NUR3045 Module 2 Quiz Chapter 7 2017 2025

Question 1 An older patient recalls family members using garlic for medicine . What purpose does garlic serve as a health care practice? Select all that apply . 1. Forces other people to stay away 2. Belief that garlic keeps the evil spirits away 3. Cures a sore throat 4. Helps indigestion Question 2 A group of nurses is talking about different ethnocultural practices regarding health that are followed within each of the nurses’ families . What purpose will this discussion serve? Select all that apply . 1. Reawaken the types of HEALTH practices within each nurse’s family 2. Make known the similarities and differences across ethnic and religious groups 3. Help to realize that all people practice a certain amount of traditional medicine 4. Understand that nurses often delay in seeking professional healthcare Question 3 A patient of the Austrian-American Jewish tradition tells the nurse how to treat boils . What will this patient most likely explain to the nurse? 1. Apply a fried chopped onion compress to the area. 2. Press cold tea bags to the area. 3. Apply a flaxseed poultice to the area. 4. Place hot Epsom salts on the area. Question 4 Which dietary practice is followed by individuals of Swedish-American Protestant heritage to treat feeling run-down and tired? eating a whole head of lettuce Question 5 A patient recalls being told about various childhood illnesses by his mother . Why is heritage exploration often done through women? 1. Women are the guardians of the family’s health/HEALTH and nurturance. 2. Women live longer than men and can remember events better. 3. Women have a better recall of events within a family context. 4. Women are the authority figures within families. Question 6 Which health restoration practice for a cold would the nurse assess in a patient of English Catholic heritage? 1. Rubbing the chest with Vicks 2. Drinking honey and vinegar 3. Gargling with water and vinegar 4. Drinking warm milk Question 7 Which heritage group boils a beef bone, breaks up toast in the broth, and drinks as a HEALTH restoration practice for a headache? 1. German-Americans 2. Polish-Americans 3. Irish-Americans 4. Canadians Question 8 Which actions are considered to be health restoration practices for individuals of Eastern European Jewish heritage? Select all that apply . 1. Chicken soup 2. Glass of wine 3. Alcohol massage 4. All of the above Question 9 Which action would a patient from Italian-American Catholic heritage perform to protect health? 1. Never washing hair before going outdoors 2. Keeping a kitchen warm 3. Drinking water with meals 4. Taking regular vitamin tonics Question 10 Through a health history, the nurse learns that a patient’s parents were of Austrian Jewish heritage . Which health practices would the nurse most likely assess in this patient? Select all that apply . 1. Baking bread 2. Eating homegrown fruits and vegetables 3. Wearing camphor around the neck 4. Gargling with salt water Question 11 Which health protection activity would a patient of Iranian-American Moslem heritage practice? Keep feet from getting wet inthe rain Question 12 Which action is a birth belief among Shintos? 1. Saving the umbilical cord as a lasting bond between mother and child 2. Never setting up a crib for an infant until after the birth 3. Wearing white and blue bead charms on the wrist as a protection from evil 4. Hoping that a newborn is not a female baby because it will decrease the mother’s looks Question 13 A patient who is of Greek Orthodox heritage is a new widow . What will the patient do after the death of her spouse? 1. Wear black and remain in mourning for the remainder of her life. 2. Hire a professional mourner to cry for the deceased. 3. Wash the body and prepare it for the wake. 4. Pray the Rosary aloud as part of the burial ritual. Question 14 How would a patient of French-Canadian Catholic heritage use a HEALTH restoration practice to treat a rash? Take an oatmeal bath Question 15 An older patient talks about being given preparations as a child that were considered patent medications . The nurse recalls that these medications included which items? Select all that apply . 1. Alcohol 2. Opium 3. Cocaine 4. Aspirin Question 16 A patient tells the nurse about using cod liver oil every day . Which heritages utilize cod liver oil as a health maintenance practice? Select all that apply . 1. English 2. French 3. Norwegian 4. Polish Question 17 Why is it important to examine individual familial health/HEALTH practices? 1. Helps a person become knowledgeable about the role that ethnocultural and religious heritage has played within a family 2. Identifies what HEALING practices need to be used when one is ill 3. Rejects those health/HEALTH traditions if they differ from those of the same ethnocultural group 4. Generalizes to all members of the same ethnocultural group the various health/HEALTH practices that are implemented. Question 18 For which heritage is applying a red scarf around the chest performed for a cold or a sore throat? 1. English tradition 2. Norwegian tradition 3. Polish tradition 4. Eastern European tradition Question 19 The nurse asks a patient of Italian-American Catholic heritage to describe health protection activities . What will this patient most likely reply to the nurse? Select all that apply . 1. Keeping feet warm 2. Keeping warm in cold weather 3. Never washing hair at night 4. Staying out of drafts Question 20 What would a patient of Irish Catholic heritage use to treat menstrual cramps? Select all that apply . 1. Hot milk sprinkled with ginger 2. Shot of whiskey 3. Glass of warm wine 4. All of the above.

