The growth, development, and learned behaviors that occur during the first year of infancy. Have a direct effect on the individual throughout a lifetime. For this assignment, research an environmental factor that poses a threat to the health. Or safety of infants and develop a health promotion that can be presented to caregivers.

Create a 10-12 slide PowerPoint health promotion, with speaker notes, that outlines a teaching plan. For the presentation of your PowerPoint, use Loom to create a voice over or a video. Include an additional slide for the Loom link at the beginning, and an additional slide for references at the end.

In developing your PowerPoint, take into consideration the health care literacy level of your target audience. As well as the demographic of the caregiver/patient (socioeconomic level, language, culture, and any other relevant characteristic of the caregiver) for which the presentation is tailored.

Include the following in your presentation:

1. Describe the selected environmental factor. Explain how the environmental factor you selected can potentially affect the health or safety of infants.
2. Create a health promotion plan that can be presented to caregivers to address the environmental factor and improve the overall health and well-being of infants.
3. Offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.
4. Offer examples, interventions, and suggestions from evidence-based research. At least three scholarly resources are required. Two of the three resources must be peer-reviewed and no more than 6 years old.
5. Provide readers with two community resources, a national resource, and a Web-based resource. Include a brief description and contact information for each resource.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

What resources are not available equally to all economic classes in your community?

1. Do most insured people you know read and understand EOBs from the insurance company? What do most patients understand about costs of services?
2. How do perceptions differ in your community about quality of care at a private clinic. With specialized services in an affluent neighborhood versus the public safety-net hospital? What seems to drive those perceptions?
3. Do people from poverty in your community have a voice in decisions making when new systems of care are designed for their intended benefit? Does that make sense? Why or why not? If you were designing a healthcare clinic for women. To what extend would you want to hear from women about the design, services etc?
4. What did I think about when I went through the healthcare checklist? What kinds of emotions or judgements did any of the statements bring up for me?
5. How might having a knowledge of the hidden rules when communicating with a provider, family member, caregiver, or patient/client help improve a treatment plan?
6. If all providers had a better understanding of each patient’s resources as presented in this chapter, how might the healthcare delivery outcome be improved? Or not?

the effect of extremely low birth weight babies on the family and community

Describe the effect of extremely low birth weight babies on the family and community. Consider short-term and long-term impacts, socioeconomic implications, the need for ongoing care, and comorbidities associated with prematurity. Explain how disparities relative to ethnic and cultural groups may contribute to low birth weight babies. Identify one support service within your community to assist with preterm infants and their families and explain how the service adequately addresses the needs of the community, or a population in your community. Provide the link to the resource in your post

Purpose

The purpose of this assignment is to have students research the measurement tools of NP performance.  Through the use of quality patient outcomes. Student will list and discuss three different patient interventions. And how they would specifically measure the outcomes. And h o w these primary care interventions result in improved patient outcomes and cost savings for the practice.  In addition, students will discuss how these interventions result in improved patient ratings.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

1. Employ strategies to impact the development, implementation. And consequences of holistic healthcare policies using evidence-based practice principles (CO1) 

2. Critically analyze how healthcare systems. And APRN practice are organized and influenced by ethical, legal, economic, and political factors (CO2)

3. Demonstrate professional and personal growth concerning the advocacy role of the advanced practice nursing in fostering policy within diverse healthcare settings (CO3) 

4. Analyze social, historical, ethical. And political contexts of healthcare policies. And advanced practice leadership (CO4) 

5. Advocate for institutional, local, national. And international policies that fosters person-centered healthcare and nursing practice (CO5)

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Students are expected to submit assignments by the time they are due. Assignments submitted after the due date. And time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late. After which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments. And are not part of the late assignment policy

Function of Digestive Organs

The human digestive system supports essential functions of life, often through nutrition to fuel the body systems and the building blocks of the body. It contains a series of various organs across a long tract extending from the mouth to the rectum.

Mouth

Digestion begins at the mouth with the mechanical breakdown of foods into small chunks known as bolus. The chewing process mixes food with the saliva and marks the onset of the chemical digestion of starch due to the amylase. Its purpose is to moisten the food for lubrication and maximize the surface area to allow the further breakdown of complex food materials into beneficial nutrients required by the body (Welcome, 2019).

Stomach

After swallowing the bolus, it travels through the esophagus to the stomach, where it mixes and churns bolus with gastric juices. The content consists of a semi-fluid mixture of partly digested food and digestive juices known as chyme. Gastric juices also stimulate the digestion of proteins and the absorption of fat-soluble nutrients (Khan Academy, 2019). Because of the high acidity levels, the stomach is covered with a layer of mucous to protect gastric walls against acidic content.

Small Intestine

The stomach then releases the chyme into the small intestine. Here, the chyme will travel first in the duodenum, then the jejunum, and lastly into the ileum. In the duodenum, pancreatic juices act on fat, carbohydrates, and proteins. Bile from the gall bladder facilitates further breakdown and absorption of fats (Khan Academy, 2019). The movement of food materials in the small intestine is often slower to optimize nutrient digestion and nutrient absorption. This component also contains villi, finger-like projections, which provide a large surface area for nutrient absorption. Major organs that support small intestinal digestion include the pancreas, gallbladder, and liver (Khan Academy, 2019). Pancreatic juices contain bicarbonate content to neutralize gastric acids from within the chyme, thus creating optimal conditions for enzymatic functions.

