NRS 429 Topic 4 Health Promotion in Minority Populations Assignment

 Grand Canyon University NRS 429 Topic 4 Health Promotion in Minority Populations Assignment-Step -By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 429 Topic 4 Health Promotion in Minority Populations Assignment assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NRS 429 Topic 4 Health Promotion in Minority Populations Assignment

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 429 Topic 4 Health Promotion in Minority Populations Assignment depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NRS 429 Topic 4 Health Promotion in Minority Populations Assignment

The introduction for the Grand Canyon University NRS 429 Topic 4 Health Promotion in Minority Populations Assignment is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

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How to Write the Body for NRS 429 Topic 4 Health Promotion in Minority Populations Assignment

After the introduction, move into the main part of the NRS 429 Topic 4 Health Promotion in Minority Populations Assignment assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NRS 429 Topic 4 Health Promotion in Minority Populations Assignment

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NRS 429 Topic 4 Health Promotion in Minority Populations Assignment

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NRS 429 Topic 4 Health Promotion in Minority Populations Assignment Included After Question

Assessment Description

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 in the NRS 429 Topic 4 Health Promotion in Minority Populations Assignment:

  1. NRS 429 Topic 4 Health Promotion in Minority Populations Assignment
  2. What are the health disparities that exist for this group? What are the nutritional challenges for this group?
  3. Discuss the barriers to health for this group resulting from culture, socioeconomics, education, and sociopolitical factors.
  4. What health promotion activities are often practiced by this group?
  5. 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.
  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 NRS 429 Topic 4 Health Promotion in Minority Populations Assignment  according to the guidelines found in the APA Style Guide, located in the Student Success Center.

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. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

A Sample Answer For the Assignment:  NRS 429 Topic 4 Health Promotion in Minority Populations Assignment

Title: NRS 429 Topic 4 Health Promotion in Minority Populations Assignment

Health Disparities and Nutritional Challenges

According to CDC, health disparities are preventable differences in opportunities to obtain optimal health and differences in violence, injury, and disease burden among the socially disadvantaged groups. Health disparities exist among African-Americans (CDC, 2020). In comparison to white Americans, African Americans are usually at greater risk of HIV/AIDS, diabetes, pneumonia, influenza, asthma, cancer, stroke, and heart disease. Another glaring health disparity is that African-Americans have a higher probability of dying at early ages for all cases (Sophia, 2020). For instance, the prevalence of hypertension among African-Americans is 12% and 33% among the age groups 18-34 ad 35-49, respectively, compared to the whites of the same age group. In addition, while diabetes is common among only 6% of whites, the figure rises to 10% among African-Americans.

Cancer presents another illness where health disparity occurs. From the American Cancer Society, African-Americans present with the shortest survival and highest rates of death for most cancers (Miles et al., 2018). In addition, from the National Kidney Foundation statistics, African-Americans have a three times possibility of suffering from kidney failure as compared to other groups, with the population making up for over thirty percent of all the individuals that receive dialysis for kidney complications in the USA. This group also has nutritional challenges that further complicate their health. The African-Americans, both in urban and rural areas, have higher possibilities of experiencing food insecurity resulting from a combination of various factors such as inequitable resource distribution leading to limited access to food (Sophia, 2020). Financial barriers also mean that this group of people cannot consistently buy healthy and nutritious foods.

Barriers to Health among African-Americans

Various factors contribute to health barriers among the African-American population, including socio-political factors, education, socioeconomics, and culture. Barriers to health among African-Americans have taken years to reach where they are today; socio-political factors have contributed to an extent (Grant 2019). For instance, marginalization by the political leadership over the years have left African-Americans to have face barrier to health life. The discrimination faced by this group has all led to poor health.

Education is also a barrier; compared to their white counterparts, African Americans are less likely to get a high-quality education, leading to greater challenges of accessing high-quality life and adopting a healthy lifestyle. African-Americans have also been shown to be among the poorest groups of minorities living in the USA (Grant, 2019). Low socioeconomic ability means that they are less likely to access quality care, eat healthy foods, and lead healthy lifestyles. Finally, culture has also acted as a barrier to health among African Americans. The African-Americans have some traditional beliefs that bar them from accessing health. For instance, some believe that chronic diseases such as HIV/AIDS result from a curse; hence they do not need medical management but a spiritual one.

Common Health Promotion Activities among African-Americans

Health promotion activities are essential for better and improved individual and community health. Among African Americans, there are various common health promotion activities. It has been shown that various conditions such as diabetes, cardiovascular conditions, stroke, and cancer are the top causes of mortality among this group. As such, health promotion activities such as community education drives that teach individuals the importance of physical activity and staying healthy, teaching people about healthy diet and ensuring that people follow healthcare plans (Derose et al., 2019). Communication is key to raising awareness regarding healthy behaviors through newsletters, mass media campaigns, health fairs, and public service announcements.

