NURS 513 Topic 3 Discussion: Diversity and Global Perspectives of Care

Sample Answer for NURS 513 Topic 3 Discussion: Diversity and Global Perspectives of Care Included After Question

Description

Objectives:

Discuss the role of the advanced registered nurse in promoting health and disease prevention for diverse
Discuss the impact of diversity, global perspectives, and the advanced registered nurse’s role in advancing health
Relate cultural and spiritual competence to the advanced registered nurse’s scope of
Determine how your personal worldview may affect your future practice and role

A Sample Answer For the Assignment: NURS 513 Topic 3 Discussion: Diversity and Global Perspectives of Care

Title: NURS 513 Topic 3 Discussion: Diversity and Global Perspectives of Care

The issues of health disparities have received extensive documentation in the United States. The Healthy People 2020 describes health inequality as a certain kind of health difference that has its roots in social, environmental and economic disadvantage. To this end, African-Americans belong to this category and they have the most vulnerability to matters of health disparity. Studies reveal that these people have a high-likelihood of suffering insurance, face impediment to accessing health care, and have predominance of certain disease conditions in comparison to the Whites (Asiedu et al., 2015). Thus, my focus as a nurse educator will be on this group.

Nurse educators play a fundamental role to the promotion of health and prevention of disease in vulnerable communities. One of the most important roles that nurse educators can undertake entails engaging nursing students on the need to identify disparities. In addition, they should teach the nurses on the necessity of working to eliminate such disparities (World Health Organization, 2016). Moreover, nurse educators can reestablish the capacity for caring as well as relational and social practice via the transformation of nursing education based on the mutuality principle (DeNisco & Baker, 2016). The development of such competency remarkably increases the capacity of nurses to address the issue of health inequity in the African-American population. Lastly, nurse educators can conduct policy-geared research to improve access of African-Americans to care. Such research work can influence federal and state-government policies towards this objective.

Moreover, the issue of health disparity have causative influences such as diversity and the global perspectives of care. Diversity plays a significant role in the creation of health equity due to the increase of minority population. By the year 2040, statistics reveal that almost 45% of the population will be minorities chief among them African-Americans (Bouye, McLeary, & Williams, 2016). Thus, this calls for increase in diversity of healthcare professionals to address the issue of inequality. Moreover, the global perspective of healthcare also demands that healthcare professionals become diverse so as to ensure that the diverse global population receive the necessary care without prejudice. Therefore, the existence of diversity and global perspectives influence the creation of cultural competence among nurses so as to improve equity among African-American population.

References

Asiedu, G. B., Hayes, S. N., Williams, K. P., Bondaryk, M. R., Halyard, M. Y., Parker, M. W., Balls-Berry, J. E., Pinn, V. W., … Breitkopf, C. R. (2015). Prevalent Health Concerns Among African American Women Belonging to a National Volunteer Service Organization (The Links, Incorporated). Journal of racial and ethnic health disparities, 4(1), 19-24.

Bouye, K. E., McCleary, K. J., & Williams, K. B. (2016). Increasing Diversity in the Health Professions: Reflections on Student Pipeline Programs. Journal of healthcare, science and the humanities, 6(1), 67-79.

DeNisco, S. M., & Baker, A. M. (2016). Advanced practice nursing: Essential knowledge for the profession (3 ed.). Burlington, MA: Jones & Bartlett Learning.

World Health Organization,. (2016). Nurse educator core competencies. Geneva: World Health Organization.

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

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

Diversity Rx

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Explore the Diversity Rx website.

Tanenbaum Center for Interreligious Understanding

Description:

Explore the Tanenbaum Center for Interreligious Understanding website.

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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 this population. How do issues of diversity and global perspectives of care contribute to your understanding of health equity as it relates to this population?

Topic 3 DQ 2

Description:

What is your personal worldview? Connect your worldview to cultural and spiritual competence. How will your worldview and cultural and spiritual competence affect your future practice and role? Consider both the provision of safe, quality care to diverse populations and interprofessional relationships.

With this rapidly evolving health care environment and global population, health care professionals have a special responsibility – and a special ability – to transcend barriers to ensure individuals and communities receive the highest quality care, to work toward health equity, and to transform health care knowledge, education and delivery. Clinicians, researchers, educators and leaders must collaborate to achieve health equity for all people across the globe. And, as the largest portion of the health care workforce, nurses play an integral role in meeting global health challenges and must embrace a global perspective.

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.