Discussion Response #1 (NURS6351): Addressing Diversity to Promote Effective Learning Experiences 2025

Discussion Response #1 (NURS6351): Addressing Diversity to Promote Effective Learning Experiences Respond to the discussion #1 below using the three approaches: 1. Ask a probing question, substantiated with additional background information or research. 2. Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. 3. Validate an idea with your own experience and additional resources. Introduction There is much more diversity seen in education today. This creates a challenge for educators in the classroom (Bednarz, Schim, & Doorenbos, 2010). The typical demographic of the white female nursing student is quickly changing and as educators we need to accommodate this diversity in our classrooms (Adeniran & Smith-Glasgow, 2010). Today the non-traditional nursing student is known to be diverse. These diverse students are considered to be non-traditional students. These students consist of those under the age of 25, male, member of an ethnic or minority group, and those that speak English as a second language (Bednarz, Schim, & Doorenbos, 2010). In this discussion I will focus on the English as second language (ESL) student, and strategies to promote a positive learning environment. ESL Student I have spent a few years now in the field of nursing education. I encounter many students that have accents and English as their second language. I have noticed that many of these students struggle academically. At first I could not understand why they struggle when most of them speak very good English. It was a young lady who brought to my attention that she did not understand the meaning of many English words especially medical terms. Many ESL students have difficulties with medical language, nursing language, and American language (Bednarz, Schim, & Doorenbos, 2010). At that point I realized that I held a bias against these students. I felt they just did not have what it takes to succeed in this field. I was wrong and felt horrible for thinking this. This was an eye opening experience and a lesson learned. What she taught me was that these students are like everyone else, but they may require some additional help along the way. Strategies I am always willing to help any student who is struggling to succeed. This situation was one that helped me to better understand just how to help these ESL students. In order to promote a positive learning environment for these students I had to first be aware of my own values, beliefs, and biases. This awareness is necessary in creating an inclusive learning environment (Adeniran & Smith-Glasgow, 2010). A second strategy is to listen and learn. It is important to listen to what our students are saying and accommodate different learning styles by using a variety of teaching strategies (Bednarz, Schim, & Doorenbos, 2010). Once I listened I was better able to understand the student’s learning needs. Lastly, know what resources are available at your campus to accommodate ESL students (Bednarz, Schim, & Doorenbos, 2010). I refer my students to our learning assistance center. This is a free service for them and has proven to be very beneficial. Conclusion There are many strategies to help ESL students succeed in nursing education. I mentioned the ones that I have tried and work well for me. I learned a great deal from my experience and feel better prepared when working with this diverse group of students. References: Adeniran, Rita K, RN, DrNP(c), MSN,C.N.A.A., B.C., & Smith-Glasgow, M. (2010). Creating and promoting a positive learning environment among culturally diverse nurses and students. Creative Nursing, 16 (2), 53-8. Retrieved from http://search.proquest.com.ezp.waldenulibrary.org/docview/222732588?accountid=14872 Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: perils, pitfalls, and pearls. Journal of Nursing Education, 49 (5), 253-260. doi:10.3928/01484834-20100115-02 Reminders: 1. 1 page only 2. Put APA format citations 3. At least 3 references (APA format)… Articles must be 2011 to 2016. Required Readings Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life . San Francisco, CA: Jossey-Bass. Chapter IV, “Knowing in Community: Joined by the Grace of Great Things” (pp. 91–116) This chapter focuses on the cultivation of community in education. Adeniran, R. K., & Smith-Glasgow, M. (2010). Creating and promoting a positive learning environment among culturally diverse nurses and students. Creative Nursing, 16 (2), 53–58. Retrieved from the Walden Library databases. This article describes strategies for addressing learning needs in culturally diverse nursing education settings. Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: Perils, pitfalls, and pearls. Journal of Nursing Education, 49 (5), 253–260. Retrieved from the Walden Library databases. The authors examine how increasing diversity creates a complex educational environment, which can lead to difficulties for students and teachers. They also explain the need for strategies to address these issues and promote effective educational experiences for a diverse student body. Davis, S., & Davis, D. (2010). Challenges and issues facing the future of nursing education: Implications for ethnic minority faculty and students. Journal of Cultural Diversity, 17 (4), 122–126. Retrieved from the Walden Library databases. The authors examine the recruitment and retention of faculty and students from ethnically underrepresented groups in nursing education programs. They focus specifically on the imperative to cultivate a technologically savvy workforce that can compete in the global economy. Duke, J., Connor, M., & McEldowney, R. (2009). Becoming a culturally competent health practitioner in the delivery of culturally safe care: A process oriented approach. Journal of Cultural Diversity, 16 (2), 40–49. Retrieved from the Walden Library databases. This article examines the development of cultural competence, referencing Benner’s novice-to-expert continuum, to promote health outcomes of marginalized cultural groups. Carr, S., & DeKemel-Ichikawa, K. (2012). Improving communication through accent modification: Growing the nursing workforce. Journal of Cultural Diversity, 19 (3), 79–84. Retrieved from the Walden Library databases. As the authors note, the presence of accents and dialects among nursing students can lead to communication barriers that can adversely impact student performance and patient safety. This article examines the effectiveness of a pilot program enacted to address this issue. Revell, S., & McCurry, M. (2010). Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms. Journal of Nursing Education, 49 (5), 272–275. Retrieved from the Walden Library databases. The authors describe the use of technology to engage students, drawing from knowledge of learning preferences for different age groups. Oldenburg, N., & Hung, W. (2010). Problem solving strategies used by RN-to-BSN students in an online problem-based learning course. Journal of Nursing Education, 49 (4), 219–222. Retrieved from the Walden Library databases. This article examines problem-based learning within an online context to promote nursing students’ development of essential skills. Ierardi, J., Fitzgerald, D., & Holland, D. (2010). Exploring male students’ educational experiences in an associate degree nursing program. Journal of Nursing Education, 49 (4), 215–218. Retrieved from the Walden Library databases. The authors examine the effects of gender on nursing students’ experiences.

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Discussion Response #1 (NURS6351): Addressing Diversity to Promote Effective Learning Experiences 2025

Discussion Response #1 (NURS6351): Addressing Diversity to Promote Effective Learning Experiences Respond to the discussion #1 below using the three approaches: 1. Ask a probing question, substantiated with additional background information or research. 2. Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. 3. Validate an idea with your own experience and additional resources. Introduction There is much more diversity seen in education today. This creates a challenge for educators in the classroom (Bednarz, Schim, & Doorenbos, 2010). The typical demographic of the white female nursing student is quickly changing and as educators we need to accommodate this diversity in our classrooms (Adeniran & Smith-Glasgow, 2010). Today the non-traditional nursing student is known to be diverse. These diverse students are considered to be non-traditional students. These students consist of those under the age of 25, male, member of an ethnic or minority group, and those that speak English as a second language (Bednarz, Schim, & Doorenbos, 2010). In this discussion I will focus on the English as second language (ESL) student, and strategies to promote a positive learning environment. ESL Student I have spent a few years now in the field of nursing education. I encounter many students that have accents and English as their second language. I have noticed that many of these students struggle academically. At first I could not understand why they struggle when most of them speak very good English. It was a young lady who brought to my attention that she did not understand the meaning of many English words especially medical terms. Many ESL students have difficulties with medical language, nursing language, and American language (Bednarz, Schim, & Doorenbos, 2010). At that point I realized that I held a bias against these students. I felt they just did not have what it takes to succeed in this field. I was wrong and felt horrible for thinking this. This was an eye opening experience and a lesson learned. What she taught me was that these students are like everyone else, but they may require some additional help along the way. Strategies I am always willing to help any student who is struggling to succeed. This situation was one that helped me to better understand just how to help these ESL students. In order to promote a positive learning environment for these students I had