DISEASE CARD

 

 

Review the Disease Card Assignment List and complete the disease card Template for EACH DISEASE. Each Disease card must have the appropriate references utilized by the student.

1. Psychosocial 2. Down Syndrome 3. Agoraphobia 4. Attention-deficit/hyperactivity disorder (ADHD) 5. Autism spectrum disorders (autism) 6. Anxiety Disorders 7. Acute stress disorder (ASD) 8. Anorexia nervosa. 9. Antisocial personality disorder 10. Amnesia—Pathological 11. Borderline personality disorder 12. Bulimia nervosa. 13. Binge-eating disorder (BED)—This 14. Obesity 15. Conversion disorder 16. Delirium 17. Dementia 18. Depression Disorders 19. Disruptive mood dysregulation disorder (DMDD) 20. Dissociative identity disorder (DID)—Previously 21. Panic disorder 22. Obsessive–compulsive disorder 23. Post-traumatic stress disorder (PTSD) 24. Prodromal syndrome 25. Premenstrual dysphoric disorder 26. Dissociative disorders depersonalization derealization Dissociative fugue Dissociative amnesia 27. Personality disorders Paranoid Personality, Antisocial Personality, Avoidant Personality, Schizoid Personality, Borderline Personality, Dependent Personality, Schizotypal Personality, Histrionic Personality, Narcissistic Personality 28. Substance use disorders 29. Alcohol dependence (alcoholism) Wernicke encephalopathy, Korsakoff syndrome 30. Bipolar disorder 31. Major depressive disorder. 32. Munchausen disorder 33. Schizophrenia 34. Tourette’s disorder

DISEASE NAME:

ETIOLOGY/ RISK FACTORS

PATHOPHYSIOLOGY

SIGNS & SYMPTOMS

PROGRESSION & COMPLICATIONS

DIAGNOSTIC TESTS

SURGICAL INTERVENTIONS

PHARMACOLOGICAL MANAGEMENT

MEDICAL MANAGEMENT

NURSING INTERVENTIONS

NUTRITION/DIET

Sample Solution

nforming the learner of the objectives, is the one level I can relate to the most during my lessons, I find it important in many ways why you as the teacher, should let your students know what they are going to be learning during that specific lesson. This will help them have a better understanding throughout the lesson, as even more engage them from the very start. Linking it to behaviourism during my lessons, I tell my students what I want from them that lesson, and what I expect them, with their individual needs, to be learning or have learnt by the end of lesson. If I believe learning has taking place during my lesson, I will reward them with a game of their choice at the end of the lesson. In their mind they understand they must do as they are asked by the teacher, or the reward to play a game at the end of lesson, will be forfeited. As studies show, during Pavlov’s (E-Learning and the Science of Instruction, 2019) dog experiment that this theory does work, it can take a lot of work. I have built a great relationship with my students, and most of the time they are willing to work to the best of their ability.

Although Skinners’ (E-Learning and the Science of Instruction, 2019) behaviourist theory is based around manipulation, Maslow’s ‘Hierarchy Of Needs’ (Very well Mind, 2019) believes that behaviour and the way people act is based upon childhood events, therefore it is not always easy to manipulate in to the way you think, as they may have had a completely different upbringing, which will determine how they act. Maslow (Very well Mind, 2019) feels, if you remove the obstacles that stop the person from achieving, then they will have a better chance to achieve their goals; Maslow argues that there are five different needs which must be met in order to achieve this. The highest level of needs is self-actualisation which means the person must take full reasonability for their self, Maslow believes that people can go through to the highest levels, if they are in an education which can produce growth. Below is the table of Maslow’s ‘Hierarchy of needs’ (Very well Mind, 2019

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