Approach for Care plan

Various approaches can be used to make care plans more effective depending on the unique needs of a group. One approach that can be effective among African Americans is culture-based health education. Education can be used as a primary, secondary, and tertiary health promotion approach for a care plan. Culture means a lot to African-Americans; hence a culture-specific education strategy can be the most effective to help them lead lifestyles that bar an onset of diseases, go for early screening for diseases, and engage in healthy activities to restore health after a period of the disease (Derose et al., 2019).

Cultural beliefs to Consider and a Suitable Cultural Theory

Culture is one of the things that a healthcare professional has to consider when coming up with a care plan. Some of them include the belief that surgery may cause cancer or spread it, seeking treatment from spiritual healers and home remedies,   eating healthily may mean that an individual has to leave certain foods that are part of the cultural heritage, and fearing the use of opioids to manage pain in fear that they may cause addition. Cultural theories or models are key in supporting culturally competent health promotion (Giger & Haddad, 2020). One of the most relevant theories is the Purnell model. This model is critical in understanding different cultural attributes giving the nurses a powerful tool for viewing patient attributes with their culture as the background. The reason why this theory is relevant is that it has a domain that deals specifically with culture and heritage. The implication is that a nurse can use the model to fully understand the predominant cultural practices hence tailor health promotion activities for better outcomes.

Conclusions

In conclusion, ethnic and racial minorities in the USA experience health disparities that should be addressed. African-Americans as a racial minority have been explored in this write-up with several aspects explored. Their current health status and barriers to health, among other things, have been discussed.

NRS 429 Topic 4 Health Promotion in Minority Populations Assignment

Assessment Description

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 in the NRS 429 Topic 4 Health Promotion in Minority Populations Assignment:

  1. NRS 429 Topic 4 Health Promotion in Minority Populations Assignment
  2. What are the health disparities that exist for this group? What are the nutritional challenges for this group?
  3. Discuss the barriers to health for this group resulting from culture, socioeconomics, education, and sociopolitical factors.
  4. What health promotion activities are often practiced by this group?
  5. 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.
  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 NRS 429 Topic 4 Health Promotion in Minority Populations Assignment  according to the guidelines found in the APA Style Guide, located in the Student Success Center.

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. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

A Sample Answer 2 For the Assignment:  NRS 429 Topic 4 Health Promotion in Minority Populations Assignment

Title: NRS 429 Topic 4 Health Promotion in Minority Populations Assignment

A nurse can use many methods to gather cultural information from patients of minority groups. Minority group is a group of individuals who, are excluded from others in the same society.1 According to the US Census Bureau, thirty-seven percent of the American citizens belong to the ethnical minority group. A nurse must be extremely cautious and sensitive when gathering the cultural information and must be based on eliminating health disparities among these patients (Henderson et al., 2018).

Cultural competence is a process that involves the combination of knowledge, attitudes, and skills that enhance the cross-cultural communication and nurture meaningful, respectful interaction with the patients. As the population of the minority groups such as African Americans, Asian Americans, Hispanics is increasing, a nurse must be aware of the needs, differences related to these cultures. The cultural competence model can help the nurse to understand the minority patients (Sharifi et al., 2019).

A nurse can demonstrate cultural competence in healthcare by using language and terms patients understand. Respecting patients’ cultural and religious beliefs that conflict with treatment plans. Recruiting health professionals from underserved, diverse, and LGBTQ+ communities. They can also do it by not judging or disregarding a patient’s belief and religious background, but encouraging them to do what works best for them. Empathizing with the patient at all times. Valuing the individual and applauding strengths and individuality (Sharifi et al., 2019).

NRS 429 Topic 4 Health Promotion in Minority Populations Assignment Resources

 
 

CDC – Minority Health

Explore the resources available on the Minority Health page of the Centers for Disease Control and Prevention (CDC) website. These materi

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CDC – Racial and Ethnic Approaches to Community Health (REACH)

Explore the resources available on the Racial and Ethnic Approaches to Community Health (REACH) page of the Centers for Disease Control a

… 

 

 

SAMHSA – Racial and Ethnic Minority Populations

Explore the resources available on the Racial and Ethnic Minority Populations page of the Substance Abuse and Mental Health Services Admi

… 

 

 

US Department of Health and Human Services

Explore the resources available on the Minority Health page of the U.S. Department of Health and Human Services website. These materials

… 

 

 

Healthy People 2030

Explore the Healthy People 2030 website.

 

 

Health Promotion: Health and Wellness Across the Continuum

Read Chapter 3 in Health Promotion: Health and Wellness Across the Continuum.