to first be aware of my own values, beliefs, and biases. This awareness is necessary in creating an inclusive learning environment (Adeniran & Smith-Glasgow, 2010). A second strategy is to listen and learn. It is important to listen to what our students are saying and accommodate different learning styles by using a variety of teaching strategies (Bednarz, Schim, & Doorenbos, 2010). Once I listened I was better able to understand the student’s learning needs. Lastly, know what resources are available at your campus to accommodate ESL students (Bednarz, Schim, & Doorenbos, 2010). I refer my students to our learning assistance center. This is a free service for them and has proven to be very beneficial. Conclusion There are many strategies to help ESL students succeed in nursing education. I mentioned the ones that I have tried and work well for me. I learned a great deal from my experience and feel better prepared when working with this diverse group of students. References: Adeniran, Rita K, RN, DrNP(c), MSN,C.N.A.A., B.C., & Smith-Glasgow, M. (2010). Creating and promoting a positive learning environment among culturally diverse nurses and students. Creative Nursing, 16 (2), 53-8. Retrieved from http://search.proquest.com.ezp.waldenulibrary.org/docview/222732588?accountid=14872 Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: perils, pitfalls, and pearls. Journal of Nursing Education, 49 (5), 253-260. doi:10.3928/01484834-20100115-02 Reminders: 1. 1 page only 2. Put APA format citations 3. At least 3 references (APA format)… Articles must be 2011 to 2016. Required Readings Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life . San Francisco, CA: Jossey-Bass. Chapter IV, “Knowing in Community: Joined by the Grace of Great Things” (pp. 91–116) This chapter focuses on the cultivation of community in education. Adeniran, R. K., & Smith-Glasgow, M. (2010). Creating and promoting a positive learning environment among culturally diverse nurses and students. Creative Nursing, 16 (2), 53–58. Retrieved from the Walden Library databases. This article describes strategies for addressing learning needs in culturally diverse nursing education settings. Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: Perils, pitfalls, and pearls. Journal of Nursing Education, 49 (5), 253–260. Retrieved from the Walden Library databases. The authors examine how increasing diversity creates a complex educational environment, which can lead to difficulties for students and teachers. They also explain the need for strategies to address these issues and promote effective educational experiences for a diverse student body. Davis, S., & Davis, D. (2010). Challenges and issues facing the future of nursing education: Implications for ethnic minority faculty and students. Journal of Cultural Diversity, 17 (4), 122–126. Retrieved from the Walden Library databases. The authors examine the recruitment and retention of faculty and students from ethnically underrepresented groups in nursing education programs. They focus specifically on the imperative to cultivate a technologically savvy workforce that can compete in the global economy. Duke, J., Connor, M., & McEldowney, R. (2009). Becoming a culturally competent health practitioner in the delivery of culturally safe care: A process oriented approach. Journal of Cultural Diversity, 16 (2), 40–49. Retrieved from the Walden Library databases. This article examines the development of cultural competence, referencing Benner’s novice-to-expert continuum, to promote health outcomes of marginalized cultural groups. Carr, S., & DeKemel-Ichikawa, K. (2012). Improving communication through accent modification: Growing the nursing workforce. Journal of Cultural Diversity, 19 (3), 79–84. Retrieved from the Walden Library databases. As the authors note, the presence of accents and dialects among nursing students can lead to communication barriers that can adversely impact student performance and patient safety. This article examines the effectiveness of a pilot program enacted to address this issue. Revell, S., & McCurry, M. (2010). Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms. Journal of Nursing Education, 49 (5), 272–275. Retrieved from the Walden Library databases. The authors describe the use of technology to engage students, drawing from knowledge of learning preferences for different age groups. Oldenburg, N., & Hung, W. (2010). Problem solving strategies used by RN-to-BSN students in an online problem-based learning course. Journal of Nursing Education, 49 (4), 219–222. Retrieved from the Walden Library databases. This article examines problem-based learning within an online context to promote nursing students’ development of essential skills. Ierardi, J., Fitzgerald, D., & Holland, D. (2010). Exploring male students’ educational experiences in an associate degree nursing program. Journal of Nursing Education, 49 (4), 215–218. Retrieved from the Walden Library databases. The authors examine the effects of gender on nursing students’ experiences.

