WRTG394 UMUC Research-Based Report To A Decision-maker

WRTG394 UMUC Research-Based Report To A Decision-maker

Assignment: Final Research-Based Report – WA#4Assignment

 Due March 10 at 11:59 PM

You will begin a 2000-3000 word, research-based business report to a decision-maker. The report will identify a problem in an organization or community and propose a solution to that problem.

The instructions are at the following link:

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2019_WRTG394_WA4_RBR_.pdf

Note: Please I am a Registered nurse working on a Psychiatry unit in the university of Maryland Prince George community hospital. This research has to be very specific to my unit. Please follow the instructions on the assignment above but that I am an active RN working on this unit with numerous problems that need to be identified and give suggestions to decisions maker. I can also provide you with assignment #3 as started in the guidelines ,even though it might not help much since i was a little bit off topic. So the key is this assignment to correct everything.

NSG416 UOP Week 2: Knowing in practice

NSG416 UOP Week 2: Knowing in practice

Week 2: Knowing in Practice Jean Watson’s influence on nursing practice is significant. As all theorists do, she has a perspective through which she views nursing care and practice. This activity will help frame the guiding principles of University of Phoenix curriculum through the application of theory-based thinking. Describe the five patterns of

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knowledge and how they can be applied in nursing practice. Summarize the main points of Jean Watson’s theory of human caring, including the 10 carative factors. Determine how Jean Watson views the following patterns of knowledge: • • • • Empirical knowledge (the science) Esthetic knowledge (the art) Ethical knowing (what constitutes good actions for that patient) Personal knowing (nurse-patient relationship) Explain which pattern(s) are more evident or easier to apply in Watson’s theory of human caring, citing specific examples to support your explanation. Reflect on how you may (or do) use caring science in practice and cite a practice scenario in which you could or do apply the theory to patient care. Cite a minimum of two sources in text and include a page or slide with APA-formatted references, depending on how you format your assignment. Format your assignment as one of the following: • 15- to 20-slide presentation with detailed speaker notes ******Please Note: I used to work as a Pediatric Private duty nurse, then at an hospital adult rehabilitation hospital, then as an RN Case Manager at pediatric home health agency and currently as a Pediatric RN care manager at with an MCO. ******* Content: 14 points possible Points possible Described the five patterns of knowledge and how they can be applied in nursing practice 4 Summarized the main points of Jean Watson’s theory of human caring, including the 10 carative factors 3 Determined how Jean Watson views the following patterns of knowledge 3 Points earned Content: 14 points possible Points possible Explained which pattern(s) are more evident or easier to apply in Watson’s theory of human caring, citing specific examples to support your explanation 2 Cited a practice scenario where caring science could or did apply 2 Format: 4 points possible Points possible All formats include an introduction and conclusion. Paper are formatted using APA 2 Cited a minimum of two sources in APA format 1 Followed a structure that is clear and concise; submission is free of grammar and syntax errors 1 Points earned/possible /18 Comments: Points earned Points earned CARING SCIENCE THEORY CARING SCIENCE DEFINED Caring Science encompasses a humanitarian, human science orientation to human caring processes, phenomena and experiences. Caring Science includes arts and humanities as well as science. A Caring Science perspective is grounded in a relational ontology of being-in-relation, and a world view of unity and connectedness of All. Transpersonal Caring acknowledges unity of life and connections that move in concentric circles of caring – from individual, to others, to community, to world, to Planet Earth, to the universe. Caring Science investigations embrace inquiries that are reflective, subjective and interpretative as well as objective-empirical and Caring Science inquiry includes ontological, philosophical, ethical, historical inquiry and studies. In addition, caring science includes multiple epistemological approaches to inquiry including clinical and empirical, but is open to moving into new areas of inquiry that explore other ways of knowing, for example, aesthetic, poetic, narrative, personal, intuitive, kinesthetic, evolving consciousness, intentionality, metaphysical – spiritual, as well as moral-ethical knowing. Caring Science is an evolving new field that is grounded in the discipline of nursing and evolving nursing science, but more recently includes other fields and disciplines in the Academy, for example, Women/Feminist studies, Education, Ecology, Peace Studies, Philosophy/Ethics, Arts and Humanities, Mindbodyspirit Medicine. As such, Caring Science is rapidly becoming an Interdisciplinary or Transdisciplinary field of study. It has relevance to all the health, education, and human service fields and professions. CORE CONCEPTS OF HUMAN CARING Download Core Concepts of Jean Watson’s Theory of Human Caring/Caring Science DOWNLOAD USING CARING SCIENCE? Is your organization using Caring Science and Theory of Human Caring and/or Caritas Practices? LET US KNOW! THE THEORY OF HUMAN CARING The caring model or theory can also be considered a philosophical and moral/ethical foundation for professional nursing and part of the central focus for nursing at the disciplinary level. A model of caring includes a call for both art and science; it offers a framework that embraces and intersects with art, science, humanities, spirituality, and new dimensions of mindbodyspirit medicine and nursing evolving openly as central to human phenomena of nursing practice. I emphasize that it is possible to read, study, learn about, even teach and research the caring theory; however, to truly “get it,” one has to personally experience it; thus the model is both an invitation and an opportunity to interact with the ideas, experiment with and grow within the philosophy, and living it out in one’s personal/professional life. The ideas as originally developed, as well as in the current evolving phase, provide others a chance to assess, critique and see where, how, or if, one may locate self within the framework or the emerging ideas in relation to their own “theories and philosophies of professional nursing and/or caring practice.” 