planning
4. Which is true about nursing intervention?
Action that aims to help patient achieve health outcomes
Must always include medicationc. Can only performed with a doctor's orderd. Is part of the planning phase
5. Which of the following intervention statement is written precisely and correctly:
Handwashing.b. Teach about the proper use of face mask.
Needs attended.d. Deep breathing exercises.
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#5.
EXACT ANSWER NEEDED
Writing the objectives for a family nursing care plan, includes all the following characteristics except:
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Conditions that may include the client's expected experience
The resources available
Covert and overt performance.
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The Case Presentation:
Students will provide a brief overview of the client demographics (fictional name, age, gender identity, marital status, ethnicity, and/or race), the student will present a summary.
Assessment
How did this individual/group present to the agency and what the client(s) viewed as their challenges
Describe the biopsychosocial/cultural/spiritual assessment factors of this case.
Did you, as a social worker, identify additional needs? If so, what were they?
What did the client identify as their strengths?
What strengths did you as the social worker identify in this client?
Describe in detail how the following theories could be applicable to your client and this case:
Erikson's theory of psychosocial development
Attachment theory
Person in Environment perspective
Cognitive Behavioral Theory
Strengths Perspective
Intervention
What type of intervention(s) did you offer and how does this relate to evidence-based practice (EVP)?
How did you come to choose this…
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Discussion Prompts
Choose three PRIORITY PROBLEMS, and identify what assessment cues would prompt someone to choose that problem.
Select Priority Problems that have not already been discussed by your peers.
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Why is it important to use formative assessment while teaching a lesson or during a unit or during a series of workshops?
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Why is it a mistake for a teacher to only use summative assessment?
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1
Unit 4
LRN0111 Preparing to Work in Adult Social Care Unit 4 V1 20201026
1
Assignment Brief Pearson BTEC level 2
Preparing to Work in Adult Social
Care
A/601/8574 glh: 26 hours
Credit value: 3
Registration Number:
Assignment Title: Unit 4
Principles of Safeguarding and
Protection in Health and Social Care
Learning Outcomes: 1,2,3,4,5 Tutor/Assessor:
Assessment Criteria:
1.1,1.2,1.3,2.1,2.2,2.3,3.1,3.2,3.3,3.4,4.1,4.2,5.1,5.2,5.3
IQA:
Assignment Issued:
Expected Completion Date:
Learners Name:
Contract:
Unit Introduction This unit enables learners to recognise the importance ofsafeguarding when working in health and social
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2. How does it differ from a research?
3. Make a research of a particular case study related to your respective specialization. Identify the problem and the result of the study.
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Related Questions
- No need generalize answer ok. Module Eight: Suffering, Quaternary Prevention, Ethics in Chronic Illness Situations This module introduces quaternary prevention and addresses the role of nurses in situations where individuals and families may be suffering. Principles of ethics are revisited as related to suffering and the nursing role. Module Objectives 1. Discuss types of suffering. 2. Address the role of nursing in situations of suffering. 3. Introduce quaternary prevention as it relates to nursing practice. 4. Apply the Code of Ethics for Nurses with Interpretive Statements in situations of suffering. 5. Consider informed risk, autonomy, beneficence, and nonmaleficence in difficult situations. Resources and readings (you have seen some of these before in this course): Required videos linked into this module American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). (available free through the SMSU McFarland Library e-books:…arrow_forward Time remaining: 01:59:48 Nursing please help me with rhis questions Psychosocial Assessment (Program Concept: Patient-centered care) • Health Promotion & Maintenance Unit Objectives: 1. Discuss the purpose of conducting a psychosocial assessment. 2. Determine relevant biographic and demographic data that should be included in a health assessment. 3. Identify patient’s reason for seeking care and its relevance to the physicalassessment. 4. Obtain a list of health related events that should be included in the patient’s health history. 5. Analyze patient’s medication history for potential interactions with the current medication regimen. 6. Analyze data related to sociological system for issues that are relevant to the patient’s current health status. 7. Analyze data related to psychological system for issues that are relevant to the patient’s current health status. 8. Conduct a functional assessment of patients with functionallimitations. Thank youarrow_forwardUnit 20 Understand Residential Childcare for Children and Young People With Complex Disabilities or Conditions Learning outcomes 2 Understand the impact on families of having a child with a complex disability or condition Assessment criteria 2.1- Describe ways in which having a child with a complex disability or condition can impact on different aspects of families' lives 2.2- Describe how and why the impact of child's disability or condition may change over time 2.3- Explain how theories of loss and grief relate to the families of children with complex disabilities or conditions 2.4- Explain how early intervention help the families of childrennand young people with complex disabilities or conditionsarrow_forward
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- What was the most interesting thing in the course community continuum? What was the most challenging aspect of the Spring 2022 Community Nursing Continuum (NURS-4663-4493) What will you take away that you can apply to practice?arrow_forwardNursing diagnosis: Activity intolerance related to insufficient energy to complete activities of daily living. In NCP what will be the Nursing Analysis of the patient nursing diagnosis? planning with short term goal and long term goal? Intervention with independent and dependent? Rationale of the patient? and lastly the evaluation ?arrow_forwardReflect on your first week of nursing classes and the start of your journey in becoming a BSN-prepared registerednurse. How did you feel prior to the start of the semester and now that you have been introduced to your nursingcourses? What expectations do you have for this course and what specifically are you looking forward to? What willyour study habits look ike and how will your faith play a role in your success in all your courses?arrow_forward
- #5. EXACT ANSWER NEEDED Writing the objectives for a family nursing care plan, includes all the following characteristics except: Internalization of commitment to feelings expressed as emotions or attitudes. Conditions that may include the client's expected experience The resources available Covert and overt performance.arrow_forwardNursing questions Whatbenefit can community involvement in development provide?arrow_forwardThe Case Presentation: Students will provide a brief overview of the client demographics (fictional name, age, gender identity, marital status, ethnicity, and/or race), the student will present a summary. Assessment How did this individual/group present to the agency and what the client(s) viewed as their challenges Describe the biopsychosocial/cultural/spiritual assessment factors of this case. Did you, as a social worker, identify additional needs? If so, what were they? What did the client identify as their strengths? What strengths did you as the social worker identify in this client? Describe in detail how the following theories could be applicable to your client and this case: Erikson's theory of psychosocial development Attachment theory Person in Environment perspective Cognitive Behavioral Theory Strengths Perspective Intervention What type of intervention(s) did you offer and how does this relate to evidence-based practice (EVP)? How did you come to choose this…arrow_forward
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SEE MORE QUESTIONS
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- Comprehensive Medical Assisting: Administrative a...NursingISBN:9781305964792Author:Wilburta Q. Lindh, Carol D. Tamparo, Barbara M. Dahl, Julie Morris, Cindy CorreaPublisher:Cengage Learning
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