Pelvic pain can be acute or chronic and can be caused by any number of conditions. In primary care, nurse practitioners should be able to outline the basic approach to initial evaluation of and management of these disorders.
As you have learned in this unit there are many causes of pelvic pain. Select one of the causes of pelvic pain and describe the symptoms. Why and who would you refer this patient to for consultation? What are the steps to writing a referral and what is the NPâs responsibility for follow up?
Sample Solution
Hypothetical Framework The examination will be supported by a scope of hypotheses and points of view (in light of subjective brain science). The writing has indicated that understudies have math uneasiness for the most part in view of an unwarranted dread of math, which makes demotivation (Geist, 2015; Ramirez et al., 2013). Territories, for example, self adequacy, inborn and extraneous inspiration, hope hypothesis and locus of control will be considered as the structure for this proposition. The idea of inspiration is with the end goal that it clarifies why one beginnings a movement, the course one takes to achieve the undertaking, why one makes a decent attempt at it, and how one perseveres in the action. At the point when one is learning in a study hall setting, Byrnes (2001) proposes that there are three objective structures that inspire an understudy to learn â individualistic, focused, and agreeable. Consequently, understudies set an individual objective so as to deliver something for themselves, for example, An evaluation. They consider showing improvement over others in their group, and when cooperating, they need their gatherings to succeed. Transmuting this to understudies and math, one can say that exclusively, an understudy might need to be as well as can be expected so as to intrigue others with their insight or they may have an individual objective as a top priority, for example, to be first in class. Aggressively, the educator may energize rivalry in class and the understudy might need to partake at the school level or national level in math olympiads. This inspires them to challenge themselves and create capability in the territory. This addresses natural and extraneous inspiration, since understudy might be inherently persuaded to do well for their general evaluation and may likewise be outwardly propelled to get acclaim and increase rewards. On the off chance that instructors can perceive what and how an understudy is inspired, at that point they can utilize this in the entirety of the subjects being educated to the understudy, for example, science. Ryan and Deci (2000) accept that if an understudy is characteristically inspired, it is anything but difficult to make them extraneously persuaded and hence this can be utilized to make rivalry and social examination. As Droe (2013) proposes, exertion ought to be lauded so as to empower learning objectives as opposed to commending ability as this just energizes execution objectives, thus, understudies who make a decent attempt at math ought to get further consolation. The hope esteem hypothesis says that conduct is a component of the anticipations one has and the estimation of the objective one is progressing in the direction of (Wigfield, 1994). In this way, the qualities of understudies must be considered by teachers so math can be educated in a manner that is proper for the understudies’ degrees of fixation, mindfulness, and restraint, so as to keep them spurred (Burak, 2014). It at that point predicts that an understudy’s locus of control must be analyzed on the off chance that they are to be propelled by educators. One’s inside locus of control proposes an individual who accepts they can coordinate their very own lives while those with an outer locus of control accept they are constrained by outside powers (Fournier, 2010). Tella, Tella, and Adeniyi (2011) found that the better an understudy accomplished in one subject, the less they can make due with unremarkable outcomes in others and hence, would endeavor to upgrade their exhibition in all subjects. Thus, building up the inside locus of control in understudies can prompt more advanced students. They found that understudies with an inward locus of control utilize more exertion in their scholastics and in this way perform superior to their partners. An understudies’ self-adequacy, implies they believe they have the apparatuses and capacities to pursue systems that will at last produce the ideal result. This at that point implies if understudies accept they can accomplish something, they are roused to initially attempt to advance as far as possible. Importance of research The reason and by and large point of this examination is to consider the advantages a positive outcome would have on the educating of math and the outcomes for understudies. Writing Review Innovation has been utilized in arithmetic for centuries prove by the math device, which was first created by the Chinese in 500BC to help with checking (Samoly, 2012). Today in any case, with the headway of innovation, teachers have gone further by looking to incorporate current innovation in the study hall to help with math. Customarily, it appears that most understudies fear science as a subject and some battle with it genuinely (Andrews and Brown, 2015; Lyons and Beilock, 2012), having assumptions that it will be troublesome and difficult to do. Vahedi, Farrokhi, and Bevrani (2011) characterized math tension as the negative affiliations, avoidance practices, and encountering sentiments of deficiency and weight when required to utilize math in school and reality. In an article called Overcoming Math Anxiety (2007), it was talked about that nervousness about math may not really have to do with inclination at everything except rather included the absence of good examples, and the idea that ladies and minorities were terrible at math. In this way, it was viewed as a social issue. The article was bolstered by Geist (2015) and Ramirez, Gunderson, Levine and Beilock (2013), who additionally found that math nervousness, which began as right on time as age 7 or 8, was intensified by an absence of verbal aptitudes for understanding math issues just as an absence of educator trust in his/her math capacity. Undertaking math issues, as indicated by Lyons and Beilock (2012), was found to be similar to a neural agony reaction and in this way was a liable to be maintained a strategic distance from. This be that as it may, has future ramifications as math-and science-based professions are then abstained from, leaving holes in the financial structure (Andrews and Brown, 2015). By thinking about whether innovation through mixed learning would help understudies in expanding their capacity to do math, the creators of this proposition plan to discover a route forward in diminishing or annihilating uneasiness and making science a subject like some other, whereby understudies will be propelled to take care of math issues and improve their self-idea through the joining of mixed learning. There is broad research on the advantages of mixed learning for understudies since the 1990s. In the 21st century, mixed learning implies the incorporation of the up close and personal homeroom with on the web or e-learning (Saliba, Rankine and Cortez, 2013; Poon, 2013), so understudies can be adaptable in their way to deal with learning (Chase, 2015). One advantage is that of improved learning results. Lim and Morris (2009), López-Pérez, PeÌrez-LoÌpez and RodriÌguez-Ariza (2011) and Poon (2013) all found that by offering the alternative of a mixed methodology into a conventional learning condition, understudies had the option to accomplish higher scores than their partners in customary enlistment. Lim and Morris (2009) found their members had the option to accomplish higher evaluations through more inspiration and contribution, while López-Pérez et al. (2011) saw a decline in dropout rates and upgrades in test marks. Francis and Shannon (2013), Larson and Chung-Hsien (2009), and Poon (2013) found the equivalent, in that understudies had the option to learn at their very own pace and in this way, had the option to self-manage realizing, which expanded their accomplishment. Yasar Kazu and Demirkol (2014) contemplated understudies doing a Biology course in twelfth grade (17 and multi year olds) in two gatherings like this recommendations inquire about structure and understudies in the mixed learning condition were more scholastically fruitful than their partners in the conventional condition. They likewise improved their post-test scores. Writing discloses to us that mixed learning can be financially savvy too. In one examination, conventional teacher drove preparing was double the expense of its mixed conveyance (Lothridge, Fox, and Fynan, 2013), and Maloney, Nicklen, Rivers, Foo, Ying, Reeves, Walsh, and Ilic (2015) and Aasen (2013) found that mixed learning had a lower cost in light of previously settled techniques through which learning could happen, for example, YouTube and Schoology. Mixed learning was likewise observed to be progressively adaptable and less upsetting, which expanded understudy fulfillment (López-Pérez et al., 2011; Montrieux, Vangestel, Raes, Matthys, and Schellens, 2015). Online talks were assessed all the more emphatically for accomplishing better outcomes and for autonomous adapting, even with those understudies with poor foundations and low self-adequacy. These understudies be that as it may, had an inward locus of control as had the option to utilize the talks as fortification of what was done in class. El-Khalili and El-Ghalayini (2015) found equivalent to they thought about accomplishment and fulfillment, finding that understudies found a mixed methodology increasingly fit to the improvement of higher request thinking aptitudes. One concern however was about low-achievers, who might not have had the investigation abilities to utilize the mixed methodology beneficially (Montrieux et al., 2015). As a few scientists have set up, the advantages of mixed learning can be abridged by taking a gander at students’ opinion of the procedure â mixed learning, comprehensive of internet learning has a bigger number of favorable circumstances than customary learning (Larson and Chung-Hsien, 2009; El-Khalili and El-Ghalayini, 2015; Montrieux et al., 2015). The fate of mixed learning is clearly one that requirements further research and the writing recommends two methodologies could be tended to. Lim and Morris (2009) recommend exploring large scale issues, for example, the mixing blend for various conveyance techniques, and evaluating singular student qualities to improve inspiration. Estelami (2012) accepts instructive technologists need to consider the sort obviously being made mixed, as some are increasingly powerful when the understudy instructor collaboration is kept up. All the writing be that as it may, proposes mixed learning is successful as a learning mode. Synopsis of writing The writing educated the task by utilizing exploration to stir the connection between mixed learning and scores in various subjects. The assemblage of research>
