Week 2 – Assignment Health Care Relationships and Liability

Week 2 – Assignment Health Care Relationships and Liability

“Before an individual can bring a lawsuit to establish some form of liability against a health care provider, the individual must have established a relationship with that provider. Without this relationship, the parties to a lawsuit are basically strangers who have no obligation to each other that could serve as the basis for a malpractice lawsuit” (McWay, 2010, p.68). Week 2 – Assignment Health Care Relationships and Liability

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Using Fig. 4.1 from your course text, define and describe the health care relationships most common to legal action in the field of health care. Your analysis of these relationships should include:

1. Physician-Patient Relationships

a. How can this relationship be terminated?2. Hospital-Patient Relationships

a. What impact, if any, does the EMTALA have on this relationship?3. Hospital-Physician Relationships

a. What is the role of medical staff privileges in this relationship?4. Enrichment Activity

a. Construct a series of flowcharts (a minimum of three).  Each flowchart should illustrate a health care relationship, a type of lawsuit, and a defense that could be raised.  (“SmartArt” is a function of the most recent Microsoft Word versions that could be used to create flowcharts.  It is located under the “Insert” tab on the tool ribbon at the top of the page, within Word)

b. Compare the differences between the flowcharts, and determine whether any of the elements in your flowcharts can be interchanged with another element. Can health care reform improve the dynamics of these relationships? If so, how?

Your paper should be three- to four- pages in length (excluding title and reference pages) and utilize at least three to four scholarly sources, not including your course text.  All must be formatted according to APA guidelines as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment. Week 2 – Assignment Health Care Relationships and Liability

HCA 352 Legal & Ethical Aspects of Health Info Mgmt

HCA 352 Legal & Ethical Aspects of Health Info Mgmt

Description
Week 2 – Discussion 1

 

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.

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Health Records

Pretend you supervise the correspondence unit of the health information services department of a medical center. Today, you received a subpoena duces tectum from an attorney, demanding either the originals or copies of all health records concerning Mary Smith, who allegedly is or was a patient of the medical center. The subpoena lacks sufficient information for you to determine whether Mary Smith is or was a patient in your facility. The subpoena is not accompanied by a valid authorization to release information for Mary Smith, as required in your state. (Case Study, p. 62) HCA 352 Legal & Ethical Aspects of Health Info Mgmt

How should you respond to the subpoena? In addition to providing the legal rational for your response, describe the necessary information the subpoena should have included. Assuming Mary Smith was a patient at the facility, who has ownership over her health record – Mary Smith or the medical center?

Guided Response: Review several of your classmates’ posts. Provide a substantive response to at least two of your peers. Discuss with your classmates the issue of health record ownership. Should the record be owned solely by the patient, the provider, or the health plan? Which is most beneficial in the long term? HCA 352 Legal & Ethical Aspects of Health Info Mgmt

Southern New Hampshire University Personal Mission Statements and Short Term Goals Discussion

Southern New Hampshire University Personal Mission Statements and Short Term Goals Discussion

Description

Personal mission statements are valuable because they make us think about, reflect on, and plan for where we want to be in the long-term. This gives us something we can take measurable steps toward rather than just daydream about. Short-term goals are also important and offer their own unique benefits in helping us achieve success. Many people argue that the difference between a goal and a dream is that a goal is something you can actively work toward to measure your progress.

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Create one initial post and follow up with at least two response posts.

For your initial post, address the following:

  1. Explain the value of personal mission statements and short-term goals in your own words. Don’t just restate a book definition.
  2. Identify how personal mission statements and short-term goals will impact your ability to be successful.
    1. Consider providing a real-world example of how these can be used for your success. Southern New Hampshire University Personal Mission Statements and Short Term Goals Discussion

Same-Sex Marriage Debate discussion

Same-Sex Marriage Debate discussion

Hey Robert, this is the second part of the question. I’m going to post the scoring guide at the bottom. Again, please follow that for me for “basic” or higher.

  • Write a 6–8-page essay comparing two U.S. states’ approaches to issues of same-sex marriage or immigration policy.Note: You must complete Assessment 4 before beginning this one.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
    • Competency 1: Describe theoretical ideas of power in relation to policy.
      • Discuss contrasts in how states approach a diversity issue, using theoretical ideas of power.
    • Competency 2: Identify historical and contemporary influences of discrimination in U.S. culture.
      • Discuss law, policy, or politics in states with varying approaches to a diversity issue.
    • Competency 3: Analyze the effects of social policy using aggregated data.
      • Analyze data to project how state policies might affect population migration.
    • Competency 4: Analyze how laws are applied or created based on race, ethnicity, religion, gender, sexual orientation, age, and social class.
      • Discuss contrasts between two states in areas of law, politics, or policy as they apply to a diversity issue.
    • Competency 5: Apply diversity strategies in professional, educational, and personal contexts.
      • Apply historical solutions to an issue where there are discrepancies between state and federal diversity law.
    • Competency 6: Communicate effectively.
      • Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics.
    Context
  • How can sociological research help us understand how laws and policies are made and how they change over time? How might we use the sociological perspective to develop more effective solutions to political and social issues or create policies that are effective and based on sound research? These are questions to consider as you explore the connection between political and economic power and legislative decision making.Sociologists studying cultural diversity are also very much interested in how our beliefs about diversity are reflected in the law-making and policy-making process, including laws and policies that pertain to immigration and same-sex marriage. Something to think about is whether the policies and positions maintained by those in power actually reflect the research and data on the topic or issue they address. In other words, does the rhetoric match the evidence gathered through careful research?
  • Questions to Consider

