Health Promotion 2025

Assignment: Cultural Respect & Competency—Caring for a Vulnerable Population in My Own Community Effective health communication is as important to health care as clinical skill. To improve individual health and build healthy communities, providers need to recognize and address the unique culture, language, and health literacy of diverse consumers and communities. As Advanced Practice Nurses, we must be knowledgeable but also culturally savvy and understand the nuances of the populations that we serve. INITIAL POST : For this discussion, identify a vulnerable population in your own community. (I live in South Florida, it could be homeless population, or elderly population, but it is up to you). Describe the characteristics of this group—what makes them vulnerable—and utilize at least three scholarly resources to answer only one of the following questions for your initial post. 1. Paraphrase concepts/theories specific to healthcare disparities as related to vulnerability; provide at least three applications of concepts/theories that could be implemented within your community. 2. As an APRN, how can you advocate for this identified vulnerable population within your community? List and discuss at least three ways in which you can advocate. 3. How does what you learned about your own cultural competency affect how you might approach your role as an advocate? Did you find that you had bias? Were you aware of your bias prior to this exercise? 4. As an APRN, how will you strive to be culturally competent and respectful to those you serve? List and discuss at least three behaviors/characteristics of a culturally competent and respectful APRN. REPLY POSTS : After you complete your initial post following the above instructions, reply separately to two of your classmates posts (See attached classmates posts, post#1 and post#2). The replies should be well thought out with strong paragraph development (minimum of five to six sentences each), citations, and APA formatting. Note : The expectation is not that you “agree” or “disagree” with your peers but that you develop a conversation with information that is validated via citations to encourage learning and to bring your own perspective to the conversation. In one of your reply posts, compare and contrast your vulnerable community’s characteristics or conditions with those of your peers, and for your second reply post discuss the pros and cons of an interdisciplinary approach to advocacy; evaluate the focus of team members, and how they might benefit your peer’s vulnerable population. Note: Use at least two scholarly references per peer post. Note: Please, send me the three documents separately, for example one is my Initial Post (My vulnerable population), the next one is the reply to my peers Post #1, and the other one is the reply to my other peer Post #2. TURNITIN ASSIGNEMNT (FREE OF PLAGIARISM)

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Assess 2025

As the school nurse working in a college health clinic, you see many opportunities to promote health. Maria is a 40-year-old Hispanic who is in her second year of nursing school. She complains of a 14-pound weight gain since starting school and is afraid of what this will do to both her appearance and health if the trend continues. After conducting her history, you learn that she is an excellent cook and she and her family love to eat foods that reflect their Hispanic heritage. She is married with two school-age children. She attends class a total of 15 hours per week, plus she must be present for 12 hours of labs and clinical. She maintains the household essentially by herself and does all the shopping, cooking, cleaning, and chauffeuring of the children. She states that she is lucky to get 5 hours of sleep per night, but that is okay with her. She drinks coffee all morning to “keep her going.” She lives 1 hour from campus and commutes each day, and often drinks diet cola to “stay awake.” When asked what she does to relax and de-stress, Maria states she “doesn’t even have time to think about that.” Maria’s vitals today are as follows; T 98.6, R 20, HR 88, BP 148/90 Using the lesson and text as your guide, answer the following questions. 1. What additional assessment data (subjective and/or objective) would you like to gather from Maria? 2. What actual health concerns and risk factors have you identified? 3. What are some opportunities to promote health and wellness for Maria? 4. Write one nursing diagnosis for Maria (actual, wellness or risk), based on one of the health concerns or opportunities you have identified. ( Please use one of the formulas outlined in the text and lesson! )

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Culture In Nursing DQ 2 2025

Please read chapter two of the class textbook and review the attached PowerPoint presentation. Once done answer the following questions; 1. Analyze the complex integration of knowledge, attitudes, and skills needed for the delivery of culturally competent nursing care. 2. Describe the five steps in the process of delivering culturally congruent and competent care for clients from diverse backgrounds. 3. In your own words, define the following terms; cultural baggage, ethnocentrism, cultural imposition, prejudice, and discrimination. 4. Compare and contrast individual and organizational cultural competence. A minimum of 2 evidence-based references (besides the class textbook) no older than 5 years must be used . A minimum of 800 words is required and not exceeding 1,000 words (excluding the first and reference page). Please make sure to follow the instructions as given and use either spell-check or Grammarly before you post your assignment.

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Answer To This Essay -200 Words Minimum(O) 2025

