assignment w-4

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Select an ethnic minority group that is represented in the United States (American Indian/Alaskan Native, Asian American, Black/African American, Hispanic/Latino, Native Hawaiian, or Pacific Islander). Using health information available from Healthy People, the CDC, and other relevant government websites, analyze the health status for this group.

In a paper of 1,000-1,250 words, compare and contrast the health status of your selected minority group to the national average. Include the following: Describe the ethnic minority group selected. Describe the current health status of this group. How do race and ethnicity influence health for this group? What are the health disparities that exist for this group? What are the nutritional challenges for this group? Discuss the barriers to health for this group resulting from culture, socioeconomics, education, and sociopolitical factors. What health promotion activities are often practiced by this group?   Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective in a care plan given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice. What cultural beliefs or practices must be considered when creating a care plan? What cultural theory or model would be best to support culturally competent health promotion for this population? Why?

Discussion due in 12 hours

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 Instructions – A Personal Reflection on Disasters or Mass Casualty Incidents

Course Objective met

1. Describe the human impact created by different types of disasters. 

Assignment Objectives met

-Describe possible effects on victims, families,   

     neighborhoods & communities

-Recognize societal factors that increase loss to

     life & property

-Describe possible effects on Healthcare

     providers & responders

-Recall nursing implications OVERVIEW

Reflection is a method of thinking deeply. It allows us to ponder not only that which is obvious to our senses, but all layers of the event, even to the possible intangibles. At least three (3) of the following aspects of the event, should be used for the best possible grade:  physical [injuries, death], emotional [fear, loneliness, helplessness, etc.], spiritual [corporate worship, individual], environmental [human diversity, structures, access, etc.], various obligations [school, work, family care, etc.], and financial

 (Bogo, etal., 2011).

Option 1: Recollect a disaster or mass casualty incident that personally affected you (ie: you, your family, or your friends). If this is too painful for you to revisit, you may choose option two.

Option 2: If this has never occurred in your life, please consider a disaster or mass casualty incident that you are aware of by way of significant media/news exposure.

The subject matter may be recent or in the past. To refresh your memory, feel free to read old newspaper or internet reports. You must respond to all six (6) points below, and you must include at least 3 of the aspects mentioned in the Overview.

1. Describe what happened.

2. What were your thoughts and feelings as you lived the situation? (actual or vicariously)

3. What three (3 or more) aspects emerged throughout the event? (refer to the Overview above)

4. What did you learn about yourself or the event? (or those directly affected)

5. Why was the experience important to you?

6. Choose one thing you think would be helpful to those involved in the experience.

DIRECTIONS: This Discussion Forum (DF) differs from what you are used to in the RN-BSN program. No references are ‘required’ (unless they apply), for this ‘one’ DF (see below). Something that has not changed is the skillful construction of your sentences, spelling, grammar, punctuation, and how well you spoke to the six (6) points above, and interjected at least three (3) of the possible aspects of the event (also shown above).  This is a personal reflection and therefore, citations and references are not required. (However, citations and references are required “if” you are actually referring to someone else’s ideas. Ie: If you “quote” someone or use their “thoughts” about the event even in a newspaper, it is their idea.) Your response must be typed or copied and pasted directly into the discussion thread.  The maximum word limit is 400 (this is also different from a regular Discussion Forum). Please double space between paragraphs but do NOT use double spacing or indentions throughout your writing. No file can be uploaded. APA format “will” be graded if it exists.       The same criteria concerning a personal reflection from the above paragraph, applies to the secondary posting. Your postings in response to your peers should be concise but facilitate a lively dialogue on the topic being discussed. Do NOT simply repeat information from your initial posting or your peer’s posting. The maximum word limit is 200. Please double space between paragraphs but do NOT use double spacing or indents throughout. APA format “will” be graded if it exists. This activity is worth 10% of your total grade.  You can expect individual feedback within a week of the due date/time. Reference: M. Bogo, C. Regehr, E. Katz, C. Logie & M. Mylopoulos (2011).  Developing a tool for assessing students’ reflections on their practice. Social Work Education. 30 (2), 186-194.  DOI: 10.1080/02615479.2011.540392

obesity

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  What is your perspective on the cause of obesity for the large majority of those who are facing this problem? Whether you believe that the primary cause of obesity is genetics or lifestyle what has happened in our society since 1980 that has resulted in
doubled or tripled rates of obesity in adults and children? What can be done in your own community to turn the obesity trend around? What kind of program might you create in this effort to bring health back
to our society? What advice would you give to a friend coping with a weight issue to help them bring about long term change?

W-4-1

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What are the methods a nurse can use to gather cultural information from patients? How does cultural competence relate to better patient care? Discuss the ways in which a nurse demonstrates cultural competency in nursing practice.

Chinese Religion

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Required Resources
Read/review the following resources for this activity: Textbook: Chapter 6 Lesson Minimum of 1 scholarly source 

Initial Post Instructions
For the initial post, respond to one of the following options: Define the Confucian terms: ren, yi, li, zhi, and xin. Choose one of these principles and examine how it contributes to social harmony. What is wuwei? How does this ideal contribute to harmony with heaven? How does the Daoist idea of wuwei compare to Confucian notions of how one should live in the world?

Follow-Up Post Instructions
Respond to at least two peers or one peer and the instructor. Respond to a peer who chose an option different from the one you chose. Further the dialogue by providing more information and clarification.

Writing Requirements Minimum of 3 posts Initial Post Length: 200-300 words APA format for in-text citations and list of references

Grading
This activity will be graded using the Discussion Grading Rubric. Please review the following link: Link (webpage): Discussion Guidelines

Resources:

 Molloy, M. (2013). Experiencing the world’s religions (6th ed.). New York City, NY: McGraw-Hill Companies, Inc.