10 CARITAS PROCESSES® 1. Sustaining humanistic-altruistic values by practice of loving-kindness, compassion and equanimity with self/others. 2. Being authentically present, enabling faith/hope/belief system; honoring subjective inner, life-world of self/others. 3. Being sensitive to self and others by cultivating own spiritual practices; beyond ego-self to transpersonal presence. 4. Developing and sustaining loving, trusting-caring relationships. 5. Allowing for expression of positive and negative feelings – authentically listening to another person’s story. 6. Creatively problem-solving-‘solution-seeking’ through caring process; full use of self and artistry of caring-healing practices via use of all ways of knowing/being/doing/becoming. 7. Engaging in transpersonal teaching and learning within context of caring relationship; staying within other’s frame of reference-shift toward coaching model for expanded health/wellness. 8. Creating a healing environment at all levels; subtle environment for energetic authentic caring presence. 9. Reverentially assisting with basic needs as sacred acts, touching mindbodyspirit of spirit of other; sustaining human dignity. 10. Opening to spiritual, mystery, unknowns-allowing for miracles. GUIDING QUESTIONS FOR SYSTEMS USING CARING SCIENCE THEORY If one chooses to use the caring perspective as theory, model, philosophy, ethic or ethos for transforming self and practice, or self and system, the following questions may help: • • • • • • • Is there congruence between (a) the values and major concepts and beliefs in the model and the given nurse, group, system, organization, curriculum, population needs, clinical administrative setting, or other entity that is considering interacting with the caring model to transform and/or improve practice? What is one’s view of human? And what it means to be human, caring, healing, becoming, growing, transforming, etc. For example: In words of Teilhard de Chardin: “Are we humans having a spiritual experience, or are we spiritual beings having a human experience?” Such thinking in regard to this philosophical question can guide one’s worldview and help to clarify where one may locate self within the caring framework. Are those interacting and engaging in the model interested in their own personal evolution? Are they committed to seeking authentic connections and caring-healing relationships with self and others? Are those involved “conscious” of their caring-caritas or non-caring consciousness and intentionally in a given moment and at an individual and system level? Are they interested and committed to expanding their caring consciousness and actions to self, other, environment, nature and wider universe? Are those working within the model interested in shifting their focus from a modern medical science-technocure orientation to a true caring-healing-loving model? This work, in both its original and evolving forms, seeks to develop caring as an ontological and theoretical-philosophical-ethical framework for the profession and discipline of nursing and clarify its mature relationship and distinct intersection with other health sciences. Nursing caring theory based activities as guides to practice, education and research have developed throughout the USA and other parts of the world. Watson’s work is consistently one of the nursing caring theories used as a guide. Nurses’ reflective-critical practice models are increasingly adhering to caring ethic and ethos. Because the nature of the use of the caring theory is fluid, dynamic, and undergoing constant change in various settings around the world and locally, Dr. Watson is not able to offer updated summaries of activities. Earlier publications seek to provide examples of how the work is used, or has been used in specific settings. UNITARY WORLD VIEW: “HUMAN RESIDES IN CONSCIOUSNESS” UNITARY FIELD OF HILDEGARD OF BINGEN 12TH CENTURY Levinas: Ethic of Belonging – Infinite Field of Universal Love/Spirit VISIONARY AWARD FOR CARING SCIENCE LEADERSHIP, INTEGRATIVE HEALTH & MEDICINE CONFERENCE, OCTOBER 2015 TRANSPERSONAL CARING & THE CARING MOMENT DEFINED Transpersonal caring relationships are the foundation of the work; transpersonal conveys a concern for the inner life world and subjective meaning of another who is fully embodied, but transpersonal also goes beyond the ego self and beyond the given moment, reaching to the deeper connections to spirit and with the broader universe. Thus transpersonal caring relationship moves beyond ego-self and radiates to spiritual, even cosmic concerns and connections that tap into healing possibilities and potentials. Transpersonal caring seeks to connect with and embrace the spirit or soul of the other through the processes of caring and healing and being in authentic relation, in the moment. Such a transpersonal relation is influenced by the caring consciousness and intentionality of the nurse as she or he enters into the life space or phenomenal field of another person, and is able to detect the other person’s condition of being (at the soul, spirit level). It implies a focus on the uniqueness of self and other and the uniqueness of the moment, wherein the coming together is mutual and reciprocal, each