NUR 513 Discuss the contribution of your particular specialty to health promotion and disease prevention for this population

Sample Answer for NUR 513 Discuss the contribution of your particular specialty to health promotion and disease prevention for this population Included After Question

Topic 3 DQ 1

Description:

Identify a population that you will likely serve as an advanced registered nurse that you think is particularly vulnerable to issues of health disparities/inequity. Discuss the contribution of your particular specialty to health promotion and disease prevention for the. is population. How do issues of diversity and global perspectives of cai·e contribute to your understanding of health equity as it relates to this population?

A Sample Answer For the Assignment: NUR 513 Discuss the contribution of your particular specialty to health promotion and disease prevention for this population

Title: NUR 513 Discuss the contribution of your particular specialty to health promotion and disease prevention for this population

What is a worldview? A worldview comprises attitudes, values, stories, and expectations that shape our thoughts and actions, expressed in areas like ethics, religion, and philosophy. It reflects how a culture translates into individual practices. When faced with a situation where you think ‘That’s just wrong,’ your worldview is active. There’s a natural tendency to see our beliefs as normal, categorizing others’ perspectives based on upbringing or labeling them as backward or superstitious. This tendency reinforces the notion that our views are rational, balanced, and true (Gray, 2011).

A colleague in the hemodialysis unit approached me to discuss their concerns and thoughts about a matter related to religion and culture. Surprisingly, their viewpoint was entirely conflicting and opposite to my own beliefs. I found it challenging to agree with what they were saying because it diverged from my thoughts. I strongly believe that everyone has the right to hold their own opinions and express their beliefs. Despite this, I made a conscious decision not to interfere or voice any opinions that might suggest their beliefs were incorrect or needed further education. My approach was rooted in a genuine respect for the diversity of beliefs and cultures, driven by my desire to receive the same level of respect for my convictions. While I hold a differing perspective, I refrained from instigating any arguments or disagreements. Instead, I viewed this situation as an opportunity to share my thoughts and beliefs without causing conflict, recognizing it as a chance for mutual learning and understanding of different worldviews.

 

Reference

Gray A. J. (2011). Worldviews. International psychiatry : bulletin of the Board of International Affairs of the Royal College of Psychiatrists, 8(3), 58–60.

A Sample Answer 2 For the Assignment: NUR 513 Discuss the contribution of your particular specialty to health promotion and disease prevention for this population

Title: NUR 513 Discuss the contribution of your particular specialty to health promotion and disease prevention for this population

The diversity of religions around the world creates challenges for health care providers and systems to provide culturally competent medical care. Cultural competence is the ability of health providers and organizations to deliver health care services that meet the cultural, social, and religious needs of patients and their families (Swihart et al., 2023).

Reflecting on my early experiences as a nurse, particularly during my novice years, I often encountered situations where patients’ values, religious beliefs, and cultural practices diverged from my own. I initially lacked competence in understanding how these factors could impact treatment and clinical approaches. Regrettably, I sometimes assumed that my patients’ and their families’ treatment decisions were misguided or inhumane. It wasn’t until the hospital where I started my nursing journey provided cultural competency education that my perspective shifted. This training emphasized the significance of cultural and religious competence in healthcare. Also, my colleagues have been instrumental providing me their experiences in respects to this topic. This prompted me to approach patient care with an open mind, questioning the reason behind decisions that initially seemed unfamiliar. This newfound understanding not only improved my ability to provide effective care but also fueled my curiosity and empathy toward diverse perspectives in the healthcare setting.

Ensuring new nurses are equipped with an understanding of cultural and religious diversity from the start could have a positive influence on their ability to provide emphatic and effective patient care. According to DeNisco (2024), cultural competency is a crucial component of the educational preparedness of nurses, and the inclusion of cultural sensitivity and awareness into the curriculum will promote cultural competency within the profession of nursing.

References

DeNisco, S. M. (Ed.). (2024). Advanced practice nursing: Essential knowledge for the profession (5th ed.). Jones & Bartlett Learning. ISBN-13: 9781284264661

Swihart, D. L., Yarrarapu, S. N. S., & Martin, R. L. (2023). Cultural Religious Competence in Clinical Practice. In StatPearls. StatPearls Publishing.

A Sample Answer 3 For the Assignment: NUR 513 Discuss the contribution of your particular specialty to health promotion and disease prevention for this population

Title: NUR 513 Discuss the contribution of your particular specialty to health promotion and disease prevention for this population

The Code of Ethics guideline emphasizes the importance of patient autonomy, beneficence, non-maleficence, and justice, which intends to serve as a guide throughout a nurse’s professional practice. Awareness and adherent to Code of Ethics, also protecting patient rights is one of the paramount duties of medical professionals and other healthcare personnel (Jihye & Heeyoung, 2023), should be honored.

