{"id":27129,"date":"2023-03-06T14:02:56","date_gmt":"2023-03-06T14:02:56","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=27129"},"modified":"2024-03-19T05:26:09","modified_gmt":"2024-03-19T05:26:09","slug":"nrs-428-topic-1-dq-2-discuss-how-geopolitical-and-phenomenological-place-influence-the-context-of-a-population-or-community-assessment-and-intervention","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nrs-428-topic-1-dq-2-discuss-how-geopolitical-and-phenomenological-place-influence-the-context-of-a-population-or-community-assessment-and-intervention\/","title":{"rendered":"NRS 428 Topic 1 DQ 2 Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention"},"content":{"rendered":"

NRS 428 Topic 1 DQ 2 Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention<\/span><\/h2>\n

Sample Answer for NRS 428 Topic 1 DQ 2 Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention Included After Question<\/strong><\/h2>\n

Topic 1 DQ 2<\/h3>\n

Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention. Describe how the nursing process is utilized to assist in identifying health issues<\/a> (local or global in nature) and in creating an appropriate intervention, including screenings and referrals, for the community or population.<\/p>\n

A Sample Answer For the Assignment: NRS 428 Topic 1 DQ 2 Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention<\/strong><\/h2>\n

Title: <\/strong>\u00a0<\/strong>NRS 428 Topic 1 DQ 2 Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention<\/h2>\n

The geopolitical and phenomenological place influence the context of a population or community assessment and intervention. Geopolitical refers to the spatial designation and is often defined by the geographical location where certain individuals live. Such locations are also defined by political factors such as boundaries across different states with each state having different political leadership. The phenomenological place is defined by relational designation. It refers to how a community is related either through social issues or even a feeling of belonging. Examples of a phenomenological group might be individuals that have diabetes and, therefore, they have a common factor with which they can relate. People from different geopolitical places might face different health needs. For examples, individuals from developed and developing countries might experience differences in health needs. Therefore, understanding the geopolitical factors, the community nurse is able to provide care within the specific context of the different populations. The same applies to the phenomenological place where individuals from different groups might have different needs that the community nurse must take to account. For example, pain management in cancer patients might differ from pain management in diabetic patients while both groups are suffering from chronic illnesses.<\/p>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 428 Topic 1 DQ 2 Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention<\/strong><\/a><\/span><\/p>\n

The nursing process is systematic and entails five critical steps. These steps include assessment, diagnosis, planning, implementation, and evaluation (Toney-Butler & Thayer, 2022). The application of the nursing process is thus instrumental in helping diagnose potential and actual health issues facing a community. Based on the diagnosis, the community health nurse is then able to plan for an intervention that address the concerns and unique needs of each community. The implementation of the plan is done and an evaluation to determine its effectiveness follows. The application of the nursing process is thus instrumental as it helps in promoting positive health outcomes across the communities served.<\/p>\n

Reference<\/h2>\n

Toney-Butler, T. J., & Thayer, J. M. (2022). Nursing process. In StatPearls [Internet]<\/em>. StatPearls Publishing.<\/p>\n

A Sample Answer 2 For the Assignment: NRS 428 Topic 1 DQ 2 Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention<\/strong><\/h2>\n

Title: <\/strong>\u00a0<\/strong>NRS 428 Topic 1 DQ 2 Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention<\/h2>\n

Dian, great example of how different situations can lead to a different plan of care with chronic pain difference for cancer compared to chronic pain of diabetic patient. Using the nursing process, the nurse must look to see implementations must be used in order to plan out any intervention. One of the factors that may impede a nurse from carrying out the plan of care is resistance to change from a community. Change has the connotation of losing control or choice, sacrificing pleasures, such as favorite foods, increased cost, loss of personal time, or increased work, in the form of dedicated physical exercise (Green, 2018). When people feel they are losing control over a situation, they will fight or put up resistance as a way of having control. By using a calm voice and having a non-judgmental demeanor will help break some of the barriers nurses face while trying to help the community.<\/p>\n

Community & Public Health: The Future of Health Care. (n.d.). Retrieved September 4, 2022, from\u00a0https:\/\/lc.gcumedia.com\/nrs427vn\/community-and-public-health-the-future-of-health-care\/v1.1\/#\/chapter\/1<\/a><\/p>\n