I need to make an answer based on this essay on Purnell Model as a cultural competence. Must be a minimum of 200 words. References supporting the answer should be included. Purnell model contains rings that explain the development of cultural awareness and how it expands. It outlines the elements that impact an individual’s culture. This model is utilized as a model for teaching intercultural competence in different professions. Even though this model was initially developed to be applied to nursing students, it can be used by other professions such as teaching and management among others (Mardis & Oberg, 2019). It uses various ideas and concepts on individuals, cultures, healthcare professionals, and healthcare. With this model, it makes it possible to create and evaluate cultural competence. The cultural characteristics may be based on factors such as religion, race, sexual orientation, physical characteristics, and gender, among others. The Purnell model contains twelve cultural domains. The first domain is the overview/heritage. It describes concepts that are related to a country of origin, politics, economics, and occupation, among others. Second domain is communication. This involves the concepts that are linked to languages and dialects. Third domain is family roles and organization. Its concepts are interconnected with the head of a household and roles based on gender. The fourth domain is the workforce. Its concepts are linked to autonomy and communication styles based on ethnicity, among others. The fifth domain is bicultural ecology. Its concepts are based on an individual ethnic and racial origin. Sixth domain is high-risk behavior. This may involve issues such as the use of drugs, among others. Seventh domain is nutrition. Its concepts are involved with an individual’s nutrition such as food choices (Mardis & Oberg, 2019). The eighth domain is pregnancy and childbearing which is involved with concepts that are related to fertility practices. The ninth domain is death rituals which are involved with the cultural view of death. The tenth domain is spirituality which is involved with religious practices. Eleventh domain is healthcare practices which focus mainly on healthcare. The last domain is healthcare practitioner which focuses on concepts such as status and perceptions of tradition. Assumptions The first assumption of the Purnell model is that all healthcare professionals should be impacted by the same information on cultural diversity. All healthcare professions should also have the same metaparadigm concepts of health, person, community, and family. The second assumption is that no culture is superior to the other. Cultures are different but have similarities. The third assumption is for a caregiver to increase or improve their self-awareness, they need to know about cultural awareness. The fourth assumption is that for a provision of culturally sensitive and culturally competent care, healthcare professionals need to have information on cultural-general and cultural-specific. The fifth assumption is that there are various factors that healthcare should consider for it to be effective. Some include attitudes, beliefs, and values among others (Mardis & Oberg, 2019). The sixth assumption of this model is that understanding culture will help in reducing cases of bias and prejudice. Lastly, everyone should be respected regardless of their cultural heritage or uniqueness. How this model helps us to provide cultural competence healthcare Purnell model may be used by healthcare providers in any healthcare setting and hence may help in the provision of a team-oriented healthcare environment. The model provides a framework that can be used by healthcare providers in different settings and disciplines. This model will hence lead to improved opportunities, provision of individualized care, and prevention of illnesses and diseases (Douglas, Pacquiao & Purnell, 2018). With the general knowledge and skills in culture, healthcare professionals will be culturally competent.

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Nursing Research DQ 2 Student Reply Vanessa Camano 2025

The following post is another student post to wish i have to reply. Please Make sure to add other information related to what the student posted. APA style 2 references and less than 20 % similarity .3 paragraph with minimum 3 sentence Week 2 Discussion A variable is a feature or characteristic that has quality or quantity that changes or varies. For instance, in a study conducted to investigate the existing differences between females and males, sex or gender would be the variable (Pandey, 2020). Variables can either be continuous, discrete or categorical. The commonly used are continuous and discrete since categorical variables may fall in either of the two main types. Continuous variables are quantitative variables used to describe data that can be measured in some way. They are variables that can take any value between its lower limit and upper limit hence making it difficult to count. Continuous variables are non-countable since even forever is not enough to count them. Examples of continuous variables include age, height, date, time, eye color, among others. These variables cannot be counted, and if they can, one would never exhaust all values (Kaliyadan & Kulkarni, 2019). These variables are mostly measured in small infinite units. Many continuous variables, as highlighted above, are physical traits. Psychological traits, such as creativity and intelligence, are also continuous variables. A continuous variable can be numeric like in the case of height or time and date, like the time when something was done. Discrete variables are types of variables that can only take finite number values. Qualitative variables fall under this category of variables. However, some quantitative variables may be discrete such as performance when rated as either 1, 2, 3, 4, or 5. Discrete variables are numeric and can be counted, unlike continuous variables (Kaliyadan & Kulkarni, 2019). These variables are always numeric. Examples of discrete variables include the number of cars, number of people in a hotel or class, questions answered correctly in a test, number of defects in producer goods, number of books published, number of coin flips, among others. When things like height and distance are rounded off to the nearest whole number, instead of fractions or decimals, then they become discrete variables. Categorical variables are variables that have two or more categories with no intrinsic order of the classes. In other words, they contain a fixed and finite number of distinct groups called categories. They usually lack a logical order. Both continuous and discrete variables can become categorical if they are separated into finite categories. Categorical variables include gender, hair color, payment method, race, age group and level of education (Kaliyadan & Kulkarni, 2019). These variables are like multiple choice questions where you are given a fixed number of options to choose from, and none of the alternatives is powerful than the other hence cannot be arranged sequentially. For instance, gender: one can either be male or female, and there is no intrinsic way of ordering them. Similarly, age can be categorized into several age groups, such as; below 18 years, 19 to 40 years, 41 to 65 years, and 65+ years. A person can belong to only one of the age groups at a time. A dichotomous variable can be confused with a categorical variable since both have distinct groups. However, dichotomous variables are those that can only take one of only two possible values; that is, they are categorical variables with only two categories. For instance, gender is a categorical variable with only two possible values: male or female. Therefore, gender is a dichotomous variable. Other examples include measurements that require yes or no answers, high or low, etc. age can be transformed to become dichotomous by dividing it into two distinct age groups like below 50 and over 50 years. Continuous variables are transformed into a dichotomous variable in a process called dichotomization (McShane & Gal, 2017). Variables are essential in research since they are the driving tools. References Kaliyadan, F., & Kulkarni, V. (2019). Types of variables, descriptive statistics, and sample size. Indian dermatology online journal , 10 (1), 82. McShane, B. B., & Gal, D. (2017). Statistical significance and the dichotomization of evidence. Journal of the American Statistical Association , 112 (519), 885-895. Pandey, S. (2020). Types of variables in medical research. Journal of the Practice of Cardiovascular Sciences , 6 (1), 4.

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