 
NRS 429 Topic 4 Health Promotion in Minority Populations Assignment

Health Promotion in Minority Populations – Rubric

Identification and Description of Selected Minority Group

Criteria Description

Identification and Description of Selected Minority Group

5. Excellent

20 points

A detailed description of ethnic minority group is partially presented. Health status for this group is thoroughly discussed. Explanation of how race and ethnicity influence health for this group is clearly presented. A well-developed comparison for how the ethnic minority group compares to the national average is presented.

4. Good

17.8 points

Description of ethnic minority group is partially presented. Health status for this group is discussed. Explanation of how race and ethnicity influence health for this group is presented. A comparison for how the ethnic minority group compares to the national average is presented.

3. Satisfactory

15.8 points

Summary of ethnic minority group is partially presented. Health status for this group is generally discussed. Explanation of how race and ethnicity influence health this group is generally presented. It is unclear how the health status of this ethnic minority group compares to the national average. A general comparison for how the ethnic minority group compares to the national average is presented.

2. Less than Satisfactory

15 points

Description of ethnic minority group is partially presented. Health status for this group is vague. It is unclear how race and ethnicity influence health for this group.

1. Unsatisfactory

0 points

Description and health status for ethnic minority group is not presented.

Health Disparities and Nutritional Challenges for Minority Group

Criteria Description

Health Disparities and Nutritional Challenges for Minority Group

5. Excellent

30 points

A thorough discussion of the health disparities and nutritional challenges for this group is clearly presented. All relevant findings related to the ethnic minority group have been included. A well-developed comparison for how the ethnic minority group compares to the national average is presented.

4. Good

26.7 points

A discussion of the health disparities and nutritional challenges for this group is presented. The significant findings related to the ethnic minority group have been included. A comparison for how the ethnic minority group compares to the national average is presented. Some detail is needed for clarity.

3. Satisfactory

23.7 points

A discussion of the health disparities and nutritional challenges for this group is generally presented. Most significant findings related to the ethnic minority group have been included. A general comparison for how the ethnic minority group compares to the national average is presented. Some support is needed to support statements.

2. Less than Satisfactory

22.5 points

A summary of the health disparities and nutritional challenges for this group is presented. Significant details have been omitted. Summary lacks evidence to support statements.

1. Unsatisfactory

0 points

Health disparities and nutritional challenges for this group are not presented.

Barriers to Health for Minority Group

Criteria Description

Barriers to Health for Minority Group

5. Excellent

30 points

Barriers to health for this ethnic minority group resulting from culture, socioeconomics, education, and sociopolitical factors are thoroughly discussed. A well-developed comparison for how the ethnic minority group compares to the national average is presented. Compelling and accurate evidence is provided to support statements.

4. Good

26.7 points

Barriers to health for this ethnic minority group resulting from culture, socioeconomics, education, and sociopolitical factors are discussed. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements.

3. Satisfactory

23.7 points

Barriers to health for ethnic minority group are summarized. The summary includes barriers resulting from culture, socioeconomics, education, and sociopolitical factors. There are some inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements.

2. Less than Satisfactory

22.5 points

Barriers to health for ethnic minority group are partially presented. The summary is not consistent with the assignment criteria. There are significant inaccuracies. Summary lacks evidence to support statements.

1. Unsatisfactory

0 points

Barriers to health for ethnic minority group are not presented.

Health Promotion Activities Practiced by Minority Group

Criteria Description

Health Promotion Activities Practiced by Minority Group

5. Excellent

20 points

Health promotion activities practiced by minority groups are accurately identified and described in detail. A well-developed comparison for how the ethnic minority group compares to the national average is presented. Compelling and accurate evidence is provided to support statements.

4. Good

17.8 points

Health promotion activities practiced by minority groups are described. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements.

3. Satisfactory

15.8 points

Health promotion activities practiced by minority groups are generally described. There are minor inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements.

2. Less than Satisfactory

15 points

Health promotion activities practiced by minority groups are partially summarized. There are significant inaccuracies. Summary lacks evidence to support statements.

1. Unsatisfactory

0 points

Health promotion activities practiced by minority groups are not presented.

Three Levels of Health Promotion Prevention

Criteria Description

Three Levels of Health Promotion Prevention

5. Excellent

30 points

A care plan, with at least one approach using the three levels of health promotion prevention, is thoroughly described. A well-supported explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. The discussion demonstrates a clear understanding of the three levels of health promotion prevention and their application to a unique group.

4. Good

26.7 points

A care plan, with at least one approach using the three levels of health promotion prevention, is described. An explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Minor support or rationale is needed.

3. Satisfactory

23.7 points

A care plan, with at least one approach using the three levels of health promotion prevention, is summarized. A general explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Some support or rationale is needed.

2. Less than Satisfactory

22.5 points

A care plan, with at least one approach using the three levels of health promotion prevention, is partially presented. It is unclear how this plan meets the unique needs of the ethnic minority group selected. There are inaccuracies.