    To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

    • Which sociological theory of power best explains the political decision-making process in today’s society?
    • How does cultural diversity influence policy making? For example, how do state policies pertaining to social issues like immigration and same-sex marriage differ depending on the cultural diversity and demographic and socioeconomic composition of that state?
    • Why is the sociological approach to cultural diversity useful for understanding how policy decisions are made and how political debates over social issues are articulated by key stakeholders?
  • Resources

    Internet Resources

    Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

    • Domhoff, W. (2015). Theories of power. Retrieved from http://www2.ucsc.edu/whorulesamerica/theory/
    • National Conference of State Legislatures. (2015.). Same-sex marriage laws. Retrieved from http://www.ncsl.org/research/human-services/same-s…
    • American Immigration Council. (n.d.). History of immigration. Retrieved from http://www.immigrationpolicy.org/issues/history
  • Assessment Instructions

    Note: You must complete Assessment 4 before beginning this one.Building on your research and analysis of the immigration policy or same-sex marriage debates, this assessment asks you to more closely examine the connection between power and policy, and law making by comparing and contrasting how two states have handled these issues.In order to understand the link between power and political and legal decision making, you will place this process in each state in the appropriate context. That means that you need to assess the historical, demographic, cultural, and socioeconomic factors that have influenced each state’s different approach to immigration policy or same-sex marriage. You will also reflect on the consequences of state-to-state discrepancies in policies and laws regarding controversial social and political issues like these.This assessment combines the key components of studying cultural diversity from a sociological perspective: placing current social issues in historical context, understanding how demographic and cultural trends influence public opinion, and applying sociological theories to determine the role of power in shaping policy-making decisions.

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    DELIVERABLE

    Write an essay addressing each of the following parts:

    • Part 1 – Complete the following:
      • Discuss one of the following for each of the two states you have chosen as it relates to your chosen topic:
        • Law (rules and standards enforced by a particular institution).
        • Politics (the key political players in the policy-making and law-making processes).
        • Policy (principles or methods used to achieve a particular goal or make decisions about political or social issues).
      • Discuss theories of power that might explain the differences between how each state has handled your issue.
        • Examples of theories of power include power elite theory, the four networks theory of power, pluralism, Marxist theory, and state autonomy theory.
      • Discuss other possible explanations for the differences in how each state’s government has approached your topic. Address at least three of the following potential factors, and come up with another of your own that might explain the divergent approaches you have identified:
        • Demographics of the state population, including age, race/ethnicity, gender, and percentage of the population in urban versus rural areas.
        • Geography.
        • Religion.
        • History.
        • Socioeconomic standing, including median or average income and education levels of the population, as well as the overall economic well-being of each state.
    • Part 2 – Answer the following, incorporating data to support your answers:
      • To what extent have these states’ existing policies and laws affected past migration patterns of the groups affected (immigrants or those seeking same-sex marriage rights)?
      • How might future migration patterns be affected?
    • Part 3 – Complete the following:
      • Reflect on a historical precedent in which a state has had to alter its laws as a result of inconsistencies with federal law.
        • Why and how did the state change its laws?
        • What lessons might be learned from this precedent, and how can those lessons be applied to your topic?

    ADDITIONAL REQUIREMENTS

    • Written communication: Written communication is free of errors that detract from the overall message.
    • Length: 6–8 pages, not including the title and reference pages.
    • Format: Include a title page and reference page, and format the essay and your citations according to current APA style and formatting guidelines.
    • Sources: Cite at least four credible, scholarly sources to support your points.
    • Font and font size: Times New Roman, 12-point.

    Comparing Politics, Law, Policy, and Power Scoring Guide

    CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
    Discuss contrasts in how states approach a diversity issue, using theoretical ideas of power. Does not discuss contrasts in how states approach a diversity issue. Discusses contrasts in how states approach a diversity issue but does not include appropriate theoretical ideas of power. Discusses contrasts in how states approach a diversity issue, using theoretical ideas of power. Discuss contrasts in how states approach a diversity issue, using theoretical ideas of power, and includes supporting citations from scholarly sources.
    Discuss law, policy, or politics in states with varying approaches to a diversity issue. Lists differences in law, policy, or politics in states with varying approaches to a diversity issue. Lists differences in law, policy, or politics in states with varying approaches to a diversity issue. Discusses differences in law, policy, or politics in states with varying approaches to a diversity issue. Discusses difference in law, policy, or politics in states with varying approaches to a diversity issue and cites specific examples of their application.
    Analyze data to project how state policies might affect population migration. Does not analyze data to project how state policies might affect population migration. Analyzes data but does not project a reasonable assessment of how state policies might affect population migration. Analyzes data to project how state policies might affect population migration. Analyzes data to project how state policies might affect population migration, including a discussion of past migrations for context and citations for scholarly sources.
    Discuss contrasts between two states in areas of law, politics, or policy as they apply to a diversity issue. Does not list contrasts between two states in areas of law, politics, or policy as they apply to a diversity issue. Lists contrasts between two states in areas of law, politics, or policy as they apply to a diversity issue. Discusses contrasts between two states in areas of law, politics, or policy as they apply to a diversity issue. Discusses contrasts between two states in areas of law, politics, or policy as they apply to a diversity issue, including real-world examples of their application.
    Apply historical solutions to an issue where there are discrepancies between state and federal diversity law. Does not list historical solutions to an issue where there are discrepancies between state and federal diversity law. Lists historical solutions to an issue where there are discrepancies between state and federal diversity law. Applies historical solutions to an issue where there are discrepancies between state and federal diversity law. Applies historical solutions to an issue where there are discrepancies between state and federal diversity law, and points out areas where the lessons learned might not be applicable.
    Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. Does not write coherently to support a central idea in appropriate format. Does not use correct grammar, usage, and mechanics. Writes to support an idea. Format is inconsistent and contains major errors of grammar, usage, and mechanics. Writes coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. Writes coherently, using evidence to support a central idea in a consistently appropriate format with correct grammar, usage, and mechanics.