Hypothetical Framework The examination will be supported by a scope of hypotheses and points of view (in light of subjective brain science). The writing has indicated that understudies have math uneasiness for the most part in view of an unwarranted dread of math, which makes demotivation (Geist, 2015; Ramirez et al., 2013). Territories, for example, self adequacy, inborn and extraneous inspiration, hope hypothesis and locus of control will be considered as the structure for this proposition. The idea of inspiration is with the end goal that it clarifies why one beginnings a movement, the course one takes to achieve the undertaking, why one makes a decent attempt at it, and how one perseveres in the action. At the point when one is learning in a study hall setting, Byrnes (2001) proposes that there are three objective structures that inspire an understudy to learn â individualistic, focused, and agreeable. Consequently, understudies set an individual objective so as to deliver something for themselves, for example, An evaluation. They consider showing improvement over others in their group, and when cooperating, they need their gatherings to succeed. Transmuting this to understudies and math, one can say that exclusively, an understudy might need to be as well as can be expected so as to intrigue others with their insight or they may have an individual objective as a top priority, for example, to be first in class. Aggressively, the educator may energize rivalry in class and the understudy might need to partake at the school level or national level in math olympiads. This inspires them to challenge themselves and create capability in the territory. This addresses natural and extraneous inspiration, since understudy might be inherently persuaded to do well for their general evaluation and may likewise be outwardly propelled to get acclaim and increase rewards. On the off chance that instructors can perceive what and how an understudy is inspired, at that point they can utilize this in the entirety of the subjects being educated to the understudy, for example, science. Ryan and Deci (2000) accept that if an understudy is characteristically inspired, it is anything but difficult to make them extraneously persuaded and hence this can be utilized to make rivalry and social examination. As Droe (2013) proposes, exertion ought to be lauded so as to empower learning objectives as opposed to commending ability as this just energizes execution objectives, thus, understudies who make a decent attempt at math ought to get further consolation. The hope esteem hypothesis says that conduct is a component of the anticipations one has and the estimation of the objective one is progressing in the direction of (Wigfield, 1994). In this way, the qualities of understudies must be considered by teachers so math can be educated in a manner that is proper for the understudies’ degrees of fixation, mindfulness, and restraint, so as to keep them spurred (Burak, 2014). It at that point predicts that an understudy’s locus of control must be analyzed on the off chance that they are to be propelled by educators. One’s inside locus of control proposes an individual who accepts they can coordinate their very own lives while those with an outer locus of control accept they are constrained by outside powers (Fournier, 2010). Tella, Tella, and Adeniyi (2011) found that the better an understudy accomplished in one subject, the less they can make due with unremarkable outcomes in others and hence, would endeavor to upgrade their exhibition in all subjects. Thus, building up the inside locus of control in understudies can prompt more advanced students. They found that understudies with an inward locus of control utilize more exertion in their scholastics and in this way perform superior to their partners. An understudies’ self-adequacy, implies they believe they have the apparatuses and capacities to pursue systems that will at last produce the ideal result. This at that point implies if understudies accept they can accomplish something, they are roused to initially attempt to advance as far as possible. Importance of research The reason and by and large point of this examination is to consider the advantages a positive outcome would have on the educating of math and the outcomes for understudies. Writing Review Innovation has been utilized in arithmetic for centuries prove by the math device, which was first created by the Chinese in 500BC to help with checking (Samoly, 2012). Today in any case, with the headway of innovation, teachers have gone further by looking to incorporate current innovation in the study hall to help with math. Customarily, it appears that most understudies fear science as a subject and some battle with it genuinely (Andrews and Brown, 2015; Lyons and Beilock, 2012), having assumptions that it will be troublesome and difficult to do. Vahedi, Farrokhi, and Bevrani (2011) characterized math tension as the negative affiliations, avoidance practices, and encountering sentiments of deficiency and weight when required to utilize math in school and reality. In an article called Overcoming Math Anxiety (2007), it was talked about that