NURS 6512 DIVERSITY AND HEALTH ASSESSMENTS AND PEER RESPONSES
NURS 6512 DIVERSITY AND HEALTH ASSESSMENTS AND PEER RESPONSES
NURS 6512 DIVERSITY AND HEALTH ASSESSMENTS AND PEER RESPONSES
Diversity and Health Assessments
Caring for patients from diverse backgrounds can be challenging for nurses and other healthcare providers. Patients have unique values, beliefs, and needs that should be considered in the decision-making processes. Nurses and other healthcare providers should be competent in implementing patient-centered interventions that optimize outcomes. Therefore, the purpose of this research paper is to explore the factors associated with the assigned patient, sensitive issues to focus on when interacting with the patient, and targeted questions to build his health history.
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Socioeconomic, Spiritual, Lifestyle, and Other Cultural Factors Associated With The Patient
The assigned case study is case study 2. The case study is about Shawn Billings, a 28-year-old African American patient who has come to the clinic with complaints of migraine. Several factors are associated with Shawn’s health. One of them is socioeconomic status. Socioeconomic status influences the access to and affordability of the needed care services. People from ethnic minority backgrounds such as African Americans often experience challenges in accessing the care they need because of their socioeconomic status (Buse et al., 2021). This also applies to Shawn since his socioeconomic status, including income and employment status may affect his access to the care he needs for his health problem.
Lifestyle factors also affect Shawn’s health. Factors such as stress, alcohol abuse, altered sleep patterns, use of specific medications such as nitroglycerin, and food additives predispose patients to migraine headaches. Information on Shawn’s lifestyle should be obtained to guide the determination of his risk factors for developing migraine (Hammond et al., 2019). Culture also influences Shawn’s health. Evidence has consistently shown the existence of ethnic disparities in pain management for different conditions, including migraine headache. For example, African Americans have been found to be least likely to utilize healthcare services for migraine headache as compared to Caucasians. In addition, African Americans tend to have less trust in the medical care providers and less positive towards the appropriateness of the care given(Fuensalida-Novo et al., 2020; Langenbahn et al., 2021). Lack of trust towards the healthcare services and providers could explain Shawn’s agitation during the visit to the clinic for his migraine.
I would need to be sensitive on some issues when interacting with Shawn. One of them is current or any history of substance use and abuse. The use and abuse of substances such as alcohol is a risk factor for migraine headaches. Obtaining such information in the presence of Shawn’s father may result in the violation of his right to privacy and confidentiality. The other sensitive information is Shawn’s sexual life. Migraine headache is associated with risk factors such as intense sexual activity. Seeking such information can be uncomfortable to the patient in his father’s presence. The nurse should provide environment that assures privacy and confidentiality before seeking this information.
Targeted Questions
Targeted questions will guide in the development of the client’s accurate diagnosis of his health problem. The targeted questions that I would ask include the following:
- What factors precipitate the development of migraine headache?
- Do you currently use or have any history of drug use and abuse?
- What factors relieve the migraine headaches?
- What has been your experience with healthcare providers and healthcare services?
- Do you experience any challenges in accessing the healthcare services that you need?
Conclusion
Socioeconomic, lifestyle, and cultural factors influence Shawn’s health. The nurse should explore the effect of these factors in developing the client’s care plan. I will be sensitive in seeking some information from the patient. Targeted questions should be asked to build the patient’s health history to understand his health risks.
References
Buse, D. C., Armand, C. E., Charleston IV, L., Reed, M. L., Fanning, K. M., Adams, A. M., & Lipton, R. B. (2021). Barriers to care in episodic and chronic migraine: Results from the Chronic Migraine Epidemiology and Outcomes Study. Headache: The Journal of Head and Face Pain, 61(4), 628–641. https://doi.org/10.1111/head.14103
Fuensalida-Novo, S., Jiménez-Antona, C., Benito-González, E., Cigarán-Méndez, M., Parás-Bravo, P., & Fernández-De-Las-Peñas, C. (2020). Current perspectives on sex differences in tension-type headache. Expert Review of Neurotherapeutics, 20(7), 659–666. https://doi.org/10.1080/14737175.2020.1780121
Hammond, N. G., Orr, S. L., & Colman, I. (2019). Early Life Stress in Adolescent Migraine and the Mediational Influence of Symptoms of Depression and Anxiety in a Canadian Cohort. Headache: The Journal of Head and Face Pain, 59(10), 1687–1699. https://doi.org/10.1111/head.13644
Langenbahn, D., Matsuzawa, Y., Lee, Y. S. C., Fraser, F., Penzien, D. B., Simon, N. M., Lipton, R. B., & Minen, M. T. (2021). Underuse of Behavioral Treatments for Headache: A Narrative Review Examining Societal and Cultural Factors. Journal of General Internal Medicine, 36(10), 3103–3112. https://doi.org/10.1007/s11606-020-06539-x
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DIVERSITY AND HEALTH ASSESSMENTS
May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012).
Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the healthcare field: different populations, cultures, and groups have diverse beliefs and practices that impact their health. Nurses and healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.
In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds. Your Instructor will assign a case study to you for this Discussion.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
LEARNING RESOURCES
Required Readings
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 2, “Cultural Competency”
This chapter highlights the importance of cultural awareness when conducting health assessments. The authors explore the impact of culture on health beliefs and practices.
Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.
Chapter 2, “Evidenced-Based Clinical Practice Guidelines”
Centers for Disease Control and Prevention. (2020, October 21). Cultural competence in health and human servicesLinks to an external site.. Retrieved from https://npin.cdc.gov/pages/cultural-competence
This website discusses cultural competence as defined by the Centers for Disease Control and Prevention (CDC). Understanding the difference between cultural competence, awareness, and sensitivity can be obtained on this website.
United States Department of Human & Health Services. Office of Minority Health. (n.d.). A physician’s practical guide to culturally competent careLinks to an external site.. Retrieved June 10, 2019, from https://cccm.thinkculturalhealth.hhs.gov/
From the Office of Minority Health, this website offers CME and CEU credit and equips healthcare professionals with awareness, knowledge, and skills to better treat the increasingly diverse U.S. population they serve.
Coleman, D. E. (2019). Evidence based nursing practice: The challenges of health care and cultural diversityLinks to an external site.. Journal of Hospital Librarianship, 19(4), 330–338. https://doi.org/10.1080/15323269.2019.1661734
Young, S., & Guo, K. L. (2016). Cultural diversity trainingLinks to an external site.. The Health Care Manager, 35(2), 94–102. https://doi.org/10.1097/hcm.0000000000000100
Required Media
Module 2 Introduction
Dr. Tara Harris reviews the overall expectations for Module 2. Consider how you will manage your time as you review your media and Learning Resources for your Discussion, Case Study Lab Assignment, and your DCE Assignment (3m).
Functional Assessments and Cultural and Diversity Awareness in Health Assessment – Week 2 (10m)
Walden University. (n.d.). Instructor feedbackLinks to an external site.. https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/1001/pulse_check/instructor_feedback/index.html#/
To prepare:
Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.
By Day 1 of this week, you will be assigned a case study by your Instructor. Note: Please see the “Course Announcements” section of the classroom for your case study assignment.
Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you.
Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information?
BY DAY 3 OF WEEK 2
Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!
Read a selection of your colleagues’ responses.
BY DAY 6 OF WEEK 2
Respond on or before Day 6 on 2 different days to at least two of your colleagues who were assigned a different patient than you. Critique your colleague’s targeted questions, and explain how the patient might interpret these questions. Explain whether any of the questions would apply to your patient, and why.
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NURS_6512_Week_2_Discussion_Rubric
NURS_6512_Week_2_Discussion_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeMain Posting
50 to >44.0 pts
Excellent
“Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
44 to >39.0 pts
Good
“Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
39 to >34.0 pts
Fair
“Responds to some of the Discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.
34 to >0 pts
Poor
“Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
50 pts
This criterion is linked to a Learning OutcomeMain Post: Timeliness
10 to >0.0 pts
Excellent
Posts main post by Day 3.
0 pts
Poor
Does not post main post by Day 3.
10 pts
This criterion is linked to a Learning OutcomeFirst Response
18 to >16.0 pts
Excellent
“Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.16 to >14.0 pts
Good
“Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Res
ponse is effectively written in standard, edited English.
14 to >12.0 pts
Fair
“Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
12 to >0 pts
Poor
“Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
18 pts
This criterion is linked to a Learning OutcomeSecond Response
17 to >15.0 pts
Excellent
“Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.
15 to >13.0 pts
Good
“Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.
13 to >11.0 pts
Fair
“Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
11 to >0 pts
Poor
“Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
17 pts
This criterion is linked to a Learning OutcomeParticipation
5 to >0.0 pts
Excellent
Meets requirements for participation by posting on three different days.
0 pts
Poor
Does not meet requirements for participation by posting on three different days.
5 pts
Total Points: 10