1. Unsatisfactory

0 points

A care plan, with at least one approach using the three levels of health promotion prevention, is not presented.

Cultural Competent Health Promotion for Ethnic Minority Population

Criteria Description

Cultural Competent Health Promotion for Ethnic Minority Population

5. Excellent

30 points

Cultural beliefs and practices to be considered are thoroughly discussed. A relevant cultural theory or model is proposed. Overall, the content strongly supports a culturally competent health promotion for this population. Strong evidence and rational are provided for support. The discussion demonstrates aptitude for understanding cultural competence and developing culturally competent health promotions.

4. Good

26.7 points

Cultural beliefs and practices to be considered are discussed. A relevant cultural theory or model is proposed. Overall, the content generally supports a culturally competent health promotion for this population. Some evidence or rationale is needed.

3. Satisfactory

23.7 points

Cultural beliefs and practices to be considered are summarized. A relevant cultural theory or model is proposed. Overall, the content generally supports a culturally competent health promotion for this population. There are some inaccuracies. More evidence or rationale is needed.

2. Less than Satisfactory

22.5 points

Cultural beliefs and practices to be considered are presented but are incomplete or inaccurate. The cultural theory or model proposed is partially presented; or, the model is not relevant. Overall, the content does not support a culturally competent health promotion for this population. There are significant inaccuracies.

1. Unsatisfactory

0 points

Cultural beliefs, practices, and relevant cultural theory significant to supporting a culturally competent health promotion for this population are not presented.

Thesis, Position, or Purpose

Criteria Description

Communicates reason for writing and demonstrates awareness of audience.

5. Excellent

10 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

4. Good

8.9 points

The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

3. Satisfactory

7.9 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

2. Less than Satisfactory

7.5 points

The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

1. Unsatisfactory

0 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

Development, Structure, and Conclusion

Criteria Description

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

5. Excellent

10 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

4. Good

8.9 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

3. Satisfactory

7.9 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

2. Less than Satisfactory

7.5 points

Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

1. Unsatisfactory

0 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

Evidence

Criteria Description

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

5. Excellent

10 points

Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

4. Good

8.9 points

Relevant evidence that includes other perspectives is used.

3. Satisfactory

7.9 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

2. Less than Satisfactory

7.5 points

Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

1. Unsatisfactory

0 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

Mechanics of Writing

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

5. Excellent

4 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

4. Good

3.56 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

3. Satisfactory

3.16 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

2. Less than Satisfactory

3 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

1. Unsatisfactory

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

Format/Documentation

Criteria Description

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

5. Excellent

6 points

No errors in formatting or documentation are present.

4. Good

5.34 points

Appropriate format and documentation are used with only minor errors.

3. Satisfactory

4.74 points

Appropriate format and documentation are used, although there are some obvious errors.

2. Less than Satisfactory

4.5 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

1. Unsatisfactory

0 points

Appropriate format is not used. No documentation of sources is provided.

Topic 4 DQ 1

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.

A Sample Answer 3 For the Assignment:  NRS 429 Topic 4 Health Promotion in Minority Populations Assignment

Title: NRS 429 Topic 4 Health Promotion in Minority Populations Assignment

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.

Our populace has become assorted with a wide range of societies. As medical caretakers, we must get this and what this can mean for how we assemble data and instruct. To teach patients viably and enable them to advance their well-being, the medical caretaker should ultimately draw in with them and become accustomed to their particular necessities (Falkner, 2018). Medical caretakers are frequently the main contact line with a patient, and we should advocate for well-being fairness. Each little paying mind to race, religion, orientation, pay, sexual direction, or social conditions merits the fantastic chance to carry on with a long, sound life. Medical attendants can accomplish this by social occasion social data by knowing the inquiries to pose to decide the suitable requirements and intercessions of the populace being served. Madeleine Leininger’s way of life care hypothesis directs social ability, which guides social appraisal. A few instances of socially proper inquiries that medical caretakers can use to acquire socially delicate data are:

When do you look for treatment from others when you are sick?

How treat dread most with regards to your disorder or turning out to be sick?

What kinds of medicines are adequate for you?

How would you feel your sickness influences you in your day to day existence (Falkner, 2018)

This is the initial move towards social capability. Well-being convictions can vary by culture, and all essentially affect patients, generally speaking, well-being and what medicines and schooling they will acknowledge. It is additionally critical to survey the patients living climate and monetary status. The more well-being experts comprehend an individual/culture, the more touchy they will be to the particular requirements. Also, as the specific requirements are given consideration, the patient will acquire trust and be more adept at heeding the guidance of the medical services experts. This will prompt better constant reflection.