The Heritage of Haiti and Iran Essay

The Heritage of Haiti and Iran Essay

People of Haitian Heritage

People of Iranian Heritage

Read chapter 15 and 32 of the class textbook and review the attached PowerPoint presentations. Read content chapter 32 Davis Plus Online Website. Once done present a 800 words essay discussing the Haitian and Iranian Heritages. The essay must contained the following;

-Geographical localization and topography

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-Politic and economy

-Health care beliefs and the relationship with their religious beliefs

-How they view the health, illness and death concepts

You must used at least two evidence-based references (excluding) the class textbook.

Haitian Heritage and Iranian Heritage Discussion

Haitian Heritage and Iranian Heritage Discussion

Transcultural Health Care: A Culturally Competent Approach, 4th Edition Iranian Larry Purnell, PhD, RN, FAAN Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition

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Overview/Heritage ▪ Over 400,000 in the United States with about ½ living in California ▪ Currently about 76 million in Iran with 75% under the age of 30 ▪ Much diversity in Iran (Persia) among its inhabitants and also much diversity among Iranians in the United States Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview/Heritage Continued ▪ The reform institutions of current Iran are colored by religious traditions and ideology of Islam. ▪ Current industrialization of Iran has been from the outside, not from the inside and is due to the oil production industry. ▪ Political instability continues with clashes between conservatives and liberals. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview/Heritage Continued ▪ First wave of immigration between 1950 and 1970 were mostly students and professionals from the social elite and many stayed in the United States. ▪ Second wave between 1970 and 1978 were varied in their background, but most were still affluent and urban and came for education and to be with family. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview/Heritage Continued ▪ Not a major influence in the United States because they did not live in ethnic enclaves and assimilated into the United States culture easily ▪ The third wave of immigration began in 1979 at the time of the Islamic revolution and included voluntary and involuntary political exiles and others who come for economic and personal security Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview/Heritage Continued ▪ The hostage crisis between 1979 and 1981 increased ethnic tension of Iranians in the United States ▪ Many are unable to find work in the United States that is compatible with their education in Iran ▪ Most highly educated immigrant group in the United States Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications ▪ Farsi (Persian) is the national language of Iran but half speak another language with the educated group speaking three or more languages, including English ▪ Invasions by numerous other nations have caused a mistrust and suspicion of foreigners resulting in not sharing one’s feeling with strangers Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ Tell stories rather than being blunt and to the point in conversations leading to politeness and sometimes disguised as modesty ▪ Hierarchical relationships dictate politeness and social communication resulting in a public self and a personal self Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ Family affairs remain within the family ▪ Self-control is valued and therefore do not show anger or emotions ▪ Men can show affection for men and women for women in public, but not men and women ▪ Stand close in conversations, regardless of social status between conversants Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ Maintain intense eye contact between intimates, but avoid eye contact with superiors and elders ▪ Expressive gesturing ▪ Balance in temporality ▪ Clock time is meaningless, even with appointments unless well acculturated Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ Formality in addressing each other unless close friends ▪ More traditional men do not mention their wives’ names in public ▪ Man should wait for woman to extend her hand for a greeting Transcultural Health Care: A Culturally Competent Approach, 4th Edition Name Format ▪ Order of the name is the same as the Western method with the given name followed by the surname. ▪ Traditional women do not take their husband’s last name although some in the United States and elsewhere may upon immigration. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles ▪ Society is patriarchal and hierarchical ▪ Oldest son takes over if father is not present or unable to carry out decision-making ▪ Male children are more desirable than female children—true in other cultures as well Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles Continued ▪ Men deal with finance and matters outside the home. ▪ Women care for the home and children. ▪ Before 1960s social reform, women were legally expected to be obedient and submissive to their husbands. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles Continued ▪ Marry early and have children. New law says women cannot marry until age 14—was 12 and marriages may still be arranged, but less so in the United States ▪ Respect elders and never speak rudely to them ▪ Children rarely left with babysitters Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles Continued ▪ Traditional do not allow dating; women are expected to remain virgins until married, but not men ▪ Strong intergenerational ties and family life together or nearby ▪ May dress conservatively outside the home but less so while at home Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles Continued ▪ Divorce uncommon in Iran and carries a stigma—if divorce, it is the woman’s fault, never the man’s—varies in the United States ▪ Pregnancy before marriage can have devastating outcomes and is not talked about, it does not happen—it is just taken care of ▪ Gay and lesbianism highly stigmatized and is a capital crime punishable by death in Iran Transcultural Health Care: A Culturally Competent Approach, 4th