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NURS6341 Discussion Response #4: Analyzing Patient Risk 2025

NURS6341 Discussion Response #4: Analyzing Patient Risk Respond to the discussion #4 below using the following approach: Offer and support an additional strategy a colleague might use to integrate the principle of stacking into his or her specialty of interest. Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence. Ask a probing question, substantiated with additional background information, evidence, or research. Discussion #4 As the acuity level of our patient’s health status increased, the complexity of our roles increases also. Attempting to manage multiple patients with complex health statuses requires the nurse to develop a care giving rubric that allows for this complex decision making process to occur seamlessly, with no harm coming to our patients. As novice nurses this task can seem daunting and overwhelming at times, but as we process through our career, the clinical decision making matrix becomes much easier to perform. One of those decision-making matrixes is stacking . Stacking is an RN cognitive process involving decision-making about workflow priorities (Shirey, Ebright, & McDaniel, 2013). Stacking as an important strategy used by experienced RNs for management of the complexity surrounding nursing care which involves complex reasoning and clinical decision making. My clinical setting for my example is the Operating Room (OR) of a large hospital. As OR nurses, it can be overwhelming even for a seasoned OR nurse to understand, and prioritize this complex, multifaceted environment. Being a high pressure environment, the OR can be a very fast-paced, stressful place. Surgeons’ tempers can run high, and that can trickle down to the staff, placing more emphasis on creating smooth running process, by the OR RN. Eskola et al. (2016) noted that the OR can be a stressful practice environment, where nurses might have either job stress or job satisfaction based on their competence. In my clinical example, the building was built in the early 1900’s with many, many additions over the years. In the Operating Rooms suites, their locations were scattered on 3 different wings of the hospital, and on 2 different floors. In addition, the Central Supply, which sterilized and stored the surgical instruments and disposable supplies, was located in the basement of the original building, requiring multiple elevators trips to gather supplies. Also, the elevators were not dedicated to the OR’s, but were general use elevators, which made timely delivery of supplies problematic. In this environment, the OR nurse needed to be very skilled in stacking, as regards to equipment and supply prioritization and optimization of use. In today’s hospital culture of, “just in time” supply delivery, many hospital items are not stocked in large quantities and so amassing of large quantities of possibly needed equipment and supplies was frowned upon. The prioritization skills of the novice nurse would have been taxed as even the more experienced nurses found the ability to have the correct supplies, in the correct quantities, in addition to planning for the unforeseen issues, daunting in the best of circumstances, and overwhelming in the worst of situations. Yildiz Findik, Ozbas, Cavdar, Yildizeli Topcu, & Onler (2015), remarked that the nursing students generally employed a helpless/self-accusatory approach among passive patterns as their clinical stress levels increased, and those who had never been to an operating room previously used a submissive approach among passive patterns. In this environment, emphasis must be placed on the prioritization decisions in preparing and stocking supplies, and in the relationship management with the physicians. For example, in cultivating a high relationship management technique with the operating the physicians, the OR nurse was better able to anticipate needs and have the correct items available, when they were needed. Patterson, Ebright, & Saleem (2011) said that in particular, being proactive on certain tasks was believed to reduce the overall amount of time spent on them. Being proactive in the OR environment requires a certain level of self confidence in the ability to communicate information quickly, concisely and accurately. References Eskola, S., Roos, M., McCormack, B., Slater, P., Hahtela, N., & Suominen, T. (2016). Workplace culture among operating room nurses. Journal of Nursing Management , 24 (6), 725-734. doi:10.1111/jonm.12376 Patterson, E. S., Ebright, P. R., & Saleem, J. J. (2011). Investigating stacking: How do registered nurses prioritize their activities in real-time? International Journal of Industrial Ergonomics , 41 (4), 389-393. doi:10.1016/j.ergon.2011.01.012 Shirey, m. r., Ebright, p. r., & McDaniel, a. m. (2013). Nurse manager cognitive decision-making amidst stress and work complexity. Journal of Nursing Management, 21(1), 17-30. doi:10.1111/j.1365-2834.2012.01380.x Yildiz Findik, U., Ozbas, A., Cavdar, I., Yildizeli Topcu, S., & Onler, E. (2015). Assessment of nursing students’ stress levels and coping strategies in operating room practice. Nurse Education in Practice , 15 (3), 192-195. doi:10.1016/j.nepr.2014.11.008 Reminder: 1. 