Feb 23, 2024 Assignment: Diversity And Health Assessments
Assignment: Diversity And Health Assessments
Assignment Diversity And Health Assessments
It was very interesting to read your post. I would like to offer an additional perspective. The targeted questions provided appear to be well-constructed and comprehensive in trying to understand Shawn’s situation holistically. However, they might also raise some issues or concerns from the patient’s perspective. Some questions could potentially be seen as intrusive or judgmental, especially those directly related to substance use.
For instance, the questions “How often do you drink alcohol?” and “Do you use any drugs including marijuana?” may cause the patient to feel as though they are being accused or stereotyped. Instead, it could be more effective to phrase these questions in a less direct manner, like “Can we discuss any substances you might be using, as they can potentially interact with any medication we might consider?”
This way, the patient may feel more at ease and willing to discuss sensitive topics (Green et al., 2017). Additionally, the question “Does anyone in your family has a history of alcoholism?” could also make Shawn uncomfortable if there is indeed a family history of alcoholism. The phrasing implies a direct link between family history and Shawn’s present condition, which may not be the case (Williams et al., 2018).
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To avoid this, the question could be reframed as, “Does your family have a history of any medical conditions that you know of?” The questions regarding his spiritual beliefs and headache management are particularly pertinent, as they show respect for Shawn’s cultural background and his agency in managing his condition. They directly engage with Shawn’s worldview and personal experience, which is an essential aspect of providing culturally competent care.
Overall, these questions demonstrate an understanding of Shawn’s potential social and health challenges, and they aim to create a rapport and a therapeutic alliance. They may need to be rephrased slightly to avoid potential misinterpretations, but the intent behind them is to understand and help the patient.
References
Green, C. R., Anderson, K. O., Baker, T. A., Campbell, L. C., Decker, S., Fillingim, R. B., . . . Vallerand, A. H. (2017). The unequal burden of pain: confronting racial and ethnic disparities in pain. Pain Medicine, 4(3), 277-294.
Williams, D. R., Lawrence, J. A., & Davis, B. A. (2018). Racism and health: evidence and needed research. Annual Review of Public Health, 40, 105-125.
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TJ, a 32-year-old pregnant lesbian, is being seen for an annual physical exam and has been having vaginal discharge. Her pregnancy has been without complication thus far. She has been receiving prenatal care from an obstetrician. She received sperm from a local sperm bank. She is currently taking prenatal vitamins and takes over the counter Tylenol for aches and pains on occasion. She has a strong family history of diabetes. Gravida 1; Para 0; Abortions 0
May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012).
Photo Credit: Getty Images
Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the healthcare field: different populations, cultures, and groups have diverse beliefs and practices that impact their health. Nurses and healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.
In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds. Your Instructor will assign a case study to you for this Discussion.
To prepare:
Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.
By Day 1 of this week, you will be assigned a case study by your Instructor. Note: Please see the “Course Announcements” section of the classroom for your case study assignment.
Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you.
Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information?
By Day 3 of Week 2
Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
PLEASE PAY ATTENTION THE CASE STUDY
4 REFERENCES NOT MORE THAN FIVE YEARS
Assignment: Diversity And Health Assessments
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Kremena, great post! Although transgender is a more open topic today than it was 20 years ago, doesn’t make it less sensitive. Transgenderism and gender dysphoria are becoming more prevalent diagnoses and the patient population is increasing (Wilczynski & Emanuele, 2014).
Patients are more open to exploring transgender issues in a setting of respect and trust in which confidentiality concerns are addressed, and clinic staff are educated about transgender issues (Feldman & Bockting, 2003). Providers today are delivered with a more diverse education in culture competence than providers who have been practicing for decades.
As providers we are expected to continue to educate ourselves and deliver evidence- based practice. Becoming culturally competent addresses this obligation. There are a variety of practical steps in several key areas for providers to interactions and communication with transgender persons, such as office environment, registration forms, initial interview and assessment, confidentiality, personnel training, awareness of and compliance with applicable antidiscrimination legislation, health insurance-related issues, and outreach and transgender health promotion (Redfern & Sinclair, 2014).
References
Feldman, J., & Bockting, W. (2003). Transgender health. Minnesota Medicine, 86(7).
Redfern, J. S., & Sinclair, B. (2014). Improving health care encounters and communication with transgender patients. Journal of Communication in Healthcare, 7(1), 25–40. https://doi.org/10.1179/1753807614y.0000000045Links to an external site.
Wilczynski, C., & Emanuele, M. (2014). Treating a transgender patient: Overview of the guidelines. Postgraduate Medicine, 126(7), 121–128. https://doi.org/10.3810/pgm.2014.11.2840Links to an external site.
Most people’s decisions are based on their culture, while not all individual belongs to the same group or subgroup. As healthcare providers, we are obligated to meet each patient where the patient is at. Healthcare providers are not supposed to categorize our patients based on religion, race, gender, ethnicity, sexual orientation, or the patient culture (Ball et al., 2019).
Unfortunately, we are part of the problem. Ethnic minority patients face disparities regarding access to health care, health outcomes, and mortality. “Current studies revealed that low to moderate level of implicit bias against ethnic minorities is present among many health care professionals”(Drewniak et al., 2017, p.89).
Mono Nu’s spiritual beliefs, practices, socioeconomic situation, and education might have influenced his lab result. Monu Nu might have chosen to eat lots of fish and tofu because of his cultural preferences, scarcity of money to buy a variety of healthier food, or lack of education about nutrition, herbal medicines, and drug interactions (Di Minno, et al., 2017).
Fish and tofu have nutrients that significantly interfere with blood thinner medication metabolism. Mono Nu’s food choice indicated his poor knowledge about the potential interactions of omega-3 fatty acids in fish and soy in tofu which contain significant amounts of Vitamin K, which may impair the anticoagulant activity of blood thinner (Di Minno, et al., 2017).
The provider must respect Mono’s Nu’s choice while respectfully educating the patient about compliance, medication, adverse reactions, food and drug interactions, and healthier food choices for positive outcomes.
References
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). Elsevier Mosby.
Di Minno, A., Frigero, B., Spadarella, G., Ravini, A., Sansaro, D. Amato, M., Kitzmiller, J. P., Pepi, M., Tremoli, E. & Baldassarre, D. ( 2017). Old and new oral anticoagulants: Food, herbal medicines, and drug interactions. Blood Reviews, 31, 193-203. https://dx,doi,org/10.1016/j.bire.2017.02.001Links to an external site.
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