Edition Biocultural Ecology ▪ Wide variations in skin color, hair color, and eye color and depends on heritage from previous domination by other countries and cultures ▪ Common illnesses in Iran include malaria, hypertension, meningitis, hookworms, and parasitosis Transcultural Health Care: A Culturally Competent Approach, 4th Edition Biocultural Ecology Continued ▪ Great numbers with genetic disorders brought on by close sanguinity marriages resulting in blindness, epilepsy, anemias, hemophilias ▪ Glucose-6-phosphate dehydrogenase deficiency —fava bean allergies can cause hemolytic crisis Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition ▪ Food is a symbol of hospitality; serve the best food for guests who are expected to eat several servings. ▪ Polite to refuse snacks and beverages when first offered—accept it on the third offering ▪ Rarely eat fast food; fresh food is greatly preferred, and many hours are spent preparing meals Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition Continued ▪ Strict Muslims avoid pork and alcohol and meat must be prepared with ritual slaughter called halal. ▪ Food should be eaten with the right hand (clean hand) and food should be passed with the right hand or both hands. ▪ Traditional prefer family to bring food from home if hospitalized. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition Continued ▪ Balance food between garm (hot) and sard (cold) —if balance does not occur, one may become “chilled” or “overheated.” ▪ Women are more susceptible to these conditions than are men. ▪ Newer immigrants may have protein and vitamin deficiencies. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Childbearing Family ▪ Menstruating women are not allowed to touch holy objects, have intercourse, exercise, or shower. ▪ Iran is changing from openly discouraging birth control to now cautiously and secretly encouraging birth control because of the population explosion. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Childbearing Family Continued ▪ Cravings must be satisfied because the fetus needs the craved food ▪ Avoid fried foods or foods that cause gas ▪ Eat lots of fruits and vegetables ▪ Balance garm and sard foods ▪ Pregnant woman should not work after the sixth month Transcultural Health Care: A Culturally Competent Approach, 4th Edition Childbearing Family Continued ▪ The father should not be present at birth in the traditional family ▪ 30- to 40-day postpartum period where other women are to care for the new mother ▪ Ritual bath after this period so religious obligations can continue ▪ Eat different foods if a boy baby versus girl baby ▪ Eat an herbal extract (taranjebin) to have a boy Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals ▪ Okay to begin life support, but usually not okay to end life support ▪ Multiple family members come to bedside of the dying person and recite/read prayers ▪ Bed should be turned to face Mecca ▪ More traditional want to return to Iran to die Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals Continued ▪ Even though death is seen as a beginning, not an end, mourning and grief are displayed openly and even dramatically to encourage letting go ▪ After death, relatives and friends gather on days 3, 7, and 40 to pray and grieve with family and friends Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals Continued ▪ All wear black for mourning and women should not wear makeup ▪ On the anniversary of the death, family and friends again gather to express grief and pay respect to their loved one Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals Continued ▪ Ritual body washing by another Muslim after death and dressed in a white shroud; body orifices stuffed with cotton and ritual prayers said during the cleansing ▪ If non-Muslim, touch the body only with gloves ▪ No embalming in Iran nor is cremation practiced Transcultural Health Care: A Culturally Competent Approach, 4th Edition Spirituality ▪ Specific Muslim practices include praying 5 times each day and need privacy and ritual washing before prayer ▪ During Ramadan, fasting from sunup to sundown unless pregnant or ill ▪ Family relationships and friendships are primary sources of strength Transcultural Health Care: A Culturally Competent Approach, 4th Edition Spirituality Continued ▪ Sadness is valued and a sad person is considered to be deep, thoughtful, and sensitive ▪ God’s Will and power over one’s fate fosters passivity and dependence Transcultural Health Care: A Culturally Competent Approach, 4th Edition ClickerCheck A 76 year old Iranian, Muslim male is in the process of dying after a long debilitating illness. The nurse would a. Have his Imam visit. b. Make sure no one touches him with bare hands. c. Turn him to face Mecca. d. Place him in a supine position. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Correct Answer Correct answer: C At the time of death, the dying person should be positioned to face Mecca. This can be accomplished by moving the bed or at a minimum of turning the patient’s face towards Mecca. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices ▪ Combination of humoral medicine, Islam, and biomedical practices ▪ Humoral medicine—illness is caused from an imbalance in wet and dry and hot and cold forces ▪ Sacred men are able to heal ▪ Evil eye is alive and well Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Good health is a daily way of life ▪ Seek care immediately and shop around for the right treatment ▪ Use traditional herbs and over-the-counter medicine to relieve symptoms and seek care provider to determine the cure ▪ Able to purchase a wide variety of drugs over-thecounter in Iran and bring them to the United States Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Narahati—general term to express unpleasant emotional or physical illnesses and somatization is common and accepted and can be treated religiously or medically, depending on what the cause might be ▪ Ghalbam gerefteh—distress of the heart—is an expression of emotional turmoil or homesickness Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Various remedies for the evil eye and dependent on the age and family of the person afflicted ▪ Language can be a barrier to care for some ▪ Descriptions of conditions