1 page only 2. Put Citations in APA format and at least 3 references… Articles must be 2011 to 2016. Required Readings Ebright, P. R. (2010). The complex work of RNs: Implications for healthy work environments. The Online Journal of Issues in Nursing, 15 (1) Retrieved from the Walden Library databases. The author, an expert nurse, examines the meaning of “complexity” in nursing practice, how complexity impacts safety, quality, and retention, and considers recommendations and solutions for addressing complexity to reduce nursing stress and improve patient care. Duffield, C., Diers, D., O’Brien-Pallas, L., Aisbett, C., Roche, M., King, M., & Aisbett, K. (2011). Nursing staffing, nursing workload, the work environment and patient outcomes. Applied Nursing Research, 24 (4), 244–255. Retrieved from the Walden Library databases. This article details a study that links nurse staffing issues, increased workload, and unstable nursing unit environments with negative patient outcomes, including falls and medication errors, on medical/surgical units. As you read, compare the concept of nursing workload and nursing complexity and consider solutions in the Ebright article that might apply. Required Media Laureate Education (Producer). (2013). Addressing complexity of nursing practice [Video file]. Retrieved from https://class.waldenu.edu . Note: The approximate length of this media piece is 8 minutes. In this video segment, Dr. Pat Ebright and Dr. Mary Sitterding discuss complexities of nursing practice. Specifically, they highlight how the principle of stacking can help both novice and experienced nurses to make key workload decisions in the clinical environment. Accessible player Laureate Education (Producer). (2013). The role of the nurse educator [Video file]. Retrieved from https://class.waldenu.edu . Note: The approximate length of this media piece is 9 minutes. In this video segment, Dr. Pat Ebright and Dr. Mary Sitterding discuss the role of the nurse educator.

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NURS 6221: MANAGING HUMAN RESOURCES – Discussion 10 (Grading Rubic and Media Attached) 2025

Discussion: Creating, Developing, and Leading Effective Teams Coming together is a beginning. Keeping together is progress. Working together is success. —Henry Ford A critical skill for all nurse managers is the ability to create, develop, and lead effective teams. When people are part of an effective and well-functioning team, they are more productive and have a stronger commitment to the organization. Nurse managers have a responsibility to create teams that fulfill functional needs within their units or departments. These can include leadership teams, ad hoc project teams, or primary work teams. As a nurse manager, there is a variety of ways that you can enhance team functioning. The first step is developing the structural elements of the team and then designing the team with the appropriate membership. Just as you must critically examine each application during the employment process, so will you critically examine the skills and attributes of each employee before appointing him or her to a collective team. In this week’s Discussion, you lay the groundwork for creating and developing a team for your unit, department, or health care setting. You also identify leadership strategies that you could employ to increase the team’s organizational effectiveness. To prepare Review Chapter 5, “The Art of Effectively Facilitating Processes” from the course text, From Management to Leadership: Strategies for Transforming Health Care. Carefully examine the section, “Essential Elements of a Team” to identify the six steps of creating an effective team. Consider a team you might create for your current organization or one with which you are familiar. For example, is there a project to be accomplished or a problem to be solved? Perhaps there is a need for a leadership team within your unit or department? Identify the purpose or goal for your team. Then, reflect on the following questions: What type of team would you create (leadership, ad hoc, or primary work team) to accomplish this purpose or goal? What are the benefits or disadvantages of creating this type of team? What staff members would you want on this team? Why? How could their skill sets and positions make them effective team members? Explore this week’s Learning Resources to identify leadership strategies you might employ before, during, and after the team-building phase. For example, what leadership strategies might influence synergy among team members while also increasing the effectiveness of the team? Post a description of the team you would create, including the purpose or goal the team would serve, the team type, and the specific skills each member would contribute as well as their job positions. Describe at least two leadership strategies you could implement to help this team effectively achieve its purpose or goal. Read a selection of your colleagues’ responses. Respond to at least two of your colleagues on two different days using one or more of the following approaches: Critically appraise a colleague’s team description. Provide an additional leadership strategy he or she could use to further improve the effectiveness of the team. Find a colleague who would like to implement a team similar to one that has been implemented in your workplace. Share an insight into how your organization benefited from this type of team and the leadership strategies management employed to support the work of the team. Required Readings Manion, J. (2011). From management to leadership: Strategies for