Take My Liberty NURS 445 Class

The catalog describes NURS 445 as a seminar on genetics, genomics, geriatrics, end-of-life care and cultural sensitivity, approached from a Christian worldview and through evidence-based practice guidelines. It asks you to draw on everything your nursing education has given you and apply it to a set of educational activities.

The published course guide opens with genetics. Module/Week 1 assigns the first half of the Genetics Home Reference handbook and Pedigree Project Part 1. Module/Week 2 assigns the second half, Forum 1, and Pedigree Parts 2 and 3, worth 100 points together. Module/Week 3 turns to the Mauk gerontological nursing text, with Forum 2, the culture submission for the group project and the 125-point genetics and genomics test.

The second half of the course centers on aging and dying. Forums 3 to 6 fall in Module/Weeks 4 to 7. The Senior Mentor Project, worth 175 points, comes in Module/Week 5, and the End-of-Life Reflective Paper in Module/Week 7.

The End-of-Life Group Cultural Presentation, also worth 175, closes the course in Module/Week 8.

The coordinator lays the eight weeks out with every written item drafted a few days before its date and the genetics test marked as study time in Module/Week 3.

The pedigree project is the first piece. Send what you know of your family's health history, or the family your prompt describes, and the writer draws a three-generation pedigree with standard symbols, then writes the analysis the later parts ask for: patterns of inheritance, risk, and the nursing and counseling implications.

The Senior Mentor Project usually rests on time spent with an older adult. You hold the conversation; the writer turns your notes into the assessment and reflection the prompt requires, using the Mauk text's frameworks for healthy aging.

The group presentation is drafted in your part, with your culture's end-of-life beliefs and practices researched and written as slides with notes, delivered ahead of each group date. Forums and the reflective paper complete the set.

NURS 445 is written by a nurse educator who holds an MSN and has taught gerontology, end-of-life care or genetics content to nursing students. The course crosses several specialties, so the writer must be comfortable with Mendelian inheritance, the physiology of aging and palliative care principles alike.

That writer also knows the evidence-based guidelines the course points to, such as the end-of-life competencies used in nursing education, and the cultural humility literature behind the group presentation.

A second nurse educator reviews every item before delivery, with the pedigree symbols and inheritance analysis checked separately.

The same writer handles your whole course, so the voice of your reflections stays steady from the pedigree to the final presentation.

The first difficulty is genetics. Many nurses have not drawn a pedigree since school, and the project begins in the first week with unfamiliar symbols and inheritance patterns, while the test arrives in Module/Week 3.

The second is the Senior Mentor Project, which depends on arranging time with an older adult and then turning a personal conversation into an analytical paper.

The third is the personal weight of the end-of-life material. Reflecting on death and dying, often with your own losses in mind, is harder to write than any research paper, and students delay it.

The fourth is the group presentation at the very end, which depends on several classmates delivering their parts on time.

The fifth is the forum count. Six forums at 50 points each make 300 points, close to a third of the course, and missing even one in a busy week is costly.

NURS 445 has a large written load, six forums, three pedigree parts, a major project, a paper and a presentation, with a single test as the main item you keep. The quote is set from those items and the weeks remaining.

The pedigree parts are drafted first, since they fall in the first two weeks, which leaves Module/Week 3 open for test review.

The Senior Mentor Project is drafted as soon as your notes arrive, ideally in Module/Week 4, and the reflective paper and your group slides follow in time for the last two weeks.

The best first message gives your family health history for the pedigree, or says you want to use the prompt's case instead.

Any change you ask for is made before submission, and a graded item the instructor lets you resubmit is reworked against the feedback.

If you have already finished the pedigree, the plan starts with the Senior Mentor Project and the remaining forums.