A Sample Answer 3 For the Assignment: NRS 428 Topic 1 DQ 2 Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention<\/strong><\/h2>\n

Title: <\/strong>\u00a0<\/strong>NRS 428 Topic 1 DQ 2 Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention<\/h2>\n

A geopolitical place can consist of the community boundaries, transportation infrastructure, geographic features, climate, vegetation, animals, and human-made homes and facilities. Ways that geopolitical place may influence the context of population or community assessment are that natural disasters or injury may occur, there are also animal influences that may occur such as bites or attacks, there could be poisonous vegetation, temperature extremes, or other activities with weather that could be adverse for example tornados (Lohmann & McMurran, 2019). A phenomenological place is \u201ca relational or psychological location rather than a geographical location that centers on history, culture, economics, education, spiritual beliefs, values, common characteristics, or similar goals.\u201d This allows for social interaction, individuals to find common interests, goals or even characteristics that they may have in common (Trigg,\u00a02017). This allows for the determination of the overall health status and health needs that are present in the community.<\/p>\n

Nurses have to work with a diversified community of patients from different backgrounds who have different ways of doing things\u2014because of the above differentiation delivery of quality healthcare, maybe hindered (Roy,\u00a02022). This is not limited but also extends to the language barrier hindering communication between the healthcare provider and the patient. For efficiency and exemplary delivery of service, some practices are put in place to ease the obstacles. Peer review, self-evaluation, reflective service, obtaining knowledge of different cultural practices, and goal setting are some of the practices that can be employed to better delivery of healthcare. Overcoming these challenges ensures smooth delivery of proper and quality healthcare; meanwhile, health issues are identified accurately, making the system efficient and reliable.<\/p>\n

References<\/strong><\/h2>\n

Lohmann,\u00a0A., & McMurran,\u00a0G. (2019). Resident-defined neighborhood mapping: Using GIS to analyze phenomenological neighborhoods.\u00a0Journal of Prevention & Intervention in the Community<\/em>,\u00a037<\/em>(1), 66-81.\u00a0https:\/\/doi.org\/10.1080\/10852350802498714<\/a><\/p>\n

Roy,\u00a0C. (2022). Myanmar’s domestic and geopolitical context.\u00a0Myanmar’s Peace Process and the Role of Middle Power States<\/em>,\u00a090<\/em>(5), 17-28.\u00a0https:\/\/doi.org\/10.4324\/9781003245506-3<\/a><\/p>\n

Trigg,\u00a0D. (2017). Place and non-place: A phenomenological perspective.\u00a0Place, Space and Hermeneutics<\/em>,\u00a097<\/em>(4), 127-139.\u00a0https:\/\/doi.org\/10.1007\/978-3-319-52214-2_10<\/a><\/p>\n

A Sample Answer 4 For the Assignment: NRS 428 Topic 1 DQ 2 Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention<\/strong><\/h2>\n

Title: <\/strong>\u00a0<\/strong>NRS 428 Topic 1 DQ 2 Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention<\/h2>\n

Geopolitical areas are the region of geography and cultures. Some people may choose to describe it as a spatial designation or geographical area. Such geopolitical communities are formed by man-made boundaries or naturally occurring boundaries around their habitation regions. Examples of natural barriers are rivers, hills, mountains, and canyons, to mention just a few (Bambra et al., 2017). On the other hand, human-made boundaries consist of bridges, walls, roads, or buildings that are mostly legally arrived. These legally arrived at boundaries are political and administrative, making them jurisdictional like counties, states, countries, and municipalities. Phenomenological communities are particular groupings that set people apart because of certain beliefs, goals, viewpoints, and interests; they give their members a sense of belonging to a particular group. Practical examples are religion and social or cultural groups (Taylan & \u00c7elik, 2022). Everyone lives in a geopolitical community, and a larger percentage of us belong to one or more phenomenological community. A phenomenological community does not have to associate itself with a specific geographical boundary but spreads wide and far, even outside its region of origin.<\/p>\n

