Discussion: Learning Resources on  Health

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT:  Discussion: Learning Resources on  Health

Healthcare providers in the United States and across the globe are required to provide care for a rising number of linguistically and culturally diverse patients.  According to Kaihlanen et al. (2019), problems related to cultural issues and language are a threat to the safety of patients and cultural competence is an approach to providing quality and equal healthcare services for culturally diverse individuals. Cultural competence is an individual’s attitudes or cultural sensitivity, cultural skills and knowledge, and cultural awareness. In healthcare settings, cultural competence refers to an understanding of the way cultural and social factors influence patients’ health behaviors and beliefs and the way these factors are considered to assure patients receive quality healthcare.

Effective communication between patients and healthcare providers is essential for quality care. The majority of culturally diverse patients have communication challenges when seeking healthcare services, particularly if providers do not entirely understand, explore, accept or accept sociocultural differences. Kaihlanen et al. (2019) indicate a lack of cultural understanding affects the perceived preparedness of healthcare providers to provide care to culturally diverse patients and also augments negative attitudes toward the provision of cross-cultural care. Additionally, being anxious about interacting with individuals from diverse cultures influences a person’s level of engagement in intercultural communication. Together with uncertainty, it further reduces effective communication and has the potential to result in stereotyping.

Cultural competence highlights the requirement for health care providers and systems to be conscious of and responsive to the backgrounds and cultural perspectives of patients. Stubbe (2020) posits that Patient and family socioeconomic conditions, language, cultural traditions, values, and preferences are respected.  Cultural sensitivity is likely to improve patient outcomes and promote equity in the delivery of health care. The United States Office of Minority Health has established national standards for linguistically and culturally appropriate care.  The principal Standard is that health care providers should deliver respectful, understandable, equitable, and effective quality services and care that respond to cultural health practices and beliefs, health literacy, preferred languages, and other communication needs. Cultural competence is a skill that can be trained and attained and is an essential condition for effectively working with diverse patients (Stubbe, 2020).

References

Kaihlanen, A., Hietapakka, L., & Heponiemi, T. (2019). Increasing cultural awareness: qualitative study of nurses’ perceptions about cultural competence training.  BMC Nursing, 18, 38. https://doi.org/10.1186/s12912-019-0363-x

Stubbe, D. E. (2020). Practicing Cultural Competence and Cultural Humility in the Care of Diverse Patients.  Focus, 18(1), 49-51. doi: 10.1176/appi.focus.20190041

Question Description
the questions. Its Due on this Wednesday

The link for the text book is below:

https://www.dropbox.com/s/cej51aqcnpmeo1y/Seidel%2…

1. In this Discussion, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values.

To prepare:

Review this week’s Learning Resources, and consider the factors that impact the validity and reliability of various assessment tools and diagnostic tests.
Select one of the following assessment tools or diagnostic tests to explore for the purposes of this Discussion:Mammogram
Physical tests for sore throat (inspecting the throat, palpating the head and neck lymph nodes, listening to breath sounds)
Prostate-specific antigen (PSA) test
Dix-Hallpike test
Body-mass index (BMI) using waist circumference for adults
Search the Walden Library and credible sources for resources explaining the tool or test you selected. What is its purpose, how is it conducted, and what information does it gather?
Examine the literature and resources you located for information about the validity and reliability of the test or tool you selected. What issues with sensitivity, specificity, and predictive values are related to the test or tool?
Are there any controversies or issues related to any of these tests or tools?
Consider any ethical dilemmas that could arise by using these tests or tools.

2. Case 1

Subjective Data

CC: “I came for my annual physical exam, but do not want to be a burden to my daughter.”

History of Present Illness (HPI): At-risk 86-year-old Asian male – who is physically and financially dependent on his daughter, a single mother who has little time or money for her father’s health needs.