nervousness about math may not really have to do with inclination at everything except rather included the absence of good examples, and the idea that ladies and minorities were terrible at math. In this way, it was viewed as a social issue. The article was bolstered by Geist (2015) and Ramirez, Gunderson, Levine and Beilock (2013), who additionally found that math nervousness, which began as right on time as age 7 or 8, was intensified by an absence of verbal aptitudes for understanding math issues just as an absence of educator trust in his/her math capacity. Undertaking math issues, as indicated by Lyons and Beilock (2012), was found to be similar to a neural agony reaction and in this way was a liable to be maintained a strategic distance from. This be that as it may, has future ramifications as math-and science-based professions are then abstained from, leaving holes in the financial structure (Andrews and Brown, 2015). By thinking about whether innovation through mixed learning would help understudies in expanding their capacity to do math, the creators of this proposition plan to discover a route forward in diminishing or annihilating uneasiness and making science a subject like some other, whereby understudies will be propelled to take care of math issues and improve their self-idea through the joining of mixed learning. There is broad research on the advantages of mixed learning for understudies since the 1990s. In the 21st century, mixed learning implies the incorporation of the up close and personal homeroom with on the web or e-learning (Saliba, Rankine and Cortez, 2013; Poon, 2013), so understudies can be adaptable in their way to deal with learning (Chase, 2015). One advantage is that of improved learning results. Lim and Morris (2009), López-Pérez, PeÌrez-LoÌpez and RodriÌguez-Ariza (2011) and Poon (2013) all found that by offering the alternative of a mixed methodology into a conventional learning condition, understudies had the option to accomplish higher scores than their partners in customary enlistment. Lim and Morris (2009) found their members had the option to accomplish higher evaluations through more inspiration and contribution, while López-Pérez et al. (2011) saw a decline in dropout rates and upgrades in test marks. Francis and Shannon (2013), Larson and Chung-Hsien (2009), and Poon (2013) found the equivalent, in that understudies had the option to learn at their very own pace and in this way, had the option to self-manage realizing, which expanded their accomplishment. Yasar Kazu and Demirkol (2014) contemplated understudies doing a Biology course in twelfth grade (17 and multi year olds) in two gatherings like this recommendations inquire about structure and understudies in the mixed learning condition were more scholastically fruitful than their partners in the conventional condition. They likewise improved their post-test scores. Writing discloses to us that mixed learning can be financially savvy too. In one examination, conventional teacher drove preparing was double the expense of its mixed conveyance (Lothridge, Fox, and Fynan, 2013), and Maloney, Nicklen, Rivers, Foo, Ying, Reeves, Walsh, and Ilic (2015) and Aasen (2013) found that mixed learning had a lower cost in light of previously settled techniques through which learning could happen, for example, YouTube and Schoology. Mixed learning was likewise observed to be progressively adaptable and less upsetting, which expanded understudy fulfillment (López-Pérez et al., 2011; Montrieux, Vangestel, Raes, Matthys, and Schellens, 2015). Online talks were assessed all the more emphatically for accomplishing better outcomes and for autonomous adapting, even with those understudies with poor foundations and low self-adequacy. These understudies be that as it may, had an inward locus of control as had the option to utilize the talks as fortification of what was done in class. El-Khalili and El-Ghalayini (2015) found equivalent to they thought about accomplishment and fulfillment, finding that understudies found a mixed methodology increasingly fit to the improvement of higher request thinking aptitudes. One concern however was about low-achievers, who might not have had the investigation abilities to utilize the mixed methodology beneficially (Montrieux et al., 2015). As a few scientists have set up, the advantages of mixed learning can be abridged by taking a gander at students’ opinion of the procedure â mixed learning, comprehensive of internet learning has a bigger number of favorable circumstances than customary learning (Larson and Chung-Hsien, 2009; El-Khalili and El-Ghalayini, 2015; Montrieux et al., 2015). The fate of mixed learning is clearly one that requirements further research and the writing recommends two methodologies could be tended to. Lim and Morris (2009) recommend exploring large scale issues, for example, the mixing blend for various conveyance techniques, and evaluating singular student qualities to improve inspiration. Estelami (2012) accepts instructive technologists need to consider the sort obviously being made mixed, as some are increasingly powerful when the understudy instructor collaboration is kept up. All the writing be that as it may, proposes mixed learning is successful as a learning mode. Synopsis of writing The writing educated the task by utilizing exploration to stir the connection between mixed learning and scores in various subjects. The assemblage of research>