Patients’ rights to their values and preferences must be respected. For instance, religious or cultural values, such as seeking alternatives to blood transfusions (Jihye & Heeyoung, 2023). No healthcare professional has the right to impose their personal ideas or views on a patient, colleague, or anyone except in the case of immediate harm to self or others. Take for example, a parent may not act or decide in the best interest of their child’s (minor) healthcare decision. Health care profession have an obligation to protect the patient (minor) in such instance. But through educating the patient and interdisciplinary collaboration,

Christian worldview principle strives for equality, that all humans are created in God’s image, equal, and should be treated with the principle of justice, compassion, dignity, respect, and helping one another especially, those in need/vulnerable. We are unique in the way we have relationships with other humans, that is the force behind interaction. Cultural competence is a must in the 21st century of healthcare era.

Jihye Yun, & Heeyoung Oh. (2023). Validity and Reliability of the Korean Version of Nurses’ Ethical Behaviors for Protecting Patient’s Rights Scale: A Methodological Study. Korean Journal of Adult Nursing, 35(2), 138–147. https://doiorg.lopes.idm.oclc.org/10.7475/kjan.2023.35.2.138

A Sample Answer 4 For the Assignment: NUR 513 Discuss the contribution of your particular specialty to health promotion and disease prevention for this population

Title: NUR 513 Discuss the contribution of your particular specialty to health promotion and disease prevention for this population

Values and beliefs influence our world view and the decisions we make in life, whether it is personal or professional. When one’s beliefs and values are deeply rooted, often times, we can project those beliefs on others without being aware of it. This can cause conflicts in any environment.

I had a co-worker who was a Jehovah’s Witness. She became really ill and needed a blood transfusion and other treatments. Jehovah Witness believe that blood is unclean and blood transfusions are an unclean practice. She refused the blood transfusion. Because of this, the doctor’s felt it was unsafe to perform any surgical procedures due to her unstable condition. Many of the doctors and nurses that we worked with encouraged her to have the blood transfusion because it could save her life. She continued to refuse and ultimately passed away from her illness. We as a team had a conversation about her decision because many felt like she made the wrong decision and even showed anger toward her. I expressed to the team that although it would not have been the decision I made for myself, I supported her decision. I also told her this before she passed away.  I may not have agreed with her decision, but I respected it and did not try to change it. I was taught growing up to have respect for others regardless of our differences.

As nurses, we have to learn how to care for others in a way that respects their beliefs and values. In order to do this, we must determine the “who, what, and why” of the patient’s that we care for. We must determine who we are caring. We must learn what their cultural beliefs and values are. We must also examine why we are making the care decision that we are making; is it based on it being best decision for the patient that will provide the most effective care and also aligns with the patient’s values and beliefs?; or, are we making care decisions based on our beliefs and values and not taking into consideration the beliefs and comfort of the patient? The principle of “do no harm” includes understanding the population in which you care for so that your decisions for their care aligns with their beliefs and values. When you force your beliefs upon someone else, you cause mental harm and discomfort.

Description

Objectives:

1. Discuss the role of the advanced registered nurse in promoting health and disease prevention for diverse populations.
2. Discuss the impact of diversity, global perspectives, and the advanced registered nurse’s role in
advancing health equity.

3. Relate cultural and spiritual competence to the advanced registered nurse’s scope of practice.
4. Determine how your personal worldview may affect your future practice and role.
El Study Materials

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

Read Chapters 7, 8, and 24 in Advanced Practice Nursing: Essential Knowledge far the Profession.

Diversity Rx

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 513 Discuss the contribution of your particular specialty to health promotion and disease prevention for this population

Description:

Explore the Diversity Rx website.

Tanenbaum Center for lnterreligious Understanding

Description:

Explore the Tanenbaum Center for Interreligious Understanding website.

Description:

Read Chapters 11, 26, and 27 in Advanced Practice Nursing: Essential Knowledge for the Profession.

Leadership in Nursing Practice: Changing the Landscape of Health Care

Description:

Review Chapter 2 in Leadership in Nursing Practice: Changing the Landscape of Health Care.

American Nurses Association – Advanced Practice Nurses

Description:

Explore the Advanced Practice Nurses page of the American Nurses Association (ANA) website.

American Association of Colleges of Nursing – Students

Description:

Explore the Students page of the American Association of Colleges of Nursing website.

American Nurses Association

Description:

Explore the American Nurses Association (ANA) website

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

Read Chapters 7, 8, and 24 in Advanced Practice Nursing: Essential Knowledge far the Profession.

Diversity Rx

Description:

Explore the Diversity Rx website.

Tanenbaum Center for lnterreligious Understanding

Description:

Explore the Tanenbaum Center for Interreligious Understanding website

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	9	8	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	4	3	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.