PMH: hypertension (HTN), gastroesophageal reflux disease (GERD), b12 deficiency and chronic prostatitis

PSH: S/P cholecystectomy

Drug Hx:

Current Meds: Lisinopril 10mg daily, Prilosec 20mg daily, B12 injections monthly, and cipro 100mg daily.

Review of Systems (ROS)

General: + weight loss of 25 lbs over the past year; no recent fatigue, fever or chills.

Head, eyes, ears, nose & throat (HEENT): no changes in vision or hearing, no difficulty chewing or swallowing.

Neck: no pain or injury

Respiratory:

CV:

GI:

GU: no urinary hesitancy or change in urine stream

Integument: multiple bruises on his upper arms and back.

MS/Neuro: + falls x 2 within the last 6 months; no syncopal episodes or dizziness

Psych:

Objective Data

PE: B/P 188/96; Pulse 89; RR 16; Temp 99.0; Ht 5,6; wt 110; BMI 17.8

HEENT: Atraumatic, normocephalic, PERRLA, EOMI, arcus senilus bilaterally, conjunctiva and sclera clear, nares patent, ornasopharynx clear, edentulous.

Lungs: CTA AP&L

Cor: S1S2 without rub or gallop

Abd: benign, normoactive bowel sounds x 4

Ext: no cyanosis, clubbing or edema

Integument: multiple bruises in different stages of healing – on his upper arms and back.

Neuro: No obvious deformities, CN grossly intact II-XII

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.
Select one of the three case studies. Reflect on the provided patient information.
Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient you selected.
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

Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you selected. 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.

NURS 6512

Main post 2 of week 2

Asian Male

The patient I have selected is a 86 year old Asian male who is dependent on his daughter for his survival. He is dependent on his daughter who is a single mother and care taker. From the given data, it is clear that their socio economic status is poor. He belongs to the ethnic minority group. The socioeconomic disparity negatively affect the health and medical care of individuals belonging to these groups (Ball, Dains, Flynn, Solomon, & Stewart, 2015). This also calls for using the cultural assessment guide where I can find out more about the patient’s health beliefs and practices, faith based influences and special rituals, language spoken at home, sources of support beyond family, and dietary practices.

An attempt towards being culturally competent

While communication with my patient, I will avoid firm gaze since it might be considered rude or immodest. I will emphasize more on attitude and feelings rather than being direct and coming to the point. I will find out about the ability of the patient to speak English and if there is any special signs of demonstrating respect (Ball, Dains, Flynn, Solomon, & Stewart, 2015).

The few things that caught my attention were the bruises on his upper arm and back, chronic prostatitis, falls, elevated blood pressure, and unexplained weight loss. He has no symptoms to relate these findings to any diagnoses. In fact, they all point towards physical abuse. I have my doubts about his nutrition and medications as well. This could be very sensitive issue to deal with. Also, it will be difficult for me to get any information out of him. This is mainly because of the language barrier and his fear of the consequences for confiding in me. In order to assess the social context. I would inquire about stressors and support networks, sense of life control, and literacy. I also need to have cultural humility in order to be able to recognize the patient’s limitations in knowledge and cultural perspective. (Ball, Dains, Flynn, Solomon, & Stewart, 2015).

Questions I would ask

The questions that I would ask for building up the health history and assess his health risks are as follows:

How is food prepared and consumed?

Discussion: Learning Resources on Health
Are there periods of required fasting? What are they?
Within the past year have you been hit, slapped, kicked, or otherwise physically hurt by someone?
Are you in a relationship with a person who threatens or physically hurts you?
Do you often feel sad or depressed?
How many medicines do you take, including over the counter, and vitamins?
What is the system for taking your medications?
Even though the patient is Asian and a challenge to assess, it is important to attend to the cues and findings that has no language and should not be ignored either way.

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to

physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

Sullivan , D. D. (2012). Guide to clinical documentation (2nd ed.). Philadelphia, PA: F. A.

Davis.

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.