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NRS 429 Topic 4 DQ 1

DQ 1: What are the methods a nurse can use to gather cultural information from patients?

NRS 429V Week 4 Discussion 1 NEW SYLLABUS

Using the family structural theory (see the textbook as a model) how can families created following second marriages learn to function as one?

NRS 429 Topic 4 DQ 1 OLD SYLLABUS

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.

PARDEEP

Re: Topic 4 DQ 1

Nurse can gather patient culture knowledge with various ways, In this Nurse can talk to the patient and can explore the patient to get more knowledge about patient’s culture, beliefs and traditions. Nurse can research online the different cultures and beliefs and traditions of particular race or religion of the patient. Maintaining a level of awareness of the culture around a service area enables a Nurse to quickly assess the medical needs of the patient as well.

Berlin and Fowkes designed the memonic, LEARN in conducting the Culture assessment

Listen– Nurse should always pay attention about what is patient saying and what is his/her perception regarding his/her disease.

Explain-Explain your perception about the patient’s problem to patient, that what do you understand or perceive about the diagnosis.

Acknowledge– Always acknowledge the similarities and differences between patient perception and your perception.

Recommend- Nurse can recommend the patient based on the conversation in first 3 steps, according to her/his understanding.

Negotiate– Sometime patient may need negotiation in a treatment plan. To provide the best care possible sometimes negotiation is necessary.

Understanding the different cultures helps to provide high quality care to the patients. When patient comes to the hospital, they may

NRS 429 Topic 4 Discussion Question one

NRS 429 Topic 4 Discussion Question one

be highly stressed because of pain, nerves, fear and worry, especially in this pandemic when family cannot visit the patient, nurse can play a role of family member and health team member as well, in this Nurse understand the patient culture beliefs and traditions, patient can feel more comfortable and will feel in safe hands more. Being cultural competent means nurse to be aware of differences related to culture and adjusting plans for care in according to the patient’s choices and beliefs (Grand canyon University,2018) Nurses always be continuing their eduction in order to be culturally competent. If patient is behaving more traditional health care system then it will be easier for the nurse to provide care since they seek meidcal attention from license professionals (Grand Canyon University,2018).

Reference

Grand Canyon University (Ed). (2018). Health promotion: Health & wellness across the continuum. Retrieved from: https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/

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RESPOND

Hello Pardeep,

I agree with your statement that, “Maintaining a level of awareness of the culture around a service area enables the nurse to quickly assess the medical needs of the patient as well”. It is evident that with the increased cultural awareness of the nurses they will be better placed in terms of communication with the patients, which in itself is a major step towards ensuring delivery of quality healthcare services (Kaihlanen et al., 2019). Cultural competency of the nurse is likely to improve the patient’s safety and promotes patient’s satisfaction. Furthermore, it will promote patient’s adherence to the treatment and enhance information seeking and sharing between the patient and the nurse (Jongen et al., 2018). There are a number of ways a nurse can use to gather cultural information from the patients, these include having unstructured interview with the patient which will allow the nurse more freedom to get deeper and obtain more information from the patient. Secondly the nurse can obtain the information through observation and interaction with the patient and family members. During the interaction the nurse should create a rapport with the patient and build trust, this will result to the patient opening up and giving more information that would be culturally sensitive hence promote better understanding of the patient’s beliefs, traditions, religion and culture. A nurse can demonstrate cultural competency by allowing the patients to practice their own traditions, culture and religion while undergoing treatment as long as it does not affect the treatment regimen. If in case any aspect of culture or tradition or religion undermines the treatment procedure, a culturally competent nurse might involve family members and together reach out to the patient and discuss with the patient on the best possible way undergo the treatment but still enhancing the cultural components to achieve a win-win situation.

References

Jongen, C., McCalman, J., & Bainbridge, R. (2018). Health workforce cultural competency interventions: a systematic scoping review. BMC Health Services Research, 18(1). https://doi.org/10.1186/s12913-018-3001-5

Kaihlanen, A.-M., Hietapakka, L., & Heponiemi, T. (2019). Increasing cultural awareness: qualitative study of nurses’ perceptions about cultural competence training. BMC Nursing, 18(1). https://doi.org/10.1186/s12912-019-0363-x

 

 

Description:
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.

Explore the resources available on the Racial and Ethnic Minority Populations page of the Substance Abuse and Mental
Health Services Administration (SAMHSA) website. These materials will be useful in completing the assignment for
this topic.
Healthy People 2020
Description:
Explore the Healthy People 2020 website.

6. 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?
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be
published within the last 5 years and appropriate for the assignment criteria and public health content.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the
Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become
familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to theLopesWrite Technical Support articles
for assistance.

Read Also:DQ 2: Compare and contrast the three different levels of health promotion (primary, secondary, tertiary).

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be
published within the last 5 years and appropriate for the assignment criteria and public health content.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the
Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become
familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to theLopesWrite Technical Support articles
for assistance.

NRS 429 Topic 4 DQ 1

NRS 429 Topic 4 DQ 1

Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category   5 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand. 
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day.       The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.       The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.
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