may be different from the US description ▪ Many do not have health insurance Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Concept of insurance may not be known to some ▪ Usually very expressive with pain and discomfort ▪ Mental illness is highly stigmatized and may hinder other family members from marriage ▪ Prefer drugs, the stronger the better, and prefer IV over IM, and IM over pills ▪ The more invasive, the better Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practitioners ▪ Organ donations and transplantations may be seen as a business transaction ▪ Folk or religious practitioner used for narahatis ▪ Most respected biomedical practitioner is a middle-aged male with a title and white hair ▪ Firm believers in high technology Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practitioners Continued ▪ Nurses are usually afforded little respect— partially because of training ▪ Physicians are on top—all other healthcare providers take a lesser position ▪ If self-care is encouraged, it may be seen as non-caring Transcultural Health Care: A Culturally Competent Approach, 4th Edition ClickerCheck Mrs. Said is brought to the nurse practitioner by her daughter because she has naharati. The nurse recognizes this condition as a. Equivalent to congestive heart failure. b. Generalized distress. c. Generalized weakness of aging. d. Abdominal pain. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Correct Answer Correct answer: B Naharati is generalized distress that can be brought on by stress, anxiety, homesickness, or other things that can cause emotional turmoil. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Transcultural Health Care Haitian Americans Larry Purnell, PhD, RN, FAAN Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview ▪ Haiti shares the Island of Hispaniola with the Dominican Republic. ▪ Dominican Republic and Haiti have little in common culturally. ▪ Haiti is the poorest country in the Western hemisphere with a per capita income of less than $450. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ Over 500,000 Haitians live in the United States, with more arriving after the Haitian earthquake in 2010. Their numbers may exceed 1.5 million. ▪ Most live in NYC, FL, Boston, Chicago, and CA ▪ Most come here for better economic opportunities and political freedom Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ Haitians are a mix of Arawak Indian, Spanish, French, and African Black resulting in sharp class stratification and color consciousness ▪ 1791 ended slavery in Haiti Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications ▪ Languages are primarily Creole (for the poor) and French (wealthier) and English although many speak all three languages ▪ Black, mulatto, or white and colors in-between ▪ Most Blacks are poor and underprivileged Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview ▪ Early immigration to the United States was the wealthier groups for education, followed by general immigration after 1920 and the United States occupation of Haiti ▪ After 1964, Duvalier became president for life, mass exodus because of oppression politically and economically Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ 1980 immigration with the Mariel Boat Lift from Cuba brought first legal and then the Boat People from Haiti. ▪ Many had left Haiti to Cuba in previous generations and this group joined in coming to the United States. ▪ Resulted in Cuban-Haitian entrant: status pending Transcultural Health Care: A Culturally Competent Approach, 4th Edition Overview Continued ▪ French model of education with liberal arts, philosophy, classics, and languages—Latin and Greek and de-emphasizes technical and vocational training and the social and physical sciences ▪ Educated Haitians are multilingual ▪ Only 15% to 20% receive an education—high illiteracy rates Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications ▪ French and Creole official languages ▪ 15% speak French, 100% speak Creole ▪ Oral communication patterns to pass on culture through proverbs and storytelling ▪ Smile timidly to hide lack of education and understanding ▪ Nod of the head does not mean “I understand” Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ Most are private individuals who do not want friends or family to interpret for them ▪ Traditional Haitians do not usually maintain eye contact ▪ Touching is common ▪ Women may hold hands while walking in public Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ Most are present oriented out of necessity, the past is cherished and the future is predetermined —many remain rather fatalistic ▪ Punctuality is not valued—flexible time is the norm Transcultural Health Care: A Culturally Competent Approach, 4th Edition Communications Continued ▪ First and middle name are usually hyphenated ▪ Woman takes her husband’s name upon marriage ▪ Last names are usually French or Arabic in origin ▪ Formality in name is the norm Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles ▪ Matriarchal or shared decision-making is the norm—although there are variations ▪ Male is the primary breadwinner ▪ Concept of machismo prevails ▪ Not uncommon to have more than one mistress or for women male partners Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles Continued ▪ Children are valued and expected to be well behaved—otherwise physical punishment may be used ▪ Most feel US society is too permissive ▪ Boys are given more freedom and permissive behavior ▪ Girls cannot go out alone until age 17+ Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles Continued ▪ Nuclear, consanguine, and affinal relatives are the norm ▪ Family lineage is what denotes respect, not money ▪ Children expected to care for parents when selfcare is a concern Transcultural Health Care: A Culturally Competent Approach, 4th Edition Family Roles Continued ▪ Single parenting is well accepted ▪ Homosexuality is taboo—if known, total denial from both sides ▪ Mistress supports her children with little to no financial help Transcultural Health Care: A Culturally Competent Approach, 4th Edition ClickerCheck The nurse is providing insulin injection instructions to Mrs. Paul, a 44-year-old Haitian. When the nurse asks her if she understands the instructions, she nods. To assure understanding, the nurse should a. Ask her to repeat the instructions. b. Give her written instruction to ensure. c. Have her demonstrate an injection. d. Give the instructions to a family member. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Correct Answer Correct answer: C The best way to assure understanding is for the patient to demonstrate the injection. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Health Conditions ▪ Cholera, parasitosis, and malaria without malaria control measures ▪ Hepatitis, tuberculosis, venereal disease have high rates ▪ Most test positive for TBC because of Bacille bilie de Calmette-Guerin vaccinations ▪ High rates of diabetes and hypertension Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition ▪ For many, food means survival ▪ Prefer eating at home and dislike fast food ▪ When hospitalized, many prefer to fast rather than eat hospital food ▪ Dislike yogurt, runny eggs, and cottage cheese ▪ Staples are rice and beans, plantains, salad Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition Continued ▪ Lists of foods are in the Haitian–American chapter ▪ Foods are classified as cold (fret) and hot (cho), acid and non-acid, and heavy and light ▪ Must balance fret and cho foods or illness occurs Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition Continued ▪ ▪ ▪ ▪ ▪ Cough medicines are hot, laxatives are cold Avoid citrus, causes acne After ironing do not open refrigerator door Do not shower when you are hot Do not put warm feet directly on the cold floor Transcultural Health Care: A Culturally Competent Approach, 4th Edition Nutrition Continued ▪ Diet high in carbohydrates and fat ▪ Being overweight is seen as positive ▪ Major portion of meat protein is given to men Transcultural Health Care: A Culturally Competent Approach, 4th Edition Pregnancy ▪ Pregnancy is not an illness so why seek prenatal care ▪ Spicy foods will cause the fetus to be irritable ▪ Vegetables and red fruits build blood for the fetus ▪ Increased salivation—“use a spit cup” Transcultural Health Care: A Culturally Competent Approach, 4th Edition Pregnancy Continued ▪ Prefer natural childbirth, although changing somewhat in the United States ▪ Men usually not present during labor—female family members are preferred ▪ Dress warmly and stay in bed 2 to 3 days after birth and use an abdominal binder to close the bones so cold air does not enter and cause illness Transcultural Health Care: A Culturally Competent Approach, 4th Edition Postpartum ▪ Three baths postpartum, more difficult in the United States ▪ Avoid food believed to increase vaginal discharge—lima beans, okra, mushrooms ▪ Other foods are strength foods ▪ Breastfeeding is encouraged ▪ All infants receive lok to help meconium pass Transcultural Health Care: A Culturally Competent Approach, 4th Edition ClickerCheck Most Haitians practice the hot and cold dichotomy of foods. This is know in Haitian Creole as a. Yin and yang. b. Calor y frio. c. Fret and cho. d. Am and duong. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Correct Answer Correct answer: C Fret and cho are the Haitian Creole words for hot and cold. Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals ▪ Prefer to die at home ▪ Death watch by family who brings religious pictures and have bedside prayer ▪ Male kinsman responsible for funeral arrangements, notifying all family members, and coordinating the service ▪ Preburial veye to celebrate deceased’s life Transcultural Health Care: A Culturally Competent Approach, 4th Edition Death Rituals Continued ▪ Seven consecutive days of prayer in the home to help the passage of the soul into the next life ▪ Believe in resurrection so no cremation ▪ Autopsy may relieve fear of deceased becoming a zombie Transcultural Health Care: A Culturally Competent Approach, 4th Edition Spirituality ▪ ▪ ▪ ▪ Family is the center of life Catholicism is the primary religion of Haiti Religious practices combined with voodooism Loa, the gods or spirits, believed to receive powers from God can provide protection and wealth Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices ▪ Good health is balance between hot and cold, eat well, be plump, pray, be free of pain, eat and sleep right, and exercise ▪ Illness is seen as punishment and comes of two types—natural and supernatural ▪ Natural illnesses of two types—short duration caused by environmental factors Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Natural longer term illness due to disequilibria between hot and cold and bone displacement ▪ Supernatural illnesses are caused by angry spirits, which are placated by ceremonial feasts ▪ Gas is a major cause of illness and can be in any part of the body Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Certain foods can dispel gas ▪ Postpartum more susceptible to gas ▪ Traditional Haitians have a low pain (doule) threshold and is difficult to assess because of vague terms used to describe pain ▪ Injections are preferred to oral medications Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Condition is deemed very serious if oxygen is needed ▪ Special diet for physical weakness—vitamins, liver, pigeon meat, leafy green vegetables, and cow’s feet ▪ Sezisman, similar to susto or magical fright, is caused by unexpected bad news and fright Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practices Continued ▪ Strong stigma with mental illness ▪ Self-treat and self-medicate or take friends medicine ▪ May bring medicines from Haiti ▪ Cultural bound illness—oppression Transcultural Health Care: A Culturally Competent Approach, 4th Edition Barriers ▪ Delay seeking care because of self-care ▪ No health insurance ▪ View that Western medicine does not understand voodooism ▪ Language difficulties ▪ Very reluctant to receive blood transfusions or engage in organ donation Transcultural Health Care: A Culturally Competent Approach, 4th Edition Healthcare Practitioners ▪ Use traditional and Western practices simultaneously ▪ Respectful of Western healthcare providers ▪ May have limited understanding of Western healthcare providers and their functions and capabilities
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IOM Future Of Nursing Recommendations and Professional Issues