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rewrite 2025

500 words rewrite only excluding question body and reference , no plagiarism. Please submit answers to the following questions in a Word document as a Nurse Practitioner Student: 1. What are your strengths during this clinical rotation? (3-4 points) 2. What are your weaknesses during this clinical rotation? (2-3 points) 3. What methods do you have in place to help overcome barriers in your clinical rotation? (3-4 point) Answer In clinical rotation, nurse practitioners have a set of weaknesses and strengths. The strengths and weaknesses may vary from skill, attitude, knowledge, and decision to detect and solve a health problem. The practical experience makes a nurse practitioner able to find its disabilities and develop professionalism and create nursing skills (Karimi et al., 2017). Strengths during Clinical Rotation In the clinical rotations, I’m great at certain traits that are highlighted as a strength. The strengthening factors observed during clinical rotation are divided into three categories: Knowledge Related Strength Some technical based skills, such as computer skills, speaking skills, and communication style, are improved with knowledge. These are very important in the nursing profession. I have a good grip on this expertise. Personality Traits The behavioral responses, calm nature, ability to face a stressed situation, individual role, teamwork, hard work, and smart work are the nurse practitioner’s personality strengths. These traits make a nurse’s personality more potent. I have all these skills as one of my professional strengths. Other Skills An organized way of working, multitasking approach, and leadership characteristics are some other strengths. Critical thinking is also an important strength of a nurse practitioner to detect the problem and suggest the appropriate solution to that problem. The reasoning habit enables a nurse practitioner to learn new things. This habit develops a curiosity for a patient’s history. The nurse practitioner constructs an explanatory hypothesis for the diagnosis of disease. I have a good memory regarding patient history and an efficient multitasking approach in problem-solving. Other skills are less polished, but with the experience, I will add up those strengths as well. Weakness during Clinical Rotation During clinical rotation, I’ve faced major weakness in managing body fluids. Also, I dislike facing pressure situations. I’ve avoided dealing with patients who are not conscious of their disease and did not follow preventive measures. These are my weak points. These are areas to be improved. The other things I observe as my weakness are a habit of detailing and consuming more time on paperwork. Methods to Overcome Barriers The best way to get over the clinical rotation barriers is to recognize and own your weaknesses and strengths. Always maintain a positive and professional attitude in your work. I consider my weakness as an opportunity to improve. The non-serious behaviors like gossiping while attending to a patient reduces your chance of getting a job. You should not blame others for your mismanagement. Admit your faults and try to improve them. Clinical rotation is a preparatory phase in your career. Analysis of weakness and strength helps nurses get a better job and enables them to provide quality care to their patients. According to a study, about 10% of patients are reported who believe that the practitioners neither listen to them nor spend time with the patients (Babaei, & Taleghani, 2019). This attitude should be eradicated, and a clear understanding should be developed with their patients. I think maintaining a balance between theory and experiential learning (clinical rotation) is considered a key element in nursing education (Karimi et al., 2017). References Babaei, S., & Taleghani, F. (2019). Compassionate Care Challenges and Barriers in Clinical Nurses: A Qualitative Study. Iranian Journal of Nursing and Midwifery Research ,https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6485023/ Karimi, S., Haghani, F., Yamani, N., & Kalyani, N., M. (2017). Exploring the perception of nursing students about the consequences of reflection in clinical settings. PubMed ,9(9), 5191-5198,https://pubmed.ncbi.nlm.nih.gov/29038696/

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Assignment: Evidence-Based Project, Part 4: Recommending an Evidence-Based Practice Change 2025