Social capability is only one part of giving incorporated medical care, which incorporates treating the patient in an all-encompassing way that tends to all their psychosocial and actual medical care needs (Falkner, 2018). Medical attendants are not relied upon to be specialists in each culture, yet to know about the distinctions and put their convictions and predisposition to the side to change the consideration likewise. Madeleine Leininger’s culture care hypothesis can assist medical attendants with perceiving the elements that impact a patient’s prosperity and help them utilize them to change the arrangement of care. The more a medical attendant comprehends the patient’s way of life, the more all-encompassing they can be in care conveyance.

Brian Neese sums up it well in this illustration:1 Cultural mindfulness includes self-assessment of inside and out an investigation of one’s social and expert foundation. This part starts with a knowledge of one’s social, medical services convictions and qualities. A social mindfulness appraisal apparatus can be utilized to survey an individual’s degree of social mindfulness.

Cultural information includes looking for and acquiring a database on various social and ethnic gatherings. This part is extended by getting to data presented through sources, for example, diary articles, classes, reading material, web assets, studio introductions, and college courses. Cultural expertise includes the medical attendant’s capacity to gather important social information concerning the patient’s introducing issue and precisely play out a socially explicit appraisal. The Giger and Davidhizar model deal with evaluating patients’ social, racial, and ethnic contrasts. Cultural experience is characterized as the cycle that urges attendants to straightforwardly take part in multifaceted communications with patients from socially assorted foundations. Attendants increment social capability by straightforwardly collaborating with patients from various social foundations. This is a continuous cycle; creating social skills can’t be dominated. Cultural desire alludes to the inspiration to be socially mindful and look for social experiences. This part includes the eagerness to be available to other people, acknowledge and regard social contrasts, and gain from others.

References;

Falkner, A. (n.d.). Cultural Awareness. Retrieved from Health Promotion: Health & Wellness Across the Continuum: https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/3

Neese, B. (2016, July 22). A Guide to Culturally Competent Nursing Care. Retrieved 2018, from https://online.alvernia.edu/culturally-competent-nursing-care/

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to.

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

A Sample Answer 4 For the Assignment:  NRS 429 Topic 4 Health Promotion in Minority Populations Assignment

Title: NRS 429 Topic 4 Health Promotion in Minority Populations Assignment

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

The U.S. is a land of diverse cultural backgrounds and heritage with many different types of people based on their racial composition, beliefs, social statuses and views. The minority races are projected to become the majority in the next twenty years based on figures from federal agencies. As such, the increased diversity implies that healthcare providers and organizations must develop strategies focused on health promotion to reduce the overall healthcare cost in the country (Velasco-Mondragon et al., 2017). The diverse minorities have different cultural perspectives that affect accessibility, affordability, and quality of care provided. Therefore, health promotion can help minority populations lower cost of care and increase accessibility. As such, the paper compares and contrasts the health status of the Hispanic American population to the national average by looking at different components that define health and related services.

Description of the Ethnic Minority & Current Health Status

The Hispanic population comprises of individuals that have ancestry or origin in Cuba, Mexico, South and Central America, Puerto Rico and other Spanish cultures and background. The Census Bureau estimates that there are close to 60 million Hispanic or Latino people in the country. Imperatively, Hispanic is the largest racial minority group in the country as it constitutes about 19% of the general population. Again, it is projected that by 2060, Hispanics living in the U.S. will account for about 28.6% of the total population (Census Bureau, 2019). The Latino population is concentrated in ten states with most of them having over one million people of this minority group. These ten states include California, Arizona, New Mexico, Colorado, Georgia, Florida, Illinois, Texas, New Jersey and New York. Hispanics have a rich cultural background in food and value family life and are fluent Spanish speakers (HHS, 2020). Their cultural practices are heavily influenced by the Spanish culture.

Health Status

The health status of this population can be evaluated through different aspects that include uptake of medical or health insurance, access to health services and prevalence of lifestyle conditions among other socioeconomic determinants of health. Hispanics have limited insurance coverage compared to the general population. Hispanics constitute the highest number of uninsured individuals in the country. Figures from the Census Bureau show that in 2017, only 49% of Latino Americans had private insurance compared to the white Americans where close to 75% had medical covers. The Bureau also shows that more Hispanics depend on public health coverage than their non-Hispanic white counterparts (Census Bureau, 2019). About 17.8% of Hispanics did not have health insurance compared to about 6% of the non-Hispanic whites. These figures show that a majority of Hispanics struggle to access health services, especially preventive care.

Studies show that Hispanics are likely to suffer from, and die of, lifestyle conditions like diabetes and heart diseases as well as cancer compared to the general population (Velasco-Mondragon, 2017; Suarez-Balcazar et al., 2018).  The health of Latino Americans is impacted by different factors that include limited or lack of access to preventive care services, language barrier, and cultural issues. As indicated, a majority of this population do not have health insurance coverage. The Centers for Diseases Control and Prevention (CDC) asserts that Hispanics are susceptible to diabetes due to cultural factors (CDC, 2020). They are also susceptible to stroke, asthma, obesity, liver disease, and suicide as well as HIV/AIDS. These factors lead to increased health disparities between the Hispanic population and the general population.