Large intestine

Once essential nutrients are absorbed, the small intestine release food residuals from the colon or large intestine, further breakdown and absorption of remnant water, vitamins from enteric bacteria, and electrolytes. The large intestine provides transient storage of residuals to allow the accumulation of waste materials before propelling them toward the rectum for elimination as feces (Molnar & Gair, 2015 ). It also secretes mucus to facilitate the passage and elimination of fecal matter.

Peristalsis

Peristalsis encompasses sequential and interchanging waves of relaxation and contraction that propel the food along the digestive tract. The waves begin in the esophagus and facilitate the mixing and churning of food content in the stomach. The process is very powerful and automatic, thus ensuring the continuous movement of food along the digestive tract. The motion also includes the movement of enzymatic juices through the ducts (Welcome, 2019). This is evident in the release of bile from the gallbladder into the small intestine.

Bacterial contaminants can fasten peristalsis as the body attempts to expel contaminated content from the stomach. An example of such a disease is irritable bowel movement. Another condition that can slow peristalsis is intestinal obstruction. It develops when a blockage prevents food from passing through the small intestine or colon. A possible reason for the condition might be attributable to the lack of sufficient fiber content in the diet. Constipation can also signify intestinal blockage or slow peristalsis movements. Laxatives are mostly used to quicken the peristalsis and manage or prevent constipation.

References

Khan Academy. (2019). The digestive system | Crash Course biology| Khan Academy. [YouTube Video]. https://www.youtube.com/watch?v=qF6TBRaE2_A

Molnar, C., & Gair, J. (2015). Concepts of Biology: 1st Canadian Edition. Creative Commons

Welcome, M. O. (2019). Gastrointestinal physiology: development, principles and mechanisms of regulation.

Reply 2

1. Describe the role of the following organs in processing food:
   • Mouth- The mouth breaks down the food, as stated in the video provided in module 3, the mouth uses saliva, as well as our teeth to break down food. Enzymes and acid help make this process smoother too.
   • Stomach- The stomachs job is to break, and smush everything, using something called gastric juice which is made up of Hydrochloric Acid, Pepsin, Water And Mucus this acid pretty much breaks down any  bacteria on our food that reaches our stomach. The pepsin breaks down protein into amino acids. Our mucus keeps our stomach from digesting itself. The water helps produce chyme so that by the time the food leaves our body it is liquidity.
   • Small intestine- The small intestine is where all absorption and secretion happens also the cellular exchange of nutrients, and breakdown of fats. Capillaries located on the villi help absorb nutrients.
   • Large intestine- The Large Intestines job is to remove most of the water and bio-salts from the chyme so that we don’t have diarrhea. Large Intestine contains Appendix which is known as a safe house for all the good bacteria that we may need to help us digest our food. If we have a virus or food poisoning large intestine helps get all that bad stuff or waste product out. Appendix has a little gut sample that helps our digestive system recolonize basically get back to norma after your illness. Lastly the large intestine reabsorbs excess water from the chyme preparing our poop.

1.) What is peristalsis and how does it help in the digestion of food?

Ans:As stated “Peristalsis is a series of wave-like muscle contractions that move food through the digestive tract. … In the large intestine peristalsis helps water from undigested food be absorbed into the blood stream. Then, the remaining waste products are excreted through the rectum and anus” (medlineplus.gov).

2.) Can you think of a disorder or medication that would speed up or slow down peristalsis?

Ans: Diphenoxylate and atropine, these two medications act on intestinal muscles to inhibit peristalsis and slow intestinal motility.

Work Cited

1.) U.S. National Library of Medicine. (n.d.). Peristalsis – Health Video: Medlineplus medical encyclopedia. MedlinePlus. Retrieved November 2, 2021, from https://medlineplus.gov/ency/anatomyvideos/000097.htm#:~:text=Peristalsis%20is%20a%20series%20of,food%20through%20the%20digestive%20tract.&text=In%20the%20large%20intestine%20peristalsis,through%20the%20rectum%20and%20anus (Links to an external site.).

2.) Mia L Manabat, D. O. (2021, April 3). Intestinal motility disorders medication: Cholinergic agonists, prokinetic agents, opioid reversal agents, antidiarrheals, antibiotics, acetylcholinesterase inhibitors, secretagogues. Intestinal Motility Disorders Medication: Cholinergic Agonists, Prokinetic Agents, Opioid Reversal Agents, Antidiarrheals, Antibiotics, Acetylcholinesterase Inhibitors, Secretagogues. Retrieved November 2, 2021, from https://emedicine.medscape.com/article/179937-medication (Links to an external site.).

3.) Tatum, J. (2021, July 5). The digestive system” https://youtu.be/qf6tbrae2_a. Assignment Ninjas. Retrieved November 2, 2021, from https://www.assignmentninjas.com/the-digestive-system-https-youtu-be-qf6tbrae2_a/ (Links to an external site.).

150 words each