The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes. In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach. To Prepare: Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT. Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection. Consider the best method of disseminating the results of your presentation to an audience. The Assignment: (Evidence-Based Project) Part 4: Recommending an Evidence-Based Practice Change Create an 8- to 9-slide narrated PowerPoint presentation in which you do the following: Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.) Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general. Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered. Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation. Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy. Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change. Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking. Add a lessons learned section that includes the following: A summary of the critical appraisal of the peer-reviewed articles you previously submitted An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides) By Day 7 of Week 10 Submit Part 4 of your Evidence-Based Project. Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 7, “Patient Concerns, Choices and Clinical Judgement in Evidence-Based Practice” (pp. 219–232) Hoffman, T. C., Montori, V. M., & Del Mar, C. (2014). The connection between evidence-based medicine and shared decision making. Journal of the American Medical Association, 312 (13), 1295–1296. doi:10.1001/jama.2014.10186 Kon, A. A., Davidson, J. E., Morrison, W., Danis, M., & White, D. B. (2016). Shared decision making in intensive care units: An American College of Critical Care Medicine and American Thoracic Society policy statement. Critical Care Medicine, 44 (1), 188–201. doi:10.1097/CCM.0000000000001396 Opperman, C., Liebig, D., Bowling, J., & Johnson, C. S., & Harper, M. (2016). Measuring return on investment for professional development activities: Implications for practice. Journal for Nurses in Professional Development, 32 (4), 176–184. doi:10.1097/NND.0000000000000483 Schroy, P. C., Mylvaganam, S., & Davidson, P. (2014). Provider perspectives on the utility of a colorectal cancer screening decision aid for facilitating shared decision making. Health Expectations, 17 (1), 27–35. doi:10.1111/j.1369-7625.2011.00730.x The Ottawa Hospital Research Institute. (2019). Patient decision aids. Retrieved from https://decisionaid.ohri.ca/

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CONVERSATION RECAP 2025

INTRODUCTION Communication requires both parties to make choices. These choices determine if the conversation will create value or create waste. These choices mostly consist of recognizing when a bioreaction occurs, how it impacts listening, and being aware of listening differently. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Select a conversation where you had a disagreement that had an impact on you and triggered a bioreaction. The conversation could have been a long time ago or recently. A. Explain what happened during the disagreement by answering the following questions: • Describe the situation that led to the conversation. • When did you realize that there was a disagreement during the conversation? • Describe a bioreaction(s) that was experienced during the disagreement. • How did the conversation end? B. Analyze the conversation by answering the following questions: • Using the four levels of the conversation meter, what level were you listening at, and what level was the other person listening at? • Give examples of two factors that describe how you and they were listening in at these levels in the conversation meter: feelings, behaviors, language, or tone. • What were your points of alignment or disagreement? C. Reflect on how the conversation encouraged you to listen differently by answering the following questions: • How could you have listened differently moving up the conversation meter, and what effect would that have had on the disagreement? • How could you incorporate listening for needs, purpose, or concern to create value in the conversation (including describing what that would look like)? • What have you learned about accuracy and authenticity that could be used to improve the conversation? D. Demonstrate professional communication in the content and presentation of your submission.

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Ethics Week 2 Discussion 2 2025

Apply the framework of The Five R’s approach to ethical nursing practice from this week’s reading to answer the questions about values and choices. FIVE (R)ULES BOX 2-6 The Five Rs Approach to Ethical Nursing Practice 1. Read: Read and learn about ethical philosophies, approaches, and the ANA’s Code of Ethics for Nurses . Insight and practical wisdom are best developed through effort and concentration. 2. Reflect: Reflect mindfully on one’s egocentric attachments—values, intentions, motivations, and attitudes. Members of moral communities are socially engaged and focus on the common good. This includes having good insight regarding life events, cultivating and using practical wisdom, and being generous and socially just. 3. Recognize: Recognize ethical bifurcation (decision) points, whether they are obvious or obscure. Because of indifference or avoidance, nurses may miss both small and substantial opportunities to help alleviate human suffering in its different forms. 4. Resolve: Resolve to develop and practice intellectual and moral virtues. Knowing ethical codes, rules, duties, and principles means little without being combined with a nurse’s good character. 5. Respond: Respond to persons and situations deliberately and habitually with intellectual and moral virtues. Nurses have a choice about their character development and actions. What are values? Q. What are your personal values? Q. Why do you value them? Q. What are the values in your society? Q. How do you make choices? Q. Are your choices based on your values? Q. What values are useful in society? What are the limits to personal choice? Q. Who limits your choices? Q. Are limits to choices good? Q. Do you limit other people’s choices? Q. Should the health care organization or the government limit people’s choices? If so, how, and under what circumstances? In your responses to peers, feel free to agree, disagree, question, compare, and discuss each other’s responses in a way that fosters thoughtful and respectful dialog. You may also address the following: Did any responses surprise you? If so, how? Did reading your peers’ responses to the questions expand your own view of ways to answer questions? Finally, consider this: A common idea in health care is that if you are drawn to health care as a profession, you are inherently guided by an inner compass that is composed of a strong moral framework. Why is this a dangerous assumption?

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