transforming health care (3rd ed.). San Francisco, CA: Jossey-Bass. Chapter 5, “The Art of Effectively Facilitating Processes” (pp. 179–242) This chapter describes the many components that make up the facilitating process. Some of these elements include empowerment, authority, resolutions, and negotiation. Chapter 6, “Getting Results” (pp. 243–282) The main points of this chapter are the components that contribute to effective teamwork. The author lists the benefits and pitfalls of proactive behavior, group decision making, and problem solving. Beeson, J. (2011). Build a strong team. Leadership Excellence, 28(2), 15. Retrieved from the Walden Library databases. Beeson’s article focuses on the importance of building a structured team. He provides five steps that leaders can implement in the workplace to create a strong team that benefits the whole workplace. Calendrillo, T. (2009). Team building for a healthy work environment. Nursing Management, 40(12), 9–12. Retrieved from the Walden Library databases. In this article, Calendrillo states that skilled communication is the foundation for strong team building in clinical settings. When skilled communication has been mastered and used, quality patient care and healthy work environments are among the many results. Pentland, A. (2012). The new science of building great teams. Harvard Business Review, 90(4), 60–70. Retrieved from the Walden Library databases. This article addresses how communication is a key to team efficiency. The author provides three communication dynamics that were used by the teams that were most communicative. Required Media Laureate Education, Inc. (Executive Producer). (2012). Team building. Baltimore, MD: Author. Note: The approximate length of this media piece is 8 minutes. This week’s presenter, Jo Manion, provides effective team-building strategies nurse managers can employ when initiating teams in units, departments, and organizations. She also reviews the three types of teams that are generally found in health care settings: leadership, ad hoc, and primary work teams. Accessible player The following document gives credit for Laureate-produced media in this course: Credits (PDF) Optional Resources Ramsay, S., Troth, A., & Branch, S. (2011). Work-place bullying: A group processes framework. Journal of Occupational & Organizational Psychology, 84(4), 799–816.

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COMMENT ALISSA 2025

I NEED A POSITIVE COMMENT BASED IN THIS ARGUMENT. BETWEEN 150-200 WORDS The comprehensive health assessment of a geriatric patient should be a clear, organized, and understandable document covering physical assessment findings, the client’s health history, and the client’s family background (Grand Canyon University [GCU], 2012). While assessing geriatric patients, nurses should pay attention to hearing and vision loss, as these are two things expected to diminish as clients age (GCU, 2012). Sometimes loss of hearing or vision may be misinterpreted as loss of cognition, so it is important to be able to tell the difference. Loss of cognition is not a normal part of the aging process; if it is noted during the assessment, this may be an indication of delirium, dementia, or depression (GCU, 2012). Physical changes that may be noted when assessing geriatric patients are: decrease of subcutaneous fat and muscle tone, altered gait, decreased height, and decreased mobility (GCU, 2012). All of these may also indicate lack of proper nutrition, and since elderly clients are at higher risk for inadequate nutrition it is important to assess the client’s intake. Caloric needs decrease as clients age, but it is an important assessment finding and nurses should do their best to ensure elderly clients are eating enough. Skin should be assessed for breakdown, changes in texture, color, rashes, itching, and lesions, bruising, moles, and birthmarks. Skin diseases are common in geriatric patients (GCU, 2012). Remember to use the ABCD acronym when assessing moles (Asymmetry, Border, Color, Diameter) as these can be the first indication of skin cancers (GCU, 2012). While skin loses its elasticity, it may become wrinkled and a little saggy. Check mucous membranes for signs of dehydration. It is normal for hair to be thin and gray or white in color. Nails should be flat or slightly curved; clubbed nails may indicate heart or pulmonary disease (GCU, 2012). Another important aspect of the geriatric assessment is to look at all the patient’s medications. This is something that may be difficult for many older clients. It is very important to review their medications with them and be sure they know how and when to take each one. Many older patients are on several medications, and when seeing more than one provider ptients can easily be prescribed similar medications at once, or be prescribed medications that may interact with each other. Patients should bring all of their medications to their appointments and go over each one with their provider. Reference Grand Canyon University. (2012). Health assessment of the older adult. Retrieved from https://lcugrad1.gcu.edu/learningPlatform/user/users.html?operation=loggedIn#/learningPlatform/loudBooks/loudbooks.html?viewPage=current&operation=innerPage¤tTopicname=Health Assessment of the Older Adult&topicMaterialId=11e92c9f-854b-4580-aecb-831f4476212b&contentId=d43a7a2f-d11b-46c1-a5a1-55d7459eaa28&

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