fully embodied in the moment, while paradoxically capable of transcending the moment, open to new possibilities. Transpersonal caring calls for an authenticity of being and becoming, an ability to be present to self and other in a reflective frame; the transpersonal nurse has the ability to center consciousness and intentionality on caring, healing, and wholeness, rather than on disease, illness and pathology. Transpersonal caring competencies are related to ontological development of the nurse’s human competencies and ways of being and becoming; thus “ontological caring competencies” become as critical in this model as “technological curing competencies” were in the conventional modern, Western nursing-medicine model, now coming to an end. Within the model of transpersonal caring, clinical caritas consciousness is engaged at a foundational ethical level for entry into this framework. The nurse attempts to enter into and stay within the other’s frame of reference for connecting with the inner life world of meaning and spirit of the other; together they join in a mutual search for meaning and wholeness of being and becoming to potentiate comfort measures, pain control, a sense of well-being, wholeness, or even spiritual transcendence of suffering. The person is viewed as whole and complete, regardless of illness or disease. CARING MOMENT • • • • A heart-centered loving energetic field; a turning point A call to higher/deeper consciousness, intentionality An authentic choice of caring/living Requires presence-centering-search for meaning; new level of authenticity – potentiating healing and wholeness CARING MOMENTS, CARING OCCASIONS A caring occasion occurs whenever the nurse and another come together with their unique life histories and phenomenal fields in a human-to-human transaction. The coming together in a given moment becomes a focal point in space and time. It becomes transcendent whereby experience and perception take place, but the actual caring occasion has a greater field of its own in a given moment. The process goes beyond itself, yet arises from aspects of itself that become part of the life history of each person, as well as part of some larger, more complex pattern of life. A caring moment involves an action and choice by both the nurse and the other. The moment of coming together presents them with the opportunity to decide how to be in the moment and in the relationship as where as what to do with and during the moment. If the caring moment is transpersonal, each feels a connection with the other at the spirit level, thus it transcends time and space, opening up new possibilities for healing and human connection at a deeper level than physical interaction. I quote: …we learn from one another how to be human by identifying ourselves with others, finding their dilemmas in ourselves. What we all learn from it is self-knowledge. The self we learn about …is every self. IT is universal – the human self. We learn to recognize ourselves in others…(it) keeps alive our common humanity and avoids reducing self or other to the moral status of object. CARING (HEALING) CONSCIOUSNESS The dynamic of transpersonal caring (healing) within a caring moment is manifest in a field of consciousness. The transpersonal dimensions of a caring moment are affected by the nurse’s consciousness in the caring moment, which in turn affects the field of the whole. The role of consciousness with respect to a holographic view of science have been discussed in earlier writings and include the following points: The whole caring-healing-loving consciousness is contained within a single caring moment. The one caring and the one being cared for are interconnected; the caring-healing process is connected with the other human(s) and the higher energy of the universe; the caring-healingloving consciousness of the nurse is communicated to the one being cared for; caring-healingloving consciousness exists through and transcends time and space and can be dominant over physical dimensions. Within this context, it is acknowledged that the process is relational and connected; it transcends time, space, and physicality. The process is intersubjective with transcendent possibilities that go beyond the given caring moment. THE FUTURE OF NURSING Nursing’s future and nursing in the future will depend upon nursing maturing as a distinct health, healing and caring profession that it has always represented across time, but has yet to actualize. Nursing, thus ironically, now is challenged to stand and mature within its own paradigm, while simultaneously having to transcend it and share with others. The future already reveals that all health care practitioners will need to work within a shared framework of caring relationships; mindbodyspirit medicine; embracing healing arts, caring practices, and processes; and the spiritual dimensions of care much more completely. Thus, nursing is at its own cross road of possibilities, among world views, paradigms, centuries and eras; invited and required to build upon its heritage and latest evolution in science and technology; but, to transcend itself for a postmodern future yet to be known. However, nursing’s future holds promises of caring and healing mysteries and models yet to unfold as opportunities for offering compassionate caritas service await at individual, system, societal, national and global levels for self, profession, and the broader world community. WATSON CARING SCIENCE SCHOLAR PROGRAMS FIND OUT MORE DONATE Please consider a tax-deductible donation to support the global reach of Jean Watson and Watson Caring Science Institute. DONATE CONNECT • • • • • MEMBER LOGIN Contact Info Newsletter Social Media Caritas Quotes POLICIES • Terms & Conditions • • Privacy Policy Cancellation & Refund Policy TRANSLATION Powered by Translate © COPYRIGHT 2019. WATSON CARING SCIENCE INSTITUTE.
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People Of Haitian And Iranian Heritage Culture In Healthcare Nursing

