HOMEWORK ASSIGNMENT:

Read the case story about how a Nurse Manager helps her staff become more culturally competent. 

http://support.mchtraining.net/national_ccce/case0/case.html

After reading the case story, click on the Learning Activities link on the left side. Complete Activities 1, 2, and 4. 

You may complete Activity 3 if you like, but it is not required.

In a paper: Reflect upon what you learned after completing the Learning Activities. Your comments should show thoughtful reflection about how you have  assessed your own personal development as you strive for cultural  competence. Consider the following questions: After reading about Christy’s situation, how have your thoughts about and/or expectations of other cultures changed, if at all? What changed, if anything? Describe how Christy can handle the situation better the next time she encounters a Romani patient. Identify at least one thing an organization can do to improve cultural competence. Assignment Expectations

Length: 3 pages (excluding the cover page and the reference list).

  

The patient is a 58-year woman diagnosed with Stage IIIB breast cancer which required a mastectomy, chemotherapy and radiation treatments. She has a variety of chronic illnesses, including hypertension, diabetes and asthma. She is knowledgeable about her health and sees the doctor regularly to stay healthy.

She is very devout Catholic and grew up in a strongly devout family. Her church family is very important to her. Her mother and siblings live out of state. All of her family prays regularly for her along with their church and friends.

The patient was very sick as a child requiring frequent hospitalizations. Although her parents were repeatedly told that the patient would soon die from pneumonia, she always pulled through. This caused her family to note her strong-willed nature as a child. Her family nick name was “the happy child” because she was known for her cheerful, optimistic nature despite her frequent illnesses.

She has been married for 36 years. Her husband is very supportive. She has 2 grown sons who live about 4 hours away. Neither son is married.  Her best friend is a local nursing instructor. The friend has taken her back and forth for most of her treatments because her husband cannot get time off. Her co-workers are very supportive and assisted with money and food during chemotherapy. She has been a teacher in the community for 20 years. Her former students created a face book page to keep up with her progress and regularly send her encouragement.

1. Describe the patient’s world view. 

2. Explain the concept of affiliated-individuation. 

3. Explain the concepts of self-care, self-care knowledge, self-care resources, and self-care action. 

a, self-care-

b. self-care knowledge –

c. self-care resources –

d. self-care action –

4. What is APAM in MRM theory? 

a. What does it mean? 

b. Describe her adaptation potential. .

c. What was the stressor?

d. What was the arousal response?

e. What happened with the arousal? 

5. Identify one way the nurse can role-model for this patient. 

6. Using the patient in the scenario, discuss at least one nursing intervention for each of the MRM Five Aims of Interventions.  

a. Build trust

b. Promote Positive Orientation

c. Promote Perceived Control

d. Affirm and Promote Positive Strengths

e. Set Mutual Health Promotion Goals

Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.

As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement. Professional Context

Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.

This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods. Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Analyze health risks and health care needs among distinct populations.      Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community. Competency 2: Propose health promotion strategies to improve the health of populations.      Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts. Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.      Explain how health and governmental policy affect disaster recovery efforts. Competency 4: Integrate principles of social justice in community health interventions.      Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services. Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.      Present a compelling case to community stakeholders to obtain their approval and support for a proposed disaster recovery plan.

Note: Complete the assessments in this course in the order in which they are presented. Preparation

When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.

In this assessment, you are a member of a community task force responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT, which you will present to city officials and the disaster relief team.

To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation.

In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Begin thinking about: Community needs. Resources, personnel, budget, and community makeup. People accountable for implementation of the disaster recovery plan. Healthy People 2020 goals. A timeline for the recovery effort.

You may also wish to: Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:      Mobilize collaborative partners. Assess community needs. Plan to lessen health disparities and improve access to services. Implement a plan to reach Healthy People 2020 objectives. Track community progress. Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.

Note: Remember that you can submit all, or a portion of, your draft recovery plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations. Instructions

Complete the following: Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community.      Assess community needs. Consider resources, personnel, budget, and community makeup. Identify the people accountable for implementation of the plan and describe their roles. Focus on specific Healthy People 2020 goals. Include a timeline for the recovery effort. Use the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:      Mobilize collaborative partners. Assess community needs. Plan to lessen health disparities and improve access to services. Implement a plan to reach Healthy People 2020 objectives. Track community progress. Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team. Presentation Format and Length

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

Be sure that your slide deck includes the following slides: Title slide.      Recovery plan title. Your name. Date. Course number and title. References (at the end of your presentation).

Your slide deck should consist of 8–10 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate.

The following resources will help you create and deliver an effective presentation: Record a Slide Show With Narration and Slide Timings.      This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online. Microsoft Office Software.      This Campus page includes tip sheets and tutorials for Microsoft PowerPoint. PowerPoint Presentations Library Guide.      This library guide provides links to PowerPoint and other presentation software resources. SoNHS Professional Presentation Guidelines [PPTX].      This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation. Supporting Evidence

Cite at least three credible sources from peer-reviewed journals or professional industry publications to support your plan. Graded Requirements

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point: Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.      Consider the interrelationships among these factors. Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.      Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community. Explain how health and governmental policy impact disaster recovery efforts.      Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA). Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.      Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community. Include evidence to support your strategies. Present a compelling case to community stakeholders to obtain their approval and support for the proposed disaster recovery plan.      Develop your presentation with a specific purpose and audience in mind. Adhere to scholarly and disciplinary writing standards and APA formatting requirements. Additional Requirements

Before submitting your assessment, proofread all elements to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

Comment using your own words but please provide at least one reference for each comment.

Do a half page for discussion #1 and another half page for discussion #2 for a total of one page.

Provide the comment for each discussion separate.

Minimum of 300 words with at least 2 peer review reference

  What are the effects of nutritional deficits on cellular functioning and tissue healing? Support your answer with current research that has been conducted within the last 3 years. What is the difference between physiological and pathological atrophy? Provide at least two clinical examples for each.