Health Disparities and Nutritional Challenges of the Hispanic Ethnic Group

Health disparities are the variations and variables that contribute to inequalities or unequal distribution of healthcare resources among various demographics and population. Disparities also include preventable differences in disease burden, injury and violence or chances to attain optimal health which disadvantaged groups encounter. Specifically, disparities are associated with socioeconomic and environmental conditions of certain populations, especially among groups in racial and ethnic minorities. The Hispanic population faces income disparities leading to high rates of uninsured individuals compared to the general population (Suarez-Balcazar et al., 2018). Hispanics have increased health risk because of limited access to health care services and are 35% more likely to have heart diseases, 50% more likely to have diabetes, and 49% likely to suffer from cancer than the non-Hispanic white counterparts. The Hispanics are 23% more likely to have obesity and 23% less likely to go for colorectal cancer screening (Velasco-Mondragon et al., 2016). These statistics imply that the Hispanic population faces nutritional challenges. The nutritional challenge that exposes the population to a host of lifestyle conditions include having a diet with less recommended amounts of vegetable, whole grains and fruits and high amounts of sodium, sugar and saturated fats way beyond the recommended amounts.

Barriers to Health for Hispanic Population

Hispanic population faces significant barriers to health stemming from culture, socioeconomics, education and sociopolitical aspects. Hispanics are more unlikely to afford the cost of care and access healthcare services due to cultural issues like language barrier. Nurses can only offer effective care if a patient understand the language used by these healthcare providers. For instance, a good number of Hispanics do not understand English and many do not complete their high school education. Hispanic cultural beliefs are diverse as each group among this racial diversity has different cultural cues that nurses and other healthcare providers must understand.

Socioeconomic barriers among the Hispanics entail poor living conditions, low income and high poverty levels than the national average. For instance, one in every four Hispanics does not have a high school certificate (Velasco-Mondragon et al, 2016). The unhealthy lifestyles of the Hispanics increase the risk for developing chronic conditions. Low educational attainment means that an individual cannot be employed in a better workplace environment. Besides not being insured, they face barriers that impact their ability to access better health care services as they cannot afford to pay hospital bills out of pocket.

The sociopolitical factors affecting Hispanics entail changing immigration laws. Recent suggestions by the Trump administration to deport millions of illegal Hispanic migrants may have made many to fear accessing health care services or taking medical insurance (Velasco-Mondragon et al., 2016). The hundreds of undocumented Hispanics in the country increases barriers to better healthcare access as they have to give false information which makes it difficult for health care providers to monitor them closely. The Hispanics fail to return for reviews, making it difficult to provide effective services to them.

Health Promotion Activities Practiced by Hispanics

Health promotion activities are essential in preventing disease conditions in populations. Improving access to affordable services is critical to this population that does not seem to practice effective health promotion activities. Health promotion among the Hispanic should focus on reducing the high disease risk that include hypertension, obesity, and diabetes. Among the activities the population practices to promote health is creation of awareness about the effects of lifestyle conditions like diabetes and obesity. The population also focuses on movement strategy that aims at promotion of physical activity among the people (Avilés-Santa et al., 2017). These health promotions demonstrate the need for the population to increase the drive for more individuals to get medical insurance coverage.

Approach in Health Promotion

An effective health promotion model would be a focus on family and educating members about the need to prevent diabetes and obesity. The nurse should include the patient’s entire family into the plan of care. Diabetes is prevalent in the Hispanic culture and the primary level would entail giving basic information to patients on diet and blood sugar control. The nurse should provide an explanation to the patient about a healthy diet, especially one with low sodium, low sugar and low levels of saturated fats. The provider can teach the family how to check for blood sugar levels to ensure that it is at the normal rate. A secondary level model would entail teaching Hispanics with diabetes how and where to be screened for the condition. The healthcare provider should discuss the symptoms and signs of the condition (Avilés-Santa et al., 2017). At the tertiary level, the patients should be taught that untreated hypo and hyperglycemia leads to increased complications and possible hospitalization. The provider should ensure that patients understand the working of their medications to maintain their blood sugars to the appropriate range.

Conclusion

Health promotion is essential, especially among minority populations that experience increased health disparities and barriers. As demonstrated, health care providers and organizations in the country should ensure that they have cultural competencies to develop effective strategic models to promote quality care outcomes among the minority populations.