People Of Haitian And Iranian Heritage Culture In Healthcare Nursing

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

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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 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 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.
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Discussion: Changes in Sites of Care

Discussion: Changes in Sites of Care

Discussion: Changes in Sites of Care

Since the culture and practices of care settings are inherently different, changes in sites of care are often difficult for geriatric patients. Efforts should be made to limit changes to only those necessary; however, sometimes a patient’s situation might require multiple changes in sites of care. When selecting sites of care, such as home, assisted living, rehabilitation facilities, and hospitals, many factors must be considered by patients, their families, and their health care providers. Health status, ability to perform self-care, financial limitations, and patient preferences are all factors that might influence a patient’s site placement. As an advanced practice nurse who recommends sites of care and facilitates changes, you must evaluate factors and consider sites that limit the impact of these changes on geriatric patients.

To prepare:

    • Review this week’s media presentation, as well as Chapters 3 and 8 of the Resnick text.
    • Reflect on your personal experiences, observations, and/or clinical practices from the last 5 years. Select a case from the last 5 years that involves an elderly patient who has been in two different sites of care such as home, assisted living, hospital, etc.

Note: When referring to your patient, make sure to use a pseudonym or other false form of identification. This is to ensure the privacy and protection of the patient.

  • Reflect on issues that occurred because of the change in the patient’s sites of care. Think about the impact of differences in the settings themselves, inherent cultures of the settings, and ethical practices of these sites on the patient.
  • Consider whether the patient had an advanced directive in place at the time of the change in sites of care. Reflect on whether any difficult treatment decisions had to be made as a result.
  • Think about the impact of financial issues on site placement and treatment decisions.

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BY DAY 3

Post a description of a case from your personal or clinical experiences in the last 5 years that involves an elderly patient who has been in at least two different sites of care. Explain the impact of differences in the settings themselves, inherent culture of the settings, and ethical practices of these sites on the patient. Then, explain whether the patient had an advanced directive in place at the time of the change in sites of care, and if so, whether any difficult treatment decisions had to be made as a result. Finally, explain the impact of financial issues on site placement and treatment decisions.

Read a selection of your colleagues’ responses. References please

information technology assignment

information technology assignment

complete the Information Technology Self-Assessment Tool. When completed review and determine at least three new goals you would like to achieve. Submit your completed form with a brief description of your experience and comfort level with the use of technology not only in your Program but as a practicing nurse

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Culture of safety Discussion questions

Culture of safety Discussion questions

emphasis is on awareness of client quality and safety and in particular what is a “culture of safety.”