IOM Future Of Nursing Recommendations and Professional Issues

Details:

In a reflection of 450-600 words, explain how you see yourself fitting into the following IOM Future of Nursing recommendations:

  1. Recommendation 4: Increase the proportion of nurses with a baccalaureate degree to 80% by 2020.
  2. Recommendation 5: Double the number of nurses with a doctorate by 2020.

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  3. Recommendation 6: Ensure that nurses engage in lifelong learning.

Identify your options in the job market based on your educational level.

  1. How will increasing your level of education affect how you compete in the current job market?
  2. How will increasing your level of education affect your role in the future of nursing?
  3. Currently I hold a Associates degree and I am I psychitric nurse, Please write an original paper.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines.

goal statement for grad school (nurse practitioner)

goal statement for grad school (nurse practitioner)

500-750 words with clear focus related to a goal statement and supportive details regarding the goal statement.

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GCU Social Factors Among Teens with Eating Disorders

GCU Social Factors Among Teens with Eating Disorders

Running head: EATING DISORDERS 1 Social Factors Among Teens with Eating Disorders Social Factors Among Teens with Eating Disorders There are a number of medical conditions known to have major effects on human beings.

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Research studies are constantly being carried out in the field of medicine in a bid to determine and adopt the best evidenced based practices in the management of some of the conditions EATING DISORDERS 2 affecting human beings. Eating disorders can be defined as a collection of all the abnormal behaviors associated with poor eating habits and constant concerns about the body shape and size by the patients (Holland & Tiggemann, 2016). There are various research based studies which are being carried out so as to arrive at the most appropriate evidence-based treatment and management options for eating disorders. PICOT Statement on Eating Disorders Eating disorders pose a great health risk among teens all over the world. Salafia et al (2015) observe that eating disorders may result from environmental, physical, psychological or a combination of the three factors. Numerous studies are being carried out in a bid to find the best protocol in the management and control of this condition among teens. Both qualitative and quantitative research studies have been conducted in order to determine the effectiveness of the use of social networks and media in the management of eating disorder among teens. Thus this paper seeks to provide a brief overview of the issues on eating disorders using the PICOT question ‘Can social networks and the social media in general be excellently exploited to impact positive body image in dealing with the eating disorder condition? Qualitative Research Study, (Patel, Tchanturia & Harrison, 2016) Patel, Tchanturia & Harrison (2016) conducted a qualitative study that tries to determine the social behaviors among teens with eating disorders. The research was conducted among teens aged between twelve years and seventeen years. While conducting the research, a total of six core factors were being monitored. The six factors were; impact of hospitalization, social belonging of the affected individuals, self-monitoring among the teens, sensitivity of the teens to EATING DISORDERS 3 issues of social concern, restricted coping approaches as well as schemes for service delivery (Patel, Tchanturia & Harrison, 2016). The study sought to determine how teens with eating disorders were managing their anxiety. Additionally, the research monitored how the affected teens were building and developing their interpersonal skills as well as their social networks (Patel, Tchanturia & Harrison, 2016). The major finding of the study was that teens with eating disorders were having difficulties building proper social networks. The results also showed that most of the teens admitted to having lost friends upon diagnosis or admission; others patients reported to suffering interpersonal adversities. Female patients suffered severe interpersonal diversity as compared to male patients (Patel, Tchanturia & Harrison, 2016). Ethical Conditions Associated with the Study Ethics and ethical guidelines are of great importance when carrying out research studies, especially in the field of medicine. For the research by Patel, Tchanturia & Harrison (2016) to be conducted, the researchers were to obtain ethical consents from the responsible organizations. The study acquired ethical authorizations from City Road and Hampstead National Health Research Authority. Furthermore, the researchers were to conduct the research in accordance with the principles of Helsinki Declaration (Patel, Tchanturia & Harrison, 2016). Consent was also obtained from all the individuals who had agreed to take part in the study and detailed explanation given to all the participants before allowing them to make informed decisions on whether or not they would take part in the study (Patel, Tchanturia & Harrison, 2016) Use of the Findings in Nursing Practice EATING DISORDERS 4 The results from the study outlined the pressures and challenges affecting teens with eating disorders. The social pressures from other peers were sounded out as the major challenge which affected these patients (Fogelkvist et al., 2016). These findings are of great essence to the nursing practice since they provide ideas and suggest channels through which nursing practitioners can provide supportive information on various platforms in order to help eating disorder patients get the most out of their social lives. Social support is or great essence to all patients (Fogelkvist et al., 2016). Building better social networks reduces the social pressure on patients with eating disorders. Additionally, friends and other family members play a crucial role in supporting and encouraging teens with eating disorders to develop better and healthy social behaviors which are vital for their road to recovery (Boon, Zainal & Touyz, 2017). Quantitative Research Study, (Leonidas & dos Santos, 2014) Leonidas & dos Santos (2014) conducted a quantitative research through reviewing of various literature on the eating disorders condition. The aim of the study was to examine scientific works on social setups and social support among patients with eating disorders. The main process of conducting article search was through use of specific terms in various journal and academic sites; the literature obtained was for papers published between 2006 and 2013 (Leonidas & dos Santos, 2014) The literature searches by Leonidas & dos Santos (2014) returned six hundred and twenty articles. However, most of the articles were eliminated for failing to meet most of the requirements which had been set for the study. The final review only included twenty-four articles which had met and passed all the set standards. EATING DISORDERS 5 The study recognized that all the selected literatures review papers had established a number of issues which were related to the