Chapter 28, Growth and Development of the School-Age Child

Chapter 28, Growth and Development of the School-Age Child

Gina has come into the primary care center with her mother Kris for an 11-year-old wellness examination. As the nurse prepares Gina for her examination, Kris asks to speak to the nurse outside the examination room. Kris shares with the nurse her concerns about recent changes she has noticed in Gina. She explains that Ginas body is beginning to change and she has made a number of comments about her body image. Kris is concerned about Ginas self-esteem and emotional development. (Learning Objectives 1, 2, and 3)
What are some of the prepubescent changes school-age children experience that the nurse can share with Kris?
What are some of the issues regarding body image that the nurse can teach Kris about?
What can the nurse teach Kris regarding self-esteem in school-age children to address her concerns?
Rubric
Some Rubric
Some Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeStructure
Organization
Flow of thought
Transitions
Format
2.0 pts
Meets Expectations
Paper has a clear organizational structure with some digressions, ambiguities or irrelevances Easily followed Basic transitions Structured format
1.0 pts
Needs Improvement
There is some level of organization though digressions, ambiguities, irrelevances are too many Difficult to follow Ineffective transitions Rambling format
0.0 pts
Inadequate
There is no apparent organization to the paper. Difficult to follow No or poor transitions No format
2.0 pts
This criterion is linked to a Learning OutcomeGrammar/mechanics of criterion
sentence structure
punctuation/mechanics
2.0 pts
Meets Expectations
Uses complex sentences Few punctuation or mechanical errors
1.0 pts
Needs Improvement
Uses compound sentences Too many punctuation and/or mechanical errors
0.0 pts
Inadequate
Uses simple sentences
2.0 pts
This criterion is linked to a Learning OutcomeLanguage
Vocabulary; use of
vocabulary
Tone
2.0 pts
Meets Expectations
Vocabulary is varied, specific and appropriate Frequently uses subject specific vocabulary correctly
1.0 pts
Needs Improvement
Vocabulary is used properly though sentences may be simple Infrequently uses subject specific vocabulary correctly Writers tone exhibit some level of audience sensitivity
0.0 pts
Inadequate
Vocabulary is unsophisticated, not used properly in very simple sentences Uses subject specific vocabulary too sparingly
2.0 pts
This criterion is linked to a Learning OutcomeContent/information
Clarity of purpose
Critical and original thought
Use of example
2.0 pts
Meets Expectations
Central idea and clarity of purpose are generally evident throughout the essay Evidence of critical, careful thought and analysis and/or insight There are good, relevant, supporting examples and evidence
1.0 pts
Needs Improvement
The central idea is expressed though it may be vague or too broad; Some sense of purpose is maintained throughout the essay Some evidence of critical careful thought and analysis and/or insight
0.0 pts
Inadequate
Central idea and clarity of purpose are absent or incompletely expressed and maintained Little or no evidence of critical, careful thought or analysis and/or insight There are too few, no examples and evidence or they are mostly irrelevant
2.0 pts
This criterion is linked to a Learning OutcomeFocus
2.0 pts
Meets Expectations
Apparent point made about a single topic with sufficient awareness of topic
1.0 pts
Needs Improvement
Minimal evidence of the topic
0.0 pts
Inadequate
No evidence of the topic
2.0 pts
Total Points: 10.0

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