Diversity and Health Assessments

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Diversity and Health Assessments

Diversity and Health Assessments

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 consideration 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.

References.

 
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Patient Preferences & Decision Making

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Patient Preferences & Decision Making

(Patient Preferences & Decision Making)

Discussion: Patient Preferences & Decision Making

Evidence – based project

Changes in culture and technology have resulted in patient populations that are often well informed and educated, even before consulting or considering a healthcare need delivered by a health professional. Fueled by this, health professionals are increasingly involving patients in treatment decisions. However, this often comes with challenges, as illnesses and treatments can become complex.

What has your experience been with patient involvement in treatment or healthcare decisions? In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices for patient care and healthcare decision making.

To Prepare:

  • Review the Resources and reflect on a time when you experienced a patient being brought into (or not being brought into) a decision regarding their treatment plan.
  • Review the Ottawa Hospital Research Institute’s Decision Aids Inventory at https://decisionaid.ohri.ca/.
    • Choose “For Specific Conditions,” then Browse an alphabetical listing of decision aids by health topic.

NOTE: To ensure compliance with HIPAA rules, please DO NOT use the patient’s real name or any information that might identify the patient or organization/practice.

By Day 3 of Week 8

Post a brief description of the situation you experienced and explain how incorporating or not incorporating patient preferences and values impacted the outcome of their treatment plan. Be specific and provide examples. Then, explain how including patient preferences and values might impact the trajectory of the situation and how these were reflected in the treatment plan. Finally, explain the value of the patient decision aid you selected and how it might contribute to effective decision making, both in general and in the experience you described. Describe how you might use this decision aid inventory in your professional practice or personal life.

Assignment: Evidence-Based Project, Part 5: Recommending an Evidence-Based Practice Change

The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes.

In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.

To Prepare:

  • Reflect on the four peer-reviewed articles you critically appraised in Module 4.
  • Reflect on your current healthcare organization and think about potential opportunities for evidence-based change.

The Assignment: (Evidence-Based Project) Part 5: Recommending an Evidence-Based Practice Change

Create an 8- to 9-slide PowerPoint presentation in which you do the following:

  • Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
  • Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
  • Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
  • Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
  • Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
  • Be sure to provide APA citations of the supporting evidence-based peer-reviewed articles you selected to support your thinking.
  • Add a lessons learned section that includes the following:
    • A summary of the critical appraisal of the peer-reviewed articles you previously submitted.
    • An explanation about what you learned from completing the evaluation table (1 slide).
    • An explanation about what you learned from completing the levels of evidence table (1 slide).
    • An explanation about what you learned from completing the outcomes synthesis table (1 slide).

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 7, “Patient Concerns, Choices and Clinical Judgement in Evidence-Based Practice” (pp. 219–232).

Hoffman, T. C., Montori, V. M., & Del Mar, C. (2014). The connection between evidence-based medicine and shared decision making. Journal of the American Medical Association, 312(13), 1295–1296. doi:10.1001/jama.2014.10186. Retrieved from https://jamanetwork.com/journals/jama/article-abstract/1910118 Note: You will access this article from the Walden Library databases.

Kon, A. A., Davidson, J. E., Morrison, W., Danis, M., & White, D. B. (2016). Shared decision making in intensive care units: An American College of Critical Care Medicine and American Thoracic Society policy statement. Critical Care Medicine, 44(1), 188–201. doi:10.1097/CCM.0000000000001396. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4788386/ Note: You will access this article from the Walden Library databases.

Opperman, C., Liebig, D., Bowling, J., & Johnson, C. S., & Harper, M. (2016). Measuring return on investment for professional development activities: Implications for practice. Journal for Nurses in Professional Development, 32(4), 176–184. doi:10.1097/NND.0000000000000483 Note: You will access this article from the Walden Library databases.

Schroy, P. C., Mylvaganam, S., & Davidson, P. (2014). Provider perspectives on the utility of a colorectal cancer screening decision aid for facilitating shared decision making. Health Expectations, 17(1), 27–35. doi:10.1111/j.1369-7625.2011.00730.x Note: You will access this article from the Walden Library databases.

 
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Poverty’s Impact on Aging

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Poverty’s Impact on Aging

(Poverty’s Impact on Aging)

Poverty significantly impacts the aging process, influencing both physical and mental health. Older adults living in poverty often experience limited access to essential resources such as nutritious food, medical care, and safe housing. This deprivation exacerbates health issues, leading to higher incidences of chronic illnesses like diabetes, cardiovascular disease, and hypertension. The lack of adequate healthcare can result in delayed or insufficient treatment, worsening overall health outcomes.

Children in poverty | PPT

Social isolation is another consequence of poverty that affects older adults. Limited financial resources often restrict social interactions and access to community programs, fostering feelings of loneliness and depression. Mental health issues are compounded by the stress of financial insecurity, contributing to cognitive decline and reduced quality of life.

Additionally, older adults in poverty face barriers in accessing preventive services and medications that could mitigate age-related issues. This can accelerate physical deterioration and increase dependence on caregivers, who are often equally burdened by financial strain. The interplay of these factors not only reduces life expectancy but also the years spent in good health.

Addressing these challenges requires targeted public health initiatives and policies that focus on improving access to healthcare, nutrition, and social support to promote healthy aging and reduce the disparities faced by older adults living in poverty.