Based on the review of the following websites at the Institute of Healthcare Improvement and Agency for Healthcare Research and Quality answer the following questions.

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  1. What values ensure a culture of safety?
  2. How can healthcare facilities establish a culture of safety?
  3. What is the nurse’s role in maintaining a culture of safety?

Framing an Issue From the Sociological Perspective

Framing an Issue From the Sociological Perspective

Hey Robert you have to do this one for the other I’m going to post the questions go together. I’m also putting the scoring guide at the end of the question. You’re work is always awesome, but PLEASE follow the scoring the for “basic” or above. This lady is looking for anything to give a “nonperformance” on.

  • Create a 15–20-slide presentation or a 15–20-minute speech on either same-sex marriage or immigration policy.Note: You must complete this assessment before starting on Assessment 5.
    • Competency 1: Describe theoretical ideas of power in relation to policy.
      • Discuss how sociological theory can be used to understand disparities in political power.
    • Competency 2: Identify historical and contemporary influences of discrimination in U.S. culture.
      • Describe the evolution of the social movements that have emerged as a result of a diversity issue.
    • Competency 3: Analyze the effects of social policy using aggregated data.
      • Address questions that reflect public perception using supporting data or research.
    • Competency 4: Analyze how laws are applied or created based on race, ethnicity, religion, gender, sexual orientation, age, and social class.
      • Analyze the evolution of antidiscrimination law to give context to current law or policy.
    • Competency 5: Apply diversity strategies in professional, educational, and personal contexts.
      • Discuss tactics employed by activists to promote a cause.
    • Competency 6: Communicate effectively.
      • Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics.
    Context
  • Many of the current political, legal, and social debates in U.S. society center around diversity and its related issues. Two of those debates concern immigration policy and same-sex marriage. These debates involve not only arguments regarding discriminatory treatment of particular ethnic groups or sexual minorities but also legal, economic, and religious questions and concerns.Applying the sociological perspective to these debates is useful, because it requires researching these diverse perspectives and placing them in historical and contemporary contexts to gain a deeper understanding of the causes and consequences of the debate and current and proposed policy solutions. This also puts us in a position in which we can more accurately evaluate and critique the merits of comments made and policies suggested by politicians, leaders, and others with a stake in these debates.
  • 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 your professional community.

    • How and why has U.S. immigration policy changed since the mid-20th century? What are the similarities and differences between current immigrant groups and patterns of immigration compared to historical trends?
    • What are the costs and benefits of immigration, whether legal or illegal, for the United States as a whole?
    • What are the key arguments of the stakeholders in the debate about the morality and legality of same-sex marriage rights?
    • How should disparities between state and federal policies regarding same-sex marriage be handled?
  • Resources

    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.

    • Taylor, P., Lopez, M. H., Martínez, J., & Velasco, G. (2014). IV. Language use among Latinos. Retrieved from http://www.pewhispanic.org/2012/04/04/iv-language-…
    • Davidson, A. (2015). Debunking the myth of the job-stealing immigrant. The New York Times Magazine. Retrieved from http://www.nytimes.com/2015/03/29/magazine/debunki…
    • PHYS.org. (2013). Sociologist examines same-sex marriage debate within LBGT movement. Retrieved from http://phys.org/news/2013-07-sociologist-same-sex-…

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  • Assessment Instructions

    Note: You must complete this assessment before starting on Assessment 5.Your task in this assessment is to choose one of two debates—same-sex marriage or immigration policy—and create a presentation that would be delivered at a symposium on a college campus. You will need to place the debate in historical context, which will involve researching the history of policy as it pertains to your chosen topic and the social movements that developed as a result—for example, the gay rights movement. You will also be asked to address potential questions audience members might ask in this kind of situation.Your presentation should demonstrate your understanding of the debate you have chosen, as well as your ability to apply the sociological perspective to a complex and controversial social issue.

