Answer:
D: The patient has uncontrolled blood sugar levels. She is awake, but confused and her skin is red, hot and dry.
A: Sugar levels have not yet been regulated, which explains the patient's condition.
I: The patient was admitted to promote better treatment. an FsBS was carried out
A: The patient started sleeping normally. FsBS resulted in 475 mg / dL, 8 units of regular insulin were found for the night before 2115.
Explanation:
A narrative chart is a type of recording quick and succinct data about a patient's health status, as well as everything that happened to him and all the treatments performed while he was in the hospital. This is so that other nurses and doctors have a sense of what to do when contacting the patient.
The narrative graph above was made using the model called DAIR, where the information is based on what each letter represents. The letter "D" represents what the nurse was able to visualize about the patient's condition. The letter "A" represents the assessment to form a pre-conclusion about the patient's condition. The letter "I" represents the interventions that were performed to help the patient. The letter "R" means the response that the patient had to the interventions and treatments to which he was submitted.
Because they get negative vibes from the other people who are negative
Children are born with tremendous potential and capacity for learning across all developmental domains: physical,
cognitive, emotional, language, and social development. Brain development in early childhood is influenced by
heredity, experiences, and relationships. The adults who live with and care for infants and young children play an
important role in laying the foundation and setting the stage for learning success. This set of developmental and
learning guidelines was developed to ensure that the people who care for infants and young children have the
knowledge and resources to support and encourage children during the ongoing process of growth and learning.
These guidelines will help those living or working with young children to recognize appropriate behaviors and set
realistic expectations for infant, toddler, and preschooler growth, development, and learning.
The Guidelines for Healthy Child Development and Care for Young Children (Birth - Three Years of Age) was
originally compiled in 2004 by a workgroup composed of early childhood professionals, to be compatible with
the Maryland Model for School Readiness (MMSR) and the Maryland State Curriculum, making the guidelines an
important part of a Birth-Grade 12 learning continuum. The guidelines also met the expectations of the No Child
Left Behind Act, National Association for the Education of Young Children (NAEYC), and the National Association
of Early Childhood Specialists in State Departments of Education (NAECS/SDE), which were stated in a joint position
paper of November 2002. The Guidelines were updated in 2007.
Early learning guidelines can be a valuable part of a comprehensive high quality system of services for young children,
contributing to young children’s educational experiences and to their future success. But these results can be achieved
only if the early learning standards (1) emphasize significant, developmentally appropriate content and outcomes; (2)
are developed and reviewed through informed, inclusive processes; (3) use implementation and assessment strategies
that are ethical and appropriate for young children; and (4) are accompanied by strong supports for early childhood
programs, professionals, and families.
In 2009, the Maryland State Department of Education Division of Early Childhood Development began a revision
of these guidelines and changed the name to Healthy Beginnings: Supporting Development and Learning from Birth
through Three Years of Age. The revision process was intended to ensure that the information continued to meet
the goals of being family-friendly, accurate, and developmentally appropriate. It is our hope that families, child care
providers, special educators, family services workers and others who use Healthy Beginnings will confidently embrace
their roles as a child’s earliest teachers and will strive to do all that they can to meet needs of the children in their
care by supporting and encouraging them along the continuum of learning.