 

Discussion:Healthy aging is an important public health issue, both nationally and internationally. The World Health Organization (WHO) recognizes healthy aging as a process whereby all people of all ages are able to live a healthy, safe and socially inclusive lifestyle.

Discuss how social determinants of health for the older adult are impacted for those living in poverty.

Instructions:Word limit 500 words.  Support your answers with the literature and provide citations and references in APA format.

Reference.

World Health Organization (WHO) – Healthy Aging:

Centers for Disease Control and Prevention (CDC) – Social Determinants of Health:

 
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Crisis Management in Daycare Disaster

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Crisis Management in Daycare Disaster

(Crisis Management in Daycare Disaster)

Crisis management in a daycare setting requires a strategic plan focused on ensuring the safety and well-being of children, staff, and families during a disaster. An effective crisis plan should include clear procedures for evacuation, shelter-in-place, communication, and emergency supplies. Staff training is crucial so that everyone knows their roles in a crisis and can act quickly to protect children. Regular drills, such as fire and tornado drills, help reinforce these procedures and reduce panic in real situations.

Communication with parents is also essential. Daycares should maintain up-to-date contact information and have a communication plan to keep families informed during and after a crisis, whether through texts, calls, or an emergency notification system. Establishing a safe reunification process ensures that children are safely returned to their guardians.

Post-disaster, it’s important to provide emotional support and counseling for children and staff, as disasters can be traumatic. A review of the crisis response should follow to identify lessons learned and improve the plan for future incidents. By prioritizing preparedness, training, and communication, daycares can effectively manage crises and maintain a safe environment for all involved.

(Crisis Management in Daycare Disaster)

Comprehensive AssessmentViewÿthis breaking news announcement.Disaster Report: Healthcare Learning InnovationsYou have arrived at the scene of a hostile situation at ABC Daycare in Sentinel City?.

Little detail of the situation is known.ÿ Enter Sentinel City?, visit the area near ABC Day care.

Observe the services, routes and populations that may be involved as a result of this situation.As the lead healthcare provider, you will oversee the situation outside of the daycare.ÿ You need to organize and contain the situation and may be working with unknown and potential critical situations.Observe and assess the scene and surrounding areas? How are you going to address the scenario?

Explain the leadership skills you will use.

Using your knowledge of community health, explain the potential public health effects or environmental hazards from this situation. For example, if disease or illness results from the release of an infectious agent.

Who are the members of the emergency management team?Assess what services and resources that might be needed.

Explain how you would address family members or the media arriving at the scene.Additional Instructions:All submissions should have a title page and reference page.Utilize a minimum of two scholarly resources.Adhere to grammar, spelling and punctuation criteria.Adhere to APA compliance guidelines.Adhere to the chosen Submission Option for Delivery of Activity guidelines.Submission Option:Instruction:Paper9 to 10-page paper. Include title and reference pages.Attachments areaPreview YouTube video Disaster Report: Healthcare Learning InnovationsDisaster Report: Healthcare Learning Innovations

 
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Spiritual Support in Disasters

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Spiritual Support in Disasters

(Spiritual Support in Disasters)

How can a community health nurse assist in the spiritual care of the individual, community, self, and colleagues?

A disaster is a sudden calamity that occurs in an environment and causes huge destruction and loss (Falkner, 2018). The cause of a disaster can be natural or man-made. Either way, the impact of disasters can last a lifetime, and this includes the spiritual, physical, and mental health aspects of victims and their families. Public health nurses must learn to assess and identify the strengths and weaknesses of the coping mechanisms of victims experiencing or suffering from the impact of a disaster. During assessment, it is important to acknowledge the need for spiritual support, notify the family and victim that arrangements can always be made for a chaplain to visit, comfort, and pray with the victims as required and requested (Falkner, 2018). Cultural diversities need to be acknowledged too because people express their pain and grieve differently. Nurses should take time to be there to listen to victims because sometimes they just need a listening ear and someone by them, since they might not have the opportunity to have a support system.When a disaster occurs, lives are lost, businesses and infrastructure are lost, putting individuals in a long-lasting grieving process, some people lose their homes and jobs, making them jobless, and poverty makes them become homeless. This affects the individual’s ability to care for themselves and talk less about their family responsibilities. These are devastating attributes that make victims vulnerable to mental impairments and affect the wellbeing of individuals. In such times, nurses must spiritually support each other and the public by providing and advocating for spiritual care. Evidence has shown that spiritual care may serve as a coping resource, enhance pain management, reduce the risk of depression, and reduce the risk of substance abuse and suicide (Elk, Hall, DeGregory, Graham, Hughes, 2017).It is very important for nurses to be versed in spiritual care to provide quality care in case of disasters. The spiritual care can be provided by screening the victim’s religious to identify spiritual preferences, supporting and respecting the victim’s religion, providing individualized patient care, and referring patients to chaplains and churches around the community, which is a good resource for victims in need of emotional and mental disabilities from a disaster (Elk et al., 2017).Respond using 200-300 words in APA format with references to support this discussion.What spiritual considerations surrounding a disaster can arise for individuals, communities, and health care providers? Explain your answer in the context of a natural or manmade disaster. How can a community health nurse assist in the spiritual care of the individual, community, self, and colleagues?

 
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