    DELIVERABLE

    Focusing on either same-sex marriage or immigration policy, create a PowerPoint presentation or written speech for the hypothetical audience you are addressing, which addresses each of the items below. Include graphics with supporting data in the form of charts, tables, or graphs when appropriate, and include any other information that supports your message. Be sure to include extensive speaker’s notes to provide detailed descriptions of each of the topics covered in the presentation, if you create a PowerPoint presentation.Complete the following:

    • Provide an overview and description of the central issue you have chosen to address.
    • Describe the evolution of the social movements that are a precursor for or have emerged as a result of your chosen issue.
      • Include a time line with key events to provide historical context.
      • Describe any milestones that have characterized the development of the social movement involving your issue.
    • Briefly analyze the following for your selected topic:
      • The evolution of federal legislation on the topic over the past 10 years.
      • The current political landscape, including key political debates related to your central issue.
    • Introduce the important political players in the national debate, and discuss how sociological theory can be used to understand why some players have more power than others in this debate.
    • Discuss how the continued uncertainty in political and legal environments affects stakeholders who are seeking to expand their rights or challenge existing policies.
      • Describe tactics used to further the cause.
    • The symposium coordinator has sent you the questions below in anticipation of your visit. Draft answers for each, typing your answers in the Notes box below the Questions slide you have created, if you are doing a PowerPoint presentation. If you are writing a speech, include the questions and answers at the end. Support your answers with research and data from scholarly sources. Choose the set of questions that is appropriate for your chosen topic.
      • Immigration:
        • “Ninety percent of illegal immigrants are on the public dole. Why are we giving welfare benefits to people who aren’t citizens?”
        • “Mexicans are taking away our jobs. What is the best way to stop them?”
      • Same-sex marriage:
        • “I heard 75 percent of people are against gay marriage. Who are they?”
        • “If we allow gays to marry, won’t it destroy our social fabric?”

    ADDITIONAL REQUIREMENTS

    • Written communication: Written communication is free of errors that detract from the overall message.
    • Length: If you chose to do a PowerPoint presentation, it should contain 15–20 slides. Slides should contain no more than a few bulleted points and/or a graphic. Rather than cramming slides with text, use the Notes box below each slide to explain and expand on your bulleted points in each slide. If a written speech is chosen, it should be 15–20 minutes long when read aloud.
    • Format: Include a title and reference slides or pages. Cite any sources used in current APA style and format.
    • Sources: Cite at least six credible scholarly sources to support your presentation.

    Framing an Issue From the Sociological Perspective Scoring Guide

    CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
    Discuss how sociological theory can be used to understand disparities in political power. Does not list ways that sociological theory can be used to understand disparities in political power. Lists way that sociological theory can be used to understand disparities in political power. Discusses how sociological theory can be used to understand disparities in political power. Analyzes how sociological theory can be used to understand disparities in political power and cites scholarly sources for support.
    Describe the evolution of the social movements that have emerged as a result of a diversity issue. Does not describe the evolution of the social movements that have emerged as a result of a diversity issue. Describes the evolution of the social movements that have emerged as a result of a diversity issue but is vague on the rationale for their interconnectedness. Describes the evolution of the social movements that have emerged as a result of a diversity issue. Analyzes the evolution of the social movements that have emerged as a result of a diversity issue and cites support from scholarly resources.
    Address questions that reflect public perception using supporting data or research. Does not address questions that reflect public perception using supporting data or research. Addresses questions that reflect public perception using data or research that is inadequate or inappropriate. Addresses questions that reflect public perception using supporting data or research. Addresses questions that reflect public perception using supporting data or research and real-world examples in a persuasive way that illuminates facts surrounding the issues.
    Analyze the evolution of antidiscrimination law to give context to current law or policy. Does not discuss the evolution of antidiscrimination law to give context to current law or policy. Discusses the evolution of antidiscrimination law to give context to current law or policy. Analyzes the evolution of antidiscrimination law to give context to current law or policy. Analyzes the evolution of antidiscrimination law to give context to current law or policy and cites scholarly resources for support.
    Discuss tactics employed by activists to promote a cause. Does not list tactics employed by activists to promote a cause. Lists tactics employed by activists to promote a cause. Discusses tactics employed by activists to promote a cause. Analyzes the effectiveness of tactics employed by activists to promote a cause.
    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.

 

Tags: healthcare nursing Social Movements political power sociological theory

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.

    DELIVERABLE

    Write an essay addressing each of the following parts:

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    • 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;

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-Geographical localization and topography

-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 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

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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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