incorporation and advantages of social support mechanisms to teens found to be suffering from eating disorders. The four major points highlighted were; the family as the primary source of social support to the teens, good peer relations in support of the teens, websites and other online forums as well as spiritual guidance as other sources of social support to the teens (Leonidas & dos Santos, 2014). Ethical Conditions Associated with the Study The study considered articles which had ethically conducted the research prior to analysis and publication. All the articles obtained within the given time frame were supposed to have met all the ethical requirements before going on to conduct the research (Leonidas & dos Santos, 2014) The literature review articles were also required to have passed all the requirements before being considered for review. For instance, the articles were supposed to have conducted their research on the specified disease, in this case, eating disorders (Leonidas & dos Santos, 2014) Use of the Findings in Nursing Practice Nursing practitioners can incorporate the findings of these studies into helping teens and other patients suffering from eating disorders. Social media has been established as one of the best possible ways through which positive body image campaign among teens can be spread (Voelker, Reel & Greenleaf, 2015). Since teens form the bulk of the online population, it is important to avail various guidelines and support materials to teens through websites and other online media platforms in a bid to reach out to the them about some of the best ways to support their friends with such conditions as eating disorders (Voelker, Reel & Greenleaf, 2015). Additionally, nurses can be of great help in advising parents and guardians on the importance of EATING DISORDERS 6 providing social support to their teens in order to reduce and prevent the social burdens faced by these suffering from eating disorders. EATING DISORDERS 7 References Boon, E., Zainal, K. A., & Touyz, S. W. (2017). Perceptions of eating disorder diagnoses and body image issues in four male cases in Singapore. Journal of Eating Disorders, 5(33). Retrieved from https://jeatdisord.biomedcentral.com/articles/10.1186/s40337-017-0159-x Fogelkvist, M., Parling, T., Kjellin, L., & Gustaf, S. A. (2016). A qualitative analysis of participants’ reflections on body image during participation in a randomized controlled trial of acceptance and commitment therapy. Journal of Eating Disorders, 4(29). Retrieved from https://jeatdisord.biomedcentral.com/articles/10.1186/s40337-016-0120-4 Holland, G., & Tiggemann, M. (2016). A systematic review of the impact of the use of social networking sites on body image and disordered eating outcomes. Body image, 17, 100110. Leonidas, C., & dos Santos, M. A. (2014). Social support networks and eating disorders: an integrative review of the literature. Neuropsychiatric disease and treatment, 10. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4039404/ Patel, K., Tchanturia, K., & Harrison, A. (2016). An exploration of social functioning in young people with eating disorders: A qualitative study. PloS one, 11(7), e0159910. Salafia, E. B., Jones, M. E., Haugen, E. C., & Schaefer, M. K. (2015). Perceptions of the causes of eating disorders: a comparison of individuals with and without eating disorders. Journal of Eating Disorders, 3(32). Retrieved https://jeatdisord.biomedcentral.com/articles/10.1186/s40337-015-0069-8 from EATING DISORDERS 8 Voelker, D. K., Reel, J. J., & Greenleaf, C. (2015). Weight status and body image perceptions in adolescents: current perspectives. Adolescent health, medicine, and therapeutics, 6, 149– 158. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4554432/ EATING DISORDERS 9 Ana, the assignemt intent of this paper was a critique of one orginal qualitative research on teen eating disorders. You slected a review of the literature. Sub headings utilized. Thnaks 1) Background of Study: 2) Method of Study: MISSING 3) Results of Study: ??? 4) Ethical Considerations: IRB access for approval not mentioned. Informed consent not noted. 5) Conclusion: Summary covered the impact of social media. The paper was easy to read with in text citations and a reference page that was correct. GCU format followed. Seven references ( 2014 -2017) listed and cited on the body of paper in APA format. Word Count: 1169 (Targeted 1000-1250) ??? NO Similarity (Goal below 20%) Ana, you may have a basic understanding of qualitative research how it impacts further research and professional nursing practice. Your choice in doing an rewrite of this assinment of doing a critique on one qualitative artice using the Critique Guidelines at the end of the instuction. I will read and adjust points. Also submit appers to LopesWrite to get Similarity score. Cac You have a choice of one of the articles on page 10. Please connect if you have questions. cac 2-15-19 EATING DISORDERS 10 Select one of these qualitative studies. cac Fogelkvist, M., Parling, T., Kjellin, L., & Gustaf, S. A. (2016, December 12). A qualitative analysis of participants’ reflections on body image during participation in a randomized controlled trial of acceptance and commitment therapy. Journal of Eating Disorders, 4(29). Retrieved from https://jeatdisord.biomedcentral.com/articles/10.1186/s40337-016-0120-4 Patel, K., Tchanturia, K., & Harrison, A. (2016). An exploration of social functioning in young people with eating disorders: A qualitative study. PloS one, 11(7), e0159910. Retrieved from https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0159910 Salafia, E. B., Jones, M. E., Haugen, E. C., & Schaefer, M. K. (2015, September 15). Perceptions of the causes of eating disorders: a comparison of individuals with and without eating disorders. Journal of Eating Disorders, 3(32). Retrieved from https://jeatdisord.biomedcentral.com/articles/10.1186/s40337-015-0069-8 Voelker, D. K., Reel, J. J., & Greenleaf, C. (2015, August 25). Weight status and body image perceptions in adolescents: current perspectives. Adolescent health, medicine, and therapeutics, 6, 149–158. Retrieved from EATING DISORDERS 11
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assignment 10

assignment 10

1. In the last century, what historical, social, political, and economic trends and issues have influenced today’s health-care system?

2. What is the purpose and process of evaluating the three aspects of health care: structure, process, and outcome?

3. How does technology improve patient outcomes and the health-care system?

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4. How can you intervene to improve quality of care and safety within the health-care system and at the bedside?

2. Select one nonprofit organization or one government agencies that influences and advocates for quality improvement in the health-care system. Explore the Web site for your selected organization/agency and answer the following questions: •

What does the organization/agency do that supports the hallmarks of quality? •

What have been the results of their efforts for patients, facilities, the health-care delivery system, or the nursing profession? •

How has the organization/agency affected facilities where you are practicing and your own professional practice?