References

Avilés-Santa, M. L., Heintzman, J., Lindberg, N. M., Guerrero-Preston, R., Ramos, K., Abraído-

Lanza, A. L., … & Papanicolaou, G. (2017, October). Personalized medicine and Hispanic health: improving health outcomes and reducing health disparities–a National Heart, Lung, and Blood Institute workshop report. Biomedical Central, 11(11): 1-12. doi: 10.1186/s12919-017-0079-4

Centers for Diseases Control and Prevention (CDC) (2020). Health of Hispanic or Latino

Population. Retrieved on December 4, 2020 from https://www.cdc.gov/nchs/fastats/hispanic-health.htm

Health and Human Services (HHS) (2020). Profile: Hispanic/Latino Americans. Retrieved on

December 4, 2020 from https://minorityhealth.hhs.gov/omh/browse.aspx?lvl=3&lvlid=64

Suarez-Balcazar, Y., Mirza, M. P., & Garcia-Ramirez, M. (2018). Health disparities:

Understanding and promoting healthy communities. Journal of Prevention & Intervention in the Community, 46(1): 1-6. https://doi.org/10.1080/10852352.2018.1386761

Velasco-Mondragon, E., Jimenez, A., Palladino-Davis, A. G. Davis, D. & Escamilla-Cejudo, J.

  1. (2016). Hispanic health in the USA: a scoping review of the literature. Public Health Reviews, 37(31). https://doi.org/10.1186/s40985-016-0043-2

U.S. Census Bureau (2019 August 20). Hispanic Heritage Month 2019. Retrieved on December

4, 2020 from https://www.census.gov/newsroom/facts-for-features/2019/hispanic-heritage-month.html

Sincerely,

Rubric Criteria

Total 200 points

Criterion

1. Unsatisfactory

2. Less than Satisfactory

3. Satisfactory

4. Good

5. Excellent

Health Disparities and Nutritional Challenges for Minority Group

Health Disparities and Nutritional Challenges for Minority Group

0 points

Health disparities and nutritional challenges for this group are not presented.

22.5 points

A summary of the health disparities and nutritional challenges for this group is presented. Significant details have been omitted. Summary lacks evidence to support statements.

23.7 points

A discussion of the health disparities and nutritional challenges for this group is generally presented. Most significant findings related to the ethnic minority group have been included. A general comparison for how the ethnic minority group compares to the national average is presented. Some support is needed to support statements.

26.7 points

A discussion of the health disparities and nutritional challenges for this group is presented. The significant findings related to the ethnic minority group have been included. A comparison for how the ethnic minority group compares to the national average is presented. Some detail is needed for clarity.

30 points

A thorough discussion of the health disparities and nutritional challenges for this group is clearly presented. All relevant findings related to the ethnic minority group have been included. A well-developed comparison for how the ethnic minority group compares to the national average is presented.

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

3 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

3.16 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

3.56 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

4 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Health Promotion Activities Practiced by Minority Group

Health Promotion Activities Practiced by Minority Group

0 points

Health promotion activities practiced by minority groups are not presented.

15 points

Health promotion activities practiced by minority groups are partially summarized. There are significant inaccuracies. Summary lacks evidence to support statements.

15.8 points

Health promotion activities practiced by minority groups are generally described. There are minor inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements.

17.8 points

Health promotion activities practiced by minority groups are described. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements.

20 points

Health promotion activities practiced by minority groups are accurately identified and described in detail. A well-developed comparison for how the ethnic minority group compares to the national average is presented. Compelling and accurate evidence is provided to support statements.

Thesis, Position, or Purpose

Communicates reason for writing and demonstrates awareness of audience.

0 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

7.5 points

The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

7.9 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

8.9 points

The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

10 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

Three Levels of Health Promotion Prevention

Three Levels of Health Promotion Prevention

0 points

A care plan, with at least one approach using the three levels of health promotion prevention, is not presented.

22.5 points

A care plan, with at least one approach using the three levels of health promotion prevention, is partially presented. It is unclear how this plan meets the unique needs of the ethnic minority group selected. There are inaccuracies.

23.7 points

A care plan, with at least one approach using the three levels of health promotion prevention, is summarized. A general explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Some support or rationale is needed.

26.7 points

A care plan, with at least one approach using the three levels of health promotion prevention, is described. An explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. Minor support or rationale is needed.

30 points

A care plan, with at least one approach using the three levels of health promotion prevention, is thoroughly described. A well-supported explanation of how this plan meets the unique needs of the ethnic minority group selected, and why it is the most effective choice, is presented. The discussion demonstrates a clear understanding of the three levels of health promotion prevention and their application to a unique group.

Barriers to Health for Minority Group

Barriers to Health for Minority Group

0 points

Barriers to health for ethnic minority group are not presented.

22.5 points

Barriers to health for ethnic minority group are partially presented. The summary is not consistent with the assignment criteria. There are significant inaccuracies. Summary lacks evidence to support statements.

23.7 points

Barriers to health for ethnic minority group are summarized. The summary includes barriers resulting from culture, socioeconomics, education, and sociopolitical factors. There are some inaccuracies. A general comparison for how the ethnic minority group compares to the national average is presented. Some evidence is needed to support statements.