Using the nursing process when attempting to identify healthcare issues often requires not only identifying the specific patient population in need, but properly assessing that specific population as well to determine not only what their needs are but how one may accomplish determining appropriate interventions which will achieve the maximum amount of benefit for the community (Huriah & Rahman, 2021). For example, a public health nurse can identify an at-risk population which resides within a specific location and then gathering data to determine what the needs are in that patient population and what strategies and tools can be utilized to help promote specific health promotion initiatives and goals through specific interventions.<\/p>\n

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NRS 428 Topic 1 DQ 2 Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention<\/figcaption><\/figure>\n

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References<\/strong><\/h2>\n

Bambra,\u00a0C., Garthwaite,\u00a0K., & Murphy,\u00a0A.\u00a0G. (2017). Geopolitical aspects of health: Austerity and health inequalities.\u00a0Social Determinantsof Health<\/em>,\u00a068<\/em>(2), 56-59.\u00a0https:\/\/doi.org\/10.1332\/policypress\/9781447336846.003.0020<\/a><\/p>\n

Huriah,\u00a0T., & Rahman,\u00a0A. (2021). Smoking behavior on health workers in Indonesia: A phenomenological study.\u00a0Advances in Health Sciences Research<\/em>,\u00a089<\/em>(5), 263-277.\u00a0https:\/\/doi.org\/10.2991\/ahsr.k.210115.106<\/a><\/p>\n

Taylan,\u00a0S., & \u00c7elik,\u00a0G.\u00a0K. (2022). Experiences of patients undergoing bypass surgery with health professionals during the perioperative care process: A hermeneutic phenomenological study.\u00a0Journal of PeriAnesthesia Nursing<\/em>,\u00a035<\/em>(10), 20-23.\u00a0https:\/\/doi.org\/10.1016\/j.jopan.2021.11.016<\/a><\/p>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 428 Topic 1 DQ 2 Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention<\/strong><\/a><\/span><\/p>\n

Grading Rubric Guidelines<\/strong><\/h2>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Performance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n
Scholarliness<\/strong><\/p>\n

Demonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n

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    \n
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
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    \n
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
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    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
  • Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
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    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
  • The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
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    \n
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
  • Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Application of Course Knowledge –<\/strong><\/p>\n

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<\/strong><\/td>\n

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    \n
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
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    \n
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
  • Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
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    \n
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
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    \n
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
  • Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
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    \n
  • 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<\/li>\n
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Interactive Dialogue<\/strong><\/p>\n

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.<\/strong><\/p>\n

(5 points possible per graded thread)<\/em><\/strong><\/td>\n

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    \n
  • Exceeds minimum post requirements<\/li>\n
  • 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.<\/li>\n
  • Replies to a post posed by faculty and to a peer<\/li>\n
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
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    \n
  • 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<\/li>\n
  • Replies to a question posed by a peer<\/li>\n<\/ul>\n

    Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n

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    \n
  • Meets expectations of 2 posts on 2 different days.<\/li>\n
  • The main post is not made by the Wednesday deadline<\/li>\n
  • Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
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    \n
  • Has only one post for the week<\/li>\n
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
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    \n
  • Does not post to the thread<\/li>\n
  • No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n
Grammar, Syntax, APA<\/strong><\/p>\n

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.<\/strong><\/p>\n

Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n

The source of information is the APA Manual 6th Edition<\/strong><\/td>\n

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    \n
  • 2-3 errors in APA format.<\/li>\n
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
  • Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
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  • 4-5 errors in APA format.<\/li>\n
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
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  • 6-7 errors in APA format.<\/li>\n
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
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  • 8-10 errors in APA format.<\/li>\n
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
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    \n
  • Post contains greater than 10 errors in APA format.<\/li>\n
  • Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style does not facilitate communication.<\/li>\n
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
<\/td>\n0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n
Total Participation Requirements<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n<\/td>\n<\/td>\n<\/td>\nThe student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n
Early Participation Requirement<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

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.<\/td>\n<\/td>\n<\/td>\n<\/td>\nThe student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Also Check Out: NRS 428 Topic 1 DQ 1 Explain the role of the community health nurse in partnership with community stakeholders for population health promotion<\/a> \u00a0<\/span><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

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