  

Advocacy and Cultural Competence

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 Purpose

This week’s graded topic relates to the following Course Outcome (CO).

CO6: Plans clinical practice activities that integrate professional nursing standards in accordance with the Nursing Code of Ethics and the ANA standards of practice (PO#6). Discussion

Go to the link https://www.thinkculturalhealth.hhs.gov/clas/standards (Links to an external site.).

View the National Culturally and Linguistically Appropriate Services Standards (CLAS) categories aimed at equity and quality care (HHS, n.d.). Notice how these standards overlap with many of the expectations and standards in professional nursing practice! In what ways are you and your peers using these standards in your areas of nursing practice? Discuss one nursing action you might incorporate to improve cultural competence in your organization.                                               
Require Resource: American Nursing Association [ANA]. (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Spring, MD: American Nurses Publishing.  Go to the link https://www.thinkculturalhealth.hhs.gov/clas/standards 
 

Discussion #10

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Describe the key concepts underlying community activism and  2) give examples of how each of these concepts applies to a specific context. 3) Examine how advanced practice nurses can engage in community activism to limit further negative health impacts from Big Tobacco in their respective health communities.

Attached below is an additional resource, an article, that details various ways by which nursing professionals can engage in community activism.

Patient Advocacy and in the Community and Legislative Arena: http://nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-17-2012/No1-Jan-2012/Advocacy-in-Community-and-Legislative-Arena.html?css=print

Assessing and Treating Clients With Anxiety Disorders

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PLEASE PAY ATTENTION TO THE CASE STUDY and CHAPTERS ATTACHED

PLEASE FOLLOW THE PROMPTS OF THE WAY THE QUESTIONS WERE ASKED.

ZERO PLAGIARISM

FIVE REFERENCES

 

The Assignment

Examine Case Study: A Middle-Aged Caucasian Man With Anxiety. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following: Decision #1 Which decision did you select? Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different? Decision #2 Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different? Decision #3 Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients.

Assessing and treating clients with Psychosis and Schizophrenia

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Assignment: Assessing and Treating Clients With Psychosis and Schizophrenia

Psychosis and schizophrenia greatly impact the brain’s normal processes, which interferes with the ability to think clearly. When symptoms of these disorders are uncontrolled, clients may struggle to function in daily life. However, clients often thrive when properly diagnosed and treated under the close supervision of a psychiatric mental health practitioner. For this Assignment, as you examine the client case study in this week’s Learning Resources( on required media below) consider how you might assess and treat clients presenting with psychosis and schizophrenia.

Learning Objectives

Students will:

· Assess client factors and history to develop personalized plans of antipsychotic therapy for clients

· Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring antipsychotic therapy

· Evaluate efficacy of treatment plans

· Analyze ethical and legal implications related to prescribing antipsychotic therapy to clients across the lifespan

To prepare for this Assignment:

· Review this week’s Learning Resources. Consider how to assess and treat clients requiring anxiolytic therapy.

The Assignment

Examine Case Study: Pakistani Woman with Delusional Thought Processes (Below on media resources) You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

· Decision #1

o Which decision did you select?

o Why did you select this decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

· Decision #2

o Why did you select this decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

· Decision #3

o Why did you select this decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients.

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

Required Readings

Note: All Stahl resources can be accessed through this link provided.

Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.

To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter. Chapter 4, “Psychosis and      Schizophrenia” Chapter 5, “Antipsychotic Agents”

Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.

 

Naber, D., & Lambert, M. (2009). The CATIE and CUtLASS studies in schizophrenia: Results and implications for clinicians. CNS Drugs, 23(8), 649-659. doi:10.2165/00023210-200923080-00002

Kay, S. R., Fiszbein, A., & Opler, L. A. (1987). The Positive and Negative Syndrome Scale (PANSS) for schizophrenia. Schizophrenia Bulletin, 13(2), 261-276.

Clozapine REMS. (2015). Clozapine REMS: The single shared system for clozapine. Retrieved from https://www.clozapinerems.com/CpmgClozapineUI/rems/pdf/resources/Clozapine_REMS_A_Guide_for_Healthcare_Providers.pdf

Walden University. (2016). ASC success strategies: Studying for and taking a test. Retrieved from http://academicguides.waldenu.edu/ASCsuccess/ASCtesting

Required Media

Laureate Education. (2016j). Case study: Pakistani woman with delusional thought processes [Interactive media file]. Baltimore, MD: Author

Note: This case study will serve as the foundation for this week’s Assignment.

Optional Resources

Chakos, M., Patel, J. K., Rosenheck, R., Glick, I. D., Hammer, M. B., Tapp, A., & … Miller, D. (2011). Concomitant psychotropic medication use during treatment of schizophrenia patients: Longitudinal results from the CATIE study. Clinical Schizophrenia & Related Psychoses, 5(3), 124-134. doi:10.3371/CSRP.5.3.2

Fangfang, S., Stock, E. M., Copeland, L. A., Zeber, J. E., Ahmedani, B. K., & Morissette, S. B. (2014). Polypharmacy with antipsychotic drugs in patients with schizophrenia: Trends in multiple health care systems. American Journal of Health-System Pharmacy, 71(9), 728-738. doi:10.2146/ajhp130471

Lin, L. A., Rosenheck, R., Sugar, C., & Zbrozek, A. (2015). Comparing antipsychotic treatments for schizophrenia: A health state approach. The Psychiatric Quarterly, 86(1), 107-121. doi:10.1007/s11126-014-9326-2