26.7 points

Barriers to health for this ethnic minority group resulting from culture, socioeconomics, education, and sociopolitical factors are discussed. A comparison for how the ethnic minority group compares to the national average is presented. Minor evidence is needed to support statements.

30 points

Barriers to health for this ethnic minority group resulting from culture, socioeconomics, education, and sociopolitical factors are thoroughly discussed. A well-developed comparison for how the ethnic minority group compares to the national average is presented. Compelling and accurate evidence is provided to support statements.

Evidence

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

0 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

7.5 points

Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

7.9 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

8.9 points

Relevant evidence that includes other perspectives is used.

10 points

Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

Identification and Description of Selected Minority Group

Identification and Description of Selected Minority Group

0 points

Description and health status for ethnic minority group is not presented.

15 points

Description of ethnic minority group is partially presented. Health status for this group is vague. It is unclear how race and ethnicity influence health for this group.

15.8 points

Summary of ethnic minority group is partially presented. Health status for this group is generally discussed. Explanation of how race and ethnicity influence health this group is generally presented. It is unclear how the health status of this ethnic minority group compares to the national average. A general comparison for how the ethnic minority group compares to the national average is presented.

17.8 points

Description of ethnic minority group is partially presented. Health status for this group is discussed. Explanation of how race and ethnicity influence health for this group is presented. A comparison for how the ethnic minority group compares to the national average is presented.

20 points

A detailed description of ethnic minority group is partially presented. Health status for this group is thoroughly discussed. Explanation of how race and ethnicity influence health for this group is clearly presented. A well-developed comparison for how the ethnic minority group compares to the national average is presented.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

0 points

Appropriate format is not used. No documentation of sources is provided.

4.5 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

4.74 points

Appropriate format and documentation are used, although there are some obvious errors.

5.34 points

Appropriate format and documentation are used with only minor errors.

6 points

No errors in formatting or documentation are present.

Development, Structure, and Conclusion

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

0 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

7.5 points

Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

7.9 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

8.9 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

10 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

Cultural Competent Health Promotion for Ethnic Minority Population

Cultural Competent Health Promotion for Ethnic Minority Population

0 points

Cultural beliefs, practices, and relevant cultural theory significant to supporting a culturally competent health promotion for this population are not presented.

22.5 points

Cultural beliefs and practices to be considered are presented but are incomplete or inaccurate. The cultural theory or model proposed is partially presented; or, the model is not relevant. Overall, the content does not support a culturally competent health promotion for this population. There are significant inaccuracies.

23.7 points

Cultural beliefs and practices to be considered are summarized. A relevant cultural theory or model is proposed. Overall, the content generally supports a culturally competent health promotion for this population. There are some inaccuracies. More evidence or rationale is needed.

26.7 points

Cultural beliefs and practices to be considered are discussed. A relevant cultural theory or model is proposed. Overall, the content generally supports a culturally competent health promotion for this population. Some evidence or rationale is needed.

30 points

Cultural beliefs and practices to be considered are thoroughly discussed. A relevant cultural theory or model is proposed. Overall, the content strongly supports a culturally competent health promotion for this population. Strong evidence and rational are provided for support. The discussion demonstrates aptitude for understanding cultural competence and developing culturally competent health promotions.

Cultural competence is an essential key in patient care and health promotion. According to Cultural Competence in Nursing – What Is It (2022), a nurse can use the methods of straight forward communication using questionnaires and assessment to find out what the patients family dynamics and living situation is. Involving the patients social determinants to determine the resources that will need to be established for a plan of care can lead to appropriate and effective patient outcomes.

In having cultural competence as a nurse, it means we have took the time to stop and build that relationship with the patient with effective communication to have better patient care (Cultural Competence in Nursing – What It It?, 2022). Patient is able to also receive true mutual respect from the nurse and staff when they know that their values and beliefs are also being included in their plan of care. Meeting patient needs provides high quality care and leads to better patient outcomes as well.

A nurse can demonstrate they have cultural competence by never assuming a patients values or beliefs (Cultural Competence in Nursing – What It It?, 2022). Asking patients open ended questions for them to elaborate on will assist in getting more of the patients background and what could possibly be some social determinants the patient is dealing with that determine their health wellbeing (Falkner et al., 2022). Other ways a nurse can demonstrate competence is by asking if the patient has used at home remedies, there are certain cultures who use traditional and nontraditional self healing systems that can do more harm than good on a patient when when trying to use western medicine (Falkner et al., 2022).

references

Cultural Competence In Nursing – What It It? (2022, May 20). Nursing CE Central. https://nursingcecentral.com/cultural-competence-in-nursing/

Falkner, A., Green, S. Z., & Whitney, S. (2022). Health Promotion: Health & Wellness Across the Continuum. (Second Edition). Grand Canyon University. https://bibliu.com/app/#/view/books/100000000058

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